Artículos de revistas: "Literature Circles"

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Blum, H. Timothy, Laura R. Lipsett y Dorothy Jean Yocom. "Literature Circles". Remedial and Special Education 23, n.º 2 (marzo de 2002): 99–108. http://dx.doi.org/10.1177/074193250202300206.

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Helgeson, John. "Differentiating Through Literature Circles". Kappa Delta Pi Record 53, n.º 1 (2 de enero de 2017): 41–44. http://dx.doi.org/10.1080/00228958.2016.1264821.

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Bromley, Karen, Michelle Faughnan, Susan Ham, Melissa Miller, Traci Armstrong, Cassandra Crandall, Julia Garrison y Nicholas Marrone. "Literature Circles Go Digital". Reading Teacher 68, n.º 3 (9 de septiembre de 2014): 229–36. http://dx.doi.org/10.1002/trtr.1312.

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Shelton-Strong, S. J. "Literature Circles in ELT". ELT Journal 66, n.º 2 (18 de julio de 2011): 214–23. http://dx.doi.org/10.1093/elt/ccr049.

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Day, Deanna y Sally Kroon. "“Online Literature Circles Rock!” Organizing Online Literature Circles in a Middle School Classroom". Middle School Journal 42, n.º 2 (noviembre de 2010): 18–28. http://dx.doi.org/10.1080/00940771.2010.11461753.

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Candilasa, Jahzeel Montero. "Literature Circles: Creating an Environment of Fluency and Fun". Matters of Behaviour 8, n.º 9 (30 de marzo de 2019): 14–20. http://dx.doi.org/10.26455/mob.v8i9.58.

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Literature circles create an opportunity for students to make reading a fun-filled activity and at the same time develop their fluency skills. This action research examined the efficacy of creating literature circles in the classroom as an intervention program to address students’ problems in reading fluency specifically in terms of phrasing and accuracy. Furthermore, it also investigated the attitudes of students’ toward reading before and after they became members of a literature circle. The study was conducted among 30 grade 7 students from the same section who belong to the frustration level during the oral reading assessment done at the beginning of the school year. Results of the study revealed that there was an improvement in the students phrasing in reading after the 10-week intervention period but not significantly enough to improve their fluency. On the other hand, a significant difference was observed on the students’ reading rate after the intervention period. Furthermore, the students’ attitudes toward reading have also positively changed after they became members of the literature circles. The study concluded that the creation of literature circles in the classroom could improve students’ reading fluency.

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7

Levy, Ronna J. "Literature Circles: Access to Texts". Open Words: Access and English Studies 12, n.º 1 (2019): 88–109. http://dx.doi.org/10.37514/opw-j.2019.12.1.05.

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Keefe, Charlotte Hendrick. "Literature Circles: Reducing Reading Stress". Literacy 30, n.º 3 (noviembre de 1996): 29–32. http://dx.doi.org/10.1111/j.1467-9345.1996.tb00852.x.

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Levy, Ronna J. "Literature Circles Go to College". Journal of Basic Writing 30, n.º 2 (2011): 53–83. http://dx.doi.org/10.37514/jbw-j.2011.30.2.04.

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Guanio-Uluru, Lykke. "Education for Sustainability: Developing Ecocritical Literature Circles in the Student Teacher Classroom". Discourse and Communication for Sustainable Education 10, n.º 1 (1 de junio de 2019): 5–19. http://dx.doi.org/10.2478/dcse-2019-0002.

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Abstract How can student-teachers learn efficient ways to encourage sustainability thinking in their pupils and fulfil the competence aims on sustainability outlined in national subject curriculums as a response to UNESCO’s programme on Education for Sustainable Development, ESD? The core hypothesis of this project was that tailored literature circles, focused on the ecocritical aspects of literary texts, would make student-teachers aware of how they can use literature as a process to reflect on sustainability. This would enable them to incorporate sustainability thinking into their own teaching practices. The project’s tailoring of the standard literature circle roles (Daniels 1994, 2002, 2006) involved the design of reading roles that highlighted ecocritical and generic aspects of the studied texts and the application of an analytical matrix developed by literary scholars researching the representation of nature in children’s and young adult literature. This article presents the results of a small-scale study testing the ecocritical literature circles approach and its impact on student-teachers’ conception of their own ability to meet the competence aims on sustainability in their teaching. The intervention included lectures on ecocriticism and on the posthuman debate prior to the literature circles and student feedback through pre- and post-circle questionnaires. It was implemented in the teacher-training classroom, working with dystopian science fiction texts for young adults. These texts present the reader with visions of the future. The study showed that the ecocritical literature circles, and in particular the ecocritical reading roles, were considered useful by the participating student-teachers. The participants also reported a significant increase in confidence relative to their own ability to discuss sustainability issues with their pupils.

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Ying, Ho Lai y Nor Azmi Mostafa. "Exploring Discourse Patterns in Literature Circles". AJELP: The Asian Journal of English Language and Pedagogy 6 (7 de diciembre de 2018): 85–101. http://dx.doi.org/10.37134/ajelp.vol6.7.2018.

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Van Dyk, Tricia. "Teaching Moral Philosophy through Literature Circles". Teaching Philosophy 42, n.º 3 (2019): 265–78. http://dx.doi.org/10.5840/teachphil201987109.

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How do you effectively teach moral philosophy to classes of twenty to thirty-five students who come from diverse national, ethnic, religious, linguistic, and educational backgrounds, and most of whom have little or no interest in philosophy? In seeking ways to create a course that is relevant, practical, and engaging, I hit upon the idea of adapting literature circles to the study of moral philosophies. In this paper, I contextualize the need for an approach that promotes individual student responsibility within a teamwork context, introduce the appropriateness and adaptability of the literature circles concept in a philosophy classroom, and uncover the theoretical structure underneath the strategy in order to make it more adaptable to other classrooms and courses.

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Ruby, Jennifer. "Fostering Multilayered Literacy Through Literature Circles". TESOL Journal 12, n.º 3 (septiembre de 2003): 47–48. http://dx.doi.org/10.1002/j.1949-3533.2003.tb00143.x.

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Silvester, John R. "Reflected circles, and congruent perspective triangles". Mathematical Gazette 93, n.º 526 (marzo de 2009): 10–26. http://dx.doi.org/10.1017/s0025557200184141.

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For any three points X, Y, Z, let ⊙XYZ denote the circle through X, Y, Z (the circumcircle of ∆XYZ) or, if X, Y, Z happen to be collinear, the line XYZ. (We shall often regard lines as special circles, circles of infinite radius.) This paper is about the following theorem, and extensions of it:Theorem 1: Given ∆ABC and a point P, reflect ⊙PBC, ⊙APC, ⊙ABP in the lines BC, AC, AB respectively. Then the three reflected circles have a common point, Q (see Figure 1).I do not know if this theorem is new, but I have not come across it in the literature. The reader is invited to prove it by angle-chasing, using circle theorems: let two of the reflected circles meet at Q and then prove that this point lies on the third reflected circle. This method is rather diagram-dependent, and does not seem to lead to the extensions of Theorem 1 referred to above in any very obvious manner, so we shall adopt a different approach.

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Sweeden, Pat. "Circles". Literature and Medicine 19, n.º 1 (2000): 84–95. http://dx.doi.org/10.1353/lm.2000.0014.

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Bedel, Osman. "Collaborative Learning through Literature Circles in EFL". European Journal of Language and Literature 6, n.º 1 (1 de diciembre de 2016): 96. http://dx.doi.org/10.26417/ejls.v6i1.p96-99.

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This paper discusses how the introduction of ‘literature circles’ have led to the stimulation of social interaction among language learners. These social interactions happen because members of the literary circles are able to read and understand a book of choice, and assign participating student members their responsibility through structured time and assessment. They are primarily guided by students’ insights and questions and they apply each other's learning, reading, writing, and speaking skills, making this approach to learning flexible and fluid, while initiating collaborative social interaction at the same time. This collaborative learning and social interactions have been applied in classrooms of ‘English as a Foreign Language’ learners. This paper looks into the need for literature circles that promote collaborative learning in the EFL classroom, in order to attain higher levels of language and literary skills. The research also shows that literature circles as reader-response centric have come to constitute a part of a balanced literacy program in learning foreign language in general and the English language in particular.

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Peterson, Shelley y Michelle Belizaire. "Another Look at Roles in Literature Circles". Middle School Journal 37, n.º 4 (marzo de 2006): 37–43. http://dx.doi.org/10.1080/00940771.2006.11461544.

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Stringer, Suzanne y Erin Reilly. "Literature Circles in the Physical Education Classroom". Strategies 17, n.º 4 (marzo de 2004): 35–37. http://dx.doi.org/10.1080/08924562.2004.10591102.

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Anderson, Peggy L. y LeAnn Corbett. "Literature Circles for Students With Learning Disabilities". Intervention in School and Clinic 44, n.º 1 (16 de julio de 2008): 25–33. http://dx.doi.org/10.1177/1053451208318681.

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Young, Chase y Kathleen A. J. Mohr. "Exploring Factors that Influence Quality Literature Circles". Literacy Research and Instruction 57, n.º 1 (5 de septiembre de 2017): 44–58. http://dx.doi.org/10.1080/19388071.2017.1366606.

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Lenters, Kimberly. "Just Doing Our Jobs: A Case Study of Literacy-in-Action in a Fifth Grade Literature Circle". Language and Literacy 16, n.º 1 (23 de mayo de 2014): 53. http://dx.doi.org/10.20360/g2n885.

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This case study examines the use of literature circles in a fifth grade classroom. Using the concept of literacy-in-action, it examines the question of why, in spite of critique, the use of defined student roles continues to dominate literature circle pedagogy. The study’s examination of the interaction of people, objects, practices and meanings associated with this particular classroom’s literature circles, demonstrates the way in which reliance on one particular literacy object, the role sheet, worked to radically alter the intended pedagogical purpose and meanings set out by those who first popularized literature circles. Through its travels to and from the fifth grade classroom, the role sheet accumulated an increasing status or power, along with a peculiar resistance to critique. The examination sheds light on the tensions and contradictions that arise when an instructional routine is transplanted from one context to another, a phenomenon occurring daily in classrooms worldwide. The findings illustrate the unintended consequences that arise when a literacy object is used as a proxy for the human mediation traditionally, and necessarily, associated with meaningful literacy pedagogies.

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Popescu, Iulian, Ludmila Sass y Alina Elena Romanescu. "Rolling with and without Slipping, during Epicycloids Generation". Applied Mechanics and Materials 880 (marzo de 2018): 63–68. http://dx.doi.org/10.4028/www.scientific.net/amm.880.63.

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The starting point consists in the modality to generate epicycloids when two external circles are considered. The mobile circle is rolling on the fix circle without slipping, such as two arcs belonging to these circles are equal. The specialty literature presents an example with a simple planetary gear in which the “satellite porting” arm provides the rolling of the mobile circle on the fix circle. Our original idea, not approached in the specialty literature, considers the rolling with slipping of the mobile circle on the fix circle. Instead of the gears providing the rolling without slipping, two wheels with smooth surfaces are used now. The case when the two involved arc are no longer equal is analysed. Between them appear either frictions generating braking or “skating like” rolling when the lubricant layer is too thick. An analysis of the theoretical case when the slipping has a sense opposite to that of a normal rolling is also performer. A significant class of curves was obtained. Some are even epicycloids obtained with slipping, with other parameters.

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Irawati, Dini. "EFFECTIVENESS OF LITERATURE CIRCLES ON STUDENTS’ READING COMPREHENSION". IJOLTL: Indonesian Journal of Language Teaching and Linguistics 1, n.º 3 (3 de septiembre de 2016): 179. http://dx.doi.org/10.30957/ijoltl.v1i3.183.

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This study reports an experimental study to see the effect of literatures circles to improve reading comprehension of English department students of State Islamic Institute (IAIN) of Samarinda. A quasi experimental research using nonrandomized control group pretest-posttest design was conducted to see effectiveness of literature circles on students’ reading comprehension. A number of 24 students were taken as sample from the first semester students joining in an intensive English course program in academic year 2011/2012. Using independent t-test, the analysis of the posttest means the finding yielded a t-value of 3.11. The t-value (3.11) is higher than the critical table 1.678 at p=.05 and df=44 (one-tailed). The result evidently shows that literature circles contribute a significant effect to improve students’ reading comprehension.

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Kerr, D. "Conrad's Magic Circles". Essays in Criticism 53, n.º 4 (1 de octubre de 2003): 345–65. http://dx.doi.org/10.1093/eic/53.4.345.

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Maher, Kevin. "EFL Literature Circles: Collaboratively Acquiring Language and Meaning". Language Teacher 39, n.º 4 (1 de julio de 2015): 9. http://dx.doi.org/10.37546/jalttlt39.4-2.

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Literature circles have many advantages for acquiring a foreign language, particularly due to their collaborative nature. Students work together, and increase cultural awareness, critical thinking skills, reading comprehension abilities, and inference skills. Additionally, they search for meaning, examine the text, and increase their vocabulary and idiom awareness by seeing those respective items in context. Their collaborative nature can bring a classroom of students together with the teacher as facilitator. For the structure of literature circles to work, each student is assigned a role. These may include Discussion Leader, Real-Life Connector, Passage Person, Summarizer, Graphic Organizer, The If Person, Character Creator, among others. Each of these roles will be addressed, and what is expected of each literature circle member. With each role, they challenge the group members to discuss and examine the text more fully, and therefore collaboratively learn together. This method closely follows Vygotsky’s Zone of Proximal Development (ZPD) model. Literature Circles（LC）は、特に協働的なので、外国語の習得に役立つ多くの利点がある。学生達はLC内で一緒に取り組むことで文化的意識、批判的思考技能、読解力や推理力を高める。さらに、意味を検索し、本文を調べ、文脈の中で各項目を見て語彙・熟語の理解を深める。LCの協調的特質によって教師は教室の進行役的存在となり、学生は各自の役割を与えられる。例えば、ディスカッションを主導する者、実生活との連結者、読解する段落を決める者、要約する者、関連画像を探す者、仮定の提案をする者、登場人物を創案する者、などである。このように役割をLCグループ内で割り当てることで協力的な学習ができて、本文について徹底的に討論し検証することができる。これは、VygotskyのZPD（最近接発達領域）とも強く関連している。

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Kardaş İşler, Nergiz y Hakan Dedeoğlu. "Multicultural Children Literature in Preservice Teacher Education: Responses through Literature Circles". International Journal of Progressive Education 15, n.º 4 (2 de agosto de 2019): 130–41. http://dx.doi.org/10.29329/ijpe.2019.203.10.

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HASSAN, HAZHA. "Instructors' Attitude on the Use of "Literature Circles" in Teaching Literature". Polytechnic Journal 8, n.º 2 (junio de 2018): 142–58. http://dx.doi.org/10.25156/ptj.2018.8.2.140.

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Bruine de Bruin, Wändi, Mirta Galesic, Andrew M. Parker y Raffaele Vardavas. "The Role of Social Circle Perceptions in “False Consensus” about Population Statistics: Evidence from a National Flu Survey". Medical Decision Making 40, n.º 2 (febrero de 2020): 235–41. http://dx.doi.org/10.1177/0272989x20904960.

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Purpose. “False consensus” refers to individuals with (v. without) an experience judging that experience as more (v. less) prevalent in the population. We examined the role of people’s perceptions of their social circles (family, friends, and acquaintances) in shaping their population estimates, false consensus patterns, and vaccination intentions. Methods. In a national online flu survey, 351 participants indicated their personal vaccination and flu experiences, assessed the percentage of individuals with those experiences in their social circles and the population, and reported their vaccination intentions. Results. Participants’ population estimates of vaccination coverage and flu prevalence were associated with their perceptions of their social circles’ experiences, independent of their own experiences. Participants reporting less social circle “homophily” (or fewer social contacts sharing their experience) showed less false consensus and even “false uniqueness.” Vaccination intentions were greater among nonvaccinators reporting greater social circle vaccine coverage. Discussion. Social circle perceptions play a role in population estimates and, among individuals who do not vaccinate, vaccination intentions. We discuss implications for the literature on false consensus, false uniqueness, and social norms interventions.

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Carlson, Bronwyn y Ryan Frazer. "Yarning circles and social media activism". Media International Australia 169, n.º 1 (8 de octubre de 2018): 43–53. http://dx.doi.org/10.1177/1329878x18803762.

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The practices of ‘yarning’ and ‘yarning circles’ are relatively common across groups of Indigenous Australians. This practice broadly consists of storytelling within a respectful and deeply democratic space, where each participant takes turns in speaking, and in which the direction of discussion may meander, fixate, or take divergent and creative lines of flight. The existing literature has explored the use of ‘yarning circles’ in promoting both ethical, culturally appropriate research practices and effective, culturally relevant pedagogical techniques. However, there has yet to be any work to investigate the relationship between yarning circles and Indigenous activism. This article aims to fill this gap by exploring the nexus between Indigenous online activism and yarning circles. In the first section, we outline work that has engaged in different ways with the use of yarning circles. Next, we offer our own, more political conceptualisation of ‘yarning circles’ through a reading of Paolo Freire’s work on conscientisation and, in particular, his concept of the ‘culture circle’. Finally, we draw on this new conceptualisation to explore an actual case of the use of yarning circles in political collaboration and conscientisation. Through this analysis, we discuss a number of convergent and divergent experiences shared by Indigenous activists.

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Richter, Wolf-Dieter y Vincent Wenzel. "Mysterious Circle Numbers.Does πp,q Approach πp When q Is Tending to p ?" Mathematics 7, n.º 9 (5 de septiembre de 2019): 822. http://dx.doi.org/10.3390/math7090822.

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This paper aims to introduce a mathematical-philosophical type of question from the fascinating world of generalized circle numbers to the widest possible readership. We start with recalling well-known (in part from school) properties of the polygonal approximation of the common circle when approximating the famous circle number π by convergent sequences of upper and lower bounds being based upon the lengths of polygons. Next, we shortly refer to some results from the literature where suitably defined generalized circle numbers of l p - and l p , q -circles, π p and π p , q , respectively, are considered and turn afterwards over to the approximation of an l p -circle by a family of l p , q -circles with q converging to p, q → p . Then we ask whether or not there holds the continuity property π p , q → π p as q → p . The answer to this question leads us to the answer of the question stated in the paper’s title. Presenting here for illustration true paintings instead of strong technical or mathematical drawings intends both to stimulate opening heart and senses of the reader for recognizing generalized circles in his real life and to suggest the philosophical challenge of the consequences coming out from the demonstrated non-continuity property.

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Bruce, Heather E. "Hoop Dancing: Literature Circles and Native American Storytelling". English Journal 93, n.º 1 (septiembre de 2003): 54. http://dx.doi.org/10.2307/3650571.

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Ahmed, Saad Kamel Mohammed. "Using Literature Circles for Developing Reading Comprehension Skills". مجلة القراءة والمعرفة 19, n.º 1 (1 de febrero de 2019): 1–26. http://dx.doi.org/10.21608/mrk.2019.98694.

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McLellan, Janet. "Literature Circles and the SLP: Opportunities and Challenges". Perspectives on School-Based Issues 13, n.º 4 (diciembre de 2012): 120–29. http://dx.doi.org/10.1044/sbi13.4.120.

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Literature circles or book clubs are a component of many language arts programs in schools. These discussion groups offer students valuable opportunities to develop written and oral language skills. Speech-language pathologists can play an important role facilitating literacy and language growth in this challenging communicative context. In this article, I describe research supporting the use of literature circles and their theoretical underpinnings. Finally, I discuss supports that can be used in the classroom, direct intervention, and collaboration with other professionals.

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Aydan, Talat. "Perceptions of prospective Turkish Teachers regarding Literature Circles". International Journal of Educational Methodology 4, n.º 2 (15 de mayo de 2018): 53–60. http://dx.doi.org/10.12973/ijem.4.2.53.

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Whittaker, Catharine R. "Integrating Literature Circles Into a Cotaught Inclusive Classroom". Intervention in School and Clinic 47, n.º 4 (24 de octubre de 2011): 214–23. http://dx.doi.org/10.1177/1053451211424601.

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Cloonan, Anne, Louise Paatsch y Kirsten Hutchison. "Renewing Literature Circles: Pedagogies for Curated Multimodal Responses". Reading Teacher 73, n.º 5 (19 de noviembre de 2019): 647–56. http://dx.doi.org/10.1002/trtr.1875.

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Finke, Janet y Barbara Edwards. "Teacher Education Students' Insights from Intergenerational Literature Circles". Journal of Teacher Education 48, n.º 5 (noviembre de 1997): 367–78. http://dx.doi.org/10.1177/0022487197048005006.

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McCall, Ava L. "Teaching Powerful Social Studies Ideas Through Literature Circles". Social Studies 101, n.º 4 (29 de junio de 2010): 152–59. http://dx.doi.org/10.1080/00377990903284104.

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Barone, Diane y Rebecca Barone. "Fourth-grade gifted students participation in literature circles". Gifted Education International 35, n.º 2 (7 de febrero de 2019): 121–35. http://dx.doi.org/10.1177/0261429418824120.

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This qualitative, practitioner study explored how gifted students, who were not necessarily sophisticated readers, first participated in literature circles. The students were enrolled in a US Title I, magnet Science, Technology, Engineering, and Mathematics (STEM)/International Baccalaureate World Academy (IB) school. Students routinely participated in inquiry science activities, but rarely in literacy instruction in their mainstream classrooms. Their gifted and talented students (GATE) teacher provided an opportunity for them to participate in literature circles within their GATE instructional time. Students responded to their reading by writing, drawing, and discussing. Their earliest responses were closely tied to their reading. Later responses were inferential where they offered multiple interpretations.

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Whittingham, Jeff. "Literature Circles: A Perfect Match for Online Instruction". TechTrends 57, n.º 4 (31 de mayo de 2013): 53–58. http://dx.doi.org/10.1007/s11528-013-0678-5.

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Dewi Kurnia, Maya, Riskha Arfiyanti y Mira Nuryanti. "STRATEGI PEMBELAJARAN LITERATURE CIRCLES DALAM KETERAMPILAN MENULIS FEATURE DENGAN PEMANFAATAN MEDIA APLIKASI GOOGLE DOCS SEBAGAI ALTERNATIF PEMBELAJARAN MATA KULIAH PENULISAN POPULER". Bahtera Indonesia; Jurnal Penelitian Bahasa dan Sastra Indonesia 5, n.º 2 (1 de septiembre de 2020): 110–18. http://dx.doi.org/10.31943/bi.v5i2.71.

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Strategi literature circles dengan pemanfaatan media aplikasi google docs dapat dijadikan solusi sebagai alternatif strategi bagi dosen, mahasiswa, dan pustakawan. Strategi ini terbagi menjadi tiga tahap, yakni sesi pengenalan buku, sesi kooperatif, dan sesi presentasi serta evaluasi. Strategi literature circles berpijak pada keterampilan membaca, tetapi akan terintegrasi dengan keterampilan berbahasa lainnya, yakni menyimak, berbicara, dan menulis. Penelitian ini bertujuan mendeskripsikan implementasi strategi pembelajaran literature circles dalam menulis feature, mendeskripsikan kemampuan menulis feature mahasiswa, dan mengetahui keefektifan strategi pembelajaran literature circles dalam keterampilan menulis feature dengan pemanfaatan media aplikasi google docs sebagai alternatif pembelajaran menulis populer. Penelitian ini menggunakan metode eksperimen dengan one pretest postest group design. Data dikumpulkan melalui observasi dan tes. Berdasarkan penelitan ini pada saat sesi kooperatif, strategi literature circles dengan pemanfaatan media aplikasi google docs sangat membantu mahasiswa dan dosen berinteraksi dan berdiskusi. Hasil penelitian juga menunjukkan strategi literature circles dengan menggunakan media google docs efektif diterapkan dalam menulis feature. Hal ini dibuktikan dengan rata-rata nilai keterampilan menulis feature sebelum perlakuan sebesar 62,55, sedangkan rata-rata nilai keterampilan menulis feature setelah perlakuan sebesar 68,0364.

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Mekhalfi, Mohamed Lamine, Carlo Nicolò, Yakoub Bazi, Mohamad Mahmoud Al Rahhal y Eslam Al Maghayreh. "Detecting Crop Circles in Google Earth Images with Mask R-CNN and YOLOv3". Applied Sciences 11, n.º 5 (3 de marzo de 2021): 2238. http://dx.doi.org/10.3390/app11052238.

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Automatic detection and counting of crop circles in the desert can be of great use for large-scale farming as it enables easy and timely management of the farming land. However, so far, the literature remains short of relevant contributions in this regard. This letter frames the crop circles detection problem within a deep learning framework. In particular, accounting for their outstanding performance in object detection, we investigate the use of Mask R-CNN (Region Based Convolutional Neural Networks) as well as YOLOv3 (You Only Look Once) models for crop circle detection in the desert. In order to quantify the performance, we build a crop circles dataset from images extracted via Google Earth over a desert area in the East Oweinat in the South-Western Desert of Egypt. The dataset totals 2511 crop circle samples. With a small training set and a relatively large test set, plausible detection rates were obtained, scoring a precision of 1 and a recall of about 0.82 for Mask R-CNN and a precision of 0.88 and a recall of 0.94 regarding YOLOv3.

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Karatay, Halit. "The Effect of Literature Circles on Text Analysis and Reading Desire". International Journal of Higher Education 6, n.º 5 (19 de septiembre de 2017): 65. http://dx.doi.org/10.5430/ijhe.v6n5p65.

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In order to make teaching activities more appealing, different techniques and strategies have been constantly employed. In this study, the strategy of “literature circles” was utilized to improve the text-analysis skills, reading desires, and interests of prospective teachers of Turkish. “Literature circles” was not chosen to be used as the sole strategy throughout the entire weekly class hours; instead, it was used only for one class hour of every weekly four-hour classes, being complementary to and supportive of other teaching activities. The study was carried out as action research. A total of 92 third-year students in two sections of the department of Turkish Education voluntarily participated in the study. In order to improve the students’ book reviewing skills and reading interests, “literature circles” was implemented for a period of 12 weeks for one class hour. At the end of the implementation of “literature circles” when the students’ reading comprehension pre-test and post-test scores were compared, a significant difference was observed. Based on the results, it may be concluded that “literature circles” is effective in developing students’ abilities to find the theme, main idea, and keywords in a text. Besides, the students pointed out that the implementation of this strategy increased their interest and desire for communication, their self-confidence, cooperative learning, critical thinking, reading objectively without bias, and independent reading skills.

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Maher, Kevin M. "Not Losing the EFL Plot: L2 Engagement through Literature (Reading Circles) and Producing Short Stories (Creative Writing Circles)". International Journal of Applied Linguistics and English Literature 7, n.º 5 (1 de septiembre de 2018): 102. http://dx.doi.org/10.7575/aiac.ijalel.v.7n.5p.102.

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Reading and writing stories (literature) can be an effective way to engage students’ L2. Pedagogically, teachers are looking for ways to increase L2 input, and amplify L2 output. Because of the communicative nature of acquiring language, teachers are equally looking for collaboration among students to increase the usage of their L2 language. This paper proposes studying literature through Reading Circles and creating plot-focused short stories within a Writing Circles structure. It will theoretically establish the value of literature circles and creative writing circles in the EFL context, and share how language teachers can implement them.

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Granger, Herbert. "MetaphysicsZ.l1.1036b28: αἰσθητόν or αἰσθητικόν?" Classical Quarterly 50, n.º 2 (diciembre de 2000): 415–23. http://dx.doi.org/10.1093/cq/50.2.415.

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MetaphysicsZ.ll has in recent years received considerable attention, because of its importance for the exposition of Aristotle's psychology, which for some time now has been an immensely popular topic among Aristotelian scholars. Z.ll has proved contentious, however, especially over its statement of Aristotle's criticism of Socrates the Younger, who was wont to make a certain ‘comparison’ in the case of animals. Virtually nothing is known about this Socrates the Younger, nor is it known exactly what ‘comparison’ he made with animals. But, as most interpreters suppose from the context of Z. 11, his comparison certainly had much in common with that made by ‘some', who argue that natural objects, like man, are comparable to geometrical figures, like the circle, with respect to their relationship to their matter (1036b7–12). Just as the physical matter of circles, such as bronze, stone, and the like, are no part of the essence of the circle, so too the physical matter of man—flesh and bones—is no part of the essence of man. This comparison may hold true, even if, unlike circles, man is in fact found only in a single sort of matter, because the case of man may be like the counterfactual case in which all circles happen to be made of bronze. The bronze would still not belong to the essence of the circle; it would just be difficult psychologically to separate circularity from bronze (1036a31-b7).

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Çetinkaya, Fatih Çetin y Abdurrahman Baki Topçam. "A different Analysis with the Literature Circles: Teacher Candidates’ Perspectives on the Profession". International Journal of Education and Literacy Studies 7, n.º 4 (31 de octubre de 2019): 8. http://dx.doi.org/10.7575/aiac.ijels.v.7n.4p.8.

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This study aimed to determine the perceptions of teacher candidates and to use the literature circles method to help them to develop a positive attitude towards the profession. Given that the study of literature circles in the national literature is only for a specific area, this study is the first study in which the literature circles are used for a different purpose. The research was carried out with eight teacher candidates who were studying in two different undergraduate programs of a public university in the spring term of the 2018-2019 academic year. Participants were selected by using convenience sampling and purposeful sampling methods. In the study, which was formed by selecting the case study from qualitative research designs, data were analyzed by the content analysis method. Findings from the books and sessions performed within the literature circles show that the process has a positive effect on the teacher candidates’ perspectives.

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Guerrero, José Miguel, Andreas Muñoz, Matilde Santos y Gonzalo Pajares. "A new Concentric Circles Detection method for Object Detection applied to Radar Images". Journal of Navigation 72, n.º 04 (27 de febrero de 2019): 1070–88. http://dx.doi.org/10.1017/s0373463318001169.

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In this work, a new concentric circles detection method for object detection is proposed. It has been applied to the images of a commercial radar, captured with a Charge-Coupled Device (CCD) camera. The processing includes the detection of centres and concentric circles in the images and the identification of the radar scale. Several methods found in the literature have been applied and compared with our novel proposal for multiple concentric circles detection, called “Propagation Method based on Circular Regression”. This methodology has been validated with real radar images, proving its efficiency in obtaining the distance of any object to a marine vessel, with high accuracy and low computational cost, in real time. This system can not only be applied to most existing radars in the market by adjusting the parameters of each model but our proposal for concentric circle detection can be also applied to other sensing applications.

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Nelms, Beth, Ben Nelms y Linda Horton. "Young Adult Literature: Broken Circles: Adolescents on Their Own". English Journal 74, n.º 5 (septiembre de 1985): 84. http://dx.doi.org/10.2307/817717.

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Bowers-Campbell, Joy. "Take It Out of Class: Exploring Virtual Literature Circles". Journal of Adolescent & Adult Literacy 54, n.º 8 (mayo de 2011): 557–67. http://dx.doi.org/10.1598/jaal.54.8.1.

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Livingston, Nancy y Catherine Kurkjian. "Circles and Celebrations: Learning About Other Cultures Through Literature". Reading Teacher 58, n.º 7 (abril de 2005): 696–703. http://dx.doi.org/10.1598/rt.58.7.11.

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