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Relevant bibliographies by topics / Literacy hour

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Academic literature on the topic 'Literacy hour'

Author: Grafiati

Published: 4 June 2021

Last updated: 15 February 2022

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Journal articles on the topic "Literacy hour"

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Machin, Stephen, and Sandra McNally. "The literacy hour." Journal of Public Economics 92, no. 5-6 (June 2008): 1441–62. http://dx.doi.org/10.1016/j.jpubeco.2007.11.008.

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Hunt, Karen. "Managing the Literacy Hour." Practical Pre-School 2001, no. 27 (May 2001): 21–22. http://dx.doi.org/10.12968/prps.2001.1.27.40867.

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Watts, Mike, Chris Lloyd, and Coleen Jackson. "ICT in the Literacy Hour." Research in Education 66, no. 1 (November 2001): 84–97. http://dx.doi.org/10.7227/rie.66.8.

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Beard, Roger. "Influences on the Literacy Hour." Reading 33, no. 1 (April 1999): 6–12. http://dx.doi.org/10.1111/1467-9345.00101.

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Hanke, Veronica. "Learning about literacy: Children's versions of the Literacy Hour." Journal of Research in Reading 23, no. 3 (October 2000): 287–98. http://dx.doi.org/10.1111/1467-9817.00123.

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Steadman, Elizabeth. "Book Review: Surviving the literacy hour." Child Language Teaching and Therapy 16, no. 2 (June 2000): 210–11. http://dx.doi.org/10.1177/026565900001600209.

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Wearmouth, Janice, and Janet Soler. "How inclusive is the Literacy Hour?" British Journal of Special Education 28, no. 3 (September 2001): 113–19. http://dx.doi.org/10.1111/1467-8527.00208.

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Jose Kaitharath, Thankachan. "Multicultural Literacy: Need of the hour!" Journal of Management Research and Analysis 7, no. 3 (September 15, 2020): 93–94. http://dx.doi.org/10.18231/j.jmra.2020.020.

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Dadds, Marion. "Teachers’ Values and the Literacy Hour." Cambridge Journal of Education 29, no. 1 (March 1999): 7–19. http://dx.doi.org/10.1080/0305764990290102.

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Mroz, Maria, Fay Smith, and Frank Hardman. "The Discourse of the Literacy Hour." Cambridge Journal of Education 30, no. 3 (November 2000): 379–90. http://dx.doi.org/10.1080/03057640020004513.

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Dissertations / Theses on the topic "Literacy hour"

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Bennett, Graham John. "The literacy hour and teacher professionalism." Thesis, University of Exeter, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.269673.

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Mathieson, Rachel. "The effect of the National Literacy Strategy on Year One teachers' thinking about literacy teaching." Thesis, University of Oxford, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248937.

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Weatherby, Elaine. "Ringing with voices : 'guided participation' during the literacy hour." Thesis, n.p, 2004. http://ethos.bl.uk/.

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Fisher, Helen. "The literacy hour at Key Stage 2 : the child's perspective." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432096.

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Schkolne, Deborah Stacey. "An outcome evaluation of the Shine Centre's literacy hour programme." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/15709.

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This dissertation reports on an outcome evaluation of The Shine Centre's literacy intervention, Literacy Hour. The Shine Centre is a South African non-governmental organisation that offers literacy support to Grade 2 and 3 learners at risk of reading failure. The programme takes the form of one-to-one or one-to-two tutoring. The learners who are chosen to participate in the Literacy Hour programme are selected based on their results in Shine's diagnostic assessment completed at the end of Grade 1. The selected students work with trained volunteers twice a week for an hour at a time. Each hour of the Literacy Hour programme is divided into four 15-minute components, namely: (a) paired reading, (b) shared reading, (c) have-a-go writing, and (d) wordplay. The evaluation design was a quasi-experimental, non-equivalent group design. The assignment into the experimental/intervention group and the control group was done by means of a sharp regression-discontinuity cut-off. The sample included six Centres and two Chapters in the Western Cape with complete data for the 2011 to 2013 cohort. Learner results were monitored using various assessment tools at the end of Grade 1 and during Grades 2 and 3. The two Shine diagnostic assessments, D1 and D2, tested the learners' literacy skills against the level that they should have acquired by that point in their school career. Additionally, the reading level assessments were used to determine the learners' actual reading level/age.

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Yaacob, Aizan. "Malaysian literacy practices in English : 'big books', CD-ROMs and the year 1 English hour." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/4076/.

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In the context of an increasing awareness of improving the standards of English in Malaysia, this study explores Year 1 literacy practices in English and offers important insights into the three major innovations introduced in 2002: the English Hour, Big Books and CD-ROMs. The findings are examined in the context of the Ministry's desire to promote active engagement and high quality interaction. Two studies were conducted using a naturalistic approach. In 2003,50 questionnaires were distributed to primary school teachers: 5 classes and 9 teachers in 2 primary and 3 pre-schools were observed teaching English, Bahasa Malaysia and Arabic/Jawi. These teachers were also interviewed. In 2004,2 trainers and 10 teachers were interviewed, 48 lessons of English, Mathematics and Science in English by the 10 teachers were observed, but the study focuses on the literacy practices in 26 lessons by 4 English teachers in four schools. Interviews and role plays with 28 children from these four classes in 7 groups of 4 inform the accounts and discussion of reading and writing events and practices. The 2004 study suggests that the Ministry of Education's directives to English classes to integrate the use of the English Hour, Big Books and CD-ROMs have only been partially implemented in the classroom. The Ministry's hopes to provide more active engagement and to increase students' interests and motivation through the Big Books and the CD-ROMs were achieved, but the expectations of high quality interaction were not realised. Methods need to be developed to accommodate teachers' beliefs about the value of drilling, repetition and choral reading with the Ministry's desire to extend these interaction patterns and practices. The present study contributes to existing research on the implementation of the English Hour, Big Books and CD-ROMs in Year 1 English classrooms, specifically from the perspective of Year 1 English classes in non-English speaking contexts. It also provides greater understanding of issues to be addressed in future teacher education developments.

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Whitehead, Kathryn Elaine. "Look! who's talking? : an investigation into the physical and interactive behaviour of quiet children during shared reading in the literacy hour in the primary classroom." Thesis, University of Surrey, 2005. http://epubs.surrey.ac.uk/2153/.

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John, Grace Claire. "Talking to learn in the literacy hour : patterns of didactic and informal talk and the development of reading, with particular reference to children learning English as an additional language." Thesis, University of Bristol, 2003. http://hdl.handle.net/1983/2cefa67a-32f1-4a16-9c4c-bfa4e4c21fe2.

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Schell, Sarah. "The Office of the Dead in England : image and music in the Book of Hours and related texts, c. 1250-c. 1500." Thesis, University of St Andrews, 2011. http://hdl.handle.net/10023/2107.

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This study examines the illustrations that appear at the Office of the Dead in English Books of Hours, and seeks to understand how text and image work together in this thriving culture of commemoration to say something about how the English understood and thought about death in the fourteenth and fifteenth centuries. The Office of the Dead would have been one of the most familiar liturgical rituals in the medieval period, and was recited almost without ceasing at family funerals, gild commemorations, yearly minds, and chantry chapel services. The Placebo and Dirige were texts that many people knew through this constant exposure, and would have been more widely known than other 'death' texts such as the Ars Moriendi. The images that are found in these books reflect wider trends in the piety and devotional practice of the time. The first half of the study discusses the images that appear in these horae, and the relationship between the text and image is explored. The funeral or vigil scene, as the most commonly occurring, is discussed with reference to contemporary funeral practices, and ways of reading a Book of Hours. Other iconographic themes that appear in the Office of the Dead, such as the Roman de Renart, the Pety Job, the Legend of the Three Living and the Three Dead, the story of Lazarus, and the life of Job, are also discussed. The second part of the thesis investigates the musical elaborations of the Office of the Dead as found in English prayer books. The Office of the Dead had a close relationship with music, which is demonstrated through an examination of the popularity of musical funerals and obits, as well as in the occurrence of musical notation for the Office in a book often used by the musically illiterate. The development of the Office of the Dead in conjunction with the development of the Books of Hours is also considered, and places the traditions and ideas that were part of the funeral process in medieval England in a larger historical context.

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Dietrich, Mara Denise Neitzke. "A cartilha Ler a Jato e o método audiofonográfico de alfabetização da professora Gilda de Freitas Tomatis." Universidade Federal de Pelotas, 2012. http://repositorio.ufpel.edu.br/handle/ri/1649.

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Made available in DSpace on 2014-08-20T13:47:54Z (GMT). No. of bitstreams: 1 Mara Denise Neitzke Dietrich_Dissertacao.pdf: 16157515 bytes, checksum: 4e5a70ac5708cfd644f8543c5bdd695d (MD5) Previous issue date: 2012-03-12
This study presents the analysis from the production of Ler a Jato primer and the Literacy audio-phonographic method in 15 hours, written by the teacher Gilda de Freitas Tomatis, at 1960 decade, in Rio Grande do Sul. The period of this study considered the 1967 year, when it was edited the first primer sample of Ler a Jato until 1986, was the last date found during this research. For the data analysis it was done a crossing of the documents with the oral sources. Related to the oral sources, it was considered the semi structured interview with the teacher Gilda de Freitas Tomatis‟ daughter in Porto Alegre city, in October of 2010. Related to the documents were considered: photos, books, primers, vinyl discos, certificates, medals, a view from Researches Center and Educational Advising from Education and Culture Bureau of 1968, all them including a detailed evaluation about the Ler a Jato primer. Some of these documents were donated by the teacher Gilda Tomatis‟ daughter, along with other documents acquired at tallow and websites. About the theoretical-methodological option, this study was based on the epistemological model of evidentiary paradigm proposed by Ginzburg (2007), used as a research device to notice and to analyze the relevant elements in the documents. This way, these study results intend to contribute with the other searches in the Literacy History and Textbooks areas, showing important aspect regarding the production and the textbooks circulation which were done by the teacher Gilda de Freitas Tomatis through her Tomatis-Textbooks Publisher, based on the communications circuit proposed by Darnton (1995). Furthermore, this study still presents a comparative analysis between the Ler a Jato primer and the Primeiro Guia de Leitura LER from MEC, material used in Brazil since the late 1940s. The analysis from these primers displayed similarities between both of them, specially related to graphic aspects, for example, distribution and similarities between some images, page organization, lessons and the use of some key-words, among other things.
O trabalho apresenta a análise da produção da cartilha Ler a Jato e do Método Audiofonográfico de alfabetização em 15 horas, produzido pela professora Gilda de Freitas Tomatis, na década de 1960, no Rio Grande do Sul. A periodização deste estudo considerou o ano de 1967, ocasião em que foi editado o primeiro exemplar da cartilha Ler a Jato até o ano de 1986, data da última edição encontrada durante a realização da pesquisa. Para a análise dos dados, fez-se o cruzamento dos documentos com as fontes orais. Em relação às fontes orais, considerou-se a entrevista semiestruturada realizada com a filha da professora Gilda de Freitas Tomatis em Porto Alegre/RS em outubro de 2010. Em relação aos documentos foram considerados: fotos, livros, cartilhas, discos de vinil, certificados, medalhas, um parecer emitido pelo Centro de Pesquisas e Orientação Educacionais da Secretaria de Educação e Cultura de 1968, contendo uma avaliação detalhada sobre a cartilha Ler a Jato . Alguns desses documentos foram doados pela filha da professora Gilda Tomatis, aliados a outros documentos que adquiri junto a sebos e sites virtuais. O presente estudo, no que concerne à opção teórico-metodológica, baseou-se no modelo epistemológico do paradigma indiciário proposto por Ginzburg (2007), utilizado como dispositivo de pesquisa para perceber e analisar os elementos relevantes contidos nos documentos. Assim, os resultados deste estudo pretendem contribuir com as demais pesquisas na área da História da Alfabetização e dos Livros Escolares, revelando aspectos importantes da produção e a circulação dos materiais didáticos que foram produzidos pela professora Gilda de Freitas Tomatis, através de sua Editora Tomatis - Livros Didáticos, com base no circuito das comunicações proposto por Darnton (1995). Além disso, este trabalho ainda apresenta um estudo comparativo entre a cartilha Ler a Jato e o Primeiro Guia de Leitura LER do MEC, material de circulação no Brasil desde o final da década de 1940. A análise destas duas cartilhas evidenciaram semelhanças entre ambas, especialmente no que se refere aos aspectos gráficos, como, por exemplo, disposição e a semelhança entre algumas imagens, organização das páginas, das lições e o uso de algumas palavras-chave, dentre outros aspectos.

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Books on the topic "Literacy hour"

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Barker, Ray. Developing literacy: Word-level activities for the literacy hour. London: A. & C. Black, 1998.

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Barker, Ray. Developing literacy: Word-level activities for the literacy hour. London: A. & C. Black, 1998.

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Barker, Ray. Developing literacy: Word-level activities for the literacy hour. London: A. & C. Black, 1998.

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Barker, Ray. Developing literacy: Word-level activities for the Literacy Hour. London: A. & C. Black, 1998.

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Garnett, Susan. Accelerated learning in the literacy hour. Leamington Spa: Hopscotch Educational, 2002.

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Kent, Graeme. An hour-a-day literacy programme. Cambridge: Pearson Publishing, 1998.

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Kent, Graeme. An hour-a-day literacy programme. Cambridge: Pearson Publishing, 1999.

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Kent, Graeme. An hour-a-day literacy programme. Cambridge: Pearson Publishing, 1998.

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Kent, Graeme. An hour-a-day literacy programme. Cambridge: Pearson Publishing, 1999.

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Kent, Graeme. An hour-a-day literacy programme. Cambridge: Pearson Publishing, 1999.

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Book chapters on the topic "Literacy hour"

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Haffey, Kate. "Exquisite Moments and the Temporality of the Kiss in Mrs. Dalloway and The Hours." In Literary Modernism, Queer Temporality, 31–66. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-17301-2_2.

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Shattock, Joanne, Joanne Wilkes, Katherine Newey, and Valerie Sanders. "Arnot Reid, Twenty-Four Hours in a Newspaper Office." In Literary and Cultural Criticism from the Nineteenth Century, 341–48. London: Routledge, 2021. http://dx.doi.org/10.4324/9781003199915-67.

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Stafford, Jane. "‘Constant Reading after Office Hours’: Sol Plaatje and Literary Belonging." In Colonial Literature and the Native Author, 61–105. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-38767-3_3.

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"Understanding the Literacy Hour." In Supporting Literacy, 12–20. Routledge, 2002. http://dx.doi.org/10.4324/9780203208441-7.

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"Inside the literacy hour classroom." In Inside the Literacy Hour, 43–59. Routledge, 2003. http://dx.doi.org/10.4324/9780203451748-10.

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"Teachers and the literacy hour." In Inside the Literacy Hour, 161–75. Routledge, 2003. http://dx.doi.org/10.4324/9780203451748-17.

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"Improving the teaching of literacy." In Inside the Literacy Hour, 13–29. Routledge, 2003. http://dx.doi.org/10.4324/9780203451748-8.

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"Writing in the Literacy Hour." In Writing for All, 43–51. Routledge, 2013. http://dx.doi.org/10.4324/9781315068459-10.

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"Talk in the Literacy Hour." In Speaking & Listening for All, 33–40. David Fulton Publishers, 2014. http://dx.doi.org/10.4324/9781315068466-10.

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"The literacy hour and beyond." In Improving Teaching and Learning in the Humanities, 32–52. Routledge, 2012. http://dx.doi.org/10.4324/9780203011928-7.

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Conference papers on the topic "Literacy hour"

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Heinz, Manuela, Mary Fleming, Pauline Logue, and Joseph McNamara. "Collaborative learning, role play and case study: Pedagogical pathways to professionalism and ethics in school placement." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.26.

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Teachers are moral agents. Acting professionally in loco parentis teachers have a legal and moral duty of care to students (DES, 2017). Moreover, they can be regarded as moral ‘role models’ (Bergen, 2006; Lumpkin, 2013). Professional codes of practice assist teachers in their moral agency (Alberta Teachers’ Association, 2004; CDET, 2017; DfE, 2011; Education Council, 2017; Teaching Council, 2012; 2016; World Class Teachers, 2017). In conjunction with official codes of conduct, TE ethics programmes contribute to the development of “a moral language” and raise awareness of moral agency in teaching (Shapira-Lishchinsky, 2010). In 2014 the National University of Ireland, Galway (NUIG) and the Galway-Mayo Institute of Technology (GMIT) jointly developed a cross-institutional training programme entitled ‘The Ethical Teacher Programme’, designed to facilitate student teachers to reflect upon professionalism and ethics during School Placement. The programme incorporated both a study of the Teaching Council Code of Professional Conduct for Teachers (Code) (2012) and explorations of selected ethical ‘case studies’ in teaching, using collaborative learning (CL) and role play strategies. The ‘ethical dilemma’ approach employed mirrored literature studies (Colenerud, 1997; Husu & Tiri, 2003; Klassen, 2002). Unique to the approach, however, was the method of application of selected classical and contemporary ethical philosophies to moral dilemmas in teaching. The programme was designed to include a one-hour introductory lecture on professionalism and ethics (from the perspectives of moral literacy and ethical theory) followed by a two-hour applied workshop. The workshop employed student-centred, active teaching and learning methods, specifically, collaborative learning, role play and case study analysis. Six ethical philosophical principles (or ‘lenses’) were integrated into programme delivery - teleology, deontology, virtue ethics, justice ethics, care ethics and relationality ethics. These lenses were applied to real-world teaching case studies. One cohort to which this training programme is offered annually is the student teachers on the Professional Master of Education (PME) programme in NUIG. The PME cohort (2015-2016) is the focus of the present study. The study sought a critical reflection on, and evaluation of, this training programme, from a student perspective. This study is phase one of a larger on-going study.

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Mahaney, Jack. "A Drafting Course for Practicing Engineers." In ASME 2004 International Mechanical Engineering Congress and Exposition. ASMEDC, 2004. http://dx.doi.org/10.1115/imece2004-61131.

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Graphical communication has traditionally been a basic part of the mechanical engineer’s education. The production and reading of drawings have long been considered an attribute of ‘literate’ engineers. Today, that assumption is under attack, as is the very definition of a drafting course. Typical questions include “Why should we teach pencil/paper drawing in an AutoCAD age?” “Why not just teach solids modeling and forget the old-fashioned stuff?” At Mercer University we teach in the sophomore year a single two-semester-hour laboratory course containing three modules: pencil-and-paper drawing, computer-aided drawing, and solids modeling. The course attempts to balance the presentation and mastery of traditional descriptive geometry principles and skills with the need to prepare engineers for practice. The goal in each module is to teach enough skill to provide a base for experience and future learning in both course work and professional practice. The approach in each module is to start with the basic skills of that particular method, and progress to the production of working and assembly drawings. Rationale and learning objectives for the course are presented, as well as representative examples of assignments and projects.

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Rezer, Tatiana. "Digital Learning Environments and New Forms of Didactogeny." In The Public/Private in Modern Civilization, the 22nd Russian Scientific-Practical Conference (with international participation) (Yekaterinburg, April 16-17, 2020). Liberal Arts University – University for Humanities, Yekaterinburg, 2020. http://dx.doi.org/10.35853/ufh-public/private-2020-77.

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Humanity’s progress is determined by its spiritual, intellectual and physical potential. The role of each of them is equally important. All types of potential capabilities are developed through the process of learning and education, which have their own types of resources and technologies to ensure the quality of education and health. The digital learning environment is a new kind of educational resource that has emerged as a result of technological advances in this century. Based on a comparative analysis, the reasons for the emergence of a new form of didactogeny in the digital educational environment: nomophobia, caused by smartphone addiction among young people, have been identified. The method of theoretical analysis of relevant publications allowed for the propagation level of this form of didactogeny to be revealed. The result: 53% of UK residents suffer from nomophobia, while in Russia only 3 teenagers out of 68 subjects were able to go without a using phone for 8 hours and engage in intellectual activities, from which they gained satisfaction and new knowledge. An empirical questionnaire study showed that 41.29 per cent of young people in Russia’s student population reported being overloaded with information from various types of sources. Conclusions: there are no formal health and hygiene requirements for the digital learning environment; ‘cliched’ thinking is widespread among the new generation; an emotional overload of students is emerging, which leads to neuroticism and depression; new forms of didactogenia such as nomophobia are developing in the educational process; low digital academic literacy is diagnosed among educational process participants.

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Almeida, Beatriz, Carlos Albuquerque, Madalena Cunha, and Anabela Antunes. "SLEEP QUALITY AND SLEEP HABITS IN STUDENTS." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end102.

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Introduction: The student stage is marked by many changes that will affect different aspects of young youth life, including changes in sleep patterns. Sleep is known to play an active role in the overall development of students, mainly because of its restorative functions and an insufficient number of hours of sleep can be associated with consequences on physical and mental health. Objectives: To analyze the factors that interfere with higher education students’ sleep quality. Methods: A systematic review of the literature was carried out drawing on a selection of articles published between 2012 and 2020, following the method proposed by the Joanna Briggs Institute and according to the Preferred reporting items for systematic reviews and meta-analyzes (PRISMA). This selection was carried out using PubMed, B-On and SCIELO search engines. The review was based on 5 articles whose methodological quality was found to be undeniable. Results: Results show that, on the whole, students suffer from a poor quality of sleep. This situation is commonly associated with factors such as being a higher education student worker, shift work, or caffeine, alcohol, and tobacco use, among others. Conclusions: In view of the outcomes, it became clear that higher education students need to be made more aware of the importance of sleep habits and daytime sleepiness, and to improve their health literacy. They need to be informed and trained in these areas so they may reduce or at least prevent certain risk behaviours that increasingly threaten their sleep quality and overall health.

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Aitani, Koichiro, and Shohei Yoshinaga. "Economic Impact Generated by the Public Open Space: Case Study of Klyde Warren Park." In 2018 ACSA International Conference. ACSA Press, 2018. http://dx.doi.org/10.35483/acsa.intl.2018.53.

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Klyde Warren Park is Dallas’s new town plaza which has literally and figuratively bridged the city’s downtown cultural district with the burgeoning mixed-use neighborhoods to the north, reshaping the city and catalyzing economic development. The park brings Dallas-sites together in new ways, with dozens of free activities and amenities to offer every week, from concerts and lectures to games and fitness/ yoga classes, all within a beautiful five-acre urban oasis. The park decks over the sunken Woodall Rodgers Freeway, which had been an imposing barrier between downtown and the densely populated Uptown neighborhood. Spurred by a study in 2002 that confirmed the feasibility of a “deck park” over the freeway, leaders of the Dallas business community formed the non-profit Woodall Rodgers Park Foundation, which was responsible for the operations and maintenance of the new park with its operating hours from 6am to 11pm. After ten years of planning, design, fundraising, and construction, Klyde Warren Park opened in the fall of 2012 and was immediately embraced by the community, cementing its place as a world-class urban park.

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Boda, Z., G. Pfliegler, I. Tornai, M. Udvardy, J. Hársfalvi, and K. Rak. "LONG-TERM COUMAROL PLUS SMALL DOSE ASA THERAPY IN PATIENTS WITH PROSTHETIC HEART VALVE. SOME QUESTIONS OF LABORATORY CONTROL." In XIth International Congress on Thrombosis and Haemostasis. Schattauer GmbH, 1987. http://dx.doi.org/10.1055/s-0038-1643268.

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Thromboembolism in patients with prosthetic heart valves remains a major time-related problem (Sullivan 1971, Dale 1976, Chesebro 1983). Patients receiving anticoagulant plus antiplatelet agent have the lowest incidence of thromboembolism but the risk of bleeding is not negligible. The laboratory control of combined therapy is unsolved.This study considers the thromboembolic prophylaxis of 38 patients with prosthetic heart valve. Cou-marol treatment was combined with ASA (1 000 mg/week, 36 months follow up).Prothrombin ratio was used in control of the oral anticoagulant therapy. Malondialdehyde production was measured parallel with the so-called malondialdehyde-ratio (MDA-ratio = malondialdehyde level of patient/ control plasma). MDA-ratio, platelet aggregation, thromboxane and prostacycline metabolites were studied 48 hours after 500 mg ASA intake. The average of MDA-ratio was 0.42 ± 0.23 (from 137 measurements). The therapeutic range of MDA-ratio is 0.7 - 0.2. Value below 0.2 means overdosed, over 0.7 means an ineffective ASA therapy. Normal first and second phase platelet aggregation was observed in 23 % of cases when MDA-ratio was below 0.5. Only in 4 % of patients with MDA-ratio over 0.7 was found an abnormal platelet aggregation. The mean prothrombin ratio was 1.59 ± 0.22.No gastrointestinal bleeding or thromboembolism was observed during the 36 months follow up. Contrary to the literary data (Chesebro 1983) coumarol plus small dose ASA did not result excessive bleeding and can be suggested for patients with prosthetic heart valve. Examination of both the prothrombin and the malondialdehyde ratio with study of platelet aggregation is recommended as laboratory control.

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McMurry, Joseph H., Thomas B. Keefer, and Lorenzo Previsani. "Marine Gas Turbine Propulsion System Controls: An Integrated Approach." In ASME Turbo Expo 2008: Power for Land, Sea, and Air. ASMEDC, 2008. http://dx.doi.org/10.1115/gt2008-50858.

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A typical marine gas turbine propulsion system installation consists of separate controls for not only the gas turbine but also the ship systems, reduction gearbox, water jet and exhaust system. Advantages in reduced complexity, lower weight, ease of installation/maintenance and reduced cost of ownership can be achieved by minimizing the quantity of individual subsystem controls. An integrated gas turbine control (ITC) panel has been successfully designed, developed, installed, commissioned and delivered to a private luxury yacht owner over a 12-month period. The design and development phase of the project brought together a multi-discipline team of engineers to establish the requirements for the ITC. A development ITC was fabricated and tested to evaluate the system performance that included offline simulation in addition to actual gas turbine engine performance testing in a test cell. A key design feature of the ITC is the utilization of commercial off-the-shelf (COTS) hardware for the major control system components. This is in contrast to the typical non-integrated control systems used in past gas turbine control applications which utilized a purpose built, embedded processor system architecture. The use of COTS hardware in this design provides for literally millions of hours of operating experience of the equipment design even in advance of the initial simulation and evaluation testing. It also lends itself to ease of field troubleshooting and subcomponent replacement with readily available hardware. Accommodation for unforeseen system modifications were readily achieved through the ease of programming modifications. This paper describes in detail the conception, design, development, evaluation, testing and installation of the aforementioned ITC.

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Reports on the topic "Literacy hour"

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Gao, Xin, Aiko Kikkawa, and Jong Woo Kang. Evaluating the Impact of Remittances on Human Capital Investment in the Kyrgyz Republic. Asian Development Bank, May 2021. http://dx.doi.org/10.22617/wps210189-2.

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Remittances from overseas can encourage human capital investment, but empirical studies have shown mixed evidence. This paper uses a 5-year panel dataset in the Kyrgyz Republic to examine the impact of remittances on the human capital formation of school-age children. After correcting for endogeneities with instrumental variables, the study finds that remittances have negative impacts on educational achievement. Extended hours of farm labor by children and increased expenditure on durable goods are identified among recipient households. To mitigate negative effects of remittances on children’s learning, the findings call for actions such as financial literacy education and better monitoring of farm labor hours of school-age children.

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Álvarez Marinelli, Horacio, Samuel Berlinski, and Matías Busso. Research Insights: Can Struggling Primary School Readers Improve Their Reading through Targeted Remedial Interventions? Inter-American Development Bank, November 2020. http://dx.doi.org/10.18235/0002863.

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.

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