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Ishiwata, Kazuya, Naoyuki Uchida, Hisashi Yamamoto, Shinsuke Takagi, Daisuke Kato, Sachiko Seo, Naofumi Matsuno i in. "Incidence of Adenovirus and BK Virus Reactivation and Diseases Following Reduced-Intensity Cord Blood Transplantation for Adult Patients." Blood 110, nr 11 (16.11.2007): 1073. http://dx.doi.org/10.1182/blood.v110.11.1073.1073.
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Abstract Background Late-onset hemorrhagic cystitis (HC) is a common viral infections after allogeneic hematopoietic stem cell transplantation (HSCT). Most cases of HC occurring after HSCT are self-limited, but they can cause pain, pollakiuria, and prolonged hospitalization. In cases with progression of HC, ureteral stenosis has occurred and occasionaly resulted in obstructive renal failure. Several risk factors associated with HC after bone marrow transplantation(BMT) and peripheral blood stem cell transplantation(PBSCT) have been reported in several studies. However, most of these risk factors for HC after cord blood transplantation(CBT) have not been observed in detail. Subjects and methods We retrospectively analyzed the clinical records of 461 patients who underwent HSCT at Toranomon Hospital between November 2002 and December 2006. Median age of the patients was 53 years (range 17– 79). Source of HSCT was peripheral blood (PB) in 79 patients (17%), cord blood (CB) in 281 patients (61%), bone marrow (BM) in 101 patients (22%). Underlying diseases were AML(n= 146), ALL(n=61), MDS(n=68), ATL(n=34), CML(n=8), NHL (n=109), other(n=35). The most frequently used conditioning regimens were fludarabine (Flu), alkylating agent (melphalan, busulfan or cyclophosphamide) with total body irradination (TBI).The most frequently used prophylaxis regimens for graft-versus-host disease (GVHD) were calcineurin inhibitor (CI) alone or CI plus methotrexate. HC was defined as the presence of sustained microscopic hematuria for more than 7 days at least 10 days after HSCT in the absence of other conditions such as gynecologic-related bleeding, multiple organ dysfunction, or sepsis. HC was graded according to the following criteria: grade0 = no HC, grade1 = microscopic hematuria, grade2 = macroscopic hematuria, grade3 = macroscopic hematuria with clots, grade4 = macroscopic hematuria requiring instrumentation for clot evacuation or causing urinary retention. BK virus and adenovirus were detected by PCR on urinary samples in all patients who developed HC. Results Overall, 73 patients (16%) developed HC. The median day of presentation was 55 days (range 10 to 505 days). HC cases were graded as follows: grade 1 (8%), grade 2 (64%), grade 3 (24%), grade 4 (4%). The following variables were associated with a higher incidence of HC: CB source vs BM vs PB (14.2% vs 19.8% vs 16.5%, p<0.01). Adenovirus was detected in 27 patients (ADV type11 in 16 patients). BK virus was detected in 42 patients. Both virus was detected in 9 patients. The incidence of HC was significantly associated with grade II to IV acute GVHD in CBT (p<0.01). Conclusion We concluded that there is no significant disparity in the rate of HC among CBT and other HSCT, and immune reconstitution in parallel with BK and adenovirus viruria after CBT stand comparison with other HSCT.
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Yaseen, Ummer, Shazia Shah i Aquisa Bashir. "Combination of platelet rich plasma and microneedling in the management of atrophic acne scars". International Journal of Research in Dermatology 3, nr 3 (24.08.2017): 346. http://dx.doi.org/10.18203/issn.2455-4529.intjresdermatol20173691.
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<p class="abstract"><strong>Background:</strong> Acne scars have a lot of psychosocial implications, they are difficult to treat and can cause depression in the affected patient. The objective of the study was to assess the efficacy of combination of platelet rich plasma (PRP) injections and microneedling in the management of acne scars.</p><p class="abstract"><strong>Methods:</strong> Thirty-five patients with atrophic acne scars were enrolled and graded using Goodman and Baron qualitative grading. Platelet rich plasma injection and microneedling were done at 2-week interval alternatively for a total of 6 sessions of each. Acne scars were graded before and 6 months after starting the treatment. Patients own evaluation of improvement was also recorded.<strong></strong></p><p class="abstract"><strong>Results:</strong> A total of 12 patients had grade 4 acne scars, 8 (66.6%) improved to grade 2 and 4 (33.3%) improved to grade 3 scars. Out of 15 grade 3 scars, 8(53.3%) improved to grade 1, 7 (46.6%) improved to grade 2. 8 (100%) grade 2 patients improved to grade 1. All patients were highly satisfied with the results.</p><p><strong>Conclusions:</strong> This combination has shown good results in all grades of acne scars.</p>
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Іващенко, О. В., Т. В. Карпунець i Ю. В. Крінін. "Teaching control motor readiness boys 7—8 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 3 (23.09.2014): 3–9. http://dx.doi.org/10.17309/tmfv.2014.3.1102.
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Purpose — to determine information parameters and motor functional training boys 7—8 grades.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, educational testing and treatment methods of mathematical statistics research results. The study was attended by 24 people. Grade 7, 35 — 8th grade.Research results. Analysis shows that the test results are observed between boys seventh and eighth grade on most indicators statistically significant differences (p <0,05: 0,001). By functional state of the respiratory and circulatory boys grades 7—8 are assessed as healthy untrained.Conclusions. Structural canonical discriminant function coefficients indicate that the most significant feature is a function associated with the number 8, 6, 4 and 5 variables: thus a significant difference between boys seventh and eighth grade observed in the development of motor skills: speed strength, coordination capabilities and its own power.
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Іващенко, О. В., i О. М. Худолій. "Features functional, coordination and power training boys 8—9 grades". Teorìâ ta Metodika Fìzičnogo Vihovannâ, nr 1 (31.03.2014): 15–23. http://dx.doi.org/10.17309/tmfv.2014.1.1041.
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Purpose — to determine patterns of functional and motor preparedness Junior classes.Material and methods. To achieve the objectives adopted the following methods: analysis of scientific literature, teacher testing and treatment methods of mathematical statistics research results. In the study involved 17 boys 8th grade, 9th grade 17 boys.Conclusions. Statistically significant differences between students of classes 8 and 9 are observed in the sample Schtange. Students in grade 9 to 11.69 s performed better than Grade 8 students (p < 0,04). For the functional state of the respiratory and circulatory students of classes 8 and 9 are rated as healthy untrained.Statistically significant differences between students of classes 8 and 9 are observed in test 8 "Height in folded hands" and test 9 "Long jump from place" (p < 0,001; p < 0,002 respectively). Students in grade 9 to 19.69 s performed better than students in the 8th grade test 8 "Height in folded hands» (p < 0,001) and 18.44 inches in test 9 "Long jump from place» (p < 0,002) . According to the results of other tests differences between mean values not statistically significant (p > 0,05).On 8 and 9 pupils most informative class (20.155%, 21.987%) has functional preparedness respiratory and cardiovascular systems.In the factorial structure takes priority functional coordination and strength training of boys 8—9 grades.
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South, David B., i James L. Rakestraw. "A Loblolly Pine Seedling-Grade by Genotype Study". Southern Journal of Applied Forestry 26, nr 3 (1.08.2002): 153–58. http://dx.doi.org/10.1093/sjaf/26.3.153.
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Abstract A loblolly pine (Pinus taeda L.) seedling grade study was established in January 1987 on a Coastal Plain site at Bellville, Georgia. The factorial study involved three seedling grades (Wakeley's Grade 1, 2, and 3) and three half-sib families (#5, 25, 56). Trees were measured at ages 8 and 13 yr. Both family and seedling grade affected survival, height, and diameter at age 8 yr. Survival among families varied by as much as 3 percentage points while there was a 10 percentage point difference between Grade 1 and Grade 2 seedlings. Only family was related to height and diameter at age 13. Volume gains from planting Grade 1 seedlings instead of Grade 3 seedlings varied by family but there were no significant interactions between family and seedling grade. Differences in height among families and among seedling grades decreased over time. At age 8, there was a 5.3 ft difference between the tallest and shortest family but by age 13, the difference declined to 3.7 ft.Overall, planting family 56 instead of family 25 resulted in an additional 645 ft3/ac by age 13. Planting Grade 1 seedlings instead of Grade 3 seedlings produced an additional 303 ft3/ac. Per acre volume differences among families were greater at age 13 than at age 8. In contrast, differences among seedling grades were about the same at age 8 and 13 yr. The overall mean annual increment (MAI) for this study was 207 ft3/ac/yr. In comparison, the MAI for Grade 1 seedlings of family 56 was 239 ft3/ac/yr. South. J. Appl. For. 26(3):153–158.
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Oskarsson, Magnus, Nina Eliasson i Karl Göran Karlsson. "Verkliga vardagssammanhang i årskurs 4 eller kontextlös kunskap i årskurs 8? Everyday life context in grade 4 or knowledge without context in grade 8". Nordic Studies in Science Education 13, nr 1 (17.02.2017): 36–51. http://dx.doi.org/10.5617/nordina.2878.
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AbstractInternational comparisons of students’ knowledge as TIMSS and PISA have shown that Swedish students' knowledge of science deteriorated during the 2000s, compared to both previous years and to other countries. In grade 4, however, the results improved between 2007 and 2011 and Sweden is one of the countries showing the greatest difference between the results in grade 4 and grade 8, suggesting a weak knowledge development in science between these grades.This study compares Swedish pupils' results for individual tasks in Science in TIMSS 2011 with an average score of countries in the EU or OECD. The items are classified by whether they are put in a context and if they ask for school specific knowledge or if they could be solved with knowledge from sources outside school. A large proportion of the items in grade 4 is linked to a context and to students' everyday lives, which explains the good results for the younger students. Few items in grade 8 are of interest for the students or linked to students' daily lives and on these items Swedish students often perform below average for the EU / OECD, which contributes to the less favorable outcome in grade 8. The weak development of knowledge between grades 4 and 8 that is indicated by TIMSS suggests that the formalized science classes in school do not reach the students and it points to the need for a clearer connection to students' interests and experiences.
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Augškalne, Inese, i Beatrise Garjāne. "MORAL COMPETENCY OF GRADE 8 AND 9 STUDENTS". SOCIETY. INTEGRATION. EDUCATION. Proceedings of the International Scientific Conference 2 (26.05.2016): 15. http://dx.doi.org/10.17770/sie2016vol2.1387.
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Sustainability of society demands diversified and balanced development of one’s personality with morality-based quality of knowledge and skills. This can be achieved by respecting the mission of education, namely, to facilitate integrity of social and personal competencies. The goal of the study is to highlight the understanding of teachers and parents about ethical views and moral competency of the young people. The article reveals views of teenagers about values of people and life, about human beings and their obligations. The study combined the quantitative and qualitative research methods, and included content analysis of research documents, surveys and data of pedagogical observations. Moral opinions expressed by the students in the framework of the study reveal that their views on human beings, their obligations towards themselves and society are superficial and declarative. Knowledge about morality and values is notional; therefore, it does not act as motivation for civic action. Moral competency, which is based on relativism, is not complete.
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Folarin, Bamidele Adepeju. "Comparison of Personal Space as a Function of Grade and Sex of Interacting Pairs of Children". Perceptual and Motor Skills 68, nr 3 (czerwiec 1989): 873–74. http://dx.doi.org/10.2466/pms.1989.68.3.873.
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Using Nigerian children in Grades 2 and 6 as subjects, separately 4 boys and 4 girls approached 8 boys on two occasions. This was repeated with 8 girls being approached, resulting in personal space measures for 8 pairs of boys, 8 girl-boy pairs, 8 pairs of girls and 8 boy-girl pairs, for each grade. Significantly greater personal space characterized children in Grade 2 and all children when pairs were of the opposite sex.
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Rubenstein, Ross, Amy Ellen Schwartz, Leanna Stiefel i Jeffrey Zabel. "Spending, Size, and Grade Span in K–8 Schools". Education Finance and Policy 4, nr 1 (styczeń 2009): 60–88. http://dx.doi.org/10.1162/edfp.2009.4.1.60.
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Reorganizing primary school grade spans is a tractable and relatively inexpensive school reform. However, assessing the effects of reorganization requires also examining other organizational changes that may accompany grade span reforms. Using data on New York City public schools from 1996 to 2002 and exploiting within-school variations, we examine relationships among grade span, spending, and size. We find that school grade span is associated with differences in school size, class size, and grade size, though generally not with spending and other resources. In addition, we find class size and grade size differences in the same grade level at schools with different configurations, suggesting that school grade span affects not only school size but also class size and grade size. We find few relationships, though, between grade span and school-level performance, pointing to the need to augment these analyses with pupil-level data. We conclude with implications for research and practice.
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Jozsa, Krisztian, i George A. Morgan. "Developmental changes in cognitive persistence and academic achievement between grade 4 and grade 8". European Journal of Psychology of Education 29, nr 3 (22.02.2014): 521–35. http://dx.doi.org/10.1007/s10212-014-0211-z.
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Green, Daniel M., Mingjuan Wang, Matthew J. Krasin, Deokumar Srivastava, Mary V. Relling, Carrie R. Howell, Kirsten K. Ness i in. "Hepatic injury after treatment for childhood cancer: A report from the St. Jude Lifetime Cohort study." Journal of Clinical Oncology 35, nr 15_suppl (20.05.2017): 10567. http://dx.doi.org/10.1200/jco.2017.35.15_suppl.10567.
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10567 Background: We assessed hepatic injury (HI) in a large cohort of childhood cancer survivors (CCS). Methods: We measured aspartate aminotransferase (AST) and alanine aminotransferase (ALT) in 2751 SJLIFE CCS ( > 10 years (yrs) post-diagnosis, age ≥18 yrs), and graded using the Common Terminology Criteria for Adverse Events (CTCAE) v 4.03. Multivariable log binomial regression was used to estimate associations between demographic and clinical factors and grades 1–4 ALT and AST. Variables with a p < 0.1 were examined in multivariable models. Results: 1339 (48.7%) CCS were female. 2271 (82.6%) were non-Hispanic white (NHW). Median age at diagnosis - 7.4 yrs, median age at evaluation - 31.4 yrs, and median time from diagnosis to evaluation - 23.2 yrs. 177 (6.4%) had grades 1-4 AST (grade 1 = 164, grade 2 = 9, grade 3 = 4), and 421 (15.3%) had grades 1-4 ALT (grade 1 = 394, grade 2 = 18, grade 3 = 8). The multivariable results are shown in the table below. Conclusions: Male gender, obesity, hepatitis C virus infection, and treatment with busulfan are risk factors for increased AST and ALT. V10 is an additional risk factor for increased ALT. These results may guide future treatment designs and lifestyle interventions. [Table: see text]
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Lewis, Joan D. "Self-Actualization in Gifted Children". Psychological Reports 74, nr 3 (czerwiec 1994): 767–70. http://dx.doi.org/10.2466/pr0.1994.74.3.767.
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Scores on self-actualization of 131 gifted students in Grades 4 through 8 were investigated using the Reflections of Self By Youth (ROSY) and the Maslowian Scale. Analysis of covariance indicated grade and gender were not significant effects in the various scores, and there was no interaction between grade and gender using scores on the ROSY. Means for students in Grade 8 were significantly higher than those for Grade 4 only on the Maslowian Scale-Psychological. Boys in Grade 4 scored significantly higher than girls on the Fundamentals and Total score. The ROSY and Maslowian Scale scores were significantly correlated ( R2 = .21).
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Fu, You, Zan Gao, James C. Hannon, Ryan D. Burns i Timothy A. Brusseau. "Effect of the SPARK Program on Physical Activity, Cardiorespiratory Endurance, and Motivation in Middle-School Students". Journal of Physical Activity and Health 13, nr 5 (maj 2016): 534–42. http://dx.doi.org/10.1123/jpah.2015-0351.
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Background:This study aimed to examine the effect of a 9-week SPARK program on physical activity (PA), cardiorespiratory endurance (Progressive Aerobic Cardiovascular Endurance Run; PACER), and motivation in middle-school students.Methods:174 students attended baseline and posttests and change scores computed for each outcome. A MANOVA was employed to examine change score differences using follow-up ANOVA and Bonferroni post hoc tests.Results:MANOVA yielded a significant interaction for Grade × Gender × Group (Wilks’s Λ = 0.89, P < .001). ANOVA for PA revealed significant differences between SPARK grades 6 and 7 (Mean Δ = 8.11, P < .01) and Traditional grades 6 and 8 (Mean Δ = –6.96, P < .01). ANOVA also revealed greater PACER change for Traditional boys in grade 8 (P < .01) and SPARK girls in grade 8 (P < .01). There were significant interactions with perceived competence differences between SPARK grades 6 and 8 (Mean Δ = 0.38, P < .05), Enjoyment differences between SPARK grades 6 and 7 (Mean Δ = 0.67, P < .001), and SPARK grades 6 and 8 (Mean Δ = 0.81, P < .001).Conclusions:Following the intervention, SPARK displayed greater increases on PA and motivation measures in younger students compared with the Traditional program.
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Pollack, Courtney, Eric D. Wilkey i Gavin R. Price. "Predictors of middle school students’ growth in symbolic number comparison performance". Journal of Numerical Cognition 8, nr 1 (31.03.2022): 53–72. http://dx.doi.org/10.5964/jnc.8069.
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The ability to efficiently compare number symbols, such as digits, is associated with mathematics competence across the lifespan. Performance on symbolic number comparison tasks differ across age groups; young students who are developing fluency with digits improve on symbolic number comparison, and performance is better in adults than children. However, whether this improvement continues for older students who are fluent with number symbols, and what cognitive factors relate to this improvement, is unknown. This study used a longitudinal sample of U.S. middle school students (n = 394) to examine whether symbolic number comparison performance changes over middle school (i.e., students aged 11-14), whether there are individual differences in students’ rate of change, and potential predictors of that change. Students completed measures of single-digit symbolic number comparison, nonsymbolic number comparison, executive function (EF), and mathematics competence in Grade 5 (M = 11.02 years; SD = 0.32), and double-digit symbolic number comparison in Grades 6-8. Results showed that, on average, students’ symbolic number comparison performance improved from Grades 6-8. Grade 5 Symbolic number comparison performance predicted Grade 8 symbolic number comparison and rate of change over Grades 6-8. Grade 5 nonsymbolic number comparison, EF, and mathematics competence predicted Grade 8 symbolic number comparison performance. Results suggest that numerical magnitude processing, executive functions, and mathematics competence are related to symbolic number processing well into middle school, and that students continue to refine their ability to process number symbols into adolescence.
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Ma, Xin. "Dropping Out of Advanced Mathematics: The Effects of Parental Involvement". Teachers College Record: The Voice of Scholarship in Education 101, nr 1 (wrzesień 1999): 60–81. http://dx.doi.org/10.1177/016146819910100104.
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Based on a national sample from the Longitudinal Study of American Youth (LSAY), this study examined the effects of individual characteristics and different types of parental involvement on participation in advanced mathematics from grades 8 to 12. Results of hierarchical survival analysis show that an average student is most likely to drop out in grade 12, where there is also a large gender gap in participation in favor of males. Prior achievement is most influential in the early grades of high school, whereas prior attitude is most influential in the later grades. Schools vary significantly in participation rates at each grade level, but the variation is relatively small at both the beginning and the end of high school. There is a positive contextual effect associated with school mean socioeconomic status which is substantial in grade 9, smaller in grades 10 and 11, and negligible in grade 12. As to parental involvement, volunteer work for school is the most important school-level variable in the early grades (8 to 10). The effect is strong in each grade, and remains similar in magnitude across grades. Home discussion is critical in the middle grades (10 and 11). The effect is strong, and remains almost constant in the two grades. Home-school communication has a temporary, though strong, effect in grade 9. The effect of home expectation is nonsignificant across all grades.
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Mushawir, Mushawir, Harjuni Hasan i Henny Magdalena. "Optimasi Konsumsi Fuel Dump Truck Terhadap Pengaruh Grade Jalan Pada Aktivitas Penambangan Pada PT. Pamapersada Nusantara Kecamatan Sangatta Utara Kabupaten Kutai Timur". MINERAL 7, nr 2 (15.11.2022): 8–13. http://dx.doi.org/10.33019/mineral.v7i2.3338.
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The grade or slope of the road in a mining activity is certainly unavoidable. In addition to naturally following topographical contours, the shape of the mining pit is carried out from a high elevation leading to the lowest elevation following the slope level and the continuity of the excavation material makes the road should be made sloping. The high or low value of the road grade in addition to affecting the speed and travel time required by the unit, of course, also affects the level of fuel consumption. PT. Pamapersada Nusantara uses a conveyance unit with the HD Komatsu 785-7 type to move overburden material. Based on the results of the analysis, in the loaded condition, grade 2% uses 0.45 liters of fuel, 5% grades 0.77 liters, 6% grades 0.89 liters, 8% grades 1.09 liters and grades . While in the unloaded condition, grade 2% uses 0.19 liters of fuel, 5% grades 0.35 liters, 6% grades 0.4 liters, 8% grades 0.47 liters and 9% grades 0. 52 liters.
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Sorsa, Timo, Saeed Alassiri, Andreas Grigoriadis, Ismo T. Räisänen, Pirjo Pärnänen, Solomon O. Nwhator, Dirk-Rolf Gieselmann i Dimitra Sakellari. "Active MMP-8 (aMMP-8) as a Grading and Staging Biomarker in the Periodontitis Classification". Diagnostics 10, nr 2 (22.01.2020): 61. http://dx.doi.org/10.3390/diagnostics10020061.
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The aim of this study was to investigate the utility of incorporating active matrix metalloproteinase-8 (aMMP-8) as a biomarker into the new periodontitis classification system (stage/grade) presented in 2018. This study included 150 Greek adults aged 25–78, of whom 74 were men and 76 women. Participants were tested with an aMMP-8 point-of-care mouthrinse test, after which a full-mouth clinical examination was performed to assess their periodontal and oral health. The aMMP-8 levels in mouthrinse were significantly lower among healthy patients compared with patients in more severe periodontitis stages and grades (Kruskal–Wallis test and Dunn–Bonferroni test for pairwise post-hoc comparisons; p < 0.01 and p < 0.05, respectively). Furthermore, aMMP-8 levels were less correlated with plaque levels than bleeding on probing (BOP) (Spearman’s rho = 0.269, p < 0.001; Spearman’s rho = 0.586, p < 0.001); respectively). Thus, aMMP-8 was more robust to the confounding effects of oral hygiene than traditional periodontal parameter bleeding on probing. The aMMP-8 point-of-care mouthrinse test can be utilized as an adjunctive and preventive diagnostic tool to identify periodontal disease, classified by stage and grade, and ongoing periodontal breakdown chairside in clinical practice in only 5 min. Overall, integrating aMMP-8 into the new periodontitis classification system seems beneficial.
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Bergling, Barbro M. "Constructing Items Measuring Logical Operational Thinking: Facet Design-Based Item Construction Using Multiple Categories Scoring". European Journal of Psychological Assessment 14, nr 2 (maj 1998): 172–87. http://dx.doi.org/10.1027/1015-5759.14.2.172.
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The development and application of test items of logical operational thinking are described. Twelve classical Piagetian experiments were transformed into objective test items using Guttman's facet design. In the item construction the response options received such a theoretical underpinning and form that they were considered to represent in a prototypical way all three operational levels, allowing interpretation of hypothetical reasoning strategies behind the student's choice of alternative. The items in multiple-choice format were given to four samples of Swedish students as a national option of the Second IEA Science Study: 1322 students in Grade 3, 1423 in Grade 4, 784 in Grade 7, and 725 in Grade 8. Twenty-two items were administered, of which 5 were specific for Grades 3 and 4, and 5 specific for Grades 7 and 8. The Rasch partial credit model was applied in order to take into account the information in all response options. Fifteen items in Grades 3 and 4, and 18 items in Grades 7 and 8 showed acceptable fit to the measurement model. The overall mean-square fit statistics were in accordance with model expectations.
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Pauly, S., M. Scheibel i A. Trampuz. "Low-grade-Infektionen". Arthroskopie 29, nr 3 (19.07.2016): 159–63. http://dx.doi.org/10.1007/s00142-016-0088-8.
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Martinez, Antonio E., Li Lin i Cherie H. Dunphy. "Grading of Follicular Lymphoma: Comparison of Routine Histology With Immunohistochemistry". Archives of Pathology & Laboratory Medicine 131, nr 7 (1.07.2007): 1084–88. http://dx.doi.org/10.5858/2007-131-1084-goflco.
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Abstract Context.—Follicular lymphoma (FL) grading is based on the average number of large transformed cells in 10 neoplastic follicles at ×40 high-power field (×10–40 high-power field) examination (grade 1, 0–5 centroblasts per high-power field; grade 2, 6–15 centroblasts per high-power field; grade 3, >15 centroblasts per high-power field). Objective.—Since there may be significant interobserver variability, we analyzed the usefulness of immunohistochemical stains in grading FLs more reliably. Design.—Forty-three FLs initially graded by World Health Organization criteria (grade 1, 12; grade 2, 18; grade 3, 13) were reviewed and stained with CD3, CD20, Ki-67, CD30, CD68, PAX-5, and BCL-6. Retrospective review was performed for the average number of large cells, of large lymphoid cells, of large cells staining with CD3, CD20, BCL-6 (40 cases), and PAX-5, and of all cells staining with CD68, Ki-67, and CD30. Results.—By histologic review, 8 of 43 FLs had a significant grade change (4 cases upgraded and 4 cases downgraded). CD3 and CD30 stained only 0 to 3 large cells and 0 to 3 cells, respectively, in neoplastic follicles. CD68+ cells represented the large nonlymphoid cells. Increasing FL grades demonstrated increases in Ki-67+ cells. The original grade showed substantial agreement with CD20 and moderate agreement with PAX-5 and BCL-6. The original histologic grade agreed with immunohistochemical-based grade using 2 or more antibodies in 5 of 8 discordant cases (4 by CD20 or BCL-6 and PAX-5; 1 by CD20, PAX-5, and BCL-6). Conclusions.—Interobserver variability of histologic FL grading may be significant; we showed low-end “substantial agreement.” Immunohistochemical stains (ie, CD20, PAX-5, and BCL-6) may more reliably determine the number of large transformed cells in neoplastic follicles; Ki-67 staining correlates with higher FL grades. Immunohistochemical stains may be evaluated in clinical trials of FL patients to determine prognostic significance.
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Francisco, Jeanalyn G., Chard Aye R. Alova, Iana Menzi C. Alova i Sharon L. Apohen. "Performance of Grade 8 Students in Mathematics Intervention Program". International Journal of Multidisciplinary: Applied Business and Education Research 3, nr 9 (12.09.2022): 1742–48. http://dx.doi.org/10.11594/ijmaber.03.09.14.
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Mathematics interventions are being provided for students nationwide who perform below basic on various assessments. The assessment of students’ performance in Mathematics gave rise to the conduct of this study. In this research, Grade 8 students who did not meet the expected competencies will have the opportunity to receive extra Mathematics assistance. Hence, this study is proposed so as to support the sustainability of Mathematics intervention program. This study is an action research utilizing survey questionnaire in order to determine the performance of the students in the pre- and post-tests of students under the Mathematics intervention program. The subject and the respondents of this study are the identified students in the Grade 8 who have not met the required competencies in Mathematics subject. Result showed that post-test result (Tutorial: 18.151±5.548; Remedial: 18.944±5.395) is higher than the pre-test result (Tutorial: 11.019±4.144; Remedial: 11.519±3.565) under tutorial program and remediation program. Result of the study also revealed that there is a significant difference between the performance of the students in the pre and post-test under tutorial program (t=-11.632, p=0.000) as well as in the performance of the students under remediation program tutorial program (W=0.000, p=0.000). Indeed, the aforementioned program is effective to improve the performance of students in Mathematics. Mathematics intervention program is effective to improve grades and performance of students, thus teachers should design a more improved techniques of this program.
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Lee, Il Hwan, Do Hyun Kim, Jae-Sung Park, Sin-Soo Jeun, Yong-Kil Hong i Sung Won Kim. "Cerebrospinal fluid leakage repair of various grades developing during endoscopic transnasal transsphenoidal surgery". PLOS ONE 16, nr 3 (26.03.2021): e0248229. http://dx.doi.org/10.1371/journal.pone.0248229.
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Objectives We describe the strategy used to repair intraoperative leaks of various grades and define factors for preventing postoperative cerebrospinal fluid leakage (CSF) after surgery via the endoscopic endonasal transsphenoidal approach (EETA). Study design Retrospective chart review at a tertiary referral center. Methods Patients who underwent surgery via EETA from January 2009 to May 2020 were retrospectively reviewed. Intraoperative CSF leakage was graded 0–3 in terms of the dural defect size; various repairs were used depending on the grade. Results A total of 777 patients underwent 869 operations via EETA; 609 (70.1%) experienced no intraoperative CSF leakage (grade 0) but 260 (29.9%) did. Leakage was of grade 1 in 135 cases (15.5%), grade 2 in 83 (9.6%), and grade 3 in 42 (4.8%). In 260 patients with intraoperative CSF leakage, a buttress was wedged into the sellar defect site in 178 cases (68.5%) and a pedicled flap was placed in 105 cases (40.4%). Autologous fat (108 cases, 41.5%) and a synthetic dural substitute (91 cases, 35%) were used to fill the dead space of the sellar resection cavity. Postoperative CSF leakage developed in 21 patients: 6 of grade 1, 7 of grade 2, and 8 of grade 3. Buttress placement significantly decreased postoperative leakage in grade 1 patients (p = 0.041). In patients of perioperative leakage grades 2 and 3, postoperative CSF leakage was significantly reduced only when both fat and a buttress were applied (p = 0.042 and p = 0.043, respectively). Conclusion A buttress prevented postoperative CSF leakage in grade 1 patients; both fat and buttress were required by patients with intraoperative leakage of grades 2 and 3.
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Butterfield, Stephen A., i E. Michael Loovis. "Influence of Age, Sex, Balance, and Sport Participation on Development of Kicking by Children in Grades K-8". Perceptual and Motor Skills 79, nr 1 (sierpień 1994): 691–97. http://dx.doi.org/10.2466/pms.1994.79.1.691.
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The purpose of this study was to examine the contributions of age, sex, balance, and sport participation on development of kicking by children in Grades K-8. The subjects were 379 boys and 337 girls (ages 4 to 14) enrolled in a medium-sized school system in southeastern Maine. Each subject was individually assessed on kicking development and static and dynamic balance. All subjects completed a survey on their participation in school or community-sponsored soccer. To assess the independent effects of age, sex, static balance, dynamic balance, and sport participation within each grade, data were subjected to multiple regression analysis. Development of mature form was significantly related to sex (Grade 6: boys outperformed girls), static and dynamic balance (Grade 7), and age (Grade 6).
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Franklin, Bobby J., i Stephen B. Trouard. "Comparing dropout predictors for two state-level panels using Grade 6 and Grade 8 data". Journal of Educational Research 109, nr 6 (6.07.2016): 631–39. http://dx.doi.org/10.1080/00220671.2015.1016601.
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Sorensen, Lucy C., Philip J. Cook i Kenneth A. Dodge. "From Parents to Peers: Trajectories in Sources of Academic Influence Grades 4 to 8". Educational Evaluation and Policy Analysis 39, nr 4 (14.06.2017): 697–711. http://dx.doi.org/10.3102/0162373717708335.
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Prior research and anecdotal evidence from educators suggest that classroom peers play a meaningful role in how students learn. However, the literature has failed to consider the dynamic and context-dependent nature of classroom peer influence. Developmental psychology theories suggest that peer influence will increase and family influence will decrease as children enter adolescence. This study uses rich administrative data from North Carolina in 2006 to 2012, matching students to all peers in each of their courses in third through eighth grades. The analysis identifies trends in the magnitude of classroom peer effects across grade levels, with special attention to controlling for confounding factors such as simultaneous influence, student–classroom sorting, nonlinearity, and school-type effects. Consistent with psychological theories about adolescence, our findings indicate that the effect of average peer quality multiplies by a factor of nearly 3 for reading and 5 for math between fourth grade and seventh grade; contemporaneously, family socioeconomic status effects on academic performance nearly vanish by the end of middle school. We uncover additional evidence that ability grouping, while often harmful in an elementary school setting, becomes increasingly beneficial in later grades—particularly for math subjects.
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Dickey, Edwin M. "Editorial: Join Our Eighty-Six-Year-Old Network". Mathematics Teacher 87, nr 6 (wrzesień 1994): 394. http://dx.doi.org/10.5951/mt.87.6.0394.
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As the National council of Teachers of Mathematics celebrates its Diamond Jubilee, the Mathematics Teacher begins its eighty-seventh year of publication. In this issue we highlight three new sections: “Technology Tips,” “Media Clips,” and—introduced by the article “What Gets Graded is What Gets Valued”-“lmplementing the Assessment Standards.” Also, beginning with this issue the journal's grade-level focus changes from a concentration on grades 7 through 14 to an emphasis on grades 8 through 14.
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Lopez, Diego A., i Hans H. Stein. "PSVI-8 Mineral composition of feed grade monocalcium phosphate". Journal of Animal Science 98, Supplement_3 (2.11.2020): 200–201. http://dx.doi.org/10.1093/jas/skaa054.348.
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Abstract Feed phosphates are included in swine diets to meet the requirements of P. Two products are predominantly used for this purpose, commercial monocalcium phosphate (MCP) and dicalcium phosphate (DCP). Theoretically, pure MCP should contain 26.5% P but commercial sources of MCP contain around 21 % P. The reason there is less P in commercial sources is that these sources are contaminated with calcium carbonate and other minerals. In addition, feed grade phosphates called MCP in reality is a mixture of MCP and DCP, which also contributes to the reduced P. To determine the complete composition of commercial MCP, seven sources of MCP were procured. All sources were analyzed for most common minerals that may be present in feed phosphates (Table 1) Results indicate that the composition of minerals is relatively stable among the different sources of MCP, indicating that the process to produce feed grade phosphates does not result in much variability. However, none of the commercial feed grade phosphates contained close to 26.5% P, which would be expected in a pure source.
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Rasch, Andrej, Matthias Perleth, Gero Langer, Joerg J. Meerpohl, Gerald Gartlehner, Angela Kaminski-Hartenthaler i Holger J. Schünemann. "GRADE Leitlinien: 8. Einschätzung der Qualität der Evidenz – Indirektheit". Zeitschrift für Evidenz, Fortbildung und Qualität im Gesundheitswesen 106, nr 10 (styczeń 2012): 745–53. http://dx.doi.org/10.1016/j.zefq.2012.10.019.
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Guyatt, Gordon H., Andrew D. Oxman, Regina Kunz, James Woodcock, Jan Brozek, Mark Helfand, Pablo Alonso-Coello i in. "GRADE guidelines: 8. Rating the quality of evidence—indirectness". Journal of Clinical Epidemiology 64, nr 12 (grudzień 2011): 1303–10. http://dx.doi.org/10.1016/j.jclinepi.2011.04.014.
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Czabanka, Marcus, Peter Vajkoczy, Peter Schmiedek, _. _ i Peter Horn. "Age-dependent revascularization patterns in the treatment of moyamoya disease in a European patient population". Neurosurgical Focus 26, nr 4 (kwiecień 2009): E9. http://dx.doi.org/10.3171/2009.1.focus08298.
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Object Different revascularization procedures are used in the treatment of patients with moyamoya disease (MMD). The aim of this study was to investigate the relative contribution of direct and indirect revascularization procedures to the restoration of collateral blood supply in adult and pediatric patients with MMD. Methods The authors performed 39 combined cerebral revascularization procedures (standard extraintracranial bypass [STA-MCA bypass] plus encephalomyosynangiosis [EMS]) in 10 pediatric and 10 adult patients. All patients underwent physical examination and digital subtraction angiography before and 6 months after surgery. The STA-MCA bypass and EMS function were graded as Grade I (poor), II (moderate), or III (good) on the basis of the angiograms. Results In pediatric patients, bypass function was Grade I in 12, Grade II in 8, and Grade III in 0 hemispheres; EMS function was Grade I in 0, Grade II in 12, and Grade III in 8 hemispheres. In the adult patients, bypass function was Grade I in 8, Grade II in 8, and Grade III in 3 hemispheres; EMS function was Grade I in 10 hemispheres, Grade II in 5, and Grade III in 1 hemisphere. In the pediatric patients disease was classified as improved in 14 hemispheres on the basis of clinical results and stable in 6. In the adults it was classified as improved in 12 hemispheres stable in 7 hemispheres. Conclusions Combined revascularization led to good angiographic and clinical results in both patient populations. Especially in pediatric patients, EMS represents a suitable alternative to bypass surgery.
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Schuster, Stephen J., Richard T. Maziarz, Solveig G. Ericson, Elisha S. Rusch, James Signorovitch, Vadim V. Romanov, Frederick L. Locke i David G. Maloney. "Consensus Grading of Cytokine Release Syndrome (CRS) in Adult Patients with Relapsed or Refractory Diffuse Large B-Cell Lymphoma (r/r DLBCL) Treated with Tisagenlecleucel on the JULIET Study". Blood 132, Supplement 1 (29.11.2018): 4190. http://dx.doi.org/10.1182/blood-2018-99-113052.
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Abstract Introduction: Autologous anti-CD19 chimeric antigen receptor (CAR) T-cell therapy achieves rapid and durable responses in patients with r/r DLBCL, although unique potential toxicities require specialized management. Cytokine release syndrome (CRS) is the most commonly observed adverse event of special interest associated with CAR T-cell therapy. Two CRS grading scales have been used in different clinical trials of CAR T-cell therapy: the Penn scale (Porter, Sci Transl Med, 2015; Porter, J Hematol & Oncol, 2018) and the Lee scale (Lee, Blood, 2014; Neelapu, Nat Rev Clin Oncol, 2017). To better inform management of CRS and develop best practices, we assessed concordance and differences between the two scales by using the Lee scale to regrade observed CRS events in r/r DLBCL patients treated with tisagenlecleucel, who were previously graded per protocol using the Penn scale. Methods: Individual patient level data from the JULIET trial, a single-arm, open-label, multicenter, global phase 2 trial of tisagenlecleucel in adult patients with r/r DLBCL (NCT02445248), were used in this study. Four medical experts who had managed DLBCL patients using different CAR T-cell therapy protocols and products independently reviewed the data, while blinded to the original Penn grading, and re-graded CRS for JULIET patients using the Lee scale. Re-grading assessments and disagreements in the assigned Lee grade were discussed and reconciled among reviewers during a live meeting. As per the investigational charter, the most conservative final assessment of any expert reviewer determined the final grading for any individual case. For example, if an event was graded as 2, 3, 3 and 4, then grade 4 would be the final grading. Results: As of December. 8, 2017, 111 patients with r/r DLBCL were infused with tisagenlecleucel in the JULIET trial. Sixty-four (58%) patients had CRS graded according to the Penn scale and each case was re-graded using the Lee scale based on JULIET data collected prospectively (e.g., CRS-related symptoms, oxygen supplementation, intervention for hypotension, and organ toxicities). Using the Lee scale, 63 (57%) patients were considered to have any grade CRS by investigators, including grade 1 events in 26 (23%), grade 2 in 18 (16%), grade 3 in 10 (9%), and grade 4 in 9 (8%) (Figure 1). One patient with grade 1 per Penn scale was re-graded to grade 0 due to absence of documented fever or symptoms requiring intervention. Compared to Penn grades, the Lee scale provided the same grade for 39 patients, a lower grade for 20 patients, and a higher grade for 5 patients. Among 64 patients re-graded, 59 (92%) had fever, 27 (42%) had oxygen supplementation (3 with grade 1, 6 grade 2, 9 grade 3, and 9 grade 4 per Lee scale) and 7 (11%) had concurrent infections. Of 29 (45%) patients requiring intervention for hypotension (13 with grade 2, 7 grade 3, and 9 grade 4 per Lee scale), 28 had fluid resuscitation and 10 received high dose/combination vasopressors. In addition, 8 of 9 patients re-graded as Lee grade 4 were intubated. As for anti-cytokine therapy, only 17 patients received tocilizumab (1 for grade 1, 2 for grade 2, 5 for grade 3, and 9 for grade 4 CRS per Lee scale) and 12 patients received corticosteroids (2 for grade 2, 1 for grade 3, and 9 for grade 4 CRS per Lee scale). Conclusions: Different CAR-T studies in DLBCL patients have used different approaches (Lee and Penn scales) for grading CRS and had different thresholds for tocilizumab treatment of CRS. Harmonization of grading CRS between studies permits a more accurate comparison of observations and outcomes. In this analysis, patients with r/r DLBCL receiving tisagenlecleucel in the JULIET trial, which used the Penn scale to grade CRS, were re-graded by expert consensus using the Lee scale. Using the Lee scale, more patients were categorized as grade 1 (Lee vs. Penn: 26 vs. 17), fewer patients as grades 2 and 3 (18 vs. 23, and 10 vs. 15, respectively), and the same number of patients as grade 4 (9 vs. 9) compared to the Penn scale. The re-grading of the JULIET CRS data using the Lee scale makes it possible to perform comparative analyses of CRS outcomes from clinical trials using different CAR-T products and could be used to develop best practice guidelines. Disclosures Schuster: Pfizer: Membership on an entity's Board of Directors or advisory committees; Nordic Nanovector: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees; Dava Oncology: Consultancy, Honoraria; Merck: Consultancy, Honoraria, Research Funding; OncLive: Honoraria; Genentech: Honoraria, Research Funding; Gilead: Membership on an entity's Board of Directors or advisory committees; Celgene: Consultancy, Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding; Physician's Education Source, LLC: Honoraria; Novartis Pharmaceuticals Corporation: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Maziarz:Athersys, Inc.: Patents & Royalties; Kite Therapeutics: Honoraria; Juno Therapeutics: Consultancy, Honoraria; Incyte: Consultancy, Honoraria; Novartis Pharmaceuticals Corporation: Honoraria, Membership on an entity's Board of Directors or advisory committees, Research Funding. Ericson:Novartis Pharmaceuticals Corporation: Employment. Rusch:Novartis Pharmaceuticals Corporation: Employment. Romanov:Novartis Pharmaceuticals Corporation: Employment. Locke:Cellular BioMedicine Group Inc.: Consultancy; Novartis Pharmaceuticals: Other: Scientific Advisor; Kite Pharma: Other: Scientific Advisor. Maloney:Janssen Scientific Affairs: Honoraria; Roche/Genentech: Honoraria; Seattle Genetics: Honoraria; GlaxoSmithKline: Research Funding; Juno Therapeutics: Research Funding.
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Pellett, Tracy L. "Children's Stereotypical Perceptions of Physical Activities: A K—12 Analysis". Perceptual and Motor Skills 79, nr 3 (grudzień 1994): 1128–30. http://dx.doi.org/10.2466/pms.1994.79.3.1128.
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The purpose of this study was to examine grade (K—12) and gender differences for 638 children in stereotyping physical activities. Boys were more stereotypical in perceptions than girls. Children in Kindergarten, Grade 2, and Grade 8 were more stereotypical in perceptions than those in Grades 4, 6, 10, and 12.
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Saleh, Aminu, A. B. Fashina i F. B. Akande. "DESIGN, CONSTRUCTION AND PERFORMANCE EVALUATION OF GROUNDNUT DECORTICATOR". FUDMA JOURNAL OF SCIENCES 6, nr 1 (31.03.2022): 93–101. http://dx.doi.org/10.33003/fjs-2022-0601-847.
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Appropriate and efficient technology is desired to obtain clean groundnut kernels for further processing such as edible oil extraction and for meeting international export standard. An existing groundnut decorticator was modified and a proto-type was constructed to decorticate groundnut in-shell with minimum kernel damage. The modified decorticator was tested with Samnut 14 groundnut variety at 20 mm concave clearance. The groundnuts in-shell was graded into three grades (grades I, II and III) while screen apertures of 8, 10 and 12 mm were used at 8, 10 and 20 % moisture levels using three replications in a complete randomized design. The components of the decorticator include the hopper, frame, decorticating drum, main shaft, blower, pulleys, belt, bearings and a 5 kW electric motor. Results obtained showed a high decorticating efficiency of 94.66% of clean kernels at 10% moisture content was obtained from grade III samples using 8 mm screen aperture. The least kernel bruises and splits of 2.08 and 1.37%, respectively were recorded at 8% moisture level and 12 mm aperture from grade II samples. These results reduced the high incidence of aflatoxin contamination on the decorticated kernels, thus increasing the kernel’s value as well as making it less carcinogenic.
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Vaillancourt, Marie Claire, Alexandra Oliveira Paiva, Marie-Hélène Véronneau i Thomas J. Dishion. "How Do Individual Predispositions and Family Dynamics Contribute to Academic Adjustment Through the Middle School Years? The Mediating Role of Friends’ Characteristics". Journal of Early Adolescence 39, nr 4 (29.05.2018): 576–602. http://dx.doi.org/10.1177/0272431618776124.
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This study examined the mediating effect of friends’ characteristics (problem behavior and academic achievement) in the association between students’ background (family and individual factors) and later academic adjustment, as operationalized by problem behavior and academic achievement. We recruited 998 participants in three public middle schools and used three annual waves of data collection (Grades 6, 7, and 8). We found that students’ own academic achievement and problem bahvior are predictors of later adjustment. Friendship choices are identified as a mediation mechanism that contributes to consistent adjustment from the beginning to the end of middle school. Specifically, high-achieving students in Grade 6 tend to associate with high-achieving friends and are unlikely to associate with friends who exhibit problem behavior in Grade 7, which results in continued achievement in Grade 8. Associating with high-achieving friends in Grade 7 also mediated the link between adolescent problem behavior in Grade 6 and academic achievement by Grade 8. Friends’ characteristics in Grade 7 did not mediate the effect of any family factor measured in Grade 6. In general, our results suggest friendship selection is central to sustained success throughout the middle school years.
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Mander, David J., i Leanne Lester. "A Longitudinal Study Into Indicators of Mental Health, Strengths and Difficulties Reported by Boarding Students as They Transition From Primary School to Secondary Boarding Schools in Perth, Western Australia". Journal of Psychologists and Counsellors in Schools 27, nr 2 (2.05.2017): 139–52. http://dx.doi.org/10.1017/jgc.2017.1.
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This study examined indicators of mental health, as well as strengths and difficulties, as reported by same-age boarding and non-boarding students spanning four time points over a 2-year period as they transitioned from primary to boarding school in Western Australia (i.e., at the end of Grade 7, beginning of Grade 8, end of Grade 8, and end of Grade 9). It presents data taken from a larger longitudinal quantitative study, which included 76 male and 74 female boarding students while they were in Grades 7 to 9. Findings indicate that boarding students and non-boarding students reported significant increases in depression, anxiety, as well as emotional symptoms and hyperactivity over time, and reported significant decreases in prosocial behaviour. However, examining the boarder × time interaction, boarding students reported significantly higher levels of anxiety and stress at the end of Grade 8 compared to non-boarding students. No significant difference over time was found in depressive symptomatology between boarding and non-boarding students, whereas at the beginning of Grade 8 and end of Grade 9, boarding students reported significantly higher emotional symptoms than non-boarding students. These findings are discussed in terms of the boarding school context and possible considerations for prevention and practice are presented.
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Paya, Noemi Serra, Assumpta Ensenyat, Jordi Gatius Real i Alfonso Blanco. "Energy Expenditure in Low Active Overweight and Obese Children at Varying Treadmill Grades". Pediatric Exercise Science 27, nr 1 (luty 2015): 57–66. http://dx.doi.org/10.1123/pes.2013-0111.
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This study aimed to evaluate differences between low active overweight and obese children in terms of energy expenditure (EE), ventilation (VE), and cardiac response during graded submaximal treadmill testing at constant speed.Methods:We categorized 20 children into two weight groups according to the International Obesity Task Force criteria: overweight (n = 10; age = 9.7 ±1.34 years) and obese (n = 10; age = 10.4 ± 1.4 years). Children performed treadmill testing at a constant speed (1.53 ms1) and increasing grade (0%, 4%, and 8%). every 3 min.Results:The EE across all grades was significantly higher (p < .001) in obese than in overweight children. Differences at each grade disappeared when EE was adjusted by body mass; however, several differences remained when the EE was adjusted by fat-free mass or body surface area. The increase in EE with increasing grade was greater in obese children (effect size between 0% and 8% for EE was 1.17). BMI z-score and fat mass (kg) were the main predictors of EE (Kcal·min1) and contributed to explaining 66%, 70%, and 83.4% of the variance in EE at 0%, 4% and 8% gradients respectively.Conclusion:We suggest that when assessing EE response to exercise, the degree of obesity should be taken into consideration.
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Wallace, Faith H., Joyce E. Many, Barbara Stanley, Shannon Howrey, John Ponder, Teresa Fisher i Eudes Aoulou. "Literacy and Literacy Teacher Education in Grades 4-8". Georgia Journal of Literacy 30, nr 2 (30.10.2007): 20–25. http://dx.doi.org/10.56887/galiteracy.91.
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Reading is a developmental process beginning with a foundation built in the primary grades and continuing throughout the lives of students and adults. Misconceptions arise that every child will learn to read by third grade, thus, students will be able to read for a lifetime. However, different sophisticated reading skills are needed as students progress through grade levels and in life. Reading becomes more complex. The processes of reading, which are necessary for more intensive study, change from learning to read, the focus of elementary school instruction to reading to learn (Chall, 1983). Text becomes a source of information using technical terms and graphics to further explanations. We specifically emphasize that reading instruction should also change in middle schools, as students are required to engage in more intensive study of subject matter (Irvin, 1992). Adolescent students in middle schools must be critical consumers of information from a multitude of print sources which requires different and additional reading strategies than are used during the learning-to-read phase of instruction.
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Deere, John. "Making the Grade". Industrial Vehicle Technology International 28, nr 1 (luty 2020): 12. http://dx.doi.org/10.12968/s1471-115x(23)70472-8.
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Turen, Clifford H., i Anthony J. DiStasio. "Treatment of Grade Iiib and Grade Iiic Open Tibial Fractures". Orthopedic Clinics of North America 25, nr 4 (październik 1994): 561–71. http://dx.doi.org/10.1016/s0030-5898(20)31942-8.
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Bush, Patricia J., Kevin P. Weinfurt i Ronald J. Iannotti. "Families versus peers: Developmental influences on drug use from grade 4–5 to grade 7–8". Journal of Applied Developmental Psychology 15, nr 3 (lipiec 1994): 437–56. http://dx.doi.org/10.1016/0193-3973(94)90041-8.
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Schielack, Jane F., i Cathy Seeley. "A Look at the Development of Data Representation and Analysis in Curriculum Focal Points: A Quest for Coherence". Mathematics Teaching in the Middle School 13, nr 4 (listopad 2007): 208–10. http://dx.doi.org/10.5951/mtms.13.4.0208.
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One of the questions often raised with regard to NCTM's Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics: A Quest for Coherence is, “Where are data representation and analysis?” In this month's Focal Points feature, we take a look at an area of content—data representation and analysis—that is important enough to warrant a separate strand in Principles and Standards for School Mathematics (NCTM 2000) but that does not appear in the title of a content Focal Point until Grade 8. However, in the Appendix of Curriculum Focal Points, in comparison with Principles and Standards, it is clear that the content of the Data Analysis strand presented in each of the pre- K–2, 3–5, and 6–8 grade bands in the Standards is included in the specific grade-level descriptions in Curriculum Focal Points. Skills for data representation begin in prekindergarten and appear throughout later grades and are presented as connections to the concepts and skills involved in the Geometry and Measurement Focal Points. In Kindergarten through Grade 7, data representation and analysis in the Connections to the Focal Points sections also provide meaningful contexts as students apply their developing knowledge of number and operations. In Grade 8, the analysis of data through descriptive statistics becomes a Focal Point in itself.
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Knudson, Ruth E. "Effects of Ethnicity in Attitudes toward Writing". Psychological Reports 72, nr 1 (luty 1993): 39–45. http://dx.doi.org/10.2466/pr0.1993.72.1.39.
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The purpose of this study was to assess the effects of ethnicity (as culture) on attitudes toward writing of students in Grades 4 to 8. A 19-item survey was administered to 1798 students in Grades 4 to 8 in ten schools in three school districts. There was no significant effect of ethnicity on the Total score, but there were significant main effects for grade and for gender and a significant interaction only for ethnicity by grade. Follow-up of significant main effects using Scheffé tests indicated that older students have higher scores than younger ones, suggesting their attitudes are less positive and girls have lower scores than boys, indicating their attitudes are more positive. The interaction of ethnicity by grade points to a pattern of Anglo-American and Hispanic students having higher (less positive) scores at each grade. This pattern is similar for black and Asian students, but in Grade 7 black and Asian students have lower scores than those in Grade 6. Competing hypotheses to explain the main effects are discussed. Results of analyses of the three factors reported in the development of this instrument in addition to the analysis of the total score are also discussed.
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Schumm, Jeanne Shay, i R. Scott Baldwin. "Cue System Usage in Oral and Silent Reading". Journal of Reading Behavior 21, nr 2 (czerwiec 1989): 141–54. http://dx.doi.org/10.1080/10862968909547666.
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The comparative use of grapho/phonic and syntactic/semantic cues for ongoing word recognition by readers of varying grade levels was examined in both oral and silent reading modes. Twenty-four subjects in each of four grades (2, 4, 6, and 8) read grade-appropriate passages orally and silently. Target passages each had an orthographically altered word embedded in the text. Results included a marked difference in cue system implementation in oral and silent reading modes. A greater number of altered words were identified in the oral reading mode. This difference was statistically significant in three of the four grade levels: Grade 4, F(1, 23) = 19.58, p<.001; in Grade 6, F(1, 23) = 9.38, p<.005; and in Grade 8, F(1, 23) = 6.18, p<.02. These results cast suspicion on diagnostic and instructional practices which assume similar word recognition processing in both reading modes.
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Vaughn, Sharon, Jade Wexler, Audrey Leroux, Greg Roberts, Carolyn Denton, Amy Barth i Jack Fletcher. "Effects of Intensive Reading Intervention for Eighth-Grade Students With Persistently Inadequate Response to Intervention". Journal of Learning Disabilities 45, nr 6 (21.04.2011): 515–25. http://dx.doi.org/10.1177/0022219411402692.
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The authors report the effects of a yearlong, very small-group, intensive reading intervention for eighth-grade students with serious reading difficulties who had demonstrated low response to intervention (RTI) in both Grades 6 and 7. At the beginning of Grade 6, a cohort of students identified as having reading difficulties were randomized to treatment or comparison conditions. Treatment group students received researcher-provided reading intervention in Grade 6, which continued in Grade 7 for those with low response to intervention; comparison students received no researcher-provided intervention. Participants in the Grade 8 study were members of the original treatment ( N = 28) and comparison ( N = 13) conditions who had failed to pass a state-mandated reading comprehension test in both Grades 6 and 7. In Grade 8, treatment group students received a 50-minute, daily, individualized, intensive reading intervention in groups of two to four students per teacher. The results showed that students in the treatment condition demonstrated significantly higher scores than comparison students on standardized measures of comprehension (effect size = 1.20) and word identification (effect size = 0.49), although most continued to lack grade-level proficiency in reading despite 3 years of intervention. Findings from this study provide a rationale for intensive intervention for middle school students with severe reading difficulties.
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Griffith, Catherine Aurentz, John Wills Lloyd, Kathleen Lynne Lane i Melody Tankersley. "Grade Retention of Students During Grades K–8 Predicts Reading Achievement and Progress During Secondary Schooling". Reading & Writing Quarterly 26, nr 1 (28.12.2009): 51–66. http://dx.doi.org/10.1080/10573560903396967.
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Robinson, Douglas, i Richard E. Bevins. "Diastathermal (extensional) metamorphism at very low grades and possible high grade analogues". Earth and Planetary Science Letters 92, nr 1 (luty 1989): 81–88. http://dx.doi.org/10.1016/0012-821x(89)90022-8.
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Tanrikulu Simsek, Eda, Ahmet Emre Eskazan, Mahir Cengiz, Muhlis Cem Ar, Seda Ekizoglu, Ayse Salihoglu, Emine Gulturk i in. "Imatinib reduces bone marrow fibrosis and overwhelms the adverse prognostic impact of reticulin formation in patients with chronic myeloid leukaemia". Journal of Clinical Pathology 69, nr 9 (25.01.2016): 810–16. http://dx.doi.org/10.1136/jclinpath-2015-203320.
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AimsBefore the era of tyrosine kinase inhibitors (TKIs), the presence of bone marrow fibrosis (MF) in patients with chronic myeloid leukaemia (CML) has been established as a poor prognostic factor. The aim of the present study was to evaluate the effects of imatinib treatment on MF and the prognostic significance of MF at this new era of CML therapy.MethodsThe study cohort consisted of 135 patients with CML who were exposed to imatinib. The grades of MF pre and post imatinib together with cytogenetic and molecular responses were evaluated.ResultsSevere MF (grade II–III) was observed in 44 (33%) patients prior to imatinib therapy, and in 8 (8%) after 12 months of imatinib treatment (p=0.001). The complete cytogenetic response (CCyR) rates at 12 months did not differ according to the pre-imatinib MF grades, and CCyR rates in patients with grades 0, I, II and III MF were 36/47 (76.5%), 26/33 (78.7%), 12/23 (52.1%) and 7/10 (70%), respectively (p=0.127). There was no significant difference between patients with or without CCyR at 12 months of imatinib regarding grades of MF (p=0.785). The distribution of the major molecular response rates at 18 months according to pre-treatment grades of MF were determined as grade 0 in 38/45 (84.4%), grade I in 21/28 (75%), grade II in 14/21 (66.6%) and grade III in 7/10 (70%) (p=0.112). There was no significant difference in overall survival rates between initial MF mild (grade 0–I) and severe (grade II–III) groups (p=0.278).ConclusionsAccording to our findings, MF regresses with imatinib therapy over time, and the MF grades at diagnosis do not have a negative impact on the responses to imatinib treatment. Therefore, the adverse prognostic impact of the MF among patients with CML seems to disappear in the era of the TKIs.
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Loovis, E. Michael, i Stephen A. Butterfield. "Influence of Age, Sex, Balance, and Sport Participation on Development of Catching by Children Grades K-8". Perceptual and Motor Skills 77, nr 3_suppl (grudzień 1993): 1267–73. http://dx.doi.org/10.2466/pms.1993.77.3f.1267.
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The purpose of this study was to examine the contributions of age, sex, balance, and sport participation on development of catching by children in Grades K to 8. The subjects were 380 boys and 337 girls (ages 4 to 14) enrolled in a medium-sized school system in southeastern Maine. Each subject was individually assessed on catching and static and dynamic balance. In addition, all subjects completed a survey relative to their participation in school or community-sponsored sports. To assess the independent effects of age, sex, static balance, dynamic balance, and participation in sports within each grade, data were subjected to multiple-regression analysis. Mature catching development was influenced by sex; boys performed better at all grades except in Grade 8 all girls and boys showed mature catching patterns.
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Bete, Aisie Oyammi. "Students’ knowledge and process skills in learning grade-8 chemistry". Journal Of Research, Policy & Practice of Teachers & Teacher Education 10, nr 1 (10.04.2020): 1–13. http://dx.doi.org/10.37134/jrpptte.vol10.1.1.2020.
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Determining the knowledge and skills of students are identified as aspects in enhancing the students’ academic performance in sciences. Using the research instrument composed of test items and process skills checklist, data were gathered from 332 grade 8 students from the seven (7) public high schools in the Division of Santiago City, Philippines to assess their knowledge and science process skills in learning grade 8-Chemistry. Standard score (z-score) and descriptive statistics were used to analyzed the data. It was revealed that the student-respondents’ knowledge belongs to “developing proficiency level” while their process skills were rated as poor in their grade 8-Chemistry subject. In using the z-scores, most of the respondents are partially proficient in their scientific knowledge and skills. Based from the result, specific topics in grade 8 chemistry that needs an intervention material were identified. These intervention materials will be subjected to validation and further assessment. In improving the level of process skills and knowledge, students are encouraged to participate in different chemistry activities and for the teachers to elevate their science instruction and students’ academic performances.
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Çontay, Emine Gaye, i Asuman Duatepe-Paksu. "8 th Grade Students’ Understanding of the Definition of Rectangle". Acta Didactica Napocensia 12, nr 1 (17.07.2019): 225–38. http://dx.doi.org/10.24193/adn.12.1.17.
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