Relevant bibliographies by topics / Late Learners

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Late Learners'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Late Learners.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Late Learners"

1

Nossal, Kim Richard. "Late Learners." International Journal: Canada's Journal of Global Policy Analysis 68, no. 1 (2013): 167–84. http://dx.doi.org/10.1177/002070201306800111.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Olowoyo, Mary Motolani, Sam Ramaila, and Lydia Mavuru. "Differences in Factors Responsible for Lateness at School by Male and Female Learners in Selected Schools in Soshanguve Township, South Africa." International Journal of Learning, Teaching and Educational Research 20, no. 7 (2021): 291–307. http://dx.doi.org/10.26803/ijlter.20.7.16.

Full text
Abstract:
Late coming is an endemic problem in South African schools and has become increasingly difficult to eradicate. It has been identified as a major factor affecting learner academic performance and pass rate within the broader South African school context. This study examined factors that influence the late coming of both male and female learners in selected schools in the Soshanguve Township with a view to assessing their impact on learner academic performance and emotional stability within the school environment. The study adopted an exploratory descriptive survey design, involving eighty purpo
APA, Harvard, Vancouver, ISO, and other styles
3

Newman, Aaron J., Antoine Tremblay, Emily S. Nichols, Helen J. Neville, and Michael T. Ullman. "The Influence of Language Proficiency on Lexical Semantic Processing in Native and Late Learners of English." Journal of Cognitive Neuroscience 24, no. 5 (2012): 1205–23. http://dx.doi.org/10.1162/jocn_a_00143.

Full text
Abstract:
We investigated the influence of English proficiency on ERPs elicited by lexical semantic violations in English sentences, in both native English speakers and native Spanish speakers who learned English in adulthood. All participants were administered a standardized test of English proficiency, and data were analyzed using linear mixed effects (LME) modeling. Relative to native learners, late learners showed reduced amplitude and delayed onset of the N400 component associated with reading semantic violations. As well, after the N400 late learners showed reduced anterior negative scalp potentia
APA, Harvard, Vancouver, ISO, and other styles
4

Dowens, Margaret Gillon, Marta Vergara, Horacio A. Barber, and Manuel Carreiras. "Morphosyntactic Processing in Late Second-Language Learners." Journal of Cognitive Neuroscience 22, no. 8 (2010): 1870–87. http://dx.doi.org/10.1162/jocn.2009.21304.

Full text
Abstract:
The goal of the present study was to investigate the electrophysiological correlates of second-language (L2) morphosyntactic processing in highly proficient late learners of an L2 with long exposure to the L2 environment. ERPs were collected from 22 English–Spanish late learners while they read sentences in which morphosyntactic features of the L2 present or not present in the first language (number and gender agreement, respectively) were manipulated at two different sentence positions—within and across phrases. The results for a control group of age-matched native-speaker Spanish participant
APA, Harvard, Vancouver, ISO, and other styles
5

Bongaerts, Theo, Chantal van Summeren, Brigitte Planken, and Erik Schils. "AGE AND ULTIMATE ATTAINMENT IN THE PRONUNCIATION OF A FOREIGN LANGUAGE." Studies in Second Language Acquisition 19, no. 4 (1997): 447–65. http://dx.doi.org/10.1017/s0272263197004026.

Full text
Abstract:
This paper reports on two studies that addressed the issue of ultimate attainment by late second language learners. The aim of the studies, which included a carefully screened group of highly successful Dutch learners of English in their designs, was to determine whether or not late second language learners who had achieved a nativelike performance in the pronunciation of a second language could be identified. Speech samples provided by two groups of learners, one of which consisted of highly successful learners only, and a native speaker control group were rated for accent by native speakers
APA, Harvard, Vancouver, ISO, and other styles
6

Phillips, Colin, and Lara Ehrenhofer. "The role of language processing in language acquisition." Epistemological issue with keynote article “The role of language processing in language acquisition” by Colin Phillips and Lara Ehrenhofer 5, no. 4 (2015): 409–53. http://dx.doi.org/10.1075/lab.5.4.01phi.

Full text
Abstract:
Language processing research is changing in two ways that should make it more relevant to the study of grammatical learning. First, grammatical phenomena are re-entering the psycholinguistic fray, and we have learned a lot in recent years about the real-time deployment of grammatical knowledge. Second, psycholinguistics is reaching more diverse populations, leading to much research on language processing in child and adult learners. We discuss three ways that language processing can be used to understand language acquisition. Level 1 approaches (“Processing in learners”) explore well-known phe
APA, Harvard, Vancouver, ISO, and other styles
7

Williams, Joshua, and Sharlene Newman. "Phonological substitution errors in L2 ASL sentence processing by hearing M2L2 learners." Second Language Research 32, no. 3 (2016): 347–66. http://dx.doi.org/10.1177/0267658315626211.

Full text
Abstract:
In the present study we aimed to investigate phonological substitution errors made by hearing second language (M2L2) learners of American Sign Language (ASL) during a sentence translation task. Learners saw sentences in ASL that were signed by either a native signer or a M2L2 learner. Learners were to simply translate the sentence from ASL to English. Learners’ responses were analysed for lexical translation errors that were caused by phonological parameter substitutions. Unlike previous related studies, tracking phonological substitution errors during sentence translation allows for the chara
APA, Harvard, Vancouver, ISO, and other styles
8

MACKAY, IAN R. A., JAMES E. FLEGE, and SATOMI IMAI. "Evaluating the effects of chronological age and sentence duration on degree of perceived foreign accent." Applied Psycholinguistics 27, no. 2 (2006): 157–83. http://dx.doi.org/10.1017/s0142716406060231.

Full text
Abstract:
Immigrants' age of arrival (AOA) in a country where a second language (L2) must be learned has consistently been shown to affect the degree of perceived L2 foreign accent. Although the effect of AOA appears strong, AOA is typically correlated with other variables that might influence degree of foreign accent. This study examined the pronunciation of English by native Italian immigrants to Canada who differed in AOA. As in previous research, those who arrived as young adults (late learners) were somewhat older at the time of testing, and produced somewhat longer English sentences, than those wh
APA, Harvard, Vancouver, ISO, and other styles
9

ALARCÓN, IRMA V. "Spanish gender agreement under complete and incomplete acquisition: Early and late bilinguals' linguistic behavior within the noun phrase." Bilingualism: Language and Cognition 14, no. 3 (2011): 332–50. http://dx.doi.org/10.1017/s1366728910000222.

Full text
Abstract:
The present study explores knowledge of Spanish grammatical gender in both comprehension and production by heritage language speakers and second language (L2) learners, with native Spanish speakers as a baseline. Most L2 research has tended to interpret morphosyntactic variability in interlanguage production, such as errors in gender agreement, as a lack of native-like representation in the learner's grammar because of maturational constraints. From this perspective, adult English-speaking learners of Spanish are incapable of acquiring gender fully, whereas heritage Spanish speakers, who have
APA, Harvard, Vancouver, ISO, and other styles
10

Dyson, Bronwen Patricia. "Variation, individual differences and second language processing." Linguistic Approaches to Bilingualism 6, no. 4 (2016): 341–95. http://dx.doi.org/10.1075/lab.14007.dys.

Full text
Abstract:
Abstract Research on second language acquisition has located individual variation, without clarifying whether language processing prompts learners to differ systematically in the production of syntax and morphology. To address this issue, the study examined the hypothesis on variation in Processability Theory. This theory predicts that, within second language development, individual learners vary systematically in how they respond to developmental conflicts. Specifically, learners have distinct types, which are evident in their use of options and 'trailers' (structures which emerge late). Long
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Late Learners"

1

Casillas, Joseph Vincent, and Joseph Vincent Casillas. "The Longitudinal Development of Fine Phonetic Detail in Late Learners of Spanish." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/621021.

Full text
Abstract:
The present investigation analyzed early second language (L2) learning in adults. A common finding regarding L2 acquisition is that early learning appears to be necessary in order to perform on the same level as a native speaker. Surprisingly, many current theoretical models posit that the human ability to learn novel speech sounds remains active throughout the lifespan. In light of this fact, this project examines L2 acquisition in late learners with a special focus on L1/L2 use, input, and context of learning. Research regarding L1/L2 use has tended to be observational, and throughout the pr
APA, Harvard, Vancouver, ISO, and other styles
2

Guinn-Collins, Shannon. "Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation." PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/191.

Full text
Abstract:
The present study examined a hypothesized relationship between the following variables: intrinsic and extrinsic motivation as described by Self-Determination Theory (Deci & Ryan, 1985), integrative and instrumental orientation (Gardner & Lambert, 1972), attitudes toward pronunciation, and accent in English-speaking late learners of Japanese. Data collection occurred in two steps: First, English-speaking participants completed three questionnaires designed to measure their motivation and attitudes toward pronunciation; they then provided speech samples in Japanese. Native speakers of Japanese t
APA, Harvard, Vancouver, ISO, and other styles
3

White, Erin. "Neuro-cognitive processing of Morpho-syntax and Phonology in late second language learners." Thesis, McGill University, 2012. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=110448.

Full text
Abstract:
The role of age of acquisition in determining level of ultimate second language (L2) attainment is one of the most longstanding and controversial issues in the field of L2 acquisition. In particular, it is unclear whether there are limits to the brain's ability to process a L2 learned after puberty. The research for this dissertation used event related brain potentials (ERPs) to examine the neuro-cognitive processes that late (i.e., post-puberty) L2 learners use when processing L2 morpho-syntax and phonology. It investigated: (1) how the neuro-cognitive bases of L2 processing change as late le
APA, Harvard, Vancouver, ISO, and other styles
4

洪盛琴 and Shing-kam Phoebe Hung. "The effect of phonological awareness training on the reading achievement of late English learners." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2008. http://hub.hku.hk/bib/B40717161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hung, Shing-kam Phoebe. "The effect of phonological awareness training on the reading achievement of late English learners." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40717161.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Barrientos, Contreras Fernanda. "Perceptual representations in Interlanguage Phonology : subcategorial learning in late-learners with a smaller vowel inventory." Thesis, University of Manchester, 2018. https://www.research.manchester.ac.uk/portal/en/theses/perceptual-representations-in-interlanguage-phonology-subcategorial-learning-in-latelearners-with-a-smaller-vowel-inventory(ff039de6-95b8-47ec-a23e-bb78cea7c549).html.

Full text
Abstract:
In this thesis I explore the phonological nature of newly acquired perceptual representations by highly proficient late-learners of English whose L1 is Spanish, specifically in the case where two different L2 sounds are being initially mapped onto the same L1 category. I claim that these perceptual representations are not phonemic; rather, what these learners acquire are phonetic representations that can be discriminable under certain conditions in a manner similar to that of native speakers, but that are nevertheless identified as tokens of the same L1 category. Since speech perception is a c
APA, Harvard, Vancouver, ISO, and other styles
7

Boffa, Joseph W. "UNDERSTANDING THE LIVED EXPERIENCE OF LATE-ENTRY ENGLISH LEARNERS IN THE VISTA CANYON UNIFIED SCHOOL DISTRICT." CSUSB ScholarWorks, 2014. https://scholarworks.lib.csusb.edu/etd/88.

Full text
Abstract:
Many researchers have attempted to identify best practices, habits, and conditions of English Language Learners (ELs, ELLs) pertaining to school success. It is clear EL students pose unique and significant challenges, yet unclear what strategies and program models educators can implement to motivate learning, improve educational experiences, and appropriately acknowledge and reward these learners’ accomplishments. Few studies have attempted to determine the difficulties and challenges associated with academic success and probability of graduation for Late-entry English Learners (LEELs), define
APA, Harvard, Vancouver, ISO, and other styles
8

Nonkonana, Thulisa Gloria. "Strategies used by the School Management Team in managing learners’ late coming in a Cape Town high school." Thesis, Cape Peninsula University of Technology, 2020. http://hdl.handle.net/20.500.11838/3039.

Full text
Abstract:
Thesis (MEd (Education))--Cape Peninsula University of Technology, 2020<br>This study explored the strategies used by the School Management Team (SMT) in managing the late coming of learners in a Cape Town school in relation to the Department of Education policy on late coming of learners. The need for this study has its origin in the current difficulties the school is experiencing in managing late coming of learners despite the existence of the Department of Education’s policy on late coming. The data was collected from 7 members of the School Management Team, 3 parents and 3 learners from t
APA, Harvard, Vancouver, ISO, and other styles
9

Canizares, Carlos I. "Second Language Learners’ Performance on Non-Isomorphic Cross-Language Cognates in Translation." FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3061.

Full text
Abstract:
Do adult L2 English bilingual speakers have difficulty with cognate words whose meanings are distinct across their two languages? This study explored the extent to which variations in meaning in cross-language cognates affect translation performance in a translation task by L2 English (L1 Spanish) speakers who learned English as adults. A prep-phase experiment was conducted to test native English-speakers’ predicted completions of the study’s stimuli sentences, in order to choose the optimal stimuli for the primary experiment. The method for the primary experiment of this study consisted of a
APA, Harvard, Vancouver, ISO, and other styles
10

Afzali, Parichehr. "Globalization Now and Later. A Study of Interactive Argumentation among EFL Learners." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-79181.

Full text
Abstract:
People usually commence an argument in hope for persuading the other party. These arguments can be a part of their job or personal life, which may influence the life of people around them or sometimes in case of a political debate, can affect lives of millions of people. The situation can get more challenging if the argument is produced in a language other than someone's mother tongue and in this respect, language proficiency can be of great value to them. One of the most important goals of language teaching classes is to teach the students of foreign languages how to develop information proce
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Late Learners"

1

Wendel-Sands, Barbara. Never too late to learn? Life histories of older women learners at universities in Northern Ireland. The Author], 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

No touch monkey!: And other travel lessons learned too late. Seal Press, 2003.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Wlodkowski, Raymond J. Learning in the fast lane: Adult learners' persistence and success in accelerated college programs. Lumina Foundation for Education, 2001.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Joannes Sambucus and the learned image: The use of the emblem in late-Renaissance humanism. Brill, 2005.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mentkowski, Marcia. Careering after college: Establishing the validity of abilities learned in college for later careering and professional performance. 2nd ed. Alverno College, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Exxon Valdez Oil Spill Forum (1994 Anchorage, Alaska). Five years later: What have we learned? : proceedings of a public forum, Anchorage, Alaska, March 22, 1994. Oil Spill Public Information Center (645 G Street, Anchorage 99501), 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Samuel, Clarke. Der Briefwechsel mit G.W. Leibniz von 1715/1716 =: A collection of papers which passed between the late learned Mr. Leibniz and Dr. Clarke in the years 1715/1716 relating to the principles of natural philosophy and religion. F. Meiner, 1990.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

United States. Congress. Senate. Committee on Small Business and Entrepreneurship. A year later: Lessons learned, progress made, and challenges that remain from Hurricane Ike : hearing before the Committee on Small Business and Entrepreneurship, United States Senate, One Hundred Eleventh Congress, first session, September 25, 2009. U.S. G.P.O., 2013.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

The Sarbanes-Oxley Act 4 years later: What have we learned? : hearing before the Subcommittee on Regulatory Affairs of the Committee on Government Reform, House of Representatives, One Hundred Ninth Congress, second session, April 5, 2006. U.S. G.P.O., 2006.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Five years later: Lessons learned, progress made, and work remaining from Hurricane Katrina : hearing before the Ad Hoc Subcommittee on Disaster Recovery of the Committee on Homeland Security and Governmental Affairs, United States Senate, One Hundred Eleventh Congress, second session, field hearing held in Chalmette, LA, August 26, 2010. U.S. G.P.O., 2011.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Late Learners"

1

Singleton, David. "2. Really Late Learners: Some Research Contexts and Some Practical Hints." In Third Age Learners of Foreign Languages, edited by Danuta Gabryś-Barker. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099412-004.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Grotek, Monika, and Agnieszka Ślęzak-Świat. "6. Balance and Coordination vs Reading Comprehension in L2 in Late Adulthood." In Third Age Learners of Foreign Languages, edited by Danuta Gabryś-Barker. Multilingual Matters, 2017. http://dx.doi.org/10.21832/9781783099412-008.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Bernolet, Sarah, and Robert J. Hartsuiker. "Chapter 10. Syntactic representations in late learners of a second language." In Studies in Bilingualism. John Benjamins Publishing Company, 2018. http://dx.doi.org/10.1075/sibil.54.10ber.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Birdsong, David. "Nativelike pronunciation among late learners of French as a second language." In Language Experience in Second Language Speech Learning. John Benjamins Publishing Company, 2007. http://dx.doi.org/10.1075/lllt.17.12bir.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Li, Hong, Lei Zhang, and Ling Zhou. "9. L1 Influence on the Learning of English Lexical Stress Patterns: Evidence from Chinese Early and Late EFL Learners." In New Perspectives on Transfer in Second Language Learning, edited by Liming Yu and Terence Odlin. Multilingual Matters, 2015. http://dx.doi.org/10.21832/9781783094349-011.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Findsen, Brian, and Marvin Formosa. "Understanding Older Adult Learners and Education." In Lifelong Learning in Later Life. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-651-9_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Goodell, Jim, and Khanh-Phuong Thai. "A Learning Engineering Model for Learner-Centered Adaptive Systems." In HCI International 2020 – Late Breaking Papers: Cognition, Learning and Games. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-60128-7_41.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

McDade, Joseph E. "Legionnaires' Disease 25 Years Later: Lessons Learned." In Legionella. ASM Press, 2014. http://dx.doi.org/10.1128/9781555817985.ch1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goodluck, Helen, and Barbara Birch. "6. Late-learned rules in first and second language acquisition." In Learnability and second languages, edited by James Pankhurst. De Gruyter, 1988. http://dx.doi.org/10.1515/9783110874150-006.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Liu, Dan, Weixuan Liang, Hongya Zhang, Wentao Zhao, and Kaifan Hu. "Late Fusion Multi-view Clustering with Learned Consensus Similarity Matrix." In Communications in Computer and Information Science. Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-1877-2_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Late Learners"

1

"An Examination of Gen Z Learners Attending a Minority University." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3955.

Full text
Abstract:
Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the Interdisciplinary Journal of e-Skills and Lifelong Learning, Volume 14] This presentation presents the preliminary findings of a survey that sought to examine the technology uses, needs, interests, career goals, and professional expectations of Generation Z college students Background: Students entering college today are part of Generation Z born in the late 90’s through 2016 making the oldest among them 20 or so years old. They already outnumber millennials and are the first true digital natives being born
APA, Harvard, Vancouver, ISO, and other styles
2

Berman, Ronald, and Cathy Ames. "Private Online Workspaces for Doctoral Learners - Enhanced Communication and Reduced Isolation." In InSITE 2015: Informing Science + IT Education Conferences: USA. Informing Science Institute, 2015. http://dx.doi.org/10.28945/2182.

Full text
Abstract:
This quantitative exploratory study, a continuation of the university’s four year research initiative that addresses the high national rate of doctoral student attrition, investigates whether a private online workspace for doctoral students and their dissertation committee will enhance communication and reduce learner’s feelings of isolation during the dissertation phase. Private doctoral workspaces provide a virtual platform for learner and committee collaboration, manuscript review, and milestone planning. The purpose of this study is to offer preliminary feedback to guide in the further dev
APA, Harvard, Vancouver, ISO, and other styles
3

Ainscough, Louise, Richard Leung, Kay Colthorpe, and Tracey Langfield. "Characterizing university students’ self-regulated learning behavior using dispositional learning analytics." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9153.

Full text
Abstract:
Learning analytics can be used in conjunction with learner dispositions to identify at-risk students and provide personalized guidance on how to improve. Participants in the current study were students (n=192) studying a first year anatomy and physiology course. A two-step cluster analysis was performed using learning analytics data from the learning management system and self-regulated learning behavior from meta-learning assessment tasks. Three clusters of students were identified – high, medium and low self-regulated learners. High self-regulated learners were engaged with the meta-learning
APA, Harvard, Vancouver, ISO, and other styles
4

Douglas, Kerrie, Harsh Aggarwal, Taylor V. Williams, Yichen Fan, and Peter Bermel. "Comparison of Live, Late and Archived Mode Learner Behavior in an Advanced Engineering MOOC." In 2018 IEEE Frontiers in Education Conference (FIE). IEEE, 2018. http://dx.doi.org/10.1109/fie.2018.8658884.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Bauer, Candice. "Market Strategy Skills: A Learner-Centered Approach." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82089.

Full text
Abstract:
Market strategy skills are essential for engineers. A lesson plan that teaches introductory market strategy skills to engineering students is developed. The lesson plan is designed for junior level undergraduate students to meet some of the Accreditation Board for Engineering and Technology (ABET) 2005-2006 Criteria 3 (program outcomes and assessment). The challenge is to convey market strategies using a learner-centered approach into an engineering course. The first lesson is to demonstrate the difference between concurrent engineering and “over-the-wall” engineering. After this exercise, a d
APA, Harvard, Vancouver, ISO, and other styles
6

DeSantis, Larisa R. G. "MAMMALIAN RESPONSES TO CLIMATE CHANGE DURING THE LATE PLEISTOCENE IN SOUTHERN CALIFORNIA: LESSONS LEARNED FROM THE SURVIVORS OF THE LATE PLEISTOCENE MEGAFAUNAL EXTINCTION." In GSA Annual Meeting in Denver, Colorado, USA - 2016. Geological Society of America, 2016. http://dx.doi.org/10.1130/abs/2016am-285237.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Kim, Isaac I., Brian Riley, Nicholas M. Wong, et al. "Lessons learned for STRV-2 satellite-to-ground lasercom experiment." In Photonics West 2001 - LASE, edited by G. Stephen Mecherle. SPIE, 2001. http://dx.doi.org/10.1117/12.430772.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

El Naggar, Hany, Adam Marlin, and Darren Dennis. "Lessons Learned from the Construction of Kelly Lake TDA Embankment." In The 4th World Congress on Civil, Structural, and Environmental Engineering. Avestia Publishing, 2019. http://dx.doi.org/10.11159/icgre19.193.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Wallace, Stephen J. "Don’t Miss “Obvious” Hazards: Lessons Learned From Chemical Safety Board Investigations." In ASME 2006 Pressure Vessels and Piping/ICPVT-11 Conference. ASMEDC, 2006. http://dx.doi.org/10.1115/pvp2006-icpvt-11-93411.

Full text
Abstract:
The United States Chemical Safety &amp; Hazard Investigation Board (CSB) was conceived by Congress following a series of catastrophic industrial accidents in the mid to late 1980s. This federal agency is charged with investigating incidents at chemical and manufacturing facilities, determining the causes, and making recommendations to prevent future accidents. This paper focuses on the findings from several CSB investigations related to equipment failure. Numerous codes, standards, and good practice guidelines are in place to govern the design, maintenance, and operation of vessels. However, t
APA, Harvard, Vancouver, ISO, and other styles
10

Lide, Charles, Chris Kunc, Stefan Glista, Kent Barnett, Ric Alexander, and David Bielefeld. "Lessons Learned From Avionics Integrity Program (AVIP) Durability Life Testing (DLT)." In ASME 2010 International Mechanical Engineering Congress and Exposition. ASMEDC, 2010. http://dx.doi.org/10.1115/imece2010-37502.

Full text
Abstract:
In the late 1980s the United States Air Force began requiring the implementation of the Avionics/ Electronics Integrity Program (AVIP). The purpose of AVIP was to utilize physics of failure analysis and test methods during development to eliminate fatigue and wearout failure mechanisms when systems are fielded. One of the key features of AVIP is the durability life test (DLT). The F-22 program was the first major weapons system to comprehensively require AVIP or the Mechanical Systems Integrity Program (MECSIP) for all equipment. The paper documents the findings and lessons learned from the F-
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Late Learners"

1

Guinn-Collins, Shannon. Motivation in Late Learners of Japanese: Self-Determination Theory, Attitudes and Pronunciation. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.191.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

Full text
Abstract:
Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with inform
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Late Learners' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography