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Journal articles on the topic 'Grading'

Author: Grafiati

Published: 4 June 2021

Last updated: 30 July 2024

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1

Khazal, R., Crina Boboc, and S. Dăscălescu. "Group gradings of M2(K)." Bulletin of the Australian Mathematical Society 68, no. 2 (October 2003): 285–93. http://dx.doi.org/10.1017/s0004972700037667.

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We describe all group gradings of the matrix algebra M2(k), where k is an arbitrary field. We prove that any such grading reduces to a grading of type C2, a grading of type C2 × C2, or to a good grading. We give new simple proofs for the description of C2-gradings and C2 × C2-gradings on M2(K).

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2

Gordienko, Alexey, and Ofir Schnabel. "Categories and Weak Equivalences of Graded Algebras." Algebra Colloquium 26, no. 04 (November 18, 2019): 643–64. http://dx.doi.org/10.1142/s1005386719000476.

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In the study of the structure of graded algebras (such as graded ideals, graded subspaces, and radicals) or graded polynomial identities, the grading group can be replaced by any other group that realizes the same grading. Here we come to the notion of weak equivalence of gradings: two gradings are weakly equivalent if there exists an isomorphism between the graded algebras that maps each graded component onto a graded component. Each group grading on an algebra can be weakly equivalent to G-gradings for many different groups G; however, it turns out that there is one distinguished group among them, called the universal group of the grading. In this paper we study categories and functors related to the notion of weak equivalence of gradings. In particular, we introduce an oplax 2-functor that assigns to each grading its support, and show that the universal grading group functor has neither left nor right adjoint.

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3

Friedman, Stephen J. "Grading Teachers' Grading Policies." NASSP Bulletin 82, no. 597 (April 1998): 77–83. http://dx.doi.org/10.1177/019263659808259713.

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4

Vala, Viram J., and Dr Vijay Kumar Soni. "Standardisation and Grading." Indian Journal of Applied Research 1, no. 5 (October 1, 2011): 21–22. http://dx.doi.org/10.15373/2249555x/feb2012/9.

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5

Koshrawipour, Tanja, Ingo Stricker, Andrea Tannapfel, Lars Steinstraesser, Stefan Langer, and Andrej Ring. "Risk factors leading to grading changes within 300 low-grade soft tissue sarcomas." Journal of Clinical Oncology 30, no. 15_suppl (May 20, 2012): 10059. http://dx.doi.org/10.1200/jco.2012.30.15_suppl.10059.

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10059 Background: Soft tissue sarcomas (STS) are rare, mesenchymal derived tumors. Based on malignancy, three grades are distinguished with G1 equaling low grade, G2 intermediate grade and G3 high grade, respectively. Studies have shown that some G1 tumors which underwent complete surgical resection reoccurred as lesions with a grading shift from G1 to higher malignancy. This grading change is referred to as up grading. Patients with grading changes were thoroughly examined in our study. Our aim was to find possible risk factors for up gradings, such as age, localization of tumor and tumor type. Methods: This retrospective case control study evaluated 333 Patients, who, between 1996 to 2011 were treated for G1 STS at Bergmannsheil Bochum, university clinic. These patients received complete initial surgical resection. Among our 333 patients, 9.9% (n=33) developed up gradings of their STS. These were then reviewed more closely in the aim of finding possible risk factors. We did not exclude any patients from our data or deliberately pick any grading changers and regard our collective as randomly sampled. The processed data includes age, gender, tumor type, tumor localization, occurrence of recidive and grading change. Results: Patients with up gradings were found to have a higher mean age of 4, 5 years than reference collective. The tumor type has a strong, statistically significant effect on grading change as patients with fibrosarcomas have a threefold risk of developing up gradings when compared to patients with other G1 STS. Conclusions: Our results indicate that age and tumor type play the key role in the development of up gradings in low malignant STS .Patients aged 60 and above diagnosed with fibrosarcomas are at a 3 times higher risk of developing a grading change as opposed to patients younger than 60 with other low grade STS than fibrosarcoma. We discussed the significance of these risk factors and argued whether, in addition to wide tumor resection, a short term postoperative radiotherapy should be applied for these patients to improve therapeutical outcome.

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6

Hupe, Marie Christine, Anne Offermann, Verena Sailer, Axel S. Merseburger, and Sven Perner. "Das neue ISUP 2014/WHO 2016 Prostatakarzinom-Grading – Status quo 5 Jahre nach seiner Einführung." Aktuelle Urologie 50, no. 06 (August 7, 2019): 619–24. http://dx.doi.org/10.1055/a-0918-9473.

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

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7

Patil, Vijayalaxmi S., Surekha B. Hippargi, Raga Sruthi Dwarampudi, and Lynda Rodrigues. "Correlation Of Various Cytological Grading Systems With Histopathological Grading In Breast Carcinoma." Annals of Pathology and Laboratory Medicine 5, no. 4 (April 2018): A322–328. http://dx.doi.org/10.21276/apalm.1837.

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8

Dr. Bheemanagouda, Dr Bheemanagouda. "IPO Grading – An Insight." Indian Journal of Applied Research 1, no. 6 (October 1, 2011): 12–14. http://dx.doi.org/10.15373/2249555x/mar2012/5.

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9

Weis, Gregory F. "Grading." Teaching Philosophy 18, no. 1 (1995): 3–13. http://dx.doi.org/10.5840/teachphil199518114.

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10

Sotiriou, C., Wirapati, S. Loi, C. Desmedt, B. Haibe-Kains, F. Piette, M. Buyse, G. Bontempi, M. Delorenzi, and M. Piccart. "Is genomic grading killing histological grading?" European Journal of Cancer Supplements 4, no. 2 (March 2006): 177. http://dx.doi.org/10.1016/s1359-6349(06)80452-0.

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11

Zimmerman, Todd. "Grading for Understanding – Standards-Based Grading." Physics Teacher 55, no. 1 (January 2017): 47–50. http://dx.doi.org/10.1119/1.4972500.

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12

Cooper, Andrew A. "Techniques Grading: Mastery Grading for Proofs Courses." PRIMUS 30, no. 8-10 (April 2, 2020): 1071–86. http://dx.doi.org/10.1080/10511970.2020.1733151.

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13

Ashworth, Pat. "Clinical grading — de-grading or an opportunity?" Intensive Care Nursing 5, no. 1 (March 1989): 1–3. http://dx.doi.org/10.1016/0266-612x(89)90033-3.

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14

Kenttämies, Hilkka, and Kerstin Smeds. "Repeatability of subjective grading in fur animals III. Grading of live blue foxes in different environmental conditions." Agricultural and Food Science 1, no. 3 (May 1, 1992): 315–22. http://dx.doi.org/10.23986/afsci.72452.

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Association between repeatedly scored body size and fur characteristics were studied in live blue foxes. Gradings in cages and outside cages in lamplight and daylight were also compared. Colour tended to be easier and clarity more difficult to evaluate than the other traits. Differences between judges in accuracy of grading were greater than between various grading environments. The grading was more reliable outside cages than within cages. The most uniform results were obtained when the same judge graded the animals in the same environmental conditions.

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15

Zhou, Ricky. "What is the Cost of Silence: Examining the Drawbacks of the In-class Participation Grading Method in American K-12 Schools." Journal of Humanities and Social Sciences Studies 4, no. 3 (August 22, 2022): 177–81. http://dx.doi.org/10.32996/jhsss.2022.4.3.16.

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This study weighs the significance of one of the commonly used grading methods in K-12 schools in a new way: the in-class participation grading method, which measures a student’s quantitative engagement in classes. The participation grade is often combined with other gradings and makes up the Grade Point Average (mostly in high schools). Yet numerous flaws exist within the grading system. While it is used worldwide, only K-12 schools in the United States will be considered in this paper. The objective is to determine whether the grading method is inclusive or, in other words, fair to be used in the American education system. The essay examines and discusses the drawbacks of the method and provides plausible alternatives. Such alternatives to grading participation might shed light on innovating the American Education System in general. Though no experimental procedures were conducted, this literary analysis utilizes multiple sources for empirical evidence.

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16

Tang, Ning, Shao Peng Wu, and Chang Jun Sun. "Research of AC-20 Grading of Conductive Asphalt Concrete Based on Fractal Theory." Key Engineering Materials 509 (April 2012): 162–67. http://dx.doi.org/10.4028/www.scientific.net/kem.509.162.

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Aggregate distribution of asphalt mixture had an obvious characteristic of fractal. Based on fractal theory, the distribution function of aggregate of conductive asphalt mixture based on the granular fractal model was deduced. This paper used linear regression analysis to different gradings to get the grading fractal dimension of conductive asphalt mixture and the conductivity of the mixture was tested. Test results indicated that the grading fractal dimension of conductive asphalt mixture was controled by the fine aggregate. On the other hand, the fractal dimension had a congruent relationship with conductivity. The conductive asphalt mixture had good pavement performance and conductive when the fractal dimension of AC-20 grading ranged from 2.43 to 2.53. The fractal dimension can be used as a quantification index of grading evaluation.

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17

Blackadder, E. "Private grading." Nursing Standard 3, no. 11 (December 10, 1988): 41. http://dx.doi.org/10.7748/ns.3.11.41.s71.

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18

Maguire, Elizabeth M. "Grading casualty." Nursing Standard 3, no. 14 (December 31, 1988): 40. http://dx.doi.org/10.7748/ns.3.14.40.s54.

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19

Bradley, Evelyn P. "Grading competency." Nursing Standard 3, no. 16 (January 14, 1989): 41. http://dx.doi.org/10.7748/ns.3.16.41.s68.

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20

Andrew Blunt. "Grading bind." Nursing Standard 3, no. 25 (March 18, 1989): 46. http://dx.doi.org/10.7748/ns.3.25.46.s56.

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21

Searle, Ms J. "Grading problems." Nursing Standard 3, no. 28 (April 8, 1989): 46. http://dx.doi.org/10.7748/ns.3.28.46.s57.

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22

Luty, Kenneth. "Outpatient grading." Nursing Standard 3, no. 28 (April 8, 1989): 46–47. http://dx.doi.org/10.7748/ns.3.28.46.s60.

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23

Marsh, P. A., and P. R. Coggins. "Unfair grading." Nursing Standard 3, no. 3 (October 15, 1988): 40. http://dx.doi.org/10.7748/ns.3.3.40.s54.

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24

Ryan, Maureen. "Wrong grading." Nursing Standard 3, no. 4 (October 22, 1988): 41. http://dx.doi.org/10.7748/ns.3.4.41.s82.

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25

Selvey, Sally. "Grading dens." Nursing Standard 3, no. 51 (September 16, 1989): 46–47. http://dx.doi.org/10.7748/ns.3.51.46.s43.

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26

Duffield, Pete. "Grading blues." Nursing Standard 3, no. 7 (November 12, 1988): 40. http://dx.doi.org/10.7748/ns.3.7.40.s64.

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27

Mclntegart, Jim. "Clinical grading." Nursing Standard 4, no. 5 (October 25, 1989): 53. http://dx.doi.org/10.7748/ns.4.5.53.s63.

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28

Rich, Charles. "Grading Psychiatry." Annals of Clinical Psychiatry 1, no. 4 (December 1, 1989): 213. http://dx.doi.org/10.3109/10401238909149984.

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29

Stallings-Roberts, Virginia. "Subjective Grading." Mathematics Teacher 85, no. 8 (November 1992): 677–79. http://dx.doi.org/10.5951/mt.85.8.0677.

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The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) and the Professional Standards for Teaching Mathematics (NCTM 1991) advocate an array of alternative-assessment strategies that encourage modification of teachers' practices in measuring students' performance. Unfortunately, many teachers must operate within the constraints of the system under which they serve. Teachers feel bound to traditional testing by virtue of the adopted percent procedure established by their schools and simply because grading has been done in the traditional manner for years.

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30

Ferguson, Kaye. "Grading Systems." Music Educators Journal 80, no. 6 (May 1994): 6–7. http://dx.doi.org/10.2307/3398701.

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31

Kaschub, Michele. "Grading Practices." Music Educators Journal 83, no. 2 (September 1996): 9. http://dx.doi.org/10.2307/3398956.

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32

Daniels, Granville. "Clinical grading." Nursing Standard 2, no. 46 (August 20, 1988): 32. http://dx.doi.org/10.7748/ns.2.46.32.s57.

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33

Evans, Jane M. "Practice grading." Nursing Standard 2, no. 48 (September 3, 1988): 40–41. http://dx.doi.org/10.7748/ns.2.48.40.s63.

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34

Alston, Irene. "Grading HVs." Nursing Standard 2, no. 48 (September 3, 1988): 41. http://dx.doi.org/10.7748/ns.2.48.41.s64.

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35

Buchan, James. "Clinical grading." Nursing Standard 2, no. 51 (October 1988): 12. http://dx.doi.org/10.7748/ns.2.51.12.s26.

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36

Perry, Arie, Scott L. Stafford, Bernd W. Scheithauer, Vera J. Suman, and Christine M. Lohse. "Meningioma Grading." American Journal of Surgical Pathology 21, no. 12 (December 1997): 1455–65. http://dx.doi.org/10.1097/00000478-199712000-00008.

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37

Houshold, Jack. "Laboratory Grading." SMPTE Journal 107, no. 6 (June 1998): 365–66. http://dx.doi.org/10.5594/j08391.

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38

Allen, Robert J., Orlando Canizares, Carrie Scharf, Phuong D. Nguyen, Vishal Thanik, Pierre B. Saadeh, Sydney R. Coleman, and Alexes Hazen. "Grading Lipoaspirate." Plastic and Reconstructive Surgery 131, no. 1 (January 2013): 38–45. http://dx.doi.org/10.1097/prs.0b013e3182729cc6.

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39

Del Vecchio, Daniel A. "Grading Lipoaspirate." Plastic and Reconstructive Surgery 131, no. 4 (April 2013): 637e—639e. http://dx.doi.org/10.1097/prs.0b013e31828d7b0e.

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40

Varma, Murali. "Gleason Grading." American Journal of Surgical Pathology 43, no. 2 (February 2019): 290–91. http://dx.doi.org/10.1097/pas.0000000000001175.

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41

Trpkov, Kiril, Asli Yilmaz, Sakkarn Sangkhamanon, Shaun Medlicott, Bryan Donnelly, Geoffrey Gotto, and Melissa Shea-Budgell. "Gleason Grading." American Journal of Surgical Pathology 43, no. 2 (February 2019): 291–92. http://dx.doi.org/10.1097/pas.0000000000001176.

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42

Cottle, Thomas J. "Soul Grading." Schools 1, no. 1 (March 2004): 130–32. http://dx.doi.org/10.1086/589197.

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43

Parker, Mark E. "Gleason Grading." American Journal of Surgical Pathology 19, no. 7 (July 1995): 852. http://dx.doi.org/10.1097/00000478-199507000-00018.

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44

Okuchi, Sachi, Tomohisa Okada, Akira Yamamoto, Mitsunori Kanagaki, Yasutaka Fushimi, Tsutomu Okada, Moritaka Yamauchi, et al. "Grading Meningioma." Medicine 94, no. 6 (February 2015): e549. http://dx.doi.org/10.1097/md.0000000000000549.

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45

Bar, Talia, and Asaf Zussman. "Partisan Grading." American Economic Journal: Applied Economics 4, no. 1 (January 1, 2012): 30–48. http://dx.doi.org/10.1257/app.4.1.30.

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We study grading outcomes associated with professors in an elite university in the United States who were identified—using voter registration records from the county where the university is located—as either Republicans or Democrats. The evidence suggests that student grades are linked to the political orientation of professors. Relative to their Democratic colleagues, Republican professors are associated with a less egalitarian distribution of grades and with lower grades awarded to black students relative to whites. (JEL D72, I23, J15)

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46

Frederiksen, Linda. "Grading Ourselves:." Journal of Library Administration 37, no. 3/4 (June 1, 2002): 333–39. http://dx.doi.org/10.1300/j111v37n03_03.

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47

Frederiksen, Linda. "Grading Ourselves." Journal of Library Administration 37, no. 3-4 (September 1, 2002): 333–39. http://dx.doi.org/10.1300/j111v37n03_27.

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48

Marren, Patrick. "Grading myself." Journal of Business Strategy 32, no. 1 (January 4, 2011): 58–60. http://dx.doi.org/10.1108/02756661111100346.

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49

Polloway, Edward A., Michael H. Epstein, William D. Bursuck, Tess W. Roderique, Janet L. McConeghy, and Madhavi Jayanthi. "Classroom Grading." Remedial and Special Education 15, no. 3 (May 1994): 162–70. http://dx.doi.org/10.1177/074193259401500304.

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Acritical area of concern to teachers, administrators, students, and parents is the evaluation and grading of student performance. the topic of grading takes on added significance when consideration is given to the grading of students with disabilities and to the related effects on collaboration between home and school. A national survey was conducted, with the purpose being to determine the policies of local school districts concerning grading. Specific foci included whether a policy was in effect, if modifications were made for students with disabilities, the nature of grading systems used, and communication mechanisms between home and school. A total of 550 surveys were mailed to school district superintendents, with a response rate of over 40%. The results indicated that a majority of school divisions had a policy on grading in effect and that the policies in effect included modifications for students with disabilities. Trends in terms of grading systems used and communication mechanisms employed are highlighted. The results are discussed in terms of their relationship to home-school collaboration and in the context of integrating students with disabilities into general education.

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50

Adelman, Lester S. "Grading Astrocytomas." Neurosurgery Clinics of North America 5, no. 1 (January 1994): 35–41. http://dx.doi.org/10.1016/s1042-3680(18)30541-2.

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