Journal articles: 'Reading Centre'

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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.

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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.

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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.

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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.

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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.

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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.

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

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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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.

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Vajifdar, Monique. "Meditation, memory and memorial: Reading the bones at the Origins Centre." de arte 46, no. 84 (January 2011): 80–84. http://dx.doi.org/10.1080/00043389.2011.11877154.

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Woolf, Stuart. "The Centre for the Advanced Study of Italian Society at Reading." Modern Italy 16, no. 4 (November 2011): 473–78. http://dx.doi.org/10.1080/13532944.2011.611232.

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The Centre for the Advanced Study of Italian Society was created by Stuart Woolf at Reading University in 1966. It provided the institutional basis for close collaboration with Italian academics and politicians, many of whom participated in seminars. It attracted funding from Italy for research collaboration with Italian academics. The presence of the Centre led to donations from English antifascists of books and archives, and to the acquisition by the University Library of a major Italian private library on post-unity Italian history and culture.

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Luostarinen, J., P. Silfsten, and K. E. Peiponen. "Fibre Optic Information Reading from KCl: Li FA-Centre Optical Memory." Physica Status Solidi (a) 137, no. 1 (May 16, 1993): K57—K60. http://dx.doi.org/10.1002/pssa.2211370140.

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Rana, Rachana Singh, Leena Bajracharya, and Reeta Gurung. "Clinical Profile on Keratoconus Presenting at A Tertiary Eye Care Centre- Tilganga Institute of Ophthalmology." Nepalese Journal of Ophthalmology 11, no. 2 (December 31, 2019): 138–44. http://dx.doi.org/10.3126/nepjoph.v11i2.27818.

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Introduction: Keratoconus (KC), is a bilateral, noninflammatory degenerative disease of the cornea which is characterized by progressive corneal ectasia and loss of visual function. The onset of KC is commonly seen at puberty and affects approximately 1 in 2000 in the general population. Objective: The aim of this study was to assess the clinical profile of keratoconus in the tertiary eye centre in Nepal. Material and methods: It is a retrospective, hospital based, consecutive study from June 2017 to May 2018. A total of 66 patients (114 eyes) were diagnosed cases of Keratoconus presented in Cornea clinic of Tilganga institute of Ophthalmology. Parameters investigated included patients’ demography, keratometric readings, visualacuity and manifest refraction. Classification of keratoconus was based on Amslern-Krumeich grading system (modified). Results: The mean age of subjects was 18.73 (range: 10-65). Male/female distribution was 48 (72.7%) and 18 (27.3%) respectively. 48 (72.7%) had bilateral keratoconus and 18 (27.3%) were unilateral. Mean Uncorrected visual acuity (UCVA) was 0.80 (range: 0.01-1.00), mean visual acuity ( VA) with spectacle correction was 0.47 (range: 0.01-1.00). Mean spherical amount of refractive was –2.17 (range: −0.50 to −17.00D) and mean cylindrical amount of refraction was -2.85 (range: 0.00 to −6.00). Mean spherical equivalent (SE) of refraction was −4.26 (range: −0.50 to −22.50D). Mean flattest keratometric reading (K1) was 49.63 (range: 40.63-76.70D) and mean steepest keratometric reading (K2) was 53.14 (range: 41.63-73.21D). Mean average keratometric reading was 51.43 (range: 41.63-72.10D). Regarding disease severity, 35.68% of subjects were classified as mild keratoconus, 29.73% as moderate keratoconus, 9.73% as advance keratoconus, while 24.86% were found with the severestage of keratoconus. 78.9% of total eyes presented with minimum pachymetry of 401 to 500 mm. Conclusion: Clinical profile of Nepalese keratoconus patients looks similar to that reported earlier worldwide. The condition was found to manifest at a younger age and was more common in males.

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PATTON, WP, KA MULDREW, T. PETO, P. LENFESTY, SP HARDING, and U. CHAKRAVARTHY. "Preliminary reading centre concordance in OCT grading in the UK IVAN Study." Acta Ophthalmologica 86 (September 4, 2008): 0. http://dx.doi.org/10.1111/j.1755-3768.2008.629.x.

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Heijnen, Claudia. "Vocabulary - Dictionaries - Reading." Toegepaste Taalwetenschap in Artikelen 63 (January 1, 2000): 73–82. http://dx.doi.org/10.1075/ttwia.63.08hei.

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The use of a dictionary to solve vocabulary problems during reading has lately become the centre of much interest. In 1998, CITO drew up new guidelines for the modern foreign languages taught at HAVO ('higher secondary general education') and VWO ('Pre-university education') which allowed the use of a dictionary during the final exams in reading comprehension. A next point of discussion is whether MAVO ('lower secondary general education') pupils should also be allowed to use a dictionary during final exams. The present study is an answer to this question and aims to find out if allowing the use of a dictionary during final exams in reading comprehension is indeed in the best interest of MAVO pupils. The literature section deals with vocabulary knowledge and dictionary use in relation to reading comprehension. In this section, the importance of a large vocabulary, the ability to use the context to guess the meanings of unfamiliar words and knowing how to use a dictionary most effectively are emphasised as being inextricably linked with each other and with reading comprehension. Furthermore, an experiment was conducted aimed at determining whether MAVO pupils would in any way benefit from using a dictionary during an English reading comprehension test. Results show that the use of a dictionary does not significandy affect reading comprehension scores and therefore does not result in improved reading comprehension. The reason for this the absence of this effect most likely lies in the absence of a large vocabulary, the inability to guess and the inexperience with dictionary use. Unless the teaching programme deals with these important prerequisites to reading comprehension, there is not much sense in allowing MAVO pupils to use the dictionary, since it does not lead to improved reading comprehension.

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Dobcheva, Ivana. "Reading Monastic History in Bookbinding Waste." Fragmentology 2 (December 2019): 35–63. http://dx.doi.org/10.24446/5i85.

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Shortly after its foundation in 748, the Benedictine monastery of Mondsee became an important centre for book production in Upper Austria. The librarians renewed their holdings over several phases of increased activity. In the fifteenth century, old and outdated books fell into the hands of the monastic binders, who cut up and reused them as binding waste for new manuscripts, incunabula or archival materials. These fragments often offer the only clues we have for the existence of specific texts in the monastic library and should be regarded as important sources for the study of the liturgical, scholarly and everyday life of Mondsee. This paper summarises the challenges to gathering, identifying, describing, and digitizing the material, the approach taken to achieve these ends, and an initial evaluation of Mondsee fragments used as binding waste.

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Clark-Huckstep, Andrew E. "The History of Sexuality and Historical Methodology." Cultural History 5, no. 2 (October 2016): 179–99. http://dx.doi.org/10.3366/cult.2016.0125.

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Michel Foucault's The History of Sexuality has been the subject of debate among historians for decades. More specifically, his assertion, ‘the sodomite was a temporary aberration, the homosexual was now a species,’ has been used to support an ‘acts-to-identity’ theory that locates in the late-nineteenth century a shift in thinking about sexuality. The author argues that a re-reading of Foucault shifts the focus of historical inquiry from identities towards the process of knowledge creation, allowing for ambiguity that the concept ‘identity’ might foreclose. This essay examines the debate and offers a new reading of Foucault based on the work of Lynne Huffer. Finally, the author seeks to centre a source-driven approach in conjunction with The History of Sexuality, providing readings of patients and informants from the work of Richard von Krafft-Ebing and Havelock Ellis.

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Jaiswal, Preeti. "Enhancing Comprehension by Effectively Using Reading Strategies." English Language and Literature Studies 8, no. 4 (November 28, 2018): 14. http://dx.doi.org/10.5539/ells.v8n4p14.

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The paper examined the reading strategies used by ESL learners at University of Bahrain to comprehend academic material. It investigated the interdependence between the use of reading strategies by ESL learners’ and their reading comprehension attainment. To accomplish this goal, three instruments were used: a survey of the Metacognitive Awareness of Reading Strategies Inventory (MARSI) by Mokhtari and Sheorey (2002) and a Pre-reading comprehension test and Post-reading comprehension test and a paired sample t-test. The paper used quantitative data collected from 100 students studying in the Foundation Program at the English Language Centre and Department of Applied Studies at University of Bahrain. The findings of this research showed a notably positive relationship between the use of cognitive and metacognitive reading strategies by the students and their reading comprehension achievement. The compilation of the quantitative data, displayed that students practiced Global Reading Strategies appreciably, followed subsequently by Support Reading Strategies and Problem Solving Reading Strategies.

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Chitondo, Lufeyo. "AN EVALUATION OF READING KNOWLEDGE AND LINGUISTIC READING SKILLS ACHIEVEMENT OF GRADE1 LEARNERS IN SIX SCHOOLS OF MILENGE DISTRICT OF LUAPULA PROVINCE ZAMBIA." International Journal of Advanced Research 9, no. 09 (September 30, 2021): 69–79. http://dx.doi.org/10.21474/ijar01/13376.

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The purpose of the study was to evaluate the Reading knowledge and linguistic Reading skills achievement of Grade 1 learners in three schools that are close to the District Administrative centre and three schools that are far from the District Administrative centre. The study employed a mixed method paradigm of an embedded method and descriptive survey design that used purposive and simple random sampling to select 6 Head teachers, 6 teachers, 6 SICs, 2 Education standards officers and 80 learners. Data was obtained from respondents by means of interviews, questionnaires and classroom observation schedules. Frequency, percentages, tables, graphs and pie-charts were used to analyze the quantitative and qualitative data obtained. Data was then analyzed by use of the Statistical Package for Social Science (SPSS) computer package. The findings revealed significant differences in that learners achievement of Reading knowledge and linguistic Reading skills between the two sets of schools. Findings showed differences in learners attendance of lessons and teachers absence in classrooms, poor state of infrastructure, multiple sessions, poor pedagogical practices, absence of adequate and appropriate teaching and learning materials in reading, limited number of textbooks, lack of improvisation, inadequate internal and external monitoring, irregular CPD meetings, poor teaching methods and techniques, inadequate assessment and poor record keeping.

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Kara, Taushif. "Pray to the Archive: Abstracting History in Zanzibar." International Journal of Islamic Architecture 9, no. 2 (July 1, 2020): 265–85. http://dx.doi.org/10.1386/ijia_00014_1.

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Abstract This article explores the problem of reading architecture as archive, with specific reference to the built environment on the island of Zanzibar. The architecture of Stone Town ‐ Zanzibar's urban centre ‐ is often marshalled by scholars as clear evidence of the island's complex and layered histories. This reading, however, tends to lament an erstwhile Indian Ocean cosmopolitanism at odds with both the Zanzibari past and present. In this article, I trace the contours of the island's divergent political and architectural histories and demonstrate how an archival view of architecture can obscure the very past it seeks to recover. I illustrate this tension through one particular case study: the Khoja Jamatkhana in the heart of Stone Town. I then consider the possible futures of archival readings by exploring the limits of both formal analysis and historical context through the work of contemporary artist Zarina Bhimji. If the Jamatkhana points to the restrictive capacity of archival readings of architecture, Bhimji's work opens up the archive itself as a site of abstraction, bringing into sharp relief the intricate relationship between space and history.

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Anderson, Jean. "Inside Out or Outside In? Translating Margins, Marginalizing Translations. The Case of Francophone Pacific Writing." TranscUlturAl: A Journal of Translation and Cultural Studies 5, no. 1-2 (March 20, 2014): 9. http://dx.doi.org/10.21992/t9mm02.

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The concepts of centre and margins are of course, or ought to be, interchangeable: where we are is, in that sense, always the centre. However, no one would deny that in terms of culture, some 'centres' are more dominant than others. As a translator of Pacific texts, both from French into English and from English into French (as a co-translator), I have become acutely aware of what is at stake in the 'centre' of the Pacific, in particular on the islands of New Caledonia and French Polynesia. Focusing on texts from French Polynesia, I look at some of the ways in which indigenous Pacific authors writing in French 'deterritorialise' both genre and language conventions to create new forms of expression. Chantal Spitz, for example, employs a highly poetic style, even including traditional poetic forms in her prose. How can the translator respond to these strategies in such a way as to promote a reading 'from the inside out'?

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Jhinger, R., C. Seifer, L. McLean, and W. McIntyre. "INCIDENCE AND OUTCOMES FOR ACTIONABLE ATRIAL FIBRILLATION IN A TERTIARY ELECTROCARDIOGRAM READING CENTRE." Canadian Journal of Cardiology 32, no. 10 (October 2016): S256. http://dx.doi.org/10.1016/j.cjca.2016.07.413.

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Chorianopoulos, Antonis, Socrates Kabouropoulos, Christophoros Vernardakis, Yiannis Papamichail, and Myrsini Zorba. "Reading behaviour of the Greek population 1998–1999: National Book Centre of Greece." Publishing Research Quarterly 16, no. 2 (June 2000): 52–59. http://dx.doi.org/10.1007/s12109-000-0006-8.

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Smith, Deborah. "LA MHWLG Reading Therapy Sub-Group One-Day Course on Reading Therapy, 15 October 1986, Postgraduate Centre, Greenwich District Hospital, London." Health Libraries Review 4, no. 2 (June 1987): 97–98. http://dx.doi.org/10.1046/j.1365-2532.1987.4200962.x.

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Giannini, Alessandra. "Reportage: una lettura frontale. Milano tra i Navigli Grande e Pavese e viale Cassala." TERRITORIO, no. 47 (February 2009): 182–86. http://dx.doi.org/10.3280/tr2008-047020.

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- To read means to assume an active viewpoint with regard to what exists and it is a fundamental stage in any approach to modifying or conserving things and therefore in planning them. A focused reading of a geographical area becomes a means of bringing out its important features. Three different types of reading can be assumed today which we will identify with the paradigms of collage, reportage and déjŕ-vu. The first is a zenithal reading through an all inclusive ‘bird's eye view' which interprets the land and its community with a scientific and geographical eye. This reading draws on the cartographical interpretations and codifications of geography and returns a visual collage which comprises the geographical area. A frontal reading places a person at the centre of the spatial interpretation in a one-to-one relationship with the text and it shows us the interpretative figure of reportage. The context can be read ‘over time' by setting oneself in relation to the past, to the existing present and to the future implying the concepts of change and permanence: what this viewpoint returns is the figure of déjŕ-vu. Water is a very important feature of the area, both historically and today. Historically the built-up fabric of the district developed originally from the Darsena along the banks of the two canals. This fragmentary dispersion is underlined by the existence of rundown areas and the lack of a heart, a centre for the area.

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Rahmat, Dimas, Galih Widya, Mardiyah Rahmawati, Alvina Audria, Whopy Chidya, M. Al Azhar, Karina Elita Maya, et al. "People Perception Towards Public Reading Room Service Of City Garden In Surabaya." Record and Library Journal 1, no. 2 (January 2, 2018): 201. http://dx.doi.org/10.20473/rlj.v1-i2.2015.201-214.

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Surabaya as Literacy City has been starting in National Education Day 2 May 2014 and also rising their features and facility like Public reading room, Library and Mobile Library. And we also Concern with some worst Realty about literacy System in Surabaya, such as had been Close some library in Shoping Center in Surabaya, like in Cito Mall, Royal Plaza and Kapas Krampung Plaza cause some problem in operasional System have causing other problem can disturb many achievement of Surabaya as Literacy City. We have should to continue it for another Public Reading Room in Surabaya can’t be like another Closed public reading room. And we must to minimalize it with Resources learning through the efforts of reviewing public reading room of the service as an essential element in an information centre. In order to show better utilization of the future for the public after the assessment is the primary focus of our study was to determine the extent to which the services at the general public reading room so that the future can be used as a positive response for public reading room. The method used is quantitative approach with the method of data collection in the form of an explanatory through observation, literature, and the distribution of questionnaires to the respondents in all four public reading room in park city of Surabaya. Overall from 4 to place our study showed that the frequency of public perception in total into the bad category based on indicators of Vincent theory who leads a balanced way of internal and external factors. It shows that the public reading room services that already exist is still considered very less than the maximum and the indication of the need for an increase in the promotion, facilities and innovation program for the future.

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Rahmat, Dimas, Galih Widya, Sandi Dwi, Mardiyah Rahmawati, Alvinna Audria, Whopy Chidya. P, M. Al Azhar H, et al. "PEOPLE PERCEPTION TOWARDS PUBLIC READING ROOM SERVICE OF CITY GARDEN IN SURABAYA." Record and Library Journal 1, no. 2 (January 7, 2016): 201. http://dx.doi.org/10.20473/rlj.v2i1.2235.

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Surabaya as Literacy City has been starting in National Education Day 2 May 2014 and also rising their features and facility like Public reading room, Library and Mobile Library. And we also Concern with some worst Realty about literacy System in Surabaya, such as had been Close some library in Shoping Center in Surabaya, like in Cito Mall, Royal Plaza and Kapas Krampung Plaza cause some problem in operasional System have causing other problem can disturb many achievement of Surabaya as Literacy City. We have should to continue it for another Public Reading Room in Surabaya can’t be like another Closed public reading room. And we must to minimalize it with Resources learning through the efforts of reviewing public reading room of the service as an essential element in an information centre. In order to show better utilization of the future for the public after the assessment is the primary focus of our study was to determine the extent to which the services at the general public reading room so that the future can be used as a positive response for public reading room. The method used is quantitative approach with the method of data collection in the form of an explanatory through observation, literature, and the distribution of questionnaires to the respondents in all four public reading room in park city of Surabaya. Overall from 4 to place our study showed that the frequency of public perception in total into the bad category based on indicators of Vincent theory who leads a balanced way of internal and external factors. It shows that the public reading room services that already exist is still considered very less than the maximum and the indication of the need for an increase in the promotion, facilities and innovation program for the future.

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Spencer, Brian. "Reading Therapy Sub-Group study day, Scottish Health Service Centre, 16 October 1985, Edinburgh." Health Libraries Review 3, no. 2 (June 1986): 126–28. http://dx.doi.org/10.1046/j.1365-2532.1986.3201261.x.

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Stubbs, Michael. "Book reviews : The spoken vocabulary of five-year-old children Bridie Raban University of Reading: Reading and Language Information Centre, 1988. 152pp." Child Language Teaching and Therapy 5, no. 3 (October 1989): 349–50. http://dx.doi.org/10.1177/026565908900500312.

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Awuzie, Solomon. "A Psychoanalytic Reading of Tanure Ojaide’s Poetry." English Studies at NBU 3, no. 2 (December 31, 2017): 74–87. http://dx.doi.org/10.33919/esnbu.17.2.2.

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Psychoanalysis as a literary theory has helped to improve understanding about “human behaviour and human mental functioning.” This is achieved through its perception of the human race as neurotic. However, with its application in poetic interpretation, poetry is perceived as an expression of displaced neurotic conflict: a consoling illusion, symptom, socially acceptable phantasy or substitute gratification. With the psychoanalytic reading of the poetry of Tanure Ojaide, an Anglophone African poet, poetry is understood as an expression of symptoms of the poet’s personal and societal neurotic tendencies. Since our emphasis is on Jungian psychoanalysis, analyzing Ojaide’s poetry through the orbits of the archetypes of Jungian psychoanalysis help to foreground the poetry as a consoling illusion or substitute gratification. Whereas the study reveals that Ojaide’s poetry is dominated by the archetype of the “wounded healer” - a symbol of a wounded personality who also doubles as the needed messiah (the healer), it is depicted that the dominant nature of the archetype of the “wounded healer” is a result of the poet’s experience which is at the centre of his poetic expression.

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Geake, Tom, Rajiv Hanspal, David Wertheim, and Jennifer Fulton. "The Locomotor Capability Index in Diagram Form: The Stanmore-Kingston Splat." Prosthetics and Orthotics International 30, no. 3 (December 2006): 300–304. http://dx.doi.org/10.1080/03093640600818863.

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The Stanmore-Kingston Splat is a graphical display of the goals and achievements of amputee rehabilitation patients using the Locomotor Capability Index. The chart is in a radial polygram form with the sectors coloured and shaded. Three scores can be shown: The patient's capability at delivery of the prosthesis, the goals set for rehabilitation, and the final achievement after the programme. The main advantages are rapid, easy reading for a therapist and convenient use when discussed with the patient at goal setting or progress review. The Splat is being used at Stanmore Disablement Services Centre and an extension to other centres is planned.

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Burke, David A. "Positioning the Writing Centre." Nordic Journal of Information Literacy in Higher Education 12, no. 2 (November 26, 2020): 71–77. http://dx.doi.org/10.15845/noril.v12i2.2986.

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Implicit in the discussion about the “open” future of the library are questions about the library’s identity in an increasingly digital context and anticipations of change (Anderson et al., 2017). But the “open” future of the library does not need to be a passive future. Much like the traditional library, whose books and reading rooms were positioned between students and faculties, the future library can still occupy a similar liminal space, even as digital access supplants books and librarians do less shushing. But the future library must actively seek to occupy that space. As a future library service, a writing centre can be positioned to help do so. This paper draws on the experience of the Academic Writing Centre at the University of Oslo (UiO). As part of the University Library, the Writing Centre is already actively helping to mediate the space between students and instructors. Empowered by its liminal position, the Writing Centre offers tailored, non-hegemonic writing support based on student and faculty needs. As a best practices presentation, this paper identifies key aspects of the Writing Centre’s operational model to demonstrate how the Writing Centre at UiO has already begun to actively (re)position the University Library in the space between students and faculties. Drawing from Academic Literacy theory (Lillis, 2001; Lea & Street, 1998), this paper characterizes the space between students and instructors in the context of academic writing, emphasizing the aspects of identity formulation germane to the writing process (Ivanič, 1998; Lillis, 2010), as well as the faculties’ mandates to develop discourse literacy. From its liminal position between the faculties and the students, and with an awareness of the nature of the gap between the two, the Writing Centre (as part of the University Library) aims to actively support students and instructors toward each other and spark broader collaboration with the University Library, now and in the future. On a practical level, this paper discusses successes and challenges for the Academic Writing Centre so far and offers insight into the Writing Centre’s important role in the future library.

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Edgell, Janet. "The Ecclesiastical Law Centre At Middle Temple Library." Ecclesiastical Law Journal 5, no. 27 (July 2000): 455–59. http://dx.doi.org/10.1017/s0956618x0000404x.

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‘The Ecclesiastical Courts date from 1076, but it is certain that at no time in their long history have they been as busy as they are today. Most of their work arises out of applications for faculties to make alterations in churches, their contents or churchyards. The majority of cases are dealt with without a hearing and in Chambers, but an increasing number have to be decided after a full hearing in Open Court. Most Ecclesiastical Court Judgments are not reported; yet many of them are of considerable interest and together they create a body of Ecclesiastical Law. To meet an undoubted need, the Honourable Society of the Middle Temple has been glad to receive from the Ecclesiastical Judges’ Association transcripts of Judgments, to copy, bind and index them and to make them available for reading and, if desired, copying within the Inn's Library. If provided with copies of future Judgments, the Library will treat them in the same way.’

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İşleyen, Şakir, and Amir Khaleel Hassoo. "The Impact of the University in Increasing the Book Reading on Students: Case Study Soran University." SIASAT 5, no. 4 (October 31, 2020): 51–58. http://dx.doi.org/10.33258/siasat.v5i4.70.

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Reading is perusing through texts to understand concepts. In the event that you battle to centre, reading can improve your attention span. Books with better structures encourage us to think in sequence the more we read, the more our brains are able to link cause and effect. The main aim of this study is to investigate the effective factors that the role of the university in reading books. The sample of the study includes all the students at Soran University. The focused on populace size for the investigation is 400 understudies who chose haphazardly. The acquired information were broke down with the SPSS program by using methods containing descriptive statistics, Chi-square test. The results indicated some factors such as good communication between reading a book and students, offering university and professional development courses with a variety of skills for students, The research includes “Individual Reasons”, “age group”, “Perusing material during recreation time”, “Department”, play a significant role in reading book students in the university.

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Deenadhayalan, Silvia P. "A Reading of Shakespeare’s Three Female Characters – Hermione, Portia and Calpurnia." SMART MOVES JOURNAL IJELLH 8, no. 3 (March 28, 2020): 7. http://dx.doi.org/10.24113/ijellh.v8i3.10460.

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(A statement) is sexist if it contributes to, encourages or causes or results in the oppression of women. (Mills 83). For many years, humanity has been ruled by a patriarchal society. In the male dominated society, women have been viewed as objects, marginals, subalterns or inferior human beings. Shakespeare’s tragedies are monolithic and the heroes occupy the centre and the women characters get a subordinated treatment. The heroes are given a free ‘voice’ but the women are simply their ‘echo’.

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Žemla, Martin. "Marsilio Ficino's Allegorical Reading of Optical Phenomena." Teorie vědy / Theory of Science 42, no. 1 (September 4, 2020): 77–93. http://dx.doi.org/10.46938/tv.2020.479.

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As a Platonist, Marsilio Ficino (1433–1499) was deeply interested in light and its qualities. As a matter of fact, the metaphysics of light is so fundamental for him that it appears, treated more or less systematically, almost in all of his works. As a physician, he was naturally concerned with the human corporeality and with the relation of human body to the physical world, both terrestrial and astral. However, when discussing astronomical and optical phenomena (e.g. refraction of light in water, camera obscura, and concave mirrors), he sees them primarily not as physical realities but as starting points for his allegorical hermeneutics and analogical interpretations. Similarly, when Ficino situates the Sun in the centre of the universe, as its warming heart, ruling king and animating soul, he does so in the context of a metaphysical, rather than cosmological, heliocentrism. Indeed, physical astronomical “facts” seem generally irrelevant to him, being obscured by their spiritual meaning. This becomes especially conspicuous in the perspective that Copernicus arrived at his heliocentric theory most probably with the knowledge of Ficino’s treatise On Sun (De Sole) and even quoting the same sources as Ficino.

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Wheldall, Kevin, Robyn Beaman, and Elizabeth Langstaff. "‘Mind the Gap’: Effective Literacy Instruction for Indigenous Low-Progress Readers." Australasian Journal of Special Education 34, no. 1 (May 1, 2010): 1–16. http://dx.doi.org/10.1375/ajse.34.1.1.

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AbstractA large gap is evident between the reading and related skills performance of Aboriginal students compared with that of their nonindigenous peers and this gap increases over the primary years of schooling. In this study, 34 students attended a tutorial centre in Sydney for older low-progress readers in Years 5 and 6, for two school terms. All students were referred by their schools on the basis of their reading difficulty and low socioeconomic status. The parents of 14 of these students self-identified as being Aboriginal. All students received an intensive, systematic skills-based remedial reading and spelling program (mornings only) and were assessed on a battery of literacy measures both prior to and following the two term intervention. The pre and posttest raw scores on all measures were analysed to determine the efficacy of the program. The group as a whole made large and highly significant gains on all measures of reading accuracy, comprehension, single word reading, nonword reading, spelling and oral reading fluency. There were no significant differences in gain between the two subgroups indicating that the program of instruction was equally beneficial for both Aboriginal and non-Aboriginal students.

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Spencer, Georgina. "Book Review: Reading at University: How to Improve Your Focus and Be More Critical. Jamie Q Roberts and Caitlin Hamilton." Journal of University Teaching and Learning Practice 17, no. 2 (April 1, 2020): 136–38. http://dx.doi.org/10.53761/1.17.2.10.

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Writing this review during the United Kingdom’s COVID-19 lockdown, I am reminded of George Orwell’s essay ‘Confessions of a Book Reviewer’, “In a cold but stuffy bed-sitting room littered with cigarette ends and half-empty cups of tea, a man in a moth-eaten dressing-gown sits at a rickety table”. Although neither male nor a smoker, but certainly a tea drinker in need of a new dressing gown, what better time to read about reading? The terminology ‘reading’ for a degree has been replaced in everyday speech by ‘studying’, yet this archaic usage of reading put the importance of this activity front and centre of what was expected of students for success at university. While this focus in the everyday language has been removed, the skills of reading are no less vital to student success. Reading at University aims to dispel assumptions around academic reading and help students become more critical and productive in their reading. It is another addition to the study skills shelf and there is a lot of competition out there, so it really needs to be offering something different to compete.

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Welland, Julia. "Joy and war: Reading pleasure in wartime experiences." Review of International Studies 44, no. 3 (March 21, 2018): 438–55. http://dx.doi.org/10.1017/s0260210518000050.

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AbstractIn recent years there has been a ‘turn’ to thinking about war through the experiences of those touched by it. While this scholarship has generated numerous important insights, its focus has tended to remain on wars’ violences, those responsible for enacting them, and the effects of such violence. In this article, the experiences of pleasure and joy in war that simultaneously take place are placed centre stage. Drawing on three war novels, the article tracks three recurring themes of pleasurable and joyful experiences related to war: bodily pleasures, the ‘togetherness’ of war, and moments of joy that escape war’s reach. Through this focus, war is shown to work across a range of affective registers and as never totalising or universalising in its experience. The article argues that paying attention to joy and pleasure can work to displace war as a focus of analysis, directing attention instead to the experiences of those who live through war and how they survive, sustain, and resist it.

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Kvanvig, Helge. "JUBILEES —BETWEEN ENOCH AND MOSES. A NARRATIVE READING." Journal for the Study of Judaism 35, no. 3 (2004): 243–61. http://dx.doi.org/10.1163/1570063041705245.

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AbstractThere is no doubt that the biblical story in Genesis and Exodus, extending from creation to Sinai, forms the backbone of the narrative in Jubilees. Often analyses of Jubilees concentrate on this aspect, without paying sufficient attention to the narrative design in Jubilees itself. In this article some common tools in narratology are applied to focus on Jubilees as a whole. In the narrative structures it appears that the Enochic traditions are formative. Moses is placed in the front of the narrative as a witness not to the torah of the Pentateuch, but to a narrative shaped to give room for the Enochic traditions. Thus Jubilees mediates between the Mosaic and Enochic traditions, using Moses to emphasise the importance of Enoch. The two figures represent two different attitudes toward revelation, the unique concentration on Sinai as the centre of history and the common mythical world-view that the foundational events took place in primeval time.

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Robinson, Matthew. "LOOKING EDGEWAYS. PURSUING ACROSTICS IN OVID AND VIRGIL." Classical Quarterly 69, no. 1 (May 2019): 290–308. http://dx.doi.org/10.1017/s0009838819000375.

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What follows is an experiment in reading practice. I propose that we read some key passages of theAeneidand theMetamorphosesin the active pursuit of acrostics and telestics, just as we have been accustomed to read them in the active pursuit of allusions and intertexts; and that we do so with the same willingness to make sense of what we find. The measure of success of this reading practice will be the extent to which our understanding of these familiar and well-studied texts can be usefully enriched by our interpretation of our discoveries (or rediscoveries). These will include an undiscovered authorial signature NASO in the ‘second proem’ of theMetamorphoses; an unnoticed self-referential response to Horace with NITIDO at the centre of Ovid's epic and a similarly self-referential AVSVM at the centre of Virgil's epic; in theAeneidwe will also find glances to Aratus with LEPTE and an Aratean anagram on Aeneas’ shield; and two new acrostics connecting Dido, Ajax and Lavinia.

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Cervi, David A. "Gaijin revisited." English Today 6, no. 4 (October 1990): 17–18. http://dx.doi.org/10.1017/s0266078400005071.

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In response to reading Peter Duppenthaler's interesting article Gaijin (ET Jul 89), in which he explored the word gaijin and some of the meanings it has for Japanese, I conducted in Japanese a survey among 34 Japanese students studying English in Australia at Sydney English Language Centre.

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Apriliana, Apriliana, Intan Mutiara Putri, Suyani Suyani, and Istri Utami. "The higher reading interest of pregnant mother improves the utilization of MCH book." International Journal of Health Science and Technology 1, no. 1 (July 30, 2019): 114–19. http://dx.doi.org/10.31101/ijhst.v1i1.953.

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The utilization of MCH book could be defined to be an activity when a mother and her close relatives actively participate in reading, learning, comprehending the contents of MCH book, and implementing it in daily routine. This research aims to discover the correlation between the reading interest of pregnant mothers and the use of MCH book. This study has been approved by the research ethics committee of Yogyakarta ‘Aisyiyah University. This cross-sectional research was performed at the Community Health Centre of Mlati II Sleman Yogyakarta. Seventy-four pregnant mothers who owned MCH book were derived from incidental sampling technic. The retrieval of primary data used questioner method. The result of chi-square test states that pregnant mothers with higher reading interest will be utilizing the MCH book four times more effective compared to those with lower interest in reading (p-value: 0,005 and 95% CI: 1,488-10,902).

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Hindmoor, Andrew. "Reading Downs: New Labour and An Economic Theory of Democracy." British Journal of Politics and International Relations 7, no. 3 (August 2005): 402–17. http://dx.doi.org/10.1111/j.1467-856x.2005.00186.x.

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In Downs' median voter theorem parties can only increase their vote by changing their policies and moving towards the electoral centre ground. This theorem has been used to sustain a particular and, I will argue, one-sided interpretation of New Labour's actions and political trajectory. There is more to An Economic Theory of Democracy than the median voter theorem. Downs argues that voters and parties operate in conditions of uncertainty and that this gives parties the opportunity to persuade voters to revise their beliefs. Parties can win elections not only by changing their policies but by changing voters' minds. Downs' arguments about persuasion can be used to generate an alternative and very different interpretation of New Labour.

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Lovichakorntikul, Petcharat. "Effective Channels for Establishing an Irlen Centre to Help People with Reading Problems in Thailand." Information Management and Business Review 2, no. 3 (March 15, 2011): 99–105. http://dx.doi.org/10.22610/imbr.v2i3.887.

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Irlen Syndrome was identified in the 1980s as a condition that affects people who cannot see written text on a page properly. Consequently, their ability to learn in a standard educational setting is significantly limited and their future lives constrained. Further, affected people, in common with people with dyslexia, are often accused of lack of intellect or interest in studies and this can be a source of stress and relationship breakdown. The eponymous Irlen method provides a technical solution to the problem involving coloured lenses, which helps some people. Nevertheless, the approach falls between the educational and medical worlds and this provides some credibility issues. This paper examines the possibility of establishing an effective and profitable Irlen Centre in Thailand through personal, in-depth interviews with relevant professionals in a variety of fields. The findings are considered in the light of contemporary Thai culture and the pressure on young people to take an active part in a market-oriented society.

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Ventouris, A., and Th Rousoulioti. "Text readability measurement for Understanding Reading: the readability software of Centre for the Greek Language." Kathedra of Byzantine and Modern Greek Studies, no. 6 (April 15, 2020): 111–33. http://dx.doi.org/10.29003/m1368.2658-7157.2020_6/111-133.

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SPEAK, MARGARET. "A survey of reading patterns of elderly people using the Age Concern Centre Library, Leicester." Health Libraries Review 7, no. 1 (March 1990): 8–13. http://dx.doi.org/10.1046/j.1365-2532.1990.710008.x.

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PATTON, WP, KA MULDREW, SP HARDING, U. CHAKRAVARTHY, and T. PETO. "Lessons learned in setting up a reading centre network for high volume grading in Europe." Acta Ophthalmologica 86 (September 4, 2008): 0. http://dx.doi.org/10.1111/j.1755-3768.2008.6316.x.

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Le Baillif, Anne-Marie. "Paris, « un lieu centre de tous les centres ». Est-ce toujours d’actualité ?" Interlitteraria 25, no. 2 (December 31, 2020): 435–42. http://dx.doi.org/10.12697/il.2020.25.2.14.

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Paris, “The Centre of All Centres”. Is It Still the Case? In La République Mondiale des Lettres published in 1999 and 2008, Ms. Casanova wrote: “Paris is the Greenwich meridian for literature” for the 19th and 20th centuries. Writers and artists have come to the city in the past because it was extremely attractive for creative and economic reasons. But at the beginning of the 21st century, with the rise of the New Media for writing, publishing and diffusing, is it correct to say that Paris is still supreme? Is location more important than the time devoted to writing and reading? The claims on which Ms. Casanova builds her assertions are not supported by the facts of recent history and geography. She refers to “La belle santé économique et la liberté” in Paris but she forgot to mention why artists came from central Europe. It was just because the life was cheaper in Paris than in Berlin, as Walter Benjamin observed in 1926. She notes that Paris was the world centre for high fashion and that writers came together there to be inspired by the place and each other. But these things are no longer true: Paris is one of the most unaffordable cities in the world. Fashion in clothes is determined in many centres, with fashion weeks held in New York, Milan and China; aesthetics no longer depend on a single country. Literary creativity has spread across many continents and the internet and social media provide access to millions of people around the globe. Globalisation has unified the world, note Jean-Philippe Toussaint and Sylvain Tesson, and brought the standardization of cultures. There is also the matter of the dominant language today. The French language has not changed since Ms. Casanova was doing her research, but French writers now dream of being translated into English to reach the largest audience around the world. Publishers also favour English to make the most profit because literature and art are now worldwide commodities. Writers and researchers use the Internet, which connects them with documents, libraries and people all over the world. Newspapers such as Le Monde and Le Figaro in France provide literary reviews from around the world; for example, Histoire de la Traduction Littéraire en Europe Médiane, compiled by Antoine Chalvin, Marie Vrinat-Nikolov, Jean-Léon Muller and Katre Talviste, was written up in Cahiers Littéraires du Monde. What about the readership? If publishing and merchandizing are accelerating and globalizing because of how the Internet changes time and distance, the writer still has to follow the rhythm of the subject.

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Journal articles on the topic 'Reading Centre'

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