Relevant bibliographies by topics / Grades

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Grades'

Author: Grafiati
Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "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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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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Grzybowski, Andrzej, Piotr Brona, Tomasz Krzywicki, Magdalena Gaca-Wysocka, Arleta Berlińska, and Anna Święch. "Variability of Grading DR Screening Images among Non-Trained Retina Specialists." Journal of Clinical Medicine 11, no. 11 (May 31, 2022): 3125. http://dx.doi.org/10.3390/jcm11113125.

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Poland has never had a widespread diabetic retinopathy (DR) screening program and subsequently has no purpose-trained graders and no established grader training scheme. Herein, we compare the performance and variability of three retinal specialists with no additional DR grading training in assessing images from 335 real-life screening encounters and contrast their performance against IDx-DR, a US Food and Drug Administration (FDA) approved DR screening suite. A total of 1501 fundus images from 670 eyes were assessed by each grader with a final grade on a per-eye level. Unanimous agreement between all graders was achieved for 385 eyes, and 110 patients, out of which 98% had a final grade of no DR. Thirty-six patients had final grades higher than mild DR, out of which only two had no grader disagreements regarding severity. A total of 28 eyes underwent adjudication due to complete grader disagreement. Four patients had discordant grades ranging from no DR to severe DR between the human graders and IDx-DR. Retina specialists achieved kappa scores of 0.52, 0.78, and 0.61. Retina specialists had relatively high grader variability and only a modest concordance with IDx-DR results. Focused training and verification are recommended for any potential DR graders before assessing DR screening images.
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Pannell, F. Andy, and Linda Hutchison. "Quick Reads: Another Good Idea: Podcasting for Understanding." Mathematics Teaching in the Middle School 15, no. 8 (April 2010): 431–33. http://dx.doi.org/10.5951/mtms.15.8.0431.

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The sixth graders were in my face. “How'd I do?” “What did I get?” “Do you even have them graded yet?” I had graded their unit tests on operations with fractions, and the results were catastrophic. The class of twenty-four students had a range of 0 points up to a perfect 32 out of 32, with a mean score below 50 percent. How could their grades be so low after we had spent six weeks on this material?
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Yoo, Youngtae, Jaehong Lee, and Jinho Chang. "Distinctive Features of BBB- and BB-Graded Firms Using Earnings Management and Conservatism: Evidence from the Korean Market." Review of Pacific Basin Financial Markets and Policies 17, no. 01 (March 2014): 1450005. http://dx.doi.org/10.1142/s0219091514500052.

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The purpose of this paper is to inform investors of differences in opportunistic behavior between managers of BBB- and BB-graded firms as measured by earnings management and accounting conservatism. Previous studies investigate the gaps between grades and between investment and speculative grades by grouping together the various characteristics of investment and speculative firms, assuming that the incentives to make significant economic changes are homogeneously the same. However, this study demonstrates that this is not the case. Using 1,225 Korean firm-year observations, we identify noteworthy features distinguishing BBB- and BB-graded firms. More specifically, in BBB-graded firms, discretionary accruals (DACC) (a proxy used to represent earnings management) are larger than those in BB-graded firms. As for accounting conservatism, BB-graded firms exhibit a higher degree of conservatism than BBB-graded firms. According to the conventional credit rating scenario, higher-graded firms have fewer DACC and are more conservative in comparison with firms of lower grades. However, the results of this study imply that the reverse is true for firms of grades BBB and BB, which are commonly accepted as straddling the border between investment and speculative grades.
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Choi, Han Ol. "A Study on the Characteristics of the Picture Book Preferred by Lower Elementary School Students Examined Through Books Borrowed From the School Library." Education Research Institute 21, no. 4 (November 30, 2023): 183–206. http://dx.doi.org/10.31352/jer.21.4.183.

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This study analyzes the characteristics of picture books preferred by first and second graders, focusing on in-school library loan books of five public elementary schools in Korea. There are four criteria for preference analysis: ‘author’, ‘publisher and publishing year',‘genre',‘theme', and‘painting style'. The subjects of the study were 1,485 lower grades from five elementary schools in four regions, and the data targeted the top 100 picture books that these students borrowed from the school library from 2023.03.02. to 2023.08.31. As a result of the study, the countries preferred by the lower grades were Korea, Japan, the United States, and the United Kingdom in order, and the lower grades tended to prefer picture books with publication years after the 2000s. In addition, picture books with stories were preferred over verse picture books and information picture books, and fantasy stories were especially preferred. Next, the subjects of the lower grade's most preferred picture books were ‘growth’, ‘preference’, and ‘family’. Then 1st and 2nd graders preferred‘artist style' that shows well artist's personality. Research examining the preference for picture books of lower grades can provide a basis for future related research. First, it can be a starting point for research comparing parents and teachers' preferences for picture books with children's preferences within the concept of dual readers, and can provide clues to picture books that school teachers can use in the curriculum. It will also help you understand children's emotions through picture books and understand their level of understanding, emotions, and thoughts about picture books in depth.
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Arshad, Hussain, and Yan Jun Qiu. "Evaluation of Local Asphalt Binders under Superpave Specification." Applied Mechanics and Materials 178-181 (May 2012): 1509–12. http://dx.doi.org/10.4028/www.scientific.net/amm.178-181.1509.

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Premature rutting due to high temperatures and heavy loads has been a major distress on flexible pavements in Pakistan. One of the main causes of this early rutting is the available asphalt binders, which are still graded by using penetration grading system. The penetration grading system is based on empirical tests and does not link with performance. To improve the quality of the flexible pavement and to avoid the premature rutting the performance based testings were conducting in laboratory. This study evaluated performance graded (PG) binders for use in pavement construction in the country. Five different penetration graded asphalt binder, typically available in the country were graded according to PG system. The performance grades (PG) for all binders were determined based on DSR and BBR results. The two same penetration grades ARL60/70 and NRL 60/70 have different PG grades. The two different penetration grades ARL60/70 and NRL 80/100 have same PG grade. The results show that the local binders are very soft due to which they performed poorly at high temperatures and prone to severe rutting.
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Maddison, Ralph, Samantha Marsh, Erica Hinckson, Scott Duncan, Sandra Mandic, Rachael Taylor, and Melody Smith. "Results From New Zealand’s 2016 Report Card on Physical Activity for Children and Youth." Journal of Physical Activity and Health 13, s2 (November 2016): S225—S230. http://dx.doi.org/10.1123/jpah.2016-0323.

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Background:In this article, we report the grades for the second New Zealand Report Card on Physical Activity for Children and Youth, which represents a synthesis of available New Zealand evidence across 9 core indicators.Methods:An expert panel of physical activity (PA) researchers collated and reviewed available nationally representative survey data between March and May 2016. In the absence of new data, (2014–2016) regional level data were used to inform the direction of existing grades. Grades were assigned based on the percentage of children and youth meeting each indicator: A is 81% to 100%; B is 61% to 80%; C is 41% to 60%, D is 21% to 40%; F is 0% to 20%; INC is Incomplete data.Results:Overall PA, Active Play, and Government Initiatives were graded B-; Community Environments was graded B; Sport Participation and School Environment received a C+; Sedentary Behaviors and Family/Peer Support were graded C; and Active Travel was graded C-.Conclusions:Overall PA participation was satisfactory for young children but not for youth. The grade for PA decreased slightly from the 2014 report card; however, there was an improvement in grades for built and school environments, which may support regional and national-level initiatives for promoting PA.
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Davis, Marsha, Tom Baranowski, Ken Resnicow, Janice Baranowski, Colleen Doyle, Matthew Smith, Dongqing Terry Wang, Amy Yaroch, and David Hebert. "Gimme 5 Fruit and Vegetables for Fun and Health: Process Evaluation." Health Education & Behavior 27, no. 2 (April 2000): 167–76. http://dx.doi.org/10.1177/109019810002700203.

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Gimme 5 (Georgia) was a school-based nutrition education effectiveness trial to help fourth- and fifth-grade students eat more fruit, 100% juice, and vegetables (FJV). Process evaluation assessed fidelity of implementation, reach, and use of intervention materials and environmental mediators: teacher training, curriculum delivery, participation in family activities, attendance at evening point-of-purchase grocery store activities, and availability and accessibility of FJV at home. Approximately half of the curriculum activities were implemented in fourth and fifth grades. The lowest proportion completed were those most pertinent to behavior change. Eighty-seven percent of parents reported participating in homework activities with their fourth grader, 66% with fifth graders. Sixty-five percent of parents reported viewing a video with their child in both grades. Ten percent attended evening point-of-purchase grocery store activities. The low level of implementation and modest level of participation in family activities suggest that higher levels of behavior change may have occurred if exposure to the intervention had been higher.
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Anya, C. U., I. C. Onyechere, J. I. Chukwu, N. L. Nwakwasi, and F. C. Njoku. "Influence of coarse aggregate grading types on the cost of concrete." Nigerian Journal of Technology 43, no. 2 (July 19, 2024): 225–31. http://dx.doi.org/10.4314/njt.v43i2.4.

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The effects of grades of coarse aggregates on the cost of concrete was studied. Several times in real life practice, the engineer at construction site is faced with the problem of not having the required grade of coarse aggregate for a given project. . This could be caused by several reasons such as; non-availability of desired grade, the different grades of coarse aggregate being obtained as a left over from a sister project, etc. In Nigeria, coarse aggregate for concrete is very expensive and thus, the engineer will think of how to use the available grade of coarse aggregate in his concrete mix design to achieve the desired results instead of discarding it. In this study, seven different grades of coarse aggregate were investigated. The fineness modulus of the fine aggregate and bulk densities of the various grades of coarse aggregate were determined. The results were used together with tables from American Concrete Institute (ACI) code to carry out concrete mix design on all the various grades of coarse aggregate to calculate the quantities of the different elements of concrete. From the mix design, the cost of the materials for producing one cubic meter of concrete was determined. The result showed that the Well graded aggregate had the highest bulk density of 1717Kg/m3 while uniformly graded retained on 10mm sieve had the least bulk density of 1580Kg/m3. Uniformly graded aggregate retained on 10mm sieve required the highest cost of N58,278.81 to produce a cubic meter of grade 25 concrete while the cost was least at N56,242.52 when uniformly graded retained on 20mm sieve and Gap-graded without 5mm size were used. This suggests that the larger the size of coarse aggregate (within the size limits studied) the less the cement paste required and hence the less the cost.
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Dissertations / Theses on the topic "Grades"

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Klapp, Lekholm Alli. "Grades and grade assignment : effects of student and school characteristics /." Göteborg : Acta Universitatis Gothoburgensis, 2008. http://hdl.handle.net/2077/18673.

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Story, Kathleen Ann. "Arbor Day curriculum unit for grades kindergarten through grade six." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/705.

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Silva, Nildsen Fernando Lisboa da. "Grades dieletricas anisotropicas." [s.n.], 1999. http://repositorio.unicamp.br/jspui/handle/REPOSIP/261991.

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Orientador: Attilio Jose Giarola
Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Engenharia Eletrica e de Computação
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Resumo: A análise de grades dielétricas anisotrópicas foi feita considerando-se uma anisotropia do tipo uniaxial. Procurou-se estudar as características dicróicas, na faixa de freqüências milimétricas, das grades dielétricas anisotrópicas utilizando a teoria Modal Rigorosa. Os resultados numéricos são apresentados em função da variação das constantes dielétricas do tipo senoidal e do tipo degrau, assim como, para polarizações da onda incidente dos tipos TE e TM. O efeito da anisotropia é estudado variando-se o quadrado da razão de anisotropia do material uniaxialmente anisotrópico. Os resultados numéricos mostram como esta variação afeta o perfil ressonante destas grades e quais as vantagens em se usar a anisotropia em grades dielétricas utilizadas como filtros
Abstract: The analysis of anisotropic dielectric gratings was done by considering an uniaxial anisotropy. The dichroic characteristics were studied in the millimeter wave band of anisotropic dielectric gratings using a Rigorous Modal Theory. The numerical results are presented as functions of parameters of sinosoidally and step varying dielectric constants, as well as of wave polarizations of TE or TM type. The anisotropy effect is studied by varying the square of the anisotropy ratio of the material. The numerical results show how this variation affects the resonant profile of these gratings and the advantages ofusing anisotropic dielectric gratings in filters
Mestrado
Mestre em Engenharia Elétrica
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Bruce, Franklin A. "Factors influencing grades awarded by teachers : why don't grades reflect achievement only? /." Diss., This resource online, 1995. http://scholar.lib.vt.edu/theses/available/etd-06062008-162056/.

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McCorkle-Benz, Lori Kay. "The effects of early grade retention on academic achievement at subsequent grades." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/186614.

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Grade retention continues to be a common educational practice in the United States. Educators have typically used this procedure as a means of addressing academic deficits demonstrated by students. Although numerous research studies have been conducted to examine the efficacy of grade retention, conflicting results are reported at the first grade level. Few studies have addressed the issue of ethnicity and grade retention, although retainees are typically minority students. The purpose of this study was to examine the effects of first grade retention on second grade achievement in a predominately Hispanic population. In addition, this study examined the effects of retention based on gender. Seventy-three students who were retained in the first grade served as the subjects in this study. Each subject was matched with two promoted control students based on reading achievement, math achievement, language achievement, ethnicity, sex, birthdate, socioeconomic status and primary language of the home. Academic achievement was compared at the end of the students' second grade years. Results indicated that the reading, language and math scores of the retained subjects and the reading, language and math scores of the nonretained counterparts did not differ significantly. Differences of retention benefits based on ethnicity and gender were not evident. The results were discussed in relation to results obtained from previous research studies. Investigation of alternative strategies to address student academic deficits was indicated.
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Dern, Tobias. "Hermitesche Modulformen zweiten Grades." [S.l.] : [s.n.], 2001. http://deposit.ddb.de/cgi-bin/dokserv?idn=970679084.

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Pedroso, Edson Tessarini. "Segurança em grades computacionais." [s.n.], 2006. http://repositorio.unicamp.br/jspui/handle/REPOSIP/276234.

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Orientador: Ricardo Dahab
Dissertação (mestrado profissional) - Universidade Estadual de Campinas, Instituto de Computação
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Resumo: Grade computacional é um conceito que explora as potencialidades das redes de computadores, com o objetivo específico de disponibilizar camadas virtuais que permitem a um usuário ter acesso a aplicações altamente exigentes, bem como aderir a comunidades virtuais de grande escala, com uma grande diversidade de recursos de computação e de repositórios de informações. Grades computacionais são sistemas de suporte à execução de aplicações paralelas que acoplam recursos heterogêneos distribuídos, oferecendo acesso consistente e barato aos recursos, independente de sua posição geográfica. As tecnologias de grades computacionais possibilitam agregar recursos computacionais variados e dispersos, acelerando a execução de vários processos computacionais. Para melhor entendimento das questões de segurança, principal foco deste trabalho, um estudo geral sobre a grade computacional envolvendo assuntos como arquitetura, funcionalidades, aplicações e serviços, foi realizado com o objetivo de identificar e demonstrar a complexidade existente por trás destes cenários. As exigências de segurança são fundamentais a um projeto de grade computacional. Os componentes de segurança devem fornecer os mecanismos corretos para uma comunicação segura em um ambiente de grade. Sem estes mecanismos, as informações processadas dentro da grade tornam-se vulneráveis. O propósito deste trabalho é a realização de um levantamento sobre as questões de segurança em grade computacional, identificando problemas existentes, soluções, arquiteturas, ferramentas e técnicas aplicadas. Com base nessas informações é possível entender como funcionam os mecanismos de segurança em grade, identificando o que já existe de efetivo e quais as necessidades para que a maturidade e popularidade neste ambiente possam ocorrer
Abstract: Grid computing is a concept that exploits the power of computer networks, with the specific aim of making virtual layers available that allow users to have access to highly demanding applications, as well as to adhere to large scale, highly diverse, virtual communities. Grid computing provides support for the execution of parallel applications, grouping together distributed heterogeneous resources, offering consistent and inexpensive access to them, independently of their geographical location. The technology of grid computing allow the gathering of different and disperse computer resources, accelerating the execution of various computer processes. To better understand security issues in grids, the principal focus of this work, a general study of grid computing including architecture, functionalities, applications and services was done, with the goal of identifying and demonstrating the existent complexity behind this scenery. Security is fundamental to a grid project. Security components must supply the correct mechanisms for secure communication, without which processed information inside a grid becomes vulnerable. The purpose of this work is to survey security issues in grid computing, identifying existent problems, solutions, architectures, tools and techniques. Based on this information it is possible to understand how security mechanisms in grids work, identifying those mechanisms already in place and working, as well as what is needed for the full development of grid computing
Mestrado
Mestre Profissional em Computação
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Cardoso, Maria Lucília da Silva. "Vozes dentro de grades." Master's thesis, FEUC, 2010. http://hdl.handle.net/10316/14611.

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Relatório de estágio do mestrado em Sociologia, apresentado à Faculdade de Economia da Universidade de Coimbra.
O presente relatório é o resultado do estágio desenvolvido durante quatro meses no Estabelecimento Prisional de Coimbra. Como estagiária de Sociologia estive inserida nos Serviços de Educação e Ensino. O estágio conjugou a aprendizagem das tarefas realizadas nesses Serviços, pelos Técnicos Superiores de Reeducação com um trabalho de investigação, suscitado pelo interesse em acompanhar a implementação de um projecto inovador no EPC. À componente punitiva da prisão, cedo se associou as suas pretensas qualidades reabilitativas. Ao longo dos tempos a prisão tem sido criticada por não conseguir criar condições efectivas para a reinserção social dos reclusos, no entanto, têm sido constantes as reformas legitimadoras do seu funcionamento. A inovação implementada no Estabelecimento Prisional de Coimbra, numa ala denominada Ala C – Ala de Respeito, constitui uma tentativa de aproximação da prisão, do seu ideal ressocializador. O desafio que me propus, foi tentar perceber até que ponto este programa cumpre os seus objectivos. Ao longo dos quatro meses de estágio observei quotidianamente a vida da prisão, as relações entre as pessoas, as vivências dos espaços e dos tempos. Para uma análise mais detalhada do Projecto da Ala C, desenvolvi uma metodologia plural, recolhendo informação secundária e primária, realizando entrevistas semi-directivas com 16 reclusos do EPC. Apesar de ser muito cedo para fazer uma avaliação, é possível constatar um contributo positivo deste projecto para o funcionamento da instituição prisional e para as relações interpessoais no seu interior.
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Rubin, Maria Augusta Stefanello. "Enfermagem atrás das grades :." Florianópolis, SC, 2000. http://repositorio.ufsc.br/xmlui/handle/123456789/79123.

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Tese (Doutorado) - Universidade Federal de Santa Catarina, Centro de Ciências da Saúde.
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Este trabalho apresenta a tese de que as pessoas encarceradas sofrem de doenças comuns a qualquer pessoa livre e sofrem também de problemas prisionais que abalam a sua saúde. Baseia-se na premissa de que a enfermagem, por não ter uma atuação sistemática em prisões, não produziu instrumentos adequados à intervenção nos problemas próprios da mesma. Assim, foram estabelecidos os objetivos: apurar as necessidades de saúde dos encarcerados e os problemas que agravam a saúde na prisão; e construir protocolos de enfermagem para a assistência aos encarcerados. Este trabalho, desenvolvido junto aos detentos do Presídio Regional de Santa Maria, RS, é basicamente qualitativo. Utilizando a consulta de enfermagem e a observação, foram relatados casos surgidos na assistência prestada, da qual emergiu uma proposta de condutas norteadoras, que foram validadas em duas etapas, e que culminaram nos Protocolos de Enfermagem. Várias circunstâncias são discutidas, como as dificuldades e avanços no atendimento e a situação familiar dos detentos. Inúmeros problemas prisionais foram detectados, os quais requerem assistência à saúde, sendo a enfermagem competente para contribuir nessa assistência. Este trabalho pretende ser uma contribuição para a enfermagem na assistência a presidiários ou familiares e a pessoas em situações especiais
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Andrade, Roger Vital França de. "De grades e refugos." Florianópolis, SC, 2003. http://repositorio.ufsc.br/xmlui/handle/123456789/84819.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Desportos. Programa de Pós-Graduação em Educação Física
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Esta pesquisa indaga as possibilidades de práticas pedagógicas não homogeneizantes e não discriminatórias, envolvendo a interculturalidade e a interdisciplinaridade na cultura da escola, tomando os diferentes saberes e sujeitos de forma dinâmica e polissêmica, os quais expressam diferentes lógicas, sentidos/significados, motivados pelas questões que envolvem geração, gênero, etnia, classe, dentre outras. Esta pesquisa caracteriza-se como revisão bibliográfica e tem como foco e análise das contradições e tensões expressas pela dinâmica da cultura da escola, levando-nos a seguinte questão: como superar a fragmentação e disciplinarização do saber, propiciando possibilidades de participação e constituição de uma dinâmica interdisciplinar? Como superar a pretensa homogeneização cultural existente nas práticas escolares tradicionais, desenvolvendo outras práticas pautadas no respeito à diferença e à polissemia cultural? Deste modo, indicam-se os seguintes objetivos desta pesquisa: análisar os aspectos da cultura da escola, tomando como referência o caso particular da Escola de Ensino Fundamental Aureníria Correa Pimentel (Serra/ES); desenvolver alguns fundamentos teórico-metodológicos que possibilitem a mediação e a superação do atual tratamento às diferenças culturais e aos diferentes conhecimentos no espaço escolar, com ênfase na Educação Física; e construir uma aproximação teórica entre os conceitos de interculturalidade e interdisciplinaridade.
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Books on the topic "Grades"

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Kenna, Karen M. Hardwood log grades. Atlanta, Ga. (1720 Peachtree Rd., N.W., Atlanta 30367): U.S. Dept. of Agriculture, Forest Service, Cooperative Forestry, Southern Region, 1991.

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Colvin-Macdormand, Deb. Combined grades manual. Edmonton, Alta: Edmonton Public Schools, Resource Development Services, 1999.

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Ron, Hubbard L. Expanded grades references. Los Angeles, Calif: Bridge Publications, 1994.

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T, Owens Douglas, Wagner Sigrid 1942-, and National Council of Teachers of Mathematics. Research Interpretation Project., eds. Middle grades mathematics. New York: Macmillan Pub. Co., 1993.

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King, Diana Hanbury. Keyboarding skills: All grades. Cambridge, Mass: Educators Pub. Service, Inc., 1986.

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Estabrook, Chancellor William. Graded City Speller, Third Year Grades. Createspace Independent Publishing Platform, 2016.

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Barnett, A. Grades Logbook. Independently Published, 2021.

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Bullock, Graham. Green Grades. The MIT Press, 2017. http://dx.doi.org/10.7551/mitpress/11121.001.0001.

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Kosar, Kevin R. Failing Grades. Lynne Rienner Publishers, 2005. http://dx.doi.org/10.1515/9781626373457.

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Shepard, L. A. Flunking Grades. Taylor & Francis Group, 1989.

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Book chapters on the topic "Grades"

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Ertel, Pamela A. Kramer, and Madeline Kovarik. "Grade Book and Grades." In The ABC's of Classroom Management, 53–54. 2nd ed. New York: Routledge, 2013. http://dx.doi.org/10.4324/9780203765333-85.

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Cahn, Steven M. "Grades." In Teaching Philosophy, 32–36. 1 [edition]. | New York : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781351122191-5.

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Hughes, Jack, and Dominic Orchard. "Program Synthesis from Graded Types." In Programming Languages and Systems, 83–112. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-57262-3_4.

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AbstractGraded type systems are a class of type system for fine-grained quantitative reasoning about data-flow in programs. Through the use of resource annotations (or grades), a programmer can express various program properties at the type level, reducing the number of typeable programs. These additional constraints on types lend themselves naturally to type-directed program synthesis, where this information can be exploited to constrain the search space of programs. We present a synthesis algorithm for a graded type system, where grades form an arbitrary pre-ordered semiring. Harnessing this grade information in synthesis is non-trivial, and we explore some of the issues involved in designing and implementing a resource-aware program synthesis tool. In our evaluation we show that by harnessing grades in synthesis, the majority of our benchmark programs (many of which involve recursive functions over recursive ADTs) require less exploration of the synthesis search space than a purely type-driven approach and with fewer needed input-output examples. This type-and-graded-directed approach is demonstrated for the research language Granule but we also adapt it for synthesising Haskell programs that use GHC’s linear types extension.
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Schulz, Karen K. "Grades Gone Goofy: Altered Grades Lab." In CSI Expert!, 76–84. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234012-13.

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Lasanianos, Nick G., George K. Triantafyllopoulos, and Spiros G. Pneumaticos. "Spondylolisthesis Grades." In Trauma and Orthopaedic Classifications, 239–42. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6572-9_53.

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Dielmann, Karen McMillen. "Pay Grades." In The Encyclopedia of Human Resource Management, 346–47. San Francisco, CA: Pfeiffer: A Wiley Imprint, 2012. http://dx.doi.org/10.1002/9781118364741.ch67.

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Rondon, Oscar, and Hassan Talebi. "Artifacts in Localised Multivariate Uniform Conditioning: A Case Study." In Springer Proceedings in Earth and Environmental Sciences, 143–50. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-19845-8_12.

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AbstractLocalised Multivariate Uniform Conditioning (LMUC) is a technique designed for spatially locating Selective Mining Unit (SMU) grades derived using Multivariate Uniform Conditioning (MUC) for the assessment of recoverable resources. LMUC has the advantage of producing SMU estimates conforming to the MUC panel-specific grade-tonnage curves while preserving the spatial grade distribution at the selective mining level. However, LMUC results have two severe artifacts. This paper documents both artifacts using four grades from a large nickel–cobalt laterite deposit in Western Australia.
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Rapp, Heinz. "Funktionen 1. Grades." In Mathematik für die Fachschule Technik, 56–68. Wiesbaden: Vieweg+Teubner, 2010. http://dx.doi.org/10.1007/978-3-8348-9803-6_4.

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Labuhn, Dirk, and Oliver Romberg. "Verbrennungen dritten Grades." In Keine Panik vor Thermodynamik!, 256–72. Wiesbaden: Vieweg+Teubner, 2011. http://dx.doi.org/10.1007/978-3-8348-9948-4_12.

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Rapp, Heinz. "Funktionen 1. Grades." In Mathematik, 73–88. Wiesbaden: Vieweg+Teubner Verlag, 1996. http://dx.doi.org/10.1007/978-3-322-85917-4_4.

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Conference papers on the topic "Grades"

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Sikka, Vinod K., Ronald L. Klueh, Philip J. Maziasz, Suresh Babu, Michael L. Santella, Maan H. Jawad, John R. Paules, and Kenneth E. Orie. "Mechanical Properties of New Grades of FE-3Cr-W Alloys." In ASME/JSME 2004 Pressure Vessels and Piping Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/pvp2004-2576.

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This paper describes the development of two new grades of Fe-3Cr-3W(Mo) alloys at the Oak Ridge National Laboratory. The two grades are designated as A and B. The higher strength Grade B differs from Grade A in that it contains 0.10 wt % Ta. Both grades, when tested in normalized and tempered conditions, show a good combination of tensile strength and Charpy impact properties. Tensile properties of both A and B are over 150 MPa (20 ksi) higher than the highest strength commercial alloy T23. Grade B has higher creep-rupture strength than the T23 steel for the entire temperature range from 540 to 650°C. Grade B also exceeds creep-rupture strength of modified 9Cr-1Mo alloy (Grade 91) up to 615°C. Grade A exceeds the creep-rupture strength of T23 steel up to 600°C and match its values at the higher temperatures. Both grades have been scaled up to 50-ton-size commercial heats and processed into forgings and hot-rolled plates and bars.
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Song, Jinyu, Weitao You, Shuhui Shi, Ziwei Tu, Juntao Ji, Kaixin Han, and Lingyun Sun. "GradeS: An AI-Driven Graphic Design Support System for Design Style Analysis." In ASME 2023 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2023. http://dx.doi.org/10.1115/detc2023-114660.

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Abstract The style of graphic design is an important design factor that influences the memorability of designs. Graphic designers routinely analyze the latest designs, capture the style trends, and create designs that match the style trends to appeal to a larger audience. Nonetheless, the lack of quantitative style analysis techniques can lead to an inefficient analysis process and introduce subjectivity and bias. To expedite designers’ understanding of design style trends and make the analysis more objective, we propose GradeS, an AI-driven graphic design support system that facilitates multifaceted quantitative analysis of graphic design style. The system was designed and developed in collaboration with designers and comprises four primary interfaces: GradeS:S, GradeS:Q, GradeS:C, and GradeS:T, each serving specific needs identified through interviews with designers. We leveraged the Vision Transformer to model the one-to-many relationship between designs and styles and implemented all interfaces based on the quantitative style representation learned by the model. To train the model, we built a graphic design dataset with carefully designed coarse-grained style labels. We have released the dataset to the community to promote research in data-driven design. To demonstrate the effectiveness of our study, we evaluated both the model and the system. Our model exhibits superior performance in style classification compared to CLIP. Through a user study involving six designers, our system’s effectiveness in supporting designers in analyzing style quantitatively, capturing style trends comprehensively and quickly, and further stimulating creative thinking was demonstrated.
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Arora, Akhil, Arnab Bhattacharya, and George Fletcher. "GRADES-NDA 2019." In SIGMOD/PODS '19: International Conference on Management of Data. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3299869.3323667.

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Corin, Ronan, Jean-Philippe Lecointe, Cristian Demian, and Jonathan Blaszkowski. "Grades Layout Impact ON Performance Of Mixed Grade Magnetic Cores." In 2022 International Conference on Electrical Machines (ICEM). IEEE, 2022. http://dx.doi.org/10.1109/icem51905.2022.9910663.

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Fonseca, Helena, Carmen Pomar, Iolanda Ribeiro, and Irene Cadime. "ASSESSMENT OF SCIENTIFIC CREATIVITY IN GRADES FIFTH AND SIXTH GRADES." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1572.

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Doz, Daniel, Darjo Felda, and Mara Cotič. "Using Fuzzy Logic to Assess Studentsʼ Mathematical Knowledge." In Nauka i obrazovanje – izazovi i perspektive. University of Kragujevac, Faculty of Edaucatin in Uzice, 2022. http://dx.doi.org/10.46793/noip.263d.

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Assessing students’ mathematical knowledge informs students, educators, and parents about students’ mathematical competencies. In Italy, some students receive both written and oral grades in mathematics at the end of the first semester, which are then averaged for a final grade. The possibility of applying fuzzy logic, which has been widely used to deal with uncertain or verbal descriptions, to this process has not yet been explored extensively. In the present contribution, we consider a sample of N = 47 Italian high school students, and analyze two fuzzy combinations of their mathematics grades. Students’ hypothetical grades produced with the center-of-gravity defuzzification method are lower than students’ grades in their report cards, while the mean-of-maxima defuzzification method produced grades that are statistically higher than the students’ original grades. Implications are discussed, leading to suggestions for assessment research.
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Szabo, Claudia, and Nickolas Falkner. "Silence, Words, or Grades." In ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3059030.

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Pfennig, Anja. "Improvement of learning outcome in material science through inverted classroom techniques and alternative course assessment." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.4936.

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Material Science is known to first year mechanical engineering students as one of the fundamental courses with high work load. The knowledge of the complex science of materials enables students to select appropriate engineering materials in different designs due to acquired knowledge on the correlation of materials properties, microstructure and their intended manipulation. These abilities are not well constituted in one final exam. Therefore peer-to-peer lecture film supported inverted classroom szenarios were estabilished to work in the course. These were accompanied by a newly developed moodle course following the blended learning approach that gives students the chance to cumulative accomplish micro-grades via multiple activities, such as tests, lectures, presentations, forum discussions, written homeworks and glossary entries. These grades are summed to obtain the overall course grade. Improved learing outcomes are demonstrated in high quality class discussions and most -important to students- in better grades (average 43/60=B) compared to those being assessed by one final exam only (average 39/69=C+). The majority of students agreed on enhanced study skills when forced to study throughout the entire semester instead of learing intensely towards the end of the semester. This paper introduces the learning structure as well as graded activities, evaluates the course and compares activity results to former class results.
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de Paula Ferreira, Mateus, Erika Morais Martins Coelho, and Hebert Coelho. "Limites para o Número Clique Orientado Relativo de Grades e Grades Cilíndricas." In ANAIS DO SIMPóSIO BRASILEIRO DE PESQUISA OPERACIONAL. João Pessoa - Paraíba, Brasil: Galoa, 2020. http://dx.doi.org/10.59254/sbpo-2020-122720.

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Chen, James, and Jonathan Calver. "Impact of Group Member Prerequisite Grades on Problem Set and Test Grades." In SIGCSE 2023: The 54th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2022. http://dx.doi.org/10.1145/3545947.3576298.

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Reports on the topic "Grades"

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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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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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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso, and Julián Martínez Correa. Research Insights: Can Training and Coaching Teachers and the Provision of Structured Materials Improve Early Literacy among First-Grade Students? Inter-American Development Bank, December 2022. http://dx.doi.org/10.18235/0004606.

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AUTHORÁlvarez Marinelli, Horacio; Berlinski, Samuel; Busso, Matías; Martínez Correa, JuliánDATEDec 2022READ: English (4 downloads) View Online Download Spanish (5 downloads) View Online Download DOIhttp://dx.doi.org/10.18235/0004606A one-year teacher professional development program was effective at improving students literacy skills by the end of first grade (0.39 of a standard deviation in overall literacy proficiency). Literacy gains persisted through the second and third grades, even though teachers in those grades were not part of the program. Gains were homogeneous across students of different characteristics such as gender, socioeconomic status, and initial levels of literacy skills.
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Burchell, Timothy D., Donald L. Erdman, III, Rick R. Lowden, James A. Hunter, and Cara C. Hannel. The Fracture Toughness of Nuclear Graphites Grades. Office of Scientific and Technical Information (OSTI), April 2017. http://dx.doi.org/10.2172/1352770.

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Sonderman, David L., Everette D. Rast, and Everette D. Rast. Changes in hardwood growing-stock tree grades. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1987. http://dx.doi.org/10.2737/ne-rp-608.

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Burchell, Timothy, DONALD Erdman III, Rick Lowden, James Hunter, Cara Hannel, and Anne Campbell. The Fracture Toughness of Nuclear Graphite Grades. Office of Scientific and Technical Information (OSTI), July 2022. http://dx.doi.org/10.2172/1875340.

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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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Carll, C. G. Wood particleboard and flakeboard : types, grades, and uses. Madison, WI: U.S. Department of Agriculture, Forest Service, Forest Products Laboratory, 1986. http://dx.doi.org/10.2737/fpl-gtr-53.

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Leis and Zhu. PR-003-103603-R01 Assessing Corrosion Severity for High-Strength Steels. Chantilly, Virginia: Pipeline Research Council International, Inc. (PRCI), August 2014. http://dx.doi.org/10.55274/r0010821.

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This project was directed at isolating the effects of the metal-loss geometry and the properties of the steels, as the basis to quantify the effects of the metal loss geometry and to seamlessly consolidate the databases and integrate severity criteria for the vintage and higher-strength grades, to make corrosion management seamless across grade.
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