Relevant bibliographies by topics / Gradius

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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 'Gradius'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 February 2022

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Journal articles on the topic "Gradius"

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Jin, Quan He, Won-Gyun Lee, Eun-Kyoo Song, Woo-Jong Kim, Cheng Jin, and Jong-Keun Seon. "No difference in the anteroposterior stability between the GRADIUS and multi-radius designs in total knee arthroplasty." Knee 27, no. 4 (August 2020): 1197–204. http://dx.doi.org/10.1016/j.knee.2020.05.019.

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Borins, Sandford. "Grading the Graders." Journal of Public Administration Research and Theory 15, no. 3 (December 16, 2004): 463–66. http://dx.doi.org/10.1093/jopart/mui026.

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Romano, Patrick S., Julie A. Rainwater, and Deirdre Antonius. "Grading the Graders." Medical Care 37, no. 3 (March 1999): 295–305. http://dx.doi.org/10.1097/00005650-199903000-00009.

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Javrh, Petra. "Izobraževalni filmi kot del učnega gradiva za ranljive ciljne skupine." Andragoška spoznanja 19, no. 4 (December 30, 2013): 58. http://dx.doi.org/10.4312/as.19.4.58-69.

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V prispevku predstavljamo teoretične poglede na učna gradiva v obliki video ali zvočnega zapisa za odrasle, ki so posebej didaktično obdelana. Opredeljujemo tudi ožji pojem izobraževalni film kot zaokroženo video gradivo, ki je didaktično strukturirano in ima v svoji zasnovi in izvedbi vnaprej določene izobraževalne cilje. Uporabo izraza »film« namesto besede »video«v tem primeru utemeljuje pogoj, ki ga mora izpolniti takšno gradivo, in sicer, da je to vsebinsko celosten, zaokrožen izdelek in ne zgolj priložnostni video posnetek. V sklepnem delu nanizamo tudi ugotovitve, nastale na podlagi izkušenj iz prakse slovenskih izobraževalcev ranljivih skupin odraslih s takimi didaktičnimi gradivi.
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Khazal, R., Crina Boboc, and S. Dăscălescu. "Group gradings of M2(K)." Bulletin of the Australian Mathematical Society 68, no. 2 (October 2003): 285–93. http://dx.doi.org/10.1017/s0004972700037667.

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We describe all group gradings of the matrix algebra M2(k), where k is an arbitrary field. We prove that any such grading reduces to a grading of type C2, a grading of type C2 × C2, or to a good grading. We give new simple proofs for the description of C2-gradings and C2 × C2-gradings on M2(K).
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Medved, Marko. "Incuria et vandalismus – sudbina arhiva augustinskog samostana sv. Jeronima u Rijeci." Arhivski vjesnik 62 (December 18, 2019): 85–105. http://dx.doi.org/10.36506/av.62.4.

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Augustinski samostan sv. Jeronima podignula je najstarija redovnička zajednica u Rijeci. Od početaka u 14. stoljeću, pa do ukidanja samostana 1788. godine, augustinci pustinjaci obilježili su grad i širu riječku okolicu u vjerskom, kulturnom i ekonomskom pogledu. Rad opisuje negativne posljedice jozefinističkoga zatvaranja samostana na augustinsko arhivsko gradivo, što se odrazilo i na nedovoljni historiografski interes prema povijesti te zajednice. Autor daje presjek sačuvanoga gradiva koncem pedesetih godina 20. stoljeća vraćena iz Budimpešte, od kojega je najvrjednije vrelo samostanski protokol. Navode se podatci i o arhivskom gradivu diljem Europe, iz svjetovnih i crkvenih ustanova, neophodnom za historiografsku prosudbu povijesti augustinaca pustinjaka u Rijeci.
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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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Gordienko, Alexey, and Ofir Schnabel. "Categories and Weak Equivalences of Graded Algebras." Algebra Colloquium 26, no. 04 (November 18, 2019): 643–64. http://dx.doi.org/10.1142/s1005386719000476.

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In the study of the structure of graded algebras (such as graded ideals, graded subspaces, and radicals) or graded polynomial identities, the grading group can be replaced by any other group that realizes the same grading. Here we come to the notion of weak equivalence of gradings: two gradings are weakly equivalent if there exists an isomorphism between the graded algebras that maps each graded component onto a graded component. Each group grading on an algebra can be weakly equivalent to G-gradings for many different groups G; however, it turns out that there is one distinguished group among them, called the universal group of the grading. In this paper we study categories and functors related to the notion of weak equivalence of gradings. In particular, we introduce an oplax 2-functor that assigns to each grading its support, and show that the universal grading group functor has neither left nor right adjoint.
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Nagyillés, János. "Gradivus földművesei (Valerius Flaccus 5, 142: ruricolae, Gradive, tui)." Antik Tanulmányok 54, no. 1 (June 1, 2010): 33–47. http://dx.doi.org/10.1556/anttan.54.2010.1.2.

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Valerius Flaccus Argonauticája 5, 142 ruricolae, Gradive, tui kifejezésének értelmezése vitatott: az apollóniosi eredeti mögött valószínűleg egy a görög költő által még ismert, a vasérc mosására vonatkozó forrás állt. Apollónios Rhodios Chalybsökről adott, általa még szó szerint értett információit Valerius Flaccus fordítása a vaskorhoz kapcsolódó római képzetek jegyében romanizálva, metaforikus értelemben adja vissza.
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Hupe, Marie Christine, Anne Offermann, Verena Sailer, Axel S. Merseburger, and Sven Perner. "Das neue ISUP 2014/WHO 2016 Prostatakarzinom-Grading – Status quo 5 Jahre nach seiner Einführung." Aktuelle Urologie 50, no. 06 (August 7, 2019): 619–24. http://dx.doi.org/10.1055/a-0918-9473.

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Zusammenfassung Hintergrund Im Jahr 2014 wurde durch die ISUP (International Society of Urological Pathology) eine Modifikation des Gradings für das Prostatakarzinom (PCa) eingeführt, welches 2016 von der Weltgesundheitsorganisation (WHO) anerkannt und übernommen wurde. Neben der Definition von 5 „Grade Groups“ wurden auch einige histomorphologische Kriterien angepasst. Unsere Übersichtsarbeit stellt die Ergebnisse aller aktuellen Studien und deren Bewertungen des neuen Gradings zusammen. Material und Methoden Es erfolgte eine Literaturrecherche in der PubMed-Datenbank. Insgesamt sind aus dem Zeitraum 2016 – 2018 15 Studien identifiziert und in die Übersicht eingeschlossen worden. Ergebnisse Die Hauptziele des neuen ISUP 2014/WHO 2016 PCa-Gradings sind ein (I) präziseres und vereinfachtes Grading, (II) eine verringerte Übertherapie indolenter PCa und (III) eine verbesserte Kommunikation mit den Patienten. Die Mehrzahl der Studien wählte das biochemische Rezidiv als Endpunkt und bescheinigte dem neuen Grading eine höhere prognostische Wertigkeit im Vergleich zum früheren Gleason Grading. Interessanterweise war es jedoch nur in wenigen Studien klar ersichtlich, dass die archivierten Proben tatsächlich auch nach den modifizierten histomorphologischen Kriterien reevaluiert („Re-Grading“) und nicht nur in die neuen „Grade Groups“ übersetzt wurden („Re-Grouping“). Schlussfolgerung Die Mehrheit der analysierten Studien bestätigt die prognostische Wertigkeit des neuen ISUP 2014/WHO 2016 Gradings und empfiehlt dessen weltweite Anwendung. Jedoch muss bei der Interpretation bisheriger Studien berücksichtigt werden, dass das notwendige „Re-Grading“ als korrekte Anwendung des neuen Gradings nicht immer klar ersichtlich war.
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Dissertations / Theses on the topic "Gradius"

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Thiele, Julie. "Grading practices and mindset development: the growth of both." Diss., Kansas State University, 2016. http://hdl.handle.net/2097/32811.

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Doctor of Philosophy
Curriculum and Instruction Programs
Sherri Martinie
This study examined the impact grading policies have on students’ mindsets in urban Midwestern middle schools. The components of this quasi-experimental, causal comparative survey research relied on the grading policies in place at the school level and the students’ reporting of their mindset. Data was collected using a questionnaire containing eight Likert-type questions from the Implicit Theories of Intelligence scale (Dweck, 2006), as well as additional questions seeking the students’ perceptions of grading practices implemented in their buildings. Descriptive statistics, frequencies, t-tests and ANOVA tests were run measuring the impact that a variety of perceived grading practices had on students’ mindset levels. The findings from the research demonstrated no statistically significant differences between the mindset levels of students from schools with different grading policies. Further analysis revealed inconsistencies between student perceptions of the grading practices and the schools’ actual stated grading policies. It appears standards based and traditional grading practices, although specifically stated at the building level, appear to have blended together in the large school district, which may have led to the inconclusive results. Of significance was the finding that students perceived to understand the meaning of their grade, even if it is misaligned with the schools’ policy, reported a growth mindset in comparison to students that reported they did not understand their grade. These findings begin to explore the impact grading practices have on students, especially during the transition from traditional to standards based grading. Further research is needed to fully examine the transition between grading practices and students’ perceptions of those policies. When students’ perceptions of the standards based grading policy do not align with the actual policy, it is assumed that it will have no impact on students’ mindset levels. Future research would seek to understand ways in which educators making a transition from traditional to standards based grading can seek clarity of policies, seek accuracy of implementation and monitor students’ perceptions in alignment with the policies and practices.
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Rice, William Robertson. "Subjectivity in grading: The role individual subjectivity plays in assigning grades." Miami University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1623317108089967.

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Poll, Tyler R. "Standards-Based Grading: A Correlational Study Between Grades and End-of-Level Test Scores." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7435.

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As students move from grade level to grade level and onto college, their grades have an impact on the number of opportunities available to students. The competition for entering college and earning a scholarship are at an all-time high and the grades students earn have a direct impact on future opportunities. Grading practices vary by teacher causing students’ grades to mean different things. Standards-based grading practices focus on removing teacher bias and puts emphasis on the learning students can demonstrate. Students are given assessments to determine learning and are given multiple opportunities to show what they have learned. Emphasis is placed a student’s most current knowledge rather than an average of scores during the grading period. This study focused on how student learning was impacted when secondary math, science, and language arts teachers use standards-based grading practices in their classrooms. Student learning was measured by term grades and end-of-level SAGE test scores. Results show students who attended a classroom with standards-based grades earned higher GPAs, performed better on the end-of-level test, and had more learning growth over the course of the school year, than their peers who participated in traditional grading classrooms.
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Fontana, Carolina Rodrigues. "O efeito do nivelamento de estradas florestais na produção de sedimentos." Universidade de São Paulo, 2007. http://www.teses.usp.br/teses/disponiveis/11/11150/tde-14062007-112627/.

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A manutenção das estradas florestais pode afetar diretamente os processos erosivos. Assim, o presente trabalho teve por objetivo conhecer a influência da atividade de nivelamento, utilizando a motoniveladora, na produção de sedimentos pelas estradas florestais. Para tanto, três estradas (1, 2 e 3) foram submetidas ao nivelamento e outras três estradas (4, 5 e 6) permaneceram sem tratamento. As estradas foram divididas em trechos de 30 m os quais foram demarcados com pares de estacas, devidamente nivelados. Para se determinar o perfil da superfície da estrada formado entre os pares de estaca, um fio de nylon, demarcado de 10 em 10 cm, foi preso na parte superior das estacas e, utilizando-se uma régua graduada, foram medidas as distâncias entre o fio de nylon e a superfície da estrada. Esse procedimento foi realizado entre todos os pares de estaca que compunham as estradas. Determinado o perfil inicial, as estradas 1, 2 e 3 foram submetidas à passagem da motoniveladora e nova medição foi realizada. A remoção média de sedimentos foi de 2,13 cm. Considerando a densidade média do solo de 1,6 g cm-3, a remoção média de sedimentos foi de 341 t ha-1 de estrada. Após esta primeira etapa, foram realizadas mais 6 medições ao longo de um ano em todas as estradas. A análise conjunta das estradas verificou que o tratamento (nivelamento), a porcentagem de argila na camada de 0 a 5 cm e a declividade foram fatores considerados altamente significativos (p<0,0001) na produção de sedimentos. A precipitação também foi significativa (p=0,0028). A maior perda média de solo (0,53 cm) foi registrada para as estradas que foram motoniveladas, enquanto que as estradas não motoniveladas apresentaram perda média de 0,24 cm. Considerando-se os valores médios de perda de sedimentos (cm) e a densidade média do solo de 1,6 g cm-3, a perda de sedimentos nas estradas motoniveladas e não motoniveladas foi, respectivamente, 84,8 t ha-1 ano-1 de estrada e 38,4 t ha-1 ano-1 de estrada. A remoção média de sedimentos pelo nivelamento (341 t ha-1) foi quatro vezes maior do que o valor perdido pelas estradas motoniveladas (84,8 t ha-1 ano-1) e oito vezes maior do que o valor obtido nas estradas não motoniveladas (38,4 t ha-1 ano-1) durante um ano de medições. Frente aos resultados, a adoção no plano de manejo de técnicas adequadas de construção e de manutenção, além da redução da densidade das estradas poderia contribuir na redução da quantidade de sedimentos produzida, uma vez que essas ações influenciam diretamente na extensão que as estradas vão ocupar na paisagem e também na durabilidade dessas estradas.
The maintenance of the forest roads can affect the erosive processes directly. Thus, the present work had the objective of determining the influence of the regrading operation, using the motor grader, in the production of sediments in forest roads. Three roads (1, 2 e 3) were submitted to regrading operation and others three roads (4, 5 e 6) remained without treatment. The roads were divided in 30 m long segments marked with leveled stakes. A nylon thread, demarcated of 10 in 10 cm, was then stretched across the leveled stakes and the distance from the nylon thread to the road surface was measured using a ruler. This procedure was carried in all pairs of stakes that composed the roads. Once the initial profile had been determined, roads 1, 2 and 3 were submitted to regrading operation and new measurement was carried out. The average removal of sediments was of 2,13 cm. Considering the mean density of soil 1,6 g cm-3, the average removal of sediments was of 341 t ha-1 of road. After this first stage, 6 measurements throughout one year were carried out in all roads. The analysis of the roads permitted to observe that the regrading operation, the percentage clay (0 a 5cm) and the slope were the factors considered highly significant (p < 0,0001) in the production of sediments. The precipitation also was significant (p = 0,0028). The roads that were regraded had lost an average of 0,53 cm, while the untreated roads lost an average of 0,24 cm. Considering the average values of loss of sediments and the mean density of the soil, the losses of sediments in the regrading roads and ungraded roads were, respectively, 84,8 and 38,4 t ha-1 year-1 of road. The average removal of sediments (341 t ha-1) was four times greater than the losses of sediment in regraded roads (84,8 t ha-1 ano-1 ) and eight times greater than the losses of sediment of ungraded roads (38,4 t ha-1 ano-1) during one year. The adoption in the management plan of adequate techniques of road construction and maintenance, as well as the reduction of the density of the roads, could contribute in the reduction of the amount of sediments produced.
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Pyhäjärvi, I. (Iiro). "The opinions of students on grades and grading systems, and how they relate to current assessment." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201605201824.

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Assessment of students is an important part of current education system, but the opinions of students regarding assessment have not been studied much. This study was based on a questionnaire aimed at students of Oulu University that asked them about their grades, the change of those grades and most importantly for this study, their general opinion of grades, and set out to examine how those opinions compare to the current methods of assessment. The approach chosen was qualitative content analysis, and theoretical background consisted of the Common European Framework for language competence, national and university curriculums, sociological views on what assessment is, and studies on the effects of grades on students. The results from 39 students were analysed and contrasted with the theoretical background, and a division between proponents of numbered grades and pass/fail system was found. Those in favour of numbered grades valued them for the feedback on their knowledge it gave, and those in favour of pass/fail system felt that it encouraged more understanding of the subject matter. Ultimately however, both sides saw learning and assessment in a very stereotypical fashion, where the passively acquired knowledge was assessed by the teacher in a final exam
Opiskelijoiden arviointi on tärkeä osa nykyistä koulutusmallia, mutta opiskelijoiden mielipidettä arvioinnista ei ole tutkittu paljoa. Tämä tutkimus analysoi Oulun yliopiston opiskelijoille suunnattua kyselyä arvosanoista, niiden muutoksesta ja tutkimuksen kannalta olennaisimpana heidän yleisiä mielipiteitään arvosanoista. Näitä mielipiteitä verrattiin nykyisiin arvioinnin menetelmiin. Vastauksia käsiteltiin laadullisen sisällönanalyysin keinoin, ja teoreettiseksi taustaksi valittiin kielitaidon Eurooppalainen viitekehys, yleiset ja yliopistojen opetussuunnitelmat, sosiologinen näkökulma arviointiin sekä tutkimuksia arvosanojen vaikutuksista oppilaisiin. 39 opiskelijan vastaukset analysoitiin teoreettista taustaa vasten, ja ero numeeristen arvojen ja hyväksytty/hylätty mallien kannattajien välillä löytyi. Numeeristen arvojen kannattajat arvostivat niiden antamaa palautetta omasta osaamisestaan, kun taas hyväksytty/hylätty mallin kannattajat kokivat mallin kannustavan syvempään ymmärtämiseen. Kuitenkin molemmat puolet esittivät oppimisen ja arvioinnin hyvin stereotyyppisellä tavalla, missä opettaja arvioi oppilaiden passiivisesti omaksuman tiedon lopputentin kautta
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Grimes, Tameshia V. "Interpreting the meaning of grades: A descriptive analysis of middle school teachers' assessment and grading practices." VCU Scholars Compass, 2010. http://scholarscompass.vcu.edu/etd/2076.

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This descriptive, non-experimental, quantitative study was designed to answer the broad question, “What do grades mean?” Core academic subject middle school teachers from one large, suburban school district in Virginia were administered an electronic survey that asked them to report on aspects of their grading practices and assessment methods for one class taught during the 2008-2009 school year. The survey addressed the following topics: 1) primary purposes for grades, 2) attitudes toward grading, 3) assessment method, and 4) grading practices. Additionally, the study examined the relationship between teachers’ reported assessment and grading methods and student achievement. Overall results and results disaggregated by subject area, grade level, and student ability level suggest that teachers are consistent in what they consider the primary purposes for grades. The vast majority indicated that grades should communicate student levels of mastery of content and skills. However, sizable percentages of teachers reported that they also considered non-academic indicators such as effort, attendance, and paying attention in class when determining student grades, suggesting a lack of alignment between their reported beliefs and practice. The study examined the extent to which teachers’ reported grading and assessment practices were consistent with those recommended in the literature on measurement and assessment. The study findings are consistent with those of findings from previous studies suggesting that teachers engage in “hodgepodge grading,” a practice which incorporates non-academic factors into student grades. The results also show that teachers use a variety of assessment methods and types of questions when measuring student achievement. The results indicate that projects, student exhibits, essays, inclusion of zeros, and extra credit were associated with higher levels of student achievement. Conversely, norm-referencing, classwork, participation, and matching were negatively correlated with student grades and test scores.
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Brigden, Susan Rae. "Reporting, grading, and the meaning of letter grades in Science 9, perspectives of teachers, students, and parents." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34533.pdf.

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Löfving, Jimmy. "Predicting essay grades for the Swedish national writing test based on the new grading scale A-F." Thesis, Uppsala universitet, Statistiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-384958.

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Based on the curriculum of 2011 a new grading scale ranging from A-F was introduced in the Swedish upper secondary school system. Previous research on similar data have focused on the earlier grading scale, and its crucial that the new circumstances are addressed to understand the impact on grading. Using 348 essays from the national writing test this study investigates the use of automated essay scoring as a way of grading in this new setting. Using various classication methods the models for younger students outperform the corresponding models for older students. This implies that it is harder to predict grades on essays written by older students. Based on the current data the result shows that with the new grading scale the use of automated essay scoring should be used with caution.
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Bairkdar, Anas. "A model to examine how social influence on individual grades may bias the aggregate grade in a sequential grading process." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-40545.

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Businesses nowadays tend to ask their customers to grade a product or a service they have experienced, usually that grading is a number of stars on a scale of 5. When an individual grades a product, that grade goes into a system that calculates the average of all given grades and expose it to the next individual, and so on. Through primary data we estimated what could be a realistic distribution of uninfluenced grades as well as a realistic degree of social influence. This thesis aims to understand the social influence on individual grades and to what extent the order in which graders come may bias the aggregate grade. In addition, we aim to apply mathematical analysis and simulations to examine the social influence of a planted grade on aggregate grade, depending on the strength of social influence and the total number of graders. It was concluded that ordering the same set of individuals in different ways will give different aggregate grades, mostly biased when ordering from largest to smallest and the other way around. In addition, we presented a perception on how large a planted grade can affect the aggregate grade, studying different main factors such as the degree of social influence and total number of graders.
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Nilsson, Anna-Maria, and Malin Björk. "Interpretation and Grading in the Current Grading System." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29798.

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Detta examensarbete behandlar det mål- och kriterierelaterade betygssystemet som används i svenska skolor idag. Vi har valt att undersöka hur lärare uppfattar det nuvarande betygssystemet och vilka utmaningar de möter när de betygssätter i det engelska ämnet. Intresset för ämnet fördjupades under vår slutpraktik, och efter att ha haft diskussioner tog vi beslutet att djupare granska det nuvarande betygssystemet. Ett skäl för detta var att vi ville känna oss tryggare när vi väl lämnar lärarhögskolan. Eftersom det nuvarande betygssystemet är ett redskap för lärare att arbeta med debatteras detta dagligen i skolan. Även om lärarna ger intryck av att fortfarande ha problem med det nuvarande betygssystemet, visar resultaten att majoriteten av de intervjuade har förstått systemet. Det verkar som om svårigheterna snarare är hur man ska tolka de olika styrdokumenten eftersom målen och kriterierna ofta är väldigt öppna. En allmän åsikt hos lärarna är att de inte har några svårigheter med betygssättandet i sig i det nuvarande betygssystemet, men de efterfrågar dock fler betygssteg för att bättre kunna förklara var eleverna befinner sig på betygsskalan. Vi kom slutligen fram till att lärarna anser att systemet gynnar elever såväl som lärare. Dessutom är det även nödvändigt att ständigt diskutera det nuvarande betygssystemet så att man bättre förstår vad det innebär.
This dissertation deals with the goal- and criterion-referenced grading system in use in Swedish schools today. We have chosen to investigate how teachers perceive the current grading system and what challenges they are faced with when grading in the English subject. The interest for this topic was deepened during our final in-school-practices after which we discussed the issue with each other and came to the conclusion that the grading system would be useful to delve into in order to feel more secure when leaving the teacher training college. The current grading system is debated in schools on a daily basis since it is a tool for teachers to work with. Although the teachers give the impression of still having difficulties with the current grading system, the results show that the majority of the interviewees have grasped the system. It rather seems as if the difficulty is how to interpret different policy documents due to the fact that the goals and the criteria are of a general nature at times. A general opinion among most of the teachers is that they do not have difficulties with the grading itself in the current grading system. But they do, however, request further grading steps in order to be better able to explain where the students are on the grading scale. Moreover, we concluded that the teachers believe the system to benefit the students as well as themselves. Also, that it is necessary to continuously have discussions concerning the current grading system so as to better understand what it entails.
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Books on the topic "Gradius"

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Fux, Johann Joseph. Gradus ad Parnassum. Paris: Editions CNRS, 1997.

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Gradus ad mortem. Madrid, España: Huerga & Fierro, 2009.

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Fux, Johann Joseph. Gradus ad Parnassum. Granada: Editorial Universidad de Granada, 2010.

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Ki͡uchukova, Ivanka. Gradina. Sofii͡a: Izd-vo Pet pli͡us, 1999.

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Rogers, Hal. Graders. Mankato, Minn: Child's World, 2007.

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Gradivo. Novi Sad: Svetovi, 2004.

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Brookhart, Susan M. Grading. 2nd ed. New York: Merrill, 2009.

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Grading. Upper Saddle River, N.J: Pearson, 2004.

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Grading. 2nd ed. Upper Saddle River,N.J: Pearson Education, 2008.

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Gradis modernos de Salvador. Salvador: EDUFBA, 2008.

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Book chapters on the topic "Gradius"

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Kunze, Jonas, and Andreas Geyer-Schulz. "ECTS Grades: Combination of Norm- and Criterion-Referenced Grading." In Challenges at the Interface of Data Analysis, Computer Science, and Optimization, 557–65. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-24466-7_57.

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Natriello, Gary, and Hui Soo Chae. "Grading." In Encyclopedia of Cross-Cultural School Psychology, 484–87. Boston, MA: Springer US, 2010. http://dx.doi.org/10.1007/978-0-387-71799-9_187.

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Renner, Karen J. "Grading." In How to Build a Life in the Humanities, 41–49. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137428899_6.

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Schaufelberger, John E., and Giovanni C. Migliaccio. "Graders." In Construction Equipment Management, 194–203. Second edition. | Abingdon, Oxon : Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.1201/9781351117463-13.

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Lacy, Alan C., and Skip M. Williams. "Grading." In Measurement and Evaluation in Physical Education and Exercise Science, 338–67. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315312736-10.

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Hale, Daniel Scott. "Grading." In Muscle Foods, 186–223. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4757-5933-4_7.

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Mazzola, Guerino. "Euler’s Gradus Function." In The Topos of Music IV: Roots, 1497. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-64495-0_12.

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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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Furihata, Mutsuo, and Tamotsu Takeuchi. "Gleason Grading." In Encyclopedia of Cancer, 1548–51. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-16483-5_2415.

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Keaton, Jeffrey R. "Gradation/Grading." In Encyclopedia of Earth Sciences Series, 425–26. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73568-9_144.

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Conference papers on the topic "Gradius"

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Lu, Yanxin, Joe Warren, Christopher Jermaine, Swarat Chaudhuri, and Scott Rixner. "Grading the Graders." In WWW '15: 24th International World Wide Web Conference. Republic and Canton of Geneva, Switzerland: International World Wide Web Conferences Steering Committee, 2015. http://dx.doi.org/10.1145/2736277.2741649.

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Zupanc, Kaja, and Zoran Bosnić. "Increasing accuracy of automated essay grading by grouping similar graders." In the 8th International Conference. New York, New York, USA: ACM Press, 2018. http://dx.doi.org/10.1145/3227609.3227645.

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Grenby, Matt. "Gradus." In ACM SIGGRAPH 97 Visual Proceedings: The art and interdisciplinary programs of SIGGRAPH '97. New York, New York, USA: ACM Press, 1997. http://dx.doi.org/10.1145/259081.259223.

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Williams, Robert, and Heinz Dreher. "Automatically Grading Essays with Markit©." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2809.

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Markit© is an Automated Essay Grading (AEG) system capable of running on typical desktop PC platforms. Its performance compares favourably with human graders and with commercially available systems. A distinct advantage of Markit over existing commercial systems is that it requires only one model answer against which the student essays are compared. In this paper we report on a trial of Markit with second year law students’ essays.
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De la Calle-Arroyo, Carlos, and Licesio Rodríguez-Aragón. "Correlation between students’ workload and attendance as related towards final grades: A case of study on Statistics for first-year Engineering students." In Sixth International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11131.

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In this work, a monitoring experience of student workload and attendance is presented. During four academic years, from 2015 until 2019, first-year students of an Engineering degree have been asked, three times a week, to estimate their autonomous workload devoted to the Statistics subject. The monitoring strategy has been anonymous, open and voluntary and has shown a high ratio of participation: 407 students out of 433. To generate the final dataset this information has been combined with attending records to classroom-based lectures and final grades achieved. Results indicate that declared student’s workload hardly reaches the 90 hours of autonomous work established in the ECTS ratio of our university. Nonparametric comparisons show strong statistical evidences of the relationship between final grades in the subject and declared workload and attendance. We find that attendance is crucial in order to achieve a homogeneous workload along the semester and a success in the subject’s grading.
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Ellis, Heidi J. C. "Self-grading." In the 11th annual SIGCSE conference. New York, New York, USA: ACM Press, 2006. http://dx.doi.org/10.1145/1140124.1140258.

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Hunter, Boyd V., Vineet Tyagi, David A. Tinch, and Paul Fournier. "Current developments in GRADIUM glass technology." In International Optical Design Conference, edited by Leo R. Gardner and Kevin P. Thompson. SPIE, 1998. http://dx.doi.org/10.1117/12.321980.

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Bode, Martina, Jenny Ross, and Irene Tsapara. "ONLINE GRADING PLATFORMS, IMPROVE QUALITY AND EFFICIENCY OF GRADING!" In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2693.

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Renu, Rahul, Anthony Garland, Sarah Grigg, John Minor, and Nighat Yasmin. "Improving Engineering Graphics Grading Using a Shape Similarity Algorithm: An Initial Investigation." In ASME 2016 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/detc2016-59597.

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Each year, over 700 students take the Engineering Graphics course taught within the General Engineering Program at Clemson University. A SCALE-UP (Student-Centered Activities for Large-Enrollment Undergraduate Programs) environment is utilized to provide a highly collaborative, hands-on classroom format with a primary emphasis on learning by guided inquiry and live demonstrations rather than by traditional lecturing. One of the goals of using this format is real-time assistance and rapid feedback. In the spring term, each class day, 400 student submit a solid model file. This presents a challenge to returning feedback before the next class period. The current grading method consists of students submitting solid model files to a course management system and awarding credit for submissions matching the mass of the presented design. However, this method does not allow students to earn partial credit based on the relative accuracy of their model. To date, instructors have been unable to reward partial credit in an automated or timely manner. The objective of this research is to evaluate the use of shape similarity algorithms to provide decision making support while grading solid models for this engineering graphics course. The proposed method of automated grading is to use a solid model similarity algorithm and the mass properties to assess the relative similarity of each submission to a correct solid model. The distribution of grades using the proposed method is compared to the existing method’s distribution. Use of the proposed method ensures that the results from this research can be applied to other engineering graphics courses, regardless of the solid modeling software used.
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Mendez, Julie. "Development of a Hybrid Heat and Mass Transfer Course." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-87934.

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This work describes the development of a hybrid junior-level 4-credit-hour heat and mass transfer course. The lecture portion of the course was developed as approximately 80% online. The students and instructor met in person for the lecture portion of the course once every other week for 50 minutes, with the remaining activities completed online. The laboratory portion of the course remained in the traditional face-to-face format. Specifications grading was used to determine final course grades. This paper will describe the course structure, types of assignments, and use of face-to-face class time. Student performance in the hybrid course is compared to previous student performance in the same course taught in a face-to-face format. Student feedback and instructor observations are shared.
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Reports on the topic "Gradius"

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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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Whitney, D., and V. Pope. Risk Grading Spreadsheet Tool. Office of Scientific and Technical Information (OSTI), July 2012. http://dx.doi.org/10.2172/1406455.

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Chong, Alberto, Rafael La Porta, Florencio Lopez-de-Silanes, and Andrei Shleifer. Letter Grading Government Efficiency. Cambridge, MA: National Bureau of Economic Research, August 2012. http://dx.doi.org/10.3386/w18268.

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Crane, P. W., and E. V. Lewis. Use grading of classified slugs. Office of Scientific and Technical Information (OSTI), August 1994. http://dx.doi.org/10.2172/86772.

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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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Xia, Xiaofeng. Spectroscopic Biomarkers For Breast Tumor Grading. Fort Belvoir, VA: Defense Technical Information Center, December 2010. http://dx.doi.org/10.21236/ada542537.

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Figlio, David, and Maurice Lucas. Do High Grading Standards Affect Student Performance? Cambridge, MA: National Bureau of Economic Research, October 2000. http://dx.doi.org/10.3386/w7985.

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Ulrich, Andri, and Denver Lee Smith. Apollo-19 Ventilator Project Comparisons, Grading and Alternatives. Office of Scientific and Technical Information (OSTI), April 2020. http://dx.doi.org/10.2172/1617334.

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Cort, G., S. Donahue, J. Frank, B. Perkins, and J. Wrye. Grading standards, prepared by the Configuration Management Office. Office of Scientific and Technical Information (OSTI), January 1994. http://dx.doi.org/10.2172/10117311.

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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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