Relevant bibliographies by topics / Write Process

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

Academic literature on the topic 'Write Process'

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

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Journal articles on the topic "Write Process"

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van Weijen, Daphne, Huub van den Bergh, Gert Rijlaarsdam, and Ted J. M. Sanders. "Differences in Process and Process-Product Relations in L2 Writing." ITL - International Journal of Applied Linguistics 156 (2008): 203–26. http://dx.doi.org/10.2143/itl.156.0.2034433.

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AbstractThis study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating ideas and Formulating. Results indicate that, on average, the occurrence of each activity varies during the writing process. In addition, writers differ in the extent that they vary their process execution (i.e., the way they apply different activities) while writing. These differences, however, depend on the moment in the writing process, and on the activity being carried out. In general, writers’ behaviour is rather stable between tasks, at least at the start of the writing process. Finally, results indicate that the correlation between each activity and text quality varies during the writing process and also differs somewhat between tasks.
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van Weijen, Daphne, Huub van den Bergh, Gert Rijlaarsdam, and Ted Sanders. "Differences in Process and Process-Product Relations in L2 Writing." ITL - International Journal of Applied Linguistics 156 (2008): 203–26. http://dx.doi.org/10.1075/itl.156.18wei.

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This study examines whether writers vary how they write under influence of the changing task situation when writing in a second language (L2) and, if so, whether differences in the way they write are related to variations in text quality. Twenty first year students wrote four texts each in their L2 (English) under think-aloud conditions. The analysis focused on four cognitive activities: Reading the assignment and sources, Planning, Generating ideas and Formulating. Results indicate that, on average, the occurrence of each activity varies during the writing process. In addition, writers differ in the extent that they vary their process execution (i.e., the way they apply different activities) while writing. These differences, however, depend on the moment in the writing process, and on the activity being carried out. In general, writers’ behaviour is rather stable between tasks, at least at the start of the writing process. Finally, results indicate that the correlation between each activity and text quality varies during the writing process and also differs somewhat between tasks.
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Mallary, Michael, Mourad Benakli, and Apalkov Dmytro. "Perpendicular recording write process modeling issues." Journal of Magnetism and Magnetic Materials 321, no. 6 (2009): 566–71. http://dx.doi.org/10.1016/j.jmmm.2008.08.105.

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Williams, M., C. Rettner, K. Takano, and W. Weresin. "Perpendicular write process and head design." IEEE Transactions on Magnetics 38, no. 4 (2002): 1643–46. http://dx.doi.org/10.1109/tmag.2002.1017749.

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Williams, R., W. Humphrey, and S. Bryson. "Using Process Improvement Methodology to Write Policy." Journal of the American Dietetic Association 97, no. 9 (1997): A50. http://dx.doi.org/10.1016/s0002-8223(97)00500-2.

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Bean, John C., and Donald M. Murray. "Read to Write: A Writing Process Reader." College Composition and Communication 38, no. 3 (1987): 366. http://dx.doi.org/10.2307/357767.

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Suminar, Ratna Prasasti, and Giska Putri. "The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text." Academic Journal Perspective : Education, Language, and Literature 2, no. 2 (2018): 300. http://dx.doi.org/10.33603/perspective.v2i2.1666.

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This research entitled “The Effectiveness of TTW (Think-Talk-Write) Strategy in Teaching Writing Descriptive Text. TTW (Think-Talk-Write) strategy is one of strategy in teaching learning process, TTW (Think-Talk-Write) strategy one of cooperative learning. Think-Talk-Write (TTW) Strategy is starting from involvement of students in thinking or dialogue with it self after reading process. Then talk and share ideas (sharing) with friend before writing. One group consist of 4-6 students, in this group of students requested making notes, explaining, listening and sharing ideas with friends and express them through writing. The problem of the research is “To find out the effectiveness TTW (ThinkTalk-Write) strategy in teaching writing descriptive text?” The population in the research is the second grade students of UNSWAGATI CIREBON. The writer takes two classes of the second grade students as the sample from this research which were divided into two groups; experimental group (7AB) and control group (7CD). The instruments of collecting data are tests; pre-test and post-test. To analyze of data, the writer used a quasiexperimental design. The writer gave writing test to gather the data. There were pre-test and post-test. The formula that was used analyze the data was t-test. It was used to determine whether there was significance difference between students’ score in experimental group and control group.
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Nicolas, Maureen O'Day. "Can Youssef Write?" Hawliyat 17 (July 11, 2018): 103–18. http://dx.doi.org/10.31377/haw.v17i0.71.

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On the heels of research in the 1970s by Briton and others at the University of London, where they discovered that classrooms were disturbingly teacher-centered, the article Why Johnny Cant Write? , appeared in Newsweek in 1975 and set the academic world on a path of reform. Briton is credited with labeling the subsequent pedagogical movement that promoted writing as a means to engage students in the process of knowledge formation as 'writing across the curriculum' (WAC). The literary crisis the Newsweek article generated resulted in WAC programs being implemented in more than 50% of institutions Of higher education in the US by the late 1980s (Kemper, 2013). The assumption that writing is not just a means of expressing what was learned but is, in fact, an integral part of the learning process is the central thesis of this essay. The essay explores how writing has played a major role in the learning process in tertiary programs in the Western world and how WAC is beginning to inform learning at the tertiary level internationally. The paper argues that if such extraordinary measures were taken in a native-speaker context to avert a perceived literacy crisis, then a context, such as the University Of Balamand, where English is a second or even third language, should also put equally extraordinary measures into practice for the benefit of students.
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Clegg, Frances. "When a writer can't write: Studies in writer's block and other composing-process problems." Behaviour Research and Therapy 25, no. 2 (1987): 170. http://dx.doi.org/10.1016/0005-7967(87)90097-0.

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Gwan Soo Park, Ming Ni, and J. A. Bain. "Pulse asymmetries and write nonlinearities in the write equalization process for magnetic tape recording." IEEE Transactions on Magnetics 35, no. 5 (1999): 2262–64. http://dx.doi.org/10.1109/20.800793.

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Dissertations / Theses on the topic "Write Process"

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Bhattacharya, Sourin. "Fluid Mechanics of Micro Cold Spray Direct Write Process." Diss., North Dakota State University, 2012. https://hdl.handle.net/10365/26552.

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Cold spray, also known as the gas dynamic spray process, was first discovered in the 1980s while doing high speed two phase wind tunnel experiments. The principle underlying this process is that if a metal particle is accelerated to a velocity above a certain critical velocity, upon impact on a substrate the particle and substrate will undergo rapid plastic deformation and form a ?splat?. This process is currently being used for coatings applications. In this process, metal particles of diameter 5 ?m to 50 ?m are accelerated to a very high velocity (>500 m/s) and are deposited on substrates. Based on principles similar to cold spray process, we have developed a novel direct write process known as the Micro Cold Spray Direct Write (MCS-DW) process. Initial results from our experimental study have shown that conductive patterns of copper, tin and aluminum can be printed on flexible and rigid substrates using this process. The smallest feature size that can be printed using this process is 50 ?m. In order to improve the deposition efficiency of the MCS-DW process, numerical studies were carried out to simulate the flow of aerosol particles through different nozzle geometries. It was found that a convergent capillary nozzle with a linear converging section of length 19 mm and a straight capillary of length 14 mm can be used to accelerate and focus silver particles of diameter 2 ?m. Copper particles of diameter 3 ?m can accelerate to their critical velocity by using a longer straight section of length 30 mm.
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Herfors, David. "The Time and Process used to write a Case Study." Thesis, Högskolan i Halmstad, Akademin för ekonomi, teknik och naturvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-32612.

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The time and process used to write a case study depends on several factors. There are different things to consider to save time and to make the process easier. First of all the author might need a certain skillset and experience. Second is to understand the importance of being prepared. It takes much time to write a case study and if the preparations are not taken in seriously consideration it may jeopardize the whole study. A deadline and timeline for the process is necessary to control the outcome. Normally the process involves a case study release form and a success letter where the last approval is made before the publication of the case study is done.
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Wright, Heather Peltier. "Exploring Teacher Assessment Literacy through the Process of Training Teachers to Write Assessment Items." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6784.

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The purpose of this study was to examine the process and impact of assessment training content and delivery mode on the quality of assessment items developed by the teachers in a two-year assessment development project. Teacher characteristics were examined as potential moderating factors. Four types of delivery mode were employed in the project: synchronous online, asynchronous online, in-person workshop, and blended (a combination of online and in-person training). The quality of assessment items developed by participating teachers was measured via: 1) item acceptance rate, 2) number of item reviews (as an indicator of how many times accepted items were rejected before being approved), and 3) psychometric properties of the items (item difficulty and item discrimination) in the field test data. A teacher perception survey with quantitative and qualitative data was used to explore teacher perception of the training across the four modes and the anticipated impact of the project participation the teachers expected on their classroom assessment practices. Multilevel modeling and multiple regression were used to examine the quality of items developed by participants, while constant comparative analysis, a chi-square test, and ANOVA were employed to analyze participants’ responses to a participation survey. No pre-existing teacher variables were found to have a significant impact on the item discrimination values, though prior assessment development experience beyond that of the classroom level was found to have a significant relationship with the number of reviews per item. After controlling for prior assessment development experience, participant role was found to have a significant (p < .01) impact on the number of reviews per item. Items written by participants who served as both item writers and reviewers had a significantly lower number of reviews per item, meaning their items were rejected less frequently than items written by participants who served as item writers only. No differences in item quality were found based on the mode of training in which item writers participated. Responses to the training evaluation survey differed significantly by mode of training at p < .001. The in-person trained group had the lowest total rating, followed by the online asynchronous group, while the online synchronous group had the highest overall rating of the training. Participant responses to open-ended questions also differed significantly by mode of training.
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Shang, Shuo. "A predictive thermal dynamic model for parameter generation in the laser assisted direct write process." Thesis, University of Liverpool, 2012. http://livrepository.liverpool.ac.uk/10893/.

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The Laser Assisted Direct Write (LADW) method can be used to generate electrical circuitry on a substrate by depositing metallic ink and curing the ink thermally by a laser. Laser curing has emerged over recent years as a novel yet efficient alternative to oven curing. This method can be used in-situ, over complicated 3D contours of large parts (eg. aircraft wings) and selectively cure over heat sensitive substrates, with little or no thermal damage. In previous studies, empirical methods have been used to generate processing windows for this technique, relating to the several interdependent processing parameters on which the curing quality and efficiency strongly depend. Incorrect parameters can result a track that is cured in some areas and uncured in others, or in damaged substrates. This thesis addresses the strong need for a quantitative model which can systematically output the processing conditions for a given combination of ink, substrate and laser source; transforming the LADW technique from a purely empirical approach, to a simple, repeatable, mathematically sound, efficient and predictable process. This thesis describes in detail a novel and generic Finite Element Method (FEM) model that for the first time predicts the evolution of the thermal profile of the ink track during laser curing and thus generates a parametric map which indicates the most suitable combination of parameters for process optimisation. Experimental data is compared with simulation results to verify the accuracy of the model. This study also theoretically and experimentally investigates the curing process under different intensity profiles obtained with the SunShaper, a novel beam shaping device invented by Dr Wellburn, and thus predicts the performance of curing with various circular shaped beams.
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Ruiz-Funes, Marcela. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students /." This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-02132009-171122/.

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Ruiz-Funes, Marcela T. "An exploration of the process of reading to write used by good Spanish-as-a-foreign-language students." Diss., Virginia Tech, 1994. http://hdl.handle.net/10919/37345.

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Fox, Heather. "“I Must Write from Memory”: Reading Katherine Anne Porter’s The Old Order as a Reconstructive Process of Memory." VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/465.

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Katherine Anne Porter wrote The Old Order stories in the early 1930s; and while there is no evidence that she ever revised them on a story level, she revised the order of the stories over more than thirty years in three collections: The Leaning Tower and Other Stories (1944), The Old Order: Stories of the South from The Leaning Tower, Pale Horse, Pale Rider, and Flowering Judas (1955), and The Collected Stories of Katherine Anne Porter (1965). Individually, each story is its own episodic memory based on Miranda’s adult recollections of childhood experiences. Collectively, Porter’s rearrangement of these stories over time both deconstructs and reconstructs Miranda’s narrative from a chronological to a representational recollection. Therefore, while the individual stories reveal memory’s imprint on identity, the progressive reordering of The Old Order stories reveals a reconstructive process of memory which repositions itself over time.
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Onanuga, Temitope [Verfasser], Andreas [Akademischer Betreuer] Erdmann, and Bernhard [Gutachter] Schmauß. "Process modeling of two-photon and grayscale laser direct-write lithography / Temitope Onanuga ; Gutachter: Bernhard Schmauß ; Betreuer: Andreas Erdmann." Erlangen : Friedrich-Alexander-Universität Erlangen-Nürnberg (FAU), 2019. http://d-nb.info/1186380640/34.

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Ohta, Renka. "Integrated listening-to-write assessments: an investigation of score generalizability and raters’ decision-making processes." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6232.

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In measuring second language learners’ writing proficiency, test takers’ performance on a particular assessment task is evaluated by raters using a set of criteria to generate writing scores. The scores are used by teachers, students, and parents to make inferences about their performance levels in real-life writing situations. To examine the accuracy of this inference, it is imperative that we investigate the sources of measurement error involved in the writing score. It is also important to ensure rater consistency, both within a single rater and between raters, to provide evidence that the scores are valid indicators of tested constructs. This mixed methods research addressed the validity of integrated listening-to-write (L-W) scores. More specifically, it examined the generalizability of L-W scores and raters’ decision-making processes and scoring challenges. A total of 198 high school English learners in Taiwan completed up to two L-W tasks, each of which required them to listen to an academic lecture and respond to a related writing prompt in English. Nine raters who had experience teaching English evaluated each student’s written materials using a holistic scale. This study employed a univariate two-facet random effects generalizability study (p × t × r) to investigate the effects of tasks and raters on the score variance. Subsequent decision studies (p × T × R) estimated standard error of measurement and generalizability coefficients. Post-rating stimulated recall interview data were analyzed qualitatively to explore raters’ alignment of rating scale descriptors, decision-making behaviors, and scoring challenges. The results indicated that the majority of score variance was explained by test takers’ ability difference in academic writing proficiency. The raters were similar in their stringency and did not contribute much to score variance. Due to a relatively large magnitude of person-by-task interaction effect, increasing the number of tasks, rather than raters, resulted in a much lower degree of error and higher degree of score generalizability. The ideal assessment procedure to achieve an acceptable level of score generalizability would be to administer two L-W tasks scored by two raters. When evaluating written materials for L-W tasks, nine raters primarily focused on the content of the essays and paid less attention to language-related features. The raters did not equally consider all aspects of essay features described in the holistic rubric. The most prominent scoring challenges included 1) assigning a holistic score while balancing students’ listening comprehension skills and writing proficiency and 2) assessing the degree of students’ successful reproduction of lecture content. The findings of this study have practical and theoretical implications for integrated writing assessments for high school EFL learners.
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Damschroder, Carrie Marie. "A Technical Communication Internship with a Technical Communication Consulting Company: Write on the Edge, Inc." Miami University / OhioLINK, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=miami1059763908.

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Books on the topic "Write Process"

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Write now!: A process-writing program. South-Western Pub. Co., 1992.

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1965-, Jackson Kathleen, and Shaw Christine 1965-, eds. Write now: Process writing for ESL. Prentice Hall Regents Canada, 1995.

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Writing to write: Process, collaboration, communication. Macmillan, 1990.

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Behrman, Carol H. Write! Write! Write!: Ready-to-use writing process activities for grades 4-8. Center for Applied Research in Education, 1995.

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Read to write: A writing process reader. 2nd ed. Holt, Rinehart, and Winston, 1990.

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Read to write: A writing process reader. Holt, Rinehart and Winston, 1986.

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Peters, Mary Ann. Write from the start: Process and practice. Harcourt Brace Jovanovich, 1992.

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Bratcher, Suzanne. The learning-to-write process in elementary classrooms. Lawrence Erlbaum, 1997.

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Watkins-Goffman, Linda. Thinking to write: A composing-process approach to writing. Maxwell Macmillan International Pub. Group, 1990.

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Rose, Mike. When a writer can't write: Studies in writer's block and other composing-process problems. The GuildfordPress, 1985.

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Book chapters on the topic "Write Process"

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Hanna, Michael. "The Journal Decision-Making Process." In How to Write Better Medical Papers. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02955-5_53.

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Roberts, Sherry. "The Award Process." In How to Write a Successful Research Grant Application. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-2393-9_10.

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Stamper, Hugh. "The Review Process." In How to Write a Successful Research Grant Application. Springer US, 1995. http://dx.doi.org/10.1007/978-1-4757-2393-9_6.

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Stover, Ellen. "The Award Process." In How to Write a Successful Research Grant Application. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-1454-5_10.

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Noronha, Jean. "Electronic Submission Process." In How to Write a Successful Research Grant Application. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-1454-5_6.

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Sostek, Anita Miller. "The Review Process." In How to Write a Successful Research Grant Application. Springer US, 2010. http://dx.doi.org/10.1007/978-1-4419-1454-5_7.

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Kerwin, Cornelius M., and Scott R. Furlong. "The Process of Rulemaking." In Rulemaking: How Government Agencies Write Law and Make Policy. CQ Press, 2019. http://dx.doi.org/10.4135/9781544332918.n4.

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Rijlaarsdam, Gert, Michel Couzijn, and Huub Van Den Bergh. "The Study of Revision As a Writing Process and as a Learning-to-Write Process." In Studies in Writing. Springer Netherlands, 2004. http://dx.doi.org/10.1007/978-94-007-1048-1_12.

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Collins, Jim. "“If You Can Read, You Can Write, or Can You, Really?”." In New Directions in Book History. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-53614-5_16.

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AbstractThe popular literary culture that emerged in the late 1990 s depended on a number of interdependent factors that formed a unique media ecology—book clubs (actual, online, televisual) literary bestsellers, Amazon.com, high-concept adaptation films, “superstore” bookstore chains, etc. The reading cultures generated by that media ecology were unified by certain overarching values, none more significant than the empowerment of amateur readers who were driven by the conviction that passionate reading was equal, if not superior to the bloodless close reading of professionalized readers. While the latter required a long apprenticeship, the former was guided by a self-imaging process that was fueled by a reading advice industry that provided confidence-building measures to validate that reading. The empowerment of readers depended on knowing where to look for both expertise and validation. Or, to put it another way, quality reading depended less on native intelligence, or a university education, and more on the ability to search and filter. Many of the factors that led to a fundamental recalibration of the relationship between amateur and professionalized reading have also changed the relationship between amateur and professional writing. I want to focus on the deeply conflicted perspectives concerning how the craft of writing is taught, or even can be taught, that have emerged over the past year in North American Literary cultures, in three contemporary novels, Tommy Orange’s There There (2018), Sigrid Nunez’s The Friend (2018) and Ocean Vuong’s On Earth We are Briefly Gorgeous (2019).
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Derer, Sofia. "Die Entstehung von Johann Michael Moscheroschs Insomnis Cura Parentum (1643)." In Übersetzungskulturen der Frühen Neuzeit. Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62562-0_15.

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ZusammenfassungThe paper explores the multi-stage process of translation that enabled German writer Johann Michael Moscherosch to refer to the perusal of Elizabeth Jocelyn’s conduct book The Mothers Legacy to her Vnborn Childe as one of the main factors in his decision to write his own devotional book, Insomnis Cura Parentum (1643). It is argued that Moscherosch himself did not translate The Mothers Legacy from the French, but rather read it in an already existing German translation based on a French version. In addition to tracing back the ways in which The Mothers Legacy, as a result of small changes in both translations, became more compatible with the Strasbourg-specific rendition of Lutheranism that largely shaped Moscherosch’s religious views and therefore his parenting, the paper aims to show how aspects of religious confession, regional politics, and the book trade were crucial in the reception of seventeeth-century devotional writing.
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Conference papers on the topic "Write Process"

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Bhattacharya, Sourin, Artur Lutfurakhmanov, Justin M. Hoey, Orven F. Swenson, and Rob Sailer. "Micro Cold Spray Direct Write Process." In ASME 2012 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2012. http://dx.doi.org/10.1115/imece2012-86601.

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Gas dynamic cold spray was first discovered in the 1980s and has since been used as a surface coating process for depositing metals, metal-ceramic composites, metal-carbon nanotube composites and other composite materials onto both flexible and rigid substrates. We recently developed a focused cold spray material deposition tool termed Micro Cold Spray (MCS). MCS is a direct-write tool applicable for printed electronics and has been used to print conductive trace patterns as thin as 50 μm wide using copper, aluminum and tin micro powders. Unlike conventional aerosol processing at 10–100 m/s, aerosol particles in the MCS process are accelerated to speeds greater than 500 m/s. In this paper the possibility to accelerate, focus, collimate, and deposit aerosol particles is theoretically explored using a finite difference approximation method to simulate the flow of Helium through a symmetric converging-diverging nozzle of throat diameter 200 μm. A Lagrangian particle tracking algorithm is used to calculate the particle trajectories and corresponding velocities. This paper presents a comparison of the effect of Stoke’s drag force and Saffman’s lift force on the trajectory and velocity of copper particles 3 μm in diameter.
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Vargas, Luis G., and Ami Arbel. "HOW TO WRITE A CONTRACT WITH THE AHP." In International Symposium on the Analytic Hierarchy Process. Creative Decisions Foundation, 2016. http://dx.doi.org/10.13033/isahp.y2016.073.

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Wiesen, K., R. Lansky, and C. Sobey. "Write Process Asymmetries at Large Skew Angles." In 1993 Digests of International Magnetics Conference. IEEE, 1993. http://dx.doi.org/10.1109/intmag.1993.642436.

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Garza, Cesar M., Wei Wu, Bernard J. Roman, Pawitter J. S. Mangat, Kevin J. Nordquist, and William J. Dauksher. "Single-write self-aligned rim-phase-shift process." In Microlithography 2003, edited by Anthony Yen. SPIE, 2003. http://dx.doi.org/10.1117/12.485427.

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Gwan Soo Park, Ming Ni, and J. Bain. "Pulse asymmetries and write non-linearities in the write equalization process for magnetic tape recording." In IEEE International Magnetics Conference. IEEE, 1999. http://dx.doi.org/10.1109/intmag.1999.837409.

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Dick, Gregory J., Abhishek Asthana, Liang Cao, Jing Cheng, and David Power. "Optimization of optical proximity correction to reduce mask write time using genetic algorithm." In Design-Process-Technology Co-optimization for Manufacturability XII, edited by Jason P. Cain and Chi-Min Yuan. SPIE, 2018. http://dx.doi.org/10.1117/12.2297400.

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Shaik, Khaja Ahmad, Mohit Gupta, Pieter Weckx, and Alessio Spessot. "Optimization of read and write performance of SRAMs for node 5nm and beyond." In Design-Process-Technology Co-optimization for Manufacturability XIII, edited by Jason P. Cain and Chi-Min Yuan. SPIE, 2019. http://dx.doi.org/10.1117/12.2515162.

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Ziou Wang, Yiping Zhang, Canyan Zhu, Lijun Zhang, Aiming Ji, and Lingfeng Mao. "STT MTJ data-aware write boost design in 28nm process." In 2016 13th IEEE International Conference on Solid-State and Integrated Circuit Technology (ICSICT). IEEE, 2016. http://dx.doi.org/10.1109/icsict.2016.7998983.

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Asadi, Meysam, Erich F. Haratsch, Aleksander Kavcic, and Narayana P. Santhanam. "Write process modeling in MLC flash memories using renewal theory." In 2015 IEEE International Symposium on Information Theory (ISIT). IEEE, 2015. http://dx.doi.org/10.1109/isit.2015.7282535.

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Akagi, K., T. Hamaguchi, and S. Nishida. "Servo Signal Quality for Perpendicular Recording in Servo Write Process." In 2006 Asia-Pacific Magnetic Recording Conference. IEEE, 2006. http://dx.doi.org/10.1109/apmrc.2006.365911.

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Reports on the topic "Write Process"

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Lee Brecher, Charles Mones, and Frank Guffey. Development of the Write Process for Pipeline-Ready Heavy Oil. Office of Scientific and Technical Information (OSTI), 2009. http://dx.doi.org/10.2172/958564.

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Wang, J. In Situ Monitoring of Direct Ink Write Process Using Electromagnetic Resonant Coupling. Office of Scientific and Technical Information (OSTI), 2019. http://dx.doi.org/10.2172/1572613.

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Zygmunt, S. J. Process logic flow diagram write up for the Advanced Recovery and Integrated Extraction System (ARIES) facility. Office of Scientific and Technical Information (OSTI), 1997. http://dx.doi.org/10.2172/469100.

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Buene, Eivind. Intimate Relations. Norges Musikkhøgskole, 2018. http://dx.doi.org/10.22501/nmh-ar.481274.

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Blue Mountain is a 35-minute work for two actors and orchestra. It was commissioned by the Ultima Festival, and premiered in 2014 by the Danish National Chamber Orchestra. The Ultima festival challenged me – being both a composer and writer – to make something where I wrote both text and music. Interestingly, I hadn’t really thought of that before, writing text to my own music – or music to my own text. This is a very common thing in popular music, the songwriter. But in the lied, the orchestral piece or indeed in opera, there is a strict division of labour between composer and writer. There are exceptions, most famously Wagner, who did libretto, music and staging for his operas. And 20th century composers like Olivier Messiaen, who wrote his own poems for his music – or Luciano Berio, who made a collage of such detail that it the text arguably became his own in Sinfonia. But this relationship is often a convoluted one, not often discussed in the tradition of musical analysis where text tend to be taken as a given, not subjected to the same rigorous scrutiny that is often the case with music. This exposition is an attempt to unfold this process of composing with both words and music. A key challenge has been to make the text an intrinsic part of the performance situation, and the music something more than mere accompaniment to narration. To render the words meaningless without the music and vice versa. So the question that emerged was how music and words can be not only equal partners, but also yield a new species of music/text? A second questions follows en suite, and that is what challenges the conflation of different roles – the writer and the composer – presents? I will try to address these questions through a discussion of the methods applied in Blue Mountain, the results they have yielded, and the challenges this work has posed.
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Ramm-Granberg, Tynan, F. Rocchio, Catharine Copass, Rachel Brunner, and Eric Nelsen. Revised vegetation classification for Mount Rainier, North Cascades, and Olympic national parks: Project summary report. National Park Service, 2021. http://dx.doi.org/10.36967/nrr-2284511.

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Field crews recently collected more than 10 years of classification and mapping data in support of the North Coast and Cascades Inventory and Monitoring Network (NCCN) vegetation maps of Mount Rainier (MORA), Olympic (OLYM), and North Cascades (NOCA) National Parks. Synthesis and analysis of these 6000+ plots by Washington Natural Heritage Program (WNHP) and Institute for Natural Resources (INR) staff built on the foundation provided by the earlier classification work of Crawford et al. (2009). These analyses provided support for most of the provisional plant associations in Crawford et al. (2009), while also revealing previously undescribed vegetation types that were not represented in the United States National Vegetation Classification (USNVC). Both provisional and undescribed types have since been submitted to the USNVC by WNHP staff through a peer-reviewed process. NCCN plots were combined with statewide forest and wetland plot data from the US Forest Service (USFS) and other sources to create a comprehensive data set for Washington. Analyses incorporated Cluster Analysis, Nonmetric Multidimensional Scaling (NMS), Multi-Response Permutation Procedure (MRPP), and Indicator Species Analysis (ISA) to identify, vet, and describe USNVC group, alliance, and association distinctions. The resulting revised classification contains 321 plant associations in 99 alliances. A total of 54 upland associations were moved through the peer review process and are now part of the USNVC. Of those, 45 were provisional or preliminary types from Crawford et al. (2009), with 9 additional new associations that were originally identified by INR. WNHP also revised the concepts of 34 associations, wrote descriptions for 2 existing associations, eliminated/archived 2 associations, and created 4 new upland alliances. Finally, WNHP created 27 new wetland alliances and revised or clarified an additional 21 as part of this project (not all of those occur in the parks). This report and accompanying vegetation descriptions, keys and synoptic and environmental tables (all products available from the NPS Data Store project reference: https://irma.nps.gov/DataStore/Reference/Profile/2279907) present the fruit of these combined efforts: a comprehensive, up-to-date vegetation classification for the three major national parks of Washington State.
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