Gives property, or parcel, ownership together with value information, which ensures fair assessment of Boston taxable and non-taxable property of all types and classifications. To preserve their integrity, the identifiers PID, CM_ID, GIS_ID, ZIPCODE, and MAIL_ZIPCODE all are marked with an underscore ("_") as the last character.

Year-specific documentation for the FY2008 through FY2013 files is not currently available, but the format of those files is equivalent to that described in the FY2014 documentation.

Licensed for Internal Use only: Foreign Language Database for use with Nielsen PrimeLocation Web and Desktop Software.

This data set contains the replication data for the article "Knowing and doing: The development of information literacy measures to assess knowledge and practice." This article was published in the Journal of Information Literacy, in June 2021. The data was collected as part of the contact author's PhD research on information literacy (IL). One goal of this study is to assess students' levels of IL using three measures: 1) a 21-item IL test for assessing students' knowledge of three aspects of IL: evaluating sources, using sources, and seeking information. The test is multiple choice, with four alternative answers for each item. This test is a "KNOW-measure," intended to measure what students know. 2) a source-evaluation measure to assess students' abilities to critically evaluate information sources in practice. This is a "DO-measure," intended to measure what students do in practice, in actual assignments. 3) a source-use measure to assess students' abilities to use sources correctly when writing. This is a "DO-measure," intended to measure what students do in practice, in actual assignments. The data set contains survey results from 626 Norwegian and international students at three levels of higher education: bachelor, master's and PhD. The data was collected in Qualtrics from fall 2019 to spring 2020. In addition to the data set and this README file, two other files are available here: 1) test questions in the survey, including answer alternatives (IL_knowledge_tests.txt) 2) details of the assignment-based measures for assessing source evaluation and source use (Assignment_based_measures_assessing_IL_skills.txt) Publication abstract: This study touches upon three major themes in the field of information literacy (IL): the assessment of IL, the association between IL knowledge and skills, and the dimensionality of the IL construct. Three quantitative measures were developed and tested with several samples of university students to assess knowledge and skills for core facets of IL. These measures are freely available, applicable across disciplines, and easy to administer. Results indicate they are likely to be reliable and support valid interpretations. By measuring both knowledge and practice, the tools indicated low to moderate correlations between what students know about IL, and what they actually do when evaluating and using sources in authentic, graded assignments. The study is unique in using actual coursework to compare knowing and doing regarding students’ evaluation and use of sources. It provides one of the most thorough documentations of the development and testing of IL assessment measures to date. Results also urge us to ask whether the source-focused components of IL – information seeking, source evaluation and source use – can be considered unidimensional constructs or sets of disparate and more loosely related components, and findings support their heterogeneity.

When students engage in peer assessment or review activities, they often put emphasis on the feedback they receive from peers, but fail to appreciate how their role as a peer assessor can contribute to their learning process and improve their own work. Because of this, students and sometimes teachers undervalue the peer assessment process. This SoTL project conducts a small-scale controlled experiment with students conducting peer assessment in randomly assigned groups that either focus on giving and receiving peer feedback or assessing peers’ work only without receiving feedback on their own. In addition, it explores how different peer assessment strategies such as rubric creation, rank order assessment, and assessment without qualitative feedback effect both students’ ability to improve their work and their perception of the value of peer assessment. Consistent with theoretical expectations, the results provide limited exploratory evidence that students’ perceived value of peer assessment is lower when they do not receive feedback, but improvement in their writing is actually higher when they focus on assessing peers’ work rather than receiving feedback on their own. While feedback is a potential benefit of the peer assessment process, it may also distract focus from the potentially more valuable learning that derives from students’ self-evaluating their own work after critically assessing their peers’.

This trends and best practices evaluation geared toward motor vehicle theft prevention with a particular focus on the Watch Your Car (WYC) program was conducted between October 2002 and March 2004. On-site and telephone interviews were conducted with administrators from 11 of 13 WYC member states. Surveys were mailed to the administrators of auto theft prevention programs in 36 non-WYC states and the 10 cities with the highest motor vehicle theft rates. Completed surveys were returned from 16 non-WYC states and five of the high auto theft rate cities. Part 1, the survey for Watch Your Car (WYC) program members, includes questions about how respondents learned about the WYC program, their WYC related program activities, the outcomes of their program, ways in which they might have done things differently if given the opportunity, and summary questions that asked WYC program administrators for their opinions about various aspects of the overall WYC program. The survey for the nonmember states, Part 2, and cities, Part 3, collected information about motor vehicle theft prevention within the respondent's state or city and asked questions about the respondent's knowledge of, and opinions about, the Watch Your Car program.

Field DefinitionsPIN13 digit tax ID for parcelANUMBERAddress numberANUMBERSUFAddress number suffixST_PRE_DIRStreet direction that comes before street nameST_NAMEStreet nameST_TYPEType of street (Ave, St, Ln etc.)ST_POST_DIRStreet direction that comes after the street nameAUNITUnit number of addressZIPCODEPostal codeFORMATTED_ADDRESSFull mailing addressOWNERNAMEName of property ownerTAXPAYER1Taxpayer nameTAXPAYER2Taxpayer name and addressTAXPAYER3Taxpayer name and address continuedTAXPAYER4Taxpayer name and address continuedASSESSMENT_YEARYear for which the property value is assessedTAX_YEARYear for which the property taxes are duePLATPlat numberPROPERTY_TYPEType of propertyMAIN_PTProperty type on primary use of parcelSUB_PT1Property type of secondary use of parcelSUB_PT2Property type of tertiary use of parcelSUB_PT3Property type of quaternary use of parcelMULTIPLE_USESIndicates whether parcel has multiple uses or notTAX_EXEMPTIndicates whether parcel is tax exemptEXEMPTCD1Exempt code for first tax exempt portionEXEMPTCD2Exempt code for second tax exempt portionEXEMPTCD3Exempt code for third tax exempt portionEXEMPTCD4Exempt code for fourth tax exempt portionPARCEL_AREA_SQFTLand area of parcel in square feetXX coordinate of parcel centroid (uses NAD 83 HARN Hennepin County coordinate system)YY coordinate of parcel centroid (uses NAD 83 HARN Hennepin County coordinate system)NEIGHBORHOODName of neighborhood the property is inCOMMUNITYName of community the property is inWARDName of ward the property is inZONINGName of zoning district the property is inLANDUSEProperty's land use designationLANDVALUEProperty's assessed land value as of January 2 of its assessment yearBUILDINGVALUEProperty's assessed building value as of January 2 of its assessment yearTOTALVALUEProperty's total assessed value as of January 2 of its assessment yearEXEMPTSTATUSIndicates the status of property (if exempt)HOMESTEADIndicates whether property is homesteadedBLDG_IDUnique identifier for buildingsBUILDINGUSEUse classification of buildingYEARBUILTYear that the building was constructedBELOWGROUNDAREATotal square footage below gradeABOVEGROUNDAREATotal square footage above gradeNUM_STORIESNumber of stories in buildingGARAGE_PRESENTIndicates whether property has a garagePRIMARYHEATINGPrimary type of heating in buildingCONSTRUCTIONTYPEStyle of constructionEXTERIORTYPEExterior finish of buildingROOFStyle of roofTOTAL_UNITSTotal number of unitsFIREPLACESNumber of fireplacesBATHROOMSNumber of bathroomsBEDROOMSNumber of bedrooms

This article explores to what extent the poor results that are often found when estimating parameters of production functions can be attributed to measurement errors, due to the use of common price deflators across firms. Because of the lack of detailed micro-economic data, econometricians have to rely on industry-wide deflators when computing outputs and intermediate inputs. A unique feature of the longitudinal data used in this paper is that it reports firm-level prices. This allows for a comparative assessment of production function parameters where the outputs and intermediate inputs are computed using both firm-specific prices and industry-wide deflators. The empirical results presented in this paper show that the use of common deflators across firms leads to lower scale estimates, mainly because of a large downward bias in the estimated coefficients for labour.

Study data for "Assessing Life Satisfaction in Everyday Life: An Example of Scale Development for Ecological Momentary Assessment". Data were collected using an ESM design with 86 participants across day. Each participant filled in an introductory survey, up to 84 ESM surveys, and a concluding survey.

The purpose of this research is to develop a robust water quality baseline data of relevant physical, chemical and biological parameters, over an 8-month period, 4 months in summer and 4 months in winter, at both low and high tides for three main estuaries along the Suva foreshore, where an increase in recreational water activity has been noted, as a result of urbanisation. Such a baseline is currently not available in the Fiji Islands. This investigation used affordable advanced and approved standard methods.

While virtual reality(VR) technology enhances learning, it also places new demands on medical learning evaluation. Verifying the occurrence of learning is a primary issue. To design and implement practical and feasible VR-based learning evaluation based on the immersive learning evaluation framework, the Substitution-Augmentation-Modification-Redefinition (SAMR) model, a VR-based learning evaluation framework, was constructed. This framework included competency, learning objectives, assessment tasks, evaluation data, criteria, and feedback. A comprehensive application pathway was developed, utilizing technological integration frameworks. This pathway includes the selection and implementation processes to offer teachers theoretical direction on evaluating medical learning using VR. Finally, this study performed a learning evaluation utilizing VR. The findings revealed that using VR for evaluation can create a deeply engaging and interactive environment. Participants reported feeling a strong sense of being present in the virtual environment and expressed high acceptance and satisfaction with the VR evaluation process. Furthermore, they believed that VR evaluation offers a comprehensive and practical means of assessing cognitive abilities and receiving feedback. These findings establish that VR evaluation optimise learning assessment and showcase the feasibility of the assessment framework and application path.

This study was conducted to explore the usefulness of the instruments used in the California Youth Authority's (CYA) Treatment Needs Assessment (TNA) battery. A total of 836 wards who completed screening questionnaires were followed to determine whether they were subsequently placed in mental health programs, were prescribed medications used to treat serious mental health problems, and/or were identified by staff as requiring these services. Data for this study were collected from hard-copy files maintained in CYA ward institutions and the CYA central office. Specific variables include the scale scores of the four instruments used in the TNA, demographic variables of the ward, treatment received by the ward, and ward behavior.

The OECD has initiated PISA for Development (PISA-D) in response to the rising need of developing countries to collect data about their education systems and the capacity of their student bodies. This report aims to compare and contrast approaches regarding the instruments that are used to collect data on (a) component skills and cognitive instruments, (b) contextual frameworks, and (c) the implementation of the different international assessments, as well as approaches to include children who are not at school, and the ways in which data are used. It then seeks to identify assessment practices in these three areas that will be useful for developing countries. This report reviews the major international and regional large-scale educational assessments: large-scale international surveys, school-based surveys and household-based surveys. For each of the issues discussed, there is a description of the prevailing international situation, followed by a consideration of the issue for developing countries and then a description of the relevance of the issue to PISA for Development.

Assessing English language learners : a multimedia kit for professional development is a book. It was written by Gottlieb Margo and published by Corwin in 2009.

A comprehensive assessment of the performance of predictive models is needed as they have been increasingly employed to generate spatial predictions for environmental management. This study clarified the definition of variance explained (VECV) for predictive models and revealed the relationships between commonly used predictive accuracy measures and VECV that is independent of unit/scale and data variation and unifies these measures. We quantified the relationships between these measures and data variation, further assessed the accuracy of predictive methods in environmental sciences and classified the predictive models based on VECV. This study provides a tool to directly compare the accuracy of predictive models for data with different unit/scale and variation, and establishes a cross-disciplinary context and benchmark for assessing predictive models in environmental sciences and other disciplines.

The purpose of this data collection was to measure the validity or accuracy of four recidivism prediction instruments: the INSLAW, RAND, SFS81, and CGR scales. These scales estimate the probability that criminals will commit subsequent crimes quickly, that individuals will commit crime frequently, that inmates who are eligible for release on parole will commit subsequent crimes, and that defendants awaiting trial will commit crimes while on pretrial arrest or detention. The investigators used longitudinal data from five existing independent studies to assess the validity of the four predictive measures in question. The first data file was originally collected by the Vera Institute of Justice in New York City and was derived from an experimental evaluation of a jobs training program called the Alternative Youth Employment Strategies Project implemented in Albuquerque, New Mexico, Miami, Florida, and New York City, New York. The second file contains data from a RAND Corporation study, EFFECTS OF PRISON VERSUS PROBATION IN CALIFORNIA, 1980-1982 (ICPSR 8700), from offenders in Alameda and Los Angeles counties, California. Parts 3 through 5 pertain to serious juvenile offenders who were incarcerated during the 1960s and 1970s in three institutions of the California Youth Authority. A portion of the original data for these parts was taken from EARLY IDENTIFICATION OF THE CHRONIC OFFENDER, 1978-1980: CALIFORNIA. All files present demographic and socioeconomic variables such as birth information, race and ethnicity, education background, work and military experience, and criminal history, including involvement in criminal activities, drug addiction, and incarceration episodes. From the variables in each data file, standard variables across all data files were constructed. Constructed variables included those on background (such as drug use, arrest, conviction, employment, and education history), which were used to construct the four predictive scales, and follow-up variables concerning arrest and incarceration history. Scores on the four predictive scales were estimated.

aChronbach's α indicates the internal consistency.bHSI represent Human Swine influenza, the local colloquialism for pH1N1.

This manual is designed for fisheries and environmental officers, and non-governmental partners who are tasked with assessing the state of fisheries resources and macro-invertebrate communities.

Accessibility and compatibility are the top concerns for most organizations when choosing a quantum computing vendor. 48 percent of survey respondents stated forward compatibility as one of the factors they consider. Other factors include credibility, quality, reputation, and interoperability.

Procedures for assessing the risk of child welfare: Germany, years, risk assessment, nature of the child’s welfare