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O'Neal, Jamie. "MULTI-MODAL READING FOR LOW LEVEL READERS." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3897.
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The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing students vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.Ph.D.
Department of English
Arts and Humanities
Texts and Technology PhD
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Hill, Diane Kay. "An investigation of the sufficiency of a fluency building and fluency building plus comprehension skills of low-fluency second- and third-grade readers /." view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3102167.
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Thesis (Ph. D.)--University of Oregon, 2003.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-123). Also available for download via the World Wide Web; free to University of Oregon users.
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Zintl, Shelley Anne. "Building decoding fluency in 8- to 9-year old low progress readers : a dissertation." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2005. http://hdl.handle.net/10092/2890.
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The aim ofthis study was to extend the emerging evidence that 8- to 9-year old
struggling readers are characterised more by a deficit in decoding fluency than a low level of
phonemic awareness. A group of five children who were deemed to have an adequate level of
phonemic awareness but were still at least one year behind in reading progress were selected.
The children participated in specially designed fluency building activities with a trained peer
tutor for 21 minutes a day, five days a week. Measures ofdecoding fluency were taken
almost daily and, in order to assess any generalisation effects ofthe intervention to overall
reading progress, timed running records were also taken once or twice a week. The
intervention was conducted in the school setting and lasted for between two and four weeks
depending on each child's individual progress. Results showed that participants' level of
decoding fluency improved from an average pre-test level of 35 correct responses per minute
to 76 correct responses per minute at six-week follow-up. In addition, participants improved
in prose reading fluency from an average pre-test level of 50 correct words per minute to 70
correct words per minute at six-week follow-up. Implications of these findings for
educational practice are discussed.
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Hogewood, Richard Hunter. "Building a reading bridge the impact of reciprocal teaching on poor readers in ninth grade social studies /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/230.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Platt, Robert Terry. "Development of A Ready-To-Assemble Construction System." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/29315.
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To accommodate an expanding global population, a renewable raw material resource base, in conjunction with new building technologies, must be applied to the residential housing sector. Desirable characteristics of housing systems are economy, safety, environmental sustainability, durability, design flexibility and a long service life. The system should be acceptable to the end-user, consist of renewable, indigenous resources, and require a minimum investment in labor and equipment for both production and erection.
The objective of this research was to develop a ready-to-assemble (RTA) framing system. Integral to the framing system is a nail plate connector, developed in this project, that laminates wood or wood composite elements into larger building components. The laminated components can be bolted together to form various structural configurations. Decisions on the development of the RTA system were structured according to an Innovation Development Decision Model (IDDP) that was constructed from previous adoption and diffusion research. The IDDP model elucidates and illustrates the innovation process from conceptual idea to product adoption. The critical issues for product acceptance include system performance in terms of safety, cost, and building code approval. The objective of the experimental portion of the research was to test the performance of the RTA connection system in specific modes and to develop a theoretical method to predict the strength of the connection. A series of experiments to quantify the shear strength and stiffness of six joint configurations assembled with the RTA connector were designed and conducted. The joints were fabricated from solid sawn lumber and three different wood-base composites.
The experimental results indicated that the strength of the RTA connector in perpendicular-to-grain and parallel-to-grain orientations can be predicted from a theoretical dowel yield model. The material properties used in the yield model were adjusted for duration of load and safety. Empirical test values were within ±6.3 % of the predicted values from the theoretical model. Joint stiffness was evaluated, modeled and quantified in the linear and non-linear ranges. A structural analysis program was used to design and model a simple RTA building for realistic gravity and wind loads. The structural model was used to predict joint forces that the RTA connector must resist in-service. The computer model predictions were compared to the empirical joint test data. The results indicate that the RTA system can be designed to meet safety and serviceability criteria. A comparison between the estimated costs of a RTA building and the costs of traditional on site construction of a building of equal dimensions indicated that the RTA system is economically competitive.Ph. D.
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Albeche, Daysi Lange. "Antes rir do que chorar: análise das relações familiares e afetivas em A Grande Família." Universidade do Vale do Rio do Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/2515.
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O objeto de análise desta tese é o sitcom A grande família, da Rede Globo de Televisão (RGT), procurando descrever as estruturas que moldam o programa, identificar os temas tratados e os modelos de comportamento construídos, observando a construção do perfil dos personagens e as propostas de atitudes que são oferecidas aos telespectadores. O estudo de caso, para identificar as propostas de interação do programa e suas lógicas de funcionamento, foi organizado em duas etapas. Na primeira, realizou-se uma observação descritiva das regularidades do programa para captar sua estrutura geral, nos aspectos formais: vinhetas, títulos dos episódios, cenários, figurinos e as temáticas abordadas. Foram observados para isso um total de 106 episódios. Para a segunda fase foram selecionados dez episódios, a partir dos perfis dos personagens e das seqüências e temáticas abordadas. Essa segunda etapa possibilitou identificar um conjunto de estereótipos relacionados às diferentes interações sociais no âmbito familiar/privado
The object of the analysis of this paper is the sitcom A grande família, from Globo Network Television, RGT, seeking to describe the structures that cast the program, identifying the themes presented and the behaviour models built, observing the contruction of the character’s profile and the attitude proposals that are offered to the televiewers. The case study, to identify the proposal of the program interaction and it’s logics of working was organized in two parts. In the first, we made a descriptive observation of the regularity of the program to capture its general structure, in the formal aspects: vignettes, episodes’ tittles, sceneries, patterns and the thematics approached; to do so, it was observed 106 episodes. For the second part ten episodes were selected analyzing the profiles of the characters and the sequences and the thematic approached. This second part made it possible to identify a group of stereotypes related to the different social interactions from the family/private scope that, treated i
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Lefort, Antoine. "A smart grid ready building energy management system based on a hierarchical model predictive control." Thesis, Supélec, 2014. http://www.theses.fr/2014SUPL0010/document.
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L’intégration des énergies renouvelables produites par un bâtiment et les réseaux de fourniture, qui sont amenés à proposer des tarifications et des puissances disponibles variables au cours de la journée, entraînent une grande variabilité de la disponibilité de l’énergie. Mais les besoins des utilisateurs ne sont pas forcément en accord avec cette disponibilité. La gestion de l’énergie consiste alors à faire en sorte que les moments de consommation des installations coïncident avec les moments où celle-ci est disponible. Notre objectif a été de proposer une stratégie de commande prédictive, distribuée et hiérarchisée, pour gérer efficacement l’énergie de l’habitat. Les aspects prédictifs de notre approche permettent d’anticiper les besoins et les variations de la tarification énergétique. L’aspect distribué va permettre d’assurer la modularité de la structure de commande, pour pouvoir intégrer différents usages et différentes technologies de manière simple et sans faire exploser la combinatoire du problème d’optimisation résultantElectrical system is under a hard constraint: production and consumption must be equal. The production has to integrate non-controllable energy resources and to consider variability of local productions. While buildings are one of the most important energy consumers, the emergence of information and communication technologies (ICT) in the building integrates them in smart-grid as important consumer-actor players. Indeed, they have at their disposal various storage capacities: thermal storage, hot-water tank and also electrical battery. In our work we develop an hierarchical and distributed Building Energy Management Systems based on model predictive control in order to enable to shift, to reduce or even to store energy according to grid informations. The anticipation enables to plan the energy consumption in order to optimize the operating cost values, while the hierarchical architecture enables to treat the high resolution problem complexity and the distributed aspect enables to ensure the control modularity bringing adaptability to the controller
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Elpasidou, Sofia. "Study of passive design and slab cooling in adaptation to climate change of a modern residential building in Stockholm." Thesis, KTH, Hållbara byggnader, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-287454.
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The impact on the built environment due to the forecasted climate change was presented by the authorities more than one decade ago, but the actions from the building industry to adapt buildings for a changed climate are still lacking. The purpose of this study is to identify a suitable cooling technique for a modern residential building in a future warmer climate in order to maintain thermal comfort but also energy efficiency. This thesis analyses and presents passive techniques and the behavior of active cooling with a slab cooling system under a future climate scenario so as to accomplish a sustainable system which will be functionable and viable in the future. To verify the different solutions the building performance simulation software IDA ICE has been used and a case study building with a simulated location in the city of Stockholm has been investigated. Results show promising outcomes as thermal comfort is achieved and energy efficiency is maintained depending on diversely selected energy sources.Påverkan på den byggda miljön från klimatförändringar har upplysts av myndigheter under minst de senaste tio åren, men agerande från byggbranschen för att klimatanpassa är fortfarande låg. Syftet med denna studie är att identifiera en lämplig kylteknik för ett bostadshus i ett framtida varmare klimat för att bibehålla termisk komfort och samtidigt energieffektivitet. Denna examensrapport analyserar och presenterar prestanda hos dels olika passiva system, dels ett kombinerat värme- och kylsystem i bjälklag i ett framtida klimatscenario för att uppnå ett hållbart system som kommer att vara funktionellt och livskraftigt i framtiden. För att verifiera de olika kyllösningarna har simuleringsprogrammet för byggnadsprestanda IDA ICE använts och en fallstudiebyggnad med en simulerad placering i Stockholm har undersökts. Resultaten visar lovande resultat eftersom termisk komfort uppnås och energiprestanda kan bibehållas beroende på valda energikällor.
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Schmidl, Helen. "Från vildmark till grön ängel : Receptionsanalyser av läsning i åttonde klass." Doctoral thesis, Uppsala universitet, Litteraturvetenskapliga institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8538.
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The subject of this dissertation is Swedish upper secondary pupils’ reception of novels read as part of their literature instruction. The main purpose is to study and compare the reading of female pupils with that of male pupils and to analyze to what extent attention is paid to their private reading experiences in the literary teaching. What strategies do the students use to interpret and discuss fiction? And what is the relationship between their private reading habits and the way fiction is studied at school? Consequently, the subject field of this qualitative study concerns not only teenagers’ private reading habits, but also gender related issues, school adjusted reading routines and didactic matters. Reading at school differs in many ways from the pupils’ private reading habits, but there are also differences regarding the students’ attitudes towards reading as such. There proved to be certain diversities between the reading habits of boys and girls. The boys read in general less than the girls, and many boys were interested in reading adventurous and exciting stories. The girls were more into reading realistic novels, and to them it was important that they could identify with the characters. Many pupils responded personally to their reading. Instead of reflecting on the meaning of a text and comparing it to other texts or phenomena of the surrounding world, their reception confined itself to categories like “boring” or “exciting”. Merely a few students included a more profound literary analysis in their responses. An important aim of literature instruction must be to broaden the pupils’ literary repertoires and to make them improve their reading skills. This study shows that to achieve these improvements the students must feel involved, which means that literature instruction must be adapted to the literary cultures of both boys and girls.
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Conocimiento, Dirección de Gestión del. "Press Reader." PressReader, 2004. http://hdl.handle.net/10757/655376.
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Höglund, Peter. "Treecore Reader." Thesis, Mittuniversitetet, Avdelningen för data- och systemvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-29973.
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Detta projekt har genomförts på företaget Haglöf Sweden AB i Långsele. Företaget har länge haft ett förslag till ett projekt som går ut på att mäta borrprover med hjälp av en android-enhet och även andra funktioner inom skogsindustrin. Den applikation som togs fram till företaget genom det här projektet blev en applikation som kan utföra enklare skogsinventeringar med hjälp av analyser av borrprover via kameran, höjdmätning med hjälp av accelerometer samt gps positioner från enheten. Dessa funktioner har sedan utvärderats mot traditionella verktyg inom skogsindustrin och fastställts att funktionerna är tillräckligt exakta för att kunna användas.This project has been carried out for Haglöf Sweden AB in Långsele. The company has for many years had this project waiting because they lacked the resources to do it. The goal of the project is to create an application for android that can analyse tree core samples and other forestry functions. The resulting application has an altimeter, tree core reader/analyser and gps positioning. All these functions has later been evaluated against traditionally used equipment and is found to be good enough to use.
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Sanders, Ansel. "Partnership-Ready Schools: Building Systems and Mindsets for the Achievement Schools to Receive and Utilize Community Organizations as Partners in Student Success." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645010.
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Over the last decade, the call for schools to leverage partnerships with community organizations as a means to provide services that will mitigate the effects of poverty in the pursuit of achieving ambitious academic outcomes has gained momentum. The Achievement Schools, a network of five neighborhood schools serving students in Memphis’ Frayser community, has prioritized the development of partnerships as a lever to turn around the academic performance of its schools by ensuring students’ nonacademic challenges are identified and met. In this Capstone, I describe my role in building a “Partnership Readiness Toolkit,” a framework and set of resources to guide schools in developing the capacity needed to better utilize partnerships with community organizations that provide critical nonacademic services and resources. Drawing upon research that focuses on the challenges facing school-community organization partnerships, examples of effective partnerships, and change management theory, I argue that for schools to fully utilize partnerships, they must first be ready for partnership by more tightly coupling certain aspects of their relationships with community organizations. This Capstone then describes the approaches I took to design, build support for, and apply the Partnership Readiness Toolkit to an important community partner. The analysis of my actions and results generates two key findings: 1) creating a vision and proof point that multiple constituencies find valuable, undergirded by strong relationships with the constituencies, yields the support necessary to successfully introduce and begin applying the Partnership Readiness Toolkit, and 2) a school operator with multiple priorities and an ambitious mission must focus relentlessly on readying its schools for partnership in order for partnerships to be successful. This Capstone will provide two instrumental contributions to the sector. First, this Capstone presents a case study of the successes and challenges of readying schools for partnership, which conveys a valuable set of insights for school operators, particularly those in “turnaround” situations serving low-income students. Second, the Capstone produces a Partnership Readiness Toolkit that will serve as a resource for current and aspiring school leaders seeking to utilize partners as a lever for school improvement and student success.
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Reamey, Anne Marie. "The Lynks Reader." VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1337.
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Malli, Raghavan Karthick Kumar. "KSU course reader." Kansas State University, 2011. http://hdl.handle.net/2097/13243.
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Master of ScienceDepartment of Computing and Information Sciences
Gurdip Singh
KSU Course Reader is an android application developed for Kansas State University students to access their course materials, listen to the audio lectures, watch the video lectures and read the lecture slides or other materials from all their enrolled courses with a single application. A student can add RSS xml link associated with the courses enrolled in the current semester in the application and can receive the course materials for each course automatically after every lecture. The aim of this project is to develop a one stop android application for students to access the course materials of all their courses from their android smart phones and tablets. The project also provides a jsp form for course instructors to update the course materials for every lecture which automatically updates the xml file associated with the course. The application also allows students to add other RSS xml like K-State News, K-state Events etc. The same application can be used for adding public rss xml sites and can also be used as a podcast player. It is very essential to provide the course materials readily available to the students all the time wherever they are. Since most students have smart phones or tablets and use them for accessing emails, surf internet etc , it becomes easier for them to use this KSU course reader application to access, read or view all their course materials at one place which is also customized for mobiles and tablets. As android is one of the leading and fastest growing smart phone platforms the project becomes more appropriate to develop in android.
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Radits, Markus. "The Affective PDF Reader." Thesis, Växjö University, School of Mathematics and Systems Engineering, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-7033.
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The Affective PDF Reader is a PDF Reader combined with affect recognition systems. The aim of the project is to research a way to provide the reader of a PDF with real - time visual feedback while reading the text to influence the reading experience in a positive way. The visual feedback is given in accordance to analyzed emotional states of the person reading the text - this is done by capturing and interpreting affective information with a facial expression recognition system. Further enhancements would also include analysis of voice in the computation as well as gaze tracking software to be able to use the point of gaze when rendering the visualizations.The idea of the Affective PDF Reader mainly arose in admitting that the way we read text on computers, mostly with frozen and dozed off faces, is somehow an unsatisfactory state or moreover a lonesome process and a poor communication. This work is also inspired by the significant progress and efforts in recognizing emotional states from video and audio signals and the new possibilities that arise from.The prototype system was providing visualizations of footprints in different shapes and colours which were controlled by captured facial expressions to enrich the textual content with affective information. The experience showed that visual feedback controlled by utterances of facial expressions can bring another dimension to the reading experience if the visual feedback is done in a frugal and non intrusive way and it showed that the evolvement of the users can be enhanced.
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Monet, Shaina. "The Black Mage Reader." ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2547.
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Perkins, Pamela Iris. "Readiness in the basal reader." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184532.
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This research is a content analysis of six recently published basal reader series, each of which begins with a readiness/priming sequence that starts with letters, words, connected strings of words, and a few pages of activities which might be considered general readiness. While this concept of readiness for reading reflects a word recognition view of reading, marketing promotions include eclectic statements regarding philosophy, materials, and methods which reflect an early childhood view of child development and meaning construction. Publishers imply that reading is a process of constructing meaning, but they supply materials for both students and teachers which neither encourage nor allow for meaningfulness. While descriptions of the series studied promise special and unique approaches to readiness, they are very similar to one another in every aspect of readiness. Each provides an overwhelming proportion of activities and workbook pages with the major instructional focus on letters and words. There are minor differences in connected text among the various series, but those differences are primarily in regard to the specific type of vowel control used. Considerations about the syntactic and semantic language systems follow the same formulae throughout the industry. Publishers of basal readers hire professional educators to quote research and lend credibility to their "scientifically" designed programs, but the published materials often contradict statements made by these professionals. While there is some indication in the manuals and promotional materials that suggest knowledge on the part of editors and authors concerning research in the areas of emergent literacy and psycholinguistic theory, there is little within the materials and methods that reflects this knowledge.
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Fleck, Bill, Josh Jones, Matt Newman, and Cobi Yearian. "E-Reader Implementation Feasibility Study." Thesis, Monterey, California. Naval Postgraduate School, 2011. http://hdl.handle.net/10945/7440.
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EMBAEMBA Project Report
"This project was completed by Corpus Christi One, on behalf of Chief of Naval Air Training's Deputy Assistant Chief of Staff for Training and Standardization (CNATRA N7), and facilitated through the Naval Postgraduate School Executive MBA program. The purpose is to analyze CNATRA's current model of producing and distributing flight training-related publications to student military aviators (SMAs) in hard-copy format, and to compare that model with a program instead using electronic book readers (e-readers) and digitized versions of these same publications to determine whether or not such a model would be technically feasible, and whether or not such a course of action might allow cost savings to be realized over the current practice. This study focuses on a single flight training squadron: Training Squadron TWO EIGHT (VT-28) based at NAS Corpus Christi. In addition to historical data obtained from VT-28 with regard to SMAs trained annually, interview data was obtained from subject matter experts involved in the ordering, production, inventory, and issuance of flight training publications, as well as the manufacture of e-readers and digital conversion of documents. Our analysis compares and contrasts three possible courses of action: _ COA 1: Purchase e-readers to support the total number of SMAs trained each year. SMAs will then keep the e-reader they have been issued. _ COA 2: Purchase e-readers to support only the maximum number of SMAs in training at any given time. E-readers will be returned for re-issue. _ COA 3: Continue to produce and distribute flight training publications in hardcopy format. While all three COAs would meet the instructional needs of both CNATRA and the SMA, we believe that COA 3 provides the best, most economical solution within the constraints of this project. In order to realize cost savings through e-reader use, it must be implemented far more comprehensively than merely in a single unit or phase of flight training."
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Beaty, Kelly Lynne Haggard. "Flannery O'Connor and the Reader." W&M ScholarWorks, 1997. https://scholarworks.wm.edu/etd/1539626112.
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Measures, Angelina. "Probing tandem epigenetic reader domains." Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:6a6b1161-2c7b-40f8-8a34-86d00bf342f8.
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Epigenetic signals include chemical modifications on DNA and post-translational modifications to amino acids in histone proteins. One of the most common sites of modification are lysine residues: addition of acetyl or methyl groups are recognised by "reader" domains including bromodomains and plant homeodomains (PHDs). These domains mediate protein-protein interactions, affecting downstream events including gene transcription. PHDs and bromodomains are found in close proximity within some proteins, raising the possibility of combinatorial signalling eliciting a range of responses. Tripartite motif-containing proteins 24 and 33 (TRIM24 and TRIM33) contain an adjacent PHD and bromodomain which recognise methylation and acetylation states of lysine residues, respectively (Figure 1). These interact with histone-mimicking peptides that display a specific combination of unmodified, trimethylated and acetylated lysine residues. Work has been carried out towards inhibition of these epigenetic readers, through target analysis, assay development, and screening of putative binding partners. Refinement of expression systems for TRIM24 and TRIM33 enabled structural investigations, and development of biophysical assays to provide screening capacity. These assays were used to further characterise interactions through profiling varyingly modified histone-like peptides. Based on structural information and computational modelling, an in silico screen was performed to identify putative binding partners, and generate a chemical pharmacophore. In vitro screening of a bespoke collection of compounds based on these results, was supplemented with a broad screen targeting protein-protein interactions. Subsequent rounds of validation identified four compounds which bind to either TRIM24 or TRIM33 (Figure 2). Prompted by the reliance of competition based assays on knowledge of a high affinity interaction with a ligand or peptide, a dimethylisoxazole unit was used as an acetyl lysine mimicking residue. Incorporation in a histone-like peptide, via selective alkylation, resulted in increased affinity of the peptide to the BRD4 bromodomain. Application to epigenetic reader systems with unknown cognate binding partners would improve assay capacity for ligand identification. This approach will facilitate synthesis and screening of novel probe molecules, to elucidate the function of tandem recognition domains in interpreting the "epigenetic code".
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Koutsantoni, Aikaterini. "Conversing with the reader : authority, impersonality, subjectivity and dialogism in Virginia Woolf's The Common Reader." Thesis, University of Birmingham, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.421713.
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Blomdahl, Alexandra. "Virginia Woolf's Orlando and the Feminist Reader : Feminist Reader Response Theory in Orlando: a Biography." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32476.
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This essay is a close reading of Virginia Woolf’s Orlando: a Biography that focuses on representation of gender in the novel and the possible response it elicits in the reader. The essay argues that the implied reader of Orlando - as manifested in the novel - is a feminist one, as well as it explores the possibility of this implied feminist reader being a female. The reasons as to why this could be are extensively examined by analyzing the main character Orlando as he metamorphoses from an English nobleman into a grown woman. To support the thesis, the essay looks both into reader response criticism and feminist criticism to clarify what an implied reader actually is. The similarities between Orlando and “A Room of One’s Own” are also touched upon as these suggest that the implied reader is a feminist. The essay then takes a closer look at the narrator of the novel and what this narrator suggests about the identity of the implied reader of the novel. In addition to this it is also concluded that s/he controls the reader’s perception of Orlando’s gender in the novel, and that this also echoes the ideals presented in “A Room of One’s Own”. The essay concludes that the implied reader of Orlando indeed is a feminist, but not necessarily a female one.
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Nogueira, Josiane Ramos. "Reciclando cinzas: estudo de viabilidade para produção de blocos para a construção civil a partir da cinza volante residual de um reator de leito fluidizado." Universidade de São Paulo, 2011. http://www.teses.usp.br/teses/disponiveis/18/18141/tde-19032012-104153/.
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A reciclagem de resíduos tem sido tema de diversos estudos e pesquisas, já que o meio ambiente vem sofrendo muitos impactos ambientais por conta do desenvolvimento da indústria mundial. Nessa linha, muitas empresas têm adotado estratégias mercadológicas ditas sustentáveis, procurando atender a um requisito que, atualmente, interessa a toda a sociedade: desenvolvimento sustentável. E uma das maneiras de haver desenvolvimento econômico sustentável, minimizando os impactos ao meio ambiente, é utilizar os resíduos gerados aplicandoos em outros processos de produção. Sendo assim, o presente trabalho propõe utilizar a cinza, que resulta da queima do carvão mineral adicionado ao calcário dolomítico e a areia, gerada pelo reator de leito fluidizado circulante de uma indústria produtora de alumínio localizada na área industrial de São Luís do Maranhão. O objetivo deste trabalho é avaliar a melhor utilização desse resíduo sólido industrial em matrizes cimentícias. A investigação experimental inicia com a classificação e caracterização do resíduo in natura, avaliando seu potencial pozolânico. Com os resultados dos ensaios foi possível indicar que o seu melhor uso é como agregado, devido sua característica de não pozolânico. Também, devido a sua composição granulométrica de característica mais fina e sua elevada superfície específica, propõese que a cinza seja adicionado como filler. A etapa seguinte compreende a produção de matrizes compostas de cimento, areia e cinza (utilizada como filler), nessa etapa foram testados vários traços, aferindo suas propriedades mecânicas e eficiência de estabilização da matriz. O traço que melhor respondeu a essas questões foi o 1 : 1,5 : 1,5 (cimento:areia:cinza), pois apresentou bom desempenho mecânico utilizando grande quantidade de resíduo. Definida a matriz, essa foi submetida a ensaios complementares, para então ser aplicada na produção dos blocos prensados. Os blocos apresentaram bom desempenho mecânico e físico. A eficiência da estabilização do resíduo na matriz apresentou bons índices nos extratos solubilizados e até 100% de estabilização por solidificação, porém alguns parâmetros ainda apresentaram resultado acima do estabelecido por norma. Concluise então, que os blocos de cinza volante podem ser utilizados na construção civil, desde que sejam seguidas algumas recomendações quanto a produção e utilização dos mesmos.The recycling of waste has been the subject of several studies and research, since the environment has undergone many environmental impacts due to the development of the industry worldwide. For that reason, many companies have adopted socalled sustainable marketing strategies, trying to meet a requirement that currently involves the whole society: the sustainable development. And one way to achieve sustainable economic development while minimizing impacts on the environment is the use of generated waste by applying it to different production processes. Therefore, this research proposes the use of ash from burning coal added to the lime and sand, generated by circulating fluidized bed reactor of an industry that produces aluminum located in the industrial area of São Luís, Maranhão. The aim of this study is to evaluate the best use of industrial solid waste in cementitious matrices. The experimental investigation starts with the classification and characterization of the waste in nature, evaluating its pozzolanic potential. From the test results it was possible to indicate that its best use is as an aggregate, due to its nonpozzolanic characteristic. Also, due to its small granulometry and high specific surface, it is proposed the ash to be added as a filler. The next step involves the production of matrices composed by cement, sand and ash (used as filler). At this stage various compositions were tested, assessing their mechanical properties and efficiency on the matrix stabilization. The composition that better responded to these questions was 1: 1.5: 1.5 (cement: sand: ash), once it showed good mechanical performance using large amounts of waste. This matrix was subjected to further testing and was subsequently used to produce the compressed blocks. The blocks showed good mechanical and physical performance. The efficiency of waste stabilization in the matrix showed good levels in solubilized extracts and up to 100% stabilization by solidification, but some parameters still showed results above the established by the norm. We conclude that the blocks made using fly ash can be used in construction, since some recommendations regarding their production and use are followed.
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Crowther, Gail. "The haunted reader and Sylvia Plath." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.543965.
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If, as Jacqueline Rose (1991) claims, Sylvia Plath is a ghost that haunts our culture, a ghost created from myths, stories and fantasies, then what happens to these myths and fantasies when they seep into the world at large? This piece of research aims to explore the notion of haunting. How does Sylvia Plath return and in what way does she inform the lives of her readers? This research collects, combines and critiques the 'creative autobiographies' of Plath 'reader-fans' and engages in the ongoing debates about the problematic nature of ethnography (Skeggs, 1995, Lawler, 2000) thus contributing to the methodological scholarship regarding the ethics of representation. By remaining reflexive about the use of primary data and by offering one possible reading of many, the method employed here attempts to further highlight the impossibility of a 'perfect' ethnography. Working with the 'creative autobiographies' of my respondents, the thesis explores how Plath's reader-fans negotiate their relationship with Plath via time, place, space, images and objects. Though influenced (methodologically) by feminists scholars such as Annette Kuhn (1995) and Caroline Steedman (1986) it draws primarily on Freudian theories ofidentification, loss and narcissism and Otto Rank's work on 'the double' in its attempt to explain the nature of the reader-fans' intense relationship to their icon. The thesis thus contributes to existing debates in fandom scholarship by theorising the role death appears to play in most forms of identificatory relationships between Plath and her readers. Equally, the thesis engages with the sociology of haunting (see Avery Gordon, 1997 and Kevin Hetherington, 2001) via place and mourning as well as work on cultural memory and visual/material culture. Using the notion of haunting as an instrument of social negotiation, I further question existing theorisation about the boundaries between the living and the dead. The role of place, the photograph, and objects, subject to both temporal and physical instability, are presented as powerful tools for mutual communication between the living and the dead. To explore exactly what or who may haunt a reader, this research also enters into debates concerning the 'author-function' and the active role of the reader in textproduction. Whereas Foucault (1984) and Barthes (1977b) argue that the text disperses the author at the centre of it, I, to a certain extent, reinstate the central role of the author and attempt to position the reader as a ghostly presence within the text. As such, this research is not about Sylvia Plath per se, but is what is left of her and how these remains are used.
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Dwyer, Edward J. "Timmy: Lessons from a Struggling Reader." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3378.
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Conocimiento, Dirección de Gestión del. "Guía de acceso para Press Reader." PressReader, 2021. http://hdl.handle.net/10757/655376.
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Smejkal, Vojtěch. "Smart Sheet Music Reader for Android." Master's thesis, Vysoké učení technické v Brně. Fakulta informačních technologií, 2014. http://www.nusl.cz/ntk/nusl-236136.
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Oblasti jako automatické otáčení stránek nebo automatický hudební doprovod jsou studovány již několik desetiletí. Tato práce shrnuje současné metody pro počítačové sledování not v reálném čase. Zabývá se také hudebními příznaky jako jsou chroma třídy a syntetizované spektrální šablony. Dále popisuje klíčové části systému jako krátkodobou Fourierovu transformaci a Dynamické borcení času. V rámci projektu byl navrhnut a vyvinut vlastní systém pro sledování pozice hráče v notách, který byl následně implementován jako mobilní aplikace. Výsledný systém dokáže sledovat i skladby s výrazně odlišným tempem, pauzami během hry nebo drobnými odchylkami od předepsaných not.
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Lyon, Anna Faye. "The Transition To Reader: Multiple Perspectives." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28497.
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The observation of first grade children as they became readers led the researcher to this study. Some children found reading an effortless task, some progressed as expected with instruction, while others struggled. An effort was undertaken to gain insight into the various paths children took on their way to independent reading. The goal of this qualitative study was to describe the reading experiences of first grade children in order to enhance understanding and to describe their paths to look for similarities and differences.
Five themes emerged from this study. First, the study found differing definitions of reading among the children, parents, and teachers. These conflicting definitions sometimes led to complications as the children learned to read. Second, the social construction of learning to read was clearly demonstrated by these children. Children in this study read together, held conversations about how to work their way through text, and engaged in joint decision making. While the children learned from and with each other throughout the study, a third theme that emerged was that of the personal nature of learning to read. In addition to reading and learning with peers, the children also chose to read alone. This seemed to be a time to try out and internalize new learning, as well as time to practice what was known. The various paths that the children took as they learned to read yielded a fourth theme. While the path for some was rather linear, others took a more circuitous route. The ability of the children in this study to identify more able readers and to seek them out to read and listen to emerged as the fifth and final theme.Ed. D.
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Nuttall, Sarah. "Popular romance and the woman reader." Master's thesis, University of Cape Town, 1991. http://hdl.handle.net/11427/18263.
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'Popular Romance and the Woman Reader' is divided into three parts. The first is an analysis of theories of reading, of the woman reader and of how we read popular texts. The first section discusses women readers and popular romance in a Western context, with special reference to an American study by Janice Radway, Reading the Romance, and the second looks at how similar issues might apply amongst African women readers. Part II is a textual analysis of several romance texts. The final part is an account of four interviews in which black South African women talk about their romance reading. Although the focus of the study is on popular romance, I also intend it to re-examine the categories of 'woman reader' and 'black woman reader in South Africa'. As new freedoms are opened to the reader in South Africa, it is offered as a contribution to an understanding of how reading, and the construction of subjectivity itself, can be transformed in the future.
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DeFrain, Erica, April Hathcock, Turner Masland, Nicole Pagowsky, Annie Pho, Miriam Rigby, and K. R. Roberto. "Reader response: Letters to the Editor." Taylor & Francis, 2016. http://hdl.handle.net/10150/615698.
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Reader response to original column article by Eric Jennings in Vol 23 Issue 1, re librarian stereotypes and image.This is an Accepted Manuscript of an article published by Taylor & Francis in College & Undergraduate Libraries on July 6, 2016, available online: http://www.tandfonline.com/10.1080/10691316.2016.1188609
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Silva, Raquel Sousa da. "Estratégias de leitura e recepção da obra de Cecília Meireles : contribuições metodológicas para o ensino de poesia /." Presidente Prudente, 2020. http://hdl.handle.net/11449/192166.
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Orientador: Renata Junqueira de SouzaResumo: Este estudo está vinculado à linha de pesquisa “Processos Formativos, Ensino e Aprendizagem” do Programa de Pós-graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente. A proposta desta pesquisa centraliza o ensino de poesia no ambiente escolar, com ênfase na recepção leitora dos alunos e na análise de como o aprendizado acontece no processo de compreensão e de sensibilização da leitura. Considerando a literatura e o seu ensino, com a motivação pela escolha de uma educadora e poetisa que dedicou sua vida a questões que envolvem a educação e a arte, esta discussão objetiva aprofundar os estudos sobre a obra poética de Cecília Meireles (1901-1964), especialmente por meio de seu título mais renomado para a infância, Ou isto ou aquilo (2012), bem como a defesa de sua permanência e a análise de sua recepção no espaço escolar. Propomos a elaboração e a execução de possibilidades metodológicas a partir de Estratégias de Leitura que vão ao encontro de uma adequada formação do leitor, a fim de analisar a recepção da lírica ceciliana como contribuição para os estudos que centralizam a poesia e o seu ensino. Para esse percurso, alguns autores que têm um cuidado com a natureza do texto poético ou se preocupam com o trabalho desse gênero em sala de aula colaboraram em nossas investigações, como Bordini (1991), Trevizan (2002), Alves (2018) e Souza (2012). As contribuições sobre a Estética da Recepção (Jauss, 1979; 1994), sob... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: This study is linked to the research line “Formative Processes, Teaching and Learning” of the Graduate Program in Education at São Paulo State University (Unesp), Faculty of Science and Technology, Presidente Prudente. The proposal of this research centralizes the teaching of poetry in the school environment, with an emphasis on the students reading reception and on the analysis of how learning happens in the comprehension and awareness process of reading. Considering literature and its teaching, with the motivation for choosing a poet and educator who dedicated her life to issues involving education and art, this discussion aims to deepen the studies on the poetic work of Cecília Meireles (1901-1964) , especially by means of its most renowned title for childhood, Ou isto ou aquilo (2012), as well as the defense of its permanence in Brazilian scenario and the analysis of its reception in the school space. We propose the elaboration and execution of methodological possibilities based on Strategies of Reading that meet an adequate training of the reader, in order to analyze the reception of Cecília's lyric as a contribution to the studies that centralize poetry and its teaching. For this journey, some authors who are careful with the nature of the poetic text or are concerned with the work of this genre in the classroom collaborated in our investigations, such as Bordini (1991), Trevizan (2002), Alves (2018) and Souza (2012). Contributions on the Aesthetics of Reception (Jauss,... (Complete abstract click electronic access below)
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Garner, Peter. "The Reader : an exploration of the history and present place of Reader ministry in the Church of England." Thesis, University of Leeds, 2010. http://etheses.whiterose.ac.uk/1913/.
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A substantial part of the Church of England ministry is provided by Readers, but little information is available about their past or present position in the church. This thesis addresses this absence of knowledge by the exploration of Reader history and its contemporary expression. History is examined using primary and secondary sources. The contemporary place of the Reader is researched through a survey of diocesan Reader Officers and by a longitudinal study of student Readers. Interviews with Readers and clergy from varied backgrounds provide a check on my findings. Reader ministry is identified as a resource used primarily in crises. When there is no obvious need, the church, unclear as to how to use Reader ministry, is ambivalent and expresses this in the uncertain place it accords to the Reader. I suggest that living in uncertainty is the natural environment for the church. From this I argue that the ambivalence of the church to Reader ministry may be a symptom of this uncertainty. The Reader therefore has to be trained for and function in an unpredictable context and the Reader’s effective actualization of this role provided and provides an essential contribution to the ministry of the Church of England. I conclude that the Reader represents a trained and available ministerial resource able to work and live with uncertainty and to respond when specific needs arise. Consequently the Reader may be described as holding a unique and vital place in the Church of England, essential for its wellbeing and for its future ministry. This fresh understanding of Reader ministry provides an opportunity for a reassessment within the church of the place at present ascribed to Readers, together with the identification of appropriate education and training patterns.
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Jolly, Clive Nelson. "Reader response and the language minority student." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0015/NQ54819.pdf.
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Fuentes, Eduardo N. "An Orthodox catechism for the Hispanic reader." Theological Research Exchange Network (TREN) Access this title online. Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
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Hillier, Robert Alan. "A typeface for the adult dyslexic reader." Thesis, Anglia Ruskin University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.438248.
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方慧娜 and Wai-na Wendy Fong. "Reader response and the dynamics of plot." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31220812.
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De, Groot Jerome Edward Gerard. "The Royalist reader in the English Revolution." Thesis, University of Newcastle Upon Tyne, 2000. http://hdl.handle.net/10443/535.
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This thesis offers an interpretation of Royalist literature of the first civil war. It particularly addresses the importance of spatial metaphors and material realities to loyalist notions of identity and meaning.I illustrate how royalist space was predicated upon scientific and mathematical notions of authority and hierarchy, and how this sense of 'absolute space' inflected royalist conceptions of a variety of other locations: gender, society, language, the public. The thesis traces how Charles attempted to use economic, political and juridical measures to create a context in which he could impose certain sociospatial relations and structures of identity. Proclamations and royal protocols polemically reconfigured the institutional life of the country. Licensing of the presses provided a controlled textual mediation of information and fostered particular definitions of national identity. Against this background discourse Charles and his court created a model of Royalism which inflected and created social relations and in particular notions of allegiance. Modes of behaviour that seemed outside the bounds of institutionally and socially defined normality were caricatured as external, alien and other. The model of Royalism I postulate throws into new relief studies of Parliamentary texts, and restructures our thinking about allegiance, text and identity during the Civil War period. My thesis falls into two sections. The opening two chapters establish the material contexts and constraints of publication during the war. Chapter one looks in depth at the relocation of the court within the city of Oxford, considering the institutional and political manifestations of this movement. Chapter two analyses censorship and licensing, circulation and the status of text. The second part of the thesis considers a wide variety of texts published at Oxford, considering specific modes (panegyric, elegy) and forms (speeches, satires, epic, topographical verse). These works are analysed by reference to the contexts outlined in the opening section. By considering tracts, newsbooks, sermons, institutional reform, painting, poetry, hitherto unconsidered manuscript material, political theory, translation and linguistic textbooks I contextualise in depth and further our understanding of Royalist culture.
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Keymer, Thomas Edmund. "#Mock encounters' : the reader in Richardson's Clarissa." Thesis, University of Cambridge, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.276520.
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Fong, Wai-na Wendy. "Reader response and the dynamics of plot /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20934002.
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Francis, Karen. "Teachers' perceptions of the Accelerated reader program." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1237739359.
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Dwyer, Edward J. "Mario: Lessons Learned from a Struggling Reader." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/3352.
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Francis, Karen E. "Teachers’ Perceptions of the Accelerated Reader Program." Bowling Green State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1237739359.
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Gardner, Emily A. "Narrative Structure and Reader Skepticism in Frankenstein." University of Toledo Honors Theses / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=uthonors1387214518.
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Kanter, Jaimie. "Fan Fiction Crossovers| Artifacts of a Reader." Thesis, Hofstra University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286513.
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Over twenty-five years ago, Henry Jenkins (1992) wrote that fan fiction writing is evidence of “exceptional reading” (p. 284) in that the fan text reflects a reader’s commentary. This investigation examined the ways in which crossover fan fiction, fan-written fiction that mixes elements of two or more well-known fictional worlds, might reveal evidence of this “exceptional reading.” Using a qualitative content analysis of 5 crossover texts that remix Rowling’s Harry Potter series and Austen’s Pride and Prejudice, the study focused on fan writers-as-readers of the source texts. Drawing on Rosenblatt’s (1988) transactional theory of reading, which posits that meaning resides in the transactions between reader, text, and writer, and that the meaning produced is a “new event,” this research concluded that the fan fiction writers’ crossover texts were, in part, a written record of some of the fan writers’ transactions with the source texts, a partial record of the “new event.” Furthermore, this analysis provided evidence that these fan readers-turned-writers demonstrated a powerful understanding of their intended and anticipated audience, a commanding and controlled use of emulation, and a calculated mingling of worlds—both to sustain and to disrupt the fan canon—in order to present their own interpretations of, comments on, and admiration for the source texts. The crossovers are evidence of “exceptional reading” in that they demonstrate the fan writers’ reading transactions.
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Sjöberg-Hawke, Carina. "Translating a guidebook: addressing reader expectation : A small-scale corpus study of direct reader address in a Swedish-English translation." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-77340.
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This study analyses the comparative frequency of “direct reader address” in English and Swedish walking guidebook texts. Through a quantitative and qualitative analysis of specific linguistic features that constitute “direct reader address”, the study aims to highlight the importance of considering reader expectation of a text, i.e. the target culture’s text conventions when translating. The linguistic features in focus are those which help to establish a familiar relationship between reader and writer and thus set up an imaginary dialogue. These are: second-person pronouns, first-person inclusive plural pronouns and verbs in the imperative mood. A translation corpus of walking-guidebook extracts (10 English originals, 11 Swedish originals and their English translations) and my own Swedish-to-English translation of such a text were analysed in order to a) determine to what extent “direct reader address” is used in Swedish and English original walking guidebooks; b) determine to what extent “direct reader address” is retained and used in English translations of Swedish walking guidebooks; and c) discuss the implications of this for translators of such texts. The results of the investigation show that although “direct reader address” does appear in both Swedish and English original guidebooks, it is more prevalent in English ones. Imperative verbs are the most common of all the relevant linguistic features. The results also show that the trend is not only to retain in English translations what “direct reader address” existed in Swedish originals but also sometimes to add “direct reader address” for reasons of syntax and idiomatic usage. The implications are that a target culture’s text conventions are consequential when translating a walking guidebook because they relate to reader expectation, in particular in relation to linguistic features of “direct reader address”. To translate well, and where deadlines allow, it is recommended that a translator’s strategy should try to address reader expectation.
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Campbell, Catherine Siân Greenslade. "Translation and the reader : a survey of British book group members' attitudes towards translation." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/20948.
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In commercial book translation, the reader is the end-user of the translated text; it is for his or her benefit that the translation has been produced, and it is the reading public whose money ultimately goes towards paying the translator‘s wages. Nonetheless, in Translation Studies, far more attention has been paid to the processes of translation or the finished translation product (see Saldanha and O‘Brien 2013) than to the users of such products, with reader-based studies few and far between. For this reason, there is little empirical evidence that the 'effects' and 'meanings' discussed by scholars in analyses of translated texts have any meaningful existence in actual reading situations, while the opinions and preferences of readers with regards to translation are virtually unknown (Leppihalme 1997; Kruger 2013). The present thesis therefore takes a first step in examining the attitudes of non-professional readers (that is, readers who are reading for pleasure rather than for criticism or analytical purposes) to translated books. The project reports on members of book groups in four UK cities, whose thoughts and opinions regarding translated texts, the act of translation and the role of translators were gathered using a written questionnaire and a series of interviews. Thus, the study combines a Descriptive Translation Studies approach with survey research. The results of this survey suggest that many readers have limited knowledge about what translation involves, as well as a certain ambivalence towards the finer details of the translation process. In addition, although they reveal a vigorous interest in considering and discussing linguistic, cultural and translation-related issues, readers‘ primary concern when presented with a text, whether translated or not, is the immediate reading experience. It is hoped that these findings will be useful in informing future approaches to the creation and dissemination of translated books to the British reading public.
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Alam, Kazi Masudul. "Towards Diverse Media Augmented E-Book Reader Platform." Thèse, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/22884.
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In order to leverage the use of various modalities such as audio-visual-touch in instilling learning behaviour, we present an intuitive approach of annotation based hapto-audio-visual interaction with the traditional digital learning materials such as eBooks. By integrating the traditional home entertainment system and respective media in the user's reading experience combined with haptic interfaces, we examine whether such augmentation of modalities influence the user's reading experience in terms of attention, entertainment and retention. The proposed Haptic E-Book (HE-Book) system leverages the haptic jacket, haptic arm band as well as haptic sofa interfaces to receive haptic emotive signals wirelessly in the form of patterned vibrations of the actuators and expresses the learning material by incorporating audio-video based augmentation in order to pave ways for intimate reading experience in the popular eBook platform. We have designed and developed desktop, mobile/tablet based HE-Book system as well as a semi-automated annotation authoring tool. Our system also supports multimedia based diverse quiz augmentations, which can help in learning tracking. We have conducted quantitative and qualitative tests using the developed prototype systems. We have adopted the indirect objective based performance analysis methodology, which is commonly used for multimedia based learning investigation. The user study shows that, there is a positive tendency of accepting multimodal interactions including haptics with traditional eBook reading experience. Though our limited number of laboratory tests reveal, that haptics can be an influencing media in eBook reading experience, but it requires large scale real life tests to provide a concluding remarks.
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Vorst, Tommy C. "Spanking the reader, Anne Rice's poetics of femporn." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23539.pdf.
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Gholamain, Mitra. "The attachment and personality dynamics of reader response." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ35160.pdf.
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Weikle-Mills, Courtney. "The child reader and American literature, 1700-1852." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1181758570.
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