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1
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>
2
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.
3
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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Edman, Karin, and Isabella Köllner-Allert. "Motivating students to read." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29957.
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Callegaro, Vinicius. "Read-polarity-once functions." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2012. http://hdl.handle.net/10183/87583.
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Algoritmos exatos para fatoração estão limitados a funções Booleanas read-once, onde cada variável aparece uma vez na equação final. No entanto, estes algoritmos apresentam duas restrições principais: (1) eles não consideram funções Booleanas incompletamente especificadas, e (2) eles não são adequados para as funções binate. Para superar o primeiro inconveniente, é proposto um algoritmo que encontra equações read-once para funções Booleanas incompletamente especificadas, sempre que possível, é proposto. Com respeito à segunda limitação, é apresentada uma transformação de domínio que divide variáveis binate existentes em duas variáveis unate independentes. Tal transformação de domínio conduz a funções Booleanas incompletamente especificadas, que podem ser eficientemente fatoradas mediante a aplicação do algoritmo proposto. A combinação das duas contribuições dá resultados ótimos para uma nova classe de funções Booleanas chamada read-polarity-once, onde cada polaridade (positiva ou negativa) de uma variável aparece no máximo uma vez na forma fatorada da expressão Booleana. Resultados experimentais sobre circuitos ISCAS'85 mostrou que funções read-polarity-once são significativamente mais frequentes em circuitos reais quando comparado com a classe de funções read-once, a qual muitos trabalhos já foram dedicados na literatura.<br>Efficient exact factoring algorithms are limited to read-once functions, in which each variable appears once in the final Boolean equation. However, those algorithms present two main constraints: (1) they do not consider incompletely specified Boolean functions; and (2) they are not suitable for binate functions. To overcome the first drawback, it is proposed an algorithm that finds read-once formulas for incompletely specified Boolean functions, whenever possible. With respect to the second limitation, a domain transformation that splits existing binate variables into two independent unate variables is presented. Such domain transformation leads to incompletely specified Boolean functions, which can be efficiently factored by applying the proposed algorithm. The combination of both contributions gives optimal results for a novel broader class of Boolean functions named as read-polarity-once functions, where each polarity (positive or negative) of a variable appears at most once in the factored form. Experimental results over ISCAS'85 benchmark circuits have shown that read-polarityonce functions are significantly more frequent than read-once functions, for which many works have already been devoted in the literature.
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ARNAUD, HARGRAVE ANN. "L'ambiguite de herbert read." Paris 3, 1989. http://www.theses.fr/1989PA030123.
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De son vivant, herbert read (1893-1968) fut constamment accuse d'inconsequence et d'ambiguite, traits consideres habituellement comme defauts. Cette analyse detaillee de sa vie et de son oeuvre permet de refuter ou d'attenuer cette accusation, en soutenant que la multiplicite meme des roles officiels ou officieux joues par un read polygraphe, ainsi que le fait que ses principaux detracteurs aient neglige la chronologie, sont responsables de nombre de contradictions apparentes. C'est ce que tentent de demontrer les deux premieres sections, qui retracent sa carriere et son itineraire intellectuel. D'autres malentendus de meme nature sont dissipes partiellement par un examen attentif, egalement chronologique, de son esthetique, de sa critique et de sa creation litteraire - cette derniere semblent, de surcroit, prefigurer en secret les positions et la demarche adoptees au grand jour plus tard. En meme temps, ce travail sou- tient l'idee que read, apres s'etre vainement efforce de s'imposer une conduite et des attitudes lineaires, universalistes, conformes a la "raison" au sens etroit, se serait reconnu vers 1930, en conformite avec ses enthousiasmes de jeunesse, relativiste et pluraliste, pronant l'effet benefique - esthetique, individuel et social - du conflit et de la contradiction, recherchant la con- troverse et revendiquant pour lui-meme une ambiguite concue comme positive et creatrice<br>In his own lifetime, herbert read (1893-1968) was constantly accused of being inconsistent and ambiguous, characteristics generally considered as faults. This detailed analysis of his life and work enables this accusation to be denied, or at least attentuated, by suggesting that the very multiplicity of read's roles - and his polymathy so little characteristic of his century - together with the little respect so many of his critics show for chronology, are respon- sible for a great many apparent contradictions. The first two sections, retracing his public career and intellectual itinerary, attempt to prove this. Other similar misunderstandings are partially dispelled by a careful chronological examination of his aesthetic theory, of his criticism and of his prose and poetry - his own creative writing seeming, moreover, secretly to prefigure positions openly adopted later. At the same time this study puts forward the idea that read, after vainly attempting to impose on himself linear, universa- list attitudes and behaviour, in conformity with "reason" in the narrow sense, recognized, in the early 1930s, in accordance with certain youthful enthusiasms, that he belonged to a rival philosophical tradition, relativist and pluralist, and from the on, extolling the virtues - aesthetic, individual, social - of conflict and contradiction, deliberately set out to adopt controversial points
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Fernandez, Arturo. "Windlife Vs. Let's Read." University of Cincinnati / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1509983717956456.
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Lewis, Andrew Zack. ""Have you really read Job? Read him, read him again and again" : Kierkegaard, Vischer, and Barth on the book of Job." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/3141.
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This thesis explores the reception history of the book of Job, particularly in Søren Kierkegaard's Three Upbuilding Discourses and Repetition, Wilhelm Vischer's “Hiob, ein Zeuge Jesu Christi,” and Karl Barth's Church Dogmatics. It examines the hermeneutical presuppositions of these three scholars and how the scholars themselves fit into the history of interpretation, showing that they use a post-critical allegorical interpretation in order to explore the freedom of God and humanity. Chapter one offers a defense of using reception history in biblical studies. By walking through Mikhail Bakhtin's theories on great time and the chronotope, it argues that great texts continue to live and grow even after their completion and canonization. During this “afterlife,” their meaning expands as more readers participate in their interpretations. Chapter two examines the afterlife of the book of Job in the hands of Christian exegetes, focusing on allegory and freedom in the interpretations by Gregory the Great, Thomas Aquinas, Martin Luther, John Calvin, and Immanuel Kant. Chapter three looks at the unusual and rich interpretations of Job by Kierkegaard—the autonymous upbuilding discourse on Job's response to his suffering in the prologue and the novella Repetition as an interpretation of the dialogue between Job and his friends. Chapter four examines the interpretation of the book of Job in Vischer's mini-commentary. Vischer sees the character of Job as one whose devotion to God goes beyond the laws that God purveys and the doctrine that seeks to explain God. Referring specifically to the works of Kierkegaard and Vischer, Karl Barth's work on Job—the focus of chapter five—sees the book of Job as illustrative of Jesus Christ's relationship to God and humanity. All three scholars incorporated allegory while ruminating on the freedom of God in the book of Job. The final chapter evaluates their interpretations while addressing their similarities and differences.
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Liberg, Caroline. "Learning to read and write." Doctoral thesis, Uppsala universitet, Institutionen för lingvistik, 1990. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-251889.
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Yenigalla, Leela Krishna. "How Novices Read Source Code." Youngstown State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1421404124.
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Aguilar, F. Max E. "Testing of a read prediction buffer integrated circuit and design of a predictive read cache." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA297670.
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Thesis (M.S. in Electrical Engineering and Computer Science) Naval Postgraduate School, March 1995.<br>Thesis advisor(s): Douglas J. Fouts, Timothy J. Shimeall. Includes bibliographical references. Also available online.
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Benmeleh, Eva. "Get Ready To Read!: Assessing the Efficacy of an Emergent Literacy Screening Tool." Thesis, NSUWorks, 2011. https://nsuworks.nova.edu/cps_stuetd/7.
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Early identification and targeted intervention during the preschool years can help to prevent later reading difficulties among school-age children. The GRTR! was developed by the Applied Research Partners and the National Center for Learning Disabilities. It is a quick, reliable measure developed for paraprofessionals to assess deficits in pre-literacy skills among preschoolers. Most of the research on this measure has been limited to preschoolers primarily from low socioeconomic status (SES) backgrounds and authored by the developers of the GRTR!
The current study examined the Get Ready to Read! (GRTR!) screening tool as an assessment of emergent literacy skills of 206 preschoolers attending either a private preschool (M range = 38.04 - 71.04) or a public preschool (M range = 41.04 - 72) and relating their performance to standardized measures of language skills (vocabulary and print knowledge) and phonological awareness. The effects of SES, age, school, and gender on the performance of GRTR! were assessed. Students attending the private preschool outperformed those from the public preschool and those from the standardization GRTR! sample, although the public preschool group scored within the average range. Age was a significant predictor of GRTR! scores for participants ages three through five years. The GRTR! correlated positively and significantly with more comprehensive measures of language abilities. Results demonstrate that the GRTR! is a valid and reliable tool for screening children's emergent literacy skills in preschool centers. Results underscore the notion that SES does not necessarily dictate a child's competence in a specific area. Further research linking the GRTR! to strategic and cost-effective interventions, which include parental involvement and teacher support is needed. Studies including a wider range of SES, racial/ethnic, and linguistic groups would also improve upon the measure's validity.
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Becker, Eric. "Do You Read What I Read? A Case Study in the Translation of Dual-Readership Fiction." Thesis, Université d'Ottawa / University of Ottawa, 2012. http://hdl.handle.net/10393/20509.
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This thesis explores the components that are involved in the translation of a text that are interpretable by two distinct readerships. It examines:
- theory that provides an understanding of dual-readership texts for children and adults;
- examples of dual-readership texts, their translations, and analyses of these;
- Bled by Daniel Danis and my English translation as a test case of a contemporary dual-readership source text and translation.
The ultimate goal of this thesis is to shed light on what could be a new sub-domain of translation studies, namely, research on dual-readership translation. My translation of Bled provides insight into my own interpretation of dual-readership translation, namely, focusing on what is desirable and what is achievable in the translation of this type of text.
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Dyer, Emma. "Where do beginner readers read in the English, mainstream primary school and where could they read?" Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/278214.
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Where do beginner readers read in the English, mainstream primary school and where could they read? Emma Jane Dyer This thesis explores design for the beginner reader in Year One by evaluating existing spaces in the English primary school and imagining new ones. Three significant gaps identified in the literature of reading, the teaching of reading and school design are addressed: the impact of reading pedagogies, practices and routines on spatial arrangements for beginner readers inside and beyond the classroom; a theoretical understanding of the physical, bodily and sensory experience of the beginner reader; and the design of reading spaces by teaching staff. The study uses a design-oriented research methodology and framework proposed by Fällman. A designed artefact is a required outcome of the research: in this case, a child-sized, semi-enclosed book corner known as a nook. The research was organized in three phases. First, an initial design for the nook was created, based on multi-disciplinary, theoretical research about reading, school design and architecture. Secondly, empirical research using observation, pupil-led tours and interviews was undertaken in seven primary schools to determine the types of spaces where readers read: spaces that were often unsuitable for their needs. Thirdly, as a response to the findings of phases one and two, the nook was reconceived to offer a practical solution to poorly-designed furniture for reading in schools and to provoke further research about the ideal qualities of spaces for the beginner reader. The study demonstrates how the experience of the individual reader is affected by choices made about the national curriculum; by the size of schools and the spaces within them where readers can learn; by the design of classrooms by teachers; and by regulatory standards for teaching and non-teaching spaces. In developing a methodology that can stimulate and facilitate communication between architects, educators, policy-makers and readers, this thesis offers a valuable contribution to the ongoing challenge of improving school design for practitioners and pupils.
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Sposato, Elysia D. "I Ain’t Gonna Read None: Investigating Adolescent/Young Adult Teachers’ Ability to Motivate Students to Read." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300468219.
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Buchanan, Melissa M. "To Read or Not To Read: An Exploration of the Classroom Factors That Motivate Adolescent Readers." Marietta College / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1241458984.
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Johannsen, Fabian, and Mattias Hellsing. "Hadoop Read Performance During Datanode Crashes." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-130466.
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This bachelor thesis evaluates the impact of datanode crashes on the performance of the read operations of a Hadoop Distributed File System, HDFS. The goal is to better understand how datanode crashes, as well as how certain parameters, affect the performance of the read operation by looking at the execution time of the get command. The parameters used are the number of crashed nodes, block size and file size. By setting up a Linux test environment with ten virtual machines and Hadoop installed on them and running tests on it, data has been collected in order to answer these questions. From this data the average execution time and standard deviation of the get command was calculated. The network activity during the tests was also measured. The results showed that neither the number of crashed nodes nor block size had any significant effect on the execution time. It also demonstrated that the execution time of the get command was not directly proportional to the size of the fetched file. The execution time was up to 4.5 times as long when the file size was four times as large. A four times larger file did sometimes result in more than a four times as long execution time. Although, the consequences of a datanode crash while fetching a small file appear to be much greater than with a large file. The average execution time increased by up to 36% when a large file was fetched but it increased by as much as 85% when fetching a small file.
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Winn, Kieron. "The literary work of Herbert Read." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.286173.
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Shockro, Sally. "Reading Bede as Bede would read." Thesis, Boston College, 2008. http://hdl.handle.net/2345/1746.
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Thesis advisor: Robin Fleming<br>Early medieval readers read texts differently than their modern scholarly counterparts. Their expectations were different, but so, too, were their perceptions of the purpose and function of the text. Early medieval historians have long thought that because they were reading the same words as their early medieval subjects they were sharing in the same knowledge. But it is the contention of my thesis that until historians learn to read as early medieval people read, the meanings texts held for their original readers will remain unknown. Early medieval readers maintained that important texts functioned on many levels, with deeper levels possessing more layers of meaning for the reader equipped to grasp them. A good text was able, with the use of a phrase or an image, to trigger the recall of other seemingly distant, yet related, knowledge which would elucidate the final spiritual message of the story. For an early medieval reader, the ultimate example of the multi-layered text was the Bible. But less exalted texts also aspired to this ideal, and the source of the trigger phrases and images most often used to achieve this was the Bible itself, a text that became both the early medieval writer’s model and reserve of references. For an early medieval reader, who would have been a monk or a nun, the Bible was more than a document of faith. In the closed and often isolated world of an early medieval monastery, the words of the Bible would have constantly been in the minds of monastic readers, and also would have been the entryway into the world of eternal truth, with each phrase or image in itself a key to the meaning of sacred history. In the intellectual climate of this world, a monk named Bede, living in a remote monastery in northern England, wrote what is arguably the most important text of the early Middle Ages. This text, the Historia Ecclesiastica Gentis Anglorum (The Ecclesiastical History of the English People) (hereafter HE), traces English history from the period of the Roman invasion through the creation of a handful of united, Christian, English kingdoms. Yet this text is in no way a chronicle. Instead it is the story of kings and saints; of the pious and their rewards and the impious and their punishment. For Bede this was a deeply Christian story in which a pagan land was given the gift of faith and of good missionaries ready to establish what became a thriving, living Church. For many historians, Bede’s HE first and foremost is studied as an early text of history: a description of “what happened” and little else. Medieval exegetes, though, like Bede and his contemporaries, thought this first layer of literal meaning was followed by three others: the moral, allegorical, and anagogical levels. To access these levels we must read as Bede did, with the Bible in mind and with an awareness of the presence of many levels of meaning at almost every point in the text. When read this way, the HE is a minefield of biblical allusions that conflate Bede’s story of kings and saints with the story of Creation and Judgment. When we view the HE through the filter of Bede’s biblical allusions, we can see the English become the new Chosen People of God, and England emerge as the new Holy Land. It is in this reading that I have discovered Bede’s Apocalypticism and his explanations for the way events of his own world were connected to the world to come. Bede wrote the HE, so I argue, to make such a reading possible, and yet modern scholars, despite their knowledge of the power and prevalence of early medieval reading culture, have failed to read it in this way—a way that recasts the early medieval intellectual world as a highly mature and literate culture. It is reading Bede as an exegete would, as Bede himself would, that allows us to reconstruct the rarified and sophisticated religious, cultural, and intellectual worlds of early medieval monasteries<br>Thesis (PhD) — Boston College, 2008<br>Submitted to: Boston College. Graduate School of Arts and Sciences<br>Discipline: History
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Jackson, Benjamin Grant. "Parallel methods for short read assembly." [Ames, Iowa : Iowa State University], 2009.
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Gann, Rosalind R., and L. Kathryn Sharp. "Do Teacher Candidates Read Their Textbooks?" Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4269.
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Read, Elizabeth Stevens. "Investigation of the effects of copper source, copper and zinc levels, and dietary protein source on CU bioavailability in rainbow trout." Thesis, Montana State University, 2012. http://etd.lib.montana.edu/etd/2012/read/ReadE0512.pdf.
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Limited research has examined the effects that plant-based diets have on copper (Cu) and Zinc (Zn) absorption and utilization in rainbow trout. Few studies have been conducted to determine if interactions exist in the utilization of Cu when increasing levels of supplementary Zn were offered. The objectives of this research were to: first determine what effect protein source (plant vs. animal based), Cu source (complex vs. inorganic) and concentrations of Cu (0, 5, 10, 15, 20 ppm) in the diet had on rate and efficiency of gain and Cu tissue levels in rainbow trout. The second experiment was to determine if interactions occur due to increasing diet content of Zn (0, 30, 300, 1500 ppm) and Cu provided at two levels (0 or 10 ppm) on tissue levels of Cu in rainbow trout. From experiment one, trout fed plant-based diet had higher (P < 0.05) ADG and improved (P < 0.05) FCR in comparison to fishmeal fed trout. Highest (P < 0.05) hepatic Cu concentrations were also observed in trout fed plant-based diets. No differences (P >0.05) were observed in growth or hepatic concentrations due to Cu source. From experiment two, no antagonistic interactions were observed between increasing levels of dietary Zn and Cu. Trout fed the two highest levels of dietary Zn (300 and 1500 ppm) had the greatest (P < 0.05) weight gains. Dietary Zn supplementation increased (P < 0.05) whole body Cu at 12 wks. With increasing dietary Zn supplementation, resulted in increased (P < 0.05) whole body Zn. Cataracts and tail rot were observed at 12 wks in trout fed the Cu and Zn deficient diet. In conclusion, plant-based diets enhanced Cu bioavailability indicated by higher weight gains and hepatic Cu concentrations in experiment one, compared to trout fed fishmeal-based diets. Cu supplementation is required in a plant-based in order to achieve optimal growth in trout. Results of the second study indicate rainbow trout fed plant-based diets require Zn supplementation to obtain sufficient growth. The highest levels of Zn supplementation did not impair Cu uptake in rainbow trout.
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Decker, Morgan. "To read or not to read a comprehensive study of effective reading and methods of teaching reading /." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.
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Ederyd, Christiane. "Can we read more real texts, please? : Om autentiskt material i nybörjarundervisningför vuxna andraspråksinlärare." Thesis, Högskolan Dalarna, Svenska som andraspråk, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-34451.
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Användningen av autentiska texter i språkundervisningen är ett mångdiskuterat ämne bland forskarna. Denna studie undersöker hur andraspråksinlärare upplever en lektion som fokuserar på arbetet med en autentisk text. Inlärargruppen som deltar i studien är internationella utbytesstudenter som läser svenska som andraspråk i Sverige på nybörjarnivå.I studien används en kvalitativ metod. Insamlade data består av ett frågeformulär med 18 studenters svar utifrån ett gemensamt arbete med en autentisk text.Studiens viktigaste resultat är att det höjde studenternas motivation att lära sig svenska om de fick läsa en autentisk text. Upplevelsen att både kunna förstå och diskutera en text som inte är skriven specifikt för svenskundervisning för vuxna nybörjare var mycket positiv för de flesta studenterna. Vidare kändes lektionen meningsfull för dem eftersom de bland annat kunde lära sig många nya slangord som berörde livet utanför klassrummet.Utifrån resultatet dras slutsatsen att lärarens ansvar att noggrant välja lektionsmaterial för att på bästa sätt främja studenternas intresse och motivation att lära sig målspråket bör betonas. En variation i språkundervisningen kan bidra till en lyckad sådan.
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Cannon, Amanda C. "A Comparison between READ 180 Students and Non-READ 180 Students Reading and Math Scores by Classroom Structure." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1252.
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The purpose of this study was to compare the achievement of students in reading-language arts and math, who participated in the Scholastic READ 180 program within self-contained classroom organizations with the achievement of READ 180 students within departmentalized classrooms and with students not enrolled in READ 180. Classroom organizational structure at the intermediate grade is a highly debated issue. The READ 180 program is a highly structured model of the reading-language arts block. However, past research has provided few recommendations on how to schedule classes for at-risk students. Teachers and administrators of intermediate school students will benefit from a quantitative study that evaluates the relationship between classroom organizational structures and the success of READ 180 students. Eight research questions guided the study. One-way and two-way ANOVAS were used to evaluate the relationships between the variables. Tennessee Comprehensive Assessment Program (TCAP Reading-language arts and TCAP Math), Discovery Education (DE Reading-language arts and DE math), and Scholastic Reading Inventory (SRI) test scores were compared with regard to gender. The results of the data analyses indicated no significant difference in DE reading and SRI test scores among the 3 classroom organizations. However, there was a significant difference in DE Math, TCAP reading, and TCAP math scores with regard to classroom organization. Non READ 180 students tended to have higher means than either READ 180 self-contained or READ 180 departmentalized students. When the analyses included only READ 180 students, no significant interaction was found between classroom organization and gender. Also no significant differences were found between male and female students and no significant difference was found between self-contained and departmentalized classrooms.
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Robert, Joseph R. "The design of a predictive read cache /." Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1996. http://handle.dtic.mil/100.2/ADA311469.
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Holgersson, Johan. "Read my lips : Visuell talavläsning och buller." Thesis, Linköpings universitet, Institutionen för datavetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-71266.
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Två olika bullertypers effekt på visuell talavläsning undersöktes på 23 normalhörande (de bästa av 147 i ett förtest). Uppgiften var att visuellt avläsa vanliga svenska ord i tre ljudförhållanden: tystnad, brus och talbuller. Talbuller gav signifikant lägre avläseprestation än tystnad och brus. Resultatet tolkas som fonologisk informationsstörning, att talavläsningen kräver fonologisk bearbetning, vilket också talbullret tvingar till. Det fanns ett medelstarkt samband mellan uppskattad ansträngning och avläseprestation för tystnad, ju bättre deltagarna avläste desto mindre ansträngande tyckte de att det var. Samband mellan självskattningar och avläseprestation för brus och talbuller saknades.
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Yeung, Veronica Hoi-Yee. "Effects of read-alouds on kindergarten children." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23563.pdf.
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Cornelissen, Piers Louis. "What children see affects how they read." Thesis, University of Oxford, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305961.
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Robert, Joseph R. Jr. "The design of a predictive read cache." Thesis, Monterey, California. Naval Postgraduate School, 1996. http://hdl.handle.net/10945/8236.
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Approved for public release; distribution is unlimited<br>The objective of this research has been the creation of a hardware design for a Predictive Read Cache (PRC). The PRC is a developmental cache intended to replace second-level caches common in modern microprocessor systems. The PRC has the potential of being faster and cheaper than current second-level caches and is distinctive in its ability to predict data addresses to be referenced by a central processing unit. Previous research has analyzed the behavior that the PRC must exhibit. During the described research, the behavior was modeled in the Verilog hardware description language. Verilog-XL was used for simulation, which uses the Verilog behavioral model as input. The behavioral model suggests that the internal structure of the PRC could be divided into six modules, each performing part of the function of the whole PRC. Each of these blocks was studied for hardware equivalents, easing the development of the total structural model. Using Verilog structural models as input, Epoch was used to automatically perform a very large-scale integrated (VLSI) circuit layout and to generate timing information. The Epoch output files are used for further simulation with Verilog-XL to identify critical parts of the design. The result of this research is a complete hardware design for the PRC.
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Lecompte, Lolita. "Structural variant genotyping with long read data." Thesis, Rennes 1, 2020. http://www.theses.fr/2020REN1S054.
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Les variants de structure (SVs) sont des réarrangements génomiques de plus de 50 paires de base et restent encore aujourd'hui peu étudiés malgré les impacts importants qu'ils peuvent avoir sur le fonctionnement des génomes. Récemment, les technologies de séquençage de troisième génération ont été développées et produisent des données de longues lectures qui s'avèrent très utiles car elles peuvent chevaucher les réarrangements. À l'heure actuelle, les méthodes bioinformatiques se sont concentrées sur le problème de la découverte de SVs avec des données de longues lectures. Aucune méthode n'a cependant été proposée pour répondre spécifiquement à la question du génotypage de SVs avec ce même type de données. L'objectif du génotypage de SVs vise pour un ensemble de SVs donné à évaluer les allèles présents dans un nouvel échantillon séquencé. Cette thèse propose une nouvelle méthode pour génotyper des SVs avec des longues lectures et repose sur la représentation des séquences des allèles. Notre méthode a été implémentée dans l'outil SVJedi. Nous avons testé notre outil à la fois sur des données simulées et réelles afin de valider notre méthode. SVJedi obtient une précision élevée qui dépasse les performances des autres outils de génotypage de SVs, notamment des outils de détection de SVs et des outils de génotypage de SVs de lectures courtes<br>Structural Variants (SVs) are genomic rearrangements of more than 50 base pairs. Since SVs can reach several thousand base pairs, they can have huge impacts on genome functions, studying SVs is, therefore, of great interest. Recently, a new generation of sequencing technologies has been developed and produce long read data of tens of thousand of base pairs which are particularly useful for spanning over SV breakpoints. So far, bioinformatics methods have focused on the SV discovery problem with long read data. However, no method has been proposed to specifically address the issue of genotyping SVs with long read data. The purpose of SV genotyping is to assess for each variant of a given input set which alleles are present in a newly sequenced sample. This thesis proposes a new method for genotyping SVs with long read data, based on the representation of each allele sequences. We also defined a set of conditions to consider a read as supporting an allele. Our method has been implemented in a tool called SVJedi. Our tool has been validated on both simulated and real human data and achieves high genotyping accuracy. We show that SVJedi obtains better performances than other existing long read genotyping tools and we also demonstrate that SV genotyping is considerably improved with SVJedi compared to other approaches, namely SV discovery and short read SV genotyping approaches
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Rajaram, Bharghava. "Efficient, scalable, and fair read-modify-writes." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/10530.
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Read-Modify-Write (RMW) operations, or atomics, have widespread application in (a) synchronization, where they are used as building blocks of various synchronization constructs like locks, barriers, and lock-free data structures (b) supervised memory systems, where every memory operation is effectively an RMW that reads and modifies metadata associated with memory addresses and (c) profiling, where RMW instructions are used to increment shared counters to convey meaningful statistics about a program. In each of these scenarios, the RMWs pose a bottleneck to performance and scalability. We observed that the cost of RMWs is dependent on two major factors – the memory ordering enforced by the RMW, and contention amongst processors performing RMWs to the same memory address. In the case of both synchronization and supervised memory systems, the RMWs are expensive due to the memory ordering enforced due to the atomic RMW operation. Performance overhead due to contention is more prevalent in parallel programs which frequently make use of RMWs to update concurrent data structures in a non-blocking manner. Such programs also suffer from a degradation in fairness amongst concurrent processors. In this thesis, we study the cost of RMWs in the above applications, and present solutions to obtain better performance and scalability from RMW operations. Firstly, this thesis tackles the large overhead of RMW instructions when used for synchronization in the widely used x86 processor architectures, like in Intel, AMD, and Sun processors. The x86 processor architecture implements a variation of the Total-Store-Order (TSO) memory consistency model. RMW instructions in existing TSO architectures (we call them type-1 RMW) are ordered like memory fences, which makes them expensive. The strong fence-like ordering of type-1 RMWs is unnecessary for the memory ordering required by synchronization. We propose weaker RMW instructions for TSO consistency; we consider two weaker definitions: type-2 and type-3, each causing subtle ordering differences. Type-2 and type-3 RMWs avoid the fence-like ordering of type-1 RMWs, thereby reducing their overhead. Recent work has shown that the new C/C++11 memory consistency model can be realized by generating type-1 RMWs for SC-atomic-writes and/or SC-atomic-reads. We formally prove that this is equally valid for the proposed type-2 RMWs, and partially for type-3 RMWs. We also propose efficient implementations for type-2 (type-3) RMWs. Simulation results show that our implementation reduces the cost of an RMW by up to 58.9% (64.3%), which translates into an overall performance improvement of up to 9.0% (9.2%) for the programs considered. Next, we argue the case for an efficient and correct supervised memory system for the TSO memory consistency model. Supervised memory systems make use of RMW-like supervised memory instructions (SMIs) to atomically update metadata associated with every memory address used by an application program. Such a system is used to help increase reliability, security and accuracy of parallel programs by offering debugging/monitoring features. Most existing supervised memory systems assume a sequentially consistent memory. For weaker consistency models, like TSO, correctness issues (like imprecise exceptions) arise if the ordering requirement of SMIs is neglected. In this thesis, we show that it is sufficient for supervised instructions to only read and process their metadata in order to ensure correctness. We propose SuperCoP, a supervised memory system for relaxed memory models in which SMIs read and process metadata before retirement, while allowing data and metadata writes to retire into the write-buffer. Our experimental results show that SuperCoP performs better than the existing state-of-the-art correct supervision system by 16.8%. Finally, we address the issue of contention and contention-based failure of RMWs in non-blocking synchronization mechanisms. We leverage the fact that most existing lock-free programs make use of compare-and-swap (CAS) loops to access the concurrent data structure. We propose DyFCoM (Dynamic Fairness and Contention Management), a holistic scheme which addresses both throughput and fairness under increased contention. DyFCoM monitors the number of successful and failed RMWs in each thread, and uses this information to implement a dynamic backoff scheme to optimize throughput. We also use this information to throttle faster threads and give slower threads a higher chance of performing their lock-free operations, to increase fairness among threads. Our experimental results show that our contention management scheme alone performs better than the existing state-of-the-art CAS contention management scheme by an average of 7.9%. When fairness management is included, our scheme provides an average of 3.4% performance improvement over the constant backoff scheme, while showing increased fairness values in all cases (up to 43.6%).
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King, Chantel Rodriguez Kristen. "Read all about it a college musical /." Tallahassee, Fla. : Florida State University, 2008. http://purl.fcla.edu/fsu/lib/digcoll/undergraduate/honors-theses/341813.
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Pugliatti, Cristina. "Particle scintillating trackers: design and read-out of real-time, large-area, highly segmented detectors." Doctoral thesis, Università di Catania, 2015. http://hdl.handle.net/10761/4013.
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This thesis aims to show as technological advances and suitable technical solutions can make scintillation detectors for charged particles applicable in two research areas completely different, but both of great interest for improving the quality of human life: medical diagnostics, in particular before or during a hadrontherapy treatment and muon tomography applied to cargo containers for the identification and localization of potential radioactive, high-Z substances that are illegally transported. The structure of this thesis is illustrated with the description, the characterization and the possible applications of large-area, highly segmented trackers, made of scintillating materials. The OFFSET Research Project aims to realize a detector made of water equivalent material for the real-time imaging and tracking of charged particles to be applied in medical diagnostic. The first prototype of the OFFSET tracker was designed with a single X-Y position plane having a sensitive area 20x20 cm^2. It has the great advantage of a read-out channel reduction system applied to a large-area detector with a high spatial resolution, employing 500 micron Sci-Fis and an appropriate functional architecture. Subsequently a new version of the detector, the OFFSET3 tracker, having two X-Y position planes was constructed in order to reduce the overall size and to improve imaging performances being able to acquire charged particles tracks and by extending the field of view to 28.8x28.8 cm^2. OFFSET3 has the additional advantage of using the reduction channel technique combined with the Time Over Threshold analysis to reduce the number of read-out channels and the ribbons to be employed for the X-Y planes. The tracker has about 1 ns time resolution, it is water equivalent and has about 5 MHz maximum acquisition rate.Both detectors were tested with cosmic rays, beta sources, 62 MeV proton beam at the LNS-INFN. In addition, the OFFSET3 tracker was tested with 226 MeV proton beams and 400 MeV/A carbon beams at the CNAO hadrontherapy center, in Pavia. Complete characterizations were carried out and the results were presented. The use of Silicon photomultiplier replacing a multi-anode Position Sensitive Photo-Multiplier (PSPM) array coupled to the fibers is also under consideration. The technological know-how acquired with the design, construction and characterization of the OFFSET3 detector has been of great assistance for the construction of the Muon Portal detector (PORTAL) for the containers inspection. PORTAL consists of eight 3x6 m^2 layers corresponding to two X-Y trackers separated by 280 cm. In each layer there are six 1x3 m^2 identical modules, made of one hundred scintillating strips (10x10x3002 mm^3) coated with reflective film. The detection principle is based on the determination of the scattering angle of each muon from cosmic ray radiation as a result of crossing a high-Z material (both nuclear material and high-Z shielding materials). Indeed, the angular deflection of the trajectory is very sensitive to the Z of the atomic nuclei. The scattering angle can be reconstructed by the incoming and outgoing tracks with respect to the scanned object. Comparing the inspection techniques exploiting other particle sources to muon tomography, the last presents some advantages. For example the scan is not invasive and the acquisition time required is of a few minutes for a complete 3D tomography. The second part of this thesis reports the results of work on the PORTAL detector to define the technical details and choices connected with the construction phase. Preliminary test results on different strips of a module are ready and additional tests on modules are in progress. The first layer was already placed on the custom-designed mechanical support (an iron steel 6x3x7 m^3 framework). In total, 20 modules were already assembled. The final large-scale prototype will be ready around mid-2015 and it will be used to inspect containers transiting in ports.
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Garcia, Norma Garza. "A study of teacher solicitations and student responses during read-alouds with kindergarten, first grade, and second grade students." Thesis, [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-1919.
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Gibson, Rebecca A. "The effects of parent-led read-alouds of nonfiction books on first-graders' vocabulary acquisition and motivation to read." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6689.
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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.<br>Thesis research directed by: Curriculum and Instruction. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Mulders, Maria Dorothea. "To read or not to read: The influence of nutrition labels on the judgment and choice of food products." Doctoral thesis, Universite Libre de Bruxelles, 2019. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/292920.
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"Seeing that consuming a healthy diet is an important step in preventing (or limiting) overweight and obesity, it is important for health policy making to establish aids by which consumers can make more informed choices. This thesis focuses on how the information provided to consumers could help them make choices towards more healthy diets. The different nutrition labelling strategies regulated by law include the nutrition information table (which provides the nutrition properties of the food, such as the calorie, sugar, salt and fat content, but also includes the ingredient list) as well as the use of nutrition claims (statements indicating the amount of a specific nutrient in a product, such as “high in fiber”) as well as other types of claims such as Organic or Fairtrade labelling. These types of labelling are relatively new, and for example, nutrition information labelling has been mandatory only as of December 2016. Many questions remain about how these labelling strategies are truly used and understood by consumers, and how they could aid in the choice for healthier foods. Indeed, there is an increasing emphasis on understanding the consumer’s motives for choosing food. Moreover, one’s food-related personal traits likely play a moderating role in food choice. That is why this thesis focusses on how the different information labelling strategies are used and understood by consumers, and if this is impacted by different interpersonal traits, such as food-related involvement, but also numeracy and moral satisfaction. In this thesis, first two theoretical concepts that are crucial for the understanding of this work will be explained: the notion of food-related involvement and the notion of nutrition labelling. After these two theoretical chapters, the empirical research will be discussed. First a quantitative study about the nutrition information table will be discussed. Then a study on nutrition claims, and how these may impact the choice for vegetables for different levels of processing will be discussed. After this, we will discuss how other labelling strategies such as organic and Fairtrade labelling impact food choice. And finally, after these quantitative studies, we will then turn to a mixed methods study in order to understand how consumers make sense of all these different labelling strategies together, and if, when and how consumers (with different levels of food-related involvement) use and understand them."<br>Doctorat en Sciences psychologiques et de l'éducation<br>info:eu-repo/semantics/nonPublished
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Lewis, Marta. "Read more - read better? : a meta-analysis of the literature on the relationship between exposure to reading and reading achievement /." Diss., Click on "Connect to Digital Dissertations", 2002.
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Miller, Robert W. "Simulation and analysis of predictive read cache performance." Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1995. http://handle.dtic.mil/100.2/ADA301446.
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Ruud, Jørgen, and Olav Gisle Tveiten. "Measuring on Large-Scale Read-Intensive Web sites." Thesis, Norwegian University of Science and Technology, Department of Computer and Information Science, 2005. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-9226.
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<p>We have in this thesis continued the work started in our project, i.e. to explore the practical and economic feasibility of assessing the scalability of a read-intensive large-scale Internet site. To do this we have installed the main components in a news site using open source software. This scalability exploration has been driven by the scaling scenario of increased article size. We have managed to assess the scalability of our system in a good way, but it has been more time consuming and knowledge demanding than expected. This means that the feasibility of such a study is lesser than we expected, but if the experiences and the method of this thesis are applied, such a study should be more feasible. We have assessed the scalability of a general web architecture, and this means that our approach can be applied to all read-intensive web sites and not just the one looked at in the cite{prosjekt}. This general focus is one of the strengths with this thesis. One of the objectives in our thesis was to make a resource function workbench (RFW) that is a framework which aids in the measuring and data interpretation. We feel that our RFW is one of the most important outcomes from this thesis, because it should be easy to reuse, thus saving time for future projects and making the feasibility of such a study higher. One of the most important is that the impact of increased article size on the throughput is bigger than expected. A small increase in article size, especially image size, leads to a clear decrease in the throughput. This reduction is larger on the small image sizes that on the large ones. This has wide implications for news sites, as many of them expect to increase the article size and still use the same system. Another major finding is that it is hard to predict the effects a scale-up of one or more components (a non-uniform scaling) will have on the throughput. This is because the throughput have different levels of dependency on the components on different image/text sizes. As we have seen the effects of the scale-up on the throughput varied between the different image sizes (a increase in throughput by 4.5 on 100 KB, but only an increase by a factor of 3.2 on image size 300 KB). In our case we have performed a non-uniform scaling, where we have increased the CPU by 2.4 and the disk by 1.1 On some image sizes and text sizes, the overall throughput was increased by a factor 10, but on others there was almost no improvement. The implications this have for web sites, is that it is hard for them to predict how system alternations will affect the overall throughput. As it is dependant on the current image and article size. It was an open question whether or not a dynamic model of the system could be constructed and solved. We have managed to construct the dynamic model, but the predictions it makes are a bit crude. However, we feel that creating a dynamic model has been very useful, and we believe it can make valuable predictions if the accuracy of the parameters are improved. This should be feasible, as our measurements should be easy to recreate. This thesis has been very demanding, because scalability requires a wide field of knowledge (statistics, hardware, software, programming, measurements etc). This has made this work very instructive, as we have gained knowledge in so many different aspects of computer science. Ideally, the thesis should have a larger time span, as the there are so many time consuming phases, which would have been interesting to spend more time on. As consequence of this short time span there are some further work which can be conducted in order to gain further valuable knowledge.</p>
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Koefoed, Blair. "The question of learning to read and write." Thesis, University of Auckland, 2003. http://hdl.handle.net/2292/1709.
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This thesis is an investigation into learning to read and write. It is also an investigation into how learning to read and write is investigated. THE PRESENTING PROBLEM Despite literacy being highly valued by every member of a modern society and the immense personal and social effort directed towards bringing it within the grasp of all, its universal occurrence, it remains an elusive goal. INVESTIGATING LITERACY As with many other valued human endeavours, science, with its refined and disciplined way of looking, is enlisted to help improve the achievement of ends, and research is designed and undertaken with the aim of increasing our control over its manifestation in the world. Yet it is the claim of this thesis that by leaving uninvestigated the nature of learning to read and write itself the gains will never be complete. PHILOSOPHICAL INVESTIGATIONS To open different lines of investigation, into things themselves, questioning must free itself of socially driven exigencies and the patterns of the established disciplines of thought and become self-reflexive. Self-referential questioning is traditionally and essentially philosophical and insight is sought from three well known modern representatives of the field. - Heidegger offers reflections on the importance of how questioning is undertaken, and, with his discussions on the nature of truth and how with 'revealing' comes 'concealing' hints at the darker side of literacy as a activity that 'opens' the world. - Wittgenstein's intense thought on language/world relationships potentially clarifies the dissension so characteristic of literacy acquisition research and provides a construct of language that would allow misrepresentations of literacy to occur. - Foucault's historical analyses provide concepts useful when considering the origins of literacy, and 'power' becomes a better explanation for the literacy fervour than the production of finer human beings. THE FINAL QUESTION Finally their amalgamated insights are used to discuss the phenomenon of illiteracy as it is portrayed in a recent novel by Bernard Schlink, The Reader. In this study of post-war Germany, the way literacy is deeply entwined into our social structures becomes clear, but more crucially we learn this about illiteracy - the highly destructive, exaggerated, and excessive reaction to its occurrence has no ready explanation.
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Walter, Sarah. "Parallel read/write system for optical data storage." Diss., Connect to online resource, 2005. http://wwwlib.umi.com/cr/colorado/fullcit?p1425767.
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Clarke, Jeremy. "Life in Dickens-World : reading the read text." Thesis, University of Kent, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443755.
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