Converting cumulative grade point average to an equivalent percentage value based on a fuzzy logic

The graduates who have finished their study program will be given a merit award and their award certificates will be graded in accordance with the degree of their academic accomplishment. The awards are generally offered using two methods; one is by the cumulative grade point average (CGPA) and the other is by the average percentage of all marks for the students. The problem is when assigning a course final grade; each student's final percentage is translated to a letter, allowing the discrepancy within the same letter grade range in the final ranking. If two students have the same final score, that means equal results. However, this equality can be false if one student hits a percentage of the highest grade, while the second student earns a percentage of the lowest grade of the same letter grade. This paper introduced a new equation that transforms between the awarded cumulative grade point average and the awarded percentage ranking based on fuzzy system. The proposed approach was tested using three actual benchmarks collected from three different colleges in Beni-Suef university. The obtained results reflects the effect of the fuzzy logic in helping converting form CGPA measures to percentage measure in educational systems.

Education for sustainable development in Spanish higher education: an assessment of sustainability competencies in engineering and education degrees

Purpose This paper aims to present a methodology for analysing the extent to which students of a university degree perceive that they have received a good education for sustainable development (ESD). The methodology enables us to quantify this perception, which, in turn, allows us to determine: to what extent the objectives related to ESD are achieved in the degree, and to compare the learning in ESD perceived by students of different degrees. The methodology is applied to nine engineering degrees and nine education degrees in the Spanish university system. Design/methodology/approach ESD is analysed from the students’ learning perception. This perception is measured by comparing the responses of first- and fourth-year students to a questionnaire about their sustainability competencies. Two indicators have been designed to analyse the results. The first indicator, learning increase, measures the declared learning difference between fourth- and first-year students. The second indicator, learning percentage, measure the amount of learning as reported by fourth-year students compared to how much they could have learned. Findings The results show that the average learning percentage perceived by students is higher in engineering degrees (33%) than in education degrees (27%), despite the fact that the average learning increase declared by students at the end of their studies in both areas of knowledge is similar (66%). Engineering students report having achieved higher learning than education students in all sustainability competencies, with the exception of ethics. Originality/value This paper analyses ESD from the student’s perspective. Furthermore, to the knowledge of the authors, this is the first study that compares the perception of ESD between engineering and education students. This comparison allows us to determine the different approaches that university Professors take to ESD according to the discipline they teach.

Using Cauchy Distribution To Estimate Survival Function

This paper intends to estimate the unlabeled two parameters for Cauchy distribution model depend on employing the maximum likelihood estimator method to obtain the derivation of the point estimators for all unlabeled parameters depending on iterative techniques , as Newton – Raphson method , then to derive “Lindley approximation estimator method and then to derive Ordinary least squares estimator method. Applying all these methods to estimate related probability functions; death density function, cumulative distribution function, survival function and hazard function (rate function)”. “When examining the numerical results for probability survival function by employing mean squares error measure and mean absolute percentage measure, this may lead to work on the best method in modeling a set of real data”

Percentages, Relational Degrees, and Degree Constructions

Comparatives and equatives are usually assumed to differ only in that comparatives require that one degree be greater than another, while equatives require that it be at least as great. Unexpectedly, though, the interpretation of percentage measure phrases differs fundamentally between the constructions. This curious asymmetry is, we suggest, revealing. It demonstrates that comparatives and equatives are not as similar as one might have thought. We propose an analysis of these facts in which the interpretation of percentage phrases follows straightforwardly from standard assumptions enriched with two additional ones: that percentage phrases denote ‘relational degrees’ (type <d,d>) and that the equative morpheme is uninterpreted.

Modified Internal Rate of Return

The evaluation of the efficiency of investments relies on a system of measures based on actuarial techniques that consider the time value of money. One of the common measures used is the Internal Rate of Return (IRR). Commonly, by applying of the efficiency evaluation criteria, result consistent outcomes. In this paper, the author tries to highlight that, based on its theoretical assumptions and practical drawbacks, considering of this measure in evaluation of the investments decisions may lead to erroneous decision. Despite the fact that the Internal Rate of Return (IRR) has never had a favorable academic press, the surveys outline that financial managers seem just to enjoy this measure. The aim of this paper is to summarize the drawbacks of this indicator and to offer a presentation of the Modified Internal Rate of Return (MIRR), as a solution to express a project performance by using of a percentage measure concomitant to discard the unrealistic assumption of reinvestment of cash flow stream just at the value of the IRR, allowing a straightforward calculation.

An Evaluation of the Mentoral Support Programme of Directorate of Staff Development

It was an impact assessment study that was conducted to assess the impact of District Teacher Educators (DTE) mentoral support upon Primary School Teachers (PST) professional progress in Punjab. The Punjab Government’s Continuous Professional Development (CPD) Program had been initiated through Directorate of Staff Development (DSD). Five years have passed since the start of this program. High expenditure was expected to be consumed for this task. Its effectiveness or the impact of this program needed to be assessed. Thus, the objectives were to assess the PSTs professional progress in the eight areas of mentoral support program, in M.B.D in district. The Questionnaire and Structured-Interview were taken as instruments. Data was hereby analyzed through percentage measure and Chi-square test. The sample consisted of two types of population. It was based upon 120 PSTs and 40 Heads of Secondary / Higher Secondary Schools working as Cluster Training and Support Centre (CTSC) Heads. Conclusions indicated that PSTs were satisfied about their professional progress acquired through DTEs. However, CTSC Heads were not found satisfied about the impact of DSD’s mentoring program.

IRR: A Blind Guide

Over the past 60 years the internal rate of return (IRR) has become a major tool in investment evaluation. Many executives prefer it to net present value (NPV), presumably because they can more easily comprehend a percentage measure. This article demonstrates that, except in the rare case of an investment that is followed by a single cash return, IRR suffers from a definitional quandary. Is it an intrinsic measure, defined only in terms of itself, or is it defined by the efforts of active investors? Additionally, the article explains significant problems with the measure - reinvestment issues, multiple IRRs, timing problems, problems of choice among unequal investment opportunities, and practical difficulties with multiple discount rates. IRR is a blind guide because its definition is in doubt and because of its many practical problems.

An Alternative Measure of Political Trust

This chapter presents a critique of the standard ANES political trust question, and proposes a percentage measure as an alternative. Given the wide-ranging consequences of political trust, there is understandably a considerable body of scholarly work outlining the determinants of trust. Despite this attention, there remains no consensus on how to measure the underlying concept. The chapter seeks to address this by first analyzing the flaws in the ANES trust question and then using an alternative trust item included on the 2006 ANES Pilot Study to assess different trust measures. These analyses indicate that while neither trust indicator predicts turnout nor vote choice, the percentage measure outperforms the standard trust question in predicting policy attitudes.

SWAT: Do We Need Conjoint Measurement?

The present study sought to determine the utility of the unweighted sum as an alternative to conjoint measurement in forming a workload composite measure with the Subjective Workload Assessment Technique (SWAT). The data from a simulator study designed to identify pilot workload associated with alternative cockpit configurations in a night air interdiction mission were reanalyzed using a percentage measure (SUMPCT) based on the unweighted sum of the three SWAT rating scales. Results indicated that the CONJOINT and SUMPCT workload composites were highly correlated and were equally sensitive to detecting differences in the independent variables. The reasons for the equal sensitivity of the two composite measures are discussed. This study adds to the growing body of evidence that one can form a composite measure of workload using the SWAT rating scales without the necessity of having to conduct the time-consuming card sort.