Relevant bibliographies by topics / Reader-response theory

Contents

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

Academic literature on the topic 'Reader-response theory'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 November 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reader-response theory.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reader-response theory"

1

Buckley, William K., and Mark Bracher. "Reader-Response Theory." PMLA 101, no. 2 (March 1986): 250. http://dx.doi.org/10.2307/462409.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Farnan, Nancy, and Patricia R. Kelly. "INTRODUCTION: READER‐RESPONSE THEORY." Reading & Writing Quarterly 12, no. 2 (April 1996): 121–22. http://dx.doi.org/10.1080/1057356960120201.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Alcorn, Marshall W., and Mark Bracher. "Reader-Response Theory - Reply." Publications of the Modern Language Association of America 101, no. 2 (March 1986): 250–51. http://dx.doi.org/10.1632/s0030812900135424.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Anand B. Kulkarni. "Revisiting Reader Response Theory." Creative Saplings 3, no. 7 (July 25, 2024): 1–11. http://dx.doi.org/10.56062/gtrs.2024.3.7.633.

Full text
Abstract:
The role of readers in literary studies was not prominently recognized and actualized in the conventional practice. The focus was on the writer both as the creator of literary texts and interpreter of literary texts. The writer was the source of creative writing and its meaning. The reader was totally sidelined and was at the receiving end throughout the Middle Ages. It was not until the first half of the modern period that the reader’s role started getting attention. The reader-oriented criticism gained currency in Europe and America during 1970s. However, it is significant to note that it had its origins in antiquity and the ancient masters had attended upon the role of readers with varying emphasis. The present paper is an attempt to explain the resurgence of interest in the role of readers in modern theoretical parlance and the readers’ prominence in meaning making process. It illustrates the trajectory of readers’ role in literary studies and shows how readers became increasingly important in the consideration of literary texts.
APA, Harvard, Vancouver, ISO, and other styles
5

Drapak, Halyna. "READER-RESPONSE THEORY, SOCIAL THEORIES OF THE READER." Knowledge, Education, Law, Management 1, no. 3 (2021): 129–34. http://dx.doi.org/10.51647/kelm.2021.3.1.21.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hirvela, A. "Reader-response theory and ELT." ELT Journal 50, no. 2 (April 1, 1996): 127–34. http://dx.doi.org/10.1093/elt/50.2.127.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Harkin, Patricia. "The Reception of Reader-Response Theory." College Composition & Communication 56, no. 3 (February 1, 2005): 410–25. http://dx.doi.org/10.58680/ccc20054001.

Full text
Abstract:
This essay offers a historical explanation for the place of reader-response theory in English studies. Reader-response was a part of two movements: the (elitist) theory boom of the 1970s and the (populist) political movements of the 1960s and 1970s. If the theory boom was to remain elitist, it had to deauthorize reader-response. If reader-response was to remain populist, it had to consent to and participate in that deauthorization. In the 1980s reader-response was popular among compositionists, even as it began to lose currency among theorists. Later, however, compositionists professionalized themselves by deemphasizing, or even ignoring, reading. Now, as the profession again considers including explicit instruction in reading in the introductory writing course, the thinkers who could help us most have faded from the discussion.
APA, Harvard, Vancouver, ISO, and other styles
8

French, Patricia Ross. "Reader-Response Theory: A Practical Application." Journal of the Midwest Modern Language Association 20, no. 2 (1987): 28. http://dx.doi.org/10.2307/1315415.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

김희선. "Reflections on Fishean Reader-Response Theory." English & American Cultural Studies 12, no. 1 (April 2012): 65–82. http://dx.doi.org/10.15839/eacs.12.1.201204.65.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Abu Saif, Amal Hassanein Sarhan. "Gender Reading and Reader Response Theory." مجلة بحوث کلیة الآداب . جامعة المنوفیة 30, no. 119 (October 1, 2019): 2511–23. http://dx.doi.org/10.21608/sjam.2019.128030.

Full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Reader-response theory"

1

Blomdahl, Alexandra. "Virginia Woolf's Orlando and the Feminist Reader : Feminist Reader Response Theory in Orlando: a Biography." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-32476.

Full text
Abstract:
This essay is a close reading of Virginia Woolf’s Orlando: a Biography that focuses on representation of gender in the novel and the possible response it elicits in the reader. The essay argues that the implied reader of Orlando - as manifested in the novel - is a feminist one, as well as it explores the possibility of this implied feminist reader being a female. The reasons as to why this could be are extensively examined by analyzing the main character Orlando as he metamorphoses from an English nobleman into a grown woman. To support the thesis, the essay looks both into reader response criticism and feminist criticism to clarify what an implied reader actually is. The similarities between Orlando and “A Room of One’s Own” are also touched upon as these suggest that the implied reader is a feminist. The essay then takes a closer look at the narrator of the novel and what this narrator suggests about the identity of the implied reader of the novel. In addition to this it is also concluded that s/he controls the reader’s perception of Orlando’s gender in the novel, and that this also echoes the ideals presented in “A Room of One’s Own”. The essay concludes that the implied reader of Orlando indeed is a feminist, but not necessarily a female one.
APA, Harvard, Vancouver, ISO, and other styles
2

Movahhed, Abdolmohammad. "Context and constraints in Stanley Fish's reader-response theory." Thesis, University of Strathclyde, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.510849.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Donnelly, Phillip Johnathan. "Stanley Fish on Augustine, reader-response theory as rhetorical faith." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/mq20914.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Sanders, April. "Parallels Between the Gaming Experience and Rosenblatt's Reader Response Theory." Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271890/.

Full text
Abstract:
The world of literacy has expanded alongside technology, and new literacies are being used as an alternative or an addition to traditional text. By including video gaming as literacy, the connection can be made between students' multimodal world outside of school with the world of literacy they encounter in school. This study took two approaches of a content study and a case study. A collective case study was used to examine the gaming experience of participants with three commercial video games falling into three separate genres: Sims FreePlay (simulation); Halo 1 (first person shooter); and World of Warcraft (role playing game). The 15 gamers were placed into three sets of five participants for each video game, and interviews were conducted to explore the gaming experience in relation to stance and transaction, which are major components of Louise Rosenblatt's reader response theory. Limited research has been conducted regarding reader response theory and the new literacies; by using the reader response lens, the gaming experience was compared to the reading experience to add the new literacies to the existing literature on reader response. As a way to look at both the text and the experience, a content study examined three mainstream video games to establish literacy content by using Zimmerman's gaming literacy theory. Even though this theory is useful by detailing elements found in video games and not traditional literature, literary value cannot be fully assessed unless the theory is developed further to include other components or discuss how the depth of the components can relate to literary value. The literature does not currently contain substantial research regarding how to assess the literary value of video games, so this study begins to add to the present literature by demonstrating that at least for these games the presence of the components of the theory can be evaluated. This analysis of both the game and the experience demonstrated substantial parallels between the gaming experience and the reading transaction as well as looking at the viability of using gaming literacy theory to evaluate literacy value.
APA, Harvard, Vancouver, ISO, and other styles
5

Mathis, Jannelle Brown 1948. "Reader response theory in a seventh-grade language arts classroom." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/277956.

Full text
Abstract:
A seventh grade language arts class was observed to discover their responses to the literature they were reading. The classroom and instructional contexts that enhanced or limited these responses were examined, as well as the teacher's theoretical beliefs. Rosenblatt's transactional theory of reader response, especially the efferent and aesthetic aspects, guided this investigation. Findings included the importance of the teacher in the establishment of an environment that nurtures the aesthetic response as well as in the instruction she gives students immediately prior to or following reading. Many factors created an atmosphere enhancing aesthetic response in the observed class. The main difference in instructional context that determined either aesthetic or efferent response was whether students were given a specific assignment or not. Although a teacher may desire an efferent stance to fill certain "gaps" in knowledge before and after reading, it is suggested the gaps in schema be filled through student interaction, teacher discussion rather than questioning, and student inquiry.
APA, Harvard, Vancouver, ISO, and other styles
6

Green, Niclas. "Experienced Intensity throughCharacter Description in Stephen King’s Cell." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-38881.

Full text
Abstract:
This essay investigates experienced intensity through character description and development in Stephen King’s Cell. The thesis of the essay is that a deliberately produced narrative indeterminacy, used mainly on the level of character descriptions, is what produces intensity by holding the readers of Cell in suspense, i.e., in a state of uncertainty. While King might stretch the fundamentals of the classic horror genre, he does not abandon them, experimenting with a genre that makes the readers wonder what to expect next, thereby creating suspenseful questions. Since the focus of the essay is the readers’ reactions on character descriptions, I apply reader response theory and the works of Norman Holland, David Bleich and Yvonne Leffler. The result of the investigation shows that narrative techniques, such as placing brief descriptions of characters in the course of events in the narrative together with altered norms and normality allow the readers to experience heightened emotions and feelings. King alters norms and normality, and presents character descriptions in a fashion that is unexpected; thus the readers do not know exactly how to relate to these character descriptions.
APA, Harvard, Vancouver, ISO, and other styles
7

Bond, Ernest Leighton. "The dialogic potential of hypertext : reader response to digital narrative /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1374847074.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Girouard, Joseph. "Thérèse and Scripture Saint Thérèse of Lisieux as reader using Gadamer's theory of "fusion of horizons" as a model for analysis /." Online full text .pdf document, available to Fuller patrons only, 2000. http://www.tren.com.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Ali, Soraya. "Transactive reader-response theory and the teaching of literature in a second language." Thesis, University of Cambridge, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307903.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Odendaal, Dirk Hermanus 1954. "A hermeneutic description of a therapeutic interview using reader response concepts from literary theory." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1007749.

Full text
Abstract:
Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Reader-response theory"

1

Davis, Todd F., and Kenneth Womack. Formalist Criticism and Reader-Response Theory. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kenneth, Womack, ed. Formalist criticism and reader-response theory. Houndmills, Basingstoke, Hampshire: Palgrave, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

1960-, Bennett Andrew, ed. Reading reading: Essays on the theory and practice of reading. Tampere, Finland: University of Tampere, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

1942-, Clifford John, ed. The experience of reading: Louise Rosenblatt and reader-response theory. Portsmouth, NH: Boynton/Cook Publishers, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

C, Lategan Bernard, ed. The Reader and beyond: Theory and practice in South African reception studies. Pretoria: Human Sciences Research Council, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ahuis, Ferdinand. "Ihr habt gehört, dass zu den Alten gesagt ist--": Plädoyer für eine "listener response theory" am Beispiel der Rezeptionsgeschichte von Amos 7,10-17 und 1. Könige 13. Neukirchen-Vluyn: Neukirchener, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Scott, Cawelti, and Williams Nancy, eds. Literary theory in the classroom. Cedar Falls, IA: Iowa Council of Teachers of English, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Holub, Robert C. Reception theory: A critical introduction. London: Routledge, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Maignant, Aurélien. Cohabiter la fiction: Lecture ordinaire, univers de croyances et interprétation des mondes littéraires. Lausanne: Archipel essais, 2020.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Iser, Wolfgang. Yue du huo dong: Shen mei fan ying li lun. Beijing: Zhongguo she hui ke xue chu ban she, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Reader-response theory"

1

Newton, K. M. "Reader-Response." In Theory into Practice, 77–121. London: Macmillan Education UK, 1992. http://dx.doi.org/10.1007/978-1-349-22244-5_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Miall, David S. "Reader-Response Theory." In A Companion to Literary Theory, 114–25. Chichester, UK: John Wiley & Sons, Ltd, 2018. http://dx.doi.org/10.1002/9781118958933.ch9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tyson, Lois. "Reader-response criticism." In Critical Theory Today, 149–81. 4th ed. London: Routledge, 2023. http://dx.doi.org/10.4324/9781003148616-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Newton, K. M. "Reception Theory and Reader-Response Criticism." In Twentieth-Century Literary Theory, 219–40. London: Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-19486-5_16.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Davis, Todd F., and Kenneth Womack. "Conclusion: Beyond Formalist Criticism and Reader-Response Theory." In Formalist Criticism and Reader-Response Theory, 154–56. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Davis, Todd F., and Kenneth Womack. "Introduction: Moving beyond the Politics of Interpretation." In Formalist Criticism and Reader-Response Theory, 1–10. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Davis, Todd F., and Kenneth Womack. "Twentieth-Century Formalism: Convergence and Divergence." In Formalist Criticism and Reader-Response Theory, 13–38. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Davis, Todd F., and Kenneth Womack. "Russian Formalism, Mikhail Bakhtin, Heteroglossia, and Carnival." In Formalist Criticism and Reader-Response Theory, 39–50. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Davis, Todd F., and Kenneth Womack. "Reader-Response Theory, the Theoretical Project, and Identity Politics." In Formalist Criticism and Reader-Response Theory, 51–79. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Davis, Todd F., and Kenneth Womack. "Stanley Fish, Self-Consuming Artifacts, and the Professionalization of Literary Studies." In Formalist Criticism and Reader-Response Theory, 80–89. London: Macmillan Education UK, 2002. http://dx.doi.org/10.1007/978-1-4039-1916-8_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Reader-response theory"

1

Perrin, Ian J., John A. Siefert, and Jonathan D. Parker. "Creep Ductility in 9Cr Creep Strength Enhanced Ferritic Steels - Part I, Structural Response." In AM-EPRI 2024, 873–84. ASM International, 2024. http://dx.doi.org/10.31399/asm.cp.am-epri-2024p0873.

Full text
Abstract:
Abstract The time-dependent behavior of 9Cr creep strength enhanced ferritic (CSEF) steels has long fixated on the creep life recorded in uniaxial constant load creep tests. This focus is a consequence of the need to develop stress allowable values for use in the design by formulae approach of rules for new construction. The use of simple Design by Formula rules is justified in part by the assumption that the alloys used will invariably demonstrate high creep ductility. There appears to be little awareness regarding the implication(s) that creep ductility has on structural performance when mechanical or metallurgical notches (e.g., welds) are present in the component design or fabricated component. This reduced awareness regarding the role of ductility is largely because low alloy CrMo steels used for very many years typically were creep ductile. This paper focuses on the structural response from selected tests that have been commissioned or executed by EPRI over the last decade. The results of these tests demonstrate unambiguously the importance that creep ductility has on long-term, time-dependent behavior. The metallurgical findings from the selected tests are the focus of the Part II paper. The association of performance with notch geometry, weld strength, and other potential contributing factors will be highlighted with a primary objective of informing the reader of the variability, and heat-specific behavior that is observed among this class of alloys widely used in modern thermal fleet components and systems.
APA, Harvard, Vancouver, ISO, and other styles
2

Cornaro, Anna, and Ruben Garcia Rubio. "Digital Capriccio and Mobile Apps, Future of Teaching in History and Theory of Architecture." In 2019 ACSA Fall Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.fall.19.21.

Full text
Abstract:
The paper intends to introduce the capriccio as an artstic expression in the history of architecture and arrive at the digital capriccio as a teaching tool in courses of Theory and History of Architecture. Afterward, the practical part of the teaching experience will be described where students are asked to use software packages and mobile devices apps in order to give a response to architectural concepts through digital capricci. Students are requested to produce their collages, creating a digital composition of simulated spaces that can be obtained by combining fragments of notable buildings or composing together more abstract forms, with the aim of express the concept behind an architect, a style, or a movement. The experiment follows the theory by Walter Benjamin of the “art in the age of mechanical reproduction,” bringing architecture to the same concept of being a simulacrum of the source, and intends to respond with innovative tools to the call for action in architecture teaching. The final part of the paper will simulate an exercise held in the class environment bringing to the reader to have a similar learning experience than the students.
APA, Harvard, Vancouver, ISO, and other styles
3

Chen, Boyang, Simon Jones, and Matt Riley. "Stochastic Finite Element Modeling of Laminated Fiber-Reinforced Composite Beams Under Transverse Loading." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-69851.

Full text
Abstract:
Abstract It is common in analytic fiber-reinforced composite theory to assume uniformly distributed material properties across the fiber direction to minimize computational expense. However, manufacturing processes introduce imperfections during the construction of composite materials, such as localized delamination, non-uniform distribution in matrix and fibers, pre-existing stress, and tolerance issues [1]. These imperfections make it more difficult to predict the behavior of composite materials under loading. As a result, manufacturers and designers must use conservative estimates of material strength. This study aims to quantify the uncertainty in laminated fiber-reinforced composite beams subjected to cantilever loads on a macroscopic scale and to provide an all-inclusive introduction to stochastic composite modeling using the finite element method. This introduction is intended for upper undergraduates or new graduate students how are already familiar with structural mechanics and the finite element method. The goal of the paper is to introduce the key topics related to stochastic composite modeling and have validation material with which they can develop and verify custom finite element code. The system investigated herein is a composite cantilever beam subjected to a transverse tip displacement. Classical Lamination Theory (CLT) is first employed to predict the transverse tip displacement of a beam composed of four lamina at adjustable fiber orientations. A finite element model is then created using a CLT approach to simulate the composite beam’s deformation under tip loading. The Euler-Bernoulli beam elements contain two nodes with two degrees of freedom each: transverse deflection and rotation. These elements are relatively simplistic relative to other composite finite elements, but are sufficient to demonstrate the effect of stochastic material property variation on the overall response of the beam without obfuscating the approach. The finite element results are validated against the analytic predictions for multiple fiber direction layups to ensure the numerical predictions are accurate. The stochastic approach for varying material properties is then added to the validated finite element code. A Karhunen–Loève expansion of a modified exponential kernel is used to produce spatially-varying elastic modulus profiles for each lamina in the composite beam. The predicted tip displacement for the beam with varying properties is computed, and then CLT is used to determine the effective uniform elastic modulus that is required to produce the same tip displacement. This comparison allows the reader to quantify the impact of the spatially varying properties to a single design property: the effective flexural modulus. A Monte Carlo simulation of 1000 composite beams is then used to determine the statistical distribution of the effective flexural modula. Results suggest that the “averaging effect” of bonding multiple laminas with varying material properties together into composite beams produces effective flexural modula for the beams that do not vary as significantly as the laminas’ elastic modula. Standard deviations of the effective flexural modula are found to be an order of magnitude smaller than that of the variation imposed on the laminas’ elastic modulus.
APA, Harvard, Vancouver, ISO, and other styles
4

Pein, Raoul pascal, and George adrian Stoica. "TOWARDS AN ACCESSIBLE RESPONSE SYSTEM." In eLSE 2017. Carol I National Defence University Publishing House, 2017. http://dx.doi.org/10.12753/2066-026x-17-169.

Full text
Abstract:
For many years, audience response systems have been used successfully for educational purposes. Systems with varying capabilities can be found. While some tools are focusing on multiple-choice, others support more complex question types or even running short assessments. At the same time, the inclusion of disabled students into regular classes is being promoted. While some systems provide solutions to improve accessibility, they may still be too expensive or not versatile enough to be used on a regular basis This paper presents a feasibility study to improve accessibility based on a readily available response system. It is investigated what changes are possible increase the handling for visually impaired students beyond the mere basics. The focus lies on the process of collecting responses by the audience and the subsequent follow-up discussion with the result summary presented by the teacher. For this study the “iLike” response system has been chosen due to its flexibility and wide range of available question types. Being a tool especially for language classes, it not only offers support for “multiple choice” and “free text” answers but also advanced question types such as “ordering words” and “tag words”. The “tag words” type allows the teacher to send an entire sentence or paragraph to the student clients. The students then select any amount of the words from the text as their answer. For each of the available question types, this paper presents at least one screen reader compatible design for both the response form as well as the summary page to be processed on the student devices. The contents are specifically optimized for efficient screen reader use.
APA, Harvard, Vancouver, ISO, and other styles
5

Vikse, Normann, Ove T. Gudmestad, Per R. Nystro̸m, and Pavel Liferov. "Small Scale Model Tests on Subgouge Soil Deformations." In ASME 2007 26th International Conference on Offshore Mechanics and Arctic Engineering. ASMEDC, 2007. http://dx.doi.org/10.1115/omae2007-29249.

Full text
Abstract:
There are several challenges related to Arctic offshore oil and gas field developments. Among these is the design of pipelines transporting hydrocarbons in the field or to shore. Special considerations must be carried out to take into account the Arctic conditions. One of the most critical concerns for pipelines in shallow waters is the possible damage due to ice ridge gouging. The ice ridge keels can in some areas of the Arctic be as deep as up to 30 meters, ref. Gudmestad et al., (1999), and may damage the pipeline even if that is trenched below the mudline. Laboratory small scale tests executed to establish qualitative figures of the soil and buried pipe behavior below the gouge are reported in this paper. The tests were conducted at 1g and aimed to visualize the effects of gouging on the soil below and the buried pipe segment. A box (115 × 50 × 40 cm) filled with different types of soils (sand and silty sand) was used for the tests. The model ice keel was made of a steel plate hanging from a wooden frame and mounted on top of the box such that only horizontal translation was allowed. For several of the tests, pipe segments were embedded into the soil. The performed tests indicated the presence of subgouge soil deformations and their dependence of several gouge-related parameters. It was observed that the pipes experienced cyclic movements, being first dragged forward-downwards as the model keel approached the pipeline and then re-bounding when the keel passed over. The tests showed that the maximum pipe displacement decreases exponentially with the pipe burial depth. Naturally formed soil mound in front of the keel during gouging showed to influence vertical pipeline displacement. Furthermore, horizontal pipe movements were larger at lower attack angles of the ice keel. The authors are by no means the first to ponder the subject of subgouge soil deformations and pipeline response. Many researchers have reported their studies before; see e.g. Woodworth-Lynas et al. (1996), Nixon et al. (1996), Yang and Poorooshasb (1997), Phillips et al. (2005) and Konuk et al. (2006). The authors are also fully aware of the challenges related to scaled testing of the soil-structure and do not assume the obtained results to be scaled up. Nevertheless, the reader may find some observations to be of interest while evaluating the present (disputed) approach to the problem.
APA, Harvard, Vancouver, ISO, and other styles
6

Rudnev, Viacheslav. "Using Folk Constructions / Phrases in Mass Media Language." In GLOCAL Conference on Mediterranean and European Linguistic Anthropology Linguistic Anthropology 2022. The GLOCAL Unit, SOAS University of London, 2023. http://dx.doi.org/10.47298/comela22.7-2.

Full text
Abstract:
The modern epoch produces new special demands on language as a tool of communication and information. This process occurs on TV, and printed and online mass media. Recently Russian mass media has borrowed words and phrases from folk texts related to an era of preindustrial society (when people were organically connected with nature) for news and new events. For example, the phrases ‘mushroom rains’ (characterizing perspective, promising good conditions for negotiations), the ‘goat tracks’ (difficult going for negotiations), ‘bear zeal’ (unreasonable use of force), etc. which specify described situations, are actively entered into the text of comments and show events of modern society. These phrases are used in a new context for the purpose of brighter, emotional submission of information. The study, involving ethnological data, considers both printed and online media and analyzes the meanings of these phrases in a language of Russian folk culture. Practically, by attracting these words and phrases, mass media creates a special emotional background (context) making it practical for presenting new data. The analysis of different types of metaphor promotes better understanding of problems of modern mass media in language use. In appealing to folk language’s constructions, mass media has removed boundaries and facilitates emotional intellectual judgment. This becomes a response to the change of the identity of the reader / consumer of information. The considered words and phrases (concern for wildlife and natural phenomena) were well mastered by humans in preindustrial society; they were included in ethno cultural ideas and composed a linguistic picture of the world. These are the culturally marked words that help to set up a system of coordinates in which people live, which forms the world image and, fundamental elements of ethnic culture. These words found their niche in modern news texts. Analyzing the using of folk words / phrases (result of folk life-support activity and nature use) in a modern text gives a new possibility for better understanding the relationships between language, society and culture.
APA, Harvard, Vancouver, ISO, and other styles
7

Mokhtar, M. Khaidir B. M., C. H. Leong, E. D. Intang, H. Chii Seen, Y. Y. Ho, Y. Angelis, D. Mitchell, V. R. Carroll, and B. Carroll. "A Novel Conveyance Technology, Allied with an Analytical Approach, Unlocks Significant Reserves." In SPE/IADC Middle East Drilling Technology Conference and Exhibition. SPE, 2023. http://dx.doi.org/10.2118/214758-ms.

Full text
Abstract:
Abstract Intervening in wells with challenging geometry is costly, often to the point that marginal producing wells may be prematurely shut-in. This paper details a novel, cost-effective approach taken when planning to intervene in a highly challenging well with the objective of bringing it back on-line after an extended shut-in period. The methods used for conveying intervention tool string into oil and gas wells have developed significantly during the last forty years. As well geometry became ever-more-complex due to the adoption of directional drilling, it became apparent there very few options available in a toolbox to ensure delivery of intervention tool string to Target Depth (TD) in a cost-effective manner. In response to this emerging challenge, a host of well service techniques and technologies have been introduced. One methodology that has delivered a real step-change, in terms of reducing well intervention expenditure and risk, has been the use of gravity-deploy mechanical roller systems. This lighter well intervention technique is now widely adopted by Industry and proven to reduce the use of more costly solutions such as wireline tractor and coiled tubing for pure conveyance reasons. The paper details the impact of selecting a ‘next-generation’ gravity-deployed mechanical roller technology to undertake a remedial sand control well-intervention programme in a particularly challenging, highly deviated, dual oil producing well using slickline. The well had been shut-in for two-and-a half years with recent attempts to intervene using conventional roller tools proving unsuccessful. The paper will inform the reader of technology selection based on the ability of a highly efficient rolling system to convey toolstring to target dept, containing no fastners, therefore reducing overall risk to asset. Other critical factors included pre-job conveyance modelling, tool string design and a highly-successful collaboration between well owner, service company and technology provider through their regional partner. As well as significant challenges that were overcome to convey tool string to the high-deviation target, critical impact force was also delivered when in-situ, to ensure successful setting of sand screen assembly. Key to success was a willingness to rapidly adjust the well intervention plan by adopting industry best practice through lessons learned on a run-by-run basis. This resulted in successful setting of thru’ tubing sand screens in a cost-effective manner, ensuring that a valuable well was brought back on to production once again, delivering significant addition to recoverable field reserves. The success of this intervention programme has led to wider adoption of next-generation conveyance technology using slickline methodology, before considering the use of wireline tractor or coiled tubing to undertake the same programme of work.
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Reader-response theory"

1

Reis, Evan, Yousef Bozorgnia, Henry Burton, Kelly Cobeen, Gregory Deierlein, Tara Hutchinson, Grace Kang, et al. Project Technical Summary (PEER-CEA Project). Pacific Earthquake Engineering Research Center, University of California, Berkeley, CA, December 2020. http://dx.doi.org/10.55461/feis4651.

Full text
Abstract:
This report is one of a series of reports documenting the methods and findings of a multi-year, multi-disciplinary project coordinated by the Pacific Earthquake Engineering Research Center (PEER) and funded by the California Earthquake Authority (CEA). The overall project is titled “Quantifying the Performance of Retrofit of Cripple Walls and Sill Anchorage in Single-Family Wood-Frame Buildings,” henceforth referred to as the “PEER-CEA Project.” The overall objective of the PEER–CEA project is to provide scientifically based information (e.g., testing, analysis, and resulting loss models) that measure and assess the effectiveness of seismic retrofit to reduce the risk of damage and associated losses (repair costs) of wood-frame houses with cripple wall and sill anchorage deficiencies as well as retrofitted conditions that address those deficiencies. Tasks that support and inform the loss-modeling effort are: (1) collecting and summarizing existing information and results of previous research on the performance of wood-frame houses; (2) identifying construction features to characterize alternative variants of wood-frame houses; (3) characterizing earthquake hazard and ground motions at representative sites in California; (4) developing cyclic loading protocols and conducting laboratory tests of cripple wall panels, wood-frame wall subassemblies, and sill anchorages to measure and document their response (strength and stiffness) under cyclic loading; and (5) the computer modeling, simulations, and the development of loss models as informed by a workshop with claims adjustors. This report is a product of Working Group 7: Reporting and is a summary of the PEER–CEA Project work performed by Working Groups 1–6. This report does not present new information apart from the rest of the project, and its purpose is to serve as a reference for researchers and catastrophe modelers wishing to understand the objectives and key findings of the project. The key overall findings of the PEER–CEA Project are summarized in Chapters 8 and 10, which describe the efforts of the WG5 and WG6 Working Groups. The reader is referred to the individual reports prepared by the Working Groups for comprehensive information on the tasks, methodologies, and results of each.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Reader-response theory' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography