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Relevant bibliographies by topics / Summer reading programs

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Academic literature on the topic 'Summer reading programs'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 March 2023

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Journal articles on the topic "Summer reading programs"

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Fiore, Carole D. "Summer library reading programs." New Directions for Youth Development 2007, no. 114 (2007): 85–98. http://dx.doi.org/10.1002/yd.215.

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Pindiprolu, Sekhar S., and Lori J. Marks. "Preventing Summer Reading Slide: Examining the Effects of Two Computer-Assisted Reading Programs." Rural Special Education Quarterly 39, no. 3 (May 4, 2020): 116–27. http://dx.doi.org/10.1177/8756870520914281.

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Students who display reading difficulties/disabilities at the end of third grade are less likely to succeed in content areas and graduate from high school than their reading-proficient peers. Literature suggests that students in rural school districts lag behind their suburban peers in terms of their reading levels and accessibility to resources. Furthermore, students from low socioeconomic status (SES) households and those who have disabilities exhibit greater learning loss during the summer break. This exploratory study examined the effects of two parent-implemented computer-based reading programs on the reading skills of 20 students at-risk for reading failure during a summer break. Parental and students’ perceptions regarding the effectiveness and desirability of the programs were elicited. Results suggested that both programs facilitated gains in phonemic awareness and phonics. Furthermore, students in the Funnix group exhibited large gains in vocabulary and oral reading fluency, and the students in the PLATO group exhibited large gains in comprehension. Most of the students indicated they liked the programs and the programs helped them read. Similarly, most of the parents agreed that the programs were useful, and they were comfortable using the programs. A description of the computer programs, results, implications, and limitations of the study are discussed.

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Bogel, Gayle. "Public Library Summer Reading Programs Contribute to Reading Progress and Proficiency." Evidence Based Library and Information Practice 7, no. 1 (March 9, 2012): 102. http://dx.doi.org/10.18438/b8g898.

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Abstract Objectives – To explore summer reading partnerships between public libraries and school libraries, and the impact on student achievement in reading. Design – The design is mixed methods: tests, interviews and surveys. Setting – Eleven US sites involving school and public library partners. Subjects – A total of 357 elementary school students entering fourth grade that met specific criteria. Parents, teachers, school librarians and public librarians were also included. Methods – This study occurred over a three year period from 2006-2009. It was developed as a partnership between Dominican University, the Colorado State Library Agency and the Texas Library and Archives Commission. Additionally, the Center for Summer Learning at Johns Hopkins University was contracted to conduct the research. It was designed to explore the research question central to a 1978 study by Barbara Heyns. An advisory committee, with representatives from each partner agency, developed evaluation questions and established the objective selection criteria for participants in the study. The criteria included: at least 50% of students qualifying for free and reduced price meals; at least 85 percent of school population would take the reading proficiency test in English; public library summer reading programs with a minimum of six weeks of programming; a history of collaboration between the paired school and public library applicants; both school and public library would sign a partnership agreement and participate in conference calls. In spring of 2008, students at participating sites were given a pre-test using the Scholastic Reading Inventory, and also provided with special summer reading logs developed for the study, to be used during their subsequent participation in the public library summer reading programs. In fall of 2008, the same children were tested on the Scholastic Reading Inventory. In addition, surveys of students, parents, teachers and library staff were administered, as well as a structured interview of library staff. Main Results – The students who participated in the public library summer reading program did not experience summer loss in reading as measured by the post test administered in their schools. The researchers note patterns in the demographics of students who chose to participate (participation was self-selected and voluntary): predominantly Caucasian girls above poverty level, who generally scored well on reading tests. Those who participated in the study also used libraries, had more books in their homes, and parents who used libraries and provided literacy activities at home. Teachers found that students who participated in the program started the school year ready to learn, had improved reading achievement and displayed stronger motivation, enjoyment and confidence in reading. Parents of students who participated in the program also strongly agreed that their children where better prepared to begin the school year. Conclusion – The results from this study confirmed findings from an earlier study (Heyns, 1978) and subsequent related research that summer reading programs in public libraries can contribute to maintaining reading progress and proficiency, and that the recreational reading that is available to all students regardless of socioeconomic status through the public library can make a difference in reading scores. In this article the researchers presented results and conclusions based on selected subsets of the results in the full study. The participants were self-reported and no control group was established. The researchers also use the results of the study as a starting point to provide a call to action that highlights the value of public library summer reading programs, and the need for the education community to invest in partnerships with public libraries, particularly in communities that serve children and families in low-economic or depressed areas. They also note the need to include parents and grandparents in outreach efforts.

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Folsom, Jessica S., Deborah K. Reed, Ariel M. Aloe, and Sandra S. Schmitz. "Instruction in District-Designed Intensive Summer Reading Programs." Learning Disability Quarterly 42, no. 3 (April 9, 2018): 147–60. http://dx.doi.org/10.1177/0731948718765207.

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This study reports on the instruction provided in district-designed intensive summer reading programs. The Tier 3 intervention was provided to 374 students from 24 school districts who were not meeting the end of third-grade reading benchmarks; students were exiting third grade and entering fourth grade. Observations of the 40 classes were conducted near the beginning, middle, and end of the average 23 days of instruction, and analyzed to capture the proportion of time spent in various instructional groupings (e.g., whole class, small group) and components (e.g., phonological awareness, comprehension). Findings revealed that most time was spent in whole-class instruction, despite the need to offer students a more intensive intervention. Only two thirds of instructional time was spent specifically in reading-related activities. Approximately 30% of literacy instruction was code-focused (e.g., phonics), and 70% was meaning-focused (e.g., comprehension). The discussion addresses the alignment of observations with prior research on effective instruction and implications for designing future district-designed intensive summer reading programs.

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Small, Ruth V., Marilyn P. Arnone, and Erin Bennett. "A Hook and a Book: Rewards as Motivators in Public Library Summer Reading Programs." Children and Libraries 15, no. 1 (March 8, 2017): 7. http://dx.doi.org/10.5860/cal.15n1.07.

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Summer reading programs (SRPs) in public libraries have been a stalwart of programming for youth for more than a century. These programs are intended to encourage students to continue reading throughout the summer, practice communication skills, and develop a lifelong voluntary reading habit--a love of reading--in the context of a safe and friendly learning environment.

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Reed, Deborah K., Kevin M. Cook, and Ariel M. Aloe. "A Cost–Benefit Analysis of Summer Reading Programs Implemented Under State Guidelines." Educational Policy 34, no. 4 (September 26, 2018): 594–618. http://dx.doi.org/10.1177/0895904818802112.

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This study investigated the costs of different summer reading programs and compared costs to the benefits of summer school as a way to avoid retaining students not reading proficiently at the end of third grade. Per pupil costs ranged from US$1,665 to US$2,194. The average cost was US$1,887 (range: US$266-US$5,552) with 82% of overall expenses attributable to personnel. Results indicate that offering summer reading programs could save schools across the state a total of between US$70.6 million and US$75.5 million in expenses related to providing an extra year of school had all eligible students been retained in third grade instead. This equates to about US$4 in benefit for every dollar invested in summer programs.

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Lauer, Patricia A., Motoko Akiba, Stephanie B. Wilkerson, Helen S. Apthorp, David Snow, and Mya L. Martin-Glenn. "Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students." Review of Educational Research 76, no. 2 (June 2006): 275–313. http://dx.doi.org/10.3102/00346543076002275.

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Schools and districts are adopting out-of-school-time (OST) programs such as after-school programs and summer schools to supplement the education of low-achieving students. However, research has painted a mixed picture of their effectiveness. To clarify OST impacts, this synthesis examined research on OST programs for assisting at-risk students in reading and/or mathematics. Researchers analyzed 35 OST studies that employed control or comparison groups and met other inclusion criteria. Meta-analyses indicated small but statistically significant positive effects of OST on both reading and mathematics student achievement and larger positive effect sizes for programs with specific characteristics such as tutoring in reading. Whether the OST program took place after school or during the summer did not make a difference in effectiveness.

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Stein, Marc L. "Supporting the Summer Reading of Urban Youth." Education and Urban Society 49, no. 1 (July 27, 2016): 29–52. http://dx.doi.org/10.1177/0013124516630595.

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This article presents an evaluation of the first 2 years of a research-based summer learning program that provided self-selected and developmentally appropriate books to students in low-income and low-resource elementary schools by a local philanthropic organization in a large urban district. The evaluation found evidence of a positive effect of participation in the program on the state year-end standardized reading assessment but found no statistically significant effects on the proximal measures of reading achievement in the fall after summer vacation. The article also provides an analysis of implementation of the program and lessons learned that could be useful to other organizations that are interested in implementing similar programs.

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Lovan, Katherine. "Blowing Up Summer Reading: One Library’s Approach." Children and Libraries 17, no. 1 (March 14, 2019): 19. http://dx.doi.org/10.5860/cal.17.1.19.

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Summer reading can be a beloved and anticipated, but sometimes loathed, tradition among librarians…and, let’s face it, some kids as well. Once we had reached the people who liked our traditional approach to our summer reading program (SRP), we sought to increase participation. Surveys helped us identify barriers to participation. We found that families struggle with time to visit the library or they may be frustrated with restrictive SRP rules (they lose their tracking sheets, go on vacation, etc.). The families are, however, looking for programs that target their children’s specific interests, especially ones to help the children build skills, as opposed to regular programming designed to appeal to a wider audience.

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Williams, Jessica, Thomastine Sarchet, and Dawn Walton. "Reading and Writing Instruction for Academically At-Risk Deaf and Hard of Hearing First-Year College Students." Community College Review 50, no. 1 (October 27, 2021): 30–50. http://dx.doi.org/10.1177/00915521211047672.

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Objective/Research Question: Students with disabilities, including deaf and hard of hearing (DHH) students, are enrolling in college at rates higher than in the past with most of them pursuing an associate’s degree. For DHH students, their reading ability is a predictor of their academic achievement in college. However, more than half of DHH students enroll in remedial reading and writing college courses indicating they are not reading and writing at a college level and putting them at-risk for non-completion. In addition, remedial reading and writing courses often do not count for credit toward graduation and may hinder rather than support student progress. One way to mitigate the need for remedial coursework during college is to provide the remedial instruction in a low-stakes manner through summer bridge to college programs. The purpose of the present study was to measure the effects of remedial reading and writing instruction provided through a summer bridge program on first-year, academically at-risk DHH college students’ ( N = 20) reading and writing abilities. Methods: Using a pretest/posttest design, we implemented remedial reading and writing instruction for 2 hours a day, 5 days a week for 5 weeks. Results: Upon the completion of instruction, the student participants’ reading and writing skills improved. Conclusions/Contributions: Our findings may encourage researchers to attempt remedial instruction through summer bridge programs with other populations with disabilities or English language learners.

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Dissertations / Theses on the topic "Summer reading programs"

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Barr-Cole, Dianne O. "An evaluation of an intense summer reading intervention program /." Thesis, Connect to this title online; UW restricted, 2004. http://hdl.handle.net/1773/7621.

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Varian, Melissa. "MUGC summer enrichment program and reading achievement program evaluation /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=895.

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Robertson, Mark. "An Evaluation of a School-Based Summer Literacy Program." Thesis, University of Oregon, 2015. http://hdl.handle.net/1794/18719.

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The purpose of this study was to evaluate the change in oral reading fluency among a sample of students (N = 44) who were randomly assigned a summer school placement. A second goal was to identify relationships between student background characteristics, student learning engagement, and reading fluency outcomes among those students who participated in summer school. Results indicated that students who were assigned to or participated in summer school did not achieve statistically greater summer learning outcomes than students who did not participate. However, summer school participants showed substantial growth in fluency outcomes during the summer intervention period. Implications for summer programs are discussed.

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Doll, Brooke. "Summer Reading: Successful Practices and Implementation." University of Dayton / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1575541917655506.

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Potoczny, Kelli A. "The effect of Marshall University's Summer Enrichment Program on reading gains program evaluation, II /." Huntington, WV : [Marshall University Libraries], 2007. http://www.marshall.edu/etd/descript.asp?ref=778.

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Dolin, Justa L. "Attendance and reading gains Marshall University Summer Enrichment Program /." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=676.

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Hinzman, Michelle Lynn. "Relationship between characteristics of teachers, their knowledge of reading, and the code-focused reading instruction provided during an intensive summer reading program." Diss., University of Iowa, 2019. https://ir.uiowa.edu/etd/6763.

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Approximately 80% of students with learning disabilities (LD) experience difficulties learning to read (Shaywitz, Morris, & Shaywitz, 2008). Many schools have begun offering intensive summer reading programs in an effort to enhance the reading of students with and at risk for LD. Yet, remarkably little is known about the teachers who staff these programs and are tasked with teaching students with some of the most significant reading needs. For this reason, this study investigated the relationship between characteristics of summer reading teachers, their knowledge of reading, and the code-focused reading instruction they provided in the classroom during an intensive summer reading program for students with and at risk for LD. Data for this study were collected by the Iowa Reading Research Center as part of its Intensive Summer Reading Program (ISRP) study. In total, 74 teachers participated in this study. In addition to completing the Teacher Knowledge of Early Literacy Skills test, each teacher’s classroom was observed one day each week during the ISRP study. Findings of multiple regression analysis indicate that summer reading teachers certified in special education spent 4.1% less of their overall instructional time on code-focused instruction in comparison to general education teachers. Additionally, summer reading teachers who scored higher on the TKELS spent less time on code-focused instruction. Finally, years of teaching experience and years of experience teaching students achieving below grade level were not useful in predicting variation in the amount of code-focused instruction teachers provided during the intensive summer reading program.

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Cottle-Willard, Elizabeth. "Reading achievement for students in Marshall University Graduate College's 2005 Summer Enrichment Program program evaluation." Huntington, WV : [Marshall University Libraries], 2006. http://www.marshall.edu/etd/descript.asp?ref=678.

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Harvey, Brenda Sue. "Cohesion, instruction time and reading performance at MUGC summer enrichment program /." [Huntington, WV : Marshall University Libraries], 2008. http://www.marshall.edu/etd/descript.asp?ref=899.

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McGaha, Julie Marie. "Student perceptions of reading motivation in a voluntary summer reading program a mixed methods dissertation /." Connect to this title online, 2009. http://etd.lib.clemson.edu/documents/1252424401/.

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Books on the topic "Summer reading programs"

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Kan, Katharine. Sizzling summer reading programs for young adults. 2nd ed. Chicago: American Library Association, 2006.

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Young Adult Library Services Association., ed. Sizzling summer reading programs for young adults. Chicago: American Library Association, 1998.

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Fiore's summer library reading program handbook. New York: Neal-Schuman Publishers, 2005.

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Cole, Natalie. Transforming summer programs at your library: Outreach and outcomes in action. Chicago, IL: American Library Association, 2018.

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Joyce, Levine, Nassau Library System, New York State Library, and 1993 New York State Summer Reading Program., eds. Book banquet: A summer reading program manual. [Uniondale, NY]: Nassau Library System, 1993.

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Summer reading renaissance: An interactive exhibits approach. Westport, Conn: Libraries Unlimited, 2008.

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(Firm), Options Publishing, ed. Summer counts!: Thematic reading, language arts, and math skills. 2nd ed. New York, NY: Triumph Learning, 2010.

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Summer reading clubs: Complete plans for 50 theme-based library programs. Jefferson, N.C: McFarland, 1992.

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Fiore, Carole D. Running summer library reading programs: A how to do it manual. New York: Neal-Schuman, 1998.

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Janet, Park, 1994 New York State Summer Reading Program., and New York State Library, eds. Read around the clock: A summer reading program manual. Syracuse, N.Y: Gaylord [distributor], 1993.

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Book chapters on the topic "Summer reading programs"

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Bonsignore, Elizabeth, Derek Hansen, and Kari Kraus. "Designing Alternate-Reality Games for the Public Library’s Summer Reading Programs." In Reconceptualizing Libraries, 78–98. New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9781315143422-6.

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Larkin, Elizabeth, and Pat Wilson. "Reading Bigs: An Intergenerational Literacy Mentoring Program." In Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs, 21–33. International Reading Association, 2009. http://dx.doi.org/10.1598/0694.02.

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Garin, Eva, and Dorsey Hammond. "Transforming Reading Assessment Classes Into Professional Development School Reading Clinics: What We Have Learned." In Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs, 70–82. International Reading Association, 2009. http://dx.doi.org/10.1598/0694.06.

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Medcalf, Neva, Karen Bessette, and David Gibbs. "Everybody Wins: A School–Higher Education Partnership for Reading Improvement." In Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs, 96–107. International Reading Association, 2009. http://dx.doi.org/10.1598/0694.08.

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McLurkin, Denise. "Two Families in an After-School Community-Based Reading Tutorial Program for Upper Elementary and Middle School Learners." In Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs, 85–95. International Reading Association, 2009. http://dx.doi.org/10.1598/0694.07.

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Lesley, Mellinee. ""You Gotta Read It With Awake In You": Marginalized High School Readers, Engagement, Agency, and Reading as Performance." In Literacy Tutoring That Works: A Look at Successful In-School, After-School, and Summer Programs, 46–55. International Reading Association, 2009. http://dx.doi.org/10.1598/0694.04.

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Astor, Ron Avi, Linda Jacobson, Stephanie L. Wrabel, Rami Benbenishty, and Diana Pineda. "Welcoming Older Students." In Welcoming Practices. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190845513.003.0012.

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While some practices typically used with young children—such as summer transition programs and home visits—can be adapted to accommodate older students, there are also strategies that specifically address the questions and concerns of middle and high school students and their parents. Often faced for the first time with multiple classes, these students are trying to find their place and adjust to new expectations in several classrooms, not just one. These campuses are also typically much larger, so students need additional time to learn their way around—one tour might not be enough. Even for students who aren’t moving to a new community, the transition into a middle or high school can be a stressful and uncertain time. So having a plan for providing extra support for students who are changing schools during these years can prevent students from struggling and feeling isolated. The Search Institute, a Minneapolis-based research organization, has identified 40 developmental assets that researchers say adolescents need to develop into healthy, caring, and responsible young adults. They are organized into external and internal assets. External assets include conditions such as positive family communication, providing service to others, and having positive adult role models. Internal assets refer to qualities such as being motivated to achieve, reading for pleasure, and having the skills to resist negative peer pressure. Educators working with students who are changing schools during their middle and high school years can consider ways to foster these assets when creating welcoming and transition-related programs and practices. Student leaders who assist in these programs, such as peer mentors and buddies, can also become familiar with these assets—to strengthen their own skills and to benefit students they are trying to support. A variety of strategies exist for welcoming new students who are transitioning during a time when they might be trying to figure out what interests them, what kind of friends they want, and how to solve problems without help from their parents.

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Booth, Howard J. "Sexuality, Allegory and Interpretation." In Twenty-First-Century Readings of E.M. Forster's 'Maurice', 203–28. Liverpool University Press, 2020. http://dx.doi.org/10.3828/liverpool/9781789621808.003.0009.

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Both Damon Galgut’s Arctic Summer and E. M. Forster’s Maurice explore success achieved in the face of society’s hostility to homosexuality. This chapter addresses both novels in terms of allegory and utopian possibility. Whilst Galgut’s adoption of biofiction in Arctic Summer aims to utilize the political and creative possibilities found in early modernist writing, the text’s tight control of narrative form and use of allegory leads to problems – that apparent newness is in fact highly scripted and controlled. Spurred by this consideration of Arctic Summer, a new approach is taken to Maurice that emphasises its openness as a text. The reader is encouraged to engage with issues of interpretation, with Maurice’s own development showing him becoming adept at reading complex, pressured situations. John Bunyan’s The Pilgrim’s Progress is seen as an important intertext both for Maurice and the South African Anglophone tradition to which Galgut belongs. Using Walter Benjamin on natural history and allegory the chapter contends that Maurice, whilst maintaining its stress on how long-term same-sex relationships and cross-class love secure meaning in the world, also depicts a world that is always subject to change, loss and ruination.

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Coltoff, Philip. "Why The Children’s Aid Society Is Involved in This Work." In Community Schools in Action. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780195169591.003.0009.

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The Children’s Aid Society (CAS), founded in 1853, is one of the largest and oldest child and family social-welfare agencies in the country. It serves 150,000 children and families through a continuum of services—adoption and foster care; medical, mental health, and dental services; summer and winter camps; respite care for the disabled; group work and recreation in community centers and schools; homemaker services; counseling; and court mediation and conciliation programs. The agency’s budget in 2003 was approximately $75 million, financed almost equally from public and private funds. In 1992, after several years of planning and negotiation, CAS opened its first community school in the Washington Heights neighborhood of New York City. If you visit Intermediate School (IS) 218 or one of the many other community schools in New York City and around the country, it may seem very contemporary, like a “school of the future.” Indeed, we at CAS feel that these schools are one of our most important efforts in the twentieth and twenty-first centuries. Yet community schools trace their roots back nearly 150 years, as previous generations tried to find ways to respond to children’s and families’ needs. CAS’s own commitment to public education is not new. When the organization was founded in the mid-nineteenth century by Charles Loring Brace, he sought not only to find shelter for homeless street children but to teach practical skills such as cobbling and hand-sewing while also creating free reading rooms for the enlightenment of young minds. Brace was actively involved in the campaign to abolish child labor, and he helped establish the nation’s first compulsory education laws. He and his successors ultimately created New York City’s first vocational schools, the first free kindergartens, and the first medical and dental clinics in public schools (the former to battle the perils of consumption, now known as tuberculosis). Yet this historic commitment to education went only so far. Up until the late 1980s, CAS’s role in the city’s public schools was primarily that of a contracted provider of health, mental health, and dental services.

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Snowling, Margaret J. "2. How to learn to read (or not)." In Dyslexia: A Very Short Introduction, 12–33. Oxford University Press, 2019. http://dx.doi.org/10.1093/actrade/9780198818304.003.0002.

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‘How to learn to read (or not)’ looks at the stages through which a child must progress on the journey to literacy and the demands of learning to read. It argues that literacy builds on a foundation of spoken language and emphasizes the importance of the skills a child brings to reading. It also discusses the alphabetic principle, phoneme awareness, learning to spell, reading for meaning, and learning to read in different languages. In summary, a ‘triple foundation’ of symbol knowledge, phonological awareness, and rapid naming ability appears to underpin reading development universally. However, there are also additional predictors that are language-specific.

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Conference papers on the topic "Summer reading programs"

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Shavlik, Margaret. "Evaluating a Summer Reading Intervention Program in Texas." In 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1445559.

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Islam, Nazmul, and Yong Zhou. "Improving Engineering Students’ College Math Readiness by MSEIP Summer Bridge Program." In ASME 2018 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/imece2018-88685.

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This paper details improvement of the Engineering Summer ridge (ESB) program at the University of Texas Rio Grande Valley (UTRGV). Here we provide some of our experiences to fine-tune the program depending on the student need. Initial goal of ESB program was to challenge the freshman students intellectually, improve student communication and socialization skills, and provide student an early introduction to the University expectations and culture. The students who are graduating from the high school has lack of these qualities and the ESB program at UTRGV prepares engineering students to cultivate these qualities and to meet the challenges of University requirements. First-year college students require developmental education in Reading, Writing, or Mathematics will become “college-ready” in those subject areas through the ESB program. In our 2017 ESB program, we focused mostly with the Calculus-ready component. Specific goals of our ESB program include improving the College algebra and Pre-calculus level math expectations, and help students eliminate the math gap by passing the COMPASS Test as well as the Pre-calculus Test by UTRGV math department in the summer to get ready for Calculus I in their first semester. Study to the six-year tracking data suggests that, participants in ESB program demonstrated higher engineering interests. Improvement of engineering math readiness and overall the success rate in the selected engineering major will be presented in this paper.

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Borman, Geoffrey. "A Quasi-Experimental Study of the Impacts of the Kids Read Now Summer Reading Program." In 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1577672.

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Alrubaiy, Amir. "The Virtual, The Actual, and The Aspen Idea." In 2019 Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.72.

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This paper expresses a challenge to the problematic conceptual division between teaching and practice in architecture. This division generates a troublesome tension between the university and the profession as it maintains a condition of perpetual reconciliation between the two. This challenge is issued through an account of the Aspen Summer Design Program at the University of Colorado Denver College of Architecture and Planning, taught in conjunction with Harry Teague Architects, CCY Architects, and Studio B Architects in Colorado’s Roaring Fork Valley. Through a reading of the concept of the Virtual and the Actual as articulated primarily by Henri Bergson and Gilles Deleuze, and a connection of these concepts to ideas of situatedness and embodiment implicit in the Aspen Idea of Albert Schweitzer, the Summer Design Program demonstrates a manifestation of a more overlapping and simultaneous conception of teaching and practice.

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Molnar, Adam. "Teaching a polling and survey seminar." In Teaching Statistics in a Data Rich World. International Association for Statistical Education, 2017. http://dx.doi.org/10.52041/srap.17703.

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Unlike countries where an honors degree requires additional work after a standard bachelors’ degree, honors degrees in the United States require specialized coursework during the initial degree program. Colleges value honors programs because they attract higher-performing students and donor interest. One way colleges attract students to honors programs is through small seminar-style courses on interesting subjects. Seminar courses are unusual for statistics programs, because seminars are characterized by in-depth readings and verbal discussion, not lecture or laboratory. The author was asked to create a specialized honors seminar course for fall 2016. Since the USA was scheduled for major elections in November 2016, a course was designed to learn about polling, surveys, and political applications of polls. The course had three goals - analyze statistical information about the 2016 US presidential election; plan and conduct a poll of campus students; and introduce a few mathematical tools related to politics and polls. Although all three goals were accomplished, class preparation was not simple. Since the campaign had high levels of discord and nastiness, including newspaper critique of polling organizations, the course had to maintain strict neutrality to prevent statistics from turning into politics. This poster will present verbal and visual highlights of the course, including a summary of recommendations for others considering a similar seminar-based offering.

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Syedain, Zeeshan, Lee Meier, Jay Reimer, and Robert Tranquillo. "Novel Tissue-Engineered Heart Valve." In ASME 2013 Summer Bioengineering Conference. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/sbc2013-14783.

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Tissue-engineered heart valves (TEHV) have the potential to revolutionize valve replacements therapies, especially for pediatric patients. While much progress has been made toward implanting a TEHV, a major limitation to date has been in vivo leaflet retraction due to the contractile nature of the cells transplanted within the TEHV. This phenomenon has been problematic in numerous studies, particularly for approaches employing the use of a fibrin scaffold (Syedain et al. 2011, Flanagan et al. 2009). Additional challenges in the development of a TEHV include designing a 3D mold that allows for proper coaptation and functionality of engineered leaflets. Herein, we present a novel approach for developing a TEHV from a decellularized engineered tube fabricated from fibrin that is remodeled by entrapped dermal fibroblasts, and matured using a custom pulse flow-stretch bioreactor. This approach has the potential to deliver an off-the-shelf engineered heart valve that exhibits the ability to be readily recellularized in contrast to current clinically employed tissue-based valve replacements.

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Kannepalli, C., S. Arunajatesan, W. H. Calhoon, and S. M. Dash. "Large Eddy Simulations of High Speed Flows." In ASME 2004 Heat Transfer/Fluids Engineering Summer Conference. ASMEDC, 2004. http://dx.doi.org/10.1115/ht-fed2004-56162.

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RANS models are required for the prediction of scalar fluctuations and turbulent transport in the high speed flow regime. These models will have application, for example, in missile exhaust plume signature analyses, scramjet combustors and other important areas. However, experimentally derived scalar fluctuation data needed to develop these models for the high speed flow regime is not readily available due to the inability of relevant experimental measurement techniques (e.g. hot wires) to cope with this flowfield environment. This issue poses significant difficulties for model development in this flow regime. Researchers have used different values for the turbulent Prandtl and Schmidt numbers but no consensus has been reached as to what these values have to be for high speed flows. To address this difficulty, a two part program has been initiated to fill the data gap and thus facilitate model development. Part I of this program involves the collection of LES data over a wide range of conditions. Part II involves the use of these data to evaluate and develop RANS tools to improve predictive capabilities. This paper presents results and findings of Part I of this program. Several flow fields of relevance to the problems mentioned above are studied. These include classical unit problems such as high and low Mach number shear layers, boundary layers and separated flows such as compression corner flows. In the process we are gradually extending the applicability of LES to more complex flows and at the same time enabling RANS model development by facilitating flow databases in the high speed flight regime. The findings of this study elucidate the effects of compressibility on the character of mean scalar profiles, variations in turbulent Prandtl number, and on scalar rms fluctuations.

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Fernandez, Christopher, and Sheldon Jeter. "Evaluation of Simplified Physics-Based Building Energy Model for the Purpose of Automatic Fault Detection." In ASME 2021 15th International Conference on Energy Sustainability collocated with the ASME 2021 Heat Transfer Summer Conference. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/es2021-63925.

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Abstract Buildings are complex systems with dynamic loading and ever-changing usage. Additionally, there is a need to reduce unnecessary energy consumption while increasing occupant health in buildings via implementation of manual fault detection with available building design programs. However, a common problem with the current lineup of programs is that they require extensive inputs for material properties and usage loads; this results in spending extensive amounts of time performing model calibration and having to adjust multiple values (sometimes hundreds) to bring a model in alignment with actual building use. However, a simplified physics-based model (SPBM) can achieve a level of modeling accuracy sufficient for automatic fault detection with as few as ten automatically calibrated unknown parameters. Obviously, other simplified building energy models exist; however, these often rely on ignoring important details, such as humidity, CO2, and per-hour performance, or implement averaged numerical estimations. Due to the limitations of current modeling programs, some development has begun on rule-based and component-based fault detection by several companies and researchers. While component-based fault detection is effective, it relies on accurate sensor readings and does not account for actual building performance. A suitable rigorous physics-based model has not been developed for the purpose of fault detection. Therefore, by comparing the accuracy of an automatically calibrated SPBM with real-world building performance and high-fidelity building energy models will provide baseline knowledge about if such a model can even achieve a high enough level of fidelity to reliably represent the complexity of a building.

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Schiedel, Matthew, Cynthia A. Cruickshank, and Christopher Baldwin. "In-Situ Experimental Validation of THERM Finite Element Analysis for a High R-Value Wall Using Vacuum Insulation Panels." In ASME 2013 7th International Conference on Energy Sustainability collocated with the ASME 2013 Heat Transfer Summer Conference and the ASME 2013 11th International Conference on Fuel Cell Science, Engineering and Technology. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/es2013-18207.

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Team Ontario is one of twenty collegiate teams selected to design and build a solar powered, net positive home for the U.S. Department of Energy Solar Decathlon 2013. One aspect of Team Ontario’s competition design entry is a high R-value wall using vacuum insulation panels. This paper details the method used for theoretical evaluation of the high R-value wall, stating all simplifying assumptions made. Theoretical simulations were performed in THERM, a two dimensional finite element heat transfer modelling program. Following a weighted average method used by industry experts, the whole-wall thermal resistance value was calculated. To verify the modelling results, an in-situ experimental validation was conducted. An 8′ × 8′ wall test specimen was built to the specifications of Team Ontario’s wall design. Experimental heat flux and temperature readings were collected from the test specimen in Carleton University’s Vacuum Insulation Test Facility located in Ottawa, Ontario, Canada, with the test specimen exposed to exterior weather elements. The experimental and theoretical results are compared and conclusions drawn to determine the effective thermal resistance of the vacuum insulation panels installed in the wall assembly. Finally the theoretical model is refined based on the previous study and a more accurate whole-wall thermal resistance of Team Ontario’s wall design is determined.

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Johansson, Joel. "A Flexible Design Automation System for Toolsets for the Rotary Draw Bending of Aluminium Tubes." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34310.

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For parts suppliers in the manufacturing industry, the process of preliminary production preparation and the subsequent calculation of offers are critical business activities. A vital part of production preparation is the design of fixtures and tooling necessary for many processes of metal forming. In order for a company to give quick responses to customer enquiries or changes in prior specifications, it would be highly beneficial with a degree of automation in this design process. This implies the development of a computer based system able to capture existing design procedures and associated knowledge for the classes of tooling required for the forming process. In this work, an implementation for the rotary draw bending of aluminum tubing has been done to exemplify how to develop an automated design system. The system is based on heuristic knowledge developed over many years of practical experience, knowledge analytically derived from fundamental theory found in scientific literature, and rules based on empirical data from trial manufacturing. The system applies knowledge to a given specification that a skilled engineer otherwise would do manually. The system output can be used to evaluate whether a tube is producible. The main idea behind the system is to use knowledge objects containing information on inputs, outputs, constraints and what software are used to implement the knowledge pieces. This approach makes the system highly flexible and allows for multiple types of knowledge that might overlap. When an offering calculation is wanted, the system is set to run applicable knowledge objects for presented input data. Other objects are run when an accurate calculation for detailing is wanted for a more detailed set of input data. The system is built on readily available commercial software packages connected with a simple Visual Basic .Net program. When building a system of this kind, it is essential that the knowledge documentation and structure be such that the functions of the system can be easily understood by the users of the system and by future developers. Aspects of user friendliness, transparency and scalability are addressed in the summary of this paper.

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Reports on the topic "Summer reading programs"

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Hollingsworth, Hilary, Debbie Wong, Elizabeth Cassity, Prue Anderson, and Jessica Thompson. Teacher Development Multi-Year Study Series. Evaluation of Australia’s investment in teacher development in Lao PDR: Interim report 1. Australian Council for Educational Research, 2022. http://dx.doi.org/10.37517/978-1-74286-674-1.

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The Government of Lao People’s Democratic Republic (Lao PDR) is undertaking significant primary education reforms, supported by the Australian Government's Department of Foreign Affairs and Trade (DFAT) through its flagship Basic Education Quality and Access in Laos program (BEQUAL). The Australian Government has commissioned a study to investigate how the BEQUAL program is making a difference to improving teaching quality and student learning outcomes. This research is part of a multi-year study series undertaken by DFAT's Education Analytics Service to investigate teacher and learning development initiatives in three countries: Lao PDR, Timor-Leste and Vanuatu. In 2019, the new curriculum for Lao language and other subjects was introduced for Grade 1 and is being phased in across all five primary grades. The new curriculum promotes teaching practices that support pedagogies focused on student-centred approaches, active learning, assessment of student learning progress, and a phonics approach to teaching reading. Teachers are being provided with teacher guides and other teaching and learning resources, and receive face-to-face orientation on the new curriculum. In BEQUAL-targeted districts, education support grants are also available to facilitate additional in-service support for teachers and principals. This study has provided the opportunity to investigate teaching quality and student literacy outcomes in Lao PDR over two rounds of data collection, with another planned for October 2022. The Baseline Report captured ‘state of play’ information in 2019 prior to major curriculum changes, as well as the onset of the COVID-19 pandemic. This summary provides an overview of findings and recommendations from the second year (2021) of the study, following two years of BEQUAL support for the implementation of the new Grade 1 Lao language curriculum.

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Raymond, Kara, Laura Palacios, and Evan Gwilliam. Status of climate and water resources at Big Bend National Park: Water year 2019. Edited by Tani Hubbard. National Park Service, September 2022. http://dx.doi.org/10.36967/2294267.

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Climate and hydrology are major drivers of ecosystem structure and function, particularly in arid and semi-arid ecosystems. Understanding changes in climate, groundwater, streamflow, and water quality is central to assessing the condition of park resources. This report combines data collected on climate, groundwater, and springs at Big Bend National Park (NP) to provide an integrated look at climate and water conditions during water year (WY) 2019 (October 2018–September 2019). However, this report does not address the Rio Grande or its tributaries. Annual precipitation was higher than normal (1981–2010) for Big Bend NP at four of the five National Oceanic and Atmospheric Administration Cooperative Observer Program weather stations: 111% of normal for Chisos Basin, 122% of normal for Panther Junction, 155% of normal for Persimmon Gap, and 124% of normal for Rio Grande Village. Castolon had 88% of normal annual precipitation. All five stations had higher than normal rainfall in October and December, while rainfall totals were substantially below normal at all stations in November, February, and March. Monthly precipitation totals for April through September were more variable from station to station. Mean monthly maximum air temperatures were below normal in the fall months, with Panther Junction as much as 7.5°F below normal in October. Monthly temperatures from January through July were more variable. Temperatures in August and September were warmer than normal at every station, up to +9.4°F at Rio Grande Village and +8.7°F at Chisos Basin in July. The reconnaissance drought index values indicate generally wetter conditions (based on precipitation and evaporative demand) at Chisos Basin since WY2016 and at Panther Junction and Persimmon Gap since WY2015, except for WY2017. This report presents the manual and automatic groundwater monitoring results at nine wells. Five wells had their highest water level in or just before WY2019: Panther Junction #10 peaked at 99.94 ft below ground surface (bgs) in September 2018, Contractor’s Well peaked at 31.43 ft bgs in November 2018, T-3 peaked at 65.39 ft bgs in December 2018, K-Bar #6 Observation Well peaked at 77.78 ft bgs in February 2019, and K-Bar #7 Observation Well peaked at 43.18 ft bgs in February 2019. This was likely in response to above normal rainfall in the later summer and fall 2018. The other monitoring wells did not directly track within-season precipitation. The last measurement at Gallery Well in WY2019 was 18.60 ft bgs. Gallery Well is located 120 feet from the river and closely tracked the Rio Grande stage, generally increasing in late summer or early fall following higher flow events. Water levels in Gambusia Well were consistently very shallow, though the manual well measurement collected in April was 4.25 ft bgs—relatively high for the monitoring record—and occurred outside the normal peak period of later summer and early fall. The last manual measurement taken at TH-10 in WY2019 was 34.80 ft bgs, only 0.45 ft higher than the earliest measurement in 1967, consistent with the lack of directional change in groundwater at this location, and apparently decoupled from within-season precipitation patterns. The last water level reading in WY2019 at Oak Springs #1 was 59.91 ft bgs, indicating an overall decrease of 26.08 ft since the well was dug in 1989. The Southwest Network Collaboration (SWNC) collects data on sentinel springs annually in the late winter and early spring following the network springs monitoring protocol. In WY2019, 18 sentinel site springs were visited at Big Bend NP (February 21, 2019–March 09, 2019). Most springs had relatively few indications of natural and anthropogenic disturbances. Natural disturbances included recent flooding, drying, and wildlife use. Anthropogenic disturbances included flow modifications (e.g., springboxes), hiking trails, and contemporary human use. Crews observed one to seven facultative/obligate wetland plant...

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Yentis, S. M., K. Asanati, C. R. Bailey, R. Hampton, I. Hobson, K. Hodgson, S. Leiffer, S. Pattani, and K. Walker-Bone. Better musculoskeletal health for anaesthetists. Association of Anaesthetists, June 2021. http://dx.doi.org/10.21466/g.bmhfa.2021.

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3Association of Anaesthetists | Better musculoskeletal health for anaesthetistsSummaryWork-related musculoskeletal disorders are very common amongst healthcare workers, and there is evidence that anaesthetists are at greater risk of upper limb disorders than other groups. This guidance aims to bring together advice and recommendations from a variety of sources in order to inform and support anaesthetists at work, in an attempt to reduce the prevalence and severity of work-related musculoskeletal disorders and the exacerbation of pre-existing disorders. Mechanical and psychosocial risk factors for work-associated musculoskeletal disorders are summarised, along with general principles for achieving better musculoskeletal health and practices specific to areas of the body most at risk. These include recommended exercises and stretches during sedentary work.RecommendationsAttention must be paid by both employers and anaesthetists to the physical and psychological risk factors that may lead to development and/or exacerbation of musculoskeletal disorders. This requires ongoing risk assessments and adherence to published standards of health and safety at work, including training. Such a programme is best achieved as part of a multidisciplinary approach.What other guidelines are available on this topic? There are many sources of guidance on health and safety in the workplace, across many sectors, much of which is of relevance to anaesthetists. There is no readily accessible guidance specifically aimed at the anaesthetic workplace.Why was this guideline developed?This guidance was developed as part of a wider piece of work by the Association of Anaesthetists based around ergonomics of the anaesthetic workplace, as a result of the increased reported incidence of musculoskeletal disorders amongst anaesthetists. It aims to draw on existing guidance and present a summary of advice relevant to anaesthetists and their practice.How and why does this publication differ from existing guidelines?This guidance summarises other advice and recommendations, and focuses on factors relevant to the anaesthetic workplace

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Mehmood, Hamid. Bibliometrics of Water Research: A Global Snapshot. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/eybt8774.

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This report examines the various dimensions of global water-related research over the 2012-2017 period, using extensive bibliographic data. The review covers trends in water-related publications and citations, the relative importance of water-related research in the overall body of scientific research, flows of water-related knowledge between countries and the dynamics of water research publishing opportunities. In summary, it shows that: less than 50% of all countries are publishing water-related research, that China and USA are the two top publishers, and that China’s publishing rate has been growing steadily over the study period. More than 70% of water related publications originating in USA are being cited globally, while China’s water research output appears to be primarily internally cited at present. Analysis of the global water knowledge flows suggests that research is hardly addressing a range of regional water challenges. Countries with protracted water problems – for example in infrastructure, environment, agriculture, energy solutions – do not seem to be at the forefront of water research production or knowledge transfer. Instead, global water research is reliant on Western, particularly US-produced, scientific outputs. A disconnect is also observed between the percentage increase in the publication and the number of citations, suggesting low quality or a narrow focus of many publications. Among other factors, this may reflect the pressure on researchers to contribute a certain number of publications per year, or of the progressively increasing role of grey literature in scientific discourse that ‘diverts’ some citation flow. Analysis of the number of research publications per million people suggests that water research does not necessarily emerge as a reaction to water scarcity in a specific country, but may be driven by the traditional economic value of water supply, geopolitical location, a focus on regional development - including cross-border water management - or development aid spending, or globally applicable research in water management. The proportion of water research in the overall research output of a country is small, including for some of the top-publishing countries. The number of water-related journals that create opportunities for publishing water research, has grown dramatically in absolute terms since 2000, and is now close 2100 journals. The metrics used in this report are based on readily available bibliographic data. They can be further focused to better understand a specific thematic domain, geographical region or country, or to analyze a different period. To help accelerate solutions to global and national water challenges that many of these research papers are highlighting, the water research community needs to look beyond the research ‘box’ and identify ways to measure development impact of water research programmes, rather ‘impact’ based solely on academic impact measured in citations. The research findings, learning and knowledge in these research publications needs to be conveyed in a practical way to the real users of this knowledge – stakeholders who are beyond research circles.

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