Grading group projects - HaagsehonderdNl Grading group projects - HaagsehonderdNl

Grading group projects

Grading group projects

In pathology, grading is a measure of the cell appearance in tumors and other neoplasms. A cancer that is very poorly differentiated is called anaplastic. Grading systems are also different for many common types of cancer, though following a similar pattern with grades being increasingly malignant over a range of 1 to 4. Grading group projects the many cancer-specific schemes, the Gleason system, named after Donald Floyd Gleason, used to grade the adenocarcinoma cells in prostate cancer is the most famous.

Other systems include the Bloom-Richardson grading system for breast cancer and the Fuhrman system for kidney cancer. Invasive-front grading is useful as well in oral squamous cell carcinoma. Prediction of prognosis for prostatic adenocarcinoma by combined histological grading and clinical staging. Sawair FA, Irwin CR, Gordon DJ, Leonard AG, Stephenson M, Napier SS. Invasive front grading: reliability and usefulness in the management of oral squamous cell carcinoma. Grading of soft tissue sarcomas: from histological to molecular assessment».

CS1 maint: Explicit use of et al. Grading of soft tissue sarcomas: review and update». Hidden categories: CS1 maint: Explicit use of et al. C: The student did the assignment adequately, yet it shows lack of planning and little evidence that an overall composition was planned. F: The student did the minimum or the artwork was never completed. D: The student fulfill the assignment, but gave no evidence of trying anything unusual. F: The student showed no evidence of original thought.

B: The student work hard and completed the project, but with a loom or effort it might have been outstanding. D: The project was completed with minimum effort. F: The student did not finished the work adequately. D: The student showed below average craftsmanship, lack of pride in finished work. A: The student work toward group goals, effectively performed a variety of roles in group work, followed through on commitments, was sensitive to the feelings and knowledge level of others, willingly participated in necessary preparation or work for classroom. B: The student participated enthusiastically, followed through with commitments, performed more than adequately, assisted in preparation and clean-up. C: The student mostly allowed others in the group to make all the decisions, did his or her share of work adequately, assisted in preparation and cleanup when asked.