To investigate the interrater reliability of stroboscopy evaluations assessed using Poburka's Stroboscopy Evaluation Rating Form (SERF).
Single-factor experiment with repeated measures on the same element.
Evaluations of nine experts pertaining to 68 stroboscopy recordings and 16 SERF variables were analyzed. For the 14 SERF variables possessing interval scale level, interrater reliability was investigated using the intraclass correlations for absolute agreement (ICC-a) and consistency (ICC-c). ICCs-c were computed for both original values and values standardized with respect to raters' means and standard deviations (ipsative values). For the two nominally scaled SERF variables, "vertical level" and "glottal closure" interrater reliability was investigated using kappa coefficients.
For evaluations of single raters, ICCs-a ranged from 0.32 to 0.71, ICCs-c for original values from 0.41 to 0.72, and ICCs-c for ipsative values from 0.43 to 0.72. For mean evaluations of two raters, the corresponding values were 0.48 to 0.83 for ICCs-a, 0.58 to 0.84 for ICCs-c for original values, and 0.60 to 0.84 for ICCs-c for ipsative values. The interval scale variables with the lowest interrater reliabilities were phase closure, phase symmetry, and regularity. The kappa coefficients for vertical level and glottal closure were 0.15 and 0.38, respectively.
The interrater reliabilities for vertical level, glottal closure, phase closure, phase symmetry, and regularity are so low that these variables should not be assessed via stroboscopy. For the remaining variables, adequate reliability can be obtained by aggregating evaluations from at least two raters.
The escalating rate of energy consumption underpins the need to set goals that promote a reduction in CO2 emissions. In 2011 the transport sector contributed 23% to the total EU CO2 emissions; road transport alone was responsible for 71% of this 23% compared to 12% from aviation transport. Corporate car drivers drive, on average, three times more than private car users in Europe (21,500 miles). An improvement in their fuel efficiency, by encouraging sustainable driving using eco-feedback technologies, has the potential to reduce CO2 emissions and promote fuel cost savings of 1% to 8%. This paper evaluates, through an explorative structured analysis, these findings further by defining recommendations for an organization intending to use eco-feedback technologies to reduce the overall corporate fleet's CO2 emission. The theoretical analysis of these findings, through the lens of the Feedback Intervention Theory and appraisal of corporate car drivers' extrinsic and intrinsic motivation, revealed that it is imperative to raise driver's awareness of their fuel consumption. Drivers' concerns regarding management monitoring leading to control and punishment, if their fuel efficiency has not improved, must be addressed. It is essential that an organizational roll-out is not associated with punishments, but focused on motivating employees by providing extrinsic motivation through realistic goal setting and constructive feedback.
Our aim is to assess how the number of working-class students entering German universities can effectively be increased. Therefore, we estimate the proportion of students from the working class that would successfully enter university if certain policy interventions were in place to eliminate primary effects (performance differentials between social classes) and/or secondary effects (choice differentials net of performance) at different transition points. We extend previous research by analysing the sequence of transitions between elementary school enrolment and university enrolment and by accounting for the impact that manipulations at earlier transitions have on the performance distribution and size of the student ‘risk-set’ at subsequent transitions. To this end, we develop a novel simulation procedure which seeks to find viable solutions to the shortcomings in the German data landscape. Our findings show that interventions are most effective if they take place early in the educational career. Neutralizing secondary effects at the transition to upper secondary school proves to be the single most effective means of increasing participation rates in tertiary education among working-class students. However, this comes at the expense of lower average performance levels.
Despite educational expansion and decreasing social inequalities in access to upper secondary education, increasing social inequalities can be found in the transition from upper secondary to tertiary education in Germany. Drawing on Boudon’s distinction between primary and secondary effects of social origin, we describe two potential sources which can be considered responsible for the observed pattern: first, an increase in performance differentials between upper secondary graduates from different social backgrounds, and second, a heterogenization of educational motivations and post-secondary plans among upper secondary graduates. We test these hypotheses with a series of datasets of upper secondary graduation cohorts from 1976 to 2002, provided by the German Higher Education Information System and apply a decomposition method in order to test the development of the contribution of various measures of primary and secondary effects. We find that primary effects play only a negligible role for the explanation of increasing social inequalities over time, whereas the growing class-specific differences in the transition to tertiary education are primarily due to increasing secondary effects.