CP3 ELICITING VALUE ELEMENTS FOR A PATIENT-DRIVEN VALUE ASSESSMENT
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Value (mathematics)
Prioritization
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This study aimed to describe the stakeholder prioritization in Brazilian companies and their relationship with the industry. In this research, prioritization is operationally defined as the preferential treatment to the interests of one stakeholder over another. The sample is composed of 90 companies with sustainability reporting adopting the Global Reporting Initiative (GRI) framework. We used the Mann-Whitney test to compare the level of treatment with the interests of internal and external stakeholders. We confirmed the hypotheses that the internal stakeholder has a higher level of treatment and that the level of treatment is influenced by characteristics of the industries. This study presents as theoretical contribution the analysis of the industry factor in stakeholders prioritization. Understanding the mechanisms of stakeholders prioritization is important for the manager to encourage relevant stakeholders to the achievement of the company's goals in its sector.
Prioritization
Stakeholder Management
Sample (material)
Stakeholder Theory
Sustainability Reporting
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Accuracy, clarity, and efffectiveness are basic qualities of good technical writing. If there is conflict in accommodating all three simultaneously, or when stylistic choices are being considered, writers should not sacrifice accuracy for clarity nor accuracy and clarity for effectiveness. The priority of accommodation is accuracy, clarity, effectiveness: ACE.
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Lead (geology)
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There is no clarity on concept of ecological leadership, clarity on methodological analysis tools, clarity on the advantages and disadvantages of articles, clarity on the contributions of both managerial and practical articles.
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The purpose of this paper is to expand and clarify the construct of teacher clarity. In doing so, this paper summarizes the findings on teacher clarity, points out two neglected areas, and presents an instrument that incorporates both content and process clarity. This study posits that clarity must be incorporated as a goal of general classroom understanding which includes content and process messages and that teacher clarity is a relational variable. The development of this instrument will allow future scholars to measure teacher clarity as it relates to other communication variables from a relational perspective. Also, the items on this expanded instrument will help teachers to become aware of and identify, more inclusively, the behaviors that constitute teacher clarity.
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Abstract College students ( N = 41) were randomly assigned to one of two groups defined by the teacher's clarity in the lesson, i.e., high‐clarity versus low‐clarity presentation on genetics. After the lesson the subjects completed a test on the contents of the lesson and then rated the lesson presentation. Students in the high‐clarity group achieved more (although not significantly) than students in the low‐clarity group. Students perceived the high‐clarity lesson as significantly clearer than the low‐clarity lesson. These findings are discussed in relation to previous research on teacher clarity.
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Presentation (obstetrics)
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Clarity College students (N = 41) were'randomly assigned to pne of two groups defined by the teacher's clarity in the lesson, i.e., high clarity versus low clarity presentation on genetics. After the lesson, the subjects completed a test on the contents of the lesson and then rated the lesson presontation. Students in the high clarity group achieved more (although not significantly) than 'students in the low clarity group.. Student perceived the high clarity lesson as significantly clearer than the low clarity lesson. -These findings are discussed in relation to previous reSearch on teacher clarity.
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Abstract This paper briefly describes the methodology and results of research which aimed to determine whether or not the clarity behaviours of experienced teachers in regular classrooms were stable over time and whether or not they could be significantly altered through a process of self‐analysis based on feedback of students’ perceptions of their teacher's clarity. The research is an extension of a series of studies of teacher clarity which commenced at The Ohio State University in 1975. It utilised instruments which the author developed for the measurement of teacher clarify and which allowed comparisons to be made between student perceptions of teacher clarify and teachers’ self‐ratings of their clarity. The major finding of the research was that experienced teachers were able to make significant improvements in their clarity when provided with structured feedback about their lessons. The implications of this finding for teachers and for teacher education are discussed.
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The present research examines how self-concept clarity moderates the impact of feedback about one's self-knowledge. A preliminary study shows that individuals with higher clarity expect the process of defining who they are to be easier than those with lower clarity. Two experiments then test the effect of self-concept clarity on the experience of self-elaboration under conditions of either doubt or confidence. The results suggest that people with higher self-concept clarity show greater differences in self-evaluations based on whether their experience of describing the self is nested within ease and confidence or difficulty and doubt. We suggest that this effect may be a result of the different expectations high- and low-clarity individuals have for the task of describing the self.
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Higher education is or is supposed to be about clarity. Clarity of message, clarity of thought, clarity in presentation, clarity of objectives and clarity of purpose. And yet, whenever university academics start talking about quality, all clarity is lost. Here, the author gives an overview of the current confusion of concepts within the higher education quality field. (3 pages)
Confusion
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