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Books on the topic 'Late Learners'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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

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2

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

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3

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

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4

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

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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.

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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.

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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.

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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.

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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.

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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.

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11

Little, Jean. Garfield learns about thoughtfulness: Don't be late. Western Pub. Co, 1992.

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12

Chapin, Keith. Learned Style and Learned Styles. Edited by Danuta Mirka. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199841578.013.0012.

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Eighteenth-century writers on music recognized a spectrum of learned styles. These included not only the imitative counterpoint characteristic of the fugue and the species counterpoint associated witha cappellapolyphony, but also a broad range of other styles, such as strict style, church style, orstile antico, transmitted from specialist to specialist over many decades and even centuries. The topic of the learned style, however, was a special formation or intensification of texture that occurred within the norms of late eighteenth-century phrasing, harmony, and texture. The tension between learned styles (each grounded in certain genre traditions) and learned style (the versatile and itinerant topic) informs not only the various manifestations of the learned style, which can be used for various formal purposes, but also its signification, which springs from the concerns of order and tradition that accompanied the transmission of learned styles from generation to generation.

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13

Qingfeng, Zhang, and Asian Development Bank, eds. Reviving lakes and wetlands: Lessons learned from the People's Republic of China. Asian Development Bank, 2008.

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14

Laes, Christian, ed. A Cultural History of Education in Antiquity. Bloomsbury Publishing Plc, 2020. http://dx.doi.org/10.5040/9781350035027.

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This volume balances traditional approaches towards education with the new history of education that tackles the topic from a much broader scope. The chapters integrate evidence from the Greek and the Roman world, next to Christian evidence from late antiquity. An essential resource for researchers, scholars, and students in history, literature, culture, and education, A Cultural History of Education in Antiquity presents essays that examine the following key themes of the period: church, religion and morality; knowledge, media and communications; children and childhood; family, community and sociability; learners and learning; teachers and teaching; literacies; and life histories.

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15

No Touch Monkey!: And Other Travel Lessons Learned Too Late. Seal Press, 2015.

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16

Lake Lover's Year: A Writer Learns to Paint. Beaver Island Arts, 2001.

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17

Schulz, Charles M. Things I Learned After It Was Too Late (And Other Minor Truths). Henry Holt & Company, 1989.

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18

The Learned Collector: Mythological Statuettes and Classical Taste in Late Antique Gaul. University of Michigan Press, 2005.

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19

Middleton, Conyers. The Miscellaneous Works Of The Late Reverend And Learned Conyers Middleton V2. Kessinger Publishing, LLC, 2007.

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20

Middleton, Conyers. The Miscellaneous Works Of The Late Reverend And Learned Conyers Middleton V2. Kessinger Publishing, LLC, 2007.

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21

Mondore, Patty. A Good Paddling!: Lessons about Life, Learned on the Lake. CSS Publishing Company, 2007.

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22

Little, Jean, and Mark Acey. Don't Be Late!: Garfield Learns About Thoughtfulness (The Garfield Play 'n' Learn Library). Western Publishing Company, 1993.

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23

Marschark, Marc, and Harry Knoors. Sleuthing the 93% Solution in Deaf Education. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190880545.003.0001.

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When it comes to educating deaf and hard-of-hearing (DHH) learners, everything works for somebody, but nothing works for everybody. They frequently enter and leave school with less content knowledge than their hearing peers. The resulting academic underachievement—and explanations for it—have persisted for decades. Even large-scale studies have accounted for only a fraction of the total variability in DHH learners’ academic achievement. It has been argued that teachers and instructional issues likely explain most of this variability, yet we have failed to capture ways of documenting or measuring that impact. Language abilities are central to DHH learners’ academic progress, but several language-related factors associated with it in earlier grades do not predict later achievement. Convergence of these achievement and language issues is not coincidental, but indicates possible sources of such findings and offers new directions toward understanding challenges to both DHH learners’ academic progress and research addressing it.

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24

Hopkins, Samuel. The Life and Character of the Late Reverend, Learned, and Pious Mr. Jonathan Edwards. Puritan Reprints, 2007.

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25

Lafrance, Ad`ele C. Early predictors of later spelling abilities in EL1 and ELL learners: A 6-year longitudinal study. 2007.

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26

Lovell, Stephen. How Russia Learned to Talk. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780199546428.001.0001.

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Russia in the late nineteenth century may have been an autocracy, but it was far from silent. In the 1860s, new venues for public speech sprang up: local and municipal assemblies, the courtroom, and universities and learned societies. Theatre became more lively and vernacular, while the Orthodox Church exhorted its priests to become better preachers. Although the tsarist government attempted to restrain Russia’s emerging orators, the empire was entering an era of vigorous modern politics. All the while, the spoken word was amplified by the written: the new institutions of the 1860s brought with them the adoption of stenography. Russian political culture reached a new peak of intensity with the 1905 revolution and the creation of a parliament, the State Duma, whose debates were printed in the major newspapers. Sometimes considered a failure as a legislative body, the Duma was a formidable school of modern political rhetoric. It was followed by the cacophonous freedom of 1917, when Aleksandr Kerensky, dubbed Russia’s ‘persuader-in-chief’, emerged as Russia’s leading orator only to see his charisma wane. The Bolsheviks could boast charismatic orators of their own, but after the October Revolution they also turned public speaking into a core ritual of Soviet ‘democracy’. The Party’s own gatherings remained vigorous (if also sometimes vicious) throughout the 1920s; and here again, the stenographer was in attendance to disseminate proceedings to a public of newspaper readers or Party functionaries.

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27

Flanagan, Rosemary, and Jeffrey A. Miller. Specialty Competencies in School Psychology. Oxford University Press, 2015. http://dx.doi.org/10.1093/med:psych/9780195386325.001.0001.

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Although School Psychology first became recognized as a specialty in professional psychology by CRSPPP in 1998, this area of psychology can be traced back to the late 19th century, where it can be thought to have developed alongside Clinical Psychology due to the types of cases seen in Lightner Witmer's Psychological Clinic that opened in 1896. Over the years, this psychology specialty has become to encompass the science and practice of psychology with regard to a wide range of learners, including children, youth, and families, as it impacts the schooling or educational process. In this volume, Drs. Flanagan and Miller provide a comprehensive overview of the foundational and functional competencies related to the specialty of school psychology. As the U.S. attempts to reclaim its stature as a leader in education, school psychologists are likely to play a crucial role across multiple tasks and levels. It includes information on common practice activities like assessment and intervention, as well as core knowledge areas such as ethical and legal issues, cultural diversity, and professional identification.

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28

Erskine, Ralph. The Sermons And Other Practical Works Of The Late Reverend And Learned Mr. Ralph Erskine V9. Kessinger Publishing, LLC, 2007.

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29

Erskine, Ralph. The Sermons And Other Practical Works Of The Late Reverend And Learned Mr. Ralph Erskine V9. Kessinger Publishing, LLC, 2007.

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30

Chalmers, L. Whole Works of the Late Reverend and Learned Mr. Thomas Boston, Minister of the Gospel at Etterick. HardPress, 2020.

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31

Kelleher, Marie. Later Medieval Law in Community Context. Edited by Judith Bennett and Ruth Karras. Oxford University Press, 2013. http://dx.doi.org/10.1093/oxfordhb/9780199582174.013.020.

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During the central and late Middle Ages, European lawmakers and jurists began to make intensive use of the principles of both Roman and canon law in their legislation and court decisions. Embedded in these legal principles were ideas about gender that would have a profound effect on litigation involving women. The substantive law that emerged during this legal renaissance helped to define women's place in medieval society, but equally important were the new law's procedural rules, which allowed reputation to be taken into account in legal proceedings, thereby rendering women's self-representation critical in determining the outcomes of their court cases. An examination the interaction of learned law and community knowledge encourages us to see medieval women as active participants in their own fates, as well as in a major shift in legal culture that would shape European women's legal status more generally.

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32

Fitzsimmons, Michael P. The Founding of the Académie Française and Its Development through the Late Seventeenth Century. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190644536.003.0001.

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What would become the Académie Française had modest beginnings as an informal weekly gathering of young men in Paris to discuss literary matters. Although its members tried to keep their meetings secret, Richelieu learned of the group’s existence and appropriated it. In 1635 it became the nucleus for the founding of the new Académie. Although its charter stipulated four responsibilities, the Académie ultimately undertook only one—the creation of a dictionary of the French language. The task of creating a dictionary proved difficult and the first edition did not appear until nearly sixty years later, in 1694. It was widely criticized, particularly for its organizational structure.

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33

Brennan, T. Corey. Sabina’s Personal History. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190250997.003.0003.

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Trajan and Hadrian were natives of Hispania Baetica, sons of Roman senators, and cousins once removed. Trajan became Hadrian’s guardian, and around 100, Hadrian married Trajan’s grandniece Sabina. Nothing else of her first 30 years or so is recorded by the literary or (so it seems) inscriptional sources—even her whereabouts in August 117, when Hadrian learned of his adoption by Trajan in a dying act. This chapter reviews the few available chronological items for Sabina’s life: assumption of the title ‘Augusta’ in 128; presence on Hadrian’s third and final journey (128–133); survival into 137; deification upon death; and burial (in later 139) in Hadrian’s Mausoleum. The chapter also surveys Sabina’s representation in the literary sources, which are essentially late epitomators and the Historia Augusta. Even the most basic outlines of what Sabina did and how contemporaries regarded her are obscure, never mind her internal life.

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34

Leary, James P. Accordions and Working-Class Culture along Lake Superior’s South Shore. University of Illinois Press, 2017. http://dx.doi.org/10.5406/illinois/9780252037207.003.0008.

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This chapter examines the accordion culture along the south shore of Lake Superior. From the late nineteenth century through the present, the accordion has reigned in the area as the most ubiquitous and emblematic folk-musical instrument. A downright working-class instrument, it fostered egalitarian social relations and interethnic alliances—a kind of alliance only possible in the New World, where the politics of ethnic identity has come to govern many social relations. The chapter focuses in the following: (1) how South Shore musicians acquired and learned to play assorted accordions; (2) the audiences for whom and contexts within which they performed; and (3) the sources and nature of their repertoires. The resulting cumulative historical and ethnographic portrait illuminates the accordion's significant role in establishing a common, creolized, regional, and enduring working-class culture that was substantially formed between the 1890s and the 1930s.

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35

Watson, Marilyn. Laura’s Students One and Seven Years Later. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190867263.003.0013.

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In the third year, Laura took a leave through November to help settle her newly adopted child. Her students missed her and, when she returned, some seemed to have reverted to their original untrusting selves. Soon, their trust in Laura and in themselves was restored. Would that trust remain? Seven years later, I interviewed 9 of the 14 students still in the school district. All remembered Laura and the class fondly. Eight had detailed memories of their interactions with Laura, and the life skills and attitudes they learned in her class. Of the six students who were judged insecurely attached when they entered Laura’s class, four appeared successful and confident and two were currently failing most of their courses. Possible causes for the long-term success of some students and failure of others are discussed.

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36

The transformations of magic : illicit learned magic in the later Middle Ages and Renaissance. The Pennsylvania State University Press, 2013.

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37

The transformations of magic: Illicit learned magic in the later Middle Ages and Renaissance. Penn State University Press, 2012.

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38

van, Dixhoorn Arjan, and Sutch Susie Speakman, eds. The reach of the republic of letters: Literary and learned societies in late medieval and early modern Europe. Brill, 2008.

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39

Innes, Robert. Miscellaneous Letters on Several Subjects in Philosophy and Astronomy: Wrote to the Learned Dr. Nicholson, Late Archbishop of Cashell. HardPress, 2020.

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40

Hare, Francis. The works of the late Right Reverend and learned Dr. Francis Hare, ... The second edition. Volume 1 of 4. Gale ECCO, Print Editions, 2010.

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41

Rogoff, Barbara, Carolyn Goodman Turkanis, and Leslee Bartlett. Learning Together. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195097535.001.0001.

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This book advances the theoretical account that Barbara Rogoff presented in her highly acclaimed book, Apprenticeship in Thinking. Here, Rogoff collaborates with two master teachers from an innovative school in Salt Lake City, Utah, to examine how students, parents, and teachers learn by being engaged together in a community of learners. Building on observations by participants in this school, this book reveals how children and adults learn through participation in activities of mutual interest. The insights will speak to all those interested in how people learn collaboratively and how schools can improve.

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42

Visser, A. S. Q. Joannes Sambucus And The Learned Image: The Use Of The Emblem In Late-renaissance Humanism (Brill's Studies in Intellectual History). Brill Academic Publishers, 2004.

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43

Owenson, Sydney. The Wild Irish Girl. Edited by Kathryn Kirkpatrick. Oxford University Press, 2008. http://dx.doi.org/10.1093/owc/9780199552498.001.0001.

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`I long to study the purely national, natural character of an Irishwoman.' When Horatio, the son of an English lord, is banished to his father's Irish estate as punishment for gambling debts and dissipated living, he adopts the persona of knight errant and goes off in search of adventure. On the wild west coast of Connaught he finds remnants of a romantic Gaelic past a dilapidated castle, a Catholic priest, a deposed king and the king's lovely and learned daughter, Glorvina. In this setting and among these characters Horatio learns the history, culture and language of a country he had once scorned, but he must do so in disguise for his own English ancestors are responsible for the ruin of the Gaelic family he comes to love. Written after the Act of Union, The Wild Irish Girl (1806) is a passionately nationalistic novel and a founding text in the discourse of Irish nationalism. The novel proved so controversial in Ireland that Sydney Owenson, later Lady Morgan, was put under surveillance by Dublin Castle.

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44

Korpiola, Mia. Customary Law and the Influence of the Ius Commune in High and Late Medieval East Central Europe. Edited by Heikki Pihlajamäki, Markus D. Dubber, and Mark Godfrey. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780198785521.013.50.

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Secular law remained largely customary and uncodified in east central Europe. While much of south-eastern Europe had remained Christian ever since Roman times, most of east central Europe was Christianized during the high Middle Ages. The Baltic region came later, Lithuania only being converted after 1387. South-eastern Europe was influenced first by Byzantine and then Italian law. In much of east central Europe secular law was based on Slavic customs, later influenced by canon law and German law. The Sachsenspiegel, Schwabenspiegel, and German town law spread to the whole region alongside the German colonization of east central Europe. Towns functioned as conduits of German and learned law. Certain territorial rulers actively promoted Roman law and (partial) codification, while the local nobility preferred uncodified customary law. In addition to foreign university studies, the fourteenth-century universities of Prague and Krakow, cathedral chapters, and notaries helped disseminate the ius commune into the region.

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45

Feingold, Mordechai, ed. History of Universities. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198835509.001.0001.

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This book contains a mix of learned articles and book reviews providing a history of higher education. Topics covered include alumni friendships in later medieval England, a study of portraits in the Sorbonne, Galileo’s Philoponus, academic careers in Renaissance Brandenburg, the Scottish scientific revolution, and the history of the Institute for Advanced Studies in the Humanities (IASH).

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46

Memoirs of the lives and characters of the illustrious family of the Boyles : Particularly, of the late eminently learned, Charles Earl of Orrery. Waterford Co. Council Co. Library, Lismore, 2003.

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47

MacMillen, Richard, and Barbara MacMillen. Meanderings in the Bush. CSIRO Publishing, 2009. http://dx.doi.org/10.1071/9780643097254.

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The Channel Country is of special interest because its extreme aridity is disrupted unpredictably by summer monsoonal rains, causing massive flooding, and is followed by prodigious growth of plants and reproduction of animals, before returning to daunting conditions of drought. Yet, it is a region teeming with life, both plant and animal, possessing unusual capacities for existing there. It is also a region favoured by hardy pastoralists and their livestock, who have learned to coexist with this harsh climate.  In Meanderings in the Bush, the authors describe their many adventures and misadventures in the region, with its climate, its animals and its human inhabitants. They also discuss results of their research which reveals some of the secrets for survival of many of the native animals, including marsupials, rodents, birds and the remarkable desert crab. These studies are cast in the light of both the prehistoric and historic records of the Lake Eyre Basin, including the probable impacts of changing and/or stable climates, Aboriginal occupation, later European pastoral development and the influences of introduced exotic mammals.

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48

Katajala-Peltomaa, Sari. Demonic Possession and Lived Religion in Later Medieval Europe. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198850465.001.0001.

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This book focuses on conceptualizations of lived religion by analysing significant case studies from canonization processes (c. 1240–1450). Geographically it covers Western Europe and one of its aims is to compare Northern and Southern material and customs. ‘Lived religion’ is both a thematic approach and a methodology: a focus on rituals, symbols, and gestures as well as sensitivity to nuances and careful contextualizing of the sources are constitutive elements of the argumentation. Demonic possession was a spiritual state that often had physical symptoms. The main argument developed throughout is, however, that demonic possession was a social phenomenon which should be understood with regard to the community and culture. Each set of sources formed its own specific context, in which demonic presence derived from different motivations, reasonings, and methods of categorization. Rituals, gestures, emotions, and sensory elements in constructing demonic presence reveal negotiations over authority and agency. In the argumentation, the hierarchy between the ‘learned’ and ‘popular’ within religion is contested, as is a strict polarity between individual and collective religious participation. Cases of demonic possession demonstrate how the personal affected the communal, and vice versa, and how they were eventually transformed into discourses and institutions of the Church; that is, definitions of the miraculous and the diabolical. Alterity and inversion of identity, gender, and various forms of corporeality and the interplay between the sacred and diabolical are themes running throughout the volume.

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49

Lowe, Melanie. Amateur Topical Competencies. Edited by Danuta Mirka. Oxford University Press, 2014. http://dx.doi.org/10.1093/oxfordhb/9780199841578.013.0024.

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This chapter considers the topical competency of late eighteenth-century amateur players and listeners. Focus is on selected string quartets by Haydn, Mozart, and Pleyel. The analytical strategy is comparative, and therefore the analyses are limited to movements governed by clearly defined topics. The troping of learned and galant elements is the focus of discussion of three minuet movements, all of which incorporate contrapuntal techniques to varying structural and expressive ends. Parametric density is the focus of discussion of fourchassemovements. In both sets of examples, issues considered include topical content and syntactical function, topical dissonance, and social and cultural associations.

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50

Series, Michigan Historical Reprint. An ecclesiastical history, ancient and modern... By the late learned John Laurence Mosheim ... Tr. from the original Latin... by Archibald Maclaine, D. D.: Vol. 1. Scholarly Publishing Office, University of Michigan Library, 2005.

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