Carleton University

About: Carleton University is a education organization based out in Ottawa, Ontario, Canada. It is known for research contribution in the topics: Population & Large Hadron Collider. The organization has 15852 authors who have published 39650 publications receiving 1106610 citations.

Differential Effects of Home Literacy Experiences on the Development of Oral and Written Language

Abstract: We examined whether storybook exposure and the amount of teaching in reading and writing skills reported by middle class parents were related to the oral-language skills (receptive vocabulary, listening comprehension, and phoneme awareness) and the written-language skills (concepts about book reading, alphabet knowledge, reading CVC words, and invented spelling) of children in kindergarten (n = 110) and Grade 1 (n = 47). Hierarchical regression analyses that controlled for parents' print exposure and children's age and analytic intelligence showed that storybook exposure explained statistically significant unique variance in children's oral-language skills but not in their written-language skills. In contrast, parent teaching explained statistically significant unique variance in children's written-language skills but not in their oral-language skills. These findings are consistent with the hypothesis that storybook exposure may enhance children's oral-language skills whereas additional support in the form of teaching may be necessary to enhance written-language skills. At the end of Grade 1, children's oral and written language performance accounted for 20% of the variance in word reading, but storybook exposure and parent teaching did not account for additional statistically significant unique variance. These findings suggest that the association between early home literacy experiences and later reading skills may be mediated through children's oral- and written-language skills. EXAMINAMOS SI la exposicion a libros de cuentos y la cantidad de experiencias de ensenanza de habilidades de lectura y escritura, obtenidas a partir de los informes de padres de clase media, estaban relacionadas con las habilidades de lenguaje oral (vocabulario receptivo, comprension oral y concienca fonologica) y con las habilidades de lenguaje escrito (conceptos sobre la lectura de libros, conocimiento del alfabeto, lectura de palabras CVC y escrituras inventadas). Participaron del estudio ninos de preescolar (n = 110) y 1er. Grado (n = 47). Los analisis de regresion jerarquica, controlando la exposiscion a la lengua escrita de los padres y, la edad de los ninos y la inteligencia analitica, mostraron que la exposicion a libros de cuentos explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje oral pero no en las habilidades de lenguaje escrito. Por el contrario, la ensenanza de los padres explico una proporcion unica estadisticamente significativa de la variancia en las habilidades de lenguaje escrito pero no en las habilidades de lenguaje oral. Estos hallazgos son consistentes con la hipotesis de que la exposicion a libros de cuentos puede mejorar las habilidades de lenguaje oral de los ninos, en tanto que puede ser necesario un apoyo adicional en la forma de ensenar para mejorar las habilidades de lenguaje escrito. A fines de 1er. Grado, el desempeno oral y escrito de los ninos dio cuenta del 20% de la variancia en lectura de palabras, pero la exposicion a libros de cuentos y la ensenanza de los padres no explico una proporcion adicional estadisticamente significativa de la variancia. Estos hallazgos sugieren que la asociacion entre las experiencias de alfabetizacion tempranas en el hogar y las habilidades de lectura posteriores pueden estar mediadas por las habilidades de lenguaje oral y escrito de los ninos. UNTERSUCHTEN, ob der Einflus von Geschichten und die Unterrichtsanzahl beim Vermitteln von Lese- und Schreibfertigkeiten, wie von Eltern der Mittelschicht berichtet, in einer Beziehung mit den mundlichen Sprachfertigkeiten (rezeptiver Wortschatz, Horverstandnis und phonemische Aufnahmefahigkeit) standen, und verglichen sprachliche Schreibfertigkeiten (Konzepte zum Buchlesen, Kenntnis des Alphabets, Lesen von CVC [Consonant-Vowel-Consonant bzw. Konsonant-Vokal-Konsonant] Worten und ersonnenes Buchstabieren) von Kindern im Kindergarten (n = 110) und in der 1. Klasse (n = 47). Hierarchische Regressionsanalysen zur kontrollierten Bemessung des elterlichen Aufwands an Druckmaterial, dem Alter der Kinder und deren analytischer Intelligenz zeigten, das der Bucheinflus von Geschichten statistisch eine deutliche, ausgepragte Abweichung bei der Bemessung der mundlichen Sprachfahigkeiten bei diesen Kindern aufweist, jedoch nicht bei deren Schreibfahigkeiten. Im Widerspruch dazu ergab elterlicher Unterricht statistisch wesentliche Abweichungen bei den Schreibfertigkeiten der Kinder, jedoch nicht bei deren mundlichen Sprachfahigkeiten. Diese Erkenntnisse befinden sich im Einklang mit der Hypothese, das das Anbieten bzw. Lesen von Geschichten aus Buchern mundliche Sprachfertigkeiten steigern kann, wobei zusatzliche Unterstutzung in Form von Unterricht notig werden konnte, um schriftliche Sprachfahigkeiten zu fordern. Mit Abschlus der 1. Klasse betrug die Veranderung in der mundlichen und schriftlichen Sprachleistung 20% beim Lesen von Worten, jedoch konnte die Heranfuhrung an Geschichten aus Buchern und der elterliche Unterricht statistisch nicht mehr als besonders herausragende Abweichung nachgewiesen werden. Diese Befunde lassen vermuten, das die Verbindung zwischen fruhzeitigen Sprachausbildungserfahrungen zu Hause und spateren Leseleistungen durch erworbene mundliche und schriftliche Sprachfertigkeiten der Kinder vermittelt wird. NOUS AVONS examine si l'exposition a la lecture de livres de jeunesse et la place faite a l'enseignement de la lecture et de l'ecriture, tels que rapportes par des parents de classe moyenne, sont lies aux competences en langue parlee (vocabulaire passif, comprehension du discours, et conscience phonemique) et ecrite (representation de la lecture de livres, connaissance de l'alphabet, lecture de mots CVC, et ecriture inventee) chez des enfants de maternelle (n =110) et de premiere annee (n = 47). Des analyses de regression hierarchique controlant l'exposition a l'ecrit par les parents, l'âge de l'enfant et l'intelligence analytique ont montre que l'exposition a la lecture de livres de jeunesse rend compte d'une variation statistiquement significative des competences en langue parlee des enfants, mais pas de leurs competences en langue ecrite. Par contre, l'enseignement effectue par les parents rend compte d'une variation statistiquement significative des competences en langue ecrite des enfants, mais non de leurs competences en langue parlee. Ces resultats sont en harmonie avec l'hypothese que l'exposition a la lecture de livres de jeunesse permet d'ameliorer les competences des enfants en langue parlee, tandis qu'un apport supplementaire sous forme d'enseignement peut s'averer necessaire pour ameliorer leurs competences en langue ecrite. En fin de premiere annee, la connaissance qu'ont les enfants du langage oral et ecrit rend compte de 20% de la variance en lecture de livres, alors que l'exposition a la lecture de livres de jeunesse et l'enseignement effectue par les parents n'apportent pas de contribution supplementaire a la variance. Ces resultats suggerent qu'il est possible que l'association entre les experiences initiales de lecture-ecriture a la maison et les competences ulterieures en lecture-ecriture soient mediatisees par les competences des enfants en langue orale et ecrite.

Personal Projects A Rationale and Method for Investigation

Abstract: The personal project is proposed as a new unit of analysis for the study of personality in its social, physical and temporal context. A sequential model of personal projects is proposed in which th...

IARC Monographs on the evaluation of carcinogenic risks to humans: Some traditional herbal medicines, some mycotoxins, naphthalene and styrene

Abstract: Members Ahti Anttila, Finnish Cancer Registry, Institute for Statistical and Epidemiological Cancer Research, Liisankatu 21 B, 00170 Helsinki, Finland Ramesh V. Bhat, National Institute of Nutrition, Indian Council of Medical Research, Jamai-Osmania PO, Hyderabad-500 007 AP, India James A. Bond, Chemico-Biological Interactions, Toxcon, 5505 Frenchmans Creek, Durham, NC 27713, USA Susan J. Borghoff, CIIT Centers for Health Research, 6 Davis Drive, Box 12137, Research Triangle Park, NC 27709-2127, USA F. Xavier Bosch, Epidemiology Unit and Cancer Registry, Catalan Institute of Oncology, Av. Gran via s/n, Km. 2.7, 08907 L’Hospitalet del Llobregat, Spain Gary P. Carlson, School of Health Sciences, 1338 Civil Engineering Building, Purdue University, West Lafayette, IN 47907-1338, USA Marcel Castegnaro, Les Collanges, 07240 Saint-Jean-Chambre, France George Cruzan, ToxWorks, 1153 Roadstown Road, Bridgeton, NJ 08302-6640, USA Wentzel C.A. Gelderblom, Programme on Mycotoxins and Experimental Carcinogenesis, Medical Research Council (MRC), PO Box 19070, Tygerberg, South Africa 7505 Ulla Hass, Institute of Food Safety and Toxicology, Morkhoj Bygade 19, 2860 Soborg, Denmark Sara H. Henry, 5100 Paint Branch Parkway, College Park, MD 20740-3835, USA Ronald A. Herbert, Laboratory of Experimental Pathology, National Institute of Environmental Health Sciences, PO Box 12233, Mail Drop B3-08, Research Triangle Park, NC 27709-2233, USA Marc Jackson, Integrated Laboratory Systems, Inc., PO Box 13501, Research Triangle Park, NC 27709, USA IARC WORKING GROUP ON THE EVALUATION OF CARCINOGENIC RISKS TO HUMANS: SOME TRADITIONAL HERBAL MEDICINES, SOME MYCOTOXINS, NAPHTHALENE AND STYRENE

Efficient 3-D placement of an aerial base station in next generation cellular networks

Abstract: Agility and resilience requirements of future cellular networks may not be fully satisfied by terrestrial base stations in cases of unexpected or temporary events. A promising solution is assisting the cellular network via low-altitude unmanned aerial vehicles equipped with base stations, i.e., drone-cells. Although drone-cells provide a quick deployment opportunity as aerial base stations, efficient placement becomes one of the key issues. In addition to mobility of the drone-cells in the vertical dimension as well as the horizontal dimension, the differences between the air-to-ground and terrestrial channels cause the placement of the drone-cells to diverge from placement of terrestrial base stations. In this paper, we first highlight the properties of the drone-cell placement problem, and formulate it as a 3-D placement problem with the objective of maximizing the revenue of the network. After some mathematical manipulations, we formulate an equivalent quadratically-constrained mixed integer non-linear optimization problem and propose a computationally efficient numerical solution for this problem. We verify our analytical derivations with numerical simulations and enrich them with discussions which could serve as guidelines for researchers, mobile network operators, and policy makers.