Relevant bibliographies by topics / Year 11

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Year 11'

Author: Grafiati
Published: 4 June 2021
Last updated: 19 February 2022

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Journal articles on the topic "Year 11"

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Poleto, Molly A. "One Year Later: September 11." Journal of Hospice & Palliative Nursing 4, no. 4 (October 2002): 189–90. http://dx.doi.org/10.1097/00129191-200210000-00001.

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Davies, Simon. "A year after 9/11." Communications of the ACM 45, no. 9 (September 2002): 35–39. http://dx.doi.org/10.1145/567498.567499.

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Owen-Yeates, Alison. "Stress in Year 11 Students." Pastoral Care in Education 23, no. 4 (December 2005): 42–51. http://dx.doi.org/10.1111/j.1468-0122.2005.00350.x.

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Krivodubskij, V. N. "Double maxima 11-year solar cycles." Kinematika i fizika nebesnyh tel (Online) 33, no. 1 (January 1, 2017): 55–80. http://dx.doi.org/10.15407/kfnt2017.01.055.

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Grothe, W., and H. Rüttgers. "Twin Pregnancies: An 11-Year Review." Acta geneticae medicae et gemellologiae: twin research 34, no. 1-2 (April 1985): 49–58. http://dx.doi.org/10.1017/s0001566000004918.

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AbstractFrom 1971 to 1981, 16752 women were delivered at the University Women's Clinic in Heidelberg; 228 of these were twin pregnancies (1.36%). The relationships between sex, gestational age, birthweight, mortality, and fetal outcome were investigated. For the reason of grading, so-called χ2 curves are used. These curves show the strength and the course of relationship between two parameters. Mortality of the twin (8.3%) depended on birthweight and on sex of the infant, but not on the mode of delivery. All twins were ‘small-for-date’ (25th weight percentile of single births). Starting at the 35th week of gestation, the increase in weight decelerated additionally. So, immaturity as well as twin-related factors led to the high mortality rate for twins. Fetal outcome was evaluated in respect to the birthweight and to the delivery interval.
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Pateva, Irina B., Rachel A. Egler, and Duncan S. Stearns. "Hepatoblastoma in an 11-year-old." Medicine 96, no. 2 (January 2017): e5858. http://dx.doi.org/10.1097/md.0000000000005858.

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Ui, Jennifer, and L. Sivaswamy. "Hemiplegia in an 11-Year-Old." Clinical Pediatrics 47, no. 2 (March 2008): 199–202. http://dx.doi.org/10.1177/0009922807307151.

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Abrams, Richard A. "Tooth replantation: 11-year follow-up." Australian Dental Journal 32, no. 6 (December 1987): 427–29. http://dx.doi.org/10.1111/j.1834-7819.1987.tb01293.x.

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Kramynin, A. P., and F. A. Mikhalina. "Length of 11-year solar cycles." Geomagnetism and Aeronomy 55, no. 7 (November 22, 2015): 866–71. http://dx.doi.org/10.1134/s0016793215070129.

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THONET, R. G. N. "Obstetric hysterectomy-an 11-year experience." BJOG: An International Journal of Obstetrics and Gynaecology 93, no. 8 (August 1986): 794–98. http://dx.doi.org/10.1111/j.1471-0528.1986.tb07985.x.

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Dissertations / Theses on the topic "Year 11"

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Dashlooty, Ashraf. "Sexual coercion among year 11 and year 12 high school students." University of Western Australia. School of Human Movement and Exercise Science, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0079.

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Adolescence is a time of accelerated physical and sexual growth, and many students become sexually active before they finish secondary schooling. Unfortunately, many adolescents and young adults experience sexual coercion in their intimate relationships. Sexual coercion is defined broadly as verbal or physical pressure to engage in sexual activity. This study sought to examine sexual coercion experiences of Year 11-12 high school, male and female students in their peer dating and relationships. Before retrieving such information, a modified Sexual Experiences Survey (SES) questionnaire was designed. This was named the Adolescent Dating and Relationship Survey (ADRS) which, subsequently, was examined by experts in the area, and validated via a pilot study using 30 university students. Thirdly, the study administered the ADRS to 341, Year 11 and Year 12 students to examine how they responded to their sexually coercive experiences. The participants were actively engaging in relationship behaviours, with nearly 50% of the females and 70% of the males reporting a relationship with a partner of the same age. However, significantly more females dated older partners and, conversely, more male students were involved with younger partners. The female students tended to have longer relationships than the males, especially for relationships of 9 to 12 months or longer. Participants did not report sexual coercion experiences via threat or blackmail, nor were the males threatened with a weapon. The most frequently cited forms of coercion by both female and male students were: made to feel guilty, being plied with alcohol and/or other drugs, being pressured by begging and/or arguing, and being lied to. However, the female students reported being physically restrained significantly more than the males. As a group they responded to these sexually coercive acts via all forms 2 measured except the males, who did not resort to either fighting off or yelling. Talking about the experience later was the response commonly reported by the students. Further, female students responded to sexual coercion by saying either,
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Antel, Katherine. "Splenectomy for immune thrombocytopenia : our 11-year experience." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/14134.

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Splenectomy has been practiced for the treatment of ITP for the past few decades. Currently it is utilised when a patient is either dependent or resistant to steroid treatment and the platelet count remains less than 30×109/L. Recently new agents have been added to the armamentarium used to treat ITP, including immune-suppressants such as rituximab and the new thrombopoetin-receptor agonists. This has brought into question the role of surgery for the treatment of ITP, and the need to compare the response and complication rates of splenectomy to these newer agents. Historic studies done on splenectomy for the treatment of ITP have been performed in the setting of low HIV prevalence. There is a relative paucity of data on the response rate in HIV-associated thrombocytopenia to splenectomy and the durability of response to splenectomy is unclear in this patient population. We retrospectively analysed 73 consecutive patients who underwent splenectomy for ITP from 2001 to 2011. The primary objective was to determine the rate of complete response, this was defined as a platelet count greater than 100×109/L at one year post splenectomy. Results were compared between HIV positive and HIV negative patients. The secondary objectives were: to evaluate the intra-operative and post†operative complications and mortality in the HIV positive and HIV negative groups, and to investigate for associations between co-morbidities, pre-operative treatment and response to splenectomy.
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Norman, Kay. "Year 11 pupils' perception of nursing : an exploratory study." Thesis, Keele University, 2014. http://eprints.keele.ac.uk/626/.

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This thesis aims to explore Year 11 pupils’ perceptions of nursing, the influences that affect these perceptions, and the way in which these reflect the discourses within and about the nursing profession. The objective of this research is to provide data which will contribute to the body of knowledge around nurse recruitment and career advice; to foster an increasing understanding of nursing roles, requirements, opportunities, and how to make nursing more appealing to young people. Forty individual interviews were conducted with Year 11 pupils from four different comprehensive schools within the West Midlands region (age 15-16 years). They were interpreted using a qualitative approach; drawing on social constructionism. Findings suggest that nursing continues to be viewed in stereotypical terms as a vocation, lacking status as a profession and unappealing as a career. Although nursing appears to be respected, evidenced in expressions of ‘moral worth’ in society, it is not perceived to be seen as producing the expected outcomes of financial reward, status and social credibility. There is an apparent lack of knowledge and understanding of nursing roles, educational requirements and opportunities available within nursing, with few current terms of reference that can be drawn upon. Parents and family are seen to have the biggest influence on perceptions of careers. Pupils who identified nurses within their families portrayed a negative image of nursing to participants. Conclusions suggest that higher education institutes, the nursing profession, media, schools, and career personnel need to work together to ensure a current, comprehensive understanding of nursing is portrayed to young people. The nursing profession must identify role models to champion the image of nursing, to inspire and encourage conditions that will motivate the current workforce to promote a positive culture within itself, to represent this to others.
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Gordon, Phillipa, and n/a. "Years 11 and 12 English curriculum in the A.C.T 1984." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060712.110221.

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In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.
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Frazier, Kimberly Grimes. "First-Year Experience Collaboration among Academic Affairs and Student Affairs at Public State University." Digital Archive @ GSU, 2007. http://digitalarchive.gsu.edu/eps_diss/11.

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February 2003 was the inauguration of the Foundations of Excellence project with an open invitation to chief academic officers at approximately 900 of both the American Association of State Colleges and Universities (AASCU) and the Council for Independent Colleges (CIC) member institutions. The Policy Center on the First Year of College, under the direction of the Executive Director, John N. Gardner, invited the various campuses to develop standards and guidelines for the first year, which were termed as Foundational Dimensions or simply Dimensions. As a result, over 200 member institutions agreed to participate in the project by establishing campus-wide task forces to look at the initial list of six Dimensions developed by the Policy Center and Penn State research partners. These Dimensions were designed to be essential characteristics of institutional effectiveness in promoting the learning and success of every first-year student. This is a case study of one of the founding institutions of the Foundations of Excellence endeavor, Public State University (PSU). In particular, this study utilizes the Foundations of Excellence Dimensions Statements as a basis to assess Public State University’s first-year experience collaboration efforts. Furthermore, this research is specifically grounded in the 2nd Dimensions Statement of the Foundations of Excellence, looking at what the Public State University first-year experience program looks like through academic affairs and student affairs collaborative partnerships. This study specifically examines PSU’s established partnerships within the First Year Orientation and Advising Committee (FYOAC) and the University College Advisory Council (UCAC) and determines what participants mean by collaboration. Through the use of a rubric, the analysis of the data resulted in a significant finding in reference to collaboration literature. The findings indicated that the literature on academic and student affairs collaboration should include information on institutional culture and investigate whether the underpinnings of institutional culture are actually social systems that are inextricably tied to their external environments, which in turn have a direct impact on foundational benchmarks on collaboration for First-Year Experience programs. Implications of this study’s results are addressed, limitations of this study are discussed, and recommendations for future research are given.
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Soustal, F. G., and n/a. "College course selections years 11 and 12 : students' aspirations and ultimate career choice." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061108.172700.

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This field study aims to identify and examine the consequences and influences of course selections and career choices made by students, their parents and college staff. Because of a lack of information regarding the implications of their selected programmes of study, many students choose unwisely and as a result, have become confused about the relevance of their choices in relation to the achievement of their ultimate career aspirations. To achieve the aims of this study, an analysis of the course selections and career choices of the Year 12 graduates of 1983 from Copland College was completed. This field study is divided into three main sections. The first section comprises Chapters I and II which outline the historical development of secondary colleges within the Australian Capital Territory. The author briefly discusses the influence of both the Hughes and the Campbell Reports and illustrates how these Reports were used as the basis for the establishment of the educational structure we now have for our senior secondary college students in Canberra. In addition, this section details the historical background of careers education within the Australian Capital Territory and the influences this has had on the status of career education at Copland College. The second section covers Chapters III, IV and V. In this section the function of the Student Services Faculty within Copland College is discussed and also a brief explanation given of the type of information gathered by college and administrative staff for career and course advice. The author provides a description of the procedures II used to obtain and collate the information collected for this field study. A questionnaire method of data collection was the basis used to examine the post-collegiate activities of over 240 graduate students of 1983, and part of the questionnaire relates specifically to the destinations of these ex-students. Finally, the third section incorporates Chapters VI and VII. It details the results of my research covered in earlier chapters and at the same time, synthesizes that of other educationalists as it relates to this field study. The concluding portion of this section sets out recommendations proposed to meet the problems identified in such areas as student course selections and careers advice.
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Orrick, Anne M. "Factors associated with affective distress in year 11 and 12 students /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18449.pdf.

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Devincenzi, Karl. "Aspiring towards higher education? : the voice of the year 11 student." Thesis, University of Exeter, 2011. http://hdl.handle.net/10036/3300.

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In 2001 the then UK Government set a national target to get 50 per cent of young people between the ages of 18 and 30 into higher education by the year 2010. To achieve this goal, higher education institutions were required to deliver Widening Participation initiatives that would target under-represented groups in a bid to raise aspirations and bring them into the sector. The study that underpins this thesis was an investigation into the issues surrounding widening participation from the perspective of students in their final year of compulsory schooling. It began as a year-long longitudinal study of the students’ views as they moved towards a key transitional point in their lives. Nine students were identified from Year 11 in one school. Three were drawn from each of the following three categories or groups of students: (i) ‘traditional students’, these were students who were deemed as belonging to groups that were already well-represented in higher education; (ii) ‘non-traditional’ students, these were deemed ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education; (iii) ‘widening participation’ students, these were recipients of a widening participation initiative delivered by their nearest university which, by implication, also deemed them as being ‘non-traditional’ in the sense that they were seen as belonging to groups that were under-represented in higher education. Each participant was interviewed in-depth three times whilst they were in Year 11; in December 2003, in March 2004, and again in June 2004. Whilst all interviews sought to elicit information about their lives at that point in time, the first interview was intended to gather relevant information about their past lives, the second a more in-depth look at their current lives, and the third focused on their future lives. Follow-up data were collected from some of the participants in 2009, 2010 and 2011. An in-depth interview also took place in June 2004 with the university’s Widening Participation Officer and the school’s Head of Year 11 and Widening Participation Co-ordinator. They are considered to be key informants to widening participation initiatives, more broadly in the case of the former, and specific to the school in the case of the latter. The thesis reports on the process through which participants were selected (or not selected) for widening participation intervention, learning identities in school and out, imagined futures, choices, and ultimately what happened to those students who were tracked beyond Year 11. Flaws in the widening participation policy agenda at the time of the main data collection period were identified as: (i) the individualization of the problem which drew attention away from the structural nature of the problem of under-representation and also from deep-rooted flaws within the education system; (ii) the lack of awareness of the longitudinal nature of the problem whereby entrance into higher education is dependent on prior learning and prior qualifications – this resulted in little or no account being taken in the selection process of widening participation-targeted individuals’ previous patterns of achievements, such that they may not be on a trajectory that makes higher education a viable option, and (iii) the valuing of non-participation in higher education. The thesis concluded by acknowledging that a new legislative framework about to be implemented in 2012 appears to be addressing some of these concerns. Issues that remain unaddressed include deep-rooted problems within the formal education system, the valuing of non-participation and of vocational training, and an appreciation that learning takes place on a trajectory.
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Anderson, Kathy. "Making their marks : teachers' understandings of art assessment at Year 11." Thesis, University of Canterbury. School of Christchurch College of Education, 2003. http://hdl.handle.net/10092/3616.

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This thesis investigates understandings that secondary school art teachers hold about assessment of year 11 students' artwork. My experience as an art educator has lead to my interest in this area. Boughton (1997) also argues that there is a need for more systematic investigation to underpin the practices of assessment in art. An analysis of the fields of art education and assessment provided the context for the study and also informed the research process and research question. The field of art and art education is historically and theoretically contested and this influences curricula design and examination prescriptions creating a complex field for teachers to be involved in. A qualitative approach was chosen using unstructured interviews, participant observations in classroom settings and document analysis. Three female and three male teachers participated. The schools were similar sizes and included state, private, co- educational, single sex and semi rural. All teachers were trained and three were practising artists. Kvale cited in Hill (2001) explains how unstructured interviews allow openness to changes in sequences and forms of questions in order to follow up the answers given and stories told by participants. This was important in this study as the conversations of teachers refocused discussions during follow-up visits. Assessment events were videoed and replayed to participants to stimulate discussion. A qualitative approach was seen as appropriate for this project as the field of art education that teachers work in is continually being redefined and reconstructed. The writing process continually evolved as I read the literature. Burr (1995:4) provided insights into social constructionist methods describing how II our current accepted ways of understanding the world is a product not of objective observation of the world, but of the social processes and interactions in which people are constantly engaged with each other." As my writing evolved, the research question was redefined. Originally the research focus had been to find out how teachers went about assessing art. This was refocused into how they position themselves and are affected by the competing discourses in art education. It seemed that the data analysis and writing processes informed each other. The findings revealed three interconnecting layers, which provided insights into teachers' assessment practices. These layers included new assessment discourses such as standards based and formative assessment methods, summative assessment and national examination discourses, and traditional views about intelligence. The teachers' assessment methods were dominated by summative pressures, which resulted in professional concerns for teachers. These included: knowing what was acceptable practice,; needing to have agreement; maintaining standards; and establishing subject status for art education. The influence of traditional ideas about academic intelligence also seemed important to these teachers and contributed to maintaining the status of art education. These teachers used ideas about academic intelligence to categorize students' abilities and to inform assessment judgements. The thesis concludes by asking why art teachers have continued to value summative assessments, which have resulted in a narrow formalist approach in classroom practice and continual controversy about assessment judgements. It seems that the status of art education is validated through examination results. It appeared from this study that positioning art within an academic examination structure has compromised the curriculum basis for art education.
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Opie, Morwenna. "An 11-year follow-up of the babytalk early language intervention." Thesis, University College London (University of London), 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406516.

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Books on the topic "Year 11"

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Understanding 10-11 year-olds. London: Jessica Kingsley Publishers, 2008.

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Orford, Eileen. Understanding your 11 year-old. Toronto: Warwick, 1997.

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Marion, Kemp, ed. English for 10-11 year olds. London: Letts Educational, 1990.

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Maths for 10-11 year olds. London: Letts, 1996.

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Maths for 10-11 year olds. London: Letts Educational, 1990.

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Bradford Education. Monitoring and Advisory Service. Curriculum planning for 5 - 11 year olds. Bradford: Bradford Education, 1992.

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Society, Royal. Science teaching resources: 11-16 year olds. London: Royal Society, 1997.

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Bradford Education. Policy & Information Unit. 1995 examination results: A level year 13,GCSE year 11 : aggregatedanalysis. Bradford: Bradford Education, 1995.

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Bradford Education. Policy & Information Unit. 1994 examination results: A level year 13, GCSE year 11 : aggregatedanalysis. Bradford: Bradford Education, 1994.

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Unit, Bradford Education Policy &. Information. 1993 examination results: GCSE year 11, A level year 13 : aggregatedanalysis. Bradford: Bradford Education, 1993.

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Book chapters on the topic "Year 11"

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Lynch, Michael, and Adrian Earle. "Year Three." In Surviving Game School… and the Game Industry After That, 99–105. Boca Raton, FL : CRC Press, Taylor & Francis Group, 2018. | “A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/b22482-11.

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Kucharczyk, Stefan, and Maureen Kucharczyk. "Year 5, Macbeth." In Teaching Shakespeare in Primary Schools, 111–23. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003023944-11.

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Fisher, Lois. "One Year After The Putsch." In Survival in Russia, 177–85. 1. Soviet Union—Social life and customs—1970–1991. 2. Soviet Union—Description and travel—1970–1991. 3. Fisher-Ruge, Lois 1940– —Journeys—Soviet Union. I. Title.: Routledge, 2019. http://dx.doi.org/10.4324/9780429308017-11.

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Ephgrave, Anna. "July." In Year One in Action, 196–209. Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315637327-11.

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de la Bedoyere, Catherine, and Catharine Lowry. "Starting the Programme." In School Start Year 1, 223–30. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-11.

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Pouliot, Vincent. "11. The Year NATO Lost Russia." In European Security Since the fall of the Berlin Wall, edited by Frédéric Mérand and Bastien Irondelle, 239–59. Toronto: University of Toronto Press, 2010. http://dx.doi.org/10.3138/9781442693944-012.

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Wilcox, Alison. "Exclamation marks." In Descriptosaurus Punctuation in Action Year 3, 47–49. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003190479-11.

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White, Patrick. "Choice Factors and Rationales in Year 11." In Education and Career Choice, 122–52. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230624849_6.

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McQuaid, Cathy. "“I think I was in shock for a year”." In Understanding Bereaved Parents and Siblings, 99–112. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003145547-11.

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"First Year." In Ballet, 40–49. Routledge, 2013. http://dx.doi.org/10.4324/9780203462317-11.

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Conference papers on the topic "Year 11"

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Nilsson, Ulf, Nicholas Mills, Helena Backman, Caroline Stridsman, Linnea Hedman, Eva Rönmark, Anders Blomberg, and Anne Lindberg. "Elevated cardiac troponin predicts 11-year mortality in COPD." In ERS International Congress 2020 abstracts. European Respiratory Society, 2020. http://dx.doi.org/10.1183/13993003.congress-2020.1439.

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Ivanov, V. G. "ONE MORE WALDMEIER’S RULE AND FORM OF 11-YEAR CYCLE." In All-Russia Conference on Solar and Solar-Terrestrial Physics. The Central Astronomical Observatory of the Russian Academy of Sciences at Pulkovo, 2018. http://dx.doi.org/10.31725/0552-5829-2018-191-194.

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Gallia, Gary, Anthony Asemota, Ari Blitz, Andrew Lane, Wayne Koch, Douglas Reh, and Masaru Ishii. "Endonasal Endoscopic Resection of Olfactory Neuroblastoma: An 11-Year Experience." In 29th Annual Meeting North American Skull Base Society. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1679591.

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Hawke, Ana Louise, Danielle O’Connor, Emma Jane MacDermott, and Orla G. Killeen. "P69 Takayasu arteritis presenting in an 11-year-old boy." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.424.

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Ha, Jung-Mok, Kyung-Soo Han, Jae-Il Cho, Chang-Suk Lee, Kyoung-jin Pi, In-Hwan Kim, Jae-Hyun Ryu, and Eun-Bin Park. "11-year variability of summer snow cover extent over Himalayas." In SPIE Remote Sensing, edited by Christopher M. U. Neale and Antonino Maltese. SPIE, 2013. http://dx.doi.org/10.1117/12.2029146.

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Revazova, А. А., Т. Т. Boraeva, F. V. Bazrova, F. S. Dzebisova, М. V. Burnatseva, and А. М. Grigorian. "Clinical Case of 11-Year-Old Child with Thrombotic Thrombocytopenic Purpura." In Proceedings of the International Conference on Health and Well-Being in Modern Society (ICHW 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/ichw-19.2019.49.

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LS, Namazova-Baranova, Stepanyan IE, Gevorkyan AK, Selimzianova LR, Simonova AY, Vishneva EA, Kustova OV, and Promyslova EA. "P126 The case of generalised sarcoidosis in 11-year old boy." In 8th Europaediatrics Congress jointly held with, The 13th National Congress of Romanian Pediatrics Society, 7–10 June 2017, Palace of Parliament, Romania, Paediatrics building bridges across Europe. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2017. http://dx.doi.org/10.1136/archdischild-2017-313273.214.

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Gerster, Eckart, Tobias Gerstmaier, Andreas Gombert, Rainer Krause, Sascha van Riesen, Sven Wanka, and Tobias Zech. "SOITEC’s 4 junction solar cell module one year on sun." In 11TH INTERNATIONAL CONFERENCE ON CONCENTRATOR PHOTOVOLTAIC SYSTEMS: CPV-11. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4931517.

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Johansen, Kenneth. "Ecology of the Gyrfalcon in Finnmark Based on Data from Two 11-Year Periods 150 Years Apart." In Gyrfalcons and Ptarmigan in a Changing World. The Peregrine Fund, 2011. http://dx.doi.org/10.4080/gpcw.2011.0215.

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Zaekov, Nikolay, Georgi Bogdanov, Magdalena Baymakova, and Mariya Zaharinova. "ANTHROPOMETRIC NUTRITIONAL STATUS OF 11–14 YEAR OLD PUPILS OF SOFIA MUNICIPALITY." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/60.

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Reports on the topic "Year 11"

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Galloway, Troy. Chinese Five Year Plans: An Economic Catalyst? (CSL Issue Paper, Volume 11-11, July 2011). Fort Belvoir, VA: Defense Technical Information Center, July 2011. http://dx.doi.org/10.21236/ada568669.

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Gibadullin, I. G. The Training Process Planning of 9-11 year-old Skiers-Sprinters. Prof. Dr Kuznetsov Alexandre Semenovich, March 2015. http://dx.doi.org/10.14526/28_2015_28.

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Krinard, Roger M. Stand Parameters of 11- to 15-Year Old Green Ash Plantings. New Orleans, LA: U.S. Department of Agriculture, Forest Service, Southern Forest Experiment Station, 1989. http://dx.doi.org/10.2737/so-rn-352.

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KAPLAN, DANIEL. Plutonium Oxication State Transformations and Their Consequence on Plutonium Transport through Sediment During an 11-year Field Study. Office of Scientific and Technical Information (OSTI), September 2004. http://dx.doi.org/10.2172/835624.

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Shavlik, J. W., and M. O. Noordewier. Applying machine learning techniques to DNA sequence analysis. Progress report, Year 2, February 14, 1992--December 11, 1992. Office of Scientific and Technical Information (OSTI), December 1992. http://dx.doi.org/10.2172/10124406.

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Curtis, Robert O. Levels-of-growing-stock cooperative study in Douglas-fir: report no. 11—Stampede Creek, a 20-year progress report. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 1992. http://dx.doi.org/10.2737/pnw-rp-442.

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Devine, Warren D., Paul W. Footen, Robert B. Harrison, Thomas A. Terry, Constance A. Harrington, Scott M. Holub, and Peter J. Gould. Estimating tree biomass, carbon, and nitrogen in two vegetation control treatments in an 11-year-old Douglas-fir plantation on a highly productive site. Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station, 2013. http://dx.doi.org/10.2737/pnw-rp-591.

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Schulson, E. M. The role of grain boundaries on the strength, ductility and toughness of Ll{sub 2} intermetallic compounds. Progress report on year 2, March 17, 1987--March 11, 1988. Office of Scientific and Technical Information (OSTI), March 1988. http://dx.doi.org/10.2172/10120970.

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Zanoni, Wladimir, and Ailin He. Citizenship and the Economic Assimilation of Canadian Immigrants. Inter-American Development Bank, March 2021. http://dx.doi.org/10.18235/0003117.

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Abstract:
In this paper, we examine whether acquiring citizenship improves the economic assimilation of Canadian migrants. We took advantage of a natural experiment made possible through changes in the Canadian Citizenship Act of 2014, which extended the physical presence requirement for citizenship from three to four years. Using quasi-experimental methods, we found that delaying citizenship eligibility by one year adversely affected Canadian residents' wages. Access to better jobs explains a citizenship premium of 11 percent in higher wages among naturalized migrants. Our estimates are robust to model specifications, differing sampling windows to form the treatment and comparison groups, and whether the estimator is a non-parametric rather than a parametric one. We discuss how our findings are relevant to the optimal design of naturalization policies regarding efficiency and equity.
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Lee, Jay. Life Post 9/11: Experiences of Korean Americans Ten Years Later. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.1079.

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