Thesis (Ed. Spec.)--University of Wisconsin--Stout, 2003. / Includes bibliographical references.

Grades are the fundamental currency of our educational system; they incentivize student performance and academic behavior, and signal quality of student academic achievement to parents, employers, postsecondary gatekeepers, and students themselves. Grade inflation compromises the value of grades and undermines their capacity to achieve the functions for which they are intended. I challenge the ‘increases in grade point average’ definition of grade inflation employed by critics and argue that grade inflation must be understood in terms of the signaling power of grades. Analyzing data from four nationally representative samples of high school students, I 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. I conclude that the concerns of critics who warn of rampant grade inflation are misplaced. Grades at secondary and postsecondary institutions are just as meaningful now as they were four decades ago. / text

Rationale: Methodological quality of systematic reviews (SRs) remains an area of concern with no consensus on the optimal appraisal instrument to assess quality of published research. Hypothesis: The Grading of Recommendations Assessment, Development and Evaluation (GRADE) is a feasible and useful methodology to assess quality of evidence in pediatric pharmacotherapy. Aim: To demonstrate the applicability of the GRADE to selected topics. Methods: To perform two SRs to illustrate the practical use of the GRADE, highlight methodological challenges encountered and compare the GRADE to the alternative appraisal tool. Results: the GRADE was implemented to conduct two SRs. Judgments on imprecision were challenging. Comparison of the GRADE to alternative tool demonstrated that GRADE may generate different conclusions on overall quality assessment. Conclusion: The GRADE is a valuable innovative tool for assessing quality of evidence, applicable to the field of pediatric pharmacotherapy, with a potential to impact inferences drawn after applying alternative instruments.

Solar grade silicon is currently produced mainly through blending semiconductor grade silicon waste with metallurgical grade silicon. As the demand for solar cells continues to increase rapidly, soon demand will outstrip supply of semiconductor grade silicon waste. A process for producing solar grade silicon efficiently and without relying on other industries is needed. It is proposed to produce solar grade silicon of 6N purity (99.9999%) by reacting silicon tetrachloride with aluminum monochloride via the following reaction: 2 AlCl(g) + SiCl4(g)= Si(s) + 2 AlCl3(g) Aluminum monochloride is proposed as the reductant for silicon tetrachloride because it is an extremely strong reducing agent and the reaction will produce all gaseous by-products. Additionally, the aluminum trichloride produced can be recycled to form more aluminum monochloride, which is produced by reacting aluminum metal with aluminum trichloride in the following reaction: AlCl3(g) + 2 Al(l)= 3 AlCl(g) High yields of AlCl have only been found above 1200°C, with very little AlCl present in equilibrium with Al and AlCl3 at lower temperatures. The high temperatures under which AlCl can be found in larger quantities makes it difficult to determine if the AlCl3 reacting with Al is actually producing AlCl as opposed to another subhalide such as AlCl2. Numerous IR spectroscopy studies have been undertaken to confirm that the reaction of aluminum trichloride gas with molten aluminum does produce aluminum monochloride, with all such studies confirming that this theoretical path is correct. Unlike previous studies, which pass the AlCl3 gas over molten aluminum, it is proposed to bubble the AlCl3 gas into the molten aluminum. This should increase yield of aluminum monochloride, which was not a priority in previous studies. In order to achieve the project objectives a literature review of silicon manufacturing techniques as well as aluminum monochloride production was completed. Experiments to determine the rate of sublimation of aluminum trichloride were to be done in order to determine what temperature at which to sublime the aluminum trichloride. Aluminum trichloride was bubbled into aluminum metal to form aluminum monochloride with experimental conditions being varied to increase yield. Yield was determined through analysis of the reaction products, which was difficult due to the instability of aluminum monochloride, which dissociates at room temperature back into aluminum trichloride and aluminum metal. After the yield of aluminum monochloride was maximized, silicon tetrachloride was introduced into the reactor to react with the aluminum monochloride to form silicon metal. / Thesis (Master, Mining Engineering) -- Queen's University, 2011-09-18 18:16:36.31

Rationale: Methodological quality of systematic reviews (SRs) remains an area of concern with no consensus on the optimal appraisal instrument to assess quality of published research. Hypothesis: The Grading of Recommendations Assessment, Development and Evaluation (GRADE) is a feasible and useful methodology to assess quality of evidence in pediatric pharmacotherapy. Aim: To demonstrate the applicability of the GRADE to selected topics. Methods: To perform two SRs to illustrate the practical use of the GRADE, highlight methodological challenges encountered and compare the GRADE to the alternative appraisal tool. Results: the GRADE was implemented to conduct two SRs. Judgments on imprecision were challenging. Comparison of the GRADE to alternative tool demonstrated that GRADE may generate different conclusions on overall quality assessment. Conclusion: The GRADE is a valuable innovative tool for assessing quality of evidence, applicable to the field of pediatric pharmacotherapy, with a potential to impact inferences drawn after applying alternative instruments.

Thesis (Ed. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1971. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education (Reading Specialist). Includes bibliographical references (p. 53-56).

Thesis (Ed.S.)--Marshall University, 2008. / Title from document title page. Includes abstract. Document formatted into pages: contains 39 p. Includes bibliographical references (p. 20-24)

Thesis (Ph.D.)--University of Delaware, 2007. / Principal faculty advisor: Christopher M. Clark, School of Education. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1987. / Includes vita. Includes bibliographical references (leaves 273-282). Available online via OhioLINK's ETD Center