Relevant bibliographies by topics / Specific reading

Contents

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

Academic literature on the topic 'Specific reading'

Author: Grafiati
Published: 5 June 2025
Last updated: 2 August 2025

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Journal articles on the topic "Specific reading"

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McArthur, G. M., J. H. Hogben, V. T. Edwards, S. M. Heath, and E. D. Mengler. "On the "Specifics" of Specific Reading Disability and Specific Language Impairment." Journal of Child Psychology and Psychiatry 41, no. 7 (2000): 869–74. http://dx.doi.org/10.1111/1469-7610.00674.

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Foorman, Barbara R. "What's Specific About Specific Reading Disability." Journal of Learning Disabilities 22, no. 6 (1989): 332–33. http://dx.doi.org/10.1177/002221948902200602.

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Shaywitz, S. E., and B. A. Shaywitz. "Dyslexia (Specific Reading Disability)." Pediatrics in Review 24, no. 5 (2003): 147–53. http://dx.doi.org/10.1542/pir.24-5-147.

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Shaywitz, Sally E., and Bennett A. Shaywitz. "Dyslexia (Specific Reading Disability)." Biological Psychiatry 57, no. 11 (2005): 1301–9. http://dx.doi.org/10.1016/j.biopsych.2005.01.043.

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Shapiro, Bruce K. "Overview: Specific reading disability." Mental Retardation and Developmental Disabilities Research Reviews 2, no. 1 (1996): 1. http://dx.doi.org/10.1002/(sici)1098-2779(1996)2:1<1::aid-mrdd1>3.0.co;2-y.

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RANI, SUMATI. "Intervention Strategy to Circumvent Specific Deficiency : Remedial Reading Approach." Indian Journal of Applied Research 2, no. 2 (2011): 56–57. http://dx.doi.org/10.15373/2249555x/nov2012/19.

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Fredman, Glenda, and Jim Stevenson. "Reading processes in specific reading retarded and reading backward 13-year-olds." British Journal of Developmental Psychology 6, no. 1 (1988): 97–108. http://dx.doi.org/10.1111/j.2044-835x.1988.tb01084.x.

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Beller, Charley Evan, and Erin Zaroukian. "Evaluation and consumption." LSA Annual Meeting Extended Abstracts 3 (April 8, 2012): 7. http://dx.doi.org/10.3765/exabs.v0i0.579.

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Singular indefinite objects of evaluative predicates (e.g. like) are interpreted specifically (1). But several constructions do not yield specific readings, (2). (1) # John likes a cookie. (specific reading/#kind reading) (2) a. John likes a cookie after dinner. b. John likes having a cookie. c. John likes a good cookie. d. John likes a cookie as much as the next guy. We propose that constructions with a minimal consumption-situation reading license a contextual operator which binds the object, giving it a non-specific reading.
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Weaver, Donald F. "Font specific reading-induced seizures." Clinical Neurology and Neurosurgery 125 (October 2014): 210–11. http://dx.doi.org/10.1016/j.clineuro.2014.07.035.

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DeFries, J. C., and Maricela Alarcón. "Genetics of specific reading disability." Mental Retardation and Developmental Disabilities Research Reviews 2, no. 1 (1996): 39–47. http://dx.doi.org/10.1002/(sici)1098-2779(1996)2:1<39::aid-mrdd7>3.0.co;2-s.

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Dissertations / Theses on the topic "Specific reading"

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Gibbons, Wendy. "Visual noise in specific reading disorder." Thesis, University of Reading, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440087.

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LaBonte, Christopher Edward. "Visual pathways and specific reading disabilities /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Jordan, S. A. "Mathematical competencies in children with specific maths, reading and comorbid maths and reading difficulty." Thesis, Queen Mary, University of London, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.501291.

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Nouvelle, Renee C. "The effects of oral reading fluency on reading comprehension for students with reading disabilities and specific learning disabilities." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/823.

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The gap in reading achievement continues to be consistent, despite No Child Left Behind goals to narrow these gaps among minority and other subgroup populations. This gap is especially profound for students with disabilities, and any evidence to support progress monitoring of oral reading fluency (ORF) and comprehension will inform educational policy and practice. The theory of automaticity explains that a reader can focus more attention on the meaning of a reading passage when less attention is needed for word and sound recognition. The literature has suggested that reading comprehension can
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Landa, Katrina G. "Effects of Repeated Readings on Reading Abilities of English Language Learners with Specific Learning Disabilities." FIU Digital Commons, 2009. http://digitalcommons.fiu.edu/etd/82.

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This study investigated the effects of repeated readings on the reading abilities of 4, third-, fourth-, and fifth-grade English language learners (ELLs) with specific learning disabilities (SLD). A multiple baseline probe design across subjects was used to explore the effects of repeated readings on four dependent variables: reading fluency (words read correctly per minute; wpm), number of errors per minute (epm), types of errors per minute, and answer to literal comprehension questions. Data were collected and analyzed during baseline, intervention, generalization probes, and maintenance pro
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Jin, Yulin. "Oppression, Dialogue, Body and Emotion : Reading A Many-Splendoured Thing." Thesis, Linköpings universitet, Institutionen för kultur och samhälle, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-176977.

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Hayduk, Steven J. "Evidence against a transient system deficit in specific reading disability." Thesis, McGill University, 1993. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=69559.

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This study was designed to test the claim that a deficit in low-level visual processing is a major factor in the etiology of developmental dyslexia. The transient and sustained pathways are neuro-anatomical pathways which underlie low level visual processing. Dyslexics are hypothesized to suffer from a transient pathway deficit which manifests itself in reading difficulties. Normal and disabled adult readers were compared on two visual processing tasks. One task measured the contrast threshold of subjects for flickering sinewave gratings; normal and disabled readers did not differ in contrast
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Lau, Ka-ming, and 劉家明. "Cognitive reading strategies instruction for children with specific language impairment." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B48273624.

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The primarily goal of this study was to examine the patterns of cognitive and language processing of children with Specific Language Impairment (SLI) and how they related to their text comprehension, interpreted within constructivism. The study aimed to characterize the difference in language, character decoding, metacognitive processing and text comprehension between children with SLI and those under typical development; to identify the inter-relationships among their language processing, character decoding, metacognitive processing and text comprehension; and to investigate how the i
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Schenker, Victoria Jewell. "Overlapping Genetic and Child-Specific Nonshared Environmental Influences on Listening Comprehension, Reading Motivation, and Reading Comprehension." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1447682484.

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Andersson, Therese. "Kan man läsa det man inte förstår? : – en kvalitativ studie om lärares arbete med läsförståelse i årskurserna F-3." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67456.

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Läsförståelse är ett komplext arbete som kräver att läsaren behärskar flera olika strategier för att kunna bemästra olika texter. Det ökande kravet på förståelse för vad man läser ställer allt högre krav på lärare att förse elever med de verktyg som krävs för att kunna läsa olika typer av texter. Studien avser att ta reda på hur lärare på en skola i årskurserna F-3 arbetar med läsförståelse samt vad lärarnas uppfattningar kring läsförståelse är. Totalt har fem stycken lärare med olika lång arbetslivserfarenhet medverkat i studien. Materialet har samlats in genom semistrukturerade intervjuer so
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Books on the topic "Specific reading"

1

Boning, Richard A. Specific skill series. 4th ed. Barnell Loft, 1990.

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Boning, Richard A. SRA specific skill series. 5th ed. SRA / McGraw-Hill, 1997.

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Leong, Che Kan. Children with specific reading disabilities. Swets & Zeitlinger, 1987.

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Laurinen, Pentti. Specific reading disability and vision. University of Helsinki, Dept. of Psychology, 1987.

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Pavlak, Stephen A. Informal tests for diagnosing specific reading problems. Parker Pub. Co., 1985.

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K, Shapiro Bruce, Accardo Pasquale J, and Capute Arnold J. 1923-, eds. Specific reading disability: A view of the spectrum. Pro-Ed, 2006.

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K, Shapiro Bruce, Accardo Pasquale J, and Capute Arnold J. 1923-, eds. Specific reading disability: A view of the spectrum. York Press, 1998.

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Phillips, Terry. Key reading skills for FCE. Macmillan Publishers, 1993.

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Whitwell, Jane. Reading for comprehension. Scholastic, 1994.

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Stierer, Barry. Reading words: A commentary on key terms in the teaching of reading. NATE, 1994.

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Book chapters on the topic "Specific reading"

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Vandenberg, Steven G., Sandra Manes Singer, and David L. Pauls. "Specific Reading Disability." In The Heredity of Behavior Disorders in Adults and Children. Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-5071-2_14.

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Miciak, Jeremy, and Jack M. Fletcher. "Specific reading disabilities." In APA handbook of neuropsychology, Volume 1: Neurobehavioral disorders and conditions: Accepted science and open questions (Vol. 1). American Psychological Association, 2023. http://dx.doi.org/10.1037/0000307-005.

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Prior, Margot. "Reading and spelling problems." In Understanding Specific Learning Difficulties. Psychology Press, 2022. http://dx.doi.org/10.4324/9781315784816-2.

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Hirvela, Alan. "ESP and Reading." In The Handbook of English for Specific Purposes. John Wiley & Sons, Ltd, 2012. http://dx.doi.org/10.1002/9781118339855.ch4.

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Wijnen, Frank, Elise de Bree, Petra M. van Alphen, Jan de Jong, and Aryan van der Leij. "Comparing SLI and dyslexia: developmental language profiles and reading outcomes." In Specific Language Impairment. John Benjamins Publishing Company, 2015. http://dx.doi.org/10.1075/lald.58.04wij.

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Remschmidt, Helmut, Gerd Schulte-Körne, and Klaus Hennighausen. "What is Specific about the Specific Reading Disorder." In Perspectives on the Classification of Specific Developmental Disorders. Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2581-1_5.

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Farman, Jason. "Site-specific Storytelling and Reading Interfaces." In Mobile Interface Theory. Routledge, 2020. http://dx.doi.org/10.4324/9780429460241-7.

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Wilfong, Lori G. "Address Discipline-Specific Content Reading Strategies." In Content Area Literacy Strategies That Work. Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-4.

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Pedersen, Birgitte Stougaard, and Ayoe Quist Henkel. "Reading digital interfaces and audiobooks: media-specific and multisensory aspects of immersion." In The Digital Reading Condition. Routledge, 2022. http://dx.doi.org/10.4324/9781003211662-18.

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Wilfong, Lori G. "Help Scaffold Focus While Reading with Specific Strategies." In Content Area Literacy Strategies That Work. Routledge, 2019. http://dx.doi.org/10.4324/9781351240895-2.

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Conference papers on the topic "Specific reading"

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Turgeon, Robert. "Evaluation of Epoxy and Galvanized Reinforcing Bars in Pennsylvania Bridge Decks." In CORROSION 1987. NACE International, 1987. https://doi.org/10.5006/c1987-87140.

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Abstract Data is presented on half-cell potential readings on epoxy coated and galvanized rebar bridge decks over a ten year period (1976 to 1986). The cumulative frequency plots of the potential voltages on the epoxy coated top mat reinforcing steel deck indicates an increase in negative potential readings with time. On two epoxy rebar bridge decks, 39% and 47% of the readings were numerically greater than -0.35 volts relative to the copper/copper sulphate reference call. Equipotential symbols are used to identify the negative reading levels, 0 to 0.19v, 0.20 to 0.34v and 0.35v or greater. Si
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Brandmo, Christian. "Measuring Internet-Specific Reading Motivation and Engagement." In 2020 AERA Annual Meeting. AERA, 2020. http://dx.doi.org/10.3102/1570308.

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Andreou, Georgia, Vassiliki Tsela, and Maria Liakou. "L1 and L2 skills in Specific Reading Disorder." In 10th International Conference of Experimental Linguistics. ExLing Society, 2019. http://dx.doi.org/10.36505/exling-2019/10/0004/000366.

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Emmanuele, Nicholas. "Perceptions of Reading and Disability Identities Among Adolescents With Specific Learning Disabilities in Reading." In 2023 AERA Annual Meeting. AERA, 2023. http://dx.doi.org/10.3102/2014380.

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Emmanuele, Nicholas. "Perceptions of Reading and Disability Identities Among Adolescents With Specific Learning Disabilities in Reading." In AERA 2023. AERA, 2023. http://dx.doi.org/10.3102/ip.23.2014380.

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Muñoz-Montes de Oca, Jenny N., Héctor Romero-Morales, Alejandro A. Torres-García, and Luis Villaseñor-Pineda. "A Novel Feature Extraction Method for Classifying EEG Signals of two types of Reading: Normal Reading and Task-Specific Reading." In 2023 IEEE EMBS R9 Conference. IEEE, 2023. http://dx.doi.org/10.1109/ieeeconf60929.2023.10525395.

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Aist, Gregory. "Skill-specific spoken dialogs in a reading tutor that listens." In CHI '99 extended abstracts. ACM Press, 1999. http://dx.doi.org/10.1145/632716.632753.

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Hazan, Valerie, and Alan Adlard. "Speech perceptual abilities of children with specific reading difficulty (dyslexia)." In 4th International Conference on Spoken Language Processing (ICSLP 1996). ISCA, 1996. http://dx.doi.org/10.21437/icslp.1996-42.

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Takahashi, Norio, Tomohide Shibata, Daisuke Kawahara, and Sadao Kurohashi. "Machine Comprehension Improves Domain-Specific Japanese Predicate-Argument Structure Analysis." In Proceedings of the 2nd Workshop on Machine Reading for Question Answering. Association for Computational Linguistics, 2019. http://dx.doi.org/10.18653/v1/d19-5814.

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Bolshakova, Nina. "SPECIFIC DEVELOPMENT OF CONTEXTUAL GUESS IN FOREIGN STUDENTS THROUGH TEXT READING." In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018/3.5/s13.097.

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Reports on the topic "Specific reading"

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Atuhurra, Julius, Rastee Chaudhry, Tahrima Hossain, and Michelle Kaffenberger. Instructional Alignment in Nepal Using the Surveys of Enacted Curriculum. Research on Improving Systems of Education (RISE), 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/057.

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The content coverage of the Integrated Curriculum (IC) for Nepali Language Arts and Reading is broad, but some topics, including foundational reading and writing skills, are emphasised more than others. The IC generally emphasises middle levels of cognitive demand. IC content is highly aligned across Grades 1-3. Grade 1 teachers cover IC topics more broadly, and typically at lower cognitive demand levels, than the curriculum prescribes. The Classroom-Based Early Grade Reading Assessment (CB-EGRA) focuses on a narrower set of skills than either the curriculum or instruction, and typically at hi
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Clarke, Nicola, and James Craig. CO2 Storage Site Catalogue. IEAGHG, 2024. http://dx.doi.org/10.62849/2024-tr03.

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This Technical Review provides an overview of 22 CO2 storage sites from around the world. These include CO2-EOR, commercial scale storage sites and a number of pilot and demonstration storage sites in both depleted hydrocarbon reservoirs and saline reservoirs. Its primary aim is to provide a convenient source of collated information with a specific focus on technical information that are in the public domain. It compiles experiences of planning and operating these sites and aims to provide the reader with an accessible and valuable reference document that could provide a gateway to further rea
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Шестопалова (Бондар), Катерина Миколаївна, and Олена Петрівна Шестопалова. Support of Inclusive Education in Kryvyi Rig. Padua, Italy, 2019. http://dx.doi.org/10.31812/123456789/3234.

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An analysis of the system of training, the implementation of a pilot project "SUPPORT OF INCLUSIVE EDUCATION IN KRYVYI RIG". The team that worked in project by GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH) create strategy for training teachers that include 6 modules: 1) regulatory and legislative framework for inclusive education; 2) inclusion ethics and philosophy; universal design and reasonable accommodation of educational space; 3) support team: interdisciplinary interation; algorithm of provision of psycho-pedagogical, corrective and development services; 4) ind
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Bastidas Ripalda, Rafaela, Stephen Hansen, John Leon-Diaz, and Yabra Muvdi. Tracking the Reform Process from Newspaper Data. Inter-American Development Bank, 2025. https://doi.org/10.18235/0013467.

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Countries often undertake structural reforms to boost productivity, reduce inequality, and improve public sector efficiency, yet there is limited data on the reform process to evaluate these efforts. We examine the extent to which large language models (LLMs) applied to media articles can fill this evidence gap, using a case study from Colombia. We find that suitably prompted LLMs produce output that aligns with human reading. The output reveals extensive coverage of the debate and discussion that precedes reform adoption or rejection, and can be used to track the evolution of specific reforms
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Rinehart, Aaron, M. Gregory, and Wendy Wright. Fixed-station water-quality monitoring at Cape Lookout National Seashore: 2012 data summary. National Park Service, 2013. https://doi.org/10.36967/2195313.

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In 2007, the National Park Service (NPS) Southeast Coast Network (SECN) Inventory and Monitoring Program began a partnership with the North Carolina National Estuarine Research Reserve (NCNERR) to collect water-quality data in the estuarine waters near Cape Lookout National Seashore (CALO). Two continuous-monitoring stations have been operational since 2008 in the Shackleford Banks Dock and in the Middle Marshes area. Methods used are adapted from the water-quality monitoring program established by the National Estuarine Research Reserve Program. The Cape Lookout National Seashore fixed-statio
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Gregory, M., Aaron Rinehart, and Wendy Wright. Fixed-station water-quality monitoring at Congaree National Park: Data Summary 2011. National Park Service, 2012. https://doi.org/10.36967/2193850.

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In 2006 Congaree National Park (CONG), in conjunction with the Southeast Coast Network (SECN) Inventory and Monitoring Program, began collecting water-quality data at Cedar Creek as part the NPS Vital Signs Monitoring Program. The continuous monitoring data station is located approximately one mile south of the visitor center and collects water temperature, dissolved oxygen, pH, salinity, specific conductance, turbidity and water-level data every 30 minutes following the methods of Wenner and Geist (2001). This publication summarizes data collected from January 1, 2011 to December 31, 2011. Th
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Dawson, William O., Moshe Bar-Joseph, Charles L. Niblett, Ron Gafny, Richard F. Lee, and Munir Mawassi. Citrus Tristeza Virus: Molecular Approaches to Cross Protection. United States Department of Agriculture, 1994. http://dx.doi.org/10.32747/1994.7570551.bard.

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Citrus tristeza virus (CTV) has the largest genomes among RNA viruses of plants. The 19,296-nt CTV genome codes for eleven open reading frames (ORFs) and can produce at least 19 protein products ranging in size from 6 to 401 kDa. The complex biology of CTV results in an unusual composition of CTV-specific RNAs in infected plants which includes multiple defective RNAs and mixed infections. The complex structure of CTV populations poses special problems for diagnosis, strain differentiation, and studies of pathogenesis. A manipulatable genetic system with the full-length cDNA copy of the CTV gen
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Price, Roz. Taxation and Public Financial Management of Mining Revenue in the Democratic Republic of Congo. Institute of Development Studies (IDS), 2021. http://dx.doi.org/10.19088/k4d.2021.144.

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This rapid review provides a summary of the evidence on the taxation and public financial management of mining revenues in the Democratic Republic of Congo (DRC). This is a very complex topic, with a large and growing literature base, a huge interest by donors, non-governmental organisations and businesses, with some conflicting information at times. In particular, specific data on provincial budgets and spending was not identified during this review. No specific information on public financial management in either of these provinces was identified during the course of this review. Given the b
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Johra, Hicham. Long-Term Stability and Calibration of the Reference Thermometer ASL F200. Department of the Built Environment, Aalborg University, 2019. http://dx.doi.org/10.54337/aau328894425.

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The aim of this technical report is to provide detailed information about the long-term stability of the thermometer ASL F200 (WIKA Instruments Limited [1]) that is used as temperature reference to calibrate other temperature sensors in the Laboratory of Building Energy and Indoor Environment at Aalborg University – Department of the Built Environment [2]. This ASL F200 thermometer is regularly sent for recalibration at the “Temperature Laboratory” of the Danish Technological Institute, which is a National Reference Laboratory [3]. In this report, the stability of the thermometer is assessed a
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Havlík, Vlastimil, and Alena Kluknavská. Our people first (again)! The impact of the Russia-Ukraine War on the populist Radical Right in the Czech Republic. European Center for Populism Studies (ECPS), 2023. http://dx.doi.org/10.55271/rp0015.

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The report examines the impact of the war on the Czech populist Radical Right Freedom and Democracy Party (SDP) and its reaction to the war. Among the countries of the European Union (EU), the Czech Republic has become one of the most outspoken supporters of Ukraine, creating specific discursive opportunities for populist Radical Right actors. The paper investigates the supply and demand side of populist Radical Right politics, focusing on how the party positioned itself to attract support facing the challenge of reading and accommodating new public sentiments. We use qualitative analysis of t
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