Search results for 'Grade inflation' (try it on Scholar)

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  1. Donald Crumbley, Ronald Flinn & Kenneth Reichelt (2010). What is Ethical About Grade Inflation and Coursework Deflation? Journal of Academic Ethics 8 (3):187-197.score: 240.0
    Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical grade inflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical (...)
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  2. Kenneth J. Reichelt (2010). What is Ethical About Grade Inflation and Coursework Deflation? Journal of Academic Ethics 8 (3):187-197.score: 240.0
    Recent research questions the validity of student evaluation of teaching (SET) data to measure teaching and learning. Yet, there is extensive use of this instrument around the world, which arguably contributes to a decline in the rigor of college classes. This performance measurement has lead to both unethical grade inflation and coursework deflation as faculty try to entertain students rather than educating them. These unethical teaching techniques used by many faculties are on the same plane as the unethical (...)
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  3. Allen J. Schuh (1983). Grade Inflation as a Legitimate Response to the Unreliability of Teacher-Made Tests for University-Level Coursework. Bulletin of the Psychonomic Society 21 (3):209-212.score: 150.0
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  4. Christopher Knapp (2007). Assessing Grading. Public Affairs Quarterly 21 (3):275-294.score: 72.0
    This paper begins with a description of common grading practices at universities in the U.S., and analyzes the unfairness, injustice, and harm they produce. It then proposes a solution to these problems in the form of an alternative grading system: institutions should adopt a grading system that assesses students’ performance relative to the performance of their peers. That is, institutions should abolish the practice of attempting to assign grades that correspond to an absolute standard of intrinsic merit. Instead, our evaluation (...)
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  5. Daniel Burston (2010). Authority, Effectiveness and Teaching In the Postmodern University. Philosophy in the Contemporary World 17 (2):12-24.score: 30.0
    The decline of the Liberal Arts in the 21st century is rooted in late 20th century trends, including grade inflation, the decline of rational authority, the rise of anonymous authority, and consumerism, which abets the tendency to elevate the pursuit of students' "self-esteem" above scholarly rigor. While the Left and the Right are apt to blame their ideological opponents, both share some responsibility for this state of affairs, which can only be remedied if they own up to their (...)
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  6. Harry Torrance (2011). Using Assessment to Drive the Reform of Schooling: Time to Stop Pursuing the Chimera? British Journal of Educational Studies 59 (4):459 - 485.score: 30.0
    Internationally, over the last 20-30 years, changing the procedures and processes of assessment has come to be seen, by many educators as well as policy-makers, as a way to frame the curriculum and drive the reform of schooling. Such developments have often been manifested in large scale, high stakes testing programmes. At the same time educational arguments have been made about the need to provide students with good quality formative feedback, and informative reports about what they have achieved. The chimera (...)
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  7. Richard Burnor (2011). Ethical Choices: An Introduction to Moral Philosophy with Cases. Oxford University Press.score: 30.0
    Ideal for students with little or no background in philosophy, Ethical Choices: An Introduction to Moral Philosophy with Cases provides a concise, balanced, and highly accessible introduction to ethics. Featuring an especially lucid and engaging writing style, the text surveys a wide range of ethical theories and perspectives including consequentialist ethics, deontological ethics, natural and virtue ethics, the ethics of care, and ethics and religion. Each chapter of Ethical Choices also includes compelling case studies that are carefully matched with the (...)
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  8. Examples From Grade (2000). Oral and Written Communication for Promoting Mathematical. In Ian Westbury, Stefan Hopmann & Kurt Riquarts (eds.), Teaching as a Reflective Practice: The German Didaktik Tradition. L. Erlbaum Associates.score: 30.0
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  9. Nicolás F. Lori & Alex H. Blin (2010). Application of Quantum Darwinism to Cosmic Inflation: An Example of the Limits Imposed in Aristotelian Logic by Information-Based Approach to Gödel's Incompleteness. [REVIEW] Foundations of Science 15 (2):199-211.score: 24.0
    Gödel’s incompleteness applies to any system with recursively enumerable axioms and rules of inference. Chaitin’s approach to Gödel’s incompleteness relates the incompleteness to the amount of information contained in the axioms. Zurek’s quantum Darwinism attempts the physical description of the universe using information as one of its major components. The capacity of quantum Darwinism to describe quantum measurement in great detail without requiring ad-hoc non-unitary evolution makes it a good candidate for describing the transition from quantum to classical. A baby-universe (...)
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  10. Peter Mark Ainsworth (2008). Cosmic Inflation and the Past Hypothesis. Synthese 162 (2):157 - 165.score: 24.0
    The past hypothesis is that the entropy of the universe was very low in the distant past. It is put forward to explain the entropic arrow of time but it has been suggested (e.g. [Penrose, R. (1989a). The emperor’s new mind. London:Vintage Books; Penrose, R. (1989b). Annals of the New York Academy of Sciences, 571, 249–264; Price, H. (1995). In S. F. Savitt (Ed.), Times’s arrows today. Cambridge: Cambridge University Press; Price, H. (1996). Time’s arrow and Archimedes’ point. Oxford: Oxford (...)
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  11. Marion Lahutte-Auboin, Rémy Guillevin, Jean-Pierre Françoise, Jean-Noël Vallée & Robert Costalat (forthcoming). On a Minimal Model for Hemodynamics and Metabolism of Lactate: Application to Low Grade Glioma and Therapeutic Strategies. Acta Biotheoretica.score: 24.0
    WHO II low grade glioma evolves inevitably to anaplastic transformation. Magnetic resonance imaging is a good non-invasive way to watch it, by hemodynamic and metabolic modifications, thanks to multinuclear spectroscopy 1 H/ 31 P. In this work we study a multi-scale minimal model of hemodynamics and metabolism applied to the study of gliomas. This mathematical analysis leads us to a fast-slow system. The control of the position of the stationary point brings to the concept of domain of viability. Starting (...)
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  12. Dr Ronald N. Kostoff, Dustin Johnson, J. Antonio Del Rio, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation' in the Fractals Literature. Science and Engineering Ethics 12 (3):543-554.score: 24.0
    The similarity of documents in a large database of published Fractals articles was examined for redundancy. Three different text matching techniques were used on publisheds to identify redundancy candidates, and predictions were verified by reading full text versions of the redundancy candidate articles. A small fraction of the total articles in the database was judged to be redundant. This was viewed as a lower limit, because it excluded cases where the concepts remained the same, but the text was altered substantially.Far (...)
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  13. R. P. J. Perazzo, S. L. Reich, J. Schvarzer & M. A. Virasoro (1997). Dynamical Models in Economics: The Case of Inflation. Complexity 2 (6):54-60.score: 21.0
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  14. William B. Stanley (1985). Kindergarten and First Grade Children's Social Concept Development. Journal of Social Studies Research 9 (1):1-16.score: 21.0
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  15. Susan L. Catt, John L. Anderson, Anthony J. Chalmers & Lesley J. Fallowfield (2011). A UK‐Wide Survey of Follow‐Up Practices for Patients with High‐Grade Glioma Treated with Radical Intent. Journal of Evaluation in Clinical Practice 17 (1):1-6.score: 21.0
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  16. Peter Andras PhD & Bruce G. Charlton Md (2002). Democratic Deficit and Communication Hyper‐Inflation in Health Care Systems. Journal of Evaluation in Clinical Practice 8 (3):291-297.score: 21.0
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  17. Wilhelm Röpke (1964). Welfare, Freedom, and Inflation. University, Ala.,University of Alabama Press.score: 21.0
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  18. Vijay Boyapati, 43. “Why Credit Deflation Is More Likely Than Mass Inflation: An Austrian Overview of the Inflation Versus Deflation Debate”.score: 18.0
    This article provides an Austrian overview of the inflation versus deflation debate which has captured the attention of the economics profession in the years following the US housing bust. Much of the Austrian analysis of this debate has focused on the massive expansion of the Federal Reserve’s balance sheet and attendant [...].
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  19. Mark S. Copelovitch & David Andrew Singer, Financial Regulation, Monetary Policy, and Inflation in the Industrialized World.score: 18.0
    This article argues that the institutional mandates of central banks have an important influence on inflation outcomes in the advanced industrialized countries. Central banks that are also responsible for bank regulation will be more sensitive to the profitability and stability of the banking sector and therefore less likely to alter interest rates solely on the basis of price stability objectives. When bank regulation is assigned to a separate agency, the central bank is more likely to enact tighter monetary policies (...)
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  20. Kimberly Gilbert, Liora Pedhazur Schmelkin, Nicole Levine & Rebecca Silva (2011). A Multidimensional Scaling Analysis of Perceptions of Academic Dishonesty Among Fifth-Grade Students. Ethics and Behavior 21 (6):471 - 480.score: 18.0
    A study was conducted to investigate the perceptions of academic dishonesty in fifth-grade students. Two methods were used to gather data: a sorting task, which was used to indirectly assess the students' perceptions, and a rating scale task, which was used to externally validate the results of the sorting task. Results of the multidimensional scaling analysis yielded two dimensions, the first being tests/homework and papers, and the second, more ambiguous appearing to differentiate based on seriousness.
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  21. Ronald N. Kostoff, Dustin Johnson, J. Antonio Ridelo, Louis A. Bloomfield, Michael F. Shlesinger, Guido Malpohl & Hector D. Cortes (2006). Duplicate Publication and 'Paper Inflation' in the Fractals Literature. Science and Engineering Ethics 12 (3).score: 18.0
    The similarity of documents in a large database of published Fractals articles was examined for redundancy. Three different text matching techniques were used on published Abstracts to identify redundancy candidates, and predictions were verified by reading full text versions of the redundancy candidate articles. A small fraction of the total articles in the database was judged to be redundant. This was viewed as a lower limit, because it excluded cases where the concepts remained the same, but the text was altered (...)
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  22. Eva Myrberg (2007). The Effect of Formal Teacher Education on Reading Achievement of 3rd‐Grade Students in Public and Independent Schools in Sweden. Educational Studies 33 (2):145-162.score: 18.0
    This study investigates the influence of teacher competence on 3rd?grade students? reading achievement in public and independent schools in Sweden. The data come from the Swedish participation in PIRLS 2001 (Progress in Reading Literacy Study 2001) and comprise some 10,000 students. Students in independent schools achieved better on the reading test than did students in public schools, but when parents? education was controlled for, the effect on students? achievement of school type disappeared. Teacher certification for teaching in the early (...)
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  23. Joseph Watine (2011). What Sort of Bioethical Values Are the Evidence-Based Medicine and the GRADE Approaches Willing to Deal With? Journal of Medical Ethics 37 (3):184-186.score: 18.0
    The concept of evidence-based medicine (EBM) has been invented by physicians mostly from English Canada, mostly from McMaster University, Ontario, Canada. The term EBM first appeared in the biomedical literature in 1991 in an article written by a prominent member of this group—Gordon Guyatt from McMaster University. The inventors of EBM have also created the Grading of Recommendations, Assessment, Development and Evaluations (GRADE) working group, which is a prominent international organisation whose main purpose is to develop evidence-based clinical practice (...)
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  24. Der‐Ching Yang & Fang‐Yu Huang (2004). Relationships Among Computational Performance, Pictorial Representation, Symbolic Representation and Number Sense of Sixth‐Grade Students in Taiwan. Educational Studies 30 (4):373-389.score: 18.0
    Twenty classes in ten schools with 627 sixth?grade students in five cities in Taiwan participated in this study. The research provides information on the performance differences among written computation, pictorial representation, symbolic representation and number sense. The results of One?way ANOVA analysis indicate that significant difference was found among WCT, PRT, SRT and NST tests, with F=536.327, p=0.000. The a posteriori comparisons show for each pair (WCT vs PRT, WCT vs SRT, WCT vs NST, PRT vs SRT and SRT (...)
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  25. Jackie Greatorex (2001). Making the Grade - How Question Choice and Type Affect the Development of Grade Descriptors. Educational Studies 27 (4):451-464.score: 18.0
    This paper reports on a method for the development of grade descriptors for an international Economics A-level syllabus. The syllabus assessment provided the opportunity to explore how different examination paper structures (compulsory short answer written questions and longer essay type questions) and different mark schemes affected this relatively new method for developing grade descriptors. Quantitative analyses of candidates' marks on each question on the November 1999 examination were carried out to identify the grade (A to E) at (...)
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  26. Ying Guo, Carol M. Connor, Virginia Tompkins & Frederick J. Morrison (2011). Classroom Quality and Student Engagement: Contributions to Third-Grade Reading Skills. Frontiers in Psychology 2.score: 18.0
    This study, using NICHD-Study of Early Child Care and Youth Development longitudinal data, investigated the effects of global classroom quality and students’ 3rd grade behavioral engagement on students’ 3rd grade reading achievement (n = 1364) and also examined the extent to which students’ 3rd grade behavioral engagement mediated the association between global classroom quality and children’s’ reading skills. Structural equation modeling (SEM) results revealed that controlling for family sociodemographic risk and students’ 1st grade reading achievement, global (...)
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  27. Chris Michael Kirk, Rhonda K. Lewis, Angela Scott, Denise Wren, Corinne Nilsen & Deltha Q. Colvin (2012). Exploring the Educational Aspirations–Expectations Gap in Eighth Grade Students: Implications for Educational Interventions and School Reform. Educational Studies 38 (5):507-519.score: 18.0
    Over the past three decades, more and more students are expressing a desire to attend college, yet for many members of disenfranchised groups, this goal is often not attained. While many factors contribute to these disparities, research has shown that students begin adjusting their expectations (what they think they can achieve) for the future in relation to their idealised aspirations (what they would like to achieve). The current study explores this gap among 207 eighth grade students from two urban (...)
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  28. Burton Weltman (2010). Book Review of What Your Fourth Grader Needs to Know: Fundamentals of a Good Fourth-Grade Education. [REVIEW] Educational Studies 39 (1):66-77.score: 18.0
    (2006). BOOK REVIEW of What Your Fourth Grader Needs to Know: Fundamentals of a Good Fourth-Grade Education. Educational Studies: Vol. 39, No. 1, pp. 66-77.
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  29. Der‐Ching Yang & Mao‐Neng Fred Li (2008). An Investigation of 3rd‐Grade Taiwanese Students' Performance in Number Sense. Educational Studies 34 (5):443-455.score: 18.0
    The main purpose of this study was to investigate the number sense performance of 3rd?graders in Taiwan, and to diagnose areas of weakness or deficiency in number sense development. A total of 808 3rd?graders participated in this study. The results indicated that these students did not perform well on each of the five number sense components (correct rates approx. 34%), and they appeared worst on the performance of ?Judging the reasonableness of computational results?. Boys and girls did not show any (...)
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  30. Amy S. Nowacki (2013). Making the Grade in a Portfolio-Based System: Student Performance and the Student Perspective. Frontiers in Psychology 4.score: 17.0
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  31. Elizabeth Loftus, Imagination Inflation: Imagining a Childhood Event Inflates Confidence That It Occurred.score: 16.0
    Counterfactual imaginings are known to have far reaching implications. In the present experiment, we ask if imagining events from one's past can affect memory for childhood events. We draw on the social psychology literature showing that imagining a future event increases the subjective likelihood that the event will occur. The concepts of cognitive availability and the source monitoring framework provide reasons to expect that imagination may inflate confidence that a childhood event occurred. However, people routinely produce myriad counterfactual imaginings (i.e., (...)
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  32. Charles G. Manning & Elizabeth F. Loftus, Imagination Inflation: Imagining a Childhood Event Inflates Confidence That It Occurred.score: 16.0
    Counterfactual imaginings are known to have far reaching implications. In the present experiment, we ask if imagining events from one's past can affect memory for childhood events. We draw on the social psychology literature showing that imagining a future event increases the subjective likelihood that the event will occur. The concepts of cognitive availability and the source monitoring framework provide reasons to expect that imagination may inflate confidence that a childhood event occurred. However, people routinely produce myriad counterfactual imaginings (i.e., (...)
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  33. H. Theixos & Kristin Borgwald (2013). Bullying the Bully: Why Zero-Tolerance Policies Get a Failing Grade. Journal of Social Influence 8 (2-3):149-160.score: 15.0
    Recent studies show that the current punitive approach to bullying, in the form of zero-tolerance policies, is ineffective in reducing bullying and school violence. Despite this significant finding, anti-bullying legislation is increasing. The authors argue that these policies are not only ineffective but that they are also unjust, harmful, and stigmatizing. They advocate a broader integrative approach to bullying programs that includes both victims and bullies.
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  34. Josh Dever (2007). Low-Grade Two-Dimensionalism. Philosophical Books 48 (1):1-16.score: 15.0
    As tends to be the way with philosophical positions, there are at least as many two-dimensionalisms as there are two-dimensionalists. But painting with a broad brush, there are core epistemological and metaphysical commitments which underlie the two-dimensionalist project, commitments for which I have no sympathies. A sketch of three signi?cant points of disagreement.
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  35. Thaddeus Metz (forthcoming). How to Obtain Meaning in Life: The Roles of Self-Inflation, Self-Deception and World-Delusion. Philosophical Psychology.score: 15.0
    Part of a special Issue on Robert Trivers’ The Folly of Fools: The Logic of Deceit and Self‐Deception in Human Life, with some focus on the implication of self-deception and related mental states for meaning in life.
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  36. Gordon McCabe (2005). The Structure and Interpretation of Cosmology: Part II. The Concept of Creation in Inflation and Quantum Cosmology. Studies in History and Philosophy of Science Part B 36 (1):67-102.score: 15.0
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  37. Valerie E. Lee & David T. Burkam (1996). Gender Differences in Middle Grade Science Achievement: Subject Domain, Ability Level, and Course Emphasis. Science Education 80 (6):613-650.score: 15.0
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  38. Peter Baumann (2012). On the Inflation of Necessities. Metaphysica 13 (1):51-54.score: 15.0
    This paper argues that Kripke’s thesis of the necessity of origin has some implausible consequences.
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  39. Jasper Doomen (2009). Information Inflation. Journal of Information Ethics 18 (2):27-37.score: 15.0
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  40. Aaron Ridley (1996). The Philosophy of Medium-Grade Art. British Journal of Aesthetics 36 (4):413-413.score: 15.0
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  41. Paul W. Taylor (1962). Can We Grade Without Criteria? Australasian Journal of Philosophy 40 (2):187 – 203.score: 15.0
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  42. Ross Upshur (2009). Making the Grade: Assuring Trustworthiness in Evidence. Perspectives in Biology and Medicine 52 (2):264-275.score: 15.0
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  43. GB Matthews & HM DEITCHER, Doing Philosophical Theology in the 7th Grade at Halevy School.score: 15.0
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  44. Howard L. Parnes (2011). Prostate Cancer Prevention: Do the 5-ARIs Make the Grade? American Journal of Bioethics 11 (12):30-31.score: 15.0
    The American Journal of Bioethics, Volume 11, Issue 12, Page 30-31, December 2011.
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  45. Tricia Bertram Gallant, Michael G. Anderson & Christine Killoran (2013). Academic Integrity in a Mandatory Physics Lab: The Influence of Post-Graduate Aspirations and Grade Point Averages. Science and Engineering Ethics 19 (1):219-235.score: 15.0
    Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high (...)
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  46. Rosemarie Bernabe, Ghislaine van Thiel, Jan Raaijmakers & Johannes van Delden (2009). The Need to Explicate the Ethical Evaluation Tools to Avoid Ethical Inflation. American Journal of Bioethics 9 (11):56-58.score: 15.0
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  47. Dieter K. Buse (1991). State Arbitration During the Weimar Republic. Tariff Policy, Corporatism and Industrial Conflict Between Inflation and Deflation 1919–1932. Philosophy and History 24 (1/2):69-70.score: 15.0
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  48. Hércules Araújo Feitosa (2010). Translating Lukasiewicz's Logics Into Classical Logic: A Grade of Difficulty. Princípios 8 (10):109-120.score: 15.0
  49. Richard E. Hart (1984). Confidentiality and Student Grade Records. Teaching Philosophy 7 (3):233-235.score: 15.0
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  50. C. Maria Keet, Unifying Industry-Grade Class-Based Conceptual Data Modeling Languages with CMcom.score: 15.0
    From the side of modelers and early-adopter industry, interest in reasoning over conceptual models and other online usage of conceptual models is growing. To obtain a more precise insight in the characteristics of the main conceptual modeling languages, we define the (semi-)standardized ORM, ORM2, UML, ER, and EER diagram languages in terms of the new generic conceptual data modeling language CMcom that is based on the DL language DLRifd. CMcom has the most expressive common denominator with these languages. CMcom advances (...)
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