Using High-Grading and Portfolio Tools to Allocate Resources Among Shale Play Opportunities

2014 ◽  
Author(s):  
Larry Gregg Chorn ◽  
John Michael Serice ◽  
Suzanne Locsin Del Rosario-Davis
Keyword(s):  
High Grading

scholarly journals Decreasing Woodlot Size and the Future of Timber Sales in Massachusetts: When Is an Operation Too Small?

1996 ◽  
Vol 13 (2) ◽  
pp. 96-101 ◽  
Author(s):  
David B. Kittredge ◽  
Michael J. Mauri ◽  
Edward J. McGuire
Keyword(s):  
High Quality ◽  
Timber Sales ◽  
The Future ◽  
Improvement Measures ◽  
Parcel Size ◽  
High Grading ◽  
Timber Sale

Abstract The heavily forested landscape of Massachusetts is dominated by nonindustrial private ownerships. Statistics indicate that parcel size has decreased to a most recent average of 10.6 ac. Professional loggers were queried to determine if there was a timber sale size (expressed in eithervolume or area) below which they would not bid. Respondents indicated that they had operated on a timber sale as small as an average of 7.8 ac and 20.4 mbf, and would purchase one as small as an average of 5.3 ac and 17.1 mbf. The single most important factor in deciding to bid on a smallsale was the quality and value of the timber. In the future, small parcels with a preponderance of low-quality timber resulting from high-grading may be deemed inoperable by loggers. The importance of high quality timber on small parcels emphasizes the need for stand improvement measures toensure small parcels are feasible to commercially operate in the future. North. J. Appl. For. 13(2):00-00.

Dynamic discarding decisions: foraging theory for high-grading in a trawl fishery

1995 ◽  
Vol 6 (2) ◽  
pp. 146-154 ◽  
Author(s):  
Darren M. Gillis ◽  
Ellen K. Pikitch ◽  
Randall M. Peterman
Keyword(s):  
Foraging Theory ◽  
Trawl Fishery ◽  
High Grading

A Simple Empirical Model of Data Fouling by High-Grading in Capture Fisheries

2007 ◽  
Vol 83 (1) ◽  
pp. 74-85 ◽  
Author(s):  
C. M. Wernerheim ◽  
R. L. Haedrich ◽  
S. Ussif Rashid ◽  
G. R. Munro ◽  
J. G. Sutinen
Keyword(s):  
Empirical Model ◽  
High Grading ◽  
Simple Empirical Model

The Effects of an Anti-Grade Inflation Policy at Wellesley College

2014 ◽  
Vol 28 (3) ◽  
pp. 189-204 ◽  
Author(s):  
Kristin F. Butcher ◽  
Patrick J. McEwan ◽  
Akila Weerapana
Keyword(s):  
Social Sciences ◽  
Grade Inflation ◽  
Colleges And Universities ◽  
Student Evaluations ◽  
Student Ratings ◽  
Wellesley College ◽  
Difference In Differences ◽  
Racial Gaps ◽  
High Grading ◽  
The 1960S

Average grades in colleges and universities have risen markedly since the 1960s. Critics express concern that grade inflation erodes incentives for students to learn; gives students, employers, and graduate schools poor information on absolute and relative abilities; and reflects the quid pro quo of grades for better student evaluations of professors. This paper evaluates an anti-grade-inflation policy that capped most course averages at a B+. The cap was biding for high-grading departments (in the humanities and social sciences) and was not binding for low-grading departments (in economics and sciences), facilitating a difference-in-differences analysis. Professors complied with the policy by reducing compression at the top of the grade distribution. It had little effect on receipt of top honors, but affected receipt of magna cum laude. In departments affected by the cap, the policy expanded racial gaps in grades, reduced enrollments and majors, and lowered student ratings of professors.

scholarly journals Grade Inflation and Course Choice

1991 ◽  
Vol 5 (1) ◽  
pp. 159-170 ◽  
Author(s):  
Richard Sabot ◽  
John Wakeman-Linn
Keyword(s):  
Political Science ◽  
Math Education ◽  
Grade Inflation ◽  
Policy Implications ◽  
Education Students ◽  
The Past ◽  
High Grading ◽  
Econometric Study ◽  
Grading Policies ◽  
The Impact

A conflict exists between the incentives offered to students and the institutional goal of increased science and math education. Students make their course choices in response to a powerful set of incentives: grades. These incentives have been systematically distorted by the grade inflation of the past 25 years. As a consequence of inflation, many universities have split into high- and low-grading departments. Economics, along with Chemistry and Math, tends to be low-grading. Art, English, Philosophy, Psychology, and Political Science tend to be high-grading. This paper presents evidence from nine colleges and universities that grade inflation has led to a divergence among departments in grading policies. We then discuss the results of an econometric study we conducted at Williams College of the influence of grading policies on course choice. The impact that differences in grading policies across departments have on the distribution of enrollments was also estimated, and policy implications of the findings are discussed.

Grading Practices in Different Major Fields

1974 ◽  
Vol 11 (4) ◽  
pp. 343-357 ◽  
Author(s):  
Roy D. Goldman ◽  
Donald E. Schmidt ◽  
Barbara Newlin Hewitt ◽  
Ronald Fisher
Keyword(s):  
College Admission ◽  
Adaptation Level ◽  
Grading Practices ◽  
High Ability ◽  
Average Student ◽  
Admission Requirements ◽  
Adaptation Level Theory ◽  
High Grading ◽  
Grading Standards ◽  
High Ability Students

The present investigation was concerned with grading standards in different major fields. Specifically, adaptation-level theory was hypothesized as a model for describing grading behavior of instructors. In this model, the stringency of grading standards is positively related to average student ability. The regressions of GPA on HSGPA, SATV and SATM were computed for students in each of 12 major fields. This information was used to “project” hypothetical GPA’s if students were to major in fields other than their own. The results indicated that for middle and low ability students those fields with lowest ability students adopt lowest grading standards. Similarly, high grading standards are adopted by fields with high ability students. It appeared that adaptation-level theory was supported as a model of grading behavior at low and middle levels of ability but not for high levels of ability. The implications of the results were discussed with regard to: 1) changing college admission requirements, and, 2) open-enrollment experiments.

scholarly journals Collegiate Grading Practices and the Gender Pay Gap

2000 ◽  
Vol 8 ◽  
pp. 10
Author(s):  
Alicia C. Dowd
Keyword(s):  
Higher Education ◽  
Theoretical Analysis ◽  
College Women ◽  
Production Functions ◽  
Grading Practices ◽  
Gender Pay Gap ◽  
Pay Gap ◽  
Education Production ◽  
Research Findings ◽  
High Grading

Extending research findings by R. Sabot and J. Wakeman-Linn (1991), this article presents a theoretical analysis showing that relatively low grading quantitative fields and high grading verbal fields create a disincentive for college women to invest in quantitative study. Pressures on grading practices are modeled using higher education production functions.

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