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Relevant bibliographies by topics / Grade 7

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Academic literature on the topic 'Grade 7'

Author: Grafiati

Published: 4 June 2021

Last updated: 5 February 2022

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Journal articles on the topic "Grade 7"

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Askey, Richard, Kunihiko Kodaira, and Hiromi Nagata. "Japanese Grade 7-9 Mathematics." College Mathematics Journal 23, no. 5 (November 1992): 445. http://dx.doi.org/10.2307/2686423.

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Korpipää, Heidi, Tuire Koponen, Mikko Aro, Asko Tolvanen, Kaisa Aunola, Anna-Maija Poikkeus, Marja-Kristiina Lerkkanen, and Jari-Erik Nurmi. "Covariation between reading and arithmetic skills from Grade 1 to Grade 7." Contemporary Educational Psychology 51 (October 2017): 131–40. http://dx.doi.org/10.1016/j.cedpsych.2017.06.005.

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Yamaguchi, N., R. Maru, T. Maeda, R. Sumioka, A. Miyamoto, and K. Yajima. "Evaluation of Mesurement of Fatigue-grade (7)." Japanese journal of ergonomics 26, Supplement (1990): 180–81. http://dx.doi.org/10.5100/jje.26.supplement_180.

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YAMAGUCHI, Nobuhisa, Masao ITO, Ruriko MARU, Ester SANADA, and Kazuyoshi YAJIMA. "Study on Measurement of fatigue-grade (7)." Japanese journal of ergonomics 29, Supplement (1993): 178–79. http://dx.doi.org/10.5100/jje.29.supplement_178.

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Іващенко, О. В., Т. В. Карпунець, and Ю. В. Крінін. "Teaching control motor readiness boys 7—8 grades." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 23, 2014): 3–9. http://dx.doi.org/10.17309/tmfv.2014.3.1102.

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Purpose — to determine information parameters and motor functional training boys 7—8 grades.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, educational testing and treatment methods of mathematical statistics research results. The study was attended by 24 people. Grade 7, 35 — 8th grade.Research results. Analysis shows that the test results are observed between boys seventh and eighth grade on most indicators statistically significant differences (p <0,05: 0,001). By functional state of the respiratory and circulatory boys grades 7—8 are assessed as healthy untrained.Conclusions. Structural canonical discriminant function coefficients indicate that the most significant feature is a function associated with the number 8, 6, 4 and 5 variables: thus a significant difference between boys seventh and eighth grade observed in the development of motor skills: speed strength, coordination capabilities and its own power.

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Ishiwata, Kazuya, Naoyuki Uchida, Hisashi Yamamoto, Shinsuke Takagi, Daisuke Kato, Sachiko Seo, Naofumi Matsuno, et al. "Incidence of Adenovirus and BK Virus Reactivation and Diseases Following Reduced-Intensity Cord Blood Transplantation for Adult Patients." Blood 110, no. 11 (November 16, 2007): 1073. http://dx.doi.org/10.1182/blood.v110.11.1073.1073.

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Abstract Background Late-onset hemorrhagic cystitis (HC) is a common viral infections after allogeneic hematopoietic stem cell transplantation (HSCT). Most cases of HC occurring after HSCT are self-limited, but they can cause pain, pollakiuria, and prolonged hospitalization. In cases with progression of HC, ureteral stenosis has occurred and occasionaly resulted in obstructive renal failure. Several risk factors associated with HC after bone marrow transplantation(BMT) and peripheral blood stem cell transplantation(PBSCT) have been reported in several studies. However, most of these risk factors for HC after cord blood transplantation(CBT) have not been observed in detail. Subjects and methods We retrospectively analyzed the clinical records of 461 patients who underwent HSCT at Toranomon Hospital between November 2002 and December 2006. Median age of the patients was 53 years (range 17– 79). Source of HSCT was peripheral blood (PB) in 79 patients (17%), cord blood (CB) in 281 patients (61%), bone marrow (BM) in 101 patients (22%). Underlying diseases were AML(n= 146), ALL(n=61), MDS(n=68), ATL(n=34), CML(n=8), NHL (n=109), other(n=35). The most frequently used conditioning regimens were fludarabine (Flu), alkylating agent (melphalan, busulfan or cyclophosphamide) with total body irradination (TBI).The most frequently used prophylaxis regimens for graft-versus-host disease (GVHD) were calcineurin inhibitor (CI) alone or CI plus methotrexate. HC was defined as the presence of sustained microscopic hematuria for more than 7 days at least 10 days after HSCT in the absence of other conditions such as gynecologic-related bleeding, multiple organ dysfunction, or sepsis. HC was graded according to the following criteria: grade0 = no HC, grade1 = microscopic hematuria, grade2 = macroscopic hematuria, grade3 = macroscopic hematuria with clots, grade4 = macroscopic hematuria requiring instrumentation for clot evacuation or causing urinary retention. BK virus and adenovirus were detected by PCR on urinary samples in all patients who developed HC. Results Overall, 73 patients (16%) developed HC. The median day of presentation was 55 days (range 10 to 505 days). HC cases were graded as follows: grade 1 (8%), grade 2 (64%), grade 3 (24%), grade 4 (4%). The following variables were associated with a higher incidence of HC: CB source vs BM vs PB (14.2% vs 19.8% vs 16.5%, p<0.01). Adenovirus was detected in 27 patients (ADV type11 in 16 patients). BK virus was detected in 42 patients. Both virus was detected in 9 patients. The incidence of HC was significantly associated with grade II to IV acute GVHD in CBT (p<0.01). Conclusion We concluded that there is no significant disparity in the rate of HC among CBT and other HSCT, and immune reconstitution in parallel with BK and adenovirus viruria after CBT stand comparison with other HSCT.

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Jha, Divya, Shankar Jha, Sunita Ghosh, Michael Smylie, and Muba Taher. "Sun-Smart Practices Amongst School Students (Grades 5, 7, and 9) in Alberta, Canada." Journal of Cutaneous Medicine and Surgery 21, no. 2 (March 2017): 137–44. http://dx.doi.org/10.1177/1203475417692574.

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Objectives: The aim of this study was to assess the current knowledge children possess on melanoma and sun-protective behaviour. Methods: A one-page survey was administered to students in grades 5, 7, and 9. Results: Three hundred ninety-two students from 11 schools in Edmonton were surveyed. Seventy-one percent of students knew that sun exposure can cause skin cancers. Sixty-nine percent were taught by their parents about sun protection, but only 44% of students received similar instructions from teachers. Twenty percent of students indicated that they never or rarely wore sunscreen. Twenty-five percent of students had experienced painful sunburns, and only 46% were willing to use sunscreen if it were available at school. More Caucasian students reported painful or peeling sunburns in each grade level than their non-Caucasian peers (for grade 5, P = .003; for grade 7, P < .0001; for grade 9, P = .001). For all grade levels, the percentage of Caucasian students who indicated that they would not wear sunscreen when going out in the sun was greater than among their non-Caucasian peers (for grade 5, P < .001; for grade 7, P = .003; for grade 9, P = .015). Conclusions: A comprehensive and focused approach to sun-smart education is recommended for students.

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Ruffer, William A., Richard R. Grapenthin, Lee A. Huey, and Bill J. Patterson. "Comparisons for Psychomotor Tasks: Grade and Sex of Secondary School Youths." Perceptual and Motor Skills 60, no. 1 (February 1985): 27–30. http://dx.doi.org/10.2466/pms.1985.60.1.27.

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Youths in Grades 7 through 10 ( N = 815) were tested on simple reaction time, pursuit rotor, hand tapping, or arm-hand steadiness tasks. The results, which provide normative data, show that all four tasks are grade-or age-dependent; subjects in higher grades performed better than those in lower grades. Reaction time and hand tapping were sex-dependent; boys scored better than girls. An interaction of sex × grade was observed for time on target on the pursuit rotor; boys were better in Grades 7 through 9 while girls were better in Grade 10.

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Dinev, Ilia. "FORM GENIUSES /For students from 2-7 grade/." Education and Technologies Journal 8, no. 2 (August 15, 2017): 215–18. http://dx.doi.org/10.26883/2010.172.321.

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Chigondo, Fidelis. "From Metallurgical-Grade to Solar-Grade Silicon: An Overview." Silicon 10, no. 3 (April 24, 2017): 789–98. http://dx.doi.org/10.1007/s12633-016-9532-7.

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Dissertations / Theses on the topic "Grade 7"

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Haché, Susan M. "Bicycle safety in grade 7 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq20645.pdf.

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Shandola, Darlene. "Grade 7 students' conceptions of division." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/29351.

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This study is concerned with children's conceptions of division in both computational and problem-solving settings. Division was chosen because it is a mathematical topic with which many children have difficulty. Even though division is often introduced in the primary grades and reviewed every year following, late intermediate students still have difficulty understanding this concept. For this investigation, the researcher chose to use a semi-structured individual interview as a means of collecting data about Grade 7 students' conceptions of division in different contexts. During the interview, each student was asked to describe his or her thinking while working through a series of computations and word problems involving division with whole numbers or with decimal fractions. Both whole numbers and decimal fractions were used in the interview items in order to investigate whether or not students' conceptions of division changed as they worked with one, then the other. Twelve students were chosen for this study. It was found that these seventh graders varied in their demonstrations of different meanings of division. Some students demonstrated only the partitive meaning, some the quotitive, some that division is the inverse of multiplication, while others demonstrated a variety of meanings of division. It was noted that students who had an understanding of both the partitive and quotitive meanings of division were more successful solving the problems presented. This could be due in part to the notion that implicit models of division, such as the partitive model, influence problem-solving behaviour. It was also found that some students hold particular mathematical beliefs about division and about the form of the divisor which influence their problem-solving ability. Often these beliefs or misconceptions are a result of an overgeneralization of whole number rules. A student's choice of operation could be influenced by a number of factors including a student's implicit model of division, a student's mathematical beliefs, and the implied action in a problem. Some students used immature strategies such as verbal cues or "try all the operations and see which produces the most reasonable result" to determine the operation. These strategies indicated a lack of understanding of the meaning of the division operation. In some cases, students were able to reason qualitatively but were unable to relate that reasoning to mathematical symbols. Although they could give an approximate answer, they could not perform any further calculations. Implications for instruction resulting from this study include assessing students' conceptual understanding of the division concept and the algorithm through interviews and group discussions prior to and during instruction. Related to this is the notion of teachers ascertaining if students hold mathematical beliefs or misconceptions which may influence new learning and/or the application of knowledge. Teachers must be aware of students' thinking in order to plan instruction which will place those beliefs in context. Instructional activities should be planned which emphasize understanding of the division concept and of the long division algorithm. There should be a linking of conceptual knowledge and procedural knowledge by pairing activities using concrete materials with symbolic representations. The division concept should be discussed in terms of both whole numbers and decimal fractions. The calculator could be used to explore relationships between the divisor, the quotient, the dividend, and the remainder in these different number systems.
Education, Faculty of
Graduate

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McCall, Cynthia Ann. "Math computation difficulties in grade 7 and 8 students." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0006/NQ41236.pdf.

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Bango, Siduduzile. "An investigation into Grade 7 learners’ knowledge of ratios." Diss., University of Pretoria, 2002. http://hdl.handle.net/2263/78505.

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Ratio is one of the key mathematics concepts included in the South African Mathematics curriculum. It is applied in other topics of the Grade 7 curriculum, including geometry, functions and relationships, algebra, similarity and congruency. The aim of this qualitative research study was to explore the difficulties that learners experience in learning ratio. The primary research question for the study was: What is Grade 7 learners’ knowledge of ratio? This research question was answered through the following secondary research questions: How do learners solve problems involving ratio? What is learners’ conceptual knowledge of ratio? And what learning difficulties do learners experience when learning about ratio? The study was informed by Kilpatrick, Swafford and Findell’s (2001) five strands of mathematical proficiency; however, the focus was on conceptual and procedural knowledge of ratio. The interpretivist paradigm and the single exploratory case study design were used to gain insight into the learning of ratio. Data was collected from Grade 7 learners (23 of the 35 learners originally sampled) through a self-developed test that followed the prescripts of the Grade 7 Mathematics curriculum in South Africa and through semi-structured interviews. The test scripts were analysed using the Atlas.tiTM windows coding system and the results were used to construct questions for the semi-structured interviews. The interviews were used to corroborate data emerging from the test. The results of the study indicated that Grade 7 learners can do simple and routine manipulations of ratio as well as non-proportional ratio problems but struggle to solve problems that require multiplicative thinking and proportional reasoning skills. Although there could be other factors contributing to learners’ struggle to tackle proportional ratio problems requiring multiplication and proportional reasoning, a lack of conceptual knowledge seemed to contribute significantly.
Dissertation (MEd)--University of Pretoria, 2020.
Science, Mathematics and Technology Education
MEd
Unrestricted

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Tortop, Tugba. "7th-grade Students." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613092/index.pdf.

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The purpose of this study was to investigate 7th-grade students&rsquo
typical errors and possible misconceptions in graphs concept before and after the regular mathematics instruction. The study was conducted in an elementary school in the 2nd semester of 2009-2010 academic year in Afyonkarahisar. A mathematics teacher and 71 7th-grade students participated in the study. The data were collected through achievement tests administered to the students before and after the instruction and interviews conducted with the teachers and the selected eight students based on the results of the pretest and posttest. The teacher&rsquo
s instruction was also observed. Students were not exposed to a special treatment, but rather the influence of regular mathematics instruction on a group of 7th-grade students from the four classes taught by the same teacher was investigated. The results of data analysis indicated that 7th-grade students had common typical errors and possible misconceptions about the usage, construction, reading, and interpretation of line, bar, and circle graphs before and after the regular instruction. The comparison of pretest and posttest results showed that while there were differences between the students&rsquo
errors and misconceptions in pretest and posttest, some misconceptions were decreased or increased, or did not change from pretest to posttest. The interviews conducted with the selected students addressed that the students had errors and misconceptions in graphs concept. Findings of the observation of teacher&rsquo
s instruction showed that the teacher did not fully discover and prevent students&rsquo
typical errors and possible misconceptions. Moreover, the findings of the interview conducted with the teacher indicated that her knowledge of students&rsquo
errors and misconceptions were limited. The results of this study showed that teachers&rsquo
planning was important in understanding students&rsquo
typical errors and possible misconceptions. Inservice training of teachers should put more emphasize in effective planning and understanding students&rsquo
typical errors and possible misconceptions.

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de, Grandpré Sylvie, and University of Lethbridge Faculty of Education. "Purposeful educational relationships : grade 7 students' perceptions of authentic engagement." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, c2010, 2010. http://hdl.handle.net/10133/2589.

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This study explores how developing purposeful relationships with students fosters engagement. Grade seven students were surveyed, interviewed, and given the opportunity to reflect on the first seven years of their schooling. Based in Appreciative Inquiry (AI), the students took a closer look at attitudes, teaching skills and the relationship with an enjoyable teacher and added their own personal experiences to research-based examples of factors contributing to engagement. The results confirm that developing purposeful relationships contribute to raising student engagement and yield numerous examples of what students value. These examples were compiled and highlight that there is an undeniable human aspect to teaching. Building purposeful relationships does not solve all school related issues but provides students with a more positive outlook on schooling.
xiv, 168 leaves : ill. (chiefly col.) ; 29 cm

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Cardinal, Raili Marita E. "Teaching about sexuality in grade 7-8 public school classrooms." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28180.pdf.

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Rudge, Clouthier Gillian. "Grade 7 students' understandings of division : a classroom case study." Thesis, University of British Columbia, 1991. http://hdl.handle.net/2429/31480.

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This study is concerned with Grade 7 students' conceptual and procedural understandings of division. Although division is formally introduced in Grade 3 or 4, late intermediate students frequently have difficulty understanding both the concepts and the procedures associated with division. The classroom case study was chosen as the method of investigation for this study. Because the researcher was also the enrolling teacher of the group of 22 Grade 7 students, the conditions of the study were as similar as is possible to regular classroom instruction. The investigation followed a unit of study in division of whole numbers and decimal fractions from the pretest, through instruction, to the posttest. The researcher elicited students' understandings of division in computational and problem-solving situations in a variety of ways. Students wrote a pencil-and-paper pretest which was designed to reveal understandings. Areas of interest identified by the pretest were then investigated through small group and whole class discussions. Instruction was based on eliciting and confronting students' beliefs regarding division, and on strengthening conceptual understanding of both division and decimal fractions. Students viewed division procedurally, attaching little meaning to the processes associated with the division algorithm. Approximately one fourth of the students were uncertain about the meaning of the two forms of notation, and most read "b ÷ a" as "b goes into a." When asked to use manipulative materials to reflect a division question, some students were unable to do so independently. It was found that students relied heavily on the partitive model of division. Although some students demonstrated an understanding of quotitive division, these students also tended to rely on partition and turned to quotition only when it became apparent that partition was not appropriate. This reliance on partition influenced the students' ability to solve story problems requiring division. Students were able to solve story problems which fit the partitive model: the divisor is a whole number and is less than the whole number dividend. In situations where this was not true, students had difficulty. In these cases, students reversed the terms of the question or chose an operation other than division. These results led to an investigation of students' beliefs about division. The belief that "division always makes smaller" was common. This belief stems from partition with whole numbers where it is true. A related belief held by students is that the divisor must be smaller than the dividend. An exception is the case where this would necessitate a divisor less than one. In this case, students preferred a larger whole number as the divisor. Division by a number less than one was seen as illegitimate. Division involving decimal fractions was generally difficult for students. Weak place value concepts, coupled with a belief that whole numbers and decimal fractions were two separate and unrelated number systems, contributed to difficulty when solving problems. Students had few representations for decimal fractions which compounded their difficulty. The dominance of partition and the tendency to overgeneralize whole number rules appear to be partly responsible for this. When solving problems students showed little evidence of planning or looking back. Generally they found the numbers in the problem and performed the operation that seemed appropriate. Decisions about operations were often driven by the relative size of the numbers in the problem and by the beliefs mentioned earlier. Because they omitted the looking back phase of problem solving, students rarely accounted for remainders and did not recognize when an answer was unreasonable. Implications for instruction resulting from this study centre on the assessment of students' understanding of division. This can be accomplished in the regular classroom setting through pencil-and-paper tests, small group work, whole class discussions, and individual interviews. Beliefs which may interfere with learning must be revealed and confronted. Asking students to defend and justify their thinking is part of this process. Students' reliance on partition and their procedural view of division suggest changes in the way in which division is introduced in the early intermediate years. Delaying the formal introduction of the division algorithm to Grade 5 would allow more students time to develop their conceptual understanding of partition and quotition. Students should focus on estimation and reasonableness of responses. Introduction of division involving decimal fractions, including numbers less than one, could be accomplished by using manipulative materials and calculators. Contexts in which the divisor is greater than the dividend should also be introduced in the early intermediate years. Procedures, when finally introduced, should be linked to the concepts.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate

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Cara, Nikita. "The effect of Indian dance on gait and balance of children : comparing Grade R and Grade 7 children." University of the Western Cape, 2016. http://hdl.handle.net/11394/5010.

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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)
Through the process of motor learning and control, new skills are then developed. There are various physical activities that enable the development of new motor skills, one being dance. Numerous studies have found that dance has improved sensorimotor control of body sway following just a single dance session. Furthermore, learning dance engages a variety of cognitive resources that improve postural control of children. Dancing therefore contributes to the development and refinement of the fundamental motor skills like gait and balance. The aim of this research was to determine the effect of dance training on gait and balance of Grade R and Grade 7 school children, and to investigate which age group would best demonstrate these effects. This study was conducted using an intervention and control group. The Grade R intervention group constituted a sample of thirty-four participants, the Grade R control consisted of twenty-seven participants, the Grade 7 intervention group and control group consisted of twenty-one participants each. Three different testing instruments were used; a 10-meter walk test for stride pattern analysis, a dynamic balance test known as the tandem gait and the static balance test known as the tandem stance balance test. Both the control and experimental group were required to perform these tests before and after the intervention period. The dance training lasted a period of six weeks and was conducted on a weekly basis. Following the intervention it was found that only Grade R stride pattern in terms of stride frequency was significantly changed and that no significant changes were seen at any time for Grade 7 children stride pattern and balance. The balance changes were seen for both Grade R intervention and control groups, showing that the children were improving with physical activity, which cannot be attributed to dance alone. This highlights that training should be started at the young age, and that physical activity programs like dance are good and diverse options to consider when designing such activities.

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Mari, Zenzeng Bofirie Tore, and n/a. "Analysis of grade 7 social science textbooks in Papua New Guinea." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20060829.162904.

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This thesis reports on a study which made an analysis of the new Grade 7 social science syllabus textbooks that are currently being implemented in the high schools of Papua New Guinea. Data relating to these textbooks has been gathered from the teachers who are teaching the course and their Regional Secondary Inspectors. The data was basically obtained through postal questionnaires. The basic aim of the study was to find out how the syllabus materials are received and used in the implementation process. The study also attempted to identify the problems and difficulties the teachers encountered and the concerns they had about the new course. The study revealed some interesting results. For example, there are some teachers of social sciences in the high schools who do not have secondary teaching qualifications, the level of English language used, which was one of the major problems identified with the old syllabus, has not been completely overcome, the problems, difficulties and concerns identified by this study differ from school to school and between rural and urban schools. In addition, the study also identified many practical problems, difficulties and concerns which affect the effective and successful implementation of the syllabus. These include the need for additional support such as reference materials both for teachers and students and a need for more short in-service courses to resocialise teachers in order to change their classroom culture and thus facilitate change.

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Books on the topic "Grade 7"

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Associated Board of the Royal Schools of Music. Pianoforte. Grade 7. London: Caligraving Ltd, 1986.

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Publishing, School Specialty. Spectrum Math, Grade 7. Greensboro: School Specialty Publishing, 2008.

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(Firm), Education Advantage. Grade 7 social studies. Edmonton, AB: Education Advantage, 1997.

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Publishing, School Specialty. Spectrum Test Practice, Grade 7. Greensboro: School Specialty Publishing, 2006.

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Bay, Mel. Mel Bays Modern Guitar Method: Grade 7 (Grade 7) (Grade 7). Mel Bay Publications, 1990.

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Barker, Chris, Ingrid Freebairn, and Brian Abbs. Snapshot Romania Grade 7 SBk Grade 7 SBk. Pearson Education, Limited, 2001.

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Graphing Grade 7. Good Apple, 2000.

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Spectrum. Science, Grade 7. Carson-Dellosa Publishing, LLC, 2012.

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Geometry Grade 7. Good Apple, 2000.

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Spelling: Grade 7. Pearson Prentice Hall, 1995.

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Book chapters on the topic "Grade 7"

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Newton, Nicki. "Week 7." In Day-by-Day Math Thinking Routines in Third Grade, 31–34. New York, NY: Routledge, 2020. |: Eye on Education, 2020. http://dx.doi.org/10.4324/9781003006442-7.

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Newton, Nicki. "Week 7." In Day-by-Day Math Thinking Routines in First Grade, 23–26. New York, NY : Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780367821944-7.

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Newton, Nicki. "Week 7." In Day-by-Day Math Thinking Routines in Second Grade, 22–24. New York, NY: Routledge, 2020.: Eye on Education, 2020. http://dx.doi.org/10.4324/9780367821968-7.

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Newton, Nicki. "Small-Group Word Problem Lessons." In Guided Math Lessons in Second Grade, 166–238. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003022954-7.

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Newton, Nicki. "Small-Group Word Problem Lessons." In Guided Math Lessons in First Grade, 154–220. New York: Eye on Education, 2021. http://dx.doi.org/10.4324/9781003022947-7.

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VanTassel-Baska, Joyce, and Linda D. Avery. "Preassessment on the Concept of Leadership." In Changing Tomorrow 1 Grade 4-5, 18. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003233602-7.

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Burley, Rebecca M. "Explore Cartographic Skills." In Thinking Like a Geographer Grade 2, 17–20. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003239055-7.

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Jaggar, Philip J. "Affected subject (‘grade 7’) verbs in Hausa." In Passive and Voice, 387. Amsterdam: John Benjamins Publishing Company, 1988. http://dx.doi.org/10.1075/tsl.16.13jag.

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Adams, Cheryll M., and Rebecca L. Pierce. "Tiered Lessons." In Differentiation That Really Works Grade K—2, 145–68. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234685-7.

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Zhongzhi, Han. "Quality Grade Testing of Peanut Based on Image Processing." In Computer Vision-Based Agriculture Engineering, 91–98. New York, NY: CRC Press, Taylor & Francis Group, [2020]: CRC Press, 2019. http://dx.doi.org/10.1201/9780429289460-7.

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Conference papers on the topic "Grade 7"

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Guro, Analyn P. "Self-Efficacy and Performance of Grade 7 Students." In 3rd International Conference on Educational Management and Administration (CoEMA 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/coema-18.2018.5.

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Kaiser, Rainer W., Siegbert Mehlau, Jürgen Krüger, Ludwig Hellenthal, and Igor Oberding. "IRLE´S HSS GRADE FOR F5-7 WORK ROLLS." In 51º Seminário de Laminação - Processos e Produtos Laminados e Revestidos - Internacional. São Paulo: Editora Blucher, 2014. http://dx.doi.org/10.5151/1983-4764-25454.

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"Sex-Role in Mathematical Dichotomy among Grade 7 Students in Bongabong South." In Multi-Disciplinary Manila (Philippines) Conferences Jan. 26-27, 2017 Cebu (Philippines). Universal Researchers (UAE), 2017. http://dx.doi.org/10.17758/uruae.dir0117526.

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Kasapsaraçoğlu, İlknur, and Asuman Duatepe-Paksu. "An Action Research for Improving Spatial Reasoning Ability of Grade 7 Students." In International Conference on New Approaches in Education. Global, 2019. http://dx.doi.org/10.33422/icnaeducation.2019.07.402.

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Evans, Kenneth J., and Raul B. Rebak. "Anodic Polarization Behavior of Titanium Grade 7 in Dust Deliquescence Salt Environments." In ASME 2007 Pressure Vessels and Piping Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/pvp2007-26161.

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It is planned to use the highly corrosion resistant titanium grade 7 (Ti Gr 7) and a high strength titanium alloy (Ti Gr 29) to fabricate the drip shield for the Yucca Mountain repository. Ti Gr 7 contains 0.15% Palladium (Pd) to increase its corrosion performance, mainly under reducing conditions. It was important to determine the corrosion behavior of Ti Gr 7 in concentrated brines at temperatures higher than 100°C, which may represent the behavior of dust deliquescence solutions. Tests were performed in concentrated NaCl + KCl solutions containing also nitrates and fluorides. Results show that Ti Gr 7 was highly resistant to general and localized corrosion. Some specimens were polarized to potentials higher than 4 volts. None of the tightly creviced specimens suffered crevice corrosion. The presence of fluoride promoted localized corrosion around the edges of the crevice former.

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Bautista, Rowena P., Maricel B. Berdan, and Denis Dyvee R. Errabo. "Validation and Acceptability of Electronic Intervention Material (EIM) in Grade 7 Biology." In ICMET '20: 2020 the 2nd International Conference on Modern Educational Technology. New York, NY, USA: ACM, 2020. http://dx.doi.org/10.1145/3401861.3401872.

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Willyarto, Mario Nugroho, David Werhoru, and Antonius A. Gea. "The Use of English in Learning Mathematics for Grade 7 Junior High School." In 2017 International Symposium on Educational Technology (ISET). IEEE, 2017. http://dx.doi.org/10.1109/iset.2017.48.

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Fogle, Benjamin B., Kendall R. Kirk, Warren White, Josey Peele, Dan Anco, Nathan Smith, and Michael Plumblee. "<i>Yield Loss and Grade Effects of Peanut Combine Speed Settings</i>." In 2019 Boston, Massachusetts July 7- July 10, 2019. St. Joseph, MI: American Society of Agricultural and Biological Engineers, 2019. http://dx.doi.org/10.13031/aim.201901725.

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Cohn, Marvin J., and Steve R. Paterson. "Fitness for Service of Degraded Grade 91 Pipe." In ASME 2012 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/pvp2012-78589.

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The use of creep strength enhanced ferritic alloys such as Grade 91 in fossil power plants has become popular for high temperature piping applications. Since Grade 91 has higher stress allowables than Grade 22, a designer can specify thinner component wall thicknesses, resulting in lower through-wall thermal stresses during transient events and lower material and piping support costs. During the past two decades, Grade 91 has been used successfully in fossil power plants. However, this alloy has had some incidents of non-optimal weldment microstructure. In this case study, Brinell hardness tests of an ASME A182 Grade F91 (F91) wye block, including upstream and downstream F91 spools, revealed several readings of soft material, as low as 168HB. A study of creep rupture tests of degraded Grade 91 specimens revealed that the lower bound creep rupture curve of the degraded Grade 91 material is above the average creep rupture curve of Grade 22 material for the range of the specific piping operating stresses. Based on the empirical evidence that the average Grade 22 material creep rupture curve is conservative for the creep rupture of degraded Grade 91 material, a life consumption evaluation was performed for the degraded Grade 91 weldments using Grade 22 creep rupture properties. A life fraction analysis was performed considering the redistributed maximum principal stresses, based on simulation of piping displacements obtained from the hot and cold walkdowns. This study also considered the recent history of the specific piping system operating pressures and temperatures. This study also considered dissimilar metal welds, from ASME A182 Grade F91 (F91) to ASME A335 Grade P22 (P22) materials. It was determined that the Grades F91-to-F91 weldments had about 30% life consumption and the remaining lives were at least 7 years. The Grades F91-to-P22 weldments had less than 40% life consumption and the remaining lives were at least 15 years.

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Pirón, Javier, and Olivier Hamart. "Modified 9Cr Steel: Coke Resistant Tubes/Pipes Developed by Vallourec for Refinery Furnaces." In ASME 2020 Pressure Vessels & Piping Conference. American Society of Mechanical Engineers, 2020. http://dx.doi.org/10.1115/pvp2020-21484.

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Abstract A new modified 9 wt% Cr steel has been developed in order to improve the resistance against coke deposition on the internal surface of refinery tube furnaces, in comparison to widely used grades, such as Grade 5 (5 wt% Cr) or Grade 9 (9 wt% Cr). The new grade has an improved composition, based on Cr and Si and further additions of Cu and Ni. This optimal chemical analysis has been specified after extensive laboratory testing on different laboratory and industrial heats. Thermogravimetric analyses have been performed to benchmark various materials (ferritic and austenitic grades) in terms of coking rate. Specimens of these alloys have been exposed to this coking atmosphere in a wide temperature range. The new modified 9Cr steel exhibits an almost 10 times lower coking rates than typical Grade 9 steel. The new 9Cr steel shows allowable stress levels up to 90% higher than Grade 9 at temperatures below 500°C (time independent regime) and up to 7% higher stress levels at temperatures above 500°C (creep regime). The industrial feasibility of production of elbows has been successfully implemented and a welding solution using a commercially available filler material has been established.

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Reports on the topic "Grade 7"

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F. Hua, K. Mon, P. Pasupathi, and G. Gordon. A Review Corrosion of TI Grade 7 and Other TI Alloys in Nuclear Waste Repository Environments. Office of Scientific and Technical Information (OSTI), May 2004. http://dx.doi.org/10.2172/837505.

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L.M. Young, G.M. Catlin, P.L. Andresen, and G.M. Gordon. Constant Load SCC Initiation Response of Alloy 22 (UNS N06022), Titanium Grade 7 and Stainless Steels at 105C. Office of Scientific and Technical Information (OSTI), October 2002. http://dx.doi.org/10.2172/808012.

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P. Andresen. Stress Corrosion Cracking of Annealed and Cold Worked Titanium Grade 7 and Alloy 22 in 110 C Concentrated Salt Environments. Office of Scientific and Technical Information (OSTI), November 2000. http://dx.doi.org/10.2172/837026.

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J.H. Payer. SCC INITIATION AND GROWTH RATE STUDIES ON TITANIUM GRADE 7 AND BASE METAL, WELDED, AND AGED ALLOY 22 IN CONCENTRATED GROUNDWATER. Office of Scientific and Technical Information (OSTI), August 2005. http://dx.doi.org/10.2172/859399.

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Bond, Timothy, and Kevin Lang. The Black-White Education-Scaled Test-Score Gap in Grades K-7. Cambridge, MA: National Bureau of Economic Research, July 2013. http://dx.doi.org/10.3386/w19243.

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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>

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