Academic literature on the topic 'Individual reading practices'
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Journal articles on the topic "Individual reading practices"
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Guthrie, John T., Mary Seifert, and Irwin S. Kirsch. "Effects of Education, Occupation, and Setting on Reading Practices." American Educational Research Journal 23, no. 1 (March 1986): 151–60. http://dx.doi.org/10.3102/00028312023001151.
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Reading activities contribute to individual and societal development, according to qualitative studies. Hypotheses regarding the social contexts of reading activities were tested in two studies. Social context was operationalized in terms of educational environment, occupational category, and the settings of work and leisure. Significant three-way interactions were found between (a) education, setting, and the contents (subject matters) of reading (p < .001); and (b) occupation, setting, and reading contents (p < .001). Because social contexts influence reading practices they should be considered in educational planning.
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Eldredge, J. Lloyd, D. Ray Reutzel, and Paul M. Hollingsworth. "Comparing the Effectiveness of Two Oral Reading Practices: Round-Robin Reading and the Shared Book Experience." Journal of Literacy Research 28, no. 2 (June 1996): 201–25. http://dx.doi.org/10.1080/10862969609547919.
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This study compared the effectiveness of two oral reading practices on second graders' reading growth: shared book reading and round-robin reading. The results indicated that the Shared Book Experience was superior to round-robin reading in reducing young children's oral reading errors, improving their reading fluency, increasing their vocabulary acquisition, and improving their reading comprehension. An analysis of the primary-grade basal readers submitted for adoption in 1993 revealed that most had incorporated “shared reading” into their instructional designs. Before “shared reading,” the common practice was “individual reading,” and although the authors of basals did not recommend it, round-robin oral reading was widely used. Although the Shared Book Experience had been widely used in schools prior to its inclusion in basal designs, there were no experimental studies supporting it. The findings of this study are discussed and related to these classroom practices and trends.
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Austin, Lisa M. "Re-reading Westin." Theoretical Inquiries in Law 20, no. 1 (March 16, 2019): 53–81. http://dx.doi.org/10.1515/til-2019-0003.
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Abstract Alan Westin’s work Privacy and Freedom remains foundational to the field of privacy, and Westin is frequently cited for his definition of privacy as control over personal information. However, Westin’s full definition of privacy is much more complex than this statement, describing four states of privacy (solitude, intimacy, anonymity, and reserve) that one achieves through physical or psychological means. The “claim” of privacy involves negotiating a balance between a desire for disclosure and social participation and a desire for withdrawal into one of the “states” of privacy. Influencing this adjustment process are social norms (and surveillance to enforce social norms), environmental conditions, and the curiosity of others. In this Article, I draw upon this complexity in order to reread Westin’s definition of privacy as a claim of control over personal information and use this rereading to understand how the law should protect and promote privacy in the twenty-first century. I argue that the law should focus on securing meaningful privacy choices rather than on individual control over personal information. Meaningful choice requires that our informational infrastructure, and the social practices that it enables, make states of privacy available for choice along with the means of attaining them. To enable such meaningful individual choice, we need to shift our attention from a focus on individuals to a more systemic focus on our public norms and built infrastructure. Otherwise we risk protecting a narrow understanding of individual control, while ignoring a more general and systematic erosion of privacy.
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Baldanza, Kathlene. "Publishing, Book Culture, and Reading Practices in Vietnam." Journal of Vietnamese Studies 13, no. 3 (2018): 9–28. http://dx.doi.org/10.1525/vs.2018.13.3.9.
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The Nôm Preservation Foundation recently made the libraries of two Buddhist temples near Hà Nội available in digitized form. The resulting composite temple collection allows us to pose questions about the history of the book in Vietnam. The history of the book in Vietnam must be understood from an interregional perspective. The availability of relatively inexpensive Chinese books influenced what was worthwhile to print locally. At the same time, even books with the same title are remarkably diverse in terms of content, medium, and annotation. A close look at individual books can show us what and how people read.
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Melentyeva, Yulia P. "Models, Practices and Methods of Reading: Evolution in Time and Space." Bibliotekovedenie [Library and Information Science (Russia)], no. 1 (January 28, 2009): 59–64. http://dx.doi.org/10.25281/0869-608x-2009-0-1-59-64.
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In recent years as public in general and specialist have been showing big interest to the matters of reading. According to discussion and launch of the “Support and Development of Reading National Program”, many Russian libraries are organizing the large-scale events like marathons, lecture cycles, bibliographic trainings etc. which should draw attention of different social groups to reading. The individual forms of attraction to reading are used much rare. To author’s mind the main reason of such an issue has to be the lack of information about forms and methods of attraction to reading.
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Turcotte, Catherine. "The Development of Exemplary Teaching Practices in Reading Instruction among Five Francophone Teachers." Language and Literacy 12, no. 1 (October 16, 2010): 128. http://dx.doi.org/10.20360/g23w24.
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Effective reading instruction is considered one the best means of preventing school failure. This study examines how effective teaching practices of reading are formed among five exemplary elementary school teachers. By using a life history protocol informed by phenomenology, these teachers describe their past and present experiences as readers and teachers, and then explain the meaning they make out of these experiences. Individual and comparative analysis reveal that, although these teachers exhibit different experiences and teaching strategies, they share many personal and contextual experiences, such as reading models and engagement, reflection on practice and the importance of sharing experiences.
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Asplund, Stig-Börje, and Birgitta Ljung Egeland. "Maskulina läspraktiker genom tid och rum." Educare - vetenskapliga skrifter, no. 4 (September 3, 2020): 33–59. http://dx.doi.org/10.24834/educare.2020.4.2.
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The interaction between the local place and reading practice is continuously emphasized in literacy research. Nevertheless, the significance of place has been neglected in research on working-class men’s relationship to reading. This study responds to this gap by examining working-class men from rural areas and their relationship to reading across a life span. Through life-story interviews with two working-class men in their 60s, living in the same rural woodland municipality, the article contributes to the understanding of the importance of reading in these men’s lives, and how their reader histories interact with distinctive features of the locality. The study shows that the men’s individual reader histories have been shaped by, and have shaped, the specific local and cultural contexts and surrounding discourses. Through their reading practices throughout their life courses, the men (re)construct rural working-class identities in which hunting, fishing, sports and cars constitute significant elements. However, other movements in the men’s reading practices related to place through which the men can pursue alternative masculine positions are also present. The study highlights the importance for educators to pay attention to place as a significant feature in understanding working-class males’ reading practices.
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Leko, Melinda M., Ming Ming Chiu, and Carly A. Roberts. "Individual and Contextual Factors Related to Secondary Special Education Teachers’ Reading Instructional Practices." Journal of Special Education 51, no. 4 (September 18, 2017): 236–50. http://dx.doi.org/10.1177/0022466917727514.
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Hyland, Theresa. "Reflections on Teaching Referencing: What Four Case Studies Can Tell us About Developing Effective Teaching Strategies." TESL Canada Journal 27, no. 2 (May 19, 2010): 51. http://dx.doi.org/10.18806/tesl.v27i2.1055.
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Two contradictions are inherent in our research into referencing practices and the subsequent development of teaching strategies to remedy inappropriate practices. First, aggregate studies and teaching strategies that tend toward a one size fits all formula for researching and teaching referencing do not consider individual differences in students’ development of the complex set of skills that we know are involved in referencing practice. Further, although we say that we want students to be creative in their reading and writing practices, our teaching encourages them to look for correct answers in their reading of sources and to imitate set formulae for writing essays. This article examines four case studies taken from a larger aggregate study of EL1 and EL2 students. In their interviews and essay scripts, these students show varying levels of awareness of appropriate referencing practices. After examining these differences, I adapted Ada’s (Cummins, 1996) framework for comprehensible input and critical literacy, as well as work by Hinkel (2002), Keck (2006), and Kintsch (1998), to develop some strategies for teaching referencing that address individual differences.
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Nguyen, Ha Thi Thu, and Ariana Henderson. "Can the reading load be engaging? Connecting the instrumental, critical and aesthetic in academic reading for student learning." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 71–85. http://dx.doi.org/10.53761/1.17.2.6.
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Learning an academic discipline requires at a fundamental level reading of knowledge that has been recorded, debated and developed in writing over time. Given the essential role of reading in shaping knowledge, there needs to be more emphasis on approaches that nurture an engaged reading practice. This article explores the role of instrumental, critical and aesthetic reading stances in engaging students in academic reading at university and the extent to which connecting these reading stances can enhance student learning through academic reading. Using this dynamic view of reading, the article examines insights and evidence from recent research to investigate the connection between these reading stances and student learning. The studies analysed indicate elements of instrumental, critical and aesthetic reading in approaches that effectively engage learners in academic reading. These ways of reading are linked to enhanced learning in terms of individual reflexivity, disciplinary participation, social perspective and global awareness. An analysis of the studies investigated advocates for using a variety of text types, giving students choice of texts, explicitly teaching dynamic reading skills, providing opportunities for social reading practices and implementing process-based assessments for learning. These practices can lighten the academic reading load by enhancing engagement and learning of disciplinary knowledge.
Dissertations / Theses on the topic "Individual reading practices"
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Fahnrich, Tiah Asare. "The Uncommon Learner| The Home Language and Literacy Practices of Children with Autism." Thesis, Hofstra University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829873.
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This case study examines the home language and literacy events and practices of two families with children who have Autism Spectrum Disorder. These families are immigrants from Peru and Pakistan, they are multilingual and from working class backgrounds. Specifically, this study explores how these families create meaningful opportunities to provide language and literacy development for their children. In families who have children with ASD, there are few studies addressing language and literacy practices through a sociolinguistic and sociocultural lens. This study focuses on how parents in diverse families support language and literacy. The study contributes to the development of partnerships between home and school settings or between families and the school environment.
Through interviews and observations, the parents in this study share rich and detailed narratives of their parenting experiences, thus detailing how their families use their home environment and their cultural backgrounds to find meaningful ways to provide opportunities of language and literacy development. These include the rituals of religious practices such as Ramadan, and the activity of preparing and serving cultural specific meals. The emerging data from their stories resulted in the creation of such various cross themes as: language and literacy learning (families create unique and structured spaces in their homes that provide meaningful and purposeful demonstrations of language and literacy); authentic home and public experiences (families use ongoing and designed family activities to provide opportunities for children to engage in and observe natural language interactions); and cultural values (families modify and adapt their social and cultural events to include their children in their family literacy practices, which supports learning, language and literacy development. This research aspires to add to the current literature supporting the learning of children with autism, as well as on studies that investigate families from diverse backgrounds who have a child with special needs. The findings bring forward implications for including family literacy histories and cultural practices into the teaching and treating of this population; the importance of teachers and other practitioners to conduct home visits to understand families’ experiences, strengths and values; and the need for closer partnership relationships between families and professionals.
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Manke, Lisiane Sias. "História e Sociologia das Práticas de Leitura: a trajetória de seis leitores oriundos do meio rural." Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1658.
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Previous issue date: 2012-04-09The theme of this thesis is the study of the trajectories of readers who come from the rural area; its main objective is to understand the development of reading practices through the analysis of individual structures, by investigating: a) the social circumstances of the past which contributed in the process of incorporating reading inclination.; b) the means and the modes of reading and the reading appropriation of six rural actors. The theoretical tenets which guided the analysis are related to the history of reading studies, regarding the proposals of Roger Chartier, and the sociology of reading and the culture concepts discussed by Bernard Lahire. The investigation was performed with individuals living in the southern region of Rio Grande do Sul State, known in their locale as assiduous readers. They are six readers, four men and two women born and raised in the rural area, over 70 years old, with poor schooling and daily reading in a non-professional way. The methodological approach is related to the proposal of sociology on an individual scale, in which the individual must be deeply investigated, to apprehend the inner plurality of unique individuals. Thus, from four to six interviews were taken profoundly with each one of the readers investigated. The analysis of these readers trajectories made possible the outline of an image of reading practices in the social world, evincing the reader as unique individual in the social field, pervaded by sociability relations which constitute him. In doing so, this research results demonstrated that different instances of socialization contribute to the process of incorporating reading inclination, and that the readers experience different relations with reading during their life trajectory, by being subordinated to internal forces (inclinations) and to external forces (contexts) which interfere in action. Considering the modes of reading, the analysis evinced silent and extensive reading practices, i.e., lonely and silent readings of a significant number of texts, except the reading practice of a Bible reader . Referring to the modes of appropriation of texts, it was possible to notice some ethic-pratical inclinations, in which one may assume participation, identification with the read text, related to a sociohistorical identity of the readers.
Esta tese tem como tema o estudo da trajetória de leitores oriundos do meio rural, com o objetivo principal de compreender o desenvolvimento das práticas de leitura através da análise das estruturas individuais, ao investigar: a) as circunstâncias sociais do passado que contribuíram no processo de incorporação da disposição à leitura; b) os meios e os modos de ler e a apropriação da leitura de seis atores rurais. Os pressupostos teóricos que nortearam a análise estão vinculados aos estudos da história da leitura, a partir do que propõe o historiador Roger Chartier, e aos conceitos da sociologia da leitura e da cultura, discutidos por Bernard Lahire. A investigação foi realizada com indivíduos moradores na região sul do Estado do Rio Grande do Sul, reconhecidos na localidade onde residem como leitores assíduos. Trata-se de seis leitores, quatro homens e duas mulheres, que nasceram e cresceram no meio rural, possuem pouca escolarização, têm mais de 70 anos de idade, e leem cotidianamente, de forma não profissional. O aporte metodológico esteve vinculado à proposta da sociologia à escala individual, na qual o indivíduo deve ser investigado profundamente, de modo a apreender a pluralidade interna dos indivíduos singulares. Sendo assim, foram realizadas de quatro a seis entrevistas em profundidade com cada um dos leitores investigados. Ao analisar a trajetória destes leitores foi possível esboçar uma imagem das práticas de leitura no mundo social, evidenciando o leitor como indivíduo singular no campo social, permeado por relações de sociabilidade que o constituem. Neste sentido, os resultados desta pesquisa demonstraram que diferentes instâncias de socialização contribuem no processo de incorporação da disposição leitora, e que os leitores vivenciam diferentes relações com a leitura durante a trajetória de vida, por estarem submetidos a forças interna (disposições) e a forças externas (contextos) que interferem na ação. Em relação às maneiras de ler, a análise evidenciou práticas de leitura silenciosas e extensivas, ou seja, leituras solitárias e em silêncio, de um significativo número de textos, com exceção da prática de leitura de uma leitora da Bíblia . Ao que se refere aos modos de apropriação dos textos, foi possível perceber disposições ético-práticas, nas quais se pressupõe uma participação, uma identificação com o texto lido, vinculada a identidade sócio-histórica dos leitores.
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Elsayyad, H. M. "The relationship between working memory and reading comprehension in L1 Arabic and L2 English for Arabic speaking children." Thesis, Bath Spa University, 2014. http://researchspace.bathspa.ac.uk/5175/.
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This mixed methodology research project comprised four studies that explored relationships between working memory and literacy, as well as the potential influence of home literacy, in L1 Arabic and L2 English children in grade six (aged 11) of mainstream Kuwaiti schools (N = 44 to 99). Quantitative studies 1 to 3 investigated these potential relationships using measures of working memory, literacy, phonological skills and vocabulary. Study 3 also contrasted vowelized and non-vowelized Arabic. Study 4 combined findings from approximately 70 completed parental questionnaires about home literacy background with qualitative data from four parental interviews, and compared these data with their children’s scores on working memory, literacy and vocabulary. Findings from studies 1 to 3 suggested that L1 and L2 literacy development can be predicted by working memory after controlling for word reading and vocabulary; and, in the case of Arabic, both vowelized and non-vowelized text showed relationships with working memory. Additionally, Arabic listening span and Arabic backward digit span were predictors of comprehension in L2 English, whereas only listening span predicted comprehension in L1 Arabic. Data indicated that the association between L1 working memory and L2 comprehension was dependent upon L2 language competence. Findings from study 4 also argue for influences on literacy and language skills of the child’s background, including cultural activities associated with upbringing and parental attitudes towards learning and literacy. Overall, similar predictors emerged for English and Arabic literacy skills arguing for these orthographies to rely on common processes. However, there is a need for further development of working memory measures for Arabic contexts to ensure that these measures assess skills appropriately, and for a consideration of parental influences on learning. Educators should consider both cognitive and sociocultural factors as foundations for teaching literacy, and support the establishment of communication routes between parents and schools.
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Wang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
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This dissertation interrogates the deficit assumptions about English proficiency of skilled immigrants who were recruited by Canadian governments between the late 1990s and early 2000s. Through the lens of literacy as social practice, the eighteen-month ethnographic qualitative research explores the sequential experiences of settlement and economic integration of seven well-educated Chinese immigrant professionals. The analytical framework is built on sociocultural approaches to literacy and learning, as well as the theories of discourses and language reproduction. Using multiple data sources (observations, conversational interviews, journal and diary entries, photographs, documents, and artifacts collected in everyday lives), I document many different ways that well-educated Chinese immigrants take advantage of their language and literacy skills in English across several social domains of home, school, job market, and workplace.
Examining the trans-contextual patterning of the participants’ language and literacy activities reveals that immigrant professionals use literacy as assistance in seeking, negotiating, and taking hold of resources and opportunities within certain social settings. However, my data show that their language and literacy engagements might not always generate positive consequences for social networks, job opportunities, and upward economic mobility. Close analyses of processes and outcomes of the participants’ engagements across these discursive discourses make it very clear that the monolithic assumptions of the dominant language shape and reinforce structural barriers by constraining their social participation, decision making, and learning practice, and thereby make literacy’s consequences unpredictable. The deficit model of language proficiency serves the grounds for linguistic stereotypes and economic marginalization, which produces profoundly consequential effects on immigrants’ pathways as they strive for having access to resources and opportunities in the new society.
My analyses illuminate the ways that language and literacy create the complex web of discursive spaces wherein institutional agendas and personal desires are intertwined and collide in complex ways that constitute conditions and processes of social and economic mobility of immigrant populations. Based on these analyses, I argue that immigrants’ successful integration into a host country is not about the mastery of the technical skills in the dominant language. Rather, it is largely about the recognition and acceptance of the value of their language use and literacy practice as they attempt to partake in the globalized new economy.
Books on the topic "Individual reading practices"
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Biagini, Carlo, ed. L'Ospedale degli Infermi di Faenza. Florence: Firenze University Press, 2007. http://dx.doi.org/10.36253/978-88-8453-591-7.
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In view of its inevitable implications at an individual and collective level, in all historic periods hospital building has represented the most advanced level of elaboration of architectural models aimed at the optimal synthesis of form, function and technique. Consequently, the typological and morphological reading of the Ospedale degli Infermi of Faenza, in the wake of a campaign of architectural surveys and archive research, represents an opportunity for verifying the relationship between technical culture and design and building practice through which it is possible to identify the typological and semantic values of the architecture. Designed and constructed by the master builders Raffaele and Giovanbattista Campidori in the middle of the eighteenth century, the various phases in the transformation of the Hospital are analysed down to our own times, positing tools and methods of investigation designed to optimise operations for the rehabilitation and conservation of the most ancient part of the building.
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Maugeri, Giuseppe. L’insegnamento dell’italiano a stranieri Alcune coordinate di riferimento per gli anni Venti. Venice: Fondazione Università Ca’ Foscari, 2021. http://dx.doi.org/10.30687/978-88-6969-523-0.
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This book develops the theme of teaching Italian abroad, starting from the awareness of the motivations for foreign students to study the Italian language and the different methodological procedures in order to teach it.For this purpose, the book focuses on the problems concerning the training of teachers of Italian to foreigners and on the many aspects of teaching Italian in order to propose both a methodological reflection on the edulinguistic project and educational solutions aimed at improving the quality of the students’ learning.Part 1The first part focuses on edulinguistic teaching vision for the learning of the Italian language as a foreign language based upon the principles of the Humanistic Approach.1. Teaching Italian Language Abroad: Institutional Language Policy and StrategiesThis chapter focuses on the situation of Italian foreign language teaching in the world. It also describes the linguistic policy for the promotion of Italian languages abroad adopted by the Italian Ministry of Foreign Affairs and the results obtained as the number of students involved in the different geographic areas.2. Teaching Trainer Courses as a Key Factor to Improve the Quality of Teaching Italian AbroadIn this chapter teaching trainer courses for Italian language teachers are considered as a part of a strategy to increase the students’ motivations and the learning process.3. Students as a Customer vs Students as a PersonLinguistic education and the Humanistic Approach aim to develop the students’ potential and create an autonomous language personality. Therefore, in this chapter, we outline a teaching perspective that considers the student as a person at the centre of teaching and learning Italian process.Part 2In the second part teaching methodologies to improve the quality of teaching and learning Italian language to foreigners are described.4. Effective Cooperative Learning Strategies to Teach Italian as a Foreign LanguageExamples of cooperative learning are given to illustrate how the following teaching methodology is possible in teaching Italian language even if it demands strong research and clear guidance for educators.5. How to Teach Italian Grammar to ForeignersThis chapter examines the existing research about using a deductive form of teaching grammar versus using an inductive form of teaching it.6. Teaching Italian Through Literature, Movies and CartoonsIn this chapter, different media and sources to teach Italian are examined. Using both classic and digital tools, students can explore the Italian language and culture from different points of view, developing a strategy to revisit thinking and to collaborate with others during the reading of classic texts or reading a cartoon.7. Humanistic Testing and Assessment for Italian as a Foreign LanguageFrom a Humanistic point of view, in this chapter, testing and assessment are considered as potential and relevant instruments to measure the progress and performance of individual students of Italian language.8. How to Plan and Use an Environment to Teach Italian to ForeignersThis chapter focuses on learning space to teach Italian to foreigners. The main aim is to provide practical advice and support to the teachers of Italian language schools that are going to explore how to develop and adapt learning spaces to the teaching activities and the students’ needs.
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Colclough, Stephen. Readers and Reading Practices. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199574803.003.0030.
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This chapter explores reading diaries to illustrate the bibliographic world in which individual readers encountered novels. From the recording of a baffled enjoyment of Tristram Shandy, through the conjuring up of the ‘excessive’ teenage delights taken in the illustrated novel, and on to the pleasures of dismissing emergent new genres as ‘too Highlandish’, the evidence presented here suggests just how much pleasure readers gained from novels. Readers engaged with fiction in a number of different forms during this time and textual context subtly altered the kind of reading that it was possible to produce. Similarly, anecdotal accounts of reading aloud recognizes reading as a material act, which brings the body as well as the mind into play. Moreover, it is worth remembering those everyday gestures of reading, such as hurrying to the library for the next volume, that were such an important part of the novel reader's experience during this period.
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Alvesson, Mats, Yiannis Gabriel, and Roland Paulsen. Recovering Meaning by Reforming Academic Identities and Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198787099.003.0006.
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Part II offers a number of proposals and suggestions for recovering meaning in social science research at the individual, institutional, and policy levels. These measures offer the prospect of many small ‘wins’ through which the system can be reformed, rather than one sweeping programme for change. This chapter addresses the identities of individual researchers and the research methodologies they use in their work, and encourages a different approach at the level of individual and group research practices and its outcomes. It argues for new scholarly identities and many different ways of fashioning them, in which research is one, but not the only, important practice. Teaching, outreach activities, and academic citizenship, it is argued, are also important aspects of scholarship. So too are thinking and reading in depth and breadth, writing textbooks and book reviews, journalistic pieces and blogs. Chapters 7 and 8 will address institutional and policy issues.
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Weaver, John B. The Bible in Digital Culture. Edited by Paul C. Gutjahr. Oxford University Press, 2017. http://dx.doi.org/10.1093/oxfordhb/9780190258849.013.24.
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The digital Bible is often viewed as promising, with unparalleled accessibility to the biblical text through mobile and analytical technologies; it is also viewed as imperiling the reading of printed Bibles, undermining the reflective and collective practices that have shaped religious faith for hundreds of years. An idolatrous distraction by the overload of hypermedia Bibles, a prioritization of the individual’s consumerist choices, and a disengagement from community and conversation—all these challenges of the digital Bible are being addressed by a rise in hybrid reading practices that both retain printed Bibles for types of religious reading, and that utilize digital devices in “iDisciplines” supporting traditional and emerging practices of individual devotion and community formation.
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Rüpke, Jörg. On Roman Religion. Cornell University Press, 2017. http://dx.doi.org/10.7591/cornell/9781501704703.001.0001.
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Was religious practice in ancient Rome cultic and hostile to individual expression? Or was there, rather, considerable latitude for individual initiative and creativity? This book demonstrates that it was a lived religion with individual appropriations evident at the heart of such rituals as praying, dedicating, making vows, and reading. The book dismantles previous approaches that depicted religious practice as uniform and static. Juxtaposing very different, strategic, and even subversive forms of individuality with traditions, their normative claims, and their institutional protections, this text highlights the dynamic character of Rome's religious institutions and traditions. In the view expressed in this book, lived ancient religion is as much about variations or even outright deviance as it is about attempts and failures to establish or change rules and roles and to communicate them via priesthoods, practices related to images or classified as magic, and literary practices. The text analyzes observations of religious experience by contemporary authors including Propertius, Ovid, and the author of the “Shepherd of Hermas.” These authors, in very different ways, reflect on individual appropriation of religion among their contemporaries, and they offer these reflections to their readership or audiences. The book also concentrates on the ways in which literary texts and inscriptions informed the practice of rituals.
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Růžičková, Kamila. Reading Rehabilitation for Individuals with Low Vision: Research and Practice in the Czech Republic. Springer, 2017.
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Růžičková, Kamila. Reading Rehabilitation for Individuals with Low Vision: Research and Practice in the Czech Republic. Springer, 2016.
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Charon, Rita. Close Reading: The Signature Method of Narrative Medicine. Oxford University Press, 2016. http://dx.doi.org/10.1093/med/9780199360192.003.0008.
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Teaching healthcare professionals how to be close readers assures that they can listen with attention and empathy to what their patients tell them. The close reader pays attention to such narrative features as temporality, narrative situation, voice, metaphor, and mood. This chapter describes the origins of close reading in the 1920s and its subsequent contentious development within literary studies. It describes the salience of the skills learned from close reading for the practice of narrative medicine. The chapter examines such consequences of close reading as relationship-building among learners and individual awareness of the interior processes of the reader. Close reading helps narrative medicine to achieve its goals of justice in healthcare, participatory practice, egalitarian learning, and deep relationships in practice. With the benefit of the capacities learned in close reading, clinicians and their patients can face the unknown, tolerating the ambiguity that always surrounds illness.
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Byers, Mark. Charles Olson and American Modernism. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198813255.001.0001.
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The Practice of the Self situates the work of American poet Charles Olson (1910–70) at the centre of the early postwar American avant-garde. It shows Olson to have been one of the major advocates and theorists of American modernism in the late 1940s and early 1950s; a poet who responded fully and variously to the political, ethical, and aesthetic urgencies driving innovation across contemporary American art. Reading Olson’s work alongside that of contemporaries associated with the New York Schools of painting and music (as well as the exiled Frankfurt School), the book draws on Olson’s published and unpublished writings to establish an original account of early postwar American modernism. The development of Olson’s work is seen to illustrate two primary drivers of formal innovation in the period: the evolution of a new model of political action pivoting around the radical individual and, relatedly, a powerful new critique of instrumental reason and the Enlightenment tradition. Drawing on extensive archival research and featuring readings of a wide range of artists—including, prominently, Barnett Newman, Mark Rothko, David Smith, Wolfgang Paalen, and John Cage—The Practice of the Self offers a new reading of a major American poet and an original account of the emergence of postwar American modernism.
Book chapters on the topic "Individual reading practices"
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Allington, Daniel, and Joan Swann. "The Mediation of Response: A Critical Approach to Individual and Group Reading Practices." In The History of Reading, Volume 3, 80–96. London: Palgrave Macmillan UK, 2011. http://dx.doi.org/10.1057/9780230316737_6.
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Frey, Nancy. "The Role of 1:1 Individual Instruction in Reading." In Theory into Practice, 207–14. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780203764121-2.
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Lenssen-Erz, Tilman, and Andreas Pastoors. "Reading Spoor." In Reading Prehistoric Human Tracks, 101–18. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_6.
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AbstractThe spoor of animals and humans alike contain rich information about an individual and about a momentary activity this individual performed. If the – arguably hard-wired – human ability to read spoor and tracks is sufficiently trained, a footprint allows to glean from it various physical, kinetic, medical, social and psychologic data about an individual, as has been observed among various populations across the globe. The Ju|’hoansi San from northern Namibia still today practice traditional hunting so that tracking is a skill that is required and trained on a daily base. For a good tracker, the information she or he gets from spoor is equally rich on animal and human footprints, and it is not necessary that the tracker has been exposed before to the individual whose spoor she/he reads. In order to allow an assessment of how tenable are the interpretations by contemporary hunter-gatherers of prehistoric human footprints, this chapter elucidates methodological aspects of tracking and situates this ability in an epistemological framework.
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Colclough, Stephen. "Communal Practice and Individual Response: Reading in the Late Romantic Period." In Consuming Texts, 118–45. London: Palgrave Macmillan UK, 2007. http://dx.doi.org/10.1057/9780230590540_5.
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Zwischenberger, Hannah. "Walking Together: Ways of Collaboration in Western-Indigenous Research on Footprints." In Reading Prehistoric Human Tracks, 413–36. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_22.
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AbstractA combination of western analytical methods with experience-based indigenous methods of tracking can be a chance to get closer to individuals of past times. In such collaborative research projects, different western and indigenous knowledge systems meet. These are characterized in more detail below. This chapter examines the question of how respectful and mutually beneficial cooperation is possible against the background of different epistemologies. Recommendations for practical action in collaborative projects are summarized in an ethics guide and an interview guide, and alternative forms of writing and publication are proposed.
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Servitje, Lorenzo. "Reading Film." In Research Methods in Health Humanities, edited by Craig M. Klugman and Erin Gentry Lamb, 55–77. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190918514.003.0005.
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Films reflect and influence values, practices, and the cultural contexts in which they are produced and consumed. In terms of health humanities, reading film allows us to investigate how we “see” certain types of bodies, illnesses, and medical practices, revealing tensions, contradictions, and assumptions about health that have become cultural myths—naturalized narratives or beliefs that illustrate a common cultural ideal. Reading film as a research method for health humanities requires attention to narrative and filmic elements at both the level of individual scenes and the film as a whole. Reading film provides a unique way to understand the broader social impacts of medicine and develops a visual literacy to interrogate how health and medicine shape and are shaped by a given cultural moment.
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Jones, Polly. "Reading Revolution." In Revolution Rekindled, 188–228. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198804345.003.0005.
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This chapter analyses the large and hitherto unexplored archives of readers’ letters to Politizdat and to individual authors about the series (Iurii Trifonov, Natan Eidel′man), in order to challenge understandings of how late Soviet literature was read, and to diversify the ‘uses’ of Soviet biography. Reader responses to the series reveal a vibrant multiplicity of late Soviet ‘interpretive communities’ and hermeneutic practices: the traditionally Soviet model of remoulding the self in the image of the hero; both factographic and more sophisticated historical reflection; and critique of the late Soviet public sphere and its constraints on self-expression. The ‘Fiery Revolutionaries’ series thus exemplifies the ways in which late Soviet ‘official’ culture could also contribute to pluralization and ‘diverse thinking’ (raznomyslie), which is often identified only with the underground. The historical collaboration and solidarity facilitated by the correspondence between the series’ authors and their readers also suggest the survival of intelligentsia networks and ideas of literary professionalism from the Khrushchev-era thaw.
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Fullerton, Susan King, and Lisa D. Aker. "Reflective Practices That Scaffold Teacher Knowledge, Decision Making, and Literacy Leadership." In Effective Practices in Online Teacher Preparation for Literacy Educators, 194–215. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-0206-8.ch010.
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The roles of literacy professionals are organized and contextualized in school settings and are quite varied; university coursework must prepare teachers to serve in literacy teacher, reading specialist, interventionist, and coaching roles. In this chapter, the authors describe two Literacy M.Ed. mid-program practicums that (1) focus on literacy small-group instruction such as guided reading and (2) individual instruction of learners having difficulty with reading. They discuss evidence-based practices primarily focused on reflection—reflections of lessons, including videotaped lessons and peer coaching, online discussions and reflections. Based on the analyses of such practices, insights and implications for program improvement are suggested.
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Peed, Tracy Ann, and Helena Stevens. "The Culturally Connected School Counselor." In Implementing Culturally Responsive Practices in Education, 96–116. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3331-4.ch006.
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The aim of this chapter is to facilitate knowledge, skills, and dispositions related to cultural awareness and multicultural competence for professional school counselors (PSCs) who serve various stakeholders in K-12 schools (students, teachers, administrators, staff, caregivers, and community members). While reading the chapter, PSCs with assess their own self-awareness and understanding related to their own multifaceted cultural identities and consider cultural intersections with, and differences from, those they serve. As a result of this exploration, they will be better able to plan culturally alert interventions at a myriad of levels with; individuals, small groups, classrooms, and school wide. Furthermore, by developing a keen social justice lens they will increase their ability to recognize oppression in K-12 school; be better equipped to facilitate dialogue between various groups; plan culturally aware interventions with students, staff, and community; and engage in advocacy on various levels (individual, system, and public arenas) to create systemic change.
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Aerila, Juli-Anna, Johanna Lähteelä, Merja Anitta Kauppinen, and Mari Siipola. "Holistic Literature Education as an Effective Tool for Social-Emotional Learning." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 26–49. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch002.
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This chapter concerns a model of holistic, structured literature education, which has pedagogical value for social-emotional learning. Fiction supports children's personal growth in many ways. The special emphasis lies on the reading process, which aims at empathizing reading and sharing of text-based emotions and experiences. Further individual and common arts-based meaning-making is an intrinsic part of the reading process. The empathized reading process as well as supportive reading environment need to raise educators' consciousness. Creative, arts-based activities offer channels to make children's interpretations of fictional texts visible. There are several presented examples of arts-based methods for literature education and the family literacy practices that have an impact on social-emotional learning. The methods are individual story ending (ISE), kamishibai theater, silent books, and structured reading moments.
Conference papers on the topic "Individual reading practices"
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Vecino-Ramos, Sonia, and Paola Ruiz-Bernardo. "Desarrollo de la expresión y la oralidad a través de clubs de lectura en el aula de inglés en Escuelas Oficiales de Idiomas." In IN-RED 2020: VI Congreso de Innovación Educativa y Docencia en Red. Valencia: Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inred2020.2020.12021.
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The reading clubs or book clubs are an innovative practice in the foreign language classroom that, apart from the reading comprehension, allow the students to share their individual and personal experience with their classmates, and, thus, improve their speaking by means of the practice of orality, as well as to promote their critical and reflexive thinking throudh the contualization offered by the book. This communication explains the case study of these clubs in English classes at Official School of Languages in Castellón in the B1, B2 and C1 levels. To evaluate the experience a self-designed survey was administered based on their reading development and centered in the students perception related to their improvement in reading comprehension and oral expression. From the results, it can be concluded that the students perception towards the use of reading clubs in the classroom to practise oralitiy and speaking is positive, which makes it advisable to use them in other languages and different educational levels.
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Gironi, Roberta. "The Diagonal City: crossing the social divisions." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6266.
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Roberta Gironi Departamento de Proyectos Arquitectónicos, UPV. Camino de Vera, s/n. 46022 Valencia Joint Doctorate Dipartimento di Architettura – Teorie e Progetto. “Sapienza” Università degli Studi di Roma. Via Gramsci, 53. 00100 Roma E-mail: roberta.gironi@gmail.com Keywords (3-5): Informal processes, dynamic transformation, new planning approach, flexible space, self-organization Conference topics and scale: Reading and regenerating the informal city Contemporary cities are affected by transformations that put in discussion the claim of control and stability to which the urban project aspires. All those gradual adjustments are manifested according to the demand, bring toward a less formal and more flexible spatial order, for which the traditional forms of the "static" city become the background of the "kinetic" landscape of informal cities. On the contrary of the formal processes of urban planning, informality process is configured as an organic development model and a flexible dynamic system opened to changes. The informal space is produced according to principles of spontaneity and self-organization. A consideration on the possibility to assume different approaches can be proposed. Those approaches should integrate in the design reasoning all the dynamics usually excluded by the discourse on the urban project, which processes can become catalysts to enrich the methods of planning and design of the urban space. Through the analysis of the case-study Previ Lima and the Living Room at the Border of St. Ysidro, the aim is to delineate in which way the contemporary architecture can absorb and metabolize these processes, triggering a different approach to a different method to intervene in the spaces of relationship among formal and informal. It is believed that the informal urban qualities cannot be eliminated and is impossible to ignore the inhabitants' practices, but rather to work on the intersection between collective and individual actions. References Brillembourg A., Feireiss K., Klumpner H. (2005), Informal City (Prestel Publishing, Munich) Cruz T. (2008), "De la frontière globale au quartier de frontière: pratiques d'empiètement", Multitudes, 31(1). Davis M. (2006), Planet of Slums (Verso, London). Hernandez F., Kellett P., Allen L.K. (2010), Rethinking the informal city: critical perspectives from Latin America (Berghahn books, New York, Oxford). McFarlane C., Waibel M., (2012), Urban Informalities: Reflections on the Formal and Informal (Ashgate, Farnham). Jacobs J. (1961), The death and life of great American cities(Random House, New York- Toronto). Roy A., Alsayyad N., (2004) Urban Informality: Transnational Perspectives from the Middle East, Latin America, and South Asia (Lexington Books, Lanham)
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Mulugeta, Lealem, and Ahmet Erdemir. "Committee on Credible Practice of Modeling and Simulation in Healthcare." In ASME 2013 Conference on Frontiers in Medical Devices: Applications of Computer Modeling and Simulation. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fmd2013-16080.
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Leading health institutions, government agencies, education and research institutions, as well as medical product developers around the world have recognized the substantial potential of computational modeling and simulation (M&S) to support clinical research and decision making in healthcare, e.g., [1]. Consequently, research activities in computational medicine are growing at a significant rate and notable discoveries are being made [2]. However, the mechanisms or processes necessary to appropriately translate these research activities and discoveries in computational methods to clinical practice are lacking. Moreover, there is substantial research diversity in the field such that subject matter experts within and across mathematical and biological disciplines tend to have their own interpretation of credible practice in M&S [3–5]. Additionally, tools and good practice guidelines established by individual disciplines or research areas do not readily transfer across other disciplines or are not adopted by different fields.
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Hollot, C. V., J. Horowitz, R. P. Shrestha, M. G. Germain, and Y. Chait. "Optimizing Ultrafiltration Rate Profiles for the Estimation of Blood Volume During Hemodialysis." In ASME 2015 Dynamic Systems and Control Conference. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/dscc2015-9725.
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Knowledge of a patient’s blood volume during hemodialysis is important as removing too much or too little fluid or removing it too fast has been associated with increased patient morbidity and mortality. Non-invasive absolute blood volume measurements are currently not available. We show how to estimate initial absolute blood volume from readily available relative blood volume measurements, but, in addition that blood volume estimates under present clinical practice will have high variance. We derive D-optimal ultrafiltration profiles for estimation of an individual’s initial blood volume, and demonstrate their performance by simulation.
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Palmer, Paul, Lesley Mason, and Mike Dunn. "A Case Study in Healthcare Quality Management: A Practical Methodology for Auditing Total Patient X-Ray Dose During a Diagnostic Procedure." In ASME 7th Biennial Conference on Engineering Systems Design and Analysis. ASMEDC, 2004. http://dx.doi.org/10.1115/esda2004-58349.
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The healthcare industry is adopting many of the best practices familiar to the manufacturing sector. For example the need for ISO 9000 registration is now seen as an important business driver, indeed, BSI offers specific advice for Healthcare organisations seeking to gain ISO 9001:2000 approval. Accompanying the integration of quality systems into the healthcare business is the need to find practical measures of quality that may be used as part of an overall process to deliver improved performance. The manufacturing industry has a rich array of techniques such as JIT (Just In Time), 6 Sigma, SPC (Statistical Process Control), TQM (Total Quality Management) which may all now be found cited in conjunction with the healthcare industry. This paper focuses on the legislatively driven need to locally audit and minimise the diagnostic X-ray dose received by patients during a Barium Enema procedure. This procedure was selected as it has been shown by other authors to have a reasonably narrow spread of total patient dose levels and therefore might be relatively easy to draw statistically significant inferences for management purposes. The Ionising Radiation (Medical Exposure) Regulations 2000 (IRMER) and Health Service Circular on Clinical Governance (HSC1999/065) state that Clinical Audit should be performed to identify and monitor the issues leading to quality improvement and best practice. This is a statement of requirement, which delegates the responsibility of implementation to the local level. The IRMER Regulation also require the setting of local Diagnostic Reference Levels (DRLs). These are levels of radiation dose for individual examinations which under normal circumstances should not be exceeded. Producing a meaningful audit and DRLs in small departments raises many issues: data availability and capture may be time consuming especially if records are kept on paper-based systems; analysis of the data may present a steep learning curve in statistical techniques; a high degree of statistical confidence in the results is required along with sensitivity in their presentation and dissemination to ensure that they become part of a process of continuous improvement (rather than part of a blame culture). This paper presents a practical approach to delivering a meaningful audit of locally collected data using readily available software tools (Excel Spreadsheet), in conjunction with a relatively simple numerical statistical analysis technique called ‘bootstrapping’. Bootstrapping enabled us to set the local DRL for this procedure with an estimate of statistical confidence. An analysis was performed on the data to determine factors contributing to total patient dose.
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Keller, Scott. "A Practical Approach to Implementing Linear Elastic Fracture Mechanics in Gas Turbine Rotor Disk Analyses." In ASME Turbo Expo 2015: Turbine Technical Conference and Exposition. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/gt2015-43303.
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The failure of vital components is not uncommon in the gas turbine industry. In the event excessive degradation occurs within a component, e.g. extensive cracking in a turbine blade or vane, solutions exist to either repair or replace defective parts. Such parts are readily accessible and mostly exchangeable in the field, limiting the amount of outage time and assessment required for defective parts. When more critical components exhibit extreme wear or cracking, e.g. a crack in a rotor disk, repairs typically necessitate a complete rotor destack and refurbishment or have the potential to require the replacement of individual disks. In extreme cases, defects found in rotor disks can be known to retire an entire compressor or turbine rotor. The OEM solution of replacing disks puts a substantial cost on the customer, thus providing an incentive for characterization and advanced analyses to determine the residual life in critical rotating components. Considered an advanced analysis, linear elastic fracture mechanics (LEFM) provides the theory and fundamental structure to conduct crack growth analyses in components that exhibit nominally elastic behavior. Successful implementation of LEFM requires extensive characterization of the material, engine operating boundary conditions, and high fidelity finite element models. Upon the detection of a flaw, whether an internal or external indication, the results from finite element analyses can be used to derive the crack tip stress field and subsequent crack tip driving parameters. These parameters are then utilized in a comprehensive crack propagation model, calibrated to temperature- and load-dependent material data, to determine the number of cycles to unstable propagation. As a result, the remaining life of a component with a given indication is readily obtained, enabling our engineering team to provide a thorough life assessment of critical rotating components. An overview of the linear elastic fracture mechanics crack growth analyses conducted is presented, with a special emphasis on compressor and turbine disks.
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Giuliani, Fabrice, Hans Reiss, Markus Stuetz, Vanessa Moosbrugger, and Alexander Silbergasser. "Readings on Specific Gas Turbine Flame Behaviours Using an Industrial Combustion Monitoring System." In ASME Turbo Expo 2016: Turbomachinery Technical Conference and Exposition. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/gt2016-56166.
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The new energy mix places greater demands on power gas turbine operation; precision combustion monitoring, therefore has become a major issue. Unforeseen events such as combustion instabilities can occur and represent a danger to the integrity of the hot parts and also lead to a limitation of the output power. This is usually accompanied by an increase in maintenance costs. The enlarged off-design operating envelope of gas turbines to adapt to a fast-changing grid has made this issue even more acute, necessitating an expansion of the operating envelope into areas that were — for many engines — not foreseen in the original combustor design process. A good understanding of what happens within the gas turbine combustor is crucial. Complex and costly full-field measurements such as laboratory optical instrumentation in precision combustion diagnostics are not suitable for permanent fleet deployment. For practical and financial reasons, the monitoring should ideally be achieved with a limited amount of discrete sensors. If installed and interpreted correctly, fast response measurement chains could lead to a better gas turbine combustion management, possibly yielding considerable savings in terms of operating and maintenance costs. The firm Meggitt Sensing System (MSS), assisted by Combustion Bay One (CBOne), initiated an applied research programme dedicated to this topic — with MSS providing the instrumentation and CBOne providing the facility and test conditions. The objective was to investigate realistic combustion phenomena in a precisely controlled and reproducible way and to document the individual readings of the heat-resistant fast pressure transducers mounted on the combustor casing, as well as the accelerometers mounted on the outer surface of the machine. Particular attention was paid to the correlation between these two types of sensor readings. This paper reports on the monitoring of the flame using piezoelectric dynamic pressure sensors and accelerometers in a number of different situations that are relevant to the safe and efficient operation of gas turbines. Discussed are single events such as flame ignition, lean blow-out and flash-back, as well as longer test sequences observing the effect of warming-up or the presence of flame instability. The measurement chains and processing techniques are discussed in detail. The atmospheric test rig used for this purpose and the different testing configurations required for each of these situations are also illustrated in detail. The results and recommendations for their implementation in an industrial context conclude this paper.
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Buongiorno, Vincenzo. "From Global to Local: spontaneous consciousness and artisanal attitude in the self-built city in Latin America - San Martin de las Flores-Mexico’s self-built fabric. A perspective and tools for contemporary design." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5934.
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In a world stressed by a cultural crisis, carachterised by excessive abstraction and virtuality (ex: R.Reich’s Symbolic-analysts or/and R. Florida’s Creatives), observing self built city constitute not an escape but an exploration to change our point of view and find a new path of development. Self building involves at any scale, a practical attitude and return to an psychosomatic interaction among inhabitants and built environment. Focusing in self-building can become a Slowskij’s “estragement” to reactivate different sensibilities, for a new philosophy in contemporary design. Morphological reading of self-built environments has a double importance: for self-built cities themselves, to give response to the need of social cohesion, for a restructuring that traduces these needs into building and transforms the plural individual needs into a collective urban structure; for the enrichment that this reading can give to the architectural community culture, a new panorama where we can search new path to go over the crisis; The paper focuses on the scales that goes from building and construction material scale to urban fabric scale. Starting from the observation of a brick’s furnace, through the observation of an original constructive system, up to the aggregation of each built organism in the urban fabric it will be possible to read and interpret the formative process and to evaluate, through design experience cases, some new path for the contemporary design that come from this interpretation of self-built: design as a formative process re-activation, artisanal-not authorial sensorial design; References G. Caniggia, G.L. Maffei, Composizione architettonica e tipologia edilizia: 1. Lettura dell’edilizia di base, Marsilio, Venezia 1979; Gianfranco Caniggia, G.L. Maffei, Composizione architettonica e tipologia edilizia: 2. Il progetto nell’edilizia di base, Marsilio, Venezia 1987; L. Pareyson, Estetica : teoria della formatività, Bompiani, Milano 2005; G. Strappa, L’architettura come processo. Il mondo plastico murario in divenire, Franco Angeli, Milano 2014; V. B. Šklovskij, Teoria della prosa, Einaudi, Torino 1976; R. Sennet, L’uomo artigiano, Feltrinelli, Milano 2008; J. F. C. Turner, Abitare come Verbo, in J. F. C. Turner, R. Fitcher (a cura di), Libertà di costruire, Il Saggiatore, Milano 1979;
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Casesnoves, F. "Exact/Approximated Geometrical Determinations of IMRT Photon Pencil-Beam Path Through Alloy Static Wedges in Radiotherapy Using the Anisothropic Analytic Algorithm (AAA)." In ASME 2011 International Mechanical Engineering Congress and Exposition. ASMEDC, 2011. http://dx.doi.org/10.1115/imece2011-65435.
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Static wedge filters are commonly used in Radiation Therapy, Forward and/or Inverse Planning, to obtain a conformal optimized dose distribution, both in the tumor target and organs at risk zones (OARs); in other words, the Treatment Planning Optimization (TPO) zone and annexes. We have calculated the exact 2D/3D geometrical pathway of the Photon-Beam through the usual alloy static wedges, in order to get a better dose determination related to the Beam Intensity Attenuation Factor(s), after the beam has passed through the alloy wedge. The Radiotherapy model used to develop this mathematical task is the classical Superposition-Convolution Algorithm, so-called AAA (Anisothropic Analytical Algorithm). In addition, we present some optimal geometrical approximations to make the computational calculations quicker in IMRT, and reduce the planning-system routine time. The practical objective is to provide a general formulation into the AAA Model Coordinates System (depending on Collimator and Wedge Angles) that also can be applied with simple changes of coordinates to other models, if necessary. These transformations are also explained for the convenience of the TPO selected for a particular model. As a result, it is possible to determine the best individual treatment dose distribution for each patient, and conform the tumor volume and shape accurately in the technical planning process related to the selected wedges. Geometrical and Computational techniques are detailed and developed for a clear reading. Finally, we show basic simulations and numerical examples for Standard Manufacturing wedge filters of straight sloping surface, to check the accuracy and errors of the approximated calculations. Simulations results give low RMS and Relative Error values for standard wedge filters of 15°, 30°, 45°, and 60°.
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Bahk, Cheon-Jae, and Robert G. Parker. "A Study on Planetary Gear Dynamics With Tooth Profile Modification." In ASME 2011 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2011. http://dx.doi.org/10.1115/detc2011-47346.
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This study investigates the impact of tooth profile modification on planetary gear dynamic response. Micro-scale geometric deviations from an involute gear tooth profile add an additional excitation source, potentially reducing gear vibration. In order to take account of the excitation, tooth profile modification is included in an analytical planetary gear model. Nonlinearity due to tooth contact loss is considered. Time-varying mesh stiffness and both rotational and translational gear motions are modeled. The accuracy of the proposed model for dynamic analysis is correlated against a benchmark finite element analysis. Perturbation analysis is employed to obtain a closed-form approximation of planetary gear dynamic response with tooth profile modification. Mathematical expressions from the perturbation solution allow one to easily estimate the peak amplitude of resonant response using known parameters. Variation of the peak amplitude with the amount and the length of profile modification illustrates the effect of tooth profile modification on planetary gear dynamic response. For a given external load, the tooth profile modification parameters for minimal response are readily obtained. Static transmission error and dynamic response are minimized at different amounts of profile modification, which contradicts common practical thinking regarding strong correlation between static transmission error and dynamic response. Contrary to the expectation of further reduced vibration, the combination of the optimum sun-planet and ring-planet mesh tooth profile modifications that minimizes response when applied individually increases dynamic response.
Reports on the topic "Individual reading practices"
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Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.
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Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.
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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.