Relevant bibliographies by topics / Read

Contents

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

Academic literature on the topic 'Read'

Author: Grafiati
Published: 4 June 2021
Last updated: 16 June 2025

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Journal articles on the topic "Read"

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Miura, Akira, and Janet Ashby. "Read Real Japanese." Modern Language Journal 79, no. 2 (1995): 292. http://dx.doi.org/10.2307/329655.

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Kars, Marge, and Mary Doud. "Ready to Read." Reference Librarian 32, no. 67-68 (2000): 85–97. http://dx.doi.org/10.1300/j120v32n67_07.

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Jones, Eileen. "Get ready, set, read!" Practical Pre-School 2013, no. 144 (2013): xv—xvi. http://dx.doi.org/10.12968/prps.2013.1.144.xv.

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Wick, Ryan R., and Kathryn E. Holt. "Polypolish: Short-read polishing of long-read bacterial genome assemblies." PLOS Computational Biology 18, no. 1 (2022): e1009802. http://dx.doi.org/10.1371/journal.pcbi.1009802.

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Long-read-only bacterial genome assemblies usually contain residual errors, most commonly homopolymer-length errors. Short-read polishing tools can use short reads to fix these errors, but most rely on short-read alignment which is unreliable in repeat regions. Errors in such regions are therefore challenging to fix and often remain after short-read polishing. Here we introduce Polypolish, a new short-read polisher which uses all-per-read alignments to repair errors in repeat sequences that other polishers cannot. Polypolish performed well in benchmarking tests using both simulated and real reads, and it almost never introduced errors during polishing. The best results were achieved by using Polypolish in combination with other short-read polishers.
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Schoonover, Judith, and Sally Norton-Darr. "Adapting books: Ready, set, read!" Journal of Occupational Therapy, Schools, & Early Intervention 9, no. 1 (2016): 19–26. http://dx.doi.org/10.1080/19411243.2016.1152831.

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Shumate, Alaina, Brandon Wong, Geo Pertea, and Mihaela Pertea. "Improved transcriptome assembly using a hybrid of long and short reads with StringTie." PLOS Computational Biology 18, no. 6 (2022): e1009730. http://dx.doi.org/10.1371/journal.pcbi.1009730.

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Short-read RNA sequencing and long-read RNA sequencing each have their strengths and weaknesses for transcriptome assembly. While short reads are highly accurate, they are rarely able to span multiple exons. Long-read technology can capture full-length transcripts, but its relatively high error rate often leads to mis-identified splice sites. Here we present a new release of StringTie that performs hybrid-read assembly. By taking advantage of the strengths of both long and short reads, hybrid-read assembly with StringTie is more accurate than long-read only or short-read only assembly, and on some datasets it can more than double the number of correctly assembled transcripts, while obtaining substantially higher precision than the long-read data assembly alone. Here we demonstrate the improved accuracy on simulated data and real data from Arabidopsis thaliana, Mus musculus, and human. We also show that hybrid-read assembly is more accurate than correcting long reads prior to assembly while also being substantially faster. StringTie is freely available as open source software at https://github.com/gpertea/stringtie.
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Montgomery, Richard Murdoch. "The Real Selfish Gene: Impact of Repetitive Elements on Read Mapping Accuracy, a Simulation Study." Journal of Current Trends in Computer Science Research 3, no. 3 (2024): 01–04. http://dx.doi.org/10.33140/jctcsr.03.03.06.

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Repetitive elements, often referred to as selfish genes, pose significant challenges to genome assembly and read mapping in bioinformatics. These elements can replicate within the genome without providing functional benefits to the host organism, leading to complexities in accurate genome analysis. This study presents a simulation-based approach to illustrate the impact of repetitive elements on read mapping accuracy. By comparing genome sequences with and without repetitive elements, we demonstrate how these selfish genes create ambiguities and errors in read alignment. The findings underscore the importance of developing advanced bioinformatics tools aligned with artificial intelligence to mitigate the effects of repetitive sequences and improve the reliability of genomic analyses.
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Bergquist, Greta. "Ready to Read Now and Then." OLA Quarterly 26, no. 2 (2020): 50–53. http://dx.doi.org/10.5399/osu/1093-7374.26.02.11.

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Nguyen, Son Hoang, Minh Duc Cao, and Lachlan J. M. Coin. "Real-time resolution of short-read assembly graph using ONT long reads." PLOS Computational Biology 17, no. 1 (2021): e1008586. http://dx.doi.org/10.1371/journal.pcbi.1008586.

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A streaming assembly pipeline utilising real-time Oxford Nanopore Technology (ONT) sequencing data is important for saving sequencing resources and reducing time-to-result. A previous approach implemented in npScarf provided an efficient streaming algorithm for hybrid assembly but was relatively prone to mis-assemblies compared to other graph-based methods. Here we present npGraph, a streaming hybrid assembly tool using the assembly graph instead of the separated pre-assembly contigs. It is able to produce more complete genome assembly by resolving the path finding problem on the assembly graph using long reads as the traversing guide. Application to synthetic and real data from bacterial isolate genomes show improved accuracy while still maintaining a low computational cost. npGraph also provides a graphical user interface (GUI) which provides a real-time visualisation of the progress of assembly. The tool and source code is available at https://github.com/hsnguyen/assembly.
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William Kolbrener. "The "Real Thing": How to Read How to Read the Bible." Jewish Quarterly Review 100, no. 1 (2009): 183–89. http://dx.doi.org/10.1353/jqr.0.0072.

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Dissertations / Theses on the topic "Read"

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Haraldsson, Kim, and Sandra Löfbom. "To read or not to read." Thesis, Halmstad University, School of Teacher Education (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-2336.

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<p>Syftet med uppsatsen har varit att undersöka om den generella föreställningen om att pojkar inte läser stämmer. Undersökningen har genomförts med hjälp av enkäter och intervjuer med elever och lärare. Våra resultat visar att påståendet om att pojkar inte läser är mer komplext än så. Pojkarna ser sig inte som läsare trots deras breda kontakter med texter, eftersom de anser att läsning är böcker och tidningar. Deras åsikter kring läsning ligger också rotat i deras genuskonstruktion och identitetsskapande, och påverkas av faktorer som grupptryck, hemförhållanden och förväntningar från skolan.</p>
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Decloedt, Jeffrey. "How to read the Bill Reid bill." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/4083.

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This thesis argues that the First Nations and their material culture have been used as tropes in the construction of national symbols on Canadian money. The twenty dollar bill from the 2004 series of Canadian banknotes, Canadian Journeys, was the impetus for this inquiry. The art of Bill Reid is featured on this banknote. Reid is an artist who identifies, on his mother's side, with the Haida First Nations and his art takes its themes and style from the Haida crest imagery. The implications of utilizing a First Nations artist on a Canadian banknote becomes problematic when considering the antagonistic historical relationship Canada has had with the First Nations and the multiplicity of unresolved land claims. Therefore, I ask, how this Bill Reid banknote should be read. In answering this question I have divided this thesis into three parts. First, I analyze a historical precedent for this contemporary banknote. The 1870 two dollar bill is useful for it both gives an example of the use of First Nations as a trope in representing the nation and it helps expose the importance of money as a national symbol at the time when Canada was struggling to come together as a modern nation. In the next section I analyze the Bill Reid bill as both a part of a symbolic construction of nation and as a material practice which has regional or territorial implications. In the final section I argue that Bill Reid utilized the language commonly used for colonial justification to elevate his own practice. While carving out a market for his work Reid helped to reify nationally accepted histories concerning the First Nations—namely that they are culturally dead.
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Harris, Lisa Marie. "Read to me: Encouraging parents to read aloud." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/569.

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Burger, Joseph. "Real-time engagement area dvelopment program (READ-Pro)." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 2002. http://library.nps.navy.mil/uhtbin/hyperion-image/02Jun%5FBurger.pdf.

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Liu, An. "Read-In Arts." VCU Scholars Compass, 2017. http://scholarscompass.vcu.edu/etd/4878.

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As interior designers, we strive to design everything for our clients, from complex environments to the joinery of a chair. We rarely consider inviting our clients or the users to join us in finishing the space. Read-In workshop is not a school, but a kind of home, a home belonging to children, which provides the possibilities for children to play, to learn, to occupy, to personalize, and to share. An emotional space that will not limit the user, but keep inspiring them. It helps children notice, think, and grow. Half of the interior space will be a fixed design, designed and fabricated during the first construction phase. The other Half will be designed as a flexible and changeable “framework” space, which allow the users to reorganize, repaint, and refinish, depending on their evolving educational needs and aesthetic tastes. Therefore, this “incomplete” workshop will share control with children. The contents of the framework will be continuously updated by the children who participate in the Read-In arts programs.
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Sartori, Viviane. "InHab-Read - IHR." reponame:Repositório Institucional da UFSC, 2017. https://repositorio.ufsc.br/xmlui/handle/123456789/180897.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Centro Tecnológico, Programa de Pós-Graduação em Engenharia e Gestão do Conhecimento, Florianópolis, 2017.<br>Made available in DSpace on 2017-11-14T03:21:56Z (GMT). No. of bitstreams: 1 348490.pdf: 9532825 bytes, checksum: bb189e301b30950fbc2c9049745f5d62 (MD5) Previous issue date: 2017<br>Os habitats de inovação são empreendimentos organizados sistematicamente para promover a inovação, propiciando a interação e a integração de diferentes atores. São fenômenos contemporâneos de grande relevância para o desenvolvimento de uma região ou de um país, pois operam com ativos de conhecimento. A implantação de um habitat de inovação implica, diretamente, no desenvolvimento socioeconômico e cultural da comunidade de seu entorno. Estes oferecem condições diferenciadas para desenvolver produtos e processos inovadores, com o propósito de fomentar as dinâmicas econômicas e sociais, locais e regionais, uma vez que tem a capacidade de reunir pessoas, tecnologias, recursos financeiros e conhecimento. A problemática levantada para esta pesquisa trata de como analisar as comunidades do entorno dos habitats de inovação em relação às suas necessidades, potencialidades e expectativas. O lastro teórico para esta tese está construído na intersecção entre os conceitos de habitats de inovação, parques tecnológicos, inovação, inovação social, tríplice e quádrupla hélice. O objetivo é elaborar uma metodologia para leitura e análise identificando, necessidades, potencialidades e expectativas das comunidades do entorno dos habitats de inovação. Esta pesquisa caracteriza-se como exploratória descritiva. Desenvolve-se a partir de uma revisão sistemática para levantar os conceitos básicos e um benchmarking para identificar práticas de leitura de entorno. Com estes elementos propõe-se uma metodologia de leitura de entorno desenvolvida em três fases: elaboração, prototipagem e aplicação. A elaboração constituiu-se em um instrumento online, que foi prototipada no entorno do Orion Parque, na cidade de Lages. A aplicação da metodologia para sua conformação foi feita no entorno do Sapiens Parque, em Florianópolis. Os atores envolvidos nesse processo foram gestores de 8 parques tecnológicos visitados, 10 gestores de organizações internas do Sapiens Parque, 201 gestores de organizações externas e 622 famílias situadas no entorno do Sapiens Parque. O resultado alcançado com este estudo foi a conformação de uma proposta metodológica adaptável para diferentes tipos de habitats de inovação, que possibilita realizar a leitura e a análisedo entorno desses empreendimentos, gerando informações que caracterizam o perfil da população local em relação às suas necessidades, potencialidades e expectativas. Com a aplicação da InHab-Read ? IHR ? Metodologia de leitura de entorno para habitats de inovação é possível orientar políticas e ações conjuntas entre a população do entorno e as organizações internas dos habitats, potencializando a interação entre todos os atores, e ampliando as dimensões dos processos de inovação tecnológica e econômica para a inovação social.<br>Abstract : Innovation habitats are systematically organized enterprises to promote innovation and provide the interaction and integration of different actors. They are contemporary phenomena of high relevance for the development of a region or a country because they operate with knowledge assets. The implementation of an innovation habitat directly implies the socioeconomic and cultural development of the surrounding community. These provide differentiated conditions for developing innovative processes and products to foster economic, social, local and regional dynamics as it can bring together people, technologies, financial resources, and knowledge. The issue regarding this research analyzes the communities surrounding the innovation habitats about their needs, potentialities, and expectations. The theoretical background for this thesis is built on the intersection between concepts of innovation habitats, technology parks, changes, social innovation, triple and quadruple propeller. The aim is to develop a methodology for reading and analysis, identifying needs, potentialities, and expectations of communities surrounding the innovation habitats. The study is characterized as descriptive and exploratory. It develops from a systematic review to obtain basic concepts and a benchmarking to identify surrounding reading practices. With such elements, it is proposed a methodology of environment interpretation developed in three phases: elaboration, prototyping, and application. The elaboration was constituted by an online instrument that was prototyped in the Orion Park?s surrounding, in the city of Lages. The methodology application for its configuration was developed in the Sapiens Park?s surrounding, in Florianópolis. The actors involved in the process were eight managers of the technological parks visited, ten managers of internal organizations of the Sapiens Parque, 201 managers of external companies and 622 families located around the Sapiens Parque. The result obtained with the study relates to an adaptive methodological proposal for different types of innovation habitats, which makes it possible to read and analyze the enterprises? surroundings, generating information that characterizes thelocal population profile regarding their needs, potentialities, and expectations. With the application of InHab-Read - IHR - Environment Reading Methodology for innovation habitats, it is possible to propose common policies and actions between the surrounding population and habits internal organizations, enhancing the interaction among all the actors, and broadening dimensions of technological and economic innovation processes for social change.
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Best, Megan, Jean Slater, Angel Lee, T. Zakas, Pamela Mims, and Diane Browder. "Read and Tell." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu_books/170.

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Thirty-two modified versions of novels like Little House on the Prairie; Because of Winn-Dixie; The Lion, the Witch and the Wardrobe; The Trumpet of the Swan; and The Indian in the Cupboard allow you to cover age-appropriate literature, while connecting it to grade-level standards for upper elementary and middle school. Fifteen of the thirty-two modified versions of novels are featured within two Student Readers. The additional seventeen stories and lesson materials are provided on a USB flash drive. The Instructor’s Guide is scripted and includes evidence-based practices like the time-delay procedure and the system of least intrusive prompts. Each adapted story is accompanied with instructional materials such as vocabulary cards, character cards, setting cards, story grammar cards, posters, and picture-supported comprehension quizzes. A blank assessment form is provided to collect data on vocabulary identification and comprehension for the extra stories. A true literature collection for any classroom! The Read and Tell consumable Student Workbooks include all chapter quizzes for the 15 printed novels. The workbook condenses all of the student activities into a consumable option, giving students the opportunity to keep and share their accomplishments! Curriculum Includes: Instructor's Guide; 2 Student Readers, a Student Workbook, 2 consumable Student Workbooks; a set of posters; vocabulary, character, and setting cards for each piece of literature; a USB flash drive with 17 additional stories; and an image library containing character symbols, Picture It files, and PixWriter files. Curriculum Plus Includes: The Curriculum plus 2 sets of 10 consumable Student Workbooks, the GoWorksheet Maker iPad App, a set of corresponding GoWorksheet activities, and samples of communication overlays.<br>https://dc.etsu.edu/etsu_books/1190/thumbnail.jpg
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Hardy, Christine Anne. "To read or not to read : adult reading habits and motivations." Thesis, University of Nottingham, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435450.

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Filipetto, Gina. "Literary texts in the high school, to read or not to read?" Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ64911.pdf.

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FISCHBERG, JOSY. "NEWSPAPERS AND NEWS SITES: WHAT READ (OR DO NOT READ) FUTURE TEACHERS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2011. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18501@1.

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COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR<br>PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO<br>Esta tese analisa as relações entre futuros professores, estudantes de Ensino Médio Normal, jornais impressos e sites de notícia. Seu objetivo é saber com que frequência esses jovens acompanham as notícias através de cada suporte, por que tipo de informação se interessam e quais publicações e sites são lidos por eles. Aprofundando essas questões, analisa o impacto que a mídia tem sobre seu dia a dia. A pesquisa tem como principal referencial teórico os estudos de Roger Chartier, especialmente no que diz respeito ao que autor chama de Revolução Digital. Participaram da pesquisa, de bases qualitativa e quantitativa, 253 alunos de nove escolas estaduais – quatro da cidade do Rio de Janeiro e cinco de municípios da Região Metropolitana do Estado do Rio de Janeiro. Eles responderam a um questionário com informações sobre sua relação com os meios de comunicação, suas práticas de leitura e as de seus pais e amigos, seu futuro profissional, como suas escolas utilizam a mídia e dados sócio-econômicos. A análise dos questionários mostra que esse público, em sua maioria, é formado por mulheres de cor parda. Esses estudantes leem mais jornais impressos do que sites, apesar de terem acesso à internet. Eles valorizam a informação, pois sabem que estar em dia com as notícias traz benefícios, como estar mais preparado para o vestibular e protegido dos perigos do mundo. As notícias que leem estão mais voltadas para interesses pessoais do que profissionais. Eles acreditam também que a escola é o espaço de discussão sobre a mídia, mas, a partir de suas respostas, percebe-se que seus colégios não fazem uso desse instrumento como deveriam – são poucos os que têm acesso livre a jornais e sites em suas instituições de ensino. Seu contato com os jornais se dá principalmente em casa, mostrando que os pais desempenham um papel importante nesse processo.<br>This thesis analyzes the interaction between teachers, Normal School students, newspapers and news sites. Its objective is to know how often these students follow the news through each media, what kind of information is interesting in their opinion and what publications and web sites are read by them. Deepening these issues, also analyzes the possible impact that the media has on their daily lives. It takes as main reference Roger Chartier’s theory, especially with regard to what the author says about Digital Revolution. The research involved quantitative and qualitative basis, with 253 students of nine state schools - four in the city of Rio de Janeiro and five in the metropolitan area of the state of Rio de Janeiro. They answered a questionnaire with information about their relationship with the media, their reading practices and those of their parents and friends, their professional future, how do their schools use media and socio-economic data. The analysis of the questionnaires shows that the public mostly consists of women of mixed ethnicity. These students, to keep up, read more newspapers than news sites, although they have wide access to the internet. They value the information because they know that being up to date with the news brings benefits such as being more prepared for exams and more protected from the dangers of the world, besides having more content. The news they read are more focused on personal than professional interests. They also believe that school is a space for discussion and reflection on the media, but, from their answers, we can notice that their schools do not use this instrument as they should - there are few who have free access to newspapers and sites on their educational institutions. Their contact with the papers is at home, thus showing that parents play an important role in this process.
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Books on the topic "Read"

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Corporation for National Service (U.S.), United States. Dept. of Health and Human Services, and United States. Dept. of Education, eds. America reads challenge: Ready*set*read. U.S. Dept. of Education, 1997.

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Jeanne, Hind, ed. Ready to read. Oxford University Press, 1989.

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Spewock, Theodosia Sideropoulos. Ready to read. Totline Publications, 1997.

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Gaydos, Nora. Ready to Read. Innovative KIDS, 2005.

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Val, Eustice, ed. Ready to read. Scholastic, 1988.

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M, Matthews Francie, ed. Ready to read. Paul H. Brookes Pub. Co., 2010.

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Warrence-Schreiber, Michele. Read: Getting your preschooler ready to read. Publications International, Ltd., 2006.

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Connecticut. State Department of Education. Read, read, read. Connecticut State Dept. of Education, 1998.

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1945-, Root Christine Baker, ed. Ready to read more. Pearson Longman, 2006.

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Masonis, Tracy. Ready to read: PreK. McGraw Hill Children's Pub., 2003.

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Book chapters on the topic "Read"

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Dube, Simant. "Read, Read, Read." In An Intuitive Exploration of Artificial Intelligence. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68624-6_10.

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Mittelstraß, Jürgen. "Read." In Enzyklopädie Philosophie und Wissenschaftstheorie. Springer Berlin Heidelberg, 2024. http://dx.doi.org/10.1007/978-3-662-67772-8_1.

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Weik, Martin H. "read." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_15530.

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Perlstein, Rick. "Paul Cowan’s The Tribes of America." In Second Read, edited by James Marcus and The Staff of the Columbia Journalis. Columbia University Press, 2011. http://dx.doi.org/10.7312/marc15930-002.

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Read, James D. "The Read Clinical Classification (Read Codes)." In Medical Informatics Europe ’90. Springer Berlin Heidelberg, 1990. http://dx.doi.org/10.1007/978-3-642-51659-7_121.

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Resmini, Andrea, and Bertil Lindenfalk. "Read Ahoy." In Human-Computer Interaction. Human Values and Quality of Life. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-49065-2_22.

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McKissock, Charmaine. "Read right." In Great Ways to Learn Anatomy and Physiology. Macmillan Education UK, 2009. http://dx.doi.org/10.1007/978-1-137-01408-5_10.

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Weik, Martin H. "nondestructive read." In Computer Science and Communications Dictionary. Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_12396.

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"Read." In Encyclopedia of Genetics, Genomics, Proteomics and Informatics. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6754-9_14167.

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"read";." In History & Literature Of Christ. Routledge, 2013. http://dx.doi.org/10.4324/9780203040720-59.

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Conference papers on the topic "Read"

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Prasuna, Vempati Lakshmi, Sk Fathimabi, Apoorva Adusumilli, and Bandaru Veera Venkata Rajesh. "Read Right: Empowering the Blind to Read the World." In 2024 International Conference on Signal Processing and Advance Research in Computing (SPARC). IEEE, 2024. https://doi.org/10.1109/sparc61891.2024.10829018.

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Huang, Dong, Dan Feng, Qiankun Liu, et al. "A Read Latency Variation Aware Independent Read Scheme for QLC SSDs." In 2024 Design, Automation & Test in Europe Conference & Exhibition (DATE). IEEE, 2024. http://dx.doi.org/10.23919/date58400.2024.10546573.

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Olgun, Ataberk, F. Nisa Bostancı, İsmail Emir Yüksel, et al. "Variable Read Disturbance: An Experimental Analysis of Temporal Variation in DRAM Read Disturbance." In 2025 IEEE International Symposium on High Performance Computer Architecture (HPCA). IEEE, 2025. https://doi.org/10.1109/hpca61900.2025.00069.

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Calleja, Jesús, Thierry Etchegoyhen, and David Ponce. "Automating Easy Read Text Segmentation." In Findings of the Association for Computational Linguistics: EMNLP 2024. Association for Computational Linguistics, 2024. http://dx.doi.org/10.18653/v1/2024.findings-emnlp.694.

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Sorin, Laurent, Julie Lemarié, and Mustapha Mojahid. "READ." In the 17th International ACM SIGACCESS Conference. ACM Press, 2015. http://dx.doi.org/10.1145/2700648.2811338.

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Nair, Prashant J., Chiachen Chou, Bipin Rajendran, and Moinuddin K. Qureshi. "Reducing read latency of phase change memory via early read and Turbo Read." In 2015 IEEE 21st International Symposium on High Performance Computer Architecture (HPCA). IEEE, 2015. http://dx.doi.org/10.1109/hpca.2015.7056042.

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Hirschman, Lynette, Marc Light, Eric Breck, and John D. Burger. "Deep Read." In the 37th annual meeting of the Association for Computational Linguistics. Association for Computational Linguistics, 1999. http://dx.doi.org/10.3115/1034678.1034731.

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Milió-Frayling, Natasa, and Ralph Sommerer. "MS read." In the 24th annual international ACM SIGIR conference. ACM Press, 2001. http://dx.doi.org/10.1145/383952.384099.

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9

Liu, Chun-Yi, Jagadish B. Kotra, Myoungsoo Jung, Mahmut T. Kandemir, and Chita R. Das. "SOML Read." In ASPLOS '19: Architectural Support for Programming Languages and Operating Systems. ACM, 2019. http://dx.doi.org/10.1145/3297858.3304035.

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10

Sucena, Ana, Ana Rita Machado, Helena Freitas, et al. ""I Read"." In ARTECH 2019: 9th International Conference on Digital and Interactive Arts. ACM, 2019. http://dx.doi.org/10.1145/3359852.3359884.

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Reports on the topic "Read"

1

Albert, Andrea. How to Read a Science Headline. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1375156.

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Gam, Hae Jin, Yoon Jin Ma, and Jennifer Banning. Who Read Socially Responsible Apparel Labels. Iowa State University, Digital Repository, 2013. http://dx.doi.org/10.31274/itaa_proceedings-180814-826.

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Garris, Michael D. Teaching computers to read handprinted paragraphs. National Institute of Standards and Technology, 1996. http://dx.doi.org/10.6028/nist.ir.5894.

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Heller, Michael. Photo-Electronic Optical Memory - Write/Read System. Defense Technical Information Center, 2000. http://dx.doi.org/10.21236/ada376242.

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Gill, Jennifer. Helping Children Become Summer Bookworms. The Wallace Foundation, 2018. http://dx.doi.org/10.59656/yd-os7963.001.

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Abu-Ajamieh, Fayez. Evaluation of an Integrated Read-Out Layer Prototype. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1128149.

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Zeilenga, K. Lightweight Directory Access Protocol (LDAP) Read Entry Controls. RFC Editor, 2006. http://dx.doi.org/10.17487/rfc4527.

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8

Karr, Mike. Beyond the Read-Eval Loop: The Artifacts System. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada276589.

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Abu-Ajamieh, Fayez. Evaluation of an Integrated Read-Out Layer Prototype. Office of Scientific and Technical Information (OSTI), 2011. http://dx.doi.org/10.2172/1044222.

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Wilding, Malwina, Kiyo Fujimoto, David Estrada, Brian Jaques, and Josh Eixenberger. Assessment of Read-out Techniques for Passive Monitors. Office of Scientific and Technical Information (OSTI), 2024. http://dx.doi.org/10.2172/2439191.

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