Relevant bibliographies by topics / Involvement in reading

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

Academic literature on the topic 'Involvement in reading'

Author: Grafiati
Published: 30 May 2022
Last updated: 31 May 2022

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Journal articles on the topic "Involvement in reading"

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O. Tinapay, Ariel, Rosenie Seno, Diana Lynn Fernandez, James Samillano, and Shiela L. Tirol. "Exploring Student Reading Comprehension and Parental Intervention: A Literature Review." International Multidisciplinary Research Journal 3, no. 4 (December 23, 2021): 189–99. http://dx.doi.org/10.54476/iimrj220.

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This study aimed to see how parental involvement affects reading proficiency in terms of reading comprehension and word recognition. The related readings from the literature, journals, dissertations, and relevant studies are presented in this review. This helps identify the related literature or readings in parental involvement and reading proficiency of learners arranged for comprehensive understanding. It begins with parental participation, the concept of reading, reading comprehension theories, and reading proficiency levels in the Philippines. Studies showed that parental involvement has positive effects in improving their reading skills.
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MACLEOD, FLORA. "Parental involvement in reading." Early Child Development and Care 27, no. 1 (January 1987): 59–71. http://dx.doi.org/10.1080/03004430.1987.10721181.

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Macleod, Flora. "Parental involvement in reading." Early Child Development and Care 27, no. 1 (1987): 59–71. http://dx.doi.org/10.1080/0300443870270105.

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Share, David L., Anthony F. Jorm, Russell Matthews, and Rod Maclean. "Parental involvement in reading progress." Australian Psychologist 22, no. 1 (March 1987): 43–51. http://dx.doi.org/10.1080/00050068708256196.

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Jeffres, Leo W., Jae-Won Lee, Kimberly Neuendorf, and David Atkin. "Newspaper Reading Supports Community Involvement." Newspaper Research Journal 28, no. 1 (January 2007): 6–23. http://dx.doi.org/10.1177/073953290702800102.

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Drummond, Andrew, Lynne Godfrey, and Richard Sattin. "Promoting parental involvement in reading." Support for Learning 5, no. 3 (August 1990): 141–45. http://dx.doi.org/10.1111/j.1467-9604.1990.tb00403.x.

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Elish-Piper, Laurie. "Parent Involvement in Reading: Summer Reading Ideas for Families." Illinois Reading Council Journal 47, no. 3 (June 10, 2019): 34–37. http://dx.doi.org/10.33600/ircj.47.3.2019.34.

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van der Bolt, Ulian, and Saskia Tellegen. "Involvement While Reading: An Empirical Exploration." Imagination, Cognition and Personality 12, no. 3 (March 1993): 273–85. http://dx.doi.org/10.2190/jjhq-vtlp-pf41-tbpc.

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Emotional and imaginative involvement while reading are often associated with immature reading processes. To explore the validity of this viewpoint we investigated over a thousand reader responses among pupils aged nine to fifteen and among adults who, due to their professional occupation, regularly read themselves. In preliminary inquiries we first investigated main categories of reading involvement such as absorption while reading, imaginative involvement and emotional involvement. In a second phase of our research we looked for subdivisions of these main categories, resulting in descriptions of many different phenomena within the categories as mentioned above. These descriptions enabled us to construct questionnaires on the many aspects of reading involvement for the main part of our project. Our preliminary results indicate that there are differences in several areas of reading involvement between children and adult readers. The general trend of those differences is that the probability of personal experience of reader-responses in the areas of imagination and emotion is greater among adult readers than among pupils. In this article we consider the implications of this general trend, using results from the area of emotional reading involvement as an example. Questionnaires on emotional involvement were completed by 198 pupils, 106 teachers and 135 librarians.
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Yoshida, Hiroko. "An approach to extensive reading: Active involvement during sustained silent reading." Language Teacher 38, no. 6 (November 1, 2014): 19. http://dx.doi.org/10.37546/jalttlt38.6-3.

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A number of studies have demonstrated that extensive reading (ER) can result in a variety of language learning gains; however, how ER programs should best be implemented in the EFL classroom has not been fully explored. This article provides practical advice to instructors in this regard and asserts the effectiveness of active involvement in sustained silent reading (SSR) to foster ER learning. 多読の有用性については多くの研究で報告されているが、授業で実際に多読を実施する最良の指導法については十分に議論されていない。本論では、この観点において教師に実践的な助言を施し、教師が授業内多読に積極的にかかわり持続的黙読(SSR)を行うことの有効性について述べる。
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Turunen, Tiina, Elisa Poskiparta, and Christina Salmivalli. "Are reading difficulties associated with bullying involvement?" Learning and Instruction 52 (December 2017): 130–38. http://dx.doi.org/10.1016/j.learninstruc.2017.05.007.

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Dissertations / Theses on the topic "Involvement in reading"

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Corbett, Renee R. "Effect of a Parent Reading Intervention on Elementary-Aged Children‘s Reading Fluency." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/189.

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This study examined the effect of a parent-implemented reading intervention on children's reading fluency. Five elementary school students identified as at-risk for reading failure participated in the study with their mothers. Baseline data for each student was collected before parents were trained by the researcher in implementation of the intervention procedure. Parents implemented the intervention four times per week for five weeks, while the researcher continued to collect assessment data twice per week. Follow-up data were then collected for each student two weeks after the intervention ended. The effects of the intervention were evaluated using a multiple baseline across participants design. Reading fluency was measured using Curriculum-Based Measurement of reading fluency (CBM-R) Results showed that three students had decreasing trends during baseline, but showed increases in reading fluency scores during the intervention and follow-up phases. A fourth student's scores during intervention and follow-up showed improvement over baseline scores, but with decreasing trends. The fifth student showed little change between baseline and intervention phases. Treatment integrity and social validity data also were collected. Integrity data indicated some variability in parents' implementation of the intervention, while social validity data revealed that parents and students liked the intervention program and found it helpful.
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Wilczek-Schroetter, Nancy. "Parent involvement in literacy development." Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.

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Macleod, Flora Jean. "Parental involvement in reading : child and school influences." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260669.

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Giffin, Ray. "Parental involvement in an experimental reading program, grades 2-7." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26819.

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The purpose of this study was to investigate the effects of parental involvement in the reading program at home, while controlling the effects of teacher instruction and curriculum content within the school reading program. A major difference between this study and others reviewed herein is that comparisons of reading gains were made within class groups for children who were involved in a home reading program and children who were not involved in a home reading program, thus controlIing teacher and school curriculum variables. The study addressed two questions: (1) Would children who regularly read to their parents at home and received coaching demonstrate better achievement on a standardized reading test than children who did not? (2) Can the relationship between intelligence and reading achievement be used to explain the gains in reading achievement which may be registered by children involved in a home reading program? Eight class groups representing grades two to seven and consisting of a total of 190 students were used in the research. The students in each class group were arranged in order of performance using pre-treatment scores from a Gates-MacGinitie Reading Test (1965). Then students in each class group were assigned to either the experimental (home reading) group or the control (non home reading) group, using a method of controlled alternate assignment. The Otis-Lennon Mental Ability Test (1967) was also administered, with parental permission, to the students in the eight class groups so that the results could be used as a covariate measure with post-treatment reading scores obtained from another administration of the Gates-MacGinitie Reading Test (1965). Pre-testing of reading ability was carried out in February of 1985. Students were assigned as described above to experimental or control groups and the Otis-Lennon Test of Mental Ability (1967) was administered in September of 1985. Experimental intervention began, with experimental group children reading to parents at home, in October of 1985 and continued until February of 1986. Control group children were involved in math and spelling tasks at home during this period. Post-testing of reading ability was carried out at the end of February 1986. Analyses of data followed. The experimental treatment had made a difference. This was indicated by the following observations: 1. Question one was answered by the fact that the difference in mean T-scores of the Gates-MacGinitie Reading Tests (1965) for the experimental and control groups was greater after the experimental treatment had been applied than before; 2.92 T-scale points difference after treatment compared to 1.27 T-scale points difference before treatment. 2. Question one was also addressed by the analysis of covariance which was conducted using Gates MacGinitie and Otis-Lennon test scores to answer question two of this research. An examination of tables 4 and 5 wl11 show that a significant difference existed between Gates-MacGinitie scores for the experimental and control groups on the post-test measure which had not existed between the groups on the pre-test measure . (P <0.05) 3. An analysis of covariance was conducted using Gates-MacGinitie and Otis-Lennon test scores. As expected there was a highly significant relationship between reading pre-test/post-test scores and Otis-Lennon scores. (Pearson's r = .6145) Question two was answered in the affirmative by the fact that when the effects of I.Q. were statistically controlled a significant difference existed between post-test experimental and control group reading scores (p < 0.05) which had not existed at the beginning of the study. The results of this study led to the conclusions that involving parents at home in listening to their children read and giving them support and encouragement does make a difference in the student's reading ability. This study supports the conclusion of similar earlier studies that I.Q. differences amongst subjects cannot explain differences in reading achievement gains that result from such a home reading program. Another important conclusion to be drawn from this study is that teacher and curriculum variables within the school cannot be used to explain differences in reading performance gains for experimental group subjects. The results of this study also generated some recommendations for parental involvement in reading programs and some suggestions for further research. Educators who are interested in the teaching of reading may wish to pursue these recommendations and suggestions further.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Nel, Chantel Eve. "Exploring fathers’ reading involvement in a grade 4 classroom." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/12505.

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The state of education in South Africa is of nationwide concern and primary school learners are at serious risk of not learning to read. The lack of parental involvement in children's reading development is one of the main barriers to quality education. Mothers are customarily the parent who is most often involved in the reading development of children but there has been an increased interest in asserting more about how fathers are taking on the reading tasks of children. The focus of the study is on the involvement of fathers in the reading development of their children and aims to determine the fathers’ perceptions regarding their roles in the reading development of their children, the barriers that hinder their involvement as well as the benefits of their involvement. The literature review was done using Bronfenbrenner’s ecological systems theory as theoretical framework. A qualitative research design was employed using phenomenology as a research strategy. The research is underpinned by the interpretive paradigm and involved the fathers of grade 4 learners at a primary school in the Northern Areas of Port Elizabeth, South Africa. Data was collected from these fathers by means of questionnaires, group and semi-structured interviews and narratives. The main findings that emerged from the study revealed that fathers’ lack of support in reading development was embedded in the fact that they perceived their role as provider who underestimated their individual contribution. They acknowledged their participation in uncoordinated reading efforts whilst engagement with teacher and policy document were also findings that emerged from this study.
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Johnson, Eloise Nobis. "Parent involvement in family literacy." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1565.

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Davis, Jill Marie. "The impact of parental involvement: a study of the relationship between homework and kindergarten Texas Primary Reading Inventory scores." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969.1/250.

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The purpose of this study was to examine the impact of School Home Links activity guide homework on kindergarten Texas Primary Reading Inventory scores. Student Texas Primary Reading Inventory (TPRI) scores were obtained and analyzed for gains in score from the Middle of Year (MOY) and End of Year (EOY) administration. Parents were provided School Home Links Activity Guide Homework to use with their child on a weekly basis for twelve weeks. This group formed an experimental group. A control group did not receive SHL activity guide homework. For the control and experimental group each student's letter/sound score was entered into SPSS for the MOY and EOY TPRI, and average gains were calculated. Groups of students were isolated and analyzed for gain based upon participation in a district reading program, and/or high or low parental involvement in SHL activity guide homework. Research in the upper grades shows that homework completion and parent involvement positively affect student achievement. Students whose parents are involved in their education reap many benefits. These benefits include higher academic achievement (Davies, 1991). Fuller & Olsen (1998), Davies (1991), and Epstein (1995) believe parent involvement is a stronger indicator of student achievement than socioeconomic status, parent education, ethnicity, or any other indicator. The research supports the use of homework for upper grades. The results of this study remain inconclusive for kindergarten age students. This study shows that there is no statistically significant difference between experimental and control group kindergarten TPRI scores when homework is an independent variable.
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Bents, Fafani M. "Early literacy development and parent involvement a literature review and critical analysis /." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003bentsf.pdf.

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Cramer, Mary Kay. "The relationship of fourth-grade students' attitudes toward reading and principal involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720165.

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Educational researchers agree that learning to read is one of the most important tasks students undertake. There is also agreement that the school principal makes a difference in the instruction the students receive. The purpose of this study was to investigate the correlation between these two statements by examining the relationship between fourth-grade students' attitudes toward reading and the involvement of elementary school principals in the reading program.The 62 target elementary schools were selected from the Department of Defense Dependents Schools-Germany Region based on student enrollment and tenure of the principal. Fourth-grade students' attitudes toward reading were measured using the Estes Attitude Scale. Principal involvement in the reading program was measured using the Cramer Inventory of Principal Involvement in Reading. The data analysis represents the results from 42 of the target elementary schools, for a return rate of 67.7 percent.The correlation between elementary school students' attitudes toward reading and the involvement of the principal in the reading program was not significant. Based on the findings of this study, the following conclusions were drawn:1.The attitudes of fourth-grade students in DoDDS-Germany toward reading were positive.2.The difference between the behaviors elementary school principals rated highest and those they rated lowest were verbal commitment to the reading program versus direct, specific involvement with students.3.This results of this study reinforced the conclusions of earlier studies which found that classroom teachers may be the most important element in the learning environment.
Department of Elementary Education
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Woodhead, Zoe V. J. "Investigating the function of the ventral visual reading pathway and its involvement in acquired reading disorders." Thesis, Imperial College London, 2011. http://hdl.handle.net/10044/1/6984.

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This thesis investigated the role of the left ventral occipitotemporal (vOT) cortex and how damage to this area causes peripheral reading disorders. Functional magnetic resonance imaging (fMRI) studies in volunteers demonstrated that the left vOT is activated by written words over numbers or perceptually-matched baselines, irrespective of the word’s location on the visual field. Mixed results were observed for the comparison of words versus false font stimuli. This response profile suggests that the left vOT is preferentially activated by words or word-like stimuli, due to either: (1) bottom-up specialisation for processing familiar word-forms; (2) top-down task-dependent modulation, or (3) a combination of the two. Further studies are proposed to discriminate between these possibilities. Thirteen patients with left occipitotemporal damage participated in the rehabilitation and fMRI studies. The patients were impaired on word, text and letter reading. A structural analysis showed that damage to the left occipitotemporal white matter, in the vicinity of the inferior longitudinal fasciculus, was associated with slow word reading speed. The fMRI study showed that the patients had reduced activation of the bilateral posterior superior temporal sulci relative to controls. Activity in this area correlated with reading speed. The efficacy of intensive whole-word recognition training was tested. Immediately after the training, trained words were read faster than untrained words, but the effects did not persist until the follow-up assessment. Hence, damage to the left vOT white matter impairs rapid whole-word recognition and is resistant to rehabilitation. The final study investigated the role of spatial frequency (SF) in the lateralisation of vOT function. Lateralisation of high and low SF processing was demonstrated, concordant with the lateralisation for words and faces to the left and right vOT respectively. A perceptual basis for the organisation of vOT cortex might explain why left vOT damage is resistant to treatment.
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Books on the topic "Involvement in reading"

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Dolson, Jennifer. Effect of parental involvement and reading involvement on recall, letter sound and rhyming. Sudbury, Ont: Laurentian University, Department of Psychology, 2001.

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Punter, Annemiek, Cees A. W. Glas, and Martina R. M. Meelissen. Psychometric Framework for Modeling Parental Involvement and Reading Literacy. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-28064-6.

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Adegoke, Theresa Jola. Parental involvement in reading: A study of two inner city infant schools. [Guildford]: [University of Surrey], 1994.

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A, Edwards Patricia. Children's literacy development: Making it happen through school, family, and community involvement. Boston: Pearson/Allyn and Bacon, 2004.

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Scholastic Inc. Community quilt: Community involvement: in a community, some things continue and some things change : literacy sourcebook. New York: Scholastic Inc., 1996.

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Scholastic Inc. Cityscapes: Community involvement: cities depend on the strengths and skills of the people who work there : literacy sourcebook. New York: Scholastic Inc., 1996.

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Nolin, Mary Jo. Adult civic involvement in the United States: National Household Education Survey. Washington, D.C: National Center for Education Statistics, U.S. Dept. of Education, Office of Educational Research and Improvement, 1997.

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Lamputt, Alison. Reading attainment: The effects of the home environment and the implications for the management of parental involvement. Wolverhampton: University of Wolverhampton, 1998.

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Montana. Office of Public Instruction. Division of Curriculum Assistance. Research and trends: Elementary curriculum, foreign language, language arts/reading, mathematics, parent involvement, science, [and] thinking skills. Helena, Mont: Office of Public Instruction, 1990.

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Philpot, Terry. Managing to listen: A guide to user involvement for mental health service managers : promoting & supporting good practice : manager, staff & user experiences : reading & resources : problem solving. London: King's Fund Centre, 1994.

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Book chapters on the topic "Involvement in reading"

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Carless, Sue, and Barbara Hearn. "Parental Involvement with Reading." In Children with Literacy Difficulties, 15–28. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003252726-2.

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Glynn, Ted. "Remedial Reading at Home." In Parental Involvement in Children's Reading, 181–88. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-21.

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Wolfendale, Sheila. "Planning Parental Involvement in Reading." In Parental Involvement in Children's Reading, 297–319. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-33.

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Topping, Keith. "An Introduction to Paired Reading." In Parental Involvement in Children's Reading, 109–14. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-12.

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Morgan, Roger. "Paired Reading: Origins and Future." In Parental Involvement in Children's Reading, 115–18. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-13.

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Holdsworth, Pauline. "Parental Involvement at Mowbray School." In Parental Involvement in Children's Reading, 208–24. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-24.

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Wolfendale, Sheila. "Overview of Parental Participation in Children’s Education." In Parental Involvement in Children's Reading, 3–16. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-1.

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Widlake, Paul, and Flora MacLeod. "Parental Involvement Programmes and the Literacy Performance of Children." In Parental Involvement in Children's Reading, 92–98. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-10.

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Robertson, Mary. "Teachers Working Together: A Workshop Approach." In Parental Involvement in Children's Reading, 99–105. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-11.

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Smith, Peter K. "A Study of the Effectiveness of Paired Reading." In Parental Involvement in Children's Reading, 119–24. Routledge, 2017. http://dx.doi.org/10.4324/9781351236102-14.

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Conference papers on the topic "Involvement in reading"

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Mihno, Linda. "Influence of Factors Promoting Financial Literacy on the Achievements of Financial Literacy of Students in Latvia." In 79th International Scientific Conference of University of Latvia. University of Latvia, 2021. http://dx.doi.org/10.22364/htqe.2021.26.

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The literature suggests that financial literacy depends on factors such as socioeconomic status/sociodemographic status, psychosocial and psychological factors, experience, and access to financial education, language skills, mathematical literacy and other factors. The aim of this study was to identify the factors that influence the financial literacy achievements of students from Latvia, focusing on the possibility to improve these achievements. The data analysis was performed with PISA 2018 Latvian data, which there were selected 25% of the participating students whose financial literacy performance was lower than the mean performance in mathematical and reading literacy and 25% of students whose financial literacy performance was considerably higher than the mean performance in mathematical literacy and reading literacy. Differences between these two groups showed factors that impact financial literacy achievements, excluding the possibility that the financial literacy performance of these students was high due to the mathematical and reading literacy. It was concluded that the financial achievements of students in Latvia are positively influenced by such factors as the socioeconomic status/sociodemographic status, psychosocial factors, and psychological factors (students with higher financial literacy achievements have a more negative attitude towards school but a more positive attitude towards life, less fear of failure and more a positive attitude towards competition, and clear plans for the future), accessibility of the financial education, time devoted to financial education, an accessible wide range of financial topics in education, experience in the financial environment, parents’ involvement, feedback from teachers in reading lessons. Keywords: Achievements of financial literacy, Financial Literacy, Mathematic literacy, OECD PISA 2018, Reading literacy.
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KKoželuhová, Eva, Lenka Zemanová, Radka Wildová, and Ondřej Koželuh. "EXPERIENCES OF PARENTS OF FIRST GRADERS IN CZECH REPUBLIC PERCEIVE EDUCATIONAL PROCESS OF READING AND WRITING DURING COVID-19 PANDEMIC." In NORDSCI Conference Proceedings. Saima Consult Ltd, 2021. http://dx.doi.org/10.32008/nordsci2021/b1/v4/06.

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"The period of the covid pandemic changed day-to-day full-time teaching into distance learning. Teachers, but also parents without any prior training, had to react immediately. What has long been theoretically talked about professionally, namely the use of digitization of teaching in the online environment, has suddenly become a reality. Long discussions about the innovation of the curriculum for primary schools in terms of the scope and quality of educational content were suddenly solved by the teachers themselves using their professional skills and experience. Most of the surveys show [22], [15] that the teachers handled this situation very responsibly and that it can be stated that they managed it within the specific possibilities. Teachers, parents, and especially first-year primary school pupils had a very specific role during the pandemic, and thus the transition to distance learning. It is for this reason that we focused on this group, in our opinion the most affected by pandemics. The present study describes the experience of parents with distance learning reading and writing in the first grades of primary schools at the time of closing schools in the Czech Republic in the school year 2020/2021. The aim of the survey was to describe the effects of distance learning on the development of initial literacy, the differences between day-to-day and online teaching; problems, challenges, pros and cons that the distance learning period brought. The research was carried out as a multi-case study, in which interviews were conducted with six mothers of children - first-class pupils. The results showed that distance learning did not affect the quality of children's acquisition of reading and writing techniques, it only slowed it down. However, there was a decline in pupils' interest in reading and a disruption of their relationship with education in general. It was difficult for parents to motivate children to learn, to help them in case of difficulties with reading and writing techniques, and to evaluate their learning outcomes. On the other hand, distance learning has made it possible to further individualize education with regard to the needs of children and has deepened cooperation between school and family. Distance learning placed increased demands (physical and mental), especially on mothers, when it was necessary for their intensive involvement in the teaching process. Based on the evaluation of the course of distance learning, the paper brings general recommendations applicable to both distance and full-time teaching reading and writing."
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Olga, Ioannou. "Re-Conceptualizing the Role of Tutors in Research Based Pedagogy: The Tutor(s) as the Curriculum." In 2019 ACSA Teachers Conference. ACSA Press, 2019. http://dx.doi.org/10.35483/acsa.teach.2019.12.

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The paper presents readers with an effort to explore and to better understand the educators’ task in conditions of uncertainty and highcomplexity on the occasion of a postgraduate urban design studio redesign. The case study examined here illustrates how rethinking the studio’s content, objectives and layout gradually led to the re-conceptualization of the tutors’ own involvement in the learning process.Course curriculum was devised as an open and evolving network of the tutors’ own resources and design research practices and thoseemployed by their affili ted researchers from within or outside the setting of the academy. All were chosen for their value in reading or managing urban phenomena. The mosaic consisted of different individual research and design practices that are problem-focused and context-specific communicated directly to students by the very people responsible for their conception and development. Learners were required to investigate the instrumentality of these practices according to their own personal pursuits; to make their own networks of connections, and were even encouraged to create their own personal schemata of design research.The second major shift of the rethink lay in recognizing learner autonomy and diversity, thus establishing a new operational frameworkfor the two to prosper. An amalgam of interconnected learning spaces provided the conditions necessary for all these networks to co-exist and interact. The paper describes the different aspects of the tutors’ involvement and contributions in the design and implementation of this model, as they assumed a number of roles, but most importantly, as they became learners themselves. It also brings about the critical role of the tutors’ hunch in both designing and managing a design studio’s learning experience.
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Motah, Mahendrenath. "Study of the Influence of Multiple Intelligences and the use of Soft Skills in Project Write-up among IT and Non-IT Students: A Research Paper." In InSITE 2007: Informing Science + IT Education Conference. Informing Science Institute, 2007. http://dx.doi.org/10.28945/3096.

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The present work is a follow-up of the papers presented at the Northern Arizona University, USA - “Accommodating soft skills in Software project Management” and the one presented at Salford University, Manchester, UK - “ The ontogeny of memory of learning: Natural Intelligence versus Artificial Intelligence in Information Technology Education”. Several interrogations cropped up during and after the presentation of the second paper, particularly on the conclusions, if any, that could have been drawn on the effects of soft skills, intelligence and intelligences; and if the next step would be to further investigate the impact of these on Information Technology Education. The impression that there was an urgent need to delve deeper into these factors and to find out their importance from the point of view of information technology education and other non IT fields lingered on for an appreciable length of time. In order to reply to the various unavoidable questions that arose from an analysis of the hypothetical aspects introduced in the above mentioned papers, we have tried to look into the influence of the factors related to the concepts of soft skills and intelligence in educational endeavours. In order to have an in-depth appreciation of the importance of these factors, we have solicited the involvement of both IT and Non-IT students reading in the fields of Administration and Management and Information Technology. Finding out the importance and the influence of soft skills and intelligence or intelligences became an obsession which resulted in an interesting and passionate exercise with the involvement of nearly two hundred students. We believe that, sharing the results of our findings with other colleagues would arouse further interests and trigger other more interesting research in the field.
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5

Mingaleeva, Mileusha T. "ECOLOGICAL EDUCATION OF SCHOOLCHILDREN THROUGH INVOLVEMENT TO THE POETIC AND MUSICAL CULTURE OF THE NATIVE LAND." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-125-126.

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Acquaintance with the national culture, the richness of the poetic and musical heritage of the native land is an effective means of environmental education and improving the environmental culture of schoolchildren.
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6

Yakovlev, Ilya G. "SPATIAL PATTERNS OF THE DYNAMICS OF THE LAND USE STRUCTURE AND FACTORS OF THE FORMATION OF A LITTLE-USED LAND FUND IN THE AGRO-LANDSCAPES OF THE STEPPE ZONE." In Treshnikov readings – 2022 Modern geographical global picture and technology of geographic education. Ulyanovsk State Pedagogical University named after I. N. Ulyanov, 2022. http://dx.doi.org/10.33065/978-5-907216-88-4-2022-86-87.

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The formation of a few-demand land fund has happened in agrolandscapes of the steppe zone since the end of the XX century A periodical change of areas cultivated and little-used in agriculture is noticed in steppe land tenure. Ongoing annual field expedition studies of the steppe zone regions, including Orenburgskaya oblast, promote conducting detailed monitoring of changes in agrolandscapes’ structure. Based on studies conducted in the areas of the steppe zone, an analysis of received field data together with an analysis of statistical materials and satellite images accessible for everyday use promote to track processes of changing in the structure of lands, cultivated areas abandonment and repeated involvement them in an agricultural turnover
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7

Keefe, M., J. Glancey, and N. Cloud. "A Case Study in Assessing Team-Based Design Courses That Integrate Industry-Sponsored Projects." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-81756.

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In general, assessing the learning process is difficult because objective measures are not readily available, and the time needed to fully evaluate is considerable. This problem is perhaps exacerbated in team-based courses, where learning is unstructured in large part and the body of knowledge expected to be learned is variable. Additional issues that complicate assessment include cross-disciplinary teams, project variability and the involvement of external mentors including industrial sponsors, guest lecturers and consultants. Collaborative learning in a team setting is beneficial to improving undergraduate science and engineering courses; however, no specific assessment tool has been used to evaluate its validity. As a result, novel techniques need to be developed to assess the value of team-based learning. This paper describes the experiences and lessons learned in assessing student performance in team-based project courses culminating in a senior capstone experience that integrates industry-sponsored design projects. Analysis of assessment data collected over the last four years indicates that student performance, measured by faculty grades and industry sponsor evaluations, is not significantly affected by the faculty advisor, project type or sponsoring company size. This is attributed to the focus on assessing student performance in executing the design process, and less on project results. However, faculty assessments of student performance do not correlate very well with industry sponsor assessments.
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8

Dooi jewaard, G., D. J. Binnema, and C. Kluft. "CONTACT ACTIVATION AND SINGLE-CHAIN UROKINASE-TYPE PLASMINOGEN ACTIVATOR." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1642958.

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For many years it is known that activation of the factor XII (FXII) -prekallikrein (PKK)- kininogen system of coagulation (contact activation) also may be involved in activation of fibrinolysis. Despite the numerous efforts over the past two decades to clarify this process, our current insights in this matter are far from complete. Also the physiological meaning of this possible interlinkage of coagulation and fibrinolysis is still uncertain; clearcut clinical manifestations in patients deficient in FXII or PKK are not found.No doubt, activation of fibrinolysis is a much more complicated process than it originally was thought to be, and it is only recently that the importance of urokinase for fibrinolysis in the circulation became clear. Two pathways of plasminogen (Pig) activation may be distinguished: 1. the extrinsic system, catalysed by t-PA, which upon stimulus is increasingly released from the endothelial cells of the vessel wall and 2. the intrinsic system, catalysed via Pig proactivators which circulate in the blood at a fairly constant level of concentration. The discovery that the virgin 55 kD urokinase molecule in fact is a single-chain proenzym (now denoted by scu-PA, single-chain urokinase-type PA), the notion that 55 kD scu-PA occurs in the blood and that its concentration even among individuals is fairly constant (2.1+/-0.4 ng/ml, n=52), and the observation that the efficacy of scu-PA is fibrin selective, all are recent findings pointing to the involvement of scu-PA in the intrinsic system.Still the relation between contact activation and the activation of scu-PA is obscure. Active KK, for instance, is an effective activator of 55 kD scu-PA, but proteolytic cleavage of scu-PA resulting in an active molecule, is readily achieved in plasma’s deficient in FXII or PKK. In addition, a portion of Pig activator activity which is dependent for its activation on FXII and PKK, is fully recovered in plasma’s artificially depleted in 55 kD scu-PA. Yet, both portions are activated by negatively charged surfaces or dextransulphate (DXS) as a substitute! These observations have led to the concept of two co-ordinative pathways of Pig activation for the intrinsic system: one containing scu-PA, the other containing FXII, PKK and a postulated Pig proactivator (note that the Pig activator activities of FXIIa and KK per se do not account for the latter portion of activity). Until recently in both pathways was a missing link: in the former it was the step between the negatively charged surface and scu-PA, in the latter it was the postulated Pig proactivator between active KK and Pig. This year, however, it became clear that in plasma artificially depleted in u-PA, still a substantial amount of protein immunochemically related to u-PA, can be detected (at least 35 ng/ml), but only after SDS PAGE. Part of this protein is a single-chain 110 kD molecule which in plasma can be converted to a cleaved molecule with Pig activator activity provided the plasma contains FXII and PKK. Although the relation with the 55 kD scu-PA remained unclear, the discovery of this 110 kD PA with latent urokinase antigen, undoubtedly, explains the missing link between KK and Pig. The other missing link still remains unexplained. It could be an in vitro artefact by DXS causing scu-PA catalysed activation of Pig as fibrin clots do. Since subsequently generated plasmin is capable of activation of both scu-PA and FXII, the two intrinsic pathways are thus interlinked via feed-back activation and consequently may be co-operative in function.
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Arora, Rahul D. "Definition, etiopathogenesis, management and role of flouroquinolone prophylaxis in prevention of spontaneous bacterial peritonitis complicating malignant ascites." In 16th Annual International Conference RGCON. Thieme Medical and Scientific Publishers Private Ltd., 2016. http://dx.doi.org/10.1055/s-0039-1685345.

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Background: Malignancy related ascites encompasses multiple etiologies which include peritoneal carcinomatosis, hepatic synthetic dysfunction due to parenchymal involvement by the tumour, transcoeloemic metastasis and chylous ascites due to lymphatic obstruction. Primary Cancer type, liver metastasis and serum albumin have been listed as independent prognostic markers in malignant ascites. Spontaneous Bacterial Peritonitis is usually seen as a complication of decompensated chronic liver disease due to translocation of bacteria or haematogenous dissemination from a distant focus of infection. The combination of a positive peritoneal fluid culture and an ascitic fluid neutrophil count >250 cells/mm3 and no evidence of intra-abdominal source of infection; or 2) culture negative neutrocytic ascites: the combination of negative peritoneal fluid bacterial culture and neutrophil count >500 cells/mm3, without antibiotics within 7 days with no obvious source of infection are used to define spontaneous bacterialperitonitis. Ciprofloxacin prophylaxis has been proposed as a prophylaxis to reduce the incidence and prevent the recurrence of spontaneous bacterial peritonitis. Materials and Methods: A web search of indexed literature was carried out articles containing information on spontaneous bacterial peritonitis in the setting of malignancy or malignancy related ascites or malignant ascites. Articles that carried relevant information about etiopathogenesis, management and translational research in the context of malignant ascites were also included. Results: A total of 32 articles were analysed and about half of them included in the discussion to answer the research question. Discussion: Inflammatory cytokines released by tumor and immune cells compromise the mesothelial cell layer that lines the peritoneal cavity, exposing the underlying extracellular matrix to which cancer cells readily attach leading to formation of spheroids which imparts resistance to anoikis, apoptosis and chemotherapeutics leading to efficient feed forward progressive cycle of seeding and growth of peritoneal metastasis. Intraperitoneal metastasis can cause peritoneal dysfunction, adhesions and malignant ascites. Epithelial mesenchymal transistion and myofibroblastic transformation occur in the mesothelial cells in response to pathological stimuli. Vascular endothelial growth factor is an important mitogen for endothelial cells and plays an important role in increasing capillary vascular permeability. In preclinical studies systemic administration of VEGF Trap which acts as a decoy receptor for VEGF has shown to decrease the formation of ascites fluid and prevent tumour dissemination. Epithelial ovarian cancer cells have developed various mechanisms to evade immune surveillance like development of surface microvesicles which contain CD 95 ligand leading to apoptosis of immune cells. Higher levels of osteoproteogerin, IL 10 and leptin in the ascitic fluid have been associated with a poor prognosis in malignant ascites. Tethered bowel sign and presence of fluid in the omental bursa on CT have been shown to distinguish between malignant ascites and Cirrhotic ascites with accuracy. Immunological approaches to management of malignant ascites include use of intraperitoneal triamcinolone, interferon, long acting synthetic corticosteroids and the trifoliate antibody catumaxomab. VEGF Inhihibitors like octreotide and long acting depot preparations of lanreotide have also been shown to be feasible therapeutic options. Anti androgenic agents and PARP inhibitors have also been proposed as management options. Spontaneous bacterial peritonitis in the setting of malignancy in the absence of hepatic dysfunction has been reported to have a poorer prognosis than SBP in the setting of decompensated liver disease. Monomicrobial and polymicrobial bacterascites have been proposed in the absence of an elevated neutrophil ascitic fluid count that does not meet the diagnostic criteria. Extensive liver metastasis where the diseased liver can be expected to behave like a cirrhotic liver and gastrointestinal bleeding (on the basis of an isolated case report) have been considered as risk factors for the development of SBP in malignant ascites. In a case series of 8 patients with malignancy related ascites Patients with total ascitic fluid concentration of less than 1 gm per litre were found to be at risk for Spontaneous bacterial peritonitis and warrant flouroquinolone prophylaxis. Conclusion: Spontaneous Bacterial Peritonitis complicating malignant ascites is questionable entity. Good quality Audits and Randomised control trials are warranted to in this domain to enable the definition of incidence, antecedent complications, management and prophylaxis to ensure applicability of translational research to the clinical domain.
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Reports on the topic "Involvement in reading"

1

Nezhyva, Liudmyla L., Svitlana P. Palamar, and Oksana S. Lytvyn. Perspectives on the use of augmented reality within the linguistic and literary field of primary education. [б. в.], November 2020. http://dx.doi.org/10.31812/123456789/4415.

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The article analyzes the scientific sources on the problem of augmented reality in the educational field. There is a fragmentary rationale for new technology in primary school, to a greater extent the experience of scientists and practitioners relate to the integrated course “I am exploring the world”. The peculiarities of Ukrainian and foreign writers’ works with AR applications, which are appropriate to use during the classes of literary reading, are analyzed. The authors substantiated the prospect of augmented reality technology for mastering the artistic image of the world of literary work, the relevance of use of AR to modern educational challenges, and also demonstrated the possibility of immersion into the space of artistic creation and activation of students’ imagination with the help of AR applications. The article demonstrates the possibilities of use AR-technology for the development of emotional intelligence and creative thinking, solving educational tasks by setting up an active dialogue with literary heroes. The basic stages of the application of AR technologies in the literary reading lessons in accordance with the opportunities of the electronic resource are described: involvement; interaction; listening, reading and audition; research; creative work; evaluation. It is confirmed that in the process of using augmented reality technology during the reading lessons, the qualitative changes in the process of formation of the reader’s culture of the students of experimental classes appears, as well as the increase of motivation, development of emotional intelligence and creative thinking.
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