Relevant bibliographies by topics / Illiteracy

Academic literature on the topic 'Illiteracy'

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Published: 4 June 2021
Last updated: 5 March 2023

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Journal articles on the topic "Illiteracy"

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Watine, Joseph, and Johannes Borgstein. "Evidence-based illiteracy or illiterate evidence." Lancet 356, no. 9230 (August 2000): 684. http://dx.doi.org/10.1016/s0140-6736(05)73834-4.

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O'Donnell, Michael. "Evidence-based illiteracy or illiterate evidence." Lancet 356, no. 9230 (August 2000): 684. http://dx.doi.org/10.1016/s0140-6736(05)73835-6.

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Kim, Byung-Soo, Dong-Woo Lee, Jae Nam Bae, Sung Man Chang, Shinkyum Kim, Ki Woong Kim, Hyo-Deog Rim, Jee Eun Park, and Maeng Je Cho. "Impact of illiteracy on depression symptomatology in community-dwelling older adults." International Psychogeriatrics 26, no. 10 (June 19, 2014): 1669–78. http://dx.doi.org/10.1017/s1041610214001094.

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AbstractBackground:In many countries, illiteracy rates among aged people are quite high. However, only few studies have specifically investigated the impact of illiteracy on depression.Methods:Data for 1,890 elderly individuals (aged ≥65 years) were obtained from a nationwide dementia epidemiological study conducted in South Korea. Based on their reading ability, the participants were divided into three groups: totally illiterate, partially illiterate, and literate. The Korean version of the Geriatric Depression Scale – Short Form (SGDS-K) was used to detect depression (cut-off score = 8). Multivariate logistic regression analyses were used to assess the association between illiteracy and depression. To explore clinical features of depression in illiterate people, we performed logistic regression to calculate odds ratios of positive responses (or negative responses to reverse-coded items) for each SGDS-K item using literate individuals as the reference group.Results:Totally illiterate participants had 2.41 times the odds and partially illiterate individuals had 1.59 times the odds of being depressed compared with literate participants after controlling for other variables. Compared with literate individuals, illiterate elderly persons were at increased odds for responding negatively to the majority of SGDS-K items, including “having memory problems,” “others are better off than me,” and “feeling worthless” even after controlling for various demographic and clinical factors.Conclusions:Illiteracy in elderly individuals was associated with a higher rate and increased severity of depression. Illiteracy negatively affected depression symptomatology, especially factors associated with self-esteem. Therefore, clinicians should carefully monitor for the presence of depression in illiterate elderly adults.
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Seyyed Khorasani, Raziyeh Sadat, and Seyyed Majid Nabavi. "Reviewing the Viewpoint of Régis Blachère about the Term "Ommi" (The Illiteracy of Prophet Muhammad PBUH)." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (August 12, 2019): 76. http://dx.doi.org/10.18415/ijmmu.v6i4.948.

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The subject of Prophet's illiteracy and being uneducated is one of the important challenging issues of Quranic sciences in the field of Quranic Miracle, which is almost discussed by orientalists and scholars of Islamic sciences; the concept of illiteracy is the subject of their dispute, some scholars say illiteracy means not being educated but other scholars say illiteracy means someone who is literate but is attributed to Mecca, which is the main pivot of their opposite ideas. Meanwhile, some orientalists like Will Durant agreed on the illiteracy of holy Prophet; but some like Blachère disagreed the illiteracy of holy Prophet (PBUH). The famous French Orientalist, Régis Blachère, in the preface to his translation of the Quran in French, has presented his views on several issues like Quranic sciences and history. The illiteracy of the Prophet is one of the points that the scholars of Quranic sciences have discussed in the Qur'an's miracle debate. But some orientalists like Blachère have not accepted the illiteracy of holy Prophet and have criticized the viewpoint of Muslims. He considers the origin of the Muslim's viewpoint about the Prophet's illiteracy as the wrong interpretation of the term "Ommi". He has defined the phrase "Al-Nabi Al-Ommi" as the Prophet of idol worshipers. In this article, by descriptive-analytic method, the writers first examine the literal meaning of the word “Ommi” and then by citing related verses, and expressing the commentators' viewpoint, have proved that Ommi means the Prophet's illiteracy. In addition to literal and interpretative documents and Quran, other strong proofs and documents have been presented that the Prophet was illiterate and he could not read and write.
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Holden, Constance. "Scientific Illiteracy." Science 246, no. 4927 (October 13, 1989): 214. http://dx.doi.org/10.1126/science.246.4927.214.b.

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WIDOME, MARK D. "Injury Illiteracy." Pediatrics 89, no. 6 (June 1, 1992): 1091–93. http://dx.doi.org/10.1542/peds.89.6.1091.

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If you already find talking with parents about injury prevention a frustrating exercise, you may not want to read the article on bucket-related drowning published in this issues of Pediatrics.1 However, for readers, the article will strike a familiar chord. Bucket drownings are reminiscent of other serious or fatal injuries occurring in superficially benign circumstances: children becoming entrapped in household appliances and picnic coolers,2 children and adults suffering serious and fatal injuries from toothpicks,3 and teenagers being crushed to death beneath commercial soda-vending machines.4 Now, add to this list reports of injury associated with more hostile-appearing fixtures and products: entrapment by electrically operated garage doors,5 piercing skull injuries due to law darts,6 and esophageal burns caused by caustic pipeline cleaner used on dairy farms.7
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HOLDEN, C. "Scientific Illiteracy." Science 246, no. 4927 (October 13, 1989): 214. http://dx.doi.org/10.1126/science.246.4927.214-a.

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Buchan, M. F. "Computer illiteracy?" IEE Review 38, no. 4 (1992): 138. http://dx.doi.org/10.1049/ir:19920056.

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McMullen, Zelma. "Health Illiteracy." NASNewsletter 16, no. 4 (July 2001): 23. http://dx.doi.org/10.1177/104747570101600415.

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Davidson, S. "Design illiteracy." IEEE Design & Test of Computers 21, no. 6 (November 2004): 608. http://dx.doi.org/10.1109/mdt.2004.84.

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Dissertations / Theses on the topic "Illiteracy"

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SENRA, MELISSA WILSON. "FUNCTIONAL ILLITERACY REGARDING BLOOD TESTS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=20747@1.

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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
COORDENAÇÃO DE APERFEIÇOAMENTO DO PESSOAL DE ENSINO SUPERIOR
PROGRAMA DE SUPORTE À PÓS-GRADUAÇÃO DE INSTS. DE ENSINO
Este estudo tem como objetivo graduar a compreensão do consumidor de serviços médicos sobre exames de sangue. Por essa razão, o estudo junta-se à crescente atenção que o marketing vem dando ao impacto do analfabetismo funcional no comportamento do consumidor, particularmente em relação à utilização de serviços médicos. Entrevistas com médicos e pesquisas em sites e blogs de informações médicas serviram de base para a elaboração de uma prova de conhecimentos. A elaboração da prova foi inspirada em dois instrumentos de medida SILS (The Single Item Literacy Screener) e no TOFHLA (Test of Functional Health Literacy in Adults). A prova foi aplicada a uma amostra de pacientes que fizeram exames de sangue recentemente. Os resultados permitiram classificar os respondentes quanto a sua compreensão tanto das orientações médicas quanto dos resultados dos exames de sangue. Esta classificação mostra lacunas significativas na compreensão do consumidor. Os resultados mostram, também, o tipo de atenção que os profissionais de marketing que atuam nos laboratórios que executam exames sanguíneos e outros estabelecimentos que prestam serviços nessa esfera devem dar ao problema.
The purpose of this study is to measure the consumer understanding of medical services on blood tests. For this reason, the study joins the growing attention that marketing has given to the impact of functional illiteracy in consumer behavior, particularly in relation to the use of medical services. Interviews with physicians and research in sites and blogs related to medical information were used to develop the test. The elaboration of the test was inspired by two measuring instruments SILS (Single Item Literacy Screener The) and the TOFHLA (Test of Functional Health Literacy in Adults). The test was applied to a sample of patients who had blood drawn recently. The results allowed us to classify the respondents as either their understanding of medical instructions as the results of blood tests. This classification shows significant gaps in consumer understanding. The results also show the kind of attention that marketers who work in laboratories that perform blood tests and other establishments that provide medical services should give the problem.
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Venkatasubramanian, S. "Illiteracy in India : a multilevel analysis." Thesis, University of Portsmouth, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302445.

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Lucien, Caleb Edouard. "The relationship of illiteracy to spiritual maturity." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Williamson, Peter Burnett. "The social construction of illiteracy: a study of the construction of illiteracy within schooling and methods to overcome it." Thesis, The University of Sydney, 2001. http://hdl.handle.net/2123/494.

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Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.
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Williamson, Peter Burnett. "The social construction of illiteracy a study of the construction of illiteracy within schooling and methods to overcome it /." University of Sydney. Social Policy and Curriculum Studies, 2001. http://hdl.handle.net/2123/494.

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Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.
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Brown, Elaine. "Working-class education and illiteracy in Leicester, 1780-1870." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31050.

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This thesis concentrates on elementary and adult working-class education and illiteracy in Leicester between 1780 and 1870. The need for a literate workforce for the town's economic viability is also examined. The introductory chapters argue that economic and social change had had an adverse effect on education. Moreover an educated working class was perceived to be a threat to the existing social order, although the necessity for working-class education became increasingly apparent. Contemporaneously, members of the working class - particularly among the artisans - sought self-improvement, and appreciated the value of education in their desire for political and social reform. A variety of sources were used to trace the development of schools and Sunday schools in Leicester - the majority of which were founded in response to middle-class philanthropy and/or denominational rivalry - but with few exceptions voluntary provision failed to reach the poorest children. The need for more schools, sectarian conflict, and the quality of education were among issues that the Leicester School Board had to resolve. Indeed the effect of education upon illiteracy - measured by the ability to sign the Anglican marriage registers some 15 years later - had become most noticeable by 1890. Evidence for working-class interest in adult education can be seen in an attempt to establish a Mechanics' Institute in Leicester. However this was eventually inaugurated by the middle class to provide scientific and technical education for the working class. Numerous other institutions were founded by philanthropic middle-class reformers, but - with exception of the Working Men's College, and science schools - these tended to concentrate on 'rational recreation'. The study concludes that although Leicester's economy expanded in the second half of the nineteenth century, it was not until about 1881 that the need for a technically-educated literate workforce came to be considered as crucial if Leicester was to compete in foreign markets.
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Wallace, Rick L., and Nakia J. Carter. "Solving Our Nation’s Health Information Illiteracy: a Simple Plan." Digital Commons @ East Tennessee State University, 2007. https://dc.etsu.edu/etsu-works/8694.

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Giglio, Katheryn M. "Unlettered culture the idea of illiteracy in early modern writing /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2006. http://proquest.umi.com/login?COPT=REJTPTU0NWQmSU5UPTAmVkVSPTI=&clientId=3739.

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Wallace, Richard L., and Nakia J. Woodward. "A Simple Solution for Addressing Our Nation’s Health Information Illiteracy." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/8816.

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Yagi, Rie. "Process analysis of a total literacy campaign in India : a case study of Udaipur district, Rajasthan." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365519.

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Books on the topic "Illiteracy"

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Grady, Sean M. Illiteracy. San Diego, CA: Lucent Books, 1994.

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Sirimarco, Elizabeth. Illiteracy. Vero Beach, Fla: Rourke Corp., 1991.

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Adiseshiah, Malcolm S. Illiteracy and poverty. Geneva: International Bureau of Education, 1990.

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Moore, Diane L. Overcoming Religious Illiteracy. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002.

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Dolan, Edward F. Illiteracy in America. New York: F. Watts, 1995.

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Nascimento, Geraldo. Illiteracy in figures. Geneva: International Bureau of Education, 1990.

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Dolan, Edward F. Illiteracy in America. New York: F. Watts, 1995.

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Canda. Library of Parliament. Political and Social Affairs Division. Illiteracy in Canada. Ottawa: Library of Parliament, 1988.

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E, McCuen Gary, ed. Illiteracy in America. Hudson, Wis: G.E. McCuen Publications, 1988.

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Marquet, Michael. Michael's challenge: Overcoming illiteracy. Christchurch, New Zealand: Caxton Press, 1988.

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Book chapters on the topic "Illiteracy"

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Trenaman, Joseph, Ronald Adam, and Cyril Burt. "Illiteracy." In Out of Step, 94–99. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003193029-14.

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Cole, Paul M. "Scientific Illiteracy." In POW/MIA Accounting, 259–81. Singapore: Springer Singapore, 2019. http://dx.doi.org/10.1007/978-981-13-6466-2_6.

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Bast, Gerald. "Fighting Creative Illiteracy." In Arts, Research, Innovation and Society, 5–28. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-09909-5_2.

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Maddox, Bryan. "Illiteracy, an Overview." In Encyclopedia of Quality of Life and Well-Being Research, 3072–74. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_1369.

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Lyons, Martyn. "Illiteracy and Schooling." In The History of Illiteracy in the Modern World Since 1750, 59–77. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09261-9_4.

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Lyons, Martyn. "Introduction: Illiteracy Myths." In The History of Illiteracy in the Modern World Since 1750, 1–15. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09261-9_1.

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Lyons, Martyn. "Illiteracy and Power." In The History of Illiteracy in the Modern World Since 1750, 39–57. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-09261-9_3.

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Nakashima, Takeshi. "Literacy and illiteracy." In Routledge Handbook of Japanese Sociolinguistics, 326–38. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781315213378-21.

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Moore, Diane L. "The Purpose of Education." In Overcoming Religious Illiteracy, 9–25. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_1.

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Moore, Diane L. "Why Religion Should Be Included in Public School Education." In Overcoming Religious Illiteracy, 27–52. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_2.

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Conference papers on the topic "Illiteracy"

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Medhi, Indrani, S. Raghu Menon, Edward Cutrell, and Kentaro Toyama. "Beyond strict illiteracy." In the 4th ACM/IEEE International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/2369220.2369241.

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Medhi, Indrani, Ed Cutrell, and Kentaro Toyama. "It’s not Just Illiteracy." In India HCI 2010/ Interaction Design & International Development 2010. BCS Learning & Development, 2010. http://dx.doi.org/10.14236/ewic/ihci2010.1.

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Denis, Chêne, Petit Éric, and Pérez Segovia Tomás. "Vocal labels and user illiteracy." In the 31st Conference. New York, New York, USA: ACM Press, 2019. http://dx.doi.org/10.1145/3366550.3372254.

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Lipps, Jere H. "NATURAL HISTORY MUSEUMS CONFRONTING SCIENTIFIC ILLITERACY." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-286850.

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"Financial Illiteracy and Entrepreneurship Success: Literature Review." In 14th European Conference on Innovation and Entrepreneurship. ACPI, 2019. http://dx.doi.org/10.34190/ecie.19.022.

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Silvestre, Manuel, Susana Munoz, and Miguel Angel Rubio. "A successful entrepreneurship formula for solving computer illiteracy." In 2014 IEEE Global Humanitarian Technology Conference (GHTC). IEEE, 2014. http://dx.doi.org/10.1109/ghtc.2014.6970299.

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Barros Dias, Isabel, Maria Barbas, Ana Rita Padeira, and Pedro Matos. "UPTAKE ICT: A NETWORK OF STAKEHOLDERS AGAINST DIGITAL ILLITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0095.

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Erosa, Victoria E. "Technology illiteracy in retail SMES: Exploring late adopters characteristics." In Technology. IEEE, 2009. http://dx.doi.org/10.1109/picmet.2009.5261816.

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Vuckovic, Aleksandra. "Motor imagery questionnaire as a method to detect BCI illiteracy." In 2010 3rd International Symposium on Applied Sciences in Biomedical and Communication Technologies (ISABEL 2010). IEEE, 2010. http://dx.doi.org/10.1109/isabel.2010.5702803.

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Hanc, Ovidiu. "Functional Illiteracy: An Epistemic Quest in Modern and Biblical Times." In DIALOGO-CONF 2018. Dialogo, 2018. http://dx.doi.org/10.18638/dialogo.2018.5.1.12.

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Reports on the topic "Illiteracy"

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Carrión-Tavárez, Ángel. The Situation of Puerto Rico in the First Half of the 20th Century. Edited by Ángel Carrión-Tavárez. Puerto Rico Institute for Economic Liberty, December 2021. http://dx.doi.org/10.53095/13582003.

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After 390 years of Spanish colonialism, Puerto Rico was ceded by Spain to the United States, as a result of the Spanish-American War and the Treaty of Paris. At the dawn of the 20th century, the situation on the Island was one of extreme poverty, high unemployment, and widespread illiteracy. Federal programs alleviated the situation on the Island but began to institutionalize a major problem: the evil of passively waiting for economic aid from abroad, instead of seeking to solve the problems by its own initiative.
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Khan, Amir Ullah. Islam and Good Governance: A Political Economy Perspective. IIIT, October 2020. http://dx.doi.org/10.47816/01.004.20.

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It is readily apparent to everyone that there are multiple and serious concerns that face Muslim societies today. Terrorism, civil strife, poverty, illiteracy, factionalism, gender injustices and poor healthcare are just a few of the challenges to governance across the Muslim world. These are core issues for governance and public administration in any form of government. However, before we can engage with good governance within the context of Islam, we need to be clear what mean by good governance itself. A simple definition of good governance is that of an institutionalised competency of administration and institution leading to efficient resource allocation and management[1]. Another way of looking at it is as a system which is defined by the existence of efficient and accountable institutions[2]. Civil society now tends to look at good governance by way of impact measurement and how a certain set of processes result in a set of measurable and desirable outcomes.
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Mierzwa, Stanley. Approaches that will yield greater success when implementing self-administered electronic data capture ICT systems in the developing world with an illiterate or semi-literate population. Population Council, 2013. http://dx.doi.org/10.31899/rh3.1045.

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