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Academic literature on the topic 'GRADE Approach'

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Published: 9 March 2023

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Journal articles on the topic "GRADE Approach"

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Kim, Hwiyoung, Jiyun Choi, Chul-Young Jang, Jin Woo Lee, Sungjun Kim, and Seung Hwan Han. "Automatic Grading of Ankle Osteoarthritis Based on Takakura Staging System: A Deep Learning- Based Approach." Foot & Ankle Orthopaedics 4, no. 4 (October 1, 2019): 2473011419S0024. http://dx.doi.org/10.1177/2473011419s00246.

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Category: Ankle, Ankle Arthritis Introduction/Purpose: The Takakura staging system has been used for the stratification in ankle osteoarthritis(OA). Patient’s OA stage is determined by visual examination on the status of talar and distal tibia in anteroposterior ankle radiograph. Clinical decisions about whether to treat conservatively or to treat with operation such as supra-malleolar osteotomy or arthroplasty may depend on this grading system. However, this is not completely reproducible between examiners and it makes a debating situation about different treatment method to a same ankle radiograph. If highly reproducible measurement method may be suggested this debating may no longer need. Therefore, the purpose of this study was to suggest a deep learning-based algorithm that automatically grades ankle osteoarthritis and to present feasibility of the provided automatic grading system. Methods: 2529 AP both-ankle radiographs were collected and graded for OA by a radiologist and orthopedic surgeon. We converted Takakura staging system into 3 grades(Grade1: stageI, Grade2: II-IIIa, Grade3: IIIb-IV) according to treatment plan. To confine the region of interest(ROI), a rectangle encompassing ankle portion was automatically generated using an object detection model(YOLOv2). The data oversampling was done to overcome small data and class imbalance. Four pre-trained convolutional networks(One Inception-v3 and three ResNet models) were fine-tuned using augmented data. We tried two different ensemble methods: voting ensemble and gradient boosting. Voting ensemble adjusts the decision through selecting majority votes among trained models. Gradient boosting(XGboost model) trains new classification model to focus on the cases that previous model mis- classified. The evaluation of trained models and ensemble model were performed in terms of average classification accuracy. Gradient-class activation map(CAM) method was utilized to present CAM highlighting the location where highly affected the network for the decision. Results: A total of 3836 original ROIs were obtained and as follows: grade 1, 1382; grade 2, 1927; grade 3, 527. The number of oversampled ROIs was 16398 like follows: grade 1, 5528; grade 2, 7708; grade 3, 3162. The performance of each classifier was ranged 71.0% ˜ 77.3% in terms of average classification accuracy. Ensemble methods yielded average classification accuracies of 78.1% and 79.2% for voting ensemble and XGboost, respectively. Conclusion: Deep learning-based algorithm application for automatic grading of ankle osteoarthritis based on Takakura staging system is feasible. This approach is expected to be applied to various staging system for arthritis assessment through radiographs.
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DENKCI AKKAS, Ferdane, and Berna COKER. "The Use of Communicative Approach in 9th Grade EFL Classes." Eurasian Journal of Educational Research 16, no. 65 (September 1, 2016): 1–35. http://dx.doi.org/10.14689/ejer.2016.65.05.

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Bailey, Leonard C. "Grade-scaling: A simplified approach." Journal of Chemical Education 69, no. 3 (March 1992): 221. http://dx.doi.org/10.1021/ed069p221.

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Wijdicks, Frans-Jasper. "Grade outcomes or studies: how to use grade approach correctly." International Orthopaedics 37, no. 3 (January 12, 2013): 555. http://dx.doi.org/10.1007/s00264-012-1767-3.

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Savitski, Mikhail M., Michael L. Nielsen, Frank Kjeldsen, and Roman A. Zubarev. "Proteomics-Grade de Novo Sequencing Approach." Journal of Proteome Research 4, no. 6 (December 2005): 2348–54. http://dx.doi.org/10.1021/pr050288x.

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Mao, Zhi, Lihai Zhang, Yaolong Chen, and Peifu Tang. "GRADE outcomes or studies: how to use the GRADE approach correctly?" International Orthopaedics 37, no. 3 (January 11, 2013): 553. http://dx.doi.org/10.1007/s00264-012-1766-4.

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Tostado, Karla V. ChÁVez, David VelÁZquez-Fernandez, MÓNica Chapa, Juan P. Pantoja MillÁN, Mauricio S. Salazar, and Miguel F. Herrera. "Substernal Goiter: Correlation between Grade and Surgical Approach." American Surgeon 84, no. 2 (February 2018): 262–66. http://dx.doi.org/10.1177/000313481808400235.

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Substernal goiter is defined as a thyroid growth beyond the thoracic inlet. Using the cross-section imaging CT system, it can be classified into three grades. The aim of the study was to validate the surgical approach and the occurrence of postoperative complications with substernal goiter extension in our patient population. From a total of 1145 patients who underwent thyroid surgery at our institution in a 15-year period, 60 patients with substernal goiter were included. Clinical features and demographics, degree of extension, surgical details, and complications were analyzed. Mean ± SD age of the patients was 58 ± 14.7 years and 88 per cent were females. According to the cross-section imaging CT system 61.7 per cent were grade I,23.3 per cent grade II, and 15 per cent grade III. Total thyroidectomy was performed in 78.3 per cent of the patients, subtotal thyroidectomy in 18.3 per cent, and lobectomy in 3.3 per cent. The cervical approach was sufficient to perform 96.7 per cent of the thyroidectomies, requiring partial sternotomy in only two patients with grade III substernal goiter. Patients with grade III substernal goiter had a higher risk for postoperative dysphonia (OR = 14.29, IC95% 1.14-178.9, P = 0.03), which occurred in three patients (two transient and one permanent). Transitory hypoparathyroidism was present in 20 patients (33.3%) and did not correlate with goiter extension. Most substernal goiters can be resected through a cervical approach, with relatively low morbidity. Postoperative dysphonia was directly related to the extension of the goiter. Few cases with grade III goiters require a partial sternotomy.
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Murni, Sukma, and Asep Ikin Sugandi. "THE ROLE OF MATHEMATICS REALISTIC EDUCATION APPROACH ON STUDENTS’ MATHEMATICAL CRITICAL THINKING AND RESILIENCY." (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING 1, no. 1 (March 18, 2018): 41. http://dx.doi.org/10.22460/jiml.v1i1.p41-52.

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The purpose of this study is to analyze the role of mathematics realistic education (RME) approach on students’ mathematical critical thinking and resiliency. This study is an experiment with pre test-post test control group design and involves 62 eleventh grade students, a mathematical critical thinking test, a mathematical resiliency scale, and a perception on RME approach scale. The study found, on mathematical critical thinking ability (MCTA), its N Gain, and mathematical resiliency (MR) students getting treatment with RME approach attained better grades than the grades of students taught by conventional teaching. The first group students attained at medium grade level on MCTA and fairly good grade level on MR, while the second group students obtained at low grade level on MCTA, medium grade level on MR, and they realized difficulties in some items of mathematical critical thinking tasks. The other findings, there was no association between MCTA and MR, and students learned actively, thought critically and creatively, were unafraid to pose their opinion and performed to be self confident during RME approach.
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Barbosa, Guilherme Bicudo, Debora Davalos Albuquerque Maranhao, Vanessa Alvarenga Bezerra, Aley Talans, Eduardo Zlotnik, and Renato Moretti-Marques. "Laparoscopic approach to paravaginal low-grade sarcoma." International Journal of Gynecologic Cancer 31, no. 9 (July 29, 2021): 1303–4. http://dx.doi.org/10.1136/ijgc-2021-002482.

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Vinodh, S., and Suresh Kumar Chintha. "Leanness assessment using multi-grade fuzzy approach." International Journal of Production Research 49, no. 2 (January 15, 2011): 431–45. http://dx.doi.org/10.1080/00207540903471494.

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Dissertations / Theses on the topic "GRADE Approach"

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Campbell, Janet C. "Geographic adventures an interdisciplinary fourth grade geography unit /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/JCampbell2007.pdf.

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Duncan, Laurie. "Connecting students to content area literature, California history-grade four." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/722.

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Hansen, Jorgen Kristian. "The teaching of English in grade 8 in an OBE approach." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6688.

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Thesis (PhD)--University of Stellenbosch, 2011.
ENGLISH ABSTRACT: Towards the close of the last century, a new curriculum was introduced in South Africa: Curriculum 2005. This outcomes-based curriculum (OBE) was a radical break with previous education policy: it aimed at eliminating discrimination and encouraging independent learning. This new curriculum, however, left teachers uncertain and confused largely because the in-service training provided did not provide clear direction. This study first describes the attempt by an English teacher to explore the theoretical base of the new curriculum; it then attempts to ascertain whether the teaching of English would have to change as a result of the OBE Curriculum 2005 and whether material selected in the initial phase of Curriculum 2005 would meet the needs of the learners. The survey of the literature on language teaching pays particular attention to communicative language teaching (CLT) with its emphasis on using the language for relevant, real-life communicative acts. In addition, it investigates the origins and nature of outcomes-based education to determine whether CLT and OBE combined are suitable vehicles for effective language teaching. The literature survey also suggests a disjunction between the South African version of OBE and CLT. The strong emphasis on achieving certain predetermined outcomes in South African OBE, with the underlying assumption that learning is linear, runs counter to the CLT view that language learning cannot be controlled. The survey of the literature on CLT and OBE also reveals the need for relevant, interesting material that promotes purposeful communication, encouraging learners to invest in developing their language skills. CLT requires learner engagement in real communication and OBE promotes independent learning and learner responsibility. In the light of the demands made by continuous evaluation and other record keeping, it is unrealistic to expect teachers to design or even adapt material for classroom use. The semi-empirical part of this study attempts to test the appropriacy of the material and its effect on teaching and learning. A qualitative case study traces classroom events in two grade 8 classes over a period of five weeks using a module taken from the material which was in use at the time at a particular school. This material was specifically acquired by the school with a view to meeting the requirements of the OBE curriculum. Learners in the classes were taught by two different teachers, who recorded their observations, in accordance with a basic observation schedule, during this time. Additional data were produced in two sets of questionnaires. The learners who did the module were asked to indicate their perceptions of language teaching in the previous year as well as during the five weeks when the module was , and a selected group of teachers at local schools completed a questionnaire on their perceptions of the new curriculum. The responses to the questionnaires are analysed in relation to the literature survey and the conclusions reached by the two teachers involved. This study reveals that the custom-designed OBE material is not much different from that in traditional language textbooks. It also highlights the difficulties associated with finding language learning material which reflects the dynamics of real-life communication and is hospitable to using the insights of current language acquisition theory, while at the same time meeting the requirements of a South African OBE approach. In reflecting on what is needed in effective curricular change, this dissertation reveals the importance of involving practising teachers in developing a new curriculum and providing them with the necessary professional development opportunities. In that context, carefully designed and selected learning material is likely to contribute significantly to successful change.
AFRIKAANSE OPSOMMING: Teen die einde van die vorige eeu is ‘n nuwe kurrikulum, Kurrikulum 2005, ingefaseer in Suid- Afrika. Uitkoms-gebasseerde kurrikulum (UGO), wat ‘n radikale nuwe benadering tot onderrig in hierdie land ingelui het, was daarop gemik om diskriminasie uit te skakel en om onafhanklike leer te vevorder Hierdie nuwe kurrikulum het onderwysers onseker en verward laat vole omdat die indiensopleiding nie duidelik rigtinggewend was nie. Hierdie study beskryf die poging van ‘n Engels-onderwyser om die teoretiese basis van die nuwe kurriculum te peil en dan om vas te stel of die onderrig van Engels sou moes verander as gevolg van UGO/ Kurrikulum 2005 en of die materiaal wat in die aanvangsfase van Kurrikulum 2005 geselekteer is in die behoeftes van die leerders sou voldoen. Die oorsig van die literatuur rakende taalonderrig gee besondere aandag aan kommunikatiewe taalonderrig (KTO), met sy klem op die gebruik van taal vir relevante, lewensgetroue kommunikasie. Verder ondersoek dit die oorsprong en aard van UGO om te bepaal of KTO en UGO gekombineerd voorsiening kan maak vir effektiewe taalonderrig. Dit suggereer dat die Suid- Afrikaanse weergawe van UGO en KTO nie heeltemal met mekaar versoen kan word nie. Die sterk klem op die bereiking van sekere voorafbepaalde uitkomste in Suid-Afrikaanse UGO, met die onderliggende aanname dat leer liniêr is, is teenstrydig met KTO se siening dat taalleer nie beheer kan word nie. Die literatuuroorsig van KTO en UGO openbaar die belangrikheid van relevante, interessante materiaal wat doelgerigte kommunikasie bevorder en leerders aanmoedig om te belê in hul taal vaardighede. KTO vereis dat die leerders deelneem aan werklike kommunikasie en UGO beklemtoon onderwyserfasilitering en leerderverantwoordelikheid. In die lig van die eise wat deurlopende evaluering en ander rekordhouding stel, is dit onrealisties om te verwag dat dat onderwysers materiaal moet ontwerp of selfs aanpas vir klaskamergebruik. Die semi-empiriese deel van hierdie studie poog om die geskiktheid van die materiaal en die effek daarvan op onderrig en leer te ondersoek. ‘n Kwalitatiewe studie vertel wat in twee Gr. 8 klaskamers gebeur het oor ‘n periode van vyf weke toe ‘n module, geneem uit die materiaal wat in gebruik was in ten tyde van die ondersoek, in die klaskamer geïmplementeer is. Die materiaal is spesifiek aangeskaf deur die skool met die oog daarop om die vereistes van die UGO kurrikulum na te kom. Die leerders is onderrig deur twee verskillende onderwysers wat hul waarneemings neersgeskryf het volgens ‘n basiese waarnemingskedule. Addisionele data is verkry met twee stelle vraelyste. Die leerders wat die module meegemaak het, is gevra vir hul persepsies rakende taalonderrig die vorige jaar sowel as gedurende die vyf weke toe die module gebruik is, en’n geselekteerde groep onderwysers aan plaaslike skole het ‘n vraesly voltooi oor hul persepsies van die nuwe kurrikulum. Die response op die vraelyste is ontleed met verwysing na die literatuurstudie en die gevolgtrekkings van die twee onderwysers wat betrokke was . Hierdie studie onthul dat die spesiaal ontwerpte UGO materiaal nie baie verskil van dit wat in tradisionele taalhandboeke te vinde was nie. Verder beklemtoon dit die probleme wat ondervind word met die vind van geskikte taalleermateriaal wat die dinamika van werklike kommunikasie reflekteer en die insigte van die huidige linguistiese teorie aangaande taalaanleer akkommodeer, terwyl dit die vereistes van ‘n Suid-Afrikaanse UGO benadering probeer bereik. Waanner daar gereflekteer word oor wat nodig is vir effektiewe kurrikulêre verandering, openbaar hierdie dissertasie die belangrikheid daarvan om diensdoensde onderwysers te betrek in die ontwikkeling van ‘n nuwe kurrikulum en om hulle toe te rus met die nodige professionele ontwikkelingsgeleenthede. In daardie konteks is dit waarskynlik dat sorgvuldig ontwerpte en geselekteerde leermateriaal aansienlik sal bydra tot suksesvolle verandering.
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Phalen, Loretta J. "A Teacher’s Approach: Integrating Technology Appropriately into a First Grade Classroom." Cedarville University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1084456840.

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Gonzales, Christina R. "Thematic approach to teaching reading and environmental education kindergarten-sixth grade." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/739.

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Peugeot, Megan Aline. "Impact of Academic and Nonacademic Support Structures On Third Grade Reading Achievement." University of Findlay / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1500119063279081.

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Molinaro, Joan Brennan. "Successful strategies for sixth grade students." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1491.

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Mainiero, Cathy A. "A reading celebration program from kindergarten through fifth grade." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/153.

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Aten, Julie L. "Integrating cooperative learning with a fourth grade curriculum." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/500.

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Sell, Julie. "Incorporating guided reading into a first grade classroom." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1378.

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Books on the topic "GRADE Approach"

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Hsp. Science: ESL support, grade 2. Orlando: Harcourt School Publishers, 2009.

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Ciok, Alicja. On the number of clusters--a grade approach. Warszawa: Instytut Podstaw Informatyki Polskiej Akademii Nauk, 2004.

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1941-, Steen Lynn Arthur, and Educational Resources Information Center (U.S.), eds. Beyond eighth grade: Functional mathematics for life and work. Berkeley, CA: National Center for Research in Vocational Education, University of California at Berkeley, 1999.

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Progress assessment: Reading, writing, & listening, grade 3, levels 8-9. New York: Macmillan/McGraw Hill, 1993.

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Horowitz, Sarah. Write Approach Workbook Grade 4. Educational Arena, The, 2022.

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Horowitz, Sarah. Write Approach Teacher's Guide Grade 2. Educational Arena, The, 2022.

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Horowitz, Sarah. Write Approach Teacher's Guide Grade 4. Educational Arena, The, 2022.

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Horowitz, Sarah. Write Approach Teacher's Guide Grade 3. Educational Arena, The, 2022.

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Hall, Nancy. Fourth Grade Handwriting (a Practical Approach to Handwriting). Independently Published, 2019.

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Lawson, Jennifer. Hands-On Science, Grade 1: An Inquiry Approach. Portage & Main Press, 2015.

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Book chapters on the topic "GRADE Approach"

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Ruland, Frederick. "The Grade Approach." In Grade Models and Methods for Data Analysis, 13–50. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-39928-5_2.

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Cobb, Paul, Terry Wood, and Erna Yackel. "A Constructivist Approach to Second Grade Mathematics." In Radical Constructivism in Mathematics Education, 157–76. Dordrecht: Springer Netherlands, 1991. http://dx.doi.org/10.1007/0-306-47201-5_8.

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Srinathan, Sadeesh K. "Evidence-Based Medicine and the GRADE Approach." In Difficult Decisions in Endocrine Surgery, 1–12. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92860-9_1.

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Lang, Gabriel D., and Vani J. A. Konda. "Optimal Therapy for Barrett High Grade Dysplasia." In Difficult Decisions in Surgery: An Evidence-Based Approach, 271–85. London: Springer London, 2014. http://dx.doi.org/10.1007/978-1-4471-6404-3_22.

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Srinathan, Sadeesh K. "Finding and Appraising the Evidence: EBM and GRADE." In Difficult Decisions in Surgery: An Evidence-Based Approach, 1–13. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-27365-5_1.

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Paicu, M., and G. Raugel. "Dynamics of Second Grade Fluids: The Lagrangian Approach." In Recent Trends in Dynamical Systems, 517–53. Basel: Springer Basel, 2013. http://dx.doi.org/10.1007/978-3-0348-0451-6_20.

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Szczesny, Wiesław. "Grade approach to the analysis of finite data matrices." In Grade Models and Methods for Data Analysis, 339–84. Berlin, Heidelberg: Springer Berlin Heidelberg, 2004. http://dx.doi.org/10.1007/978-3-540-39928-5_12.

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Guillevin, Rémy. "Metabolic-Oncological MR Imaging of Diffuse Low-Grade Glioma: A Dynamic Approach." In Diffuse Low-Grade Gliomas in Adults, 219–34. London: Springer London, 2013. http://dx.doi.org/10.1007/978-1-4471-2213-5_15.

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Kalyan, C., T. Abhirama, Neyara Radwan Mohammed, S. Aravind Raj, and K. Jayakrishna. "Measuring Industrial Symbiosis Index Using Multi-Grade Fuzzy Approach." In Lecture Notes in Mechanical Engineering, 49–58. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6374-0_7.

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Stoyanova, Maya, Daniela Tuparova, and Kostadin Samardzhiev. "Gamification in 11th Grade Mathematics Lessons – One Possible Interactive Approach." In Interactive Collaborative Learning, 41–53. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-50340-0_4.

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Conference papers on the topic "GRADE Approach"

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T, Jose M. Castillo, Martijn P. A. Starmans, Wiro J. Niessen, Ivo Schoots, Stefan Klein, and Jifke F. Veenland. "Classification Of Prostate Cancer: High Grade Versus Low Grade Using A Radiomics Approach." In 2019 IEEE 16th International Symposium on Biomedical Imaging (ISBI). IEEE, 2019. http://dx.doi.org/10.1109/isbi.2019.8759217.

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Meier, Yannick, Jie Xu, Onur Atan, and Mihaela Van Der Schaar. "Personalized Grade Prediction: A Data Mining Approach." In 2015 IEEE International Conference on Data Mining (ICDM). IEEE, 2015. http://dx.doi.org/10.1109/icdm.2015.54.

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Hashim, H., N. A. Salim, A. A. Sulaiman, H. C. M. Haris, and H. Hussin. "An effective approach to improve students' grade point average." In 2016 IEEE 8th International Conference on Engineering Education (ICEED). IEEE, 2016. http://dx.doi.org/10.1109/iceed.2016.7856098.

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Pussegoda, L. N., A. Fredj, A. Dinovitzer, D. Horsley, and D. Carlson. "Ductile Fracture Resistance Modeling Approach in Two High Grade Steels." In 2006 International Pipeline Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/ipc2006-10114.

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Recent developments in ductile fracture resistance measures in high grade steels in the pipeline industry include the crack tip opening angle (CTOA) and “steady state” fracture propagation energy, using 3-point bend specimens. The CTOA has been found to be a function of specimen ligament size. Alternatives would be “steady state” fracture propagation energy, critical fracture strain and adoption of damage mechanisms. This paper focuses on modeling approaches for crack propagation using damage mechanisms. The tension test is used to “calibrate” the damage model parameters and applied to the crack propagation in a 3-point bend specimen in candidate high grade steels. The effects of using parameters developed from tension test and extending to a 3-point bend crack propagation scenario is discussed.
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Liu, Weike, Hang Zhang, and Qingbao Liu. "An Air Quality Grade Forecasting Approach Based on Ensemble Learning." In 2019 International Conference on Artificial Intelligence and Advanced Manufacturing (AIAM). IEEE, 2019. http://dx.doi.org/10.1109/aiam48774.2019.00024.

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Vishnu, Devraj, Gunjan Mukherjee, and Arpitam Chatterjee. "A computer vision approach for grade identification of rice bran." In 2017 Third International Conference on Research in Computational Intelligence and Communication Networks (ICRCICN). IEEE, 2017. http://dx.doi.org/10.1109/icrcicn.2017.8234473.

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Rezaeian, Ayyoub, Amir Khajepour, William Melek, Shih-Ken Chen, and Nikolai Moshchuk. "New Identification Approach of Road Bank Angle and Road Grade." In ASME 2014 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/imece2014-39349.

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In this paper, a novel approach is presented to identify road bank angle and road grade. The proposed approach uses kinematics of the vehicle body and vehicle frame to identify these angles. The effect of vehicle body angle is separated from the effect of road angle in the measured longitudinal and lateral acceleration signals. Additionally, because the algorithm does not use a tire model, it is robust against changes in tire parameters. Effectiveness of the proposed approach is verified for different road grade and bank angles and in maneuvers that excite longitudinal and lateral vehicle dynamics at the same time.
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De Vega, Nofvia, and Nanda Respati. "Scientific Approach in Teaching English Language at Twelfth-Grade Students." In Proceedings of the First International Seminar on Languare, Literature, Culture and Education, ISLLCE, 15-16 November 2019, Kendari, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.15-11-2019.2296298.

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Anderson, Joel, Nathan Switzner, Jeffrey Kornuta, and Peter Veloo. "Incorporating Measurement Uncertainty Into Machine Learning-Based Grade Predictions." In 2022 14th International Pipeline Conference. American Society of Mechanical Engineers, 2022. http://dx.doi.org/10.1115/ipc2022-87347.

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Abstract As part of the regulations published in October of 2019, PHMSA requires operators that do not have reliable records to conduct material verification in accordance with §192.607. As part of the material verification process, §192.607(d)(2) compels the operator to “[c]onservatively account for measurement inaccuracy and uncertainty using reliable engineering tests and analyses” when utilizing nondestructive examination (NDE) methods. The Pacific Gas and Electric Company (PG&E) has completed extensive testing to develop approaches that utilize nondestructive measurements to estimate grade. As part of this work, a supervised classification machine learning (ML) model was developed to predict pipe grade using NDE chemical composition measurements as inputs. While using the ML-based model provides substantial improvement over yield strength (YS) in predicting pipe grade, measurement uncertainty from NDE tools must be considered per §192.607(d)(2). Moreover, some amount of uncertainty is present in any measurement regardless of precision, and this measurement uncertainty may ultimately affect the ML model’s pipe grade classification. This paper presents a methodology for incorporating this variability into the authors’ ML classification model using a Monte Carlo-based simulation approach. In addition, this study will discuss the various metrics that were developed for interpreting the most probable pipe grade from the large number of simulation results, including the average probability, range of probability, and the number of simulations where each grade was identified as having the highest probability. Since any ML model can misclassify a sample and there are such slight differences between adjacent grades, it is necessary to have a method of systematically validating the results based on prior knowledge. Several case studies using field data will be presented to illustrate this approach, including validation cases where the pipe grade is known.
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Raj Kumar, Ashwin, Seda Bilaloglu, Preeti Raghavan, and Vikram Kapila. "Grasp Rehabilitator: A Mechatronic Approach." In 2019 Design of Medical Devices Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/dmd2019-3242.

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Grasping and manipulation are critical for many activities of daily living. However, current approaches to grasp rehabilitation do not measure coordination of fingertip forces nor provide metrics for feedback to the user as an aid in regaining fingertip coordination. This paper presents a low-cost mechatronic approach to design and develop a portable and commercially viable grasp rehabilitation device. The performance of the newly developed grasp rehabilitator is compared with an existing research-grade grasping device on a grip and lift task. The results suggest that the newly developed grasp rehabilitator can provide key force measurements that are equivalent to the ones provided by the research-grade grasping device, indicating its validity and potential viability for rehabilitation.
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Reports on the topic "GRADE Approach"

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Schoen, Robert C., Christopher Rhoads, Alexandra Lane Perez, Amanda M. Tazaz, and Walter G. Secada. Impact of Cognitively Guided Instruction on Elementary School Mathematics Achievement: Five Years After the Initial Opportunity. Florida State University Library, February 2022. http://dx.doi.org/10.33009/fsu.1653430141.

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We studied the impact of a long-term teacher professional development program on elementary school mathematics achievement five years after the initial randomization using an intent-to-treat approach and all available achievement data for kindergarten through fifth-grade students. The intervention consisted of a randomized offer for teachers in 22 schools to participate in a professional-development program based on Cognitively Guided Instruction. The intervention had a small positive effect (g = 0.03) on mathematics achievement in the primary grades and a larger effect (g = 0.16) in the intermediate grades. Grade level was the only statistically significant moderator, with larger effects in higher grade levels. These results provide new evidence of a long-term effect of Cognitively Guided Instruction on student learning in mathematics.
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Shapiro, Ardyth. A Descriptive Study of the Implementation of an Integrated Whole Language Approach at the Fifth Grade Level. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1204.

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Rodriguez-Segura, Daniel, and Isaac Mbiti. Back to the Basics: Curriculum Reform and Student Learning in Tanzania. Research on Improving Systems of Education (RISE), June 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/099.

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In 2015, the Tanzanian government implemented a curriculum reform that focused instruction in Grades 1 and 2 on the “3Rs”—reading, writing, and arithmetic. Consequently, almost 80 percent of the instructional time in these grades was mandated towards foundational literacy in Kiswahili and numeracy skills. Other subjects such as English were no longer taught. Using student-level panel data, we evaluate the effect of this policy on learning outcomes using a difference-in-differences approach which leverages the variation in the timing of implementation across grade levels and cohorts impacted by the policy. We find that the policy increased learning by around 0.20 standard deviations in Kiswahili and math test scores one year after the start of the reform. Timely teacher training on the new curriculum was associated with even larger effects. Evaluating longer term outcomes, we find suggestive evidence that the reform decreased the dropout rate of children up to four years later. However, this was also accompanied with lower average passing rates in the national Grade 4 examination due to compositional changes as low-performing students became less likely to dropout.
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Chandra, Shailesh, Mehran Rahmani, Timothy Thai, Vivek Mishra, and Jacqueline Camacho. Evaluating Financing Mechanisms and Economic Benefits to Fund Grade Separation Projects. Mineta Transportation Institute, January 2021. http://dx.doi.org/10.31979/mti.2020.1926.

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Investment in transportation infrastructure projects generates benefits, both direct and indirect. While emissions reductions, crash reductions, and travel time savings are prominent direct benefits, there are indirect benefits in the form of real estate enhancements that could pay off debt or loan incurred in the improvement of the infrastructure itself. Studies have shown that improvements associated with rail transportation (such as station upgrades) trigger an increase in the surrounding real estate values, increasing both the opportunity for monetary gains and, ultimately, property tax collections. There is plenty of available guidance that provides blueprints for benefits calculations for operational improvements in rail transportation. However, resources are quite limited in the analysis of benefits that accrue from the separation of railroad at-grade crossings. Understanding the impact of separation in a neighborhood with high employment or population could generate revenues through increased tax collections. In California, the research need is further amplified by a lack of guidance from the California Public Utilities Commission (CPUC) on at-grade crossing for separation based on revenue generated. There is a critical need to understand whether grade separation projects could impact neighboring real estate values that could potentially be used to fund such separations. With COVID-19, as current infrastructure spending in California is experiencing a reboot, an approach more oriented to benefits and costs for railroad at-grade separation should be explored. Thus, this research uses a robust benefits-to-cost analysis (BCA) to probe the economic impacts of railroad at-grade separation projects. The investigation is carried out across twelve railroad-highway at-grade crossings in California. These crossings are located at Francisquito Ave., Willowbrook/Rosa Parks Station, Sassafras St., Palm St., Civic Center Dr., L St., Spring St. (North), J St., E St., H St., Parkmoor West, and Nursery Ave. The authors found that a majority of the selected at-grade crossings analyzed accrue high benefits-to-cost (BC) ratios from travel time savings, safety improvements, emissions reductions, and potential revenue generated if property taxes are collected and used to fund such separation projects. The analysis shows that with the estimated BC ratios, the railroad crossing at Nursery Ave. in Fremont, Palm St. in San Diego, and H St. in Chula Vista could be ideal candidates for separation. The methodology presented in this research could serve as a handy reference for decision-makers selecting one or more at-grade crossings for the separation considering economic outputs and costs.
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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.
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Habib, Ayman, Darcy M. Bullock, Yi-Chun Lin, and Raja Manish. Road Ditch Line Mapping with Mobile LiDAR. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317354.

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Maintenance of roadside ditches is important to avoid localized flooding and premature failure of pavements. Scheduling effective preventative maintenance requires mapping of the ditch profile to identify areas requiring excavation of long-term sediment accumulation. High-resolution, high-quality point clouds collected by mobile LiDAR mapping systems (MLMS) provide an opportunity for effective monitoring of roadside ditches and performing hydrological analyses. This study evaluated the applicability of mobile LiDAR for mapping roadside ditches for slope and drainage analyses. The performance of alternative MLMS units was performed. These MLMS included an unmanned ground vehicle, an unmanned aerial vehicle, a portable backpack system along with its vehicle-mounted version, a medium-grade wheel-based system, and a high-grade wheel-based system. Point cloud from all the MLMS units were in agreement in the vertical direction within the ±3 cm range for solid surfaces, such as paved roads, and ±7 cm range for surfaces with vegetation. The portable backpack system that could be carried by a surveyor or mounted on a vehicle and was the most flexible MLMS. The report concludes that due to flexibility and cost effectiveness of the portable backpack system, it is the preferred platform for mapping roadside ditches, followed by the medium-grade wheel-based system. Furthermore, a framework for ditch line characterization is proposed and tested using datasets acquired by the medium-grade wheel-based and vehicle-mounted portable systems over a state highway. An existing ground filtering approach is modified to handle variations in point density of mobile LiDAR data. Hydrological analyses, including flow direction and flow accumulation, are applied to extract the drainage network from the digital terrain model (DTM). Cross-sectional/longitudinal profiles of the ditch are automatically extracted from LiDAR data and visualized in 3D point clouds and 2D images. The slope derived from the LiDAR data was found to be very close to highway cross slope design standards of 2% on driving lanes, 4% on shoulders, as well as 6-by-1 slope for ditch lines. Potential flooded regions are identified by detecting areas with no LiDAR return and a recall score of 54% and 92% was achieved by the medium-grade wheel-based and vehicle-mounted portable systems, respectively. Furthermore, a framework for ditch line characterization is proposed and tested using datasets acquired by the medium-grade wheel-based and vehicle-mounted portable systems over a state highway. An existing ground filtering approach is modified to handle variations in point density of mobile LiDAR data. Hydrological analyses, including flow direction and flow accumulation, are applied to extract the drainage network from the digital terrain model (DTM). Cross-sectional/longitudinal profiles of the ditch are automatically extracted from LiDAR data, and visualized in 3D point clouds and 2D images. The slope derived from the LiDAR data was found to be very close to highway cross slope design standards of 2% on driving lanes, 4% on shoulder, as well as 6-by-1 slope for ditch lines. Potential flooded regions are identified by detecting areas with no LiDAR return and a recall score of 54% and 92% was achieved by the medium-grade wheel-based and vehicle-mounted portable systems, respectively.
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Liu, Xiaopei, Dan Liu, and Cong’e Tan. Gut microbiome-based machine learning for diagnostic prediction of liver fibrosis and cirrhosis: a systematic review and meta-analysis. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, May 2022. http://dx.doi.org/10.37766/inplasy2022.5.0133.

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Review question / Objective: The invasive liver biopsy is the gold standard for the diagnosis of liver cirrhosis. Other non-invasive diagnostic approaches, have been used as alternatives to liver biopsy, however, these methods cannot identify the pathological grade of the lesion. Recently, studies have shown that gut microbiome-based machine learning can be used as a non-invasive diagnostic approach for liver cirrhosis or fibrosis, while it lacks evidence-based support. Therefore, we performed this systematic review and meta-analysis to evaluate its predictive diagnostic value in liver cirrhosis or fibrosis. Condition being studied: Liver fibrosis and cirrhosis. Liver fibrosis refers to excessive deposition of liver fibrous tissue caused by various pathogenic factors, such as hepatitis virus, alcohol, and drug-induced chemical injury. Continuous progression of liver fibrosis can lead to liver cirrhosis.
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Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

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Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
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Dion, Heather M., Stephen P. Lamont, and Edward Fei. A Graded Approach to Developing a National Nuclear Forensics Library. Office of Scientific and Technical Information (OSTI), October 2013. http://dx.doi.org/10.2172/1095891.

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Bhatt, Parth, Curtis Edson, and Ann MacLean. Image Processing in Dense Forest Areas using Unmanned Aerial System (UAS). Michigan Technological University, September 2022. http://dx.doi.org/10.37099/mtu.dc.michigantech-p/16366.

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Imagery collected via Unmanned Aerial System (UAS) platforms has become popular in recent years due to improvements in a Digital Single-Lens Reflex (DSLR) camera (centimeter and sub-centimeter), lower operation costs as compared to human piloted aircraft, and the ability to collect data over areas with limited ground access. Many different application (e.g., forestry, agriculture, geology, archaeology) are already using and utilizing the advantages of UAS data. Although, there are numerous UAS image processing workflows, for each application the approach can be different. In this study, we developed a processing workflow of UAS imagery collected in a dense forest (e.g., coniferous/deciduous forest and contiguous wetlands) area allowing users to process large datasets with acceptable mosaicking and georeferencing errors. Imagery was acquired with near-infrared (NIR) and red, green, blue (RGB) cameras with no ground control points. Image quality of two different UAS collection platforms were observed. Agisoft Metashape, a photogrammetric suite, which uses SfM (Structure from Motion) techniques, was used to process the imagery. The results showed that an UAS having a consumer grade Global Navigation Satellite System (GNSS) onboard had better image alignment than an UAS with lower quality GNSS.
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