Dissertations / Theses: 'Second level'

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Sandelin, Rikard. "Establishing DANE TLSA Deployment Levels Among Swedish Second Level Domains." Thesis, Högskolan i Skövde, Institutionen för informationsteknologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-13730.

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Domain Based Authentication of Named Entities (DANE) is an Internet Engineering Task Force (IETF) standard released in 2012 intended to complement or in some cases replace the current Public Key Infrastructure (PKI) model. The current PKI model uses Transport Layer Security (TLS) certificates issued by Certificate Authorities (CA) binding domain names to public key. These CAs act as trust anchors during the certificate validation process. Web browsers and other TLS supported applications have large lists of trusted CA public keys. If one of these trusted CAs are compromised the whole system is compromised. DANE uses the Domain Name System (DNS) to publish TLS certificate information and create certificate associations to domain names. DANE relies on DNS Security Extensions (DNSSEC) for authentication and message integrity. Using the DNS root as a single trust anchor instead of the many CA trust anchors the attack surface is drastically reduced.In this study a quantitative survey among Swedish DNSSEC signed Second Level Domains (SLD) is performed with the aim to establish the DANE TLSA deployment level among the SLDs in Top Level Domain (TLD) .se.The results show that 686 471 of the Swedish SLDs have been DNSSEC signed which is approximately 49% of all Swedish SLDs. The number of domains that have deployed DANE is very low, with only 79 SLD found to have DANE TLSA resource records in DNS. The total number of DANE TLSA resource records were 175 and the most common service used with DANE TLSA was HTTPS on port 443 which was 62% of all DANE TLSA resource records found. The most common certificate usage field setting was three, domain issued certificates.

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Racz, Christian. "Second-Level-Domains aus kennzeichenrechtlicher Sicht /." Frankfurt am Main [u.a.] : Lang, 2002. http://www.gbv.de/dms/spk/sbb/recht/toc/336802935.pdf.

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Saka, Franklin. "Ethernet for the ATLAS second level trigger." Thesis, Royal Holloway, University of London, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.395390.

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Li, Weidong. "Studies of atlas second level B-physics trigger." Thesis, Royal Holloway, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.341956.

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Davey, C. "Gender & subject choice in second level education." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403189.

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RAPELLO, DEMETRIUS COSTA. "SECOND LEVEL RECOMMENDATION SYSTEM TO SUPPORT NEWS EDITING." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=22832@1.

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Sistemas de recomendação têm sido amplamente utilizados pelos grandes portais na Web, em decorrência do aumento do volume de dados disponíveis na Web. Tais sistemas são basicamente utilizados para sugerir informações relevantes para os seus usuários. Esta dissertação apresenta um sistema de recomendação de segundo nível para auxiliar equipes de jornalistas de portais de notícias no processo de recomendação de notícias relacionadas para os usuários do portal. O sistema é chamado de segundo nível pois apresenta recomendações aos jornalistas para que, por sua vez, geram recomendações aos usuários do portal. O modelo seguido pelo sistema consiste na recomendação de notícias relacionadas com base em características extraídas do próprio texto da notícia original. As características extraídas permitem a criação de consultas contra um banco de dados de notícias anteriormente publicadas. O resultado de uma consulta é uma lista de notícias candidatas à recomendação, ordenada pela similaridade com a notícia original e pela data de publicação, que o editor da notícia original manualmente processa para gerar a lista final de notícias relacionadas.
Recommendation systems are widely used by major Web portals due to the increase in the volume of data available on the Web. Such systems are basically used to suggest information relevant to their users. This dissertation presents a second-level recommendation system, which aims at assisting the team of journalists of a news Web portal in the process of recommending related news for the users of the Web portal. The system is called second level since it creates recommendations to the journalists Who, in turn, generate recommendations to the users. The system follows a model based on features extracted from the text itself. The extracted features permit creating queries against a news database. The query result is a list of candidate news, sorted by score and date of publication, which the news editor manually processes to generate the final list of related news.

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De, la Cruz Megan J. Abedi-Djourabtchi Amir. "Second-order characteristics of multi-level elections in Spain /." Online version, 2010. http://content.wwu.edu/cdm4/item_viewer.php?CISOROOT=/theses&CISOPTR=354&CISOBOX=1&REC=1.

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O'Higgins-Norman, James. "Exploring homophobia and homophobic bullying in Irish second-level schools." Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020511/.

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Kruuse, Helen. "Substantive second-level reasoning and experiential learning in legal ethics." Juta Law Publishing, 2012. http://hdl.handle.net/10962/68983.

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This article takes a critical look at law teaching in South Africa and seeks to consider how the application of experiential learning theory may assist law students in gaining a deeper understanding of the law in general, and the complexities of real life practice in particular. While clinical legal education is often seen as the locus of experiential learning in law, the author proposes that well-structured simulations in class can achieve similar goals. The article comprises a description of the nature of experiential learning and a further description of the application of the principles of experiential learning in a particular simulation exercise in a Legal Ethics course (using the US case of Wash St Phys Ins Exch v Fisons Corp 858 P2d 1054 (Wash 1993) as a basis). The author posits that the so-called experiential learning "cycle" or "process" enables a process of learning which draws out the students' beliefs and ideas about a topic so that it can be examined, tested and integrated with new, more refined ideas. This notion is then in keeping with the expectation that students who emerge from higher education institutions have developed meta-cognitive skills. Essentially then, it is hoped that, by using the methods proposed in this article, students can then manage their own development and learning throughout life.

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Vie, Jean-Léopold. "Second-order derivatives for shape optimization with a level-set method." Thesis, Paris Est, 2016. http://www.theses.fr/2016PESC1072/document.

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Le but de cette thèse est de définir une méthode d'optimisation de formes qui conjugue l'utilisation de la dérivée seconde de forme et la méthode des lignes de niveaux pour la représentation d'une forme.On considèrera d'abord deux cas plus simples : un cas d'optimisation paramétrique et un cas d'optimisation discrète.Ce travail est divisé en quatre parties.La première contient le matériel nécessaire à la compréhension de l'ensemble de la thèse.Le premier chapitre rappelle des résultats généraux d'optimisation, et notamment le fait que les méthodes d'ordre deux ont une convergence quadratique sous certaines hypothèses.Le deuxième chapitre répertorie différentes modélisations pour l'optimisation de formes, et le troisième se concentre sur l'optimisation paramétrique puis l'optimisation géométrique.Les quatrième et cinquième chapitres introduisent respectivement la méthode des lignes de niveaux (level-set) et la méthode des éléments-finis.La deuxième partie commence par les chapitres 6 et 7 qui détaillent des calculs de dérivée seconde dans le cas de l'optimisation paramétrique puis géométrique.Ces chapitres précisent aussi la structure et certaines propriétés de la dérivée seconde de forme.Le huitième chapitre traite du cas de l'optimisation discrète.Dans le neuvième chapitre on introduit différentes méthodes pour un calcul approché de la dérivée seconde, puis on définit un algorithme de second ordre dans un cadre général.Cela donne la possibilité de faire quelques premières simulations numériques dans le cas de l'optimisation paramétrique (Chapitre 6) et dans le cas de l'optimisation discrète (Chapitre 7).La troisième partie est consacrée à l'optimisation géométrique.Le dixième chapitre définit une nouvelle notion de dérivée de forme qui prend en compte le fait que l'évolution des formes par la méthode des lignes de niveaux, grâce à la résolution d'une équation eikonale, se fait toujours selon la normale.Cela permet de définir aussi une méthode d'ordre deux pour l'optimisation.Le onzième chapitre détaille l'approximation d'intégrales de surface et le douzième chapitre est consacré à des exemples numériques.La dernière partie concerne l'analyse numérique d'algorithmes d'optimisation de formes par la méthode des lignes de niveaux.Le Chapitre 13 détaille la version discrète d'un algorithme d'optimisation de formes.Le Chapitre 14 analyse les schémas numériques relatifs à la méthodes des lignes de niveaux.Enfin le dernier chapitre fait l'analyse numérique complète d'un exemple d'optimisation de formes en dimension un, avec une étude des vitesses de convergence
The main purpose of this thesis is the definition of a shape optimization method which combines second-order differentiationwith the representation of a shape by a level-set function. A second-order method is first designed for simple shape optimization problems : a thickness parametrization and a discrete optimization problem. This work is divided in four parts.The first one is bibliographical and contains different necessary backgrounds for the rest of the work. Chapter 1 presents the classical results for general optimization and notably the quadratic rate of convergence of second-order methods in well-suited cases. Chapter 2 is a review of the different modelings for shape optimization while Chapter 3 details two particular modelings : the thickness parametrization and the geometric modeling. The level-set method is presented in Chapter 4 and Chapter 5 recalls the basics of the finite element method.The second part opens with Chapter 6 and Chapter 7 which detail the calculation of second-order derivatives for the thickness parametrization and the geometric shape modeling. These chapters also focus on the particular structures of the second-order derivative. Then Chapter 8 is concerned with the computation of discrete derivatives for shape optimization. Finally Chapter 9 deals with different methods for approximating a second-order derivative and the definition of a second-order algorithm in a general modeling. It is also the occasion to make a few numerical experiments for the thickness (defined in Chapter 6) and the discrete (defined in Chapter 8) modelings.Then, the third part is devoted to the geometric modeling for shape optimization. It starts with the definition of a new framework for shape differentiation in Chapter 10 and a resulting second-order method. This new framework for shape derivatives deals with normal evolutions of a shape given by an eikonal equation like in the level-set method. Chapter 11 is dedicated to the numerical computation of shape derivatives and Chapter 12 contains different numerical experiments.Finally the last part of this work is about the numerical analysis of shape optimization algorithms based on the level-set method. Chapter 13 is concerned with a complete discretization of a shape optimization algorithm. Chapter 14 then analyses the numerical schemes for the level-set method, and the numerical error they may introduce. Finally Chapter 15 details completely a one-dimensional shape optimization example, with an error analysis on the rates of convergence

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McDonnell, Alice. "Developing the mathematical beliefs of second-level students : an intervention study." Thesis, University of Exeter, 2014. http://hdl.handle.net/10871/17010.

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This study examined the effects of a learning environment (embodying many of De Corte et al.’s, (2004) CLIA-model components) on secondary students’ mathematical beliefs. Such mathematical beliefs have been of interest to the research community due to their expected impact on students’ willingness to engage in mathematical problem-solving. This research adopted an action research methodology using a quasi-experimental sequential explanatory mixed methods design. Data was collected using the Mathematics Related Beliefs Questionnaire (MRBQ) and a number of focus groups and individual interviews were undertaken. The sample selected (age 13-14) was from a population of convenience. There was one treatment class (N=22) and three control classes (N=45). The classroom intervention was of six months duration and was carried out by the researcher teacher in a secondary community school. Findings revealed no significant positive effects on students’ beliefs from the new learning environment about the teacher’s role in the classroom, their personal competence and the relevance to their lives and mathematics as an inaccessible subject. A more negative outcome for the fourth factor of the MRBQ scale, ‘mathematics as an inaccessible subject’, resulted for all participants (experimental and control combined) with a moderate effect of eta2=0.09. Findings from the qualitative data indicated the experimental participants found mathematics to be a difficult but useful subject. Findings, overall, revealed no significant differences between the experimental and control classes, indicating the new learning environment had not had a positive impact on the beliefs examined. Possible factors identified were the length of the intervention, the ages of participants and the socio-economic status of the majority taking part in this study. Qualitative data also indicated participants in the treatment class had found some of the activities used in the intervention to be interesting and enjoyable. Responses to the use of group work indicated participants were both willing and able to enter into communities of learners. Other results showed that participants with the highest achievement scores appeared to be the most confident learners of mathematics. Participants appeared to accept the need to have patience and perseverance when solving difficult problems but this was not translated into action in the classroom. The importance of understanding mathematics appeared to be accepted by participants. Implications for methodology, research and practice are discussed in light of these findings.

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St, Clair Suzanne W. "Missing Data Treatments at the Second Level of Hierarchical Linear Models." Thesis, University of North Texas, 2011. https://digital.library.unt.edu/ark:/67531/metadc84282/.

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The current study evaluated the performance of traditional versus modern MDTs in the estimation of fixed-effects and variance components for data missing at the second level of an hierarchical linear model (HLM) model across 24 different study conditions. Variables manipulated in the analysis included, (a) number of Level-2 variables with missing data, (b) percentage of missing data, and (c) Level-2 sample size. Listwise deletion outperformed all other methods across all study conditions in the estimation of both fixed-effects and variance components. The model-based procedures evaluated, EM and MI, outperformed the other traditional MDTs, mean and group mean substitution, in the estimation of the variance components, outperforming mean substitution in the estimation of the fixed-effects as well. Group mean substitution performed well in the estimation of the fixed-effects, but poorly in the estimation of the variance components. Data in the current study were modeled as missing completely at random (MCAR). Further research is suggested to compare the performance of model-based versus traditional MDTs, specifically listwise deletion, when data are missing at random (MAR), a condition that is more likely to occur in practical research settings.

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Lärkefjord, Bernadette. "Teaching English Grammar : Teaching Swedish Students at Upper Secondary Level." Thesis, Karlstad University, Faculty of Arts and Education, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-623.

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The purpose of this essay is to investigate what different ways there are to teach English grammar at upper secondary level and what guidance experienced teachers have to offer. This is done by studying different theorists’ ideas on language acquisition as well as what researchers’ opinions are on how to teach grammar. I have also interviewed seven experienced teachers who work at upper secondary level.

The results of this investigation show that explicit grammar teaching has decreased over the years and been replaced by implicit grammar teaching and communication exercises. Grammar teaching has become integrated with activities focusing on meaning and is taught more through examples than by using grammatical terminology. Since students frequently come into contact with English they are not thought to need grammar rules as much, since they learn the language in a native-like way almost. However, they repeatedly make some mistakes. Each teacher had different methods for dealing with these mistakes, but they seemed to be keeping in mind the students’ needs and the curriculum.

In this study, I will highlight some methods for teaching grammar, factors that can influence learning and provide information on some existing theories about how students learn their second language.

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Qadir, Samina Amin. "Introducing Study Skills at the intermediate level in Pakistan." Thesis, Lancaster University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.337357.

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Van, Huyssteen A. "Principles of form-focused tasks for Xhosa second language at tertiary level." University of the Western Cape, 1997. http://hdl.handle.net/11394/8290.

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Doctor Educationis
This study explores the principles of form-focused tasks for Xhosa second language at tertiary level. The latest developments in second language acquisition and in pedagogy are reviewed. The study field of second language acquisition developed from within the confines of applied linguistics as the result of a search for more effective language teaching methodology. While acknowledging the fact that Universal Grammar plays a role in the acquisition of both a first and a second language, there is general agreement that there is a difference between the two processes. A prominent issue in current second language acquisition research is the degree of access that a learner has to Universal Grammar in the acquisition of a second language. Some salient features of Universal Grammar such as principles and parameter settings, markedness, transfer and fossilization are explored in this study. Different syllabus types are reviewed. Task-based syllabus types are described as a suitable syllabus type for the current paradigm. Input enhancement in terms of a focus on form is suggested as a way to achieve effective second language learning and teaching. Ways to adapt study materials according to the requirements of a task-based approach are explored.

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Smyth, Brian David. "Studying chemistry at second level in the Republic of Ireland, 1990-2002." Thesis, Open University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.435921.

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Share, Michelle. "Risk, responsibility and choice: food and eating in Irish second-level schools." Thesis, University of Ulster, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.494408.

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Kanakri, Aseel M. Kanakri. "EXAMINING SECOND LANGUAGE INSTRUCTION AT THE HIGHER EDUCATION LEVEL: A MULTICASE STUDY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1510787011311772.

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Conway, Bethany Anne. "Addressing the 'Medical Malady': Second-Level Agenda Setting and Public Approval of 'Obamacare'." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144373.

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This study examined second-level agenda setting effects of six news sources on public opinion about the health care reform bill proposed by President Obama and congressional Democrats. The affective attributes (tone) of media coverage were measured immediately and cumulatively. A regression analysis found cumulative affective attribute salience, but not immediate affective attribute salience, was a significant predictor of support in public opinion polls. Separate regression analyses found that effects were greater on Republicans than on those who identified with another political party. A final regression analysis was performed to examine whether support in public opinion polls was a predictor of affective attribute salience in the media. Support was also measured both immediately and cumulatively. Findings show that only immediate support in public opinion polls was a predictor of affective attribute salience in the media. The political implications and the consequences for health care policy are discussed.

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Mellor, Andrew. "Automatic essay scoring for low level learners of English as a second language." Thesis, Swansea University, 2010. https://cronfa.swan.ac.uk/Record/cronfa42247.

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This thesis investigates the automatic assessment of essays written by Japanese low level learners of English as a second language. A number of essay features are investigated for their ability to predict human assessments of quality. These features include unique lexical signatures (Meara. Jacobs & Rodgers, 2002), distinctiveness, essay length, various measures of lexical diversity, mean sentence length and some properties of word distributions. Findings suggest that no one feature is sufficient to account for essay quality but essay length is a strong predictor for low level learners in time constrained tasks. Combinations of several features are much more powerful in predicting quality than single features. Some simple systems incorporating some of these features are also considered. One is a two-dimensional 'quantity/content' model based on essay length and lexical diversity. Various measures of lexical diversity are used for the content dimension. Another system considered is a clustering algorithm based on various lexical features. A third system is a Bayesian algorithm which classifies essays according to semantic content. Finally, an alternative process based on capture-recapture analysis is also considered for special cases of assessment. One interesting finding is that although many essay features only have moderate associations with quality, extreme values at both ends of the scale are often very reliable indicators of high quality' or poor quality essays. These easily identifiable high quality or low quality essays can act as training samples for classification algorithms such as Bayesian classifiers. The clustering algorithm used in this study correlated particularly strongly with human essay ratings. This suggests that multivariate statistical methods may help realise more accurate essay prediction.

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Yang, Shuyi. "Constructing informal diagnostic reading assessment instruments for lower-level Chinese as second language readers." Diss., University of Iowa, 2018. https://ir.uiowa.edu/etd/6343.

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Reading in a second language (L2) is a complex process that poses formidable obstacles for readers, especially those in the initial stages of learning. The challenge is particularly daunting for lower-level Chinese L2 readers with an alphabetic first language (L1) background. Chinese is a logographic, deep orthography with unique linguistic features that necessitate specific reading processes and skills. The development of Chinese L2 reading competence is heavily dependent upon instruction. Effective instruction requires accurate diagnoses of the learners’ reading problems and appropriate selection of instructional materials. Compared with standardized proficiency tests that provide little diagnostic information, and formal diagnostic assessments that are inconvenient to use in daily instruction for diagnostic purposes, informal diagnostic assessment tools enable language teachers to better accommodate the instructional needs of learners to identify reading weaknesses and select suitable materials. However, thus far, instruction-informative, diagnostically rich, and flexible informal diagnostic reading assessment for Chinese L2 reading is lacking. This study aims to fill a gap in the Chinese L2 reading assessment field by exploring the applicability of three tasks as informal reading diagnostic assessment tools to measure comprehension performance, detect reading problems, and determine instructional material difficulty levels for lower-level Chinese L2 readers. These three assessment instruments are: oral word reading, word segmentation, and oral passage reading. This study is a necessary step towards constructing diagnostic Chinese reading assessment instruments that can be used by classroom teachers. It also contributes to the Chinese L2 reading field theoretically because it examines whether an L1 English reading theory can be applied to explain L2 Chinese reading. The participants in this study were 70 lower-level English-speaking learners of Chinese from several universities in the United States and China. The results showed that all three of the informal diagnostic instruments effectively predict reading comprehension, with oral passage reading emerging as the strongest indicator. One shared construct, oral reading fluency, underlies the three diagnostic instruments. Oral reading fluency strongly predicts comprehension, suggesting that there is commonality in reading across languages, and theories designed for L1 alphabetic language reading can be well applied to Chinese L2 reading. Chinese orthographic characteristics also exert influence on reading, as manifested in the stronger role of fluency in predicting comprehension and the word segmenting processes in reading. The informal diagnostic instruments can also be used to evaluate instructional material difficulty. Two of the three textbook-equivalent texts examined in this study fit the learners’ reading level, while most learners felt one of the texts was too difficult to read. L2 readers have diverse profiles and they develop their componential skills in different ways, whereas the crucial role of word-level processing in reading remains stable across reader patterns. Generally speaking, the three diagnostic instruments were moderately difficult for the participants in this study, and the two oral reading tasks were more challenging than the word segmentation. The quantity and quality of learners’ errors when completing these three diagnostic instruments reveal rich information about their reading processes and problems. The findings offered strong support for the three instruments as effective tools for diagnostic purposes in Chinese lower-level L2 reading instruction and indicated the importance of developing reading fluency and training word-level processing skills.

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Koptur, Deniz Ulis. "HOW DO NON-IMMIGRANT ESL STUDENTS EXPERIENCE A COLLEGE-LEVEL ESL PROGRAM?" Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent1492105325524639.

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Steinagel, Lane O. "The Effects of Reading & Reading Strategy Training on Lower Proficiency Level Second Language Learning." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1116.pdf.

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Nousiainen, O. (Olli). "Characterization of second-level lead-free BGA interconnections in thermomechanically loaded LTCC/PWB assemblies." Doctoral thesis, Oulun yliopisto, 2010. http://urn.fi/urn:isbn:9789514263538.

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Abstract Low-temperature co-fired ceramic (LTCC) based system-in-package (SiP) is an emerging multilayer module technology for wireless communication applications, mainly due to its excellent high-frequency material properties. LTCC-SiP modules are typically soldered onto an organic motherboard, but the lifetime of the 2nd-level solder joints is often poor due to the high stress level of the joints in test/field conditions. Moreover, using lead-free solders in the interconnections of LTCC modules raised new questions about the feasibility and reliability of the solder joints in LTCC applications. Therefore, the characteristic features of the 2nd-level solder joint configuration were determined in this thesis work. It was proved that collapsible Sn4Ag0.5Cu spheres are not a feasible option in LTCC/PWB assemblies with a large global thermal mismatch; a non-collapsible ball grid array (BGA) joint with a plastic core solder balls (PCSBs) was required to attain an adequate lifetime for such assemblies. To enhance the thermal fatigue endurance of the non-collapsible lead-free joints, a novel BGA joint consisting of Sn7In4.1Ag0.5Cu solder and PCSBs was developed. Moreover, this work proved that there is a relationship between the primary failure mechanisms of various Sn-based lead-free solders and thermomechanically induced stress level in the present non-collapsible BGA joint configuration. The effect of the plating material of the solder lands on the failure mechanism of the BGA joints in the LTCC/PWB assemblies was studied. The results showed that the adverse phenomena related to the sintered Ag-based metallization materials can be avoided using electroless nickel with immersion gold (ENIG) as a deposit material. On the other hand, this study also demonstrated that the inadequate adhesion strength of the commercial base metallization in the ENIG-plated modules resulted in the disadvantageous failure mechanism of the test assemblies. Therefore, the criteria for material selection and the design aspects of reliable 2nd-level interconnections are discussed thoroughly in this thesis.

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Coulombe, Diane. "Anxiety and beliefs of French-as-a-second-language learners at the university level." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0022/NQ52237.pdf.

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Belias, Anastasios. "Electron/jet discrimination and b-jet tagging at the second level trigger of ATLAS." Thesis, Royal Holloway, University of London, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326090.

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Shoemaker, David R. (David Robert). "A performance measure of page mode dram as a second level cache in microprocessors." Thesis, Massachusetts Institute of Technology, 1992. http://hdl.handle.net/1721.1/60734.

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LeLoup, Jean Willis. "The effect of interest level in selected text topics on second language reading comprehension." The Ohio State University, 1993. http://rave.ohiolink.edu/etdc/view?acc_num=osu1240427519.

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Jahanyfard, Asieh. "The Effects of Captioned video on Learning English Idiomatic Expressions among ESL Learners in the advance Level." University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1449840739.

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Shipper-Cordaro, Paula (Paula C. ). "Characteristics of College Level ESL Administrators." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278215/.

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While many studies have been conducted on the methodology of teaching English, second language (ESL), few have focused on ESL administration, specifically college level ESL administration. This descriptive study analyzed and evaluated the personal and professional characteristics of college level ESL administrators.

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Blumenthal, Laura F. "Self-Efficacy in Low-Level English Language Learners." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1622.

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Accounting for differences in second language proficiency attainment is an important area of inquiry in the study of Second Language Acquisition (SLA). Accounts of the language acquisition process have generally come from cognitive or psychological perspectives, which view language learning as primarily an internal mental/emotional process, or from sociocultural or critical perspectives that emphasize the influence of the learner's social environment. Research on variability in language learning has also failed to take into account the learning experiences of low-level learners. This study adopted a social-psychological perspective on language acquisition that focused on the role of self-efficacy in learning, and applied this perspective to understudied learners. This study interviewed four low- to intermediate-proficiency English language learners (ELLs) from Mexico about their experiences and their self-efficacy beliefs about their ability to use their English. Their accounts of their experiences learning and using English were analyzed qualitatively and four major themes were found: the role of English language interlocutors, the participants' self-assessment of their abilities, structural obstacles to learning, and the participants' experiences of and responses to challenges. The results also explored students' expressions of self-efficacy, and the ways in which their levels of efficacy helped or hindered their ability to successfully engage in interactions with English speakers.

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Peltola, Pia. "Mothers' level of attachment to the labor market following the birth of a second child." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1430.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Sociology. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Särkkä, J. (Jussi). "A novel method for hazard rate estimates of the second level interconnections in infrastructure electronics." Doctoral thesis, University of Oulu, 2008. http://urn.fi/urn:isbn:9789514288197.

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Abstract Electronic devices are subjected to various usage environments, wherein stresses are induced to components and their interconnections. The level of stress affects the interval of failure occurrences. When the stress level and aging characteristics of sub-material parts are known, the failure occurrence can be predicted. However, the predictions are based on uncertainties and a practical method to help to assess the component interconnection reliability is needed. In this thesis a novel method to utilize the accelerated stress test data for the hazard rate estimates is introduced. The hazard rate expectations of the interconnection elements are presented as interconnection failures in time (i-FIT) figures that can be used as a part of the conventional product reliability estimates. The method utilizes second level reliability test results for a packaging type specific failure occurrence estimates. Furthermore, the results can be used as such in the component packaging reliability estimates. Moreover, a novel method to estimate the interconnection failures in terms of costs is presented. In this novel method the interconnection elements are dealt as cost elements. It is also shown that the costs of the interconnection failures could be very high, if the stress-strength characteristics of the interconnection system are wrongly chosen. The lead-free manufacturing has emphasized the thermal compatibility of the materials of the component, the solder and the Printed Wiring Board. Improper materials for Area Array components will result as excessive component warping during the reflow, as is shown in this thesis. A novel method for estimating the amount of component warping during the lead-free reflow is introduced. In this thesis, a method to predict the second level interconnection hazard rate is introduced. The method utilizes the second level reliability test data in the life time predictions of the component solder joints. The resulted hazard rates can be used as a part of product field performance estimates. Also, the effect of the process variation and the material properties on the lead-free solder joint reliability is introduced
Tiivistelmä Elektronisen laitteen materiaalien yhteensopivuus ja käyttöympäristö määrittävät sen kokemat rasitukset. Laitteen komponentteihin tai niiden liitoksiin kohdistuvat rasitukset aiheuttavat lopulta laitteen vikaantumisen. Vikaantumisten taajuuteen vaikuttavat paitsi rasituksen taso ja tyyppi, myös laitteen materiaalien ominaisuudet. Todellinen vikaantumistaajuus perustuu kuitenkin muihinkin parametreihin, mistä johtuen vikaantumisennusteet voivat olla epätarkkoja. Tästä syystä käytännölliselle liitosten vikaantumisen arviointimenetelmälle on tarve. Tässä väitöskirjassa esitellään uusi komponenttien juotosliitosten arviointimenetelmä, jonka avulla voidaan muuntaa kiihdytetyn rasitustestauksen tulos vikaantumistaajuusarvioksi laitteen todellisessa käyttöympäristössä. Menelmässä hyödynnetään levytason rasitustestauksen tuloksia komponenttien kotelotyyppikohtaisiin vikaantumisennusteisiin. Menetelmää voidaan käyttää sellaisenaan arvioitaessa komponenttikoteloiden luotettavuutta todellisissa rasitus- tai tuoteympäristöissä. Väitöskirjassa esitellään myös uusi menetelmä vikaantuneiden liitosten kustannusten määrittämiseen, mikä auttaa myös uuden liitosteknologian kokonaiskustannusten arvioimisessa. Lisäksi väitöskirjatyössä osoitetaan, että liitosvikojen aiheuttamat kustannukset voivat olla erittäin korkeita, mikäli juotosliitoksiin kohdistuvat rasitukset ylittävät liitosten suunnitellun kestävyyden. Elektroniikan lyijyttömän valmistamisen myötä komponenttien, juotteen ja piirilevyn materiaalien yhteensopivuus korostuu. Väitöskirjatyössä osoitetaan, että yhteensopimattomien materiaalien käyttäminen komponenteissa voi johtaa komponentin liialliseen taipumaan kuumakonvektiojuottamisen aikana. Lisäksi esitellään menetelmä komponentin taipuman arvioimiseksi lämpötilan funktiona. Tässä väitöskirjassa esitellään uusi menetelmä, jolla voidaan arvioida komponenttien juotosliitosten vikaantumista ja vikaantumisen vaikutusta tuotteiden kokonaiskustannuksiin. Menetelmä perustuu kiihdytetyn rasitustestauksen tuloksiin, joita voidaan käyttää juotosliitosten vikaantumisten arvioimiseen tuotteen todellisissa käyttöolosuhteissa. Lisäksi väitöskirjatyössä on arvioitu juotosmateriaalin ja juotosaluemitoituksen vaikutusta juotosliitosten luotettavuuteen

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Matsumura, Shoichi. "A study of the second-language socialization of university-level students : a developmental pragmatics perspective." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0016/NQ56585.pdf.

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Tyler, Judith Mary. "Job satisfaction, occupational stress and opportunities for continuing professional education among second level (enrolled) nurses." Thesis, University of Hertfordshire, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.259617.

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Young, Ming-Yee Carissa. "Listening comprehension strategies used by university level Chinese students learning English as a second language." Thesis, University of Essex, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.336933.

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Mazwi, Ntombomzi Rose-May. "Complexity accuracy and fluency in task-based instruction for Xhosa second language at tertiary level." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51660.

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Thesis (MA)--Stellenbosch University, 2000.
Full text to be digitised and attached to bibliographic record.
ENGLISH ABSTRACT: This study explores a framework for the implementation of task-based instruction for Xhosa second language at tertiary level. Central to the task-based approach to second language learning are the goals of complexity, accuracy and fluency as outcomes. The principles of task-based instruction to syllabus design are examined as this approach to syllabus design is believed to provide an effective base for successful second language acquisition. Theoretical assumptions as propounded by vanous researchers are discussed paymg particular reference to the nature of second language learning and teaching pedagogy. Most linguists agree on the view that Universal Grammar is a constant background against which any language learning process takes place. Universal Grammar is also viewed as the faculty which influences second language acquisition. The study will explore the relationship between second language theory and pedagogy. The Communicative Language Teaching is advanced in this study as an appropriate method for teaching language. The task-based syllabus is discussed with reference to different syllabus types which exhibit tasks as a unit of analysis. The relationship between grammar pedagogy and taskbased methodology is illustrated. A range of communication tasks for Xhosa is presented as an example of a task-based course design and analysed according to a task typology to investigate the communicative value of each task type. Salient functions, notions and language structures are identified based on Xhosa communicative task dialogues. It is hoped that Xhosa second language teachers and researchers will pursue the approach that are advanced here and that they will be able to make a contribution to Xhosa second language course design. It is also hoped that this study has succeeded in dealing with aspects of Xhosa second language learning and that Xhosa teaching will benefit in a variety of respects.
AFRIKAANSE OPSOMMING: Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe Die studie ondersoek 'n raamwerk vir die implementering van taakgebaseerde onderrig vir Xhosa tweedetaal op tersiêre vlak. Die doelstellings van kompleksiteit, akkuraatheid en vlotheid is sentraal aan die taakgebaseerde benadering tot tweedetaalleer. Die studie sal die beginsels van taakgebaseerde onderrig tot sillabusontwerp ondersoek aangesien hierdie benadering algemeen beskou word as 'n doeltreffende basis vir suksesvolle tweedetaalleer. Die studie sal voorts die teoretiese aannames bespreek wat deur verskillende navorsers gemaak is met betrekking tot die aard van tweedetaalleer en onderrigmetodologie. Die meeste taalkundiges is dit eens dat Universele Grammatika 'n konstante basis is waarop tweedetaalleer plaasvind. Universele Grammatika word beskou as die mentale fakulteit wat tweedetaalleer beïnvloed. Die studie salook die verwantskap tweedetaalteorie en onderrig bespreek. Die kommunikatiewe taalonderrigbenadering word aangevoer in die studie as die mees gepaste metode vir taalonderrig. Die taakgebaseerde sillabus sal bespreek word met verwysing na verskillende sillabustipes wat die taak as eenheid vir analise vertoon. Die verwantskap tussen grammatika-onderrig en taakgebaseerde metodologie sal geïllustreer word. 'n Verskeidenheid kommunikatiewe take in Xhosa sal bespreek word as 'n voorbeeld van eenhede in kommunikatiewe kursusontwerp, en die take sal geanaliseer word om die kommunikatiewe aard van elke taak te ondersoek. Prominente taalfunksies, -begrippe en taalstrukture sal geïdentifiseer word vanuit die Xhosa kommunikatiewe taak-dialoë. Die hoop word uitgespreek dat onderwysers en navorsers van Xhosa tweedetaal die benadering wat in hierdie studie ondersoek is verder salontgin, en dat hulle in staat sal wees om 'n bydrae te maak tot kommunikatiewe kursusontwerp. Die studie poog om ook aspekte van Xhosa tweedetaalleer te identifiseer wat die onderrig van Xhosa tot voordeel kan strek in verskillende opsigte.

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Gu, Mingyue. "The discursive construction of English language learners' motivation in China a multi-level perspective /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38895456.

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Gensler, Amanda M. "The Perceptions and Practices of Culturally Responsive Teaching of College Level ESL Instructors." University of Findlay / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1595924487057522.

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Pettersson, Mona, and Fredrik Stöckel. "Everyone is invited : How access to development tools influences innovation democracy and bridges the digital divide." Thesis, Umeå universitet, Institutionen för informatik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-122513.

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Indie studios, which used to have a challenging time creating and releasing games, are on the rise. In the past, these studios have had a hard time getting their hands on useable tools. Indie developers at the time had to work with basic tools in order to create games less technologically advanced. This created a gap between triple-A and indie studios that, at the time, was widely disregarded. This stands as the lens for our study. We begin by conducting a prestudy that looks at the statistics behind games on steam. After this we form our interview questions and conducted both standardized open-ended interviews as well as surveys. The data collected suggest that there is a correlation between the availability of ease-of-use tools and content created. In our discussion we bring forth ideas about how this may help reduce the knowledge gap, and nurture the online innovation democracy.

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Grahl, Larissa. "L1 and L2 Reading Behaviors by Proficiency Level: An English-Portuguese Eye-Tracking Study." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/8547.

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The process of reading in a second language is an under-studied area of research on second language processing. Researchers have found similarities and differences between first- and second-language reading (Koda, 2007; Artieda, 2017; Walter, 2007), and many believe that readers’ successful reading behaviors in their L1 reflect their reading patterns in the L2 (Yamashita, 2007; Cummings, 1991; Sparks & Ganschow, 1995). Others claim that a certain threshold level of L2 language proficiency is necessary before L1 reading ability transfers to L2 reading (Clark, 1978; Cummings, 1991). Eye tracking technology has enabled researchers to investigate early and late reading measures, the former associated with word recognition, and the latter with text integration (Rayner, 1998). However, research has not yet found much evidence for the effect of different proficiency levels in second-language reading behavior. This study builds from the aforementioned reading hypotheses and investigates whether multiple reading proficiency levels impacted reading behaviors of 37 Portuguese learners with native English backgrounds, with the use of eye-tracking technology. Participants read the same amount of passages in Portuguese (their L2), and in English (their L1), each of which ranged from Intermediate to Superior levels, and was followed by comprehension questions. Results indicate that, as expected, participants read faster in their first language and slower in their second language. Unexpectedly, proficiency level did not reveal significant effects on readers’ reading behaviors on their first or second languages.

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Janopoulos, Michael. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1273083962.

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White, Alicia Kate. "Cognition in Context: How Learning Environment, Word Grouping, and Proficiency Level Affect Second Language Vocabulary Acquisition." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1430754940.

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Janopoulos, Michae. "The role of comprehension in holistic evaluation of second language writing proficiency at the university level /." The Ohio State University, 1987. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487327695621887.

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Mestre, i. Mestre Eva María. "Error in the learning and teaching of english as a second language at higher education level." Doctoral thesis, Universitat Politècnica de València, 2011. http://hdl.handle.net/10251/11277.

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Linguistic error has proven to be a recurrent area of interest for researchers. There exist several types of approaches to error; some studies have focused on specific errors, such as grammatical errors, others on more general or exogenous issues, such as the perception of error of the group object of study, etc. From the point of view of methodology, some have been dedicated to the definition and description of error, while others have studied the identification of erroneous uses of language. Several proposals for error categorisation have also been propounded. In the case of error production in languages foreign to the speaker, the learning factor must also be included. Some authors have focused on the underlying reasons, questioning if the cause for errors rests upon an inadequate teaching method, or the actual teacher, or even if the cause is intrinsic to any learnt language, as opposed to the Mother Tongue. From the principle that it is possible to improve the language proficiency level of students by looking at the errors produced, this doctoral dissertation studies pragmatic error in the production of written English. In addition, it includes pedagogic perspectives that introduce a Second Language to potential speakers and the European Framework of Reference. The thesis is structured as follows: the first part is dedicated to a theoretical justification of the research, with an introduction to Pragmatics, Error Analysis, Contrastive Analysis, Second Language Acquisition -in particular the Communicative Approach- and the European Framework for Languages. The third chapter is dedicated to the objectives. Chapter 4 explains the methodology used for data processing and analysis. The results are explained in chapter 5 and chapter 6 presents the conclusions derived from these. To begin with, a proposal for error analysis and identification is presented. This takes into account error distribution and classification and language levels proposed in the Common Europea Framework of Reference for Languages as an open tool for the analysis of errors investigated.
Mestre I Mestre, EM. (2011). Error in the learning and teaching of english as a second language at higher education level [Tesis doctoral no publicada]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/11277
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Oxford, Raquel Malia Nitta. "Effects of Technology-Enhanced Language Learning on Second Language Composition of University-Level Intermediate Spanish Students." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4688/.

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Today's global culture makes communication through writing in a foreign language a most desirable tool to expand personal and professional relations. However, teaching writing is a complex, time-consuming endeavor in any language. Foreign language teachers at every level struggle to fit writing into an already full curriculum and need the most effective methods and tools with which to teach. Technology may provide a viable scaffold to support writing instruction for teachers and students. The purpose of this research was to determine any benefits of weekly/structured, in-class, computer-assisted grammar drill and practice on the composition quality and quantity of intermediate university Spanish learners. A related purpose was to determine whether students who participated in such practice would access a computer-based writing assistant differently during writing than students without the treatment. The research design was a nonequivalent groups pretest-posttest design. Fifty-two subjects' compositions were graded with both holistic and analytic criteria to analyze composition quality and quantity, and statistical analyses assessed interactions of treatment and effects. The computer-based Atajo writing assistant, which could be accessed during composition, had a logging feature which provided unobtrusive observation of specific databases accessed by each student. There were no statistically significant differences found between the two groups in overall composition scores or in subscale scores. Improvements across time were observed in composition performance for both the experimental and control groups. The implementation of computer-based grammar and vocabulary practice did show a small to moderate positive effect; that is to say, students who received weekly, structured computer grammar and vocabulary practice had higher scores for composition quality and quantity on the posttest measure and accessed the databases less than the control group. The consistent positive trends in the composition data results intimate that over a more extended period of time, computer-based grammar instruction might enhance the quality and quantity of written composition in the foreign language classroom.

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Hishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.

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This project serves as a resource for kindergarten ESL educators to explore more creative multisensory teaching strategies. The five methodologies presented are Neurolinguistic Programming, Suggestopedia, music, storytelling and Total Physical Response.

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Han, Seoung-Hoon. "Improving reading skills in college-level English instruction in Korea." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1452.

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Erlacher, Marisol Solarte. "Effects of acculturation and ethnic identity level on ego identity development in second-generation Mexican American adolescents." Theological Research Exchange Network (TREN) Access this title online, 2004. http://www.tren.com.

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Desmond, John A. "Perceptions of leadership among head teachers of Catholic second level schools in Cork city and East Cork." Thesis, University of Hull, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.431024.

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Dissertations / Theses on the topic 'Second level'

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