For Songs

Etude 3 offers a wide variety of songs that give voice to children’s artistry, clustered by difficulty, and guides the process of selecting songs for children. A Song Selection Guide helps in choosing songs that meet the musical needs of children through various levels of development. Comments about the musical, vocal, and expressive challenges of each song inform the process of choosing a comprehensive set of songs for each group of children that includes a variety of tonalities, meters, texts, expressions, and vocal challenges. Repertoire presented in this Etude serves like a song reading session for professional development. Songs selected in this Etude can be used in the classroom, children’s chorus, and concert, and can be used with a broad variety of ages and stages. Insights gained from this Etude can be applied to all levels of song literature for the music classroom and children’s chorus.

Variations in breast cancer detection rates during mammogram-reading sessions: does experience have an impact?

Objectives: To examine whether radiologists’ performances are consistent throughout a reading session and whether any changes in performance over the reading task differ depending on experience of the reader. Methods: The performance of ten radiologists reading a test set of 60 mammographic cases without breaks was assessed using an ANOVA, 2 × 3 factorial design. Participants were categorized as more (≥2,000 mammogram readings per year) or less (<2,000 readings per year) experienced. Three series of 20 cases were chosen to ensure comparable difficulty and presented in the same sequence to all readers. It usually takes around 30 min for a radiologist to complete each of the 20-case series, resulting in a total of 90 min for the 60 mammographic cases. The sensitivity, specificity, lesion sensitivity, and area under the ROC curve were calculated for each series. We hypothesized that the order in which a series was read (i.e. fixed-series sequence) would have a significant main effect on the participants’ performance. We also determined if significant interactions exist between the fixed-series sequence and radiologist experience. Results: Significant linear interactions were found between experience and the fixed sequence of the series for sensitivity (F[1] =5.762, p = .04, partial η2 = .41) and lesion sensitivity. (F[1] =6.993, p = .03, partial η2 = .46). The two groups’ mean scores were similar for the first series but progressively diverged. By the end of the third series, significant differences in sensitivity and lesion sensitivity were evident, with the more experienced individuals demonstrating improving and the less experienced declining performance. Neither experience nor series sequence significantly affected the specificity or the area under the ROC curve. Conclusions: Radiologists’ performance may change considerably during a reading session, apparently as a function of experience, with less experienced radiologists declining in sensitivity and lesion sensitivity while more experienced radiologists actually improve. With the increasing demands on radiologists to undertake high-volume reporting, we suggest that junior radiologists be made aware of possible sensitivity and lesion sensitivity deterioration over time so they can schedule breaks during continuous reading sessions that are appropriate to them, rather than try to emulate their more experienced colleagues. Advances in knowledge: Less-experienced radiologists demonstrated a reduction in mammographic diagnostic accuracy in later stages of the reporting sessions. This may suggest that extending the duration of reporting sessions to compensate for increasing workloads may not represent the optimal solution for less-experienced radiologists.

Investigating the Experience of Boredom During Reading Sessions in the Foreign Language Classroom

Despite the fact that boredom appears to be one of the most commonly experienced emotions in school settings, this negative emotion remains vastly underappreciated in the field of SLA. This is the gap this article seeks to rectify by reporting the findings of a classroom-based study whose purpose was to investigate changes in the experience of boredom in an English language classroom during reading sessions. The sample consisted of 18 second-year students studying English at a Polish high school. The data were collected by means of session logs, observations and reading session plans. The gathered data were analysed quantitatively and qualitatively. The findings showed that the participants reported different levels of boredom over the course of single reading sessions and from one session to the next. Factors responsible for the detected variation in the levels of boredom were related, among other things, to inactivity, performance of too easy/difficult tasks, teacher’s decisions regarding choice and use of language materials, the design of the reading sessions or individual characteristics of the learner.

Immediate effect of dialogic reading on interactive quality of book sharing among Chinese preschool mother–child dyads

Shared book reading is often used as an educational tool to promote the development of children’s early language and literacy skills. This study aimed to describe and compare the linguistic features of parent–child interactions during two shared book-reading sessions among 45 children (aged 4–6 years old) and their mothers. The dyads were divided into 2 groups: the intervention group ( n = 25), and the control group ( n = 20). In the first reading session, mothers read with their children the way they were most comfortable with and as they would usually do at home. Before the second reading session, we provided a 30-minute intervention on strategies of dialogic reading to the intervention group. Both readings were video-recorded. Mothers completed home literacy environment questionnaires. The results showed that even for mothers who were initially very skillful at reading with their children, this immediate intervention promoted a number of aspects of interactivity between mothers and their children, namely, the number of utterances, completion, open-ended, closed and labeling questions, and type token ratio by mothers, the number of utterances and initiated talk by children, and extra-textual talk and total number of turns by both mother and child. Mothers who received the intervention demonstrated more flexibility and more discursive styles, even though the intervention was short, and the time for them to practice was minimal.

Software-based shielding for real-time inventory count in different store areas: A feasibility analysis in fashion retail

RFID is an established technology and its implementation has been increasing steadily in different industries in the last decades. An important and relatively recent RFID breakthrough has been that of moving the level of tagging from pallet- or case-level, to item-level. This development has opened up a new set of use cases and benefits, especially in retail. One of these new use cases is the estimation of items’ location by positioning and tracking the tags attached to them. This problem is often seen as a classification problem, especially when tags that are read at the retail store must be located either in the sales floor or in the backroom area. The typical approach to ease this classification consists of physically shielding the interested areas via hardware installations, although this solution is expensive and lacks flexibility. In this paper, we present a different solution, namely a software-based shielding approach, to address the classification problem. Our solution makes use of item-level RFID tags and is based on the well-known logistic regression. Whenever a reading session is performed by means of a handheld reader, the classification model estimates in real-time (i.e. within a few seconds) which tagged items are in the same area of the reader and which are not, with no need of any shielding hardware installation. According to the validation preliminary tests presented in this paper, in which we simulated a fashion retail store, the proposed approach has an overall average accuracy of 95.5%.

Ow(l)etter party - Tulum s(l)ova – Project of Promoting the Enjoyment in Reading

The basic goal of the Ow(l)etter party project is strenghtening of the positive attitude of the pupils toward the enjoyment reading. It was concieved as the annual cycle which begins with the Night reading session in the school library on the last week in Octoberof the school year. The session includes various activities, but the obligatory activity is the ceremonial enjoyment reading, and the recommended socializing with other school libraries through the Skype, and sleeping in the sleeping bags, since not all librarieshave the adequate conditions. In the next 11 months, the pupils conduct the Reading in the local community (in institutions, associations, companies and in public spaces). The actions are documented, and in the last month of the project, the decision is made about the most successful school library. The project presently includes 22 school libraries.

Abstract 16053: Impact of COVID-19 Pandemic on Cardiology Fellowship Echocardiography Training

Introduction: Training in the acquisition and interpretation of echocardiograms is integral to cardiovascular disease fellowship training. The American Society of Echocardiography recommends 150 transthoracic echo (TTE) scans and 300 interpretations for level 2 training. Hypothesis: The COVID-19 pandemic led to the temporary restructuring of many fellowship programs. At our institution, fellows not involved in essential clinical rotations served in a backup capacity or were re-assigned with the onset of the Massachusetts stay-at-home advisory on March 15, 2020. A one-hour mid-day Zoom TTE reading session was offered when fellows were available. We hypothesized that these restrictions would impact fellow education in TTE scanning and interpretation volumes. Methods: We examined the number of TTE performed or interpreted by F1 and F2 fellows between July 2017 and June 2020 as recorded in our echo lab electronic database. Results: In the 21 months prior to the onset of the COVID-19 pandemic, 45 + 1 TTE scans/wk were performed by fellows which was reduced to 9 + 3 scans/wk (-80%, p<0.01) during the pandemic. The average number of F1 and F2 TTE interpretations also fell from 64 + 2/wk to 27 + 5 (-58%, p<0.01). When evaluating scans by year of training (see Table), the 2019-2020 F1s and F2s will have the lowest TTE scan and interpretation volumes compared to prior two academic years (F1: -14% scanning, -28% interpretations, F2: - 33% scanning, -10% interpretations). Conclusions: By recognizing that there has already been an impact on echo education, fellowship programs will need to optimize fellow exposure and instruction in echocardiography so as to maintain adequate training volumes.

Milenial dan Seni Tradisi

This article is based on the Community Partnership Program (PKM) which seeks to solve the problems faced by Osing ethnic group, in this case MLY Milenial, from the aspects of preservation strategies and revitalization of traditional art of Lontar Yusup reading session called mocoan. The solutions offered by this program are the procurement of mocoan costumes based on traditional Osing fabrics, procurement of Lontar Yusup learning materials / books for Mocoan Lontar Yusup training, procurement of violin instruments for mocoan accompaniment, and Mocoan Lontar Yusup training for young people. The activities are in the form of procuring mocoan costumes based on traditional Osing fabrics, procuring materials / learning books for Lontar Yusup for Mocoan Lontar Yusup training, procuring violin instruments for mocoan accompaniment, and Mocoan Lontar Yusup training for young people while the team continuously doing mentoring during the period of the PKM program. The outputs are articles in journals and seminars, printed mass media publications, videos of activities implementation and increased partner empowerment.

The effects of vocabulary knowledge in L2 semantic lexical engagement: The case of adult learners of English as a second language

There is evidence that L1 and L2 lexical engagement of novel items occurs in adulthood. However, previous studies have not addressed the effects of individual differences on that engagement. Hence, it is unknown how individual differences may influence semantic lexical engagement gains in L1 and L2 adult learners. This study investigates the effects of pre-existing vocabulary knowledge on L2 semantic lexical engagement of recently learned novel words. A semantic priming experiment, across two consecutive days, was conducted. A group of advanced L2 learners (n=26) and L1 learners (n=26) participated in the study. They were trained on pseudowords acting as verbs (n=7) and nouns (n=7). Vocabulary knowledge was measured via an online vocabulary size test. On day one, participants learned the meaning of the pseudowords via reading 12 repetitions of the novel words embedded into English sentences. Immediately, after the reading session, participants undertook surprise recognition and recall vocabulary post-tests. On day two, participants took part in a semantic lexical decision task (LDT) with priming to test L2 semantic lexical engagement of the novel words learned on day one. The data were analysed through a series of general and linear mixed-effects models. The results showed that L1 and L2 participants engaged the meaning of the recently learned novel words. Previous vocabulary knowledge predicted faster recognition of semantic related and unrelated primes in the LDT task. It is concluded that L1 and L2 adult learners lexically engaged the meaning of the recently learned words and that vocabulary size is a predictor of L2 semantic lexical engagement of novel words within the conditions of this study. The empirical findings provide a new understanding of the role vocabulary knowledge on L1 and L2 semantic lexical engagement of novel words.

The Effectiveness of Using Infographics as an Aid for Reading Comprehension

Reading comprehension is one of the most vital skills that is needed in acquiring a language. However, the Malaysian pupils seem to have not master the skill and this have resulted in pupils lacking a good reading skill especially when it comes to English language. Therefore, it is important for the pupils to have a support system which would enable them to make better connection with their reading materials. Thus, the purpose of this study is to determine the effectiveness of using infographics to enhance reading comprehension among the primary school pupils with average and weak English language proficiency. The data of this research was collected through tests before the intervention and after the intervention. The data were collected from the test and was analysed. The finding of this research shows that there is a significant improvement of the mean score from the pre-test to the post-test. As this research has proven that the use of infographics was effective in enhancing reading comprehension among the pupils, it will benefit the teachers to use the intervention to help the pupils to comprehend the text better and also to will enable the pupils to experience fun their reading session.