Gotowe bibliografie tematyczne / Year 8

Gotowa bibliografia na temat „Year 8”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 31 lipca 2024

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Artykuły w czasopismach na temat "Year 8"

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House, William F. "Forty Years of Ear after Ear, Year after Year". Otolaryngology–Head and Neck Surgery 114, nr 6 (czerwiec 1996): 717–19. http://dx.doi.org/10.1016/s0194-59989670091-8.

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Bromley, Matt. "Avoiding the year 8 ‘dip’". SecEd 2016, nr 24 (29.09.2016): 4. http://dx.doi.org/10.12968/sece.2016.24.4.

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Duffill, T., i D. A. Snashall. "A Year 8 technology project". Electronics Education 1993, nr 2 (1993): 5–6. http://dx.doi.org/10.1049/ee.1993.0022.

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HOUSE, WILLIAM F. "Forty years of ear after ear, year after year☆☆☆". Otolaryngology - Head and Neck Surgery 114, nr 6 (czerwiec 1996): 717–19. http://dx.doi.org/10.1016/s0194-5998(96)70091-8.

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Parker, Richard A. "An 8-Year-Old Boy With Autism, 1 Year Later". JAMA 287, nr 4 (23.01.2002): 504. http://dx.doi.org/10.1001/jama.287.4.504.

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Mason, H., i Scottish Secondary Mathematics Group. "Heinemann Mathematics Year 8 Evaluation Pack". Mathematical Gazette 78, nr 483 (listopad 1994): 363. http://dx.doi.org/10.2307/3620231.

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Friedman, Deborah M., Monika Rutkowski, Iffath A. Hoskins i Bruce K. Young. "Fetal Echocardiography: An 8-Year Experience". Journal of Maternal-Fetal and Neonatal Medicine 1, nr 5 (styczeń 1992): 245–50. http://dx.doi.org/10.3109/14767059209161926.

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Ghostine, Saïd, Samer Tawm, Jean François Paul i Christophe Caussin. "An epicardial electrode's 8-year travel". European Heart Journal 28, nr 22 (listopad 2007): 2791. http://dx.doi.org/10.1093/eurheartj/ehm345.

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GRAUPE, M. "Monoamniotic twins: an 8-year experience". Obstetrics & Gynecology 101, nr 4 (kwiecień 2003): S91. http://dx.doi.org/10.1016/s0029-7844(02)02976-9.

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Swanson, Jane L., i Jo-Ida C. Hansen. "Stability of vocational interests over 4-Year, 8-Year, and 12-Year intervals". Journal of Vocational Behavior 33, nr 2 (październik 1988): 185–202. http://dx.doi.org/10.1016/0001-8791(88)90055-3.

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Rozprawy doktorskie na temat "Year 8"

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Steinfelt, Victoria. "Ages and Stages: 4 to 8 Year Olds". College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1998. http://hdl.handle.net/10150/156943.

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To understand children, their development, needs and uniqueness is vital for parents. This publication uses tables to outline the mental, social and physical development for each group of children from 4 to 8 year old.
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Hutchings, Andrea. "The social transition of behaviourally disordered students from year 8 to year 9 : research project". Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2804.

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Transition to high school occurs for most students in New Zealand. In transition students face new experiences and their ability to cope is dependent on their personal skills as well as the preparation they receive from their primary/intermediate teachers. The students who are behaviourally disordered already experience difficulties in primary/intermediate school and their teachers suggest that they will not cope at high school (Hawk & Hill, 2000). Three primary/intermediate teachers and a high school Dean were interviewed to determine how Year 8 teachers prepare behaviourally disordered students for social transition to high school. The findings show that there is no consistent approach used and the strategies employed are dependent on the experience of the teacher as well as his/her personal philosophy along with his/her school's philosophy. The teachers and the Dean suggest that some strategies used enhance the opportunities for pro-social interaction and others inhibit it. They also suggest that the transition process used does not allow time for dialogue between the sectors, which McGee (1987), MOE (2004) and Sutton (2000) suggest would be appropriate for the behaviourally disordered students entering high school.
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Yamanaka, Katsumi, Mutsuo Ishii, Tomi Akashi, Masashi Mori, Yoshitsugu Iinuma, Satoshi Ichiyama i Toru Mori. "Severe disseminated BCG infection in an 8-year-old girl". Nagoya University School of Medicine, 2000. http://hdl.handle.net/2237/5360.

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Hartwig, Kay, i n/a. "Music in the Year 8 Classroom: An Action Research Project". Griffith University. School of Cognition, Language and Special Education, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040701.115435.

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The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
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Morgan, Sharon. "Transfer and articulation : tracing metalinguistic development in Year 8 writers". Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/34523.

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Through the use of action research methodology, this exploratory study examines the relationship between explicit grammar teaching and the development of year 8 students’ metalinguistic knowledge. The research particularly focuses on exploring the transfer of new grammatical knowledge into the students’ own writing, as well as charting their abilities to articulate the design decisions underpinning their linguistic choices. Throughout the research, students were encouraged to employ a range of supportive self-regulation strategies to meet the cognitive demands of writing. The research was conducted over one academic year and involved three different teaching and reflection cycles. Three students, with differing attainment levels, were selected at the start of the research process to be case studies. Their written work was analysed at five different points during the year: a pre-test writing assessment; a post teaching test assessment and after each of the three teaching cycles. Students were also encouraged to write reflective commentaries outlining their linguistic and grammatical choices. These data sets were complemented by the addition of case study participant interviews which were conducted within a few weeks of completing their written assessments. Both the commentaries and interviews were used to elicit students’ metalinguistic reflections regarding their written texts and the writing process as a whole. This data was inductively coded and analysed in order to identify patterns in students’ reflections. The findings are presented in case study form, highlighting individual student’s transfer and articulation of their new grammatical knowledge. This study reinforces recent research into the complexities associated with bridging the gap between grammar transfer and grammar articulation and therefore contributes to the growing body of research in this area.
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Hartwig, Kay. "Music in the Year 8 Classroom: An Action Research Project". Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366790.

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The number of students electing to study music at the Senior Level in Queensland State High Schools has declined over recent years. Year 8 is the last time that students experience music lessons before being faced with subject choices. This study investigates the year 8 music program - its content and delivery. What can be done to improve music teaching in year 8? How can we present experiences at this level that will stimulate students' interest; improve their knowledge and skills; and develop students' aesthetic sensitivity to the art of music? This study involved conducting an action research project in a year 8 music class. This was done in collaboration with the classroom music teacher and her class of 25 students. The cyclical process as described by Zuber-Skerritt - acting, observing, reflecting, planning - was adopted. The study aimed: (a) to document positive experiences that could be used in the year 8 music classroom; (b) to stimulate new interest in the studying of senior music; (c) to discover ways to encourage music teachers to become reflective practitioners with a view to improving their practice; (d) to offer an action research model that other music teachers could implement in their classroom. The data collection involved the keeping of journals by the teacher and researcher; recorded interviews with the teacher and students; videos and photographs of the class; as well as interviews with other year 8 music teachers. The study identified a negative attitude by music teachers to the teaching of year 8 music. The dominant theme being taught at this level is Pop Music with a foundation unit being the starting point. Year 8 students also revealed a negative attitude to music lessons. This research project has demonstrated that it is possible to set up a program which engages year 8 students in music making and provides them with worthwhile learning experiences. However, at the end of the project, there was not a significant increase in the number of students electing to study music at the senior level. The study also set up a model for action research that could be adopted by other music teachers in their classrooms. The results of reflective practice employed by the researcher and the music teacher provided positive attitudes for other music teachers and encouragement for others to implement this practice in their classroom. Further studies are needed to involve other music teachers in reflective practice; collaboration in action research (especially in the year 8 classroom); and also the implementation of the new syllabus that will have a positive effect on the future of the subject of music and a positive effect on students' attitudes to the music subject.
Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Cognition, Language and Special Education
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Porter, Paulette. "Parent-Child Read Aloud Program for 8-9 year old children". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0002/MQ42424.pdf.

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McGlynn, Penelope Jane. "Perceived Effects of Embedding a Learning Strategy Course in a Year 8 Science Program". Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1798.

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A year long learning strategy course was designed and embedded in a Year 8 science curriculum. The Science Learning Strategy (SLS) program aimed to improve student ability to apply learning strategies to science, increase student achievement in science and to augment students' feelings of control over their science learning, so that their perceived competence was maximised. Achievement of these aims was monitored by collecting perceptions from students, parents and the teacher/researcher via a range of devices including questionnaires, work samples and interviews. The program overall was regarded as successfully achieving all three aims by 22 of the 24 students. The other two students found that only some aspects of the course were helpful, and felt they had learned little from the program. Thirty three percent of parents attributed positive changes in their daughter's study and learning strategies to participation in the SLS program (the remainder were unsure, or did not know of any changes). In relation to perception of academic performance, 38% of the parents interviewed believed that the SLS had a positive effect on their daughter's achievement in science. Several of these parents reported very positive effects on performance. The remainder were not sure or did not know if there had been any positive effects. No parents mentioned that the SLS program had caused a drop in science performance. The proportion of parents believing their daughters blamed disappointing results on factors they couldn't control dropped from 45% at the start of the year, to 22% by the end of the SLS program. After the intervention, 33% of parents reported that their daughters had come to believe that their science performance was affected by many factors, most of which they could control.The teacher/researcher observed strong improvement in student ability to apply learning strategies to science as a result of participation in the program. Students were also observed by the teacher/researcher, to have been assisted by the intervention to realise that their science performance was governed not only by their natural ability, but also by factors such as studying behaviour and affective influences. In particular, the program appeared to the teacher/researcher to have helped students realise that they had control over their use of learning strategies, and that this control could influence their science performance. However, the teacher/researcher found that no statistically significant changes in science achievement resulted from student participation in the SLS course. The other objective of the research was to investigate the extent to which learning strategy education was valued and implemented by Western Australian science teachers. The 218 returned surveys revealed that most respondents recognised the need to teach these skills during science lessons. Seventy six percent of respondents considered the delivery of learning strategy instruction in the lower school science classroom to be as important, or more important, than teaching subject processes and content. Sixty seven percent recognised that improving study strategies can improve confidence and/or motivation.Many teachers, however, had not been able to convert these views into consistent classroom practice. A moderate proportion of teachers reported teaching a variety of learning strategies; 74% of the respondents agreed that learning strategy instruction could improve performance in science. Only one teacher specifically mentioned incorporating the teaching of learning strategies with instruction in science process and content. As a future outcome of this project, the teacher/researcher will encourage other teachers to embed learning strategy instruction within the science curriculum, so that their students come to feel more in control of their learning and can learn more effectively.
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Isikdemir, Ozlem. "Investigation Of 8-year-long Composition Record In The Eastern Mediterranean Precipitation". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607064/index.pdf.

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Measurement of chemical composition of precipitation is important both to understand acidification of terrestrial and aquatic ecosystems and neutralization process in the atmosphere. Such data are scarce in the Mediterranean region. In this study, chemical composition of daily, wet-only, 387 number of rain water samples collected between 1991 and 1999 were investigated to determine levels, temporal variation and long-term trends in concentrations of major ions and trace elements between 1991 and 1999. Samples had already been collected and some of the analysis had been completed. The anions SO42-, NO3- and Cl- were analyzed by HPLC coupled with UV-VIS detector, NH4+ was analyzed by colorimetry and H+ ion was analyzed by pH meter. The major ions and trace metals were analyzed by using Atomic Absorption Spectrometry (AAS) and Graphite Furnace Atomic Absorption Spectrometry (GFAAS). In this study complete data set were generated by analyzing samples that had not been previously analyzed for major ions and trace elements with Inductively Coupled Plasma with Optical Emission Spectrometry (ICP-OES). Statistical tools were used to determine the distribution of the pollutants. The rain water data tends to be log-normally distributed since data show large variations due to meteorological conditions, physical and chemical transformations and air mass transport patterns. The median pH of the rain water was found to be 5.29, which indicates that the rain water is not strongly acidic. This case is not a result of lacking of acidic compounds but rather indicates extended neutralization process in rain water. Eastern Mediterranean atmosphere is under the influence of three general source types: (1) anthropogenic sources, which are located to the north and northwest of the basin brings low pH values to the region (SO42-, NO3- ions)
(2) a strong crustal source, which is dried and suspended local soil and air masses transported from North Africa transport which have high pH values (Ca2+, Al, Fe ions) and (3) a marine source, which is the Mediterranean Sea itself (Na+, Cl- ions). In the region, the main acid forming compounds are H2SO4 and HNO3 whereas
CaCO3 and NH3 are responsible for the neutralization process. To describe the level of pollutant concentrations and the factors that affect their variations in rain water
ion compositions, neutralization of acidity, short and long-term variability of ions and elements, their time trend analysis and wet deposition fluxes were investigated briefly. Positive matrix factorization (PMF) was used to determine components of ionic mass in the precipitation. In Antalya Station the rain water has five factors: free acidity factor, crustal factor, marine factor, NO3- factor and SO42- factor. Potential Source Contribution Function (PSCF) and trajectory statistics were used to determine source regions generating these components. NO3- has potential source regions of Western Mediterranean countries and North Africa, whereas SO42- has additional southeasterly trajectory components of Israel and south east of Turkey.
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James, Catherine E., of Western Sydney Hawkesbury University, Faculty of Science and Technology i School of Food Science. "Development of the sense of taste in 8-9 year old children". THESIS_FST_SFS_James_C.xml, 1996. http://handle.uws.edu.au:8081/1959.7/49.

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The responses of the sense of taste of 8-9 year old children to sucrose, sodium chloride, citric acid and caffeine were compared to those of adults in an effort to establish the state of development of the sense in mid-childhood. Two procedures were used to determine detection thresholds and ability to discriminate between different concentrations of a tastant. These studies showed that male children had higher detection thresholds for sucrose and sodium chloride than adults and female children, whilst female children exhibited similar detection thresholds to adults. Both adults and children were able to classify the four common tastes according to their correct labels, and to discriminate between stimuli with the same dominant taste quality but the children were less successful. A ranking procedure was used to determine whether adults and children perceive binary taste mixtures similarly, and the results indicated that children were less successful. The ability of children and adults to use scaling procedures to estimate visual and non-visual stimuli was investigated, and it was found that children and adults had the same success at these tasks. Male and female children were found to have similar levels of maturity, with the exception of detection thresholds for sucrose and sodium chloride, indicating that their response characteristics are largely independent of gender. Overall, the results indicate that the sense of taste in mid-childhood is well developed, but some functions may not be mature
Doctor of Philosophy (PhD)
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Książki na temat "Year 8"

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Trust, Nuffield-Chelsea Curriculum, red. Science year 8. Harlow: Published for the Nuffield-Chelsea Curriculum Trust by Longman, 1991.

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Mark, Ellse, i Nuffield-Chelsea Curriculum Trust, red. Science year 8. Wyd. 2. Harlow, Essex: Published for the Nuffield-Chelsea Curriculum Trust by Longman Group, 1991.

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Mark, Ellse, Cracklow Harry i Nuffield-Chelsea Curriculum Trust, red. Science year 8. Harlow: Published for the Nuffield-Chelsea Curriculum Trust by Longman, 1993.

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Caroline, Reynolds, i Woodcock Bob, red. KS3 science: Year 8. London: Letts and Lonsdale, 2009.

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Catholic Church. Canadian Conference of Catholic Bishops. National Office of Religious Education., red. Stand by me: Year 8. Ottawa: Publications Service, CCCB, 1996.

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Catholic Church. Canadian Conference of Catholic Bishops. National Office of Religious Education., red. Stand by me: Year 8. Ottawa: Publications Service, CCCB, 1998.

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Fidge, Louis. Grammar for 8-9 year olds. London: Letts, 1998.

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Senior, Trevor. Year 8 Workbook. Collins Educational, 2004.

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Jones, A., P. Nicolas i J. Compton. Mathematics Year 8. Pascal Press, 2006.

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Martin, Jean, Kevin Frobisher i Andy Cooke. Spectrum Year 8. University of Cambridge ESOL Examinations, 2003.

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Części książek na temat "Year 8"

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Lynch, Michael, i Adrian Earle. "Year Two". W Surviving Game School… and the Game Industry After That, 73–83. Boca Raton, FL : CRC Press, Taylor & Francis Group, 2018. | “A CRC title, part of the Taylor & Francis imprint, a member of the Taylor & Francis Group, the academic division of T&F Informa plc.”: A K Peters/CRC Press, 2018. http://dx.doi.org/10.1201/b22482-8.

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Whitaker, Todd, Madeline Whitaker Good i Katherine Whitaker. "Revisiting Expectations". W Your First Year, 44–50. Wyd. 2. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003405924-8.

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Lawton, Denis. "Preparations for changes in the curriculum". W The Extra Year, 97–116. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003491682-8.

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Takeuchi, Yasuhiro. "The Seven Year War". W Mark X, 176–96. New York: Routledge, 2018. |: Routledge, 2018. http://dx.doi.org/10.4324/9780429461866-8.

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Sheinin, David M. K. "The Year Censorship Broke". W Recasting the Nation in Twentieth-Century Argentina, 151–73. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003321972-8.

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Ogbaa, Kalu. "Year 1990 and After". W The Life and Times of Chinua Achebe, 127–55. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003184133-8.

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Ai, Qi. "Mainland New Year Films". W Chinese Film in the Twenty-First Century, 81–98. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003371694-8.

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Michero, Emily. "The 15-Year-Old". W A Therapist’s Guide to Adolescent Development, 83–99. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003196297-8.

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Ephgrave, Anna. "April". W Year One in Action, 153–71. Abingdon, Oxon ; New York, NY : Routledge, [2017]: Routledge, 2017. http://dx.doi.org/10.4324/9781315637327-8.

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Harpham, Michael. "February". W The School Leader's Year, 110–22. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003129691-8.

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Streszczenia konferencji na temat "Year 8"

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Duncan, Caitlin, Tim Bell i Steve Tanimoto. "Should your 8-year-old learn coding?" W the 9th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2670757.2670774.

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Xiong, Xiaoxiong, Amit Angal, Sriharsha Madhavan, Taeyoung Choi, Jennifer Dodd, Xu Geng, Zhipeng Wang, Gary Toller i William Barnes. "Aqua MODIS 8-year on-orbit operation and calibration". W Remote Sensing, redaktorzy Roland Meynart, Steven P. Neeck i Haruhisa Shimoda. SPIE, 2010. http://dx.doi.org/10.1117/12.864172.

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Faber, Hylke H., Jan Salvador van der Ven i Menno D. M. Wierdsma. "Teaching Computational Thinking to 8-Year-Olds through ScratchJr". W ITiCSE '17: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3059009.3072986.

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Kolunin, Evgenii. "Anaerobic Capabilities of 8-9 Year-old Football Players". W Proceedings of the 4th International Conference on Innovations in Sports, Tourism and Instructional Science (ICISTIS 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icistis-19.2019.31.

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Gochicoa-Rangel, Laura G., Claudia Vargas-Dominguez, Maria Eugenia Garcia-Mujica, Rogelio Garcia-Torrentera, Juan Carlos Vazquez-Garcia, Rogelio Perez-Padilla, Anaid Bautista-Bernal, Isabel Salas-Escamilla i Luis Torre-Bouscoulet. "Quality Of Spirometry In 4 To 8 Year Old Children". W American Thoracic Society 2012 International Conference, May 18-23, 2012 • San Francisco, California. American Thoracic Society, 2012. http://dx.doi.org/10.1164/ajrccm-conference.2012.185.1_meetingabstracts.a6147.

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Murariu, O., M. Poenaru, C. Doros, AM Sitaru, D. Horhat, ER Boia i NC Balica. "Epistaxis Management – An 8 year retrospective study - Timisoara ENT Department's Experience". W Abstract- und Posterband – 91. Jahresversammlung der Deutschen Gesellschaft für HNO-Heilkunde, Kopf- und Hals-Chirurgie e.V., Bonn – Welche Qualität macht den Unterschied. © Georg Thieme Verlag KG, 2020. http://dx.doi.org/10.1055/s-0040-1711366.

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Ingraham, N. E., V. Vakayil, A. Coughlan, M. E. Brunsvold, J. G. Chipman, A. Charles, K. Pendleton i C. J. Tignanelli. "Dysfunction Junction: 8-Year Trends in Deteriorating Intensive Care Functional Status". W American Thoracic Society 2019 International Conference, May 17-22, 2019 - Dallas, TX. American Thoracic Society, 2019. http://dx.doi.org/10.1164/ajrccm-conference.2019.199.1_meetingabstracts.a5851.

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Kuziez, Mohamed S., Francisco Diaz i Cid Quintana. "Cardiac Complications of Chromosome 8 Mutation in 12 year old male". W AAP National Conference & Exhibition Meeting Abstracts. American Academy of Pediatrics, 2021. http://dx.doi.org/10.1542/peds.147.3_meetingabstract.336-a.

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Crinion, D., Z. Sharif, J. O’ Brien, N. Mahon, J. Keaney, T. Prenderville, A. Green, C. McGorrian, D. Ward i J. Galvin. "8 Inherited cardiac conditions clinics in ireland: a ten year review". W Irish Cardiac Society Annual Scientific Meeting & AGM, Thursday October 17th – Saturday October 19th 2019, Galway, Ireland. BMJ Publishing Group Ltd and British Cardiovascular Society, 2019. http://dx.doi.org/10.1136/heartjnl-2019-ics.8.

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Bonova, Iveta, Eleonora Mileva i Stefan Kolimechkov. "MORPHOLOGICAL CHARACTERISTICS AND HEALTH STATUS OF 8-19-YEAR OLD GIRLS". W INTERNATIONAL SCIENTIFIC CONGRESS “APPLIED SPORTS SCIENCES”. Scientific Publishing House NSA Press, 2022. http://dx.doi.org/10.37393/icass2022/116.

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ABSTRACT Factors influencing health and well-being of children and adolescents are related to their morphological characteristics and health status. Anthropometric and morphological parameters correlate with children’s health, well-being, physical activity, and self-esteem. Therefore, the aim of this study was to analyze the factors with the most significant impact on the body composition and health status and to evaluate overweight and obesity levels of girls and adolescents between the ages of 8 and 19 by using WHO references. This study included 202 girls with a mean age of 12.1 ± 3.5 years, mean height of 150.1 ± 15.0 cm, and mean BMI of 18.8 ± 4.0 kg/m2. All of the participants were assessed by using the InBody120 body composition analyzer. Principal component factor analysis, using body height as a selection variable, was used in order to determine the main factors related to health status of children and adolescents. The factor analysis identified three main factors: (1) anthropometric parameters of obesity; (2) morphological characteristics; (3) age and metabolism. In conclusion, the anthropometric parameters of obesity had the most significant impact on the analyses of the body composition and health status in children and adolescents.
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Raporty organizacyjne na temat "Year 8"

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Garcés, Cecilia, i Paola Broll. Abriendo Oportunidades Program: Integrated Curriculum Guide (8 to 17 years old)—Two-year cycle. Population Council, 2015. http://dx.doi.org/10.31899/pgy9.1044.

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Hajek, Brian, John Christenson, Eugene Rutz i Don Miller. Final report for CUUP year 8: accomplishments to date and year nine current activities (interim report). Office of Scientific and Technical Information (OSTI), styczeń 2002. http://dx.doi.org/10.2172/804073.

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Wendel, G. W., Neil I. Lamson i Neil I. Lamson. Effects of herbicide release on the growth of 8- to 12-year-old hardwood trees. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1987. http://dx.doi.org/10.2737/ne-rp-598.

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Wendel, G. W., Neil I. Lamson i Neil I. Lamson. Effects of herbicide release on the growth of 8- to 12-year-old hardwood trees. Broomall, PA: U.S. Department of Agriculture, Forest Service, Northeastern Forest Experimental Station, 1987. http://dx.doi.org/10.2737/ne-rp-598.

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Garcés, Cecilia, i Paola Broll. Girls Creating Opportunities for a Brighter Tomorrow: Integrated Curriculum Guide (8 to 17 years old)—Two-year cycle (adapted for Belize). Population Council, 2017. http://dx.doi.org/10.31899/pgy8.1018.

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Baldos, Uris Lantz, i Thomas Hertel. Development of a GTAP 8 Land Use and Land Cover Data Base for Years 2004 and 2007. GTAP Research Memoranda, czerwiec 2012. http://dx.doi.org/10.21642/gtap.rm23.

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The land-use augmented version of the GTAP Data Base has been used for a wide variety of applications (Hertel, Rose, & Tol, 2009). The original GTAP-AEZ database incorporated geospatial data on land use into the version 6 GTAP Data Base, with a benchmark year of 2001. The methodology for integrating this information into the GTAP-AEZ framework is documented by Lee et al. (2009). This database has been updated for 2004 using the version 7 GTAP Data Base, national-level crop production data from FAOSTAT and updated time-series data on cropland and pasture cover developed by Navin Ramankutty (2011). For version 7, the original geospatial data on crop production circa 2000 from Monfreda et al. (2008) was used since updates for this data are currently unavailable. This memorandum documents how the land use data has been updated for use in the version 8 data base. In keeping with the multi-year release of v.8, the Land Use Data Base is updated to two base years: 2004 and 2007. This update heavily relies on the methods outlined by Avetisyan, Baldos and Hertel (2010), but there are some changes in sources and procedures, as will become evident in the comparisons of the v.7-2004 and v.8-2004 data bases.
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Alsanea, Hamad, Athary Saleem, Fahad Alhamadi i Mohammed Asad. Iatrogenic Abdominal Firm Lump: A Case Report of a Retained Surgical Item Detected 8 Years Post-Abdominoplasty. Science Repository, marzec 2024. http://dx.doi.org/10.31487/j.crss.2024.01.01.

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Introduction and Importance: Retained surgical body (RSB) is unusual life-threatening condition occurred postoperatively. Despite its rarity, multiple protective and management policies were documented by policymakers. Case Presentation: A 62-year-old female patient presented with a few months’ history of abdominal mass. She presented to our hospital 8 years post-abdominoplasty that was performed in a private sector. The underlying cause of the abdominal mass was identified by abdominal and pelvic computed tomography (CT) with IV contrast as a surgically retained foreign tubular object. Then, the decision was made to proceed with an open surgical technique to remove the RSB, which was defined as a missed drain tube. The postoperative period was uneventful. Clinical Discussion: Post-operative RSB, as a retained drain fragment, is a surgical challenge that necessitates standardization of error reporting strategies, awareness enhancement, and improvement of professional communication between surgical teams in the operation room. Conclusion: This case highlights the serious consequences of RSB and the radiologic tools in foreign materials identification. We report the case of a 62-year-old female patient with a long-standing history of abdominal mass, found to be caused by an unintentionally retained drain tube missed 8 years post-abdominoplasty.
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Salazni, Mariana, i Andrew Powell. Revelation of Expectations in Latin America (REVELA): No. 8 : December, 2007. Inter-American Development Bank, grudzień 2007. http://dx.doi.org/10.18235/0008259.

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REVELA analyzes market expectations of growth and inflation in Latin America countries. The figures analyzed represent the results of surveys of private sector actors conducted by the central banks of the each country according to their own specific methodologies. They do not represent official projections by the IDB or any other official body. RES collects the results of these surveys from participating central banks on a monthly basis to produce a report and a set of illustrative graphs and tables. In this December issue, REVELA reports that although we are at the end of 2007, expectations of growth and inflation for this year continue to change. 2007 Growth expectations increased in eight countries and the ones for 2008 increased in five countries, principally in Costa Rica and Uruguay. The average expected growth rate is now 4.95% for 2008. Inflation expectations however continue to move up for most countries surveyed for both years 2007 and 2008. The expected average rate of inflation for 2008 for the countries surveyed rose from 6.78% to 7.27%. Indeed in no country surveyed did expectations for inflation for 2008 fall.
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Friedman, David, i Arline H. Streicher. Reliability of Scores for Fiscal Year 1981 Army Applicants: Armed Services Vocational Aptitude Battery Forms 8, 9, and 10. Fort Belvoir, VA: Defense Technical Information Center, maj 1985. http://dx.doi.org/10.21236/ada162684.

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Thomson, Sue, Nicole Wernert, Sima Rodrigues i Elizabeth O’Grady. TIMSS 2019 Australia Highlights. Australian Council for Educational Research, grudzień 2020. http://dx.doi.org/10.37517/978-1-74286-616-1.

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Trends in International Mathematics and Science Study (TIMSS) is an international sample study that assesses the mathematics and science achievement of Year 4 and Year 8 students every four years. Australia has participated in all cycles of TIMSS since it commenced in 1995 and over this 24-year period has collected rich data about trends in mathematics and science achievement. This document provides the highlights from Volume I of the main report TIMSS 2019 Australia. Volume I: Student performance. Volume I and these Highlights focus on the achievement results, detailing Australia’s results within the international context, as well as the results for the Australian jurisdictions, and for different demographic groups within Australia.
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