Relevant bibliographies by topics / Year 11 students

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

Academic literature on the topic 'Year 11 students'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Year 11 students"

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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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Castro, David. "Light mental representations of 11-12 year old students." JOURNAL OF SOCIAL SCIENCE RESEARCH 1, no. 1 (February 28, 2013): 35–39. http://dx.doi.org/10.24297/jssr.v1i1.3055.

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The light is a separate entity in the area, independent sources that produce it and the effects it causes during its spread. In several research focused on representations of light that are children from 5 to 15 years found that these representations are often incompatible with the scientific model. 112 (60 boys and 62 girls) participated in this research where we studied representations of children 11-12 years on the light. As a technique of research we chose the directive individual interview. The results of the research show that children of 11-12 years, use different categories of representations for the light.
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Roselizawati Hj Sarwadi, Hjh, and Masitah Shahrill. "Understanding Students' Mathematical Errors and Misconceptions: The Case of Year 11 Repeating Students." Mathematics Education Trends and Research 2014 (2014): 1–10. http://dx.doi.org/10.5899/2014/metr-00051.

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Martin, Gerry. "Historical Inquiry for Teaching Year 11 & 12 History Students." Learning and Teaching 4, no. 2 (January 1, 2011): 23–35. http://dx.doi.org/10.7459/lt/4.2.03.

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Duh, Matjaž, Tomaž Zupančič, and Branka Čagran. "Development of Art Appreciation in 11-14 year-old Students." International Journal of Art & Design Education 33, no. 2 (June 2014): 208–22. http://dx.doi.org/10.1111/j.1476-8070.2014.01768.x.

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Kirkham, Jane, Elaine Chapman, and Helen Wildy. "Factors considered by Western Australian Year 10 students in choosing Year 11 mathematics courses." Mathematics Education Research Journal 32, no. 4 (July 17, 2019): 719–41. http://dx.doi.org/10.1007/s13394-019-00277-y.

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Sayin, Y., and M. Farimaz. "Problem solving skills of the 1st year and 4th year nursing students." European Psychiatry 26, S2 (March 2011): 883. http://dx.doi.org/10.1016/s0924-9338(11)72588-3.

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IntroductionOne of the objectives of nursing education is helping nursing students acquire the knowledge, skills, and behaviors needed to deal with various problems.ObjectivesThe study is descriptive.AimsTo determine the “problem solving skills” of the 1st-year and 4th-year students.MethodsThe study is a descriptive one. The study sample comprised a total of 153 students in their 1st-year and 4th-year in Department of Nursing, Cumhuriyet University, Turkey. The research data were collected by means of the “Personal Information Form” developed in light of the relevant literature review and the “Problem Solving Inventory” which was developed by Heppner and Peterson (1982) and tested in Turkey in 1990 by Taylan in terms of fist validity-reliability properties.ResultsOf the first year students, 84.9% lived in a nuclear family, 61.6% lived in a city, 39.5% were first-born children. Of the fourth year students, 81.0% lived in a nuclear family, 67.2% lived in a city, 37.3% were first-born children. All of the students financial needs were met by their parents. There was no difference between the total “problem solving confidence” scores of the first year students (85.942 ± 16.649) and the fourth year students (81.866 ± 19.168) (p > 0.05). According to the sub-scales of the inventory, the first year students received higher scores than the fourth year students in “problem solving confidence”, “approach-avoidance behavior” and “personal control” (p > 0.05).ConclusionsThe education received by the students did not make a difference in the development of their problem solving skills.
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Naiker, Mani, Bibhya Sharma, Lara Wakeling, Joel Benjamin Johnson, Janice Mani, Bijeta Kumar, Anji Naidu, MGM Khan, and Stephen Brown. "Attitudes towards science among senior secondary students in Fiji." Waikato Journal of Education 25 (November 24, 2020): 57–72. http://dx.doi.org/10.15663/wje.v25i0.704.

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In order to investigate gender and ethnicity-based differences in scientific attitudes among Fijian students, the widely studied Test of Scientific Related Attitudes (TOSRA) was administered to 1401 senior secondary Fijian students (Years 11–13; approximately 15–18 years of age). Students generally had a positive attitude towards science overall in Years 11–13, with females showing a more positive attitude than males. By Year 13, the attitudes of females towards science had become more negative. The attitude of iTaukei students towards science started out lower than other ethnicities in Year 11 and increased during Year 12, before falling to below the starting attitude levels in Year 13. Fijian students of Indian descent generally had a positive attitude towards science that remained consistent throughout Years 11–13, with an increase in leisure and career interest in science in Year 13. A strong correlation was found between the ethnicity of a student and their first language. Continued science outreach programmes, particularly in Year 12, are important to achieve and retain scientific interest and attitudes among Fijian secondary students.
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Fleck, Celia. "Improving engagement and achievement for Year 11 Māori and Pasifika students." set: Research Information for Teachers, no. 3 (December 15, 2015): 12–17. http://dx.doi.org/10.18296/set.0022.

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Boyle, Alan, Peter Kokelaar, and Maggie Williams. "Raising Earth Science awareness amongst Year 11 & 12 school students." Planet 19, no. 1 (January 2008): 15–20. http://dx.doi.org/10.11120/plan.2008.00190015.

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Dissertations / Theses on the topic "Year 11 students"

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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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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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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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Fletcher, Josephine Florence. "The wider systemic conditions that support reading for 11 to 13 year-old students." Thesis, University of Canterbury. School of Literacies and Arts in Education, 2011. http://hdl.handle.net/10092/6636.

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This thesis addresses better understandings of the wider systemic factors that support 11- to 13-year-old students in reading. A socio-constructivist paradigm was used to view multiple constructions of realities. Using a socially constructed ontology a mainly qualitative approach was instigated. From five case study New Zealand schools the principals, literacy leaders, teachers, parents and students were interviewed. Additionally, a structured observation schedule was used to observe the teachers during a guided reading lesson. By viewing the phenomenon through a range of participants’ lenses I aimed to portray the richness of the case studies and provide thick descriptions of the phenomenon. The thesis uncovered that the research literature contains few studies of the teaching of reading to children aged 11 to 13. This appears to be because much of the research has been carried out in the UK and USA where children move out of primary (elementary) education at age 11 or younger. This suggests a need for an international comparative study to determine if this factor is significant in the reading achievement of 11- to 13-year old-children. My research shows the reading development of these young adolescents in New Zealand occurs within a variety of contexts. Teachers alone cannot bear the burden of sole responsibility for the reading achievement of young adolescent students. There was a complex array of wider factors that supported teachers in developing regular, sustained and effective reading programmes. All of the schools had been involved in sustained professional development in literacy which was led by an external provider. The principals had taken an active part in the professional development alongside their staff. Additionally, the principals at each school had appointed a literacy leader to support staff in the teaching of reading. The principals had developed relational trust with their staff and together were working towards a shared vision. Apparent across all interviews with parents, students, teachers and literacy leaders was a quiet confidence that each of the case study schools were being led in a successful manner. What some of the parents did bring to attention was the range of experiences they had with different schools the children in their families had attended. A surprise finding in the analyses of the structured observation of guided reading was that even though the eight teachers had been nominated as effective teachers of reading, many of these teachers allowed little opportunity for student-led dialogue. This case study research investigation found numerous areas of effective practice both within the classroom and by the wider school staff, but it also identified some common aspects in these particular five schools where teacher, wider school-community practices and national educational policy could be enhanced. Additionally, the quantitative analyses of data from the teachers’ and students’ interactions during guided reading illuminated the sometimes contradictory nature of interview data and observation data. This finding highlighted the importance of including quantitative analysis of classroom observation data when investigating teachers’ practices, as the difference between ‘rhetoric’ and ‘classroom reality’ can differ. The evidence from these case studies strongly suggests that learning to read is not a skill that is learnt in isolation. Reading is not only a complex skill to achieve, but it is also contextual. Therefore, understanding the context and the varying players, who all have specific roles in supporting reading, are the cornerstones of knowing how we as a society can improve reading outcomes for all students.
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Bradshaw, P. R. "ICT and its assessment at 16 : an enquiry into the perceptions of year 11 students." Thesis, Nottingham Trent University, 2011. http://irep.ntu.ac.uk/id/eprint/171/.

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This study, conducted between 2006 and 2011, enquired into student perceptions of Information and Communications Technology (ICT) and its assessment at aged 16. The prevailing orthodoxies amongst writers, commentators and educationalists are that the subject does not reflect the learning and use made by young people of technology. The voice of the learner, so often lauded in aspects of school democracy and in formative assessment, has not been heard in respect of the high-stakes assessment at the end of Key Stage (KS) 4 in schools in England. This research was a step in filling that void. Taking an interpretive phenomenological approach three phases of empirical data collection were used each building on the previous ones. To bring the student perception and voice to the fore a repertory grid analysis was initially used to elicit constructs of learning and assessment directly from the students. This was followed by a questionnaire and semi-structured interviews across a sample of state-funded schools in England. The use of a multiple-phase data collection allowed phenomena to be distilled with successively more depth at each phase. Three phenomena emerged as central to the students’ views. Firstly students identified ICT as a subject that was predominantly about their future lives. They equated what they were doing in school with their perceptions of the needs of future education, employment and as a tool for life. Secondly they, in common with many commentators, saw creativity and ICT as being intrinsically linked. Thirdly their views were dominated by the culture of the school in which they were studying. The institutional habitus gave an enculturation to their perceptions which coloured everything else. Thus they valued creative and open-ended activity in the use of technology, but only where that contributed to formal, in-school, learning.
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Dorion, Kirk. "An exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students." Thesis, University of Cambridge, 2011. https://www.repository.cam.ac.uk/handle/1810/241737.

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A growing body of evidence suggests that some Science teachers use drama-based strategies in order to promote understanding of abstract scientific concepts. These strategies employ action and imagination to simulate systems and processes that are too fast, too slow, too big, too small, too expensive or too dangerous to observe in the classroom. A small group of quantitative and qualitative studies over the past thirty years has suggested that these physical simulations enable learning in secondary students, by promoting discourse and by conveying concept features through a range of sensations. The field is as yet under-theorised, consisting of single case designs and unreplicated methodologies. This multiple case study focused upon an intervention design based on a pedagogical model developed in my Masters research. This study aimed to explore the characteristics of students' interaction and the nature of their resultant conceptions over four months. Each case focussed upon one of eight Key Stage 3 and Key Stage 4 classes across a variety of UK schools. In each, a curriculum-based particle theory topic was taught in a double-period lesson. Data included video, participant observations, and interviews with three students from each class collected at pre, post and delayed intervals. Findings suggested that the pedagogy engendered engagement and self-regulation in group model-making tasks, and supported thought experiment-type visualisations of dynamic processes. Conceptual development was found to continue up to four months after the lessons. A model of learning was developed in which social interaction and multimodal discourse promoted the association of conceptual features with affective, visual and embodied images, which supported recall, discussion and further conceptual development in the longer term.
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Alexander, Thomas E. "A Study To Examine The Effects Of Computers And Traditional Teaching Methods On 9-11 Year Old Students Learning To Add And Subtract Fractions." NSUWorks, 1991. http://nsuworks.nova.edu/gscis_etd/386.

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The mathematics scores of primary school students in Virgin Gorda, as indicated by national tests, have shown that their basic mathematics skills are poor. The purpose of this study was to identify teaching strategies that could help improve mathematics scores. This study was designed to examine the effects of three teaching strategies on the scores and self-concept of 9-11 year-old students learning to add and subtract fractions. These strategies were the use of traditional methods, the use of the computer as a tutor, and the use of a combination of computers and traditional methods to teach addition and subtraction of fractions. Forty students participated in the study. They were divided into three treatment groups and one control group. Each treatment group was taught addition and subtraction of fractions using one of the teaching strategies for ten weeks. Students were tested before treatment, immediately after the treatment, and two months after treatment. The test instruments were teacher-made tests on fractions and the Self-Perception Profile for Children. The results showed no significant difference in mean scores between the treatment groups on the fraction test immediately after treatment. However, when gender was considered, there was a significant difference between means of the boys and girls within the group taught by traditional methods. There was also a significant difference between the means of boys and girls within the group taught by computers. The boys in the combined traditional and computer group had a mean that was higher than boys in the other two groups. All the treatment groups had significantly higher mean scores than they had before treatment. The control group however showed no significant change. The use of computers resulted in improved self-concept. Students who were taught using computer tutorials or tutorials in combination with traditional methods had higher self-concept mean scores than students who were taught only by traditional methods. Two months after the treatment, students' mean scores on the fraction test were significantly lower for the traditional and computer groups than they had been immediately after treatment. There was no significant difference in mean scores for students in the combined group. These findings suggested that the use of computers (CAl) was as effective as traditional teaching methods and helped students to be more positive about themselves. In addition, computers, when used together with traditional methods appear to be useful in improving the scores of boys. Further, the combined use of computers and traditional methods was effective in helping students retain material. The study indicates that if the use of computers in the classroom is carefully planned, then CAl can help to improve the mathematics scores of students in the British Virgin Islands. However, the computers should be used by teachers trained in their use and the classes should be evaluated regularly.
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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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O'Neill, Helen Josephine. "Once preferred, now peripheral : the place of poetry in the teaching of English in the New Zealand curriculum for year 9, 10 and 11 students : a thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in English, The University of Canterbury, Christchurch, New Zealand /." Thesis, University of Canterbury. Culture, Literature and Society, 2006. http://hdl.handle.net/10092/950.

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A poet is somebody who feels, and who expresses his (or her) feeling through words. This may sound easy. It isn't ... . It's the most wonderful life on earth. Or so I feel. e. e. cummings: 'A Poet's Advice'. (1-3, 27-28) Fifty years ago poetry was a key element in the English programme in most secondary schools. Today it is marginalised, with many teachers avoiding teaching poetry as far as possible. The consequence is a cycle of disadvantage whereby many students, never having studied, let alone attempted to write a poem in school, leave without having encountered literature at its most intense and concentrated. Since the study of poetry can also be avoided almost entirely in university English departments, such students will, in their turn, when they themselves become educators of the next generation, similarly avoid teaching poetry. This thesis investigates the pedagogical and curricular contexts within which English has been taught in New Zealand since 1945, and within which poetry has become increasingly marginal. Surveys of and interviews with students past and present, teachers and teacher-educators enable me to identify a range of reasons why this has happened, and a cycle of deprivation has developed. The thesis also identifies, however, ways in which the cycle of deprivation can be broken, and the teaching of poetry made central to the teaching of written, oral and visual language in accordance with the principles of the current New Zealand curriculum for the teaching of English.
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Books on the topic "Year 11 students"

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Swift, Mildred Mercer. The diary of Mildred Mercer, 1910-11: My senior year at Waterman High School. Miami Springs, Fla: Family of Mildred Mercer Swift, 1994.

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Sumner, R. Hampshire TVEI extension: A second survey of Year 11 students' perceptions : first phase consortia, 1992. [Slough]: National Foundation for Educational Research..., 1992.

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Sumner, R. Hampshire TVEI extension: A survey of Year 12 students : follow-up from Year 11 survey of expectations andpreparation : second phase consortia 1992. [Winchester?]: Hants CC?, 1992.

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Enjoy your middle schooler: A guide to understanding the physical, social, emotional, and spiritual changes of your 11-14 year old. Grand Rapids, Mich: Zondervan Pub. House, 1994.

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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.

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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.

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Warren, Dorothy. Green chemistry: A resource outlining areas for the teaching of green and environmental chemistry and sustainable development for 11-19 year old students. London: Royal Society of Chemistry, 2001.

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Reason, Linda. Careers special: A comprehensive careers programme for students with learning difficulties : a complete careers programme for years 9, 10, 11. Stafford: High Flyers Publishing, 1996.

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United States. Congress. Senate. Committee on the Budget. The impact of the President's fiscal year 1988 higher education proposals on the state of Tennessee: Hearings before the Committee on the Budget, United States Senate, One hundredth Congress, first session, February 10, 1987--Memphis, February 11, 1987--Knoxville, February 11, 1987--Nashville. Washington: U.S. G.P.O., 1987.

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Financial Management: Audit of the White House Commission on the National Moment of Remembrance for fiscal years 2003 and 2002. Washington, D.C: The Office, 2004.

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Book chapters on the topic "Year 11 students"

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Montes-Martinez, A., and J. J. Gestal-Otero. "Tobacco habits among medical students in Spain: An 11-year Study." In Tobacco: The Growing Epidemic, 921–22. London: Springer London, 2000. http://dx.doi.org/10.1007/978-1-4471-0769-9_417.

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Kennish, Penelope, and Robert F. Cavanagh. "The Engagement in Classroom Learning of Year 10 and 11 Western Australian Students." In Applications of Rasch Measurement in Learning Environments Research, 281–300. Rotterdam: SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-493-5_13.

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Viennot, Laurence. "Appendix F “Facilitating elements” of communication: Year 11 students ranking the risks of misunderstanding." In Thinking in Physics, 149–55. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8666-9_15.

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Barker, Debbie, and Craig Pournara. "Designing Mathematics Tasks for the Professional Development of Teachers Who Teach Mathematics Students Aged 11–16 Years." In Proceedings of the 13th International Congress on Mathematical Education, 701–2. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-62597-3_113.

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Lazzeri, Giacomo, Mariano Vincenzo Giacchi, Angela Spinelli, Andrea Pammolli, Paola Dalmasso, Paola Nardone, Anna Lamberti, and Franco Cavallo. "Chapter 8 Overweight Among Students Aged 11–15 Years and Its Relationship with Breakfast, Area of Residence and Parents’ Education: Results from the Italian HBSC 2010 Cross-Sectional Study." In Pediatric Behavioral Nutrition Factors, 153–68. 3333 Mistwell Crescent, Oakville, ON L6L 0A2, Canada: Apple Academic Press, 2017. http://dx.doi.org/10.1201/9781315365732-9.

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Govindjee, Avinash. "Introducing Law to Commerce Students." In Focus on First-year Sucess Perspectives Emerging from South Africa and Beyond, 155–65. SUN PRESS, 2009. http://dx.doi.org/10.18820/9781920338220/11.

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Evans, Heidi. "The Potential of Participatory Design on Participant’s Empowerment." In Insights: 4th-Year Students’ Reflections on Design for Social Innovation, 28–29. Carleton University School of Industrial Design, 2021. http://dx.doi.org/10.22215/srp/2021.delg.11.

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"Library Research Project for First-Year Engineering Students: Results from Collaboration by Teaching and Library Faculty." In Relationships Between Teaching Faculty and Teaching Librarians, 101–14. Routledge, 2014. http://dx.doi.org/10.4324/9781315864617-11.

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Molina Puche, Sebastian, and Maria del Pilar Riquelme Adán. "Future Citizens." In Handbook of Research on Citizenship and Heritage Education, 352–76. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1978-3.ch017.

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This chapter analyzes the knowledge, behaviors, attitudes and values of Spanish students in the last year of Elementary Education regarding citizenship and civility. The authors carried out quantitative research using an ex post facto and descriptive design and circumstantial non-probabilistic sampling. The technique was indirect, while the instrument was two questionnaires adapted from those used in the ICCS 2009 study. These questionnaires, which were originally intended for students in the 2nd year of Compulsory Secondary Education (14 years old students), were adapted to the 6th year of Elementary Education (11 years old). The sample analyzed was a hundred students from a state school in the Region of Murcia located. TSPSS V. 23 was used for the data analysis. The results show deficiencies in terms of knowledge in matters related to civic education and citizenship.
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Wegman, Lisa, and A. Michelle O’Banion. "Students Affected by Physical and Emotional Abuse." In Supporting and Educating Traumatized Students, 219–28. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0015.

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Abuse and maltreatment of children is a growing statistic. Each year, more than 3 million reports of alleged maltreatment are made to Child Protective Service agencies, suggesting that approximately six million children, or 11% of all U.S. students in K-12 schools, experience some form of maltreatment annually.8 While not all reported cases are investigated or substantiated, many instances of maltreatment go unreported; thus, the prevalence of maltreatment may be even higher. There are at least four major types of maltreatment: physical abuse, emotional abuse (or psychological maltreatment), neglect, and sexual abuse. It is important to note that these forms of maltreatment can occur separately or in combination with another. Given the unique characteristics and consequences associated with these various forms of maltreatment, this chapter will focus primarily on physical and emotional abuse. Other chapters in this volume will discuss sexual abuse (Chapter 13) and neglect (Chapter 14) in more details – readers working with students affected by physical and emotional abuse are encouraged to also review both of these other chapters for additional strategies.
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Conference papers on the topic "Year 11 students"

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Coia, Fiona, and Adam Burns. "0195 Bridging The Gapsimulating Medical Emergencies For Final Year Dental Students." In Association for Simulated Practice in Healthcare Annual Conference 11–13 November 2014 Abstracts. The Association for Simulated Practice in Healthcare, 2014. http://dx.doi.org/10.1136/bmjstel-2014-000002.108.

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Hughes, Sam, Isabelle Dudley, and Elsie Hellyer. "PG77 ‘Hazard to help’ – a quality improvement project for 4th year medical students." In Abstracts of the ASPiH 2020 Virtual Conference, 10–11 November 2020. The Association for Simulated Practice in Healthcare, 2020. http://dx.doi.org/10.1136/bmjstel-2020-aspihconf.125.

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Bachev, Vihren, Orlin Groshev, Pavel Yordanov, and Boyan Zlatev. "APPLICATION OF ROWING ERGOMETERS IN PHYSICAL EDUCATION OF 11 TO 13-YEAR-OLD STUDENTS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES” AND THE BALKAN SCIENTIFIC CONGRESS “PHYSICAL EDUCATION, SPORTS, HEALTH”. National Sports Academy "Vassil Levski" (NSA Press), 2019. http://dx.doi.org/10.37393/icass2019/83.

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Wellbelove, Zoe, Diana Kluczna, David Wright, Olivia Charlton, Gavin Barlow, and Steven Oliver. "O10 Simulation from a distance. an online simulation programme for final year medical students." In Abstracts of the ASPiH 2020 Virtual Conference, 10–11 November 2020. The Association for Simulated Practice in Healthcare, 2020. http://dx.doi.org/10.1136/bmjstel-2020-aspihconf.10.

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Marina, I. V. "Improving the mental performance of first-year students by means of football." In ТЕНДЕНЦИИ РАЗВИТИЯ НАУКИ И ОБРАЗОВАНИЯ. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-11-2018-15.

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Benvenuti, Martina, Augusto Chioccariello, Laura Freina, and Sabrina Panesi. "COLLABORATIVE CONSTRUCTION OF SCRATCH PROJECTS WITH 9-11 YEAR OLD STUDENTS DURING COVID-19 LOCKDOWN." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.1203.

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Pushkov, V., and S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Pushkov, V., and S. Zavjalov. "The natives of Smolensk province – first-year students of Moscow university of 1917." In Historical research in the context of data science: Information resources, analytical methods and digital technologies. LLC MAKS Press, 2020. http://dx.doi.org/10.29003/m1793.978-5-317-06529-4/89-95.

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In 1917 Smolensk province stood on the second place by the quantity of sophomores of the Moscow university next to Vladimir province (139 and 158 students correspondingly). 7 districts out from 11 were represented. Mainly graduators of gymnasia and the Seminary entered the university. For the first time 8 girls became students. Principally the social structure of students included petty bourgeoisie, clergy and peasantry. Most part of students entered physics and mathematics department, much smaller part entered medical department and ones of law and of linguistics and history.
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Aralbaeva, Aigerima, Zchamilya Zchilkiadarova, Denis Vinnikov, and Nurlan Brimkulov. "Smoking and use of other tobacco products in Kyrgyzstan medical students: an 11-year follow-up." In ERS International Congress 2017 abstracts. European Respiratory Society, 2017. http://dx.doi.org/10.1183/1393003.congress-2017.pa2664.

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Seibi, A. C., and T. Pervez. "Design of Mobile HDPE Water Tanks: A Practical Design Exercise for Senior Students in Mechanical Engineering." In ASME 2006 Pressure Vessels and Piping/ICPVT-11 Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/pvp2006-icpvt-11-93447.

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Engineering design is becoming an integral part of any engineering program seeking international recognition and accreditation. Design practices are becoming a necessary experience to senior students nowadays in all engineering programs. The final year design project offered at Sultan Qaboos University in Oman gives senior students the chance to integrate their knowledge accumulated through already taken courses in the Mechanical Engineering Department to design particular products, experiments, and/or mechanical systems. In addition to gaining hands on experience of the design process, students were able to develop their communication skills and team work spirit. Throughout the whole year, students knowledge and expertise are enhanced through direct contact with their project advisor(s), project related memos, oral presentations, memos, posters, and written progress and final reports. The present paper describes the design process followed by a group of three senior students starting from understanding the problem and developing conceptual designs to the end product. CAD tools such as AutoCAD and ABAQUS were used to complete the design, build a prototype, and test it.
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