AMERICAN BOARD OF PEDIATRICS

PEDIATRICS ◽  
1958 ◽  
Vol 22 (5) ◽  
pp. 1001-1005
Author(s):  
Keyword(s):  
Internal Consistency ◽  
Probable Error ◽  
Oral Examination ◽  
The Other ◽  
Differential Selection ◽  
The Third ◽  
Critical Range ◽  
Written Examination ◽  
Lower Figure ◽  
The Mean

THE 1958 written examination of the American Board of Pediatrics was taken by 540 candidates on January 10. This is a larger number of candidates than in any previous year with the exception of 1953 when 607 physicians took the test. Grades earned by the 540 candidates ranged from a low mark of 27 to a high of 85, a range satisfactorily adequate for differential selection. After considerable study, the decision was reached to place the passing grade at 51.5. On this basis there were 35 examinees or 6.5% who failed and 505 who passed and were notified of their eligibility for oral examination. Pertinent statistics follow: mean, 65.82; mode, 69.51; median, 67.05; first quartile, 59.56; third quartile, 72.51. Readers will note that the mean and the mode are 3.7 points apart and also that the range from the first quartile to the median is 7.5 points whereas the distance from the median to the third quartile is only 5.5 points. These statistics mean that the Committee continues to be successful in producing an examination that is skewed toward the lower grades. Such a distribution makes the test relatively sensitive in the critical range where a decision must be reached regarding passing or failing and relatively insensitive in selecting honor grades. Calculation of the "probable error of estimate" (P.E.m) has yielded a lower figure than in any previous year. This statistic is computed by giving each candidate two grades, one based on his even numbered questions and the other on his odd numbered questions. The degree to which the two sets of grades are in agreement is a measure of the internal consistency of the examination.

SPECIAL ARTICLE

PEDIATRICS ◽  
1954 ◽  
Vol 14 (5) ◽  
pp. 563-564
Author(s):  
Keyword(s):  
Standard Deviation ◽  
Visual Assessment ◽  
Probable Error ◽  
Oral Examination ◽  
Frequency Curve ◽  
Written Examination ◽  
Lower Figure ◽  
Normal Frequency ◽  
The Mean ◽  
Selection Of

THE WRITTEN examination of January 15, 1954, was taken by 515 candidates, a larger number than in any previous year except 1953 when there were 607 candidates Grades ranged from a lowest mark of 32.0 to a highest mark of 89.5 Inspection of the range resulted in the decision to place the passing mark at 51. On this basis there were 32, or 6.2%, who failed and were therefore ineligible for oral examination. The distribution of the grades earned by the 515 candidates is presented in the form of a histogram. As an aid to visual assessment of the nature of the distribution, a normal frequency curve computed from the mean and standard deviation of the data has been superimposed on the diagram. The distribution of the grades is clearly and impressively skewed to the left, that is, the scores tend to be massed at the high end of the scale and spread out at the low end. An examination of this type is relatively sensitive in the zone of poorer scholarship where the selection of failures is to be made and relatively insensitive in the range of higher scholarship. The intrinsic reliability of the examination has again been assessed by comparing the grade made by each candidate on his odd-numbered questions with that earned on his even-numbered questions. The comparison reveals a "probable error of estimate," P.E.m, of 2.39, a lower figure and therefore a higher degree of reliability than yielded by any previous examination. The Committee is pleased that the increase in reliability was accomplished in spite of the fact that the length of the examination was decreased from 250 grading points in 1953 to 200 grading points.

SPECIAL ARTICLE

PEDIATRICS ◽  
1955 ◽  
Vol 16 (5) ◽  
pp. 731-732
Keyword(s):  
Standard Deviation ◽  
Probable Error ◽  
Oral Examination ◽  
Statistical Calculation ◽  
Frequency Curve ◽  
Question Types ◽  
Written Examination ◽  
Normal Frequency ◽  
The Mean ◽  
Passing Grade

THE WRITTEN examination of January 14, 1955, was taken by 480 candidates, a smaller number than in 1954 (515 candidates) or in the peak year of 1953 (607 candidates). Grades ranged from a low mark of 36.5 to a high mark of 90. Inspection of the range resulted in the decision to place the passing grade at 52. On this basis there were 40, on 8.3 per cent, who failed and were therefore ineligible for oral examination. The distribution of the grades earned by the 480 candidates is presented in a diagram. Superimposition of a normal frequency curve computed from the mean and standard deviation permits visualization of the fact that the distribution is again skewed to the left, that is, the objective was again realized of producing an examination relatively sensitive in the region of low grades where those to be passed must be separated from those to be failed and relatively insensitive in the region of honor grades. Statistical calculation shows the degree of skewness to be highly significant. As in previous years the reliability of the examination has been assessed by comparing the grade made by each candidate on his odd-numbered questions with that recorded from his even-numbered questions. The comparison shows a "probable error of estimate" (P.E.m) of 2.34, a figure not significantly lower than that achieved in 1954. Continued improvement in the reliability of the examination is indicated in the following table: [see table in source pdf] The next written examination, to be given in January, 1956, will contain the same types of questions as were used in 1954 and 1955. Candidates who will be taking this test are advised to read the "special articles" published in 1953 and 1954 in order to familiarize themselves with the question types.

AMERICAN BOARD OF PEDIATRICS

PEDIATRICS ◽  
1956 ◽  
Vol 18 (6) ◽  
pp. 979-982
Author(s):  
Keyword(s):  
Rank Order ◽  
Significant Loss ◽  
Probable Error ◽  
Oral Examination ◽  
Written Examination ◽  
The Mean ◽  
Passing Grade

THE WRITTEN examination of January 12, 1956, was taken by 480 candidates, exactly the same number as took the test of January, 1955. The examination proved to be more difficult than previous tests; the reasons for this may well be multiple. Nevertheless, the fact stands out that the vast majority of candidates needed the full 3 hours to complete the test and that most felt the pressure of time and were unable to review questions they had answered hurriedly. Because the grades averaged considerably lower than those of previous years, a formula was devised for adjusting the grades in such a way that the percentage of failures would be approximately the same as in 1955, that the passing grade would remain at 52, and that the mean grade would remain essentially the same for both years. It should be stressed that this process of adjusting grades in no way alters the rank order standing of the candidates. On this basis there were 41 candidates, or 8.5% who failed and were therefore ineligible for oral examination. The adjusted marks earned by the candidates varied from a lowest grade of 29.3 to a highest grade of 94.2 and therefore covered a range satisfactory for differentiation. However, the increased hardness of the test and the necessity for adjusting the grades were associated with a significant loss in the inherent reliability of the examination, that is to say, the "probable error of estimate" (P.E.m) was larger than it has been in recent years. The data on this statistic since the time of adoption of objective methods of testing are indicated in the following table: [SEE TABLE IN SOURCE PDF].

Comparison of plasma progesterone profiles in cyclic, pregnant, pseudopregnant and hysterectomized pigs between 8 and 27 days after oestrus

1988 ◽  
Vol 119 (1) ◽  
pp. 111-116 ◽  
Author(s):  
G. J. King ◽  
R. Rajamahendran
Keyword(s):  
Least Squares ◽  
Analysis Of Variance ◽  
The Other ◽  
Corpora Lutea ◽  
Plasma Progesterone ◽  
The Third ◽  
Secretory Potential ◽  
The Mean

ABSTRACT Plasma progesterone concentrations were compared in cyclic (n = 12), pregnant (n =12), oestradiol-induced pseudopregnant (n=12) and hysterectomized gilts (n=10) between days 8 and 27 after oestrus. The results were grouped into periods covering days 8–13, 14–20 and 21–27 and analysed by least-squares analysis of variance. Plasma progesterone concentrations were significantly (P<0·001) higher in hysterectomized compared with other groups between days 8 and 13. Progesterone concentrations declined rapidly after day 14 in cyclic females and gradually in the other groups. Throughout the third and fourth weeks the mean progesterone concentrations for hysterectomized animals were consistently higher than for pseudopregnant animals (P<0·05). The pregnant group means were below but not significantly different from the hysterectomized means in both of the last two periods. The greater progesterone concentrations in hysterectomized gilts indicated that secretion is high without any conceptus-produced or -mediated luteotrophin, and corpora lutea in cyclic, pregnant or pseudopregnant gilts may never reach full secretory potential. J. Endocr. (1988) 119, 111–116

EFFECT OF AMPICILLIN ADMINISTRATION ON THE EXCRETION OF TWELVE OESTROGENS IN PREGNANCY URINE

1975 ◽  
Vol 80 (3) ◽  
pp. 551-557 ◽  
Author(s):  
H. Adlercreutz ◽  
F. Martin ◽  
M. J. Tikkanen ◽  
M. Pulkkinen
Keyword(s):  
Enterohepatic Circulation ◽  
Basic Mechanism ◽  
The Other ◽  
Control Value ◽  
The Third ◽  
Urinary Levels ◽  
Pregnancy Urine ◽  
The Mean ◽  
The Individual ◽  
In Pregnancy

ABSTRACT The excretion of twelve oestrogens in urine, pooled daily from a group of pregnant women, was determined before, during and after ampicillin administration (2 g/day, for 3 days). On the second day of ampicillin administration total oestrogen excretion fell to 67 % of the mean control value, oestriol excretion to 69% and that of the other eleven individual oestrogens to an average of 62 % of the mean control values. In general, on the third day of treatment and on the two post-treatment days this decrease tended to be corrected. The patterns of change in the urinary levels of the individual metabolites provided no clear lead to the basic mechanism of ampicillin impairment of oestrogen excretion. However, as the drug affected all their excretion in more or less the same way as it did that of oestriol, it is possible that ampicillin interferes primarily with their enterohepatic circulation in the mother as has been established with reasonable certainty in the case of oestriol.

Termination of diapause in the larva of Lucilia caesar L. (Diptera: Calliphoridae)

1968 ◽  
Vol 46 (3) ◽  
pp. 335-344 ◽  
Author(s):  
Richard A. Ring
Keyword(s):  
Larval Instar ◽  
Short Interval ◽  
The Other ◽  
The Third ◽  
Physiological Processes ◽  
Puparium Formation ◽  
The Mean ◽  
Diapause Development ◽  
Chilling Period ◽  
Genetically Determined

The sheep blowfly, Lucilia caesar L., enters a facultative diapause at the end of the third larval instar immediately before puparium formation. The termination of diapause in this species, although occurring regularly over a period from 3 to 22 weeks at a constant temperature of 22 °C, was found to be accelerated significantly by exposing the diapause larvae to optimal periods of chilling at 5 °C. Suboptimal chilling periods, on the other hand, tended to prolong diapause development. The optimal requirements for diapause development were shown to be an initial chilling period of approximately 12 weeks followed by a short interval of 1–3 weeks at a temperature of 22 °C at which morphogenesis could proceed. Diapause development in L. caesar is discussed in the light of the present status of our knowledge concerning the physiological processes prerequisite to diapause termination.It has been found that the duration of diapause varies to a great extent among individual larvae, even though they are of the same parentage and subjected to the same environmental conditions. Differences also occur in the mean duration of diapause in groups of larvae from different females. It appears that these differences in diapause intensity are genetically determined.

Development of a Robust Design Process Using a New Robustness Index

2005 ◽  
Author(s):  
K. H. Hwang ◽  
G. J. Park
Keyword(s):  
Design Process ◽  
Robust Design ◽  
Loss Function ◽  
The Other ◽  
The Third ◽  
Design And Manufacturing ◽  
Probability Of Success ◽  
Robustness Index ◽  
The Mean ◽  
Taguchi’S Loss Function

In product design and manufacturing, robust design leads to a product that has good quality. Robust design is reviewed in two categories: one is the process and the other is the robustness index. The process means efficient manipulation of the mean response and the variance. The robustness index indicates a measure of insensitiveness with respect to the variation. To improve existing methods, a three-step robust design (TRD) is proposed. The first step is “reduce the variance,” the second is “find multiple candidate designs,” and the third is “select the optimum robust design by using the robustness index,” Furthermore, a new robustness index is introduced in order to accommodate the characteristics of the probability of success in axiomatic design and the Taguchi’s loss function. The new robustness indices are compared with the existing ones. The developed robust design process is verified by examples and the results using the robustness index are compared with those of other indices.

AMERICAN BOARD OF PEDIATRICS

PEDIATRICS ◽  
1959 ◽  
Vol 24 (5) ◽  
pp. 848-848
Keyword(s):  
Present Report ◽  
Detailed Account ◽  
Lower Grade ◽  
Undue Influence ◽  
Differential Selection ◽  
Current Passing ◽  
Written Examination ◽  
The Mean ◽  
Written Test ◽  
Passing Grade

IN THE November 1958 issue of Pediatrics (22:1001, 1958) the Examinations Committee of the American Board of Pediatrics published a detailed account of the written examination to be given on January 9, 1959. Since the general composition of the written test of January 8, 1960, will be similar to that of the 1959 test, the present report will be brief. All candidates who will take the test are, however, advised to read the previous publication. The 1959 examination was taken by 600 candidates. Grades ranged from a low of 30 to a high of 88.25, a variation quite adequate for differential selection. After considerable study the passing grade was placed at 47.5. On this basis there were 558 candidates (93%) who were successful and who accordingly were notified of their eligibility of oral examination. Forty-two candidates (7%) failed to attain the designated passing grade. Other pertinent statistics follow: mean, 63.35; mode, 67.02, median, 64.58; first quartile, 56.84; third quartile, 70.88. Readers may again note that the mean and mode are separated by 3.7 points, an indication of continued success in producing an examination skewed toward the lower grades. The P.E.m of 2.21 is slightly but not significantly higher than that of last year. Those who compare the foregoing data with those of a year ago will observe that the current passing grade of 47.5 is appreciably lower than that of 51.5 for the 1958 test. The lower grade suggests at first glance that the 1959 examination may have been considerably more difficult than that of 1958. It is therefore all the more interesting to note that the 1959 test yielded five grades higher than 85 which was the top mark last year. Suspicion was therefore aroused that an increasing number of less well prepared foreign candidates might be exerting an undue influence on the passing grade. The suspicion has now been confirmed. Five hundred American candidates earned an average grade of 65.07 and only 26 (5.2%) were below the established passing grade.

scholarly journals On the conditions under which the "probable errors" of frequency distributions have a real significance

1915 ◽  
Vol 92 (634) ◽  
pp. 23-41 ◽  
Keyword(s):  
Standard Deviation ◽  
Frequency Distribution ◽  
North Sea ◽  
Probable Error ◽  
The Other ◽  
Adequate Description ◽  
Frequency Distributions ◽  
The North ◽  
The North Sea ◽  
The Mean

When we seek the value of a statistical constant, we may either consider the whole aggregate of individuals possessing characteristics of which the constant in question is a function, or we may limit ourselves, from choice or necessity, to the consideration of a ramdom sample of the whole population. The mean height of Englishmen of military age, at a given instant, is a constant which could be determined from a random sample. On the other hand, the mean weight of adult herrings frequenting the North Sea is necessarily to be determined only by a consideration of a sample of the whole population. Statistical constants calculated from a sample give us little information unless we know, at the same time, the manner in which the values may be expected to vary from ramdom sample to ramdom sample, i. e . the frequency distribution of the constant in many samples. The universal custom is to state the "probable error" of the constant, which is equivalent to giving the parameter of the values of the constant in the population as a whole. The parameter-the standard deviation of the frequency distribution-therefore ceases to provide an adequate description of the facts if the frequency distribution differs sensibly from the normal.

scholarly journals A Comparative Study of Using Students Team Achievement Division (STAD) and Three Minutes Review (TMR) Strategies in Teaching Questions

2012 ◽  
Vol 5 (2) ◽  
pp. 33
Author(s):  
Endah Fauziningrum
Keyword(s):  
Elementary School ◽  
Comparative Study ◽  
Elementary School Students ◽  
Teaching Strategy ◽  
The Other ◽  
Third Grade ◽  
School Students ◽  
The Third ◽  
Post Test ◽  
The Mean

The objective of this research was to find out the effectiveness of using STAD and TMR strategies to teach questions to the third grade of elementary school students. The data of the research were taken in Sompok state elementary school 03 and 04. The research design used was factorial design. It means that the writer had two groups, one was taught by using STAD strategy and the other was taught by using TMR strategy. STAD and TMR strategies had two sub-divisions, students who take English courses and students who do not take English courses. The number of the research sample for each cell was 12 students. There were four time lesson of periods for STAD and TMR classes. To investigate the effectiveness of using STAD and TMR strategies, the writer used F-test formula. The results were: 1) STAD was effective to teach question to students who take English courses. It was showed from the pre-test (10.83) and the post-test (12.75). 2) STAD was effective to teach question to students who do not take English courses. It was shown on the mean of pre-test (8.58) and the post-test (11.25). 3) TMR was effective to teach question to students who take English courses. It was shown on the mean of pre-test (10.67) and the post-test (11.50).  4) TMR was effective to teach question to students who do not take English courses. It was shown on the mean of pre-test (9.83) and post-test (10.42). There was not any interaction between the students who take English courses and who do not and and who were taught by using STAD and TMR atrategies.it showed from the ANOVA result. The result was the interaction between strategies and taking courses variables showed 0.325 with sig 0.571. Since, sig 0.571 > 0.05, then the interaction between strategies and taking courses variables do not effect the students achievement. Keywords:  Comparison; Third Grade Elementary School Students; STAD Strategy; TMR Strategy;the Effectiveness of Using Teaching Strategy 

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