32,202 research outputs found
Associate Professor Scott Read
No full text<p>Scott Read is an Associate Professor and Director of Research in QUT’s School of Optometry and Vision Science. Following, the completion of his undergraduate optometry training in 1997, Scott worked in clinical optometry practice for 6 years, before returning to QUT to complete his PhD examining “Corneal topography and the morphology of the palpebral fissure”. Since the award of his PhD in 2006, Scott has been involved in a wide scope of research activities, with a feature of his work being the use of high resolution optical imaging techniques to broaden our understanding of the normal anatomical and physiological properties of the anterior and posterior eye and changes associated with human myopia.</p>
<p>Associate Professor Read recently received the <strong>“</strong><strong>Zeiss Young Investigator Award in Myopia Research</strong>” for his distinguished contributions to the myopia research field. The primary focus of Scott’s current research is to better understand the ocular and environmental factors underlying human myopia. Since 2005, Associate Professor Read has authored or co-authored over 100 research publications, including 1 scholarly book chapter, 67 peer-reviewed journal papers, 3 Editorials, and 35 refereed conference abstracts. In his career to-date he has been successful in gaining substantial research funding, in excess of <strong>$1.3 million</strong>, from a variety of sources, including a prestigious 2012 Australian Research Council Discovery Early Career Researcher Award (DECRA Fellowship).</p>
<p>Scott has been a fellow of the American Academy of Optometry since 2012, and a member of the Association for Research in Vision and Ophthalmology since 2011. He has also been an Associate Editor and Editorial Board Member for <em>Clinical and Experimental Optometry</em> and is currently an Editorial Board Member and a Topical Associate Editor for <em>Optometry and Vision Science (the </em>official journal of the American Academy of Optometry).</p>
READ @your library Scott Gartner (bookmark)
No full textA project of the Dudley Knox Library at the Naval Postgraduate School
READ @your library Scott Gartner (poster)
No full textA project of the Dudley Knox Library at the Naval Postgraduate School
Read [PDF] Books A Visual Dictionary of Architecture [Full]
No full textRead Or Download A Visual Dictionary of Architecture Full Books By by {"isAjaxComplete_B001H6NK1W":"0","isAjaxInProgress_B001H6NK1W":"0"} Francis D. K. Ching (Author) › Visit Amazon's Francis D. K. Ching Page Find all the books, read about the author, and more. See search results for this author Are you an author? Learn about Author Central Francis D. K. Ching (Author)
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Corneal topography and the morphology of the palpebral fissure
No full textThe notion that forces from the eyelids can alter the shape of the cornea has been proposed for many years. In recent times, there has been a marked improvement in our ability to measure and define the corneal shape, allowing subtle changes in the cornea to be measured. These improvements have led to the findings that pressure from the eyelids can cause alterations in corneal shape following everyday visual tasks such as reading. There are also theories to suggest that pressure from the eyelids may be involved in the aetiology of corneal astigmatism. In this program of research, a series of experiments were undertaken to investigate the influence of the eyelids on the shape of the cornea.\ud
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In the first experiment, an investigation into the diurnal variation of corneal shape was carried out by measuring corneal topography at three different times (approximately 9 am, 1 pm and 5 pm) during the day over three days of the week (Monday, Tuesday and Friday). Highly significant diurnal changes were found to occur in the corneal topography of 15 of the 17 subjects. This change typically consisted of horizontal bands of distortion in the superior, and to a lesser extent, inferior cornea, increasing throughout the day (and returning to baseline the next morning). These changes appeared to be related to forces from the eyelids on the anterior cornea. Some changes were also found in corneal astigmatism. Corneal astigmatism power vector J0 (astigmatism 90/180°) was found to increase slightly over the course of the week. Whilst the changes in astigmatism were small in magnitude, this result leaves open the possibility that pressure from the eyelid may cause changes in corneal astigmatism. If pressure from the eyelids is involved in the aetiology of corneal astigmatism, then one may expect associations to exist between certain characteristics of the eyelids and corneal shape. An experiment was then undertaken to explore these possible associations.\ud
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We defined the average morphology of the palpebral fissure in different angles of vertical gaze for 100 young normal subjects. This was achieved through analysis of digital images that were captured in primary gaze, 20° downgaze and 40° downgaze. Parameters defining the size, position, angle and contour of the eyelids were determined. Highly significant changes were found to occur in the palpebral fissure with downward gaze. The palpebral aperture narrows in downward gaze, and the angle of the eyelids changes from being slightly upward slanted in primary gaze, to being slightly downward slanted in downward gaze. The eyelid margin contour also flattens significantly in downward gaze.\ud
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The average topography of the central and peripheral cornea was also defined for this same population. A technique was used that allowed the capture and subsequent combination of topography data from both the central and the peripheral cornea. The use of this technique provided a large corneal topography map, with data extending close to the limbus for each subject. Marked flattening was found to occur in the peripheral cornea and a conic section was found to be a poor descriptor of corneal contour in the periphery (i.e. greater than 6 mm diameter). Corneal astigmatism was also found on average to reduce in the periphery. However a number of distinct patterns of peripheral corneal astigmatism were noted in the population. Corneal astigmatism in the peripheral cornea was either found to remain stable (59% of subjects), increase (10% of subjects) or reduce (31% of subjects) in magnitude in comparison to the amount of central corneal astigmatism.\ud
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We also investigated associations between the parameters defining the palpebral fissure and parameters describing corneal shape in this population of subjects. A number of highly significant associations were found between the morphology of the palpebral fissure in primary gaze and the shape of the cornea. A general tendency was found for subjects with wider horizontal palpebral fissure widths to exhibit larger corneas and also flatter central corneal powers. There were also highly significant associations found between the angle of the eyelids and the axis of corneal astigmatism, but not the magnitude of corneal astigmatism. The associations found between corneal astigmatism and palpebral fissure morphology is further evidence supporting the hypothesis that pressure from the eyelids is involved in the aetiology of corneal astigmatism.\ud
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The results of these investigations have shown that corneal changes as a result of eyelid forces occur in the majority of young subjects tested over the course of a normal working day. The average morphology of the palpebral fissure and topography of the central and peripheral cornea has also been defined in detail for a large population of young subjects. Significant associations were found between corneal astigmatism and the morphology of the palpebral fissure. Whilst these results support a model of corneal astigmatism development based on eyelid morphology, they do not prove causation. Further research including measurement of eyelid pressure and corneal rigidity may aid in understanding the exact aetiology of the magnitude and axis of corneal astigmatism
Read, think, write : Writing in university
No full textRead, Think, Write provides instruction in writing, reading, critical thinking, research, and study skills. Through an easy-to-follow, step-by-step approach, it leads students from a wide range of levels and abilities to success in writing the essays required in most university disciplines. With an emphasis on process, this textbook encourages students to develop their own individual methods that will allow them to tackle writing tasks with confidence. Concepts are illustrated through relevant examples and thoughtful applications. Skills are reinforced through exercises and questions. Read, Think, Write is adapted from Writing for Success by Scott McLean and Writing for Success: 1st Canadian Edition by Tara Horkoff
Belonging and not belonging : understanding India in novels by Paul Scott, Ruth Prawer Jhabvala and V.S. Naipaul.
No full textPhDThis thesis is essentially about the "how" and "why" of the Indian
experience as documented in novels by Paul Scott, Ruth Prawer Jhabvala
and V S Naipaul. The study points to the difficulty of arriving at any
conclusive definition of the country and its people. I show that
differences in attitudes, responses or behaviour are both overt and
subtle, and depend upon whether the writer or the character identifies
with the situation or community with which he or she interacts. It is
the individual's sense of belonging or not belonging to his or her own
group - be this along racial, cultural or gender lines - that accounts
for the differing perspectives evident in these novels. The points-of-
view of the outsider and the insider can therefore be seen as
mutual comments upon the other.
Since the struggle between belonging and not belonging becomes acute
when the old meets the new, focus is centred on communities
experiencing change. These include the British in India, West-Indian
Indians and westernised Indians. Despite their differences, all three
communities share similar reasons for either an acceptance or
rejection of the 'Other'. The thesis argues that the need for
emotional stability compels allegiance to the traditional group, while
the desire for individuality encourages surrender to the new. The
former nurtures a sense of belonging while, it is argued, that the
latter is perceived as the hallmark of those who do not belong.
Tensions arise when both these needs demand to be met. What I show to
be ironic in this struggle between belonging and not belonging is that
those things which individuals overtly reject are often unexpressed
parts of their personal pysche. The barrier between "them" and "us" is
therefore very fragile
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
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
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
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