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The Deauville 5-point scoring system is an internationally accepted and utilized five-point scoring system for the fluorodeoxyglucose (FDG) avidity of a Hodgkin lymphoma or Non-Hodgkin lymphoma tumor mass as seen on FDG positron emission tomography: [1] Score 1: No uptake above the background; Score 2: Uptake ≤ mediastinum
The second, and possibly more important point, is whether the "distance" between each successive item category is equivalent, which is inferred traditionally. For example, in the above five-point Likert item, the inference is that the 'distance' between category 1 and 2 is the same as between category 3 and 4.
The score is determined through the evaluation of the newborn in five criteria: activity (tone), pulse, grimace, appearance, and respiration. For each criterion, newborns can receive a score from 0 to 2. [1] [3] [4] The list of criteria is a backronym of Apgar's surname.
Scores may range from −1 to 5. Guidelines for management state: [1]-1, 0 or 1 point(s) – No antibiotic or throat culture necessary (risk of strep. infection <10%) 2 or 3 points – Should receive a throat culture and treat with an antibiotic if culture is positive (risk of strep. infection 32% if 3 criteria, 15% if 2) 4 or 5 points ...
The most differentiated tumor would have the lowest score, Gleason 2 (1+1), while the most undifferentiated neoplasm (not resembling native prostate tissue) would have the highest score, Gleason 10 (5+5). Gleason scores range from 2 to 10; by definition there is no score of 0 or 1. [4] [7]
In simpler terms, it serves as a set of criteria for grading assignments. Typically presented in table format, rubrics contain evaluative criteria, quality definitions for various levels of achievement, and a scoring strategy. [1] They play a dual role for teachers in marking assignments and for students in planning their work. [2]
Feighner Criteria; Research Diagnostic Criteria (RDC), 1970s-era criteria that served as a basis for DSM-III; Research Domain Criteria (RDoC), an ongoing framework being developed by the National Institute of Mental Health; International Classification of Diseases (11th Revision) [1]
A positive response is either a score of 2 or 3 ("often" to "very often"). The final 8 questions of both versions ask the respondent to rate the child's performance in school and his or her interactions with others on a 1–5 scale, with 1–2 meaning "above average", 3 meaning "average", and 4–5 meaning "problematic".