Early interaction: freshman engineering student and industry

AbstractThe paper reports on a study that aims to gain an understanding of how senior engineering design students engage and attain throughout the various stages of the design process during a major design project. Following a literature review it sets out to answer 3 main research questionsQ1. Do students engage more with certain stages of the design process during major project work?;Q2. Do students attain better during certain phases of the design process during major project ?Q3. Is there a difference in this attainment between year groups of the same degree programme ?The methodology adopted employs an analysis of marks and an online questionnaire to collect data. Patterns and trends in how senior BEng and MEng Product Design Engineering students engage and attain within the design process are presented, identified and discussed and in turn used to inform reflection on the research questions set.

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Integrated project-based learning (IPBL) implementation for first year chemical engineering student: DIY hydraulic jack project

Education for Chemical Engineers ◽

10.1016/j.ece.2020.12.002 ◽

2021 ◽

Vol 35 ◽

pp. 54-62

Author(s):

Muhammad Syafiq Hazwan Ruslan ◽

Muhammad Roil Bilad ◽

Mohd Hilmi Noh ◽

Suriati Sufian

Keyword(s):

Chemical Engineering ◽

Project Based Learning ◽

First Year ◽

Engineering Student ◽

Hydraulic Jack ◽

Integrated Project

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Event-related potentials suggest early interaction between syntax and semantics during on-line sentence comprehension

Neuroscience Letters ◽

10.1016/j.neulet.2005.04.076 ◽

2005 ◽

Vol 384 (3) ◽

pp. 222-227 ◽

Cited By ~ 34

Author(s):

Maria Palolahti ◽

Sakari Leino ◽

Markus Jokela ◽

Kreetta Kopra ◽

Petri Paavilainen

Keyword(s):

Sentence Comprehension ◽

Event Related Potentials ◽

Related Potentials ◽

On Line ◽

Early Interaction

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The acquisition of lexical tones by Cantonese–English bilingual children

Journal of Child Language ◽

10.1017/s0305000918000260 ◽

2018 ◽

Vol 45 (6) ◽

pp. 1357-1376 ◽

Cited By ~ 2

Author(s):

Peggy Pik Ki MOK ◽

Albert LEE

Keyword(s):

Stress Pattern ◽

Bilingual Children ◽

Phonological Development ◽

Lexical Tones ◽

English Bilingual ◽

Pitch Pattern ◽

Linguistic Transfer ◽

Auditory Analysis ◽

Early Interaction ◽

Time Point

AbstractPrevious studies on bilingual children found intact tonal development at the initial stages of interaction between Cantonese and English in successive bilingual children, whereas children exposed to both languages from birth have not been studied in this regard. We examined the production of Cantonese tones by five simultaneous bilingual children longitudinally at 2;0 and 2;6, and compared them with age-matched monolingual children using auditory analysis. Our results showed that some bilingual children had a delay at 2;0, compared to their monolingual peers. Some bilingual children also exhibited a ‘high–low’ template in their production, resembling the pitch pattern of English trochaic words. These findings suggest a possible early interaction of the Cantonese and English prosodic systems in which bilingual children adopted the English stress pattern in Cantonese production. The time-point along the trajectory of phonological development is important in modulating whether cross-linguistic transfer can be observed.

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