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The effect of periodic assessment on unit test scoresSonstroem, Adam. January 2005 (has links)
Thesis (M.A.)--Wheaton College Graduate School, 2005. Action Research Paper (M.A.)--Wheaton College Graduate School, 2005. / Abstract. Includes bibliographical references (leaves 37-39).
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Prediction of monthly streamflows for Oregon coastal basins using physiographic and meteorological parametersOrwig, Charles Edwin 13 July 1973 (has links)
Prediction equations were developed for estimating the flow
regime at ungaged stream locations in the Oregon coastal range.
Principal components analysis was used to screen the initial data set
of physiographic and meteorological parameters. The final regression
equations for predicting mean monthly flow had standard errors of
estimate ranging from 3 to 42 percent, with an average standard error
of 13.5 percent. A linear prediction equation was found to give the
best results for drainage basins larger than 150 square miles, while
a logarithmic equation gave best results for basins of less than 150
square miles in area. A simple linear relationship was also established
between mean monthly flow and the standard deviation of
monthly flow. A test on an independent sample indicated that the
monthly estimates of standard deviation made using the simple linear
relations were comparable to those reported by others using equations containing physiographic and meteorological parameters.
Equations were also developed to forecast monthly streamflow for Oregon coastal streams. When observed rainfall for the current month was used, the average standard error of the forecast equations was 18 percent. The use of the National Weather Service's 30-day precipitation outlooks in forecasting monthly streamflow was also investigated. The results showed that the forecasts based upon the 30-day outlook precipitation were worse than those based upon median historical precipitation. It was suggested that the monthly streamflow forecast equations could best be applied on a probability basis. / Graduation date: 1974
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Rapid calibration of coastal streams to detect effects of roadbuilding /Gilleran, Dennis James. January 1968 (has links)
Thesis (M.S.)--Oregon State University, 1968. / Typescript (photocopy). Includes bibliographical references (p. 42-45). Also available on the World Wide Web.
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Shadow on the steps time measurement in ancient Israel /Miano, David Ringo. January 2006 (has links)
Thesis (Ph. D.)--University of California, San Diego, 2006. / Title from first page of PDF file (viewed December 4, 2006). Available via ProQuest Digital Dissertations. Vita. Includes bibliographical references (p. 251-260).
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Best Practices for Student Success on the ACTBoyer, Grant Coday 24 April 2013 (has links)
<p> Large achievement gaps have been found in ACT scores between high schools throughout the same state and in comparisons between states. In Missouri, four public high schools have consistently scored four points higher than the Missouri average for years 2007–2011. States, such as Nebraska, Minnesota, and Iowa, have shown consistent above average scores as compared to states with similar participation numbers throughout the nation. Schmoker (2006) believed that due to the existing culture of schools and school leadership, learning from others' successes is often discouraged; therefore, this study was conducted in an attempt to discover the best practices used in high-achieving high schools and states that obtain high student achievement on the ACT. Educational leaders within the top 5% of high schools in Missouri, based on a five-year (2007–2011) average of ACT scores, were surveyed to determine successful teaching strategies and programs educators in these schools are implementing. Leaders from consistently successful states (having higher than average ACT scores with a high percentage of participation) took part in a survey to extrapolate further characteristics regarding high achievement. Furthermore, the trends and the approaches that contribute to student success in states that require the ACT were examined through interview responses. While the study did not reveal any new best practices, the findings supported many best practices already in existence, and most importantly, showed the necessity for the development of a learning culture that emphasizes success and achievement.</p>
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Tuning and Validation of an MVEM for a Turbocharged Gasoline EngineTuvesson, Stefan January 2009 (has links)
One of the tools that is used when developing an engine control system is the Mean Value Engine Model (MVEM). The thesis examines the possibility of using an MVEM that originally was designed to model a SAAB B235R engine to model the considerably different GM Ecotec LNF engine. Engine data was measured at Vehicular Systems laboratory and the measurements were then used to tune the parameters of the MVEM’s submodels. The majority of the components in the original MVEM could be tuned to a good or acceptable performance without any modifications. The submodels describing the port air mass flow, compressor air mass flow and turbine efficiency would all benefit from being modified or replaced, this was however only done for the turbine efficiency model, leaving the improvements of the remaining two submodels as future work.
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Using portfolio for formative assessment a case study of an Al geography class /Cheung, Mei-ki, Alice. January 2001 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 163-177).
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Calculating depths to shallow magnetic sources using aeromagnetic data from the Tucson BasinCasto, Daniel W. January 2001 (has links)
Thesis (M.S.)--University of Arizona, 2001. / Added thesis t.p. Title from HTML title screen (viewed Apr. 25, 2002). Includes bibliographical references.
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Journeying beyond models and typologies : towards a better understanding of formative assessment for learning.Burke, Winifred Mary. January 2001 (has links)
Thesis (EdD)--Open University. BLDSC no. DX240338.
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The validity and reliability of value-added and target-setting procedures with special reference to Key Stage 3.Moody, Ian Robin. January 2003 (has links)
Thesis (EdD)--Open University. BLDSC no. DXN066204.
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