Relevant bibliographies by topics / Reading Time

Contents

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

Academic literature on the topic 'Reading Time'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "Reading Time"

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Levenson, M. "Reading Time." Novel: A Forum on Fiction 42, no. 3 (September 1, 2009): 511–16. http://dx.doi.org/10.1215/00295132-2009-049.

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Taylor, Barbara M., Barbara J. Frye, and Geoffrey M. Maruyama. "Time Spent Reading and Reading Growth." American Educational Research Journal 27, no. 2 (June 1990): 351–62. http://dx.doi.org/10.3102/00028312027002351.

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Dalsgård, Anne Line. "Reading Times: Temporalities and Time Work in Current Everyday Reading Practices." Poetics Today 42, no. 2 (June 1, 2021): 207–27. http://dx.doi.org/10.1215/03335372-8883220.

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Abstract Inspired by Pierre Bourdieu's observation that practice is not in time but makes time and Michael Flaherty's concept of time work, this article explores temporal aspects of the use of literature in contemporary Denmark and describes how reading allows readers to manipulate their experience of time. The main part of the article focuses on cultural norms and readers’ expectations in relation to reading time, while the last, shorter part discusses the structuring temporal effects of a literary text, such as presence, narrative, and endings. The article concludes that time is not just a practical issue to consider (when and where to read), or just something to work on through reading (e.g., changing a boring time into flow time). Texts also affect the readers’ sense of time; that is, agency lies in the literature read as well as the reader. The empirical data are drawn from extensive ethnographic fieldwork (mainly qualitative interviews) in different social and geographical contexts in Denmark from 2014 to 2019. The article contributes to empirical reading studies by exploring everyday reading as a practice in and of time.
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Lynch, Deidre Shauna, and Evelyne Ender. "Introduction–Time for Reading." Publications of the Modern Language Association of America 133, no. 5 (October 2018): 1073–82. http://dx.doi.org/10.1632/pmla.2018.133.5.1073.

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Clifton, Charles. "Time Pauses During Reading." Contemporary Psychology 30, no. 12 (December 1985): 945–46. http://dx.doi.org/10.1037/023381.

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Levine, Caroline. "Reading at the Time." English Language Notes 46, no. 1 (March 1, 2008): 135–43. http://dx.doi.org/10.1215/00138282-46.1.135.

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Li, XueHua. "A Study on Chinese Reading Patterns: Focusing on Reading Rate, Reading Volume, and Reading Time." Journal of Humanities and Social sciences 21 10, no. 5 (October 30, 2019): 213–26. http://dx.doi.org/10.22143/hss21.10.5.16.

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Stokmans, Mia J. W. "Reading attitude and its effect on leisure time reading." Poetics 26, no. 4 (May 1999): 245–61. http://dx.doi.org/10.1016/s0304-422x(99)00005-4.

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DeJean, J. "The Time of Commitment: Reading "Sapho 1900" Reading Sappho." Modern Language Quarterly 65, no. 1 (March 1, 2004): 149–60. http://dx.doi.org/10.1215/00267929-65-1-149.

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Halpern, Faye, and Peter J. Rabinowitz. "Introduction to “Reading over Time”." PMLA/Publications of the Modern Language Association of America 133, no. 3 (May 2018): 631–32. http://dx.doi.org/10.1632/pmla.2018.133.3.631.

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Dissertations / Theses on the topic "Reading Time"

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Bolander, Jennifer A. Fisher Robert L. "First-time teachers' understanding and support for teaching first-time readers." Normal, Ill. Illinois State University, 2002. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064509.

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Thesis (Ed. D.)--Illinois State University, 2002.
Title from title page screen, viewed March 7, 2006. Dissertation Committee: Robert Fisher (chair), Penni Koloff, Susan Lenski. Includes bibliographical references (leaves 169-183) and abstract. Also available in print.
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Fazzone, James. "Middle School Reading Clubs: A First Step Toward Increasing Pleasure-Reading Time." NSUWorks, 2000. https://nsuworks.nova.edu/fse_etd/70.

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This report describes the plans for, implementation of, and results of a reading club program conducted at a middle school. This program was a modification of an unsuccessful one that was criticized by the staff and students for lack of structure and meaning. The literature supported the need for students taking time out of the school day for pleasure reading. Krashen (1993), Atwell (1998), and Irvin (1998) all have recommended that students should be permitted to read appropriate reading materials of their choice and that they should be provided with a wide range of materials from which to choose. Therefore, a revised club program, the Take Time To Read Club, designed to offer an alternative to pullout clubs, was agreed upon by a club revision committee. Three objectives were established. The 1st objective was to increase the amount of time students spent reading for pleasure. The 2nd objective was to improve the perception of the reading club program as measured by an 80% positive response rate to a faculty survey. The 3rd objective was to increase reading achievement levels by at least 5% as measured by Metropolitan Achievement Test and Grade 8 Early Warning Test (New Jersey State Department of Education, 1997) scores. None of the 3 objectives was completely realized as the result of this practicum. However, increases did occur in pleasure-reading times in instances when motivational factors were present. Also, teachers' positive perceptions did increase by 22% to 57%. There were slight increases in test scores in the 6th and 7th grades.
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Ivanko, Stacey. "Processing irony, ratings, reading time, and priming." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ65106.pdf.

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Taylor, Deborah. "Reading utopian narratives in a dystopian time." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8014.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of English. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Chapman, Heather J. "Factors Affecting Reading Outcomes Across Time in Bureau of Indian Education Reading First Schools." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/712.

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Regardless of age, background, or socioeconomic status, children must learn to read in order to be successful in school and in their future careers. Reading is an essential skill necessary to be successful in all other academic content areas. Despite the importance of this skill, American Indian children consistently score below the national average on tests of reading ability and reading comprehension. During recent years, many schools in the Bureau of Indian Education (BIE) system requested funding through the Reading First initiative. Schools used the funding and support provided by the BIE Reading First grant to attempt system-wide change at the school level in order to refocus efforts on increasing reading achievement. The current study investigated the impact of the Reading First Initiative on American Indian students in kindergarten through third grade. Results suggest that the models and methods employed using funding from the Reading First grant had a positive impact on certain aspects of reading achievement in students. Instructional Leadership Changes had a negative impact on student achievement while certain reading programs were found to have a more positive impact on some students than others. Furthermore, regardless of beginning of year reading level, all students showed increased gain in end-of-year outcome scores over time. Same grade cohort groups of students in kindergarten, second, and third grades demonstrated increased average scores over time as schools continued to implement Reading First models. Finally, while the gap between students with intensive needs and their peers was not erased, it also did not widen. Based on research indicating gain for these students is often below that of their peers, this is an important finding. Thus, it appears that the impact of Reading First in relation to teaching younger students the basic building blocks needed to read with fluency in the later grades was positive in the current sample.
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Li, Ping-leung, and 李炳良. "Reading the past or reading the present?: human experience at the crossroads of narrative." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31953645.

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Pawlaczyk, Stephanie A. Mrs. "A CASE STUDY OF FIRST GRADE STUDENT USE OF SILENT READING TIME." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1150896837.

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Alshammari, Hammad. "Effect of Time Constraint on Second Language Reading Comprehension." OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1071.

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This study aimed to investigate the role of time constraint on second language reading comprehension via the recruiting of 47 Saudi participants who were learning English as a second language. Subjects shared similar level of English proficiency; all participants were in their third semester of English at Aljouf University, Saudi Arabia, at the time of data collection. Participants were divided into three time groups; limited (20 minutes), extended (30 minutes), and unlimited (40 minutes). In terms of stimuli, a reading text was adapted from a standard English proficiency exam, TOEFL. The text consisted of 699 words and was of moderate level in difficulty, calculated as between 8th and 9th grade for native English speakers; passive structures comprised 6% of the text. Questions were also divided into three groups to elaborate the effect of time constraint on each type of questions. The particulars of the study were as follows. Firstly, this study analyzed effect of time constraint on the overall performance on the TOEFL reading passage. Then, effect of time on the three groups, including vocabulary-based questions, literal comprehension questions, and higher order inferential questions. Results revealed that time constraint tends to be an affective factor in reading. In the overall comparison among the 3 different time groups, the unlimited time group showed the highest performance on the reading comprehension task. ii In view of the categories of questions, no significant difference was found on the vocabulary-based questions between time condition groups. The overall low vocabulary scores across groups and the lack of significant effect for time constraint suggest that extended time does not compensate for poor vocabulary knowledge. On the other hand, the unlimited time group demonstrated the best performance relative to the other two groups on the literal comprehension and higher order questions. Of all three categories, the higher-order questions were the most difficult for all three time constraint groups. Overall, the results of this study show that time given to the reading task significantly affects overall reading comprehension scores, but they also suggest that this effect varies in relation to the types of questions.
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Pearce, Trevor Scott. "Metacognitive Strategies and Scripture Study in Released-Time Seminary." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6980.

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This study asked two questions. First, to what extent can metacognitive strategies instruction increase metacognitive awareness in released-time seminary students? Second, if metacognitive awareness is increased, is this increase correlated with changes in released-time seminary students' attitudes towards scripture study, their scripture study behavior, how they perceive the quality of their study, and how much they enjoy studying the scriptures? A control group and two experimental groups were used for this study. Experimental group 1 was taught basic scripture reading strategies without metacognition. Experimental group 2 was taught metacognitive strategies related to scripture study. Students in each experimental group used these strategies for 10 consecutive class sessions. Pre- and post-survey data was collected for comparison. Statistically significant gains in metacognitive awareness were found when comparing the pre- and post-survey scores of experimental group 2. When comparing experimental group 2 to experimental group 1 and the control group, analysis of covariance (ANCOVA) demonstrated that these gains in metacognitive awareness were not significant by comparison. Students in experimental groups 1 and 2 were asked to rate themselves in the post-survey on the effort they expended utilizing the strategies presented. When students in experimental group 2 who rated themselves high for effort were isolated, an analysis of covariance yielded statistically significant gains for metacognitive awareness in comparison with the other two groups. The same analyses were performed on measures related to scripture study. While experimental group 2 showed statistically significant gains from pre-survey to post-survey, when analyzed against experimental group 1 and the control group, no significant changes were observed. This was also the case for students who rated themselves high for effort in implementing the strategies presented. The results from this study suggest that metacognitive strategies can increase metacognitive awareness in released-time seminary students when they put forth the required effort to learn them. Further research in metacognitive application to scripture study is warranted. Qualitative studies with small focus groups could be a valuable avenue of exploration in future studies.
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Somervell, Tess Elizabeth Sophie. "Reading time in Paradise lost, The Seasons, and The Prelude." Thesis, University of Cambridge, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709447.

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Books on the topic "Reading Time"

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Rudd, Shirley. Time manage your reading. Aldershot: Gower, 1989.

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Rudd, Shirley. Time manage your reading. Aldershot, Hants, England: Gower, 1989.

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Bernard, Smith Carl, ed. Taking time. New York: Macmillan Pub. Co., 1987.

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Judith, Nadell, and Weber, Mark (Mark A.), 1958-, eds. Time for pizza. West Berlin, N.J: Townsend Press, 2009.

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Reading Mark for the first time. New York: Paulist Press, 2013.

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Harrington, Wilfrid J. Reading Luke for the first time. New York: Paulist Press, 2015.

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Assad, Maria L. Reading with Michel Serres: An encounter with time. Albany, N.Y: State University of New York Press, 1999.

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Lanagan, Margo. White time. New York: Eos, 2006.

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Beverley, Randell. What's the time Mr Wolf?. Aylesbury: Ginn and Company, 1986.

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Penguin puzzle time. Emeryville, CA: LeapFrog, 2010.

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Book chapters on the topic "Reading Time"

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Kormanyos, Christopher. "Additional Reading." In Real-Time C++, 357–60. Berlin, Heidelberg: Springer Berlin Heidelberg, 2018. http://dx.doi.org/10.1007/978-3-662-56718-0_18.

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Kormanyos, Christopher. "Additional Reading." In Real-Time C++, 315–18. Berlin, Heidelberg: Springer Berlin Heidelberg, 2015. http://dx.doi.org/10.1007/978-3-662-47810-3_17.

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Kormanyos, Christopher. "Additional Reading." In Real-Time C++, 297–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2013. http://dx.doi.org/10.1007/978-3-642-34688-0_17.

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Kormanyos, Christopher. "Additional Reading." In Real-Time C++, 435–38. Berlin, Heidelberg: Springer Berlin Heidelberg, 2021. http://dx.doi.org/10.1007/978-3-662-62996-3_18.

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Mallett, Phillip. "Hardy and Time." In Reading Thomas Hardy, 156–71. London: Palgrave Macmillan UK, 1998. http://dx.doi.org/10.1007/978-1-349-26657-9_7.

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Bars, Itzhak, and John Terning. "Further Reading." In Extra Dimensions in Space and Time, 123–25. New York, NY: Springer New York, 2009. http://dx.doi.org/10.1007/978-0-387-77638-5_11.

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Delamain, Catherine, and Jill Spring. "Time/era." In Reading Between the Lines Set Two, 131–44. Abingdon, Oxon ; New York, NY : Routledge, 2018.: Routledge, 2018. http://dx.doi.org/10.4324/9781315098500-12.

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Bagnall, Roger S. "Time and place." In Reading Papyri, Writing Ancient History, 50–62. Second edition. | Abingdon, Oxon; New York, NY : Routledge, 2019. |Series: Approaching the ancient world: Routledge, 2019. http://dx.doi.org/10.4324/9781351214582-5.

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Reeves, Leander. "Yul Brynner’s Hat and Time Travel in the Hyperreal." In Reading Westworld, 277–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-14515-6_15.

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Alexander, Michael. "The Merchant of Venice and the Whirligig of Time." In Reading Shakespeare, 73–85. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-29281-0_7.

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Conference papers on the topic "Reading Time"

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Kelly, Diane, and Nicholas J. Belkin. "Reading time, scrolling and interaction." In the 24th annual international ACM SIGIR conference. New York, New York, USA: ACM Press, 2001. http://dx.doi.org/10.1145/383952.384045.

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Kelton, Conor, Zijun Wei, Seoyoung Ahn, Aruna Balasubramanian, Samir R. Das, Dimitris Samaras, and Gregory Zelinsky. "Reading detection in real-time." In ETRA '19: 2019 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314111.3319916.

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Okungbowa, Norense, and Noorallah Rostamy. "Real Time Automatic Calibration of Flow Meters for Real-Time Hydraulic Modelling." In 2014 10th International Pipeline Conference. American Society of Mechanical Engineers, 2014. http://dx.doi.org/10.1115/ipc2014-33609.

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Performance of flow meters is often a function of flow rate as well as properties (density and viscosity) of the fluid measured by the meters. Since comparison of flow meter readings is a key parameter in leak detection techniques, it is desirable that the readings from the flow meters are accurate and comparable. The idea behind real-time calibration of flow meters is to calibrate a flow meter (called the dependent flow meter) against another flow meter (called the independent flow meter) that is assumed to read correctly. The real-time calibration method is useful under two main conditions: i) when the reference flow meter has been calibrated to a high degree of accuracy and the flow readings from the meter are accurate; ii) when the pipeline operating conditions support the fact that the meter-in flow at one station equals the meter-out flow at the other station. By determining the deviation of the dependent flow meter reading from the independent flow meter reading, a time-averaged flow ratio is calculated. However, the flow ratio calculation and time averaging is only updated at prescribed conditions. The proper correction factor is ascertained and then applied to the dependent flow meter reading. The main advantage of using this technique is that the flow meter repeatability is reduced over time below the nominal accuracy of the dependent meter. Note that the term “calibration” in this context does not refer to the standard method of calibrating flow meter with a ‘prover’ but a technique to calculate correction multiplier for flow meter in other to improve the performance of hydraulic models.
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van Schijndel, Marten, and William Schuler. "Hierarchic syntax improves reading time prediction." In Proceedings of the 2015 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2015. http://dx.doi.org/10.3115/v1/n15-1183.

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Haiyan, Li, Zhang Hui, Zhang FangHong, and Guo Meijing. "An analysis of consumers' cognition and reading time prediction in digital reading." In 2017 IEEE/ACIS 16th International Conference on Computer and Information Science (ICIS). IEEE, 2017. http://dx.doi.org/10.1109/icis.2017.7960054.

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Striewe, Michael, and Michael Goedicke. "Code reading exercises using run time traces." In the 2014 conference. New York, New York, USA: ACM Press, 2014. http://dx.doi.org/10.1145/2591708.2602658.

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Busjahn, Teresa, Roman Bednarik, and Carsten Schulte. "What influences dwell time during source code reading?" In ETRA '14: Eye Tracking Research and Applications. New York, NY, USA: ACM, 2014. http://dx.doi.org/10.1145/2578153.2578211.

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Gao, Zhijun, Fan Li, and Jingsong Yu. "Reading Time Prediction Model on Chinese Technical Documentation." In 2020 IEEE International Professional Communication Conference (ProComm). IEEE, 2020. http://dx.doi.org/10.1109/procomm48883.2020.00046.

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Peterson, Cole S., Nahla J. Abid, Corey A. Bryant, Jonathan I. Maletic, and Bonita Sharif. "Factors influencing dwell time during source code reading." In ETRA '19: 2019 Symposium on Eye Tracking Research and Applications. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3314111.3319833.

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Banerjee, Pratyay, Tejas Gokhale, and Chitta Baral. "Self-Supervised Test-Time Learning for Reading Comprehension." In Proceedings of the 2021 Conference of the North American Chapter of the Association for Computational Linguistics: Human Language Technologies. Stroudsburg, PA, USA: Association for Computational Linguistics, 2021. http://dx.doi.org/10.18653/v1/2021.naacl-main.95.

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Reports on the topic "Reading Time"

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

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This paper assesses the effectiveness of an intervention aimed at improving the reading skills of struggling third-grade students in Colombia. In a series of randomized experiments, students participated in remedial tutorials conducted in small groups during school hours. Trained instructors used structured pedagogical materials that can be easily scaled up. Informed by the outcomes of each cohort, the intervention tools are fine-tuned for each subsequent cohort. The paper finds positive and persistent impacts on literacy scores and positive spillovers on some mathematics scores. The effectiveness of the program grew over time, likely because of higher dosage and the fine-tuning of materials.
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Dubeck, Margaret M., Jonathan M. B. Stern, and Rehemah Nabacwa. Learning to Read in a Local Language in Uganda: Creating Learner Profiles to Track Progress and Guide Instruction Using Early Grade Reading Assessment Results. RTI Press, June 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0068.2106.

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The Early Grade Reading Assessment (EGRA) is used to evaluate studies and monitor projects that address reading skills in low- and middle-income countries. Results are often described solely in terms of a passage-reading subtask, thereby overlooking progress in related skills. Using archival data of cohort samples from Uganda at two time points in three languages (Ganda, Lango, and Runyankore-Rukiga), we explored a methodology that uses passage-reading results to create five learner profiles: Nonreader, Beginner, Instructional, Fluent, and Next-Level Ready. We compared learner profiles with results on other subtasks to identify the skills students would need to develop to progress from one profile to another. We then used regression models to determine whether students’ learner profiles were related to their results on the various subtasks. We found membership in four categories. We also found a shift in the distribution of learner profiles from Grade 1 to Grade 4, which is useful for establishing program effectiveness. The distribution of profiles within grades expanded as students progressed through the early elementary grades. We recommend that those who are discussing EGRA results describe students by profiles and by the numbers that shift from one profile to another over time. Doing so would help describe abilities and instructional needs and would show changes in a meaningful way.
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Khomenko, Tetiana. TIME AND SPACE OF HISTORICAL PARALLELS OF EUGEN SVERSTIUK’S JOURNALISM. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11095.

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The article is dedicated to the investigation of time-space measurements of journalistic works of Eugen Sverstiuk, a well-known Ukrainian journalist. In particular, the time-space continuum of his works is being discussed, which is characterized as comprehensive, continuous, filled with archetypical images which metaphorize the text, but at the same time structure it, and are beaded on the axis of time and documentarily located in the space. The logics of images initiated in the text is exaggerated by constant dwelling of the author in the time-space dimensions of the epoque, of which he was a contemporary, as well as precise knowledge of World and Ukrainian history and culture. Historical parallelism of journalism of E. Sverstiuk possesses double potential. On the one hand, the author provides arguments for confirmation of his own opinion, and on the other, he shows us historical collisions in the new aspect, which helps consider the past, better understand the present, and think of the future. Pages of his works is space for author’s considerations, which logics impresses by free transgression of the author in the time, and his ability to grasp the most essential, although sometimes precedent, sometimes sudden and forgotten, or even unknown historical facts in order to force them to resonate in the new historical realities, first of all to indicate the importance of national and the need for assigning to it more significance. Using retrospectives, E. Sverstiuk encourages us to return to the national sources and to seek in ourselves the reflections of nationality in order to return historical truth to our audience. This is what, according to E. Sverstiuk, was believed to be one of the most necessary conditions of existence to the independent state. Time-space continuum of E. Sverstiuk’s journalism is reproduction of comprehensive history as continuous process of the development of humanity, and of formation of comprehensive, total, and so to say epic reading and understanding of these processes via accentuation of reader’s attention on key events, phenomena, and facts.
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Cilliers, Jacobus, Brahm Fleisch, Janeli Kotzé, Nompumelelo Mohohlwane, Stephen Taylor, and Tshegofatso Thulare. Can Virtual Replace In-person Coaching? Experimental Evidence on Teacher Professional Development and Student Learning in South Africa. Research on Improving Systems of Education (RISE), January 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2020/050.

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Virtual communication holds the promise of enabling low-cost professional development at scale, but the benefits of in-person interaction might be difficult to replicate. We report on an experiment in South Africa comparing on-site with virtual coaching of public primary school teachers. After three years, on-site coaching improved students' English oral language and reading proficiency (0.31 and 0.13 SD, respectively). Virtual coaching had a smaller impact on English oral language proficiency (0.12 SD), no impact on English reading proficiency, and an unintended negative effect on home language literacy. Classroom observations show that on-site coaching improved teaching practices, and virtual coaching led to larger crowding-out of home language teaching time. Implementation and survey data suggest technology itself was not a barrier to implementation, but rather that in-person contact enabled more accountability and support.
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Tare, Medha, Susanne Nobles, and Wendy Xiao. Partnerships that Work: Tapping Research to Address Learner Variability in Young Readers. Digital Promise, March 2018. http://dx.doi.org/10.51388/20.500.12265/67.

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Over the past several decades, the student population in the United States has grown more diverse by factors including race, socioeconomic status, primary language spoken at home, and learning differences. At the same time, learning sciences research has advanced our understanding of learner variability and the importance of grounding educational practice and policy in the individual, rather than the fiction of an average student. To address this gap, LVP distills existing research on cognitive, social and emotional, content area, and background Learner Factors that affect learning in various domains, such as reading and math. In conjunction with the development process, LPS researchers worked with ReadWorks to design studies to assess the impact of the newly implemented features on learner outcomes.
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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.

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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.
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Kvalbein, Astrid. Wood or blood? Norges Musikkhøgskole, August 2018. http://dx.doi.org/10.22501/nmh-ar.481278.

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Wood or Blood? New scores and new sounds for voice and clarinet Astrid Kvalbein and Gjertrud Pedersen, Norwegian Academy of Music What is this thing called a score, and how do we relate to it as performers, in order to realize a musical work? This is the fundamental question of this exposition. As a duo we have related to scores in a variety of ways over the years: from the traditional reading and interpreting of sheet music of works by distant (some dead) composers, to learning new works in dialogue with living composers and to taking part in the creative processes from the commissioning of a work to its premiere and beyond. This reflective practice has triggered many questions: could the score for instance be conceptualized as a contract, in which some elements are negotiable and others are not? Where two equal parts, the performer(s) and the composer might have qualitatively different assignments on how to realize the music? Finally: might reflecting on such questions influence our interpretative practices? To shed light on these issues, we take as examples three works from our recent repertoire: Ragnhild Berstad’s Vevtråd (Weaving thread, 2010), Jan Martin Smørdal’s The Lesser Nighthawk (2012) and Lene Grenager’s Tre eller blod (Wood or blood, 2005). We will share – attempt to unfold – some of the experiences gained from working with this music, in close collaboration and dialogue with the composers. Observing the processes from a certain temporal distance, we see how our attitudes as a duo has developed over a longer span of time, into a more confident 'we'.
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Melnyk, Olesia. MEDIA DISCOURSE AROUND THE FIGURE OF ORIANA FALLACHI AND HER JOURNALISM DURING 2017–2020. Ivan Franko National University of Lviv, March 2021. http://dx.doi.org/10.30970/vjo.2021.50.11114.

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The article analyzes the media discourse around the figure of Oriana Fallachi and her journalistic work during 2017-2020. The actual media image of the figure of Fallachi is highlighted, examples of positive and negative statements are given. It is substantiated why her journalism should be researched in various ways, taking into account other aspects of her work that are not related to Islamophobia. The subject of the study is critical texts in modern foreign media dedicated to the author’s work. The objective of the study is to outline the media discourse around the figure of Oriana Fallaci and her journalism during 2017-2020. The methodology. The following methods have been used in the process of scientific research: historical, comparative, systems analysis, content synthesis, and others. The main results. In total, we have analyzed eight materials in foreign publications, published over the past 3 years, as well as the two most famous biographies of Oriana Fallaci. Some of the most recent reviewed texts have been published in the last few months, reflecting the interest in the author’s journalism, her writing, and reporting. Therefore, we see the need for further tracking and analysis of this body of texts. Conclusions. Critics of Fallaci express polar views that are not all negative. Authors re­commend quite cautiously her texts for reading, emphasizing their positive aspects. Both Fallaci’s biographies are also not entirely complementary: some aspects of her work are glorified, others are condemned. We managed to find general tendencies in the criticism of Oriana Fallaci’s journalism. These include accusations of xenophobia and Islamophobia, uncompromisingness, lack of political correctness, and moral value. The authors emphasize, at the same time, the openness and directness that bribe the reader, patriotism and honesty, strength of spirit and firmness of position. Significance of the research. The analysis of the latest criticism reveals what kind of media image Fallachi’s figure has today, and gives the possibility to research it for demonization and one-sided coverage. This is important not only for thorough research of the author’s work but also for understanding how the modern world perceives journalism, which is contrary to the generally accepted principles of political correctness, journalistic ethics, and humanity.
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Tull, Kerina. Economic Impact of Local Vaccine Manufacturing. Institute of Development Studies (IDS), February 2021. http://dx.doi.org/10.19088/k4d.2021.034.

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Over a period of time, a tier of mostly middle-income developing countries has developed a considerable pharmaceutical and vaccine production capacity. However, outcomes have not always been positive for domestic manufacturers in developing countries. Economic and health lessons learned from vaccine manufacturing in developing countries include challenges and positive spill-over effects. Evidence for this rapid review is taken from the south and southeast Asia (India, Indonesia, Thailand, Vietnam), and Latin America (Brazil, Cuba, Mexico). Although data on locally manufactured drugs on the balance of trade was available, this was not readily available for vaccine manufacturing. The evidence used in this review was taken from grey and academic literature, as well as interviews with economic specialists. Although market reports on vaccine production are available for most of these countries, their data is not in the public domain.
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Bonthron, Leslie, Corey Beck, Alana Lund, Farida Mahmud, Xin Zhang, Rebeca Orellana Montano, Shirley J. Dyke, Julio Ramirez, Yenan Cao, and George Mavroeidis. Empowering the Indiana Bridge Inventory Database Toward Rapid Seismic Vulnerability Assessment. Purdue University, 2021. http://dx.doi.org/10.5703/1288284317282.

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With the recent identification of the Wabash Valley Seismic Zone in addition to the New Madrid Seismic Zone, Indiana’s Department of Transportation (INDOT) has become concerned with ensuring the adequate seismic performance of their bridge network. While INDOT made an effort to reduce the seismic vulnerability of newly-constructed bridges, many less recent bridges still have the potential for vulnerability. Analyzing these bridges’ seismic vulnerability is a vital task. However, developing a detailed dynamic model for every bridge in the state using information from structural drawings is rather tedious and time-consuming. In this study, we develop a simplified dynamic assessment procedure using readily-available information from INDOT’s Bridge Asset Management Program (BIAS), to rapidly identify vulnerable bridges throughout the state. Eight additional data items are recommended to be added into BIAS to support the procedure. The procedure is applied in the Excel file to create a tool, which is able to automatically implement the simplified bridge seismic analysis procedure. The simplified dynamic assessment procedure and the Excel tool enable INDOT to perform seismic vulnerability assessment and identify bridges more frequently. INDOT can prioritize these bridges for seismic retrofits and efficiently ensure the adequate seismic performance of their assets.
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