Journal articles: '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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Brummet, Quentin, Seth Gershenson, and Michael S. Hayes. "Teachers’ Grade-Level Reassignments." Educational Policy 31, no. 2 (July 27, 2016): 249–71. http://dx.doi.org/10.1177/0895904815586857.

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Teacher churning likely harms student achievement. However, the phenomenon of within-school grade-level teacher reassignments is understudied. The current study provides descriptive evidence on the frequency and predictors of within-school teacher grade switching using both longitudinal administrative data from Michigan and nationally representative survey data. About 7% of self-contained classroom teachers change grades following any given school year. Inexperienced teachers are relatively more likely to switch grades, and grade-level reassignments are inequitably distributed across both schools and students. For example, urban schools experience significantly higher rates of grade switching. Charter schools experience significantly less grade switching than traditional public schools.

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Frisoli, Fabio A., Joshua S. Catapano, Dara S. Farhadi, Megan S. Cadigan, Candice L. Nguyen, Mohamed A. Labib, Visish M. Srinivasan, and Michael T. Lawton. "Spetzler-Martin Grade III Arteriovenous Malformations: A Comparison of Modified and Supplemented Spetzler-Martin Grading Systems." Neurosurgery 88, no. 6 (February 13, 2021): 1103–10. http://dx.doi.org/10.1093/neuros/nyab020.

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Abstract BACKGROUND The modified Spetzler-Martin (SM) grading system proposes that grade III arteriovenous malformation (AVM) subtypes are associated with variable microsurgical risks, with small AVMs (III−) having lower risk and medium/eloquent AVMs (III+) having higher risk. Adding patient age and AVM bleeding status and compactness to the SM grade produces a score – the supplemented SM (Supp-SM) grade – to more accurately assess preoperative risk. OBJECTIVE To compare the predictive power of the modified SM and Supp-SM grades for risk assessment in patients with grade III AVMs. METHODS Patients with SM grade III AVMs treated between 2011 and 2018 were retrospectively reviewed. Good outcomes were defined as modified Rankin Scale (mRS) scores ≤ 2 or unchanged/improved mRS scores (pre- vs postsurgery). RESULTS Of 102 patients with SM grade III AVMs, 59% had grade III− and 24% had grade III+ AVMs. Supp SM grade 6 and grade 7 AVMs accounted for 44% and 24%, respectively. Overall, 33% of patients worsened but outcomes did not significantly differ by SM III subtype. Neurological outcomes were associated with Supp-SM grade, with proportions of patients with worsening increasing from 0% with Supp-SM grade 4 AVMs to 54% with Supp-SM grade 7 AVMs. Analyses of factors associated with neurological worsening identified age > 60 yr and Supp-SM grade 7 as significant. CONCLUSION Supp-SM grades were more predictive of microsurgical outcomes than modified SM grades for grade III AVMs, with a hard cutoff for acceptable surgical risk at Supp-SM grade 6. Supp-SM grading is a better decision-making tool than subtyping with the modified SM scale.

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Youssef, M., S. Canete-Portillo, A. Yemelyanova, and B. Ronnett. "Patterns of Cytokeratin 7 Expression in Cervical Squamous Intraepithelial Lesions." American Journal of Clinical Pathology 154, Supplement_1 (October 2020): S37. http://dx.doi.org/10.1093/ajcp/aqaa161.077.

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Abstract Introduction/Objective It has been suggested that cervical high-grade squamous intraepithelial lesions (HSIL/CIN2-3) arise from squamocolumnar junction cells that express cytokeratin 7 (CK7). Significant CK7 expression (gradation or full-thickness) has been proposed as a marker of progression of low-grade squamous intraepithelial lesions (LSIL/CIN1) to HSIL and of persistence of HSIL/CIN2. The goal of the study is to survey patterns of CK 7 expression in the different grades of squamous intraepithelial lesions (SILs). Methods 65 cervical specimens (biopsies and excisions) containing 95 lesions of different grades were assessed by immunohistochemical analysis (IHC) for CK7 expression. 26 cases contained more one lesion grade. The diagnosis of HSIL (CIN2-3) was confirmed by p16 IHC. CK7 expression was scored negative, patchy, gradation (i.e., top-down), or full-thickness pattern. In cases with heterogeneous staining, the strongest pattern was used for analysis. Results There was significant variation in patterns within morphologically contiguous lesional foci; staining heterogeneity was noted in 42% of cases. All patterns of expression were encountered in all lesion grades. LSIL/CIN1 (n=47), either alone (n=27) or in combination with HSIL (n=20), often lacked CK7 expression (53%) or were patchy (17%). The frequency of significant (gradation or full-thickness) CK7 expression in LSIL with concomitant HSIL was greater than LSIL occurring alone (40% vs. 22%, respectively). HSIL/CIN3 (n=19) was dominated by full-thickness expression (57%). HSIL/CIN2 (n=29) had a very heterogeneous spectrum of expression with 34% of cases lacking expression. Conclusion CK7 expression is variable across all grades of SILs. LSIL with concomitant HSIL was associated with significant CK7 expression more frequently than LSIL alone. Significant proportion of HSIL, particularly CIN2, lacks CK7 expression. Given this variability, caution is advised regarding the use of CK7 expression as a marker of progression.

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Веремеєнко, В. Ю. "Informative performance motor and functional training 6-7 grade girls." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 26, 2013): 32–39. http://dx.doi.org/10.17309/tmfv.2013.4.1034.

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Due to the significant deterioration of motor readiness piddlitkiv children and one of the main issues is the optimization of physical education physical education that requires informative indicators of control.The aim - to identify informative performance motor and functional training girls 6-7 grades.To solve the tasks we used the following methods: theoretical analysis and synthesis of scientific and methodological literature; teacher testing; methods of mathematical statistics.Results. Analysis of test results showed that the tests «to evaluate the perception of power parameters movements hands» (Test 6) and «long jump from place» (test 11) 7th grade girls show statistically significantly better than girls 6th class (p <0,05 ). And for the other results trend towards improved performance, but the difference in test results are not statistically significant.Conclusions. Informative indicator of motor readiness girls grades 6-7 are «Assessing the perception of power parameters movements hands» and «Jump into dovzhynu the place.»Ghencea test is the most informative and can be recommended to assess functional training class 6 girls. Serkina test may be recommended to evaluate the functional status of girls 7th grade.

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Hanigan, William C., Andrew M. Morgan, Robert J. Anderson, Patricia Bradle, Howard S. Cohen, Thomas J. Cusack, Tina Thomas-McCauley, and Tim C. Miller. "Incidence and Neurodevelopmental Outcome of Periventricular Hemorrhage and Hydrocephalus in a Regional Population of Very Low Birth Weight Infants." Neurosurgery 29, no. 5 (November 1, 1991): 701–6. http://dx.doi.org/10.1227/00006123-199111000-00010.

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Abstract During the years 1984 to 1987, 459 very low birth weight (VLBW) infants were admitted to a state-designated Level III Neonatal Intensive Care Unit. Cerebral sonography performed in a standardized sequence and graded with the Papile scale diagnosed 97 (21.1%) children with periventricular hemorrhage (PVH). The incidence of PVH declined from a peak of 26.6% in 1985 to 16.4% in 1987, associated with an increase in the incidence of inborn admissions (including maternal transport) from 62.0% in 1984 to 80.4% in 1987. During initial hospitalization, the occurrence of both low-grade (Grades I and II) and high-grade PVH was associated with a significantly higher incidence of perinatal risk factors compared with a concurrent population of VLBW infants without PVH. Developmental follow-up was achieved in 93.3% of VLBW infants without PVH and 95.7% of VLBW infants with PVH who survived their initial hospitalization. The incidence of abnormal outcome ranged from 7 of 37 infants with Grade I PVH to 7 of 8 VLBW infants with Grade IV PVH. Only 1 of 16 VLBW infants with high-grade PVH demonstrated normal motor and cognitive development. Active hydro-cephalus developed in 12 infants; 11 sustained a high-grade PVH. Appropriate treatment of intracranial hypertension did not modify the neurodevelopmental outcome. In conclusion, this regional population of VLBW infants demonstrated a decline in the incidence of PVH during the years 1984 to 1987 associated with an increase in the incidence of inborn admissions. The risk of abnormal neurodevelopmental outcome was elevated for all grades of PVH. A 12.0% incidence of hydrocephalus was associated with high-grade PVH, and appropriate treatment did not alter the poor prognosis.

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Szetela, Walter, and Doug Super. "Calculators and Instruction in Problem Solving in Grade 7." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 215–29. http://dx.doi.org/10.5951/jresematheduc.18.3.0215.

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For an entire school year 24 seventh-grade classes were taught problem-solving strategies by teachers with special training. In 14 of the classes the instruction was supplemented by calculators. Each problem-solving group performed significantly (p<.05) better than a control group of 18 classes on two of five problem-solving tests. The calculator group scored significantly higher than the control group on attitude toward problem solving and as well as the other two groups on paper-and-pencil computation. Responses to a teacher questionnaire indicated a high degree of satisfaction with the program.

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Markovits, Zvia, and Judith Sowder. "Developing Number Sense: An Intervention Study in Grade 7." Journal for Research in Mathematics Education 25, no. 1 (January 1994): 4–29. http://dx.doi.org/10.5951/jresematheduc.25.1.0004.

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Few students exhibit number sense when solving arithmetic problems in school. This study examined the effects of an intervention in the instruction of seventh-grade students for the purpose of developing number sense. Students were taught by the classroom teacher from experimental units on number magnitude, mental computation, and computational estimation. Instruction was designed to provide rich opportunities for exploring numbers, number relationships, and number operations and to discover rules and invent algorithms. Written measures and interviews before instruction, immediately after instruction, and several months later revealed that after instruction students were more likely to elect to use strategies that reflected number sense and that this was a long-term change. It appeared to the investigators that the students reorganized and used existing knowledge rather than acquiring new knowledge structures.

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Szetela, Walter, and Doug Super. "Calculators and Instruction in Problem Solving in Grade 7." Journal for Research in Mathematics Education 18, no. 3 (May 1987): 215. http://dx.doi.org/10.2307/749058.

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Markovits, Zvia, and Judith Sowder. "Developing Number Sense: An Intervention Study in Grade 7." Journal for Research in Mathematics Education 25, no. 1 (January 1994): 4. http://dx.doi.org/10.2307/749290.

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Smith, David B. "Making Connections: A Thematic Mathematics Project for Grade 7." Mathematics Teaching in the Middle School 6, no. 1 (September 2000): 12–18. http://dx.doi.org/10.5951/mtms.6.1.0012.

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Here is the teacher'S Dilemma: Students are motivated by new experiences in mathematics, but many lack the basic skills and understanding of concepts that they need to be successful when the pace of instruction quickens. For example, when introducing the multiplication property of equality to solve ax = b, I find that many seventh graders have forgotten how to multiply fractions and decimals. They are interested in the prospect of learning something new, but their enthusiasm is dampened because they cannot perform simple computations. Even after years of drill and practice, familiar algorithms have not reached long-term memory.

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Makalintal, Jennifer D., and Dr Nerrie E. Malaluan. "GAME-BASED LEARNING ACTIVITIES IN TEACHING GRADE 7 SCIENCE." International Journal of Research -GRANTHAALAYAH 7, no. 5 (May 31, 2019): 256–77. http://dx.doi.org/10.29121/granthaalayah.v7.i5.2019.845.

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Game – based learning is a process of inquiry that requires asking questions, observing, data exploration and data manipulation. It requires learning to apply and generalize scientific knowledge. Creating such learning environment requires engaging learners in different games. Active engagement in learning activities develops conceptual understanding and motivates students to seek further information. The study described the game – based learning activities in teaching science as assessed by science teachers relative to motivation, application, feedback and reinforcement. It also analyzed significant differences in the teachers’ assessments on the game – based activities according to profile variables. The extent by which the learning competencies were achieved and the constraints met using game – based learning activities were determined. The descriptive method was used with the questionnaire as the main instrument to gather important data complimented by interview. Respondents were 35 science teachers in and the statistical tools used were weighted mean, frequency, t-test and F-test were the statistical tools used in this study. The findings revealed that majority of secondary science teachers in Oblate Schools were female, single, early adult with bachelor’s degree. The science teachers strongly agreed that game – based learning activities utilized in application component. There is a significant difference between the descriptions of game – based learning activities when grouped according to age. The learning competencies in Biology and Physics are achieved to a moderate extent but slightly achieved in Earth Science and Biology. Insufficient materials and individual differences of the students were constraints met by science teachers.

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Perleth, Matthias, Gero Langer, Joerg J. Meerpohl, Gerald Gartlehner, Angela Kaminski-Hartenthaler, and Holger J. Schünemann. "GRADE Leitlinien: 7. Einschätzung der Qualität der Evidenz – Inkonsistenz." Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 106, no. 10 (January 2012): 733–44. http://dx.doi.org/10.1016/j.zefq.2012.10.018.

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Prokhorov, Viacheslav M., Genady I. Pivovarov, Ivan A. Evdokimov, and Vladimir V. Dvortsov. "Structural and mechanical properties of MPG-7 graphite grade." Materials Today: Proceedings 5, no. 12 (2018): 26108–12. http://dx.doi.org/10.1016/j.matpr.2018.08.038.

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Guyatt, Gordon H., Andrew D. Oxman, Regina Kunz, James Woodcock, Jan Brozek, Mark Helfand, Pablo Alonso-Coello, et al. "GRADE guidelines: 7. Rating the quality of evidence—inconsistency." Journal of Clinical Epidemiology 64, no. 12 (December 2011): 1294–302. http://dx.doi.org/10.1016/j.jclinepi.2011.03.017.

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Francisco, Leonardo M. Jr, and Areeya Amor Ongoco. "A Comparison of Quarterly Performance in Science of Grade 7 Students in Public School." International Journal for Innovation Education and Research 8, no. 5 (May 1, 2020): 421–26. http://dx.doi.org/10.31686/ijier.vol8.iss5.2358.

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In a typical science curriculum with different scientific disciplines (Chemistry, Biology, Physics and Earth Sciences) taught in every quarter, it is important to determine the difference in the performance of students under each discipline. In this study, the comparison of quarterly performance in Science of Grade 7 Students was examined. Wherein, the consolidated quarterly grades in science from the previous school year (June 2018 - April 2019) from five sections with a total of 272 male and female grade 7 students were used as data. It employed a quantitative research design using a One-way Analysis of Variance ( ANOVA) to determine the significant difference in the mean grades per quarter. Additionally, an interview with the science teachers who handled the samples was conducted to gather qualitative data to further explain the results. The results of this study revealed a mean of 83.50 from the combined grades in the second quarter which is the lowest among the four quarters. However, the results from ANOVA generated a significance of .123 (p≥.05) which means that there is no significant difference between the grades in the first, second, third and fourth quarter.

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Vaillancourt, Marie Claire, Alexandra Oliveira Paiva, Marie-Hélène Véronneau, and Thomas J. Dishion. "How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics." Journal of Early Adolescence 39, no. 4 (May 29, 2018): 576–602. http://dx.doi.org/10.1177/0272431618776124.

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This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.

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Sharif, Ban, Ramanan Rajakulasingam, Shahab Sharifi, Paul O’Donnell, and Asif Saifuddin. "MRI features of low-grade and high-grade chondrosarcoma in enchondromatosis." Skeletal Radiology 50, no. 8 (January 23, 2021): 1637–46. http://dx.doi.org/10.1007/s00256-021-03718-7.

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Birgin, E., W. Tesfazgi, M. Knoth, T. J. Wilhelm, S. Post, and F. Rückert. "Evaluation of the New ISGLS Definitions of Typical Posthepatectomy Complications." Scandinavian Journal of Surgery 108, no. 2 (September 10, 2018): 130–36. http://dx.doi.org/10.1177/1457496918798202.

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Background and Objectives: The International Study Group of Liver Surgery established the first internationally standardized definitions and grading for posthepatectomy hemorrhage, posthepatectomy liver failure, and bile leakage. We aimed to correlate these definitions and grades of complications with objective parameters of the postoperative course, namely, mortality and length of stay, to assess the usefulness in clinical routine. Methods: A total of 415 patients underwent hepatic surgery between 2004 and 2014. Uni- and multivariate analyses were made for correlations of posthepatectomy hemorrhage, posthepatectomy liver failure, and bile leakage with perioperative parameters and mortality. Results: Of the total, 25 (6.1%) patients developed a posthepatectomy hemorrhage Grade A, 3 (0.7%) patients a posthepatectomy hemorrhage Grade B, and 1 (0.2%) patient a posthepatectomy hemorrhage Grade C; 23 (5.5%) patients had a posthepatectomy liver failure Grade A, 24 (5.8%) patients a posthepatectomy liver failure Grade B, and 7 patients (1.6%) a posthepatectomy liver failure Grade C. Bile leakage Grade A occurred in 10 (2.4%) patients, bile leakage Grade B in 24 (5.8%) patients, and bile leakage Grade C in 7 (1.6%) patients. Mortality was significantly increased in patients with posthepatectomy hemorrhage Grades B and C and in patients with posthepatectomy liver failure Grades A, B, and C. Three (42.9%) patients with bile leakage Grade C died. Conclusion: Our data indicate that the new definitions correlate well with mortality and duration of hospital stay.

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Vaughn, Sharon, Jade Wexler, Audrey Leroux, Greg Roberts, Carolyn Denton, Amy Barth, and Jack Fletcher. "Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention." Journal of Learning Disabilities 45, no. 6 (April 21, 2011): 515–25. http://dx.doi.org/10.1177/0022219411402692.

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The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment ( N = 28) and comparison ( N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.

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Iihara, Koji, Kenichi Murao, Nobuyuki Sakai, Naoaki Yamada, Izumi Nagata, and Susumu Miyamoto. "Outcome of carotid endarterectomy and stent insertion based on grading of carotid endarterectomy risk: a 7-year prospective study." Journal of Neurosurgery 105, no. 4 (October 2006): 546–54. http://dx.doi.org/10.3171/jns.2006.105.4.546.

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Object The authors of this study prospectively compared periprocedural neurological morbidity and the appearance of lesions on diffusion-weighted (DW) magnetic resonance (MR) imaging in patients who had undergone carotid endarterectomy (CEA) or carotid artery stent placement (CASP) with distal balloon protection, based on a CEA risk grading scale. Methods Patients undergoing CEA (139 patients) and CASP (92 patients) were classified into Grades I to IV, based on the presence of angiographic (Grade II), medical (Grade III), and neurological (Grade IV) risks. Although not randomized, the CEA and CASP groups were well matched in terms of the graded risk factors except for a greater proportion of neurologically unstable patients in the CEA group (11 compared with 3%, p = 0.037). There were greater proportions of asymptomatic (64 compared with 34%, p = 0.006) and North American Symptomatic Carotid Endarterectomy Trial–ineligible patients (29 compared with 14%, p < 0.0001) in the CASP group. The overall rates of neurological morbidity with ischemic origin and the appearance of lesions on DW MR imaging after CEA were 2.2 and 9.3%, and those after CASP were 7.6 and 35.9% (nondisabling stroke only), respectively. The only disabling stroke was caused by an intracerebral hemorrhage attributable to hyperperfusion in one case (0.7%) of CEA. There were no deaths. There was no significant association between neurological morbidity and the risk grade in patients who had undergone CEA, although the incidence of lesions on DW imaging was significantly greater in the Grade IV risk group compared with that in the other risk groups combined (42.1 compared with 4.2%, p < 0.0001). After CASP, a higher incidence of neurological morbidity and lesions on DW imaging was noted for the Grade II and III risk groups combined as compared with that in the Grade I risk group, regardless of a symptomatic or an asymptomatic presentation (neurological morbidity: 10.5 compared with 3.1%, respectively, p = 0.41; and DW imaging lesions: 47.4 compared with 19.4%, p = 0.01). The incidence of lesions on DW imaging after CEA was significantly lower than that after CASP except for the Grade IV risk groups. Conclusions Despite a higher incidence of DW imaging–demonstrated lesions in the Grade IV risk group, there was no significant association between the risk group and neurological morbidity rates after CEA. The presence of vascular and medical risk profiles conferred higher rates of neurological morbidity and an increased incidence of lesions on DW imaging after CASP. Considering that no serious nonneurological complications were noted, CEA and CASP appear to be complementary methods of revascularization for carotid artery stenosis with various risk profiles.

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Lee, Il Hwan, Do Hyun Kim, Jae-Sung Park, Sin-Soo Jeun, Yong-Kil Hong, and Sung Won Kim. "Cerebrospinal fluid leakage repair of various grades developing during endoscopic transnasal transsphenoidal surgery." PLOS ONE 16, no. 3 (March 26, 2021): e0248229. http://dx.doi.org/10.1371/journal.pone.0248229.

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Objectives We describe the strategy used to repair intraoperative leaks of various grades and define factors for preventing postoperative cerebrospinal fluid leakage (CSF) after surgery via the endoscopic endonasal transsphenoidal approach (EETA). Study design Retrospective chart review at a tertiary referral center. Methods Patients who underwent surgery via EETA from January 2009 to May 2020 were retrospectively reviewed. Intraoperative CSF leakage was graded 0–3 in terms of the dural defect size; various repairs were used depending on the grade. Results A total of 777 patients underwent 869 operations via EETA; 609 (70.1%) experienced no intraoperative CSF leakage (grade 0) but 260 (29.9%) did. Leakage was of grade 1 in 135 cases (15.5%), grade 2 in 83 (9.6%), and grade 3 in 42 (4.8%). In 260 patients with intraoperative CSF leakage, a buttress was wedged into the sellar defect site in 178 cases (68.5%) and a pedicled flap was placed in 105 cases (40.4%). Autologous fat (108 cases, 41.5%) and a synthetic dural substitute (91 cases, 35%) were used to fill the dead space of the sellar resection cavity. Postoperative CSF leakage developed in 21 patients: 6 of grade 1, 7 of grade 2, and 8 of grade 3. Buttress placement significantly decreased postoperative leakage in grade 1 patients (p = 0.041). In patients of perioperative leakage grades 2 and 3, postoperative CSF leakage was significantly reduced only when both fat and a buttress were applied (p = 0.042 and p = 0.043, respectively). Conclusion A buttress prevented postoperative CSF leakage in grade 1 patients; both fat and buttress were required by patients with intraoperative leakage of grades 2 and 3.

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Bergling, Barbro M. "Constructing Items Measuring Logical Operational Thinking: Facet Design-Based Item Construction Using Multiple Categories Scoring." European Journal of Psychological Assessment 14, no. 2 (May 1998): 172–87. http://dx.doi.org/10.1027/1015-5759.14.2.172.

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The development and application of test items of logical operational thinking are described. Twelve classical Piagetian experiments were transformed into objective test items using Guttman's facet design. In the item construction the response options received such a theoretical underpinning and form that they were considered to represent in a prototypical way all three operational levels, allowing interpretation of hypothetical reasoning strategies behind the student's choice of alternative. The items in multiple-choice format were given to four samples of Swedish students as a national option of the Second IEA Science Study: 1322 students in Grade 3, 1423 in Grade 4, 784 in Grade 7, and 725 in Grade 8. Twenty-two items were administered, of which 5 were specific for Grades 3 and 4, and 5 specific for Grades 7 and 8. The Rasch partial credit model was applied in order to take into account the information in all response options. Fifteen items in Grades 3 and 4, and 18 items in Grades 7 and 8 showed acceptable fit to the measurement model. The overall mean-square fit statistics were in accordance with model expectations.

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Dickey, Edwin M. "Editorial: Join Our Eighty-Six-Year-Old Network." Mathematics Teacher 87, no. 6 (September 1994): 394. http://dx.doi.org/10.5951/mt.87.6.0394.

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As the National council of Teachers of Mathematics celebrates its Diamond Jubilee, the Mathematics Teacher begins its eighty-seventh year of publication. In this issue we highlight three new sections: “Technology Tips,” “Media Clips,” and—introduced by the article “What Gets Graded is What Gets Valued”-“lmplementing the Assessment Standards.” Also, beginning with this issue the journal's grade-level focus changes from a concentration on grades 7 through 14 to an emphasis on grades 8 through 14.

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Bush, Patricia J., Kevin P. Weinfurt, and Ronald J. Iannotti. "Families versus peers: Developmental influences on drug use from grade 4–5 to grade 7–8." Journal of Applied Developmental Psychology 15, no. 3 (July 1994): 437–56. http://dx.doi.org/10.1016/0193-3973(94)90041-8.

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Yaseen, Ummer, Shazia Shah, and Aquisa Bashir. "Combination of platelet rich plasma and microneedling in the management of atrophic acne scars." International Journal of Research in Dermatology 3, no. 3 (August 24, 2017): 346. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20173691.

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Background: Acne scars have a lot of psychosocial implications, they are difficult to treat and can cause depression in the affected patient. The objective of the study was to assess the efficacy of combination of platelet rich plasma (PRP) injections and microneedling in the management of acne scars.Methods: Thirty-five patients with atrophic acne scars were enrolled and graded using Goodman and Baron qualitative grading. Platelet rich plasma injection and microneedling were done at 2-week interval alternatively for a total of 6 sessions of each. Acne scars were graded before and 6 months after starting the treatment. Patients own evaluation of improvement was also recorded.Results: A total of 12 patients had grade 4 acne scars, 8 (66.6%) improved to grade 2 and 4 (33.3%) improved to grade 3 scars. Out of 15 grade 3 scars, 8(53.3%) improved to grade 1, 7 (46.6%) improved to grade 2. 8 (100%) grade 2 patients improved to grade 1. All patients were highly satisfied with the results.Conclusions: This combination has shown good results in all grades of acne scars.

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Fazl, M., D. A. Houlden, and K. Weaver. "Correlation between Cerebral Blood Flow, Somatosensory Evoked Potentials, CT Scan Grade and Neurological Grade in Patients with Subarachnoid Hemorrhage." Canadian Journal of Neurological Sciences / Journal Canadien des Sciences Neurologiques 18, no. 4 (November 1991): 453–57. http://dx.doi.org/10.1017/s0317167100032145.

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ABSTRACT:Cerebral blood flow (CBF) and central conduction time (CCT) were recorded from 58 subarachnoid hemorrhage patients and from 49 age-matched controls. CBF was calculated following Xenon inhalation and CCT was determined from somatosensory evoked potentials (SSEP's) following median nerve stimulation. Each patient had a CT scan on the day of admission which was graded from I-IV. CBF, CCT and neurological grade (Hunt and Hess classification) were concomitantly recorded 1, 4, 7 and 14 days after subarachnoid hemorrhage. Mean CBF was highest in patients with neurological grades I and II (48.6 ± 12.3 and 48.1 ± 10.3 ml/lOOgm/min respectively) and lowest in patients with neurological grade IV (37.3 ± 9.6 ml/lOOgm/min). Patients in neurological grade I or II had mean CBF and CCT measurements that were significantly different from those obtained from patients in neurological grade IV (P < 0.05). Neurological grade and CT scan grade correlated with CBF (P < 0.0001) better than CCT (P = 0.015). Unexpectedly low CBF's from patients in neurological grades II and III (< 37 and < 31 ml/lOOgm/min respectively) failed to significantly prolong CCT suggesting CCT is unable to detect marginal ischemia. A significant correlation between CBF and CCT occurred only when CBF was < 30 ml/lOOgm/min (R = 0.75, P = 0.05). It appears that prolonged CCT is associated with a drop in CBF only when CBF drops below a certain threshold.

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Devi, Shameen, Michelle De Padua, and Iravathy Kalal. "Study of Histomolecular Classification of Glioma-Integrating Histology and Molecular Analysis in the Diagnosis of Brain Tumors." Indian Journal of Neurosurgery 07, no. 02 (August 2018): 129–34. http://dx.doi.org/10.1055/s-0038-1668469.

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Abstract Introduction The updated 2016 classification of gliomas incorporates well-established molecular parameters into the classification of diffuse gliomas, taking into account isocitrate dehydrogenase 1 (IDH1) mutation, α-thalassemia/mental retardation syndrome X-linked (ATRX) loss, and 1p/19q co-deletion. Aim and Objectives To study IDH1 and ATRX mutations in gliomas, 1p/19q co-deletion by fluorescent in situ hybridization (FISH) in oligodendroglioma, and to correlate IDH1, ATRX, and 1p/19q with tumor type and grade. Material and Methods Total 73 cases of gliomas were diagnosed on histology and graded as astrocytoma (grades 2–4), oligodendroglioma (grades 2–3), and oligoastrocytoma (grades 2–3) by two pathologists independently. IDH mutation and ATRX expression were analyzed using immunohistochemistry in all cases whereas 1p/19q co-deletion was studied using FISH in cases with oligodendroglioma and oligoastrocytoma morphology. Results Total 48 cases of astrocytoma, 9 cases of oligoastrocytoma, and 16 cases of oligodendroglioma were included. The maximum number of IDH1 mutation cases were seen in diffuse astrocytoma (7/10; 70%) as compared with anaplastic astrocytoma (5/15; 33.33%), glioblastoma multiforme (GBM) (3/23; 13.04%) grade II oligoastrocytoma (3/6; 50%), anaplastic oligoastrocytoma (2/3; 66.67%), and oligodendroglioma grade II (7/10; 70%). ATRX loss was seen in diffuse astrocytoma grade II (6/10; 60%), anaplastic astrocytoma (6/15; 40%), oligoastrocytoma grade II (2/6; 33.33%), and anaplastic oligoastrocytoma (1/3; 33.33%). 1p/19q co-deletion was seen in oligoastrocytoma (2/2; 100%), anaplastic oligoastrocytoma (1/2; 50%), oligodendroglioma (3/4; 75%), and anaplastic oligodendroglioma (1/3; 33.33%). Six of the seven cases with 1p/19q co-deletion also showed IDH1 mutation. One of seven 1p/19q co-deleted cases had loss of expression of ATRX. Conclusion Incorporation of IDH1 mutation, ATRX loss, and 1p/19q co-deletion molecular studies help in a more accurate diagnosis and classification of gliomas.

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Törzsök, Péter, Péter Riesz, István Kenessey, Eszter Székely, Áron Somorácz, Péter Nyirády, Imre Romics, Zsuzsa Schaff, Gábor Lotz, and András Kiss. "Claudins and Ki-67." Journal of Histochemistry & Cytochemistry 59, no. 11 (October 31, 2011): 1022–30. http://dx.doi.org/10.1369/0022155411424606.

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Updated classification of urothelial cell cancer differentiates low-grade and high-grade cancers, which determines potential clinical outcome. Substantial interobserver variability necessitates new biomarkers to ensure classification. Claudins’ specific expression pattern characterizes normal tissues, different tumor types, and defined grades of tumor differentiation. The aim of this study was to examine the expression pattern of claudins and proliferation marker Ki-67 in low-grade and high-grade urothelial cell cancers compared with independent control samples of non-tumorous urothelium, as well as to reveal the predictive usefulness of claudins. The expression of claudins-1, -2, -3, -4, -5, -7, and -10 and Ki-67 was studied with quantitative immunohistochemistry and real-time RT-PCR with relative quantification in 103 samples: 86 urothelial cell cancers (27 low grade, 59 high grade) and 17 non-tumorous urothelia. Results were analyzed regarding overall survival and recurrence-free period as well. High-grade tumors overall showed significantly higher claudin-4 and Ki-67 and significantly lower claudin-7 expression when compared with low-grade ones. High-grade tumors revealed significantly shorter overall survival in Kaplan-Meier analysis. Claudin-4, claudin-7, and Ki-67 might be used as potential markers to differentiate low-grade and high-grade urothelial cell cancers, thereby possibly enhancing accuracy of pathological diagnosis and adding further information to clinical outcome.

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Pantaleo, Sylvia. "Exploring the intertextualities in a grade 7 student’s graphic narrative." L1 Educational Studies in Language and Literature 12, Open Issue, Open Issue (August 2012): 23–55. http://dx.doi.org/10.17239/l1esll-2012.04.01.

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Robinson, Lucy, and Boitumelo Diale. "Through the eyes of children: Exploring Grade 7 career aspirations." South African Journal of Childhood Education 7, no. 1 (August 22, 2017): 13. http://dx.doi.org/10.4102/sajce.v7i1.500.

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Background: The shift in recent years towards the lifespan concept of career development, which views career behaviour as occurring in stages beginning in childhood and continuing throughout life, has meant that it has become increasingly important to assist learners in fulfilling their career goals. There is, however, a scarcity of research on the career aspirations of primary school learners, especially those from low socio-economic backgrounds.Aim: This article describes research conducted on the career aspirations of Grade 7 learners at a community school.Setting: The study is set within an interpretivist paradigm and utilises a generic qualitative research design.Methods: The study involved a purposefully selected group of Grade 7 learners from a local community school. As part of the study, each learner completed a collage and sociogram, and took part in a group interview.Results: Themes that emerged from the data analysis were: career aspirations that seek to fulfil hopes and dreams, the role of the family in shaping career aspirations and counting the ‘cost’ of career aspirations.Conclusion: The results of the study indicated that there is a need to explore learners’ career aspirations from an early age in order to expose them to various career choices in the constantly changing world of work.

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He, X., J. J. Noël, and D. W. Shoesmith. "Temperature Effects on Oxide Film Properties of Grade-7 Titanium." CORROSION 63, no. 8 (August 2007): 781–92. http://dx.doi.org/10.5006/1.3278427.

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Noel, Resa R. "Grade 7 students actively creating graphic narratives: A linear process?" Studies in Comics 6, no. 1 (July 1, 2015): 168–78. http://dx.doi.org/10.1386/stic.6.1.168_1.

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Aylar, Ebru, and Yeter Şahiner. "A Study on Teaching Proof to 7 th Grade Students." Procedia - Social and Behavioral Sciences 116 (February 2014): 3427–31. http://dx.doi.org/10.1016/j.sbspro.2014.01.777.

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Leonard, DN, and PE Russell. "AFM Learning Activities for a 7-11 Grade Nanotechnology Course." Microscopy and Microanalysis 14, S2 (August 2008): 860–61. http://dx.doi.org/10.1017/s1431927608083426.

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Sharpe, Sheree T. "An algebraic translation task solved by grade 7–9 students." Mathematical Thinking and Learning 21, no. 1 (January 2, 2019): 78–84. http://dx.doi.org/10.1080/10986065.2019.1564970.

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Pondee, Phattaraporn, and Chokchai Yuenyong. "Investigate Grade 7 Students’ Knowledge Construction About Diffusion and Osmosis." Journal of Physics: Conference Series 1340 (October 2019): 012074. http://dx.doi.org/10.1088/1742-6596/1340/1/012074.

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Ntenza, S. Philemon. "Investigating Forms of Children's Writing in Grade 7 Mathematics Classrooms." Educational Studies in Mathematics 61, no. 3 (March 2006): 321–45. http://dx.doi.org/10.1007/s10649-006-5891-0.

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Statter, David, and Michal Armoni. "Teaching Abstraction in Computer Science to 7 th Grade Students." ACM Transactions on Computing Education 20, no. 1 (February 5, 2020): 1–37. http://dx.doi.org/10.1145/3372143.

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Reddy, Leelakrishna. "Gender Differences in Attitudes to Learning Science in Grade 7." African Journal of Research in Mathematics, Science and Technology Education 21, no. 1 (January 2, 2017): 26–36. http://dx.doi.org/10.1080/18117295.2017.1279450.

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Іващенко, О. В., Мирослава Цеслицка, О. М. Худолій, and С. С. Єрмаков. "Modeling power fitness girls grades 6—7." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 23, 2014): 10–16. http://dx.doi.org/10.17309/tmfv.2014.3.1103.

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Purpose — to determine the model of strength abilities in girls grades 6—7.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. In the study involved girls 6 and 7 classes 21 and 26 people respectively.Research results. Analysis shows that the most statistically significant differences in the test results of girls 6 and 7 classes observed in tests 2 «long jump from their seats, see ‘and 5’ Squat, times» (p <0,001; p <0,01 respectively). The level of motor readiness girls 6—7 grade determines the development of speed-strength abilities.Conclusions. Structural canonical discriminant function coefficients suggest that more attention is paid to speed-strength training, the more likely improve motor fitness girls 6—7 class. The canonical discriminant function can be used for estimation and forecasting the development of motor abilities in girls grades 6—7.

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Journal articles on the topic 'Grade 7'

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