A cognitive schematic paradigm for expository essay writing in secondary schools

The methodology outlined in this study for teaching exposit ory writing to advanced (five year phase) grade eleven students is based on the assumption that writing as a problem solving strategy is a high level cognitive skill . In adhering to this assumption, a cognitively based schematic organizer known as a cross-classification chart was tested for its effectiveness a t the planning stage of the writing process . Results were not significant in any of the three components that were evaluated; however , a post- hoc analysis undertaken because of recorded observed data indicated a significant difference in the mean score on the Organization component for the treatment subgroup using the cross- classification organizer . Furthermore, the treatment group's positive response from the attitude survey towards planning writing is encouraging enough that replication and extension of the application of schema theory to wri ting should be pursued in cross-section and longitud i nal studies.

The effectiveness of explicit strategy instruction on the top level structure of a text

Thesis (M.Ed.)-- Brock University, 1995.

The generation effect and word learning: a test of the effect of the language experience approach versus the text approach in the acquisition of new reading vocabulary

A class of twenty-two grade one children was tested to determine their reading levels using the Stanford Diagnostic Reading Achievement Test. Based on these results and teacher input the students were paired according to reading ability. The students ages ranged from six years four months to seven years four months at the commencement of the study. Eleven children were assigned to the language experience group and their partners became the text group. Each member of the language experience group generated a list of eight to be learned words. The treatment consisted of exposing the student to a given word three times per session for ten sessions, over a period of five days. The dependent variables consisted of word identification speed, word identification accuracy, and word recognition accuracy. Each member of the text group followed the same procedure using his/her partner's list of words. Upon completion of this training, the entire process was repeated with members of the text group from the first part becoming members of the language experience group and vice versa. The results suggest that generally speaking language experience words are identified faster than text words but that there is no difference in the rate at which these words are learned. Language experience words may be identified faster because the auditory-semantic information is more readily available in them than in text words. The rate of learning in both types of words, however, may be dictated by the orthography of the to be learned word.

Drama in education : deconstructing the role of movement in text

The purpose of this study was to conduct a comparative textual analysis on the role of movement in 3 texts in Drama in Education in Canada. As the subject is holistic and encourages creative, active participation, movement was expected to appear, even inadvertently, in both theory and practice. It was hoped that guidelines for the use of movement within Drama in Education would emerge from the texts and that these guidelines would serve as models for others to use. A total of 26 Drama in Education experts in Canada were each asked to list the 10 most important texts in the field. Those who answered were assigned numbers and charted according to age, gender, and geography. An objective colleague helped narrow the group to 16 participants. A frequency count was used, assigning 10 points to the first text on each list, and descending to 1 point for the tenth text listed. Based on the highest number of points calculated, the 5 most frequently used texts were identified. These were compared to ascertain the widest representation ofthe authors' geographic location and gender, as well as differences in theory and practice. The final selection included 3 texts that represented differing approaches in their presentation and discussion of Drama in Education theories and practices. Analysis involved applying 5 levels of commitment to determine if,how, why, when, and with what results movement was explicitly or implicitly addressed in the 3 texts. Analysis resulted in several unexpected surprises around each of the 3 texts. The study also provided suggestions for extending and clarifying the role of movement in teaching and learning in general, as well as for Drama in Education in particular.

Welland Canal Survey of Lands Nathan Pawling 1826; includes map and text.

Survey map and description of Nathan Pawling's land created by The Welland Canal Company. Included is a written description of the land along with a drawing of the land. Noteable features include; the dock, pier and tow path. The original bed of 12 mile creek is also noted on the map. Surveyor notes are seen in pencil on the map. The map notes the division of land between Pawling and Robert Brown's land. Click on 'detail' to see Map.

The Impact of a Text-Reader Support Program on Intermediate Students' Reading Comprehension

This study examined the efficacy of providing four Grade 7 and 8 students with reading difficulties with explicit instruction in the use of reading comprehension strategies while using text-reader software. Specifically, the study explored participants' combined use of a text-reader and question-answering comprehension strategy during a 6-week instructional program. Using a qualitative case study methodology approach, participants' experiences using text-reader software, with the presence of explicit instruction in evidence-based reading comprehension strategies, were examined. The study involved three phases: (a) the first phase consisted of individual interviews with the participants and their parents; (b) the second phase consisted of a nine session course; and (c) the third phase consisted of individual exit interviews and a focus group discussion. After the data collection phases were completed, data were analyzed and coded for emerging themes, with-quantitativ,e measures of participants' reading performance used as descriptive data. The data suggested that assistive technology can serve as an instructional "hook", motivating students to engage actively in the reading processes, especially when accompanied by explicit strategy instruction. Participants' experiences also reflected development of strategy use and use of text-reader software and the importance of social interactions in developing reading comprehension skills. The findings of this study support the view that the integration of instruction using evidence-based practices are important and vital components in the inclusion oftext-reader software as part of students' educational programming. Also, the findings from this study can be extended to develop in-class programming for students using text-reader software.

The Birthday Scripture Text Book

The Birthday Scripture Text book was published by the Book Society, Bristol. This book is signed by Jane Woodruff, St. Catharines, Ontario, 1872. There is also a label in the book which reads "Suite 1208 Chicago Savings Bank Building State and Madison Streets, Chicago". The book measures 10.5cm x 7cm and has a leather cover with metal trim. The clasp is no longer on the book. Some of the pages are stained and all of the pages are falling out. Many of the pages have handwritten birthday, births and death notices. The full text is available in the Brock University Special Collections and Archives.

A text-book of mineralogy : with an extended treatise on crystallography and physical mineralogy

UANL

Graphics for engineers, architects, and builders : a manual for designers, an a text - book for scientific schools. Trusses and arches analyzed and discussed by graphical methods

UANL

Practical metallurgy and assaying : a text - book for the use of teachers, students, and assayers

UANL

History of our country: a text-book for shools

UANL

A text-book of human physiology

UANL

Graphics for engineers, architects, and builders : a manual for designers, and a text-book for technical school, trussesand arches analyzed and descussed by graphical methods

UANL

Using Ancillary Text to Index Web-based Multimedia Objects

PériCulture est le nom d'un projet de recherche à l'Université de Montréal qui fait partie d'un projet plus vaste basé à l'Université de Sherbrooke. Ce dernier visait à former un réseau de recherche pour la gestion du contenu culturel numérique canadien. L'objectif général de la recherche de PériCulture était d'étudier les méthodes d'indexation de contenus culturels non textuels sur le Web, plus spécifiquement des images. Les résultats de la recherche présentés ici s'appuient sur des travaux précédents en indexation d'images et en indexation automatique (de texte), par l'étude des propriétés du texte associé à des images dans un environnement réseau. Le but était de comprendre la façon dont le texte associé à des images sur des pages Web (appelé péritexte) peut être exploité pour indexer les images correspondantes. Nous avons étudié cette question dans le contexte de pages Web sélectionnées, c'est à dire : des pages de contenu culturel canadien contenant des objets multimédia auxquels était associé du texte (plus que simplement les noms de fichiers et les légendes) et qui étaient bilingues (anglais et français). Nous avons identifié les mots-clés utiles à l'indexation situés à proximité de l'objet décrit. Les termes d'indexation potentiels ont été identifiés dans diverses balises HTML et dans le texte intégral (chacun étant considéré comme une source différente de péritexte). Notre étude a révélé qu'un grand nombre de termes d'indexation utiles sont disponibles dans le péritexte de nombreux sites Web ayant un contenu culturel, et ce péritexte de différentes sources a une utilité variable dans la recherche d’information. Nos résultats suggèrent que ces termes peuvent être exploités de différentes manières dans les systèmes de recherche d’information pour améliorer les résultats de recherche.

Text Summarization by Sentence Extraction and Syntactic Pruning

Nous présentons une méthode hybride pour le résumé de texte, en combinant l'extraction de phrases et l'élagage syntaxique des phrases extraites. L'élagage syntaxique est effectué sur la base d’une analyse complète des phrases selon un parseur de dépendances, analyse réalisée par la grammaire développée au sein d'un logiciel commercial de correction grammaticale, le Correcteur 101. Des sous-arbres de l'analyse syntaxique sont supprimés quand ils sont identifiés par les relations ciblées. L'analyse est réalisée sur un corpus de divers textes. Le taux de réduction des phrases extraites est d’en moyenne environ 74%, tout en conservant la grammaticalité ou la lisibilité dans une proportion de plus de 64%. Étant donné ces premiers résultats sur un ensemble limité de relations syntaxiques, cela laisse entrevoir des possibilités pour une application de résumé automatique de texte.