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Books on the topic 'Average grade'

Author: Grafiati
Published: 4 June 2021
Last updated: 14 February 2022

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1

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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3

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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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Inchiesta sul lavoro: Perché non dobbiamo avere paura di una grande riforma. Milano: Mondadori, 2011.

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12

Cipriani, Alberto, ed. Partecipazione creativa dei lavoratori nella 'fabbrica intelligente'. Florence: Firenze University Press, 2018. http://dx.doi.org/10.36253/978-88-6453-716-0.

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Come potrà configurarsi il lavoro in futuro? Quali nuove realtà e valori emergeranno in seguito alle trasformazioni della Quarta Rivoluzione industriale? Quanto la partecipazione dei lavoratori risulterà decisiva per il successo delle organizzazioni? Il libro propone esperienze concrete di partecipazione ‘creativa’ di lavoratori e manager all’interno di aziende impegnate a sviluppare un’organizzazione intelligente. Nella prima parte del libro parlano operai, impiegati o dirigenti che possono avere anche ruoli negoziali in ordine alla contrattazione sindacale, ma che sono soprattutto impegnati affinché tutto funzioni, offrendo opportunità in grado di rigenerare i processi e valorizzare i lavoratori. Nella seconda parte sono contenute riflessioni e proposte su come le esperienze di partecipazione possono sollecitare il mondo accademico, le relazioni sindacali, le politiche e il sistema legislativo ad approfondire e tener conto dei nuovi bisogni del lavoro, al fine di costruire un circolo virtuoso che supporti imprese e lavoratori, direzione e partecipazione nelle sfide complesse poste dall’innovazione e dal mondo competitivo della produzione.
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13

Clinton), United States President (1993-2001 :. Legislative proposal entitled "Class-Size Reduction and Teacher Quality Act of 1998": Message from the President of the United States transmitting ... which would help states and local school districts recruit, train and hire 100.000 additional well-prepared teachers in order to reduce the average class size to 18 in grades 1 through 3 in our nations public schools. Washington: U.S. G.P.O., 1998.

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Clinton), United States President (1993-2001 :. Legislative proposal entitled "Class-Size Reduction and Teacher Quality Act of 1998": Message from the President of the United States transmitting ... which would help states and local school districts recruit, train and hire 100.000 additional well-prepared teachers in order to reduce the average class size to 18 in grades 1 through 3 in our nations public schools. Washington: U.S. G.P.O., 1998.

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15

Geoffrion, Sondra. Power Study to Up Your Grades and Grade Point Average. Ultramarine Publishing Company, Inc., 1989.

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16

Houghton. Theme Paperbacks: Average (Houghton Mifflin Reading, Grade 4). Houghton Mifflin, 2003.

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17

Levy, Jack. Rank-In-Class, Grade Point Average, and College Admissions. Natl Assn of Secondary School, 1994.

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18

Educational Resources Information Center (U.S.), ed. 1996 NAEP comparisons of average scores for participating jurisdictions: Findings from the 1996 mathematics grade 4 and 8, and science grade 8 assessments. [Washington, DC]: U.S. Dept. of Education, Office of Educational Research and Improvement, Educational Resources Information Center, 1998.

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19

Longman, A. Earl. Confessions of a straight "A" student: How to dramatically increase your grade point average in less formal study time. Arbie Publishing, 1998.

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20

Vincent, Jane E. EXPLORATION OF SELECTED ACADEMIC AND DEMOGRAPHIC FACTORS INFLUENCING ATTRITION AND RETENTION OF BACCALAUREATE NURSING STUDENTS (STUDENT ACHIEVEMENT, GRADE POINT AVERAGE). 1992.

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21

Thurston, Constance K. Comparison of degrees awarded, length of time to graduation, and grade point average for traditional- and nontraditional-age students in a community college. 1995.

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22

Hollis, Jerry Edward. FORMULAS FOR PREDICTING ACADEMIC SUCCESS AND STATE BOARD SCORES FOR ASSOCIATE DEGREE NURSING STUDENTS AT NORTHWEST MISSISSIPPI JUNIOR COLLEGE (GRADE POINT AVERAGE, MULTIPLE REGRESSIONS). 1985.

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23

Schmitt, Neal. Combining Cognitive and Noncognitive Measures. Oxford University Press, 2017. http://dx.doi.org/10.1093/acprof:oso/9780199373222.003.0012.

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The use of noncognitive measures enhances the prediction of various individual outcomes. Although structured measures of noncognitive constructs are routinely used in employee selection, they are rarely used to predict college student success. Situational judgment, biodata measures, and other methods of measurement address constructs that add to the prediction of grade point average and are major correlates of other student outcomes. Employers and college administrators indicate that outcomes other than task performance and grades are important. Because noncognitive attributes are the best predictors of these alternative outcomes, it seems they should be included in the set of criteria used by college admissions personnel. Several issues should be addressed if noncognitive measures are used more frequently, including the possibility of their use in other ways than for selection only, the minimizing of the influence of faking, and the reaction of various constituencies to their use in college admissions decisions.
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24

Kaley, Thomas J. Oligodendrogliomas. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780199937837.003.0128.

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Gliomas represent the most common symptomatic primary brain tumors, of which oligodendrogliomas are the least common subtype of glioma.1 The traditional thinking is that although the rarest, they also offer patients the best prognosis and they are deemed to be the most sensitive to treatment. However, although they may have a longer average survival than most other gliomas, nearly all patients with an oligodendroglioma will ultimately succumb to their illness due to either progressive and recurrent tumor or malignant transformation into a higher grade tumor. Optimal treatment of oligodendroglial tumors, especially those harboring a 1P/19Q codeletion, remains controversial.
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25

Franz, Carleen, Lee Ascherman, and Julia Shaftel. Interpretation of Assessment Results. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780195383997.003.0011.

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Tests used in a comprehensive psychoeducational evaluation produce a myriad of scores, which can be confusing for the clinician and easily misinterpreted, even by experienced examiners. Standardized scores, raw scores, percentile ranks, age and grade equivalents, and other score types are explained and contrasted. Recommended scores are described so that the clinician will know what to look for and how to evaluate a report. In addition to test scores, verbal range descriptors such as “below average” or “superior” convey student performance in an accessible and user-friendly manner. Qualitative information can enrich the understanding of the student’s performance and provide crucial information for intervention planning.
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26

Becker, Stephen P., and Russell A. Barkley. Sluggish cognitive tempo. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198739258.003.0015.

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Sluggish cognitive tempo (SCT) is characterized by excessive daydreaming, mental confusing and fogginess, and slowed behaviour/thinking. A brief history of the SCT construct is provided, followed by a review of the current research supporting SCT as distinct from ADHD and other psychopathologies. SCT is positively associated with ADHD inattentive symptoms, depression, anxiety, and daytime sleepiness, but is unassociated or negatively associated with externalizing behaviours such as hyperactivity-impulsivity, oppositionality, and aggression. A growing body of research also demonstrates that SCT is uniquely associated with poorer functioning in various domains of major life activities, including academic difficulties (including poor organization, homework problems, and lower grade point average), social problems (especially peer withdrawal and isolation), and emotion dysregulation. SCT is less clearly associated with most neuropsychological performance outcomes with the possible exceptions of sustained attention, processing speed, and motor speed.
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27

Sherman, Mark E., Melissa A. Troester, Katherine A. Hoadley, and William F. Anderson. Morphological and Molecular Classification of Human Cancer. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190238667.003.0003.

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Accurate and reproducible classification of tumors is essential for clinical management, cancer surveillance, and studies of pathogenesis and etiology. Tumor classification has historically been based on the primary anatomic site or organ in which the tumor occurs and on its morphologic and histologic phenotype. While pathologic criteria are useful in predicting the average behavior of a group of tumors, histopathology alone cannot accurately predict the prognosis and treatment response of individual cancers. Traditional measures such as tumor stage and grade do not take into account molecular events that influence tumor aggressiveness or changes in the tumor composition during treatment. This chapter provides a primer on approaches that use pathology and molecular biology to classify and subclassify cancers. It describes the features of carcinomas, sarcomas, and malignant neoplasms of the immune system and blood, as well as various high-throughput genomic platforms that characterize the molecular profile of tumors.
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28

Gilman, Bobbie, and Dan Peters. Finding and Serving Twice Exceptional Students. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190645472.003.0002.

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Gifted children with coexisting disabilities—the twice exceptional or 2e—exhibit complex patterns of strengths and weaknesses. Either exceptional ability or disability may mask the other, or combined exceptionalities may appear average. A case study illustrates how interpretation of changes in special education law may overlook 2e students who perform too well to qualify for services yet have disabilities significant enough to undermine success as the demands of their education increase. Department of Education policy letters are discussed, especially regarding a state’s right to condition service eligibility upon below-grade-level performance and reduce access to assessment. The student’s comprehensive diagnostic testing is explored. A triaged approach, using observed characteristics of 2e learners, is recommended to determine when comprehensive evaluation is needed to interpret a complex 2e student’s learning challenges, guide interventions/accommodations through an Individualized Education Program or Section 504 Plan, and ensure a Free Appropriate Public Education.
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29

Kerridge, George, and Angela Gackle. Vines for Wines. CSIRO Publishing, 2004. http://dx.doi.org/10.1071/9780643092181.

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Riesling, Chardonnay, Shiraz and Cabernet Sauvignon grapes can make magnificent wines but there are also many other excellent wine varieties that for many of us are rarely experienced. Vines for Wines will expand the wine lover’s knowledge and appreciation of a great range of wines and help to explore their individual preferences for specific varieties, blends, flavours and styles. This book is based on the highly successful Wine Grape Varieties, which is an aid to identifying grape vines. Vines for Wines, however, focuses on wines from the average consumer’s point-of-view, introducing the different wine grape varieties and the wines made from them, including blends. Each variety is represented by a colour photograph of the grape variety, its current world plantings, wine produced and notes describing the varietal characters for each wine grape variety. The tasting terms and wine notes for each variety provide a benchmark for the consumer to assess the quality of wines they drink, and to allow them to share and compare their experiences confidently with other wine lovers.
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30

Silver, Harvey F., Richard W. Strong, Matthew J. Perini, and Gregory M. Tuculescu. Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12. Corwin Press, 2002.

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31

1946-, Strong Richard W., ed. Reading for academic success: Powerful strategies for struggling, average, and advanced readers, grades 7-12. Thousand Oaks, Calif: Corwin Press, 2002.

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32

Silver, Harvey F., Richard W. Strong, and Matthew J. Perini. Reading for Academic Success, Grades 2-6: Differentiated Strategies for Struggling, Average, and Advanced Readers. Corwin Press, 2007.

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33

Reading for Academic Success, Grades 2-6: Differentiated Strategies for Struggling, Average, and Advanced Readers. Corwin Press, 2007.

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34

Morgan, Susan A. COMPARISON OF ASSOCIATE'S DEGREE AND BACHELOR'S DEGREE NURSING STUDENTS' ASSERTIVENESS LEVELS AND CORRELATION WITH TERMINAL GRADE POINT AVERAGES. 1987.

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35

LIBRES, Mentes. Grande Esperto Di Leadership: Il Grande Libro Che Ogni Leader Dovrebbe Avere! Potenti Insegnamenti Di LEADERSHIP! Independently Published, 2020.

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36

Alfano, Mark, LaTasha Holden, and Andrew Conway. Intelligence, Race, and Psychological Testing. Edited by Naomi Zack. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190236953.013.2.

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Philosophers have in recent decades neglected the state of the art on the psychology of intelligence tests as related to racial difference. A major theoretical issue is the measurement invariance of intelligence tests, the fact that blacks, Latinos, women, poor people, and other marginalized groups perform worse than average on a variety of different intelligence tests. But the skepticism now surrounding measurement invariance includes the importance of stereotype threat or the correlation of decreased performance level after test takers are exposed to stereotypes about themselves. Recent research suggests that people’s conceptions of intelligence influence how their own intelligence is expressed. In a study when high school students were informed that intelligence is not an essential or racially determined property, higher grades and better performance in core courses resulted.
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37

Locker, To School. I Am Not Here to Be Average, I Am Here to Be an Awesome Fourth Grader: Awesome Back to School Gift Idea for a Fourth Grader, a Cool College Ruled Subject Notebook for School and Homeschool Students. Independently Published, 2020.

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38

Turner, Neil, and Stewart Cameron. Proteinuria. Edited by Neil Turner. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199592548.003.0050.

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Excess protein in the urine almost always comes from the kidney. Proteinuria up to 150 mg/day in an adult (protein:creatinine ratio (PCR) up to 15 mg/mmol) is considered normal. Daily average excretion is 80 mg, of which about 30 mg is albumin that has been filtered and not reabsorbed. Other components comprise low-molecular-weight filtered proteins that have escaped reabsorption, and proteins secreted or lost into urine from cells of the nephron. Increased permeability of the glomerulus to high-molecular-weight proteins is the most common cause of the clinically detected proteinuria, and albumin is the major component of excess glomerular proteinuria. Even small amounts of proteinuria are associated with increased cardiovascular risk and long-term renal risk. In patients with renal disease, regardless of type, proteinuria is a strong predictor of loss of glomerular filtration rate and proteinuria at levels higher than an equivalent of 1 g/24 hours can be considered high renal risk. This limit should be lowered in young patients, and if microscopic haematuria is also present. For both cardiovascular and renal outcomes, risk is graded with severity of proteinuria. In routine clinical practice, ratios of albumin or total protein to creatinine level (ACR or PCR) in spot urine samples are usually more pragmatic and useful than 24-hour collections. ACR is more sensitive as a screening test (normal range up to 2.5 mg/mmol in men, 3.5 mg/mmol in women).
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39

Grzywacz, Joseph G., Abdallah M. Badahdah, and d. Azza O. Abdelmoneium. Work Family Balance: Challenges, Experiences, and Implications for Families. 2nd ed. Hamad Bin Khalifa University Press, 2019. http://dx.doi.org/10.5339/difi_9789927137952.

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A key objective of the study of work-family balance detailed in this report was to build an evidence base to inform policy creation or refinement targeting work-family balance and related implementation standards to ensure the protection and preservation of Qatari families. Two complementary projects were designed and implemented to achieve this key objective. The first project was a qualitative study involving in-depth interviews with 20 Qatari working adults (10 males and 10 females). The interviews were designed to learn the meaning of work-family balance among Qataris, identify the factors shaping work-family balance or the lack thereof, and collect firsthand detailed information on the use and value of policy-relevant work-family balance sup - ports for working Qataris. The second component was a survey designed to describe work-family balance among working Qatari adults, determine potential health and well-being consequences of poor work-family balance, and characterize Qataris’ use of and preferences for new work-family balance supports. The data from the qualitative interviews tell a very clear story of work-family balance among Qataris. Work-family balance is primarily viewed as working adults’ ability to meet responsibilities in both the work and family domains. Although work-fam - ily balance was valued and sought after, participants viewed work-family balance as an idyllic goal that is unattainable. Indeed, when individuals were asked about the last time they experienced balance, the most common response was “during my last vacation or extended holiday.” The challenge of achieving work-family balance was equally shared by males and females, although the challenge was heightened for females. Qataris recognized that “work” was essential to securing or providing a desirable family life; that is, work provided the financial wherewithal to obtain the features and comforts of contemporary family life in Qatar. However, the cost of this financial wherewithal was work hours and a psychological toll characterized as “long” and “exhausting” which left workers with insufficient time and energy for the family. Participants commented on the absolute necessity of paid maternity leave for work-family balance, and suggested it be expanded. Participants also discussed the importance of high-quality childcare, and the need for greater flexibility for attending to family responsibilities during the working day. Data from the quantitative national survey reinforce the results from the qualitative interviews. Work-family balance is a challenge for most working adults: if work-fam - ily balance were given scores like academic grades in school, the majority of both males and females would earn a "C" or lower (average, minimal pass or failure). As intimated in the qualitative data, working females’ work-family balance is statistically poorer than that of males. Poor work-family balance is associated with poorer physical and mental health, with particularly strong negative associations with depression. It appears the Human Resource Law of 2016 was effective in raising awareness of and access to paid maternity leave. However, a substantial minority of working Qataris lack access to work-family balance supports from their employer, and the supports that are provided by employers do not meet the expectations of the average Qatari worker.
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