Academic literature on the topic 'Grade 6'
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Journal articles on the topic "Grade 6"
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Rebchuk, AD, BM Chaharyn, A. Alam, C. Hounjet, PA Gooderham, S. Yip, and S. Makarenko. "GP.6 The Impact of Brain Invasion on Intracranial Meningioma Grading." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 49, s1 (June 2022): S2. http://dx.doi.org/10.1017/cjn.2022.90.
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Background: In 2016, the WHO Classification of Brain Tumors included brain invasion as a standalone diagnostic criterion for grade 2 meningioma diagnosis. In this study we explored the impact of this change on the incidence and distribution of meningioma grades. Methods: All cases of meningiomas diagnosed from 2007-2020 at a tertiary care hospital were identified. The distribution of meningioma grades before (WHO 2007) and after (WHO 2016) the introduction of the 2016 WHO criteria were compared. Each case in the 2007 cohort was re-graded according to the 2016 criteria to determine the intra-class correlation (ICC) between grading criteria. Results: Of 814 cases, 532 (65.4%) were in the 2007 WHO cohort and 282 (34.6%) were in the 2016 WHO cohort. There were no differences in the distribution of meningioma grades between cohorts (p=0.11). Upon re-grading, 21 cases (3.9%) were changed. ICC between original and revised grade was 0.92 (95% CIs: 0.91-0.93). Amongst Grade 2 meningiomas with brain invasion, 75.8% had three or more atypical histologic features or an elevated mitotic index. Conclusions: Brain invasion alone has minimal impact on the incidence or distribution of specific meningioma grade tumors, likely due to cosegregation of grade elevating features.
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Spodick, David H., and A. Thomas Pezzella. "A Grade 6 Systolic Murmur." New England Journal of Medicine 341, no. 1 (July 1999): 27. http://dx.doi.org/10.1056/nejm199907013410105.
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Jin, Cao, Sean Hacking, Miglena K. Komforti, and Mansoor Nasim. "A Comparison of Death Domain-Associated Protein 6 in Different Endometrial Carcinomas Histotypes." Biomarker Insights 14 (January 2019): 117727191986489. http://dx.doi.org/10.1177/1177271919864892.
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Background: Death domain-associated protein 6 (DAXX) is involved in regulating apoptosis via subcellular localization. The presence of DAXX point mutations correlates well with loss of nuclear expression on immunohistochemistry (IHC). In this study, we sought to determine (1) whether DAXX expression pattern is the same across different uterine carcinoma subtypes, and (2) which uterine carcinomas show loss of nuclear DAXX IHC. Design: We studied 65 uterine carcinomas of the following histologic types: 30 endometrioid (12 FIGO [The International Federation of Gynecology and Obstetrics] grade 1, 12 FIGO grade 2, and 6 FIGO grade 3), 8 serous, 14 clear cell, and 13 undifferentiated/dedifferentiated type (UEC/DDEC). Nuclear DAXX IHC was assessed in each tumor and was graded semi-quantitatively as follows: 0% to 50%, 50% to 75%, and greater than 75% of lesional cells react. Results: A total of 61% (25/41) of high-grade carcinomas (FIGO grade 3, serous, clear cell, and UEC/DDEC]) showed retained DAXX nuclear staining in >75% of lesional cells, compared with only 4.2% (1/24) of the low-grade carcinomas (FIGO grades 1 and 2) ( P = .0001), where DAXX expression was cytoplasmic. In addition, in the 11 DDEC cases, all the differentiated components showed loss of nuclear DAXX compared with the undifferentiated components which retained nuclear DAXX expression. Conclusions: We demonstrate that loss of nuclear DAXX is present in low-grade endometrial carcinomas and the differentiated components in UEC/DDEC, but not in high-grade ones, suggesting DAXX’s role in tumor progression and its potential as a therapeutic target in high-grade endometrial carcinomas.
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Martinez, Antonio E., Li Lin, and Cherie H. Dunphy. "Grading of Follicular Lymphoma: Comparison of Routine Histology With Immunohistochemistry." Archives of Pathology & Laboratory Medicine 131, no. 7 (July 1, 2007): 1084–88. http://dx.doi.org/10.5858/2007-131-1084-goflco.
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Abstract Context.—Follicular lymphoma (FL) grading is based on the average number of large transformed cells in 10 neoplastic follicles at ×40 high-power field (×10–40 high-power field) examination (grade 1, 0–5 centroblasts per high-power field; grade 2, 6–15 centroblasts per high-power field; grade 3, >15 centroblasts per high-power field). Objective.—Since there may be significant interobserver variability, we analyzed the usefulness of immunohistochemical stains in grading FLs more reliably. Design.—Forty-three FLs initially graded by World Health Organization criteria (grade 1, 12; grade 2, 18; grade 3, 13) were reviewed and stained with CD3, CD20, Ki-67, CD30, CD68, PAX-5, and BCL-6. Retrospective review was performed for the average number of large cells, of large lymphoid cells, of large cells staining with CD3, CD20, BCL-6 (40 cases), and PAX-5, and of all cells staining with CD68, Ki-67, and CD30. Results.—By histologic review, 8 of 43 FLs had a significant grade change (4 cases upgraded and 4 cases downgraded). CD3 and CD30 stained only 0 to 3 large cells and 0 to 3 cells, respectively, in neoplastic follicles. CD68+ cells represented the large nonlymphoid cells. Increasing FL grades demonstrated increases in Ki-67+ cells. The original grade showed substantial agreement with CD20 and moderate agreement with PAX-5 and BCL-6. The original histologic grade agreed with immunohistochemical-based grade using 2 or more antibodies in 5 of 8 discordant cases (4 by CD20 or BCL-6 and PAX-5; 1 by CD20, PAX-5, and BCL-6). Conclusions.—Interobserver variability of histologic FL grading may be significant; we showed low-end “substantial agreement.” Immunohistochemical stains (ie, CD20, PAX-5, and BCL-6) may more reliably determine the number of large transformed cells in neoplastic follicles; Ki-67 staining correlates with higher FL grades. Immunohistochemical stains may be evaluated in clinical trials of FL patients to determine prognostic significance.
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Durham, Joanne. "In Closing . . .: Poetry Lesson Grade 6." Language Arts 85, no. 3 (January 1, 2008): 255. http://dx.doi.org/10.58680/la20086190.
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Hammoda, Rasha, Haitham Salah-ElDin, Nermin EL-Gharbawy, and Dina Ragab. "Krebs von den Lungen‐6, a promising marker in evaluating the severity of interstitial lung disease in Egyptian rheumatoid arthritis patients." Egyptian journal of Immunology 28, no. 4 (October 1, 2021): 241–49. http://dx.doi.org/10.55133/eji.280425.
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Krebs von den Lungen-6 (KL-6) is one of the mucins associated with interstitial lung disease. We aimed to assess the value of KL-6 as a marker for detecting the presence of interstitial lung disease in Egyptian rheumatoid arthritis patients and to evaluate its ability to assess severity in different grades of interstitial lung disease. The study included 89 rheumatoid arthritis patients; 64 patients with interstitial lung disease and 25 patients without interstitial lung disease. Serum levels of KL-6 were assessed using enzyme linked immunosorbent assay. Levels of KL-6 were higher in patients with interstitial lung disease compared to patients without interstitial lung disease (P< 0.001). KL-6 levels were significantly higher in grade 4 patients than those in grades 1 and 2. Also, KL-6 levels were significantly higher in grade 3 patients than those in grades 1 and 2. Kl-6 levels were also higher in grade 2 patients compared to grade 1 patients. Finally, no difference was observed between grade 4 patients and grade 3 patients. KL-6 levels were significantly higher in usual interstitial pneumonia pattern compared other patterns (P=0.015). In conclusion, KL-6 is a potential circulating biomarker that may have a substantial role in detecting the presence and evaluating the severity of interstitial lung disease among rheumatoid arthritis patients.
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Paul, Douglas J., William H. Nibbelink, and Hiram D. Hoover. "The Effects of Adjusting Readability on the Difficulty of Mathematics Story Problems." Journal for Research in Mathematics Education 17, no. 3 (May 1986): 163–71. http://dx.doi.org/10.5951/jresematheduc.17.3.0163.
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A 15-item story problem test was written at three different readability levels (below Grade 4, Grade 4 to Grade 6, above Grade 6) by two different methods (vocabulary control and sentence control). The six forms of the test were administered to over 1000 children in Grades 3 to 6. There was no effect of readability level on problem difficulty—not even the hint of an effect.
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Kudryachenko, O. P. "Age-related features of the development of motor abilities in boys in grades 5-9." Health-saving technologies, rehabilitation and physical therapy 1, no. 1 (November 26, 2019): 147–52. http://dx.doi.org/10.58962/hstrpt.2019.1.1.147-152.
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The purpose of the study is to determine the dynamics of age-related characteristics of the development of motor qualities in boys of grades 5–9. The study involved boys of grade 5 (n = 10), grade 6 (n = 10), grade 7 (n = 10), grade 8 (n = 10), grade 9 (n = 10). An analysis of the test results suggests that there are no statistically significant differences between boys of grades 5 and 6, except that boys of grades 6 show statistically significantly better results in tests for the manifestation of strength abilities. Statistically significant differences in the preparation of boys of grades 6 and 7 are observed only in the test “shuttle run 4x9 m”, which indicates the development of bone trapping and coordination abilities with age. Between boys of grades 7 and 8, statistically significant differences can be observed only in the test for the manifestation of strength forces. An analysis of the results of tests of grades 8 and 9 suggests that statistically significant differences are also observed in the 4x9 m shuttle test, which emphasizes the development of skeletal bone and coordination abilities with age.
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Yaseen, Ummer, Shazia Shah, and Aquisa Bashir. "Combination of platelet rich plasma and microneedling in the management of atrophic acne scars." International Journal of Research in Dermatology 3, no. 3 (August 24, 2017): 346. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20173691.
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<p class="abstract"><strong>Background:</strong> Acne scars have a lot of psychosocial implications, they are difficult to treat and can cause depression in the affected patient. The objective of the study was to assess the efficacy of combination of platelet rich plasma (PRP) injections and microneedling in the management of acne scars.</p><p class="abstract"><strong>Methods:</strong> Thirty-five patients with atrophic acne scars were enrolled and graded using Goodman and Baron qualitative grading. Platelet rich plasma injection and microneedling were done at 2-week interval alternatively for a total of 6 sessions of each. Acne scars were graded before and 6 months after starting the treatment. Patients own evaluation of improvement was also recorded.<strong></strong></p><p class="abstract"><strong>Results:</strong> A total of 12 patients had grade 4 acne scars, 8 (66.6%) improved to grade 2 and 4 (33.3%) improved to grade 3 scars. Out of 15 grade 3 scars, 8(53.3%) improved to grade 1, 7 (46.6%) improved to grade 2. 8 (100%) grade 2 patients improved to grade 1. All patients were highly satisfied with the results.</p><p><strong>Conclusions:</strong> This combination has shown good results in all grades of acne scars.</p>
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Kudryachenko, I. P. "Age-related features of the development of motor abilities in girls Grades 5-9." Health-saving technologies, rehabilitation and physical therapy 1, no. 1 (November 26, 2019): 143–46. http://dx.doi.org/10.58962/hstrpt.2019.1.1.143-146.
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The purpose of the study is to determine age-related characteristics of the development of motor abilities in girls of grades 5–9. The study involved girls of grade 5 (n = 10), grade 6 (n = 10), grade 7 (n = 10), grade 8 (n = 10) and grade 9 (n = 10). In girls of grades 5-6, according to the complex of all tests, statistically significant differences are observed only in the test for the manifestation of strength abilities. In girls of grades 6-7, positive changes are also observed in strength abilities, which emphasizes the development of strength qualities with age. Girls of grades 7-8 in a set of tests are statistically significantly different manifestation of coordination abilities. The analysis of average indicators of motor training of schoolchildren shows that in grades 8–9 there are no significant differences in the course of the development of motor abilities. In girls of grades 5–9, there is a statistically significant dynamics of physical fitness. The most growing indicators of strength and coordination of movements.
Dissertations / Theses on the topic "Grade 6"
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Woxell, Alesia. "Outdoor mathematics in grade 4–6." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35461.
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Studiens syfte är att ta reda på vilka metoder lärarna använder sig av, vilka tankar och upplevelser de får i arbetet med utomhusmatematik. Teoriernas resonemang om autentiskt förhållningssätt och lärandemiljöer skapar nya kreativa miljöer som används båda som läromedel och plats för lärandet. Sociala relationer hjälper till att upptäcka bearbeta och befästa kunskap och ger den hållbar användning. Arbetet grundas på metoden kvalitativ forskningsintervju och utfördes på två skolor med sex lärare som arbetar med elever i årskurs 4–6. Resultaten gav svar på att lärarna använder varierade laborativa arbetssätt genom att ha matematikundervisning båda inomhus och utomhus, samt arbetar de ålders- och ämnesintegrerat. Autentiska uppgifter hjälper till med att göra undervisningen varierad och motiverar eleverna till att utforska matematiska begrepp och förklara symbolspråket genom språkutveckling.
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Dahdouli, Mona, and Heba El-Janoudi. "English reading instruction and comprehension in grade 6." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35611.
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The aim of this degree project is to examine how three 6th grade teachers implement reading instruction in their lessons. Furthermore, the aim is to investigate how they describe their work with reading comprehension. Our investigation is based on qualitative semi- structured interviews and observations. The results indicate that teachers do not explicitly teach reading strategies. Furthermore, teachers showed an awareness of students’ interests and took them into consideration during the lessons. For instance, the teachers argued that in order to motivate students to read, they must be provided with interesting texts. The findings also showed that all teachers emphasizes vocabulary and they argue that the bigger the vocabulary is, the more effortless reading becomes.
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Davids, Rochelle. "Practices which contribute towards grade 6 learners’ reading motivation." Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/1861.
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Thesis submitted in fulfilment for the degree
MASTERS IN EDUCATION
in the
FACULTY OF EDUCATION AND SOCIAL SCIENCES, 2010Motivation is an important element in reading success. There is a concern that many learners are not choosing to read on their own and that independent reading opportunities during the school day appear to be diminishing. Research suggests that if children do not read on their own, they may lose some reading ability. The Department of Education conducts systemic evaluation tests to determine the literacy and numeracy levels of Grade 3 and Grade 6 learners in South Africa. These tests reveal that a high proportion of learners are scoring below the required level for the grade. There are a number of reasons why the learners are not performing at the required level for the grade but educators are determined to improve learners’ reading and comprehension skills. Many educators therefore ask, “How do I get my learners to read?” Not all learners are reluctant to read. Some learners do show an eagerness to read and write and they enjoy reading. These engaged readers are intrinsically motivated and value reading. In contrast, disengaged readers are inert and inactive and avoid reading. Often extrinsic measures such as punishment or rewards would coerce these learners to read. The aim of this study is to determine which teaching practices would motivate learners in a grade 6 class to read. Key theories which underpin this study are social constructivism, social learning theory and socio-cultural learning theory. Qualitative data and quantitative data were collected from interviews and questionnaires. The research tool which was used to measure the learners’ self concepts as readers and the value of reading is referred to as the Motivation to Read Profile (MRP). The MRP was devised by Gambrell, Palmer, Codling and Mazzoni (1996:520). Because the study followed an action research model, an intervention strategy was implemented which allowed the researcher to measure effects and to reflect on teaching practices and reading methodology.
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Schafer, Karen. "The Impact of Grade Configuration on Sixth Grade Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3758.
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This study examined the impact of grade span configuration on the academic achievement of sixth grade students in Florida public schools. Grade configuration (PK-6, PK-8, and 6-8) was the independent variable. Academic achievement, the dependent variable, was measured using 2009 Florida Comprehensive Assessment Test (FCAT) Reading and Mathematics mean scale scores and the percentage of students making annual learning gains from 2008 to 2009. School socioeconomic status (SES) was used as a covariate to equalize the effect of poverty on achievement. Random samples of schools were drawn from the population of all Florida public schools with sixth grades in 2009, and from Florida's 2009 Academically High Performing School Districts. Findings showed that there was a statistically significant difference in achievement based on grade level configuration in reading and mathematics for all schools and for schools in Academically High Performing Districts. In all cases, the PK-6 configuration was statistically significantly higher than 6-8, with varied significance between PK-6 and PK-8, and PK-8 and 6-8. The strongest practical significance for all schools was found for learning gains in mathematics, with 26% of the variance in mean learning gain percentages accounted for by grade configuration when controlling for SES. Recommendations were made that future studies address differentiating grade configurations by instructional models and other factors that could impact achievement. The degree and the fidelity to which the middle school concept is implemented in 6-8 schools should be accounted for before making conclusions about the impact of configuration on academic achievement of students in that configuration.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Anderson, Gail. "A Comparison of Eighth Grade Math, Reading and Behavior Outcomes in Grade K-8 Schools Versus Grade 6-8 Middle Schools." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/19209.
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The purpose of this study was to examine differences between school configuration and students' academic and behavioral outcomes. The participants were eighth grade students in K-8 schools who were matched with eighth grade students in 6-8 middle schools on factors including percentage of students receiving free or reduced lunch, percentage of students receiving services for special education and English language learners, average years of teacher experience, and percentage of boys and girls in each school. Eighth grade student's standardized math and reading achievement data were collected at the school level for a 3-year period. Additionally, school-level data on suspensions and expulsions over the same 3-year period were also collected. The data were analyzed using arc-sine transformation, means, standard deviation, and a repeated-measure analysis of variance. No statistical interactions were observed between time and school type for any of the research questions. However, main effects favoring K-8 schools were found for (a) Math Test, (b) Reading Test, (c) In-school Suspensions, (d) Out-of-school Suspensions, and (e) Expulsions. These findings are interpreted with a lens towards assisting school districts as to which school configuration they should consider as it relates to the district's values and long-range goals.10000-01-01
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Halfyard, Gregory Allan. "Reading experiences and strategies of reluctant grade 6 and 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ34487.pdf.
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Wang, Liang, Arsham Alamian, Jodi Southerland, Kesheng Wang, James Anderson, and Marc Stevens. "Cesarean Section and the Risk of Overweight in Grade 6 Children." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/1369.
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We examined the relationship between cesarean section (C-section) and the risk of overweight and obesity in children in grade 6 (mean age, 11.92 years; standard deviation = 0.34). Data from phase I through phase III of the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development were used. Children with complete data from 1991 through 2004 were included in this study (n = 917). Multiple logistic regression analyses were used to adjust for potential confounding and to evaluate the association of C-section and childhood overweight and obesity. Compared to children delivered vaginally, children delivered by C-section had approximately twice the likelihood of being overweight (odds ratio (OR) = 1.86, 95 % confidence interval (CI) = 1.27–2.73) or obese (OR = 1.87, 95 % CI = 1.19–2.95). However, when examined according to sex, males delivered by C-section had an increased risk for being overweight (OR = 1.78, 95 % CI = 1.01–3.12) and obese (OR = 2.58, 95 % CI = 1.36–4.88), while females had an increased risk only for being overweight (OR = 1.99, 95 % CI = 1.17–3.39). Conclusion: C-section was associated with an increased risk of overweight and obesity in children in grade 6, but the relationship differed according to gender. Further longitudinal studies are warranted to examine the long-term effect of delivery mode on the risk of childhood overweight.
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Cronje, Lindi-Anné. "Using information and communication technology to support Grade 6 learners with dyscalculia." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/79222.
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Dyscalculia implies difficulty in acquiring mathematical skills and requires intervention that
focuses on the acquisition of the necessary basic mathematical skills. Against this background the
purpose of this study was to investigate how Grade 6 learners with dyscalculia may be supported
by implementing an Information Communication Technology (ICT) intervention, with a
specific focus on number sense and basic mathematical skills. I followed a nomothetic
quantitative approach and employed a quasi-experimental design, using a pre-test, followed by an
ICT intervention and then a post-test with a small sample of Grade 6 learners that displayed
learning difficulties in Mathematics. I combined convenience and purposive sampling to identify two
full- service primary schools and utilised non-probable and purposive sampling to select 24
participants, randomly assigning them to either an experimental or control group.
Following implementation of the six-week ICT intervention, the scores of all pre- and post-test
were documented as data. For the ICT intervention, I used the Number Race application, the Sheppard
Software mathematical applications, more specifically Math Lines (addition, multiplication), Math
Man (rounding, addition, multiplication), Pop the Balloon (add and order), and The Rockseries. I
then completed non-parametric data analysis by utilising the Statistical Package for the Social
Sciences (SPSS 25) to test the formulated hypotheses and draw conclusions about the possible value
of the ICT
intervention.
The findings of the study indicate that an ICT intervention can have (i) a positive effect on
some aspects of number sense with learners experiencing difficulties in
Mathematics, however, (ii) although an improvement in mathematical skills was evident, it
was not statistically significant. Better results may be possible when additional
software are included or more time is spent on such an ICT intervention to teach basic
mathematical skills like adding, subtracting and multiplying after the
improvement of number sense.Dissertation (MEd)--University of Pretoria, 2020.
Educational Psychology
MEd
Unrestricted
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Lauchande, Carlos Alexandre da Silva. "Systemic factors associated with changes in Grade 6 learners' achievement in Mozambique." Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/65438.
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This research aims to identify and evaluate the systemic factors which may be related to decrease in Grade 6 learner’s achievement in Mozambique between 2000 and 2007, looking for possible changes in Educational Effectiveness over that period. SACMEQ III learner results from Grade 6 Reading and Mathematics showed an overall mean decrease from 2000 to 2007. The main research question addressed in this study is: What are the systemic contextual factors associated with decrease in achievement in Reading and Mathematics between 2000 and 2007 in Mozambique? The conceptual framework underpinning this research presents the education system in terms of inputs, processes and outputs (Howie, 2002). Hierarchical Linear Models, based on trend design approach (Nilsen, & Gustafsson, 2014) was used to assess the variation in learner achievement decrease associated with changes in schools inputs and processes. The findings suggest that school-level factors linked to inputs and antecedents have a strong effect on the decrease in learner’s achievement, compared to the processes and practices. Moreover, learners’ background factors, specifically parent’s education and use of language of instruction at home, seem to be the crucial factors associated with learner achievement decrease. When school level variables related to parent’s education, use of language of instruction at home, are included in the model, the amount of variation accounted for, showed an increase (from 23.5 % to 37.7 %,). One can argue that the variation accounted for variables such as parents’ education, whilst use of language of instruction could be indicative of changes in learner’s intake composition between 2000 and 2007. Implications of these findings on the assumptions for large scale assessment studies in developing countries, such as Mozambique, are key issues. For instance, a question could be raised about the “trend” assumption of large scale assessment: To what extent can the trend level of achievement be measured where the learner’s intake composition is changing over the time? In the SACMEQ studies a stronger longitudinal design is needed to investigate how both school and intake factors influence achievement.Thesis (PhD)--University of Pretoria, 2017.
Science, Mathematics and Technology Education
PhD
Unrestricted
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Ngoako, Rosina Nkadi. "The beliefs of educators about effective mathematics classroom practice in Grade 6." Diss., University of Pretoria, 2018. http://hdl.handle.net/2263/65454.
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In this study, the researcher investigates educators’ beliefs in Grade 6, along with their effect on educators’ classroom practice and the possibility of changing such beliefs towards effective classroom practice. Four Grade 6 mathematics educators were sampled from the four selected rural primary schools in Moretele area (Bojanala district in the North West Province). Data was collected, at the four schools through educators’ interviews, lesson observations, and mark sheets (indicating learner performance). A qualitative approach was used according to which interviews held were transcribed and coded; lessons observed using observation schedule were coded and analysed; the mark sheets collected were also analysed. Based on the data collected from interviews, it appeared that the beliefs that educators have, emanated from different factors and experiences. The most contributing factor is the educators’ subject content knowledge (SCK). It was clear that there are differing beliefs that mathematics educators have about mathematics, mathematics teaching and also about the learners who do mathematics. Beliefs that educators have can be strongly held, which makes them difficult to change or less strongly held which makes them easy to change. Educators in this study displayed a contradiction in their beliefs. Some beliefs that are held by educators are not manifested in their classrooms. Strongly held beliefs are difficult but not impossible to be changed, and less strongly held beliefs can be changed through a process that can be undertaken in steps. This study also revealed that educators’ beliefs affect their classroom practice and if the effect is negative, and the beliefs that cause that negative effect are not changed, they will continue to have a negative impact on learners’ performance in mathematics. Educators can decide which beliefs they want to change, depending on the reasons why such beliefs are held and how the educators benefit from holding such beliefs. The analysis of mark sheets reveals that learners’ performance in mathematics is poor, especially in the half-yearly examination paper which is prepared by the provincial assessment section also called the North West Provincial Assessment. In overall, it was revealed that educators do not necessarily practice what they believe in hence there is a contradiction in educators’ beliefs. It was also revealed that changing educators’ beliefs can be a life-long process.Dissertation (MEd)--University of Pretoria, 2018.
Science, Mathematics and Technology Education
MEd
Unrestricted
Books on the topic "Grade 6"
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Music, Associated Board of the Royal Schools of. Pianoforte. Grade 6. London: Caligraving Ltd, 1986.
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Education, Ontario Ministry of. Mathematics: Grade 6. Toronto, Ont: Ministry of Education, 1990.
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J, Orfan Lucy, Vogeli Bruce Ramon, Krulik Stephen, and Rudnick Jesse A, eds. Mathematics: Grade 6. Morristown, N.J: Silver Burdett & Ginn, 1988.
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L, Cramer Ronald, and Hammond W. Dorsey, eds. Everyday spelling: Grade 6. Glenview, Ill: Scott Foresman Addison Wesley, 1998.
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Project, University of Chicago School Mathematics. Grade 6. Everyday Learning Corp, 2002.
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McGraw-Hill. McGraw-Hill Science Transparencies Grade 6 (Grade 6). Macmillian McGraw-Hill, 2006.
Find full textBook chapters on the topic "Grade 6"
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Sivakumar, P., A. Neeraja Lakshmi, A. Angamuthu, R. S. Sandhya Devi, B. Vinoth Kumar, and S. Studener. "Automotive Grade Linux." In Software Engineering for Automotive Systems, 91–110. Boca Raton: CRC Press, 2022. http://dx.doi.org/10.1201/9781003269908-6.
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Milner, Andrea R., Vanessa B. Morrison, Janet B. Walton, Carla C. Johnson, and Erin Peters Burton. "Composting Lesson Plans." In Composting, Grade 5, 41–144. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003370772-6.
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Cleugh, M. F. "On the Up-grade." In Discipline and Morale in School and College, 52–58. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003175438-6.
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Leech, Travis, and Jeff Anderson. "Invitation to Form New Verbs." In Patterns of Revision, Grade 6, 123–54. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032682013-6.
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Peters-Burton, Erin E., Guiseppina Mattietti, Jennifer Drake-Patrick, Brad Rankin, Anthony Pellegrino, Susan Poland, Janet B. Walton, and Carla C. Johnson. "Mineral Resources Lesson Plans." In Mineral Resources Grade 11, 45–109. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003261742-6.
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Schoeff, Paula, Janet B. Walton, Carla C. Johnson, and Erin E. Peters-Burton. "Hydropower Efficiency Lesson Plans." In Hydropower Efficiency, Grade 4, 45–219. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032618197-6.
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Juuso, Ilkka, and Ilpo Pöyhönen. "Software Maintenance." In Medical-Grade Software Development, 175–88. New York: Productivity Press, 2023. http://dx.doi.org/10.4324/b23403-6.
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Leech, Travis, and Jeff Anderson. "Invitation to REARRANGE." In Patterns of Revision, Grade 6, 55–86. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032682013-4.
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Leech, Travis, and Jeff Anderson. "Invitation to ADD CONNECTORS." In Patterns of Revision, Grade 6, 87–121. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032682013-5.
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Leech, Travis, and Jeff Anderson. "Invitation to Delete Unnecessary Information." In Patterns of Revision, Grade 6, 23–54. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781032682013-3.
Full textConference papers on the topic "Grade 6"
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Erjavec, Vladimira, and Alenka Nemec Svete. "Selected Parameters of Venous Blood Gas Analysis in Brachycephalic Dogs with Brachycephalic Obstructive Airway Syndrome before and after Surgical Treatment." In Socratic lectures 6. University of Ljubljana Press, 2022. http://dx.doi.org/10.55295/psl.2021.d.001.
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Brachycephalic dog breeds, such as Pug, English and French Bulldogs and Boston Terrier belong to a group of breeds characterized by a severe shortening of the muzzle and thus the underlying bones, as well as a more modest shortening and widening of the skull. These breeds are prone to a conformation-related disorder known as brachycephalic obstructive airway syndrome (BOAS). Among consequences of the upper airway abnormalities is not only hypoxia, but also redued clearance of carbon dioxide. The aim of the present study was to evaluate selected parameters (pH, partial pressure of carbon dioxide, bicarbonate concentration and base excess) of venous blood gas analysis in brachycephalic dogs with BOAS before and one month after surgical treatment of BOAS. Sixty-two BOAS patients with different severity grades of BOAS were enrolled in the study. Patients were classified as grade 1, grade 2, and grade 3 based on the decrease in the radius of the airway at the level of the nasopharynx, oropharynx, laryngopharynx, and larynx after soft palate surgery. Contrary to our expectations, surgical treatment had no effect on selected venous blood gas parameters in any of the grades of BOAS. However, selected venous blood gas parameters deviated from the normal range before and after surgical treatment, indicating respiratory acidosis in our BOAS patients. Based on the results we may conclude that venous blood gas analysis could help in assessing the health status of brachycephalic dogs with BOAS.
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Latkovska, Evija, and Santa Aleksejeva. "Self-Assessment of English Reading Skills in Grade 6." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.49.
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One of topicalities in the field of education in the 21st century is a necessity to share responsibility. Namely, students should learn to be more responsible for how and what they learn, whereas teachers should learn to share the ownership of the learning process with students, letting them be more involved in it as decision-makers. One way how teachers can encourage students become more conscious of the learning process is to engage them in self-assessment of their learning and learning outcomes. One of self-assessment tools in language education is the European Language Portfolio (the ELP). Apart from different ELPs for adults, there is a portfolio for students in Latvia: My Language Portfolio – The European Language Portfolio for young learners (age 7–12) in the paperback and digital versions. In the present study, the researchers explore how self-assessment can be incorporated in the English language lessons by offering self-assessment activities and the ELP to Grade 6 students to work on their reading skills. Reading skills make the basis for every person’s literacy as reading does not only concern reading itself, it is also about being able to master general knowledge of any other school subject and the world knowledge in general. Thus, the aim of the research is to find out how self-assessment can be used to improve reading skills in English in Grade 6. A case study was carried out for one month in one primary school in Riga, the research sample being two separate groups of Grade 6 students, in total – 26. The researchers analysed and interpreted data collected from assessment and self-assessment of reading activities, questionnaires filled out by students. The main findings of the research show that self-assessment can successfully be incorporated in lessons of English of Grade 6 students as it increases students’ motivation to learn and their reading skills improve. That could be based on the fact that self-assessment allows students to take more ownership of their learning process and learning outcomes, that way making students become more responsible. However, overall progress is not immense and for students who are more competent in English, improvement of their reading skills can barely be traced. It has to be highlighted that students, whose confidence in their English reading skills is lower, benefit from self-assessment more. It could be explained by students’ conscious work on particular problems with reading in English they discover while completing self-assessment activities.
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SÎRGHI, Olesea, and Tatiana CHIRIAC. "Interactive learning activities in the math e-textbook grade 6." In Probleme ale ştiinţelor socioumanistice şi ale modernizării învăţământului. "Ion Creanga" State Pedagogical University, 2022. http://dx.doi.org/10.46728/c.v2.25-03-2022.p207-215.
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The advancement of technology and the development of programs used for the creation of digital educational resources placed in front the use of digital textbooks as an interactive learning tool. It is well known that the purpose of education is not only to provide students with knowledge but also to encourage them to actively build knowledge. In this study, it was proposed to analyze interactive learning models developed in the 6th-grade digital mathematics textbook through the MDIRConstructor 2.0 application. The research is carried out within the research project "Development and implementation of interactive digital textbooks in preuniversity education" (State Program 2020-2023, project figure 20.80009.0807.25).
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Lee, Hwa Young, and Lino Guajardo. "An analysis of coordinate systems presented in grade 6-8 textbooks." In 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. PMENA, 2020. http://dx.doi.org/10.51272/pmena.42.2020-53.
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Podworny, Susanne, Yannik Fleischer, and Sven Hüsing. "Grade 6 Students’ Perception and Use of Data-Based Decision Trees." In Bridging the Gap: Empowering and Educating Today’s Learners in Statistics. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.icots11.t2h3.
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Decision-making processes are often based on data and data-driven machine learning methods in different areas such as recommender systems, medicine, criminalistics, etc. Well-informed citizens need at least a minimal understanding and critical reflection of corresponding data-driven machine learning methods. Decision trees are a method that can foster a preformal understanding of machine learning. We developed an exploratory teaching unit introducing decision trees in grade 6 along the question “How can Artificial Intelligence help us decide whether food is rather recommendable or not?” Students’ performances in an assessment task and self-assessment show that young learners can use a decision tree to classify new items and that they found the corresponding teaching unit informative.
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Mather, Nazarana. "PRIORITIZING POSITIONING: AN EXPLORATION OF THE INFLUENCE OF TEACHER AND LEARNER POSITIONING IN THE WRITING CLASSROOM." In Paris International Conference on Teaching, Education & Learning, 10-11 January 2024. Global Research & Development Services, 2024. http://dx.doi.org/10.20319/ictel.2024.0910.
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Existing research shows that in South Africa, there are reasons for concern regarding the achievements of a large proportion of Grade 6 learners in language learning. The impact of this poor language achievement affects their success rates across learning areas and in higher grades. It has also been found that historically, Grade 6 boys have achieved and continue to achieve lower results than their female peers in national and international language assessments. However, boys’ language learning in the Intermediate Phase in South African schools is surprisingly under-researched, particularly their writing skills development. This study contributes to the existing field of research by using positioning theory to understand Grade 6 boys’ writing development. It was an interpretative, qualitative, theory-seeking case study that was bound by time (1 year), space (Grade 6 classrooms in two mainstream schools in KwaZulu-Natal) and theme (the boys and teachers positioning during the observed writing lessons). Data were gathered from classroom observations and were analysed from the perspective of positioning theory. A cycle of the Grade 6 writing programme was analysed. Although the teachers followed the same policy statement, it was found that their scaffolding approaches within the stages of the writing cycle differed significantly. It was concluded that there are significant links among three key elements: teacher knowledge, teachers’ and learners’ positioning in the writing process, and learners achieving the object of cognition in the stages of the writing cycle.
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Buczkowicz, Pawel, Ute Bartels, Andrew Morrison, Eric Bouffet, Uri Tabori, and Cynthia Hawkins. "Abstract 3455: Comparison of expression profiles of pediatric high and low grade brainstem gliomas to pediatric supratentorial high grade astrocytomas." In Proceedings: AACR 102nd Annual Meeting 2011‐‐ Apr 2‐6, 2011; Orlando, FL. American Association for Cancer Research, 2011. http://dx.doi.org/10.1158/1538-7445.am2011-3455.
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Christodoulopoulos, K., S. Bidkar, W. Lautenschlaeger, Th Pfeiffer, and R. Bonk. "Demonstration of Industrial-grade Passive Optical Network." In Optical Fiber Communication Conference. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/ofc.2022.tu2g.6.
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Christodoulopoulos, K., S. Bidkar, W. Lautenschlaeger, Th Pfeiffer, and R. Bonk. "Demonstration of Industrial-grade Passive Optical Network." In Optical Fiber Communication Conference. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/ofc.2022.tu2g.6.
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Christodoulopoulos, K., S. Bidkar, W. Lautenschlaeger, Th Pfeiffer, and R. Bonk. "Demonstration of Industrial-grade Passive Optical Network." In Optical Fiber Communication Conference. Washington, D.C.: Optica Publishing Group, 2022. http://dx.doi.org/10.1364/ofc.2022.tu2g.6.
Full textReports on the topic "Grade 6"
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.
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We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
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Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.
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The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
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Habib, Ayman, Darcy M. Bullock, Yi-Chun Lin, and Raja Manish. Road Ditch Line Mapping with Mobile LiDAR. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317354.
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Maintenance of roadside ditches is important to avoid localized flooding and premature failure of pavements. Scheduling effective preventative maintenance requires mapping of the ditch profile to identify areas requiring excavation of long-term sediment accumulation. High-resolution, high-quality point clouds collected by mobile LiDAR mapping systems (MLMS) provide an opportunity for effective monitoring of roadside ditches and performing hydrological analyses. This study evaluated the applicability of mobile LiDAR for mapping roadside ditches for slope and drainage analyses. The performance of alternative MLMS units was performed. These MLMS included an unmanned ground vehicle, an unmanned aerial vehicle, a portable backpack system along with its vehicle-mounted version, a medium-grade wheel-based system, and a high-grade wheel-based system. Point cloud from all the MLMS units were in agreement in the vertical direction within the ±3 cm range for solid surfaces, such as paved roads, and ±7 cm range for surfaces with vegetation. The portable backpack system that could be carried by a surveyor or mounted on a vehicle and was the most flexible MLMS. The report concludes that due to flexibility and cost effectiveness of the portable backpack system, it is the preferred platform for mapping roadside ditches, followed by the medium-grade wheel-based system. Furthermore, a framework for ditch line characterization is proposed and tested using datasets acquired by the medium-grade wheel-based and vehicle-mounted portable systems over a state highway. An existing ground filtering approach is modified to handle variations in point density of mobile LiDAR data. Hydrological analyses, including flow direction and flow accumulation, are applied to extract the drainage network from the digital terrain model (DTM). Cross-sectional/longitudinal profiles of the ditch are automatically extracted from LiDAR data and visualized in 3D point clouds and 2D images. The slope derived from the LiDAR data was found to be very close to highway cross slope design standards of 2% on driving lanes, 4% on shoulders, as well as 6-by-1 slope for ditch lines. Potential flooded regions are identified by detecting areas with no LiDAR return and a recall score of 54% and 92% was achieved by the medium-grade wheel-based and vehicle-mounted portable systems, respectively. Furthermore, a framework for ditch line characterization is proposed and tested using datasets acquired by the medium-grade wheel-based and vehicle-mounted portable systems over a state highway. An existing ground filtering approach is modified to handle variations in point density of mobile LiDAR data. Hydrological analyses, including flow direction and flow accumulation, are applied to extract the drainage network from the digital terrain model (DTM). Cross-sectional/longitudinal profiles of the ditch are automatically extracted from LiDAR data, and visualized in 3D point clouds and 2D images. The slope derived from the LiDAR data was found to be very close to highway cross slope design standards of 2% on driving lanes, 4% on shoulder, as well as 6-by-1 slope for ditch lines. Potential flooded regions are identified by detecting areas with no LiDAR return and a recall score of 54% and 92% was achieved by the medium-grade wheel-based and vehicle-mounted portable systems, respectively.
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Sitabkhan, Yasmin, and Linda M. Platas. Early Mathematics Counts: Promising Instructional Strategies from Low- and Middle-Income Countries. RTI Press, July 2018. http://dx.doi.org/10.3768/rtipress.2018.op.0055.1807.
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This occasional paper examines common instructional strategies in early-grade mathematics interventions through a review of studies in classrooms in low- and middle-income countries. Twenty-four studies met the criteria for inclusion, and analyses reveal four sets of instructional strategies for which there is evidence from multiple contexts. Of the 24 studies, 16 involved the use of multiple representations, 10 involved the use of developmental progressions, 6 included supporting student use of explanation and justification, and 5 included integration of informal mathematics. Based on the review, we provide conclusions and recommendations for future research and policy.
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Zhu, Xian-Kui, Tom McGaughy, and Brian Leis. PR-185-163609-R01 Model Error Assessment for Pipeline Metal-loss Defects Phase II. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), July 2018. http://dx.doi.org/10.55274/r0011506.
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This project included seven, full-scale burst tests conducted on a single grade and size of pipe to evaluate a metal-loss defect assessment model developed under EWI Project No. 54922CSP, "Assessment of Corrosion Model Error for Metal Loss Defects in Pipelines" (PRCI Project EC-2-6). The goal of the modeling and full-scale test efforts was to minimize error and reduce the conservatism of Level-1 corrosion assessment models, with the eventual benefit of potentially reducing unwarranted maintenance efforts without increasing operator risk. Seven tests were performed on a recent vintage of API 5L X70M (L485M) grade pipe having an outside diameter of 24 in. (610 mm) and nominal wall thickness of 0.50 in. (12.7 mm). The seven test pipes contained machined flat-bottomed defects for which the Shape Factor is 1, to focus on the role of the planar defect size and its depth and avoid the complexities of river-bottom shaped defects that are beyond the current scope. Defect lengths ranged between 3 and le; L/(Dt)0.5 and le; 10, at bounding values of width taken at arc angles of 20 and 60 degrees, and depth at d/t of 30% and 80%. The simulated corrosion was centered in pups approximately 12 ft (~3.7 m) in length, which is sufficient to prevent any interaction between the end caps with the defects. The pipes were then end-capped and pressurized with water to failure. The actual failure pressures were evaluated relative to predictions based on the model developed in EC-2-7 coupled with the reference stress developed in PRCI Project EC-2-6.
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Pargeter. L51632 Evaluation of the Time Delay for Cold Cracking. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), January 1991. http://dx.doi.org/10.55274/r0010555.
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Program to determine the potential delay times required to cause cold cracking (hydrogen cracking). Cracking induced in welds deposited into circumferential grooves has been monitored by ultrasonic techniques. Initial use of an array of fixed transducers which were switched electronically was found to be inadequate for the determination of delay times under near threshold cracking conditions. Since delay times are expected to be greatest for such conditions, a change was made to intermit tent monitoring using P-scan equipment. By plotting percentage projected area free from reflections of less than -28dB against time from completion of welding, it was found possible to monitor the progress of cracking for near threshold conditions. Single pass welds in 0 .12" (3 mm) grooves and multipass welds 0.24" (6 mm) grooves in 22" (559 mm) diameter, 0.43711 (11 mm) wall thickness, grade X48 pipe, welded with AWS E7010G and E8010G consumables have been used.
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Beavers, John. PR-186-073503-R02 Requirements for Existing Pipeline Tank and Terminal Systems to Transport Ethanol. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), June 2010. http://dx.doi.org/10.55274/r0010439.
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The potential exists for stress corrosion cracking (SCC) of carbon steel pipelines transporting fuel grade ethanol (FGE) and FGE- gasoline blends. The objectives of SCC 4-4 were to: 1. Develop data necessary to make engineering assessments of the feasibility of transporting FGE and FGE blends in existing pipelines, 2. Identify ethanol blends that can be transported in existing pipelines without significant modification of the system and operations (Case 1); blends that require significant modifications (Case 2) and blends that cannot be transported in existing pipelines, but could be moved in specially designed systems (Case 3), and 3. Characterize the time to initiation of SCC in a range of potent ethanol environments and identify safe operating and or batching practices that prevent the initiation and growth of SCC. The results of the research (Phase 1 and Phase 2) demonstrated that: 1. Pipelines made of common line pipe steels (e.g., Grade B and X-42 to X-60) are likely to be susceptible to ethanol SCC and any differences in susceptibility are probably not relevant from an integrity perspective. 2. While differences in susceptibility were noted for some weld types, in general, the base metal, heat affected zone, and weld metal were all susceptible to SCC in SFGE. 3. For sharp cracks, SCC initiation times are short once the line pipe steel is exposed to FGE or FGE blends capable of promoting SCC. 4. Once cracks initiate, crack growth rates are high in comparison with other forms of pipeline SCC. 5. Batching does not appear to be a viable method for SCC mitigation. 6. The only blends that can be safely transported in existing pipelines without significant modification of the system or operations (Case 1) are those containing less than 15% ethanol. 7. All other blends require significant modifications of the system or operations (Case 2), or specially designed systems (Case 3). 8. Case 2 could include deaeration of the SFGE, or the addition of inhibitors. 9. Case 3 is the subject of ongoing research (SCC 4-5).
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Cassity, Elizabeth, Jennie Chainey, and Debbie Wong. Teacher development multi-year study series. Timor-Leste: Final report. Australian Council for Educational Research, July 2023. http://dx.doi.org/10.37517/978-1-74286-673-4.
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The Australian Government is supporting the Government of Timor-Leste in education through the Partnership for Human Development (PHD) and Apoiu Lideransa liuhosi Mentoria no Apredizajen (ALMA). ALMA supports the Ministry of Education, Youth and Sport (MoEYS) to develop teacher professional learning, particularly in support of its major reform of rolling out and implementing the National Basic Education Curriculum (new curriculum) across schools in Timor-Leste. Under the Teacher Development Multi-Year Study for Timor-Leste (the Study), the Education Analytics Service (EAS) is investigating how ALMA is making a difference to these teaching and learning outcomes. The new curriculum was developed in 2013 as a staged approach for pre-school to grade 6 with a focus on improving literacy and numeracy, as well as reducing student drop out. As presented in this Final Report, there are a number of findings that provide insight into the extent to which teaching practices and student learning outcomes are changing with ALMA’s support of school leaders and teachers and the implementation of the new curriculum. Results from the three years of data collection suggest that the ALMA program has been effective in strengthening elements of teaching quality, curriculum implementation and student learning outcomes.
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Corriveau, L., J. F. Montreuil, O. Blein, E. Potter, M. Ansari, J. Craven, R. Enkin, et al. Metasomatic iron and alkali calcic (MIAC) system frameworks: a TGI-6 task force to help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. Natural Resources Canada/CMSS/Information Management, 2021. http://dx.doi.org/10.4095/329093.
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Australia's and China's resources (e.g. Olympic Dam Cu-U-Au-Ag and Bayan Obo REE deposits) highlight how discovery and mining of iron oxide copper-gold (IOCG), iron oxide±apatite (IOA) and affiliated primary critical metal deposits in metasomatic iron and alkali-calcic (MIAC) mineral systems can secure a long-term supply of critical metals for Canada and its partners. In Canada, MIAC systems comprise a wide range of undeveloped primary critical metal deposits (e.g. NWT NICO Au-Co-Bi-Cu and Québec HREE-rich Josette deposits). Underexplored settings are parts of metallogenic belts that extend into Australia and the USA. Some settings, such as the Camsell River district explored by the Dene First Nations in the NWT, have infrastructures and 100s of km of historic drill cores. Yet vocabularies for mapping MIAC systems are scanty. Ability to identify metasomatic vectors to ore is fledging. Deposit models based on host rock types, structural controls or metal associations underpin the identification of MIAC-affinities, assessment of systems' full mineral potential and development of robust mineral exploration strategies. This workshop presentation reviews public geoscience research and tools developed by the Targeted Geoscience Initiative to establish the MIAC frameworks of prospective Canadian settings and global mining districts and help de-risk exploration for IOCG, IOA and affiliated primary critical metal deposits. The knowledge also supports fundamental research, environmental baseline assessment and societal decisions. It fulfills objectives of the Canadian Mineral and Metal Plan and the Critical Mineral Mapping Initiative among others. The GSC-led MIAC research team comprises members of the academic, private and public sectors from Canada, Australia, Europe, USA, China and Dene First Nations. The team's novel alteration mapping protocols, geological, mineralogical, geochemical and geophysical framework tools, and holistic mineral systems and petrophysics models mitigate and solve some of the exploration and geosciences challenges posed by the intricacies of MIAC systems. The group pioneers the use of discriminant alteration diagrams and barcodes, the assembly of a vocab for mapping and core logging, and the provision of field short courses, atlas, photo collections and system-scale field, geochemical, rock physical properties and geophysical datasets are in progress to synthesize shared signatures of Canadian settings and global MIAC mining districts. Research on a metamorphosed MIAC system and metamorphic phase equilibria modelling of alteration facies will provide a foundation for framework mapping and exploration of high-grade metamorphic terranes where surface and near surface resources are still to be discovered and mined as are those of non-metamorphosed MIAC systems.