Relevant bibliographies by topics / Oral gains

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
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Academic literature on the topic 'Oral gains'

Author: Grafiati
Published: 4 June 2021
Last updated: 17 February 2022

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Journal articles on the topic "Oral gains"

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Fricker, Janet. "Oral multiple sclerosis treatment gains support." Lancet 352, no. 9129 (August 1998): 712. http://dx.doi.org/10.1016/s0140-6736(05)60832-x.

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Finardi, Kyria Rebeca. "Effects of task repetition on L2 oral performance." Trabalhos em Linguística Aplicada 47, no. 1 (June 2008): 31–43. http://dx.doi.org/10.1590/s0103-18132008000100003.

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This study departs from the assumption that speaking an L2 is a complex cognitive ability (FORTKAMP, 2000) whose execution seems to involve tradeoff effects among the different goals of speech production, mainly among fluency, accuracy and complexity (BYGATE, 1998, 1999, 2001b; FOSTER e SKEHAN, 1996; SKEHAN e FOSTER, 1995, 2001; SKEHAN, 1998). Bygate (2001b) studied the effects of task familiarity on L2 speech performance. He found that in repeating a narrative task there were gains in terms of complexity of speech and these gains were achieved at the cost of a loss especially in accuracy. The present study investigated whether the results reported in Bygate (2001b) would be similar in the case of a repetition of a picture description task. According to Robinson (2001), a description is less complex than a narrative task. Four measures of speech performance were calculated following Fortkamp (2000): fluency, accuracy, complexity and lexical density. Results indicate gains in complexity and these gains seem to have been paid, especially by gains in accuracy, thus corroborating Bygate´s (2001b) findings for this task condition.
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Delaney, Thomas. "Quality and quantity of oral participation and English proficiency gains." Language Teaching Research 16, no. 4 (October 2012): 467–82. http://dx.doi.org/10.1177/1362168812455586.

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There are many reasons to believe that oral participation in the target language (TL) is beneficial for classroom language learners. In addition to the prominence current second language acquisition (SLA) theory gives to processes that assume learner production of the TL (e.g. negotiation of meaning), teachers often view oral participation as a measure of learner involvement. Thus, it is often assumed that learners who participate often are likely to make greater proficiency gains. This correlational study examined this assumption by investigating the relationship between learners’ oral participation in classes for English as a foreign language (EFL) at a Japanese university and their gains in TL proficiency. Results indicated that while the quality of learners’ participation (accuracy, complexity, and fluency) was positively related to gains in TL ability, quantity of participation was not. While not indicative of a cause–effect relationship, the results suggest that teachers might wish to consider encouraging quality of participation as well as quantity.
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Moyle, Maura Jones, and S. Sue Berman. "Speech-Language Pathologists Collaborating With Head Start To Improve Children’s Early Language and Literacy Skills: Efficacy and Intensity Effects." Perspectives on Language Learning and Education 18, no. 2 (July 2011): 53–61. http://dx.doi.org/10.1044/lle18.2.53.

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The current study examined the efficacy of a speech-language pathologist–designed and implemented emergent literacy program for Head Start preschoolers and the influence of intensity of intervention on children’s gains. Results indicated that children who participated in the intervention program exhibited greater gains than the control group on oral language, phonological awareness, and alphabet/print knowledge. Children who received a higher dosage of intervention made greater gains on vocabulary and oral language compared to the lower intensity group. Speech-language pathologists may be valuable collaborators in promoting emergent literacy skills in at-risk children.
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Diao, Wenhao, Anne Donovan, and Margaret Malone. "Oral language development among Mandarin learners in Chinese homestays." Study Abroad Research in Second Language Acquisition and International Education 3, no. 1 (March 30, 2018): 32–57. http://dx.doi.org/10.1075/sar.17002.dia.

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Abstract This mixed-method study describes the oral Mandarin development of 25 American students living in Chinese homestays, and how it may relate to the ways they respond to opportunities for interaction with their host families. While scholars have begun to examine students’ Mandarin development during their sojourns in China, there is little research regarding changes in their holistic oral proficiency and how such changes may be related to the quality of interaction they have with their interlocutors. The results of this study show robust gains in proficiency ratings of their oral performances over the course of one semester. A case study of two purposefully selected student performances – one who demonstrated the most prominent proficiency gains and the other who showed no gains – reveals differences in the ways they respond to opportunities for interaction. These findings provide suggestions on ways to best facilitate students’ learning experience while living with host families.
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Lambert, Craig, Judit Kormos, and Danny Minn. "TASK REPETITION AND SECOND LANGUAGE SPEECH PROCESSING." Studies in Second Language Acquisition 39, no. 1 (March 18, 2016): 167–96. http://dx.doi.org/10.1017/s0272263116000085.

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This study examines the relationship between the repetition of oral monologue tasks and immediate gains in L2 fluency. It considers the effect of aural-oral task repetition on speech rate, frequency of clause-final and midclause filled pauses, and overt self-repairs across different task types and proficiency levels and relates these findings to specific stages of L2 speech production (conceptualization, formulation, and monitoring). Thirty-two Japanese learners of English sampled at three levels of proficiency completed three oral communication tasks (instruction, narration, and opinion) six times. Results revealed that immediate aural-oral same task repetition was related to gains in oral fluency regardless of proficiency level or task type. Overall gains in speech rate were the largest across the first three performances of each task type but continued until the fifth performance. More specifically, however, clause-final pauses decreased until the second performance, midclause pauses decreased up to the fourth, and self-repairs decreased only after the fourth performance, indicating that task repetition may have been differentially related to specific stages in the speech production process.
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Reeder, Kenneth, Jon Shapiro, Jane Wakefield, and Reg D'Silva. "Speech Recognition Software Contributes to Reading Development for Young Learners of English." International Journal of Computer-Assisted Language Learning and Teaching 5, no. 3 (July 2015): 60–74. http://dx.doi.org/10.4018/ijcallt.2015070104.

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Thirty-six English language learners aged 6;8 to 12;6 years received practice with The Reading Tutor, which uses speech recognition to listen to oral reading and provides context-sensitive feedback. A crossover research design controlled effects of classroom instruction. The first subgroup worked with the software for 3.5 months, and following a week's crossover period, the second subgroup worked for a subsequent 3.5 months. Both groups were assessed to obtain comparable gains both in regular classroom with English as an Additional Language (EAL) support and in the classroom condition with EAL support plus the Reading Tutor. Oral reading fluency was assessed by the DIBELS measure. Fluency was also calculated by the program, and grade level of materials mastered was assessed by the software's logs. Both groups made significant gains in oral reading fluency and grade level of materials mastered, according to measures internal to the software. For one period, gains in fluency following experience with the program appeared to have been slightly larger than gains with regular classroom instruction and EAL support only.
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Muñoz Restrepo, Ana, Isabel Valderrama Carvajal, Alejandra Lopez Muñoz, and Ricardo Avendaño Franco. "Measuring Language Gains in a Foreign Language Context." Colombian Applied Linguistics Journal 22, no. 1 (October 31, 2020): 69–86. http://dx.doi.org/10.14483/22487085.14171.

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Learning gain can be defined as the difference between students’ language competences demonstrated at two different points in time. In this article, we reported on a small-scale study aimed at measuring learning gains and piloting the methods chosen. Fourteen students of English as a foreign language participated in the study. We employed a student self-report survey, an oral performance assessment task and a standardised test for data gathering, and we applied them at three different moments during the eight-month study. Our data analysis includes the comparison of percentages rendered by test scores, the estimation of means for oral task scores and grouping and coding for qualitative data in the survey. Results show the gradual pattern of language improvement and the suitability of methods. These results can help stakeholders or policymakers in selecting relevant evidence to improve accountability in decision-making. We have provided conclusions and recommendations below for a larger scale study.
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Mandeville, David S., Tiffanie K. Ho, and Lindy A. Valdez Lindy A. Valdez. "The Effect Of Problem Based Learning On Undergraduate Oral Communication Competency." Journal of College Teaching & Learning (TLC) 14, no. 1 (May 31, 2017): 1–10. http://dx.doi.org/10.19030/tlc.v14i1.9957.

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Purpose: The aim of this study was to ascertain the effect of Problem Based Learning (PBL) on student oral communication competency gains. Methods: Eighty students from two consecutive undergraduate Kinesiology courses (Spring semesters, 2014-15) formed into 29 small groups and were studied. Oral communication competency was assessed using a customized rubric and digital recordings of student presentations. Changes to oral communication competency across time were tested using a dependent t-test; a < .05. Results: Significant inter-rater agreement was found at both time points for oral communication rating, and student groups demonstrated significant oral communication gains across time. Conclusions: Collaborative learning was shown to improve students’ oral communication competency. Future study is required to determine the influence of student motivation and goal orientation on oral communication competency, in relation to the various phases of knowledge creation occurring within student groups.
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Young, Eric H., and Rick E. West. "Speaking Practice Outside the Classroom: A Literature Review of Asynchronous Multimedia-based Oral Communication in Language Learning." EuroCALL Review 26, no. 1 (July 31, 2018): 59. http://dx.doi.org/10.4995/eurocall.2018.8599.

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<p>Classroom instruction provides a limited amount of quality speaking practice for language learners. Asynchronous multimedia-based oral communication is one way to provide learners with quality speaking practice outside of class. Asynchronous multimedia-based oral communication helps learners develop presentational speaking skills and raise their linguistic self-awareness. Twenty-two peer-reviewed journal articles studying the use of asynchronous multimedia-based oral communication in language learning were reviewed, (1) to explore how asynchronous oral communication has been used to improve learner speaking skills, and (2) to investigate what methodologies are commonly used to measure and analyze language gains from using asynchronous multimedia-based oral communication to improve learner speaking skills. In this study we present three principal findings from the literature. First, asynchronous multimedia-based oral communication has been used in conjunction with a variety of instructional methods to promote language gains in terms of fluency, accuracy and pronunciation. Second, the methods found in this review were technical training, preparatory activities, project-based learning, and self-evaluation with revision activities. Third, the majority of previous studies demonstrating the effectiveness of these methods have relied on learner perceptions of language gains rather than on recordings of learner speech.</p>
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Dissertations / Theses on the topic "Oral gains"

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Fesenko, Kostiantyn. "A Longitudinal Analysis of Adult ESL Speakers' Oral Fluency Gains." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6130.

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While a number of studies have sought to investigate ESL speakers' fluency gains over the course of one 15-week semester, few if any studies have investigated these changes over a longer developmental period. A critical factor in researching longitudinal change is that students do not often remain in an intensive English program (IEP) for more than two semesters before moving to a new school, applying to an American university, or returning to their home country. Longitudinal research, therefore, is necessary as program administrators, teachers, and learners all seek to understand points where change in oral fluency actually occurs. For this study data were collected from students in a large intensive English program over a 45-week period. For 39 ESL learners audio files from speaking tasks that were part of placement and end-of-semester level achievement tests were collected and analyzed. Specific oral fluency features such as speech rate, articulation rate, and pause frequency were investigated. This thesis will share the results of the analysis while also discussing the implications of the data for program administrators, teachers, and learners. Particular focus will be given to helping stakeholders understand specific changes that occurred in learners' fluency over the time period of three semesters.
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Anderson, Sheri Lynn. "Differential gains in oral proficiency during study abroad| The role of language learning aptitudes." Thesis, Georgetown University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3559864.

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This inquiry analyzed the relationships between individual differences and gains made in oral proficiency of adult, second language learners of Spanish during one semester studying abroad. Oral proficiency was measured using a pre/post-SA Computerized Oral Proficiency Instrument (COPI, CAL, 2009). Gain scores were correlated with two cognitive aptitude measures: 1) the Modern Language Aptitude Test (MLAT); 2) a phonological working memory test (WM); and 3) a series of motivational and affective aptitude measures including Willingness-to-communicate (WTC, McIntyre, 1992), motivation and other affective variables (Gardner, 1985; Yashima, T., Zenuk-Nishide, L., & Shimizu, K., 2004).

The researcher concludes that the students made significant gains in oral proficiency during the experience abroad, both in terms of COPI scores and fluency (words/minute). Using the Language Contact Profile (LCP, Collentine & Freed, 2004) students reported speaking, listening and reading significantly more in Spanish than in English during the study abroad; however, they reported writing almost as much in English as in Spanish. There was a significant negative correlation between the MLAT and COPI gains; indicating that students who had higher language learning aptitude made fewer gains in oral proficiency while abroad. WM, WTC and other affective aptitudes were not correlated with COPI gains in this study; WM and L2 anxiety were significantly correlated with the pre-SA COPI. Finally, WM and the MLAT were significantly correlated, but no other aptitude measures collected were found to correlate.

In the discussion the researcher reviews the inverse pyramid schema of the ACTFL guidelines (1999) and demonstrates the impact of the imprecise delineation between the levels. The contraction of the scale at the upper reaches leads to a ceiling effect for second language learners and does not allow an accurate depiction of growth in language skill and development. As the ACTFL scale is the standard in oral proficiency measurement in the United States, data collection instruments based on this scale do not meet the needs of researchers in SLA or educational settings that wish to investigate achievement in oral proficiency in varying context of language leaning.

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Ookhara, Olga Iongkhionovna. "Understanding the Experience of Successful Study Abroad Students in Russia." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4116.

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The present study was designed to understand the retrospective account of the learning experience of four successful learners of Russian who made substantial oral gains as measured by the ACTFL Oral Proficiency Interview (OPI) during a semester study abroad (SA) program in Moscow, Russia. Each participant made as much as two sublevels' improvement on the ACTFL scale, even those who began with Advanced level proficiency. Specifically, the study examines what students believe, how they exercise their agency, cope with constraints, and take advantage of affordances in out-of-class contexts. The qualitative data includes semi-structured interviews while quantitative data consists of pre- and post-program OPI scores. This research addresses the question of second language learning in a foreign language immersion program through thick description and through cross-case analyses. Findings were interpreted in relation to van Lier's theory of the ecology of language learning (2004) and the notion of affordances which suggests that if learners are proactive and outgoing (or initiate interactions) they will perceive language affordances as valuable and will use them. This theoretical approach provides a means to understand how most students were able to improve in oral performance while lacking meaningful contact with native speakers (NSs) or struggling to make friends with them. Regardless of the difficulties encountered during their time in Russia, students exercised their agency through participating in more self-initiated non-interactive activities without being directed by others. Each of the students perceived the meaning of his or her learning experience in a different way, demonstrating how the SA experience is highly individualized. This study argues that regardless of students' individual differences, they have one key principle in common: autonomous behavior. Further research is needed to investigate what fosters learners' autonomy and contributes to learners' self-efficacy.
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Kummer, Anderson Douglas. "Fornecimento oral de suplementos nutricionais em leitões neonatos de baixo peso." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2015. http://hdl.handle.net/10183/115218.

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O objetivo do estudo foi avaliar o consumo de colostro, concentração sérica de imunoglobulina G, temperatura retal, ganho de peso e mortalidade de leitões neonatos de peso abaixo da média submetidos ao fornecimento oral de suplementos nutricionais nas primeiras horas de vida. Leitões com peso ao nascimento entre 794 e 1315g foram selecionados e distribuídos aleatoriamente entre quatro tratamentos de acordo com o fornecimento de suplemento nutricional: Controle (n=305), Lianol (n=306), Biostart (n=306) e Lianol+Biostart (n=305). Lianol Colostro® é um suplemento proteico e o Biostart® é um suplemento vitamínico mineral. Os leitões foram acompanhados do nascimento até o desmame. Nas primeiras 24,3 ± 0,04h após o nascimento os leitões permaneceram na mãe biológica e, após, foram uniformizados em mães adotivas formando leitegadas de 12 leitões igualmente distribuídos entre os tratamentos (03 leitões de cada tratamento). Nas 24 h após o nascimento, foi efetuada a mensuração da temperatura retal, coletou-se sangue para mensurar a concentração sérica de Imunoglobulina G, e foi aferido o peso dos leitões para estimar o consumo de colostro. A mortalidade foi registrada diariamente e foi realizada a necropsia para definir a causa da morte. As pesagens foram realizadas ao nascimento, na uniformização e aos 07 e 20 dias após o nascimento. Não houve efeito do tratamento (P>0,05) sobre o peso e o ganho de peso em nenhum dos momentos avaliados. A suplementação não teve efeito na temperatura retal, consumo de colostro e concentração sérica de IgG (P>0,05). Não houve diferença (P>0,05) entre os tratamentos nas taxas de mortalidade, nos dias 3, 7 e 20 após o nascimento (P>0,05), porém quando foi estratificado em classes de peso, redução na taxa de mortalidade até 20 dias (P≤0,05) foi verificada nos grupos Lianol, Biostart e Lianol+Biostart em comparação ao grupo Controle, nos leitões de peso ao nascimento de 1000-1225g. As causas de mortalidade ficaram distribuídas em: esmagamento (4,8%), diarreia (1,8%), subnutrição (1,1%) e outras causas (1,0%). Nos grupos Lianol e Biostart houve menor taxa de mortalidade pré-desmame sobre as causas de mortes agrupadas por esmagamento e desnutrição, quando comparados ao grupo controle (P<0,05). Em conclusão, a suplementação com Lianol ou Biostart não teve efeito sobre a temperatura retal, o consumo de colostro, a concentração sérica de IgG e o ganho de peso, mas foi verificada menor taxa de mortalidade em leitões com peso ao nascimento entre 1000 e 1225g, além de reduzir a mortalidade causada por esmagamento e desnutrição.
The aim of this study was to evaluate parameters such as colostrum consumption, serum immunoglobulin G, rectal temperature, weight gain and mortality of low birth weight neonate piglets receiving oral supply of nutritional supplements in the first hours of life. At birth, piglets with weighing 794 to 1315 g were selected and randomly distributed among four treatments according to the nutritional supplement provided: Control (n = 305), Lianol (n = 306), Biostart (n = 306) and Lianol+Biostart (n = 305). Lianol Colostro® is a protein supplement and the Biostart® is a mineral vitamin supplement. The piglets were followed from birth to weaning. At the first 24.3 ± 0.04 h after birth piglets remained with biological mother and after that they were equalized in foster dams forming litters of 12 piglets equally distributed among treatments (3 piglets of each treatment). At 24 h after birth, rectal temperature was measured, blood was collected to measure serum immunoglobulin G and piglets were weighed to estimate colostrum consumption. Mortality was recorded daily and necropsy was performed to determine the cause of death. Weight was obtained at birth, at equalizing and at 7 and 20 days after birth. There was no treatment effect (P>0.05) on weight and weight gain in all evaluated moments. Supplementation had no effect on rectal temperature, colostrum consumption and serum IgG (P>0.05). There was no difference (P>0.05) among treatments in mortality rate on days 3, 7 and 20 after birth (P>0.05) but when were stratified into weight classes, reduction in mortality rate up to 20 days (P≤0.05) was observed in Lianol, Biostart and Lianol+Biostart groups compared with the Control group, in piglets weighing 1000-1225g at birth. The causes of death were distributed: Crush (4.8%), diarrhea (1.8%), malnutrition (1.1%) and other causes (1.0%). In Lianol and Biostart groups had lower pre-weaning mortality due to crushing and undernutrition, compared with the Control group (P<0.05). In conclusion, supplementation with Lianol or Biostart had no effect on rectal temperature, colostrum consumption, serum concentration IgG and weight gain, but mortality caused by crushing and undernutrition was reduced, and piglets weighing 1000-1225g had their mortality reduced.
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Gray, Jeremy. "An investigation into the oral English language proficiency gain of pupils taught by native English-speaking teachers in Hong Kong secondary schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/3944/.

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Purpose This study examines the extent to which Native English-speaking Teachers (NETs) have an impact on the oral English language proficiency gain of pupils taught in secondary schools in Hong Kong i.e. the so-called 'NET effect'. The principal aim was to determine whether the oral proficiency gain of subjects involved in this study was greater in students taught by NET teachers than it was in students taught by local teachers. Through the examination of Time one and Time two oral assessment data, this study also sets out to investigate the nature and strength of other predictor variables for the outcome variable 'Time two oral assessment'. Through a number of different statistical modelling techniques this study also sought to establish the model that would account for or 'explain' as much variance as possible between the Time one and Time two assessment scores. Procedures A randomised, stratified sample of secondary schools that was representative of the whole population secondary students in Hong Kong who are studying English was generated. From this sample, one thousand four hundred and twenty four students from forms one, three and four were selected and an English language oral proficiency test, specifically developed for this study was administered as a pre and post test. The period of data collection was a two year period, from the beginning of the 1998-1999 academic year to the end of the 1999-2000 academic year. The oral proficiency assessment instrument was designed, and piloted by a small team of trained assessors, and a standardised procedure was established for conducting the assessments. Hong Kong NET and local teachers were trained in the procedures and use of materials and techniques required to administer the assessments in specifically dedicated language assessment workshops. The assessments were then administered by the trained group of teachers who taped all of the interviews to allow monitoring to take place and to provide a data source for a second stage interview analysis (not covered in this thesis).The resulting pre-test and post-test data was then analysed through the use of a number of statistical techniques. In the first instance, a descriptive analysis was conducted in order to satisfy the assumptions on which traditional statistical analysis is based. The data analysis then proceeded with a number of scaling processes and was finally analysed to determine whether or not any significant 'NET effect' had been detected. In addition, the analysis also considered whether any of the other variables could be considered good predictors of the final post-test score. Major Findings Analysis of data produced from the Time one and Time two oral assessments revealed a number of important findings. Students did make significant oral English language proficiency gain as measured by the specially developed instrument. This gain was significant regardless of whether the students' results were analysed by whole sample or by separate year/age group. An analysis of means revealed that on average, the mean scores of students attending EMI schools were significantly higher than those attending CMI schools indicating that the medium of instruction is potentially a strong predictor of the Time two assessment score. In the post test analysis of means, students taught by NETs performed better than those taught by 'both' [NETs and local teachers] and in general, students taught by local teachers also performed better than those taught by 'both'. There was little difference between the scores of students taught by NETs and local teachers. The banding of the schools was also found to be an important predictor variable, with the average scores of students in high band schools significantly higher than their peers in medium and low band schools. Multiple regression analysis also revealed some important findings. When the modelling was conducted on the whole sample, the medium of instruction, the school level and NET teacher were all found to be significant predictor variables although in the case of the latter, the effect was small. When modelled by separate form/age group, similar results were found with Form one and with Form three students and again the medium of instruction, the school level and NET teacher were significant predictor variables although in the case of NET teacher, the effect was again small. The findings of this thesis suggest that in terms of measuring value-added between Time one and Time two, there are indeed strong predictor variables such as medium of instruction, school level and student level. However, in trying to evaluate the contribution of NETs to students' oral English language proficiency gain over a two-year period, there is some evidence of a so-called 'NET effect' although this is rather weak, suggesting that more research is required to investigate this question more thoroughly.
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Manwell, Elizabeth A. "Slips of the tongue : Catullus' oral aesthetic /." 2003. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:3108095.

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Books on the topic "Oral gains"

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Ready, Jonathan L. Similes in Five Modern Oral Poetries. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198802556.003.0004.

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This chapter presents detailed analyses of similes in five modern oral poetries. Examining the poet’s reliance on shared similes in the performances of two epic poems, The Epic of Pābūjī (Rajasthan, India) and The Guritan of Radin Suane (South Sumatra), prepares us to pay attention to shared similes when we see them alongside idiolectal similes. Next comes a demonstration of how Kyrgyz and Bosniac epic poets and composers of Najdi lyric poetry use similes to move around on the spectrum of distribution: they present shared and idiolectal similes. The chapter ends by considering the construction of similes as two-part units made up of a tenor and a vehicle: one thereby gains a greater appreciation for poets’ presentations of shared and idiolectal elements in the space of simile. In sum, poets present shared and idiolectal similes in order to show their competence in performance.
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Forum, Welsh Health Planning, and NHS Directorate for Wales, eds. Protocal for investment in health gain: Oral health. Cardiff: Welsh Health Planning Forum, 1992.

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Protocol for investment in health gain: Oral health : executive summary. Cardiff: Welsh Office NHS Directorate, 1992.

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Health Gain Panel of Review., Welsh Health Planning Forum. Secretariat., and Great Britain Welsh Office, eds. Oral health: A technical document produced by the Health Gain Panel of Review. (Cardiff): (Welsh Office), 1992.

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Ritchie, Donald A. Introduction: The Evolution of Oral History. Edited by Donald A. Ritchie. Oxford University Press, 2012. http://dx.doi.org/10.1093/oxfordhb/9780195339550.013.0001.

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Oral history is as old as the first recorded history and as new as the latest digital recorder. Long before the practice acquired a name and standard procedures, historians conducted interviews to gain insight into great events, beginning at least as early as Thucydides, who used oral history for his account of the Peloponnesian wars. In the eighteenth century, Samuel Johnson commented that “all history was at first oral,” but the term “oral history” was first used in reference to troubadours and oral traditions. However, the study of oral history was taken up seriously only during the twentieth century. Oral history did not attach itself to interviewing until an article appeared in the New Yorker in 1942 about Joe Gould, a Greenwich Village bohemian who claimed to be compiling “An Oral History of Our Time”. This article further discusses the importance of oral history projects and oral historians at the same time.
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Hallett, Judith P. Oratorum Romanarum Fragmenta Liberae Rei Publicae. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198788201.003.0019.

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This chapter explores the boundaries of female public speech at Rome through an analysis of a letter, preserved by Nepos, which was sent to the tribune Gaius Gracchus by his mother Cornelia. It argues that Cornelia’s words should be studied alongside fragments of spoken oratory because of the intertextual relations between this fragment and the attested oratory of both her father Scipio Africanus and her son Gaius Gracchus and because of its characteristics as a contribution to a political debate. In addition, the probable oral circumstances of the letter’s composition and its use of oratorical sound effects further decrease the distance between it and the fragmentary remains of Republican speeches.
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Puntis, John. Nutritional problems in the child with neurodisability. Oxford University Press, 2018. http://dx.doi.org/10.1093/med/9780198759928.003.0021.

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Feeding problems occur in around 50% of children with neurological disability. Needing help with feeds, choking, prolonged meal times, and poor weight gain are common. Gastro-oesophageal reflux and constipation may further complicate management, and obesity is a risk particularly in those with low energy requirements. Assessment should include a detailed feeding history and anthropometry. Oromotor skills and safety of swallow can be gauged by a speech and language therapist, and appropriate seating and eating tools by an occupational therapist. The dietician advises on nutritional requirements and how these can be met. Tube feeding is indicated for an unsafe swallow, recurrent aspiration pneumonia, and when an adequate energy intake cannot be achieved despite optimizing oral intake. On rare occasions, parenteral nutrition may be considered if gastrointestinal dysmotility progresses to the point that enteral feeding is no longer possible. This raises difficult ethical issues and early involvement of a palliative care team is highly recommended.
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Shaikh, Omar, and Stefano Bonino. Heritage. Edinburgh University Press, 2018. http://dx.doi.org/10.3366/edinburgh/9781474427234.003.0009.

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The Colourful Heritage Project (CHP) is the first community heritage focused charitable initiative in Scotland aiming to preserve and to celebrate the contributions of early South Asian and Muslim migrants to Scotland. It has successfully collated a considerable number of oral stories to create an online video archive, providing first-hand accounts of the personal journeys and emotions of the arrival of the earliest generation of these migrants in Scotland and highlighting the inspiring lessons that can be learnt from them. The CHP’s aims are first to capture these stories, second to celebrate the community’s achievements, and third to inspire present and future South Asian, Muslim and Scottish generations. It is a community-led charitable project that has been actively documenting a collection of inspirational stories and personal accounts, uniquely told by the protagonists themselves, describing at first hand their stories and adventures. These range all the way from the time of partition itself to resettling in Pakistan, and then to their final accounts of arriving in Scotland. The video footage enables the public to see their facial expressions, feel their emotions and hear their voices, creating poignant memories of these great men and women, and helping to gain a better understanding of the South Asian and Muslim community’s earliest days in Scotland.
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Bailey, Clinton. Bedouin Culture in the Bible. Yale University Press, 2018. http://dx.doi.org/10.12987/yale/9780300121827.001.0001.

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Bedouin culture, the culture of desert-dwelling nomads, has existed for 4,500 years, including the era when the texts of the Hebrew Bible, or Old Testament, were composed. It is thus a good context for understanding much of the Bible’s often ambivalent content regarding economics, material culture, social values, social organization, legal practices, religious behavior, and oral traditions. The abundant and varied Bedouin materials in this book constitute a cultural document that supplements materials learned from other cultures of the Ancient Near East about the Bible. The plenitude of Bedouin materials in the Hebrew Bible, the common logic between Bedouin and biblical experiences, and the ancient proximity of Bedouin to what the Bible cites as Israelite abodes, ensure that the origin of almost all the biblical references presented in this book stemmed from Bedouin rather than other ancient cultures. This book, in detailing the profusion of Bedouin culture in the Bible, goes far toward establishing that the ancient Israelites did have a nomadic background, as they are portrayed. Through the prism of Bedouin culture we also gain fresh insights into our customary perspectives on prominent aspects of Judaism and their biblical origins, such as the Israelite god Yahweh (enunciated in Judaism as “Adonai”), the attribute of this god as unseen, the original significance of circumcision, the eating of unleavened bread during Passover, the dwelling in thatched booths during the Feast of Tabernacles, and the Jewish prohibitions against eating pork and other forbidden foods.
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Book chapters on the topic "Oral gains"

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Ruksan, B. E., M. Correa Luna, and F. Lagos. "Effect of Oral Copper Needles and Parenteral Copper on Hypocupraemia, Body Weight Gain and Fertility in Cattle." In Trace Elements in Man and Animals 6, 653–56. Boston, MA: Springer US, 1988. http://dx.doi.org/10.1007/978-1-4613-0723-5_238.

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Biesele, Megan. "Trackers’ Consensual Talk: Precise Data for Archaeology." In Reading Prehistoric Human Tracks, 385–96. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-60406-6_20.

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AbstractThis paper is based on ethnographic research with Ju|’hoan San in Botswana starting in 1970 and on translation and transcription work with Ju|’hoan San trackers from Namibia who travelled to the Caves du Volp in the French Pyrenees in 2013 to do archaeological work. The Tracking in Caves project, headed by German archaeologists Andreas Pastoors and Tilman Lenssen-Erz, was investigating fossilized human footprints in the caves dating back to around 17,000 calBP. The paper discusses three main verbal formats that can provide useful information to the archaeology of tracking: (1) narrative in the form of folktales and other oral forms referring to animal behaviour, (2) talk in the form of accounts of actual hunts, and (3) consensual discussion in the form of deliberations among trackers as they seek to gain many types of information from tracks. The paper outlines how the trackers and the archaeologists, after an initial period of misunderstanding and miscommunication, mutually learned from each other and eventually bonded on the basis of the scientific method. It does so by drawing on evidence from narrative, talk, and consensual discussion. By investigating verbal data provided by People’s Science, the Tracking in Caves project shows us that skill in tracking, using the tools of egalitarian communication and based on extensive environmental knowledge, has been an enabling feature of the long human story.
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Miller, Camden, and Alex Bitterman. "Commemorating Historically Significant Gay Places Across the United States." In The Life and Afterlife of Gay Neighborhoods, 339–70. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-66073-4_15.

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AbstractThe stories of gay spaces across the United States are largely unrecorded, undocumented, and are not centrally collected or archived beyond informal reports and oral histories. Evidence demonstrates that the preservation of historic sites allows for future generations to benefit from intangibles related to community and identity. However, the LGBTQ+ community has been unable to gain benefits that place-based, historic sites can provide, due to an inability to commemorate spaces that have shaped LGBTQ+ history in significant ways. This chapter explores the disparities between the preservation and commemoration of significant LGBTQ+ spaces and the amount of funding distributed to these sites. As of 2016, LGBTQ+ sites comprised only 0.08 percent of the 2,500 U.S. National Historic Landmarks and 0.005 percent of the more than 90,000 places listed in the National Register of Historic Places. This representation is well short of the share of American adults that identify as LGBTQ+ , which in 2017 was approximately five percent of the United States population. In 2010 the Administration of President Barack Obama launched the LGBTQ Heritage Initiative under the National Historic Landmarks Program. This effort underscored a broader commitment to include historically underrepresented groups, including LGBTQ+ individuals. As a result, LGBTQ+ communities became eligible to receive funding for projects through the Underrepresented Community Grant Program. An analysis of the distribution of Underrepresented Community Grant Program funds revealed that the LGBTQ+ community receives considerably less funding compared to other underrepresented communities. The findings from this study suggest that there is still a significant amount of work that remains to be done to integrate LGBTQ+ histories into historic preservation programs that exist at various levels of programming (local, state, and federal).
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Nagle, Charles L., Alfonso Morales-Front, Colleen Moorman, and Cristina Sanz. "Disentangling Research on Study Abroad and Pronunciation." In Handbook of Research on Study Abroad Programs and Outbound Mobility, 673–95. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0169-5.ch027.

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Despite intuitive and theoretically motivated claims that Study Abroad (SA) is an optimal environment for language development, including pronunciation gains, research on its effectiveness has produced contradictory results. Furthermore, there is little known about short-term study abroad programs, where matriculation numbers are increasing faster than ever before. This chapter analyzes pre- and post-SA oral production data from 18 advanced learners of Spanish, focusing on stop consonants (/p, t, k, b, d, g/). Development was defined in terms of voice onset time for /p, t, k/ and a 5-point lenition measure for /b, d, g/. Learners produced significantly shorter VOT values after the SA program, though there was not a similar improvement in lenition score. Therefore, the intensive, six-week SA experience yielded substantial gains in L2 pronunciation for these advanced learners of Spanish. Results are discussed in light of advances in both research methodology and study abroad program design.
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Adams-Campbell, Melissa. "At Home on the Prairie? Black Hawk, Margaret Fuller, and American Indian Dispossession." In Migration and Modernities, 101–22. Edinburgh University Press, 2019. http://dx.doi.org/10.3366/edinburgh/9781474440349.003.0005.

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This chapter compares Black Hawk’s description of his people’s resistance to Illinois settlement in Life of Black Hawk or Ma-Ka-Tai-Me-She-Kia-Kiak (1833) with Margaret Fuller’s description of the settler’s territorial gains in her travel account Summer on the Lakes, in 1843. Where Black Hawk relates his people’s belonging to the land through a shared body of Sauk oral tradition and collective forms of testimony, Fuller narrates U.S. settlers’ claims through a similarly shared body of classical allusions and employs the Western logic of translatio studii. Both of these accounts frame nineteenth-century Sauk dispossession within a larger temporal arc, showcasing competing and culturally specific rhetorics of belonging beyond the state. Recognizing these texts culturally specific accounts of statelessness highlights the unsettling nature of their competing epistemologies of land ownership.
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Brown, David. "Motivation and Learning Outcomes in Reciprocal SCMC Language-Learning." In Computer-Assisted Language Learning, 1746–63. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7663-1.ch084.

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In reciprocal learning, learners of different mother tongues are paired so that each can help the other learn their language. Developments in ICT have broadened the possibilities for reciprocal learning, enabling synchronous computer-mediated communication (SCMC). This study focuses on 48 French-speaking learners paired with 48 British students. Each pair worked synchronously and quasi-autonomously on communication activities in a real-time, quasi-face-to-face environment via Skype. This article reports on the pedagogical potential of the above SCMC scheme. The data discussed are drawn from a quantitative study carried out during the scheme. Two instruments were used for data-collection during the investigation: a self-report questionnaire on motivation, and a battery of language tests completed after the SCMC encounters had taken place. The same tests were also taken by a control group (N=48). The findings suggest that SCMC improves oral expression and interactivity in that it helps learners to enhance language confidence and language knowledge gains.
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"Aesthetics." In Oral and Maxillofacial Surgery, edited by Carrie Newlands and Cyrus Kerawala, 351–76. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198847366.003.0008.

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Aesthetic surgery can be defined as surgery carried out in an attempt to increase an individual’s beauty. The term is used interchangeably with cosmetic surgery. It is surgery performed on normal individuals purely to improve appearance and, as such, implies that there is no functional or direct health-benefit gain. This chapter includes non-surgical aesthetic techniques, such as Botox®, fillers, and resurfacing techniques, alongside surgical procedures to increase the aesthetics of the face. This includes blepharoplasty, otoplasty, facelifts, liposuction, implants, rhinoplasty, and cheiloplasty. Other considerations, including medicolegal aspects, regulation of cosmetic practice, and training in cosmetic surgery in the UK are included.
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Aytekin, Melike, and Volkan Arisan. "Alveolar Ridge Augmentation Techniques in Implant Dentistry." In Oral and Maxillofacial Surgery [Working Title]. IntechOpen, 2020. http://dx.doi.org/10.5772/intechopen.94285.

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Implant supported restorations have become an ideal treatment alternative for the rehabilitation of edentulous sites. However alveolar bone defects due to resorption, trauma or oncologic diseases may considerably affect favorable implant positioning and prosthetic outcomes. Various alveolar ridge augmentation procedures are available to gain enough bone volume and apply the ideal treatment plan afterwards. Guided bone regeneration, ridge splitting, distraction osteogenesis, maxillary sinus augmentation and autogenous block bone grafting are main techniques which have successful outcomes in reconstruction of bone defects. It’s difficult to demonstrate that one augmentation procedure offers better outcomes than another. Studies documenting augmentation techniques seem to be comparable and state favorable results for each procedure.
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Taylor, Jeffrey, and Mark Tucker. "Mark Tucker, Thelonious Monk, and “Misterioso”." In Rethinking American Music, 324–32. University of Illinois Press, 2019. http://dx.doi.org/10.5622/illinois/9780252042324.003.0016.

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A previously unpublished transcription of Thelonious Monk’s “Misterioso” (recorded in 1958) by the late Mark Tucker. Notated transcriptions, especially of improvised jazz solos, have always presented a challenge for those who would understand essentially oral traditions, wanting to be true to the spirit of spontaneity and geniuses at work. Yet, the presence of recording devices throughout virtually the entire history of jazz has made the reproducibility of such solos an everyday phenomenon. The desire to put especially complex examples under the microscope of score analysis, to dig deeper, is nearly irresistible. And after all, are there not many ways to enter the house of music as we attempt to gain insight into what is inevitably an enigmatic process?
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Schneider, Kimberly T., and Morrie Mullins. "The Thesis Process in Industrial-Organizational Master’s Programs." In Mastering Industrial-Organizational Psychology, 78–95. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190071141.003.0005.

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This chapter covers the thesis process in industrial-organizational master’s programs. A master’s thesis project can be a key learning opportunity for students. Whether or not they intend to pursue a PhD, or ever conduct formal research after completing their master’s degree, students gain valuable competencies from completing a thesis, including project management skills, research skills, written and oral communication skills, critical thinking, and ethical behavior. Thesis projects are not without challenges, however. This chapter offers advice and observations based both on the research literature and the authors’ 35+ years of combined experience mentoring master’s theses. Topics addressed include feasible and appropriate projects, collaborations with organizations, navigating the Institutional Review Board process, and on-time thesis completion.
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Conference papers on the topic "Oral gains"

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Chien, Huei-Tzu, Shiang-Fu Huang, I.-How Chen, Chun-Ta Liao, Hung-Ming Wang, Sou-De Cheng, and Ling-Ling Hsieh. "Abstract 809: High-resolution genomic profiling reveals gains of CCND1 and EGFR associated with disease progression in Taiwanese oral cavity squamous cell carcinomas." In Proceedings: AACR 104th Annual Meeting 2013; Apr 6-10, 2013; Washington, DC. American Association for Cancer Research, 2013. http://dx.doi.org/10.1158/1538-7445.am2013-809.

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Wang, Jin, Yuan Hu, Cassandra Gonzalez, Lin Tang, Bingbing Wang, Adel El-Naggar, Jeffrey Myers, and Carlos Caulin. "Abstract A14: The p53R172H gain-of-function mutation promotes resistance to oral cancer immunoprevention." In Abstracts: AACR-AHNS Head and Neck Cancer Conference: Optimizing Survival and Quality of Life through Basic, Clinical, and Translational Research; April 29-30, 2019; Austin, TX. American Association for Cancer Research, 2020. http://dx.doi.org/10.1158/1557-3265.aacrahns19-a14.

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Acin, Sergio, and Carlos Caulin. "Abstract 4158: The p53 gain-of-function mutation p53R172Hpromotes oral cancer progression in response to DNA damage." In Proceedings: AACR 101st Annual Meeting 2010‐‐ Apr 17‐21, 2010; Washington, DC. American Association for Cancer Research, 2010. http://dx.doi.org/10.1158/1538-7445.am10-4158.

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Van Treuren, Ken, and Nicole DeJong. "Using Design to Teach Thermodynamic Cycles: Designing a 250 MW Steam Power Plant Using the Rankine Cycle." In ASME Turbo Expo 2001: Power for Land, Sea, and Air. American Society of Mechanical Engineers, 2001. http://dx.doi.org/10.1115/2001-gt-0106.

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Power generation is increasingly important in the turbine industry. Students need exposure to the complexities of such systems as found in this design project. This project is part of the second of a two-course thermodynamic sequence designed to provide a foundation in thermodynamics and expose the students to various power generation cycles. One way to teach students the Rankine Cycle is to involve them in the various aspects of the cycle through a design project. Students, in teams of four or five, are given the task of designing a 250 MW steam power plant based on the Rankine Cycle. Calculations are made using the software of choice, usually Engineering Equation Solver (EES). Students are required to make an oral and written presentation. In addition to the presentation of calculations and graphs, an emphasis is placed on describing the general considerations of the design problem and the presentation of the unique advantages of the design. Students gain valuable experience in system optimization and better learn to justify their design decisions. Based on student evaluations the project was well received and increased student interest in the field of power generation. However, there is a need to include an economic component to the problem, and more time must be spent in class discussing typical component operating parameters.
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Liao, Chia-Jung, Huei-Tzu Chien, Shiang-Fu Huang, I.-How Chen, Chun-Ta Liao, Hung-Ming Wang, and Ling-Ling Hsieh. "Abstract 3855: Clinical implications of FADD copy number gain/amplification and high protein expression in areca-quid-associated oral cavity squamous cell carcinomas." In Proceedings: AACR 106th Annual Meeting 2015; April 18-22, 2015; Philadelphia, PA. American Association for Cancer Research, 2015. http://dx.doi.org/10.1158/1538-7445.am2015-3855.

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Petrov, Andrei Yu, Abdolreza Zaltash, Solomon D. Labinov, D. Tom Rizy, Xiaohong Liao, and Reinhard Radermacher. "Evaluation of Different Efficiency Concepts of an Integrated Energy System (IES)." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-60285.

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The Integrated Energy System (IES) market in the United States (US) and worldwide has been increasingly expanding over the last few years. But there is still a lot of disagreement in interpretation of one of the most important IES performance parameters — efficiency. Some organizations, for example, use higher heating value (HHV) of fuel in efficiency calculations while some use lower heating value (LHV). Some accounts for auxiliary and parasitic losses while others do not. Some adhere to the “first-law” of efficiency while some use other methods, i.e., calculations recommended by the Federal Energy Regulatory Commission or the US Combined Heat & Power Association. Different efficiency concepts based on actual performance testing from the IES Laboratory at Oak Ridge National Laboratory (ORNL) are evaluated in this paper. The equipment studied included: a 30-kW microturbine, an air-to-water heat recovery unit (HRU), a 10-ton (35 kW) hot water-fired (indirect-fired) single-effect absorption chiller, and a direct-fired desiccant dehumidification unit. Efficiencies of different configurations of the above-mentioned equipment based on various approaches are compared. In addition, IES efficiency gains due to the replacement of a 1st generation HRU (effectiveness of approximately 75%) with a 2nd generation HRU (effectiveness of approximately 92%) for the same IES arrangement are discussed. The results showed that the difference in HHV- and LHV-based efficiencies for different IES arrangements could reach 5–8%, and that the difference in efficiency values calculated with different methods for the same arrangement could reach 27%. Therefore, it is very important to develop standard guidelines for efficiency calculations that would be acceptable and used by the majority of IES manufacturers and end-users. At the very least, every manufacturer or user should clearly indicate the basis for their efficiency calculations.
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Reports on the topic "Oral gains"

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Stern, Jonathan M. B., and Benjamin Piper. Resetting Targets: Examining Large Effect Sizes and Disappointing Benchmark Progress. RTI Press, April 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0060.1904.

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This paper uses recent evidence from international early grade reading programs to provide guidance about how best to create appropriate targets and more effectively identify improved program outcomes. Recent results show that World Bank and US Agency for International Development–funded large-scale international education interventions in low- and middle–income countries tend to produce larger impacts than do interventions in the United States, as measured by effect sizes. However, these effect sizes rarely translate into large gains in mean oral reading fluency scores and are associated with only small increases in the proportion of students meeting country-level reading benchmarks. The limited impact of these low- and middle–income countries’ reading programs on the proportion of students meeting reading benchmarks is in large part caused by right-skewed distributions of student reading scores. In other words, modest impacts on the proportion of students meeting benchmarks are caused by low mean scores and large proportions of nonreaders at baseline. It is essential to take these factors into consideration when setting program targets for reading fluency and comprehension. We recommend that program designers in lower-performing countries use baseline assessment data to develop benchmarks based on multiple performance categories that allow for more ambitious targets focused on reducing nonreaders and increasing beginning readers, with more modest targets aimed at improving oral reading fluency scores and increasing the percentage of proficient readers.
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