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Relevant bibliographies by topics / Views on grace

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Academic literature on the topic 'Views on grace'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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Journal articles on the topic "Views on grace"

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Akins, James. "Fundamentalist Views: Prophecy and Politics. . Grace Halsell." Journal of Palestine Studies 16, no. 3 (April 1987): 157–61. http://dx.doi.org/10.1525/jps.1987.16.3.00p00854.

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GALLAGHER, ROBERT L. "THE ROLE OF GRACE IN ARISTOTLE'S THEORY OF EXCHANGE." Méthexis 26, no. 1 (March 30, 2013): 143–62. http://dx.doi.org/10.1163/24680974-90000618.

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Aristotle's unusual view that charis should play a role in exchange is defended from the criticisms of Meikle and others. Aristotle proposes to amend the conventional Athenian status transaction so that it benefits the weaker party. The stronger is rewarded with honour and increased social influence, which could protect him/her from punitive taxation or court judgments. The relations between Aristotle's views and those of Polanyi are indicated.

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Levy, Ian Christopher. "Grace and Freedom in the Soteriology of John Wyclif." Traditio 60 (2005): 279–337. http://dx.doi.org/10.1017/s0362152900000283.

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The popular portrayal of John Wyclif (d. 1384) is that of the inflexible reformer whose views of the Church were driven by a strict determinism that divided humanity into two eternally fixed categories of the predestined and the damned. In point of fact, however, Wyclif's understanding of salvation is quite nuanced and well worth careful study. It may be surprising to find that Wyclif's soteriology has not received a thoroughgoing analysis, one that would pull together the many facets involved in medieval conceptions of the salvific process. Instead, one finds some insightful, but abbreviated, analyses that tend to focus more on specific aspects, rather than offering a comprehensive view. The best sources are Lechler, Robson, and Kenny, all three of whom offer valuable appraisals. Actually, Lechler comes the closest to a broad view within his study of Wyclif, but well over a century has passed since it was first published. Needless to say, there has been an enormous amount of research done on late medieval thought since then, research that enables us to situate Wyclif more thoroughly within the discussions of his day. Even Robson's work is more than forty years old by now. And, while Kenny's treatment is comparatively recent at twenty years old, he tackles the subject only as part of a more strictly philosophical discussion of necessity and contingency. We will, of course, consider the views of each of these scholars in the course of this essay, the purpose of which is to offer a full appraisal of Wyclif's soteriology in its many facets. This means that we will first discuss the related questions of divine will and human freedom, and their impact upon his soteriology. Then we will examine his views on sin, grace, merit, justification, faith, and predestination, all within the larger medieval context. What we should find is that Wyclif's soteriology makes quite a lot of room for human free will even as he insists on the leading role of divine grace in all good works. Futhermore, Wyclif will emerge as a subtle thinker who most often presents a God who is at once just and merciful, extending grace and the possibility of salvation to all.

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Hwang, Alexander Y. "Manifold Grace in John Cassian and Prosper of Aquitaine." Scottish Journal of Theology 63, no. 1 (December 24, 2009): 93–108. http://dx.doi.org/10.1017/s003693060999024x.

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AbstractThis article is about John Cassian and Prosper of Aquitaine's understanding of grace and free will as put forward during the initial phase of the Western Church's struggle to define the doctrine of grace in the wake of the Pelagian controversy. Although both figured prominently in this struggle, both Cassian and Prosper's later understandings of grace and free will, which appreciated the diverse expressions of grace, failed to have any influence on the terms of the debate set forth in the Pelagian controversy. The history of the debate on grace and free will followed the mutually exclusive model in which salvation was the result of either grace or free will. Cassian and Prosper, who both offered an alternative to the mutually exclusive model, have not been fully recognised for their innovative views.

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Matherly, Aaron D. "Fides Gratiae Caelestis: Bede, Pelagius and Divine Grace." Evangelical Quarterly 90, no. 4 (April 26, 2019): 342–56. http://dx.doi.org/10.1163/27725472-09004005.

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Writing from his monastery in the seventh and eighth centuries, the Venerable Bede (ca. 672–735) was one of the foremost scholars of his era. Primarily known for his Ecclesiastical History of the English People, Bede’s vast corpus also included theological works, sermons, and biblical commentaries. Although most scholarly attention focuses on his historiography, this article explores Bede’s views on the notorious fifth-century monk, Pelagius. After surveying the works of both authors and commenting on the spread of Pelagianism in Britain, the article concludes that Bede saw Pelagianism as a persistent threat to orthodoxy, some three hundred years removed from the Pelagian controversies in the fifth century.

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Wilcox, Jonathan. "Striving with Grace: Views of Free Will in Anglo-Saxon England (review)." JEGP, Journal of English and Germanic Philology 109, no. 4 (2010): 533–35. http://dx.doi.org/10.1353/egp.2010.0005.

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Magennis, H. "AARON J. KLEIST, Striving with Grace: Views of Free Will in Anglo-Saxon England." Notes and Queries 57, no. 1 (January 28, 2010): 120–21. http://dx.doi.org/10.1093/notesj/gjp256.

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Czyżewski, Bogdan. "Freedom and Grace in the Teaching of Mark the Hermit." Collectanea Theologica 90, no. 5 (March 29, 2021): 523–36. http://dx.doi.org/10.21697/ct.2020.90.5.22.

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Mark the Hermit is one of the most important theoreticians of ascetic life in the ancient Church. In his ascetic writings, he takes up a number of subjects, including teaching about freedom and grace. This is not a systematic doctrine, but rather statements scattered in his works, occasional, often similar to each other. “Freedom” is defined by St. Mark the Hermit by the term ἐλευθερία, while “grace” – by the term χάρις. He also reminds us that freedom is given to man by Christ; man also receives it in the sacrament of baptism, because it frees him from the burden of sin. Grace, in turn, is presented by Mark the Hermit always as a gift from God given to man. Therefore, the Kingdom of Heaven is a gift, and not a reward for deeds, and the salvation that we receive from Christ is also grace. St Mark the Hermit’s teaching on freedom and grace certainly differs from the views of the Messalian sect, whose followers did not want to admit that grace and freedom are given to the baptised, so that they can perfect themselves throughout their lives and become similar to God.

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MARIÑA, JACQUELINE. "KANT ON GRACE: A REPLY TO HIS CRITICS." Religious Studies 33, no. 4 (December 1997): 379–400. http://dx.doi.org/10.1017/s0034412597004046.

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It has become almost a commonplace in theological circles that despite the Augustinian echoes sounded by his doctrine of radical evil and his discussion of the need for divine forgiveness in his Religion Within the Bounds of Reason Alone, Kant's understanding of salvation remains through and through Pelagian. Such was the verdict of Karl Barth; more recently, Gordon E. Michalson has made the charge that, ‘Kant's conception of grace and divine aid reintroduces an obviously Pelagian element based on human effort and merit’. Michalson has noted further that ‘if the implicit point of a Kantian view of morality and religion is to equate salvation with the individual achievement of virtue, then there seems to be little role left for a heteronomous grace or divine act to play’. And in a similar vein, Nicholas Wolterstorff has argued that on Kant's scheme God is morally required to forgive the person who has altered her fundamental maxim for the good; salvation is thus understood in terms of a system of rights – that is, it is something that the moral individual can expect as that which is her due. It is something that she merits. Wolterstorff reads Kant's project as ‘probing the implications of our human rights and obligations’, and argues thatIf we have a moral claim on someone's doing something, then for that person to do that is not for the person to act graciously, but for the person to grant what is due to us, it is to act justly, not graciously. … Thus Kant cannot have it both ways: he cannot hold that we can expect God's forgiveness, since God's failure to forgive would violate the moral order of rights and obligations, and also hold that God's granting forgiveness is an act of grace on God's part. … God must be understood on the Kantian scheme as required to forgive. Of course this means that a gap begins to open between Christianity, on the one hand, and Kant's rational religion, on the other.Against those who would dismiss Kant's project on the grounds that it is Pelagian, I hope to show that an analysis of the deep structure of Kant's views on divine justice and grace shows them not to conflict with an authentically Christian understanding of these concepts. To the contrary, Kant's analysis of them helps us to understand the implications of the Christian understanding of grace. An unfolding of these implications will also uncover the intrinsic relations that must hold between God's justice and his grace.In the course of my argument I will show that Kant works with at least three different concepts of grace, all of them operating on distinct levels. Getting clear on what these concepts are and how they operate is of decisive significance if we are to understand correctly Kant's stand on divine aid. Accordingly, the paper will be organized into three parts. In my first section I deal with Kant's general conception of grace. An in-depth analysis of this most general notion should reveal why Kant is not Pelagian. In the second part of the paper I identify two more particular concepts of grace. While the general description still applies to both of them, they are distinguishable from one another in important ways. Not taking account of the differences between the two will make it very difficult to understand Kant's project in the Religion coherently. In fact, it is because the differences between the two concepts have been ignored that commentators such as Gordon Michalson have principally viewed the Religion as a failed attempt to weave together two world views, that of Bible and that of the Enlightenment. While I distinguish between these two concepts in my second section, there I focus on the one which I identify as practically useful. The third section is devoted to an investigation of Kant's understanding of the last of these concepts.

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Barclay, John M. G. "Gift and Grace in Philippians, 2 Thessalonians, and Ephesians: a Response." Horizons in Biblical Theology 41, no. 2 (September 13, 2019): 224–37. http://dx.doi.org/10.1163/18712207-12341399.

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Abstract This response to Willis, Sumney, and MacDonald highlights and develops their key points. Reinforcing Willis’ reading of gift-reciprocity in Philippians, seen even in the self-giving (non-“taking”) of Christ (Phil 2.6-11), it is argued that Paul views gifts in Christ as operative simultaneously at two levels—gifts circulate among believers, but also come from God and are offered to God. Sumney’s reading of 2 Thessalonians is nuanced by connecting the language of “worth” to 1 Thess 2.12: the congruity between believers and the Kingdom of God is based on the agency of God and the prior gift of new life. Further reflection is offered on the perfection of “efficacy” and its possible range of meanings. Finally, MacDonald’s reading of Ephesians is affirmed with emphasis on the Christ-gift as the key to the cosmos; the Psalm-interpretation in Ephesians 4.7-10 clarifies how this gift permeates (“fills”) all reality, as manifested first in gifts within Christ’s body.

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Dissertations / Theses on the topic "Views on grace"

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Blosser, Daniel M. "An examination of dispensational views of the Mosaic law and grace." Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p001-1185.

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Hanko, Herman C. "A study of the relation between the views of Prof. R. Janssen and common grace." Theological Research Exchange Network (TREN), 1988. http://www.tren.com.

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Schuringa, H. David. "The preaching of the word as a means of grace the views of Herman Hoeksema and R.B. Kuiper /." Theological Research Exchange Network (TREN), 1985. http://www.tren.com.

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Haidary, Anita. "CONTROVERCY OVER GRADE REPETITION : Afghan Teachers’ View on Grade Repetition." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31337.

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Since 75 years research results has failed to change the practice of repetition among the educational community. Research has found grade repetition ineffective and inefficient in terms of academic and socio-emotional development of students. Furthermore repeaters tend to drop out from school earlier and may end up with behavior problems and low self-esteem. Despite strong evidence against the use of repetition majority of teachers around the world practice it, which makes the issue controversial. The reason is likely that research findings are seldom communicated with teachers and parents. As a result teachers mainly rely on their own experiences. Parents and teachers over-focus on the short term benefits of repetioin, and take repetition decisions on unjustified assumptions. Moreover, student’s vioce is largely missed in repetition decission. In Afghanistan a seven fold increase in access to education in the last decad, put pressure on MoE in provission of quality education. Low quality education causes high drop out and repetition rates. On average, these rates are estimated to be 5 % and 19 %, respectively. However there is not much research found that gives a clear idea of repetition reasons. Besides, many studies in developing countries have shown that teachers have an important role in repetition decisions. The general aim of the study was to find whether the theoretical understanding and practical approaches among Afghan teachers differ or are similar to the rest of the world. The particular aim was to find how teachers perceived grade repetition as an educational policy. Most finding of this study corresponds to what has been found in many other studies conducted in developing countries. The fact that teachers, although aware of the negative effects of students’ feelings and self-confidence believed in learning effects of repetition says something about teachers’ understanding of how and when learning occurs best.

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Brinson, Ennis L. "Third-Grade Reading Teachers' Views on Achieve3000 for the Florida Standards Assessment Test." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7786.

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Educators are challenged with meeting the academic needs of students, particularly in the subject area of reading. School districts purchase tools such as Achieve3000 to help students improve their proficiency in reading; however, implementation of such interventions has not been explored from the educators' perspective. This study explored 3rd grade reading teachers' views on Achieve3000 as a tool for improving reading proficiency and preparedness for the Florida State Standards English Language Arts assessment. The conceptual framework included the theory of social validity and current research as it related to differentiated instruction. This study utilized a basic qualitative approach to answer these key research questions. The participants included 6 3rd grade reading teachers from 3 Florida schools. Individual face-to-face interviews and a focus group interview session were conducted to answer the research questions. Data were analyzed via open, axial, and selective coding to generate the themes. The findings revealed the 3rd grade reading teachers believed that Achieve3000 can be considered a reliable method for improving reading and preparing students for the reading portion of the Florida Standards Assessment. The findings of this study can positively affect social change by providing educators with an increased repertoire of instructional tools to assist them in meeting the needs of all learners, as well as to prepare students for a technology driven world.

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MacPherson, Glen Eric. "Educators' views and practices regarding high stakes testing in grade 12 mathematics classrooms." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/30945.

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This dissertation is a case study of the views and practices of mathematics teachers in two British Columbia high schools - their pedagogical, professional, and personal responses to high stakes testing, and the factors that mediate those responses, such as administrators, department heads, other teachers, students, and external influences. There was homogeneity across the two sites in how the teachers approached the Principles of Mathematics 12 course. 'Examination-style content' was reflected in teachers' lectures, assessment and evaluation, and classroom resources. Banks of previous examination items were a common resource at the two sites. Lecturing was the dominant mode of introducing content to students, and there were instances of the use of particular teaching practices - such as test coaching - aimed at improving examination performance. Evidence of downward examination pressure into earlier grades was found in one site. Administrators reported that provincial examinations significantly mediated administrative decisions on staffing, daily scheduling, yearly timetabling, and school-level programs. Teachers and others perceived media rankings of test scores as powerful but simplistic. Students expressed confidence in their teachers, reporting no undue levels of stress as a result of provincials examinations. These findings are consistent with other research that claims there are significant relationships between external testing and teaching practices, and supports the findings of previous examination-impact research from Anderson, Muir, Bateson, Blackmore, and Rogers (1990), and Wideen, O'Shea, Pye, and Ivany (1997).
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Lipschultz, Geri. "Grace Before the Fall." Ohio University / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1335966906.

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Sokolinski, Robyn. "Exploring coherence of grade six students' views of the nature of science (NOS) and their views of the natural world : a South African study." Doctoral thesis, University of Cape Town, 2011. http://hdl.handle.net/11427/11396.

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The study therefore comprised three parts that were related to each of these aspects. In the first part of the study (i.e., NOS), the focus was on the students’ views of the nature of scientists’ work and the role/purpose of science and, more specifically, on the students’ levels of understanding about five key aspects of NOS identified by N.G. Lederman (2007). These five aspects include the tentative, empirically-based, theory-laden, socially- and culturally-embedded, and imaginative/creative aspects of NOS.

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Ramsey, Courtney Jade. "Tulips in Discord." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1308862271.

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Yagci, Fatmagul. "The Effect Of Instruction With Concrete Models On Eighth Grade Students&#039." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612615/index.pdf.

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The main purpose of the study was to investigate the effect of instruction with concrete models on eighth grade students&rsquo
probability achievement and attitudes toward probability. Another aim was to examine students&rsquo
views about instruction with concrete models. The study was conducted in a private school in a big city in Central Anatolia Region with 12 eighth grade students. Both quantitative and qualitative research designs were used. The treatment was applied by the mathematics teacher for 4 hours per week throughout 4 weeks. Probability Achievement Test and Probability Attitude Scale were administered to collect data. In order to analyze the data, Friedman and Wilcoxon tests were used. Also, the interview was carried out with 11 students to determine their views about the instruction. It was found that there was a statistically significant change in probability achievement of eighth grade students participated in the instruction with concrete models across three time periods. In other words, it was found that there were statistically significant positive changes in students&rsquo
probability achievement from pre-intervention through post-intervention and from pre-intervention through follow-up. It was also found that there was no statistically significant change in students&rsquo
probability achievement from post-intervention through follow-up. The results also revealed that there was no statistically significant change in students&rsquo
attitudes toward probability across three time periods. Moreover, according to findings of the interview it was determined that most of the students had positive views about the effects of instruction with concrete models on their cognitive processes and on their attitudes toward concrete models and probability lessons.

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Books on the topic "Views on grace"

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Wilderode, Anton van. A townscape of Flanders: Versions of grace. Tielt: Lannoo, 1990.

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Hicks, John Mark. The theology of grace in the thought of Jacobus Arminius and Philip van Limborch: A study in the development of seventeenth-century Dutch Arminianism. Ann Arbor, MI: University Microfilms, 1986.

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Striving with grace: Views of free will in Anglo-Saxon England. Toronto: University of Toronto Press, 2008.

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Grace, faith, free will: Contrasting views of salvation : Calvinism and Arminianism. Nashville, Tenn: Randall House Publications, 2002.

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Streams of mercy: Prevenient grace in the theology of John and Charles Wesley. Lexington, KY: Emeth Press, 2010.

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Service, Hampshire Inspection and Advisory. Views of Grace Darling's rescue: HIAS Common assessment task : Key stage 1. Winchester: Hampshire County Council, 2003.

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Staples, Rob L. Outward sign and inward grace: The place of sacraments in Wesleyan spirituality. Kansas City, Mo: Beacon Hill Press of Kansas City, 1991.

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Kimbrough, S. T. Radical grace: Justice for the poor and marginalized : Charles Wesley's views for the twenty-first century. Eugene, Oregon: Cascade Books, 2013.

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Boer, Roland. Political grace: The revolutionary theology of John Calvin. Louisville, KY: Westminster John Knox Press, 2009.

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Office, General Accounting. Compendium of GAO's views on the cost saving proposals of the Grace Commission: Report to the Chairman, Senate Committee on Governmental Affairs. Washington, D.C: U.S. General Accounting Office, 1985.

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Book chapters on the topic "Views on grace"

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Wisker, Gina. "No Nearer the Truth: Versions of Fictionalising: Alias Grace (1996)." In Margaret Atwood: An Introduction to Critical Views of Her Fiction, 117–31. London: Macmillan Education UK, 2012. http://dx.doi.org/10.1007/978-0-230-35795-2_8.

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Callahan, Carolyn M., Tracy C. Missett, Amy Price Azano, Melanie Caughey, Annalissa V. Brodersen, and Mary Tackett. "Point of View." In Fiction and Nonfiction Language Arts Units for Gifted Students in Grade 4, 89–94. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235194-12.

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Callahan, Carolyn M., Tracy C. Missett, Amy Price Azano, Melanie Caughey, Annalissa V. Brodersen, and Mary Tackett. "Point of View, Continued." In Fiction and Nonfiction Language Arts Units for Gifted Students in Grade 4, 95–98. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003235194-13.

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Bofah, Emmanuel Adu-tutu, and Markku S. Hannula. "Studying the Factorial Structure of Ghanaian Twelfth-Grade Students’ Views on Mathematics." In From beliefs to dynamic affect systems in mathematics education, 355–81. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-06808-4_18.

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Sormunen, Kari, Pekka E. Hirvonen, and Jouni Viiri. "Seventh-Grade Pupils’ Epistemic Views in the Context of Model-Based Instruction." In Science Education Research in the Knowledge-Based Society, 173–81. Dordrecht: Springer Netherlands, 2003. http://dx.doi.org/10.1007/978-94-017-0165-5_19.

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Lilla, Nanine, and Marianne Schüpbach. "How Attendance of All-Day Schools in Germany Relates to Second Grade Foreign Language Students’ Reading Achievement in German in Primary School." In Extended Education from an International Comparative Point of View, 71–82. Wiesbaden: Springer Fachmedien Wiesbaden, 2019. http://dx.doi.org/10.1007/978-3-658-27172-5_6.

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"Early Church Views." In Sin, Grace and Free Will - Vol. 1, 5–26. James Clarke & Co, 2017. http://dx.doi.org/10.2307/j.ctvj4swvh.5.

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Mac Carthy, Ita. "Grace Abounding." In The Grace of the Italian Renaissance, 30–49. Princeton University Press, 2020. http://dx.doi.org/10.23943/princeton/9780691175485.003.0003.

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This chapter situates the emergence of grace within three contexts. The humanist revival of antiquity, the quarrels about religion, and the debate about language each sought intellectual rupture with the immediate past and a radical rethinking of the secular and the sacred. With these new ways of thinking came new ways of talking: intellectual change wrought changes in language use, and vice versa. Changes in how grace was used at this time were inextricably bound up with the broader problems its early modern users were trying to resolve. To do justice to the semantic abundance of Renaissance grace, therefore, the chapter views it first within those contexts that privileged it as a focal point for their conversations about culture and society. In this way, this chapter shows just how key grace was and to chart the semantic quarry from which later sixteenth-century understandings were mined.

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Muller, Richard A. "Introduction." In Grace and Freedom, 1–6. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780197517468.003.0001.

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This study of William Perkins’ thought on grace and free choice places his thought in the variegated tradition of the Reformation as established by writers like Calvin, Vermigli, Bullinger, and Musculus. More specifically, his thought can be placed in the version of that tradition exemplified in the Thirty-Nine Articles of the Church of England and in the Elizabethan Settlement. Closer examination of Perkins’ thought in its context yields a window on the more technical understanding of the relationship of divine grace to human knowing and willing, which demonstrates its eclectic reception of late medieval scholasticism, its elaboration of the work of the Reformers, and its distance from modern theories of compatibilist and libertarian freedom. This work traces Perkins’ views on the nature of free will both as created and in the fallen and regenerate states of humanity, correlating them with the views of Reformed contemporaries, and lining out the issues that they sought to address.

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Gupta, Gopal K. "Origins, Bondage, Liberation, and Grace." In Māyā in the Bhāgavata Purāṇa, 151–69. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198856993.003.0008.

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The Bhāgavata is primarily concerned with how the jīva (self’s) bondage is perpetuated and how it is brought to an end. While the text more or less takes bondage for granted, there are several passages that discuss the important but vexing question of how we became bound in the first place. In some of these passages, the self’s bondage is described as having a beginning, and that beginning is described as a type of “fall” from an original spiritual state. As for freedom from bondage (or liberation), this is basically described as a return to that original state. Standing against this portrayal, however, are a handful of Bhāgavata passages which seem to suggest that the self’s bondage is beginningless (anādi), with no starting point in time. This chapter explores the question of whether the Bhāgavata views the bound jīva as having existed eternally in the cycle of birth and death or as having previously existed in an unbound state of eternal being, from which it fell into temporal cyclical existence.

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Conference papers on the topic "Views on grace"

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Williams, Trefor, James Abello, John Betak, and David Desimone. "Using Data Visualization to Analyze Grade Crossing Accidents." In 2015 Joint Rail Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/jrc2015-5695.

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The Federal Railroad Administration grade crossing accident database contains numerous interrelated variables. Understanding of how the variables are interrelated can be enhanced using modern visualization techniques. These techniques can allow managers from railroads and government agencies to find complex variables relationships not usually provided by routine statistical analyses. For this research we have developed several dashboards of linked visualizations using the Weave data visualization software [5]. Our visualizations explore various accident types of concern to the railroad industry including trespassing and pedestrian accidents, passenger train accidents, actions of highway users involved in accidents, and the effect of different types of warning devices on grade crossing accidents. In addition, we are currently developing an advanced visualization system that views the accident data as time varying events occurring over a fixed grade crossings topology. This view allows the application of a recent network data abstraction termed “Graph Cards.” We present initial examples of the advanced system that provides a variety of filtering mechanisms to view statistical distributions and their time varying behavior over the grade crossings topology.

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Ingale, Sanchit, Anirudh Srinivasan, and Diana Bairaktarova. "CAD Platform Independent Software for Automatic Grading of Technical Drawings." In ASME 2017 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/detc2017-67612.

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Spatial visualization is the ability of an individual to imagine an object mentally and understand its spatial orientation. There have been multiple works proving that spatial visualization skills can be improved with an appropriate training. Such training warrant a critical place in the undergraduate engineering curricula in many engineering schools as spatial skills are considered vital for students’ success in the technical and design fields [1–4]. Enhanced spatial skills help not only professionals in the engineering field but also everyone in the 21st century environment. Drawing sectional views requires mental manipulation and visual thinking. To enhance students spatial reasoning, one of the authors of this study, conducted a class in spatial visualization. The course-learning goal aimed at improving first-year engineering students’ spatial reasoning through instruction on freehand drawings of sectional view. During the semester, two teaching assistants had to grade more than 500 assignments that consisted of sectional views of mechanical objects. This was a tedious and a time consuming task. Motivated by this experience, this paper proposes a software aiming at automating grading of students’ sectional view drawings. The proposed software will also give live feedback to students while they are working on the drawings. This interactive tool aims to 1) improve the learning experience of first year students, with limited CAD knowledge, and 2) introduce a pedagogical tool that can enhance spatial visualization training.

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"Combining Summative and Formative Evaluation Using Automated Assessment." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4294.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: Providing both formative and summative assessment that allows students to learn from their mistakes is difficult in large classes. This paper describes an automated assessment system suitable for courses with even 100 or more students. Background: Assessment is a vital part of any course of study. Ideally students should be given formative assessment with feedback during the course so students and tutors can identify weaknesses and focus on what needs improvement before summative assessment, which results in a grade. This paper describes and automated assessment system that lessens the burden of providing formative assessment in large classes. Methodology: We used Checkpoint, a web-based automated assessment system, to grade assignments in a number of different computer science courses. Contribution: The students come from diverse backgrounds, with a wide range of ages, previous qualifications and technical skills, and our approach allows the students to work at their own pace according to their individual needs, submitting their solutions as many times as they wish up to a deadline, using feedback provided by the system to help identify and correct their mistakes before trying again. Findings: Use of automated assessment allows us to achieve the goals of both summative and formative assessment: we allow students to learn from their mistakes without incurring a penalty, while at the same time awarding them a grade to validate their efforts. The students have an overwhelmingly positive view about our use of automated assessment, and their comments support our views on the assessment process. Recommendations for Practitioners: Because of the increasing number of students in today’s courses, we recommend using automated assessment wherever possible.

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Mahlo, Dikeledi. "GRADE R TEACHERS’ VIEWS ON THE IMPLEMENTATION OF INCLUSIVE EDUCATION IN RURAL SCHOOLS OF LIMPOPO PROVINCE, SOUTH AFRICA." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0427.

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Smarandache, Adriana, J. Moreno-Moraga, M. Trelles, V. Nastasa, M. L. Pascu, and Leonardo Longo. "Study of Commercial Grade Aetoxisclerol by Optical Means, in View of Its Use in Varicose Vein Treatment." In ADVANCES IN LASEROLOGY - SELECTED PAPERS OF LASER FLORENCE 2010: The 50th Birthday of Laser Medicine World. AIP, 2011. http://dx.doi.org/10.1063/1.3626920.

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Nishinoiri, Satoshi, Lin Shan, Yukio Takahashi, and Masatsugu Yaguchi. "Inner Pressure/Bending Creep Test on Circumferentially Welded Large Diameter Pipe of Grade 122 Steel: Experimental Procedure and Results." In ASME 2015 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/pvp2015-45423.

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In this study, an inner pressure/bending creep test on a circumferentially welded, large diameter pipe of grade 122 steel was carried out under conditions where the test temperature was 923 K and the expected rupture time was 8,700 h to investigate creep damage mechanisms and the applicability of nondestructive evaluation techniques for the detection of creep damage. Deformation of the specimen rapidly increased at 7,894 h, and the creep test was interrupted. Surface cracks were observed on the lower part of the specimen along the circumferentially welded line where axial tensile stress was applied. As a result of phased array ultrasonic inspection, indications of internal defects were detected along welded lines where no indication was detected in previous inspection at 6,520 h, and it was predicted that cracks propagated along the fine-grained heat-affected zone (HAZ) from within the specimen to near the inner and outer surfaces. The indications of internal defects were in good agreement with observations from sectional views of the welded joints.

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Daghooghi Mobarakeh, Hooman, Keshawa Bandara, Liping Wang, Robert Wang, Patrick E. Phelan, and Mark Miner. "Low-Grade Heat Utilization Through Ultrasound-Enhanced Desorption of Activated Alumina/Water for Thermal Energy Storage." In ASME 2020 Power Conference collocated with the 2020 International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/power2020-16802.

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Abstract Sorption thermal energy storage (TES) seems to be an auspicious solution to overcome the issues of intermittent energy sources and utilization of low-grade heat. Ultrasound-assisted adsorption/desorption of water vapor on activated alumina is proposed as a means of low-grade heat utilization through TES. The effects of ultrasonic power on the storing stage (desorption of water vapor) were analyzed to optimize the desorption and overall efficiencies. To determine and justify the effectiveness of incorporating ultrasound from an energy-savings point of view, an approach of constant total (heat plus ultrasound) input power of 25 W was adopted. To measure the extent of the effectiveness of using ultrasound, ultrasonic-power-to-total power ratios of 0.2 and 0.4 were investigated and the results compared with those of no-ultrasound (heat only) at the same total power. The regeneration temperature and desorption rate were measured simultaneously to investigate the effects of ultrasonication on regeneration temperature and utilization of low-grade heat. The experimental results showed that using ultrasound facilitates the regeneration of activated alumina at both power ratios without increasing the total input power. With regard to regeneration temperature, incorporating ultrasound decreases the regeneration temperature hence justifying the utilization of low-grade heat for thermal energy purposes. In terms of overall energy recovery of the adsorption thermal storage process, a new metric is proposed to justify incorporating ultrasound and any other auxiliary energy along with low-grade heat.

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Kockelmann, Hans, and Rolf Hahn. "Consequences of the German TA Luft for Bolted Flange Connections and Valves in Industrial Plants." In ASME 2005 Pressure Vessels and Piping Conference. ASMEDC, 2005. http://dx.doi.org/10.1115/pvp2005-71282.

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The high grade performance of gaskets for bolted flange connections in terms of TA Luft and VDI guideline 2440 assumes the fulfilment of the following requirements: Long-term suitability of the gasket particularly with regard to the exposure to the operating temperature and the medium; this requires the investigation of the long-term behaviour, e.g. according to DIN 28090-2 and DIN 28090-3 The design of flange connections (strength and tightness proof) on the basis of realistic gasket characteristics determined experimentally, e. g. according to DIN 28090-1 or prEN 13555 Compliance with the specific leakage rate of 10-4 mbar 1 / (s·m) in a type test at 1 bar test pressure. Similar requirements are effective for packings of stuffing boxes, in which the type test is carried out under more intensive boundary conditions compared to the flange connections: real operating pressure and stem strokes. In the frame of a research project sponsored by the German chemical industry a choice of gaskets were tested which cover all gasket types in the European gasket standard EN 1514 part 1 to 7. The gasket types were classified in view of their high grade performance potential. Similar investigations and analyses were carried out for standard packings for stuffing boxes. These results and their consequences are presented. In addition to the explicitly mentioned requirements in VDI 2440 further requirements should be seen as important in view of the assurance of high grade performance: Quality control during gasket production This can be ensured by manufacturers quality management and by compliance with requirements of corresponding quality standards, e.g. DIN 28091 (an European quality standard (prEN 14772) for gaskets is in preparation) Controlled assembly, which is necessary to realise the design assembly bolt load with limited scattering High grade performance proof of gaskets, more correctly of gasketed bolted flange connections has to be regarded as a complex matter in opposition to common interpretations and involves more than just the compliance with a certain leakage rate criterion of a special type test.

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Sande, Joar. "THE BASIS FOR A LEARNING VIEW – EDUCATION, EXPERIENCE AND PRACTICE." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end001.

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This article tells about my own experiences as a student and professor in technical education in Norway and USA in the 1980s and 90s, and economic education in Norway the academic year 2000-01. In technical education in Norway in the 1980s it was not necessary to put that much effort into your studies get a good grade. In the United States, on the other hand, students had two work hard to keep up to get good results. Norwegian higher education, however, has become more like American higher education after the Bologna process. A fresh university professor is nothing more than an advanced student, in the beginning one sticks to the textbook, and any deviation from the plan can cause light panic. As time goes by, the professor gains experience and growing self-confidence, and can start to experiment. My journey in teaching control engineering ended up with flipped classroom, based upon sociocultural learning, where both students and professors participate with the knowledge they have. Learning happens best if people interact and construct new knowledge together. The participants in the learning environment extend their closest (proximal) development zone by collaborating with others.

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Malatesta, Giuliano, Andrea Meleddu, Robert Owen, and Mures Zarea. "Extension of Current Defect Assessment Methods for Gouge and Corrosion Defects in X80 Grade Pipeline." In 2012 9th International Pipeline Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/ipc2012-90613.

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The increasing demand for natural gas affects the type of transportation, both from the strategic and the economic point of view. Long-distance pipelines are a safe and economic way to transport the gas from production sites to end users. Hence, pipes producers need to supply the market executing projects where high strength material is involved, to reduce the steel use. Among high strength steel grade pipes (X80 - X100 - X120), the X80 grade is already in use for a number of gas pipelines in the world since many years. There is a need to evaluate the suitability of extending the current Fitness For Purpose methods to X80 grade steel linepipe, since the existing guidance was developed and validated mainly on test data coming from steel pipes of grade lower than X80. Hence they could not be directly applied to X80 grade pipes, but should be experimentally verified, otherwise their straightforward extrapolation would be questionable. EPRG recognized the need to cover this gap and launched a specific project, aimed at verifying the applicability of the presently available criteria to X80 grade, with particular focus on corrosion and gouge types of defects, longitudinally oriented. The project includes the collection and review of available tests data and FFP criteria, and the identification of the most promising among those collected. Four hydraulic full scale burst tests on X80 representative pipes (helically and longitudinally welded) containing simulated corrosion and gouge defects have been carried out to experimentally verify the applicability of the criteria to the X80 grade pipes. The selected criteria for the corrosion (DNV RP-F101) and for the gouge (Battelle NG-18) defects revealed to be suitable for X80 grade pipes too, as demonstrated by the accuracy in predicting the failure pressure of the experimental tests and of the literature database. The criteria showed to be even more accurate for X80 grade than they were for lower grades. Finally, it is worth mentioning that the selected criteria did not need any correction factor for obtaining the best prediction. Such a result is a demonstration of the sound theory behind the criteria.

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