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Relevant bibliographies by topics / Oracy

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Academic literature on the topic 'Oracy'

Author: Grafiati

Published: 4 June 2021

Last updated: 20 February 2023

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Journal articles on the topic "Oracy"

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Kaldahl, Anne-Grete, Antonia Bachinger, and Gert Rijlaarsdam. "Oracy matters. Introduction to the special issue on oracy." L1 Educational Studies in Language and Literature 19, Running Issue, Running Issue (July 2019): 1–9. http://dx.doi.org/10.17239/l1esll-2019.19.03.06.

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Dragomir, Isabela-Anda, and Brândușa-Oana Niculescu. "Oracy in the 21^st Century – Developing Speaking Competence for Real World Interactions." International conference KNOWLEDGE-BASED ORGANIZATION 28, no. 2 (June 1, 2022): 148–53. http://dx.doi.org/10.2478/kbo-2022-0063.

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Abstract Communication is a fundamental skill for the existence and survival of societies. In the learning of a foreign language, classroom practice should focus with priority on developing communicative skills. Oracy, a term coined by Andrew Wilkinson in 1965, is defined as the ability to express oneself efficiently, effectively, and fluently. Having strong oracy skills involves the capacity to structure one’s thoughts in a way that is comprehensible to others, and accurate control of both vocabulary and grammar, in order to transmit a clear message. In the same way that literacy is essential for reading and writing, oracy is necessary for becoming a good speaker and listener. This paper will define oracy as a language teaching strategy, establish an oracy framework, and detail on oracy subskills. The practical part takes a pedagogical approach to the concept of oracy and underlines its importance in the teaching of a foreign language by integrating oracy skills and sub-skills in an applied discussion exemplified by concrete classroom practice.

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Butler, Katharine G. "From Oracy to Literacy." Topics in Language Disorders 20, no. 1 (November 1999): 14–32. http://dx.doi.org/10.1097/00011363-199911000-00004.

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Heron, Marion. "Making the case for oracy skills in higher education: practices and opportunities." Journal of University Teaching and Learning Practice 16, no. 2 (April 1, 2019): 5–21. http://dx.doi.org/10.53761/1.16.2.2.

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In this paper I make the case for embedding oracy practices in the HE curriculum through explicit teaching of oracy skills and a shared common language to describe these skills. Active learning and teaching approaches as well as growing expectations of graduate employability skills have resulted in greater demands on students in UK higher education in terms of their oracy (speaking and listening) skills. Whilst oracy skills have long been the focus of studies in compulsory educational contexts, there is little transfer of research findings to a higher education context. With the aim of opening up the discussion on oracy skills in HE, this paper reports on an exploratory study carried out to investigate how teachers on two undergraduate business modules incorporated oral communication skills in their content, pedagogy and assessment. Data were gathered from observations of lectures and seminars, course documents, and semi-structured interviews with tutors. With reference to an Oracy Skills Framework the paper concludes with suggestions for how oracy skills may be more explicitly embedded into the undergraduate curriculum.

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Wortley, Beatrice, and Valerie Love. "A year's work on oracy." Research in Education 45, no. 1 (May 1991): 69–75. http://dx.doi.org/10.1177/003452379104500107.

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Erler, Lynn. "Literacy and Second Language Oracy." System 38, no. 2 (June 2010): 339. http://dx.doi.org/10.1016/j.system.2010.03.008.

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Ferst, Phillipa. "Orienting Oracy: empowerment or enslavement." Journal of Further and Higher Education 23, no. 2 (June 1999): 257–67. http://dx.doi.org/10.1080/0309877990230209.

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Shakhsi Dastgahian, Elahe, Marianne Turner, and Janet Scull. "Task-based Pedagogies in Iran: The Relationship between Oracy and Literacy." RELC Journal 51, no. 3 (June 13, 2019): 412–26. http://dx.doi.org/10.1177/0033688219845932.

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Despite the recent emphasis on oral English language proficiency in the Iranian education system, the teaching of oral communication remains a challenge for secondary school English language teachers. In this article, we suggest that this, in part, relates to the continued emphasis on literacy practices. The article explores the approach taken by three Iranian junior high school English language teachers to teaching oracy during a summer school task-based intervention. Data were gathered through observations and interviews, and third generation activity theory from Engeström (1996; Engeström 2001) was used to analyse teachers’ practices. Findings revealed that, while trialling aspects of task-based pedagogies, the teachers’ attention to oracy increased. However, they retained a strong traditional focus on literacy teaching, which had an effect on their approach to oracy and also appeared to constrain their movement towards less-controlled spoken language. This small-scale study offers insights into approaches to oracy teaching while employing task-based pedagogies in foreign language contexts like Iran. In this context, English literacy has been the historical focus, the Roman alphabet is new for the students, and there is often limited exposure to oracy practices outside the classroom context (Sadeghi and Richards, 2015).

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Saracho, Olivia N., and Bernard Spodek. "Oracy: social facets of language learning." Early Child Development and Care 177, no. 6-7 (August 2007): 695–705. http://dx.doi.org/10.1080/03004430701377540.

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Fenwick, Geoff. "Poetry: A Suitable Vehicle for Oracy." Reading 29, no. 2 (July 1995): 27–30. http://dx.doi.org/10.1111/j.1467-9345.1995.tb00145.x.

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Dissertations / Theses on the topic "Oracy"

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Bousted, Mary. "A socio-political analysis of the personal growth ideology of English teaching." Thesis, University of York, 1999. http://etheses.whiterose.ac.uk/10867/.

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Hilson, Patricia F., and n/a. "From oracy to literacy via writing : a Montessori approach for the pre-school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060724.131835.

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Traditionally, children's formal introduction to print has occurred when they enter primary school around five years of age. The progress of this literacy development typically has been from the child's spoken language into reading. In this approach writing emerges out of reading experience. Montessori's theory suggests that children can come to literacy via writing, specifically via the sounds of the alphabet. Her approach rests on the view that the alphabet can represent the sounds of spoken language. Given the sounds/symbols to write the child can learn to map spoken language to print. As children explore the print system in writing they will build up knowledge and understanding sufficient to support easy access to reading. According to Montessori the pre-school years offer an optimal time for this development to occur. She maintains that where literacy acquisition emerges out of spoken language via writing into reading the potential for creative written expression may be more available to the child than where the progression is first into reading. In this latter approach the thoughts and conventions of other writers (reading) may limit the child's expression. Theoretical issues regarding young children's capacities to learn as well as issues surrounding the writing/reading precedence are discussed. To examine the process from children's spoken language into writing, a series of naturalistic observations were carried out in three Montessori classes. Children's progress from oracy to literacy and the learning environments which facilitated this process are documented and discussed. In presenting the children's learning environments an informal exposition of Montessori's approach to language learning at the pre-school level is given.

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Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.

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This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The study concluded that most pupils improved their oracy skills because of their progressive use of full sentences when answering questions and in other oral contexts. The persistent undertaking of striving towards completing sentences showed that they required a greater active use of English. Pupils understood to resource their latent vocabulary and comprehension. Moreover, the pupils achieved improved confidence in demonstrating an understanding to structure their speech.

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Axelsson, Erik. "”Vad kaotiskt allt skulle vara utan samtal.” : En fenomenografisk studie över elevers uppfattning om samtal." Thesis, Södertörns högskola, Lärarutbildningen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-33429.

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The aim of this study is to examine what perception grade 2 students has of dialogue when focusing on the Swedish language. The study is supported by phenomenography, which focuses on the students’ own conclusions surrounding the importance of dialogue. The survey is also supported by a metacognitive perspective. To achieve the aim, the following three questions has been formulated: What perceptions do students in grade 2 have concerning dialogue? In what way does the students’ perceptions of dialogue differ? Do the students perceive dialogue as something of value? In summary, the results of this study are that in each student group it is agreed upon that dialogues are important but a majority of the students finds it difficult to keep up a dialogue. Therefore, it is important that teachers get all the help they need to be able to work with oracy, i.e. the ability to use oral tools such as speaking and listening. For them to succeed Mercer (2017) urges that oracy, as a tool, receives much more attention in schools.

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Scanlan, Mary. "My story in a box: linking home and school to explore identity, creative writing and oracy." Thesis, University of Bristol, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.492566.

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My research took a socio- cultural perspective on literacy learning, which sought to discover ways in which knowledge and exchange of the different practices found in the domains of home and school might be utilised to benefit pupils. It was based within a collaborative action research framework (Elliott, 1991) in which I worked as a teacher researcher in partnership with class teachers and parents. I focussed on literacy in Key Stage 1. Pupils were asked to take home a shoebox and select artefacts to inspire their creative writing in school and parents were asked to discuss these choices with their child.

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McCormack, Brittany. "The Development of Oracy in Students with English as an Additional Language or Dialect Through Music." Thesis, Griffith University, 2017. http://hdl.handle.net/10072/370572.

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This research investigates the potential of a music intervention to develop musicality and oracy in primary school aged students with English is an additional language or dialect (EAL/D). The research inquired: 1) what is the effect of a music intervention on the musicality of students with EAL/D; and 2) what is the effect of a music intervention on the level of oracy (verbal fluency, prosody and pronunciation) of students with EAL/D. Music and speech are both auditory forms of communication, and neuroscientific research indicates that there are common processing mechanisms between them (Moreno, 2009; Patel, 2008). As a result, past research has continued to draw upon music and music pedagogy to explore its ability to develop other cognitive domains. The prevalence of music and its similarities to particular oracy skills further encouraged the use of music to investigate its potential to develop the verbal fluency, prosody, and pronunciation for students with EAL/D. Australia’s immigration rates have continued to increase, in which 20% to 25% of school students have English as an additional language or dialect (Commonwealth of Australia, 2016a; Hammond, 2014). The Australian Curriculum, Assessment and Reporting Authority ([ACARA], 2014b) notes that students with EAL/D are seen to struggle with aspects of oracy, and are expected to meaningfully communicate in spoken English for a variety of social and academic purposes. Although Australian teachers have access to a variety of curriculum documents, these documents do not outline specific strategies for teachers of students with EAL/D to assist in the development of their verbal fluency, prosody and pronunciation. Therefore, this research attempted to do so through the implementation of an eight-week music intervention that drew upon the principles of audiation from Gordon’s Music Learning Theory (The Gordon Institute for Music Learning [GIML], 2017a). The principles of audiation from Gordon’s Music Learning theory were used in this intervention due to the focus on pitch and rhythm. This focus would allow students to develop tonal and rhythmic vocabularies, and thus assist in their ability to audiate, or to hear sounds in their heads. The implementation of this music intervention reflected the pragmatic nature of this research as it aimed to investigate music’s potential to develop three specific oracy skills for students with EAL/D: verbal fluency, prosody, and pronunciation. A single-subject experimental design (SSED) methodology was employed as it allowed the individual reporting of student participant results. Results from qualitative and quantitative data indicated that all students demonstrated improvements in their level of musicality after their participation in the music intervention to varying degrees. All participants were noted as having increased levels of pronunciation, but only five of the six participants improved their level of prosody post-intervention. No significant improvements could be reported for students’ verbal fluency. Results indicated there is the potential for this music intervention to develop prosody and pronunciation for students with EAL/D. Although these positive results were obtained, further research is needed over an extended period of time to investigate the full extent of music’s influence on these skills and additional areas within other cognitive domains. Additional results from semi-structured interviews and observations indicated all students demonstrated an increase in their confidence, motivation and engagement, and that the music intervention facilitated the development of relationships between peers and staff. Previous research found that music is an engaging tool that alleviates the anxiety associated with language learning (Ara, 2009; Fonseca-Mora, Toscano-Fuentes, & Wermke, 2011). It can be suggested that potential correlations exist between confidence, motivation and engagement and the development of their prosody and pronunciation, as it encouraged students to take risks and experiment with their verbal communication in the English language, in turn influencing the facilitation of relationships. Further research into this area would be needed, however, to confirm or refute these suggested correlations. Results from this research revealed there is potential for this music intervention to develop specific oracy skills for students with EAL/D, particularly prosody and pronunciation. This research may assist primary school teachers in developing specific strategies to target and develop verbal fluency, prosody, and pronunciation for students with EAL/D. Additionally, this research adds to the growing body of knowledge around the benefits of music developing skills in other cognitive domains.
Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School Educ & Professional St
Arts, Education and Law
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Beaumont, Natasha. "Multimodal language and learning: Drama as EAL/D pedagogy in the early primary classroom." Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22696.

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This paper is a qualitative exploration of the experiences of three English as an additional language or dialect (EAL/D) Year 1 students and their classroom teacher. The study interprets their engagement in socio-dramatic roleplay as a form of oral and written literacy instruction. Analysis centres around the body language and classroom conversations of participants, as well as the pedagogic strategies implemented. The methodologies used are hermeneutic phenomenology and narrative interpretation. Human personalities are impossible to represent using purely quantitative means. Stories, however, are able to vividly depict complex psychosocial environments. Classrooms are such an environment, as full of relationships and feelings as they are of concepts and curriculum. Hence, in presenting a case for drama as a highly engaging language enrichment pedagogy, this study has been inspired and informed by the work of Van Manen (2016a, 2016b) and Polkinghorne (1988), both significant contributors to the field of human experience. This investigation builds upon a growing body of research demonstrating that drama-rich strategies and techniques are a classroom innovation that can improve student engagement and learning outcomes. Drama encourages vocal expressiveness and creative language use. It also allows young students to use their innate physicality to create and access multimodal meaning. Multimodality is becoming increasingly valued in the fields of second language learning and social equity. Finding different ways of representing knowledge to help support increasingly diverse student populations is now an acknowledged best practice. Drama utilises body language as an alternative mode of communication, one that EAL/D students are able to adopt as easily as their mainstream language peers.

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Mannion, James. "Metacognition, self-regulation, oracy : a mixed methods case study of a complex, whole-school 'Learning to Learn' intervention." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/289131.

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This doctoral thesis presents the findings of a mixed methods case study of Learning Skills, a new approach to Learning to Learn that was developed and implemented at a secondary school in the south of England between 2010 and 2014, and evaluated using data collected between 2009 and 2017. Learning to Learn is a field of educational theory and practice that aims to help young people get better at learning by focusing on the processes of learning (the how as well as the what), and by enabling them to take ownership over aspects of their own learning through activities such as goal setting, self-monitoring and structured reflection. The field has developed significantly throughout the last 40 years, with a number of approaches having been implemented on a large scale in the UK. Research into metacognition and self-regulation suggests that Learning to Learn programmes should help boost academic attainment. To date however, large-scale evaluations have found mixed results, with no clear impact on academic attainment. Using an intervention design used widely in medicine and other fields, Learning Skills reconceptualises Learning to Learn as a 'complex intervention' comprised of multiple areas of evidence-informed practice. The rationale for complex interventions is that the marginal gains emerging from any individual avenue of practice stack up and interact to yield a larger effect size overall. The Learning Skills programme, which started as a year seven taught course and developed into a whole-school approach to teaching and learning, focuses centrally on three key concepts: metacognition, self-regulation and oracy. This evaluation of Learning Skills incorporates eight strands of data collection and analysis over an eight-year period, using the previous year group at the same school as a control group. These include baseline measures; attitude to learning scores; psychometric questionnaires; a language of learning evaluation; reflective learning journals; student interviews; teacher interviews; and student attainment across all subjects in years nine and 11. The primary outcome analysis - student attainment across all subject areas at three and five years - found that Learning Skills cohort one achieved significantly higher grades than the control cohort, with accelerated gains among young people from economically disadvantaged backgrounds. Secondary data analysis incorporating a range of qualitative and quantitative methods indicates a causal relationship between Learning Skills and academic attainment. As well as evaluating the impact of a new and promising approach to Learning to Learn, this study generates new knowledge about the implementation and evaluation of complex interventions in education.

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Perez-Adamson, Clara. "Does an oracy intervention affect the way that teachers cope with students who challenge or worry them in some way?" Thesis, University of Essex, 2018. http://repository.essex.ac.uk/22932/.

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The Voice 21: Improving oracy intervention funded by the Education Endowment Foundation (EEF) was focused upon improving the quality of classroom dialogue at the Y7 level. It has four key elements: (i) an oracy curriculum, which includes dedicated oracy lessons and strategies for building oracy in regular school lessons; (ii) a training package for school staff; (iii) strategies to build a whole-school oracy culture, including building oracy into assemblies and parents’ evenings, and (iv) an oracy assessment tool, which helps teachers to identify specific speaking and listening skills. Past research focussed upon oracy has established that oracy can lead to school age students achieving substantially improved skills in maths, science, and reasoning. This study attempts to develop an understanding of how vulnerable students were thought about and engaged with in a school that had recently completed the EEF intervention. Five teachers were interviewed and asked about their experiences of working with students perceived as challenging or worrying before and after the intervention, and about the possible impact of the intervention on relationships among students and teachers in the school. A social constructivist epistemological position was adopted and a grounded theory methodology was used. Teachers reported that students developed skills in listening and relating to other students, which contributed to improved relations among students. Teachers also reflected that the intervention offered them the space to develop more trusting and close relationships with students. Oracy was described as serving students who were challenging or worrying by helping teachers to identify students with language difficulties, by giving students who attracted negative attention opportunities to participate positively in school and by offering students who were otherwise socially vulnerable tools to present their ideas, and a platform from which to influence the school culture.

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Keyser, Dorothy. "Oracy, Literacy and the Music of Adam De La Halle: The Evidence of the Manuscript Paris, BibliothèQue Nationale f.fr. 25566." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc332454/.

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This study examines the thirteenth century Artesian trouvère Adam de la Halle in the manuscript Paris, Bibliothèque Nationale f.fr 25566 as it pertains to the oral/literate model for explaining characteristics of musical traditions. The fortuitous collaboration of a single scribe with a single composer on a musical collection encompassing a cross-section of thirteenth-century styles and idioms make this repertoire uniquely appropriate to a comparison of musical oracy and literacy.

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Books on the topic "Oracy"

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Macrae, Neil. Oracy. Dunstable: Folens, 1990.

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MELTA, Conference on Oracy (2004 Subang Jaya Selangor etc ). Oracy in focus. Petaling Jaya: Sasbadi, 2005.

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Science, Department of Education &. Curriculum development in oracy. Stanmore: Department of Education and Science, 1990.

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Grant, Maeve. The management of Oracy across the curriculum. [s.l: The Author], 2002.

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Paark, David. The light of openness: Promotingpersonal growth through oracy. [S.l: The author], 1991.

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Smith, John. Free speech: bound script: Assessment, oracy and control. Norwich: University of East Anglia, 1986.

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Neville, Mary H. Assessing and teaching language: Literacy and oracy in schools. Basingstoke: Macmillan Education, 1988.

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Kate, Norman, and National Oracy Project, eds. Thinking voices: The work of the National Oracy Project. London: Hodder & Stoughton, 1992.

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Oracy and literacy: Their autonomy and complementation in language communication. Muenchen: LINCOM Europa, 2010.

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Margaret, MacLure, Phillips Terry, Wilkinson Andrew M, and International Oracy Convention (1987 : University of East Anglia), eds. Oracy matters: The development of talking and listening in education. Milton Keynes: Open University Press, 1988.

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Book chapters on the topic "Oracy"

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Wood, Meena Kumari, and Nick Haddon. "Oracy skills." In Secondary Curriculum Transformed, 121–25. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003022534-15.

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Mercer, Neil, James Mannion, and Paul Warwick. "Oracy education." In The Routledge International Handbook of Research on Dialogic Education, 292–305. Abingdon, Oxon; New York, NY: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9780429441677-25.

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Mercer, Neil. "An Oracy Assessment Toolkit." In Language and the Joint Creation of Knowledge, 394–419. Abingdon, Oxon ; New York, NY: Routledge, 2019.: Routledge, 2019. http://dx.doi.org/10.4324/9780429400759-18.

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Newman, Debbie. "Activities to build oracy skills." In The Noisy Classroom, 81–86. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351020220-14.

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Newman, Debbie. "Why is critical oracy important?" In The Noisy Classroom, 9–20. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781351020220-3.

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Mercer, Neil. "Oracy and the primary curriculum." In Inspiring Primary Curriculum Design, 165–73. Abingdon, Oxon; New York, NY: Routledge, 2020. |: Routledge, 2020. http://dx.doi.org/10.4324/9780429277108-11.

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Pae, Hye K. "The Consequences of Reading: The Reading Brain." In Literacy Studies, 135–45. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-55152-0_7.

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Abstract This chapter discusses the consequences of reading in terms of the reading brain. As a holistic view of the mind’s software, the ecosystem of reading is used as a theoretical framework, which includes microsystem, mesosystem, exosystem, and macrosystem. The ecological system of reading particularly focuses on the reader’s mind as the microsystem and on language and script (i.e., oracy and literacy) as the mesosystem within the interrelated networks of the biological basis, cognitive characteristics, and the sociocultural dimensions of learning and reading. The discussion continues to cover the similarities and differences between oracy and literacy. Finally, the reading brain is discussed with respect to the cognitive impact of reading. The literate brain shows a stable cerebral architecture and neural networks specifically attuned to reading in the left occipito-temporal region.

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Rojas-Drummond, Sylvia, Ana María Márquez, Riikka Hofmann, Fiona Maine, Luisa Rubio, José Hernández, and Kissy Guzmán. "Oracy and Literacy in the Making." In Open Spaces for Interactions and Learning Diversities, 69–108. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-340-7_6.

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Gilbert, Rob. "Critical Oracy and Education for Active Citizenship." In Oral Discourse and Education, 105–13. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4417-9_11.

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Heron, Marion, and David M. Palfreyman. "Developing Oracy Skills for Student Voice Work." In Engaging Student Voices in Higher Education, 89–105. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-20824-0_6.

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Conference papers on the topic "Oracy"

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Sukavatee, Pornpimol, and Kusuma Bangkom. "Effects of Oracy Building Instruction via Blended Learning Environment on Eil Students’ Oracy Skills." In 2nd International Conference on Teaching, Learning and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.ictle.2019.11.687.

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Berliana, Winny. "The Common Strategies of Students in Learning Oracy in Academic Context Subject." In Eighth International Conference on English Language and Teaching (ICOELT-8 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210914.017.

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Georgiadou, Soumela, and Makrina Zafiri. "THE DEVELOPMENT OF ORACY SKILLS IN AN EFL CONTEXT USING YOUTUBE VIDEOS: A CASE STUDY." In ADVED 2021- 7th International Conference on Advances in Education. International Organization Center of Academic Research, 2021. http://dx.doi.org/10.47696/adved.202115.

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Bridger, Alan, Gillian S. Wright, Frossie Economou, Min Tan, Malcolm J. Currie, David A. Pickup, Andrew J. Adamson, Nicholas P. Rees, Maren Purves, and Russell D. Kackley. "ORAC: a modern observing system for UKIRT." In Astronomical Telescopes and Instrumentation, edited by Hilton Lewis. SPIE, 2000. http://dx.doi.org/10.1117/12.388393.

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Du, Zhenjiao, and Yonghui Li. "Quantitative Structure-activity Relationship Study on Antioxidant Dipeptides." In 2022 AOCS Annual Meeting & Expo. American Oil Chemists' Society (AOCS), 2022. http://dx.doi.org/10.21748/cpyc1755.

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Antioxidative peptides have attracted increasing interest of researchers and consumers. Compared to wet chemistry methods, quantitative structure-activity relationship (QSAR) analysis as a in silicon method can be more efficient and cost effective and has been successfully applied to activity prediction of angiotensin I-converting enzyme inhibitory activity and bitterness of peptides. However, there are only few QSAR studies on antioxidative activity, particularly for dipeptides which have demonstrated ideal absorption ability in intestinal compared to larger peptides. This study aimed to conduct a comprehensive QSAR analysis between simple structure dipeptides and their antioxidative activity based on available results. 16 common amino acid descriptors were adopted and combined with partial least squares regression (PLSR) for modelling of ABTS and ORAC antioxidant activities of 75 dipeptides from literatures. Two descriptors, namely G-scale and VSW, were selected for further optimization of PLSR models for ABTS activity and ORAC activity, respectively. The two models resulted in R2 of 0.846 and 0.865 and Q2 of 0.737 and 0.756, respectively. With 20 times permutation, the R2 intercepts were 0.142 and 0.198, demonstrating the robustness of the models. Further, based on the two established models, the ABTS and ORAC activities of totally 400 dipeptides were predicted for screening. Overall, only a few descriptors can achieve acceptable performance in antioxidative activity modeling of dipeptides. The N-terminal residues have greater contribution to both ABTS and ORAC activity. Specifically, hydrophobicity played an important role in ABTS activity. The W, Y, E and L amino acid in the N-terminal of a dipeptide are likely to result in higher ABTS activity and the W and Y in the N-terminal of a dipeptide are likely to lead to higher ORAC activity. This study provides important guidance for future protein hydrolysis for antioxidant peptides, design, and selection of physicochemical properties and regression methods for model development.

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Pradani, Winangsari, and Dwita Wulandari. "Ontology for Traditional Modernized Dance Jaipong Oray Welang." In 2021 2nd International Conference on Artificial Intelligence and Data Sciences (AiDAS). IEEE, 2021. http://dx.doi.org/10.1109/aidas53897.2021.9574214.

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Nogueira, R. I., F. C. A. Souza, E. F. Souza, S. M. Pontes, W. F. Leal Junior, and O. Freitas-Silva. "A green coffee based product and its comparasion to commercial products regarding the antioxidant capacity." In 21st International Drying Symposium. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/ids2018.2018.7649.

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Green Coffee Products (GCP) consumption have been increased recently and is justified due its benefits to human health, as the antioxidant activity and thermogenic properties and ant mutagenic and ant carcinogenic capacity and also present alleged weight loss control. The aim this work was to elaborate a GCP with Coffea canephora by spray drying and compare its antioxidant capacity to commercial GCP samples by ORAC methodology. The results presented a range of 33.02 – 2,408.05 µmol Trolox/g for commercial products and 1,861.91 µmol Trolox/g for the product obtained in this work. Keywords: Antioxidant Activity;Green Coffee;Spray Drying;ORAC.

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Lucas de Melo, Leonardo, and Rafael Ballottin Martins. "Aplicação de Mineração de Dados para Detecção de Potenciais Churns em Empresa do Segmento SAAS." In Computer on the Beach. Itajaí: Universidade do Vale do Itajaí, 2020. http://dx.doi.org/10.14210/cotb.v11n1.p034-036.

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Identify what are the main reasons for losingcustomers isessential for companies that offer subscription services, plans orany other recurring method of payment. The application of datamining techniques may assist to find out patterns that can trace themost likely customers to become churns. Thro ugh this research,using the data mining process, it was possible to identify that,among other factors, the non non-utilization of the main systemmodules and the high default rates corroborates for customers tobecome churn.

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Nurhayati, Sri, and Cipta Rumsari. "Social Skill Development In The Game Oray-orayan Traditional Children Of West Java." In Proceedings of the 2nd International Conference of Science Education in Industrial Revolution 4.0, ICONSEIR, December 17th,2019, Medan, North Sumatra, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-12-2019.2295997.

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Reinoso, Zain Sanchez, Jacinthe Thibodeau, Laila Ben Said, Ismail Fliss, Laurent Bazinet, and Sergey Mikhaylin. "Bioactive Peptide Production from Slaughterhouse Blood Proteins: Impact of Pulsed Electric Fields and Ph on Enzyme Inactivation, Antimicrobial and Antioxidant Activities of Peptic Hydrolysates from Bovine and Porcine Hemoglobins." In 2022 AOCS Annual Meeting & Expo. American Oil Chemists' Society (AOCS), 2022. http://dx.doi.org/10.21748/fsht2150.

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Slaughterhouse blood is a valuable by-product since multiple bioactive compounds can be derived out of it. Its solid fraction consists mainly of hemoglobin, which is a good source of antimicrobial and antioxidant peptides that can be released by peptic hydrolysis. Nevertheless, this method has limitations such as low yield, expensive cost of enzyme process, and non-eco-friendly production (high energy consumption and chemical reagents requested). Amount the alternative green technologies for protein valorization, pulsed electric field (PEF) stands out since it allows modifying the physicochemical properties of proteins, promoting the enzymatic hydrolysis, enzyme inactivation, and bioactivity enhancement. Thus, this study aimed to evaluate the effect of PEF on the pepsin inactivation and biological activities (antimicrobial and antioxidant) in hemoglobin hydrolysates. Bovine and porcine hemoglobins were hydrolyzed with pepsin for 3 h (37°C, pH 3.0) and treated with PEF (73 pulses, 23.8kV/cm, 90Hz) to inactivate the enzyme. The hydrolysis degree was evaluated, which did not show significant changes after PEF-inactivation of pepsin, whereas the peptide population analysis by RP-UPLC-MS/MS showed some changes in PEF-treated hydrolysates over time, which suggested a residual pepsin activity. Additionally, the impact of pH (3, 7, and 10) on bioactivity was studied. PEF-treatments did not show a significant impact on antimicrobial (antibacterial, antifungal, and anti-yeast activities) and antioxidant activities (DPPH and ORAC). However, higher pH fostered stronger anti-yeast activity (R. mucilaginosa) and DPPH‐scavenging capacity, whereas pH 7 fostered the antifungal activity (M. racemosus). Even though some changes were observed in the peptide population, no negative effects of PEF were found for biological activities. Thus, the utilization of hemoglobin from the meat industry combined with PEF-treatment fits the circular economy concept since derived peptides can be recycled to protect meat and other products against microbial growth and oxidation.

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Reports on the topic "Oracy"

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Patil, Bhimanagouda S., Ron Porat, G. K. Jayaprakasha, and K. N. C. Murthy. Optimization of Postharvest Storage Conditions to Maintain Fruit Quality and Health Maintaining Properties of Grapefruit. United States Department of Agriculture, January 2010. http://dx.doi.org/10.32747/2010.7613879.bard.

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Antioxidant activity of fruits is gaining wide interest among consumers due to its importance in counteracting oxidative stress, free radicals and preventing DNA damage. Oxygen radical absorbance capacity (ORAC) assay is one of the commonly used assays to measure the antioxidant activity, which is based on hydrogen atom transfer mechanism. Furocoumarins present in grapefruit are reported to have antiproliferative activity, induce GST activity, inhibit biofilm formation and increase bioavailability of drugs. In the present project ORAC values were measured of Star Ruby grapefruit undergone ethylene degreening treatment, cold storage and temperature conditioning treatment, and modified atmosphere packaging which were stored at different temperatures for prolonged period. In addition, furocoumarins were quantified in Star Ruby grapefruits from cold storage and conditioning experiment conducted in Israel. Conditioning treatment is practiced prior cold storage to reduce chilling injury in grapefruits during cold storage for prolonged period. Levels of 6,7-dihyrdoxy bergamottin decreased during storage period in all three treatments.

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Sheridan, Anne. Annual report on migration and asylum 2016: Ireland. ESRI, November 2017. http://dx.doi.org/10.26504/sustat65.

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The Annual Report on Migration and Asylum 2016 provides an overview of trends, policy developments and significant debates in the area of asylum and migration during 2016 in Ireland. Some important developments in 2016 included: The International Protection Act 2015 was commenced throughout 2016. The single application procedure under the Act came into operation from 31 December 2016. The International Protection Office (IPO) replaced the Office of the Refugee Applications Commissioner (ORAC) from 31 December 2016. The first instance appeals body, the International Protection Appeals Tribunal (IPAT), replacing the Refugee Appeals Tribunal (RAT), was established on 31 December 2016. An online appointments system for all registrations at the Registration Office in Dublin was introduced. An electronic Employment Permits Online System (EPOS) was introduced. The Irish Short Stay Visa Waiver Programme was extended for a further five years to October 2021. The Second National Action Plan to Prevent and Combat Human Trafficking was published. 2016 was the first full year of implementation of the Irish Refugee Protection Programme (IRPP). A total of 240 persons were relocated to Ireland from Greece under the relocation strand of the programme and 356 persons were resettled to Ireland. Following an Oireachtas motion, the Government agreed to allocate up to 200 places to unaccompanied minors who had been living in the former migrant camp in Calais and who expressed a wish to come to Ireland. This figure is included in the overall total under the IRPP. Ireland and Jordan were appointed as co-facilitators in February 2016 to conduct preparatory negotiations for the UN high level Summit for Refugees and Migrants. The New York Declaration, of September 2016, sets out plans to start negotiations for a global compact for safe, orderly and regular migration and a global compact for refugees to be adopted in 2018. Key figures for 2016: There were approximately 115,000 non-EEA nationals with permission to remain in Ireland in 2016 compared to 114,000 at the end of 2015. Net inward migration for non-EU nationals is estimated to be 15,700. The number of newly arriving immigrants increased year-on-year to 84,600 at April 2017 from 82,300 at end April 2016. Non-EU nationals represented 34.8 per cent of this total at end April 2017. A total of 104,572 visas, both long stay and short stay, were issued in 2016. Approximately 4,127 persons were refused entry to Ireland at the external borders. Of these, 396 were subsequently admitted to pursue a protection application. 428 persons were returned from Ireland as part of forced return measures, with 187 availing of voluntary return, of which 143 were assisted by the International Organization for Migration Assisted Voluntary Return Programme. There were 532 permissions of leave to remain granted under section 3 of the Immigration Act 1999 during 2016. A total of 2,244 applications for refugee status were received in 2016, a drop of 32 per cent from 2015 (3,276). 641 subsidiary protection cases were processed and 431 new applications for subsidiary protection were submitted. 358 applications for family reunification in respect of recognised refugees were received. A total of 95 alleged trafficking victims were identified, compared with 78 in 2015.

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