Band structures in fractal grading porous phononic crystals

NASA Astrophysics Data System (ADS)

Wang, Kai; Liu, Ying; Liang, Tianshu; Wang, Bin

2018-05-01

In this paper, a new grading porous structure is introduced based on a Sierpinski triangle routine, and wave propagation in this fractal grading porous phononic crystal is investigated. The influences of fractal hierarchy and porosity on the band structures in fractal graidng porous phononic crystals are clarified. Vibration modes of unit cell at absolute band gap edges are given to manifest formation mechanism of absolute band gaps. The results show that absolute band gaps are easy to form in fractal structures comparatively to the normal ones with the same porosity. Structures with higher fractal hierarchies benefit multiple wider absolute band gaps. This work provides useful guidance in design of fractal porous phononic crystals.

Grade determination of crumb rubber-modified performance graded asphalt binder.

DOT National Transportation Integrated Search

2013-08-01

Due to particulates common in crumb rubber-modified asphalt binders, conventional PG grading using the Dynamic Shear Rheometer (DSR) with a gap height of 1.0 mm may not be valid and in accordance with current specifications. Asphalt binder testing an...

Grade determination of crumb rubber-modified performance graded asphalt binder.

DOT National Transportation Integrated Search

2013-08-01

Due to particulates common in crumb rubber-modified asphalt binders, conventional PG grading using the Dynamic : Shear Rheometer (DSR) with a gap height of 1.0 mm may not be valid and in accordance with current specifications. : Asphalt binder testin...

Different behavioral patterns of success for men and women in an online introductory science course: Addressing the course grade gender gap

NASA Astrophysics Data System (ADS)

Mead, C.; Horodyskyj, L.; Buxner, S.; Semken, S. C.; Anbar, A. D.

2016-12-01

In this study, we explore how data provided by an online learning environment can provide fine-grained behavioral context for the performance gender gap commonly observed in introductory college science courses. Previous studies reported that women earn lower grades than men in such courses, often ascribed to reduced engagement and resilience driven by sociocultural causes, such as stereotype threat. This may be exacerbated in courses graded primarily based on high-stakes exams. Here, we use student data (n = 1121) from Habitable Worlds, an online laboratory science course, to identify behavioral differences between men and women. In Habitable Worlds, students earn points from 30 "trainings," which are scored on completion, and 30 "applications," which are scored on correctness. The lack of high-stakes cumulative exams represents a valuable contrast with typical science courses in which gender gaps have been reported. Our data indicate that a gender gap exists even for these low-stakes assessments. Results of a generalized linear model show that course success among women is much more strongly predicted by training scores than by application scores, while those factors have roughly equal predictive value among men. Predicted success among women is also modulated by the total number of attempts made on questions throughout the course, where more attempts implies lower success (holding other factors constant). This relationship is non-significant for men. Our interpretation of these model results is that obstacles such as stereotype threat represent a tax for women on effort and engagement, such that equivalent effort yields lesser success than for men. Thus, the women who do succeed differ sharply from lower performing women on indicators of effort. Future work should build on this result both as an indicator of conditions under which women are more likely to succeed and as a way to more quickly identify students who may struggle.

Geographic Variation of District-Level Gender Achievement Gaps within the United States

ERIC Educational Resources Information Center

Reardon, Sean; Fahle, Erin; Kalogrides, Demetra; Podolsky, Anne; Zarate, Rosalia

2016-01-01

Gender achievement gaps on national and state assessments have been a popular research topic over the last few decades. Many prior studies examine these gaps in different subjects (e.g., mathematics, reading, and science) and grades (typically kindergarten through eighth grade) for students living in various regions (typically states or countries)…

Detection of muscle gap by L-BIA in muscle injuries: clinical prognosis.

PubMed

Nescolarde, L; Yanguas, J; Terricabras, J; Lukaski, H; Alomar, X; Rosell-Ferrer, J; Rodas, G

2017-06-21

Sport-related muscle injury classifications are based basically on imaging criteria such as ultrasound (US) and magnetic resonance imaging (MRI) without consensus because of a lack of clinical prognostics for return-to-play (RTP), which is conditioned upon the severity of the injury, and this in turn with the muscle gap (muscular fibers retraction). Recently, Futbol Club Barcelona's medical department proposed a new muscle injury classification in which muscle gap plays an important role, with the drawback that it is not always possible to identify by MRI. Localized bioimpedance measurement (L-BIA) has emerged as a non-invasive technique for supporting US and MRI to quantify the disrupted soft tissue structure in injured muscles. To correlate the severity of the injury according to the gap with the RTP, through the percent of change in resistance (R), reactance (Xc) and phase-angle (PA) by L-BIA measurements in 22 muscle injuries. After grouping the data according to the muscle gap (by MRI exam), there were significant differences in R between grade 1 and grade 2f (myotendinous or myofascial muscle injury with feather-like appearance), as well as between grade 2f and grade 2g (myotendinous or myofascial muscle injury with feather and gap). The Xc and PA values decrease significantly between each grade (i.e. 1 versus 2f, 1 versus 2g and 2f versus 2g). In addition, the severity of the muscle gap adversely affected the RTP with significant differences observed between 1 and 2g as well as between 2f and 2g. These results show that L-BIA could aid MRI and US in identifying the severity of an injured muscle according to muscle gap and therefore to accurately predict the RTP.

Optical characterization of wide-gap detector-grade semiconductors

NASA Astrophysics Data System (ADS)

Elshazly, Ezzat S.

Wide bandgap semiconductors are being widely investigated because they have the potential to satisfy the stringent material requirements of high resolution, room temperature gamma-ray spectrometers. In particular, Cadmium Zinc Telluride (Cd1-xZnxTe, x˜0.1) and Thallium Bromide (TlBr), due to their combination of high resistivity, high atomic number and good electron mobility, have became very promising candidates for use in X- and gamma-ray detectors operating at room temperature. In this study, carrier trapping times were measured in CZT and TlBr as a function of temperature and material quality. Carrier lifetimes and tellurium inclusion densities were measured in detector-grade Cadmium Zinc Telluride (CZT) crystals grown by the High Pressure Bridgman method and Modified Bridgman method. Excess carriers were produced in the material using a pulsed YAG laser with a 1064nm wavelength and 7ns pulse width. Infrared microscopy was used to measure the tellurium defect densities in CZT crystals. The electronic decay was optically measured at room temperature. Spatial mapping of lifetimes and defect densities in CZT was performed to determine the relationship between defect density and electronic decay. A significant and strong correlation was found between the volume fraction of tellurium inclusions and the carrier trapping time. Carrier trapping times and tellurium inclusions were measured in CZT in the temperature range from 300K to 110K and the results were analyzed using a theoretical trapping model. Spatial mapping of carrier trapping times and defect densities in CZT was performed to determine the relationship between defect density and electronic decay. While a strong correlation between trapping time and defect density of tellurium inclusions was observed, there was no significant change in the trap energy. Carrier trapping times were measured in detector grade thallium bromide (TlBr) and compared with the results for cadmium zinc telluride (CZT) in a

Subgroup Achievement and Gap Trends: Wyoming, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Wyoming for 2010. Wyoming's demographic profile is such that achievement trends could only be determined for white, Latino, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white,…

Subgroup Achievement and Gap Trends: Idaho, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in Idaho for 2010. Idaho showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Latino and white students, low income students, and boys and girls. The state has also made progress in narrowing achievement gaps between Latino and white…

Understanding the Fourth-Grade Slump: Our Point of View

ERIC Educational Resources Information Center

Sanacore, Joseph; Palumbo, Anthony

2009-01-01

Educators know that an achievement gap exists between students of low-income and middle-income families, a gap that is especially evident in fourth grade and beyond. This essay explores issues related to this gap, including primary-level children being immersed in narrative text and, therefore, unprepared for the challenges of informational text…

Impact of grade separator on pedestrian risk taking behavior.

PubMed

Khatoon, Mariya; Tiwari, Geetam; Chatterjee, Niladri

2013-01-01

Pedestrians on Delhi roads are often exposed to high risks. This is because the basic needs of pedestrians are not recognized as a part of the urban transport infrastructure improvement projects in Delhi. Rather, an ever increasing number of cars and motorized two-wheelers encourage the construction of large numbers of flyovers/grade separators to facilitate signal free movement for motorized vehicles, exposing pedestrians to greater risk. This paper describes the statistical analysis of pedestrian risk taking behavior while crossing the road, before and after the construction of a grade separator at an intersection of Delhi. A significant number of pedestrians are willing to take risks in both before and after situations. The results indicate that absence of signals make pedestrians behave independently, leading to increased variability in their risk taking behavior. Variability in the speeds of all categories of vehicles has increased after the construction of grade separators. After the construction of the grade separator, the waiting time of pedestrians at the starting point of crossing has increased and the correlation between waiting times and gaps accepted by pedestrians show that after certain time of waiting, pedestrians become impatient and accepts smaller gap size to cross the road. A Logistic regression model is fitted by assuming that the probability of road crossing by pedestrians depends on the gap size (in s) between pedestrian and conflicting vehicles, sex, age, type of pedestrians (single or in a group) and type of conflicting vehicles. The results of Logistic regression explained that before the construction of the grade separator the probability of road crossing by the pedestrian depends on only the gap size parameter; however after the construction of the grade separator, other parameters become significant in determining pedestrian risk taking behavior. Copyright © 2012 Elsevier Ltd. All rights reserved.

Tunable graded rod laser assembly

NASA Technical Reports Server (NTRS)

AuYeung, John C. (Inventor)

1985-01-01

A tunable laser assembly including a pair of radially graded indexed optical segments aligned to focus the laser to form an external resonant cavity with an optical axis, the respective optical segments are retativity moveable along the optical axis and provide a variable et aion gap sufficient to permit variable tuning of the laser wavelength without altering the effective length of the resonant cavity. The gap also include a saturable absorbing material providing a passive mode-locking of the laser.

Evaluation of open-graded friction course mixture : technical assistance report.

DOT National Transportation Integrated Search

2004-10-01

Open-graded friction course (OGFC) is a porous, gap-graded, predominantly single size aggregate bituminous mixture that contains a high percentage of air voids. The high air void content and the open structure of this mix promote the effective draina...

Do Gender and Physical Attractiveness Affect College Grades?

ERIC Educational Resources Information Center

Krawczyk, Michal

2018-01-01

In this study, data on grades awarded for bachelor and master theses at a large Polish university were used to identify possible discrimination on gender or physical attractiveness. The focus is on the gap between the grades awarded by the advisor (who knows the student personally) and the referee (who typically does not, so that gender is less…

Grading Participation in College Courses: Instructor Attitudes and Practices

ERIC Educational Resources Information Center

Rogers, Susan L.

2011-01-01

An exploratory study was launched to redress a gap in the literature that is expressed as an assumption that "most" college instructors grade participation in undergraduate courses. A sample of 521 instructors at a large, northeastern public university was surveyed to assess their attitudes and practices in grading participation in…

Understanding the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Finkelstein, Noah; Kost, Lauren; Pollock, Steven

2008-04-01

While it has been suggested interactive engagement (IE) techniques can eliminate the gender gap (the difference in performance between men and women on measures of conceptual learning), we find that, at our institution, the gender gap persisted from pre to posttest in IE classes (Pollock, Physical Review: ST PER. 3, 010107, 2007). This talk reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a majorportion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

Patterns of Change in U.S. Gender Achievement Gaps during Elementary and Middle School

ERIC Educational Resources Information Center

Fahle, Erin

2016-01-01

Research on gender achievement gaps shows they exist, and are largest in the tails of the distribution, starting as early as Kindergarten and persisting through eighth grade. In mathematics, studies find small average gender achievement gaps and larger systematically male-favoring gaps among the highest achieving students. This paper seeks to…

Subgroup Achievement and Gap Trends: Hawaii

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

Hawaii showed improvement in reading and math in grade 8 at the basic, proficient, and advanced levels for Asian and white students, low income students, and boys and girls. Gains in math tended to be larger than in reading. Trends in closing achievement gaps were mixed. Comparable data were available from 2007 through 2009. (Contains 9 tables.)…

The role of planning skills in the income-achievement gap.

PubMed

Crook, Stephen R; Evans, Gary W

2014-01-01

The pervasive income-achievement gap has been attributed in part to deficiencies in executive functioning (EF). The development of EF is related to children's planning ability, an aspect of development that has received little attention. Longitudinal data from the National Institute of Child Health and Human Development study of early child care show that early childhood poverty (1 and 24 months) is significantly related to fifth grade, math, and reading achievement (n = 1,009). The ability to plan in Grade 3, indexed by the Tower of Hanoi task, mediates the income-achievement gap in math and to a lesser extent in reading. IQ was incorporated as a statistical control throughout. © 2013 The Authors. Child Development © 2013 Society for Research in Child Development, Inc.

Evaluation of moisture-induced damage of dense graded and gap graded asphalt mixture with nanopolymer modified binder

NASA Astrophysics Data System (ADS)

Shaffie, E.; Arshad, A. K.; Ahmad, J.; Hashim, W.

2018-04-01

The purpose of this research is to study the moisture induce damage performance of dense graded (AC14) and stone mastic asphalt (SMA14) asphalt pavement using Nanolyacrylate polymer modified asphalt binder. The physical properties of aggregate, volumetric and performance of asphalt mixes were assessed and evaluated with the laboratory tests. The study investigates fourteenth different asphalt mixtures consisting of NP modified asphalt binder formulations at 2%, 4% and 6%. Two types of asphalt binder, penetration grade PEN 80-100 and performance grade PG 76 were added with Nanopolyacrylate as asphalt modifier. The modified asphalt binder was prepared by adding 6 percent of Nanopolyacrylate (NP) to the asphalt binder. Both AC14 and SMA14 mixtures passed the Marshall requirements which indicate that these mixtures were good with respect to durability and flexibility. In terms of moisture induce damage, it was observed that the strength of the asphalt mixes increased with the addition of NP polymer modified asphalt binder. Similar trend could also be seen for SMA14 mixes, where the ITS value of SMA14 showed a significant difference compared to AC14 and all the mixtures exceeded the minimum requirement value as specified in the specification. Thus, addition of nanopolyacrylate polymer to the asphalt binder has significantly improved the cohesion as well as adhesion properties of the asphalt binder, and hence the stripping performance. Therefore, it can be concluded that the nanopolyacylate is suitable to be used as a modifier to the modified asphalt binder in order to enhance the properties of the asphalt binder and thus improving the performance of asphalt in both AC14 and SMA14 mixes.

Decreasing the Gap: Understanding the Role of READ 180 in Helping to Decrease the Achievement Gap for Middle School Students

ERIC Educational Resources Information Center

Neubert, Emily Sarah

2017-01-01

As federal mandates continue to emphasize the use of standardized tests, academic research is needed to determine if reading intervention programs are helping to close the achievement gap between struggling readers and their grade level peers. Although previous research indicated that reading intervention can be an effective tool for increasing…

GaAsP on GaP top solar cells

NASA Technical Reports Server (NTRS)

Mcneely, J. B.; Negley, G. H.; Barnett, A. M.

1985-01-01

GaAsP on GaP top solar cells as an attachment to silicon bottom solar cells are being developed. The GaAsP on GaP system offers several advantages for this top solar cell. The most important is that the gallium phosphide substrate provides a rugged, transparent mechanical substrate which does not have to be removed or thinned during processing. Additional advantages are that: (1) gallium phosphide is more oxidation resistant than the III-V aluminum compounds, (2) a range of energy band gaps higher than 1.75 eV is readily available for system efficiency optimization, (3) reliable ohmic contact technology is available from the light-emitting diode industry, and (4) the system readily lends itself to graded band gap structures for additional increases in efficiency.

Subgroup Achievement and Gap Trends: New Hampshire

ERIC Educational Resources Information Center

Center on Education Policy, 2009

2009-01-01

This year the Center on Education Policy analyzed data on the achievement of different groups of students in two distinct ways. First, it looked at grade 4 test results to determine whether the performance of various groups improved at three achievement levels--basic and above, proficient and above, and advanced. Second, it looked at gaps between…

The Black-White Test Score Gap through Third Grade. NBER Working Paper No. 11049

ERIC Educational Resources Information Center

Fryer, Roland G.; Levitt, Steven D.

2005-01-01

This paper describes basic facts regarding the black-white test score gap over the first four years of school. Black children enter school substantially behind their white counterparts in reading and math, but including a small number of covariates erases the gap. Over the first four years of school, however, blacks lose substantial ground…

Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School: Trends and Predictors

ERIC Educational Resources Information Center

Quinn, David M.; Cooc, North

2015-01-01

Research on science achievement disparities by gender and race/ethnicity often neglects the beginning of the pipeline in the early grades. We address this limitation using nationally representative data following students from Grades 3 to 8. We find that the Black-White science test score gap (-1.07 SD in Grade 3) remains stable over these years,…

Teacher expectations, classroom context, and the achievement gap.

PubMed

McKown, Clark; Weinstein, Rhona S

2008-06-01

In two independent datasets with 1872 elementary-aged children in 83 classrooms, Studies 1 and 2 examined the role of classroom context in moderating the relationship between child ethnicity and teacher expectations. For Study 1 overall and Study 2 mixed-grade classrooms, in ethnically diverse classrooms where students reported high levels of differential teacher treatment (PDT) towards high and low achieving students, teacher expectations of European American and Asian American students were between .75 and 1.00 standard deviations higher than teacher expectations of African American and Latino students with similar records of achievement. In highly diverse low-PDT classrooms in Study 1 and highly diverse low-PDT mixed-grade classrooms in Study 2, teachers held similar expectations for all students with similar records of achievement. Study 3 estimated the contribution of teacher expectations to the year-end ethnic achievement gap in high- and low-bias classrooms. In high-bias classrooms, teacher expectancy effects accounted for an average of .29 and up to .38 standard deviations of the year-end ethnic achievement gap.

Gender Gap Trends on Mathematics Exams Position Girls and Young Women for STEM Careers

ERIC Educational Resources Information Center

Beekman, John A.; Ober, David

2015-01-01

Nine years of results on 4.2 million of Indiana's Indiana Statewide Testing for Educational Progress (ISTEP) mathematics (math) exams (grades 3-10) taken after the implementation of No Child Left Behind have been used to determine gender gaps and their associated trends. Sociocultural factors were investigated by comparing math gender gaps and gap…

Closing the Social Class Achievement Gap for First-Generation Students in Undergraduate Biology

PubMed Central

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Giffen, Cynthia J.; Blair, Seth S.; Rouse, Douglas I.; Hyde, Janet S.

2014-01-01

Many students start college intending to pursue a career in the biosciences, but too many abandon this goal because they struggle in introductory biology. Interventions have been developed to close achievement gaps for underrepresented minority students and women, but no prior research has attempted to close the gap for first-generation students, a population that accounts for nearly a fifth of college students. We report a values affirmation intervention conducted with 798 U.S. students (154 first-generation) in an introductory biology course for majors. For first-generation students, values affirmation significantly improved final course grades and retention in the second course in the biology sequence, as well as overall GPA for the semester. This brief intervention narrowed the achievement gap between first-generation and continuing generation students for course grades by 50% and increased retention in a critical gateway course by 20%. Our results suggest that educators can expand the pipeline for first-generation students to continue studying in the biosciences with psychological interventions. PMID:25049437

Subgroup Achievement and Gap Trends: New Hampshire, 2010

ERIC Educational Resources Information Center

Center on Education Policy, 2010

2010-01-01

This paper profiles the student subgroup achievement and gap trends in New Hampshire for 2010. New Hampshire's demographic profile is such that, with the exception of Latino students at the elementary level, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to…

A theoretical study of heterojunction and graded band gap type solar cells

NASA Technical Reports Server (NTRS)

Chiang, J. P. C.; Hauser, J. R.

1979-01-01

The work performed concentrated on including multisun effects, high temperature effects, and electron irradiation effects into the computer analysis program for heterojunction and graded bandgap solar cells. These objectives were accomplished and the program is now available for such calculations.

Improvement of band gap profile in Cu(InGa)Se{sub 2} solar cells through rapid thermal annealing

DOE Office of Scientific and Technical Information (OSTI.GOV)

Chen, D.S.; College of Mathematics and Physics, Shanghai University of Electric Power, Shanghai, 200090; Yang, J.

Highlights: • Proper RTA treatment can effectively optimize band gap profile to more expected level. • Inter-diffusion of atoms account for the improvement of the graded band gap profile. • The variation of the band gap profile created an absolute gain in the efficiency by 1.22%. - Abstract: In the paper, the effect of rapid thermal annealing on non-optimal double-graded band gap profiles was investigated by using X-ray photoelectron spectroscopy and capacitance–voltage measurement techniques. Experimental results revealed that proper rapid thermal annealing treatment can effectively improve band gap profile to more optimal level. The annealing treatment could not only reducemore » the values of front band gap and minimum band gap, but also shift the position of the minimum band gap toward front electrode and enter into space charge region. In addition, the thickness of Cu(InGa)Se{sub 2} thin film decreased by 25 nm after rapid thermal annealing treatment. All of these modifications were attributed to the inter-diffusion of atoms during thermal treatment process. Simultaneously, the variation of the band gap profile created an absolute gain in the efficiency by 1.22%, short-circuit current density by 2.16 mA/cm{sup 2} and filled factor by 3.57%.« less

Closing Achievement Gaps with a Utility-Value Intervention: Disentangling Race and Social Class

PubMed Central

Harackiewicz, Judith M.; Canning, Elizabeth A.; Tibbetts, Yoi; Priniski, Stacy J.; Hyde, Janet S.

2015-01-01

Many college students abandon their goal of completing a degree in STEM when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the two may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over four semesters of an introductory biology course (N = 1040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to CG-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. PMID:26524001

Graded junction termination extensions for electronic devices

NASA Technical Reports Server (NTRS)

Merrett, J. Neil (Inventor); Isaacs-Smith, Tamara (Inventor); Sheridan, David C. (Inventor); Williams, John R. (Inventor)

2006-01-01

A graded junction termination extension in a silicon carbide (SiC) semiconductor device and method of its fabrication using ion implementation techniques is provided for high power devices. The properties of silicon carbide (SiC) make this wide band gap semiconductor a promising material for high power devices. This potential is demonstrated in various devices such as p-n diodes, Schottky diodes, bipolar junction transistors, thyristors, etc. These devices require adequate and affordable termination techniques to reduce leakage current and increase breakdown voltage in order to maximize power handling capabilities. The graded junction termination extension disclosed is effective, self-aligned, and simplifies the implementation process.

Graded junction termination extensions for electronic devices

NASA Technical Reports Server (NTRS)

Merrett, J. Neil (Inventor); Isaacs-Smith, Tamara (Inventor); Sheridan, David C. (Inventor); Williams, John R. (Inventor)

2007-01-01

A graded junction termination extension in a silicon carbide (SiC) semiconductor device and method of its fabrication using ion implementation techniques is provided for high power devices. The properties of silicon carbide (SiC) make this wide band gap semiconductor a promising material for high power devices. This potential is demonstrated in various devices such as p-n diodes, Schottky diodes, bipolar junction transistors, thyristors, etc. These devices require adequate and affordable termination techniques to reduce leakage current and increase breakdown voltage in order to maximize power handling capabilities. The graded junction termination extension disclosed is effective, self-aligned, and simplifies the implementation process.

The Gender Gap in Student Engagement: The Role of Teachers' Autonomy Support, Structure, and Involvement

ERIC Educational Resources Information Center

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-01-01

Background: The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. Aims: This study investigated, for Dutch language classes, (1) how boys and…

Increasing Student Performance on the Independent School Entrance Exam (ISEE) Using the Gap Analysis Approach

ERIC Educational Resources Information Center

Sarshar, Shanon Etty

2013-01-01

Using the Gap Analysis problem-solving framework (Clark & Estes, 2008), this study examined the performance gap experienced by 6th grade students on the math sections of the ISEE (Independent School Entrance Exam). The purpose of the study was to identify and validate the knowledge, motivation, and organization causes of the students' low…

Racial and Gender Gaps in Academic Achievement. Report Summary.

ERIC Educational Resources Information Center

Dulaney, Chuck; Banks, Karen

This report summarizes the level of academic achievement, and the extent of racial and gender gaps in that achievement, of students in North Carolina's Wake County Public School System (WCPSS). The comparison was conducted using 1993 End-of-Grade (EOG) tests; low income group EOG test performance; 1993 writing tests and high school writing…

Engineering Design Processes in Seventh-Grade Classrooms: Bridging the Engineering Education Gap

ERIC Educational Resources Information Center

English, Lyn D.; Hudson, Peter B.; Dawes, Les

2012-01-01

This paper reports on some findings from the first year of a three-year longitudinal study, in which seventh- to ninth-graders were introduced to engineering education. Specifically, the paper addresses students' responses to an initial design activity involving bridge construction, which was implemented at the end of seventh grade. This paper…

Behaviors of Teachers and Their Students in Schools with and without an Achievement Gap: An Observational Study

ERIC Educational Resources Information Center

Ratcliff, Nancy J.; Carroll, Kimberly L.; Jones, Cathy R.; Costner, Richard H.; Sheehan, Heather C.; Hunt, Gilbert H.

2017-01-01

This research shares findings from a year-long observational study to determine if there were significant differences in the identified behaviors of teachers and students in fourth and seventh grade classrooms in schools with an achievement gap versus those with no achievement gap. Specific research questions addressed types of instructional…

Gap junctions modulate glioma invasion by direct transfer of microRNA.

PubMed

Hong, Xiaoting; Sin, Wun Chey; Harris, Andrew L; Naus, Christian C

2015-06-20

The invasiveness of high-grade glioma is the primary reason for poor survival following treatment. Interaction between glioma cells and surrounding astrocytes are crucial to invasion. We investigated the role of gap junction mediated miRNA transfer in this context. By manipulating gap junctions with a gap junction inhibitor, siRNAs, and a dominant negative connexin mutant, we showed that functional glioma-glioma gap junctions suppress glioma invasion while glioma-astrocyte and astrocyte-astrocyte gap junctions promote it in an in vitro transwell invasion assay. After demonstrating that glioma-astrocyte gap junctions are permeable to microRNA, we compared the microRNA profiles of astrocytes before and after co-culture with glioma cells, identifying specific microRNAs as candidates for transfer through gap junctions from glioma cells to astrocytes. Further analysis showed that transfer of miR-5096 from glioma cells to astrocytes is through gap junctions; this transfer is responsible, in part, for the pro-invasive effect. Our results establish a role for glioma-astrocyte gap junction mediated microRNA signaling in modulation of glioma invasive behavior, and that gap junction coupling among astrocytes magnifies the pro-invasive signaling. Our findings reveal the potential for therapeutic interventions based on abolishing alteration of stromal cells by tumor cells via manipulation of microRNA and gap junction channel activity.

Gap junctions modulate glioma invasion by direct transfer of microRNA

PubMed Central

Hong, Xiaoting; Sin, Wun Chey; Harris, Andrew L.; Naus, Christian C.

2015-01-01

The invasiveness of high-grade glioma is the primary reason for poor survival following treatment. Interaction between glioma cells and surrounding astrocytes are crucial to invasion. We investigated the role of gap junction mediated miRNA transfer in this context. By manipulating gap junctions with a gap junction inhibitor, siRNAs, and a dominant negative connexin mutant, we showed that functional glioma-glioma gap junctions suppress glioma invasion while glioma-astrocyte and astrocyte-astrocyte gap junctions promote it in an in vitro transwell invasion assay. After demonstrating that glioma-astrocyte gap junctions are permeable to microRNA, we compared the microRNA profiles of astrocytes before and after co-culture with glioma cells, identifying specific microRNAs as candidates for transfer through gap junctions from glioma cells to astrocytes. Further analysis showed that transfer of miR-5096 from glioma cells to astrocytes is through gap junctions; this transfer is responsible, in part, for the pro-invasive effect. Our results establish a role for glioma-astrocyte gap junction mediated microRNA signaling in modulation of glioma invasive behavior, and that gap junction coupling among astrocytes magnifies the pro-invasive signaling. Our findings reveal the potential for therapeutic interventions based on abolishing alteration of stromal cells by tumor cells via manipulation of microRNA and gap junction channel activity. PMID:25978028

The Operation of Grade Retention and Educational Inequality: Who Gets Retained in Macao and Why?

ERIC Educational Resources Information Center

Wong, Yi-Lee; Zhou, Yisu

2017-01-01

While the existence of a class, gender, or ethnic gap in educational attainment is well documented for many societies, how the practice of grade retention contributes to these patterns of educational inequality has been inadequately addressed. Given that grade retention is commonly practised in Macao, Macao is used as a case for illustration.…

Development of a framework to identify research gaps from systematic reviews.

PubMed

Robinson, Karen A; Saldanha, Ian J; McKoy, Naomi A

2011-12-01

Our objective was to develop a framework to identify research gaps from systematic reviews. We reviewed the practices of (1) evidence-based practice centers (EPCs), and (2) other organizations that conduct evidence syntheses. We developed and pilot tested a framework for identifying research gaps. Four (33%) EPCs and three (8%) other organizations reported using an explicit framework to determine research gaps. Variations of the PICO (population, intervention, comparison, outcomes) framework were most common. We developed a framework incorporating both the characterization of the gap using PICOS elements (also including setting) and the identification of the reason(s) why the gap exists as (1) insufficient or imprecise information, (2) biased information, (3) inconsistency or unknown consistency, and (4) not the right information. We mapped each of these reasons to concepts from three common evidence-grading systems. Our framework determines from systematic reviews where the current evidence falls short and why or how the evidence falls short. This explicit identification of research gaps will allow systematic reviews to maximally inform the types of questions that need to be addressed and the types of studies needed to address the research gaps. Copyright © 2011 Elsevier Inc. All rights reserved.

Motivation: The Value of Developing Intrinsic Motivation in Elementary School Students in Grades Four through Six

ERIC Educational Resources Information Center

Gerstner, Gary M.

2017-01-01

This study sought to fill the gap in the literature concerning intrinsic motivation in elementary students in Grades 4-6 by examining 155 elementary school students and in-depth interviews with three elementary grade teachers. This study used data collected from the self-report survey called the Children's Academic Intrinsic Motivation Inventory…

Closing achievement gaps with a utility-value intervention: Disentangling race and social class.

PubMed

Harackiewicz, Judith M; Canning, Elizabeth A; Tibbetts, Yoi; Priniski, Stacy J; Hyde, Janet S

2016-11-01

Many college students abandon their goal of completing a degree in science, technology, engineering, or math (STEM) when confronted with challenging introductory-level science courses. In the U.S., this trend is more pronounced for underrepresented minority (URM) and first-generation (FG) students, and contributes to persisting racial and social-class achievement gaps in higher education. Previous intervention studies have focused exclusively on race or social class, but have not examined how the 2 may be confounded and interact. This research therefore investigates the independent and interactive effects of race and social class as moderators of an intervention designed to promote performance, measured by grade in the course. In a double-blind randomized experiment conducted over 4 semesters of an introductory biology course (N = 1,040), we tested the effectiveness of a utility-value intervention in which students wrote about the personal relevance of course material. The utility-value intervention was successful in reducing the achievement gap for FG-URM students by 61%: the performance gap for FG-URM students, relative to continuing generation (CG)-Majority students, was large in the control condition, .84 grade points (d = .98), and the treatment effect for FG-URM students was .51 grade points (d = 0.55). The UV intervention helped students from all groups find utility value in the course content, and mediation analyses showed that the process of writing about utility value was particularly powerful for FG-URM students. Results highlight the importance of intersectionality in examining the independent and interactive effects of race and social class when evaluating interventions to close achievement gaps and the mechanisms through which they may operate. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Bridging English Language Learner Achievement Gaps through Effective Vocabulary Development Strategies

ERIC Educational Resources Information Center

Gibson, Charles

2016-01-01

Despite a well-documented history of immigration in the United States of America and rise in population of students that speak a language other than English, academic achievement gaps between English Language Learners and their native English language speaking counterparts from Grades Pre-Kindergarten through the college/university level still…

Gender Gap Linked to Differential Socialization for High-Achieving Senior Mathematics Students.

ERIC Educational Resources Information Center

Campbell, James R.; Beaudry, Jeffrey S.

1998-01-01

Examined whether 11th-grade girls and boys enrolled in advanced mathematics courses nationwide were socialized in similar ways, using Campbell's differential socialization paradigm. Results uncovered a gender gap favoring boys. Self-imposed pressure and persistence had important direct effects on achievement. Self-concept had important direct…

End-of-Grade (EOG) Multiple-Choice Test Results, 2008-09. Measuring Up. E&R Report No. 10.12

ERIC Educational Resources Information Center

McMillen, Brad

2010-01-01

In 2008-09, results from End-of-Grade (EOG) reading and mathematics tests in WCPSS continued to demonstrate an upward trend across grade levels and student subgroups. Disaggregation of results by ethnicity, income level, disability status, and English proficiency status showed that achievement gaps between historically underperforming subgroups…

Indigenous Students' Increasing Risk of Grade Repetition in Early Schooling

ERIC Educational Resources Information Center

Anderson, Robyn

2012-01-01

The current study considers grade repetition rates in the early years of school, Preparatory (Prep) to Year 3, in Queensland state schools, of which there is a significant gap in the Australian research literature. Data accessed from the Queensland Government's Department of Education and Training (DET), shows that particular groups of students…

Divergent Streams: Race-Gender Achievement Gaps at Selective Colleges and Universities.

PubMed

Massey, Douglas S; Probasco, Lierin

2010-03-01

In this paper, we extend previous research on racial performance gaps at 28 selective US colleges and universities by examining differences in grade achievement and graduate rates across race-gender categories. Using data from the National Longitudinal Survey of Freshmen, we show that black males, black females, and Hispanic males attain significantly lower grades than other race-gender groups, and that black males are 35% less likely to graduate on-time than other race-gender groups. Analyses consider an array of personal and institutional indicators of academic performance. Grades and graduation rates are improved by academic preparation (particularly high school GPA), scholarly effort, and, for graduation rates, membership in career-oriented or majority-white campus groups. Grade performance and graduation rates are undermined by a hostile racial climate on campus, family stress, and stereotype threat, all of which disproportionately affect minority students. We conclude with recommendations to college administrators for ways of selecting and supporting minority students to reduce differentials in academic achievement across race-gender groups.

Descending the Tower: Lessons Learned in a First Grade Classroom.

ERIC Educational Resources Information Center

Ford, Michael P.

In light of concerns that previous staff development projects did not truly capture life in the classroom, and that there may be a gap between one's previous elementary and current university teaching experiences, a teacher educator used a semester sabbatical to shadow six first-grade teachers in order to inform thinking and practice in teaching…

Investigating the Source of the Gender Gap in Introductory Physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2007-11-01

Our previous research showed that despite the use of interactive engagement (IE) techniques at our institution, the difference in performance between men and women on a conceptual learning survey persisted from pre to posttest. This paper reports on a three-part follow-up study that investigates what factors contribute to the gender gap. First, we analyze student grades in different components of the course and find that men and women's course grades are not significantly different (p>0.1), but men outscore women on exams and women outscore men on homework and participation. Second, we compare average posttest scores of men and women who score similarly on the pretest and find that there are no significant differences between men and women's average posttest scores. Finally, we analyze other factors in addition to the pretest score that could influence the posttest score and find that gender does not account for a meaningful portion of the variation in posttest scores when a measure of mathematics performance is included. These findings indicate that the gender gap exists in interactive physics classes, but may be due in large part to differences in preparation, background, and math skills as assessed by traditional survey instruments.

Minority Achievement Gaps in STEM: Findings of a Longitudinal Study of Project Excite

ERIC Educational Resources Information Center

Olszewski-Kubilius, Paula; Steenbergen-Hu, Saiying; Thomson, Dana; Rosen, Rhoda

2017-01-01

This longitudinal study examined the outcomes of Project Excite on reducing minority students' achievement gaps in STEM over 14 years. Project Excite was designed to provide intensive supplemental enrichment and accelerated programming for high-potential, underrepresented minority students from third through eighth grades to better prepare them…

Reducing the racial achievement gap: a social-psychological intervention.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Apfel, Nancy; Master, Allison

2006-09-01

Two randomized field experiments tested a social-psychological intervention designed to improve minority student performance and increase our understanding of how psychological threat mediates performance in chronically evaluative real-world environments. We expected that the risk of confirming a negative stereotype aimed at one's group could undermine academic performance in minority students by elevating their level of psychological threat. We tested whether such psychological threat could be lessened by having students reaffirm their sense of personal adequacy or "self-integrity." The intervention, a brief in-class writing assignment, significantly improved the grades of African American students and reduced the racial achievement gap by 40%. These results suggest that the racial achievement gap, a major social concern in the United States, could be ameliorated by the use of timely and targeted social-psychological interventions.

Understanding Science Achievement Gaps by Race/Ethnicity and Gender in Kindergarten and First Grade

ERIC Educational Resources Information Center

Curran, F. Chris; Kellogg, Ann T.

2016-01-01

Disparities in science achievement across race and gender have been well documented in secondary and postsecondary school; however, the science achievement gap in the early years of elementary school remains understudied. We present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 that…

Rural-Urban Gaps in Academic Achievement, Schooling Conditions, Student, and Teachers' Characteristics in Pakistan

ERIC Educational Resources Information Center

Tayyaba, Saadia

2012-01-01

Purpose: Recent educational research has demonstrated rural-urban gaps in achievement and schooling conditions. Evidence from developing countries is still sparse. This study seeks to report rural-urban disparities in achievement, student, teacher, and school characteristics based on a nationally representative sample of grade four students from…

The Effects of Teachers' Gender-Stereotypical Expectations on the Development of the Math Gender Gap

ERIC Educational Resources Information Center

Robinson, Joseph P.; Lubienski, Sarah T.; Copur, Yasemin

2011-01-01

Scholars have identified mathematics gender gaps favoring males as early as kindergarten or first grade, particularly at the top of the achievement distribution (Penner & Paret, 2008; Rathbun, West & Germino-Hausken, 2004; Robinson & Lubienski, 2011). These relatively small achievement disparities precede larger differences in…

Development of the Literacy Achievement Gap: A Longitudinal Study of Kindergarten through Third Grade

ERIC Educational Resources Information Center

Foster, Wayne A.; Miller, Merideth

2007-01-01

Purpose: The major goal of this study was to specify the developmental trajectories for phonics and early text comprehension skills of children from kindergarten through third grade. Method: Data from the Early Childhood Longitudinal Study (N = 12,261) were used in this study. The participants were divided into 3 school readiness groups based on…

Daily online testing in large classes: boosting college performance while reducing achievement gaps.

PubMed

Pennebaker, James W; Gosling, Samuel D; Ferrell, Jason D

2013-01-01

An in-class computer-based system, that included daily online testing, was introduced to two large university classes. We examined subsequent improvements in academic performance and reductions in the achievement gaps between lower- and upper-middle class students in academic performance. Students (N = 901) brought laptop computers to classes and took daily quizzes that provided immediate and personalized feedback. Student performance was compared with the same data for traditional classes taught previously by the same instructors (N = 935). Exam performance was approximately half a letter grade above previous semesters, based on comparisons of identical questions asked from earlier years. Students in the experimental classes performed better in other classes, both in the semester they took the course and in subsequent semester classes. The new system resulted in a 50% reduction in the achievement gap as measured by grades among students of different social classes. These findings suggest that frequent consequential quizzing should be used routinely in large lecture courses to improve performance in class and in other concurrent and subsequent courses.

Characterizing the gender gap in introductory physics

NASA Astrophysics Data System (ADS)

Kost, Lauren E.; Pollock, Steven J.; Finkelstein, Noah D.

2009-06-01

Previous research [S. J. Pollock , Phys. Rev. ST Phys. Educ. Res. 3, 1 (2007)] showed that despite the use of interactive engagement techniques, the gap in performance between males and females on a conceptual learning survey persisted from pretest to post-test at the University of Colorado at Boulder. Such findings were counter to previously published work [M. Lorenzo , Am. J. Phys. 74, 118 (2006)]. This study begins by identifying a variety of other gender differences. There is a small but significant difference in the course grades of males and females. Males and females have significantly different prior understandings of physics and mathematics. Females are less likely to take high school physics than males, although they are equally likely to take high school calculus. Males and females also differ in their incoming attitudes and beliefs about physics. This collection of background factors is analyzed to determine the extent to which each factor correlates with performance on a conceptual post-test and with gender. Binned by quintiles, we observe that males and females with similar pretest scores do not have significantly different post-test scores (p>0.2) . The post-test data are then modeled using two regression models (multiple regression and logistic regression) to estimate the gender gap in post-test scores after controlling for these important prior factors. These prior factors account for about 70% of the observed gender gap. The results indicate that the gender gap exists in interactive physics classes at our institution but is largely associated with differences in previous physics and math knowledge and incoming attitudes and beliefs.

Measuring engagement in fourth to twelfth grade classrooms: the Classroom Engagement Inventory.

PubMed

Wang, Ze; Bergin, Christi; Bergin, David A

2014-12-01

Research on factors that may promote engagement is hampered by the absence of a measure of classroom-level engagement. Literature has suggested that engagement may have 3 dimensions--affective, behavioral, and cognitive. No existing engagement scales measure all 3 dimensions at the classroom level. The Classroom Engagement Inventory (CEI) was developed to fill this gap. In Study 1, exploratory and confirmatory factor analyses were conducted on data from 3,481 students from the 4th to 12th grade. The results suggested a 4-factor model of the CEI. Using these results, in Study 2 several items were revised and data were collected 1 year later from 4th to 12th grade students in the same school district as Study 1. Analyses were conducted on data from 3,560 students after data cleaning. A series of potential models was tested. The final results suggest a 5-factor 24-item CEI: (1) Affective Engagement, (2) Behavioral Engagement-Compliance, (3) Behavioral Engagement-Effortful Class Participation, (4) Cognitive Engagement, and (5) Disengagement. Results advance understanding of the construct of classroom engagement. The CEI fills a significant gap in measurement of engagement. The CEI is classroom level, measures multiple dimensions of engagement, uses self-report, is relatively short, and can be readily administered in classrooms from the 4th to 12th grade. PsycINFO Database Record (c) 2014 APA, all rights reserved.

Bridging the Rural-Urban Literacy Gap in China: A Mediation Analysis of Family Effects

ERIC Educational Resources Information Center

Wang, Jingying; Li, Hui; Wang, Dan

2018-01-01

This study examines the effects of family involvement on the literacy gap between rural and urban Chinese primary students via mediation analysis. Altogether, 1080 students in Grades 1, 3, and 5 were randomly sampled from three urban and three rural primary schools from Shandong and Guizhou Provinces, representing eastern and western China,…

Benefits of Repeated Reading Intervention for Low-Achieving Fourth- and Fifth-Grade Students

ERIC Educational Resources Information Center

Vadasy, Patricia F.; Sanders, Elizabeth A.

2008-01-01

Many students have difficulty achieving reading fluency, and nearly half of fourth graders are not fluent readers in grade-level texts. Intensive and focused reading practice is recommended to help close the gap between students with poor fluency and their average reading peers. In this study, the "Quick Reads" fluency program was used…

Challenges and Gaps in Children's Transition from Early Childhood Development to Grade One in Zimbabwe

ERIC Educational Resources Information Center

Chikwiri, E.; Musiyiwa, J.

2017-01-01

The study focused on challenges and gaps faced by children during the transition period from early childhood development (ECD) to primary education and possible solutions to them. It adopted the qualitative methodological approach through the use of Focus Group Discussions with councillors, education officials, child care workers, chiefs, parents…

The Impact of Single-Gender Classrooms on Student Achievement in Seventh Grade Math Classes

ERIC Educational Resources Information Center

Sutton, Antwon M.

2009-01-01

A mathematics achievement gap exists between males and females. The measurement of achievement was compared between single-gender and traditional classroom students in the 7th grade to assess whether or not a single-gender environment affected their scores. The Measures of Academic Progress (MAP) state assessment served as the data collection…

GapBlaster-A Graphical Gap Filler for Prokaryote Genomes.

PubMed

de Sá, Pablo H C G; Miranda, Fábio; Veras, Adonney; de Melo, Diego Magalhães; Soares, Siomar; Pinheiro, Kenny; Guimarães, Luis; Azevedo, Vasco; Silva, Artur; Ramos, Rommel T J

2016-01-01

The advent of NGS (Next Generation Sequencing) technologies has resulted in an exponential increase in the number of complete genomes available in biological databases. This advance has allowed the development of several computational tools enabling analyses of large amounts of data in each of the various steps, from processing and quality filtering to gap filling and manual curation. The tools developed for gap closure are very useful as they result in more complete genomes, which will influence downstream analyses of genomic plasticity and comparative genomics. However, the gap filling step remains a challenge for genome assembly, often requiring manual intervention. Here, we present GapBlaster, a graphical application to evaluate and close gaps. GapBlaster was developed via Java programming language. The software uses contigs obtained in the assembly of the genome to perform an alignment against a draft of the genome/scaffold, using BLAST or Mummer to close gaps. Then, all identified alignments of contigs that extend through the gaps in the draft sequence are presented to the user for further evaluation via the GapBlaster graphical interface. GapBlaster presents significant results compared to other similar software and has the advantage of offering a graphical interface for manual curation of the gaps. GapBlaster program, the user guide and the test datasets are freely available at https://sourceforge.net/projects/gapblaster2015/. It requires Sun JDK 8 and Blast or Mummer.

7 CFR 810.105 - Grades and grade requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION, PACKERS AND STOCKYARD ADMINISTRATION (FEDERAL GRAIN INSPECTION SERVICE), DEPARTMENT OF AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN General Provisions Grades, Grade Requirements, and Grade Designations § 810.105 Grades and grade...

Detection thresholds for gaps, overlaps, and no-gap-no-overlaps.

PubMed

Heldner, Mattias

2011-07-01

Detection thresholds for gaps and overlaps, that is acoustic and perceived silences and stretches of overlapping speech in speaker changes, were determined. Subliminal gaps and overlaps were categorized as no-gap-no-overlaps. The established gap and overlap detection thresholds both corresponded to the duration of a long vowel, or about 120 ms. These detection thresholds are valuable for mapping the perceptual speaker change categories gaps, overlaps, and no-gap-no-overlaps into the acoustic domain. Furthermore, the detection thresholds allow generation and understanding of gaps, overlaps, and no-gap-no-overlaps in human-like spoken dialogue systems. © 2011 Acoustical Society of America

Dispersion relations of elastic waves in one-dimensional piezoelectric/piezomagnetic phononic crystal with functionally graded interlayers.

PubMed

Guo, Xiao; Wei, Peijun; Lan, Man; Li, Li

2016-08-01

The effects of functionally graded interlayers on dispersion relations of elastic waves in a one-dimensional piezoelectric/piezomagnetic phononic crystal are studied in this paper. First, the state transfer equation of the functionally graded interlayer is derived from the motion equation by the reduction of order (from second order to first order). The transfer matrix of the functionally graded interlayer is obtained by solving the state transfer equation with the spatial-varying coefficient. Based on the transfer matrixes of the piezoelectric slab, the piezomagnetic slab and the functionally graded interlayers, the total transfer matrix of a single cell is obtained. Further, the Bloch theorem is used to obtain the resultant dispersion equations of in-plane and anti-plane Bloch waves. The dispersion equations are solved numerically and the numerical results are shown graphically. Five kinds of profiles of functionally graded interlayers between a piezoelectric slab and a piezomagnetic slab are considered. It is shown that the functionally graded interlayers have evident influences on the dispersion curves and the band gaps. Copyright © 2016 Elsevier B.V. All rights reserved.

Improving Grading Consistency through Grade Lift Reporting

ERIC Educational Resources Information Center

Millet, Ido

2010-01-01

We define Grade Lift as the difference between average class grade and average cumulative class GPA. This metric provides an assessment of how lenient the grading was for a given course. In 2006, we started providing faculty members individualized Grade Lift reports reflecting their position relative to an anonymously plotted school-wide…

Bathymetry and Near-River Topography of the Naches and Yakima Rivers at Union Gap and Selah Gap, Yakima County, Washington, August 2008

USGS Publications Warehouse

Mastin, M.C.; Fosness, R.L.

2009-01-01

Yakima County is collaborating with the Bureau of Reclamation on a study of the hydraulics and sediment-transport in the lower Naches River and in the Yakima River between Union Gap and Selah Gap in Washington. River bathymetry and topographic data of the river channels are needed for the study to construct hydraulic models. River survey data were available for most of the study area, but river bathymetry and near-river topography were not available for Selah Gap, near the confluence of the Naches and Yakima Rivers, and for Union Gap. In August 2008, the U.S. Geological Survey surveyed the areas where data were not available. If possible, the surveys were made with a boat-mounted, single-beam echo sounder attached to a survey-grade Real-Time Kinematic (RTK) global positioning system (GPS). An RTK GPS rover was used on a walking survey of the river banks, shallow river areas, and river bed areas that were impenetrable to the echo sounder because of high densities of macrophytes. After the data were edited, 95,654 bathymetric points from the boat survey with the echo sounder and 1,069 points from the walking survey with the GPS rover were used in the study. The points covered 4.6 kilometers on the Yakima River and 0.6 kilometers on the Naches River. GPS-surveyed points checked within 0.014 to 0.047 meters in the horizontal direction and -0.036 to 0.078 meters in the vertical direction compared to previously established survey control points

Patterns and Trends in Achievement Gaps in Malaysian Secondary Schools (1999-2011): Gender, Ethnicity, and Socioeconomic Status

ERIC Educational Resources Information Center

Saw, Guan Kung

2016-01-01

Educational inequality is a highly debated yet empirically understudied topic in Malaysia. This paper examines the patterns and trends of academic achievement gaps by student social groups in Malaysia, drawing upon nationally representative data for the most recent four cohorts (1999, 2003, 2007, and 2011) of eighth-grade Malaysian students from…

Bridging the Numeracy Gap for Students in Low SES Communities: The Power of a Whole School Approach

ERIC Educational Resources Information Center

Gervasoni, Ann; Parish, Linda; Upton, Cait; Hadden, Teresa; Turkenburg, Kathie; Bevan, Kate; Livesey, Carole; Thompson, Deirdre; Croswell, Melissa; Southwell, Julie

2010-01-01

This paper explores the impact of the "Bridging the Numeracy Gap Project" on the whole-number learning of Prep and Grade 1 students living in a low Socio-Economic Status (SES) community. The findings suggest that an approach that includes a specialist mathematics teacher who provides specialised programs for mathematically vulnerable…

Algebra I Achievement of Eighth Grade Mexican American Students Using Cooperative Learning versus Traditional Instruction

ERIC Educational Resources Information Center

Bunrasi, John Bosco Tuptip

2012-01-01

The purpose of this study was to examine constructivist-based algebra lessons and a cooperative construct to address the achievement gap between White (non-Hispanic) and Mexican American 8th grade students at a southern California middle school. The lessons were designed to facilitate social interdependence which promoted peer-to-peer interaction…

Direct band gap measurement of Cu(In,Ga)(Se,S){sub 2} thin films using high-resolution reflection electron energy loss spectroscopy

DOE Office of Scientific and Technical Information (OSTI.GOV)

Heo, Sung; College of Information and Communication Engineering, Sungkyunkwan University, Cheoncheon-dong 300, Jangan-gu, Suwon 440-746; Lee, Hyung-Ik

2015-06-29

To investigate the band gap profile of Cu(In{sub 1−x},Ga{sub x})(Se{sub 1−y}S{sub y}){sub 2} of various compositions, we measured the band gap profile directly as a function of in-depth using high-resolution reflection energy loss spectroscopy (HR-REELS), which was compared with the band gap profile calculated based on the auger depth profile. The band gap profile is a double-graded band gap as a function of in-depth. The calculated band gap obtained from the auger depth profile seems to be larger than that by HR-REELS. Calculated band gaps are to measure the average band gap of the spatially different varying compositions with respectmore » to considering its void fraction. But, the results obtained using HR-REELS are to be affected by the low band gap (i.e., out of void) rather than large one (i.e., near void). Our findings suggest an analytical method to directly determine the band gap profile as function of in-depth.« less

Relating the defect band gap and the density functional band gap

NASA Astrophysics Data System (ADS)

Schultz, Peter; Edwards, Arthur

2014-03-01

Density functional theory (DFT) is an important tool to probe the physics of materials. The Kohn-Sham (KS) gap in DFT is typically (much) smaller than the observed band gap for materials in nature, the infamous ``band gap problem.'' Accurate prediction of defect energy levels is often claimed to be a casualty--the band gap defines the energy scale for defect levels. By applying rigorous control of boundary conditions in size-converged supercell calculations, however, we compute defect levels in Si and GaAs with accuracies of ~0.1 eV, across the full gap, unhampered by a band gap problem. Using GaAs as a theoretical laboratory, we show that the defect band gap--the span of computed defect levels--is insensitive to variations in the KS gap (with functional and pseudopotential), these KS gaps ranging from 0.1 to 1.1 eV. The defect gap matches the experimental 1.52 eV gap. The computed defect gaps for several other III-V, II-VI, I-VII, and other compounds also agree with the experimental gap, and show no correlation with the KS gap. Where, then, is the band gap problem? This talk presents these results, discusses why the defect gap and the KS gap are distinct, implying that current understanding of what the ``band gap problem'' means--and how to ``fix'' it--need to be rethought. Sandia National Laboratories is a multi-program laboratory managed and operated by Sandia Corporation, a wholly owned subsidiary of Lockheed Martin Company, for the U.S. Department of Energy's NNSA under contract DE-AC04-94AL85000.

Optical Control of Internal Electric Fields in Band Gap-Graded InGaN Nanowires

NASA Astrophysics Data System (ADS)

Erhard, N.; Sarwar, A. T. M. Golam; Yang, F.; McComb, D. W.; Myers, R. C.; Holleitner, A. W.

2015-01-01

InGaN nanowires are suitable building blocks for many future optoelectronic devices. We show that a linear grading of the indium content along the nanowire axis from GaN to InN introduces an internal electric field evoking a photocurrent. Consistent with quantitative band structure simulations we observe a sign change in the measured photocurrent as a function of photon flux. This negative differential photocurrent opens the path to a new type of nanowire-based photodetector. We demonstrate that the photocurrent response of the nanowires is as fast as 1.5 ps.

Recursive processes in self-affirmation: intervening to close the minority achievement gap.

PubMed

Cohen, Geoffrey L; Garcia, Julio; Purdie-Vaughns, Valerie; Apfel, Nancy; Brzustoski, Patricia

2009-04-17

A 2-year follow-up of a randomized field experiment previously reported in Science is presented. A subtle intervention to lessen minority students' psychological threat related to being negatively stereotyped in school was tested in an experiment conducted three times with three independent cohorts (N = 133, 149, and 134). The intervention, a series of brief but structured writing assignments focusing students on a self-affirming value, reduced the racial achievement gap. Over 2 years, the grade point average (GPA) of African Americans was, on average, raised by 0.24 grade points. Low-achieving African Americans were particularly benefited. Their GPA improved, on average, 0.41 points, and their rate of remediation or grade repetition was less (5% versus 18%). Additionally, treated students' self-perceptions showed long-term benefits. Findings suggest that because initial psychological states and performance determine later outcomes by providing a baseline and initial trajectory for a recursive process, apparently small but early alterations in trajectory can have long-term effects. Implications for psychological theory and educational practice are discussed.

7 CFR 810.304 - Grades and grade requirements for canola.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for canola. 810.304 Section 810.304 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION... Grade Requirements § 810.304 Grades and grade requirements for canola. Grading factors Grades, U.S. Nos...

7 CFR 810.304 - Grades and grade requirements for canola.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for canola. 810.304 Section 810.304 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION... Grade Requirements § 810.304 Grades and grade requirements for canola. Grading factors Grades, U.S. Nos...

Physical activity of children: a global matrix of grades comparing 15 countries.

PubMed

Tremblay, Mark S; Gray, Casey E; Akinroye, Kingsley; Harrington, Dierdre M; Katzmarzyk, Peter T; Lambert, Estelle V; Liukkonen, Jarmo; Maddison, Ralph; Ocansey, Reginald T; Onywera, Vincent O; Prista, Antonio; Reilly, John J; Rodríguez Martínez, María Pilar; Sarmiento Duenas, Olga L; Standage, Martyn; Tomkinson, Grant

2014-05-01

The Active Healthy Kids Canada (AHKC) Report Card on Physical Activity for Children and Youth has been effective in powering the movement to get kids moving by influencing priorities, policies, and practice in Canada. The AHKC Report Card process was replicated in 14 additional countries from 5 continents using 9 common indicators (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and Built Environment, and Government Strategies and Investments), a harmonized process and a standardized grading framework. The 15 Report Cards were presented at the Global Summit on the Physical Activity of Children in Toronto on May 20, 2014. The consolidated findings are summarized here in the form of a global matrix of grades. There is a large spread in grades across countries for most indicators. Countries that lead in certain indicators lag in others. Overall, the grades for indicators of physical activity (PA) around the world are low/poor. Many countries have insufficient information to assign a grade, particularly for the Active Play and Family and Peers indicators. Grades for Sedentary Behaviors are, in general, better in low income countries. The Community and Built Environment indicator received high grades in high income countries and notably lower grades in low income countries. There was a pattern of higher PA and lower sedentary behavior in countries reporting poorer infrastructure, and lower PA and higher sedentary behavior in countries reporting better infrastructure, which presents an interesting paradox. Many surveillance and research gaps and weaknesses were apparent. International cooperation and cross-fertilization is encouraged to tackle existing challenges, understand underlying mechanisms, derive innovative solutions, and overcome the expanding childhood inactivity crisis.

Grading Rigor in Counselor Education: A Specifications Grading Framework

ERIC Educational Resources Information Center

Bonner, Matthew W.

2016-01-01

According to accreditation and professional bodies, evaluation and grading are a high priority in counselor education. Specifications grading, an evaluative tool, can be used to increase grading rigor. This article describes the components of specifications grading and applies the framework of specifications grading to a counseling theories course.

7 CFR 51.1575 - U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large. 51.1575 Section 51.1575 Agriculture Regulations of the Department of... Potatoes Grades § 51.1575 U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade...

7 CFR 51.1576 - U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large. 51.1576 Section 51.1576 Agriculture Regulations of the Department of... Potatoes Grades § 51.1576 U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade...

7 CFR 51.1575 - U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large. 51.1575 Section 51.1575 Agriculture Regulations of the Department of... Potatoes Grades § 51.1575 U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade...

7 CFR 51.1576 - U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large. 51.1576 Section 51.1576 Agriculture Regulations of the Department of... Potatoes Grades § 51.1576 U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade...

7 CFR 51.1575 - U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large. 51.1575 Section 51.1575 Agriculture Regulations of the Department of... Potatoes Grades § 51.1575 U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade...

7 CFR 51.1576 - U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large. 51.1576 Section 51.1576 Agriculture Regulations of the Department of... Potatoes Grades § 51.1576 U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade...

Secondary Principals' Perceptions of Grading and Grade Reporting Practices

ERIC Educational Resources Information Center

Akins, Jeremie

2016-01-01

Effective grading practices in the classroom as well as reporting practices such as standards-based grading (SBG) is one way to report learning (Marzano, 2010). The focus of this particular study was to address alternative ways to tackle the issue of grading and grade reporting in comparison to the traditional grading methods. Specifically, this…

Gap Resolution

DOE Office of Scientific and Technical Information (OSTI.GOV)

Labutti, Kurt; Foster, Brian; Lapidus, Alla

Gap Resolution is a software package that was developed to improve Newbler genome assemblies by automating the closure of sequence gaps caused by repetitive regions in the DNA. This is done by performing the follow steps:1) Identify and distribute the data for each gap in sub-projects. 2) Assemble the data associated with each sub-project using a secondary assembler, such as Newbler or PGA. 3) Determine if any gaps are closed after reassembly, and either design fakes (consensus of closed gap) for those that closed or lab experiments for those that require additional data. The software requires as input a genomemore » assembly produce by the Newbler assembler provided by Roche and 454 data containing paired-end reads.« less

On groupoid gradings

NASA Astrophysics Data System (ADS)

Calderón Martín, Antonio Jesús; Martín González, Cándido; Ndoye, Daouda

2018-01-01

We introduce the notion of groupoid grading, give some nontrivial examples and prove that groupoid gradings on simple commutative or anti-commutative algebras are necessarily group gradings. We also take advantage of the structure of groupoids to prove some results about groupoid gradings and certain coarsenings of these which turn out to be group gradings. We also study set gradings on arbitrary algebras, by characterizing their homogeneous semisimplicity and their homogeneous simplicity in terms of a property satisfied by the supports of the gradings, and also relate set gradings with groupoid gradings via coarsenings. Finally we study a class of set gradings on Mn(C) , the orthogonal gradings, and show that all of them which are fine are necessarily groupoid gradings.

Closing the science achievement gap for ninth grade English learners through standards- and inquiry-based science instruction

NASA Astrophysics Data System (ADS)

Estrada, Myrna Hipol

In light of the need to close the achievement gap among our culturally and linguistically diverse students, more specifically the Hispanics and the Hispanic English Learners (ELs), the effects of teacher professional development (2 year PD vs. 1 Year PD vs. no PD) on the implementation of a standards-aligned and inquiry-based science curriculum program---the Integrated Coordinated Science for the 21st Century published by It's About Time, Inc. (ICS-IAT)---on the LAUSD ninth graders science scores were examined. Participants included 8,937 9th grade students (7,356 Hispanics). The primary outcome measurement was scaled scores from the California Standard Test (CST) in Integrated Coordinated Science (CST_ICS1). Correlations between California English Language Development Test (CELDT) component subscores (reading, listening and speaking) and CST scores were also examined. Results indicated that the science scores of the students of teachers who participated in two year PD were significantly higher compared to the scores of students of the one year PD group and the control group. The results show that all ethnic groups benefited from two years of teacher PD, except the African American group. Among Hispanics, students classified as IFEP, RFEP and EO gained from the teachers having two years of professional development. But the target population, ELs did not benefit from two years of teacher PD. The correlations between the CELDT and CST_ELA were much higher than the CELDT and CST_ICS1 correlations. This finding validates Abedi's claim (2004) that EL students are disadvantaged because of their language handicap on tests that have a greater language load. Two year PD participation significantly enhanced the accessibility of science to the ninth graders. The essential features in the PD were classroom simulation of all the activities identified in the storyboard with the actual and correct use of needed equipment and materials; creation and presentation of sample or model

A Test of Leading Explanations for the College Racial-Ethnic Achievement Gap: Evidence from a Longitudinal Case Study

ERIC Educational Resources Information Center

Martin, Nathan D.; Spenner, Kenneth I; Mustillo, Sarah A.

2017-01-01

In this study, we examined racial/ethnic differences in grade point average (GPA) among students at a highly selective, private university who were surveyed before matriculation and during the first, second and fourth college years, and assessed prominent explanations for the Black-White and Latino-White college achievement gap. We found that…

Interface properties of MIS structures based on hetero-epitaxial graded-gap Hg1-xCdxTe with CdTe interlayer created in situ during MBE growth

NASA Astrophysics Data System (ADS)

Voitsekhovskii, Alexander V.; Nesmelov, Sergey N.; Dzyadukh, Stanislav M.; Varavin, Vasily S.; Dvoretsky, Sergey A.; Mikhailov, Nikolay N.; Yakushev, Maksim V.; Sidorov, Georgy Yu.

2017-11-01

Heterostructures based on n-Hg1-xCdxTe (x = 0.23-0.40) with near-surface graded-gap layers were grown by molecular beam epitaxy on Si (013) substrates. At 77 K, the admittance of the In/Al2O3/Hg1-xCdxTe metal-insulator-semiconductor (MIS) structures with grown in situ CdTe intermediate layer and without such a layer was investigated. It has been established that MIS structures of In/Al2O3/Hg1-xCdxTe with an interlayer of in situ grown CdTe are characterized by the electrical strength of the dielectric and the qualitative interface. The hysteresis of the capacitive characteristics is practically absent within a small range of variation in the bias voltage. The density of fast surface states at the minimum does not exceed 2.2 × 1010 eV-1 cm-2. MIS structures of In/Al2O3/Hg1-xCdxTe without an intermediate layer of CdTe have significantly higher densities of fast and slow surface states, as well as lower values of the differential resistance of the space-charge region in the regime of strong inversion.

Physical Properties of Normal Grade Biodiesel and Winter Grade Biodiesel

PubMed Central

Sadrolhosseini, Amir Reza; Moksin, Mohd Maarof; Nang, Harrison Lau Lik; Norozi, Monir; Yunus, W. Mahmood Mat; Zakaria, Azmi

2011-01-01

In this study, optical and thermal properties of normal grade and winter grade palm oil biodiesel were investigated. Surface Plasmon Resonance and Photopyroelectric technique were used to evaluate the samples. The dispersion curve and thermal diffusivity were obtained. Consequently, the variation of refractive index, as a function of wavelength in normal grade biodiesel is faster than winter grade palm oil biodiesel, and the thermal diffusivity of winter grade biodiesel is higher than the thermal diffusivity of normal grade biodiesel. This is attributed to the higher palmitic acid C16:0 content in normal grade than in winter grade palm oil biodiesel. PMID:21731429

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes

PubMed Central

Jordt, Hannah; Eddy, Sarah L.; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E.; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student’s feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. PMID:28710060

MRI differentiation of low-grade from high-grade appendicular chondrosarcoma.

PubMed

Douis, Hassan; Singh, Leanne; Saifuddin, Asif

2014-01-01

To identify magnetic resonance imaging (MRI) features which differentiate low-grade chondral lesions (atypical cartilaginous tumours/grade 1 chondrosarcoma) from high-grade chondrosarcomas (grade 2, grade 3 and dedifferentiated chondrosarcoma) of the major long bones. We identified all patients treated for central atypical cartilaginous tumours and central chondrosarcoma of major long bones (humerus, femur, tibia) over a 13-year period. The MRI studies were assessed for the following features: bone marrow oedema, soft tissue oedema, bone expansion, cortical thickening, cortical destruction, active periostitis, soft tissue mass and tumour length. The MRI-features were compared with the histopathological tumour grading using univariate, multivariate logistic regression and receiver operating characteristic curve (ROC) analyses. One hundred and seventy-nine tumours were included in this retrospective study. There were 28 atypical cartilaginous tumours, 79 grade 1 chondrosarcomas, 36 grade 2 chondrosarcomas, 13 grade 3 chondrosarcomas and 23 dedifferentiated chondrosarcomas. Multivariate analysis demonstrated that bone expansion (P = 0.001), active periostitis (P = 0.001), soft tissue mass (P < 0.001) and tumour length (P < 0.001) were statistically significant differentiating factors between low-grade and high-grade chondral lesions with an area under the ROC curve of 0.956. On MRI, bone expansion, active periostitis, soft tissue mass and tumour length can reliably differentiate high-grade chondrosarcomas from low-grade chondral lesions of the major long bones. • Accurate differentiation of low-grade from high-grade chondrosarcomas is essential before surgery • MRI can reliably differentiate high-grade from low-grade chondrosarcomas of long bone • Differentiating features are bone expansion, periostitis, soft tissue mass and tumour length • Presence of these four MRI features demonstrated a diagnostic accuracy (AUC) of 95.6 % • The findings

The gender gap in student engagement: The role of teachers' autonomy support, structure, and involvement.

PubMed

Lietaert, Sofie; Roorda, Debora; Laevers, Ferre; Verschueren, Karine; De Fraine, Bieke

2015-12-01

The gender gap in education in favour of girls is a widely known phenomenon. Boys generally have higher dropout rates, obtain lower grades, and show lower engagement. Insight into factors related to these academic outcomes could help to address the gender gap. This study investigated, for Dutch language classes, (1) how boys and girls differ in behavioural engagement, (2) which teacher support dimensions (autonomy support, structure, involvement) may explain gender differences in engagement (mediation hypothesis), and (3) whether and which of these teacher support dimensions matter more for boys' as opposed to girls' engagement (moderation or differential effects hypothesis). A total of 385 Grade 7 students and their 15 language teachers participated in this study. Teacher support was assessed through student reports. Student engagement was measured using student, teacher, and observer reports. By means of structural equation modelling, the mediating role of the teacher support dimensions for gender differences in behavioural engagement was tested. The potential differential role of the teacher support dimensions for boys' and girls' engagement was investigated through multigroup analysis. Boys were less engaged than girls and reported lower support from their teacher. Autonomy support and involvement partially mediated the relationship between gender and behavioural engagement. Autonomy support was demonstrated to be a protective factor for boys' engagement but not for girls'. Structure and involvement contributed equally to engagement for both sexes. Although involvement and autonomy support partly explained the gender gap in engagement (mediation hypothesis), more support was found for differential effects of autonomy support on boys' versus girls' engagement (differential effects hypothesis). © 2015 The British Psychological Society.

7 CFR 51.1576 - U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large. 51.1576 Section 51.1576 Agriculture Regulations of the Department of...) United States Consumer Standards for Potatoes Grades § 51.1576 U.S. Grade B Small; U.S. Grade B Medium; U...

7 CFR 51.1575 - U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large. 51.1575 Section 51.1575 Agriculture Regulations of the Department of...) United States Consumer Standards for Potatoes Grades § 51.1575 U.S. Grade A Small; U.S. Grade A Medium; U...

7 CFR 51.1576 - U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false U.S. Grade B Small; U.S. Grade B Medium; U.S. Grade B Medium to Large; U.S. Grade B Large. 51.1576 Section 51.1576 Agriculture Regulations of the Department of...) United States Consumer Standards for Potatoes Grades § 51.1576 U.S. Grade B Small; U.S. Grade B Medium; U...

7 CFR 51.1575 - U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false U.S. Grade A Small; U.S. Grade A Medium; U.S. Grade A Medium to Large; U.S. Grade A Large. 51.1575 Section 51.1575 Agriculture Regulations of the Department of...) United States Consumer Standards for Potatoes Grades § 51.1575 U.S. Grade A Small; U.S. Grade A Medium; U...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 7 2014-01-01 2014-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 7 2012-01-01 2012-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 7 2013-01-01 2013-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

7 CFR 810.804 - Grades and grade requirements for mixed grain.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for mixed grain. 810.804... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Mixed Grain Grades and Grade Requirements § 810.804 Grades and grade requirements for mixed grain. (a) U.S. Mixed Grain (grade). Mixed grain...

Students' Self-Grading, Professor's Grading and Negotiated Final Grading at Three University Programmes: Analysis of Reliability and Grade Difference Ranges and Tendencies

ERIC Educational Resources Information Center

Lopez-Pastor, Victor M.; Fernandez-Balboa, Juan-Miguel; Santos Pastor, Maria L.; Aranda, Antonio Fraile

2012-01-01

This study was undertaken at three teacher education programmes and was designed to determine the following within each programme: (1) the reliability correlations among students' self-grade (SSG), the grade granted by the professor (PG) and the negotiated final grade (NFG); (2) the range and frequency of grade differences between SSG and PG; and…

42 CFR 21.29 - Eligibility; grades above senior assistant grade.

Code of Federal Regulations, 2010 CFR

2010-10-01

... 42 Public Health 1 2010-10-01 2010-10-01 false Eligibility; grades above senior assistant grade... PERSONNEL COMMISSIONED OFFICERS Appointment § 21.29 Eligibility; grades above senior assistant grade. Every candidate for examination for appointment in grades above that of senior assistant shall meet the...

Social and behavioral skills and the gender gap in early educational achievement.

PubMed

Diprete, Thomas A; Jennings, Jennifer L

2012-01-01

Though many studies have suggested that social and behavioral skills play a central role in gender stratification processes, we know little about the extent to which these skills affect gender gaps in academic achievement. Analyzing data from the Early Child Longitudinal Study-Kindergarten Cohort, we demonstrate that social and behavioral skills have substantively important effects on academic outcomes from kindergarten through fifth grade. Gender differences in the acquisition of these skills, moreover, explain a considerable fraction of the gender gap in academic outcomes during early elementary school. Boys get roughly the same academic return to social and behavioral skills as their female peers, but girls begin school with more advanced social and behavioral skills and their skill advantage grows over time. While part of the effect may reflect an evaluation process that rewards students who better conform to school norms, our results imply that the acquisition of social and behavioral skills enhances learning as well. Our results call for a reconsideration of the family and school-level processes that produce gender gaps in social and behavioral skills and the advantages they confer for academic and later success. Copyright © 2011 Elsevier Inc. All rights reserved.

7 CFR 810.404 - Grades and grade requirements for corn.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for corn. 810.404... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Principles Governing the Application of Standards § 810.404 Grades and grade requirements for corn. Grade Minimum test weight per...

7 CFR 810.404 - Grades and grade requirements for corn.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for corn. 810.404... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Principles Governing the Application of Standards § 810.404 Grades and grade requirements for corn. Grade Minimum test weight per...

[Research progress of larger flexion gap than extension gap in total knee arthroplasty].

PubMed

Zhang, Weisong; Hao, Dingjun

2017-05-01

To summarize the progress of larger flexion gap than extension gap in total knee arthro-plasty (TKA). The domestic and foreign related literature about larger flexion gap than extension gap in TKA, and its impact factors, biomechanical and kinematic features, and clinical results were summarized. During TKA, to adjust the relations of flexion gap and extension gap is one of the key factors of successful operation. The biomechanical, kinematic, and clinical researches show that properly larger flexion gap than extension gap can improve both the postoperative knee range of motion and the satisfaction of patients, but does not affect the stability of the knee joint. However, there are also contrary findings. So adjustment of flexion gap and extension gap during TKA is still in dispute. Larger flexion gap than extension gap in TKA is a new joint space theory, and long-term clinical efficacy, operation skills, and related complications still need further study.

Gap Junctions

PubMed Central

Nielsen, Morten Schak; Axelsen, Lene Nygaard; Sorgen, Paul L.; Verma, Vandana; Delmar, Mario; Holstein-Rathlou, Niels-Henrik

2013-01-01

Gap junctions are essential to the function of multicellular animals, which require a high degree of coordination between cells. In vertebrates, gap junctions comprise connexins and currently 21 connexins are known in humans. The functions of gap junctions are highly diverse and include exchange of metabolites and electrical signals between cells, as well as functions, which are apparently unrelated to intercellular communication. Given the diversity of gap junction physiology, regulation of gap junction activity is complex. The structure of the various connexins is known to some extent; and structural rearrangements and intramolecular interactions are important for regulation of channel function. Intercellular coupling is further regulated by the number and activity of channels present in gap junctional plaques. The number of connexins in cell-cell channels is regulated by controlling transcription, translation, trafficking, and degradation; and all of these processes are under strict control. Once in the membrane, channel activity is determined by the conductive properties of the connexin involved, which can be regulated by voltage and chemical gating, as well as a large number of posttranslational modifications. The aim of the present article is to review our current knowledge on the structure, regulation, function, and pharmacology of gap junctions. This will be supported by examples of how different connexins and their regulation act in concert to achieve appropriate physiological control, and how disturbances of connexin function can lead to disease. © 2012 American Physiological Society. Compr Physiol 2:1981-2035, 2012. PMID:23723031

Will Not Want: Self-Control Rather than Motivation Explains the Female Advantage in Report Card Grades

PubMed Central

Duckworth, Angela L.; Shulman, Elizabeth P.; Mastronarde, Andrew J.; Patrick, Sarah D.; Zhang, Jinghui; Druckman, Jeremy

2015-01-01

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3—using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records—we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but—contrary to teacher judgments in Study 1—did not appear to be more motivated to do well in school. PMID:25883522

Interfingering of the Frontier Formation and Aspen Shale, Cumberland Gap, Wyoming.

USGS Publications Warehouse

M'gonigle, J.

1982-01-01

The basal part, or the Chalk Creek Member, of the non-marine lower Frontier Formation (Upper Cretaceous) includes a thin coal bed that grades S into a carbonaceous shale. The latter plus associated sandstones and shales pinch out S of Cumberland Gap and lie stratigraphically below the top of the Aspen Shale. The beds in the upper part of the Aspen, in turn, pinch out within the Frontier Formation. The coal bed and equivalent carbonaceous shale represent in-place accumulation of peat. The interfingering suggests that in SW Wyoming the Lower/Upper Cretaceous boundary is within the Chalk Creek Member. -from Author

Assessing Equity beyond Knowledge- and Skills-Based Outcomes: A Comparative Ethnography of Two Fourth-Grade Reform-Based Science Classrooms

ERIC Educational Resources Information Center

Carlone, Heidi B.; Haun-Frank, Julie; Webb, Angela

2011-01-01

When evaluating equity, researchers often look at the "achievement gap." Privileging knowledge and skills as primary outcomes of science education misses other, more subtle, but critical, outcomes indexing inequitable science education. In this comparative ethnography, we examined what it meant to "be scientific" in two fourth-grade classes taught…

Hardwood log grades and lumber grade yields for factory lumber logs

Treesearch

Leland F. Hanks; Glenn L. Gammon; Robert L. Brisbin; Everette D. Rast

1980-01-01

The USDA Forest Service Standard Grades for Hardwood Factory Lumber Logs are described, and lumber grade yields for 16 species and 2 species groups are presented by log grade and log diameter. The grades enable foresters, log buyers, and log sellers to select and grade those log suitable for conversion into standard factory grade lumber. By using the apropriate lumber...

A content analysis of sixth-grade, seventh-grade, and eighth-grade science textbooks with regard to the nature of science

NASA Astrophysics Data System (ADS)

Phillips, Marianne C.

Science teachers rely heavily on their textbooks; for many, it is the only curriculum they use (Weiss, 1993). Therefore, it is important these materials convey an accurate conception of the nature of science. Science for All Americans (AAAS, 1990) and the National Science Education Standards (NRC, 1996) call for teaching students about the nature of science. Including the nature of science throughout science textbooks will produce scientifically literate citizens (Driver and others, 1993) with an improved ability to make informed decisions (McComas, 1998). Teaching the nature of science supports the successful learning of science content and process (Driver and others, 1996), and bridges the gap between the two cultures of practicing scientists and school science (Sorsby, 2000). Do middle school science textbooks provide a balanced presentation of the nature of science throughout their text? To determine the answer, this investigation used a content analysis technique to analyze a random sample from the introduction chapter and the rest of the textbook chapters from twelve middle school science textbooks for the four aspects of the nature of science (Chiappetta, Fillman, & Sethna, 2004). Scoring procedures were used to determine interrater agreement using both Cohen's kappa (kappa) and Krippendorff's alpha (alpha). Kappa values were determined to be fair to excellent beyond chance among the three coders. The resulting values for Krippendorff's alpha ranged from acceptable (alpha > .80) to unacceptable (alpha < .67). The results from this content analysis indicated little change from previous studies in the balance for the themes of the nature of science. This investigation found the sixth-grade, seventh-grade, and eighth-grade science textbooks adopted by Texas to have unbalanced presentations for the four aspects of the nature of science. In addition, it found these middle school science textbooks are not balanced across programs. This imbalance is providing

The Knowledge Gap Versus the Belief Gap and Abstinence-Only Sex Education.

PubMed

Hindman, Douglas Blanks; Yan, Changmin

2015-08-01

The knowledge gap hypothesis predicts widening disparities in knowledge of heavily publicized public affairs issues among socioeconomic status groups. The belief gap hypothesis extends the knowledge gap hypothesis to account for knowledge and beliefs about politically contested issues based on empirically verifiable information. This analysis of 3 national surveys shows belief gaps developed between liberals and conservatives regarding abstinence-only sex education; socioeconomic status-based knowledge gaps did not widen. The findings partially support both belief gap and knowledge gap hypotheses. In addition, the unique contributions of exposure to Fox News, CNN, and MSNBC in this process were investigated. Only exposure to Fox News was linked to beliefs about abstinence-only sex education directly and indirectly through the cultivation of conservative ideology.

Regression analysis for bivariate gap time with missing first gap time data.

PubMed

Huang, Chia-Hui; Chen, Yi-Hau

2017-01-01

We consider ordered bivariate gap time while data on the first gap time are unobservable. This study is motivated by the HIV infection and AIDS study, where the initial HIV contracting time is unavailable, but the diagnosis times for HIV and AIDS are available. We are interested in studying the risk factors for the gap time between initial HIV contraction and HIV diagnosis, and gap time between HIV and AIDS diagnoses. Besides, the association between the two gap times is also of interest. Accordingly, in the data analysis we are faced with two-fold complexity, namely data on the first gap time is completely missing, and the second gap time is subject to induced informative censoring due to dependence between the two gap times. We propose a modeling framework for regression analysis of bivariate gap time under the complexity of the data. The estimating equations for the covariate effects on, as well as the association between, the two gap times are derived through maximum likelihood and suitable counting processes. Large sample properties of the resulting estimators are developed by martingale theory. Simulations are performed to examine the performance of the proposed analysis procedure. An application of data from the HIV and AIDS study mentioned above is reported for illustration.

The Math Gap: a description of the mathematics performance of preschool-aged deaf/hard-of-hearing children.

PubMed

Pagliaro, Claudia M; Kritzer, Karen L

2013-04-01

Over decades and across grade levels, deaf/hard-of-hearing (d/hh) student performance in mathematics has shown a gap in achievement. It is unclear, however, exactly when this gap begins to emerge and in what areas. This study describes preschool d/hh children's knowledge of early mathematics concepts. Both standardized and nonstandardized measures were used to assess understanding in number, geometry, measurement, problem solving, and patterns, reasoning and algebra. Results present strong evidence that d/hh students' difficulty in mathematics may begin prior to the start of formal schooling. Findings also show areas of strength (geometry) and weakness (problem solving and measurement) for these children. Evidence of poor foundational performance may relate to later academic achievement.

On-Demand Grades: The Effect of Online Grade Book Access on Student Mastery and Performance Goal Orientations, Grade Orientation, Academic Self Efficacy, and Grades

ERIC Educational Resources Information Center

Seldow, Adam Lowell

2010-01-01

With the widespread growth of broadband Internet access, teachers, and in many cases, schools and school districts are transitioning from traditional paper-based grade books to student accessible online (Web-based) grade books. Online grade books offer students 24/7, on demand access to grades and various other student data, and have the potential…

7 CFR 810.1804 - Grades and grade requirements for sunflower seed.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 7 2010-01-01 2010-01-01 false Grades and grade requirements for sunflower seed. 810... AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Sunflower Seed Principles Governing the Application of Standards § 810.1804 Grades and grade requirements for sunflower seed. Grade...

7 CFR 810.1804 - Grades and grade requirements for sunflower seed.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 7 2011-01-01 2011-01-01 false Grades and grade requirements for sunflower seed. 810... AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Sunflower Seed Principles Governing the Application of Standards § 810.1804 Grades and grade requirements for sunflower seed. Grade...

A Capstone Project Using the Gap Analysis Model: Closing the College Readiness Gap for Latino English Language Learners with a Focus on College Affordability and Student Grades

ERIC Educational Resources Information Center

Kurland, Michael A. T.

2013-01-01

This capstone dissertation inquiry project focused on the underperformance of English language learners (ELLs) at a high school. The Clark and Estes' (2008) gap analysis model was the analytical framework used to conduct this inquiry. At the request of the school, the inquiry focus was on gaining a better understanding of the underachievement…

Grading for Understanding--Standards-Based Grading

ERIC Educational Resources Information Center

Zimmerman, Todd

2017-01-01

Standards-based grading (SBG), sometimes called learning objectives-based assessment (LOBA), is an assessment model that relies on students demonstrating mastery of learning objectives (sometimes referred to as standards). The goal of this grading system is to focus students on mastering learning objectives rather than on accumulating points. I…

Student Attitudes Toward Grades and Grading Practices.

ERIC Educational Resources Information Center

Stallings, William M.; Leslie, Elwood K.

The result of a study designed to assess student attitudes toward grading practices are discussed. Questionnaire responses of 3439 students in three institutions were tabulated. Responses were generally negative toward conventional grading systems. (MS)

7 CFR 810.405 - Special grades and special grade requirements.

Code of Federal Regulations, 2011 CFR

2011-01-01

... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Special Grades and Special Grade Requirements § 810.405 Special grades and special grade requirements. (a) Flint corn. Corn that consists of 95 percent or more of flint corn. (b) Flint and dent corn. Corn that consists of a mixture of...

7 CFR 810.405 - Special grades and special grade requirements.

Code of Federal Regulations, 2010 CFR

2010-01-01

... OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Corn Special Grades and Special Grade Requirements § 810.405 Special grades and special grade requirements. (a) Flint corn. Corn that consists of 95 percent or more of flint corn. (b) Flint and dent corn. Corn that consists of a mixture of...

Reducing the gender achievement gap in college science: a classroom study of values affirmation.

PubMed

Miyake, Akira; Kost-Smith, Lauren E; Finkelstein, Noah D; Pollock, Steven J; Cohen, Geoffrey L; Ito, Tiffany A

2010-11-26

In many science, technology, engineering, and mathematics disciplines, women are outperformed by men in test scores, jeopardizing their success in science-oriented courses and careers. The current study tested the effectiveness of a psychological intervention, called values affirmation, in reducing the gender achievement gap in a college-level introductory physics class. In this randomized double-blind study, 399 students either wrote about their most important values or not, twice at the beginning of the 15-week course. Values affirmation reduced the male-female performance and learning difference substantially and elevated women's modal grades from the C to B range. Benefits were strongest for women who tended to endorse the stereotype that men do better than women in physics. A brief psychological intervention may be a promising way to address the gender gap in science performance and learning.

Programming experience promotes higher STEM motivation among first-grade girls.

PubMed

Master, Allison; Cheryan, Sapna; Moscatelli, Adriana; Meltzoff, Andrew N

2017-08-01

The gender gap in science, technology, engineering, and math (STEM) engagement is large and persistent. This gap is significantly larger in technological fields such as computer science and engineering than in math and science. Gender gaps begin early; young girls report less interest and self-efficacy in technology compared with boys in elementary school. In the current study (N=96), we assessed 6-year-old children's stereotypes about STEM fields and tested an intervention to develop girls' STEM motivation despite these stereotypes. First-grade children held stereotypes that boys were better than girls at robotics and programming but did not hold these stereotypes about math and science. Girls with stronger stereotypes about robotics and programming reported lower interest and self-efficacy in these domains. We experimentally tested whether positive experience with programming robots would lead to greater interest and self-efficacy among girls despite these stereotypes. Children were randomly assigned either to a treatment group that was given experience in programming a robot using a smartphone or to control groups (no activity or other activity). Girls given programming experience reported higher technology interest and self-efficacy compared with girls without this experience and did not exhibit a significant gender gap relative to boys' interest and self-efficacy. These findings show that children's views mirror current American cultural messages about who excels at computer science and engineering and show the benefit of providing young girls with chances to experience technological activities. Copyright © 2017 Elsevier Inc. All rights reserved.

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades

PubMed Central

Pattison, Evangeleen; Grodsky, Eric; Muller, Chandra

2014-01-01

Grades are the fundamental currency of our educational system; they signal academic achievement and non-cognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades, undermining their capacity to achieve the functions for which they are intended. We challenge the ‘increases in grade point average’ definition of grade inflation and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples, we find that in the decades following 1972: (a) grades have risen at high schools and dropped at four-year colleges, in general, and selective four-year institutions, in particular; and (b) the signaling power of grades has attenuated little, if at all. PMID:25288826

Gap state analysis in electric-field-induced band gap for bilayer graphene.

PubMed

Kanayama, Kaoru; Nagashio, Kosuke

2015-10-29

The origin of the low current on/off ratio at room temperature in dual-gated bilayer graphene field-effect transistors is considered to be the variable range hopping in gap states. However, the quantitative estimation of gap states has not been conducted. Here, we report the systematic estimation of the energy gap by both quantum capacitance and transport measurements and the density of states for gap states by the conductance method. An energy gap of ~ 250 meV is obtained at the maximum displacement field of ~ 3.1 V/nm, where the current on/off ratio of ~ 3 × 10(3) is demonstrated at 20 K. The density of states for the gap states are in the range from the latter half of 10(12) to 10(13) eV(-1) cm(-2). Although the large amount of gap states at the interface of high-k oxide/bilayer graphene limits the current on/off ratio at present, our results suggest that the reduction of gap states below ~ 10(11) eV(-1) cm(-2) by continual improvement of the gate stack makes bilayer graphene a promising candidate for future nanoelectronic device applications.

Tackling the Achievement Gap Head on: A Background and Discussion Paper for Community Groups Interested in Helping All Children Succeed in School

ERIC Educational Resources Information Center

Mueller, Dan

2005-01-01

The achievement gap is clearly visible throughout the school years, from grade-school test scores through high school graduation and higher education. It divides American Indian, Asian, Black, Latino, and White students, and it divides the economically advantaged from the disadvantaged regardless of their race/ethnicity. Under the federal No Child…

Closing the social-class achievement gap: a difference-education intervention improves first-generation students' academic performance and all students' college transition.

PubMed

Stephens, Nicole M; Hamedani, MarYam G; Destin, Mesmin

2014-04-01

College students who do not have parents with 4-year degrees (first-generation students) earn lower grades and encounter more obstacles to success than do students who have at least one parent with a 4-year degree (continuing-generation students). In the study reported here, we tested a novel intervention designed to reduce this social-class achievement gap with a randomized controlled trial (N = 168). Using senior college students' real-life stories, we conducted a difference-education intervention with incoming students about how their diverse backgrounds can shape what they experience in college. Compared with a standard intervention that provided similar stories of college adjustment without highlighting students' different backgrounds, the difference-education intervention eliminated the social-class achievement gap by increasing first-generation students' tendency to seek out college resources (e.g., meeting with professors) and, in turn, improving their end-of-year grade point averages. The difference-education intervention also improved the college transition for all students on numerous psychosocial outcomes (e.g., mental health and engagement).

Gage Measures Recessed Gaps

NASA Technical Reports Server (NTRS)

Zepeda, J. L.

1983-01-01

New tool measures separation between recessed parallel surfaces. Tiles have overhanging edges, tool designed to slip into gap from end so it extends through 0.040-inch crack. Measure gaps between 0.200 and 0.400 inch so gap fillers of proper thickness can be selected. Useful in numerous industrial situation involving gap measurements in inaccessable places.

Mechanics of Fluid-Filled Interstitial Gaps. II. Gap Characteristics in Xenopus Embryonic Ectoderm.

PubMed

Barua, Debanjan; Parent, Serge E; Winklbauer, Rudolf

2017-08-22

The ectoderm of the Xenopus embryo is permeated by a network of channels that appear in histological sections as interstitial gaps. We characterized this interstitial space by measuring gap sizes, angles formed between adjacent cells, and curvatures of cell surfaces at gaps. From these parameters, and from surface-tension values measured previously, we estimated the values of critical mechanical variables that determine gap sizes and shapes in the ectoderm, using a general model of interstitial gap mechanics. We concluded that gaps of 1-4 μm side length can be formed by the insertion of extracellular matrix fluid at three-cell junctions such that cell adhesion is locally disrupted and a tension difference between cell-cell contacts and the free cell surface at gaps of 0.003 mJ/m 2 is generated. Furthermore, a cell hydrostatic pressure of 16.8 ± 1.7 Pa and an interstitial pressure of 3.9 ± 3.6 Pa, relative to the central blastocoel cavity of the embryo, was found to be consistent with the observed gap size and shape distribution. Reduction of cell adhesion by the knockdown of C-cadherin increased gap volume while leaving intracellular and interstitial pressures essentially unchanged. In both normal and adhesion-reduced ectoderm, cortical tension of the free cell surfaces at gaps does not return to the high values characteristic of the free surface of the whole tissue. Copyright © 2017 Biophysical Society. Published by Elsevier Inc. All rights reserved.

Highly Transparent Compositionally Graded Buffers for New Metamorphic Multijunction Solar Cell Designs

DOE Office of Scientific and Technical Information (OSTI.GOV)

Schulte, Kevin L.; France, Ryan M.; Geisz, John F.

The development of compositionally graded buffer layers (CGBs) with enhanced transparency would enable novel five and six junction solar cells, with efficiencies approaching 50% under high concentration. Here, we demonstrate highly transparent grades between the GaAs and InP lattice constants on both A- and B-miscut GaAs substrates, employing Al xGayIn 1-x-yAs and highly Se-doped Burstein-Moss (BM) shifted Ga xIn 1-xP. Transparency to >810 and >890 nm wavelengths is demonstrated with BM-shifted Ga xIn 1-xP on B-miscut substrates and Al xGayIn 1-x-yAs/Ga xIn 1-xP(Se) combined grades on A-miscut substrates, respectively. 0.74 eV GaInAs solar cells grown on these transparent CGBs exhibitmore » Woc = 0.41 V at mA/ cm 2, performance comparable with the state-of-the-art Ga xIn 1-xP grade employed in the four-junction-inverted metamorphic multijunction (IMM) cell. A GaAs/0.74cV GaInAs tandem cell was grown with a transparent BM-shifted Ga xIn 1-xP CGB to verify the CGB performance in a multijunction device structure. Quantum efficiency measurements indicate that the CGB is completely transparent to photons below the GaAs bandedge, validating its use in 4-6 junction IMM devices with a single-graded buffer. Furthermore, this tandem represents a highly efficient two-junction band gap combination, achieving 29.6% ± 1.2% efficiency under the AM1.5 global spectrum, demonstrating how the additional transparency enables new device structures.« less

Highly Transparent Compositionally Graded Buffers for New Metamorphic Multijunction Solar Cell Designs

DOE PAGES

Schulte, Kevin L.; France, Ryan M.; Geisz, John F.

2016-11-11

The development of compositionally graded buffer layers (CGBs) with enhanced transparency would enable novel five and six junction solar cells, with efficiencies approaching 50% under high concentration. Here, we demonstrate highly transparent grades between the GaAs and InP lattice constants on both A- and B-miscut GaAs substrates, employing Al xGayIn 1-x-yAs and highly Se-doped Burstein-Moss (BM) shifted Ga xIn 1-xP. Transparency to >810 and >890 nm wavelengths is demonstrated with BM-shifted Ga xIn 1-xP on B-miscut substrates and Al xGayIn 1-x-yAs/Ga xIn 1-xP(Se) combined grades on A-miscut substrates, respectively. 0.74 eV GaInAs solar cells grown on these transparent CGBs exhibitmore » Woc = 0.41 V at mA/ cm 2, performance comparable with the state-of-the-art Ga xIn 1-xP grade employed in the four-junction-inverted metamorphic multijunction (IMM) cell. A GaAs/0.74cV GaInAs tandem cell was grown with a transparent BM-shifted Ga xIn 1-xP CGB to verify the CGB performance in a multijunction device structure. Quantum efficiency measurements indicate that the CGB is completely transparent to photons below the GaAs bandedge, validating its use in 4-6 junction IMM devices with a single-graded buffer. Furthermore, this tandem represents a highly efficient two-junction band gap combination, achieving 29.6% ± 1.2% efficiency under the AM1.5 global spectrum, demonstrating how the additional transparency enables new device structures.« less

Lumber Grade Yields for Graded Aspen Logs and Trees

Treesearch

Leland F. Hanks; Robert L. Brisbin

1978-01-01

Green lumber grade yields for aspen were determined for use with the U.S. Forest Service hardwood log and tree grades. The yields for logs are expressed in percent of total lumber tally volume, and those for trees are expressed in board feet. Overruns for the International 1/4-inch and Scribner log rules along with lumber recovery factors are shown by log grade.

Teachers' Grading Decision Making

ERIC Educational Resources Information Center

Isnawati, Ida; Saukah, Ali

2017-01-01

This study investigated teachers' grading decision making, focusing on their beliefs underlying their grading decision making, their grading practices and assessment types, and factors they considered in grading decision making. Two teachers from two junior high schools applying different curriculum policies in grade reporting in Indonesian…

The Grades Transfer from One Grading Scale to Other Algorithmization

ERIC Educational Resources Information Center

Lieponiene, Jurgita; Kulvietiene, Regina

2011-01-01

The article presents the consideration of grading scales used for education outcomes in different countries, describes likeness and differences of applied grading scales. Application of the European Credit Transfer and Accumulation System (ECTS) grading scale is investigated according of the analysis of scientific literature as well as cases of…

`Hard science': a career option for socially and societally interested students? Grade 12 students' vocational interest gap explored

NASA Astrophysics Data System (ADS)

Struyf, Annemie; Boeve-de Pauw, Jelle; Van Petegem, Peter

2017-11-01

A key theme in science education research concerns the decline in young peoples' interest in science and the need for professionals in hard science. Goal Congruity Theory posits that an important aspect of the decision whether to pursue hard science for study or as a career is the perception that hard science careers do not fulfil social (working with people) and societal (serving or helping others) interests. In this qualitative study, we explore grade 12 students' perceptions about the social and societal orientation of hard science careers. Furthermore, we investigate the variation in students' social and societal interests. Six focus groups were conducted with 58 grade 12 students in Flanders. Our results indicate that a number of students hold stereotypical views about hard science careers' social orientation, while others believe cooperation with others is an important aspect of hard science careers nowadays. Furthermore, our results show that students believe hard science careers can be societally oriented in the sense that they often associate them with innovation or societal progress. Finally, our results indicate that students may differentiate direct versus indirect societal orientation. These findings contribute to literature regarding social and societal interests and students' perceptions of hard science careers.

Using GRADE as a framework to guide research on the sexual and reproductive health and rights (SRHR) of women living with HIV - methodological opportunities and challenges.

PubMed

Siegfried, Nandi; Narasimhan, Manjulaa; Kennedy, Caitlin E; Welbourn, Alice; Yuvraj, Anandi

2017-09-01

In March 2016, WHO reviewed evidence to develop global recommendations on the sexual and reproductive health and rights (SRHR) of women living with HIV. Systematic reviews and a global survey of women living with HIV informed the guideline development decision-making process. New recommendations covered abortion, Caesarean section, safe disclosure, and empowerment and self-efficacy interventions. Identification of key research gaps is part of the WHO guidelines development process, but consistent methods to do so are lacking. Our method aimed to ensure consistency and comprised the systematic application of a framework based on GRADE (Grading of Recommendations, Assessment, Development and Evaluation) to the process. The framework incorporates the strength and quality rating of recommendations and the priorities reported by women in the survey to inform research prioritisation. For each gap, we also articulated: (1) the most appropriate and robust study design to answer the question; (2) alternative pragmatic designs if the ideal design is not feasible; and (3) the methodological challenges facing researchers through identifying potential biases. We found 12 research gaps and identified five appropriate study designs to address the related questions: (1) Cross-sectional surveys; (2) Qualitative interview-driven studies; (3) Registries; (4) Randomised controlled trials; and (5) Medical record audit. Methodological challenges included selection, recruitment, misclassification, measurement and contextual biases, and confounding. In conclusion, a framework based on GRADE can provide a systematic approach to identifying research gaps from a WHO guideline. Incorporation of the priorities of women living with HIV into the framework systematically ensures that women living with HIV can shape future policy decisions affecting their lives. Implementation science and participatory research are appropriate over-arching approaches to enhance uptake of interventions and to

The Impact of Online and Traditional Homework on the Attitudes, Achievement, and Learning Styles of Sixth Grade Language Arts Students

ERIC Educational Resources Information Center

Nordstrom, Hope McGee

2012-01-01

The purpose of this study was to examine the use of online homework as one way to bridge the gap between how students live and the diverse ways they learn by focusing on the attitudes, academic achievement, and learning styles of sixth grade language arts students. Students in the treatment group completed online homework, while the control group…

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed

Halim, Nafisa; Yount, Kathryn M; Cunningham, Solveig

2016-07-01

Despite India's substantial investments in primary schooling, gaps in schooling persist across gender and caste-with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls' primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls' grade completion and age-appropriate grade progression but was apparent not SC/ST girls' primary-school performance. SC/ST women's representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. Copyright © 2016. Published by Elsevier Inc.

Do scheduled caste and scheduled tribe women legislators mean lower gender-caste gaps in primary schooling in India?

PubMed Central

Halim, Nafisa; Yount, Kathryn M.; Cunningham, Solveig

2017-01-01

Despite India’s substantial investments in primary schooling, gaps in schooling persist across gender and caste—with scheduled caste and scheduled tribe (SC/ST) girls being particularly disadvantaged. The representation of SC/ST women in state legislatures may help to mitigate this disadvantage. Specifically, because of her intersecting gender and caste/tribe identities, a SC/ST woman legislator might maintain a strong sense of solidarity especially with SC/ST girls and women, and support legislative policies benefitting SC/ST girls. Consequently, for this reason, we expect that living in a district where SC/ST women represent in state legislatures in a higher proportion may increase SC/ST girls’ primary school completion, progression and performance. We tested this hypothesis using district-level data between 2000 and 2004 from the Indian Election Commission, the 2004/5 India Human Development Survey, and the Indian Census of 2001. As expected, the representation of SC/ST women in state legislatures was positively associated with SC/ST girls’ grade completion and age-appropriate grade progression but was apparent not SC/ST girls’ primary-school performance. SC/ST women’s representation in state legislatures may reduce gender-caste gaps in primary-school attainment in India. PMID:27194655

Deterministic multidimensional nonuniform gap sampling.

PubMed

Worley, Bradley; Powers, Robert

2015-12-01

Born from empirical observations in nonuniformly sampled multidimensional NMR data relating to gaps between sampled points, the Poisson-gap sampling method has enjoyed widespread use in biomolecular NMR. While the majority of nonuniform sampling schemes are fully randomly drawn from probability densities that vary over a Nyquist grid, the Poisson-gap scheme employs constrained random deviates to minimize the gaps between sampled grid points. We describe a deterministic gap sampling method, based on the average behavior of Poisson-gap sampling, which performs comparably to its random counterpart with the additional benefit of completely deterministic behavior. We also introduce a general algorithm for multidimensional nonuniform sampling based on a gap equation, and apply it to yield a deterministic sampling scheme that combines burst-mode sampling features with those of Poisson-gap schemes. Finally, we derive a relationship between stochastic gap equations and the expectation value of their sampling probability densities. Copyright © 2015 Elsevier Inc. All rights reserved.

Construction-grade plywood from grade 3 Appalachian oak

Treesearch

E. Paul Craft; E. Paul Craft

1970-01-01

In an effort to find a use for a large volume of the low-grade oak logs of Appalachia, we processed a sample of these logs in a typical southern-pine sheathing plant and determined the feasibility of converting them into construction grade plywood.

Making the Grade.

ERIC Educational Resources Information Center

Dahlgren, Sally

2000-01-01

Explains the importance of choosing wood flooring for athletic facilities and why the grade of wood specified can significantly impact sports-facility aesthetics. The three types of wood grades are explained along with thoughts on why choosing the priciest grade may not be satisfactory. (GR)

Sexuality education in fifth and sixth grades in U.S. public schools, 1999.

PubMed

Landry, D J; Singh, S; Darroch, J E

2000-01-01

While policymakers, educators and parents recognize the need for family life and sexuality education during children's formative years and before adolescence, there is little nationally representative information on the timing and content of such instruction in elementary schools. In 1999, data were gathered from 1, 789 fifth- and sixth-grade teachers as part of a nationally representative survey of 5,543 public school teachers in grades 5-12. Based on the responses of 617 fifth- and sixth-grade teachers who said they teach sexuality education, analyses were carried out on the topics and skills sexuality education teachers taught, the grades in which they taught them, their teaching approaches, the pressures they experienced, whether they received support from parents, the community and school administrators, and their needs. Seventy-two percent of fifth- and sixth-grade teachers report that sexuality education is taught in their schools at one or both grades. Fifty-six percent of teachers say that the subject is taught in grade five and 64% in grade six. More than 75% of teachers who teach sexuality education in these grades cover puberty, HIV and AIDS transmission and issues such as how alcohol and drugs affect behavior and how to stick with a decision. However, when schools that do not provide sexuality education are taken into account, even most of these topics are taught in only a little more than half of fifth- and sixth-grade classrooms. All other topics are much less likely to be covered. Teaching of all topics is less prevalent at these grades than teachers think it should be. Gaps between what teachers say they are teaching and teachers' recommendations for what should be taught and by what grade are especially large for such topics as sexual abuse, sexual orientation, abortion, birth control and condom use for STD prevention. A substantial proportion of teachers recommend that these topics be taught at grade six or earlier. More than half (57%) of fifth

Determining the ’Gap’

DTIC Science & Technology

2009-05-01

Army training doctrine, and by adjusting the curriculum of the officer core in order to close the knowledge gap . The author closes by concluding...fight. The research to find these gaps begins with a process trace of doctrine from 1976 to the present, starting with the advent of Active Defense...discovering the one gap , three were found. Upon further examination below, even these initially perceived gaps dissipate under close scrutiny. Gap

Green lumber grade yields from factory grade logs of three oak species

Treesearch

Daniel A. Yaussy

1986-01-01

Multivariate regression models were developed to predict green board foot yields for the seven common factory lumber grades processed from white, black, and chestnut oak factory grade logs. These models use the standard log measurements of grade, scaling diameter, log length, and proportion of scaling defect. Any combination of lumber grades (such as 1 Common and...

Mechanics of Fluid-Filled Interstitial Gaps. I. Modeling Gaps in a Compact Tissue.

PubMed

Parent, Serge E; Barua, Debanjan; Winklbauer, Rudolf

2017-08-22

Fluid-filled interstitial gaps are a common feature of compact tissues held together by cell-cell adhesion. Although such gaps can in principle be the result of weak, incomplete cell attachment, adhesion is usually too strong for this to occur. Using a mechanical model of tissue cohesion, we show that, instead, a combination of local prevention of cell adhesion at three-cell junctions by fluidlike extracellular material and a reduction of cortical tension at the gap surface are sufficient to generate stable gaps. The size and shape of these interstitial gaps depends on the mechanical tensions between cells and at gap surfaces, and on the difference between intracellular and interstitial pressures that is related to the volume of the interstitial fluid. As a consequence of the dependence on tension/tension ratios, the presence of gaps does not depend on the absolute strength of cell adhesion, and similar gaps are predicted to occur in tissues of widely differing cohesion. Tissue mechanical parameters can also vary within and between cells of a given tissue, generating asymmetrical gaps. Within limits, these can be approximated by symmetrical gaps. Copyright © 2017 Biophysical Society. Published by Elsevier Inc. All rights reserved.

Self-Grading and Peer-Grading for Formative and Summative Assessments in 3rd through 12th Grade Classrooms: A Meta-Analysis

ERIC Educational Resources Information Center

Sanchez, Carmen E.; Atkinson, Kayla M.; Koenka, Alison C.; Moshontz, Hannah; Cooper, Harris

2017-01-01

The "assessment 'for' learning" movement in education has increased attention to self-grading and peer-grading practices in primary and secondary schools. This research synthesis examined several questions pertaining to the use of self-grading and peer-grading in conjunction with criterion-referenced testing in 3rd- through…

Instructional Factors that Contribute to Achievement in Reading for African American Male Students in Grades K-5 in an Urban School in Georgia

ERIC Educational Resources Information Center

Robinson, Isaac, III

2010-01-01

According to the National Assessment of Educational Progress, reading skills for African American male students in Grades 4 and 8 have improved over the past decade. However, a significant reading achievement gap still exists between African American male students and their European American counterparts. The purpose, as well as the central…

Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes.

PubMed

Jordt, Hannah; Eddy, Sarah L; Brazil, Riley; Lau, Ignatius; Mann, Chelsea; Brownell, Sara E; King, Katherine; Freeman, Scott

2017-01-01

Achievement gaps between underrepresented minority (URM) students and their white peers in college science, technology, engineering, and mathematics classrooms are persistent across many white-majority institutions of higher education. Attempts to reduce this phenomenon of underperformance through increasing classroom structure via active learning have been partially successful. In this study, we address the hypothesis that the achievement gap between white and URM students in an undergraduate biology course has a psychological and emotional component arising from stereotype threat. Specifically, we introduced a values affirmation exercise that counters stereotype threat by reinforcing a student's feelings of integrity and self-worth in three iterations of an intensive active-learning college biology course. On average, this exercise reduced the achievement gap between URM and white students who entered the course with the same incoming grade point average. This result suggests that achievement gaps resulting from the underperformance of URM students could be mitigated by providing students with a learning environment that removes psychological and emotional impediments of performance through short psychosocial interventions. © 2017 H. Jordt et al. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

Small-Gap Flows

DTIC Science & Technology

1984-04-01

I TV N 4 NAVAL ARCIETUR & OFFSHORE ENGINEERING SMALL- GAP FLOWSti E 0.TUCK01 REPORT NO- M!AOL 34-1 CONTRACT NJU1-𔃾-K-0026 APRIL 1984 let.? UNIVERSMn...34’OF CALIFORNIA# BERKELEY, CA 5.1720 ft (45 642-141 SMALL- GAP FLOWS BY E. 0. TUCK REPORT No. NAUE 84-1 CONTRACT N00014-84-K-OU26 APRIL i984...34small- gap " theme.Chapters 1-4 were originally presented in the form of a lecture series in the Department of Naval Architecture and Offshore

Undecidability of the spectral gap.

PubMed

Cubitt, Toby S; Perez-Garcia, David; Wolf, Michael M

2015-12-10

The spectral gap--the energy difference between the ground state and first excited state of a system--is central to quantum many-body physics. Many challenging open problems, such as the Haldane conjecture, the question of the existence of gapped topological spin liquid phases, and the Yang-Mills gap conjecture, concern spectral gaps. These and other problems are particular cases of the general spectral gap problem: given the Hamiltonian of a quantum many-body system, is it gapped or gapless? Here we prove that this is an undecidable problem. Specifically, we construct families of quantum spin systems on a two-dimensional lattice with translationally invariant, nearest-neighbour interactions, for which the spectral gap problem is undecidable. This result extends to undecidability of other low-energy properties, such as the existence of algebraically decaying ground-state correlations. The proof combines Hamiltonian complexity techniques with aperiodic tilings, to construct a Hamiltonian whose ground state encodes the evolution of a quantum phase-estimation algorithm followed by a universal Turing machine. The spectral gap depends on the outcome of the corresponding 'halting problem'. Our result implies that there exists no algorithm to determine whether an arbitrary model is gapped or gapless, and that there exist models for which the presence or absence of a spectral gap is independent of the axioms of mathematics.

Teachers' Grade Assignment and the Predictive Validity of Criterion-Referenced Grades

ERIC Educational Resources Information Center

Thorsen, Cecilia; Cliffordson, Christina

2012-01-01

Research has found that grades are the most valid instruments for predicting educational success. Why grades have better predictive validity than, for example, standardized tests is not yet fully understood. One possible explanation is that grades reflect not only subject-specific knowledge and skills but also individual differences in other…

What's in a Grade?

ERIC Educational Resources Information Center

Hughey, Jim D.; Harper, Bena

A study explored the processes and attitudes that occur when assigning students a final course grade. The final grades for 1,578 students in a basic communication course were used in discriminant analyses. The level (the mean of all grades given) and the spread (standard deviation of all grades given) were estimated for each of 17 instructors. The…

Applying DOE's Graded Approach for assessing radiation impacts to non-human biota at the INL.

PubMed

Morris, Randall C

2006-01-01

In July 2002, The US Department of Energy (DOE) released a new technical standard entitled A Graded Approach for Evaluating Radiation Doses to Aquatic and Terrestrial Biota. DOE facilities are annually required to demonstrate that routine radioactive releases from their sites are protective of non-human receptors and sites are encouraged to use the Graded Approach for this purpose. Use of the Graded Approach requires completion of several preliminary steps, to evaluate the degree to which the site environmental monitoring program is appropriate for evaluating impacts to non-human biota. We completed these necessary activities at the Idaho National Laboratory (INL) using the following four tasks: (1) develop conceptual models and evaluate exposure pathways; (2) define INL evaluation areas; (3) evaluate sampling locations and media; (4) evaluate data gaps. All of the information developed in the four steps was incorporated, data sources were identified, departures from the Graded Approach were justified, and a step-by-step procedure for biota dose assessment at the INL was specified. Finally, we completed a site-wide biota dose assessment using the 2002 environmental surveillance data and an offsite assessment using soil and surface water data collected since 1996. These assessments demonstrated the environmental concentrations of radionuclides measured on and near the INL do not present significant risks to populations of non-human biota.

Formation of graded vanadium oxide (V-O compound) under strong gravitational field

NASA Astrophysics Data System (ADS)

Khandaker, Jahirul Islam; Tokuda, Makoto; Ogata, Yudai; Januszko, Kamila; Nishiyama, Tadao; Yoshiasa, Akira; Mashimo, Tsutomu

2015-05-01

Sedimentation of atoms induced under strong gravitational field gives a tool for controlling elemental compositions in condensed matter. We performed a strong-gravity experiment (0.397 × 106 G at 400 °C for 24 h) on a V2O5 polycrystal using the high-temperature ultracentrifuge to examine the composition change and further the structure change. The graded composition structure of V and O was formed along gravity direction, where V increases and O decreases with gravity. It was found by the x-ray diffraction and Raman scattering method that VO2 and V2O3 phases appeared and the amounts increased, while one of the V2O5 phase decreased gradually along gravity direction. The X-ray absorption near edge structure spectra analysis identified the chemical valency decrease (+5 to +3). The UV-Vis absorption spectroscopy addressed the shifting in center of major absorption peak to longer wavelength (red shift) with the increase in gravitational field. The tail absorption peak (band gap 2.09 eV) at strong gravity region in the graded structure showed transparent conductive oxide.

Behind the Pay Gap

ERIC Educational Resources Information Center

Dey, Judy Goldberg; Hill, Catherine

2007-01-01

Women have made remarkable gains in education during the past three decades, yet these achievements have resulted in only modest improvements in pay equity. The gender pay gap has become a fixture of the U.S. workplace and is so ubiquitous that many simply view it as normal. "Behind the Pay Gap" examines the gender pay gap for college graduates.…

Pneumatic gap sensor and method

DOEpatents

Bagdal, Karl T.; King, Edward L.; Follstaedt, Donald W.

1992-01-01

An apparatus and method for monitoring and maintaining a predetermined width in the gap between a casting nozzle and a casting wheel, wherein the gap is monitored by means of at least one pneumatic gap sensor. The pneumatic gap sensor is mounted on the casting nozzle in proximity to the casting surface and is connected by means of a tube to a regulator and a transducer. The regulator provides a flow of gas through a restictor to the pneumatic gap sensor, and the transducer translates the changes in the gas pressure caused by the proximity of the casting wheel to the pneumatic gap sensor outlet into a signal intelligible to a control device. The relative positions of the casting nozzle and casting wheel can thereby be selectively adjusted to continually maintain a predetermined distance between their adjacent surfaces. The apparatus and method enables accurate monitoring of the actual casting gap in a simple and reliable manner resistant to the extreme temperatures and otherwise hostile casting environment.

Grade Inflation Marches On: Grade Increases from the 1990s to 2000s

ERIC Educational Resources Information Center

Kostal, Jack W.; Kuncel, Nathan R.; Sackett, Paul R.

2016-01-01

Grade inflation threatens the integrity of college grades as indicators of academic achievement. In this study, we contribute to the literature on grade inflation by providing the first estimate of the size of grade increases at the student level between the mid-1990s and mid-2000s. By controlling for student characteristics and course-taking…

Factors affecting femoral rotational angle based on the posterior condylar axis in gap-based navigation-assisted total knee arthroplasty for valgus knee.

PubMed

Lee, Sung-Sahn; Lee, Yong-In; Kim, Dong-Uk; Lee, Dae-Hee; Moon, Young-Wan

2018-01-01

Achieving proper rotational alignment of the femoral component in total knee arthroplasty (TKA) for valgus knee is challenging because of lateral condylar hypoplasia and lateral cartilage erosion. Gap-based navigation-assisted TKA enables surgeons to determine the angle of femoral component rotation (FCR) based on the posterior condylar axis. This study evaluated the possible factors that affect the rotational alignment of the femoral component based on the posterior condylar axis. Between 2008 and 2016, 28 knees were enrolled. The dependent variable for this study was FCR based on the posterior condylar axis, which was obtained from the navigation system archives. Multiple regression analysis was conducted to identify factors that might predict FCR, including body mass index (BMI), Kellgren-Lawrence grade (K-L grade), lateral distal femoral angles obtained from the navigation system and radiographs (NaviLDFA, XrayLDFA), hip-knee-ankle (HKA) axis, lateral gap under varus stress (LGVS), medial gap under valgus stress (MGVS), and side-to-side difference (STSD, MGVS - LGVS). The mean FCR was 6.1° ± 2.0°. Of all the potentially predictive factors evaluated in this study, only NaviLDFA (β = -0.668) and XrayLDFA (β = -0.714) predicted significantly FCR. The LDFAs, as determined using radiographs and the navigation system, were both predictive of the rotational alignment of the femoral component based on the posterior condylar axis in gap-based TKA for valgus knee. A 1° increment with NaviLDFA led to a 0.668° decrement in FCR, and a 1° increment with XrayLDFA led to a 0.714° decrement. This suggests that symmetrical lateral condylar hypoplasia of the posterior and distal side occurs in lateral compartment end-stage osteoarthritis with valgus deformity.

From the Kohn-Sham band gap to the fundamental gap in solids. An integer electron approach.

PubMed

Baerends, E J

2017-06-21

It is often stated that the Kohn-Sham occupied-unoccupied gap in both molecules and solids is "wrong". We argue that this is not a correct statement. The KS theory does not allow to interpret the exact KS HOMO-LUMO gap as the fundamental gap (difference (I - A) of electron affinity (A) and ionization energy (I), twice the chemical hardness), from which it indeed differs, strongly in molecules and moderately in solids. The exact Kohn-Sham HOMO-LUMO gap in molecules is much below the fundamental gap and very close to the much smaller optical gap (first excitation energy), and LDA/GGA yield very similar gaps. In solids the situation is different: the excitation energy to delocalized excited states and the fundamental gap (I - A) are very similar, not so disparate as in molecules. Again the Kohn-Sham and LDA/GGA band gaps do not represent (I - A) but are significantly smaller. However, the special properties of an extended system like a solid make it very easy to calculate the fundamental gap from the ground state (neutral system) band structure calculations entirely within a density functional framework. The correction Δ from the KS gap to the fundamental gap originates from the response part v resp of the exchange-correlation potential and can be calculated very simply using an approximation to v resp . This affords a calculation of the fundamental gap at the same level of accuracy as other properties of crystals at little extra cost beyond the ground state bandstructure calculation. The method is based on integer electron systems, fractional electron systems (an ensemble of N- and (N + 1)-electron systems) and the derivative discontinuity are not invoked.

Paperless Grades and Faculty Development.

ERIC Educational Resources Information Center

Hardy, James C.; Jones, Dennis; Turner, Sandy

2003-01-01

Provides overview of process of switching from paper-based grade reporting to computer-based grading. Authors found that paperless grading decreased number of errors, made student access more immediate, and reduced costs incurred by purchasing and storing grade-scanning sheets. Authors also argue that direct entry grading encourages faculty to…

SPARK GAP SWITCH

DOEpatents

Neal, R.B.

1957-12-17

An improved triggered spark gap switch is described, capable of precisely controllable firing time while switching very large amounts of power. The invention in general comprises three electrodes adjustably spaced and adapted to have a large potential impressed between the outer electrodes. The central electrode includes two separate elements electrically connected togetaer and spaced apart to define a pair of spark gaps between the end electrodes. Means are provided to cause the gas flow in the switch to pass towards the central electrode, through a passage in each separate element, and out an exit disposed between the two separate central electrode elements in order to withdraw ions from the spark gap.

Is the Sky Falling? Grade Inflation and the Signaling Power of Grades

ERIC Educational Resources Information Center

Pattison, Evangeleen; Grodsky, Eric; Muller, Chandra

2013-01-01

Grades are the fundamental currency of our educational system; they signal academic achievement and noncognitive skills to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the signaling value of grades and undermines their capacity to achieve the functions for which they are intended. We challenge…

Which Achievement Gap?

ERIC Educational Resources Information Center

Anderson, Sharon; Medrich, Elliott; Fowler, Donna

2007-01-01

From the halls of Congress to the local elementary school, conversations on education reform have tossed around the term "achievement gap" as though people all know precisely what that means. As it's commonly used, "achievement gap" refers to the differences in scores on state or national achievement tests between various…

[Effects of forest gap size and within-gap position on the microclimate in Pinus koraiensis-dominated broadleaved mixed forest].

PubMed

Feng, Jing; Duan, Wen-Biao; Chen, Li-Xin

2012-07-01

HOBO automatic weather stations were installed in the central parts and at the south, north, east, and west edges of large, medium, and small gaps in a Pinus koraiensis-dominated broadleaved mixed forest in Xiaoxing' anling Mountains to measure the air temperature, relative humidity, and photosynthetic photon flux density (PPFD) in these locations and the total radiation and precipitation in the gap centres from June to September 2010, taking the closed forest stand and open field as the controls. The differences in the microclimate between various size forest gaps and between the gap centers and their edges as well as the variations of the microclimatic factors over time were analyzed, and the effects of sunny and overcast days on the diurnal variations of the microclimatic factors within forest gaps were compared, aimed to offer basic data and practice reference for gap regeneration and sustainable management of Pinus koraiensis-dominated broadleaved mixed forest. The PPFD was decreased in the order of large gap, medium gap, and small gap. For the same gaps, the PPFD in gap centre was greater than that in gap edge. The mean monthly air temperature and total radiation in gap centres were declined in the sequence of July, June, August, and September, and the amplitudes of the two climatic factors were decreased in the order of open field, large gap, medium gap, small gap, and closed forest stand. The mean monthly relative humidity in gap centres dropped in the order of August, July, September, and June, and the amplitude of this climatic factor was decreased in the sequence of closed forest stand, small gap, medium gap, large gap, and open field. The total and monthly precipitations for the three different size gaps and open field during measurement period generally decreased in the order of open field, large gap, medium gap, small gap, and closed forest stand. In sunny days, the variations of PPFD, air temperature, and relative humidity were greater in large gap

Evaluation of the National Gap Analysis Program (GAP): survey of users of GAP data: report to respondents

USGS Publications Warehouse

Ratz, Joan M.

2014-01-01

This report provides a summary of responses to the questions included in a survey of individuals who use or have used data created and provided by the U.S. Geological Survey National Gap Analysis Program (GAP). The survey was commissioned by the GAP main office and was conducted by U.S. Geological Survey personnel in the Policy Analysis and Science Assistance branch. The data collection process started on September 18, 2012, and ended on November 9, 2012. The dataset includes the responses from 359 individuals. The adjusted response rate for the survey was 35 percent. This report provides a summary of results for the survey questions in the order in which the questions were asked. The text of comments provided by respondents to open-ended questions is provided.

Colorado Student Assessment Program: 2001 Released Passages, Items, and Prompts. Grade 4 Reading and Writing, Grade 4 Lectura y Escritura, Grade 5 Mathematics and Reading, Grade 6 Reading, Grade 7 Reading and Writing, Grade 8 Mathematics, Reading and Science, Grade 9 Reading, and Grade 10 Mathematics and Reading and Writing.

ERIC Educational Resources Information Center

Colorado State Dept. of Education, Denver.

This document contains released reading comprehension passages, test items, and writing prompts from the Colorado Student Assessment Program for 2001. The sample questions and prompts are included without answers or examples of student responses. Test materials are included for: (1) Grade 4 Reading and Writing; (2) Grade 4 Lectura y Escritura…

GAP Analysis Bulletin Number 15

USGS Publications Warehouse

Maxwell, Jill; Gergely, Kevin; Aycrigg, Jocelyn; Canonico, Gabrielle; Davidson, Anne; Coffey, Nicole

2008-01-01

The Mission of the Gap Analysis Program (GAP) is to promote conservation by providing broad geographic information on biological diversity to resource managers, planners, and policy makers who can use the information to make informed decisions. As part of the National Biological Information Infrastructure (NBII) ?a collaborative program to provide increased access to data and information on the nation?s biological resources--GAP data and analytical tools have been used in hundreds of applications: from basic research to comprehensive state wildlife plans; from educational projects in schools to ecoregional assessments of biodiversity. The challenge: keeping common species common means protecting them BEFORE they become threatened. To do this on a state or regional basis requires key information such as land cover descriptions, predicted distribution maps for native animals, and an assessment of the level of protection currently given to those plants and animals. GAP works cooperatively with Federal, state, and local natural resource professionals and academics to provide this kind of information. GAP activities focus on the creation of state and regional databases and maps that depict patterns of land management, land cover, and biodiversity. These data can be used to identify ?gaps? in conservation--instances where an animal or plant community is not adequately represented on the existing network of conservation lands. GAP is administered through the U.S. Geological Survey. Through building partnerships among disparate groups, GAP hopes to foster the kind of collaboration that is needed to address conservation issues on a broad scale. For more information, contact: John Mosesso National GAP Director 703-648-4079 Kevin Gergely National GAP Operations Manager 208-885-3565

Review and bibliometric analysis of published literature citing data produced by the Gap Analysis Program (GAP)

USGS Publications Warehouse

Ratz, Joan M.; Conk, Shannon J.

2014-01-01

The Gap Analysis Program (GAP) of the U.S. Geological Survey (USGS) produces geospatial datasets providing information on land cover, predicted species distributions, stewardship (ownership and conservation status), and an analysis dataset which synthesizes the other three datasets. The intent in providing these datasets is to support the conservation of biodiversity. The datasets are made available at no cost. The initial datasets were created at the state level. More recent datasets have been assembled at regional and national levels. GAP entered an agreement with the Policy Analysis and Science Assistance branch of the USGS to conduct an evaluation to describe the effect that using GAP data has on those who utilize the datasets (GAP users). The evaluation project included multiple components: a discussion regarding use of GAP data conducted with participants at a GAP conference, a literature review of publications that cited use of GAP data, and a survey of GAP users. The findings of the published literature search were used to identify topics to include on the survey. This report summarizes the literature search, the characteristics of the resulting set of publications, the emergent themes from statements made regarding GAP data, and a bibliometric analysis of the publications. We cannot claim that this list includes all publications that have used GAP data. Given the time lapse that is common in the publishing process, more recent datasets may be cited less frequently in this list of publications. Reports or products that used GAP data may be produced but never published in print or released online. In that case, our search strategies would not have located those reports. Authors may have used GAP data but failed to cite it in such a way that the search strategies we used would have located those publications. These are common issues when using a literature search as part of an evaluation project. Although the final list of publications we identified is not

Pneumatic gap sensor and method

DOEpatents

Bagdal, K.T.; King, E.L.; Follstaedt, D.W.

1992-03-03

An apparatus and method for monitoring and maintaining a predetermined width in the gap between a casting nozzle and a casting wheel, wherein the gap is monitored by means of at least one pneumatic gap sensor. The pneumatic gap sensor is mounted on the casting nozzle in proximity to the casting surface and is connected by means of a tube to a regulator and a transducer. The regulator provides a flow of gas through a restictor to the pneumatic gap sensor, and the transducer translates the changes in the gas pressure caused by the proximity of the casting wheel to the pneumatic gap sensor outlet into a signal intelligible to a control device. The relative positions of the casting nozzle and casting wheel can thereby be selectively adjusted to continually maintain a predetermined distance between their adjacent surfaces. The apparatus and method enables accurate monitoring of the actual casting gap in a simple and reliable manner resistant to the extreme temperatures and otherwise hostile casting environment. 6 figs.

Gap Test Calibrations and Their Scaling

NASA Astrophysics Data System (ADS)

Sandusky, Harold

2011-06-01

Common tests for measuring the threshold for shock initiation are the NOL large scale gap test (LSGT) with a 50.8-mm diameter donor/gap and the expanded large scale gap test (ELSGT) with a 95.3-mm diameter donor/gap. Despite the same specifications for the explosive donor and polymethyl methacrylate (PMMA) gap in both tests, calibration of shock pressure in the gap versus distance from the donor scales by a factor of 1.75, not the 1.875 difference in their sizes. Recently reported model calculations suggest that the scaling discrepancy results from the viscoelastic properties of PMMA in combination with different methods for obtaining shock pressure. This is supported by the consistent scaling of these donors when calibrated in water-filled aquariums. Calibrations with water gaps will be provided and compared with PMMA gaps. Scaling for other donor systems will also be provided. Shock initiation data with water gaps will be reviewed.

What's in a Grade? Grading Policies and Practices in Principles of Economics

ERIC Educational Resources Information Center

Walstad, William B.; Miller, Laurie A.

2016-01-01

Survey results from a national sample of economics instructors describe the grading policies and practices in principles of economics courses. The survey results provide insights about absolute and relative grading systems used by instructors, the course components and their weights that determine grades, and the type of assessment items used for…

Flexion and extension gaps created by the navigation-assisted gap technique show small acceptable mismatches and close mutual correlations.

PubMed

Lee, Dae-Hee; Shin, Young-Soo; Jeon, Jin-Ho; Suh, Dong-Won; Han, Seung-Beom

2014-08-01

The aim of this study was to investigate the mechanism underlying the development of gap differences in total knee arthroplasty using the navigation-assisted gap technique and to assess whether these gap differences have statistical significance. Ninety-two patients (105 knees) implanted with cruciate-retaining prostheses using the navigation-assisted gap balancing technique were prospectively analysed. Medial extension and flexion gaps and lateral extension and flexion gaps were measured at full extension and at 90° of flexion. Repeated measures analysis of variance was used to compare the mean values of these four gaps. The correlation coefficient between each pair of gaps was assessed using Pearson's correlation analysis. Mean intra-operative medial and lateral extension gaps were 20.6 ± 2.1 and 21.7 ± 2.2 mm, respectively, and mean intra-operative medial and lateral flexion gaps were 21.6 ± 2.7 and 22.1 ± 2.5 mm, respectively. The pairs of gaps differed significantly (P < 0.05 each), except for the difference between the medial flexion and lateral extension gaps (n.s.). All four gaps were significantly correlated with each other, with the highest correlation between the medial and lateral flexion gaps (r = 0.890, P < 0.001) and the lowest between the medial flexion and lateral extension gaps (r = 0.701, P < 0.001). Medial and lateral flexion and extension gaps created using the navigation-assisted gap technique differed significantly, although the differences between them were <2 mm, and the gaps were closely correlated. These narrow ranges of statistically acceptable gap differences and the strong correlations between gaps should be considered by surgeons, as should the risks of soft tissue over-release or unintentional increases in extension or flexion gap after preparation of the other gap.

7 CFR 810.604 - Grades and grade requirements for flaxseed.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Section 810.604 Agriculture Regulations of the Department of Agriculture (Continued) GRAIN INSPECTION, PACKERS AND STOCKYARD ADMINISTRATION (FEDERAL GRAIN INSPECTION SERVICE), DEPARTMENT OF AGRICULTURE OFFICIAL UNITED STATES STANDARDS FOR GRAIN United States Standards for Flaxseed Grades and Grade...

Interobserver Agreement in Clinical Grading of Vitreous Haze Using Alternative Grading Scales

PubMed Central

Hornbeak, Dana M; Payal, Abhishek; Pistilli, Maxwell; Biswas, Jyotirmay; Ganesh, Sudha K; Gupta, Vishali; Rathinam, Sivakumar R; Davis, Janet L; Kempen, John H

2014-01-01

Purpose To evaluate the reliability of clinical grading of vitreous haze using a new 9-step ordinal scale vs. the existing 6-step ordinal scale. Design Evaluation of Diagnostic Test (interobserver agreement study). Participants 119 consecutive patients (204 uveitic eyes) presenting for uveitis subspecialty care on the study day at one of three large uveitis centers. Methods Five pairs of uveitis specialists clinically graded vitreous haze in the same eyes, one after the other using the same equipment, using the 6- and 9-step scales. Main Outcome Measures Agreement in vitreous haze grade between each pair of specialists was evaluated by the κ statistic (exact agreement and agreement within one or two grades). Results The scales correlated well (Spearman’s ρ=0.84). Exact agreement was modest using both the 6-step and 9-step scales: average κ=0.46 (range 0.28–0.81) and κ=0.40 (range 0.15–0.63), respectively. Within-1-grade agreement was slightly more favorable for the scale with fewer steps, but values were excellent for both scales: κ=0.75 (range 0.66–0.96) and κ=0.62 (range 0.38–0.87), respectively. Within-2-grade agreement for the 9-step scale also was excellent [κ=0.85 (range 0.79–0.92)]. Two-fold more cases were potentially clinical trial eligible based on the 9- than the 6-step scale (p<0.001). Conclusions Both scales are sufficiently reproducible using clinical grading for clinical and research use with the appropriate threshold (a ≥2 and ≥3 step differences for the 6-step and 9-step scales respectively). The results suggest that more eyes are likely to meet eligibility criteria for trials using the 9-step scale. The 9-step scale appears to have higher reproducibility with Reading Center grading than clinical grading, suggesting Reading Center grading may be preferable for clinical trials. PMID:24697913

Tunable terahertz reflection spectrum based on band gaps of GaP materials excited by ultrasonic

NASA Astrophysics Data System (ADS)

Cui, H.; Zhang, X. B.; Wang, X. F.; Wang, G. Q.

2018-02-01

Tunable terahertz (THz) reflection spectrum, ranged from 0.2 to 8 THz, in band gaps of gallium phosphide (GaP) materials excited by ultrasonic is investigated in the present paper, in which tunable ultrasonic and terahertz wave collinear transmission in the same direction is postulated. Numerical simulation results show that, under the acousto-optic interaction, band gaps of transverse optical phonon polariton dispersion curves are turned on, this leads to a dis-propagation of polariton in GaP bulk. On the other side, GaP material has less absorption to THz wave according to experimental studies, as indicates that THz wave could be reflected by the band gaps spontaneously. The band gaps width and acousto-optic coupling strength are proportional with ultrasonic frequency and its intensity in ultrasonic frequency range of 0-250 MHz, in which low-frequency branch of transverse optical phonon polariton dispersion curves demonstrate periodicity and folding as well as. With the increase of ultrasonic frequency, frequency of band gap is blue-shifted, and total reflectivity decreased with -1-order and -2-order reflectivity decrease. The band gaps converge to the restrahlen band infinitely with frequency of ultrasonic exceeding over 250 MHz, total reflectivity of which is attenuated. As is show above, reflection of THz wave can be accommodated by regulating the frequency and its intensity of ultrasonic frequency. Relevant technology may be available in tunable THz frequency selection and filtering.

SOUTHWEST REGIONAL GAP LAND COVER

EPA Science Inventory

The Gap Analysis Program is a national inter-agency program that maps the distribution

of plant communities and selected animal species and compares these distributions with land

stewardship to identify gaps in biodiversity protection. GAP uses remote satellite imag...

Nebraska Science Standards: Grades K-12

ERIC Educational Resources Information Center

Nebraska Department of Education, 2010

2010-01-01

This publication presents the Nebraska Science Standards for Grades K-12. The standards are presented according to the following grades: (1) Grades K-2; (2) Grades 3-5; (3) Grades 6-8; and (4) Grades 9-12.

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2011 CFR

2011-01-01

... Standards for Grades of Apples Grades § 51.304 Combination grades. (a) Combinations of the above grades may... permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher grade in the combination. (See...

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2010 CFR

2010-01-01

... Standards for Grades of Apples Grades § 51.304 Combination grades. (a) Combinations of the above grades may... permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher grade in the combination. (See...

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2012 CFR

2012-01-01

... Standards for Grades of Apples Grades § 51.304 Combination grades. (a) Combinations of the above grades may... permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher grade in the combination. (See...

An Examination of the Achievement Gap and School A-F Letter Grades in a Southwest County in the United States

ERIC Educational Resources Information Center

Jacobson, Jason A.

2016-01-01

Research has suggested the "No Child Left Behind Act" passed in 2001 has resulted in narrowed curriculum and a failed attempt at its primary objective to close the achievement gap. Understanding changes that have occurred in student achievement from 2011 to 2014 of the NCLB requirements is the focus of this quantitative ex-post facto…

The Parenting Gap

ERIC Educational Resources Information Center

Reeves, Richard V.; Howard, Kimberly

2013-01-01

The parenting gap is a big factor in the opportunity gap. The chances of upward social mobility are lower for children with parents struggling to do a good job--in terms of creating a supportive and stimulating home environment. Children lucky enough to have strong parents are more likely to succeed at all the critical life stages, which means…

Lumber grade-yields for factory-grade northern red oak sawlogs

Treesearch

James G. Schroeder; Leland F. Hanks

1967-01-01

A report on results of sawing 556 northern red oak sawlogs at four sawmills in West Virginia and Virginia, and the distribution of grades for the standard factory lumber produced. Tabular data on actual yield and curved grade-yield percentages.

Determinants for grading Malaysian rice

NASA Astrophysics Data System (ADS)

ChePa, Noraziah; Yusoff, Nooraini; Ahmad, Norhayati

2016-08-01

Due to un-uniformity of rice grading practices in Malaysia, zones which actively producing rice in Malaysia are using their own way of grading rice. Rice grading is important in determining rice quality and its subsequent price in the market. It is an important process applied in the rice production industry with the purpose of ensuring that the rice produced for the market meets the quality requirements of consumer. Two important aspects that need to be considered in determining rice grades are grading technique and determinants to be used for grading (usually referred as rice attributes). This article proposes the list of determinants to be used in grading Malaysian rice. Determinants were explored through combination of extensive literature review and series of interview with the domain experts and practitioners. The proposed determinants are believed to be beneficial to BERNAS in improving the current Malaysian rice grading process.

Gleason grading system

MedlinePlus

... medlineplus.gov/ency/patientinstructions/000920.htm Gleason grading system To use the sharing features on this page, ... score of between 5 and 7. Gleason Grading System Sometimes, it can be hard to predict how ...

Gap and stripline combined monitor

DOEpatents

Yin, Y.

1984-02-16

A combined gap and stripline monitor device for measuring the intensity and position of a charged particle beam bunch in a beam pipe of a synchrotron radiation facility. The monitor has first and second beam pipe portions with an axial gap therebetween. An outer pipe cooperates with the first beam pipe portion to form a gap enclosure, while inner strips cooperate with the first beam pipe portion to form a stripline monitor, with the stripline length being the same as the gap enclosure length.

7 CFR 810.2204 - Grades and grade requirements for wheat.

Code of Federal Regulations, 2014 CFR

2014-01-01

... filth 1 1 1 1 1 Castor beans 1 1 1 1 1 Crotalaria seeds 2 2 2 2 2 Glass 0 0 0 0 0 Stones 3 3 3 3 3... beans, crotalaria seeds, glass, stones, or unknown foreign substance. (b) Grades and grade requirements...

The Case against Grades

ERIC Educational Resources Information Center

Kohn, Alfie

2011-01-01

Decades of research shows that grades diminish students' interest in whatever they're learning, discourage students from taking academic risks, and reduce the quality of students' thinking, writes Kohn. Contrary to what many people assume, grades are not necessary to promote achievement. Attempts to "improve" grading--such as standards-based…

The CO₂ GAP Project--CO₂ GAP as a prognostic tool in emergency departments.

PubMed

Shetty, Amith L; Lai, Kevin H; Byth, Karen

2010-12-01

To determine whether CO₂ GAP [(a-ET) PCO₂] value differs consistently in patients presenting with shortness of breath to the ED requiring ventilatory support. To determine a cut-off value of CO₂ GAP, which is consistently associated with measured outcome and to compare its performance against other derived variables. This prospective observational study was conducted in ED on a convenience sample of 412 from 759 patients who underwent concurrent arterial blood gas and ETCO₂ (end-tidal CO₂) measurement. They were randomized to test sample of 312 patients and validation set of 100 patients. The primary outcome of interest was the need for ventilatory support and secondary outcomes were admission to high dependency unit or death during stay in ED. The randomly selected training set was used to select cut-points for the possible predictors; that is, CO₂ GAP, CO₂ gradient, physiologic dead space and A-a gradient. The sensitivity, specificity and predictive values of these predictors were validated in the test set of 100 patients.   Analysis of the receiver operating characteristic curves revealed the CO₂ GAP performed significantly better than the arterial-alveolar gradient in patients requiring ventilator support (area under the curve 0.950 vs 0.726). A CO₂ GAP ≥10 was associated with assisted ventilation outcomes when applied to the validation test set (100% sensitivity 70% specificity). The CO₂ GAP [(a-ET) PCO₂] differs significantly in patients requiring assisted ventilation when presenting with shortness of breath to EDs and further research addressing the prognostic value of CO₂ GAP in this specific aspect is required. © 2010 The Authors. EMA © 2010 Australasian College for Emergency Medicine and Australasian Society for Emergency Medicine.

Gap and stripline combined monitor

DOEpatents

Yin, Y.

1986-08-19

A combined gap and stripline monitor device for measuring the intensity and position of a charged particle beam bunch in a beam pipe of a synchrotron radiation facility is disclosed. The monitor has first and second beam pipe portions with an axial gap therebetween. An outer pipe cooperates with the first beam pipe portion to form a gap enclosure, while inner strips cooperate with the first beam pipe portion to form a stripline monitor, with the stripline length being the same as the gap enclosure length. 4 figs.

Methodological considerations of the GRADE method.

PubMed

Malmivaara, Antti

2015-02-01

The GRADE method (Grading of Recommendations, Assessment, Development, and Evaluation) provides a tool for rating the quality of evidence for systematic reviews and clinical guidelines. This article aims to analyse conceptually how well grounded the GRADE method is, and to suggest improvements. The eight criteria for rating the quality of evidence as proposed by GRADE are here analysed in terms of each criterion's potential to provide valid information for grading evidence. Secondly, the GRADE method of allocating weights and summarizing the values of the criteria is considered. It is concluded that three GRADE criteria have an appropriate conceptual basis to be used as indicators of confidence in research evidence in systematic reviews: internal validity of a study, consistency of the findings, and publication bias. In network meta-analyses, the indirectness of evidence may also be considered. It is here proposed that the grade for the internal validity of a study could in some instances justifiably decrease the overall grade by three grades (e.g. from high to very low) instead of the up to two grade decrease, as suggested by the GRADE method.

Gap Test Calibrations And Their Scalin

NASA Astrophysics Data System (ADS)

Sandusky, Harold

2012-03-01

Common tests for measuring the threshold for shock initiation are the NOL large scale gap test (LSGT) with a 50.8-mm diameter donor/gap and the expanded large scale gap test (ELSGT) with a 95.3-mm diameter donor/gap. Despite the same specifications for the explosive donor and polymethyl methacrylate (PMMA) gap in both tests, calibration of shock pressure in the gap versus distance from the donor scales by a factor of 1.75, not the 1.875 difference in their sizes. Recently reported model calculations suggest that the scaling discrepancy results from the viscoelastic properties of PMMA in combination with different methods for obtaining shock pressure. This is supported by the consistent scaling of these donors when calibrated in water-filled aquariums. Calibrations and their scaling are compared for other donors with PMMA gaps and for various donors in water.

Eight Steps to Meaningful Grading

ERIC Educational Resources Information Center

Deddeh, Heather; Main, Erin; Fulkerson, Sharon Ratzlaff

2010-01-01

A group of teachers at Clifford Smart Middle School in Michigan's Walled Lake Consolidated School District have broken free from traditional grading in order to embrace a more meaningful grading practice. Using standards-based grading practices, they believe their grading now accurately communicates to students and parents the student's mastery…

Arizona Academic Standards, Grade 3

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for grade 3. The contents of this document include the following: (1) The Arts Standard 2006--Grade 3; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Arizona Academic Standards, Grade 1

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for Grade 1. The contents of this document include the following: (1) The Arts Standard 2006--Grade 1; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Arizona Academic Standards: Grade 7

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This document contains the Arizona academic standards for Grade 7. The following 11 standards are reviewed: (1) The Arts Standard 2006 --Grade 7; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by…

Arizona Academic Standards, Grade 2

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains Arizona public schools' academic standards for grade 2. The contents of this document include the following: (1) The Arts Standard 2006--Grade 2; (2) Comprehensive Health Education/Physical Activity Standards 1997--Foundations (Grades 1-3); (3) Foreign and Native Language Standards 1997--Foundations (Grades 1-3); (4)…

Moving to higher ground: Closing the high school science achievement gap

NASA Astrophysics Data System (ADS)

Mebane, Joyce Graham

be implemented at West High School: (1) Have high expectations for all students. (2) Encourage students to take advanced science courses and help them succeed in these advanced science courses. (3) Improve communications among students, parents, teachers, administrators, and guidance counselors regarding procedures, policies, programs, and goals at the school. (4) Assign guidance counselors per grade level rather than across grade levels. (5) Have procedures in place so information from guidance counselors is consistent. (6) Increase parental involvement in the school. Simply increasing the number of and variety of AP science and IB science courses will not result in closing the achievement gap. All constituents must be positive about both preparation and interest of African American students in completing advanced science courses if these courses are indeed to narrow the achievement gap.

Gap cycling for SWIFT.

PubMed

Corum, Curtis A; Idiyatullin, Djaudat; Snyder, Carl J; Garwood, Michael

2015-02-01

SWIFT (SWeep Imaging with Fourier Transformation) is a non-Cartesian MRI method with unique features and capabilities. In SWIFT, radiofrequency (RF) excitation and reception are performed nearly simultaneously, by rapidly switching between transmit and receive during a frequency-swept RF pulse. Because both the transmitted pulse and data acquisition are simultaneously amplitude-modulated in SWIFT (in contrast to continuous RF excitation and uninterrupted data acquisition in more familiar MRI sequences), crosstalk between different frequency bands occurs in the data. This crosstalk leads to a "bulls-eye" artifact in SWIFT images. We present a method to cancel this interband crosstalk by cycling the pulse and receive gap positions relative to the un-gapped pulse shape. We call this strategy "gap cycling." We carry out theoretical analysis, simulation and experiments to characterize the signal chain, resulting artifacts, and their elimination for SWIFT. Theoretical analysis reveals the mechanism for gap-cycling's effectiveness in canceling interband crosstalk in the received data. We show phantom and in vivo results demonstrating bulls-eye artifact free images. Gap cycling is an effective method to remove bulls-eye artifact resulting from interband crosstalk in SWIFT data. © 2014 Wiley Periodicals, Inc.

42 CFR 21.29 - Eligibility; grades above senior assistant grade.

Code of Federal Regulations, 2013 CFR

2013-10-01

... 42 Public Health 1 2013-10-01 2013-10-01 false Eligibility; grades above senior assistant grade. 21.29 Section 21.29 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES... in special fields related to public health, the Surgeon General may specify that a candidate for...

42 CFR 21.29 - Eligibility; grades above senior assistant grade.

Code of Federal Regulations, 2012 CFR

2012-10-01

... 42 Public Health 1 2012-10-01 2012-10-01 false Eligibility; grades above senior assistant grade. 21.29 Section 21.29 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES... in special fields related to public health, the Surgeon General may specify that a candidate for...

42 CFR 21.29 - Eligibility; grades above senior assistant grade.

Code of Federal Regulations, 2014 CFR

2014-10-01

... 42 Public Health 1 2014-10-01 2014-10-01 false Eligibility; grades above senior assistant grade. 21.29 Section 21.29 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES... in special fields related to public health, the Surgeon General may specify that a candidate for...

42 CFR 21.29 - Eligibility; grades above senior assistant grade.

Code of Federal Regulations, 2011 CFR

2011-10-01

... 42 Public Health 1 2011-10-01 2011-10-01 false Eligibility; grades above senior assistant grade. 21.29 Section 21.29 Public Health PUBLIC HEALTH SERVICE, DEPARTMENT OF HEALTH AND HUMAN SERVICES... in special fields related to public health, the Surgeon General may specify that a candidate for...

Gap Analysis: Rethinking the Conceptual Foundations

DTIC Science & Technology

2008-01-30

2 Gap Analysis Background.......................................................................4 Research ...which we are intending, then there could exist a basis for gap in capability and therefore a desire to close the capability gap . What you desire...future reality that can be formulated, definitized, and established or constructed. But, Gap Analysis is not intended to close the space between the

Evaluation of gap filling skills and reading mistakes of cochlear implanted and normally hearing students.

PubMed

Çizmeci, Hülya; Çiprut, Ayça

2018-06-01

This study aimed to (1) evaluate the gap filling skills and reading mistakes of students with cochlear implants, and to (2) compare their results with those of their normal-hearing peers. The effects of implantation age and total time of cochlear implant use were analyzed in relation to the subjects' reading skills development. The study included 19 students who underwent cochlear implantation and 20 students with normal hearing, who were enrolled at the 6th to 8th grades. The subjects' ages ranged between 12 and 14 years old. Their reading skills were evaluated by using the Informal Reading Inventory. A significant relationship were found between implanted and normal-hearing students in terms of the percentages of reading error and the percentages of gap filling scores. The average order of the reading errors of students using cochlear implants was higher than that of normal-hearing students. As for the gap filling, the performances of implanted students in the passage are lower than those of their normal-hearing peers. No significant relationship was found between the variables tested in terms of age and duration of implantation on the reading performances of implanted students. Even if they were early implanted, there were significant differences in the reading performances of implanted students compared with those of their normal-hearing peers in older classes. Copyright © 2018 Elsevier B.V. All rights reserved.

Arizona Academic Standards, Grade 8

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains the updated academic standards of Arizona for Grade 8. The contents of this document include the following: (1) The Arts Standard 2006--Grade 8; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading…

Sonographic findings of high-grade and non-high-grade ductal carcinoma in situ of the breast.

PubMed

Park, Ji-Sung; Park, Young-Mi; Kim, Eun-Kyung; Kim, Suk-Jung; Han, Sang-Suk; Lee, Sun-Joo; In, Hyun-Sin; Ryu, Ji-Hwa

2010-12-01

The purpose of this study was to differentiate between high-grade and non-high-grade ductal carcinoma in situ (DCIS) of the breast on sonography. From October 2003 to August 2009, 76 DCIS lesions in 73 women who underwent sonography and mammography were included in this study. Lesions were confirmed by mastectomy, breast-conserving surgery, or surgical biopsy. Images were analyzed by 2 radiologists with consensus and were correlated with histologic grades. Of the 76 lesions, 44 were classified as high--grade and 32 as non-high-grade DCIS. Fifty-seven lesions (75.0%) were identified on sonography, which revealed a mass in 30 cases, microcalcifications in 20, ductal changes in 4, and architectural distortion in 3. All cases with false-negative findings on sonography (n = 19) showed microcalcifications on mammography. On sonography, masses were more frequently found in non-high-grade (62.5%) than high-grade DCIS (22.7%; P < .01). No significant difference was seen in the sonographic features of masses between high-grade and non-high-grade DCIS. Microcalcifications were more common in high-grade (43.2%) than non-high-grade (3.1%) DCIS (P = .02). Most sonographically visible microcalcifications had associated findings such as ductal changes (n = 11), a mass (n = 7), or a hypoechoic area (n = 5). The detection rate of microcalcifications on sonography was higher in high-grade (62.9%) than non-high-grade DCIS (25.0%; P = .023). Microcalcifications with associated ductal changes (11 of 31 [35.5%]) were the most common sonographic findings in high-grade DCIS. An irregular hypoechoic mass with an indistinct and microlobulated margin (13 of 26 [50.0%]) was the most frequent finding in non-high-grade DCIS.

Structural analyses of Legionella LepB reveal a new GAP fold that catalytically mimics eukaryotic RasGAP.

PubMed

Yu, Qin; Hu, Liyan; Yao, Qing; Zhu, Yongqun; Dong, Na; Wang, Da-Cheng; Shao, Feng

2013-06-01

Rab GTPases are emerging targets of diverse bacterial pathogens. Here, we perform biochemical and structural analyses of LepB, a Rab GTPase-activating protein (GAP) effector from Legionella pneumophila. We map LepB GAP domain to residues 313-618 and show that the GAP domain is Rab1 specific with a catalytic activity higher than the canonical eukaryotic TBC GAP and the newly identified VirA/EspG family of bacterial RabGAP effectors. Exhaustive mutation analyses identify Arg444 as the arginine finger, but no catalytically essential glutamine residues. Crystal structures of LepB313-618 alone and the GAP domain of Legionella drancourtii LepB in complex with Rab1-GDP-AlF3 support the catalytic role of Arg444, and also further reveal a 3D architecture and a GTPase-binding mode distinct from all known GAPs. Glu449, structurally equivalent to TBC RabGAP glutamine finger in apo-LepB, undergoes a drastic movement upon Rab1 binding, which induces Rab1 Gln70 side-chain flipping towards GDP-AlF3 through a strong ionic interaction. This conformationally rearranged Gln70 acts as the catalytic cis-glutamine, therefore uncovering an unexpected RasGAP-like catalytic mechanism for LepB. Our studies highlight an extraordinary structural and catalytic diversity of RabGAPs, particularly those from bacterial pathogens.

The Los Alamos Gap Stick Test

NASA Astrophysics Data System (ADS)

Preston, Daniel; Hill, Larry; Johnson, Carl

2015-06-01

In this paper we describe a novel shock sensitivity test, the Gap Stick Test, which is a generalized variant of the ubiquitous Gap Test. Despite the popularity of the Gap Test, it has some disadvantages: multiple tests must be fired to obtain a single metric, and many tests must be fired to obtain its value to high precision and confidence. Our solution is a test wherein multiple gap tests are joined in series to form a rate stick. The complex re-initiation character of the traditional gap test is thereby retained, but the propagation speed is steady when measured at periodic intervals, and initiation delay in individual segments acts to decrement the average speed. We measure the shock arrival time before and after each inert gap, and compute the average detonation speed through the HE alone (discounting the gap thicknesses). We perform tests for a range of gap thicknesses. We then plot the aforementioned propagation speed as a function of gap thickness. The resulting curve has the same basic structure as a Diameter Effect (DE) curve, and (like the DE curve) terminates at a failure point. Comparison between experiment and hydrocode calculations using ALE3D and the Ignition and Growth reactive burn model calibrated for short duration shock inputs in PBX 9501 is discussed.

Music Handbook for Primary Grades.

ERIC Educational Resources Information Center

Bowman, Doris; And Others

GRADES OR AGES: Primary grades (1, 2, and 3). SUBJECT MATTER: Music. ORGANIZATION AND PHYSICAL APPEARANCE: This guide contains a detailed outline of the basic music concepts for elementary grades with suggestions for activities which may develop understanding of the concepts. The pages of activities are color coded by grade level. There are three…

Skills Gaps in Australian Firms

ERIC Educational Resources Information Center

Lindorff, Margaret

2011-01-01

This paper reports the results of a survey of more than 2000 managers examining perceptions of skills gaps in a range of Australian firms. It finds that three quarters report a skills gap, and almost one third report skills gaps across the whole organisation. Firm size and industry differences exist in perceptions of the effect of the skills gap…

Gap and stripline combined monitor

DOEpatents

Yin, Yan

1986-01-01

A combined gap and stripline monitor device (10) for measuring the intensity and position of a charged particle beam bunch in a beam pipe of a synchotron radiation facility. The monitor has first and second beam pipe portions (11a, 11b) with an axial gap (12) therebetween. An outer pipe (14) cooperates with the first beam pipe portion (11a) to form a gap enclosure, while inner strips (23a-d) cooperate with the first beam pipe portion (11a) to form a stripline monitor, with the stripline length being the same as the gap enclosure length.

Tunneling calculations for GaAs-Al(x)Ga(1-x)As graded band-gap sawtooth superlattices

NASA Technical Reports Server (NTRS)

Forrest, Kathrine; Meijer, Paul H. E.

1990-01-01

The transmission resonance spectra and tunneling current-voltage characteristics for direct conduction band electrons in sawtooth GaAs-Al(x)Ga(1-x)As superlattices are computed. Only direct-gap interfaces are considered. It is found that sawtooth superlattices exhibit resonant tunneling similar to that in step superlattices, manifested by correlation of peaks and regions of negative differential resistance in the current-voltage curves with transmission resonances. The Stark shift of the resonances of step-barrier superlattices is a linear function of the field, whereas in sawtooth superlattices under strong fields the shift is not a simple function of the field. This follows from the different ways in which the two structures deform under uniform electric fields: the sawtooth deforms into a staircase, at which field strength all barriers to tunneling are eradicated. The step-barrier superlattice always presents some barrier to tunneling, no matter how high the electric field strength.

Groundlayer vegetation gradients across oak woodland canopy gaps

USGS Publications Warehouse

Pavlovic, N.B.; Grundel, R.; Sluis, W.

2006-01-01

Frequency of groundlayer plants was measured across oak woodland canopy gaps at three sites in northwest Indiana to examine how vegetation varied with gap size, direction along the gap edge, and microhabitat. Microhabitats were defined as under the canopy adjacent to the gap, along the gap edge, and within the gap. Gap-sites consisted of gaps plus adjacent tree canopy. Gaps were classified as small (16 ± 1 m2), medium (97 ± 8), and large (310 ± 32). Neither richness nor diversity differed among microhabitats, gap sizes, or edges. Similarity between microhabitats wthin a gap-site increased as the distance between plots decreased and as the difference in PAR decreased, the latter explaining twice the variation in percent dissimilarity compared to Mg concentration, A horizon depth, and litter cover. Diervilla lonicera, Frageria virginiana, Helianthus divaricatus, Polygonatum pubescens, Quercus velutina, Smilacena stellata, and Tradescantia ohiensis decreased, whileTephrosia virginiana and legumes increased in frequency, from canopy to gap, and C4 grasses peaked at the gap edge, independent of gap size. Additional species frequency varied across the microhabitat gradient within specific sites. Sorghastrum nutans was three times more frequent in gaps at large sites than elsewhere. The vegetation in medium-sized gap-sites was more variable than within small and large gap-sites, suggesting greater environmental heterogeneity at that scale. Within gap-sites, vegetation was more heterogeneous within edges and canopies than in gaps. Edges were more similar in composition to gaps than to canopy groundlayer within gap-sites. Few species varied significantly in frequency around the gap edge. The oak woodland groundlayer on sandy substrates can be characterized as a mosaic of forb dominated vegetation that varies across light gradients associated with canopy gaps, transitioning to islands of grassland vegetation when gaps exceed 160 m2.

Teachers' Experiences of Unfair Grading

ERIC Educational Resources Information Center

Alm, Fredrik; Colnerud, Gunnel

2015-01-01

Grading is often perceived as one of a teacher's most difficult tasks. Despite most teachers endeavoring to grade their students as objectively as possible, many students feel that they are subject to unfair grading. The aim of this study is to describe what it is about a teacher's grading that contributes to the perception of unfairness. This…

Serving Grades Over the Internet.

ERIC Educational Resources Information Center

Harris, James K.

This paper demonstrates a grade server that allows college students to access their grades over the Internet from the instructor's home page. Using a CGI (common gateway interface) program written in Visual Basic, the grades are read directly from an Excel spreadsheet and presented to the requester after he/she enters a password. The grade for…

Ion Engine Grid Gap Measurements

NASA Technical Reports Server (NTRS)

Soulas, Gerge C.; Frandina, Michael M.

2004-01-01

A simple technique for measuring the grid gap of an ion engine s ion optics during startup and steady-state operation was demonstrated with beam extraction. The grid gap at the center of the ion optics assembly was measured with a long distance microscope that was focused onto an alumina pin that protruded through the center accelerator grid aperture and was mechanically attached to the screen grid. This measurement technique was successfully applied to a 30 cm titanium ion optics assembly mounted onto an NSTAR engineering model ion engine. The grid gap and each grid s movement during startup from room temperature to both full and low power were measured. The grid gaps with and without beam extraction were found to be significantly different. The grid gaps at the ion optics center were both significantly smaller than the cold grid gap and different at the two power levels examined. To avoid issues associated with a small grid gap during thruster startup with titanium ion optics, a simple method was to operate the thruster initially without beam extraction to heat the ion optics. Another possible method is to apply high voltage to the grids prior to igniting the discharge because power deposition to the grids from the plasma is lower with beam extraction than without. Further testing would be required to confirm this approach.

How Minimal Grade Goals and Self-Control Capacity Interact in Predicting Test Grades

ERIC Educational Resources Information Center

Bertrams, Alex

2012-01-01

The present research examined the prediction of school students' grades in an upcoming math test via their minimal grade goals (i.e., the minimum grade in an upcoming test one would be satisfied with). Due to its significance for initiating and maintaining goal-directed behavior, self-control capacity was expected to moderate the relation between…

Widening the Gap: Pre-University Gap Years and the "Economy of Experience"

ERIC Educational Resources Information Center

Heath, Sue

2007-01-01

Embarking upon a pre-university gap year is an increasingly popular option among British students. Drawing on Brown et al.'s work on positional conflict theory and the increased importance of the "economy of experience", this paper seeks to explore this growing popularity and argues that the gap year's enhanced profile raises important…

On-line prediction of yield grade, longissimus muscle area, preliminary yield grade, adjusted preliminary yield grade, and marbling score using the MARC beef carcass image analysis system.

PubMed

Shackelford, S D; Wheeler, T L; Koohmaraie, M

2003-01-01

The present experiment was conducted to evaluate the ability of the U.S. Meat Animal Research Center's beef carcass image analysis system to predict calculated yield grade, longissimus muscle area, preliminary yield grade, adjusted preliminary yield grade, and marbling score under commercial beef processing conditions. In two commercial beef-processing facilities, image analysis was conducted on 800 carcasses on the beef-grading chain immediately after the conventional USDA beef quality and yield grades were applied. Carcasses were blocked by plant and observed calculated yield grade. The carcasses were then separated, with 400 carcasses assigned to a calibration data set that was used to develop regression equations, and the remaining 400 carcasses assigned to a prediction data set used to validate the regression equations. Prediction equations, which included image analysis variables and hot carcass weight, accounted for 90, 88, 90, 88, and 76% of the variation in calculated yield grade, longissimus muscle area, preliminary yield grade, adjusted preliminary yield grade, and marbling score, respectively, in the prediction data set. In comparison, the official USDA yield grade as applied by online graders accounted for 73% of the variation in calculated yield grade. The technology described herein could be used by the beef industry to more accurately determine beef yield grades; however, this system does not provide an accurate enough prediction of marbling score to be used without USDA grader interaction for USDA quality grading.

Mechanical grading of oak timbers

Treesearch

David E. Kretschmann; David W. Green

1999-01-01

For many wood species, the grading of timbers [>76 mm (>4-in.) thick] has not changed in decades. Most timbers are still visually graded by methods that originated in the 1930s. Mechanical grading procedures used to accurately grade 38-mm (2-in. nominal) dimension lumber have not been adapted for use with timbers. Furthermore, the only reliable timber test data...

Comparing Dropout Predictors for Two State-Level Panels Using Grade 6 and Grade 8 Data

ERIC Educational Resources Information Center

Franklin, Bobby J.; Trouard, Stephen B.

2016-01-01

The purpose of this study was to examine the effectiveness of dropout predictors across time. Two state-level high school graduation panels were selected to begin with the seventh and ninth grades but end at the same time. The first panel (seventh grade) contained 29,554 students and used sixth grade predictors. The second panel (ninth grade)…

The Relationship of Grade Span in 9th Grade to Math Achievement in High School

ERIC Educational Resources Information Center

West, John; Miller, Mary Lou; Myers, Jim; Norton, Timothy

2015-01-01

Purpose, Scope, and Method of Study: The purpose of this study was to determine if a correlation exists between grade span for ninth grade and gains in math achievement test scores in 10th grade and 12th grade. A quantitative, longitudinal, correlational research design was employed to investigate the research questions. The population was high…

The role of gap edge instabilities in setting the depth of planet gaps in protoplanetary discs

NASA Astrophysics Data System (ADS)

Hallam, P. D.; Paardekooper, S.-J.

2017-08-01

It is known that an embedded massive planet will open a gap in a protoplanetary disc via angular momentum exchange with the disc material. The resulting surface density profile of the disc is investigated for one-dimensional and two-dimensional disc models and, in agreement with previous work, it is found that one-dimensional gaps are significantly deeper than their two-dimensional counterparts for the same initial conditions. We find, by applying one-dimensional torque density distributions to two-dimensional discs containing no planet, that the excitement of the Rossby wave instability and the formation of Rossby vortices play a critical role in setting the equilibrium depth of the gap. Being a two-dimensional instability, this is absent from one-dimensional simulations and does not limit the equilibrium gap depth there. We find similar gap depths between two-dimensional gaps formed by torque density distributions, in which the Rossby wave instability is present, and two-dimensional planet gaps, in which no Rossby wave instability is present. This can be understood if the planet gap is maintained at marginal stability, even when there is no obvious Rossby wave instability present. Further investigation shows the final equilibrium gap depth is very sensitive to the form of the applied torque density distribution, and using improved one-dimensional approximations from three-dimensional simulations can go even further towards reducing the discrepancy between one- and two-dimensional models, especially for lower mass planets. This behaviour is found to be consistent across discs with varying parameters.

Axial gap rotating electrical machine

DOEpatents

None

2016-02-23

Direct drive rotating electrical machines with axial air gaps are disclosed. In these machines, a rotor ring and stator ring define an axial air gap between them. Sets of gap-maintaining rolling supports bear between the rotor ring and the stator ring at their peripheries to maintain the axial air gap. Also disclosed are wind turbines using these generators, and structures and methods for mounting direct drive rotating electrical generators to the hubs of wind turbines. In particular, the rotor ring of the generator may be carried directly by the hub of a wind turbine to rotate relative to a shaft without being mounted directly to the shaft.

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2014 CFR

2014-01-01

..., CERTIFICATION, AND STANDARDS) United States Standards for Grades of Apples Grades § 51.304 Combination grades...) Combinations other than these are not permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher...

7 CFR 51.304 - Combination grades.

Code of Federal Regulations, 2013 CFR

2013-01-01

..., CERTIFICATION, AND STANDARDS) United States Standards for Grades of Apples Grades § 51.304 Combination grades...) Combinations other than these are not permitted in connection with the U.S. apple grades. When Combination grades are packed, at least 50 percent of the apples in any lot shall meet the requirements of the higher...

PBX 9502 air-gap tests

DOE Office of Scientific and Technical Information (OSTI.GOV)

Dickson, Peter; Novak, Alan M.; Foley, Timothy J.

A small number of simple air-gap tests were performed on 1-inch diameter PBX 9502 cylinders to determine an approximate threshold for detonation failure. The primary diagnostics were streak imaging and dent measurements in a steel witness plate. Relight was found to occur, with negligible excess transit time, for air gaps up to 1 mm. Relight did not occur with a 3-mm air gap.

Association of Grade Configuration with School Climate for 7th and 8th Grade Students

ERIC Educational Resources Information Center

Malone, Marisa; Cornell, Dewey; Shukla, Kathan

2017-01-01

Educational authorities have questioned whether middle schools provide the best school climate for 7th and 8th grade students, and proposed that other grade configurations such as K-8th grade schools may provide a better learning environment. The purpose of this study was to compare 7th and 8th grade students' perceptions of 4 key features of…

Communication: Fragment-based Hamiltonian model of electronic charge-excitation gaps and gap closure

DOE Office of Scientific and Technical Information (OSTI.GOV)

Valone, Steven Michael; Pilania, Ghanshyam; Liu, Xiang-Yang

Capturing key electronic properties such as charge excitation gaps within models at or above the atomic scale presents an ongoing challenge to understanding molecular, nanoscale, and condensed phase systems. One strategy is to describe the system in terms of properties of interacting material fragments, but it is unclear how to accomplish this for charge-excitation and charge-transfer phenomena. Hamiltonian models such as the Hubbard model provide formal frameworks for analyzing gap properties but are couched purely in terms of states of electrons, rather than the states of the fragments at the scale of interest. The recently introduced Fragment Hamiltonian (FH) modelmore » uses fragments in different charge states as its building blocks, enabling a uniform, quantum-mechanical treatment that captures the charge-excitation gap. These gaps are preserved in terms of inter-fragment charge-transferhopping integrals T and on-fragment parameters U (FH). The FH model generalizes the standard Hubbard model (a single intra-band hopping integral t and on-site repulsion U) from quantum states for electrons to quantum states for fragments. In this paper, we demonstrate that even for simple two-fragment and multi-fragment systems, gap closure is enabled once T exceeds the threshold set by U (FH), thus providing new insight into the nature of metal-insulator transitions. Finally, this result is in contrast to the standard Hubbard model for 1d rings, for which Lieb and Wu proved that gap closure was impossible, regardless of the choices for t and U.« less

Communication: Fragment-based Hamiltonian model of electronic charge-excitation gaps and gap closure

DOE PAGES

Valone, Steven Michael; Pilania, Ghanshyam; Liu, Xiang-Yang; ...

2015-11-13

Capturing key electronic properties such as charge excitation gaps within models at or above the atomic scale presents an ongoing challenge to understanding molecular, nanoscale, and condensed phase systems. One strategy is to describe the system in terms of properties of interacting material fragments, but it is unclear how to accomplish this for charge-excitation and charge-transfer phenomena. Hamiltonian models such as the Hubbard model provide formal frameworks for analyzing gap properties but are couched purely in terms of states of electrons, rather than the states of the fragments at the scale of interest. The recently introduced Fragment Hamiltonian (FH) modelmore » uses fragments in different charge states as its building blocks, enabling a uniform, quantum-mechanical treatment that captures the charge-excitation gap. These gaps are preserved in terms of inter-fragment charge-transferhopping integrals T and on-fragment parameters U (FH). The FH model generalizes the standard Hubbard model (a single intra-band hopping integral t and on-site repulsion U) from quantum states for electrons to quantum states for fragments. In this paper, we demonstrate that even for simple two-fragment and multi-fragment systems, gap closure is enabled once T exceeds the threshold set by U (FH), thus providing new insight into the nature of metal-insulator transitions. Finally, this result is in contrast to the standard Hubbard model for 1d rings, for which Lieb and Wu proved that gap closure was impossible, regardless of the choices for t and U.« less

Communication: Fragment-based Hamiltonian model of electronic charge-excitation gaps and gap closure

DOE Office of Scientific and Technical Information (OSTI.GOV)

Valone, S. M.; Pilania, G.; Liu, X. Y.

2015-11-14

Capturing key electronic properties such as charge excitation gaps within models at or above the atomic scale presents an ongoing challenge to understanding molecular, nanoscale, and condensed phase systems. One strategy is to describe the system in terms of properties of interacting material fragments, but it is unclear how to accomplish this for charge-excitation and charge-transfer phenomena. Hamiltonian models such as the Hubbard model provide formal frameworks for analyzing gap properties but are couched purely in terms of states of electrons, rather than the states of the fragments at the scale of interest. The recently introduced Fragment Hamiltonian (FH) modelmore » uses fragments in different charge states as its building blocks, enabling a uniform, quantum-mechanical treatment that captures the charge-excitation gap. These gaps are preserved in terms of inter-fragment charge-transfer hopping integrals T and on-fragment parameters U{sup (FH)}. The FH model generalizes the standard Hubbard model (a single intra-band hopping integral t and on-site repulsion U) from quantum states for electrons to quantum states for fragments. We demonstrate that even for simple two-fragment and multi-fragment systems, gap closure is enabled once T exceeds the threshold set by U{sup (FH)}, thus providing new insight into the nature of metal-insulator transitions. This result is in contrast to the standard Hubbard model for 1d rings, for which Lieb and Wu proved that gap closure was impossible, regardless of the choices for t and U.« less

Fiber optic gap gauge

DOEpatents

Wood, Billy E [Livermore, CA; Groves, Scott E [Brentwood, CA; Larsen, Greg J [Brentwood, CA; Sanchez, Roberto J [Pleasanton, CA

2006-11-14

A lightweight, small size, high sensitivity gauge for indirectly measuring displacement or absolute gap width by measuring axial strain in an orthogonal direction to the displacement/gap width. The gap gauge includes a preferably titanium base having a central tension bar with springs connecting opposite ends of the tension bar to a pair of end connector bars, and an elongated bow spring connected to the end connector bars with a middle section bowed away from the base to define a gap. The bow spring is capable of producing an axial strain in the base proportional to a displacement of the middle section in a direction orthogonal to the base. And a strain sensor, such as a Fabry-Perot interferometer strain sensor, is connected to measure the axial strain in the base, so that the displacement of the middle section may be indirectly determined from the measurement of the axial strain in the base.

Smartphone-based grading of apple quality

NASA Astrophysics Data System (ADS)

Li, Xianglin; Li, Ting

2018-02-01

Apple quality grading is a critical issue in apple industry which is one economical pillar of many countries. Artificial grading is inefficient and of poor accuracy. Here we proposed to develop a portable, convenient, real-time, and low cost method aimed at grading apple. Color images of the apples were collected with a smartphone and the grade of sampled apple was assessed by a customized smartphone app, which offered the functions translating RGB color values of the apple to color grade and translating the edge of apple image to weight grade. The algorithms are based on modeling with a large number of apple image at different grades. The apple grade data evaluated by the smartphone are in accordance with the actual data. This study demonstrated the potential of smart phone in apple quality grading/online monitoring at gathering and transportation stage for apple industry.

[Grading of gynecological tumors : Current aspects].

PubMed

Horn, L-C; Mayr, D; Brambs, C E; Einenkel, J; Sändig, I; Schierle, K

2016-07-01

Histopathological assessment of the tumor grade and cell type is central to the management and prognosis of various gynecological malignancies. Conventional grading systems for squamous carcinomas and adenocarcinomas of the vulva, vagina and cervix are poorly defined. For endometrioid tumors of the female genital tract as well as for mucinous endometrial, ovarian and seromucinous ovarian carcinomas, the 3‑tiered FIGO grading system is recommended. For uterine neuroendocrine tumors the grading system of the gastrointestinal counterparts has been adopted. Uterine leiomyosarcomas are not graded. Endometrial stromal sarcomas are divided into low and high grades, based on cellular morphology, immunohistochemical and molecular findings. A chemotherapy response score was established for chemotherapeutically treated high-grade serous pelvic cancer. For non-epithelial ovarian malignancies, only Sertoli-Leydig cell tumors and immature teratomas are graded. At this time molecular profiling has no impact on the grading of tumors of the female genital tract.

The National "Expertise Gap"

ERIC Educational Resources Information Center

Hamilton, Kendra

2005-01-01

This article discusses the Woodrow Wilson National Fellowship Foundation's report, "Diversity and the Ph.D.," released in May, which documents in troubling detail the exact dimensions of what the foundation's president, Dr. Robert Weisbuch, is calling the national "expertise gap." Weisbuch states that the expertise gap extends beyond the…

Explaining the Gender Wealth Gap

PubMed Central

Ruel, Erin; Hauser, Robert M.

2013-01-01

To assess and explain the United States’ gender wealth gap, we use the Wisconsin Longitudinal Study to examine wealth accumulated by a single cohort over 50 years by gender, by marital status, and limited to the respondents who are their family’s best financial reporters. We find large gender wealth gaps between currently married men and women, and never-married men and women. The never-married accumulate less wealth than the currently married, and there is a marital disruption cost to wealth accumulation. The status-attainment model shows the most power in explaining gender wealth gaps between these groups explaining about one-third to one-half of the gap, followed by the human-capital explanation. In other words, a lifetime of lower earnings for women translates into greatly reduced wealth accumulation. A gender wealth gap remains between married men and women after controlling for the full model that we speculate may be related to gender differences in investment strategies and selection effects. PMID:23264038

Modeling of Spark Gap Performance

DTIC Science & Technology

1983-06-01

MODELING OF SPARK GAP PERFORMANCE* A. L. Donaldson, R. Ness, M. Hagler, M. Kristiansen Department of Electrical Engineering and L. L. Hatfield...gas pressure, and chaJ:ging rate on the voltage stability of high energy spark gaps is discussed. Implications of the model include changes in...an extremely useful, and physically reasonable framework, from which the properties of spark gaps under a wide variety of experimental conditions

Understanding the carbon dioxide gaps.

PubMed

Scheeren, Thomas W L; Wicke, Jannis N; Teboul, Jean-Louis

2018-06-01

The current review attempts to demonstrate the value of several forms of carbon dioxide (CO2) gaps in resuscitation of the critically ill patient as monitor for the adequacy of the circulation, as target for fluid resuscitation and also as predictor for outcome. Fluid resuscitation is one of the key treatments in many intensive care patients. It remains a challenge in daily practice as both a shortage and an overload in intravascular volume are potentially harmful. Many different approaches have been developed for use as target of fluid resuscitation. CO2 gaps can be used as surrogate for the adequacy of cardiac output (CO) and as marker for tissue perfusion and are therefore a potential target for resuscitation. CO2 gaps are easily measured via point-of-care analysers. We shed light on its potential use as nowadays it is not widely used in clinical practice despite its potential. Many studies were conducted on partial CO2 pressure differences or CO2 content (cCO2) differences either alone, or in combination with other markers for outcome or resuscitation adequacy. Furthermore, some studies deal with CO2 gap to O2 gap ratios as target for goal-directed fluid therapy or as marker for outcome. CO2 gap is a sensitive marker of tissue hypoperfusion, with added value over traditional markers of tissue hypoxia in situations in which an oxygen diffusion barrier exists such as in tissue oedema and impaired microcirculation. Venous-to-arterial cCO2 or partial pressure gaps can be used to evaluate whether attempts to increase CO should be made. Considering the potential of the several forms of CO2 measurements and its ease of use via point-of-care analysers, it is recommendable to implement CO2 gaps in standard clinical practice.

Gap Analysis: Rethinking the Conceptual Foundations

DTIC Science & Technology

2008-04-23

there could exist a basis for gap in capability and, therefore, a desire to close the capability gap . What one desires versus what one has is, in...Analysis is not intended to close the space between the most distant extremes or the rarest occurrences. Rather, Gap Analysis is centered on the larger...åÖÉ=======- 13 - = = Research Objectives The process of identifying needs and unsatisfied desires, or gaps in capability—in essence, the goal—is

The Civic Engagement Gap(s): Youth Participation and Inequality from 1976 to 2009

ERIC Educational Resources Information Center

Gaby, Sarah

2017-01-01

Civic participation in the United States is highly unequal, resulting in a "civic engagement gap" between socioeconomic, racial, and gender groups. Variation in civic participation and the civic engagement gap remain contested, primarily as a result of inconsistent definitions and measurement issues in previous work. Using consistent…

Classroom: Efficient Grading

ERIC Educational Resources Information Center

Shaw, David D.; Pease, Leonard F., III.

2014-01-01

Grading can be accelerated to make time for more effective instruction. This article presents specific time management strategies selected to decrease administrative time required of faculty and teaching assistants, including a multiple answer multiple choice interface for exams, a three-tier grading system for open ended problem solving, and a…

Senseless Extravagance, Shocking Gaps

ERIC Educational Resources Information Center

Weissbourd, Richard; Dodge, Trevor

2012-01-01

Although most people in the United States believe, at least theoretically, in educational equality, fewer and fewer appear to care about the resource gaps between affluent and poor schools, says Weissbourd. He illustrates these gaps with vivid descriptions of what he calls an "opulence arms race" among affluent independent schools, but…

Structure and function of gap junction proteins: role of gap junction proteins in embryonic heart development.

PubMed

Ahir, Bhavesh K; Pratten, Margaret K

2014-01-01

Intercellular (cell-to-cell) communication is a crucial and complex mechanism during embryonic heart development. In the cardiovascular system, the beating of the heart is a dynamic and key regulatory process, which is functionally regulated by the coordinated spread of electrical activity through heart muscle cells. Heart tissues are composed of individual cells, each bearing specialized cell surface membrane structures called gap junctions that permit the intercellular exchange of ions and low molecular weight molecules. Gap junction channels are essential in normal heart function and they assist in the mediated spread of electrical impulses that stimulate synchronized contraction (via an electrical syncytium) of cardiac tissues. This present review describes the current knowledge of gap junction biology. In the first part, we summarise some relevant biochemical and physiological properties of gap junction proteins, including their structure and function. In the second part, we review the current evidence demonstrating the role of gap junction proteins in embryonic development with particular reference to those involved in embryonic heart development. Genetics and transgenic animal studies of gap junction protein function in embryonic heart development are considered and the alteration/disruption of gap junction intercellular communication which may lead to abnormal heart development is also discussed.

Structural Dynamics of Tropical Moist Forest Gaps

PubMed Central

Hunter, Maria O.; Keller, Michael; Morton, Douglas; Cook, Bruce; Lefsky, Michael; Ducey, Mark; Saleska, Scott; de Oliveira, Raimundo Cosme; Schietti, Juliana

2015-01-01

Gap phase dynamics are the dominant mode of forest turnover in tropical forests. However, gap processes are infrequently studied at the landscape scale. Airborne lidar data offer detailed information on three-dimensional forest structure, providing a means to characterize fine-scale (1 m) processes in tropical forests over large areas. Lidar-based estimates of forest structure (top down) differ from traditional field measurements (bottom up), and necessitate clear-cut definitions unencumbered by the wisdom of a field observer. We offer a new definition of a forest gap that is driven by forest dynamics and consistent with precise ranging measurements from airborne lidar data and tall, multi-layered tropical forest structure. We used 1000 ha of multi-temporal lidar data (2008, 2012) at two sites, the Tapajos National Forest and Ducke Reserve, to study gap dynamics in the Brazilian Amazon. Here, we identified dynamic gaps as contiguous areas of significant growth, that correspond to areas > 10 m2, with height <10 m. Applying the dynamic definition at both sites, we found over twice as much area in gap at Tapajos National Forest (4.8 %) as compared to Ducke Reserve (2.0 %). On average, gaps were smaller at Ducke Reserve and closed slightly more rapidly, with estimated height gains of 1.2 m y-1 versus 1.1 m y-1 at Tapajos. At the Tapajos site, height growth in gap centers was greater than the average height gain in gaps (1.3 m y-1 versus 1.1 m y-1). Rates of height growth between lidar acquisitions reflect the interplay between gap edge mortality, horizontal ingrowth and gap size at the two sites. We estimated that approximately 10 % of gap area closed via horizontal ingrowth at Ducke Reserve as opposed to 6 % at Tapajos National Forest. Height loss (interpreted as repeat damage and/or mortality) and horizontal ingrowth accounted for similar proportions of gap area at Ducke Reserve (13 % and 10 %, respectively). At Tapajos, height loss had a much stronger signal (23

Structural Dynamics of Tropical Moist Forest Gaps.

PubMed

Hunter, Maria O; Keller, Michael; Morton, Douglas; Cook, Bruce; Lefsky, Michael; Ducey, Mark; Saleska, Scott; de Oliveira, Raimundo Cosme; Schietti, Juliana

2015-01-01

Gap phase dynamics are the dominant mode of forest turnover in tropical forests. However, gap processes are infrequently studied at the landscape scale. Airborne lidar data offer detailed information on three-dimensional forest structure, providing a means to characterize fine-scale (1 m) processes in tropical forests over large areas. Lidar-based estimates of forest structure (top down) differ from traditional field measurements (bottom up), and necessitate clear-cut definitions unencumbered by the wisdom of a field observer. We offer a new definition of a forest gap that is driven by forest dynamics and consistent with precise ranging measurements from airborne lidar data and tall, multi-layered tropical forest structure. We used 1000 ha of multi-temporal lidar data (2008, 2012) at two sites, the Tapajos National Forest and Ducke Reserve, to study gap dynamics in the Brazilian Amazon. Here, we identified dynamic gaps as contiguous areas of significant growth, that correspond to areas > 10 m2, with height <10 m. Applying the dynamic definition at both sites, we found over twice as much area in gap at Tapajos National Forest (4.8%) as compared to Ducke Reserve (2.0%). On average, gaps were smaller at Ducke Reserve and closed slightly more rapidly, with estimated height gains of 1.2 m y-1 versus 1.1 m y-1 at Tapajos. At the Tapajos site, height growth in gap centers was greater than the average height gain in gaps (1.3 m y-1 versus 1.1 m y-1). Rates of height growth between lidar acquisitions reflect the interplay between gap edge mortality, horizontal ingrowth and gap size at the two sites. We estimated that approximately 10% of gap area closed via horizontal ingrowth at Ducke Reserve as opposed to 6% at Tapajos National Forest. Height loss (interpreted as repeat damage and/or mortality) and horizontal ingrowth accounted for similar proportions of gap area at Ducke Reserve (13% and 10%, respectively). At Tapajos, height loss had a much stronger signal (23% versus 6

Rectifying behavior in the GaN/graded-AlxGa1‑xN/GaN double heterojunction structure

NASA Astrophysics Data System (ADS)

Wang, Caiwei; Jiang, Yang; Ma, Ziguang; Zuo, Peng; Yan, Shen; Die, Junhui; Wang, Lu; Jia, Haiqiang; Wang, Wenxin; Chen, Hong

2018-05-01

Rectifying characteristics induced by the polarization fields are achieved in the GaN/graded-AlxGa1‑xN/GaN double heterojunction structure (DHS). By grading AlxGa1‑xN from x  =  0.4(0.3) to 0.1, the DHS displays a better conductivity for smaller reverse bias than for forward bias voltages (reverse rectifying behavior) which is opposite to p–n junction rectifying characteristics. The mechanism of reverse rectifying behavior is illustrated via calculating the energy band structures of the samples. The band gap narrowing caused by decreasing Al composition could compensate the for the band tilt due to the polarization effect in AlxGa1‑xN barriers, thus lowering the barrier height for electron transport from top to bottom. The reverse rectifying behavior could be enhanced by increasing the Al content and the thickness of the multi-layer graded AlxGa1‑xN barriers. This work gives a better understanding of the mechanism of carrier transport in a DHS and makes it possible to realize novel GaN-based heterojunction transistors.

Direct Band Gap Wurtzite Gallium Phosphide Nanowires

PubMed Central

2013-01-01

The main challenge for light-emitting diodes is to increase the efficiency in the green part of the spectrum. Gallium phosphide (GaP) with the normal cubic crystal structure has an indirect band gap, which severely limits the green emission efficiency. Band structure calculations have predicted a direct band gap for wurtzite GaP. Here, we report the fabrication of GaP nanowires with pure hexagonal crystal structure and demonstrate the direct nature of the band gap. We observe strong photoluminescence at a wavelength of 594 nm with short lifetime, typical for a direct band gap. Furthermore, by incorporation of aluminum or arsenic in the GaP nanowires, the emitted wavelength is tuned across an important range of the visible light spectrum (555–690 nm). This approach of crystal structure engineering enables new pathways to tailor materials properties enhancing the functionality. PMID:23464761

Controlling Grade Inflation

ERIC Educational Resources Information Center

Stanoyevitch, Alexander

2008-01-01

In this article concerning grade inflation, the author restricts his attention to the college and university level, although many of the tools and ideas developed here should be useful for high schools as well. The author considers the relationships between grades instructors assign and scores they receive on end-of-the semester student…

On the union of graded prime ideals

NASA Astrophysics Data System (ADS)

Uregen, Rabia Nagehan; Tekir, Unsal; Hakan Oral, Kursat

2016-01-01

In this paper we investigate graded compactly packed rings, which is defined as; if any graded ideal I of R is contained in the union of a family of graded prime ideals of R, then I is actually contained in one of the graded prime ideals of the family. We give some characterizations of graded compactly packed rings. Further, we examine this property on h - Spec(R). We also define a generalization of graded compactly packed rings, the graded coprimely packed rings. We show that R is a graded compactly packed ring if and only if R is a graded coprimely packed ring whenever R be a graded integral domain and h - dim R = 1.

Making the Grade

ERIC Educational Resources Information Center

Stewart, Pearl

2012-01-01

At San Diego State University, retention and graduation rates garner national attention. The author discusses SDSU's intensive efforts to improve its graduation and retention rates and to close the achievement gap. San Diego State has been lauded nationally for its success on closing the achievement gap. An article titled "Walking the Walk on…

The ability of GAP1IP4BP to function as a Rap1 GTPase-activating protein (GAP) requires its Ras GAP-related domain and an arginine finger rather than an asparagine thumb.

PubMed

Kupzig, Sabine; Bouyoucef-Cherchalli, Dalila; Yarwood, Sam; Sessions, Richard; Cullen, Peter J

2009-07-01

GAP1(IP4BP) is a member of the GAP1 family of Ras GTPase-activating proteins (GAPs) that includes GAP1(m), CAPRI, and RASAL. Composed of a central Ras GAP-related domain (RasGRD), surrounded by amino-terminal C2 domains and a carboxy-terminal PH/Btk domain, these proteins, with the notable exception of GAP1(m), possess an unexpected arginine finger-dependent GAP activity on the Ras-related protein Rap1 (S. Kupzig, D. Deaconescu, D. Bouyoucef, S. A. Walker, Q. Liu, C. L. Polte, O. Daumke, T. Ishizaki, P. J. Lockyer, A. Wittinghofer, and P. J. Cullen, J. Biol. Chem. 281:9891-9900, 2006). Here, we have examined the mechanism through which GAP1(IP4BP) can function as a Rap1 GAP. We show that deletion of domains on either side of the RasGRD, while not affecting Ras GAP activity, do dramatically perturb Rap1 GAP activity. By utilizing GAP1(IP4BP)/GAP1(m) chimeras, we establish that although the C2 and PH/Btk domains are required to stabilize the RasGRD, it is this domain which contains the catalytic machinery required for Rap1 GAP activity. Finally, a key residue in Rap1-specific GAPs is a catalytic asparagine, the so-called asparagine thumb. By generating a molecular model describing the predicted Rap1-binding site in the RasGRD of GAP1(IP4BP), we show that mutagenesis of individual asparagine or glutamine residues that lie in close proximity to the predicted binding site has no detectable effect on the in vivo Rap1 GAP activity of GAP1(IP4BP). In contrast, we present evidence consistent with a model in which the RasGRD of GAP1(IP4BP) functions to stabilize the switch II region of Rap1, allowing stabilization of the transition state during GTP hydrolysis initiated by the arginine finger.

Quantum spill-out in few-nanometer metal gaps: Effect on gap plasmons and reflectance from ultrasharp groove arrays

NASA Astrophysics Data System (ADS)

Skjølstrup, Enok J. H.; Søndergaard, Thomas; Pedersen, Thomas G.

2018-03-01

Plasmons in ultranarrow metal gaps are highly sensitive to the electron density profile at the metal surfaces. Using a quantum mechanical approach and assuming local response, we study the effects of electron spill-out on gap plasmons and reflectance from ultrasharp metal grooves. We demonstrate that the mode index of ultranarrow gap plasmons converges to the bulk refractive index in the limit of vanishing gap and, thereby, rectify the unphysical divergence found in classical models. Surprisingly, spill-out also significantly increases the plasmonic absorption for few-nanometer gaps and lowers the reflectance from arrays of ultrasharp metal grooves. These findings are explained in terms of enhanced gap plasmon absorption taking place inside the gap 1-2 Å from the walls and delocalization near the groove bottom. Reflectance calculations taking spill-out into account are shown to be in much better agreement with measurements compared with classical models.

Grade Expectations: Redux

ERIC Educational Resources Information Center

Miley, William M.; Gonsalves, Sonia

2004-01-01

We surveyed undergraduate students taking upper level psychology courses about their course and grade expectations as an extension of the work of Gaultney and Cann (2001) with introductory psychology students. More students believed success in a course was measured by good grades rather than by mastery of new material. They wanted effort to play a…

Approach to the evaluation of a patient with an increased serum osmolal gap and high-anion-gap metabolic acidosis.

PubMed

Kraut, Jeffrey A; Xing, Shelly Xiaolei

2011-09-01

An increase in serum osmolality and serum osmolal gap with or without high-anion-gap metabolic acidosis is an important clue to exposure to one of the toxic alcohols, which include methanol, ethylene glycol, diethylene glycol, propylene glycol, or isopropanol. However, the increase in serum osmolal gap and metabolic acidosis can occur either together or alone depending on several factors, including baseline serum osmolal gap, molecular weight of the alcohol, and stage of metabolism of the alcohol. In addition, other disorders, including diabetic or alcoholic ketoacidosis, acute kidney injury, chronic kidney disease, and lactic acidosis, can cause high-anion-gap metabolic acidosis associated with an increased serum osmolal gap and therefore should be explored in the differential diagnosis. It is essential for clinicians to understand the value and limitations of osmolal gap to assist in reaching the correct diagnosis and initiating appropriate treatment. In this teaching case, we present a systematic approach to diagnosing high serum osmolality and increased serum osmolal gap with or without high-anion-gap metabolic acidosis. Published by Elsevier Inc.

TCGA_LowerGradeGliomas

Cancer.gov

TCGA researchers analyzed nearly 300 cases of diffuse low- and intermediate-grade gliomas, which together comprise lower-grade gliomas. LGGs occur mainly in adults and include astrocytomas, oligodendrogliomas and oligoastrocytomas.

The Generation Gap: Age or Issues?

ERIC Educational Resources Information Center

Borelli, Kenneth

1971-01-01

The author examines the breakdown in family communication, the parent youth ideological gap, and the issues affecting family polarization. He suggests that the generation gap may be an issues gap and briefly explores the possible role of the social worker in dealing with such differences. (Author)

Numerical Simulation of Supersonic Gap Flow

PubMed Central

Jing, Xu; Haiming, Huang; Guo, Huang; Song, Mo

2015-01-01

Various gaps in the surface of the supersonic aircraft have a significant effect on airflows. In order to predict the effects of attack angle, Mach number and width-to-depth ratio of gap on the local aerodynamic heating environment of supersonic flow, two-dimensional compressible Navier-Stokes equations are solved by the finite volume method, where convective flux of space term adopts the Roe format, and discretization of time term is achieved by 5-step Runge-Kutta algorithm. The numerical results reveal that the heat flux ratio is U-shaped distribution on the gap wall and maximum at the windward corner of the gap. The heat flux ratio decreases as the gap depth and Mach number increase, however, it increases as the attack angle increases. In addition, it is important to find that chamfer in the windward corner can effectively reduce gap effect coefficient. The study will be helpful for the design of the thermal protection system in reentry vehicles. PMID:25635395

Numerical simulation of supersonic gap flow.

PubMed

Jing, Xu; Haiming, Huang; Guo, Huang; Song, Mo

2015-01-01

Various gaps in the surface of the supersonic aircraft have a significant effect on airflows. In order to predict the effects of attack angle, Mach number and width-to-depth ratio of gap on the local aerodynamic heating environment of supersonic flow, two-dimensional compressible Navier-Stokes equations are solved by the finite volume method, where convective flux of space term adopts the Roe format, and discretization of time term is achieved by 5-step Runge-Kutta algorithm. The numerical results reveal that the heat flux ratio is U-shaped distribution on the gap wall and maximum at the windward corner of the gap. The heat flux ratio decreases as the gap depth and Mach number increase, however, it increases as the attack angle increases. In addition, it is important to find that chamfer in the windward corner can effectively reduce gap effect coefficient. The study will be helpful for the design of the thermal protection system in reentry vehicles.

RasGAP Shields Akt from Deactivating Phosphatases in Fibroblast Growth Factor Signaling but Loses This Ability Once Cleaved by Caspase-3*

PubMed Central

Cailliau, Katia; Lescuyer, Arlette; Burnol, Anne-Françoise; Cuesta-Marbán, Álvaro; Widmann, Christian; Browaeys-Poly, Edith

2015-01-01

Fibroblast growth factor receptors (FGFRs) are involved in proliferative and differentiation physiological responses. Deregulation of FGFR-mediated signaling involving the Ras/PI3K/Akt and the Ras/Raf/ERK MAPK pathways is causally involved in the development of several cancers. The caspase-3/p120 RasGAP module is a stress sensor switch. Under mild stress conditions, RasGAP is cleaved by caspase-3 at position 455. The resulting N-terminal fragment, called fragment N, stimulates anti-death signaling. When caspase-3 activity further increases, fragment N is cleaved at position 157. This generates a fragment, called N2, that no longer protects cells. Here, we investigated in Xenopus oocytes the impact of RasGAP and its fragments on FGF1-mediated signaling during G2/M cell cycle transition. RasGAP used its N-terminal Src homology 2 domain to bind FGFR once stimulated by FGF1, and this was necessary for the recruitment of Akt to the FGFR complex. Fragment N, which did not associate with the FGFR complex, favored FGF1-induced ERK stimulation, leading to accelerated G2/M transition. In contrast, fragment N2 bound the FGFR, and this inhibited mTORC2-dependent Akt Ser-473 phosphorylation and ERK2 phosphorylation but not phosphorylation of Akt on Thr-308. This also blocked cell cycle progression. Inhibition of Akt Ser-473 phosphorylation and entry into G2/M was relieved by PHLPP phosphatase inhibition. Hence, full-length RasGAP favors Akt activity by shielding it from deactivating phosphatases. This shielding was abrogated by fragment N2. These results highlight the role played by RasGAP in FGFR signaling and how graded stress intensities, by generating different RasGAP fragments, can positively or negatively impact this signaling. PMID:26109071

RasGAP Shields Akt from Deactivating Phosphatases in Fibroblast Growth Factor Signaling but Loses This Ability Once Cleaved by Caspase-3.

PubMed

Cailliau, Katia; Lescuyer, Arlette; Burnol, Anne-Françoise; Cuesta-Marbán, Álvaro; Widmann, Christian; Browaeys-Poly, Edith

2015-08-07

Fibroblast growth factor receptors (FGFRs) are involved in proliferative and differentiation physiological responses. Deregulation of FGFR-mediated signaling involving the Ras/PI3K/Akt and the Ras/Raf/ERK MAPK pathways is causally involved in the development of several cancers. The caspase-3/p120 RasGAP module is a stress sensor switch. Under mild stress conditions, RasGAP is cleaved by caspase-3 at position 455. The resulting N-terminal fragment, called fragment N, stimulates anti-death signaling. When caspase-3 activity further increases, fragment N is cleaved at position 157. This generates a fragment, called N2, that no longer protects cells. Here, we investigated in Xenopus oocytes the impact of RasGAP and its fragments on FGF1-mediated signaling during G2/M cell cycle transition. RasGAP used its N-terminal Src homology 2 domain to bind FGFR once stimulated by FGF1, and this was necessary for the recruitment of Akt to the FGFR complex. Fragment N, which did not associate with the FGFR complex, favored FGF1-induced ERK stimulation, leading to accelerated G2/M transition. In contrast, fragment N2 bound the FGFR, and this inhibited mTORC2-dependent Akt Ser-473 phosphorylation and ERK2 phosphorylation but not phosphorylation of Akt on Thr-308. This also blocked cell cycle progression. Inhibition of Akt Ser-473 phosphorylation and entry into G2/M was relieved by PHLPP phosphatase inhibition. Hence, full-length RasGAP favors Akt activity by shielding it from deactivating phosphatases. This shielding was abrogated by fragment N2. These results highlight the role played by RasGAP in FGFR signaling and how graded stress intensities, by generating different RasGAP fragments, can positively or negatively impact this signaling. © 2015 by The American Society for Biochemistry and Molecular Biology, Inc.

Electron Elevator: Excitations across the Band Gap via a Dynamical Gap State.

PubMed

Lim, A; Foulkes, W M C; Horsfield, A P; Mason, D R; Schleife, A; Draeger, E W; Correa, A A

2016-01-29

We use time-dependent density functional theory to study self-irradiated Si. We calculate the electronic stopping power of Si in Si by evaluating the energy transferred to the electrons per unit path length by an ion of kinetic energy from 1 eV to 100 keV moving through the host. Electronic stopping is found to be significant below the threshold velocity normally identified with transitions across the band gap. A structured crossover at low velocity exists in place of a hard threshold. An analysis of the time dependence of the transition rates using coupled linear rate equations enables one of the excitation mechanisms to be clearly identified: a defect state induced in the gap by the moving ion acts like an elevator and carries electrons across the band gap.

Academic Vocabulary Learning in First Through Third Grade in Low-Income Schools: Effects of Automated Supplemental Instruction.

PubMed

Goldstein, Howard; Ziolkowski, Robyn A; Bojczyk, Kathryn E; Marty, Ana; Schneider, Naomi; Harpring, Jayme; Haring, Christa D

2017-11-09

This study investigated cumulative effects of language learning, specifically whether prior vocabulary knowledge or special education status moderated the effects of academic vocabulary instruction in high-poverty schools. Effects of a supplemental intervention targeting academic vocabulary in first through third grades were evaluated with 241 students (6-9 years old) from low-income families, 48% of whom were retained for the 3-year study duration. Students were randomly assigned to vocabulary instruction or comparison groups. Curriculum-based measures of word recognition, receptive identification, expressive labeling, and decontextualized definitions showed large effects for multiple levels of word learning. Hierarchical linear modeling revealed that students with higher initial Peabody Picture Vocabulary Test-Fourth Edition scores (Dunn & Dunn, 2007) demonstrated greater word learning, whereas students with special needs demonstrated less growth in vocabulary. This model of vocabulary instruction can be applied efficiently in high-poverty schools through an automated, easily implemented adjunct to reading instruction in the early grades and holds promise for reducing gaps in vocabulary development.

Density-functional energy gaps of solids demystified

NASA Astrophysics Data System (ADS)

Perdew, John P.; Ruzsinszky, Adrienn

2018-06-01

The fundamental energy gap of a solid is a ground-state second energy difference. Can one find the fundamental gap from the gap in the band structure of Kohn-Sham density functional theory? An argument of Williams and von Barth (WB), 1983, suggests that one can. In fact, self-consistent band-structure calculations within the local density approximation or the generalized gradient approximation (GGA) yield the fundamental gap within the same approximation for the energy. Such a calculation with the exact density functional would yield a band gap that also underestimates the fundamental gap, because the exact Kohn-Sham potential in a solid jumps up by an additive constant when one electron is added, and the WB argument does not take this effect into account. The WB argument has been extended recently to generalized Kohn-Sham theory, the simplest way to implement meta-GGAs and hybrid functionals self-consistently, with an exchange-correlation potential that is a non-multiplication operator. Since this operator is continuous, the band gap is again the fundamental gap within the same approximation, but, because the approximations are more realistic, so is the band gap. What approximations might be even more realistic?

Does Learning-Centered Teaching Promote Grade Improvement?

ERIC Educational Resources Information Center

Mostrom, Alison M.; Blumberg, Phyllis

2012-01-01

When the grade distribution within a course shifts towards higher grades, it may be due to grade inflation or grade improvement. If the positive shift is accompanied by an increase in achievement or learning, it should be considered grade improvement, "not" grade inflation. Effective learning-centered teaching is designed to promote student…

Confronting the Achievement Gap

ERIC Educational Resources Information Center

Gardner, David

2007-01-01

This article talks about the large achievement gap between children of color and their white peers. The reasons for the achievement gap are varied. First, many urban minorities come from a background of poverty. One of the detrimental effects of growing up in poverty is receiving inadequate nourishment at a time when bodies and brains are rapidly…

Understanding the Gender Gap.

ERIC Educational Resources Information Center

Goldin, Claudia

1985-01-01

Despite the great influx of women into the labor market, the gap between men's and women's wages has remained stable at 40 percent since 1950. Analysis of labor data suggests that this has occurred because women's educational attainment compared to men has declined. Recently, however, the wage gap has begun to narrow, and this will probably become…

Bridging a Cultural Gap

ERIC Educational Resources Information Center

Leviatan, Talma

2008-01-01

There has been a broad wave of change in tertiary calculus courses in the past decade. However, the much-needed change in tertiary pre-calculus programmes--aimed at bridging the gap between high-school mathematics and tertiary mathematics--is happening at a far slower pace. Following a discussion on the nature of the gap and the objectives of a…

Narrow band gap amorphous silicon semiconductors

DOEpatents

Madan, A.; Mahan, A.H.

1985-01-10

Disclosed is a narrow band gap amorphous silicon semiconductor comprising an alloy of amorphous silicon and a band gap narrowing element selected from the group consisting of Sn, Ge, and Pb, with an electron donor dopant selected from the group consisting of P, As, Sb, Bi and N. The process for producing the narrow band gap amorphous silicon semiconductor comprises the steps of forming an alloy comprising amorphous silicon and at least one of the aforesaid band gap narrowing elements in amount sufficient to narrow the band gap of the silicon semiconductor alloy below that of amorphous silicon, and also utilizing sufficient amounts of the aforesaid electron donor dopant to maintain the amorphous silicon alloy as an n-type semiconductor.

Examining the Effects of READ 180 with Sixth Grade Students in a Southwest United States School District Based on a Formative Assessment--Measures of Academic Progress--and Its Impact on Leadership Decisions

ERIC Educational Resources Information Center

Davis, Daniel A.

2012-01-01

An achievement gap in reading existed in a Southwest United States school district with Hispanic, economically disadvantaged, English Language Learners (ELLs), and special education sixth grade students based on Measures of Academic Progress data. This study investigated the effectiveness of the "READ 180" reading intervention program…

Filling Gaps in the Acculturation Gap-Distress Model: Heritage Cultural Maintenance and Adjustment in Mexican-American Families.

PubMed

Telzer, Eva H; Yuen, Cynthia; Gonzales, Nancy; Fuligni, Andrew J

2016-07-01

The acculturation gap-distress model purports that immigrant children acculturate faster than do their parents, resulting in an acculturation gap that leads to family and youth maladjustment. However, empirical support for the acculturation gap-distress model has been inconclusive. In the current study, 428 Mexican-American adolescents (50.2 % female) and their primary caregivers independently completed questionnaires assessing their levels of American and Mexican cultural orientation, family functioning, and youth adjustment. Contrary to the acculturation gap-distress model, acculturation gaps were not associated with poorer family or youth functioning. Rather, adolescents with higher levels of Mexican cultural orientations showed positive outcomes, regardless of their parents' orientations to either American or Mexican cultures. Findings suggest that youths' heritage cultural maintenance may be most important for their adjustment.

Gapping in Farsi: A Crosslinguistic Investigation

ERIC Educational Resources Information Center

Farudi, Annahita

2013-01-01

This dissertation explores a longstanding challenge in work on gapping through the empirical lens of gapping in Farsi (the Tehrani variant of Modern Persian). While gapping has much in common with more uncontroversial elliptical constructions such as VPE and sluicing, it also differs from ellipsis in ways that accounts combining TP or CP…

Arizona Academic Standards, Grade 5

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains an updated academic standards of Arizona public schools for grade 5. The contents of this document include the following: (1) The Arts Standard 2006--Grade 5; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Foundations (Grades…

Arizona Academic Standards, Grade 6

ERIC Educational Resources Information Center

Arizona Department of Education, 2009

2009-01-01

This publication contains an updated academic standards of Arizona public schools for grade 6. The contents of this document include the following: (1) The Arts Standard 2006--Grade 6; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8); (3) Foreign and Native Language Standards 1997--Essentials (Grades…

The Grades Game

ERIC Educational Resources Information Center

Fleenor, Andy; Lamb, Sarah; Anton, Jennifer; Stinson, Todd; Donen, Tony

2011-01-01

It can be quite alarming (and eye-opening) to see exactly how many of the grades students receive are based on their behaviors rather than their learning. Students should be assessed on what they know and can use rather than on their behavior. The reality, unfortunately, is that the opposite is often the case. Grades for students who work hard are…

Making Grading Work.

ERIC Educational Resources Information Center

Lotto, Edward; Smith, Bruce

Two teachers have developed a procedure for grading student compositions that seems fairer to both them and their students. The students are given a choice of which papers they wish to submit for grading, and when they do submit work, the papers are identified by a number only (chosen by the student and indexed in a class card file). Each teacher…

10 CFR 830.7 - Graded approach.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 10 Energy 4 2013-01-01 2013-01-01 false Graded approach. 830.7 Section 830.7 Energy DEPARTMENT OF ENERGY NUCLEAR SAFETY MANAGEMENT § 830.7 Graded approach. Where appropriate, a contractor must use a graded approach to implement the requirements of this part, document the basis of the graded approach...

10 CFR 830.7 - Graded approach.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 10 Energy 4 2012-01-01 2012-01-01 false Graded approach. 830.7 Section 830.7 Energy DEPARTMENT OF ENERGY NUCLEAR SAFETY MANAGEMENT § 830.7 Graded approach. Where appropriate, a contractor must use a graded approach to implement the requirements of this part, document the basis of the graded approach...

10 CFR 830.7 - Graded approach.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 10 Energy 4 2010-01-01 2010-01-01 false Graded approach. 830.7 Section 830.7 Energy DEPARTMENT OF ENERGY NUCLEAR SAFETY MANAGEMENT § 830.7 Graded approach. Where appropriate, a contractor must use a graded approach to implement the requirements of this part, document the basis of the graded approach...

10 CFR 830.7 - Graded approach.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 10 Energy 4 2011-01-01 2011-01-01 false Graded approach. 830.7 Section 830.7 Energy DEPARTMENT OF ENERGY NUCLEAR SAFETY MANAGEMENT § 830.7 Graded approach. Where appropriate, a contractor must use a graded approach to implement the requirements of this part, document the basis of the graded approach...

Precision gap particle separator

DOEpatents

Benett, William J.; Miles, Robin; Jones, II., Leslie M.; Stockton, Cheryl

2004-06-08

A system for separating particles entrained in a fluid includes a base with a first channel and a second channel. A precision gap connects the first channel and the second channel. The precision gap is of a size that allows small particles to pass from the first channel into the second channel and prevents large particles from the first channel into the second channel. A cover is positioned over the base unit, the first channel, the precision gap, and the second channel. An port directs the fluid containing the entrained particles into the first channel. An output port directs the large particles out of the first channel. A port connected to the second channel directs the small particles out of the second channel.

MULTIPLE SPARK GAP SWITCH

DOEpatents

Schofield, A.E.

1958-07-22

A multiple spark gap switch of unique construction is described which will permit controlled, simultaneous discharge of several capacitors into a load. The switch construction includes a disc electrode with a plurality of protuberances of generally convex shape on one surface. A firing electrode is insulatingly supponted In each of the electrode protuberances and extends substantially to the apex thereof. Individual electrodes are disposed on an insulating plate parallel with the disc electrode to form a number of spark gaps with the protuberances. These electrodes are each connected to a separate charged capacitor and when a voltage ls applied simultaneously between the trigger electrodes and the dlsc electrode, each spark gap fires to connect its capacitor to the disc electrode and a subsequent load.

Monitoring gap junctional communication in astrocytes from acute adult mouse brain slices using the gap-FRAP technique.

PubMed

Yi, Chenju; Teillon, Jérémy; Koulakoff, Annette; Berry, Hugues; Giaume, Christian

2018-06-01

Intercellular communication through gap junction channels plays a key role in cellular homeostasis and in synchronizing physiological functions, a feature that is modified in number of pathological situations. In the brain, astrocytes are the cell population that expresses the highest amount of gap junction proteins, named connexins. Several techniques have been used to assess the level of gap junctional communication in astrocytes, but so far they remain very difficult to apply in adult brain tissue. Here, using specific loading of astrocytes with sulforhodamine 101, we adapted the gap-FRAP (Fluorescence Recovery After Photobleaching) to acute hippocampal slices from 9 month-old adult mice. We show that gap junctional communication monitored in astrocytes with this technique was inhibited either by pharmacological treatment with a gap junctional blocker or in mice lacking the two main astroglial connexins, while a partial inhibition was measured when only one connexin was knocked-out. We validate this approach using a mathematical model of sulforhodamine 101 diffusion in an elementary astroglial network and a quantitative analysis of the exponential fits to the fluorescence recovery curves. Consequently, we consider that the adaptation of the gap-FRAP technique to acute brain slices from adult mice provides an easy going and valuable approach that allows overpassing this age-dependent obstacle and will facilitate the investigation of gap junctional communication in adult healthy or pathological brain. Copyright © 2018 Elsevier B.V. All rights reserved.

Study on service performance of 880 MPa-grade and 980 MPa-grade rail steels

NASA Astrophysics Data System (ADS)

Zhu, M.; Xu, G.; Zhou, J. H.; Wang, R. M.; Gan, X. L.

2017-09-01

With the rapid development of economy in China, the requirement for railway passenger and cargo transportation becomes higher and higher. Increasing speed and developing heavy-haul transportation can effectively improve the transportation capacity of railway. The requirement for rail steels with higher ability of abrasion resistance becomes urgent. Two kinds of rails, i.e., 880 MPa-grade and 980 MPa-grade rail steels, were laid on cargo line with 500 m short radius curve. The service performances of the tested steels were continuously tracked and analyzed during operation of total 22.5 million tons loads. Macro morphology, light band width, surface hardness and profile of rails were investigated. The results show that the performance of 980 MPa-grade rail steel is superior to that of 880 MPa-grade rail steel at same circumstance. Therefore, 980 MPa-grade rail should be selected in the cargo line with small radius curve.

Electron elevator: Excitations across the band gap via a dynamical gap state

DOE PAGES

Lim, Anthony; Foulkes, W. M. C.; Horsfield, A. P.; ...

2016-01-27

We use time-dependent density functional theory to study self-irradiated Si. We calculate the electronic stopping power of Si in Si by evaluating the energy transferred to the electrons per unit path length by an ion of kinetic energy from 1 eV to 100 keV moving through the host. Electronic stopping is found to be significant below the threshold velocity normally identified with transitions across the band gap. A structured crossover at low velocity exists in place of a hard threshold. Lastly, an analysis of the time dependence of the transition rates using coupled linear rate equations enables one of themore » excitation mechanisms to be clearly identified: a defect state induced in the gap by the moving ion acts like an elevator and carries electrons across the band gap.« less

Four Steps in Grading Reform

ERIC Educational Resources Information Center

Guskey, Thomas R.; Jung, Lee Ann

2012-01-01

The field of education is moving rapidly toward a standards-based approach to grading. School leaders have become increasingly aware of the tremendous variation that exists in grading practices, even among teachers of the same courses in the same department in the same school. Consequently, students' grades often have little relation to their…

African American eighth-grade female students' perceptions and experiences as learners of science literacy

NASA Astrophysics Data System (ADS)

Crim, Sharan R.

The National Assessment of Educational Progress (2000) reports an achievement gap between male and female students and majority and minority students in science literacy. Rutherford and Algren (2000) describe a scientifically literate person as one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. The purpose of this qualitative case study research was to investigate African American eighth grade female students' perceptions and experiences as learners of science literacy. A social learning theory (Bandura, 1986) and constructivist theory (Vygotsky, 1977) served as a guide for the researcher. Two questions were explored: (1) What are African American eighth grade female students' perceptions and experiences as learners of science literacy? (2) In what ways do the perceptions and experiences of African American eighth grade female students influence their learning of science literacy? Purposeful sampling (Merriam, 1998) was used with four African American eighth grade female students selected as participants for the study. Data collection and analysis occurred between February and August in a single year. Data sources included an open-ended questionnaire, two in-depth interviews with each participant (Seidman, 1991); classroom observations, participant reflective journals, student artifacts, and a researcher's log. Data were analyzed through the constant comparative method (Glaser & Strauss, 1967), and richly descriptive participant portraits and qualitative case studies (Merriam, 1998) were used to report the findings. Three themes emerged from the study that positively affected the perceptions and experiences of African American eighth grade female students as

Mind the gap: financial London and the regional class pay gap.

PubMed

Friedman, Sam; Laurison, Daniel

2017-09-01

The hidden barriers, or 'gender pay gap', preventing women from earning equivalent incomes to men is well documented. Yet recent research has uncovered that, in Britain, there is also a comparable class-origin pay gap in higher professional and managerial occupations. So far this analysis has only been conducted at the national level and it is not known whether there are regional differences within the UK. This paper uses pooled data from the 2014 and 2015 Labour Force Survey (N = 7,534) to stage a more spatially sensitive analysis that examines regional variation in the class pay gap. We find that this 'class ceiling' is not evenly spatially distributed. Instead it is particularly marked in Central London, where those in high-status occupations who are from working-class backgrounds earn, on average, £10,660 less per year than those whose parents were in higher professional and managerial employment. Finally, we inspect the Capital further to reveal that the class pay gap is largest within Central London's banking and finance sector. Challenging policy conceptions of London as the 'engine room' of social mobility, these findings suggest that class disadvantage within high-status occupations is particularly acute in the Capital. The findings also underline the value of investigating regional differences in social mobility, and demonstrate how such analysis can unravel important and previously unrecognized spatial dimensions of class inequality. © London School of Economics and Political Science 2017.

Teaching a lay theory before college narrows achievement gaps at scale.

PubMed

Yeager, David S; Walton, Gregory M; Brady, Shannon T; Akcinar, Ezgi N; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M; Markus, Hazel Rose; Cohen, Geoffrey L; Dweck, Carol S

2016-06-14

Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach-called a lay theory intervention-be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students' cumulative first-year grade point average (experiment 3). These gains correspond to 31-40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students' overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions.

Teaching a lay theory before college narrows achievement gaps at scale

PubMed Central

Yeager, David S.; Walton, Gregory M.; Brady, Shannon T.; Akcinar, Ezgi N.; Paunesku, David; Keane, Laura; Kamentz, Donald; Ritter, Gretchen; Duckworth, Angela Lee; Urstein, Robert; Gomez, Eric M.; Markus, Hazel Rose; Cohen, Geoffrey L.; Dweck, Carol S.

2016-01-01

Previous experiments have shown that college students benefit when they understand that challenges in the transition to college are common and improvable and, thus, that early struggles need not portend a permanent lack of belonging or potential. Could such an approach—called a lay theory intervention—be effective before college matriculation? Could this strategy reduce a portion of racial, ethnic, and socioeconomic achievement gaps for entire institutions? Three double-blind experiments tested this possibility. Ninety percent of first-year college students from three institutions were randomly assigned to complete single-session, online lay theory or control materials before matriculation (n > 9,500). The lay theory interventions raised first-year full-time college enrollment among students from socially and economically disadvantaged backgrounds exiting a high-performing charter high school network or entering a public flagship university (experiments 1 and 2) and, at a selective private university, raised disadvantaged students’ cumulative first-year grade point average (experiment 3). These gains correspond to 31–40% reductions of the raw (unadjusted) institutional achievement gaps between students from disadvantaged and nondisadvantaged backgrounds at those institutions. Further, follow-up surveys suggest that the interventions improved disadvantaged students’ overall college experiences, promoting use of student support services and the development of friendship networks and mentor relationships. This research therefore provides a basis for further tests of the generalizability of preparatory lay theories interventions and of their potential to reduce social inequality and improve other major life transitions. PMID:27247409

Are Flunkers Social Outcasts? A Multilevel Study of Grade Retention Effects on Same-Grade Friendships

ERIC Educational Resources Information Center

Demanet, Jannick; Van Houtte, Mieke

2016-01-01

We examine the association between grade retention and the number of same-grade friendships. Moreover, we investigate the effect of a school's proportion of retained students on these friendships and the moderating effect of this school characteristic on the relationship between retention and the number of same-grade friendships. Multilevel…

Field induced gap infrared detector

NASA Technical Reports Server (NTRS)

Elliott, C. Thomas (Inventor)

1990-01-01

A tunable infrared detector which employs a vanishing band gap semimetal material provided with an induced band gap by a magnetic field to allow intrinsic semiconductor type infrared detection capabilities is disclosed. The semimetal material may thus operate as a semiconductor type detector with a wavelength sensitivity corresponding to the induced band gap in a preferred embodiment of a diode structure. Preferred semimetal materials include Hg(1-x)Cd(x)Te, x is less than 0.15, HgCdSe, BiSb, alpha-Sn, HgMgTe, HgMnTe, HgZnTe, HgMnSe, HgMgSe, and HgZnSe. The magnetic field induces a band gap in the semimetal material proportional to the strength of the magnetic field allowing tunable detection cutoff wavelengths. For an applied magnetic field from 5 to 10 tesla, the wavelength detection cutoff will be in the range of 20 to 50 micrometers for Hg(1-x)Cd(x)Te alloys with x about 0.15. A similar approach may also be employed to generate infrared energy in a desired band gap and then operating the structure in a light emitting diode or semiconductor laser type of configuration.

Reducing the White-Nonwhite Achievement Gap.

ERIC Educational Resources Information Center

Ramey, Madelaine

It is well documented that there continues to be a gap between white and nonwhite student achievement. A study develops and tests a measure of white-nonwhite achievement gap reduction. The ultimate purpose is to use the measure as the dependent variable in a qualitative study of what works in reducing the gap. The strategy used in addressing this…

Drop short control of electrode gap

DOEpatents

Fisher, Robert W.; Maroone, James P.; Tipping, Donald W.; Zanner, Frank J.

1986-01-01

During vacuum consumable arc remelting the electrode gap between a consumable electrode and a pool of molten metal is difficult to control. The present invention monitors drop shorts by detecting a decrease in the voltage between the consumable electrode and molten pool. The drop shorts and their associated voltage reductions occur as repetitive pulses which are closely correlated to the electrode gap. Thus, the method and apparatus of the present invention controls electrode gap based upon drop shorts detected from the monitored anode-cathode voltage. The number of drop shorts are accumulated, and each time the number of drop shorts reach a predetermined number, the average period between drop shorts is calculated from this predetermined number and the time in which this number is accumulated. This average drop short period is used in a drop short period electrode gap model which determines the actual electrode gap from the drop short. The actual electrode gap is then compared with a desired electrode gap which is selected to produce optimum operating conditions and the velocity of the consumable error is varied based upon the gap error. The consumable electrode is driven according to any prior art system at this velocity. In the preferred embodiment, a microprocessor system is utilized to perform the necessary calculations and further to monitor the duration of each drop short. If any drop short exceeds a preset duration period, the consumable electrode is rapidly retracted a predetermined distance to prevent bonding of the consumable electrode to the molten remelt.

The Timing of Grade Skipping

ERIC Educational Resources Information Center

Kuo, Yi-Lung; Lohman, David F.

2011-01-01

The purposes of this study were to investigate the following: (a) the impact of sex, ethnicity, socioeconomic status, and family income on the likelihood of whole-grade skipping between kindergarten and Grade 7 and (b) the effects of grade skipping during elementary or middle school on students' academic achievement in high school. The authors…

Technology of fast spark gaps

NASA Astrophysics Data System (ADS)

Standler, Ronald B.

1989-09-01

To protect electronic systems from the effects of electromagnetic pulse (EMP) form nuclear weapons and high-power microwave (HPM) weapons, it is desirable to have fast responding protection components. The gas-filled spark gap appears to be an attractive protection component, except that it can be slow to conduct under certain conditions. This report reviews the literature and presents ideas for construction of a spark gap that will conduct in less than one nanosecond. The key concept to making a fast-responding spark gap is to produce a large number of free electrons quickly. Seven different mechanisms for production of free electrons are reviewed, and several that are relevant to miniature spark gaps for protective applications are discussed in detail. These mechanisms include: inclusion of radioactive materials, photoelectric effect, secondary electrode emission from the anode, and field emission from the cathode.

Debate-Proof Grades: Experiences and Challenges of Using a Grading Rubric in a Social Welfare Policy Course

ERIC Educational Resources Information Center

Adedoyin, Christson A.

2013-01-01

This article discusses the experiences and challenges of a graduate teaching assistant in using a grading rubric in a social welfare policy course. Using a grading rubric as a debate-proof strategy against the grade entitlement of students is expatiated. In addition, the benefits of using grading rubrics to achieve CSWE/EPAS competency…

Impact of tumor grade on prognosis in pancreatic cancer: should we include grade in AJCC staging?

PubMed

Wasif, Nabil; Ko, Clifford Y; Farrell, James; Wainberg, Zev; Hines, Oscar J; Reber, Howard; Tomlinson, James S

2010-09-01

AJCC staging of pancreatic cancer (PAC) is used to determine prognosis, yet survival within each stage shows wide variation and remains unpredictable. We hypothesized that tumor grade might be responsible for some of this variation and that the addition of grade to current AJCC staging would provide improved prognostication. The Surveillance, Epidemiology, and End Results (SEER) database (1991-2005) was used to identify 8082 patients with resected PAC. The impact of grade on overall and stage-specific survival was assessed using Cox regression analysis. Variables in the model were age, sex, tumor size, lymph node status, and tumor grade. For each AJCC stage, survival was significantly worse for high-grade versus low-grade tumors. On multivariate analysis, high tumor grade was an independent predictor of survival for the entire cohort (hazard ratio [HR] 1.40, 95% confidence interval [95% CI] 1.31-1.48) as well as for stage I (HR 1.28, 95% CI 1.07-1.54), stage IIA (HR 1.43, 95% CI 1.26-1.61), stage IIB (HR 1.38, 95% CI 1.27-1.50), stage III (HR 1.28, 95% CI 1.02-1.59), and stage IV (HR 1.58, 95% CI 1.21-2.05) patients. The addition of grade to staging results in a statistically significant survival discrimination between all stages. Tumor grade is an important prognostic variable of survival in PAC. We propose a novel staging system incorporating grade into current AJCC staging for pancreas cancer. The improved prognostication is more reflective of tumor biology and may impact therapy decisions and stratification of future clinical trials.

Improving the Efficiency and Effectiveness of Grading through the Use of Computer-Assisted Grading Rubrics

ERIC Educational Resources Information Center

Anglin, Linda; Anglin, Kenneth; Schumann, Paul L.; Kaliski, John A.

2008-01-01

This study tests the use of computer-assisted grading rubrics compared to other grading methods with respect to the efficiency and effectiveness of different grading processes for subjective assignments. The test was performed on a large Introduction to Business course. The students in this course were randomly assigned to four treatment groups…

The Impact of Early Exposure of Eighth Grade Math Standards on End of Grade Assessments

ERIC Educational Resources Information Center

Robertson, Tonjai E.

2016-01-01

The purpose of this study was to examine the Cumberland County Schools district-wide issue surrounding the disproportional performance of eighth grade Math I students' proficiency scores on standardized end-of-grade and end-of-course assessments. The study focused on the impact of the school district incorporating eighth grade math standards in…

Energy and Economics for the Elementary Grades. Unit I (Grades K-6). Lessons and Activities for the Elementary Grades.

ERIC Educational Resources Information Center

Backler, Alan

Six lessons for students in grades K-3 and six lessons for students in grades 4-6 are presented. These lessons are designed to help students become more aware of the energy choices that they must make in the present and for the future and to understand that the costs of maintaining a specific standard of living and thriving national economy can be…

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

Grading of Student's Attainment: Purposes and Functions.

ERIC Educational Resources Information Center

Lysne, Anders

1984-01-01

Traces the history of grading and discusses the complex problem of evaluation and grading of student achievement. Reviews the various reference measures and notes the type of functions grades are supposed to serve. Cites seven alternatives to traditional grading. Concludes that "grades are the tail that wags the dog." (BRR)

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall be Off-Grade potatoes...

Spark gap with low breakdown voltage jitter

DOEpatents

Rohwein, G.J.; Roose, L.D.

1996-04-23

Novel spark gap devices and electrodes are disclosed. The novel spark gap devices and electrodes are suitable for use in a variety of spark gap device applications. The shape of the electrodes gives rise to local field enhancements and reduces breakdown voltage jitter. Breakdown voltage jitter of approximately 5% has been measured in spark gaps according the invention. Novel electrode geometries and materials are disclosed. 13 figs.

Bridging a cultural gap

NASA Astrophysics Data System (ADS)

Leviatan, Talma

2008-09-01

There has been a broad wave of change in tertiary calculus courses in the past decade. However, the much-needed change in tertiary pre-calculus programmes—aimed at bridging the gap between high-school mathematics and tertiary mathematics—is happening at a far slower pace. Following a discussion on the nature of the gap and the objectives of a potential bridging programme, this paper aims at demonstrating that the gap can be bridged, by presenting an ongoing modular bridging programme especially designed for the diverse types of student populations in teachers training colleges. We also present here some innovative teaching and assessment methods that were judged essential for the success of these programmes—focusing mainly on the "Questionnaire Based Instruction Method". Finally we suggest directions of follow up and research.

Global Matrix 2.0: Report Card Grades on the Physical Activity of Children and Youth Comparing 38 Countries.

PubMed

Tremblay, Mark S; Barnes, Joel D; González, Silvia A; Katzmarzyk, Peter T; Onywera, Vincent O; Reilly, John J; Tomkinson, Grant R

2016-11-01

The Active Healthy Kids Global Alliance organized the concurrent preparation of Report Cards on the physical activity of children and youth in 38 countries from 6 continents (representing 60% of the world's population). Nine common indicators were used (Overall Physical Activity, Organized Sport Participation, Active Play, Active Transportation, Sedentary Behavior, Family and Peers, School, Community and the Built Environment, and Government Strategies and Investments), and all Report Cards were generated through a harmonized development process and a standardized grading framework (from A = excellent, to F = failing). The 38 Report Cards were presented at the International Congress on Physical Activity and Public Health in Bangkok, Thailand on November 16, 2016. The consolidated findings are summarized in the form of a Global Matrix demonstrating substantial variation in grades both within and across countries. Countries that lead in certain indicators often lag in others. Average grades for both Overall Physical Activity and Sedentary Behavior around the world are D (low/poor). In contrast, the average grade for indicators related to supports for physical activity was C. Lower-income countries generally had better grades on Overall Physical Activity, Active Transportation, and Sedentary Behaviors compared with higher-income countries, yet worse grades for supports from Family and Peers, Community and the Built Environment, and Government Strategies and Investments. Average grades for all indicators combined were highest (best) in Denmark, Slovenia, and the Netherlands. Many surveillance and research gaps were apparent, especially for the Active Play and Family and Peers indicators. International cooperation and cross-fertilization is encouraged to address existing challenges, understand underlying determinants, conceive innovative solutions, and mitigate the global childhood inactivity crisis. The paradox of higher physical activity and lower sedentary behavior

7 CFR 51.1905 - Off-Grade tomatoes.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Off-Grade tomatoes. 51.1905 Section 51.1905... STANDARDS) United States Consumer Standards for Fresh Tomatoes Off-Grade § 51.1905 Off-Grade tomatoes. Tomatoes which fail to meet the requirements of either of the foregoing grades shall be Off-Grade tomatoes...

Grades and Incentives: Assessing Competing Grade Point Average Measures and Postgraduate Outcomes

ERIC Educational Resources Information Center

Bailey, Michael A.; Rosenthal, Jeffrey S.; Yoon, Albert H.

2016-01-01

In many educational settings, students may have an incentive to take courses where high grades are easier to achieve, potentially corroding student learning, evaluation of student achievement, and the fairness and efficiency of post-graduation labor outcomes. A grading system that takes into account heterogeneity of teacher standards and student…

Band Gap Optimization Design of Photonic Crystals Material

NASA Astrophysics Data System (ADS)

Yu, Y.; Yu, B.; Gao, X.

2017-12-01

The photonic crystal has a fundamental characteristic - photonic band gap, which can prevent light to spread in the crystals. This paper studies the width variation of band gaps of two-dimension square lattice photonic crystals by changing the geometrical shape of the unit cells’ inner medium column. Using the finite element method, we conduct numerical experiments on MATLAB 2012a and COMSOL 3.5. By shortening the radius in vertical axis and rotating the medium column, we design a new unit cell, with a 0.3*3.85e-7 vertical radius and a 15 degree deviation to the horizontal axis. The new cell has a gap 1.51 percent wider than the circle medium structure in TE gap and creates a 0.0124 wide TM gap. Besides, the experiment shows the first TM gap is partially overlapped by the second TE gap in gap pictures. This is helpful to format the absolute photonic band gaps and provides favorable theoretical basis for designing photonic communication material.

Spectral grading and Gleason grading of malignant prostate tissue using Stokes shift spectra

NASA Astrophysics Data System (ADS)

Al Salhi, M.; Masilamani, V.; Rabah, D.; Farhat, K.; Liu, C. H.; Pu, Y.; Alfano, R. R.

2012-01-01

Gleason score is the most common method of grading the virulence of prostate malignancy and is based on the pathological assessment of morphology of cellular matrix. Since this involves the excision of the tissue, we are working on a new, minimally invasive, non contact, procedure of spectral diagnosis of prostate malignancy. In this preliminary in vitro study reported here, we have analyzed 27 tissue samples (normal control =7: benign=8: malignant =12) by Stokes' shift spectra (SSS) to establish a one- to- one correlation between spectral grading and Gleason grading.

Children with Co-occurring Academic and Behavior Problems in First grade: Distal Outcomes in Twelfth Grade

PubMed Central

Darney, Dana; Reinke, Wendy M.; Herman, Keith C.; Stormont, Melissa; Ialongo, Nicholas S.

2012-01-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. PMID:23375176

[Low level auditory skills compared to writing skills in school children attending third and fourth grade: evidence for the rapid auditory processing deficit theory?].

PubMed

Ptok, M; Meisen, R

2008-01-01

The rapid auditory processing defi-cit theory holds that impaired reading/writing skills are not caused exclusively by a cognitive deficit specific to representation and processing of speech sounds but arise due to sensory, mainly auditory, deficits. To further explore this theory we compared different measures of auditory low level skills to writing skills in school children. prospective study. School children attending third and fourth grade. just noticeable differences for intensity and frequency (JNDI, JNDF), gap detection (GD) monaural and binaural temporal order judgement (TOJb and TOJm); grade in writing, language and mathematics. correlation analysis. No relevant correlation was found between any auditory low level processing variable and writing skills. These data do not support the rapid auditory processing deficit theory.

Interaction of the Bragg gap with polaritonic gap in opal photonic crystals

NASA Astrophysics Data System (ADS)

Nayer, Eradat; Sivachenko, Andrey Yu; Li, Sergey; Raikh, Mikhail E.; Valy Vardeny, Z.

2001-03-01

Photonic crystals (PC) are a class of artificial structures with a periodic dielectric function. PCs can be a laboratory for testing fundamental processes involving interactions of radiation with matter in novel conditions. We have studied the optical properties of opal PCs that are infiltrated with highly polarizable media such as j-aggregates of cyanine dyes. Opals are self- assembled structures of silica (SiO_2) spheres. We report our studies on clarifying the relationship between a polaritonic gap and a photonic stop band (Bragg gap) when they resonantly coexist in the same structure. Infiltration of opal with polarizable molecules combines the polaritonic and Bragg diffractive effects. Both effects exist independently when the Bragg (at ω=ω_B) and polaritonic (at ω=ω_T) resonances are well separated in frequency. A completely different situation occurs when ωT =ω_B. Such a condition was achieved in opals that were infiltrated with J-aggregates of cyanine dyes that have large Rabi frequency. Our measurements show some dramatic changes in the shape of the reflectivity plateaus, which are due to the interplay between the photonic band gap and the polaritonic gap. The experimental results on reflectivity and its dependence on the light propagation angle and concentration of the cyanie dyes are in agreement with the theoretical calculations. (The work was supported in part by Army Research office DAAD19-00-1-0406.)

Gap Year: Time off, with a Plan

ERIC Educational Resources Information Center

Torpey, Elka Maria

2009-01-01

A gap year allows people to step off the usual educational or career path and reassess their future. According to people who have taken a gap year, the time away can be well worth it. This article can help a person decide whether to take a gap year and how to make the most of his time off. It describes what a gap year is, including its pros and…

Hand-Held Electronic Gap-Measuring Tools

NASA Technical Reports Server (NTRS)

Sugg, F. E.; Thompson, F. W.; Aragon, L. A.; Harrington, D. B.

1985-01-01

Repetitive measurements simplified by tool based on LVDT operation. With fingers in open position, Gap-measuring tool rests on digital readout instrument. With fingers inserted in gap, separation alters inductance of linear variable-differential transformer in plastic handle. Originally developed for measuring gaps between surface tiles of Space Shuttle orbiter, tool reduces measurement time from 20 minutes per tile to 2 minutes. Also reduces possibility of damage to tiles during measurement. Tool has potential applications in mass production; helps ensure proper gap dimensions in assembly of refrigerator and car doors and also used to measure dimensions of components and to verify positional accuracy of components during progressive assembly operations.

Language Arts Curriculum Guide. Grades 7-9

ERIC Educational Resources Information Center

Duval County Schools, Jacksonville, FL.

This language arts curriculum guide was developed for use in grades 7, 8 and 9 in the Duval County Public Schools, Jacksonville, Florida. The courses covered are English (separate courses for grades 7, 8, and 9), Debate (grades 9-12), Oral Communication/Public Speaking (grades 9-12), and Advanced English (separate courses for grades 7, 8, and 9).…

7 CFR 56.66 - Appeal grading certificates.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Appeal of A Grading Or Decision § 56.66 Appeal grading certificates...

7 CFR 56.19 - Prerequisites to grading.

Code of Federal Regulations, 2011 CFR

2011-01-01

... AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Licensed and Authorized Graders § 56.19 Prerequisites to grading. Grading of...

7 CFR 56.66 - Appeal grading certificates.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Appeal of A Grading Or Decision § 56.66 Appeal grading certificates...

7 CFR 56.19 - Prerequisites to grading.

Code of Federal Regulations, 2010 CFR

2010-01-01

... AGRICULTURAL MARKETING ACT OF 1946 AND THE EGG PRODUCTS INSPECTION ACT (CONTINUED) VOLUNTARY GRADING OF SHELL EGGS Grading of Shell Eggs Licensed and Authorized Graders § 56.19 Prerequisites to grading. Grading of...

Effect of a surface-to-gap temperature discontinuity on the heat transfer to reusable surface insulation tile gaps. [of the space shuttle

NASA Technical Reports Server (NTRS)

Throckmorton, D. A.

1976-01-01

An experimental investigation is presented that was performed to determine the effect of a surface-to-gap wall temperature discontinuity on the heat transfer within space shuttle, reusable surface insulation, tile gaps submerged in a thick turbulent boundary layer. Heat-transfer measurements were obtained on a flat-plate, single-gap model submerged in a turbulent tunnel wall boundary layer at a nominal free-stream Mach number of 10.3 and free-stream Reynolds numbers per meter of 1.5 million, 3.3 million and 7.8 million. Surface-to-gap wall temperature discontinuities of varying degree were created by heating the surface of the model upstream of the instrumented gap. The sweep angle of the gap was varied between 0 deg and 60 deg; gap width and depth were held constant. A surface-to-gap wall temperature discontinuity (surface temperature greater than gap wall temperature) results in increased heat transfer to the near-surface portion of the gap, as compared with the heat transfer under isothermal conditions, while decreasing the heat transfer to the deeper portions of the gap. The nondimensionalized heat transfer to the near-surface portion of the gap is shown to decrease with increasing Reynolds number; in the deeper portion of the gap, the heat transfer increases with Reynolds number.

National GAP Conference 2007-Discussion Groups Report

USGS Publications Warehouse

Ratz, Joan M.; Lamb, Berton Lee

2010-01-01

We led two discussion groups during the 2007 National GAP Conference. These discussion groups provided information to help develop a survey of National Gap Analysis Program (GAP) data users. One group discussed technical issues, and the second group discussed the use of GAP data for decisionmaking. Themes emerging from the technical issues group included concerns about data quality, need for information on how to use data, and passive data distribution. The decisionmaking discussion included a wide range of topics including the need to understand presentation of information, the need to connect with and understand users of data, the revision of GAP's mission, and the adaptability of products and data. The decisionmaking group also raised concerns regarding technical issues. One conclusion is that a deep commitment to ongoing information transfer and support is a key component of success for the GAP program.

Children with co-occurring academic and behavior problems in first grade: distal outcomes in twelfth grade.

PubMed

Darney, Dana; Reinke, Wendy M; Herman, Keith C; Stormont, Melissa; Ialongo, Nicholas S

2013-02-01

The aim of the current study was to evaluate the eleven year longitudinal association between students identified in first grade as having academic and behavior problems and distal outcomes in twelfth grade. The study extends prior research that identified latent classes of academic and behavior problems in a longitudinal community sample of 678 predominately African American first-grade students. The type and number of classes identified in first grade differed by gender, but results indicated that students within the classes of behavior and academic problems had long-term negative outcomes in the twelfth grade. The class with co-occurring academic and behavior problems in first grade had the greatest risk for negative distal outcomes for both boys and girls including higher likelihood of special education placement, mental health service use, poor academic achievement, and school dropout. Implications for prevention, early intervention, and current practices in schools are discussed. Published by Elsevier Ltd.

Enhanced Andreev reflection in gapped graphene

NASA Astrophysics Data System (ADS)

Majidi, Leyla; Zareyan, Malek

2012-08-01

We theoretically demonstrate unusual features of superconducting proximity effect in gapped graphene that presents a pseudospin symmetry-broken ferromagnet with a net pseudomagnetization. We find that the presence of a band gap makes the Andreev conductance of graphene superconductor/pseudoferromagnet (S/PF) junction to behave similar to that of a graphene ferromagnet-superconductor junction. The energy gap ΔN can enhance the pseudospin inverted Andreev conductance of S/PF junction to reach a limiting maximum value for ΔN≫μ, which depending on the bias voltage can be larger than the value for the corresponding junction with no energy gap. We further demonstrate a damped-oscillatory behavior for the local density of states of the PF region of S/PF junction and a long-range crossed Andreev reflection process in PF/S/PF structure with antiparallel alignment of pseudomagnetizations of PFs, which confirm that, in this respect, the gapped normal graphene behaves like a ferromagnetic graphene.

Gap junction- and hemichannel-independent actions of connexins.

PubMed

Jiang, Jean X; Gu, Sumin

2005-06-10

Connexins have been known to be the protein building blocks of gap junctions and mediate cell-cell communication. In contrast to the conventional dogma, recent evidence suggests that in addition to forming gap junction channels, connexins possess gap junction-independent functions. One important gap junction-independent function for connexins is to serve as the major functional component for hemichannels, the un-apposed halves of gap junctions. Hemichannels, as independent functional units, play roles that are different from that of gap junctions in the cell. The other functions of connexins appear to be gap junction- and hemichannel-independent. Published studies implicate the latter functions of connexins in cell growth, differentiation, tumorigenicity, injury, and apoptosis, although the mechanistic aspects of these actions remain largely unknown. In this review, gap junction- and hemichannel-independent functions of connexins are summarized, and the molecular mechanisms underlying these connexin functions are speculated and discussed.

Mind the Gap

PubMed Central

Fairbanks, Terry; Savage, Erica; Adams, Katie; Wittie, Michael; Boone, Edna; Hayden, Andrew; Barnes, Janey; Hettinger, Zach; Gettinger, Andrew

2016-01-01

Summary Objective Decisions made during electronic health record (EHR) implementations profoundly affect usability and safety. This study aims to identify gaps between the current literature and key stakeholders’ perceptions of usability and safety practices and the challenges encountered during the implementation of EHRs. Materials and Methods Two approaches were used: a literature review and interviews with key stakeholders. We performed a systematic review of the literature to identify usability and safety challenges and best practices during implementation. A total of 55 articles were reviewed through searches of PubMed, Web of Science and Scopus. We used a qualitative approach to identify key stakeholders’ perceptions; semi-structured interviews were conducted with a diverse set of health IT stakeholders to understand their current practices and challenges related to usability during implementation. We used a grounded theory approach: data were coded, sorted, and emerging themes were identified. Conclusions from both sources of data were compared to identify areas of misalignment. Results We identified six emerging themes from the literature and stakeholder interviews: cost and resources, risk assessment, governance and consensus building, customization, clinical work-flow and usability testing, and training. Across these themes, there were misalignments between the literature and stakeholder perspectives, indicating major gaps. Discussion Major gaps identified from each of six emerging themes are discussed as critical areas for future research, opportunities for new stakeholder initiatives, and opportunities to better disseminate resources to improve the implementation of EHRs. Conclusion Our analysis identified practices and challenges across six different emerging themes, illustrated important gaps, and results suggest critical areas for future research and dissemination to improve EHR implementation. PMID:27847961

Filling the Fighter Gap

DTIC Science & Technology

2010-03-18

1 Filling the Fighter Gap by Major Justin DeMarco, USAF The purpose of this paper is to suggest how the Air Force can mitigate the...estimate or any other aspect of this collection of information, including suggestions for reducing this burden, to Washington Headquarters Services...SUBTITLE Filling the Fighter Gap 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c. PROGRAM ELEMENT NUMBER 6. AUTHOR(S) 5d. PROJECT NUMBER 5e. TASK NUMBER

On the Psychology of Truth-Gaps

NASA Astrophysics Data System (ADS)

Alxatib, Sam; Pelletier, Jeff

Bonini et al. [2] present psychological data that they take to support an 'epistemic' account of how vague predicates are used in natural language. We argue that their data more strongly supports a 'gap' theory of vagueness, and that their arguments against gap theories are flawed. Additionally, we present more experimental evidence that supports gap theories, and argue for a semantic/pragmatic alternative that unifies super- and subvaluationary approaches to vagueness.

GRADE equity guidelines 4: considering health equity in GRADE guideline development: evidence to decision process.

PubMed

Pottie, Kevin; Welch, Vivian; Morton, Rachael; Akl, Elie A; Eslava-Schmalbach, Javier H; Katikireddi, Vittal; Singh, Jasvinder; Moja, Lorenzo; Lang, Eddy; Magrini, Nicola; Thabane, Lehana; Stanev, Roger; Matovinovic, Elizabeth; Snellman, Alexandra; Briel, Matthias; Shea, Beverly; Tugwell, Peter; Schunemann, Holger; Guyatt, Gordon; Alonso-Coello, Pablo

2017-10-01

The aim of this paper is to provide detailed guidance on how to incorporate health equity within the GRADE (Grading Recommendations Assessment and Development Evidence) evidence to decision process. We developed this guidance based on the GRADE evidence to decision framework, iteratively reviewing and modifying draft documents, in person discussion of project group members and input from other GRADE members. Considering the impact on health equity may be required, both in general guidelines and guidelines that focus on disadvantaged populations. We suggest two approaches to incorporate equity considerations: (1) assessing the potential impact of interventions on equity and (2) incorporating equity considerations when judging or weighing each of the evidence to decision criteria. We provide guidance and include illustrative examples. Guideline panels should consider the impact of recommendations on health equity with attention to remote and underserviced settings and disadvantaged populations. Guideline panels may wish to incorporate equity judgments across the evidence to decision framework. This is the fourth and final paper in a series about considering equity in the GRADE guideline development process. This series is coming from the GRADE equity subgroup. Copyright © 2017 Elsevier Inc. All rights reserved.

Formation of Degenerate Band Gaps in Layered Systems

PubMed Central

Ignatov, Anton I.; Merzlikin, Alexander M.; Levy, Miguel; Vinogradov, Alexey P.

2012-01-01

In the review, peculiarities of spectra of one-dimensional photonic crystals made of anisotropic and/or magnetooptic materials are considered. The attention is focused on band gaps of a special type—the so called degenerate band gaps which are degenerate with respect to polarization. Mechanisms of formation and properties of these band gaps are analyzed. Peculiarities of spectra of photonic crystals that arise due to the linkage between band gaps are discussed. Particularly, it is shown that formation of a frozen mode is caused by linkage between Brillouin and degenerate band gaps. Also, existence of the optical Borrmann effect at the boundaries of degenerate band gaps and optical Tamm states at the frequencies of degenerate band gaps are analyzed. PMID:28817024

Tensile-strain effect of inducing the indirect-to-direct band-gap transition and reducing the band-gap energy of Ge

DOE Office of Scientific and Technical Information (OSTI.GOV)

Inaoka, Takeshi, E-mail: inaoka@phys.u-ryukyu.ac.jp; Furukawa, Takuro; Toma, Ryo

By means of a hybrid density-functional method, we investigate the tensile-strain effect of inducing the indirect-to-direct band-gap transition and reducing the band-gap energy of Ge. We consider [001], [111], and [110] uniaxial tensility and (001), (111), and (110) biaxial tensility. Under the condition of no normal stress, we determine both normal compression and internal strain, namely, relative displacement of two atoms in the primitive unit cell, by minimizing the total energy. We identify those strain types which can induce the band-gap transition, and evaluate the critical strain coefficient where the gap transition occurs. Either normal compression or internal strain operatesmore » unfavorably to induce the gap transition, which raises the critical strain coefficient or even blocks the transition. We also examine how each type of tensile strain decreases the band-gap energy, depending on its orientation. Our analysis clearly shows that synergistic operation of strain orientation and band anisotropy has a great influence on the gap transition and the gap energy.« less

Making the Grade: Do Nebraska Teachers and Administrators Working in Public Schools in 7th-12th Grade Settings Agree about What Constitutes Sound Grading Practice?

ERIC Educational Resources Information Center

Olson, Mark E.

2013-01-01

In this study, the researcher sought to determine whether Nebraska teachers and administrators agreed about what constitutes sound grading practice. The results of this study indicated that Nebraska teachers and administrators working in public schools in 7th-12th grade settings did not always agree about what constituted sound grading practice.…

Grading Practices and Distributions Across Internal Medicine Clerkships.

PubMed

Fazio, Sara B; Torre, Dario M; DeFer, Thomas M

2016-01-01

Clerkship evaluation and grading practices vary widely between U.S. medical schools. Grade inflation continues to exist, and grade distribution is likely to be different among U.S. medical schools. Increasing the number of available grades curtails "grade inflation." A national survey of all Clerkship Directors in Internal Medicine members was administered in 2011. The authors assessed key aspects of grading. Response rate was 76%. Among clerkship directors (CDs), 61% of respondents agreed that grade inflation existed in the internal medicine clerkship at their school, and 43% believed that it helped students obtain better residency positions. With respect to grading practices, 79% of CDs define specific behaviors needed to achieve each grade, and 36% specify an ideal grade distribution. In addition, 44% have a trained core faculty responsible for evaluating students, 35% describe formal grading meetings, and 39% use the Reporter-Interpreter-Manager-Educator (RIME) scheme. Grading scales were described as follows: 4% utilize a pass/fail system, 13% a 3-tier (e.g., Honors/Pass/Fail), 45% 4-tier, 35% 5-tier, and 4% 6+-tier system. There was a trend to higher grades with more tiers available. Grade inflation continues in the internal medicine clerkship. Almost half of CDs feel that this practice assists students to obtain better residency positions. A minority of programs have a trained core faculty who are responsible for evaluation. About one third have formal grading meetings and use the RIME system; both have been associated with more robust and balanced grading practices. In particular, there is a wide variation between schools in the percentage of students who are awarded the highest grade, which has implications for residency applications. Downstream users of clinical clerkship grades must be fully aware of these variations in grading in order to appropriately judge medical student performance.

Towards an understanding of dimensions, predictors, and gender gap in written composition

PubMed Central

Kim, Young-Suk; Al Otaiba, Stephanie; Wanzek, Jeanne; Gatlin, Brandy

2014-01-01

We had three aims in the present study: (1) to examine the dimensionality of various evaluative approaches to scoring writing samples (e.g., quality, productivity, and curriculum based writing [CBM]) , (2) to investigate unique language and cognitive predictors of the identified dimensions, and (3) to examine gender gap in the identified dimensions of writing. These questions were addressed using data from second and third grade students (N = 494). Data were analyzed using confirmatory factor analysis and multilevel modeling. Results showed that writing quality, productivity, and CBM scoring were dissociable constructs, but that writing quality and CBM scoring were highly related (r = .82). Language and cognitive predictors differed among the writing outcomes. Boys had lower writing scores than girls even after accounting for language, reading, attention, spelling, handwriting automaticity, and rapid automatized naming. Results are discussed in light of writing evaluation and a developmental model of writing. PMID:25937667

Sexual Dating Aggression Across Grades 8 Through 12: Timing and Predictors of Onset

PubMed Central

Reyes, H. Luz McNaughton; Foshee, Vangie A.

2013-01-01

Investigators have identified a number of factors that increase risk for physical and psychological dating abuse perpetration during adolescence, but as yet little is known about the etiology of sexual dating aggression during this critical developmental period. This is an important gap in the literature given that research suggests that patterns of sexual dating violence that are established during this period may carry over into young adulthood. Using a sample of 459 male adolescents (76% White, 19% Black), the current study used survival analysis to examine the timing and predictors of sexual dating aggression perpetration onset across grades 8 through 12. Risk for sexual dating aggression onset increased across early adolescence, peaked in the 10th grade, and desisted thereafter. As predicted based on the Confluence Model of sexual aggression, associations between early physical aggression towards peers and dates and sexual aggression onset were stronger for teens reporting higher levels of rape myth acceptance. Contrary to predictions, inter-parental violence, prior victimization experiences, and parental monitoring knowledge did not predict sexual dating aggression onset. Findings support the notion that risk factors may work synergistically to predict sexual dating aggression and highlight the importance of rape myth acceptance as a construct that should be addressed by violence prevention programs. PMID:23180071

A Study of the Effect of the Implementation of the Plus/Minus Grading System on Graduate Student Grades.

ERIC Educational Resources Information Center

Malone, Bobby G.; Nelson, Jacquelyn S.; Nelson, C. Van

The implementation of a plus/minus system of grading to replace the traditional A through F grading system for graduate students was studied at a midsize Midwestern university. Decimal equivalents were established to enable the computation of grade point averages (GPAs) that reflected the dispersion of grades through the plus/minus system. A…

Teachers' perceptions of students' mathematics proficiency may exacerbate early gender gaps in achievement.

PubMed

Robinson-Cimpian, Joseph P; Lubienski, Sarah Theule; Ganley, Colleen M; Copur-Gencturk, Yasemin

2014-04-01

A recent wave of research suggests that teachers overrate the performance of girls relative to boys and hold more positive attitudes toward girls' mathematics abilities. However, these prior estimates of teachers' supposed female bias are potentially misleading because these estimates (and teachers themselves) confound achievement with teachers' perceptions of behavior and effort. Using data from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-1999 (ECLS-K), Study 1 demonstrates that teachers actually rate boys' mathematics proficiency higher than that of girls when conditioning on both teachers' ratings of behavior and approaches to learning as well as past and current test scores. In other words, on average girls are only perceived to be as mathematically competent as similarly achieving boys when the girls are also seen as working harder, behaving better, and being more eager to learn. Study 2 uses mediation analysis with an instrumental-variables approach, as well as a matching strategy, to explore the extent to which this conditional underrating of girls may explain the widening gender gap in mathematics in early elementary school. We find robust evidence suggesting that underrating girls' mathematics proficiency accounts for a substantial portion of the development of the mathematics achievement gap between similarly performing and behaving boys and girls in the early grades. PsycINFO Database Record (c) 2014 APA, all rights reserved.

A Guide to Hardwood Log Grading

Treesearch

Everette D. Rast; David L. Sonderman; Glenn L. Gammon

1973-01-01

A guide to hardwood log grading (revised) was developed as a teaching aid and field reference in grading hardwood logs. Outlines basic principles and gives detailed practical applications, with illustrations, in grading hardwood logs. Includes standards for various use classes.

The Relationship between Delivery Models and the Grade-Level Reading Development of Sixth-Grade English Learners

ERIC Educational Resources Information Center

Arnold, Holly Weber

2013-01-01

This study examines the relationship between delivery models (the class size reduction model and the sheltered instruction model) and language development levels on the grade-level reading development of sixth-grade English learners (ELs) attending public middle schools in metro Atlanta, Georgia. The instrument used to measure grade-level mastery…

Water limits to closing yield gaps

NASA Astrophysics Data System (ADS)

Davis, Kyle Frankel; Rulli, Maria Cristina; Garrassino, Francesco; Chiarelli, Davide; Seveso, Antonio; D'Odorico, Paolo

2017-01-01

Agricultural intensification is often seen as a suitable approach to meet the growing demand for agricultural products and improve food security. It typically entails the use of fertilizers, new cultivars, irrigation, and other modern technology. In regions of the world affected by seasonal or chronic water scarcity, yield gap closure is strongly dependent on irrigation (blue water). Global yield gap assessments have often ignored whether the water required to close the yield gap is locally available. Here we perform a gridded global analysis (10 km resolution) of the blue water consumption that is needed annually to close the yield gap worldwide and evaluate the associated pressure on renewable freshwater resources. We find that, to close the yield gap, human appropriation of freshwater resources for irrigation would have to increase at least by 146%. Most study countries would experience at least a doubling in blue water requirement, with 71% of the additional blue water being required by only four crops - maize, rice, soybeans, and wheat. Further, in some countries (e.g., Algeria, Morocco, Syria, Tunisia, and Yemen) the total volume of blue water required for yield gap closure would exceed sustainable levels of freshwater consumption (i.e., 40% of total renewable surface and groundwater resources).

Low-grade serous ovarian cancer: A review.

PubMed

Kaldawy, Anis; Segev, Yakir; Lavie, Ofer; Auslender, Ron; Sopik, Victoria; Narod, Steven A

2016-11-01

Epithelial ovarian cancers can be divided into the more common, aggressive type II cancers and the less common, slow-growing type I cancers. Under this model, serous ovarian carcinomas can be subdivided into high-grade (type II) and low-grade (type I) tumours. The two-tier system for grading serous ovarian carcinomas is superior to more detailed grading systems in terms of predicting survival. Low-grade serous carcinomas typically present in young women and have a relatively good prognosis, despite being resistant to chemotherapy. Low-grade serous cancers have a high prevalence of KRAS and BRAF mutations, but a low prevalence of TP53 mutations (which are characteristic of high-grade serous cancers). Among women with low-grade serous ovarian cancer, the presence of a KRAS/BRAF mutation is a favorable prognostic factor. Studies of the mitogen-activated protein kinase (MAPK) inhibitor in low-grade serous ovarian cancer suggest that identifying MAPK mutations might eventually be useful in guiding treatment. Copyright © 2016 Elsevier Inc. All rights reserved.

Comparison of graded exercise and graded exposure clinical outcomes for patients with chronic low back pain.

PubMed

George, Steven Z; Wittmer, Virgil T; Fillingim, Roger B; Robinson, Michael E

2010-11-01

Quasi-experimental clinical trial. This study compared outcomes from graded exercise and graded exposure activity prescriptions for patients participating in a multidisciplinary rehabilitation program for chronic low back pain. Our primary purpose was to investigate whether pain and disability outcomes differed based on treatment received (graded exercise or graded exposure). Our secondary purpose was to investigate if changes in selected psychological factors were associated with pain and disability outcomes. Behavioral interventions have been advocated for decreasing pain and disability from low back pain, yet relatively few comparative studies have been reported in the literature. Consecutive sample with chronic low back pain recruited over a 16-month period from an outpatient chronic pain clinic. Patients received physical therapy supplemented with either graded exercise (n=15) or graded exposure (n=18) principles. Graded exercise included general therapeutic activities and was progressed with a quota-based system. Graded exposure included specific activities that were feared due to back pain and was progressed with a hierarchical exposure paradigm. Psychological measures were pain-related fear (Fear-Avoidance Beliefs Questionnaire, Tampa Scale for Kinesiophobia, Fear of Pain Questionnaire), pain catastrophizing (Coping Strategies Questionnaire), and depressive symptoms (Beck Depression Inventory). Primary outcome measures were pain intensity (visual analog scale) and self-report of disability (modified Oswestry Disability Questionnaire). Statistically significant improvements (P<.01) were observed for pain intensity and disability at discharge. The rate of improvement did not differ based on behavioral intervention received (P>.05 for these comparisons). Overall, 50% of patients met criterion for minimally important change for pain intensity, while 30% met this criterion for disability. Change in depressive symptoms was associated with change in pain intensity

Finding Platinum-Coating Gaps On Titanium Anodes

NASA Technical Reports Server (NTRS)

Bodemeijer, Ronnald; Flowers, Cecil E.

1990-01-01

Simple procedure makes gaps visible to eye. New gap-detection method consists of plating thin layer of non-silver-colored metal like copper or gold on anode. Contrast in color between plated metal and bare anode material makes gaps stand out. If anode passes inspection, copper or gold plate removable by reversal of test-plating current. Remains to be determined whether test plating and removal damages anode. New method simpler and more economical than previous attempts to identify gaps in platinum.

Spark Gap Electrode Erosion

DTIC Science & Technology

1984-12-01

N~JFOSR-TR- 85-0282 o ~FINAL REPORT S SPARK GAP ELECTRODE EROSION 00i Air Force Office of Scientific Research Grant No. 84-0015- Approve", t’r p...OF MONITORING ORGANIZATION Texas Tech University IDibj Air Office of Scientific Research it- ADORESS rCat.. State and ZIP CG*, 7b. ADONESS ’CitY...spark gap was measured for various electrode, gas, and pressure combinations. A previously developed model of self breakdown voltage distribution was

Gap Shape Classification using Landscape Indices and Multivariate Statistics.

PubMed

Wu, Chih-Da; Cheng, Chi-Chuan; Chang, Che-Chang; Lin, Chinsu; Chang, Kun-Cheng; Chuang, Yung-Chung

2016-11-30

This study proposed a novel methodology to classify the shape of gaps using landscape indices and multivariate statistics. Patch-level indices were used to collect the qualified shape and spatial configuration characteristics for canopy gaps in the Lienhuachih Experimental Forest in Taiwan in 1998 and 2002. Non-hierarchical cluster analysis was used to assess the optimal number of gap clusters and canonical discriminant analysis was used to generate the discriminant functions for canopy gap classification. The gaps for the two periods were optimally classified into three categories. In general, gap type 1 had a more complex shape, gap type 2 was more elongated and gap type 3 had the largest gaps that were more regular in shape. The results were evaluated using Wilks' lambda as satisfactory (p < 0.001). The agreement rate of confusion matrices exceeded 96%. Differences in gap characteristics between the classified gap types that were determined using a one-way ANOVA showed a statistical significance in all patch indices (p = 0.00), except for the Euclidean nearest neighbor distance (ENN) in 2002. Taken together, these results demonstrated the feasibility and applicability of the proposed methodology to classify the shape of a gap.

Gap Shape Classification using Landscape Indices and Multivariate Statistics

PubMed Central

Wu, Chih-Da; Cheng, Chi-Chuan; Chang, Che-Chang; Lin, Chinsu; Chang, Kun-Cheng; Chuang, Yung-Chung

2016-01-01

This study proposed a novel methodology to classify the shape of gaps using landscape indices and multivariate statistics. Patch-level indices were used to collect the qualified shape and spatial configuration characteristics for canopy gaps in the Lienhuachih Experimental Forest in Taiwan in 1998 and 2002. Non-hierarchical cluster analysis was used to assess the optimal number of gap clusters and canonical discriminant analysis was used to generate the discriminant functions for canopy gap classification. The gaps for the two periods were optimally classified into three categories. In general, gap type 1 had a more complex shape, gap type 2 was more elongated and gap type 3 had the largest gaps that were more regular in shape. The results were evaluated using Wilks’ lambda as satisfactory (p < 0.001). The agreement rate of confusion matrices exceeded 96%. Differences in gap characteristics between the classified gap types that were determined using a one-way ANOVA showed a statistical significance in all patch indices (p = 0.00), except for the Euclidean nearest neighbor distance (ENN) in 2002. Taken together, these results demonstrated the feasibility and applicability of the proposed methodology to classify the shape of a gap. PMID:27901127

Power-grade butanol recovery and utilization

DOE Office of Scientific and Technical Information (OSTI.GOV)

Noon, R.

1982-02-12

As an alternative to the traditional recovery systems, it was proposed in a previous publication that the n-butanol/acetone/ethanol fermentation products could be recovered as a power grade fuel blend and used directly as a fuel. This would affect a savings in process energy requirements because each chemical component would not have to be processed individually to technical grade purity. Further, some residual water could be tolerated in the fuel blend. To develop such a power grade fuel recovery scheme beyond the conceptual stage, the Energy Research and Resource Division of the Kansas Energy Office undertook a two-fold program to demonstratemore » and test a power grade butanol/acetone/ethanol fuel recovery system, and further to demonstrate the feasibility of using the fuel blend in a standard type engine. A development program was initiated to accomplish the following objectives: design and test an operational power grade butanol recovery plant that would operate at one liter per hour output; and test and assess the performance of power grade butanol in a spark ignition automotive engine. This project has demonstrated that recovery of a power grade butanol fuel blend is simple and can be accomplished at a considered energy advantage over ethanol. It was further demonstrated that such a power grade blend works well in a typical spark ignition engine.« less

The Benefits of Standards-Based Grading: A Critical Evaluation of Modern Grading Practices

ERIC Educational Resources Information Center

Iamarino, Danielle L.

2014-01-01

This paper explores the methodology and application of an assessment philosophy known as standards-based grading, via a critical comparison of standards-based grading to other assessment philosophies commonly employed at the elementary, secondary, and post-secondary levels of education. Evidenced by examples of increased student engagement and…

Mind the Gap: The Effect of Keyboard Key Gap and Pitch on Typing Speed, Accuracy, and Usability, Part 3.

PubMed

Madison, Heather; Pereira, Anna; Korshøj, Mette; Taylor, Laura; Barr, Alan; Rempel, David

2015-11-01

The aim of this study was to evaluate the effects of key gap (distance between edges of keys) on computer keyboards on typing speed, percentage error, preference, and usability. In Parts 1 and 2 of this series, a small key pitch (center-to-center distance between keys) was found to reduce productivity and usability, but the findings were confounded by gap. In this study, key gap was varied while holding key pitch constant. Participants (N = 25) typed on six keyboards, which differed in gap between keys (1, 3, or 5 mm) and pitch (16 or 17 mm; distance between centers of keys), while typing speed, accuracy, usability, and preference were measured. There was no statistical interaction between gap and pitch. Accuracy was better for keyboards with a gap of 5 mm compared to a 1-mm gap (p = .04). Net typing speed (p = .02), accuracy (p = .002), and most usability measures were better for keyboards with a pitch of 17 mm compared to a 16-mm pitch. The study findings support keyboard designs with a gap between keys of 5 mm over 1 mm and a key pitch of 17 mm over 16 mm. These findings may influence keyboard standards and design, especially the design of small keyboards used with portable devices, such as tablets and laptops. © 2015, Human Factors and Ergonomics Society.

Grain Grading and Handling.

ERIC Educational Resources Information Center

Rendleman, Matt; Legacy, James

This publication provides an introduction to grain grading and handling for adult students in vocational and technical education programs. Organized in five chapters, the booklet provides a brief overview of the jobs performed at a grain elevator and of the techniques used to grade grain. The first chapter introduces the grain industry and…

Let Grades Be Emphasized.

ERIC Educational Resources Information Center

Bell, Andrew John

Though many would like to see a de-emphasis on grades in American higher education, three major reasons prevent this: student motivation, student perception, and the nature of American society. Students need extrinsic motivation and grades are the most effective of all student motivational tools. In addition, as evaluation is always oriented…

Are Math Grades Cyclical?

ERIC Educational Resources Information Center

Adams, Gerald J.; Dial, Micah

1998-01-01

The cyclical nature of mathematics grades was studied for a cohort of elementary school students from a large metropolitan school district in Texas over six years (average cohort size of 8495). The study used an autoregressive integrated moving average (ARIMA) model. Results indicate that grades do exhibit a significant cyclical pattern. (SLD)

Composition-graded nanowire solar cells fabricated in a single process for spectrum-splitting photovoltaic systems.

PubMed

Caselli, Derek; Liu, Zhicheng; Shelhammer, David; Ning, Cun-Zheng

2014-10-08

Nanomaterials such as semiconductor nanowires have unique features that could enable novel optoelectronic applications such as novel solar cells. This paper aims to demonstrate one such recently proposed concept: Monolithically Integrated Laterally Arrayed Multiple Band gap (MILAMB) solar cells for spectrum-splitting photovoltaic systems. Two cells with different band gaps were fabricated simultaneously in the same process on a single substrate using spatially composition-graded CdSSe alloy nanowires grown by the Dual-Gradient Method in a chemical vapor deposition system. CdSSe nanowire ensemble devices tested under 1 sun AM1.5G illumination achieved open-circuit voltages up to 307 and 173 mV and short-circuit current densities as high as 0.091 and 0.974 mA/cm(2) for the CdS- and CdSe-rich cells, respectively. The open-circuit voltages were roughly three times those of similar CdSSe film cells fabricated for comparison due to the superior optical quality of the nanowires. I-V measurements were also performed using optical filters to simulate spectrum-splitting. The open-circuit voltages and fill factors of the CdS-rich subcells were uniformly larger than the corresponding CdSe-rich cells for similar photon flux, as expected. This suggests that if all wires can be contacted, the wide-gap cell is expected to have greater output power than the narrow-gap cell, which is the key to achieving high efficiencies with spectrum-splitting. This paper thus provides the first proof-of-concept demonstration of simultaneous fabrication of MILAMB solar cells. This approach to solar cell fabrication using single-crystal nanowires for spectrum-splitting photovoltaics could provide a future low-cost high-efficiency alternative to the conventional high-cost high-efficiency tandem cells.

Flow formed by spanwise gaps between roughness elements

NASA Technical Reports Server (NTRS)

Logan, E.; Lin, S. H.; Islam, O.

1985-01-01

Measurements of the three mean velocity components and the three Reynolds shear stresses were made in the region downstream of gaps between wall-mounted roughness elements of square cross section and high aspect ratio in a thick turbulent boundary layer. The effect of small and large gaps was studied in a wind tunnel at a Reynolds number of 3600, based on obstacle height and free-stream velocity. The small gap produces retardation of the gap flow as with a two-dimensional roughness element, but a definite interaction between gap and wake flows is observed. The interaction is more intense for the large gap than for the small. Both gaps generate a secondary crossflow which moves fluid away from the centerline in the wall region and toward the centerline in the outer (y greater than 1.5H) region.

Grading: Why You Should Trust Your Judgment

ERIC Educational Resources Information Center

Guskey, Thomas R.; Jung, Lee Ann

2016-01-01

Many educators consider grades calculated from statistical algorithms more accurate, objective, and reliable than grades they calculate themselves. But in this research, the authors first asked teachers to use their professional judgment to choose a summary grade for hypothetical students. When the researchers compared the teachers' grade with the…

Low-grade salivary duct carcinoma or low-grade intraductal carcinoma? Review of the literature.

PubMed

Kuo, Ying-Ju; Weinreb, Ilan; Perez-Ordonez, Bayardo

2013-07-01

Low-grade salivary duct carcinoma (LG-SDC) is a rare neoplasm characterized by predominant intraductal growth, luminal ductal phenotype, bland microscopic features, and favorable clinical behavior with an appearance reminiscent of florid to atypical ductal hyperplasia to low grade intraductal breast carcinoma. LG-SDC is composed of multiple cysts, cribriform architecture with "Roman Bridges", "pseudocribriform" proliferations with floppy fenestrations or irregular slits, micropapillae with epithelial tufts, fibrovascular cores, and solid areas. Most of the tumor cells are small to medium sized with pale eosinophilic cytoplasm, and round to oval nuclei, which may contain finely dispersed or dark condensed chromatin. Foci of intermediate to high grade atypia, and invasive carcinoma or micro-invasion have been reported in up to 23 % of cases. The neoplastic cells have a ductal phenotype with coexpression of keratins and S100 protein and are surrounded by a layer of myoepithelial cells in non-invasive cases. The main differential diagnosis of LG-SDC includes cystadenoma, cystadenocarcinoma, sclerosing polycystic adenosis, salivary duct carcinoma in situ/high-grade intraductal carcinoma, and papillary-cystic variant of acinic cell carcinoma. There is no published data supporting the continuous classification of LG-SDC as a variant of cystadenocarcinoma. Given that most LG-SDC are non-invasive neoplasms; the terms "cribriform cystadenocarcinoma" and LG-SDC should be replaced by "low-grade intraductal carcinoma" (LG-IDC) of salivary gland or "low-grade intraductal carcinoma with areas of invasive carcinoma" in those cases with evidence of invasive carcinoma.

Student and Faculty Perceptions of Plus/Minus Grading and Its Effect on Course Grade Point Averages

ERIC Educational Resources Information Center

Edgar, Leslie D.; Johnson, Donald M.; Graham, Donna L.; Dixon, Bruce L.

2014-01-01

In fall 2005, the Dale Bumpers College of Agricultural, Food and Life Sciences at the University of Arkansas authorized the optional use of a plus/minus grading system. Since 2005, approximately one-half of courses have been graded using plus/minus and one-half using the straight letter grade system. This study examined student (n = 338) and…

Hardwood log grading scale stick improved

Treesearch

M. D. Ostrander; G. H. Englerth

1953-01-01

In February 1952 the Northeastern Forest Experiment Station described ( Research Note 13) a new log-grading scale stick developed by the Station for use as a visual aid in grading hardwood factory logs. It was based on the U. S. Forest Products Laboratory's log-grade specifications.

Peristaltic blood flow with gold nanoparticles as a third grade nanofluid in catheter: Application of cancer therapy

NASA Astrophysics Data System (ADS)

Mekheimer, Kh. S.; Hasona, W. M.; Abo-Elkhair, R. E.; Zaher, A. Z.

2018-01-01

Cancer is dangerous and deadly to most of its patients. Recent studies have shown that gold nanoparticles can cure and overcome it, because these particles have a high atomic number which produce the heat and leads to treatment of malignancy tumors. A motivation of this article is to study the effect of heat transfer with the blood flow (non-Newtonian model) containing gold nanoparticles in a gap between two coaxial tubes, the outer tube has a sinusoidal wave traveling down its wall and the inner tube is rigid. The governing equations of third-grade fluid along with total mass, thermal energy and nanoparticles are simplified by using the assumption of long wavelength. Exact solutions have been evaluated for temperature distribution and nanoparticles concentration, while approximate analytical solutions are found for the velocity distribution using the regular perturbation method with a small third grade parameter. Influence of the physical parameters such as third grade parameter, Brownian motion parameter and thermophoresis parameter on the velocity profile, temperature distribution and nanoparticles concentration are considered. The results pointed to that the gold nanoparticles are effective for drug carrying and drug delivery systems because they control the velocity through the Brownian motion parameter Nb and thermophoresis parameter Nt. Gold nanoparticles also increases the temperature distribution, making it able to destroy cancer cells.

The 2014 International Society of Urological Pathology (ISUP) Consensus Conference on Gleason Grading of Prostatic Carcinoma: Definition of Grading Patterns and Proposal for a New Grading System.

PubMed

Epstein, Jonathan I; Egevad, Lars; Amin, Mahul B; Delahunt, Brett; Srigley, John R; Humphrey, Peter A

2016-02-01

In November, 2014, 65 prostate cancer pathology experts, along with 17 clinicians including urologists, radiation oncologists, and medical oncologists from 19 different countries gathered in a consensus conference to update the grading of prostate cancer, last revised in 2005. The major conclusions were: (1) Cribriform glands should be assigned a Gleason pattern 4, regardless of morphology; (2) Glomeruloid glands should be assigned a Gleason pattern 4, regardless of morphology; (3) Grading of mucinous carcinoma of the prostate should be based on its underlying growth pattern rather than grading them all as pattern 4; and (4) Intraductal carcinoma of the prostate without invasive carcinoma should not be assigned a Gleason grade and a comment as to its invariable association with aggressive prostate cancer should be made. Regarding morphologies of Gleason patterns, there was clear consensus on: (1) Gleason pattern 4 includes cribriform, fused, and poorly formed glands; (2) The term hypernephromatoid cancer should not be used; (3) For a diagnosis of Gleason pattern 4, it needs to be seen at 10x lens magnification; (4) Occasional/seemingly poorly formed or fused glands between well-formed glands is insufficient for a diagnosis of pattern 4; (5) In cases with borderline morphology between Gleason pattern 3 and pattern 4 and crush artifacts, the lower grade should be favored; (6) Branched glands are allowed in Gleason pattern 3; (7) Small solid cylinders represent Gleason pattern 5; (8) Solid medium to large nests with rosette-like spaces should be considered to represent Gleason pattern 5; and (9) Presence of unequivocal comedonecrosis, even if focal is indicative of Gleason pattern 5. It was recognized by both pathologists and clinicians that despite the above changes, there were deficiencies with the Gleason system. The Gleason grading system ranges from 2 to 10, yet 6 is the lowest score currently assigned. When patients are told that they have a Gleason score 6 out

Microstructure and Properties of Thermally Sprayed Functionally Graded Coatings for Polymeric Substrates

NASA Technical Reports Server (NTRS)

Ivosevic, M.; Knight, R.; Kalidindi, S. R.; Palmese, G. R.; Sutter, J. K.

2003-01-01

The use of polymer matrix composites (PMCs) in the gas flow path of advanced turbine engines offers significant benefits for aircraft engine performance but their useful lifetime is limited by their poor erosion resistance. High velocity oxy-fuel (HVOF) sprayed polymer/cermet functionally graded (FGM) coatings are being investigated as a method to address this technology gap by providing erosion and oxidation protection to polymer matrix composites. The FGM coating structures are based on a polyimide matrix filled with varying volume fractions of WC-Co. The graded coating architecture was produced using a combination of internal and external feedstock injection, via two computer-controlled powder feeders and controlled substrate preheating. Porosity, coating thickness and volume fraction of the WC-Co filler retained in the coatings were determined using standard metallographic techniques and computer image analysis. The pull-off strength (often referred to as the adhesive strength) of the coatings was evaluated according to the ASTM D 4541 standard test method, which measured the greatest normal tensile force that the coating could withstand. Adhesive/cohesive strengths were determined for three different types of coating structures and compared based on the maximum indicated load and the surface area loaded. The nature and locus of the fractures were characterized according to the percent of adhesive and/or cohesive failure, and the tested interfaces and layers involved were analyzed by Scanning Electron Microscopy.

GRADE equity guidelines 1: considering health equity in GRADE guideline development: introduction and rationale.

PubMed

Welch, Vivian A; Akl, Elie A; Guyatt, Gordon; Pottie, Kevin; Eslava-Schmalbach, Javier; Ansari, Mohammed T; de Beer, Hans; Briel, Matthias; Dans, Tony; Dans, Inday; Hultcrantz, Monica; Jull, Janet; Katikireddi, Srinivasa Vittal; Meerpohl, Joerg; Morton, Rachael; Mosdol, Annhild; Petkovic, Jennifer; Schünemann, Holger J; Sharaf, Ravi N; Singh, Jasvinder A; Stanev, Roger; Tonia, Thomy; Tristan, Mario; Vitols, Sigurd; Watine, Joseph; Tugwell, Peter

2017-10-01

This article introduces the rationale and methods for explicitly considering health equity in the Grading of Recommendations Assessment, Development and Evaluation (GRADE) methodology for development of clinical, public health, and health system guidelines. We searched for guideline methodology articles, conceptual articles about health equity, and examples of guidelines that considered health equity explicitly. We held three meetings with GRADE Working Group members and invited comments from the GRADE Working Group listserve. We developed three articles on incorporating equity considerations into the overall approach to guideline development, rating certainty, and assembling the evidence base and evidence to decision and/or recommendation. Clinical and public health guidelines have a role to play in promoting health equity by explicitly considering equity in the process of guideline development. Copyright © 2017 The Authors. Published by Elsevier Inc. All rights reserved.

Electrospray ionization from a gap with adjustable width.

PubMed

Ek, Patrik; Sjödahl, Johan; Roeraade, Johan

2006-01-01

In this paper, we present a new concept for electrospray ionization mass spectrometry, where the sample is applied in a gap which is formed between the edges of two triangular-shaped tips. The size of the spray orifice can be changed by varying the gap width. The tips were fabricated from polyethylene terephthalate film with a thickness of 36 microm. To improve the wetting of the gap and sample confinement, the edges of the tips forming the gap were hydrophilized by means of silicon dioxide deposition. Electrospray was performed with gap widths between 1 and 36 microm and flow rates down to 75 nL/min. The gap width could be adjusted in situ during the mass spectrometry experiments and nozzle clogging could be managed by simply widening the gap. Using angiotensin I as analyte, the signal-to-noise ratio increased as the gap width was decreased, and a shift towards higher charge states was observed. The detection limit for angiotensin I was in the low nM range. Copyright (c) 2006 John Wiley & Sons, Ltd.

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... (INSPECTION, CERTIFICATION, AND STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall...

7 CFR 51.1578 - Off-Grade potatoes.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Off-Grade potatoes. 51.1578 Section 51.1578... (INSPECTION, CERTIFICATION, AND STANDARDS) United States Consumer Standards for Potatoes Off-Grade § 51.1578 Off-Grade potatoes. Potatoes which fail to meet the requirements of any of the foregoing grades shall...

Graded levels of FGF protein span the midbrain and can instruct graded induction and repression of neural mapping labels

PubMed Central

Chen, Yao; Mohammadi, Moosa; Flanagan, John G.

2009-01-01

Summary Graded guidance labels are widely used in neural map formation, but it is not well understood which potential strategy leads to their graded expression. In midbrain tectal map development, FGFs can induce an entire midbrain, but their protein distribution is unclear, nor is it known whether they may act instructively to produce graded gene expression. Using a receptor-alkaline phosphatase fusion probe, we find a long-range posterior>anterior FGF protein gradient spanning the midbrain. Heparan sulfate proteoglycan (HSPG) is required for this gradient. To test whether graded FGF concentrations can instruct graded gene expression, a quantitative tectal explant assay was developed. Engrailed-2 and ephrin-As, normally in posterior>anterior tectal gradients, showed graded upregulation. Moreover, EphAs, normally in anterior>posterior countergradients, showed coordinately graded downregulation. These results provide a mechanism to establish graded mapping labels, and more generally provide a developmental strategy to coordinately induce a structure and pattern its cell properties in gradients. PMID:19555646

Beef grading by ultrasound

NASA Technical Reports Server (NTRS)

Gammell, P. M.

1981-01-01

Reflections in ultrasonic A-scan signatures of beef carcasses indicate USDA grade. Since reflections from within muscle are determined primarily by fat/muscle interface, richness of signals is direct indication of degree of marbling and quality. Method replaces subjective sight and feel tests by individual graders and is applicable to grade analysis of live cattle.

Skill Schemes: Sixth Grade.

ERIC Educational Resources Information Center

Kempf, Jerry

The sixth grade instructional unit, part of a field-tested grade school level career education series, is designed to assist learners in understanding how present experiences relate to past and future ones. Before the main body of the lessons is described, field testing results are reported and key items are presented: the concepts, the estimated…

Changes in verbal and visuospatial working memory from Grade 1 to Grade 3 of primary school: Population longitudinal study.

PubMed

Nicolaou, E; Quach, J; Lum, J; Roberts, G; Spencer-Smith, M; Gathercole, S; Anderson, P J; Mensah, F K; Wake, M

2018-05-01

Adaptive working memory training is being implemented without an adequate understanding of developmental trajectories of working memory. We aimed to quantify from Grade 1 to Grade 3 of primary school (1) changes in verbal and visuospatial working memory and (2) whether low verbal and visuospatial working memory in Grade 1 predicts low working memory in Grade 3. The study design includes a population-based longitudinal study of 1,802 children (66% uptake from all 2,747 Grade 1 students) at 44 randomly selected primary schools in Melbourne, Australia. Backwards Digit Recall (verbal working memory) and Mister X (visuospatial working memory) screening measures from the Automated Working Memory Assessment (M = 100; SD = 15) were used to assess Grades 1 and 3 (ages 6-7 and 8-9 years) students. Low working memory was defined as ≥1 standard deviation below the standard score mean. Descriptive statistics addressed Aim 1, and predictive parameters addressed Aim 2. One thousand seventy (59%) of 1802 Grade 1 participants were reassessed in Grade 3. As expected for typically developing children, group mean standard scores were similar in Grades 1 and 3 for verbal, visuospatial, and overall working memory, but group mean raw scores increased markedly. Compared to "not low" children, those classified as having low working memory in Grade 1 showed much larger increases in both standard and raw scores across verbal, visuospatial, and overall working memory. Sensitivity was very low for Grade 1 low working memory predicting Grade 3 low classifications. Although mean changes in working memory standard scores between Grades 1 and 3 were minimal, we found that individual development varied widely, with marked natural resolution by Grade 3 in children who initially had low working memory. This may render brain-training interventions ineffective in the early school year ages, particularly if (as population-based programmes usually mandate) selection occurs within a screening

GAP-REACH

PubMed Central

Lewis-Fernández, Roberto; Raggio, Greer A.; Gorritz, Magdaliz; Duan, Naihua; Marcus, Sue; Cabassa, Leopoldo J.; Humensky, Jennifer; Becker, Anne E.; Alarcón, Renato D.; Oquendo, María A.; Hansen, Helena; Like, Robert C.; Weiss, Mitchell; Desai, Prakash N.; Jacobsen, Frederick M.; Foulks, Edward F.; Primm, Annelle; Lu, Francis; Kopelowicz, Alex; Hinton, Ladson; Hinton, Devon E.

2015-01-01

Growing awareness of health and health care disparities highlights the importance of including information about race, ethnicity, and culture (REC) in health research. Reporting of REC factors in research publications, however, is notoriously imprecise and unsystematic. This article describes the development of a checklist to assess the comprehensiveness and the applicability of REC factor reporting in psychiatric research publications. The 16-itemGAP-REACH© checklist was developed through a rigorous process of expert consensus, empirical content analysis in a sample of publications (N = 1205), and interrater reliability (IRR) assessment (N = 30). The items assess each section in the conventional structure of a health research article. Data from the assessment may be considered on an item-by-item basis or as a total score ranging from 0% to 100%. The final checklist has excellent IRR (κ = 0.91). The GAP-REACH may be used by multiple research stakeholders to assess the scope of REC reporting in a research article. PMID:24080673

7 CFR 52.772 - Grades.

Code of Federal Regulations, 2011 CFR

2011-01-01

... PROCESSED FRUITS AND VEGETABLES, PROCESSED PRODUCTS THEREOF, AND CERTAIN OTHER PROCESSED FOOD PRODUCTS 1 United States Standards for Grades of Canned Red Tart Pitted Cherries 1 Identity and Grades § 52.772...

7 CFR 52.772 - Grades.

Code of Federal Regulations, 2010 CFR

2010-01-01

... PROCESSED FRUITS AND VEGETABLES, PROCESSED PRODUCTS THEREOF, AND CERTAIN OTHER PROCESSED FOOD PRODUCTS 1 United States Standards for Grades of Canned Red Tart Pitted Cherries 1 Identity and Grades § 52.772...

Multiple interactions and rapidity gap survival

NASA Astrophysics Data System (ADS)

Khoze, V. A.; Martin, A. D.; Ryskin, M. G.

2018-05-01

Observations of rare processes containing large rapidity gaps at high energy colliders may be exceptionally informative. However the cross sections of these events are small in comparison with that for the inclusive processes since there is a large probability that the gaps may be filled by secondary particles arising from additional soft interactions or from gluon radiation. Here we review the calculations of the probability that the gaps survive population by particles from these effects for a wide range of different processes.

Science for Iowa Schools, Grades 4-6.

ERIC Educational Resources Information Center

Nice, Karl; And Others

This guide includes four units for use in each of grades 4 through 6. The fourth grade units are entitled Measurement Systems, Classification Systems, Bio-Control Systems, and Hydrologic Systems; the fifth grade units are Chemical Systems, Force Systems, Bio-Systems, and Astro-Systems; and the sixth grade units are Equilibrium Systems,…

Grading Practices--Watching Out for Land Mines.

ERIC Educational Resources Information Center

Nottingham, Marv

1988-01-01

The A to F grading pattern is a highly subjective practice that demands great expertise and assumes a high degree of test validity. This article discusses the merits of extra credit assignments, homework, and "pop" quizzes; outlines defensible grading procedures; and discusses common grading problems, such as using grades as weapons. (MLH)

Closing the Achievement Gap: Four States' Efforts

ERIC Educational Resources Information Center

Wixom, Micah Ann

2015-01-01

The achievement gap separating economically disadvantaged students from their more advantaged peers disproportionately affects students of color and has been the focus of discussion, research and controversy for more than 40 years. While the gap between black and white students narrowed considerably from the 1950s to the 1980s, that gap has…

Bridging the "Expectation Gap" Using Student Preceptors

ERIC Educational Resources Information Center

Koerner, Michael

2017-01-01

An "Expectation Gap" can exist between what teachers expect of their students and what effort students expect to and are willing to expend. In order to get students and teachers on the same learning page, this Gap needs remedied. One successful means of bridging the Gap is the use of Student Preceptors.

Smart roadside initiative gap analysis : target functionality and gap analysis.

DOT National Transportation Integrated Search

2015-02-01

This document summarizes the target functionality for the Smart Roadside Initiative, as well as the operational, institutional, and technical gaps that currently impede the deployment of three of its operational scenarios (electronic mainline s...

Adrenocortical Gap Junctions and Their Functions

PubMed Central

Bell, Cheryl L.; Murray, Sandra A.

2016-01-01

Adrenal cortical steroidogenesis and proliferation are thought to be modulated by gap junction-mediated direct cell–cell communication of regulatory molecules between cells. Such communication is regulated by the number of gap junction channels between contacting cells, the rate at which information flows between these channels, and the rate of channel turnover. Knowledge of the factors regulating gap junction-mediated communication and the turnover process are critical to an understanding of adrenal cortical cell functions, including development, hormonal response to adrenocorticotropin, and neoplastic dedifferentiation. Here, we review what is known about gap junctions in the adrenal gland, with particular attention to their role in adrenocortical cell steroidogenesis and proliferation. Information and insight gained from electrophysiological, molecular biological, and imaging (immunocytochemical, freeze fracture, transmission electron microscopic, and live cell) techniques will be provided. PMID:27445985

Grade Inflation: Metaphor and Reality

ERIC Educational Resources Information Center

Kamber, Richard; Biggs, Mary

2003-01-01

Grade inflation has become a general term for teachers and administrators in recent times and is an ambiguous denomination which needs to be identified. The allegory and reality of grade inflation is discussed.

Momentum dependence of the superconducting gap and in-gap states in MgB 2 multiband superconductor

DOE PAGES

Mou, Daixiang; Jiang, Rui; Taufour, Valentin; ...

2015-06-29

We use tunable laser-based angle-resolved photoemission spectroscopy to study the electronic structure of the multiband superconductor MgB 2. These results form the baseline for detailed studies of superconductivity in multiband systems. We find that the magnitude of the superconducting gap on both σ bands follows a BCS-like variation with temperature with Δ 0 ~ 7meV. Furthermore, the value of the gap is isotropic within experimental uncertainty and in agreement with a pure s-wave pairing symmetry. We observe in-gap states confined to k F of the σ band that occur at some locations of the sample surface. As a result, themore » energy of this excitation, ~ 3 meV, was found to be somewhat larger than the previously reported gap on π Fermi sheet and therefore we cannot exclude the possibility of interband scattering as its origin.« less

Pallet part grading trainer

Treesearch

Deborah F. Cook; Philip A. Araman; Matthew F. Winn

2000-01-01

A computerized pallet grading training system was developed to facilitate the production of higher quality pallets. Higher quality pallets would be more durable and could be re-used many times, resulting in long-term savings. Schmoldt et al. (1993) evaluated the economic impact of grading and sorting pallet parts. They determined that higher quality pallets produced by...

Grades out, Badges in

ERIC Educational Resources Information Center

Young, Jeffrey R.

2012-01-01

Grades are broken. Students grub for them, pick classes where good ones come easily, and otherwise hustle to win the highest scores for the least learning. As a result, college grades are inflated to the point of meaninglessness--especially to employers who want to know which diploma-holder is best qualified for their jobs. An alternative is to…

Pediatric airway study: Endoscopic grading system for quantifying tonsillar size in comparison to standard adenotonsillar grading systems.

PubMed

Patel, Neha A; Carlin, Kristen; Bernstein, Joseph M

Current grading systems may not allow clinicians to reliably document and communicate adenotonsillar size in the clinical setting. A validated endoscopic grading system may be useful for reporting tonsillar size in future clinical outcome studies. This is especially important as tonsillar enlargement is the cause of a substantial health care burden on children. To propose and validate an easy-to-use flexible fiberoptic endoscopic grading system that provides physicians with a more accurate sense of the three-dimensional relationship of the tonsillar fossa to the upper-airway. 50 consecutive pediatric patients were prospectively recruited between February 2015 and February 2016 at a pediatric otolaryngology outpatient clinic. The patients had no major craniofacial abnormalities and were aged 1 to 16years. Each patient had data regarding BMI, Friedman palate position, OSA-18 survey results collected. For each child, digital video clips of fiberoptic nasopharyngeal, oropharyngeal and laryngeal exams were presented to 2 examiners. Examiners were asked to independently use the proposed Endoscopic tonsillar grading system, the Brodsky tonsillar grading scale, the Modified Brodsky tonsillar grading scale with a tongue depressor, and the Parikh adenoid grading system to rate adenotonsillar hypertrophy. Cohen's Kappa and weighted Kappa scores were used to assess interrater reliability for each of the four grading scales. The Spearman correlation was used to test the associations between each scale and OSA-18 scores, as well as Body Mass Index (BMI). 50 pediatric patients were included in this study (mean age 6.1years, range of 1year to 16years). The average BMI was 20. The average OSA-18 score was 61.7. The average Friedman palate position score was 1.34. Twelve percent of the patients had a Friedman palate position score≥3, which made traditional Brodsky grading of their tonsils impossible without a tongue depressor. All four scales showed strong agreement between the

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.312 - Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2010 CFR

2010-01-01

... Milled Rice. (See also § 868.315.) 868.312 Section 868.312 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.312 Grade and grade requirements for the class Screenings Milled Rice. (See also § 868.315.) Grades, Grade...

7 CFR 868.313 - Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.)

Code of Federal Regulations, 2011 CFR

2011-01-01

... Milled Rice. (See also § 868.315.) 868.313 Section 868.313 Agriculture Regulations of the Department of... United States Standards for Milled Rice Principles Governing Application of Standards § 868.313 Grades and grade requirements for the class Brewers Milled Rice. (See also § 868.315.) Grades, Grade...

TREEGRAD: a grading program for eastern hardwoods

Treesearch

J.W. Stringer; D.W. Cremeans

1991-01-01

Assigning tree grades to eastern hardwoods is often a difficult task for neophyte graders. Recently several "dichotomous keys" have been developed for training graders in the USFS hardwood tree grading system. TREEGRAD uses the Tree Grading Algorithm (TGA) for determining grades from defect location data and is designed to be used as a teaching aid.

Does Competition among Schools Encourage Grade Inflation?

ERIC Educational Resources Information Center

Walsh, Patrick

2010-01-01

This paper considers whether high schools in competitive environments use grade inflation to attract and retain families, perhaps in addition to more constructive responses. Two measures of grade inflation are used: the cutoffs used by each school to assign a letter grade to a percent score and high school grade point average after controlling for…

Teaching More by Grading Less (or Differently)

ERIC Educational Resources Information Center

Schinske, Jeffrey; Tanner, Kimberly

2014-01-01

This article explores a brief history of grading in higher education in the United States. Authors, Schinske and Tanner then follow up with considerations of the potential purposes of grading and insights from research literature that has explored the influence of grading on teaching and learning. Schinske and Tanner then ask: Does grading provide…

Identification and characterization of ten new water gaps in seeds and fruits with physical dormancy and classification of water-gap complexes

PubMed Central

Gama-Arachchige, N. S.; Baskin, J. M.; Geneve, R. L.; Baskin, C. C.

2013-01-01

Background and Aims Physical dormancy (PY) occurs in seeds or fruits of 18 angiosperm families and is caused by a water-impermeable palisade cell layer(s) in seed or fruit coats. Prior to germination, the seed or fruit coat of species with PY must become permeable in order to imbibe water. Breaking of PY involves formation of a small opening(s) (water gap) in a morpho-anatomically specialized area in seeds or fruits known as the water-gap complex. Twelve different water-gap regions in seven families have previously been characterized. However, the water-gap regions had not been characterized in Cucurbitaceae; clade Cladrastis of Fabaceae; subfamilies Bombacoideae, Brownlowioideae and Bythnerioideae of Malvaceae; Nelumbonaceae; subfamily Sapindoideae of Sapindaceae; Rhamnaceae; or Surianaceae. The primary aims of this study were to identify and describe the water gaps of these taxa and to classify all the known water-gap regions based on their morpho-anatomical features. Methods Physical dormancy in 15 species was broken by exposing seeds or fruits to wet or dry heat under laboratory conditions. Water-gap regions of fruits and seeds were identified and characterized by use of microtome sectioning, light microscopy, scanning electron microscopy, dye tracking and blocking experiments. Key Results Ten new water-gap regions were identified in seven different families, and two previously hypothesized regions were confirmed. Water-gap complexes consist of (1) an opening that forms after PY is broken; (2) a specialized structure that occludes the gap; and (3) associated specialized tissues. In some species, more than one opening is involved in the initial imbibition of water. Conclusions Based on morpho-anatomical features, three basic water-gap complexes (Types-I, -II and -III) were identified in species with PY in 16 families. Depending on the number of openings involved in initial imbibition, the water-gap complexes were sub-divided into simple and compound. The

Identification and characterization of ten new water gaps in seeds and fruits with physical dormancy and classification of water-gap complexes.

PubMed

Gama-Arachchige, N S; Baskin, J M; Geneve, R L; Baskin, C C

2013-07-01

Physical dormancy (PY) occurs in seeds or fruits of 18 angiosperm families and is caused by a water-impermeable palisade cell layer(s) in seed or fruit coats. Prior to germination, the seed or fruit coat of species with PY must become permeable in order to imbibe water. Breaking of PY involves formation of a small opening(s) (water gap) in a morpho-anatomically specialized area in seeds or fruits known as the water-gap complex. Twelve different water-gap regions in seven families have previously been characterized. However, the water-gap regions had not been characterized in Cucurbitaceae; clade Cladrastis of Fabaceae; subfamilies Bombacoideae, Brownlowioideae and Bythnerioideae of Malvaceae; Nelumbonaceae; subfamily Sapindoideae of Sapindaceae; Rhamnaceae; or Surianaceae. The primary aims of this study were to identify and describe the water gaps of these taxa and to classify all the known water-gap regions based on their morpho-anatomical features. Physical dormancy in 15 species was broken by exposing seeds or fruits to wet or dry heat under laboratory conditions. Water-gap regions of fruits and seeds were identified and characterized by use of microtome sectioning, light microscopy, scanning electron microscopy, dye tracking and blocking experiments. Ten new water-gap regions were identified in seven different families, and two previously hypothesized regions were confirmed. Water-gap complexes consist of (1) an opening that forms after PY is broken; (2) a specialized structure that occludes the gap; and (3) associated specialized tissues. In some species, more than one opening is involved in the initial imbibition of water. Based on morpho-anatomical features, three basic water-gap complexes (Types-I, -II and -III) were identified in species with PY in 16 families. Depending on the number of openings involved in initial imbibition, the water-gap complexes were sub-divided into simple and compound. The proposed classification system enables understanding of the

Closing the gap between research and management

Treesearch

Deborah M. Finch; Marcia Patton-Mallory

1993-01-01

In this paper, we evaluate the reasons for gaps in communication between researchers and natural resource managers and identify methods to close these gaps. Gaps originate from differing patterns of language use, disparities in organizational culture and values, generation of knowledge that is too narrowly-focused to solve complex problems, failure by managers to relay...

All-optical band engineering of gapped Dirac materials

NASA Astrophysics Data System (ADS)

Kibis, O. V.; Dini, K.; Iorsh, I. V.; Shelykh, I. A.

2017-03-01

We demonstrate theoretically that the interaction of electrons in gapped Dirac materials (gapped graphene and transition-metal dichalchogenide monolayers) with a strong off-resonant electromagnetic field (dressing field) substantially renormalizes the band gaps and the spin-orbit splitting. Moreover, the renormalized electronic parameters drastically depend on the field polarization. Namely, a linearly polarized dressing field always decreases the band gap (and, particularly, can turn the gap into zero), whereas a circularly polarized field breaks the equivalence of valleys in different points of the Brillouin zone and can both increase and decrease corresponding band gaps. As a consequence, the dressing field can serve as an effective tool to control spin and valley properties of the materials and be potentially exploited in optoelectronic applications.

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.465 - Leaf Grade 5.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 5. 28.465 Section 28.465 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.465 Leaf Grade 5. Leaf Grade 5 is leaf which is within the range represented by...

7 CFR 28.462 - Leaf Grade 2.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 2. 28.462 Section 28.462 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.462 Leaf Grade 2. Leaf Grade 2 is leaf which is within the range represented by...

7 CFR 28.463 - Leaf Grade 3.

Code of Federal Regulations, 2014 CFR

2014-01-01

... 7 Agriculture 2 2014-01-01 2014-01-01 false Leaf Grade 3. 28.463 Section 28.463 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.463 Leaf Grade 3. Leaf Grade 3 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.461 - Leaf Grade 1.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 1. 28.461 Section 28.461 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.461 Leaf Grade 1. Leaf Grade 1 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.464 - Leaf Grade 4.

Code of Federal Regulations, 2010 CFR

2010-01-01

... 7 Agriculture 2 2010-01-01 2010-01-01 false Leaf Grade 4. 28.464 Section 28.464 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.464 Leaf Grade 4. Leaf Grade 4 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2011 CFR

2011-01-01

... 7 Agriculture 2 2011-01-01 2011-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.466 - Leaf Grade 6.

Code of Federal Regulations, 2013 CFR

2013-01-01

... 7 Agriculture 2 2013-01-01 2013-01-01 false Leaf Grade 6. 28.466 Section 28.466 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.466 Leaf Grade 6. Leaf Grade 6 is leaf which is within the range represented by...

7 CFR 28.467 - Leaf Grade 7.

Code of Federal Regulations, 2012 CFR

2012-01-01

... 7 Agriculture 2 2012-01-01 2012-01-01 false Leaf Grade 7. 28.467 Section 28.467 Agriculture..., TESTING, AND STANDARDS Standards Official Cotton Standards of the United States for the Leaf Grade of American Upland Cotton § 28.467 Leaf Grade 7. Leaf Grade 7 is leaf which is within the range represented by...