Relevant bibliographies by topics / Expanding universe

Academic literature on the topic 'Expanding universe'

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Published: 4 June 2021
Last updated: 30 July 2024

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Journal articles on the topic "Expanding universe"

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LUTHER, R. "The Expanding Universe." Teaching Mathematics and its Applications 6, no. 3 (1987): 123–27. http://dx.doi.org/10.1093/teamat/6.3.123.

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Phillips, David, Priscilla Heard, and Christopher W. Tyler. "Expanding Universe Illusion." i-Perception 10, no. 3 (May 2019): 204166951985384. http://dx.doi.org/10.1177/2041669519853848.

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We present a new induced movement illusion from global expansion or contraction in a triangular region filled with rising or falling textures. Objective global expansion or contraction induces lateral movement in the oblique edges of the triangle. The effects may be due to common and relative movements operating within a single texture.
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Trafford, James. "Expanding the Universe." THEORIA. An International Journal for Theory, History and Foundations of Science 29, no. 3 (August 26, 2014): 325. http://dx.doi.org/10.1387/theoria.11493.

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Lemaître, Abbé Georges. "The Expanding Universe." General Relativity and Gravitation 29, no. 5 (May 1997): 641–80. http://dx.doi.org/10.1023/a:1018855621348.

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Welberg, Leonie. "Dopamine's expanding universe." Nature Reviews Neuroscience 10, no. 9 (September 2009): 624–25. http://dx.doi.org/10.1038/nrn2708.

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Frost, A. J. "The Expanding Universe." Journal of the Staple Inn Actuarial Society 31 (March 1988): 162–63. http://dx.doi.org/10.1017/s2049929900010333.

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Ferreira, Pedro. "The expanding universe." New Scientist 207, no. 2767 (July 2010): v. http://dx.doi.org/10.1016/s0262-4079(10)61578-3.

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Davies, Paul. "Expanding the Universe." Nature 435, no. 7046 (June 2005): 1161–62. http://dx.doi.org/10.1038/4351161a.

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SOSSONG, ANN, MARTEILE BENSON, PAULA BALLESTEROS, SHARON DAUPHINEE, PENELOPE DOLLEY, EVELYN GARRICK, PATRICIA GRAY, et al. "An Expanding Universe." Nursing Management (Springhouse) 18, no. 2 (February 1987): 48A. http://dx.doi.org/10.1097/00006247-198702000-00012.

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Dahanayake, Bandula. "Universe: Not Expanding." International Journal of Astrophysics and Space Science 2, no. 4 (2014): 66. http://dx.doi.org/10.11648/j.ijass.20140204.12.

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Dissertations / Theses on the topic "Expanding universe"

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Saida, Hiromi. "Hawking radiation in an expanding universe." Kyoto University, 2002. http://hdl.handle.net/2433/149871.

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Kyoto University (京都大学)
0048
新制・課程博士
博士(人間・環境学)
甲第9663号
人博第147号
13||132(吉田南総合図書館)
新制||人||35(附属図書館)
UT51-2002-G421
京都大学大学院人間・環境学研究科人間・環境学専攻
(主査)教授 松田 哲, 助教授 阪上 雅昭, 助教授 早田 次郎
学位規則第4条第1項該当
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Izquierdo, Sáez Germán. "Relic gravitational waves in the expanding Universe." Doctoral thesis, Universitat Autònoma de Barcelona, 2005. http://hdl.handle.net/10803/3372.

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Las ondas gravitatorias primordiales representan una ventana privilegiada para determinar la evolución del Universo, ya que a partir de su espectro seria posible reconstruir el factor de escala desde los instantes iniciales de expansión hasta el instante presente. En esta tesis, trabajando en aproximación de vacío adiabático, hemos revisado como la expansión del Universo amplifica las fluctuaciones del vacío cuántico. Hemos evaluado el espectro en un modelo de expansión del universo que considera una era inicial inflacionaria, una era dominada por agujeros negros primordiales y radiación, una era dominada por radiación y finalmente una era de la materia. Hemos demostrado como el espectro de este escenario es mucho menor que el del modelo habitual (inflación- era de radiación-era de materia), también hemos visto como las anisotropías observadas del CMB ponen limites a los parámetros libres del modelo de las cuatro eras. Hemos calculado el espectro en un modelo con un universo dominado por energía oscura en la era presente, concluyendo que pese a que este espectro coincide con el del escenario de las tres eras evoluciona de manera diferente. También hemos calculado el espectro en una hipotética segunda era de la materia, en el caso de que esta era de expansión acelerada sea sólo una etapa transitoria. Hemos estudiado como se cumple la segunda ley de la termodinámica durante la era de expansión acelerada, asignando una entropía a las ondas gravitatorias primordiales que debe cumplir una determinada condición. Finalmente, dejando de lado las ondas gravitatorias, hemos estudiado la segunda ley de la termodinámica en universos dominados por energía oscura fantasma, concluyendo que la entropía de estos fluidos es negativa y que la segunda ley es respetada.
Cosmology has for a long time been a rather speculative science. Hubble's discovery that the Universe is expanding, and -more recently- the realization that at present this expansion is accelerated, the measured abundance of light elements, the mass distribution of galaxies and clusters thereof, and the discovery and posterior measurements of the anisotropies of the CMB have changed this picture. Hopefully, measurements of GWs will soon be added to this short list. At any rate, now we can speak confidently of physical cosmology as a fully-fledged branch of Science. The relic GWs constitute a privileged window to determine the evolution of the Universe. Little is known from the early evolution of the Universe and the predictions for their spectrum depend on the model considered. According to these predictions, a spectrum of relic GWs is generated making feasible its detection with the technology currently being developed. In this thesis, using the adiabatic vacuum approximation, we have reviewed how the expansion of the Universe amplifies the quantum vacuum fluctuations, and how the relic GWs spectrum is related with the scale factor. We have later evaluated the spectrum in a four-stage model (which consist on a De Sitter stage, a stage dominated by a mixture of MBHs and radiation, a radiation dominated stage and finally a non-relativistic matter (dust) dominated stage). We have demonstrated that the spectrum in this scenario is much lower than the predicted by three-stage model (De Sitter-radiation era-dust era). We have also shown how the bound over the GWs spectrum from the measured CMB anisotropies places severe constraints over the free parameters of the four-stage model. We have also considered a scenario featuring an accelerated expanding era dominated by dark energy, right after the dust era of the three-stage model. We have found that the current power spectrum of this four-stage scenario exactly coincides with that of the three-stage, but it evolves in a different fashion. We have considered as well the possibility that the dark energy decays in non-relativistic matter leading to a second dust era in the far future and obtained the power spectrum of the GWs as well as the evolution of the density parameter. We have applied the generalized second law of thermodynamics to the four-stage model of above. Assuming the GWs entropy proportional to the number of GWs, we have found the GSL is fulfilled provided a certain proportionality constant does not exceed a given upper bound. Finally, we have extended the GSL study to a single stage universe model dominated by dark energy (either phantom or not), and found that the GSL is satisfied and that the entropy of the phantom fluid is negative. Likewise, we have found a transformation between phantom and non-phantom scenarios preserving the Einstein field equations that entails a "quasi" duality between the thermodynamics of both scenarios.
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Nandra, Roshina. "Gravitationally bound objects in an expanding universe." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610727.

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Seljak, Uros̆. "Light propagation in a weakly perturbed expanding universe." Thesis, Massachusetts Institute of Technology, 1995. http://hdl.handle.net/1721.1/37767.

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Wong, Ki-cheong, and 王祺昌. "Inflation and late time acceleration of the universe by variable Branetension on Braneworld model." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B43224015.

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Wong, Ki-cheong. "Inflation and late time acceleration of the universe by variable Brane tension on Braneworld model." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B43224015.

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Cheong, Lee Yen. "Classical and quantum field theory in de sitter expanding universe." Thesis, University of York, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.516651.

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Ardi, Eliani. "Fundamental Processes in Gravitational N-Body System in the Expanding Universe." 京都大学 (Kyoto University), 1999. http://hdl.handle.net/2433/181424.

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Bell, Nicole F. "Neutrino oscillations and the early universe /." Connect to thesis, 2000. http://eprints.unimelb.edu.au/archive/00000697.

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Davis, Tamara Maree Physics Faculty of Science UNSW. "Fundamental aspects of the expansion of the universe and cosmic horizons." Awarded by:University of New South Wales. Physics, 2004. http://handle.unsw.edu.au/1959.4/20640.

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We use standard general relativity to clarify common misconceptions about fundamental aspects of the expansion of the Universe. In the context of the new standard Lambda-CDM cosmology we resolve conflicts in the literature regarding cosmic horizons and the Hubble sphere (distance at which recession velocity equals c) and we link these concepts to observational tests. We derive the dynamics of a non-comoving galaxy and generalize previous analyses to arbitrary FRW universes. We also derive the counter-intuitive result that objects at constant proper distance have a non-zero redshift. Receding galaxies can be blueshifted and approaching galaxies can be redshifted, even in an empty universe for which one might expect special relativity to apply. Using the empty universe model we demonstrate the relationship between special relativity and Friedmann-Robertson-Walker cosmology. We test the generalized second law of thermodynamics (GSL) and its extension to incorporate cosmological event horizons. In spite of the fact that cosmological horizons do not generally have well-defined thermal properties, we find that the GSL is satisfied for a wide range of models. We explore in particular the relative entropic "eworth"e of black hole versus cosmological horizon area. An intriguing set of models show an apparent entropy decrease but we anticipate this apparent violation of the GSL will disappear when solutions are available for black holes embedded in arbitrary backgrounds. Recent evidence suggests a slow increase in the fine structure constant over cosmological time scales. This raises the question of which fundamental quantities are truly constant and which might vary. We show that black hole thermodynamics may provide a means to discriminate between alternative theories invoking varying constants, because some variations in the fundamental "econstants"e could lead to a violation of the generalized second law of thermodynamics.
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Books on the topic "Expanding universe"

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Lew, Kristi. The expanding universe. New York: Chelsea House, 2011.

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Schatzman, E. Our expanding universe. New York: McGraw-Hill, 1992.

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Stanley, Eddington Arthur. The expanding universe. Cambridge [Cambridgeshire]: Cambridge University Press, 1987.

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Stanley, Schmidt, ed. Analog's expanding universe. New York, NY: Published exclusively for Longmeadow Press by Davis Publications, 1986.

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1972-, Bieri Lydia, ed. Discovering the expanding universe. Cambridge: Cambridge University Press, 2009.

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Leffert, Charles B. Evolution of our universe via spatial condensation. Troy, Mich: Anoka Pub., 1999.

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Yount, Lisa. Modern astronomy: Expanding the universe. New York: Facts on File, 2006.

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Ehrensperger, Jakob. Energien im Kosmos ; Die Expansion des Kosmos: Die Expansion der Erde. Winterthur: W. Vogel, 1988.

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Ehrensperger, Jakob. Energien im Kosmos. Winterthur: W. Vogel, 1988.

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Luminet, Jean-Pierre. De l'infini: Mystères et limites de l'univers. Paris: Dunod, 2005.

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Book chapters on the topic "Expanding universe"

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Keeton, Charles. "Cosmology: Expanding Universe." In Undergraduate Lecture Notes in Physics, 221–39. New York, NY: Springer New York, 2014. http://dx.doi.org/10.1007/978-1-4614-9236-8_11.

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Perlov, Delia, and Alex Vilenkin. "An Expanding Universe." In Cosmology for the Curious, 83–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-57040-2_5.

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Maor, Eli. "The Expanding Universe." In To Infinity and Beyond, 212–23. Boston, MA: Birkhäuser Boston, 1987. http://dx.doi.org/10.1007/978-1-4612-5394-5_27.

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Parker, Barry. "The Expanding Universe." In Invisible Matter and the Fate of the Universe, 15–41. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-6469-4_2.

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Louis, Jan. "The Expanding Universe." In With String Theory to the Big Bang, 5–12. Wiesbaden: Springer Fachmedien Wiesbaden, 2021. http://dx.doi.org/10.1007/978-3-658-35850-1_2.

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Waldrop, M. Mitchell. "The Expanding Universe." In Cosmic Origins, 11–35. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-98214-0_2.

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Norton, Andrew. "The Expanding Universe." In Understanding the Universe, 91–106. First edition. | Boca Raton : CRC Press, 2021.: CRC Press, 2021. http://dx.doi.org/10.1201/9781003164661-11.

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Kafatos, Menas, and Robert Nadeau. "Ancient Whispers:The Expanding Universe." In The Conscious Universe, 105–18. New York, NY: Springer New York, 2000. http://dx.doi.org/10.1007/978-1-4612-1308-6_7.

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Lang, Kenneth R. "A Larger, Expanding Universe." In Essential Astrophysics, 471–521. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-35963-7_14.

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González-Santos, Sandra P. "The Universe Is Expanding." In A Portrait of Assisted Reproduction in Mexico, 141–92. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-23041-8_5.

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Conference papers on the topic "Expanding universe"

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GODZIK, ADAM. "OUR EXPANDING PROTEIN UNIVERSE." In 23rd International Solvay Conference on Chemistry. WORLD SCIENTIFIC, 2014. http://dx.doi.org/10.1142/9789814603836_0006.

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SCHMIDT, BRIAN P. "THE EXPANDING AND ACCELERATING UNIVERSE." In Proceedings of the 16th International Physics Summer School, Canberra. WORLD SCIENTIFIC, 2005. http://dx.doi.org/10.1142/9789812702357_0001.

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Andrews, Thomas B. "Falsification of the Expanding Universe Model." In 1st CRISIS IN COSMOLOGY CONFERENCE, CCC-1. AIP, 2006. http://dx.doi.org/10.1063/1.2189118.

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Truini, Piero. "Vertex operators for an expanding universe." In Symmetries and Order: Algebraic Methods in Many Body Systems: A symposium in celebration of the career of Professor Francesco Iachello. AIP Publishing, 2019. http://dx.doi.org/10.1063/1.5124606.

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Habib, Salman, Carmen Molina-Parı́s, and Emil Mottola. "Energy-momentum tensor in an expanding universe." In COSMO--98. ASCE, 1999. http://dx.doi.org/10.1063/1.59401.

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Borg, Anita. "Electronic mail in an expanding universe (abstract)." In the 22nd annual ACM computer science conference. New York, New York, USA: ACM Press, 1994. http://dx.doi.org/10.1145/197530.197677.

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MANDAL, Subhayan, and Jean-Rene Cudell. "Pseudoscalar-photon mixing in an expanding Universe." In XXIst International Europhysics Conference on High Energy Physics. Trieste, Italy: Sissa Medialab, 2012. http://dx.doi.org/10.22323/1.134.0483.

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Seshavatharam, U. V. Satya, and S. Lakshminarayana. "A Rotating Model of a Light Speed Expanding Hubble-Hawking Universe." In Electronic Conference on Universe. Basel Switzerland: MDPI, 2023. http://dx.doi.org/10.3390/ecu2023-14065.

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Cotăescu, Ion I. "Simple kinematic effects on de Sitter expanding universe." In TIM17 PHYSICS CONFERENCE. Author(s), 2017. http://dx.doi.org/10.1063/1.5017424.

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Kim, Sang Pyo. "Particle Production from Geometric Transition in Expanding Universe." In Proceedings of the 12th Asia Pacific Physics Conference (APPC12). Journal of the Physical Society of Japan, 2014. http://dx.doi.org/10.7566/jpscp.1.013110.

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Reports on the topic "Expanding universe"

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Samuel, Stuart, and Stuart Samuel. Comments on an Expanding Universe. Office of Scientific and Technical Information (OSTI), December 2005. http://dx.doi.org/10.2172/934767.

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Chew, G. F. Space and time as outcome of decoherence'' in an expanding universe. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/7368687.

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Chew, G. F. Space and time as outcome of ``decoherence`` in an expanding universe. Office of Scientific and Technical Information (OSTI), November 1992. http://dx.doi.org/10.2172/10170369.

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Acosta Urribarra, Adis, Ivys Beitia Alvear, Marta Beatriz Caballero, Zinaida Guevara Atencio, Tayra Guillén Reina, Milvia Marín Pérez, Quil Mireya Parra de Mata, et al. Aprendamos Todos a Leer: guía del profesor: grado tercero 3: 2da edición. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004826.

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Material para promover el aprendizaje a través de la lectura y la escritura, por ello cada unidad además de profundizar en ciertas tipologías textuales esboza un trabajo en las áreas del conocimiento: ciencias naturales, matemáticas, geografía y sociales. También, se aplican algunas estrategias de diferenciación como las Agendas y se pone un acento especial en el proceso de escritura, pues en cada unidad el docente acompaña, modela, realimenta y abre espacios de planeación, textualización y revisión de diferentes tipos de textos. Los libros contienen códigos QR que expanden el universo de posibilidades de lectura y contacto con la cultura escrita universal y permite acceder a formatos discontinuos y multimodales.
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Acosta Urribarra, Adis, Ivys Beitia Alvear, Marta Beatriz Caballero, Zinaida Guevara Atencio, Tayra Guillén Reina, Milvia Marín Pérez, Quil Mireya Parra de Mata, et al. Aprendamos Todos a Leer: guía del alumno: grado tercero 3: 2da edición. Banco Interamericano de Desarrollo, April 2023. http://dx.doi.org/10.18235/0004849.

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Material para promover el aprendizaje a través de la lectura y la escritura, por ello cada unidad además de profundizar en ciertas tipologías textuales esboza un trabajo en las áreas del conocimiento: ciencias naturales, matemáticas, geografía y sociales. También, se aplican algunas estrategias de diferenciación como las Agendas y se pone un acento especial en el proceso de escritura, pues en cada unidad el docente acompaña, modela, realimenta y abre espacios de planeación, textualización y revisión de diferentes tipos de textos. Los libros contienen códigos QR que expanden el universo de posibilidades de lectura y contacto con la cultura escrita universal y permite acceder a formatos discontinuos y multimodales.
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Verdisco, Aimee, and Germán Rama. The Trans-Generational Impact of Education: A Quantitative View of 10 Countries. Inter-American Development Bank, December 2000. http://dx.doi.org/10.18235/0011026.

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This note speaks to the progress made in expanding access of education as well as to the challenges that remain. Drawing on household survey data from ten countries, it presents quantitative information to show that, compared with the recent past, access to education has become more universal and coverage, particularly at the secondary level, has been extended to previously excluded populations.
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Márquez de Arboleda, Ángela, Nydia Niño Rocha, Seidi Catalina Ayala Guio, Laura Lorena Mancilla Rodríguez, Fanny Jeannette Calderón Jiménez, Camilo Alberto Duarte Amézquita, and Gina Catalina Loaiza Mancipe. Aprendamos Todos a Leer: guía docente: grado primero 1: 2da edición. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004823.

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Es un material para la enseñanza formal de la lectura y la escritura que promueve la enseñanza explícita, sistemática y con apoyos en la evaluación formativa y la diferenciación. En los materiales se abordan los elementos conceptuales y pedagógicos que guían la propuesta que se centra en el desarrollo de habilidades fundamentales como el lenguaje oral, la conciencia fonológica, el principio alfabético, la fluidez, el vocabulario, la comprensión de lectura, las habilidades de transcripción que abarcan la caligrafía y la ortografía y las habilidades de composición escrita. Los libros presentan una progresión fonemática de complejidad creciente. El recorrido inicia con los fonemas de mayor transparencia, alta recurrencia y cuyo sonido se puede extender. Los fonemas y su representación gráfica, en minúscula y mayúscula, se abordan a través de un personaje que hace parte del parque natural de Aprendamos Todos a Leer. El libro contiene códigos QR que expanden el universo de posibilidades de lectura, relaciones intertextuales y contacto con la cultura escrita universal.
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Márquez de Arboleda, Ángela, Nydia Niño Rocha, Seidi Catalina Ayala Guio, Laura Lorena Mancilla Rodríguez, Fanny Jeannette Calderón Jiménez, Camilo Alberto Duarte Amézquita, and Gina Catalina Loaiza Mancipe. Aprendamos Todos a Leer: guía estudiante: grado 1: 2da edición. Banco Interamericano de Desarrollo, March 2023. http://dx.doi.org/10.18235/0004822.

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Es un material para la enseñanza formal de la lectura y la escritura que promueve la enseñanza explícita, sistemática y con apoyos en la evaluación formativa y la diferenciación. En los materiales se abordan los elementos conceptuales y pedagógicos que guían la propuesta que se centra en el desarrollo de habilidades fundamentales como el lenguaje oral, la conciencia fonológica, el principio alfabético, la fluidez, el vocabulario, la comprensión de lectura, las habilidades de transcripción que abarcan la caligrafía y la ortografía y las habilidades de composición escrita. Los libros presentan una progresión fonemática de complejidad creciente. El recorrido inicia con los fonemas de mayor transparencia, alta recurrencia y cuyo sonido se puede extender. Los fonemas y su representación gráfica, en minúscula y mayúscula, se abordan a través de un personaje que hace parte del parque natural de Aprendamos Todos a Leer. El libro contiene códigos QR que expanden el universo de posibilidades de lectura, relaciones intertextuales y contacto con la cultura escrita universal.
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Apgar, Marina, Mieke Snijder, Sukanta Paul, Giel Ton, Pedro Prieto Martin, Helen Veitch, Forhad Uddin, and Shanta Karki. Evaluating CLARISSA: Evidence, Learning, and Practice. Institute of Development Studies, July 2024. http://dx.doi.org/10.19088/clarissa.2024.050.

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This research and evidence paper presents a synthesis of the findings from the embedded theory-based evaluation of the CLARISSA programme. It is structured around the three main impact pathways of the programme. The evaluation found that the Systemic Action Research intervention led to participating children and business owners building agency, expanding power, and driving change in systems. An innovative Social Protection intervention in Bangladesh using unconditional and universal cash transfer with case work and community support was found to have potential to reduce children’s engagement with paid work. Child-led advocacy activities in Nepal were found to be effective in influencing decision makers, especially when children used evidence they had generated themselves through Action Research. The evaluation of CLARISSA’s ways of working found that consortium partnerships are not static entities but rather ones that move and change over time and require constant relational work and input to be sustained. Finally, the synergy created through using Participatory Action Research as an implementation modality as well as an approach to Adaptive Management led to empowerment and effective complexity‑aware programming.
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Pritchett, Lant, Kirsty Newman, and Jason Silberstein. Focus to Flourish: Five Actions to Accelerate Progress in Learning. Research on Improving Systems of Education (RISE), December 2022. http://dx.doi.org/10.35489/bsg-rise-misc_2022/07.

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There is a severe global learning crisis. While nearly all children start school, far too many do not learn even the most foundational skills of reading, writing, and basic mathematics during the years they spend there. The urgent need to address this crisis requires no elaborate reasoning. If one starts with love for a child, a human universal, it is easy to see that in the modern world a child’s dignity, self-worth, and freedom to define their own destiny require an adequate education. An adequate education is what will then enable that child to lead a full adult life as a parent, community member, citizen, and worker in the 21st century. To enable every child to leave school with the foundational skills they need will require fundamental changes to education systems. Since 2015, the Research on Improving Systems of Education (RISE) Programme, with which we are affiliated, has been conducting research exploring how to make these changes through country research teams in seven countries (Ethiopia, India, Indonesia, Nigeria, Pakistan, Tanzania, and Vietnam) and crosscutting teams on the political economy of education reform. Drawing on the cumulative body of research on learning outcomes and systems of education in the developing world, both from the RISE Programme and other sources, we advocate for five key actions to drive system transformation. (See next page.) A message cutting across all five actions is “focus to flourish”. Education systems have been tremendously successful at achieving specific educational goals, such as expanding schooling, because that is what they committed to, that is what they measured, that is what they were aligned for, and that is what they supported. In order to achieve system transformation for learning, systems must focus on learning and then act accordingly. Only after a system prioritises learning from among myriad competing educational goals can it dedicate the tremendous energies necessary to succeed at improving learning. The research points to these five actions as a means to chart a path out of the learning crisis and toward a future that offers foundational skills to all children. The first section that follows provides background on the depth and nature of the learning crisis. The remainder of the document explains each of the five actions in turn, synthesising the research that informs each action, contrasting that action with the prevailing status quo, and describing what the action would entail in practice.
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