Dissertations / Theses: '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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Ali, Bayan, Åsa Fällgren, and Annelie Wennberg. "Nationella prov - stöd eller hot? : Några gymnasielärares uppfattning om de nationella provens betydelse." Thesis, University of Skövde, School of Humanities and Informatics, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-3718.

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The purpose of this study is to analyse the significance of the national assessment in highschool education, including what the teachers express about the new instructions currently coming from the Swedish National Agency of Education, concerning a more central control of grading the national assessments. This study also covers the teachers individual responsibility when it comes to grading the national assessments. The purpose of the national assessment is to secure that grading and the education level in the country is equal. This is a qualitative study useing the method of a group discussion intervju (focusgroup intervju). Five highschool teachers took part in the discussion with questions that had been decided beforehand. The aim with this method is to give space for open discussions and reflections within the group. The result of the study shows that the respondants had been influenced by the tention between the new instructions from the Swedish National Agency of Education and the teachers autonomy. The study also elucidates the tendencies that exists in the country of grading too positive. The respondants expressed that they are affected by the new instructions and that their final grading is controlled by the results from the assessments.

Syftet är att synliggöra de nationella provens betydelse i gymnasieskolan innefattandevad några lärare uttrycker om förändringarna som pågår från Skolverket, angående enmer central styrning av bedömningen av de nationella proven. Undersökningen tar ävenupp lärarnas individuella ansvar i bedömningen av nationella proven. De nationellaproven ska säkerställa en rättvis bedömning nationellt och fungera som rikslikande.Detta är en kvalitativ studie där vi använt oss av en fokusgruppintervju somundersökningsmetod. Fem stycken gymnasielärare deltog i en intervju som utgick frånfasta frågeställningar. Metoden ger utrymme för diskussioner och reflektioner inomgruppen. Resultatet visar att respondenterna har påverkats av spänningsfältet mellanSkolverkets nya direktiv och lärarens autonomi. Undersökningen belyser äventendensen som finns i landet angående glädjebetyg. Respondenterna uttrycker att de ärpåverkade av de nya direktiven och att resultaten från proven styr den slutligabedömningen i en kurs.

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Qvarnström, Maria-Isabel, and Viktor Zhang. "Upplever lärare att de kan sätta rättvisa betyg? : Fyra lärares upplevelser om betygssättning." Thesis, Mittuniversitetet, Institutionen för utbildningsvetenskap, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-41697.

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It has been reported in the media that teachers can be influenced by other factors than students'knowledge when grading, something that the grades should reflect. Previous studies have also shownthat grades can be affected by other factors than students' knowledge, however, there are no studiesthat have shed light on how social studies teachers experience the grading practice, a research gapthat we intended to fill. The subject of social studies has a significant role to play in socializingcitizens in society. If teachers set grades that do not reflect students' knowledge, it is conceivable thatstudents will have different perceptions of their knowledge, which may affect their future. Thepurpose of this work was to investigate whether teachers of social studies in upper secondary schoolexperience that they can give fair grades to their students. By the method grounded theory, we havethrough semi-structured interviews with four teachers developed theoretical concepts based on theirexperiences. The result of our analysis indicated that the teachers experience that the grades are basedon students' knowledge. On the other hand, the analysis also showed that the grading can beinfluenced by external actors and expectations, students 'characteristics, resources at the school anduncertainty about students' knowledge.

21-01-20

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Hatton, Ethan Andrew. "Scaled and Sustained Implementation of a Standards-based Grading System at the Secondary Level." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami153235341113402.

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Ingale, Sanchit Sanjay. "Development of CAD Platform Independent Software for Automatic Grading of Technical Drawings." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/78910.

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Spatial visualization is the ability of an individual to visualize an object mentally and understand its spatial orientation. It plays an important role in engineering. There have been multiple works that show that spatial visualization skills can be improved with the right training. Creating technical drawings requires mental manipulation and visual thinking. Strong spatial visualization abilities are required for such a mental process. To train students in this process and to improve their spatial skills, Professor Diana Bairaktarova conducted a class in spatial visualization for freshmen in engineering at Virginia Polytechnic Institute and State University. The class consisted of 169 students from different engineering disciplines. One of the major pedagogical techniques used in the class was to give students three assignments on drawing sectional views of mechanical objects with a pre-defined cutting plane. All three assignments had the same six mechanical objects to assess their improvement through the class. Students were not given feedback after completion of each assignment. They were asked to do the first assignment at the beginning of the course, the second assignment during the middle of the semester and the final assignment towards the end of the semester. The students were given instructions on how to draw the 2D sectional views. The assignments were then graded by the teaching assistants for the class and the improvement of the students through the semester was recorded. Assignments were graded manually by two different raters using a pre-defined grading rubric. An inter-rater reliability was established between the graders. There were drawbacks to this process. It was extremely time consuming since there were more than 500 assignments to be graded by the teaching assistants. Also, to establish inter-rater reliability, the assignments had to be graded twice. The process would have been more efficient if there was a software that could automate the grading process. Also, this would eliminate the need to establish an inter-rater reliability. This research aims at developing a software for automatic grading of the technical drawings. The software gives students' feedback on the drawings describing their mistakes. This would give a more complete learning experience as the students would get a better understanding of the internal details of the object with the help of the feedback they are getting. In addition, the software is independent of the CAD platform used to create the drawings. The instructor can also upload a batch of images that can be processed by the software at once. The grading rubric that was used for manual grading can be implemented in the software. The software uses Image processing and Computer Vision toolboxes in MATLAB which enables the comparison between the submitted technical drawing and the source (solution) drawing. The software is currently developed for simple geometries with less complicated features as it is being employed in a course where students are new to CAD environment. Students can also use this software as an interactive learning tool as they create 3D models and sectional views of mechanical objects. The proposed software reduces the amount of effort put in by faculty on grading the assignments. It also gives students feedback on the drawings, making it an interactive tool which improves the learning experience. This software can be a powerful pedagogical tool to improve spatial visualization skills.
Master of Science

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Ribeiro, Najla Lucresia de Sales. "O “ecletismo” dos gradis modernos de Salvador." reponame:Repositório Institucional da UFBA, 2013. http://www.repositorio.ufba.br/ri/handle/ri/11501.

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Este texto traz uma abordagem da presença do gradil de ferro na Cidade do Salvador mostrando como este elemento pode ser testemunho de mudanças sociais. O projeto investiga como eles se modificaram ao longo dos anos, na segunda metade do século XX, através de desenhos, formas e técnicas. A proposta da pesquisa foi construída a partir da análise de dados fotográficos realizados em alguns bairros de Salvador e embasada em um suporte teórico e bibliográfico, visando objetivar uma classificação dos dados, análise e compreensão da sua relação de evolução dentro do contexto histórico, econômico e social. Demonstra-se que, até o início do século XX, a influência dos modelos ingleses se tornou marcante, mas ao longo do século passado e ínicio deste, o ferro articulado com as inovações tecnológicas possibilitou a criação de novos padrões. Dentro do cenário da modernidade, os gradis se modificam e atualmente, diante da paranóia, do medo e do grande crescimento da violência nas grandes cidades, os gradis e portões se fazem cada vez mais presentes como elementos delimitadores do espaço público e privado. Atualmente, alguns são produzidos como obras de arte dentro do contexto urbano. Mostra-se como os seus desenhos adquirem, cada vez mais, identidade e simbolismo, com design e funções diferenciadas, criando elementos geométricos puros ou elementos ligados à natureza, como animais, plantas ou até mesmo símbolos específicos relacionados à instituições ou à cultura religiosa.
Salvador

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Piaggio, Hugo, and Javier Kiefer-Marchand. "Grados de Bachiller y Grados de Abogado (1948)." Pontificia Universidad Católica del Perú, 2016. http://repositorio.pucp.edu.pe/index/handle/123456789/115870.

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Wissing, David. "Elevers upplevelse av betygsättning : En kvalitativ intervjustudie." Thesis, Umeå universitet, Pedagogiska institutionen, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-107030.

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Betygsättning är ett centralt inslag det svenska utbildningsväsendet i och med det att elever i den svenska gymnasieskolan betygsätts efter varje avslutad kurs. Föreliggande uppsats syftar till att studera hur elever i den svenska gymnasieskolan upplever betygsättning. Studien undersöker elevernas upplevelser av betygsättning genom intervjuer av åtta elever på en gymnasieskola i Mellansverige. Studien påvisar bland annat att elever upplever att det är kunskaper som primärt betygsätts men att externa faktorer såsom uppträdande och social kontakt med läraren kan påverka hur många möjligheter till omprövning eleven får. Vidare visar resultaten att betygsystemets utformning som sådant kan påverka elevers insatser i kurser i och med att ett visst betyg kräver uppnådda resultat på samtliga kunskapskrav och elever kan således sänka sitt engagemang i en kurs om möjligheten till ett visst betyg har upphört.

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Martinsson, Jonas. "Age discrimination at Swedish Universities." Thesis, Linnéuniversitetet, Institutionen för nationalekonomi och statistik (NS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-96305.

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Discrimination at the schooling level has mainly been examined in terms of gender discrimination or discrimination against certain ethnical groups, while age discrimination mainly has been researched in the area of the labor market. In this paper, I examine the possible existence of age discrimination at Swedish Universities with the help of a difference-in-difference method by comparing standard exams graded both anonymously and non-anonymously. The results found were in line with previous studies regarding the fact that anonymously graded exams overall reduced the grades. Regarding the age discrimination the results indicate that there is discrimination among students aged 27-30, although to a very small extent.

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Thibodeaux, Lisa M. "The Politics of Grading: a Comparative Study of High School English Teachers' Personal Beliefs, Self-reported Systems, and Actual Practices." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271904/.

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The purpose of this study was to attain and analyze data regarding high school English teachers' beliefs about grading practices and their self-reported grading practices, to identify and understand disparities that exist between teachers' beliefs and self-reported practices, to identify discrepancies between the same self-reported practices and evidence of the practices actually utilized, and to consider teachers' perceptions as to the causes for these discrepancies. Instrumentation for this study included two surveys with both Likert and Likert-like items and an interview/portfolio analysis of teachers' grading systems. A combined total of 204 high school English-language arts teachers representing thirty-eight states and eighty-five schools comprised the sample. Corresponding pairs of Likert-type items were analyzed using studies of the mode, median, mean rank, and the Mann-Whitney U Test to study a comparison of the medians, and comparisons of true Likert scale item results were completed using studies of the means and an independent samples t-test. Interview/portfolio analysis data were analyzed both descriptively and inferentially including the calculation of 95% confidence intervals for generalizability. All open-ended items were considered qualitatively through a process of identifying and categorizing trends in language and over-arching themes. Results indicate that the sample finds grading practices recommended by experts in the field to be best grading practices, and respondents generally report the use of these same practices in their own grading systems. The data reveal, however, discrepancies between the majority of teachers' reported practices and their actual practices. Study participants are likely to place blame for these discrepancies on these sources: campus or district authorities, the limited time available, and the interferences caused by parents.

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Henry, Dawn Therese. "Standards-based Grading: The Effect of Common Grading Criteria on Academic Growth." Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522846892709392.

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Fredriksson, Kim. "Mellanbetygens osäkerhet : En kvalitativ intervjustudie om samhällskunskapslärares tolkningar av "Tillövervägande del"." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75381.

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In the swedish school system there are five grades: E, D, C, B and A. E, C and A all got explicit criteria for how to get his grades, however the two grades D and B don’t. They are a sort of middle grades with the criterion that the knowledge of the student for the most part fulfill the next grade. This means that a student who in some cases fulfill criteria for a C and in some cases fulfill criteria for an A gets a B. This might seem fair enough, but the problem is that teachers can’t agree on what for the most part means. Some teacher use a quantitative approach, eg. a student meet six out of ten criteria, and others use a qualitative approach, where some criteria are more important than others. This study explores this phenomena with interviews of five social science teachers and relates their answers to current research from inter alia the Swedish National Agency of Education. In this study the equivalence, the legal certanity and the equity of the middle grades is also discussed and compared with the other three grades. The results shows that different teachers use different approaches which are in line with the current research, and the conclusion of the middle grades equivalence, legal certanity and equity is that they are even less equivalent, secure and more inequity compared to the other grades.

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McDonnell, Benjamin [Verfasser], and Wolfgang [Akademischer Betreuer] Soergel. "Gradings and soergel bimodules." Freiburg : Universität, 2019. http://d-nb.info/1203066686/34.

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Wiley, Caroline. "Profiles of Teacher Grading Practices: Integrating Teacher Beliefs, Course Criteria, and Student Characteristics." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202704.

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The majority of the research on grading practices thus far examines teachers' perceived grading practices through Likert-type surveys and vignettes regarding generic students. This study is unique because it proposes a more systematic method of qualitative inquiry to examine how teachers perceive grading on an individual student basis by asking questions regarding specific student performance/behavior on a sample of graded course tasks. No available study has focused on individual students in such a way. The overarching focus of the study is to examine actual students' data in relationship to their respective teacher's beliefs and practices.The purpose of this study is to examine the degree to which four sources of evidence: (1) course descriptions and policies (teacher); (2) grading beliefs (vignettes); (3) perceived grading practices (Likert-scale); (4) student characteristics (student) converge from a qualitative perspective.Fifteen high school teachers from four school districts completed an online grading questionnaire. The Wiley Grading Questionnaire (WGQ) consists of two main parts: (1) course policies and student characteristics; and (2) general grading beliefs. Part I requires teachers' gradebooks and syllabi. Part II measures teacher beliefs and perceived grading practices using Brookhart's (1993) grading vignettes, a 19-item 6-point Likert-scale survey adapted from McMillan (2001), and a combination of open-ended and forced-choice items on the WGQ.Teachers considered non-achievement variables more in their grading decisions in response to the vignettes than they reported in the other sources of evidence. Non-achievement factor considerations were more evident in the effort scenarios; namely a low-ability/low-achiever bias. The vignettes provided the highest level of abstraction, but they largely categorized teachers as either excluding non-achievement factors or including them for certain types of students, usually the low ability or low achiever. Further descriptions and implications are discussed.

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Siddiqi, Rizwana. "Anterior segment morphology in angle closure." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/anterior-segment-morphology-in-angle-closure(75cd5598-a53c-4f04-b67b-37130210bbdc).html.

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Primary Angle Closure Glaucoma (PACG) is a worldwide leading cause of irreversible blindness much more prevalent in Asia than in European-derived populations. Patterns of ethnic differences may account for prevalence variation of the disease. Recent papers have reported a predicted rise in European-derived populations. Ocular risks associated with PAC(G) include an axially small, hypermetropic eye with a large lens. Potentially, there are patients in the UK with 'at risk' ocular biometrics predisposing them to PAC(G). Biometric disparities between ethnicities infer morphological variation of PAC(G).The morphology of PAC(G) can be evaluated using ultrasound biomicroscopy (UBM) and the development of a novel linear probe has enhanced its clinical utility. UBM allows quantitative analysis of the anterior chamber, however, there are inherent difficulties in identifying the landmark scleral spur. Qualitative image analyses are urgently required to assess the morphology of closure. Clinical grading scales (CGS) have been successful in other areas within ophthalmology; their application to PAC(G) is investigated within this thesis. The specific aims of the thesis are to: a) examine biometric differences between Caucasian & Chinese patients with PAC(G); b) describe the development of a series of CGS for PAC(G) and c) validate the CGS.Biometric differences between Chinese and Caucasian sample populations exist. The Caucasian cohort exhibit typical biometric findings associated with PAC(G): significantly smaller eyes, shallower anterior chambers, larger lenses, and a significantly shorter vitreous depth, when compared to Chinese counterparts. Biometric differences lend support to variation of PAC(G) mechanisms between ethnicities. A series of clinical CGS were developed using a 'consensus' based approach. The results: utilize psychometric techniques to evaluate inter-observer error; analyse intra-observer agreement by visualising concordance; target pruning to eliminate inter-observer confusion when constructing the CGS. A new custom-made software was developed to evaluate the performance of the CGS. The results show good intra- and inter- observer repeatability to characterise the morphology of closure. This is the first study describing a comprehensive method to construct and validate CGS in PAC(G). These can be used to evaluate the morphology of closure and in the future assess the fidelity of PAC(G) management.

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Stanley, Joseph G. "Making Grades Meaningful: Parents’ Perceptions of Using Standards-Based Report Cards." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/123.

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The information conveyed to parents on traditional report cards can be misleading. Although the use of the letter grade system has been in place for more than a century, these grades do not give parents the information they need in order to help ensure that their children are academically successful. In order to address this issue, schools must review the methods by which they communicate student progress. In this study, the parents of students in an elementary school classroom were told the benefits of using standards-based report cards and were shown how to read them. They were then provided with a standards-based report card detailing how their children performed in reading. Following the use of this report card, parents completed a questionnaire and were interviewed about their perceptions of using this revised reporting document.

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Klein, Bette. "The Value of a Peer-led Nutrition Education Program for Second Graders Addressing the Importance of Breakfast." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1239361213.

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Morley, Alastair. "Involutive gradings, Peirce gradings and weak*-closed Peirce inner ideals in JBW*-triples." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.497056.

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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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Greene, Gary L. "An Analysis of the Comparison between Classroom Grades Earned with a Standards-Based Grading System and Grade-Level Assessment Scores as Measured by the Missouri Assessment Program." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3737088.

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This study was designed to examine the ability of traditional and standards-based grading practices to predict student performance on the Missouri Assessment Program (MAP) Grade-Level Assessments at the middle school level. This study also explored the perceptions Missouri middle school teachers and administrators had concerning the use of standards-based grading and identified obstacles educators faced during and after its implementation. The research was conducted in phases to observe two sets of data. Phase One involved the collection and analysis of quantitative data from two schools in Missouri that use standards-based grading in the seventh and eighth grades and two schools in Missouri that utilize a traditional method of grading. Data consisted of semester grades and subsequent MAP achievement levels for each student in math and English language arts in the seventh and eighth grades. Student data were analyzed using the chi-square goodness-of-fit test to determine if a statistical difference existed between the ability of standards-based and traditional grading systems to predict MAP achievement. Phase Two included the collection and analysis of qualitative data which consisted of teacher and administrator responses to open-ended interview questions. Phase One data showed no ability of either standards-based or traditional grading to accurately predict subsequent MAP achievement levels. Phase Two data revealed that while the majority of respondents believed standards-based grading was a more accurate measure of student knowledge, teachers harbored negative feelings concerning this grading system, and administrators failed to provide adequate initial and ongoing professional development.

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Mohler, Michael A. G. "Sentence Similarity Analysis with Applications in Automatic Short Answer Grading." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc149640/.

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In this dissertation, I explore unsupervised techniques for the task of automatic short answer grading. I compare a number of knowledge-based and corpus-based measures of text similarity, evaluate the effect of domain and size on the corpus-based measures, and also introduce a novel technique to improve the performance of the system by integrating automatic feedback from the student answers. I continue to combine graph alignment features with lexical semantic similarity measures and employ machine learning techniques to show that grade assignment error can be reduced compared to a system that considers only lexical semantic measures of similarity. I also detail a preliminary attempt to align the dependency graphs of student and instructor answers in order to utilize a structural component that is necessary to simulate human-level grading of student answers. I further explore the utility of these techniques to several related tasks in natural language processing including the detection of text similarity, paraphrase, and textual entailment.

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Vastani, Hussein Kamaluddin. "Supporting Direct Markup and Evaluation of Students' Projects On-line." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/34593.

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Automated grading systems have been researched at various universities for several years. Numerous systems have been developed that automate the process of grading by compiling, executing and testing the students submitted source code. However, such systems are mostly written as UNIX scripts and are restricted to performing one kind of activity. The instructors or teaching assistants have to resort to other methods in order to provide their feedback to the students. The core of this thesis is to research a TA feedback mechanism which will streamline the grading process for the professors and teaching assistants. A web-based grading tool has been developed that allows course staff to enter comments for students' programs directly through a web browser. The interface provides for full direct-manipulation editing of comments, which are then immediately viewable by students when they look up assignment results. Such an interface also has potential to support peer grading of assignments. Teaching assistants of introductory programming level courses were interviewed to learn about the different grading methods they use and were asked their opinion of our new grading interface. TAs were also asked to grade assignments using the traditional paper method as well as the computer using our new grading tool for comparison. Finally, an anonymous survey was sent out to various computer science faculties in different universities to gather information about the expectations they have with respect to TA grading activities for programming assignments and the learning outcomes that these professors desire for their students.
Master of Science

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De, Val Dorothy Jean. "Gradus ad Parnassum the pianoforte in London, 1770-1820 /." Online version, 1991. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.308701.

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Deval, Dorothy Jean. "Gradus ad Parnassum : the pianoforte in London, 1770-1820." Thesis, King's College London (University of London), 1991. https://kclpure.kcl.ac.uk/portal/en/theses/gradus-ad-parnassum--the-pianoforte-in-london-17701820(dbb0c746-ddaa-4b6e-88f6-c8c30af10809).html.

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Lycken, Anders. "Appearance grading of sawn timber /." Luleå : Luleå tekniska universitet/LTU Skellefteå/Träteknologi, 2006. http://epubl.ltu.se/1402-1544/2006/10/.

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Horton, Sandra L. "Interventions to improve grading proficiency." Thesis, Indiana Wesleyan University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=3742933.

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Declining scholarly writing abilities are well-documented among college students and are of particular concern in schools of nursing whose graduates are groomed to become leaders in the nation’s healthcare system. Reasons for students’ poor writing are multifactorial; however, faculty’s inability to correctly identify errors and wide variability in grading practices have been identified as major components. A doctoral translating evidence into nursing practice project was designed to study the effectiveness of a faculty-focused writing course on (1) improving identification of errors, (2) reducing inaccurate feedback, and (3) reducing grading variability. This descriptive, crosssectional, interventional study was implemented at a private liberal arts university in the Midwest. Results were measured by having participants grade the same fictitious student paper containing 41 grammatical, punctuation, capitalization, and APA formatting errors pre and post the interventional course. Sixty-seven participants completed the four-week online writing course, and 43 participants completed the study with fully evaluable data. The writing course significantly increased the number of errors identified and decreased the number of inaccurate comments on the fictitious paper; however, overall grading variability remained unchanged. The study identified characteristics of faculty most proficient in grading practices and ways to potentially improve faculty writing and grading abilities. The creation of a guide to assist students in writing and faculty with grading APA formatted papers was an incidental outcome of the study.

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Chung, Sung-Kuang. "SOGA Secure Online Grading Assistant /." [Florida] : State University System of Florida, 2000. http://etd.fcla.edu/etd/uf/2000/ane5877/soga%5Ffinal%5Fsubmission.pdf.

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Thesis (M.S.)--University of Florida, 2000.
Title from first page of PDF file. Document formatted into pages; contains vii, 53 p.; also includes graphics. Vita. Includes bibliographical references (p. 52).

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Westerhoff, Matthias. "Das Paulusverständnis im Liber Graduum." Berlin New York, NY de Gruyter, 2006. http://d-nb.info/991726030/04.

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Dwyer, Edward J. "Encouraging Writing Through Flexible Grading." Digital Commons @ East Tennessee State University, 1990. https://dc.etsu.edu/etsu-works/3329.

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Gilles, Frédéric. "Grading morphometrique des tumeurs phyllodes." Lille 2, 1990. http://www.theses.fr/1990LIL2M215.

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Moeller, Mary. "Factors That Influence Peer Grading." Ashland University Honors Theses / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=auhonors1430752119.

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Dauncey, William Monte. "Assessment of teachers' grading practises." Thesis, University of British Columbia, 1986. http://hdl.handle.net/2429/26391.

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Educators have been using the letter grade system of grading and reporting student achievement for several decades. Since its inception, teachers have derived letter grades from a variety of grading techniques. As a result, this approach to grading has often received criticism from those who question its reliability and usefulness. The purpose of this study was to determine if letter grades could be made more reliable by statistically balancing raw achievement scores prior to aggregation for reporting purposes. Many authors have written to attack letter grades while others have written to defend their use. Some have written to suggest alternatives to letter grades while still other writers have suggested methods of improving grading techniques. However, literature searches have shown that very little research has been done to assess teachers' grading practises and the grades they award students. This investigative study was designed to evaluate the grading methods used by 37 randomly selected elementary school teachers. Information on their methods of grading was collected in three ways: (a) by way of a questionnaire, (b) by having the subjects weight, total, and rank a hypothetical set of raw achievement scores, and (c) by having the subjects submit class records for one reporting period from two subject areas, mathematics and social studies. The raw scores for each class were statistically balanced and the teachers regraded their students based on the revised aggregate totals. In order to control for extraneous and subjective factors, the same grading criterion was used for both the original and the revised aggregate scores. The rankings of the original aggregate scores were compared to those derived from the balanced aggregate scores using the Spearman Rank Correlation Coefficient. The correlations were found to be significant for each record sheet, indicating that the null hypothesis should be rejected for each of the 56 classes studied. Analysis of the class record sheets and questionnaire responses also revealed: (a) that 46% of the 1,314 students involved in the study received a change in letter grade in spite of the significant rank correlation coefficients. This suggests that for many students, the assignment of letter grades was unreliable and based on factors other than total score rankings. (b) that only 5% of the respondents used methods that would apply the desired weighting factors to the raw scores. This suggests that many teachers used unreliable methods to weight assignment scores. (c) that none of the subjects in this study used reliable methods to compensate a student who has missed one or more assignments or tests. This suggests that students who were absent may have been unjustly rewarded or penalized when their aggregate scores were calculated. (d) that 76% of the respondents showed a desire to learn more about collating raw scores and assigning letter grades to aggregate scores. These results suggested that in-service instruction and pre-service training in particular aspects of grading and reporting would be justified for many members of the research sample. Areas of greatest need are those concerning the weighting of raw scores, the allocation of letter grades, and the calculation of compensation scores for students who have missed assignments.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate

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Klerkefors, Sarah. "Det finns en hel karta av påverkansmetoder : Gymnasieelevers påtryckningar i betygssättningsprocessen." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1176.

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The setting of pupils' final grades in the Swedish upper secondary school system is the responsibility of their teachers and once grades are set, they are not open to appeal. This can be compared with the British system where an external, central examination board sets the final grades based on the result of externally marked examinations (A-levels). These grades are then open to appeal if it is felt that an injustice has been made.

This research paper has been an investigation into how pupils in one Swedish upper secondary school attempt to influence their teachers in the grade-setting process and how these teachers are affected by these different methods. Five teachers in total were interviewed in a qualitative case study. The study has also taken up the controversial issue of how grades, which are set individually by thousands of teachers across the country, can be deemed to be fair and equivalent.

The study revealed that pupils employ many different methods when trying to influence their teachers in the grade-setting process e.g. bribery and negotiation, threats of physical violence, psychological pressure and blackmail as well as flattery. It was established though, that out of all the interviewed teachers, not one of them claimed to have been influenced by the pupils' behaviour. However, all the teachers admitted that their emotional wellbeing was affected negatively in one way or another by the psychological strain.

Finally, whilst the study showed that the interviewed teachers set grades fairly and equivalently in that they were not influenced by the pupils' behaviour, none of them believed that the system had a chance of functioning effectively on a nationwide basis due to grading discrepancies occurring between teachers and schools.

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Cedro, Daniela Medeiros. "Gestão da QOS em arquiteturas de grades computacionais orientadas a serviços." reponame:Repositório Institucional da UFC, 2010. http://www.repositorio.ufc.br/handle/riufc/2541.

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CEDRO, D. M. Gestão da QOS em arquiteturas de grades computacionais orientadas a serviços. 2010. 72 f. Dissertação (Mestrado em Engenharia de Teleinformática) - Centro de Tecnologia, Universidade Federal do Ceará, Fortaleza, 2010.
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The increasing deployment of services on the Internet is augmenting the demand for processing resources on the server side encouraging the use of Clusters of Computers and Grid Computing. At the same time, the engineering software brings new paradigms such as Service Orientation, which impose new challenges to be addressed by service providers. The convergence of these factors led Architectures for Service Oriented Grid Computing. This work presents an architecture proposed for service oriented grid computing, called G-DSAC (Grid - DiffServ Admission Control), which deals with aspects related to QoS (Quality of Service) and service differentiation. The G-DSAC architecture is an extension of WS-DSAC architecture (Web Servers - AdmissionControl DiffServ). This extension includes design of a Service Oriented Grid Computing Architecture which is able to ensure SLAs (Service Level Agreements) established with consumers using effectively the resources available in the grid. The solution also provides service differentiation in relation to response times offered to customers, end users and service consumers. The proposed new architecture introduces a block of functionality in a service oriented grid computing platform composited by Multclusters. This block allows publishing and localization of services, authentication and classification of requests and scheduling of those within the grid according to the service class they belong. It was also implemented a prototype that allowed the realization of experiments in a testing platform to evaluate the solution's ability to achieve the objectives proposed by the new architecture.
A crescente disponibilização de serviços através da Internet vem impondo uma demanda cada vez maior por recursos de processamento no lado servidor favorecendo a utilização dos Clusters de Computadores e das Grades Computacionais. Em paralelo, a engenharia de software traz novos paradigmas, como a Orientação a Serviços, que impõem novos desafios a serem tratados pelos fornecedores de serviços. A convergência destes fatores deu origem às Arquiteturas de Grades Computacionais Orientadas a Serviços. Neste trabalho é apresentada uma proposta de arquitetura em grades computacionais orientada a serviços, denominada G-DSAC (Grid – DiffServ Admission Control), que trata de aspectos ligados à QoS (Quality of Service) e a diferenciação de serviços. A arquitetura G-DSAC é uma extensão da arquitetura WS-DSAC (Web Servers – DiffServ AdmissionControl). Esta extensão compreende a concepção de uma solução voltada para grades computacionais que é capaz de garantir os SLAs (Service Level Agreements) estabelecidos com os consumidores de serviços utilizando de forma otimizada os recursos de processamento disponibilizados na grade. A solução permite ainda a diferenciação de serviços no que diz respeito aos tempos de resposta oferecidos aos clientes, usuários finais e serviços consumidores. A nova arquitetura proposta introduz um bloco de funcionalidades em uma plataforma de grade computacional orientada a serviços formada por multclusters. Esse bloco permite a publicação e localização de serviços, autenticação e classificação de requisições e o escalonamento das mesmas dentro da grade de acordo com a classe de serviço a qual pertencem. Foi também implementado um protótipo que permitiu a realização de experimentos em uma plataforma real de testes visando avaliar a capacidade da solução em atingir os objetivos por ela propostos.

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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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Meyer, Kevin R. "Student Classroom Engagement: Rethinking Participation Grades and Student Silence." Ohio : Ohio University, 2009. http://www.ohiolink.edu/etd/view.cgi?ohiou1242164691.

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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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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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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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