Relevant bibliographies by topics / Secondary Readers

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

Academic literature on the topic 'Secondary Readers'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Secondary Readers"

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Maughan, Barbara, Ann Hagell, Michael Rutter, and William Yule. "Poor readers in secondary school." Reading and Writing 6, no. 2 (June 1994): 125–50. http://dx.doi.org/10.1007/bf01026909.

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Young, Chase, and Evan Ortlieb. "Implementing Readers Theater in Secondary Classrooms." Reading Psychology 39, no. 8 (November 17, 2018): 879–97. http://dx.doi.org/10.1080/02702711.2018.1555364.

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Karabag, S. Gulin. "Secondary School Students’ Opinions About Readers’ Theatre." European Journal of Educational Research 4, no. 1 (January 15, 2015): 14–21. http://dx.doi.org/10.12973/eu-jer.4.1.14.

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Fisichella, V. A., F. Jäderling, S. Horvath, P. O. Stotzer, A. Kilander, and M. Hellström. "Primary three-dimensional analysis with perspective-filet view versus primary two-dimensional analysis: Evaluation of lesion detection by inexperienced readers at computed tomographic colonography in symptomatic patients." Acta Radiologica 50, no. 3 (April 2009): 244–55. http://dx.doi.org/10.1080/02841850802714797.

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Background: “Perspective-filet view” is a novel three-dimensional (3D) viewing technique for computed tomography colonography (CTC). Studies with experienced readers have shown a sensitivity for perspective-filet view similar to that of 2D or 3D endoluminal fly-through in detection of colorectal lesions. It is not known whether perspective-filet view, compared to axial images, improves lesion detection by inexperienced readers. Purpose: To compare primary 3D analysis using perspective-filet view (3D Filet) with primary 2D analysis, as used by inexperienced CTC readers. Secondary aims were to compare lesion detection by 3D Filet when used by experienced and inexperienced readers, and to evaluate the effect of combined 3D Filet + 2D analysis. Material and Methods: Fifty symptomatic patients were prospectively enrolled. An experienced reader performed 3D Filet analysis followed by complete 2D analysis (3D Filet + 2D), before colonoscopy with segmental unblinding. Two inexperienced readers (readers 2 and 3), blinded to CTC and colonoscopy findings, retrospectively performed 3D Filet analysis and, after 5 weeks, 2D analysis. True positives ≥6 mm detected by the inexperienced readers with 3D Filet and/or 2D were combined to obtain 3D Filet + 2D. Results: Colonoscopy revealed 116 lesions: 16 lesions ≥10 mm, 19 lesions 6–9 mm, and 81 lesions ≤5 mm. For the experienced reader, sensitivities for lesions ≥6 mm with 3D Filet and 3D Filet + 2D were 77% and 83%, respectively. For the inexperienced readers, sensitivities for lesions ≥6 mm with 3D Filet and 2D were 51% and 57% (reader 2) and 40% and 43% (reader 3), respectively. There was no significant difference between 3D Filet and 2D regarding sensitivity and reading time. For lesions ≥6 mm, 3D Filet + 2D improved the sensitivity of reader 2 to 63% and of reader 3 to 51%. Conclusion: Lesion detection by inexperienced readers using perspective-filet view is comparable to that obtained by 2D. Lesion detection improves by combining 3D Filet + 2D, but not to the level of an experienced reader.
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Leko, Melinda M., and Charlotte A. Mundy. "Preparing Secondary Educators to Support Adolescent Struggling Readers." Preventing School Failure: Alternative Education for Children and Youth 56, no. 2 (January 2012): 137–47. http://dx.doi.org/10.1080/1045988x.2011.619220.

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Roberts, Kelly D., Kiriko Takahashi, Hye-Jin Park, and Robert A. Stodden. "Supporting Struggling Readers in Secondary School Science Classes." TEACHING Exceptional Children 44, no. 6 (July 2012): 40–48. http://dx.doi.org/10.1177/004005991204400604.

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Chau, J., W. Wu, J. Chen, and S. Lughmani. "ESL readers' comprehension performance: the Chinese secondary context." ELT Journal 66, no. 3 (December 15, 2011): 304–17. http://dx.doi.org/10.1093/elt/ccr088.

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Agee, Jane M. "Readers Becoming Teachers of Literature." Journal of Literacy Research 29, no. 3 (September 1997): 397–431. http://dx.doi.org/10.1080/10862969709547966.

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This naturalistic case study focuses on 2 preservice students in a secondary language arts program. I wanted to know how their histories as readers and students of literature intersected with their secondary-school literature course and how their developing stances on teaching literature changed as they moved through their preservice teaching. Data collection included fieldnotes; audiotaped interviews; reading protocols; documents such as syllabi, handouts, and assignments; preservice students' portfolios, logs, lesson plans, and tests; and videotapes of the participants teaching literature during their preservice teaching. I made observations of additional classes, and I collected teaching logs, lesson plans, and other relevant artifacts. I used a constant-comparison analysis to produce grounded theory about the preservice experience. The data revealed two broad sources of knowledge that were important to the participants' entering perceptions on teaching literature: prior experiences with literature and preexisting conceptions of the role of a teacher. The ideas they brought with them were often in conflict with what they encountered in the preservice course. Their cases illustrate the impact of a secondary-literature course and preservice teaching on participants' ideas about teaching literature.
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Tjelta, Leif Inge, Gerd Lise Nordbotten, and Sindre M. Dyrstad. "Increased motivation for physical activity among readers of lifestyle intervention articles." Acta Kinesiologiae Universitatis Tartuensis 22 (December 19, 2016): 47. http://dx.doi.org/10.12697/akut.2016.22.04.

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The main purpose of this study was to investigate if readers of lifestyle intervention articles published in a newspaper became more motivated for physical activity (PA). A secondary aim was to chart reader characteristics like sex, age and PA level. In 2014, a regional newspaper with 152 000 readers in Stavanger, Norway followed the story of four untrained adults trying to become physically fit. Their goal was to run an 8.2 km park race after 13 weeks of training. A panel of 623 newspaper readers answered a questionnaire about their own PA level and motivation to increase their PA level after reading the articles. Twenty percent of the readers (127 of 623) reported that they always or usually read the intervention articles, which was equal to the number who never read these articles. There was no significant difference in the distribution of men and women within these different categories. Sixteen percent of the reader panel (estimated to 24 000 readers) reported that they were motivated to become more physically active after reading the articles. The study indicates a great potential for promoting a healthy lifestyle by publishing lifestyle interventions in a newspaper.
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Spears, Lee A. "Persuasive Techniques Used in Fundraising Messages." Journal of Technical Writing and Communication 32, no. 3 (July 2002): 245–65. http://dx.doi.org/10.2190/be4v-qjnc-q97h-dfxn.

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Based on an analysis of 63 fundraising packages representing 46 nonprofit organizations, as well as research in trade journals and other secondary sources, this study discusses a variety of persuasive techniques used in fundraising messages to accomplish their missions. The fundraising package consists of the carrier envelope, the fundraising letter, the reply form, the reply envelope, and optional enclosures such as brochures, small gifts for the reader, and surveys to complete. These parts work together to perform the following tasks: 1) persuade recipients to open the envelope and read the letter; 2) convince readers a serious but not unsolvable problem exists; 3) make readers want to help solve the problem; 4) convince readers they can help by giving to the appealing organization; 5) tell readers what the organization needs them to do; and 6) make it easy to comply.
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Dissertations / Theses on the topic "Secondary Readers"

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Kwong, Wai-chun, and 鄺慧珍. "Motivating secondary school readers using graphic novel." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50178507.

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English language enjoys a high status in Hong Kong. Many parents enroll their children to language classes at a very young age aiming to get them into well-regarded schools for a better prospect. One way that can help learners improve English proficiency is through reading. However, when local students are streamed into different secondary schools, the motivation to read is lowered. This thesis aims at highlighting the different learning contexts of our students that contribute to reading. A new genre, graphic novel, is used to investigate the effectiveness to motivate secondary school students to read. Factors are also identified which may facilitate the revival of the interest of students of different backgrounds and abilities in reading. The study consists of 8 Form 3 (grade 9) students and 2 secondary English teachers. 5 students are studying in a secondary school with English as medium of instruction (EMI) and the other 3 students are studying in a secondary school with Chinese as medium of instruction (CMI). The 2 teachers are working in these two secondary schools respectively. This research was conducted using an action research approach. Questionnaires, interviews and students’ journals were used to achieve the aim of the study. The results reveal that graphic novel can positively motivate secondary school students to read. Teachers can also make use of the features of the genre to make the lessons more interesting. However, more research needs to be done about the introduction of the genre in classrooms and the value of the genre in improving the language proficiency.
published_or_final_version
Education
Master
Master of Education
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Moumakwa, Tshiamiso Violet. "Vocabulary and reading in Botswana senior secondary schools." Thesis, University of Reading, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250649.

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Simanga, Elizabeth Miyaze. "Teaching struggling adolescent readers in Namibia : a case study." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1005639.

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Though research has been conducted on many issues since Namibia's independence in 1990, none of these studies has investigated how English Second Language (ESL) teachers teach and support struggling adolescent readers (SARs) to read. Utilising qualitative research techniques such as classroom observations, semi-structured interviews and document analysis, this case study looked at strategies, methods, and resources used by five ESL secondary school teachers to teach SARs to read in two regions in Namibia, Caprivi and Otjozondjupa regions. Two of the five participants were male teachers. The presence of SARs in the classes observed was established by using informal methods such as the ESL teachers' experience (Caprivi region), while a sample of questions from PIRLS 2001 (Mullis, Martin, Gonzalez, & Kennedy (2003) was compiled to form a test used in the Otjozondjupa region. The findings show that despite undergoing initial teacher training and majoring in English, the five ESL secondary school teachers were not trained to teach SARs either how to read or how to support them. In addition, the study found that there was a shortage of reading materials in all five selected schools.
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Li, Po-lung, and 李寶龍. "The effectiveness of the strategy for content analysis in helping EFL readers process text." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958047.

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Stoker, Jonathon. "Teachers’ beliefs on utilizing TTS as a tool for learning English at Upper Secondary School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31544.

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There are many students in the class that have dyslexia and can struggle with simple tasks such as reading. Therefore, this study set out to investigate the applications of text to speech synthesizers facilitate learning English at upper secondary with these students in focus from a teacher’s perspective. This study has been conducted through means of a semi- structured interviews with secondary school teachers. Research to support the fact that TTS does in fact aid facilitate the reading of students with difficulties has been stark. One the other hand scholars have claimed that it does not always aid struggling readers, therefore this paper will explore the discrepancies between these contrasting views. In the results it was found that the usage of TTS in the classroom should be seen as a compensatory tool that can aid struggling students in reading as opposed to being seen as a solution. The question to whether this can aid students without struggling difficulties was bound to the intelligibility of the voice of the TTS. Furthermore, it was maintained that this could in fact encourage students with their reading on the basis of academic success.
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Smith, Brigid. "Evaluating the use of dictated stories as reading text for poor readers in secondary schools." Thesis, Middlesex University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.254860.

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Dostal, Elizabeth J. "Lift every voice readers' response as a small group counseling tool at the secondary level /." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998dostale.pdf.

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Horst, Paige Hayes. "Boys Who Love Books: Avid Adolescent Male Readers in the Secondary English Language Arts Classroom." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/71826.

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This study was designed to explore perceptions and lived experiences of avid adolescent male readers, in order to better understand their development as readers. This study explored: (1) how previous reading experiences influence the development of the avid adolescent male reader and (2) how the reading habits and preferences of avid adolescent male readers are socially constructed. Rosenblatt's (1978) Transactional Theory of Literary Work forms the theoretical framework of this study. Rosenblatt (1978) argued that as readers engage with texts, they bring an individual schema to these literary transactions. This prior knowledge and experience are the lens through which the individual reader understands the content of the text. Even when reading the same text, readers respond to the text in individual ways, based on their individual schema. Through the use of a naturalistic inquiry design, data was generated through a series of interviews with the participants. Data analysis was qualitative and iterative, triangulated with multiple interviews, interview mapping, thematic tables, dialogic memos, and researcher field notes. Data analysis led to a better understanding of the development of the avid adolescent male reader, including: (a) the role of family culture on reading identity, (b) peer group influence on reading habits of avid adolescent male readers, and (c) transactional responses of avid adolescent male readers both in and out of educational settings. Data generated during interviews illuminated the complex, individuated and interwoven nature of the elements present in the development of the avid adolescent male reader. Finally, this study gives insight into how understanding the development of these readers may provide teachers with instructional strategies and reading opportunities that support all developing readers.
Ph. D.
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Henshaw, Ann. "Oral reading errors and metalinguistic knowledge : a study of remedial readers in the secondary school." Thesis, Keele University, 1988. http://eprints.keele.ac.uk/3847/.

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Both the oral reading errors and the metalinguistic knowledge of 52 eleven year old Secondary school remedial readers were investigated during 9 reading task/structured interview sessions. The children read three texts which were of similar linguistic difficulty but which differed in terms of their 'accessibility': SELF-texts (based on the readers' oral language); PEER-texts (the 'self-generated' texts of their peers) and a CLASS-text passage from a typical class-reader. The results of the analyses performed on the children's REFUSAL, OMISSION, INSERTION, and SUBSTITUTION errors showed that reading accuracy and the pattern of errors on each type of text was very similar and that all the children were capable of utilising the graphic, semantic and syntactic cues provided by the texts. However, the 'quality' of the SUBSTITUTION errors differed according to text-type and to reading ability. On the SELF and PEER-texts the errors of the 'Poorer' readers in the sample were, by and large, as 'good' as those of the 'Better' and 'Fair' readers whilst the CLASS-text performances showed the errors of the Poorer readers to be qualitatively inferior to those of the other children. These results were interpreted to suggest that, whilst the reading strengths and weaknesses of the children did not differ per Se, the strengths of the Poorer readers were the least 'portable' across texts of differing accessibility. The children's reported metalinguistic knowledge of their own problem-solving strategies showed evidence of a 'mismatch' between what they said they did when they encountered an 'unknown' word and what the analysis of their reading errors suggested they actually did. Readers seemed particularly unaware of their ability to make use of the linguistic context in solving 'difficult' words although their ability to do this was clearly indicated by the analysis of their errors.
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Tsai, Cheng-Chang. "Cognition and metacognition of English reading strategies in successful Taiwanese comprehensive high school student readers opportunities and obstacles /." Laramie, Wyo. : University of Wyoming, 2005. http://proquest.umi.com/pqdweb?did=1051274321&sid=2&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Books on the topic "Secondary Readers"

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Dixon, Neill. Readers theatre: A secondary approach. Winnipeg: Portage & Main Press, 2010.

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L, Simpson Michele, ed. Readers, teachers, learners: Expanding literacy in the secondary schools. New York: Merrill, 1991.

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L, Simpson Michele, ed. Readers, teachers, learners: Expanding literacy across the content areas. 4th ed. Upper Saddle River, N.J: Merrill/Prentice Hall, 2003.

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L, Simpson Michele, ed. Readers, teachers, learners: Expanding literacy across the content areas. 3rd ed. Upper Saddle River, N.J: Merrill, 1999.

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Holt, Maurice. Konvooi onder vuur. Amsterdam: De Boekerij, 1990.

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Mon encyclopédie : français, première année du secondaire. Anjou, Que: CEC, 1996.

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Applebee, Arthur N. The InterActive reader. Evanston, Ill: McDougal Littell, 2004.

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The InterActive Reader. 2nd ed. Evanston, Ill: McDougal Littell, 2009.

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Ellison, Peter. True or false?: Non-fiction for secondary English. London: Hodder &Stoughton, 1995.

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1920-, Francis Dick, ed. The edge. London: Penguin, 1992.

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Book chapters on the topic "Secondary Readers"

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Dyer, Emma. "Using Fällman’s Interaction Design Research Triangle as a Methodological Tool for Research About Reading Spaces in Schools." In Teacher Transition into Innovative Learning Environments, 109–22. Singapore: Springer Singapore, 2020. http://dx.doi.org/10.1007/978-981-15-7497-9_9.

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AbstractThis chapter describes the innovative use of a pre-existing framework from the field of Human–Computer Interaction to explore and reimagine reading spaces for beginner readers in primary schools in England. The chapter details the four phases of the research study, from a conceptual level to a physical outcome (a reading nook), the latter providing secondary findings about the value of secluded reading spaces for students in two English classrooms. In adapting and developing a design methodology within an educational context, it is hoped that this research will stimulate communication and dialogue between architects, educators, policy-makers and students. It also offers a contribution to the challenge of improving school design for pupils and practitioners by offering a framework through which education, specifically reading, can be viewed through the prism of design.
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Chengqiang, Qin, Xiong Ying, Feng Yan, and Li Tian. "Environmental Education in China: A Case Study of Four Elementary and Secondary Schools." In International Perspectives on the Theory and Practice of Environmental Education: A Reader, 179–91. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67732-3_13.

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"Selected Bibliography of Secondary Sources." In Jewish Books and their Readers, 343–73. BRILL, 2016. http://dx.doi.org/10.1163/9789004318151_015.

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Sanders, April M., Laura Isbell, and Kathryn Dixon. "LGBTQ+ Literature in the Elementary and Secondary Classroom as Windows and Mirrors for Young Readers." In Incorporating LGBTQ+ Identities in K-12 Curriculum and Policy, 198–222. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-1404-7.ch007.

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Educators looking for books to offer to children and young adult readers with LGBTQ+-inclusive themes can use these results to review award winning books and the themes found in the texts. This critical content study includes children's and young adult books winning the Stonewall Award from the American Library Association. The selected books are reviewed for themes applicable to mirrors and windows that are provided to readers in the text. Windows provide a way for readers to see an experience unlike their own while mirrors offer a reflection of experiences the reader has experienced. Both offer a way for readers to connect with the text.
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Hall, Carol, and Jamie Mahoney. "RTI and Reading at the Secondary Level." In Advances in Early Childhood and K-12 Education, 78–101. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-8516-1.ch004.

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Response to Intervention (RTI) provides a framework for effective prevention and intervention to students who have difficulty reading at all achievement levels by using a school-wide, tiered system. RTI is the means for helping struggling students become successful readers before they have a chance to fall behind. Using evidence-based reading strategies within multiple classrooms such as the inclusive classroom or the resource classroom provides students with learning disabilities the opportunity to succeed in all content areas while applying these reading strategies. All teachers can use these strategies to assist the at-risk and struggling reader make progress. The purpose of this chapter is to share research, resources, and reading instructional methods appropriate for students at the secondary level that can help them meet their academic needs.
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"THE CONFESSIONS AND ITS ACADEMIC READERS: A SURVEY OF SECONDARY LITERATURE." In Augustine's Confessions, 5–43. BRILL, 2004. http://dx.doi.org/10.1163/9789047405696_003.

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Nahaiciuc, Ruxandra Bianca. "Structure of LEAD in the Secondary Panel." In Advances in Educational Marketing, Administration, and Leadership, 145–72. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch009.

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This chapter provides readers with an applied example of the L.E.A.D. Program for Teacher Candidates within the secondary panel. This intrinsic case study explores a compensatory school's student success solution through an increase of Student Success Literate (SSL) Student Teachers. Their presence and conscious efforts contribute to the overall implementation of the school's student success strategies, adapted from Adlai Stevenson High School's intervention model. The five main themes that emerged were: i) the collective is a benefit; ii) visibility and accountability; iii) shift in teaching approaches; iv) increased individual support; and, v) holistic education. Research findings indicate how the L.E.A.D. program shapes teachers into mindful educators equipped with foundational knowledge that bolsters student success and provides an accurate depiction of the working structure of the program in the secondary panel.
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Fradera, Marina. "Anchoring Post-Secondary Readiness in Social-Emotional Learning." In Handbook of Research on Supporting Social and Emotional Development Through Literacy Education, 346–67. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7464-5.ch016.

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Intentional social emotional instruction is often absent from most schools in the United States as students grow older. Few state legislatures have policies in place to mandate the integration of social emotional learning (SEL) into classroom instruction after 3rd grade. Rather than being recognized as a key component of all core content learning, SEL is framed as a set of reactionary interventions that address specific adolescent challenges placing youth “at risk.” It is widely understood that social emotional competencies (SECs) grow with and influence emergent literacy among young learners. The same approach is often absent from approaches to literacy instruction for older struggling readers. This chapter underscores the opportunity to frame post-secondary preparation and texts connected to it as opportunities to explicitly teach social emotional competencies (SECs) as a means to plan for the future and heal from the past.
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Clark, Heather J. "Making Writers Out of Readers: Using Creative Writing to Deepen Literary Analysis in Secondary Settings." In Imaginative Teaching through Creative Writing. Bloomsbury Academic, 2021. http://dx.doi.org/10.5040/9781350152717.ch-012.

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Berry, Elspeth, Matthew J. Homewood, and Barbara Bogusz. "11. Free movement of persons." In Complete EU Law. Oxford University Press, 2017. http://dx.doi.org/10.1093/he/9780198790976.003.0011.

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Titles in the Complete series combine extracts from a wide range of primary materials with clear explanatory text to provide readers with a complete introductory resource. This chapter discusses the scope of the right of the free movement of persons in the EU; the relevant Treaty provisions and secondary legislation provisions regarding the free movement of persons in the EU; the specific rights granted to workers and EU citizens under their general right of free movement; and limitations on the rights of free movement as provided for in primary and secondary legislation.
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Conference papers on the topic "Secondary Readers"

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Williams, Dennis K., and Shrikant Nargund. "A Historical Review and Additions to SIFs and Stress Indices for Trunnion Elbows." In ASME 2017 Pressure Vessels and Piping Conference. American Society of Mechanical Engineers, 2017. http://dx.doi.org/10.1115/pvp2017-66086.

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The development of primary and secondary moment loading stress indices and analytical derivations of stress intensification factors (SIF) has matured over the past 35 years. The original development work for the ASME piping Codes SIF definitions was empirically derived well over 65 years ago and still, debates linger over the equivalence of the physical fatigue testing of piping fittings and the rapid evolution of stress classification techniques as applied specifically, to the finite element method. The trunnion elbow geometry has always presented significant mathematical challenges in the determination of stress intensification factors, which is primarily due to the complexity of the intersection created by a right circular cylinder (forming the trunnion) to a toroid (forming the elbow). This paper traces the maturation of the SIF definition for the trunnion-elbow geometry from the original roots of the Markl tests, to the early analytical formulations presented by Williams and Lewis, to the WRC and EPRI results published in the late 1990s, through today’s rendition as contained in the Appendices to the ASME B&PV Code, Section III. In addition, geometry combinations are introduced herein that have not been covered in any of the previously referenced publications. Finally, a comparison of the various formulations is tendered for consideration of the reader to determine if in fact there has been significant progress in this subject area since the early analytical work published by Williams and Lewis in the early 1980s.
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Gunda, Naga Siva Kumar, and Sushanta K. Mitra. "Microfluidic Based Biosensor for Detection of Cardiac Markers." In ASME 2013 Fluids Engineering Division Summer Meeting. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/fedsm2013-16270.

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Myocardial Infarction (MI) occurs when the blood flow to the heart is blocked. It is major threat to human kind. Current laboratory and ELISA tests are expensive, time consuming, and are not very sensitive. Biosensors can play an important role in the diagnosis of MI without relying on hospital visits. Therefore, researchers are focusing to develop rapid, hand-held, inexpensive biosensors for detecting cardiac markers. In the present study, one of the cardiac markers (Troponin T) is detected using microfluidic based biosensor. Troponin T (cTnT) releases in to the blood serum within 4–6 h after minor heart attack and remains elevated for up to 2 weeks, which will help in diagnosing the heart condition. In this work, a microfluidic channel with an array of gold strips is considered for detecting and quantifying the Troponin T in an aqueous solution. Troponin T primary (capture) antibody is immobilized on gold strip using self assembled monolayer (SAM) consisting of a homogeneous mixture of oligo (ethylene glycol) (OEG)-terminated alkanethiolate and mercaptohexadecanoic acid (MHDA). Then, an aqueous solution containing Troponin T antigen is injected into the microchannel to facilitate antibody-antigen reaction to take place in less time. Later, FITC tagged Troponin T secondary (detection) antibody is dispensed in to the channel for quantification of Troponin T antigen. Using confocal fluorescent reader, the variation of fluorescent intensity across the microchannel is measured and quantified the concentration of Troponin T antigen with calibrated samples. Contact angle measurement system, Fourier Transform Infrared Spectroscopy and Ellipsometer are used to characterize the surface properties at each stage of biomolecule immobilization.
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Boco, Elisabetta, Valeria Nico, Ronan Frizzell, and Jeff Punch. "A C-Battery Scale Energy Harvester: Part B — Transducer Optimization and Modeling." In ASME 2015 Conference on Smart Materials, Adaptive Structures and Intelligent Systems. American Society of Mechanical Engineers, 2015. http://dx.doi.org/10.1115/smasis2015-8908.

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A two Degree-of-Freedom (2DoF) nonlinear electromagnetic energy harvester, which employs velocity amplification, with a volume of 26.7cm 3 and 25.6 cm3 (25.5mm diameter and 52.4mm height) is investigated in this work. These dimensions are very close to those of a C-battery (26.2mm diameter and 50mm length, for a volume of 27.8cm3), making the harvester suitable to be integrated in electronic devices. The harvester consists of a Halbach array of magnets oscillating inside a set of seven coils. The use of magnetic springs and the impacts between the two masses, leads to nonlinear harvester behaviour, broadening the harvester’s spectral response. Moreover, the impacts exploit velocity amplification on the secondary (smaller) mass, improving the electromagnetic conversion. The aim of this work is to optimize the performance of the electromagnetic transducer through analytical and numerical methods and to experimentally verify the optimization methods. This paper discusses the magnetic configuration that maximizes the variation of flux density and an analytical model is presented that predicts the optimal number of turns and wire diameter for the coils. A finite element simulation takes the output from the initial optimization calculations and predicts the output voltage of the harvester. Experimental results are then presented where various coil designs are tested and comparisons are made to the numerical results to validate the models. The experimental results also show a high volumetric Figure of Merit (FoMV), which highlights the benefits of the optimisation methods used. Finally, in order to give the reader an understanding of the system performance under real-world vibrations, the system was tested under excitation generated by human motion.
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4

Shkorubskaya, Elena. "Transformation of the Scientific Article Paradigm under Diffusion of Internal & External Publicness of Science." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-09.

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This article discusses the specifics of the public sphere of science in the context of the diffusion of the public and private spheres that characterises modern society and is driven, among other factors, by the development of social media and other tools of online communication. Based on the communicative approach suggested by Jurgen Habermas, the science field concept by Pierre Bourdieu, and the actor-network theory by Bruno Latour, the following two types of modern science publicness are defined. Inner, ‘esoteric publicness’ of science itself is a prerequisite for scientific communication, and is set up on the principles of reasonable doubt and criticism, assuming discussiveness, knowledge, and uncertainty of arguable facts. Outer, ‘broad publicness’ becomes a platform of interaction between science and society, and requires science to provide ultimate knowledge. Using the example of the use of texts of scientific articles in popular scientific texts, the problem of the diffusion of the two public spheres is examined. Firstly, the conventional layman is confronted directly with the inner workings of science, and thus has to deal with discrepancies, which he cannot resolve on his own. Secondly, the pragmatics of the scientific article undergos changes, its conclusions tend to radicalise, and the very article is used only for confirming the credibility of a popular text referring to it. The change in the reader (a professional is replaced by a layperson) has an effect on the original pragmatics of the text and the impact it has on the addressee. What is supposed to serve as the discussion onset in ‘esoteric publicness’, becomes the rationale for the unconditional recognition of communicated information in the ‘broad publicness’ of science.
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Qamar, Ahsan, and Christiaan J. J. Paredis. "Dependency Modeling and Model Management in Mechatronic Design." In ASME 2012 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/detc2012-70272.

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Mechatronic design is traditionally supported through domain-specific design activities throughout the product development process. The partitioning into domain-specific problems leads to a situation where product properties influence each other, hence giving rise to dependencies. These dependencies play a key role in prediction of properties and as a result, in the decision making process. The important question is: how to manage the dependencies for an efficient and effective decision making? The aim of this paper is threefold. Firstly, we investigate the nature of dependencies and study how to model them. The paper proposes appropriate language constructs taking into account synthesis and analysis nature of properties and dependencies. The concepts related to the dependency modeling are then illustrated through a simple robot design example, where the creation and importance of a dependency model are explained. Secondly, we study practical approaches for consistency management and model management in the presence of dependencies. Six levels-of-detail in modeling dependencies are presented; emphasizing that modeling at higher level-of-detail ensures that more inconsistencies are avoided. Available languages such as OMG SysML™ are evaluated for a possible creation of the dependency models leading towards executable dependency networks. However, at present, SysML does not provide sufficiently rich language constructs to model dependencies. Thirdly, we compare our dependency modeling approach to the other state-of-the-art approaches such as dependency modeling with a Design Structure Matrix, and highlight the benefits of the language constructs proposed in this paper. We aim to convince the reader that there is a substantial value in modeling dependencies explicitly, especially to avoid inconsistencies, which is not the current state of the practice. However, an overall value from dependency modeling can only be obtained if the cost of creating the dependency model is reasonable. Issues such as human interaction/effort and model management through PLM are discussed.
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