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- MakaleYalnız künye2023Scopus SJRQ1An integrated hybrid MCDM approach to evaluate countries’ COVID-19 risks
Mete, Suleyman; Yucesan, Melih; Gul, Muhammet; Ozceylan, Eren
To enable planning and early reaction efforts, it is important to identify the nations most at risk from COVID-19's health and humanitarian effects, which could exceed present national response capabilities. INFORM COVID-19 Risk Index developed by European Commission is one of the initiatives to meet the aforementioned need. However, the Index has 40 conflicting and comprehensive indicators (e.g., health system capacity, hygiene, vulnerability) and different countries that lead to a need for multicriteria decision-making (MCDM) approaches. This paper offers an integrated MCDM approach with two phases to re-assess the countries' COVID-19 risks based on INFORM COVID-19 Risk Index. In the first phase, the 40 indicators are prioritized using the Entropy-based multi-choice best-worst method (MC-BWM) to provide multiple viewpoints for the preferences values. In the second phase, 29 countries from different geographical regions are ranked using the COPRAS (Complex Proportional Assessment) method. Applying these three methods together on the COVID-19 risk assessment of countries is the most significant novelty for the relevant literature. The proposed approach has undergone a thorough comparative evaluation with the released INFORM COVID-19 Risk Index, and recommendations are provided based on different scenario analyses.
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İncele - MakaleYalnız künye2014Scopus SJRQ3Evaluating Teachers' Views on the Impact of Appraisal and Feedback on Professional Development
Mentese, Sabit
The purpose of the present research paper is to determine the impact of feedback about appraisal on elementary teachers' professional development. The research was designed as a cross-sectional survey. The population comprised 165 elementary teachers working in primary schools in the central district of Tunceli during 2012-2013 school years. Population was not sampled, but accessed as much as possible. The data was collected using the Teaching and Learning International Survey (TALIS). The Cronbach Alpha reliability coefficient was 0.94. Validity studies were done based on expert opinion. The data was analysed using descriptive statistics, t and ANOVA tests. The results suggested that teachers are supervised and evaluated by the inspectors mostly outside the school; the feedback they receive are mostly about classroom practices. In terms of professional development this. feedback contributed mostly to classroom management practices.
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