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Relevant bibliographies by topics / Year 7

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Academic literature on the topic 'Year 7'

Author: Grafiati

Published: 4 June 2021

Last updated: 26 January 2023

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Journal articles on the topic "Year 7"

1

Hermitt, David. "From year 6 to year 7." SecEd 2015, no. 17 (June 11, 2015): 11. http://dx.doi.org/10.12968/sece.2015.17.11.

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Cosh, Jackie. "Terrifc transitions: Year 6 to Year 7." Primary Teacher Update 2012, no. 9 (June 2012): 40–41. http://dx.doi.org/10.12968/prtu.2012.1.9.40.

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Klyus, O. A. "Physical preparation structure of the 7-year-old girls during the school year." Pedagogical and social aspects of physical education and physical therapy, no. 1 (March 5, 2019): 94–107. http://dx.doi.org/10.32626/pasaopeapt.2019.94-107.

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KOFOTOLIS, NIKOLAOS. "Ankle sprain injuries in soccer players aged 7-15 years during a one-year season." journal biology of exercise 10, no. 2 (October 22, 2014): 37–55. http://dx.doi.org/10.4127/jbe.2014.0077.

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Bromley, Matt. "Year 6 to 7 transition." SecEd 2016, no. 22 (September 15, 2016): 4. http://dx.doi.org/10.12968/sece.2016.22.4.

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Szweda, Roy. "1994: The 7 year ltch." III-Vs Review 7, no. 1 (February 1994): 2. http://dx.doi.org/10.1016/0961-1290(94)90333-6.

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Lo, Chung-Yau, Edward C. S. Lai, Chung-Mau Lo, Francis P. T. Mok, Kent-Man Chu, Chi-Leung Liu, and Sheung-Tat Fan. "Endoscopic Sphincterotomy: 7-Year Experience." World Journal of Surgery 21, no. 1 (January 1, 1997): 67–71. http://dx.doi.org/10.1007/s002689900195.

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Duffill, T., and D. A. Snashall. "A Year 7 technology project." Electronics Education 1993, no. 1 (1993): 28–29. http://dx.doi.org/10.1049/ee.1993.0014.

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Harrison, Sarah. "July 7 bombings: one year on." Nursing Standard 20, no. 43 (July 5, 2006): 18–19. http://dx.doi.org/10.7748/ns.20.43.18.s23.

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Parker, Brenna M., Megan Walker, and Jeanette Ross. "#GERIATRICS: A 7-YEAR TWITTER ANALYSIS." Innovation in Aging 3, Supplement_1 (November 2019): S176. http://dx.doi.org/10.1093/geroni/igz038.626.

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Abstract The use of social media platforms as an educational tool to promote awareness has become increasingly popular as technology advances. Twitter is a microblogging, social media platform in which users share short, text-based posts (“tweets”) that can contain hyperlinked articles, web-pages, pictures, and more. 79% of the 336 million current monthly twitter users are international, suggesting Twitter serves as a tool allowing international connection via the rapid spread of information worldwide. Simplur Signals (Simplur LLC) was used to perform a retrospective analysis of the use of #Geriatrics on Twitter. Data was collected from Oct. 13th, 2010 through Jun. 5th, 2018. Spam and unknown accounts were excluded from the data set before analysis. Manual analysis was performed to qualitatively assess tweet content of the top 200 Retweets by Impressions. A total of 65,002 tweets were shared during the selected time frame. Tweet activity rose to a high in Year 5 (17,206) but has declined since. The majority of the top 100 influencers were doctors (57.4%). Regarding tweet content, most discussions focus on increasing awareness and promoting advocacy (30%) as well as sharing research related to the practice of geriatrics (23.5%). With its widespread use and lack of international boundaries, Twitter serves as an effective platform in informing and increasing awareness about geriatrics and other medical specialties.

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Dissertations / Theses on the topic "Year 7"

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Loman, Susan E. "Changes in religious attitudes between Year 7 and Year 9." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.409685.

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Phethean, Jill. "Plantar pressure distribution in 4 to 7 year olds." Thesis, University of Salford, 2009. http://usir.salford.ac.uk/26861/.

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Introduction This study focuses on the plantar pressure distribution patterns in children aged 4 to 7 years of age for the purposes of a better understanding of any age-related changes and from that a better understanding of age-related changes in foot function and structure. Method Ninety-eight children who achieved the correct age-related height, weight and locomotion skills; were born within a normal gestational period and had no gait abnormalities underwent plantar pressure analysis. Peak plantar pressure and plantar pressure time integral data were obtained from the: calcaneus, medial and lateral midfoot, each of the five metatarsal heads and hallux. Both longitudinal and crosssectional data were collected at 4, 5, 6 and 7 years of age. The data subsets were analysed to determine if there were any age-related changes. Results Prior plantar pressure data analysis found no significant difference between the left and right feet (p>0.05), no significant difference between males and females (p>0.05) and some evidence of a weak, positive correlation between plantar pressure data and body weight (r<0.5). There was no systematic change across the longitudinal and crosssectional plantar pressure data for the 4, 5 and 6 years olds. There were significant differences in the plantar pressure data between 4 and 7 years of age (p<0.05). Conclusion The two year interval between 4 and 6 years of age is too short a time period to observe systematic change in plantar pressures. Annual age increments are not a key marker for changes in plantar pressure between these ages. Changes between 4 and 7 years of age suggest that this window of time may be large enough to observe differences in plantar pressure. Xlll

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Nimmo, Elizabeth Frances. "Comparing Wait-Time Strategies in a Year 7 Mathematics Class." Thesis, University of Canterbury. Educational Studies and Human Development, 2009. http://hdl.handle.net/10092/3078.

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The use of formative assessment in the classroom is becoming a more widely used practice and acceptable way to support students’ learning. There are several different strands to the formative concept of assessment for learning as opposed to assessment of learning. This research project looks at one strand of formative assessment, namely, the use of wait-time in the classroom. Three wait-time strategies were investigated and examples of their use are provided in an upper primary situation with three students of lower ability and challenging behaviours. Findings from this brief study show no conclusive evidence to support either the widely recognised use of increased wait-time to support a learner’s needs or the opposing view that brief wait-time, when used with students with behavioural issues, might increase academic responses and improve on-task behaviours. The use of one of the strategies, that of ‘talking partners’, demonstrated a slight increase in academic responses with members of the focus group. This research project, together with limitations and further research suggestions, is discussed.

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Deckner, Sebastian Ephraim. "Issues of pupil motivation for language learning in year 7." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6173/.

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This thesis presents a study of the motivation of UK school pupils to learn a modern foreign language. The study involved 345 year 7 pupils learning either French or German in a large inner-city school based in an urban area in central England. Anecdotal evidence and personal experience suggested a widespread decrease in motivation for modern language learning during the course of year 7. The purpose of the study was to seek evidence substantiating or refuting the hypothesis of a motivational dip and to investigate factors that might affect any perceived changes in motivation. The research design was inspired by elements of the Dynamic Systems Approach (DSA), particularly the idea of attractors and repellers. This study attempted to incorporate elements of DSA through the design of two questionnaires, which were used to collect the data in the autumn of 2007 and spring/summer 2008. The data were analysed employing both quantitative and qualitative methodology and the findings suggested that there was indeed evidence of a motivational dip occurring within the time span under investigation. Contrary to discussions in the literature and wider society the drop in motivation could not be explained through the impact of individual factors, such as the teacher, nor did any combination of factors seem to suggest predictable outcomes. However, the findings did appear to confirm characteristics of a complex dynamic system present in the construct of motivation as suggested by DSA and provided evidence that particular factors may act as strong attractors and repellers. Further to this, the importance for motivation of feelings of belonging and emotional well-being in the classroom situation was strongly implied in the pupils’ responses, suggesting that current teacher training strategies and educational policies may need to be re-focused if this is confirmed in future research.

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Tew, Marilyn Wilson. "The lifeworld of Year 7 pupils : personal development and learning." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/9c1153f4-7c25-4816-9f4e-ab2d3cc163ac.

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Hilton, Geoffrey J. "The effect of mini-documentary making on year 7 learner outcomes /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19155.pdf.

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Marshall, L. "Year 7 students' understanding of the relationship between area and perimeter." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/900.

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The aim of this study was to determine Year 7 students' understanding of the relationship between area and perimeter. This is an important part of the measurement strand of mathematics. Two methods of collecting data were used: a multiple-choice pencil-and-paper test item; and clinical interviews with a class of Year 7 students. Two Perth metropolitan government primary schools allowed access for the research to take place: one was used for the trial of the test item with eleven students; the students at the other school were given the validated test item followed, one week later, by clinical interviews. Analysis of the data suggested that students of this year level have a sound understanding of the concept of perimeter, but that their understanding of the area concept was not as well developed. There also did not appear to be a widespread understanding of the relationship between area and perimeter. Several categories of understandings and misunderstandings were identified, as were other areas of concern. The research highlights some interesting implications for teachers. A better understanding of their students' beliefs about the concepts of area, perimeter, and the relationship between the two, may influence teachers' decisions when planning for the teaching of these attributes of measurement

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Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.

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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.

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Pardue, Karen. "Learning together : the impact of interprofessional education among first-year health profession students." Diss., NSUWorks, 2013. https://nsuworks.nova.edu/hpd_con_stuetd/7.

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Bartlett, Roger J. "Secret codes: Hiragana instruction in year six." Thesis, Queensland University of Technology, 2001. https://eprints.qut.edu.au/36653/7/__qut.edu.au_Documents_StaffHome_StaffGroupR%24_rogersjm_Desktop_36653_Digitised%20Thesis.pdf.

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Mastering hiragana at the primary school level is a challenge for beginning Japanese learners and developing techniques for easing the task is continual. The inherent meaningfulness of the subject matter is acknowledged to be an important factor in the learning, assimilation and retention of new material. This study examined the incorporation of meaningfulness in hiragana instruction by comparing two classes of eleven year olds engaging with hiragana for the first time. One group received symbol instruction organised around known vocabulary, whereas instruction was organized by consonant-family for the second group. The study was undertaken to determine the instruction1s impact on the recognition, decoding and recall of hiragana, the learning strategies employed and the affective response to the task. Both groups undertook formative tests and a post test involving symbol recognition and formation. Four groups of students participated in focus group interviews. The reading theories underpinning the study were the interactive model developed by Ehri (1998) and the interactive compensatory model developed by Stanovich (in Samuels & Kamil, 1988). Both models hold that beginning readers use 'bottom-up' and 'top-down' processes when reading but the Stanovich model proposes that the reader compensates for weak skills or knowledge in one area of the model by relying on other sources of knowledge. A student may have weak grapho-phonemic skills and therefore support the need to extract meaning from the text by using world knowledge. Test results indicated that whereas the two groups had equal success in learning the script, one instructional method was not more statistically significant than the other in facilitating hiragana decoding and recall. The focus group interviews indicated that the students were overwhelmed by the novelty and by the scale of the task. Students in both groups primarily relied on rote learning techniques, foregoing more meaningful strategies that had been modelled and encouraged. The results suggest that for young beginning students, hiragana instruction needs to acknowledge individual learning styles and provide a range of 'hooks' to facilitate item decoding, of which meaningfulness is only one.

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Books on the topic "Year 7"

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Understanding 6-7-year-olds. London: Jessica Kingsley Publishers, 2006.

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Grammar for 7-8 year olds. London: Letts, 1998.

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1917-, Kemp Marion, ed. English for 6-7 year olds. London: Letts Educational, 1992.

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Justin, Dillon, ed. Science Year 7. Harlow: Longman, 1991.

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Trust, Nuffield-Chelsea Curriculum, ed. Science year 7. 2nd ed. Harlow: Published for the Nuffield-Chelsea Curriculum Trust by Longman, 1991.

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Jones, A., P. Nicolas, and J. Compton. Mathematics Year 7. Pascal Press, 2006.

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Goodman, Jenny, Justin Robinson, Jenny Vaughan, David Greenwood, and Bryn Humberstone. Gold, Year 7. Cambridge University Press, 2018.

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Martin, Jean, Derek McMonagle, Andy Cooke, and Andrew Cooke. Resourcemaker Year 7. Cambridge University Press, 2004.

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Edwards, Elsy. Year 7 English. Hodder Headline Australia, 1999.

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Science year 7. 2nd ed. Harlow, Essex: Published for the Nuffield-Chelsea Curriculum Trust by Longman Group, 1991.

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Book chapters on the topic "Year 7"

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Satlow, Michael L. "Sabbatical year." In Judaism and the Economy, 27–28. First edition. | New York, NY : Routledge, [2018]: Routledge, 2018. http://dx.doi.org/10.4324/9781351137065-7.

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Huey, Laura, Lorna Ferguson, and Jennifer L. Schulenberg. "One Year Later." In The Wicked Problems of Police Reform in Canada, 100–113. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003296447-7.

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Uyar, Mesut. "The year of disasters." In The Ottoman Army and the First World War, 357–416. Abingdon, Oxon ; New York : Routledge, [2021] | Series: Routledge studies in First World War history: Routledge, 2020. http://dx.doi.org/10.4324/9781003033967-7.

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Kucharczyk, Stefan, and Maureen Kucharczyk. "Year 1, The Tempest." In Teaching Shakespeare in Primary Schools, 61–72. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003023944-7.

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Ephgrave, Anna. "March." In Year One in Action, 139–52. Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315637327-7.

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Harpham, Michael. "January." In The School Leader's Year, 95–109. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129691-7.

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Stazicker, Anne, and Nancy Woods. "Student autonomy and its place on IFY." In Teaching International Foundation Year, 137–51. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003253624-7.

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de la Bedoyere, Catherine, and Catharine Lowry. "List of Resource Templates." In School Start Year 1, 94–97. Abingdon, Oxon; NewYork, NY: Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9780203701348-7.

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Kleinman, Charles S., and Joshua A. Copel. "Fetal Echocardiography: A 7-Year Experience." In Pediatric Cardiology, 21–25. New York, NY: Springer New York, 1986. http://dx.doi.org/10.1007/978-1-4613-8598-1_4.

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Renzoni, Kerry B., and Nicholas M. Stanford. "Communicating Effectively with Instructors and Peers." In The First-Year Music Major, 48–59. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003247487-7.

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Conference papers on the topic "Year 7"

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Silva Costa, Christine, Luís Martins, Salvato Feijó, Paula Monteiro, José Rosal Gonçalves, and Cristina Bárbara. "Foreign body aspiration: A 7-year restrospective review." In ERS International Congress 2016 abstracts. European Respiratory Society, 2016. http://dx.doi.org/10.1183/13993003.congress-2016.pa3843.

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Wohl, Benjamin, Barry Porter, and Sarah Clinch. "Teaching Computer Science to 5-7 year-olds." In WiPSCE '15: Workshop in Primary and Secondary Computing Education. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2818314.2818340.

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Kaster, F., S. Lang, and A. Schlüter. "Globus sensation in a 7 year-old girl." In Abstract- und Posterband – 90. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Digitalisierung in der HNO-Heilkunde. Georg Thieme Verlag KG, 2019. http://dx.doi.org/10.1055/s-0039-1685801.

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Bowman, John, Mark Spencer, Frank Dimroth, Sarah Kurtz, Gabriel Sala, and Andreas W. Bett. "Methods to Prove 20+ Year Life of CPV Products (in less than 20 Years)." In 7TH INTERNATIONAL CONFERENCE ON CONCENTRATING PHOTOVOLTAIC SYSTEMS: CPV-7. AIP, 2011. http://dx.doi.org/10.1063/1.3658350.

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Scullion, Paul, Richard M. Morgan, Vinay Nagabhushana, Kennerly Digges, Cing-Dao (Steve) Kan, Shinhee Park, and Hanil Bae. "Side Impact Risk for 7-13 Year Old Children." In SAE World Congress & Exhibition. 400 Commonwealth Drive, Warrendale, PA, United States: SAE International, 2008. http://dx.doi.org/10.4271/2008-01-0192.

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Curval, Ana Rita, Beatriz Vieira, Juliana da Silva Cardoso, and Maria José Dinis. "143 Drug allergy – 5- year case series." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.143.

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Marčinković, Nedo, Matea Kovačić, Jurica Vuković, Duška Tješić Drinković, Irena Senečić-Čala, Lana Omerza, and Mirna Natalija Aničić. "282 Gastroscopy in pediatrics – 4 year experience." In 10th Europaediatrics Congress, Zagreb, Croatia, 7–9 October 2021. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2021. http://dx.doi.org/10.1136/archdischild-2021-europaediatrics.282.

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Johnston, Tom, Kushala Abeysekera, Ashish Sinha, Ben Arnold, Sarah Welsh, Jim Portal, and Andy Strickland. "PTH-033 Spyglass: a four year experience." In British Society of Gastroenterology, Annual General Meeting, 4–7 June 2018, Abstracts. BMJ Publishing Group Ltd and British Society of Gastroenterology, 2018. http://dx.doi.org/10.1136/gutjnl-2018-bsgabstracts.54.

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Gerstl, Lucia, Katharina Badura, Raphael Weinberger, Florian Heinen, Michaela Bonfert, Martin Olivieri, Aurelia Peraud, Franziska Dorn, and Finbar O´callaghan. "FV 396. Childhood Hemorrhagic Stroke—A 7-Year Single-Center Experience." In Abstracts of the 44th Annual Meeting of the Society for Neuropediatrics. Georg Thieme Verlag KG, 2018. http://dx.doi.org/10.1055/s-0038-1675941.

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Buyuklieva, Ana. "ANALYZING TEST RESULTS IN BILATERAL DEVELOPMENT AT 5–7 YEAR OLDS." In INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. National Sports Academy "Vassil Levski", 2017. http://dx.doi.org/10.37393/icass2017/75.

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Reports on the topic "Year 7"

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Piraux, O., M. M. Côté, S. Akagawa, T. Kawamoto, P. Seccombe-Hett, and S. R. Dallimore. Mallik 7-year drilling waste sump monitoring program: summary report. Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2016. http://dx.doi.org/10.4095/297895.

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Roberts, K., D. Kaplan, K. Hill, M. Alexander, E. Kyser, K. Peruski, C. Parker, and B. Powell. STATUS OF SRNL RADIOLOGICAL FIELD LYSIMETER EXPERIMENT (RADFLEX)- YEAR 7. Office of Scientific and Technical Information (OSTI), January 2020. http://dx.doi.org/10.2172/1596924.

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Kochanek, Patrick M. Novel Resuscitation From Lethal Hemorrhage Suspended Animation for Delayed Resuscitation, Year 7. Fort Belvoir, VA: Defense Technical Information Center, October 2004. http://dx.doi.org/10.21236/ada428242.

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Wendel, G. W., J. N. Kochenderfer, and J. N. Kochenderfer. Release of 7-year-old underplanted white pine using hexazinone applied with a spot gun. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1988. http://dx.doi.org/10.2737/ne-rp-614.

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Wendel, G. W., J. N. Kochenderfer, and J. N. Kochenderfer. Release of 7-year-old underplanted white pine using hexazinone applied with a spot gun. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1988. http://dx.doi.org/10.2737/ne-rp-614.

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Hernandez, Rita. A Study of the Narrative Skills of 7-Year Olds with Normal, Impaired, and Late Developing Language. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6946.

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McConnell, J. W. Jr, R. D. Rogers, J. D. Jastrow, W. E. Sanford, and T. M. Sullivan. Field Lysimeter Investigations: Low-Level Waste Data Base Development Program for fiscal year 1994. Annual report, Volume 7. Office of Scientific and Technical Information (OSTI), May 1995. http://dx.doi.org/10.2172/91929.

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Netzer, D. A., D. N. Tolsted, M. E. Ostry, J. G. Isebrands, D. E. Riemenschneider, and K. T. Ward. Growth, yield, and disease resistance of 7- to 12-year-old poplar clones in the north central United States. St. Paul, MN: U.S. Department of Agriculture, Forest Service, North Central Research Station, 2002. http://dx.doi.org/10.2737/nc-gtr-229.

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DEPARTMENT OF THE NAVY WASHINGTON DC. Department of the Navy Fiscal Year (FY) 2001 Budget Estimates, Justification of Estimates, February 2000. Research, Development, Test and Evaluation, Navy Budget Activity 7. Fort Belvoir, VA: Defense Technical Information Center, February 2000. http://dx.doi.org/10.21236/ada374647.

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West, R. PV String to 3-Phase Inverter with Highest Voltage Capabilities, Highest Efficiency and 25 Year Lifetime: Final Technical Report, November 7, 2011 - November 6, 2012. Office of Scientific and Technical Information (OSTI), December 2012. http://dx.doi.org/10.2172/1060641.

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