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Relevant bibliographies by topics / Average grade

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Academic literature on the topic 'Average grade'

Author: Grafiati

Published: 4 June 2021

Last updated: 14 February 2022

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Journal articles on the topic "Average grade"

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Ganschow, Leonore, and Donald B. Weber. "Effects of Mode of Presentation on Comprehension of below Average, Average and above Average Readers." Perceptual and Motor Skills 64, no. 3 (June 1987): 899–905. http://dx.doi.org/10.2466/pms.1987.64.3.899.

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300 subjects in Grades 4, 5, and 6 were randomly blocked into three conditions (reading only, listening only, or reading and listening) according to reading level (above average, average, and below average). The subjects were presented a 1500-word social studies passage and required to answer 25 multiple-choice questions concerning that passage. A 3 (grade) by 3 (reading level) by 3 (exposure condition) analysis of variance showed better performance by above average readers, poorest by those below average. Reading and listening and reading only gave higher scores.

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Smits, Niels, Gideon J. Mellenbergh, and Harrie C. M. Vorst. "Alternative Missing Data Techniques to Grade Point Average: Imputing Unavailable Grades." Journal of Educational Measurement 39, no. 3 (September 2002): 187–206. http://dx.doi.org/10.1111/j.1745-3984.2002.tb01173.x.

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Tukey, David D. "Computerized Grade Calculations for Academic Advisors." NACADA Journal 14, no. 2 (September 1, 1994): 138–40. http://dx.doi.org/10.12930/0271-9517-14.2.138.

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Advisees often want to know what their grade averages will be if they earn certain grades this term or what grades they need to reach a desired average. Computerized grade calculations can be used to answer these questions easily and accurately. Spreadsheet and HyperCard versions of grade calculation programs are described.

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Kim, Hwiyoung, Jiyun Choi, Chul-Young Jang, Jin Woo Lee, Sungjun Kim, and Seung Hwan Han. "Automatic Grading of Ankle Osteoarthritis Based on Takakura Staging System: A Deep Learning- Based Approach." Foot & Ankle Orthopaedics 4, no. 4 (October 1, 2019): 2473011419S0024. http://dx.doi.org/10.1177/2473011419s00246.

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Category: Ankle, Ankle Arthritis Introduction/Purpose: The Takakura staging system has been used for the stratification in ankle osteoarthritis(OA). Patient’s OA stage is determined by visual examination on the status of talar and distal tibia in anteroposterior ankle radiograph. Clinical decisions about whether to treat conservatively or to treat with operation such as supra-malleolar osteotomy or arthroplasty may depend on this grading system. However, this is not completely reproducible between examiners and it makes a debating situation about different treatment method to a same ankle radiograph. If highly reproducible measurement method may be suggested this debating may no longer need. Therefore, the purpose of this study was to suggest a deep learning-based algorithm that automatically grades ankle osteoarthritis and to present feasibility of the provided automatic grading system. Methods: 2529 AP both-ankle radiographs were collected and graded for OA by a radiologist and orthopedic surgeon. We converted Takakura staging system into 3 grades(Grade1: stageI, Grade2: II-IIIa, Grade3: IIIb-IV) according to treatment plan. To confine the region of interest(ROI), a rectangle encompassing ankle portion was automatically generated using an object detection model(YOLOv2). The data oversampling was done to overcome small data and class imbalance. Four pre-trained convolutional networks(One Inception-v3 and three ResNet models) were fine-tuned using augmented data. We tried two different ensemble methods: voting ensemble and gradient boosting. Voting ensemble adjusts the decision through selecting majority votes among trained models. Gradient boosting(XGboost model) trains new classification model to focus on the cases that previous model mis- classified. The evaluation of trained models and ensemble model were performed in terms of average classification accuracy. Gradient-class activation map(CAM) method was utilized to present CAM highlighting the location where highly affected the network for the decision. Results: A total of 3836 original ROIs were obtained and as follows: grade 1, 1382; grade 2, 1927; grade 3, 527. The number of oversampled ROIs was 16398 like follows: grade 1, 5528; grade 2, 7708; grade 3, 3162. The performance of each classifier was ranged 71.0% ˜ 77.3% in terms of average classification accuracy. Ensemble methods yielded average classification accuracies of 78.1% and 79.2% for voting ensemble and XGboost, respectively. Conclusion: Deep learning-based algorithm application for automatic grading of ankle osteoarthritis based on Takakura staging system is feasible. This approach is expected to be applied to various staging system for arthritis assessment through radiographs.

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Westrick, Paul A. "Reliability Estimates for Undergraduate Grade Point Average." Educational Assessment 22, no. 4 (October 2, 2017): 231–52. http://dx.doi.org/10.1080/10627197.2017.1381554.

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Sellman, Derek. "Grade point average, inequity and nursing education." Nursing Philosophy 19, no. 3 (June 8, 2018): e12213. http://dx.doi.org/10.1111/nup.12213.

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Bailey, Michael A., Jeffrey S. Rosenthal, and Albert H. Yoon. "Grades and incentives: assessing competing grade point average measures and postgraduate outcomes." Studies in Higher Education 41, no. 9 (December 3, 2014): 1548–62. http://dx.doi.org/10.1080/03075079.2014.982528.

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Stoecker, Jaimily A. "Optimism and Grade Expectancies." Psychological Reports 84, no. 3 (June 1999): 873–79. http://dx.doi.org/10.2466/pr0.1999.84.3.873.

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Researchers have speculated that people's optimism should be associated with their expectations of how they will perform in academic classes. The present study focused on the relationship between college students' optimism and their expectations of how they would perform in an hypothetical university course. Participants were 44 students in introductory psychology. Optimism was measured using the 1994 Revised Life Orientation Test of Carver, Scheier, and Bridges. Students were asked to complete the test, give their cumulative grade-point averages, and predict grades they thought they would receive based on hypothetical course outlines. Planned hierarchical regression, controlling for grade-point average, indicated no relationship between optimism scores and expected grades. There was, however, a correlation between grade expectancies and cumulative grade-point average, suggesting that, in this context, the Revised Life Orientation Test seemed to be measuring students' expectations of how they would perform in the hypothetical course based on their performance in previous courses.

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McKee, Adam J., Stephen L. Mallory, and Julie Campbell. "The Graduate Record Examination and undergraduate grade point average: Predicting graduate grade point averages in a Criminal Justice graduate program." Journal of Criminal Justice Education 12, no. 2 (November 2001): 311–17. http://dx.doi.org/10.1080/10511250100086141.

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Tatar, Ahmet Emin, and Dilek Düştegör. "Prediction of Academic Performance at Undergraduate Graduation: Course Grades or Grade Point Average?" Applied Sciences 10, no. 14 (July 19, 2020): 4967. http://dx.doi.org/10.3390/app10144967.

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Predicting the academic standing of a student at the graduation time can be very useful, for example, in helping institutions select among candidates, or in helping potentially weak students in overcoming educational challenges. Most studies use individual course grades to represent college performance, with a recent trend towards using grade point average (GPA) per semester. It is unknown however which of these representations can yield the best predictive power, due to the lack of a comparative study. To answer this question, a case study is conducted that generates two sets of classification models, using respectively individual course grades and GPAs. Comprehensive sets of experiments are conducted, spanning different student data, using several well-known machine learning algorithms, and trying various prediction window sizes. Results show that using course grades yields better accuracy if the prediction is done before the third term, whereas using GPAs achieves better accuracy otherwise. Most importantly, variance analysis on the experiment results reveals interesting insights easily generalizable: individual course grades with short prediction window induces noise, and using GPAs with long prediction window causes over-simplification. The demonstrated analytical approach can be applied to any dataset to determine when to use which college performance representation for enhanced prediction.

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Dissertations / Theses on the topic "Average grade"

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Strout, Kody. "Average, below average, and above average first grade students' beliefs about using e-books to activate interest and motivation in reading." Bowling Green, Ohio : Bowling Green State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1269280187.

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Strout, Kody L. "Average, Below Average, And Above Average First Grade Students' Beliefs about Using E-Books to Activate Interest and Motivation in Reading." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269280187.

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Palmer, Chip. "Bridge Program Participants' Satisfaction, Retention, Grade Point Average, and Credits Earned." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/5514.

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An increasing number of first-generation college students enroll in college each year. However, according to national statistics, as many as 900,000 first-generation college students drop out each year. Colleges have developed summer bridge programs to help first-generation students succeed; participants have shown an increase in grade point average (GPA) and retention. There is limited research focusing specifically on private nonprofit university bridge programs, and national statistics show 34% of first-generation college students electing private universities. Thus, the purpose of this quantitative cross-sectional study was to evaluate a private nonprofit university bridge program called the Pfeiffer Readiness Education Program. Using the Seidman retention model as a theoretical framework, this study investigated student satisfaction, retention, GPA, and credits earned versus attempted for first-generation participants in an early intervention program. To determine statistical significance between groups of first-generation participants (n = 39) and first-generation nonparticipants (n = 35), t test is used. The early intervention program demonstrated statistical significance (p < .05) between participants and nonparticipants in student satisfaction, retention from Fall 2016 to Spring 2017, retention from Fall 2016 to Fall 2017, GPA in Fall 2016, GPA from Fall 2016 to Fall 2017, and credits earned versus attempted ratio for Fall 2016 to Fall 2017. This study may provide staff of similar institutions with understanding of the importance of early intervention programs for first-generation college students. Programs to retain and graduate first-generation college students could promote positive social change.

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Griffey, Kathy R. "The effect of at-risk tutorial programs on student grade point average." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/720400.

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The purpose of the study was to determine the effectiveness of at-risk tutorial programs as measured by student grade point average.The population was defined as elementary students identif7ed by local school officials as being at-risk according to federal and state descriptions of at-risk youth and according to individual school program objectives. The sample consisted of 250 elementary students selected from nine schools in five school districts that offered Indiana Department of Education funded at-risk tutorial programs and who were identified as at-risk by local school officials.The independent variables were time and treatment utilizing a 3 (Time) x 3 (Treatment) design for the study. The dependent variable was grade point average. Intervening variables were gender, age, grade, socioeconomic status, tutor, race, type of treatment, motivation, parent input such as encouragement, and student participation in other special programs such as special counseling.The following three findings were a result of analysis of data collected for the study:1. The null hypothesis of no differences among group means was rejected at an alpha level of .05 using Wilks multivariate analysis of variance.2. Univariate F statistics revealed the multivariate difference among group means to be accounted for at Time 4.3. Scheffe' post hoc pair-wise comparisons for Time 4 revealed a difference existed between the Control Group and Experimental Group 1 and between Experimental Group 1 and Experimental Group 2. No difference existed between the Control Group and Experimental Group 2.One conclusion was evident as a result of procedures applied in the study. No differences of grade point average were proven to result from differing levels of participation in at-risk tutorial programs. Implications of the study were (a) at-risk students need to participate in long-term programs that provide services for the student K-12 school career and (b) short-term at-risk programs may cause decline of student progress when the program is withdrawn.
Department of Educational Leadership

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Wilz, Brenda. "Relationship between personality type and grade point average of technical college students." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000wilzb.pdf.

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Cunningham, Antoinette Marie. "Credit Recovery and Grade Point Average in an Alternative High School System." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4917.

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Abstract The dropout rates of African American and Hispanic students in the United States are significantly higher than that of White students. Failure to obtain a high school diploma has adverse economic and social implications for these students and for society. The purpose of this study was to assess the relationship between a credit recovery program with key demographic variables and high school GPA, which is a graduation antecedent, for students in an alternative school. Knowles' framework of adult learning theory was used to examine how participation in the credit recovery process in a system of predominantly African American-serving alternative schools predicted GPA while accounting for the influence of student demographic variables. The ex-post facto causal-comparative design involved the analysis of an archival random sample of 168 former students, 84 of whom had taken credit recovery courses and 84 of whom had not. A multiple linear regression model (R =0.257, F(4, 163) = 2.770, p = 0.029) indicated that only gender (Î² = 0.188, p = .02) significantly predicted the students' GPA, with female students outperforming males. A conclusion is that the implementation of credit recovery programs in U.S. schools does not have any impact on students' GPA. The results suggest weaknesses in program delivery and training and that the review and revision of professional development opportunities for teachers is merited. Drawing from the extant literature, a professional development recommendation was made to improve program effectiveness based on documented best practice examples. Implications for the promotion of positive social change include the evaluation of more robust credit recovery programs capable of improving the graduation rates of U.S. Hispanic and African American students.

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Ochs, Elysia J. "Test anxiety : effects on standardized testing, average classroom asessments, and fourth grade students /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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Miranda, Janet Young. "A Study of the Effect of School-Sponsored, Extra-Curricular Activities on High School Students' Cumulative Grade Point Average, SAT Score, ACT Score, and Core Curriculum Grade Point Average." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2879/.

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This study investigated the effect of school-sponsored, extra-curricular activities on academic achievement for students at a private school in north central Texas. Students selected for this study were graduates from the classes of 1996, 1997, 1998, 1999, and 2000. With a minimum participation of two years during grades nine through twelve, students were categorized into subgroups of activities. After eliminating students who participated in more than one of the extra-curricular activities of music, drama, visual arts, and athletics, three hundred sixty-one students were represented. The identity of students was encoded and information was recorded for gender, school-sponsored, extra- curricular activities, cumulative grade point averages, SAT Scores, ACT Scores, and cumulative grade point averages in core curriculum subjects. A two-way ANOVA test with a two-by-five factorial design was completed for research questions one through four. A one-way ANOVA with a one-by-five factorial design was completed for research question five. When a significant F was found, Scheffe and LSD post hoc tests were completed to determine pair wise interaction. Statistical differences did exist when comparing school-sponsored, extra-curricular activities and cumulative grade point averages with musicians having a significantly higher cumulative grade point average, SAT scores, and ACT scores than athletes. A significant difference was found among the activity subgroups regarding the cumulative grade point averages in the core curriculum subjects of foreign language, history/English (an interdisciplinary subject at the studied school), mathematics, and science with musicians scoring significantly higher than athletes in all subjects. It is recommended that further studies be conducted to investigate the impact of activities on student achievement. Studies might include larger and different populations, the impact of participation at a younger age, and the impact of other activities on student achievement.

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Fulk, Cindy L. Smith Paula J. "Prevention of attrition and grade point average decline among post-secondary transfer students." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9416858.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed March 3, 2006. Dissertation Committee: Paula J. Smith (chair), Paul J. Baker, Ronald S. Halinski, Sheryl W. Piercy, Anita H. Webb-Lupo. Includes bibliographical references (leaves 73-76) and abstract. Also available in print.

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Turse, Sarah E., and Trevor J. Ritland. "Grade point average as a predictor of success in explosive ordnance disposal training." Monterey, California. Naval Postgraduate School, 2009. http://hdl.handle.net/10945/10424.

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Approved for public release, distribution unlimited
MBA Professional Report
The purpose of this MBA Project was to determine if a student's Grade Point Average (GPA) while attending Naval School Explosive Ordnance Disposal (NAVSCOLEOD) is an accurate predictor of graduation. This project was conducted with the sponsorship and assistance of the Center for EOD and Diving, as well as NAVSCOLEOD. This project served to verify the graduation prediction model currently in use at NAVSCOLEOD is valid. The regression equation used in the graduation prediction model was updated with student data from 2004-2008. NAVSCOLEODINST 5420.1U claims the model predicts successful completion of training for 95% of graduates who experienced a setback, and that the model is far more accurate overall than the traditional Academic Review Board (ARB) process. Based on student data from 2004-2008, the model predicted 94.1% would graduate and 5.9% would fail. This is not within the specified requirements of NAVSCOLEODINST 5420.1U. We also conclude that the methodology used in the current graduation prediction model is not a true portrayal of student graduation or failure. This model proceeds from outcome to prediction, instead of the other way around. We discuss another approach that more logically proceeds from prediction to outcome and gives a clearer understanding of model accuracy.

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Books on the topic "Average grade"

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Levy, Jack. Rank-in-class, grade point average and college admissions. Reston, Va: National Association of Secondary School Principals, 1994.

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Levy, Jack. Rank-in-class, grade point average and college admissions. Reston, Va: National Association of Secondary School Principals, 1994.

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Houston, Walter M. Using collateral information from similar institutions to predict college freshman grade average. Iowa City, Iowa: American College Testing Program, 1988.

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Sawyer, Richard. Determining minimum sample sizes for estimating prediction equations for college freshman grade average. Iowa City, Iowa: American College Testing Program, 1987.

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Lei, Pui-Wa. Alternatives to the grade point average as a measure of academic achievement in college. Iowa City, Iowa: ACT, Inc., 2001.

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Lei, Pui-Wa. Alterntives to the grade point average as a measure of academic achievement in college. Iowa City, Iowa: ACT, Inc., 2001.

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Biemiller, Andrew. From kindergarten to grade four: A longitudinal study of thriving, average, and non-thriving children. [Toronto] Ont: Ministry of Education, 1986.

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Bridgeman, Brent. Predictions of freshman grade-point average from the revised and recentered SAT I, Reasoning Test. New York: College Entrance Examination Board, 2000.

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Ziomek, Robert L. Predicting the college grade point averages of special-tested students from their ACT assessment scores and high school grades. Iowa City, Iowa: American College Testing Program, 1996.

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Strong, Richard W. Reading for academic success, grades 2-6: Differentiated strategies for struggling, average, and advanced readers. Thousand Oaks, Calif: Corwin Press, 2008.

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Book chapters on the topic "Average grade"

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Wu, Jun. "Growth on Fourth-Grade Students’ Mathematical Understanding of Average." In The Teaching and Learning of Statistics, 123–24. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-23470-0_16.

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Sarah, Anan, Mohammed Iqbal Hossain Rabbi, Mahpara Sayema Siddiqua, Shipra Banik, and Mahady Hasan. "Prediction of Cumulative Grade Point Average: A Case Study." In Advances in Intelligent Systems and Computing, 33–42. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-52246-9_3.

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Luzzi, Sabino, Mattia Del Maestro, and Renato Galzio. "The Preoperative Functional Downgrading of Brain AVMs." In Acta Neurochirurgica Supplement, 107–12. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-63453-7_16.

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AbstractThe actual role of preoperative embolization of brain arteriovenous malformations (AVMs) is undervalued.The present study aims to describe the effectiveness, safety, technics, and results of the endovascular-based functional downgrading of brain AVMs.Data regarding 31 Spetzler-Martin (SM) grade III AVMs that consecutively underwent a combined endovascular-surgical treatment were reviewed. Clinical and radiological outcomes were evaluated according to modified Ranking Scale score (mRS) and postoperative angiography, respectively.Low-density Onyx was used in all cases, and the timeframe between the embolizations was 10–15 days. Procedures were 1.6 (±0.6) on average. Superselective nidal catheterization was essential to reach the deepest parts of the AVMs, which were the targets. Onyx made the nidus compact and easier to dissect. The Average obliteration rate was 29.6%, with negligible morbidity. Surgery was performed after 3.7 days on average and the AVM exclusion was complete in 83.4% of cases. An mRS score between 0 and 2 was reported in 77.5% of patients, while the best outcome was achieved in small and medium-deep malformations.An effective and safe functional downgrading of brain AVMs must be based upon specific technical key aspects, which make surgery easier and, ultimately, allow for the achievement of the best outcome.

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Gomendio, Montse. "Spain: The Evidence Provided by International Large-Scale Assessments About the Spanish Education System: Why Nobody Listens Despite All the Noise." In Improving a Country’s Education, 175–201. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59031-4_9.

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AbstractILSAs show that student performance in Spain is lower than the OECD average and has shown no progress from 2000 until 2011/2012. One of the main features is the low proportion of top performers. During this long period of stagnation, the education system was characterized by having no national (or standardized regional) evaluations and no flexibility to adapt to the different needs of the student population. The fact that the system was blind and rigid, plus the lack of common standards at the national level, gave rise to three major deficiencies: a high rate of grade repetition, which led to high rates of early school leaving, and large differences between regions. These features of the Spanish education system represent major inequities. However, PISA findings were used to reinforce the misguided view that the Spanish education system prioritized equity over excellence. After the implementation of an education reform, some improvements in student performance took place in 2015 and 2016. Unfortunately, the results for PISA 2018 in reading were withdrawn for Spain, apparently due to changes in methodology which led to unreliable results. To this date, no explanation has been provided raising concerns about the reliability and accountability of PISA.

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Ferrante, Marco, Nicola Ferro, and Maria Maistro. "Rethinking How to Extend Average Precision to Graded Relevance." In Lecture Notes in Computer Science, 19–30. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11382-1_3.

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Knudsen, Per. "Ocean Tides in GRACE Monthly Averaged Gravity Fields." In Space Sciences Series of ISSI, 261–70. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-1333-7_22.

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Wasacz, J. T., K. A. O. Pacheco, and J. O. Schreck. "Predictability of Organic Chemistry Students’ Final Course Grades Using Four-Week Averages." In ACS Symposium Series, 123–29. Washington, DC: American Chemical Society, 2012. http://dx.doi.org/10.1021/bk-2012-1108.ch008.

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Becker, Howard S., Blanche Geer, and Everett C. Hughes. "The Grade Point Average Perspective." In Making the Grade, 28–42. Routledge, 2017. http://dx.doi.org/10.4324/9780203786635-3.

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Becker, Howard S., Blanche Geer, and Everett C. Hughes. "Evidence for the Existence of the Grade Point Average Perspective." In Making the Grade, 121–28. Routledge, 2017. http://dx.doi.org/10.4324/9780203786635-9.

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Brennan, Jason, and Phillip Magness. "Grades: Communication Breakdown." In Cracks in the Ivory Tower, 109–33. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190846282.003.0005.

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This chapter assesses how professors grade students. It argues that the practice of grading is replete with problems. Grades are a kind of language. They are meant to be a form of communication. They are sometimes meant to communicate to students how well they’ve mastered a set of material. Most colleges calculate grade point averages (GPAs) and compare students to one another. Grades are also sometimes meant to communicate to outsiders something about how good a student is, and how he or she compares to other students from other universities. However, the grading and GPA systems are such a mess that they largely fail to accomplish these goals. In some cases, the mathematics used to calculate an average final grade in a class are incoherent. In nearly all cases, the mathematics used to calculate students’ GPAs are also incoherent.

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Conference papers on the topic "Average grade"

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Heckl, O. H., S. Weiler, R. Fleischhaker, R. Gebs, A. Budnicki, M. Wolf, J. Kleinbauer, S. Russ, M. Kumkar, and D. H. Sutter. "Industry-grade high average power femtosecond light source." In SPIE LASE, edited by Alexander Heisterkamp, Peter R. Herman, Michel Meunier, and Stefan Nolte. SPIE, 2014. http://dx.doi.org/10.1117/12.2039337.

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Hashim, H., N. A. Salim, A. A. Sulaiman, H. C. M. Haris, and H. Hussin. "An effective approach to improve students' grade point average." In 2016 IEEE 8th International Conference on Engineering Education (ICEED). IEEE, 2016. http://dx.doi.org/10.1109/iceed.2016.7856098.

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Zualkernan, Imran. "PREDICTING GRADE POINT AVERAGE OF ENGINEERING STUDENTS USING DEEP LEARNING TECHNIQUES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1726.

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Cohn, Marvin J., and Steve R. Paterson. "Fitness for Service of Degraded Grade 91 Pipe." In ASME 2012 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/pvp2012-78589.

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The use of creep strength enhanced ferritic alloys such as Grade 91 in fossil power plants has become popular for high temperature piping applications. Since Grade 91 has higher stress allowables than Grade 22, a designer can specify thinner component wall thicknesses, resulting in lower through-wall thermal stresses during transient events and lower material and piping support costs. During the past two decades, Grade 91 has been used successfully in fossil power plants. However, this alloy has had some incidents of non-optimal weldment microstructure. In this case study, Brinell hardness tests of an ASME A182 Grade F91 (F91) wye block, including upstream and downstream F91 spools, revealed several readings of soft material, as low as 168HB. A study of creep rupture tests of degraded Grade 91 specimens revealed that the lower bound creep rupture curve of the degraded Grade 91 material is above the average creep rupture curve of Grade 22 material for the range of the specific piping operating stresses. Based on the empirical evidence that the average Grade 22 material creep rupture curve is conservative for the creep rupture of degraded Grade 91 material, a life consumption evaluation was performed for the degraded Grade 91 weldments using Grade 22 creep rupture properties. A life fraction analysis was performed considering the redistributed maximum principal stresses, based on simulation of piping displacements obtained from the hot and cold walkdowns. This study also considered the recent history of the specific piping system operating pressures and temperatures. This study also considered dissimilar metal welds, from ASME A182 Grade F91 (F91) to ASME A335 Grade P22 (P22) materials. It was determined that the Grades F91-to-F91 weldments had about 30% life consumption and the remaining lives were at least 7 years. The Grades F91-to-P22 weldments had less than 40% life consumption and the remaining lives were at least 15 years.

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5

Napitupulu, Mery, and Daud K. Walanda. "Relevance of Admission System on Students' Grade Point Average: A Case Study." In First Indonesian Communication Forum of Teacher Training and Education Faculty Leaders International Conference on Education 2017 (ICE 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ice-17.2018.57.

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Yusim, Alex, Igor Samartsev, Oleg Shkurikhin, Daniil Myasnikov, Andrey Bordenyuk, Nikolai Platonov, Vijay Kancharla, and Valentin Gapontsev. "New generation of high average power industry grade ultrafast ytterbium fiber lasers." In SPIE LASE, edited by John Ballato. SPIE, 2016. http://dx.doi.org/10.1117/12.2212916.

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7

Kimura, Kazuhiro. "Evaluation of Stress Rupture Factors for Grade 91 Weldments." In ASME 2018 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/pvp2018-84572.

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Stress rupture factors and weld strength reduction factors for Grade 91 weldments in the codes and literatures have been reviewed. Stress rupture factors for weld metals proposed for Code Case N-47 in the mid 1980’s was defined as the average rupture strength of the deposited filler metal to the average rupture strength of the base metal. Remarkable drop in creep rupture strength of weldments is significant issue of Grade 91, especially in the low-stress and long-term regime. A premature failure of Grade 91 weldments in the long-term, however, is caused by Type IV failure which takes place in the fine grained heat affected zone (FG-HAZ), rather than fracture in the deposited weld metal. The stress rupture factor of the Grade 91 steel, therefore, was based on the creep rupture strength of cross weld test specimens. Time and temperature dependent stress rupture factors for Grade 91 have been estimated based on the average creep rupture strength of cross weld test specimen to the average creep rupture strength of base metal.

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8

Yusof, Azita Laily, Nani Fadzlina Naim, Mohd Fuad Abdul Latip, Norziana Aminuddin, and Norsuzila Ya'acob. "Implementation of integrated cumulative grade point average (iCGPA) towards academic excellence in Malaysia." In 2017 IEEE 9th International Conference on Engineering Education (ICEED). IEEE, 2017. http://dx.doi.org/10.1109/iceed.2017.8251174.

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Ohland, M. W., Guili Zhang, B. Thorndyke, and T. J. Anderson. "Grade-point average, changes of major, and majors selected by students leaving engineering." In 34th Annual Frontiers Education. IEEE, 2004. http://dx.doi.org/10.1109/fie.2004.1408475.

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Jadav, Jigar, Andrew Burke, Greg Goldberg, Dawn Lindelin, Andrew Preciado, Charles Tappert, and Michael Kollmer. "Correlation discovery between high school Student Web Queries and their Grade Point Average." In 2017 IEEE 7th Annual Computing and Communication Workshop and Conference (CCWC). IEEE, 2017. http://dx.doi.org/10.1109/ccwc.2017.7868380.

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Reports on the topic "Average grade"

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Ronak, Paul, and Rashmi. Is educational wellbeing associated with grade repetition and school dropout rates among Indian students? Evidence from a panel study. Verlag der Österreichischen Akademie der Wissenschaften, August 2021. http://dx.doi.org/10.1553/populationyearbook2021.res5.2.

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Despite the Indian government’s continuing efforts to encourage children to attend school, levels of educational wellbeing among some groups of children during their elementary schooling remain low. High school dropout and grade repetition rates are among the negative and deleterious outcomes of poor educational wellbeing in children that are rarely discussed as policy issues. Using the panel dataset of the India Human Development Survey (IHDS) conducted in 2005 and 2012, this study explores the effects of educational wellbeing on children’s later educational outcomes, as measured by their school dropout and grade repetition rates. Variation in the educational outcomes of children across states was also examined. The results show that the children whose educational wellbeing index was below average during their elementary schooling were more likely to drop out of school or repeat a grade in early adolescence. For policymakers, this study highlights that the experiences of children during their elementary schooling merit more attention.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez A. Reducing Parent-School Information Gaps and Improving Education Outcomes: Evidence from High-Frequency Text Messages. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003257.

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We conducted an experiment in low-income schools in Chile to test the effects and behavioral changes triggered by a program that sends attendance, grade, and classroom behavior information to parents via weekly and monthly text messages. Our 18-month intervention raised average math GPA by 0.09 of a standard deviation and increased the share of students satisfying attendance requirements for grade promotion by 4.5 percentage points. Treatment effects were larger for students at higher risk of later grade retention and dropout. Leveraging existing school inputs for a light-touch, cost-effective, and scalable information intervention can improve education outcomes in lower-income settings.

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