OpenLLM-France/wikimedia huggingface dataset:
# Introduction to Probability/Probability/sharks

Instructions: Read the summary of the article Shark. Then take the quiz below. Evaluate your performance as explained below and proceed to your next selected lesson as per the ...link to index or lists of lists with coding information here.
Self Paced Reading Labs/Sharks : Quiz
If you missed more than two answers consider selecting a lower level reading lab next time.
If you missed only one consider selecting a same level lab for additional practice.
If you missed none consider whether you wish to practice more at this level or start a more demanding level.
# Introduction to Probability/Quizz/level1/quiz

A quiz I.M.I about Probability B.U.A.P. J.Manuel Pérez Bonifacio Vargas Rocio Pineda
# Introduction to Programming

* Introduction
* Welcome to the Introduction to Programming. This course is part of the School of Computer Sciences curriculum, and so new visitors should familiarize themselves with the Introduction to Computer Science course before beginning these lessons on programming.
* Since this is an introductory course, we won't be dealing with any programming language in particular. Examples will be taken from a number of programming languages or given in a pseudocode. Wikiversity offers more in-depth courses on Java and C++.
* Periodically throughout this course there will be instructions to work on a lesson from your chosen language.
* Prerequisites
* This course assumes no prior experience with programming. We do, of necessity, assume that the student is able to operate their own system to, at a minimum, install and set up the tools needed to program in at least one computer programming language.
* While not strictly necessary, some comfort with math—at least at the high school algebra level—would be useful in understanding some of the supporting material referenced in this course.
* Recommended course of study
* Introduction to Algorithms
* Flowchart

## Lessons

* About Programming
* Programming Languages
* Organization
* Variables
* Numeric Variables
* Boolean Variables
* Control Structures
* Subprograms
* Scope
* Debugging
* Next Course Introduction to Programming in Java
* Previous Course Introduction to Computer Science

## See Also

* Programming Fundamentals
* Computer Programming
* Introductory algorithm challenges - Learn the basics of getting your program statements using examples from everyday life (such as making a cup of coffee)!
* Data Structures and Algorithms - Storing and accessing your data
# Korean/Words/바다
## 바다

RR: bada
* sea
* large area where something flourishes
** 불바다 (bul-bada, lit., "sea of fire" or vuurzee in Dutch exactly!)

### Relatives

* 받다 (badda, "to support, receive")
* 바다 (bada, "sea")
* 바닥 (badag, "base, bottom")
* 바당 (badang, "base, bottom")
* 바당 (badang, Jeju dialect for "sea")
* 바닿 (badah, old spell for "sea")
* 바랄 (baral, old spell for "sea")
* 바르 (bareu, Jeju dialect for "sea")
* 바ᄅᆞᆯ (barwl, old spell for “sea”)
* 바를 (bareul, Jeju dialect for "sea")
* 바탕 (batang, "base, basis")
* 버텅 (beoteong, "stepping stone")
* 발 (bal, "foot")
* 밭 (bat, "(flower) bed, (wheat) field")

### Comparatives

* вода #Russian (voda, "water")
* water #Dutch ("water, body of water"), Listen to the audio.
* Wasser #German ("water, body of water")
* vatn #Icelandic ("water, body of water"); etc.
* vadum #Latin (pl. vada)
** A shallow, ford, shoal.
** A body of water; sea, stream.
** The bottom of a body of water.
* wadan #Old English
* wade #English
* bat #English
* base #English
* vase #English
* vat #English
* bath #English
* Baden #German ("bath")
* bottom #English
* ball #English ("front bottom of foot")
* bottom #English
* foot #English
* بحر #Arabic (bahr, "sea, large river")
** بَحْر قَزْوِين‎ #Arabic (baḥr qazwīn, "Caspian Sea")
** Hazar Denizi #Turkish ("Caspian Sea")

### Criticism

    (Secondary research)
* wikt: Reconstruction:Proto-Korean/patak
* EtymologyAlexander Vovin suggests that this is a loan from Old Japanese 海 (wata, “sea; ocean”).
The above reads that Proto-Korean for "sea" may be a loan from Old Japanese. This hypothesis may be well falsified by checking up how thickly both words for "sea" are related to other terms respectively in reality, as per mass comparison as it were. For Korean, see the Relatives and Comparatives above.

### See also

* 불바다 (bul-bada, "conflagration,"), lit., "fire-sea" cf. vuurzee #Dutch, etc.
* Badakhshan
* ↑ One of the most terrific threats of North Korea is such that they could/would make Seoul a sea of fire.
# Korean/Words/박쥐
## 박쥐

RR: bakjwi
* A bat (or, rearmouse, reermouse, reremouse, flindermouse, flittermouse, fluttermouse, flying-mouse, chiropter, chiropteran, etc.), from Middle English balke.

### Etymology

    Korean/Words/밝쥐 (balgjwi), a compound of 밝다 (balgda, "to be bright-eyed") + 쥐 (jwi, "rat")
# Korean/Words/물레

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 물레
### Noun

* 솜이나 털 따위의 섬유를 자아서 실을 만드는 간단한 재래식 기구.
    w: spinning wheel
* 도자기를 만들 때, 흙을 빚거나 무늬를 넣는 데 사용하는 기구. 축의 아래와 위에 넓고 둥근 널빤지를 대어 만드는데 아래 판을 발로 돌리면 위 판도 함께 돌아 그 회전력을 이용하여 작업한다.
    w: potter's wheel

### Compounds

* 물레바퀴 (-bakwi, "spinning wheel; watermill wheel")
* 물레방아 (-bang-a, "watermill")

### Relatives

* 물레바퀴 (mulle-bakwi, "spinning, gyrating wheel")
* 굴레바퀴 (gulle-bakwi, "rolling wheel")
* 물레바퀴
* 물레에 딸린 바퀴. 바퀴가 돌아감에 따라 가락이 돌면서 실을 감게 된다.
* 물레방아에 붙어 있는 큰 바퀴. 물의 힘으로 돌면서 방아를 움직이게 한다.
* 굴레바퀴
* ‘굴렁쇠’의 방언 (강원).
* ‘굴렁쇠’의 북한어.
* 굴렁쇠
* 어린아이 장난감의 하나. 쇠붙이나 대나무 따위로 만든 둥근 테로서, 굴렁대로 굴리며 논다.
* 굴렁쇠선 [-線]
* 한 원이 일직선 위를 굴러갈 때, 이 원의 원둘레 위의 한 점이 그리는 자취.
* 물방아
* 물의 힘으로 공이를 오르내리게 하여 곡식을 찧거나 빻는 기구를 통틀어 이르는 말.
* 참조어: 물레방아
* 물바퀴
* 물방아의 바퀴.

### Comparatives

    From mill #Translations
| Germanic | Romance | Others |
| Danish: mølle Dutch: molen English: mill Faroese: mylla German: Mühle Norwegian: mølle Swedish: mölla | Catalan: molí French: moulin Italian: mulino, mola Latin: mola Portuguese: moinho Spanish: molino | Belarusian: млын (mlyn) Bulgarian: ме́лница (mélnica) Cornish: melin Czech: mlýn Korean: 물레방아 (mulle-bang-a) Polish: młyn Russian: ме́льница (mélʹnica) Ukrainian: млин (mlyn) Welsh: melin |

### See also

* 방아 (bang-a, "milling, grain-pounding")
* ↑ https://ko.dict.naver.com/#/search?query=물레
* ↑ https://en.wiktionary.org/wiki/물레
* ↑ "To revolve round a central point"
# Korean/Words/바닥

RR: badag > badak

## Noun

* 평평하게 넓이를 이룬 부분.
    plain, wide flat area
* 물체의 밑부분.
    bottom, bed, floor
* 지역이나 장소.
    place, area, ground

## Relatives

* 받다 to receive; support, propup; butt, head
* 바다 sea; body of water
* 바당 (obsolete) floor; (Jeju dialect) sea;
* 바탕 base, ground
* 마당 yard, ground
# Korean/Words/및

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 및
### Adverb

* ‘그리고’, ‘그 밖에’, ‘또’의 뜻으로, 문장에서 같은 종류의 성분을 연결할 때 쓰는 말.
    and, besides, in addition

### Synonyms

* 그리고 (geurigo)
* 또 (tto)
* 겸 (gyeom)

### Comparatives

* with #Translations, etc.
* Danish: med, ved
* Dutch: met
* English: mid, with
* Faroese: með, við
* German: mit
* Icelandic: með
* Norwegian: med
* Swedish: med, vid
* ↑ https://ko.dict.naver.com/#/search?query=및
* ↑ https://en.wiktionary.org/wiki/및
# Korean/Words/바람벽

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 바람벽
### Noun

* 방이나 칸살의 옆을 둘러막은 둘레의 벽.
    wall

### Relatives

* 바람
* 바래다
* 바래다주다

### Comparatives

| defensive wall | defensive wall | common wall |
| Danish: mur Icelandic: múr Norwegian: mur  Swedish: mur | Danish Icelandic Norwegian: voll Swedish: vall | Danish: væg Icelandic: veggur Norwegian: vegg Swedish: vägg |
* ↑ https://ko.dict.naver.com/#/search?query=바람벽
# Korean/Words/반달족

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 반달족
### Noun

* 민족 대이동기의 게르만의 한 부족. 4세기 이후 동유럽으로부터 에스파냐를 거쳐 북아프리카에 건너가 429년에 카르타고를 중심으로 하여 반달 왕국을 세우고 서지중해에서 위세를 떨쳤으나 534년에 동로마 제국에게 망하였다.
    (loanword) Vandals

### Homonyms

* 반달 (bandal, "half-moon")

### Relatives

* 언월도 (偃月刀, eon-weol-do, "halberd" lit. "half-moon blade") cf. Guandao, Woldo, Halberd

### Comparatives

* halberd
    A hand weapon consisting of a long pole fitted with a metal head; the head consists of a blade similar to an axe and usually a spike or hook.
    Etymology
    (1495) Middle French hallebarde, from Italian alabarda, from Middle High German halmbarte (“broad-axe with handle”), from halm << Proto-Germanic *helmô (“handle”) + barte (“hatchet”) << *bardaz (“broadax”), literally "beard."
* Lombard
* (historical) A member of a Germanic people who invaded Italy in the 6th century.
    Etymology
    ... from Germanic, derived from the Proto-Germanic elements *langaz +‎ *bardaz; equivalent to long +‎ beard. Some sources derive the second element instead from Proto-Germanic *bardǭ, *barduz (“axe”), related to German Barte (“axe”).
* ↑ https://ko.dict.naver.com/#/search?query=반달족
* ↑ https://en.wiktionary.org/wiki/반달리즘
* ↑ The Vandals were a Germanic people who first inhabited what is now southern Poland. They established Vandal kingdoms on the Iberian Peninsula, Mediterranean islands, and North Africa in the 5th century.
* ↑ The long-handled axe is commonly known as "halberd" in Roman context, and "Woldo" related to 반달 (babdal, "half-moon") in Korean context, which is homonymous to "Vandal". What if "Lombard" and "Vandal" were turned out to be synonymous after all?
# Korean/Words/받다
## 받다

RR: badda
* to receive, take

### Relatives

* 받들다 (baddeulda, "to support, uphold, esteem")
* 바치다 (bachida, "to dedicate")
* 받치다 (badchida, "to support, back up")
* 받침 (badchim, "support, pad")
* 바다 (bada, "sea")
* 바닥 (badag, "base, bottom")
* 바당 (badang, "base, bottom")
* 바당 (badang, Jeju dialect for "sea")
* 바닿 (badah, old spell for "sea")
* 바랄 (baral, old spell for "sea")
* 바르 (bareu, Jeju dialect for "sea")
* 바를 (bareul, Jeju dialect for "sea")
* 바ᄅᆞᆯ (barwl, old spell for “sea”)
* 바탕 (batang, "base, basis")
* 버텅 (beoteong, "stepstone")
* 발 (bal, "foot")
* 밭 (bat, "(flower) bed, (wheat) field")
* 버티다 (beotida, "to resist, hold out, stand out; endure; prop up")

### Comparatives

* put #English
* fund #English
* fundus #Latin ("foundation")
* вода #Russian (voda, "water, body of water")
* water #Dutch ("water, body of water"); listen to the audio.
* Wasser #German ("water, body of water")
* vatn #Icelandic ("water, body of water"); see also its cognates.
* vadum #Latin (pl. vada)
** A shallow, ford, shoal.
** A body of water; sea, stream.
** The bottom of a body of water.
* wadan #Old English
* wade #English
* vase #English
* vat #English
* base #English
* bat #English
* bath #English, Baden #German
* bottom #English
* ball #English ("front bottom of foot")
* foot #English
* بحر #Arabic (bahr, "sea, large river")
** بَحْر قَزْوِين‎ #Arabic (baḥr qazwīn, "Caspian Sea")
** دریای خزر‎ #Percian (daryâ-ye xazar, "Khazar Sea")
** Xəzər dənizi #Azerbaijani ("Khazar Sea")
** Hazar Denizi #Turkish ("Khazar Sea")

### See also

* Korean/Words/놓다 (nohda, "to lay, put")
* Korean/Words/두다 (duda, "to lay, put")
** cf. do #English in archaic sense
# Korean/Words/미리내

* ㄱ ㄲ ㄴ ㄷ ㄸ ㄹ ㅁ ㅂ ㅃ ㅅ ㅆ ㅇ ㅈ ㅉ ㅊ ㅋ ㅌ ㅍ ㅎ -ㄱ-ㄲ-ㄴ-ㄷ-ㄸ-ㄹ-ㅁ-ㅂ-ㅃ-ㅅ-ㅆ-ㅇ-ㅈ-ㅉ-ㅊ-ㅋ-ㅌ-ㅍ-ㅎ- 말+/말씀+/물+/불+ a2z/Basics/News/Notes/Table/Legend/Sandbox

## 미리내
### Noun

* ‘은하수(銀河水)’의 방언(제주).
    (Jeju dialect) Milky Way, literally, "dragon river"

### Synonyms

* 은하 (eunha, lit. "silvery river")
* 은하수 (eunhasu, lit. "silvery river waters")

### Relatives

* 미르 (mireu, "dragon")
* 미리 (miri, "dragon")
* 내 (nae, "river")

### Comparatives

* 天河 #Japanese (てんが, tenga, "Milky Way," lit. "Sky River")
* ↑ https://ko.dict.naver.com/#/search?query=미리내
# Maritime Health Research and Education-NET/Invitations for collaboration
## Invitation to maritime doctors and maritime schools on research collaboration

* Invitation to Maritime Doctors and Maritime Schools on Research Collaboration.International Maritime Health 73, no. 4 (2022): 229–30.
* Screening for Type 2 Diabetes and Hypertension in Seafarers’ Medical Examinations.International Maritime Health Vol 73, 2022;73(2):64-72.
# Maritime Health Research and Education-NET/International T2DM and Hypertension Research Group
## International T2DM and hypertension Research Group for fishers, seafarers and other transport workers

The objectives are to preserve the health in general and the eyesight in specific for the fishers, seafarers and other transport workers who are dependent on good eyesight to stay in the job for many years, by taking focus on early diagnosis and early start of T2DM and Hypertension prevention. The ILO Guidelines for seafarers’ medical examinations include health promotion issues beyond the fit-for duty protocol page. The focussed intervention has impact on all types of metabolic syndrome diseases to keep the workers active for more years. Effective health promotion is dependent on research that is dependent on access to valid data.
Centralization of data is needed for health promotion of T2DM and related metabolic syndrome diseases. It is proposed to include Appendix F-1 Scientific Data Form for research purposes as the basis for prevention. Intervention is done in collaboration with the stakeholders.

## Revision of the ILO Guidelines for medical examinations of seafarers

Appendix F-1 Scientific Data Form
| Inform Cons | Age | Gend | Natio | Fisher | Seaf | Waist | Dias BP | Sys BP | A1C | FSG | Hight | Weight | Have you Diab? | Have you Hypert? | Medi-cine? | ref to DM spec | ref to Hyp spec |
# Maritime Health Research and Education-NET/Inventory of Cohorts OMEGA-NET

Meta-data to be reported to OMEGA-NET
* Port workers in Denmark 2018 n=90
* CoPSQ Thailand seafarers 2019 n=325
* Seafarers in Trieste 2020, Italy, 3 Covid questions + GHQ12 n=72
# Maritime Health Research and Education-NET/MANAGEMENT
## 1 Board of Directors

* The MAHRE-NET's main decision-making authority is the Board.
* The Board is made up of active associate researchers and most of them are occupational medical specialists.

## 2 Coordination of the activities

* The Board of Directors distributes the coordination of the activities among them
* Board meetings are held when needed in the start and later every 3 months
* Each of the Directors are responsible for convening Board meetings
* Short minutes from the meetings written directly during the meetings
* A one-year plan for activities and meetings is ready at the end of December.

## 3 Advisory Committee

* The institutions are invited to participate with a representative from each of them: ILO, IMO, ITF, SIRC, Europêche, WMU and IMHA-Board
* Annual meetings will preferable be Zoom meetings.

## 4 Goals

The Board of the MAHRE-NET establishes objectives for which research areas should be prioritised and which results are expected to be obtained in these areas.

## 5 Evaluation of the MAHRE-NETactivities

The MAHRE-NETBoard Directors understand every year an evaluation of the activities in their own domain
Each Directors presents an annual report for their responsible area to the Board in late December Board meeting

## 6 Financial Accounting

There are no separate accounts for the MAHRE-NET since the economy is placed with each of the institutions of the participants of the established collaboration projects.

## 7 Financial Resources

The main financial resource for the IMHR-NET 's activity is the existing resources of individual participants and national and international research foundations

## 8 Author affiliations in the publications

Besides own institution, the affiliation to the MAR-OMEGA-NET can be added

## 9 Annual status report

The MAHRE-NETDirectors are responsible for preparing an annual status report that is approved by the Board of Directors
The progress report should include a brief overview of last year's results with signatures and dates.
# Maritime Health Research and Education-NET/Google Forms Questionnaires/Nordic Safety Climate Questionnaires NOSACQ-50
#### English

* En SEAFARERS Nordic Safety Climate Questionnaire-50
* En FISHERMEN Nordic Safety Climate Questionnaire-50
* En PORTWORKERS Nordic Safety Climate Questionnaire-50

#### Spanish

* Es MARINOS Nordic Safety Climate Questionnaire-50
* Es PESCADORES Nordic Safety Climate Questionnaire-50
* Es PORTUARIOS Nordic Safety Climate Questionnaire-50

#### Danish

* Da HAVNEARBEJDERNE Nordic Safety Climate Questionnaire-50
# Maritime Health Research and Education-NET/Links to Spanish projects

https://es.wikiversity.org/w/index.php?title=Especial:Buscar&search=Proyectos+de+investigaci%C3%B3n+en+salud+del+trabajo&ns0=1 https://es.wikiversity.org/wiki/Proyectos_de_investigaci%C3%B3n_en_salud_del_trabajo/Estudio_en_una_clase_en_UMC_GHQ12 https://es.wikiversity.org/wiki/Proyectos_de_investigaci%C3%B3n_en_salud_del_trabajo/Nivel_de_conocimiento_sobre_Salud_ocupacional_en_pescadores_de_Puerto_Vacamonte_AF
# Maritime Health Research and Education-NET/International T2DM and hypertension Research Group for fishers, seafarers and other transport workers

https://en.wikiversity.org/wiki/Maritime_Health_Research_and_Education-NET/DM2

## International T2DM and hypertension Research Group for fishers, seafarers and other transport workers

The ILO Guidelines for seafarers’ medical examinations include health promotion issues beyond the fit-for duty protocol page. The objectives are to preserve the health in general and the eyesight in specific for the seafarers and transport workers who are dependent on good eyesight to stay in the job for many years, by taking focus on early diagnosis and early start of T2DM and Hypertension prevention. The focussed intervention has impact on all types of metabolic syndrome diseases to keep the workers active for more years. Effective health promotion is dependent on research that is dependent on access to valid data.
Centralization of data is needed for health promotion of T2DM and related metabolic syndrome diseases. It is proposed to include Appendix F-1 Scientific Data Form for research purposes as the basis for prevention. Intervention is done in collaboration with the stakeholders.
Appendix F-1 Scientific Data Form
| Inform Cons | Age | Gend | Natio | Fisher | Seaf | Waist | Dias BP | Sys BP | A1C | FSG | Hight | Weight | Have you Diab? | Have you Hypert? | Medi-cine? | ref to DM spec | ref to Hyp spec |
# Evaluation Theories/Week 13: 4/16/14: Connecting Theory to Practice: Context, Culture and Ethics (TA Led)

See the Program Evaluation Standards
In-Class PSYCH 315z – Comparative Evaluation Theory 2014-04-16
TA-Led class today. 15 minutes at end of class for final paper.
* Cultural Competency
* Fitzpatrick INterview Discussion
* Standards & Guidelines for Ethical Evaluations
* Activity: Ethical Dilemmas
What exactly is culture? “Our shared experience; can include language, values, customs, belief.” -
* Can include factors such as gender, religion, …
* Is not fixed, and can change over time
* Often embedded in the context of hte system
Culture shapes our behaviors and perspectives, and in turn our behaviors and perspectives can shape culture.
Relationship with evaluations:
___
We bring our own culture to the evaluation; and the beneficiaries we interact with all have their own cultures and perspectives that they bring.
Examples of how culture might shape different parts of an eval?
* Measurement issues;
* Identification of stakeholders;
* Will affect Communication in general, and often slow it down.
It also shapes the:
* Type, setting, evaluand
* All phases of the evaluation
* Questions asked, data collected
* How data is interpreted and recorded.
Evaluation can’t be “culture free” - the influence of cultural values and perspectives highlights the importance of evaluations being “culturally competent” in order to . . .
Assimilation, acculturation, and how that affects the evaluator.
If these are ignored, then the evaluation can be flawed and have detrimental effects / consequences.

### Cultural Competency

Cultural Competency is “…a stance taken toward culture, not a discrete status or simple mastery of particular knowledge and skills” (AEA Statement on Cultural Competence in Evaluation, 2011)
It’s the perspective that you bring: it’s not a “yes/no” question: cultural competence depends on the situation. Having the mindset to be open and respectful to other’s e(xperiences...)

## Activity

What program was being evaluated?
What was the purpose of the evaluation and who did the evaluator arrive at this purpose?
Do you think the approach, design, and methods were a good match for context and purpose?
What political issues were particularly salient in their evaluation?
How did the evaluator respond to these issues?
You will be assigned to read a comprehensive document on each of these sets of standards.
i is 5
Group 5
We should have already gone through a process with the client to determine what constitutes an acceptable measured effect.
If no time to work with stakeholders: What do we report? - Write report where we include data, show that we could not find a strong.
If we can work with stakeholders, what do we do next? -
Assumption: Feasibility; Tradeoff: Justified Conclusions and Impartial Reporting vs. Human Interactions (not
# Evaluation Theories/Taxonomies of Evaluation Theory

Classification schemes cited by Christie & Azzam are as follow:
* Fitzpatrick, Sanders, and Worthen (2003)
** Fitzpatrick, J. L., Sanders, J. R., and Worthen, B. R. Program Evaluation: Alternative Approaches and Practical Guidelines. (3rd ed.) Needham Heights, Mass.: Allyn and Bacon, 2003.
* Alkin and House (1992).
** Alkin, M. C., and House, E. “Evaluation of Programs.” In M. C. Alkin (ed.), Encyclopedia of Educational Research. (6th ed.) Old Tappan, N.J.: Macmillan, 1992.
* Shadish, Cook and Leviton (1991),
** Shadish, W. R., Cook, T. D., and Leviton, L. C. Foundations of Program Evaluation: Theories of Practice. Thousand Oaks, Calif.: Sage, 1991.
* Alkin and Christie (2004); Evaluation Theory "Tree"; "Methods, Values, Use"
** Alkin, M. C., and Christie, C. A. “An Evaluation Theory Tree.” In M. C. Alkin (ed.), Evaluation Roots (2004). Thousand Oaks, Calif.: Sage, 2004.
Note the lean towards program evaluation in the works cited here. Also note that when Alkin and Christie say "methods", they mean "theoretical approaches that are grounded in, and have a primary emphasis on, social science methodology." (Christie & Azzam, 2005).

## Short Paper Prompts:

Students, post your answers to these questions in the "Discuss" Section of this Page.
* Discussing the Evaluation Theory Tree, Christie & Azzam note that "moving up a branch reflects the evolution of theoretical approaches, away from, but still grounded in, the initial theoretical approaches and thinking that served as the foundation for, and are positioned at the base of, the branch." - what are the pro's and con's of a categorization system that roots theory in its historical context? In what senses can historical context be said to be necessary or un-necessary for evaluating evaluation theories?
ToDo:
* Describe each in a short sentence
* move the full references to a reference section (but keep in-text citations that include the year the work was published as context)
* Give the following for each referenced work (keeping copyright firmly in mind), in order to provide access to these works by the less privileged:
** outlines,
** summary
** analysis
* ↑, Special Issue: Theorists’ Models in Action. (2005). New Directions for Evaluation, 106, p. 16