28,091 research outputs found
Aspects of the circulation in the Rockall Trough
No full textAn investigation is made of the circulation and structure of the water masses in the Rockall Trough in spring, combining the results of a recent synoptic survey (May 1998) with those from a high-resolution ocean circulation model. In the near-surface layer, saline flows are carried northwards by a "Shelf Edge Current" around the eastern slopes, possibly with some branching in the northern Trough. Fresher waters from the west inflow between 52 and 538N and partially mix with these saline flows in the southern Trough, so that waters of intermediate salinity are also swept northwards. In the southern approaches to the Trough, Labrador Sea Water (LSW) also flows strongly in from the west between 52 and 538N, and while much of this turns south, a proportion penetrates north to join a cyclonic gyre in the Trough extending to 56.58N. The northwestern limb of this gyre is fed by, and mixes with, more saline waters which result from overflows across the Wyville–Thomson Ridge. Furthermore, salinity and CFC data suggest episodic inflow of LSW into the central Trough. The circulation of the North East Atlantic Deep Water in the Trough follows a cyclonic pattern similar to, and lying below, that of the LSW. The Wyville–Thomson Ridge overflows in the model extend to higher densities than in the survey, are topographically steered southwestward down the Feni Ridge system, and eventually join a deep cyclonic circulation in the North East Atlantic basin. Overall, the model and the observations are in good agreement, particularly in the central Rockall Trough, and this has allowed conclusions to be drawn which are significantly more robust than those which would result from either the survey or the model alone. In particular, we have been able to infer cyclonic circulation pathways for the intermediate and deeper waters in the Rockall Trough for (we believe) the first time. The study has also contributed to an ongoing community effort to assess the realism of, and improve, our current generation of ocean circulation models
Reading the Word and the World in Haiti: Literacy Education for Social Justice
No full textThe first author traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by the Freirean ideas regarding liberatory education (Frire,2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing we hope to present a model of how literacy education can be a tool for social justice in similar contexts
You Mean that Really Happened?!: Using Nonfiction to Engage Struggling Readers
No full textNonfiction texts used in a middle school classroom encouraged struggling readers to explore other nonfiction texts and to write about the world around them. Rosenblatt’s (1978) transactional theory of reader response posits that an interaction takes place among reader, author, and text during reading. The nonfiction texts Guts: The True Stories Behind Hatchet and the Brian Books (Paulsen, 2001) and Night (Wiesel, 2006) sparked students’ interest in real-life stories of survival and prompted struggling readers to read other nonfiction stories and to reflect upon and share text-to-self, text-to-text, and text-to-world connections through discussion and writing
Reading the Word and World in Haiti: Literacy Education for Social Justice
No full textThe first author, Dr. Altheria Caldera, traveled to Haiti as a member of a group of volunteers from the U.S. whose goals were to provide assistance to children in a privately operated primary school located in the rural community of Lamardelle. For the first author, assistance primarily focused on training in literacy education, with an emphasis on reading comprehension strategies for students who struggle to read. We examine literacy education as a tool of social justice. This paper describes the components of the first summer of this teacher development program and explains how our work was undergirded by Freirean ideas regarding liberatory education (Freire, 2000). A second aim is to analyze ways language impacts the practice of education in Haiti. In so doing, we hope to present a model of how literacy education can be a tool for social justice in similar contexts
Reading in the mobile era
No full textMobile technology can advance literacy and learning in underserved communities around the world.
Summary
Millions of people do not read for one reason: they do not have access to text. But today mobile phones and cellular networks are transforming a scarce resource into an abundant one.
Drawing on the analysis of over 4,000 surveys collected in seven developing countries and corresponding qualitative interviews, this report paints the most detailed picture to date of who reads books and stories on mobile devices and why.
The findings illuminate, for the first time, the habits, beliefs and profiles of mobile readers. This information points to strategies to expand mobile reading and, by extension, the educational, social and economic benefits associated with increased reading.
Mobile technology can advance literacy and learning in underserved communities around the world. This report shows how
Read Ebook Brownlie's Principles of Public International Law Full Books
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Read [PDF] Books A Visual Dictionary of Architecture [Full]
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The construction of Karen Karnak: The multi-author-function
No full textThis thesis is situated within the comparatively recent developments of Web 2.0 and the emergence of interactive WikiMedia, and explores the mode of authorship within a Read/Write culture compared to that of a Read/Only tradition. The hypothesis of this study is that the role of the audience has become merged with the author, and as such, represents new functions and attributes, distinct from a more conventional concept of authorship, in which the roles of audience and author are more separate. Read/Write and participatory culture, as defined by this study, is focused on collaboration, and includes the influences of D.I.Y. culture, Open-Source practices and the production of text by multiple authors. Multi-authorship presents a re-thinking of several concepts which support the notion of the individual author, since the focus of multi-authorship is not on attribution and ownership of a finished text, but on the continued malleability of a text. Modes of multi-authorship, demonstrated in the use of the pseudonyms Alan Smithee and Karen Eliot, represent declarative authors whose names signify multiple origins, whilst concurrently indicating a distinct body of work. The function of these names form an important context to this study, since primary research involves the construction of an experimental mode of multi-authorship utilising WikiMedia technology and the interaction of thirty nine participants, who are invited to create a body of work under the collective pseudonym Karen Karnak. The data generated by this experiment is analysed using aspects of Michel Foucault's author-function to identify and determine power structures inherent in the WikiMedia context. The interplay of power structures, including concepts such as identity, ownership and the body of work, affect the resulting mode of authorship and contribute to the construction of Karen Karnak, suggesting further areas of research into the emerging multi-author
"Popular author, poet to read at OU"
No full textNews article"One of America's most popular writers will visit OU Friday, Oct. 18. Marge Piercy, award winning author and poet, will read from her poetry at 4 p.m. in 201 Dodge Hall.
long-read-tools.org: an interactive catalogue of analysis methods for long-read sequencing data
No full text© The Author(s) 2021. Published by Oxford University Press GigaScience. BACKGROUND: The data produced by long-read third-generation sequencers have unique characteristics compared to short-read sequencing data, often requiring tailored analysis tools for tasks ranging from quality control to downstream processing. The rapid growth in software that addresses these challenges for different genomics applications is difficult to keep track of, which makes it hard for users to choose the most appropriate tool for their analysis goal and for developers to identify areas of need and existing solutions to benchmark against. FINDINGS: We describe the implementation of long-read-tools.org, an open-source database that organizes the rapidly expanding collection of long-read data analysis tools and allows its exploration through interactive browsing and filtering. The current database release contains 478 tools across 32 categories. Most tools are developed in Python, and the most frequent analysis tasks include base calling, de novo assembly, error correction, quality checking/filtering, and isoform detection, while long-read single-cell data analysis and transcriptomics are areas with the fewest tools available. CONCLUSION: Continued growth in the application of long-read sequencing in genomics research positions the long-read-tools.org database as an essential resource that allows researchers to keep abreast of both established and emerging software to help guide the selection of the most relevant tool for their analysis needs
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