Relevant bibliographies by topics / Grader

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Grader'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 May 2022

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Journal articles on the topic "Grader"

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Boring, Ronald Laurids. "The Validity of Human and Computerized Writing Assessment." Proceedings of the Human Factors and Ergonomics Society Annual Meeting 49, no. 7 (September 2005): 759–63. http://dx.doi.org/10.1177/154193120504900704.

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This paper summarizes an experiment designed to assess the validity of essay grading between holistic and analytic human graders and a computerized grader based on latent semantic analysis. The validity of the grade was gauged by the extent to which the student's knowledge of the topic correlated with the grader's expert knowledge. To assess knowledge, Pathfinder networks were generated by the student essay writers, the holistic and analytic graders, and the computerized grader. It was found that the computer generated grades more closely matched the definition of valid grading than did human generated grades.
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JANG, JU WON, ARIUN ISHDORJ, DAVID P. ANDERSON, TSENGEG PUREVJAV, and GARLAND DAHLKE. "EXPLORING THE EXISTENCE OF GRADER BIAS IN BEEF GRADING." Journal of Agricultural and Applied Economics 49, no. 3 (May 2, 2017): 467–89. http://dx.doi.org/10.1017/aae.2017.9.

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AbstractThe U.S. Department of Agriculture (USDA) beef grading system plays an important role in marketing and promoting beef. USDA graders inspect beef carcasses and determine a quality grade within a few seconds. Although the graders are well trained, the nature of this grading process may lead to grading errors. Significant differences in the USDA graders’ “called” and “camera-graded” quality grades were observed, as well as variations in quality grades across seasons and years. Under grid pricing, producers gained financially from grades called by USDA graders rather than grades measured by cameras.
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Peyster, Eliot G., Sara Arabyarmohammadi, Andrew Janowczyk, Sepideh Azarianpour-Esfahani, Miroslav Sekulic, Clarissa Cassol, Luke Blower, et al. "An automated computational image analysis pipeline for histological grading of cardiac allograft rejection." European Heart Journal 42, no. 24 (May 13, 2021): 2356–69. http://dx.doi.org/10.1093/eurheartj/ehab241.

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Abstract Aim Allograft rejection is a serious concern in heart transplant medicine. Though endomyocardial biopsy with histological grading is the diagnostic standard for rejection, poor inter-pathologist agreement creates significant clinical uncertainty. The aim of this investigation is to demonstrate that cellular rejection grades generated via computational histological analysis are on-par with those provided by expert pathologists Methods and results The study cohort consisted of 2472 endomyocardial biopsy slides originating from three major US transplant centres. The ‘Computer-Assisted Cardiac Histologic Evaluation (CACHE)-Grader’ pipeline was trained using an interpretable, biologically inspired, ‘hand-crafted’ feature extraction approach. From a menu of 154 quantitative histological features relating the density and orientation of lymphocytes, myocytes, and stroma, a model was developed to reproduce the 4-grade clinical standard for cellular rejection diagnosis. CACHE-grader interpretations were compared with independent pathologists and the ‘grade of record’, testing for non-inferiority (δ = 6%). Study pathologists achieved a 60.7% agreement [95% confidence interval (CI): 55.2–66.0%] with the grade of record, and pair-wise agreement among all human graders was 61.5% (95% CI: 57.0–65.8%). The CACHE-Grader met the threshold for non-inferiority, achieving a 65.9% agreement (95% CI: 63.4–68.3%) with the grade of record and a 62.6% agreement (95% CI: 60.3–64.8%) with all human graders. The CACHE-Grader demonstrated nearly identical performance in internal and external validation sets (66.1% vs. 65.8%), resilience to inter-centre variations in tissue processing/digitization, and superior sensitivity for high-grade rejection (74.4% vs. 39.5%, P < 0.001). Conclusion These results show that the CACHE-grader pipeline, derived using intuitive morphological features, can provide expert-quality rejection grading, performing within the range of inter-grader variability seen among human pathologists.
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Payne, Joseph N., and Ann E. Towsley. "Implementing the Standards: Implications of NCTM's Standards for Teaching Fractions and Decimals." Arithmetic Teacher 37, no. 8 (April 1990): 23–26. http://dx.doi.org/10.5951/at.37.8.0023.

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A second grader calls all parts “half” no matter how large they are. A fourth grader writes 3.10 as the decimal for 3/10. A sixth grader can compute 1/2 × 1/2 but cannot reason that one-half of one-half of a pizza is one-fourth of the whole. Most eighth graders cannot estimate the sum 7/8 + 12/13 from choices of 1, 2, 19, and 21. Classroom teachers easily recognize similar deficiencies and ask, How do I teach for greater success?
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Hill, Thomas G. "Word grader and powerpoint grader." ACM Inroads 2, no. 2 (June 2011): 34–36. http://dx.doi.org/10.1145/1963533.1963546.

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Hill, Thomas G. "Excel grader and access grader." ACM SIGCSE Bulletin 36, no. 2 (June 2004): 101–5. http://dx.doi.org/10.1145/1024338.1024382.

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Woodward, Ernest, and Patsy G. Buckner. "Reflections and Symmetrya–a Second-Grade Miniunit." Arithmetic Teacher 35, no. 2 (October 1987): 8–11. http://dx.doi.org/10.5951/at.35.2.0008.

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At Marshall Elementary School, Fort Campbell, Kentucky, students are assigned to small groups for instruction on specific mathematics topics. Assignments to these groups are made on the basis of when students are “ready” for a particular topic. The five-day mini unit described in this article was taught to a group of seven second graders and one third grader. The second graders were slightly above grade level and the third grader was slightly below grade level.
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Han, Eun-Jeong, Seonhwa Lee, and Rahil Hwang. "Comparison of Utilized Resource Volumes by Grade of Seniors in Long-Term Care Facilities." Journal of Korean Gerontological Nursing 24, no. 1 (February 28, 2022): 96–107. http://dx.doi.org/10.17079/jkgn.2022.24.1.96.

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Purpose: This study aimed to identify the time of care services provided by nurses, nursing assistants, care workers, physical therapists, and social workers during a 24-hour-period and the volume of resource utilization for residents in long-term care (LTC) facilities.Methods: We measured the providers' service time supplied to 3,295 residents in 32 LTC facilities. The utilization of resources each service facility provided was analyzed considering the services’ difficulty levels and providers’ wages.Results: The higher the long-term care grade, the longer the provider's service time and the greater the resource utilization. This phenomenon did not appear in the cognitive assistant grader. The service hours provided for the cognitive assistant graders were longer than those in grades 4 and 5, and longer than in long-term care eligibility points about the classification system. Compared to the long-term care eligibility points, the used resource volumes of excretion support, managing behavioral symptoms, and indirect services increased in all grades but, the used resource volumes of nursing treatment time decreased.Conclusion: It is necessary to discuss measures to raise the grade in the cognitive assistance grader with mild dementia. Additional research on the cause of the decrease in nursing treatment time for residents in LTC facilities and measures to satisfy nursing needs is necessary.
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Aydın, İbrahim Seçkin. "The Investigation of Language Teacher Candidates’ Self-efficacy and Writing Anxiety in Processual Context." Journal of Education and Training Studies 7, no. 1 (December 28, 2018): 180. http://dx.doi.org/10.11114/jets.v7i1.3793.

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The purpose of this study is to evaluate the self-efficacy perceptions and writing anxiety of the Turkish language teacher candidates that receive training for learning and teaching language in a processual context. The research has been carried out with a total of 113 teacher candidates that study at the Department of Turkish Language in the first (n=56) and third (n=57) grades. The reason is that the first graders are beginner and they receive Written Expression classes; and the third graders receive Writing Education classes. The data from both grades have been collected by using the Writing Self-efficacy Perception Scale (WSPS) and the Writing Anxiety Scale (WAS) at the beginning and at the end of the term. The collected data have been analyzed both in respective class levels and by comparing to the other class level. The result of the research shows that the writing anxiety has decreased and the writing self-efficacy perception has increased in the first grader candidates. Whereas in the third grader candidates, the writing anxiety has increased and the writing self-efficacy perception has decreased. This has been interpreted as the professional awareness of the candidates increases depending on the grade level. Another result of the research is that the revision and editing (RE) factor in the writing process is higher in the female candidates than the male candidates. The findings obtained in the research bear a resemblance to the literature in some aspects, and differ from the literature in some aspects.
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Addis, Victoria, Min Chen, Richard Zorger, Rebecca Salowe, Ebenezer Daniel, Roy Lee, Maxwell Pistilli, et al. "A Precise Method to Evaluate 360 Degree Measures of Optic Cup and Disc Morphology in an African American Cohort and Its Genetic Applications." Genes 12, no. 12 (December 9, 2021): 1961. http://dx.doi.org/10.3390/genes12121961.

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(1) Background: Vertical cup-to-disc ratio (CDR) is an important measure for evaluating damage to the optic nerve head (ONH) in glaucoma patients. However, this measure often does not fully capture the irregular cupping observed in glaucomatous nerves. We developed and evaluated a method to measure cup-to-disc ratio (CDR) at all 360 degrees of the ONH. (2) Methods: Non-physician graders from the Scheie Reading Center outlined the cup and disc on digital stereo color disc images from African American patients enrolled in the Primary Open-Angle African American Glaucoma Genetics (POAAGG) study. After converting the resultant coordinates into polar representation, the CDR at each 360-degree location of the ONH was obtained. We compared grader VCDR values with clinical VCDR values, using Spearman correlation analysis, and validated significant genetic associations with clinical VCDR, using grader VCDR values. (3) Results: Graders delineated outlines of the cup contour and disc boundaries twice in each of 1815 stereo disc images. For both cases and controls, the mean CDR was highest at the horizontal bisector, particularly in the temporal region, as compared to other degree locations. There was a good correlation between grader CDR at the vertical bisector and clinical VCDR (Spearman Correlation OD: r = 0.78 [95% CI: 0.76–0.79]). An SNP in the MPDZ gene, associated with clinical VCDR in a prior genome-wide association study, showed a significant association with grader VCDR (p = 0.01) and grader CDR area ratio (p = 0.02). (4) Conclusions: The CDR of both glaucomatous and non-glaucomatous eyes varies by degree location, with the highest measurements in the temporal region of the eye. This method can be useful for capturing innate eccentric ONH morphology, tracking disease progression, and identifying genetic associations.
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Dissertations / Theses on the topic "Grader"

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Gårdeman, Charles. "63 grader." Thesis, KTH, Arkitektur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-189974.

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A new school has to be adapted not just to our time but as well to the future. However, since individuals and decades differ from each other there is not one single solution that works for everyone and forever. By constructing rooms which space are rational and generous, their content can be reshaped and changed over time. While doing this, one has to be careful of creating square rooms that repeat their selves. If so, the building loses it’s identity and becomes an unwarranted learning environment for the children who uses the space. Children have to be able to play, move around and try new things within the rooms of a school.   By using a rational floor plan and twist it 63 degrees I have created new spaces in between and corners. This is positive since both adults and children needs to feel that they can identify their work space, it can not be to scattered or too floating. In the same time, it should be placed inside an open environment for overview. The corners that are created outside of the baserooms are therefore optimal for good study atmosphere and sense of protection. A sense of protection is also created through the long galleries that run through the ground floor. These have double ceiling height and are open towards the upper floor, which creates good visibility through the whole building. The galleries has got their name since they provides insights into the special rooms that are gathered on the ground floor. At the upper floor there are only baserooms where the students are gathered and spend most of their time. From there they have good overview of the downstairs through the atrium.   The building is divided into three parts. The one far to the west is for middle and high school. The part in between works as the common gathering point and entrance (however, there are separate entrances as well). The part that is far to the east is for primary school. The ground floor area is 4100 sq.m. and the total is a bit over 7400 sq.m. The general arrangement with the baserooms on the upper floor and the special rooms at the ground floor allows students to naturally interact with each other as they move between the floors and share the spaces on the lower floor. However, there are rooms that are more targeted to different grades and they are gathered directly under the specific grades baseroom.   Concepts that have been the basis for the design:   Built in flexibility For the school to have a long life expectancy it has to be able to adapt over time. This is made through generous rooms and light walls that, if needed, can be rebuilt and reprogrammed.   Identity A school has to be able to provide many different types of study environments, so that every individual can find their own preferred space. Since learning is not taking place in a specific time or place, but both in formal learning environments as well as in informal, a school has to provide spaces that allow children to play, move around and try new things in rooms.   Sense of protection Students must feel an affinity with a certain places in school to feel safe. Hence, the baserooms are organized in clusters. Good overview run through the whole building, thanks to the open galleries that provide the insight and control over what happens in the different rooms.
En ny skola bör inte bara anpassa sig till sin tid utan även till framtiden. Men då både individer och årtionden skiljer sig åt finns det inte en enda lösning som fungerar för alla och för alltid. Genom att bygga rationella rum med generösa ytor kan dessa formas och ändra innehåll med tiden. Samtidigt måste man vara försiktig med att skapa fyrkantiga rum som är för rationella. Då tappar byggnaden sin identitet och blir en omotiverande studiemiljö för de barn som rör sig där. Man måste kunna leka, röra på sig och testa nya saker i en skolans rum.   Genom att ta en rationell plan och vrida den 63 grader har jag skapat nya mellanrum och hörn. Detta är positivt då både vuxna och barn måste känna att de kan identifiera sin arbetsplats, den får inte vara för utspridd eller för lös. Samtidigt bör den gärna ligga i en öppen miljö för översikt. De hörnytor som skapas utanför basrummen är således optimala för studiero samt trygghet. Trygghet skapas också genom de långa gallerierna som löper i entréplan. Dessa har dubbel takhöjd och är öppna mot de övre planen vilket skapar siktlinjer genom hela byggnaden. Gallerierna har fått sitt namn då de erbjuder inblickar i de specialsalar som är samlade på bottenplan. På övre plan finns endast basrummen där alla eleverna konstant rör sig och är samlade. Därifrån har de tydlig överblick över nedervåningen genom atriumet.   Byggnadens form är uppdelad i tre delar. Den längst västerut är för mellan och högstadie. Mittendelen är gemensam samlingspunkt och entré (men separata entréer finns) och den delen som är längst österut är för lågstadiet. Den totala bottenarean är drygt 4100 kvm och den samlade arean är drygt 7400 kvm. Den generella programstrukturen med basrum på övre plan och speicalsalar på nedre plan gör att eleverna naturligt interagerar med varandra när de rör sig mellan planen och delar på utrymmena på nedre plan. Dock så finns det rum som är mer riktade mot olika årskurser och de är samlade direkt under dessa årskursers basrum.   Begrepp som har legat till grund för utformningen:   Inbyggd flexibilitet För att ge skolan en lång livslängd måste den kunna anpassas under tid. Detta sker genom generösa rum, lätta väggar som vid behov kan byggas om och omprogrammerade ytor.   Identitet En skola måste kunna erbjuda många olika typer av studiemöjligheter för att kunna vara individanpassad. Men då lärandet inte äger rum i en speciell tid eller plats utan både i formella lärandemiljöer såväl som i informella måste det ges utrymme för att man ska kunna få leka, röra sig och testa nya saker i rum.   Trygghet Elever måste känna en samhörighet med en viss specifik plast i skolan för att känna sig trygg. Därav är basrummen organiserade i kluster. God översikt råder också genom hela byggnaden tack vare de öppna gallerierna som ger insikt och kontroll över vad som sker i de olika rummen.
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Forsell, Hanna, and Malin Åkebäck. "Development of an Intuitive Grader Control." Thesis, Högskolan i Skövde, Institutionen för teknik och samhälle, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8076.

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This project has been carried out in cooperation with Volvo Construction Equipment. A new control intended to give an intuitive understanding for the new generation of operators of how to handle the motor grader has been developed. The project includes parts of the development process, idea to finished concept. The project started with a thorough study of the functions of motor graders not only those built by Volvo but also those from the biggest competitors. Interviews were made with operators about today’s and future controls of graders. In comparison the competitors seem to offer better controls both from ergonomic and cognitive points of view. Hitherto too little interest has been focused by design engineers in problems of the operators. Operators are exposed to wear and tear when driving the graders and they also have difficulties driving the machines all because of the design of the manoeuvring device. From the start to the final concept a great variety of people has been involved in this project e.g. young and old operators, scientists and constructors resulting in a large spread of ideas. The final concept is a new thinking control with respect to the combination of functionality, ergonomics and intuitivety.
Detta projekt har gjorts i samarbete med Volvo Construction Equipment. En ny kontroll har utvecklats som syftar till att ge en intuitiv förståelse för nästa generations väghyvelförare om hur väghyveln hanteras. Projektet inkluderar delar av designprocessen, idé till färdigt koncept. Projektet inleddes med en grundlig studie av väghyvelns funktioner, inte bara de som Volvo tillhandahåller utan även konkurrenternas. Intervjuer hölls med operatörer med frågor om dagens manövrering och framtida lösningar. I jämförelse förefaller det som att konkurrenterna tillhandahåller bättre lösningar på kontrollen ur ergonomiska och kognitiva perspektiv. Tidigare har de problem som operatören upplever inte varit i fokus i produktutvecklingsprocessen. Operatörer riskerar förslitningsskador när de kör väghyveln. De har, på grund av utformningen av styrenheten, även svårigheter att manövrera väghyveln samtidigt som de kör. Redan från start har en stor variation av människor varit inblandade i projektet t.ex. yngre och äldre förare, forskare och konstruktörer. Detta har resulterat i en stor spridning av idéer. Slutkonceptet är en nytänkande kontroll med avseende på kombination av funktionalitet, ergonomi och intuitivitet.
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Sanden, John Øye, and Peter Brekke Skråvik. "Trettisju grader - nytt liv i Søftestad gruver." Thesis, Norges teknisk-naturvitenskapelige universitet, Fakultet for arkitektur og billedkunst, 2012. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-17616.

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Mendelsohn, Daniel L. M. Eng Massachusetts Institute of Technology. "An automatic grader for embedded systems education." Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/119535.

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Thesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2017.
This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 65-66).
In this thesis, we introduce MicroGrader, an automated grader for embedded systems projects. The grader runs on a laptop or desktop computer, while the embedded system being evaluated runs on a microcontroller. By implementing a custom communication protocol between the grader and the embedded system, we enable the grader to inject test inputs and observe the resulting outputs. We describe a data structure for defining the technical requirements of an assignment. This data structure is meant to be simple to use, but highly expressive to allow for a wide range of possible assignments. We also outline the implementation of the MicroGrader system and the underlying communication protocol. We discuss the constraints that this implementation imposes on instructors. Finally, we describe a method of automatically constructing tests using a staff-built reference solution for a generic assignment.
by Daniel L. Mendelsohn.
M. Eng.
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Edvinsson, Lisette. "Studie av klimatets variation på breddgraden 59 grader nord." Thesis, Uppsala universitet, Luft-, vatten och landskapslära, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-126681.

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Med klimat avses statistiska väderförhållanden såsom temperatur, nederbörd, vind, et cetera.  Dessa statistiska förhållanden skiljer sig mycket på olika platser på jorden. I detta arbete har klimatet för en viss breddgrad runt hela jorden studerats och hur klimatet beror av geografiska förhållanden såsom berg och hav. Breddgraden är vald till 59±2 grader nord. På denna breddgrad förekommer både stora kontinenter och världshav med stora skillnader i till exempel topografi och avstånd till hav/sjöar. För att kunna studera detta har data över månadsmedeltemperaturen och månadsmedelnederbörden samlats in från en klimatdatabas (www.worldclimate.com). Dessa data har bearbetats i matlab och sedan plottats upp som grafer. Med hjälp av figurer över medellufttrycket i januari och juli har den dominerande vindriktningen kunnat bestämmas. Även hur cyklonerna rör sig längs frontzonerna och hur havsströmmarna rör sig har studerats. Genom att lägga ihop information om dominerande vindriktning, cyklonernas rörelse, havsströmmar och geografiska förhållanden har graferna över månadsmedeltemperaturen och månadsmedelnederbörden förklarats. Resultatet visar att klimatet skiljer sig mycket beroende på olika geografiska förhållanden. Eftersom det studerade området ingår i västvindsbältet kommer det att vara stor skillnad på kontinenters västra och östra delar. På kontinenternas västra delar är det både rikligare med nederbörd och mildare vintrar än vad det är på kontinenternas östa delar. I Nordamerika gör den stora bergskedjan att det uppstår en skarp gräns mellan det maritima klimatet väster om bergskedjan och det kontinentala klimatet öster om bergskedjan. I Eurasien däremot som inte har någon större bergskedja i nord-sydlig riktning övergår klimatet gradvis från maritimt till kontinentalt.
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Agamalova, Medeya. "Klimat och Rättvisa : Varierande grader av utsatthet för klimatförändringar." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-184430.

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It is widely recognized that changes in climate have an effect on people all around the world.There is also data supporting the claim that people are affected differently based on their ability (or lack thereof) to handle the imposed risks. The degree of ability can also determine whether adaptation and mitigation measures will be successful. This thesis discusses a few climate justice theories and principles to settle on those that can handle the variety in degrees of imposed risks. Arguments against isolated treatment of greenhouse gas emissions are drawn from discussion of the per capita principle. It is also argued that ideas about justice ought to be included into the theories and principles which guide international agreements. It is also shown that the absence of an account of historical responsibility ignores important considerations. Arguments against the rival account of Posner and Weisbach further strengthens the defended view.
Att förändringar i klimatet har påverkan på världens befolkning är välkänt. Det finns även data som bekräftar att människor påverkas i varierande utsträckning på grund av deras möjlighet (eller avsaknad av sådan) att handskas med riskerna som förändringar i klimatet utgör. Faktorer som påverkar dessa möjligheter avgör även framgången av anpassnings- och mildringsåtgärder. Den här uppsatsen behandlar några klimat-rättvise teorier med tillhörande principer för att avgöra vilka på bästa sätt kan ta hänsyn till den varierande graden av utsatthet för de negativa konsekvenserna av klimatförändringar. Argument mot principer som behandlar utsläpps-rätter i isolation visar att ett annat tillvägagångssätt bör anammas. Det argumenteras även för att uppfattningar om generella rättvise-frågor bör integreras. Vidare visas det att ett historisktperspektiv, i form av historisk ansvarsskyldighet, ger stöd till viktiga uppfattningar som inte kan ignoreras. Argument mot den motsatta teoribildningen, som förespråkas av Posner ochWeisbach, styrker det försvarade tillvägagångssättet.
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Sun, Daofeng. "GRADER, design and implementation of a component-based distributed system." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ59341.pdf.

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Fenn, Jean Campbell. "Reading recovery: An orchestration of literacy for the "at risk" first grader." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1284.

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Reading Recovery is a relatively new program in California as it was only introduced in 1991-1992 school year. Its growth in the last four years has been gratifying, but still there are many who do not know what Reading Recovery is and how it is different from the other programs that have been used to help children who are at risk. By design, Reading Recovery fits into an educational system and is meant to be something that children get in addition to their classroom learning. Each player in the educational system can contribute a part in the success of this program. For this reason, this media project was created.
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Arvidsson, Kajsa, and Jenny Stenberg. "Karlstad som evenemangsstad : Idag och i framtiden." Thesis, Karlstads universitet, Institutionen för geografi, medier och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36466.

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Dagens samhällsutveckling innebär att länder, regioner, kommuner och städer idag väljer att satsa på nya näringar för att få en stadig inkomst och tillväxt. Karlstad är inget undantag i detta då staden hälsar så väl invånare, besökare som företag Varmt Välkomna med varumärket ”Grader Karlstad”. Våra frågeställningar för detta arbete handlar om hur Karlstad framställs som evenemangsstad av Visit Karlstad och lokala evenemangsbolag samt vilka satsningar som kan göras i framtiden för att Karlstad ska bli en ännu mer framgångsrik evenemangsstad. Vårt syfte med arbetet är att titta på hur Karlstad framställs som evenemangsstad och vilken roll platsvarumärket ”Grader Karlstad” spelar i den framställningen. Utifrån det vill vi också undersöka vilka satsningar som kan göras i framtiden för att Karlstad ska bli en större evenemangsstad. Vi går genom turismens olika komponenter som turism, destination, plats, upplevelse, image, varumärke och platsmarknadsföring i vårt teorikapitel. Vi har använt oss av kvalitativa semistrukturerade intervjuer med respondenter från företag som arbetar inom evenemangsindustrin i Karlstad. Karlstad har flera drivna aktörer som ser att staden har möjligheter och förutsättningar att bli Sveriges fjärde största evenemangsstad men att det finns flertalet utvecklingsmöjligheter. Med satsningar på mer och större evenemang med en bred målgrupp tror vi att staden kan lyckas med sitt mål om att bli fjärde största evenemangsstad, aktörerna bör öppna ögonen och se vad som är autentiskt för Karlstad och skapa evenemang som skapar tillväxt samt en starkare image.
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Lindh, Sebastian, and Erik Östergren. "Grader av agil projektstyrning i en traditionell projektmiljö : Är agilitet verkligen svart eller vitt?" Thesis, Linköpings universitet, Företagsekonomi, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-151214.

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Bakgrund: Agil projektstyrning har växt i popularitet under de senaste åren och har i större utsträckning börjat användas utanför mjukvaruprojekt. Majoriteten av forskningen är dock begränsad till mjukvaruprojekt samt till att projekt antingen är helt agila, helt oagila eller en specifik hybridmodell. Det har medfört att det därför finns ett behov av ökad kunskap om hur agil projektstyrning kan användas och förstås i en “traditionell” projektmiljö. Syfte: Syftet med studien är att utveckla kunskapen om agila metoder i en “traditionell” projektmiljö med vad som kännetecknar samt påverkar graderna av agilitet inom de fyra dimensionerna. Metod: Denna studie är en flerfallstudie som är baserad på sex olika projekt. Studien är av kvalitativ karaktär och empirin är insamlad via semistrukturerade intervjuer på de 6 fallprojekten. Slutsats: Resultaten från studien visar att agil projektstyrning går att dela upp i de fyra dimensionerna och inom dem i grader av agilitet. Till respektive grad och dimension har vi funnit tydliga karaktärsdrag samt vad som påverkar dem. Vidare har vi funnit att inga projekt är helt agila eller helt oagila samt att det inte går att urskilja någon specifik modell som skulle passa alla projekt vilket motiverar att det handlar om grader av agilitet.
Background: During the last years agile project management has grown in popularity and to a larger extent been used as a method outside of software projects. The majority of the research is still limited to software project and regards that projects are either fully agile, not agile at all or one specific hybrid model. Therefore there is a need of increased knowledge of how agile project management can be used and understood in a traditional project environment. Aim: The aim of this study is to develop the knowledge of agile methods in a “traditional” project environment with what characterizes and affects the degree of agility in the four different dimensions. Methodology: This study is a multiple case study based on six different projects. Furthermore the study is of qualitative character and the empirical data is collected via semi structured interviews based on the six cases. Conclusions: The results of the study showed that agile project management can be divided into the four dimensions and within degrees of agility. To each degree and dimension we have found clear characteristics and what that affects them. Furthermore we have found that no project are fully agile, not agile at all and neither is there a specific model that would fit all projects which motivates that agile methods should be about degrees of agility.
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Books on the topic "Grader"

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Pascal, Francine. Elizabeth the seventh-grader. Toronto: Bantam, 1994.

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Suzanne, Jamie. Elizabeth the seventh-grader. New York: Bantam Books, 1995.

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Hiller, B. B. Rent a third grader. New York: Scholastic, 1988.

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Noah, Child, and Lee David, eds. Secret agent 6th grader. Fenton, Michigan]: CreateSpace Independent Publishing Platform, 2013.

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Suzanne, Jamie. Elizabeth the seventh-grader. New York: Bantam Books, 1995.

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ill, Johnson Meredith, ed. Rent a third grader. New York: Scholastic, 1988.

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Kioskvridning 140 grader: En wästern. Stockholm: Norstedt, 2009.

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Park, Barbara. Junie B., first grader: Shipwrecked. New York: Random House, 2004.

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Park, Barbara. Junie B., first grader: Shipwrecked. New York: Random House, 2004.

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Park, Barbara. Junie B., first grader: Toothless wonder. New York: Random House, 2002.

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Book chapters on the topic "Grader"

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Kunhoth, Suchithra, and Somaya Al Maadeed. "Multispectral Biopsy Image Based Colorectal Tumor Grader." In Communications in Computer and Information Science, 330–41. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60964-5_29.

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Sakhapara, Avani, Dipti Pawade, Bhakti Chaudhari, Rishabh Gada, Aakash Mishra, and Shweta Bhanushali. "Subjective Answer Grader System Based on Machine Learning." In Advances in Intelligent Systems and Computing, 347–55. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-3393-4_36.

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Marczynski, Bernhard, Larissa J. Kaltefleiter, Matthias Siebeck, Christof Wecker, Kathleen Stürmer, and Stefan Ufer. "Diagnosing 6th Graders’ Understanding of Decimal Fractions: Fostering Mathematics Pre-Service Teachers’ Diagnostic Competences with Simulated One-on-One Interviews." In Learning to Diagnose with Simulations, 49–62. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-89147-3_5.

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AbstractOne-on-one diagnostic interviews with school students have been proposed as learning opportunities to acquire diagnostic competences. Moreover, role-play-based simulations have proved promising to foster interactive competences similar to diagnosis during early phases of teacher and medical education. Thus, we developed a role-play-based simulation of diagnostic interviews on the topic of decimal fractions for mathematics pre-service teachers. During the role-play, participants either take on the role of a sixth grader, a teacher interviewing a sixth grader, or an observer watching the interview. Based on cognitive labs addressing criteria such as authenticity and immersion in the teacher’s diagnostic task in the role-play, we analyze the feasibility of the chosen simulation approach to measure and foster mathematics pre-service teachers’ diagnostic competences.
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Abdul Nabi, Abrar H., and Inad A. Aljarrah. "An Automated Multiple Choice Grader for Paper-Based Exams." In Lecture Notes in Electrical Engineering, 213–22. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32213-1_19.

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Kim, JiWook, MinSeok Yang, ChulWoong Jun, and JeongHyun Sohn. "Design of Hopper Position for Development of Automatic Mackerel Grader." In AETA 2016: Recent Advances in Electrical Engineering and Related Sciences, 344–50. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-50904-4_35.

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Rajasekar, K., S. Karthikeyan, V. Kumar, and H. S. Satish Chandra. "Hydro Pneumatic Parking Brake Actuation System for Motor Grader Application." In Lecture Notes in Mechanical Engineering, 569–76. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4488-0_47.

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Maksimenkova, Olga, Alexey Neznanov, Iuliia Papushina, and Andrei Parinov. "On Mind Maps Evaluation: A Case of an Automatic Grader Development." In Advances in Intelligent Systems and Computing, 210–21. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73204-6_25.

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Lysyannikov, A. V., V. G. Shram, and Y. F. Kaiser. "Modern State and Development of Grader Blades for Earth Moving and Snow Removal." In Proceedings of the 4th International Conference on Industrial Engineering, 2153–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-95630-5_232.

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Kumar, V., G. Mallesh, and K. R. Radhakrishna. "Finite Element Analysis of a Two-Post Rollover Protective Structure of an off-Highway Motor Grader." In Lecture Notes in Mechanical Engineering, 355–66. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-4488-0_31.

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Grant, Heath B. "Tying It All Together – I’m Smarter than a Ninth Grader – The Culture of Lawfulness Model and Its Origins in the Schools." In Police Integrity in the Developing World, 39–45. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-00413-2_7.

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Conference papers on the topic "Grader"

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Clegg, Benjamin, Maria-Cruz Villa-Uriol, Phil McMinn, and Gordon Fraser. "Gradeer: An Open-Source Modular Hybrid Grader." In 2021 IEEE/ACM 43rd International Conference on Software Engineering: Software Engineering Education and Training (ICSE-SEET). IEEE, 2021. http://dx.doi.org/10.1109/icse-seet52601.2021.00015.

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Jin, Shangzhong. "LED automatic grader." In Photonics China '98, edited by Shenghua Ye. SPIE, 1998. http://dx.doi.org/10.1117/12.318413.

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Hill, Curt, Brian M. Slator, and Lisa M. Daniels. "The grader in ProgrammingLand." In the 36th SIGCSE technical symposium. New York, New York, USA: ACM Press, 2005. http://dx.doi.org/10.1145/1047344.1047421.

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E.A. Ajav and B.O. Okelola. "A GROUNDNUT GRADER FOR DEVELOPING COUNTRIES." In 2005 Tampa, FL July 17-20, 2005. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2005. http://dx.doi.org/10.13031/2013.19643.

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Adhya, Soumajit, and Setua S.K. "Automated Short Answer Grader Using Friendship Graphs." In Sixth International Conference on Advances in Computing and Information Technology. Academy & Industry Research Collaboration Center (AIRCC), 2016. http://dx.doi.org/10.5121/csit.2016.60902.

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Awang Iskandar, D. N. F., Ahmad Hadinata Fauzi, and Aaron Ong Ik Loon. "Automated mobile-based grader for Piper Nigrum." In 2014 5th International Conference on Information and Communication Technology for The Muslim World (ICT4M). IEEE, 2014. http://dx.doi.org/10.1109/ict4m.2014.7020606.

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Salim, Yafet, Valdi Stevanus, Edwardo Barlian, Azani Cempaka Sari, and Derwin Suhartono. "Automated English Digital Essay Grader Using Machine Learning." In 2019 IEEE International Conference on Engineering, Technology and Education (TALE). IEEE, 2019. http://dx.doi.org/10.1109/tale48000.2019.9226022.

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Ascencio, Henry E., Carlos F. Pena, Kevin R. Vasquez, Manuel Cardona, and Sebastian Gutierrez. "Automatic Multiple Choice Test Grader using Computer Vision." In 2021 IEEE Mexican Humanitarian Technology Conference (MHTC). IEEE, 2021. http://dx.doi.org/10.1109/mhtc52069.2021.9419920.

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Vidović, Mladen, Radmila Suzić, Ivan Radosavljević, and Nebojša Nešić. "Autonomous Grader – a New Digital Summative Assessment Tool." In Sinteza 2022. Beograd, Serbia: Singidunum University, 2022. http://dx.doi.org/10.15308/sinteza-2022-98-103.

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Pan Yongjun, Hou Liang, Wang Qiliang, and Chen Mingmin. "Dynamic impact response analysis and simulation on grader blade." In 2010 International Conference on Mechanic Automation and Control Engineering (MACE). IEEE, 2010. http://dx.doi.org/10.1109/mace.2010.5536846.

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Reports on the topic "Grader"

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Skone, Timothy J. Diesel Motor Grader, 213 Horsepower, Construction. Office of Scientific and Technical Information (OSTI), January 2010. http://dx.doi.org/10.2172/1509045.

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Berlinski, Samuel, Matías Busso, Taryn Dinkelman, and Claudia Martínez. Research Insights: Can Low-Cost Communication Technologies Bridge Information Gaps between Schools and Parents? Inter-American Development Bank, October 2021. http://dx.doi.org/10.18235/0003737.

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We document large gaps between parents knowledge and school reports of students attendance and grades. Sending frequent text messages with information on attendance, grades and school behavior shrinks those gaps. Parents of at-risk students adjust their understanding of their children's performance to the greatest degree. High-frequency text messages had positive impacts on grades and attendance. Math GPA increased 0.08 of a standard deviation; the probability of earning a passing grade in math increased by 2.7 percentage points (relative to a mean of 90 percent). The intervention also reduced school absenteeism by 1 percentage point and increased the share of students who met attendance requirements for grade promotion by 4.5 percentage points.
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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Busby, W. Darrell, Maro Ibarburu, and John D. Lawrence. Does the Graders Accuracy Explain the Increase in Called Yield Grades 4’s and 5’s? Ames (Iowa): Iowa State University, January 2007. http://dx.doi.org/10.31274/ans_air-180814-410.

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Schoen, Robert C., Daniel Anderson, and Charity Bauduin. Elementary Mathematics Student Assessment: Measuring Grade 3, 4, and 5 Students’ Performace in Number (Whole Numbers and Fractions), Operations, and Algebraic Thinking in Spring 2016. Florida State University Library, May 2018. http://dx.doi.org/10.33009/fsu.1653497279.

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This report provides a description of the development process, field testing, and psychometric properties of a student mathematics test designed to assess grades 3, 4, and 5 student abilities. The test was administered to 2,754 participating grade 3, 4, and 5 students in 55 schools located in 10 public school districts in Florida during spring 2016. Focused on number (including whole number and fractions), operations, and algebraic thinking, the student assessment was designed to serve as a baseline measure of student achievement in a randomized controlled trial evaluating the impact of a teacher professional development program called Cognitively Guided Instruction (CGI) on student learning.
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Stabler, Christopher B., Faye R. Toulan, and John J. La Scala. Functionally Graded Adhesives. Fort Belvoir, VA: Defense Technical Information Center, November 2009. http://dx.doi.org/10.21236/ada510067.

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Fait, Aaron, Grant Cramer, and Avichai Perl. Towards improved grape nutrition and defense: The regulation of stilbene metabolism under drought. United States Department of Agriculture, May 2014. http://dx.doi.org/10.32747/2014.7594398.bard.

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The goals of the present research proposal were to elucidate the physiological and molecular basis of the regulation of stilbene metabolism in grape, against the background of (i) grape metabolic network behavior in response to drought and of (ii) varietal diversity. The specific objectives included the study of the physiology of the response of different grape cultivars to continuous WD; the characterization of the differences and commonalities of gene network topology associated with WD in berry skin across varieties; the study of the metabolic response of developing berries to continuous WD with specific attention to the stilbene compounds; the integration analysis of the omics data generated; the study of isolated drought-associated stress factors on the regulation of stilbene biosynthesis in plantaand in vitro. Background to the topic Grape quality has a complex relationship with water input. Regulated water deficit (WD) is known to improve wine grapes by reducing the vine growth (without affecting fruit yield) and boosting sugar content (Keller et al. 2008). On the other hand, irregular rainfall during the summer can lead to drought-associated damage of fruit developmental process and alter fruit metabolism (Downey et al., 2006; Tarara et al., 2008; Chalmers et al., 792). In areas undergoing desertification, WD is associated with high temperatures. This WD/high temperature synergism can limit the areas of grape cultivation and can damage yields and fruit quality. Grapes and wine are the major source of stilbenes in human nutrition, and multiple stilbene-derived compounds, including isomers, polymers and glycosylated forms, have also been characterized in grapes (Jeandet et al., 2002; Halls and Yu, 2008). Heterologous expression of stilbenesynthase (STS) in a variety of plants has led to an enhanced resistance to pathogens, but in others the association has not been proven (Kobayashi et al., 2000; Soleas et al., 1995). Tomato transgenic plants harboring a grape STS had increased levels of resveratrol, ascorbate, and glutathione at the expense of the anthocyanin pathways (Giovinazzo et al. 2005), further emphasizing the intermingled relation among secondary metabolic pathways. Stilbenes are are induced in green and fleshy parts of the berries by biotic and abiotic elicitors (Chong et al., 2009). As is the case for other classes of secondary metabolites, the biosynthesis of stilbenes is not very well understood, but it is known to be under tight spatial and temporal control, which limits the availability of these compounds from plant sources. Only very few studies have attempted to analyze the effects of different environmental components on stilbene accumulation (Jeandet et al., 1995; Martinez-Ortega et al., 2000). Targeted analyses have generally shown higher levels of resveratrol in the grape skin (induced), in seeded varieties, in varieties of wine grapes, and in dark-skinned varieties (Gatto et al., 2008; summarized by Bavaresco et al., 2009). Yet, the effect of the grape variety and the rootstock on stilbene metabolism has not yet been thoroughly investigated (Bavaresco et al., 2009). The study identified a link between vine hydraulic behavior and physiology of stress with the leaf metabolism, which the PIs believe can eventually lead to the modifications identified in the developing berries that interested the polyphenol metabolism and its regulation during development and under stress. Implications are discussed below.
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Gottlieb, Daniel, and Kent Smetters. Grade Non-Disclosure. Cambridge, MA: National Bureau of Economic Research, September 2011. http://dx.doi.org/10.3386/w17465.

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DeSimone, Jeffrey. Sadness, Suicidality and Grades. Cambridge, MA: National Bureau of Economic Research, July 2010. http://dx.doi.org/10.3386/w16239.

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