Relevant bibliographies by topics / Year 1-3

Contents

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

Academic literature on the topic 'Year 1-3'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "Year 1-3"

1

Butterfield, Ayla. "From year 3 to year 1: Comparing key stages." 5 to 7 Educator 2005, no. 5 (2005): 27. http://dx.doi.org/10.12968/ftse.2005.4.5.17775.

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Safina, Asiya I. "Modern approaches to nutrition of children from 1 year to 3 years." Bulletin of Contemporary Clinical Medicine 9, no. 2 (2016): 77–85. http://dx.doi.org/10.20969/vskm.2016.9(2).77-85.

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Raza, Syed Sami. "Introduction 3-1." Review of Human Rights 3, no. 1 (2017): i—iii. http://dx.doi.org/10.35994/rhr.v3i1.79.

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The Review of Human Rights has completed its third year of successful publication process. We received more than two-dozen research articles out of which only five could make it through the review process. The acceptance rate accordingly has reached to 18.5%, which means that its quality considerations are quite high. Our indexing and abstracting has expanded, so has our peer review board. Many renowned scholars in the fields of social sciences and humanities are now connected with us.
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Horne, Benjamin D., Joseph B. Muhlestein, Durgesh Bhandary, et al. "Clinically feasible stratification of 1-year to 3-year post-myocardial infarction risk." Open Heart 5, no. 1 (2018): e000723. http://dx.doi.org/10.1136/openhrt-2017-000723.

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SPLETE, HEIDI. "1- and 3-Year Data Rank Extended-Regimen OC." Skin & Allergy News 37, no. 7 (2006): 50. http://dx.doi.org/10.1016/s0037-6337(06)71397-3.

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Webb, John G., and Adrian Attinger-Toller. "SOURCE 3 at 1 year: what can we learn?" European Heart Journal 38, no. 36 (2017): 2727–28. http://dx.doi.org/10.1093/eurheartj/ehx422.

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Eden, Alvin N. "Iron Deficiency in 1- to 3-Year-Old Children." Archives of Pediatrics & Adolescent Medicine 151, no. 10 (1997): 986. http://dx.doi.org/10.1001/archpedi.1997.02170470020003.

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Schwade, Jennifer, Sandi Saeger Wewerka, and Patricia J. Bauer. "Problem solving 1-2-3: 1- to 2-year-olds' spontaneous and cued solutions." Infant Behavior and Development 19 (April 1996): 731. http://dx.doi.org/10.1016/s0163-6383(96)90785-7.

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Charles, Jan. "The 1986 Year Book of Anesthesia MEDICASSETTE??? Anesthesia, Volume 1, Numbers 1, 2, 3." Anesthesia & Analgesia 66, no. 3 (1987): 291???292. http://dx.doi.org/10.1213/00000539-198703000-00035.

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H, R. J. "Another Year, Another Volume!" Pediatrics in Review 17, no. 1 (1996): 3–4. http://dx.doi.org/10.1542/pir.17-1-3.

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Dissertations / Theses on the topic "Year 1-3"

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de, Ridder Erika, and Nina Åberg. "Matteboken: morot eller piska? : Lärares syn på matematikläromedel i årskurs 1-3." Thesis, University of Kalmar, School of Human Sciences, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hik:diva-1152.

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<p>Syftet med detta examensarbete är att få inblick i hur verksamma lärare går tillväga i sitt val av matematikläromedel och om de anser att deras matematikläromedel lever upp till de nationella målen i matematik för årskurs 3 införda 2008. För att nå arbetets syfte genomfördes åtta kvalitativa intervjuer på fyra olika skolor i södra Sverige med lärare i årskurs 1-3.</p><p>Resultatet av undersökningen visar att samtliga av de intervjuade lärarna ansåg sig ha möjlighet att påverka val och inköp av läromedel och att de alla i någon utsträckning använder sig av ett läromedel i sin matematikundervisning. Av resultatet framgår dock att alla lärarna på ett eller annat sätt kompletterade läroboken där de ansåg att denna inte var tillräcklig för att barnen ska utveckla de kunskaper de behöver för att nå de uppsatta målen. Vid valet av läromedel var det enligt lärarna de ekonomiska aspekterna och layouten i form av färg och bilder som vägde tyngst. I förhållande till de nationella målen för årskurs 3 lever läromedlet upp till dessa anser lärarna.</p><br><p>The purpose of this study is to learn how active teachers go perform their choice of mathematics textbooks and if the teachers regard their textbooks meet the national goals of mathematics in the syllabus for the third school year introduced in the year 2008. These issues were addressed by conducting eight qualitative interviews with teachers in the years 1-3 in four different schools located in southern Sweden.</p><p>The results of the study show that all the interviewed teachers believed they were able to influence choices and purchases of textbooks and that they all to some extent used a textbook in their mathematics education. However, the results show that all teachers in one way or another complemented the textbook whenever they found that it was not sufficient for the pupils to gain the knowledge they need to reach the goals of the curriculum and syllabus. When choosing textbooks the economical aspects and the layout in form of colors and pictures mattered most, according to the teachers. The teachers considered that their textbooks reach the national goals for the third school year in mathematics.</p>
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Ware, Karen Mary. "A Pilot Study: Normative Data on the Intelligibility of 3 1/2 Year Old Children." PDXScholar, 1996. https://pdxscholar.library.pdx.edu/open_access_etds/5236.

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Most of the previous published research involving intelligibility has focused on persons with various disabilities or delays. Minimal research has been conducted on intelligibility in young children with no diagnosed speech and/ or language disorders. The result is a gap in normative data by which to set a standard to judge speech as being at an acceptable level of intelligibility for a particular age group. The focus of this pilot study was to collect normative data on the intelligibility of young children, ages 3:6 ±2 months, with no diagnosed speech and/or language disorder. ~ Thirteen subjects, ages 3:6 ±2 months, were recruited from the greater Portland/Vancouver area. These subjects were screened for normal development in speech sound production, expressive/receptive language, and hearing. It was also established that English was the primary language spoken in the home. Resonance, voice quality, and fluency were informally assessed by the researcher during the course of the session and found to be normal. The 100-word speech samples were collected by the researcher on audiotape and later played back to two listeners, who were familiar with the topic but unfamiliar with the speaker. The listeners orthographically transcribed the samples and a comparison was made by the researcher between the two sets of written transcriptions. This comparison provided the percentage of intelligible words, out of a possible 100, which were understood by both listeners. The results showed the mean intelligibility percentage for 31/2-year-old children with no diagnosed speech and/or language disorders to be 88% (SD = 5.7%) with a range of intelligibility from 76% to 96 % . Both the mode and the median for this sample were 90 % . Several other variables were addressed as points of interest but the comparisons were not investigated in depth. The focus of this study was to collect, in a methodically documented manner, normative data on intelligibility in 3 1/2-year-olds. When the results from this study are compared to the only other available data (Weiss, 1982), they were found to fall within 1 SD of each other (SD = 5.7%), indicating that there are no measurable differences between the findings.
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Malmqvist, Felicia. "”Jag brukar inte direkt prata om innehållet med någon” : En kvalitativ studie om elevers uppfattningar av critical literacy." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53885.

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Skolans uppdrag är att främja identitetsutveckling, som syftar till att eleverna ska bli ansvarstagande, initiativtagande, självständiga och aktiva samhällsmedborgare.  Genom critical literacyundervisning kan lärare ge elever möjlighet att utveckla sin förmåga att arbeta kritiskt med genus, etnicitet, maktrelationer, klass och identitet. Elever möter många olika litterära och multimodala texter både i och utanför skolan. Studien syftar därmed till att öka kunskapen om elevers uppfattningar av critical literacy. Syftet ämnas uppnås genom två olika frågeställningar:  ·       Hur uppfattar elever texter utifrån de olika aspekterna som ingår i critical literacy, till exempel genus, makt och etnicitet?  ·       Hur upplever elever critical literacyundervisningen?  Studien är en kvalitativ studie, vars datainsamling är gjord genom semistrukturerade intervjuer med sju elever i årskurs 2 – 3. En fenomenografisk ansats användes för att undersöka elevernas uppfattningar. Materialet analyserades genom en tematisk analys, men den sociokulturella teorin genomsyrar arbetet. Studiens slutsatser är att eleverna hade skilda uppfattningar av critical literacy och de olika aspekterna. Många av de elever som deltog i studien diskuterade inte böcker och filmer med andra, om det inte var så att de uppmanades till det. I mötet med olika texter använde eleverna strategier som att läsa mellan raderna för att skapa mening, men de är inte medvetna om att de gör det. Eleverna gör intratextuella och intertextuella kopplingar, men anser själva att de inte tar erfarenheterna med sig. Elevernas uppfattningar av undervisningen skilde sig också åt, slutsatsen som kan dras av det är att de elever som läste mycket och som diskuterade de olika aspekterna under intervjuerna uppfattade critical literacymoment i undervisningen mer än de andra eleverna. Eleverna exemplifierade olika metoder som de använder i undervisningen för att bearbeta texter.<br>The schools’ mission is to promote identity development, which aims for the students to take the initiative and to be responsible, independent and active members of the society. Though critical literacy practices, the teachers can give their students the opportunity to develop the ability to stand critical to gender, ethnicity, power relations, class and identity. The students encounter many different literary and multimodal texts, both within and outside of school. Hence, the study aims to increase the knowledge about students perceptions of critical literacy. The aim will be accomplished by answering the following questions:  ·       How do the students perceive texts on the basis of the different aspects of critical literacy, for example gender, power and ethnicity?  ·       How do the students perceive the critical literacy practices within their education?    The study is a qualitative study, and the data collection is done through semi-structured interviews with seven elementary students in year 2 – 3. Phenomenography was used to investigate the participants perceptions. The data was analyzed through a thematic analysis, but the sociocultural theory was used throughout the study. The conclusions are that the students had different perceptions of critical literacy and the different aspects of it. Many of the participating students did not discuss books and movies with others, if they were not instructed to do so. The students use strategies, like reading between the lines, to make meaning of different texts, but they are unaware of their ways to comprehend the content. They make intratexual and intertextual connections, but when asked, they do not bring the experience into their everyday life. The student perceptions of the education did also vary a lot, the conclusion that could be drawn from that is that the students which read more and who discussed the different aspects during the interviews did have a bigger perception of the critical literacy practices than the other students. During the interviews, the student gave different examples of methods which were used in the classroom when they processed texts.
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Wassrin, Maria. "Towards Musicking in a Public Sphere : 1-3 year olds and music pedagogues negotiating a music didactic identity in a Swedish preschool." Doctoral thesis, Stockholms universitet, Institutionen för de humanistiska och samhällsvetenskapliga ämnenas didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-134142.

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This thesis explores alternative ways of staging music in preschool. The ‘preschool subject of music’ is approached as a social and cultural construct that is embedded in discursive negotiations. Participants in the study are 1-3 year-old children and their music pedagogues, working in the preschool on a daily basis. In three studies, the negotiation of a local music ‘didactic identity’ is examined by answering research questions related to three different discursive levels: (i) the micro-level of face-to-face interaction; (ii) the level of pedagogue’s conceptions; and (iii) the political/societal level. Study I examines the participants’ use of semiotic resources in their co-construction of musicking events. By means of micro-analyses of video-recordings it is shown that mobility in the room is essential for the children’s access to instruments and other artefacts, and for their possibility to influence music activities. Other crucial conditions concern the pedagogues’ responsive uptake and improvisatory approach, and that the activities are open to other forms of expression. Study II explores conceptions of the ‘child’ and conceptions of ‘music’ in four music pedagogues’ talk in a group interview. Different conceptions of the ‘child’ are seen to interrelate with certain ontological and functional conceptions of ‘music’ that involve diverse opportunities for children’s (bodily) agency. This analysis is made by means of discursive psychology. Study III examines the music practices from a political and philosophical perspective, using Hannah Arendt’s concept of the ‘public sphere’. This third perspective shows how this preschool’s music practices create a public sphere by seriously putting into practice equality and plurality as values and principles that increase the equality between children and adults. Age power structures are thereby challenged, and the children can be seen as citizens in the ‘here and now’, and not in some distant future when they are grown-ups. Also, the ‘preschool subject of music’ itself becomes a negotiated issue. Implications for preschool practice and preschool teacher education are discussed, and further research is suggested within other educational areas regarding how pedagogues’ interpretations of the concept of ‘children’s participation’ and ‘influence’ impact on specific preschool subjects, such as music.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 2: In press.</p>
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Gunnarsdotter, Ylva. "Appar i matematikundervisningen : En intervjustudie om lärares användning av appar i matematikundervisningen." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Övrig skolnära forskning, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-36260.

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I skolans matematikundervisning inkluderas ibland surfplattor och appar. En app är ett dataprogram som används på surfplattor. Syftet med denna studie är att bilda kunskap om hur lärare i årskurs 1–3 undervisar matematik med hjälp av olika appar. Studien genomfördes genom kvalitativa intervjuer med sex lärare som arbetar kontinuerligt med appar i matematikundervisningen. Resultatet visar att om appar ska användas i undervisningen bör det finnas ett tydligt mål och ett syfte med användandet, samt att det ska kunna kopplas till läroplanen och matematikboken. Vidare framkommer att användandet av appar sker på olika sätt och oftast med flera syften. Främst beskrivs appar som ett kompletterande verktyg och som en tillgång för att introducera ett centralt innehåll. Lärarnas syften med användandet var bland annat för mängdträning, individualisering eller för att skapa en högre måluppfyllelse. Andra syften med att använda appar var tidsbesparing, höjd motivation, direkt återkoppling, eller för bedömning och uppföljning. Lärarna använde olika appar i sin undervisning och det framkom vid intervjuerna att urvalet gjordes på tre olika sätt: Genom ett fritt val, via en IKT-ansvarig på skolorna eller via kommunens IT- avdelning.<br>Tablets and apps are more and more often used in math teaching. An app is a software program used for tablet computers. The purpose of this study is to create knowledge about how teachers in classes 1–3 teach math with help of different apps. The study was made through qualitative interviews with six teachers who work continuously with applications in math teaching. The result shows that if apps are to be used in teaching there should be a clear goal and purpose of the use. It should also be possible to relate to the curriculum and the course book. Furthermore, the study reveals that there are different ways and purposes of using apps. The apps are mainly described as complementary tools and as an asset in order to introduce a mathematical area. The teachers’ purposes were, for example, to increase the amount of practice, individualization, or to create a higher accomplishment rate. Other purposes of using apps were to produce direct feedback, increase student motivation, or for evaluation and follow-up. The selections of apps which were used for teaching varied and were chosen in three different ways; through free choice, via an ICT responsible, or via an IT office.
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Kim, Peter J. "Quality of life of stroke survivors 1-3 years post-discharge." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/mq22612.pdf.

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Husain, Wafaa. "Dietary habits and nutrient intake of South Asian children (1-3 years) living in the UK." Thesis, University of Leeds, 2013. http://etheses.whiterose.ac.uk/5326/.

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This cross-sectional study is the first study to be carried out in the UK that explored and assessed the dietary habits and nutrient intakes of pre-school South Asian (SA) children (1 to 3 years old) living in the UK. A cohort of SA mothers completed a questionnaire with questions about their children dietary habits, sleeping habits and mothers’ nutritional knowledge (n=160). Food intake information was gathered by three 24-hour multiple pass recalls (MPRs). Household measurements and a newly developed food photograph booklet for SA food were used to estimate food portion sizes. All foods were analysed for nutrient composition using the WinDiets software and the latest available data on SA foods generated by the FSA and EuroFIR. A questionnaires regarding factors influencing SA mothers’ weaning practices was administered through in-depth interviews (n=30). The results suggest that there were various dietary habits and practices to be found amongst SA children. These habits were found to be influenced by the mother’s religion, culture and beliefs. In addition, the study has shown that milk and milk products was the largest food group that contributed towards the daily diet. SA children have energy intakes significantly lower than the EAR when compared to the UK recommendations, both amongst boys (1126.4 kcal/d ±197.75) and girls (1106.2 ± 225.86). They are most likely to have adequate intakes of most nutrients except for vitamin A, vitamin D, Fe and Zn; mean intakes were found to be below the RNI (96%, 18.7%, 89.5% and 95.5% of the RNI, respectively). Furthermore, it was found that a 24-hour MPR was an appropriate tool to be used with SAs and that participants can enhance their estimation of portion sizes using food photographs. These findings enhance our understanding of SA dietary habits and can serve as a basis for future studies.
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Kakpovbia, Voké. "Is feeding style associated with dietary intake and nutritional status in Ghanaian children 1-3 years of age?" Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=92410.

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In sub-Saharan Africa, childhood malnutrition may be attributed in part to sub-optimal feeding practices. This study examined the relationship between caregiver feeding styles and child dietary intake and nutritional status in two regions of Ghana. Events during one meal for children 1-3 y of age were observed in households in the Techiman (n=60) and Kassena Nankana districts (n=71). A multi-item feeding behavior instrument was used to code caregiver actions. All served foods and all food not consumed by the child were weighed. In addition, child anthropometric measurements were taken and household demographic information documented. Caregiver feeding behavior was categorized by degree of responsiveness. Responsive feeding behavior was a predictor of energy intake of a meal, but not nutritional status. Caregivers in Techiman were more likely to remove the child's food following a refusal. Practical interventions are needed to help caregivers learn to respond effectively to their young children during feeding.<br>En Afrique Sub-Saharienne, des pratiques alimentaire inadéquates sont en partie la cause de la malnutrition infantile. Cette étude se penche sur la relation entre les pratiques alimentaires des parents et/ou personnes s'occupants d'eux (PPE), l'apport alimentaire et l'état nutritionnel des enfants dans deux régions du Ghana. Le déroulement d'un repas ainsi que les pratiques alimentaires ont été observés dans les familles ayant des enfants âgés d'un à trois ans dans deux districts: Techiman (n=60) et Kassena Nankana (n=71). Un instrument permettant de coder les comportements des PPE au moment d'alimenter leurs enfants a été utilisé. La nourriture servie ainsi que celle n'ayant pas été consommée par l'enfant ont été pesées. Des mesures anthropométriques ont été collectées et l'information démographique a été documentée. Les pratiques alimentaires des PPE étaient catégorisées par degré de réactivité. La réactivité des PPE pouvait prédire l'apport énergétique d'un repas, mais pas l'état nutritionnel. Les PPE à Techiman étaient plus portés à retirer aux enfants leur nourriture après un refus de la part de ces derniers. Des interventions pratiques sont nécessaires pour aider les PPE apprend à répondre efficacement à leurs enfants pendant l'alimentation.
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Johansson, Linnéa. "Foreign language anxiety among young Swedish EFL learners : A mixed method study in primary school years 1-3." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-87083.

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This study investigated Swedish primary school EFL learners' foreign language anxiety in years 1-3 by using mixed-method research. The aim of this study was to illustrate what factors caused foreign language anxiety (FLA) and unwillingness to communicate among the second language learners. In this study, a total of 85 pupils and five teachers participated. The study includes Horwitz, Horwitz, and Cope's (1986) foreign language classroom anxiety scale, in a pupil-based questionnaire. The study was also complemented with classroom observations and interviews with the teachers and the pupils. The results showed a tendency for girls experiencing more foreign language anxiety than boys. The study also showed that FLA increased throughout the grades. The pupils' expressed beliefs of FLA were the fear of making mistakes and different factors related to their low self-esteem.
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Koksal, Ozgun. "Normative And Emotional Responses In A Peer Conflict Paradigm: A Developmental Study On 3- And 5-year-old Turkish Children." Master's thesis, METU, 2012. http://etd.lib.metu.edu.tr/upload/12614700/index.pdf.

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The purpose of the study is to investigate the development of normative understanding and its relation to emotional states. Two samples of late 3- and 5-year-old Turkish pre-school children were studied. We adopted a peer conflict paradigm in which we taught two children conflicting rules for playing a game and asked them to play the game together, later (incompatible condition). Since children had learned different rules we expected them to protest when their partners played the game with a different rule. Results revealed that both 3- and 5-year-old children were competent at understanding the normative force of the rules. Yet, they did this in a context-sensitive manner. While they protested their partner in the incompatible condition, they did not protest when their partner performed the same action in a different game context where both rules had been taught to children as two alternative ways of playing (compatible condition). Moreover, we investigated children&rsquo<br>s emotional states &ndash<br>especially annoyance and anger &ndash<br>throughout their interactions. We found a different pattern between 3- and 5-year-olds: 3-year-olds were more annoyed and angry in the incompatible condition than compatible condition. On the other hand, 5-year-olds&rsquo<br>emotional state of being annoyed/angry was not found to be different in the compatible and incompatible condition. Summing up the evidence from normative and emotional responses, even though 5-year-olds protested significantly more in the incompatible than compatible condition, they were not more &lsquo<br>annoyed and angry&rsquo<br>. Furthermore, to investigate the possible related mechanisms of normative understanding, we conducted theory of mind and executive functioning tests and collected temperamental and emotion regulation characteristics by questionnaires completed by mothers. Yet, none of these variables were found to be related with normative responses of children when age was factored out in a linear regression model.
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Books on the topic "Year 1-3"

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Millner, Denene. The vow: 3 women, 2 carats, 1 year. Amistad, 2005.

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University College, London. Enterprise in Higher Education Programme. Annual report year 3 [1 April 1993 - 31 March 1994]. University College London, 1994.

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Morgan, Susan. Fully alive 1: Year 8 key stage 3 : Catholic religious education programme. Veritas, 2004.

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Theodore, Dylan. WaterNumerate: Daily maths for the global citizen at Year 6 Term 3/ Year 7 Term 1. WaterAid, 2000.

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Brotherton, Ian. Farm grant notifications in national parks: Analysis for the 3 year period 1/4/83 - 31/3/86. University, Department of Landscape Architecture for the Countryside Commission, 1987.

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Jones, Sandy. Great expectations: The toddler years : everything you need to know about your 1-to 3-year-old. Sterling, 2011.

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Suhaimi, Najiha, ed. Modul Tuisyen Sains / Science Kertas / Paper 1 Dwibahasa Tahun / Year 3: Dual Language Programme. 2nd ed. Penerbitan Ilmu Didik, 2021.

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Saimi, Najiha, ed. Modul Tuisyen Matematik / Mathematics Kertas / Paper 1 Dwibahasa Tahun / Year 3: Dual Language Programme. 2nd ed. Penerbitan Ilmu Didik, 2021.

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Science, Department of Education &. Mathematics key stages 1 and 3: A report by H.M.Inspectorate on the first year, 1989-90. H.M.S.O, 1991.

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Merttens, Ruth. Abacus Year 1 Workbook 3. Pearson Education, Limited, 2013.

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Book chapters on the topic "Year 1-3"

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Reichow, Brian, and Fred R. Volkmar. "Extended School Year." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2020. http://dx.doi.org/10.1007/978-1-4614-6435-8_154-3.

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Peterson, William K., Daniel N. Baker, C. E. Barton, Peter Fox, Mark A. Parsons, and Emily A. CoBabe-Ammann. "Electronic Geophysical Year." In Encyclopedia of Solid Earth Geophysics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10475-7_199-1.

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Baird, Ralph W. "International Geophysical Year." In Encyclopedia of Solid Earth Geophysics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10475-7_237-1.

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Paul, Salvin, and Swgwmkhang Brahma. "International Year of Older Persons." In Encyclopedia of Gerontology and Population Aging. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-69892-2_234-1.

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Thies, Henning. "Keble, John: The Christian Year." In Kindlers Literatur Lexikon (KLL). J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_8873-1.

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de Mulder, Eduardo F. J., and Wolfgang Eder. "International Year of Planet Earth." In Encyclopedia of Solid Earth Geophysics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10475-7_193-1.

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Carlson, David J. "International Polar Year 2007–2008." In Encyclopedia of Solid Earth Geophysics. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-10475-7_194-1.

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Panda, Satyajit, and Sagarika Mahapatro. "Brain Growth in the First Year." In Encyclopedia of Evolutionary Psychological Science. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-319-16999-6_805-1.

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Woo, Savio L.-Y., Kwang E. Kim, and Kathryn F. Farraro. "Orthopedic Research in the Year 2025." In Sports Injuries. Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-36801-1_249-1.

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Stockhammer, Robert. "Coetzee, J. M.: Diary of Bad Year." In Kindlers Literatur Lexikon (KLL). J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_8246-1.

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Conference papers on the topic "Year 1-3"

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Martinez-Naharro, Ana, Tushar Kotecha, Andrea Baggiano, et al. "3 Treatment response in cardiac al amyloidosis assessed by CMR: findings at 3 months, 6 months and 1 year post-chemotherapy." In British Cardiovascular Imaging Meeting 2018, 2–4th May 2018, Edinburgh. BMJ Publishing Group Ltd and British Cardiovascular Society, 2018. http://dx.doi.org/10.1136/heartjnl-2018-bcvi.18.

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Di Russo, Miriam, Zhuoran Zhang, Hao Wu, Kathryn della Porta, and Jerry C. Ku. "Modeling, Simulation and Control Development of a Pre-Transmission Parallel E85 PHEV for Year-1 of EcoCAR 3 Competition." In SAE 2016 World Congress and Exhibition. SAE International, 2016. http://dx.doi.org/10.4271/2016-01-1256.

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Baraliakos, X., AJ Kivitz, A. Deodhar, et al. "THU0397 Secukinumab provides sustained improvements in the signs and symptoms of active ankylosing spondylitis: 3-year results from a phase 3 extension trial (MEASURE 1)." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.1195.

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Griffiths, C. E., K. A. Papp, A. B. Kimball, et al. "AB0912 Two-year efficacy and safety of guselkumab for treatment of moderate-to-severe psoriasis: phase 3 voyage 1 trial." In Annual European Congress of Rheumatology, EULAR 2018, Amsterdam, 13–16 June 2018. BMJ Publishing Group Ltd and European League Against Rheumatism, 2018. http://dx.doi.org/10.1136/annrheumdis-2018-eular.5825.

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SINITSYNA, V. G., A. Y. ALAVERDIAN, S. S. BORISOV, S. I. NIKOLSKY, and V. Y. SINITSYNA. "GAMMA-RAY ACTIVITY OF CYGNUS X-3 AT ENERGY RANGE OF 1 - 100 TeV DURING 15 YEAR OBSERVATIONS OF SHALON." In Proceedings of the 12th ICATPP Conference. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814329033_0017.

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Mease, PJ, A. Kavanaugh, A. Reimold, et al. "SAT0470 Secukinumab provides sustained improvements in the signs and symptoms of active psoriatic arthritis: 3-year efficacy and safety results from phase 3 future 1 trial." In Annual European Congress of Rheumatology, 14–17 June, 2017. BMJ Publishing Group Ltd and European League Against Rheumatism, 2017. http://dx.doi.org/10.1136/annrheumdis-2017-eular.1260.

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Jayakumar, Ahrane, and Lisa J. Boulstridge. "9 The benefits of early simulated ‘breaking bad news’ communication skills training for 3rd year medical students." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.30.

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Powell, Barbara, Cassy Rowe-Haynes, and Kerry Blankley. "36 Developing palliative medicine and oncology focused simulation training for 4th year medical students at LOROS Hospice." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.57.

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Accurso, Frank J., Amy Schaberg, Todd Durham, Felix Ratjen, and Charles Johnson. "Pulmonary Function Decline Over One Year In Cystic Fibrosis Patients: An Exploratory Analysis Of The Phase 3 (Tiger-1) Trial Of Aerosolized Denufosol." In American Thoracic Society 2011 International Conference, May 13-18, 2011 • Denver Colorado. American Thoracic Society, 2011. http://dx.doi.org/10.1164/ajrccm-conference.2011.183.1_meetingabstracts.a2507.

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Morris, Debra S., Stephanie Stolberg, Christine Seddon, and Rachael Burton. "140 Improving collaboration between respiratory and palliative medicine, to address the unmet needs of patients with chronic obstructive pulmonary disease (COPD) in the last year of life." In Accepted Oral and Poster Abstract Submissions, The Palliative Care Congress 1 Specialty: 3 Settings – home, hospice, hospital 19–20 March 2020 | Telford International Centre. British Medical Journal Publishing Group, 2020. http://dx.doi.org/10.1136/spcare-2020-pcc.160.

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Reports on the topic "Year 1-3"

1

Kernodle, Bill, and Chris Jarvis. Year 1-3 Demonstration Manufacturing. Defense Technical Information Center, 1999. http://dx.doi.org/10.21236/ada369941.

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Layfield, K. A. PHMC Year 2000 handbook. Revision 3, Volume 1. Office of Scientific and Technical Information (OSTI), 1998. http://dx.doi.org/10.2172/10154193.

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Rask, E., M. Duoba, H. Lohse-Busch, and D. Bocci. Model year 2010 (Gen 3) Toyota Prius level 1 testing report. Office of Scientific and Technical Information (OSTI), 2010. http://dx.doi.org/10.2172/989465.

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Sweany, Melinda. Enabling Explosives and Contraband Detection with Neutron Resonant Attenuation. Year 1 of 3 Summary. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1225831.

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Ware, Karen. A Pilot Study: Normative Data on the Intelligibility of 3 1/2 Year Old Children. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.7109.

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MISKHO, A. G. Calendar Year 2002 Hanford Site mixed waste land disposal restrictions report (section 1 thru 3). Office of Scientific and Technical Information (OSTI), 2003. http://dx.doi.org/10.2172/815068.

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Myers, J. E., and L. M. Jackson. Evaluation of Subsurface Flow and Free-water Surface Wetlands Treating NPR-3 Produced Water - Year No. 1. Office of Scientific and Technical Information (OSTI), 2001. http://dx.doi.org/10.2172/794470.

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Lottes, S. A., and C. Bojanowski. Computational Mechanics Research and Support for Aerodynamics and Hydraulics at TFHRC, Year 3 Quarter 1 Progress Report. Office of Scientific and Technical Information (OSTI), 2013. http://dx.doi.org/10.2172/1084185.

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Lottes, S. A., R. F. Kulak, and C. Bojanowski. Computational mechanics research and support for aerodynamics and hydraulics at TFHRC, year 1 quarter 3 progress report. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1031449.

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Hague, J. R. Kansas State University DOE/KEURP Site Operator Program. Year 3, Third quarter report, January 1, 1994--March 31, 1994. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/10147955.

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