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This descriptive study was designed to be an in-depth, ethnographic study of an after-school Writers Club that had been part of the fabric of a metropolitan area elementary school's culture for 12 years. The purpose of this research was to learn more about meaning-based pedagogy by examining Writers Club and the activities conducted within it with a focus on reading aloud. As the narrowing focus on skill and drill practices that are a by product of high stakes testing continues to grab time, attention, and headlines, educators and policymakers deserve access to examples of more meaning-based pedagogy in actual contexts. This research was focused on the activities that occurred during club meetings as well as on the meanings that participants of the club made concerning those activities, particularly as they related to the embedded read alouds. Revealed through the voices of selected participants, Writers Club proved to be a venue for read aloud events that built upon the reading/writing connection and served to allow children to develop as writers amongst a community that included adults as well as peers. / Ed. D.

Högläsning ses generellt i skolan som en aktivitet där eleverna kan slappna av eller som en utfyllnad av tid (Stensson, 2006). Syftet med detta examensarbete är att undersöka hur högläsning kan användas i skolan och i hemmet på ett positivt och utvecklande sätt för eleverna läs- och skrivutveckling, samt hur hemmet och skolan kan samarbeta för att bidra till en ökning av barnets läs- och skrivutveckling. Arbetet tar upp hur viktigt det är med boksamtal och hur det påverkar elevens förståelse, även vad föreställningsvärldar är och hur de kan användas. Frågeställningarna arbetet besvarar är: Hur kan boksamtal i samspel med högläsning bidra till barnets läs- och skrivutveckling? Hur kan hemmet och skolan bidra till att barnet får en större förståelse och positiva upplevelser av högläsning? Hur bör högläsningen utformas för att bidra till en lyckad läs- och skrivinlärning? Resultatet av litteraturstudien visar att barn får en ökad läs- och skrivutveckling om de får samtala före, under och efter högläsningen.

Vid upprepade tillfällen under vår studietid har vi erfarit att högläsning bidrar till elevers språkutveckling, dock har vi inte sett att högläsning är en prioriterad undervisningsaktivitet i verksamheter. Syftet med litteraturstudien är att undersöka språkarbetets möjligheter till lärande med högläsning som utgångspunkt i förskole-klass och årkurserna 1-3 [F-3]. Ett antal kriterier fastställdes i den här kvalitativa undersökningen och urval gjordes för att finna relevanta texter, som sedan har analyserats och jämförts. Texter i form av vetenskapliga artiklar, böcker och konferensbidrag har behandlats i den här studien. Analysen av studien består av både internationell och nationell forskning och studien grundar sig i ett sociokulturellt perspektiv. Resultatet visar att elevers språk och läsförståelse utvecklas när högläsning bearbetas genom bland annat textsamtal. Slutsatsen är att det finns många fördelar med att arbeta språkutvecklande genom högläsning då det även bidrar till bland annat elevers begreppsförståelse och identitetsskapande.

Multicore processors have become prevalent and spurred interest in scalable synchronization mechanisms, such as Read-Copy Update. While RCU is popular in monolithic operating system kernels it has yet to see an implementation in a microkernel environment. In this thesis we design and implement RCU for the microkernel operating system HelenOS. Moreover, we explore potential uses of RCU in HelenOS and illustrate its utility in both the kernel and user space. Benchmarks demonstrate that the RCU implementation provides linearly scalable read-sides and incurs significantly less overhead than traditional locking even if uncontended. Furthermore, RCU was used in user space to speed up traditional locking 2.6 times in the common case. In the kernel, RCU ensured linear scalability of a previously non-scalable futex subsystem. Powered by TCPDF (www.tcpdf.org)

Children with severe, prelingual deafness experience considerable problems in reading and learning to read. Moreover, it has been widely reported that the deaf rarely develop in reading beyond a reading age of nine years. The research reported examines these claims and provides evidence that: (1) deaf children do acquire higher-order, top-down, reading skills; (2) deaf children possess undifferentiated story schemata in both reading and non-reading story situations and these limit their top-down processing of whole stories; and (3) deaf children can acquire more differentiated story schemata and can learn to use these to read more 'schematically' at the whole-passage level. The elements of a model for the reading of the deaf are presented and its implications for the teaching of the deaf are discussed. It is suggested that in teaching the deaf to read, emphasis should be placed upon their top-down reading strengths.

David Jones, Basil Bunting, Geoffrey Hill and Roy Fisher are major poets in the modernist tradition who have written long poems which incorporate and interrogate history. The Anathemata. Briggflatts. Mercian Hvmns and A Furnace all explore the poet's sense of identity and his relationship to the present by attempting to give order to the past. This thesis examines how this attempt, and the various ideologies, philosophies and aesthetics that have accompanied it, are given form in these poems. It relates detailed readings of the poems to their intellectual and historical contexts. The Introduction outlines the typical features of die modernist long poem and suggests that they are peculiarly suited to expressions of both history and nationalism. Chapter I is a critical assessment of the aesthetics of Wilhelm Worringer and Herbert Read. Chapter II shows how David Jones endeavours to give form to the various histories of The Anathemata by using these aesthetics in conjunction with the historical philosophy of Oswald Spengler, the analysis of myth and ritual of J.G. Frazer and Jessie Weston, and his own nationalism and Roman Catholicism. This chapter accounts for the poem's obscurity by investigating its conflicting ideas of form, and locating it in die context of the Second World War. Chapter III, on Briggflatts. argues that Basil Bunting combines the ideas of Worringer and Read with an autobiographical narrative and a structure derived from music, in order to give die poem a form mirroring both his melancholia and the harmony he perceived in nature. It contends that the histories in the poem are best read as relating to autobiography and not Northumbrian nationalism. Chapter IV shows how Geoffrey Hill refashions the English long poem in a manner close to that of the lyric sequence. It explores notions of empathy and historical continuity in Mercian Hymns. and analyses Hill's ambiguous evocation of his Anglo-Saxon roots in the context of contemporary political discourse. Chapter V discusses the ways in which Roy Fisher enacts different apprehensions of time and history in the dialectical structure of A Furnace, and relates them to the thought of John Cowper Powys. The Conclusion draws together the recurrent themes of the thesis: change and continuity, history and identity, time and timelessness.

Thesis (M.F.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

Baroclinic tides play a significant role in driving deep-ocean mixing, which not only influences the transport of nutrients and other biological tracers, but also affects the large scale circulations. This thesis combines advanced numerical modeling techniques and available observations to investigate the characteristics of baroclinic tides in the Red Sea, and understand their formation and fate, and their influence on the circulation and ecosystem. Based on a validated 3D, non-hydrostatic and high-resolution MIT General Circulation Model (MITgcm), we first established four potential areas for the generation of baroclinic tide in the Red Sea: the Strait of Bab-el-Mandeb (BAM), the southern Red Sea, the Gulf of Suez, and the Strait of Tiran. These areas are consistently suggested by the spatial distribution of baroclinic tidal kinetic energy and energy fluxes. The majority of the baroclinic energy disappears within the basin; either dissipates due to friction and bottom drag or converts back into barotropic energy due to pressure. We next conducted 2D numerical simulations to investigate the generation mechanism behind the formation of the observed internal solitary waves(ISWs) in the southern Red Sea, revealing the dominant role of tide-topography interactions. Instead of evolving from the disturbed thermocline due to a locally impinging tidal beam ISWs are generated from the depression formed near the shelf. As this depression propagates out of the shelf, it gradually steepens and ultimately breaks into a group of ISWs. To further study the breaking and dissipation processes of the ISWs, we implemented a regional high-resolution MITgcm for the southern Red Sea with a realistic topography revealing that the breaking process is triggered by the fission mechanism. The associated particles transport is further quantitatively analyzed, revealing a significant transport, both vertically and horizontally. The thesis, finally examined the tidal influences on the basin-scale circulation of the Red Sea. Comparison experiments with and without tides show that, the intrusion of the Gulf of Aden Intermediate Water (GAIW) in summer is strongly influenced by the tides. It is suggested that tides enforce more turbulence and mixing at the strait, which significantly increase the diffusivity of heat and salinity.

Students are reaching middle school 2 or more years behind in reading ability. As a result, they are unable to meet state testing standards. In 2007, the READ 180 program was implemented at an urban middle school in Virginia to address the reading gaps of these middle school students. The purpose of this sequential mixed-method program evaluation was to analyze the reading success of 30 READ 180 students and the perceptions of 4 teachers who taught the READ 180 curriculum. The theoretical framework that served as a basis for this study was Vygotsky's zone of proximal development, which holds that independent thinking is facilitated by developmentally-appropriate instruction. Research questions examined the strengths and weaknesses of the program and its effectiveness on helping the students improve their reading ability. Student scores from the program assessments were examined using a paired samples t test and by comparing central tendencies. An analysis showed a 15% increase in students' SRI pre- and posttest scores, noting that 6.67% of students passed the reading SOL. Themes from the teacher interviews indicated that the teachers perceived the training to be sufficient and that the materials and technology were authentic; however, updated curricula materials were needed. The quantitative and qualitative research data were used to generate an evaluation report to share explicit research findings with the school division and parents about the programs' successes and needs for improvement. Social change was supported by evaluating a reading intervention program designed to increase middle school students' reading ability.