Relevant bibliographies by topics / Reading Centre

Contents

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

Academic literature on the topic 'Reading Centre'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Reading Centre.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Reading Centre"

1

PETO, T., and EVICR.NET READING CENTER EXPERT COM. "EVICR.net Reading Centre Network." Acta Ophthalmologica 90 (August 6, 2012): 0. http://dx.doi.org/10.1111/j.1755-3768.2012.3421.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Oliver, Lesley. "The midwife advice service at Reading Remand Centre." British Journal of Midwifery 7, no. 7 (July 1999): 421–24. http://dx.doi.org/10.12968/bjom.1999.7.7.8299.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Indasari, Iin, and Nurhaedah Gailea. "Self-Access Centre in Teaching Reading and Vocabulary to EFL Learners." Journal of English Language Teaching and Cultural Studies 4, no. 1 (June 28, 2021): 34–46. http://dx.doi.org/10.48181/jelts.v4i1.11521.

Full text
Abstract:
This research is aimed to improve students’ reading skill and vocabulary mastery through self-access centre at tenth grade students of SMAN 5 Kota Serang. This research was conducted for three months. This study tries to answer the main questions (1) how is students’ learning process of reading and vocabulary through self-access centre? (2) how is students’ learning achievement of reading and vocabulary through self-access centre? The method used in this research was a classroom action research. The action research was conducted in two cycles. Each cycle was consisted of four steps; planning, implementing, observing, and reflecting. The data were collected through qualitative and quantitative techniques. The qualitative data were collected by analysing the observation. The quantitative data were obtained from the students score in pre-test and post-test. The study showed that there was improvement on students’ reading comprehension and vocabulary mastery. The mean scores are 53.64 for reading pre-test and 64.92 for vocabulary pre-test. The results of post-test in cycle I show 65.12 for reading post-test and 72.96 for vocabulary. In cycle II, students get 70.88 for reading post-test and 76.36 for vocabulary post-test. The result specifies that self-access centre is successful in improving students reading comprehension and vocabulary mastery.
APA, Harvard, Vancouver, ISO, and other styles
4

Rose, David, Leah Lui Chivizhe, Anthony Mcknight, and Arthur Smith. "Scaffolding Academic Reading and Writing at the Koori Centre." Australian Journal of Indigenous Education 32 (2003): 41–50. http://dx.doi.org/10.1017/s1326011100003811.

Full text
Abstract:
AbstractThis paper describes a “scaffolding” methodology for teaching academic literacy that has achieved outstanding success with Indigenous adults returning to formal study at the Koori Centre, University of Sydney. The paper begins by outlining the background to the Koori Centre program and the literacy needs of Indigenous students. We then describe the methodology, including the approach to teaching academic reading, making notes from reading, and writing new texts using these notes. These are key skills required for academic study, which Koori Centre students need to learn. The paper concludes by describing some of the results for students’ literacy development and changing approaches to teaching in the Koori Centre.
APA, Harvard, Vancouver, ISO, and other styles
5

Trauzettel-Klosinski, S. "Reading with Visual Field Defects." Perception 26, no. 1_suppl (August 1997): 11. http://dx.doi.org/10.1068/v970025.

Full text
Abstract:
The influence of different visual field defects on the reading performance was examined with potential adaptive strategies to improve the reading process in mind. By means of an SLO, the retinal fixation locus (RFL) was determined with the use of single targets and text, and eye movements scanning the text were recorded on video tape. Additionally, eye movements were monitored by an Infrared Limbus Tracker. Visual fields were assessed by the Tübingen Manual and/or automatic perimetry. Normal subjects, and patients with central scotomata, ring scotomata, and hemianopic field defects (HFD) were examined. The main pathological reading parameters were an increase of saccade frequency and regressions per line, and a decrease of reading speed. In patients with field defects involving the visual field centre, fixation behaviour is significant for regaining reading ability. In absolute central scotoma, the lost foveal function promotes eccentric fixation. The remaining problem is insufficient resolution of the RFL, which can be compensated for by magnification of the text. In patients with insufficient size of their reading visual field, due to HFD and ring scotoma, it is crucial that they learn to use a new RFL despite intact foveolar function. Preconditions for reading have been found to be: (1) sufficient resolution of the RFL, (2) a reading visual field of a minimum extent, and (3) intact basic oculomotor function. In patients with visual field defects involving the centre, a sensory-motor adaptation process is required: the use of a new RFL as the new centre of the visual field and as the new zero point for eye-movement coordinates.
APA, Harvard, Vancouver, ISO, and other styles
6

Saleng, Adam Zulkarnain, and Amir Hasan Dawi. "ROLE OF TEACHERS IN APPLYING READING CULTURE AMONG PRIMARY SCHOOL PUPILS." International Journal of Education, Psychology and Counseling 5, no. 35 (June 10, 2020): 178–87. http://dx.doi.org/10.35631/ijepc.5350016.

Full text
Abstract:
This study aimed to identify the role of teachers in the development of reading culture in primary school children. Four teachers were selected as study informants in a primary school. The informants who are directly involved in the school's reading incentive program which is the School Resource Center Teacher and NILAM teacher. Qualitative methods are conducted using case studies. The interview process is implemented as a data collection technique. As a teacher, responsible for fostering a culture of reading is very important and should be considered as one of the tasks in the learning process. The informants agreed that the role of teachers in fostering a reading culture is important to educate primary school pupils to read more, implemented a variety of reading activities, the role of school resource center teachers to attract more students, and the collaboration between teachers in fostering a reading culture. All informants stated that the culture of reading exists among the students. However, the culture of reading primary school pupils is modest. This is due to the student's own unwillingness to read, limited time spent reading books in school, and access to resources centre is limited because the non-strategic location causes the pupils not to go and read.
APA, Harvard, Vancouver, ISO, and other styles
7

Jiménez-Taracido, Lourdes, Ana Isabel Manzanal Martinez, and Daniela Gabriela Baridon Chauvie. "Reading literacy and metacognition in a Spanish Adult Education centre." European Journal for Research on the Education and Learning of Adults 10, no. 1 (February 15, 2019): 29–46. http://dx.doi.org/10.3384/rela.2000-7426.ojs169.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Cutlip, Kimbra. "Front & Centre. A reading of people, plates, and projects." Weatherwise 54, no. 6 (November 2001): 10–13. http://dx.doi.org/10.1080/00431670109605199.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Halim, Nadiah, Marina Mohd Arif, and Kaarthiyainy Supramaniam. "Enhancing Reading Comprehension through Metacognitive Reading Strategies and Peer Tutoring among Year 7 Students at a Home School Centre." Asian Journal of University Education 16, no. 1 (April 27, 2020): 22. http://dx.doi.org/10.24191/ajue.v16i1.8981.

Full text
Abstract:
Many students in Malaysia lack proficiency in the English language, from difficulty understanding the meaning of the text to inferring the text. The use of explicit instruction to introduce reading comprehension skills are also rarely employed in the classroom. This study investigated how metacognitive reading strategies and peer tutoring improved Year 7 students’ reading comprehension at a home-school centre. A total of 20 Year 7 students took part in this research, whereby 10 students were placed in the controlled group and 10 students in the experimental group. Students in the experimental group were exposed to 12 weeks of training on metacognitive reading strategies and peer tutoring session. In addition, IGCSE reading comprehension, learning journals and a semi-structured interview were employed to collect data from the experimental group. A paired sample t-test was conducted to analyse the quantitative data of this study whereas document analysis and thematic analysis were used to analyse the qualitative data. The results obtained from this study indicated that metacognitive reading strategies have assisted students to use suitable techniques to comprehend the reading text and answer the reading comprehension questions. In addition, peer tutoring aids student by having their peers translate meaning of the texts in their native language, explain how to properly use the metacognitive reading skills as well as provide guidance and support in the classroom. Therefore, the findings of this study are significant as it suggests the difficulty of students to adapt to new strategies in a short time; hence, they should be exposed at primary level. Keywords: Metacognitive reading strategies, peer tutoring, reading comprehension, home- school centres.
APA, Harvard, Vancouver, ISO, and other styles
10

Houghton, Beth. "The Hyman Kreitman Research Centre for the Tate Library and Archive." Art Libraries Journal 27, no. 4 (2002): 19–24. http://dx.doi.org/10.1017/s0307472200012815.

Full text
Abstract:
The Hyman Kreitman Research Centre for the Tate Library and Archive opened at Tate Britain in May 2002. The Library (covering those areas collected by the Gallery) and the Archive (covering British art since 1900) together constitute a centre of excellence for the study of modern art, particularly British. The new Centre, comprising storage for up to 20 years and reading rooms for around 40 people, has been built in a refurbished area of Tate Britain. The design aimed to comply with BS5454 and issues of compact storage, security, reading rooms without daylight, fire and flood hazards have been addressed.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Reading Centre"

1

CUNHA, LIVIA KLEIN MARQUES DA. "MEDIA CONCEPTS AND PRACTICES USED BY READING CENTRE ROOM TEACHERS OF RIO DE JANEIRO." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9027@1.

Full text
Abstract:
PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO
Este estudo procura mapear e analisar concepções e práticas mídia-educativas de professores de Sala de Leitura Pólo da rede municipal do Rio de Janeiro. Tendo optado por uma metodologia de base qualitativa, foram realizadas entrevistas com professores de Sala de Leitura, análises de documentos oficiais da SME e observações de campo. Para contextualizar as Salas de Leitura, foram analisados documentos oficiais que regulamentaram sua implementação e orientam sua organização e funcionamento. Verificou-se que, de espaços privilegiados de práticas leitoras de textos literários, estas salas foram sendo transformadas em espaços multimidiáticos, onde o uso das tecnologias da informação e da comunicação passou a ter grande importância. Através de entrevistas com professores de Sala de Leitura Pólo e de observações de suas práticas, procurou-se compreender melhor como estes profissionais entendem o uso dos diferentes tipos de mídias relacionado com a educação, tendo como referência a concepção de mídia- educação defendida por David Buckingham. Buscou-se, também, analisar como tem sido feita a formação dos professores para este tipo de trabalho. Foi possível perceber que, apesar do discurso de boa parte dos entrevistados ter incorporado conceitos e teorias formulados por teóricos do campo, ainda há um longo caminho a percorrer para que a escola como um todo incorpore a mídia-educação enquanto processo de ampliação da capacidade de crítica e da criatividade dos estudantes e desenvolva práticas afinadas com estes objetivos, num contexto de mudanças significativas na formação dos professores.
This study aims to map and analyze concepts and practices in media-education used by teachers of the Reading Centre Rooms of the Rio de Janeiro municipal network. Using a qualitative basis of research, this study was made by some interviews with the reading room teachers, official document analyses, and practical observations. In order to contextualize the Reading Rooms, official documents that regularize their implementation and that guide their organization and functionality were analyzed. It was verified that, from privileged spaces for the reading practices of literary texts, these rooms had been transformed in multimedia spaces, where the use of information and communication technology had achieved great importance. Through interviewing teachers of some Reading Centre Rooms and observing their practices, this study tried to understand better how these professionals understand the use of different types of media related to the educational process, using the media-education proposal defended by David Buckingham as an important statement. Besides this, it had sought to analyze how they have been trained for this type of work. It can be perceived that, although the replies of a large number of those interviewed already have some concepts and elements which are being discussed by researchers of this subject field, there is still a long way for schools to go on incorporating media-education as a process capable to improve the students criticism and creativity and to develop practices related to these objectives, in a significant context of changes in the teachers training.
APA, Harvard, Vancouver, ISO, and other styles
2

Hauer, Debra. ""That's how people learn It's through the connection": Collaborative learning in an Aboriginal adult Literacy Centre." Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27590.

Full text
Abstract:
Collaborative learning is an important component in adult literacy learning but has not been investigated among Aboriginal adults. The concepts of cognitive apprenticeship and guided participation informs the case study of an Aboriginal adult Literacy Centre. A metaphor of entering a house of literacy learning was used to describe how learners become a part of a community of literacy practice. An individual stands on the threshold with dreams for the future. He or she walks fully into the house by increasing participation in learning activities. Learning occurs through connections with others by sitting together at a round table. The literacy organization, the funding agency and the community act as floorboards in supporting the learners. The findings point to particular patterns of guided participation in Aboriginal settings, may broaden our understanding of social perspective of literacy and may contribute to our knowledge of learning in an urban Aboriginal setting.
APA, Harvard, Vancouver, ISO, and other styles
3

Royant, Lena. "Global citizenship education : a case study of the UK-based non-governmental organisation Reading International Solidarity Centre." Thesis, University of Reading, 2018. http://centaur.reading.ac.uk/78877/.

Full text
Abstract:
This thesis examines global citizenship education (GCE) within the context of a case study of the non-governmental organisation (NGO) Reading International Solidarity Centre (RISC). It also examines the relations that exist between GCE and (global) citizenship from a critical perspective. GCE is characterised as a form of critical education as revealed through the perspectives of critical educators and education philosophers, through social and educational movements in general, and through the development education movement specifically. The methods of data collection employed include individual interviews, a focus group, observations and documentary analysis. A grounded analysis of the data and a critical discussion of the results provide insight into the policy making and educational strategies of RISC, its delivery of GCE, and the institutionalisation of critical GCE. The study identifies the importance of NGOs in delivering critical GCE on a long-term basis, and their contribution to the development of an education that engenders, through participation, citizen’s awareness of their individual and collective responsibility for inequalities and social change. Thus the emphasis is on the power of agency in (global) citizenship and on citizens’ participation in GCE.
APA, Harvard, Vancouver, ISO, and other styles
4

Lee, Young-Jae. "A study in the composition of the unit Exodus 31.18-34.35 as the centre of the centre of the Pentateuch : a synchronic and diachronic reading of the text." Thesis, University of Aberdeen, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.415481.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Dupin, de Saint Cyr-Heckel Cécile. "Le dessin comme médiation, du portrait à la scène de lecture : questionner les pratiques de lecteurs au collège." Thesis, Toulouse 3, 2018. http://www.theses.fr/2018TOU30211/document.

Full text
Abstract:
L'adolescence constitue une période de construction de soi pendant laquelle tant l'intériorité que le corps physique se transforment. Cette métamorphose change le rapport des jeunes aussi bien au monde, qu'au corps et qu'à la lecture. Leurs pratiques dans ce domaine sont très variées et sont souvent mises en concurrence avec d'autres activités. Certains sont en rupture avec le livre- perçu comme un objet contraignant- alors qu'il est très présent à l'école. Quel rapport l'élève entretient-il avec cet objet ? Quels sont ses pratiques et ses comportements de lecteur ? Inscrite dans une approche bibliologique (Otlet, Estivals) des phénomènes médiateurs et anthropologique des comportements (Lévi-Strauss, Monod) cette recherche à partir de la production de dessins que nous décrivons et analysons grâce aux langages documentaires -d'ordinaire utilisés par les professionnels de l'information-, opère un glissement du portrait du lecteur à la scène de lecture. Porteurs d'indices et de détails signifiants et croisés avec des entretiens, nous interprétons la matière informative recueillie à l'aide d'une grille d'observation et d'interprétation élaborée spécifiquement. Cet outil d'analyse de contenu, construit à partir d'un lexique spécifique lié à la pratique observée, permet de traduire le langage graphique en mots. Le dessin, comme méthode visuelle et sensible, révèle des pratiques, des postures, des attitudes, des comportements, des rituels de lecture et des ressentis. Ainsi, en montrant des sujets agissants et couplé à d'autres méthodes d'investigation, le dessin nous paraît apte à révéler une conscience de soi lecteur et à assurer la médiation entre ce dernier et le livre
The teen years is a self-construction period : inner character and physical body are transformed. For the teenagers, this metamorphosis modifies their relationship to the world, their body and also their reading choises. In the field of reading, their practices are very different, frequently in competition with others activities. Some teenagers have broken away from the book sensed as a limiting object, despite its presence in the school environment. What kind of relationship exists between the pupils and this object ? What kind of practices and behaviours do they adopt as readers ? In keeping with the biblilogic approach (Otlet, Estivals) of the mediator and that of the anthropological phenomena of behaviours (Lévi-Strauss, Monod), the production of drawings described and analyzed through the indexing language - usually used by the information professionals - is the starting point of this research which undertakes a shift from the portrait of the reader to the reading scene. Whilst bringing significant clues and details alongside interviews, we analysed the collected informative material using an observation and interpretation table that we have specifically developed. This analysis tool constructed from specific lexicon linked with the observed practice is a way to translate the graphic language into words. The drawing, considered as a visual and sensitive method, reveals some practices, postures, attitudes, behaviours, reading rituals and perceptions. Finally, showing active subjects and with our approach supplemented by other investigation methods, drawings seems to be able to reveal a self-consciousness as reader and to act as mediator between the latter and the book
APA, Harvard, Vancouver, ISO, and other styles
6

Möllenhoff, Amanda. "Läsning på fritidshem : En studie om strategier och förutsättningar för att skapa läsande elever." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29971.

Full text
Abstract:
I en kontext där svenska elevers läsförståelse och motivation till läsning av böcker sjunker vill jag med den här studien undersöka huruvida fritidshemmen är en del av problemet med att barn och ungdomar läser allt mindre – eller en del av lösningen. Studien utgår från intervjuer med fritidshemspersonal och observationer av fritidshems inomhusmiljö. Materialet har sedan analyserats utifrån sociokulturella och miljöpsykologiska utgångspunkter. Dessa teorier grundar sig i antaganden om att språklig utveckling skapas via interaktion mellan människor i en kulturell kontext samt att elevers handlingar och identitetsskapande även skapas utifrån de miljöer de vistas i. Övergripande kan man säga att min studie bekräftar en del av det som tidigare forskning har kommit fram till. Personalen på fritidshemmen arbetar inte så medvetet och strategiskt med läsning vilket troligtvis leder till ett oförändrat intresse för läsning hos eleverna. Elevernas lästradition hemma får således styra vilket gör att klyftor mellan socioekonomiska grupper generellt förstärks. Samtidigt visar min undersökning att mina respondenter är väl införstådda i både styrdokumenten och relevant forskning kring vikten av läsning. Orsaken till att de inte arbetar aktivt med att intressera elever för läsning har enligt dem att göra med miljömässiga faktorer som bland annat barngruppernas storlek och lokalernas utformning.
In a context where Swedish students reading comprehension and motivation for reading books are in decline this study examines whether after school centers are part of the problem - or a part of the solution. The study is based on interviews with recreation staff and observations of the after school centers environment. The material is then analyzed on the basis of socio-cultural and environmental psychological starting points. These theories are based on assumptions that language development is created through the interaction between people in a cultural context and that pupils identification process is also created from the environments they inhabit. Overall, one can say that this study confirms some of what previous research has concluded. The employees at the recreation centers is not working so consciously and strategically with reading which probably leads to an unchanged interest in reading among pupils. Pupils reading habits at home thus control who becomes most avid readers which generally strengthens the gap between socio-economic groups. This investigation shows that the respondents are well aware of both policy documents and relevant research on the importance of reading. The reason they do not work actively to interest students in reading, according to them has to do with environmental factors such as group sizes and problems with the layout of rooms.
APA, Harvard, Vancouver, ISO, and other styles
7

Bellew, Sheilah Marie. "Integrating folk literature into a meaning center curriculum." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/709.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Molzahn, Debra M. "Teachers' attitudes toward shared reading, guided reading, and learning centers." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005molzahnd.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Mikhaylova, Marina Vasilyevina. "Validation of the Reading Level Achievement Test of the English Language Center." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2884.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Chizwina, Sabelo Ransome. "An exploratory investigation into the status of reading promotion projects in South Africa." Diss., University of Pretoria, 2011. http://hdl.handle.net/2263/22911.

Full text
Abstract:
This dissertation reports on an exploratory study investigating the landscape of reading promotion projects in South Africa. The study identifies, categorises and describes reading promotion projects. Reading promotion projects are important in that they promote access to reading and improve reading comprehension. The literature review deals with reading, reading promotion and the approaches to reading promotion used by reading promotion projects worldwide. These projects use different methods in the promotion of reading. The two main approaches to reading promotion identified are the reader-centred and book-centred. Methods used to promote reading include mobile libraries, reading campaigns and reading clubs. This study discusses reading promotion projects in South Africa using the content analysis method. Documents concerning reading promotion projects in the country were identified and analysed, using content analysis.The findings indicate that reading promotion projects exist in South Africa. Seventy seven reading promotion projects were identified and analysed. Findings reveal that most projects were managed by local or international non-governmental organisations. The beneficiaries are mostly school going children. These projects use a variety of methods to promote reading with the most common methods being mobile libraries and book donations. The study concludes that the picture of reading promotion in South Africa is bleak. There is little government support, haphazard funding, projects are unevenly distributed, and there is no research in the field. Unless there is support for reading promotion from the highest level of government in South Africa, reading promotion will remain bleak. Copyright
Dissertation (MIS)--University of Pretoria, 2011.
Information Science
unrestricted
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Reading Centre"

1

Momani, Kawakib. Towards a process approach in the teaching of reading at Yarmouk University Language Centre. Salford: University of Salford, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Androne, Richard G. A walking tour of the Callowhill, Prince, and Centre Park historic districts of Reading, Pennsylvania. Reading, PA (P.O. Box 717, Reading 19603): Callowhill Citizens' Association, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Gorman, T. P. Reading in recession: A report on the "Comparative reading survey" from the Centre for Research in Language and Communication, National Foundation for Educational Research. Slough: NFER, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hartlepool. Borough Council. Education Department. Hartlepool literacy conference celebrating the National Year of Reading: Tuesday, 28th September 1999, Hartlepool Education Development Centre. Hartlepool: Hartlepool Borough Council, Education Department, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Paugam, Serge. Des pauvres à la bibliothèque: Enquête au Centre Pompidou. Paris: Presses Universitaires de France, 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Great Britain. H.M. Inspectorate of Prisons for England and Wales. Report on a full announced inspection of HM Young Offender Institution and Remand Centre, Reading, 19-23 April 1999. London: Home Office, 1999.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Wilkinson, Helen Marie. To what extent has the Oxford transport strategy affected the competitive advantage of Oxford City Centre in relation to Reading?. Oxford: Oxford Brookes University, 2002.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Clarke, Julia. '.. . This is a lifetime thing': Outcomes for Adult Basic Education students from Hackney Adult Education Institute & the Hackney Reading Centre. London: ALFA, 1989.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Pan African Children's Book Fair (4th 1995 Nairobi, Kenya). 4th Pan African Children's Book Fair magazine: Kenyatta International Conference Centre, Nairobi, Kenya, 28th-31st : learning science at an early age. [Nairobi: CHISCI Press, 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

University of South Australia. Centre for Children's Literature. Conference. Landscape and identity: Perspectives from Australia : proceedings of the 1994 Conference of the Centre for Children's Literature, University of South Australia. Adelaide: Auslib Press, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Reading Centre"

1

Arnold, David Scott. "Hermeneutic Otherness: ‘A Feeling of Deflection from a Viable Centre’ in Reading A Severed Head." In Liminal Readings, 87–116. London: Palgrave Macmillan UK, 1993. http://dx.doi.org/10.1007/978-1-349-22466-1_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ledbetter, Mark. "Centre Shouts and Peripheral Echoes: Reading Literature for Voices of Choice and Change." In Dissent and Marginality, 115–25. London: Palgrave Macmillan UK, 1997. http://dx.doi.org/10.1007/978-1-349-25936-6_9.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Sallo, Ferenc B., James V. M. Hanson, Sebastian Lukas, and Sebastian Wolf. "Role of the OCT Reading Center." In Optical Coherence Tomography in Multiple Sclerosis, 185–94. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-20970-8_13.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Hughes, Linda K., and Michael Lund. "Serial Reading." In Teaching Nineteenth-Century Fiction, 148–67. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230281264_10.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Grechuk, Bogdan. "Further Reading." In Theorems of the 21st Century, 413–14. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-19096-5_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Bettridge, Joel. "What It Means to Be Reader-centered: Jonathan Edwards." In Reading as Belief, 83–102. New York: Palgrave Macmillan US, 2009. http://dx.doi.org/10.1057/9780230101265_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Gold, Barri J. "Experimental Reading." In Energy, Ecocriticism, and Nineteenth-Century Fiction, 69–82. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-68604-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Jin, I., L. R. Morris, and J. D. Hunt. "Centre line Segregation in Twin Roll Cast Aluminum Alloy Slab." In Essential Readings in Light Metals, 981–88. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2013. http://dx.doi.org/10.1002/9781118647783.ch124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Jin, I., L. R. Morris, and J. D. Hunt. "Centre Line Segregation in Twin Roll Cast Aluminum Alloy Slab." In Essential Readings in Light Metals, 981–88. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-48228-6_124.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Barnes, Michael. "Reading Together." In Pathways for Interreligious Dialogue in the Twenty-First Century, 53–64. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137507303_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Reading Centre"

1

Afriani, Rita, and Ariesta. "Illiteracy Eradication Efforts to Increase Reading Interest through Community Reading Centre (TBM) Tanah Ombak." In Proceedings of the 1st Non Formal Education International Conference (NFEIC 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/nfeic-18.2019.19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Cecamore, Stefano. "Traces of a fortified hamlet. Iconography and urban development of San Valentino in Abruzzo Citeriore." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11390.

Full text
Abstract:
The paper proposes a reading of the possible urban development of the historic centre of San Valentino in Abruzzo Citerore starting from the analysis of its architectural heritage. The image of a fortified hamlet surrounded by walls, represented in a painting dating back to the mid-nineteenth century, appears in cartographic reliefs and representations accessible at the local and extra regional archives. The reading of the current architectural set of givens, which are characterized by the continuous use of building techniques related to the processing of local limestones, seeks through comparison with the historic iconography to identify persistences and alterations of the urban fabric, tracing a possible developmental line of San Valentino in Abruzzo Citeriore from medieval castrum to Farnesiano fief up to the substantial interventions of modernization and revision of the historic center operated in the last century. The requests of functional and formal changes occurring at the turn of the nineteenth and twenteeth century implicates the dismantling of the walls, the typological change of the original building and of the urban layout and the loss of the urban imagine resulting consolidated in the collective memory. An awaking context of the main features of the historic and building development of this fortified reality in the Middle Adriatic area is today an indispensable step in this path of consciousness and awareness of the society regarding the urgent problem connected to the neglect and to the conservation of the historic centres.
APA, Harvard, Vancouver, ISO, and other styles
3

OZTURK, AYSEN CELEN. "STUDIES ON READING THE URBAN CENTRE VIA COGNITIVE MAPS: THE EXAMPLE OF ESKIŞEHIR, TURKEY." In SUSTAINABLE DEVELOPMENT AND PLANNING 2017. Southampton UK: WIT Press, 2017. http://dx.doi.org/10.2495/sdp170031.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Gabellone, Francesco, Daniele Malfitana, Giuseppe Cacciaguerra, Ivan Ferrari, Francesco Giuri, and Claudia Pantellaro. "CRITICAL READING OF SURVIVING STRUCTURES STARTING FROM OLD STUDIES FOR NEW RECONSTRUCTIVE PROPOSAL OF THE ROMAN THEATRE OF CATANIA." In ARQUEOLÓGICA 2.0 - 8th International Congress on Archaeology, Computer Graphics, Cultural Heritage and Innovation. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/arqueologica8.2016.3556.

Full text
Abstract:
The Graeco-Roman theatre of Catania stands in the heart of the historic centre, on the south-eastern slopes of the hill of Montevergine. The building visible today was built during the Julio-Claudian period as part of a programme that saw the rebuilding of the monument, which probably used structures and materials from the earlier Greek theatre. The work undertaken over more than fifty years, involving expropriation, demolition, excavation, and restoration, has, on the whole, made it possible to bring to light the surviving parts of the theatre, improving the comprehension of this monument, despite the fact that some sectors have been irreparably compromised.
APA, Harvard, Vancouver, ISO, and other styles
5

Squassina, Angela. "Da fortezza a residenza castellana: osservazioni stratigrafiche per la comprensione del processo trasformativo della Rocca di Novellara (RE, Italia)." In FORTMED2020 - Defensive Architecture of the Mediterranean. Valencia: Universitat Politàcnica de València, 2020. http://dx.doi.org/10.4995/fortmed2020.2020.11384.

Full text
Abstract:
From a fortress to a residential castle: a stratigraphic reading of the transformations in the Rocca of Novellara (RE, Italy)The paper reports the results of a stratigraphic reading on the northern façade of the Rocca di Novellara (Reggio Emilia, Italy), a castle which is now the town hall, right in the city centre. Though as a pole of the contemporary public life in Novellara, housing at present both a museum and a nineteenth century theatre, the Rocca recalls its military past through its name and by means of the still standing remains of the walls and corner towers. Besides a well-documented historical development, the stratigraphic investigation of the northern façade –the only part that still hasn’t been restored– allowed a direct observation of the material traces revealing the slow transformation of the Rocca from a fortification to a residential castle. This study gave the chance of understanding the different constructive phases of the castle, making a chronological sequence out of them but it was also meant to reflect about the changes of its character, as the building has been acquiring a complex identity through time, due both to high qualified architectural episodes and to as much meaningful though tiny changes. Thus, the permanence of the stratified marks can be regarded as one of the main goals of a preservation project.
APA, Harvard, Vancouver, ISO, and other styles
6

Maretto, Marco, Vicente Mas, Eva Alvarez, Barbara Gherri, Carlos Gomez, Maria Rosaria Guarini, Anthea Chiovitti, and Gianluca Emmi. "A multidisciplinary approach to urban fabrics analysis. The historical centre of Valencia." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.5674.

Full text
Abstract:
The themes of reduce, recycle, reuse are at the heart of the challenges that the global society of the XXI century is facing. At the same time, more than two-thirds of the world population lives in cities nominating the latters to play a central role in the near future. For this reason, the search for a methodology for the redevelopment of the historical urban fabrics appears today extremely interesting. Complexity, richness and stratification of the latters make them definitely the most convincing test to set a scientific strategy for the project of urban transformations. But stratification means complexity and complex are the phenomena that characterize the XXI century society. The only convincing way then for the analysis of these phenomena is that of the multi-disciplinarity. The proposed methodology is structured, thus, around a number of disciplines (Urban Morphology, Sustainability, Urban Regulation, Economic Evaluation and Urban Design) on which to set the reading of the urban fabric with special attention to the so called “urban voids” namely all those situations in which the tissue is interrupted due to slumping and demolitions. This aspect is very important because if, on the one hand, it is in these areas where key tissue analysis problems can be seen, on the other hand, it is always from these areas that the main urban, social and economical transformation opportunities can take boot. A Due Diligence of the “urban voids” organised in datasheets/base (for each area) concludes the analysis. The different disciplinary fields work then in a complementary way within a single methodological approach laying the scientific basis for the interventions of urban regeneration within the historic fabric of Valencia. References Gherri, B. (2016) ‘Environmental Analysis Towards Low Carbon Urban Retrofitting For Public Spaces’, Proceedings of HERITAGE 2016 – 5th International Conference on Heritage and Sustainable Development,Vol. 1, p. 499-508. Gherri, B. (2016) ‘Environmental Assessment method for Decarbonised Urban renewal’, NewDist: SBE16 Towards Post-Carbon Cities, vol. 2, p. 114-122. Guarini, M.R. Buccarini C., Battisti F., (2015)‘Valutazione della fattibilità tecnica economica di un intervento di recupero edilizio’, Estimo: temi e questioni contemporanee, (Politecnico di Bari, Bari). Maretto, M. (2015) ‘Polarities, Paths, Fabrics. The role of urban morphology in contemporary Urban Design’, U+D urbanform and design 03/04, 46-65. Maretto, M. (2008) Il Paesaggio delle differenze (ETS Edizioni, Pisa).
APA, Harvard, Vancouver, ISO, and other styles
7

Carlotti, Paolo. "Shape of cadastral plot and band of pertinence. Meaning for Architectural Design." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6327.

Full text
Abstract:
Some our studies of urban morphology, implemented on historical and contemporary urban fabric maps, allow us to believe that the shape of the lot and of band of pertinence of a pathway are essential to reading the formative urban process. Different phases of formative process of an urban center seems, in fact, to be recognizable in the of shape of lot and interaction between lots and path. These morphological shapes (lots) are the result of different centrality that are produced in the building fabric and, consequently, the restructuring pathways are important for understanding rules and causes of urban and architectural transformation of the city. This paper aims to offer a contribution to the definition of the elements of urban morphology. This research, part of a series of research, carried out in the Lab. Lettura e Progetto dell’Architettura of the Faculty of Roma (Sapienza), tries to be implemented in some case studies: Murcia and San Mateu. References Merlin P. (1988) Morphologie urbaine at parcellaire, Centre National de la Recherche Scientifiques, Saint Denis. Larkham P.J., Conzen M.P.,(ed) (2014) Shapers of Urban Form. Explorations in Morphological agency, Routledge, London. Strappa G, Carlotti P., Camiz A. (2016), Urban Morphology an Historical Fabrics. Contemporary design of small town in Latium, Gangemi editore, Roma
APA, Harvard, Vancouver, ISO, and other styles
8

Anderson, Ross James. "All of Paris, Darkly: Le Corbusier’s Beistegui Apartment, 1929-1931." In LC2015 - Le Corbusier, 50 years later. Valencia: Universitat Politècnica València, 2015. http://dx.doi.org/10.4995/lc2015.2015.928.

Full text
Abstract:
Abstract: This paper, All of Paris, Darkly, presents a focused study of Le Corbusier’s enigmatic Beistegui Apartment (1929- 1931) on the Champs-Elysée in Paris, with particular reference to the curious camera obscura periscope that was housed in a small lozenge-shaped pavilion on its rooftop. There are manifold reasons for the charisma of the apartment; from the flamboyant eccentricities of the client and his exchanges with the architect, to the exceptional location of apartment in the centre of Paris, to the apparent repudiation of some of Le Corbusier’s more strident proclamations on architecture and the city, to the historical conditions that have for all time occluded a definitive scholarly reading of the architectural production and subsequent inhabitation of the apartment. Grounded in an understanding of the primal visual phenomenon of the camera obscura, the paper advances an interpretation of the meaning of the periscope apparatus amidst the battery of unusual contrivances that animated the surrealist penthouse apartment. It further seeks to contribute to a greater understanding of some aspects of Le Corbusier’s thinking on architecture and the city. Keywords: Le Corbusier; Charles de Beistegui; camera obscura; uncanny; Surrealism. DOI: http://dx.doi.org/10.4995/LC2015.2015.928
APA, Harvard, Vancouver, ISO, and other styles
9

Camardelli, Marialucia, Mariavaleria Mininni, and Adolfo Vigil De Insausti. "Practices and forms of open space at territorial scale: A comparison between two cities crossed by minerals rivers." In 24th ISUF 2017 - City and Territory in the Globalization Age. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/isuf2017.2017.6232.

Full text
Abstract:
A scientific reading of the transformations of Matera starting from the urban re-activation in a social and spatial perspective in its neighbourhoods. The redevelopment of urban voids starts by the metaphor of the ecological network in an urban scale to update the connection system of open spaces in the light of new practices and flows for an innovative idea of urban resilience. The key role is re-see the neighbourhood: (i) on a local scale, focusing on the practices and customs, in the centre like in the industrial areas, starting processes of recovery and reuse but also of innovation (that result from the opportunity to be the European Capital of Culture 2019); (ii) on a urban scale with the transition space and threshold, identifying those natural and mineral signs representing a transition of porosity. The value of the "suburbs" enters as re-starting for rebirth of the city projects counting on the creativity of practices into the open spaces. The reformist project of Matera as original "laboratory" of architectural and urban experiments changes. Neighbourhoods were born from the same idea of “vicinato” (neighbour) but adapted to a new social identity, able to work on embryos of community, in the same way in Valencia in which natural elements (Turia) lead to rediscover the sense of belonging and making community. In both cases, urban policies are oriented towards innovative and spontaneous processes able to change the urban approach to a multi-purpose city although representative of culture and identity.
APA, Harvard, Vancouver, ISO, and other styles
10

Pait, Felipe. "Reading Wiener in Rio." In 2014 IEEE Conference on Norbert Wiener in the 21st Century (21CW). IEEE, 2014. http://dx.doi.org/10.1109/norbert.2014.6893909.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Reading Centre"

1

Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

Full text
Abstract:
The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
APA, Harvard, Vancouver, ISO, and other styles
2

Robledo, Ana, and Amber Gove. What Works in Early Reading Materials. RTI Press, February 2019. http://dx.doi.org/10.3768/rtipress.2018.op.0058.1902.

Full text
Abstract:
Access to books is key to learning to read and sustaining a love of reading. Yet many low- and middle-income countries struggle to provide their students with reading materials of sufficient quality and quantity. Since 2008, RTI International has provided technical assistance in early reading assessment and instruction to ministries of education in dozens of low- and middle-income countries. The central objective of many of these programs has been to improve learning outcomes—in particular, reading—for students in the early grades of primary school. Under these programs, RTI has partnered with ministry staff to produce and distribute evidence-based instructional materials at a regional or national scale, in quantities that increase the likelihood that children will have ample opportunities to practice reading skills, and at a cost that can be sustained in the long term by the education system. In this paper, we seek to capture the practices RTI has developed and refined over the last decade, particularly in response to the challenges inherent in contexts with high linguistic diversity and low operational capacity for producing and distributing instructional materials. These practices constitute our approach to developing and producing instructional materials for early grade literacy. We also touch upon effective planning for printing and distribution procurement, but we do not consider the printing and distribution processes in depth in this paper. We expect this volume will be useful for donors, policymakers, and practitioners interested in improving access to cost-effective, high-quality teaching and learning materials for the early grades.
APA, Harvard, Vancouver, ISO, and other styles
3

Matera, Carola, Magaly Lavadenz, and Elvira Armas. Dialogic Reading and the Development of Transitional Kindergarten Teachers’ Expertise with Dual Language Learners. CEEL, 2013. http://dx.doi.org/10.15365/ceel.article.2013.2.

Full text
Abstract:
This article presents highlights of professional development efforts for teachers in Transitional Kindergarten (TK) classrooms occurring throughout the state and through a collaborative effort by researchers from the Center for Equity for English Learners (CEEL) at Loyola Marymount University. The article begins by identifying the various statewide efforts for professional development for TK teachers, followed by a brief review of the literature on early literacy development for diverse learners. It ends with a description of a partnership between CEEL and the Los Angeles Unified School District to provide professional development both in person and online to TK teachers on implementing Dialogic Reading practices and highlights a few of the participating teachers. This article has implications for expanding the reach of professional development for TK teachers through innovative online modules.
APA, Harvard, Vancouver, ISO, and other styles
4

Matera, Carola. Incorporating Scaffolded Dialogic Reading Practice in Teacher Training: An Opportunity to Improve Instruction for Young Dual Language Learners in Transitional Kindergarten. Loyola Marymount University, 2015. http://dx.doi.org/10.15365/ceel.policy.4.

Full text
Abstract:
Findings from a joint collaborative between the Center for Equity for English Learners (CEEL) at Loyola Marymount University and the Los Angeles Unified School District (LAUSD) to provide professional development and coaching to Transitional Kindergarten (TK) teachers on the Scaffolded Dialogic Reading (SDR) are presented in this policy brief. SDR is a method to enhance language skills through dialogue and research-based scaffolds between teachers and small groups of children mediated through repeated readings of storybooks. The purpose of this brief is to: 1) state the opportunity to ensure Dual Language Learner (DLL) support within California’s TK policy; 2) provide a synthesis of research findings; and 3) provide TK professional learning and policy recommendations that would allow for the inclusion of professional development on evidence-based practices purposefully integrated with DLL supports. Policy recommendations include: 1) utilize professional learning modules such as SDR in 24 ECE unit requirement for TK teachers; 2) include individuals with ECE and DLL expertise in the ECE Teacher Preparation Advisory Panel; and 3) allocate additional funds in the state budget for training on SDR, in-classroom support for TK teachers of DLLs, and evaluation of these efforts.
APA, Harvard, Vancouver, ISO, and other styles
5

Benson, Vivienne, and Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, February 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

Full text
Abstract:
In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
APA, Harvard, Vancouver, ISO, and other styles
6

Kuznetsov, Victor, Vladislav Litvinenko, Egor Bykov, and Vadim Lukin. A program for determining the area of the object entering the IR sensor grid, as well as determining the dynamic characteristics. Science and Innovation Center Publishing House, April 2021. http://dx.doi.org/10.12731/bykov.0415.15042021.

Full text
Abstract:
Currently, to evaluate the dynamic characteristics of objects, quite a large number of devices are used in the form of chronographs, which consist of various optical, thermal and laser sensors. Among the problems of these devices, the following can be distinguished: the lack of recording of the received data; the inaccessibility of taking into account the trajectory of the object flying in the sensor area, as well as taking into consideration the trajectory of the object during the approach to the device frame. The signal received from the infrared sensors is recorded in a separate document in txt format, in the form of a table. When you turn to the document, data is read from the current position of the input data stream in the specified list by an argument in accordance with the given condition. As a result of reading the data, it forms an array that includes N number of columns. The array is constructed in a such way that the first column includes time values, and columns 2...N- the value of voltage . The algorithm uses cycles that perform the function of deleting array rows where there is a fact of exceeding the threshold value in more than two columns, as well as rows where the threshold level was not exceeded. The modified array is converted into two new arrays, each of which includes data from different sensor frames. An array with the coordinates of the centers of the sensor operation zones was created to apply the Pythagorean theorem in three-dimensional space, which is necessary for calculating the exact distance between the zones. The time is determined by the difference in the response of the first and second sensor frames. Knowing the path and time, we are able to calculate the exact speed of the object. For visualization, the oscillograms of each sensor channel were displayed, and a chronograph model was created. The chronograph model highlights in purple the area where the threshold has been exceeded.
APA, Harvard, Vancouver, ISO, and other styles
7

Appleyard, Bruce, Jonathan Stanton, and Chris Allen. Toward a Guide for Smart Mobility Corridors: Frameworks and Tools for Measuring, Understanding, and Realizing Transportation Land Use Coordination. Mineta Transportation Institue, December 2020. http://dx.doi.org/10.31979/mti.2020.1805.

Full text
Abstract:
The coordination of transportation and land use (also known as “smart growth”) has been a long-standing goal for planning and engineering professionals, but to this day it remains an elusive concept to realize. Leaving us with this central question -- how can we best achieve transportation and land use coordination at the corridor level? In response, this report provides a review of literature and practice related to sustainability, livability, and equity (SLE) with a focus on corridor-level planning. Using Caltrans’ Corridor Planning Process Guide and Smart Mobility Framework as guideposts, this report also reviews various principles, performance measures, and place typology frameworks, along with current mapping and planning support tools (PSTs). The aim being to serve as a guidebook that agency staff can use for reference, synergizing planning insights from various data sources that had not previously been brought together in a practical frame. With this knowledge and understanding, a key section provides a discussion of tools and metrics and how they can be used in corridor planning. For illustration purposes, this report uses the Smart Mobility Calculator (https://smartmobilitycalculator. netlify.app/), a novel online tool designed to make key data easily available for all stakeholders to make better decisions. For more information on this tool, see https://transweb.sjsu.edu/research/1899-Smart-Growth-Equity-Framework-Tool. The Smart Mobility Calculator is unique in that it incorporates statewide datasets on urban quality and livability which are then communicated through a straightforward visualization planners can readily use. Core sections of this report cover the framework and concepts upon which the Smart Mobility Calculator is built and provides examples of its functionality and implementation capabilities. The Calculator is designed to complement policies to help a variety of agencies (MPOs, DOTs, and local land use authorities) achieve coordination and balance between transportation and land use at the corridor level.
APA, Harvard, Vancouver, ISO, and other styles
8

HEFNER, Robert. IHSAN ETHICS AND POLITICAL REVITALIZATION Appreciating Muqtedar Khan’s Islam and Good Governance. IIIT, October 2020. http://dx.doi.org/10.47816/01.001.20.

Full text
Abstract:
Ours is an age of pervasive political turbulence, and the scale of the challenge requires new thinking on politics as well as public ethics for our world. In Western countries, the specter of Islamophobia, alt-right populism, along with racialized violence has shaken public confidence in long-secure assumptions rooted in democracy, diversity, and citizenship. The tragic denouement of so many of the Arab uprisings together with the ascendance of apocalyptic extremists like Daesh and Boko Haram have caused an even greater sense of alarm in large parts of the Muslim-majority world. It is against this backdrop that M.A. Muqtedar Khan has written a book of breathtaking range and ethical beauty. The author explores the history and sociology of the Muslim world, both classic and contemporary. He does so, however, not merely to chronicle the phases of its development, but to explore just why the message of compassion, mercy, and ethical beauty so prominent in the Quran and Sunna of the Prophet came over time to be displaced by a narrow legalism that emphasized jurisprudence, punishment, and social control. In the modern era, Western Orientalists and Islamists alike have pushed the juridification and interpretive reification of Islamic ethical traditions even further. Each group has asserted that the essence of Islam lies in jurisprudence (fiqh), and both have tended to imagine this legal heritage on the model of Western positive law, according to which law is authorized, codified, and enforced by a leviathan state. “Reification of Shariah and equating of Islam and Shariah has a rather emaciating effect on Islam,” Khan rightly argues. It leads its proponents to overlook “the depth and heights of Islamic faith, mysticism, philosophy or even emotions such as divine love (Muhabba)” (13). As the sociologist of Islamic law, Sami Zubaida, has similarly observed, in all these developments one sees evidence, not of a traditionalist reassertion of Muslim values, but a “triumph of Western models” of religion and state (Zubaida 2003:135). To counteract these impoverishing trends, Khan presents a far-reaching analysis that “seeks to move away from the now failed vision of Islamic states without demanding radical secularization” (2). He does so by positioning himself squarely within the ethical and mystical legacy of the Qur’an and traditions of the Prophet. As the book’s title makes clear, the key to this effort of religious recovery is “the cosmology of Ihsan and the worldview of Al-Tasawwuf, the science of Islamic mysticism” (1-2). For Islamist activists whose models of Islam have more to do with contemporary identity politics than a deep reading of Islamic traditions, Khan’s foregrounding of Ihsan may seem unfamiliar or baffling. But one of the many achievements of this book is the skill with which it plumbs the depth of scripture, classical commentaries, and tasawwuf practices to recover and confirm the ethic that lies at their heart. “The Quran promises that God is with those who do beautiful things,” the author reminds us (Khan 2019:1). The concept of Ihsan appears 191 times in 175 verses in the Quran (110). The concept is given its richest elaboration, Khan explains, in the famous hadith of the Angel Gabriel. This tradition recounts that when Gabriel appeared before the Prophet he asked, “What is Ihsan?” Both Gabriel’s question and the Prophet’s response make clear that Ihsan is an ideal at the center of the Qur’an and Sunna of the Prophet, and that it enjoins “perfection, goodness, to better, to do beautiful things and to do righteous deeds” (3). It is this cosmological ethic that Khan argues must be restored and implemented “to develop a political philosophy … that emphasizes love over law” (2). In its expansive exploration of Islamic ethics and civilization, Khan’s Islam and Good Governance will remind some readers of the late Shahab Ahmed’s remarkable book, What is Islam? The Importance of Being Islamic (Ahmed 2016). Both are works of impressive range and spiritual depth. But whereas Ahmed stood in the humanities wing of Islamic studies, Khan is an intellectual polymath who moves easily across the Islamic sciences, social theory, and comparative politics. He brings the full weight of his effort to conclusion with policy recommendations for how “to combine Sufism with political theory” (6), and to do so in a way that recommends specific “Islamic principles that encourage good governance, and politics in pursuit of goodness” (8).
APA, Harvard, Vancouver, ISO, and other styles
9

Center for Direct Reading and Sensor Technologies. U.S. Department of Health and Human Services, Public Health Service, Centers for Disease Control and Prevention, National Institute for Occupational Safety and Health, May 2016. http://dx.doi.org/10.26616/nioshpub2016132.

Full text
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Reading Centre' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography