Dissertationen zum Thema „Syllabit“
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Boatenreiter, Maryana Ruth. „"Did you Read the Syllabus?" Twitter Did: Public Syllabi and Activist Writing Pedagogy“. Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1564500466476402.
Der volle Inhalt der QuelleSausset, Solen. „La syllabe dans la production écrite de mots“. Thesis, Poitiers, 2013. http://www.theses.fr/2013POIT5015/document.
Der volle Inhalt der QuelleThis research aims at specifying the processing level at which the syllable is involved during handwriting, the role that it plays, as well as the dynamics of its activation. In the first experimental chapter, we explore about relations between syllable activation and graphomotor processing. Our results show that syllable activation and graphomotor processing appear to be distinct (Experiments 1a and 1b), and that the dynamics of syllable activation vary as function of graphomotor constraints when these constraints are very strong. The relations between syllable activation and spelling are addressed is the second experimental chapter. The results show that both processes are distinct (Experiment 3a and control), and that the dynamics of syllable activation change according to spelling constraints, studied here via lexical frequency (Experiment 3b). Taken together, all these data support the assumption that syllables are activated between spelling and graphomotor processing, i.e., in the graphemic buffer. These results are discussed in a cascade model of handwriting, in which might be integrated a specific level of processing devoted to the syllable
Terentianus, Maurus Beck Jan-Wilhelm. „Terentianus Maurus, De syllabis“. Göttingen : Vandenhoeck & Ruprecht, 1993. http://books.google.com/books?id=wDBoAAAAMAAJ.
Der volle Inhalt der QuelleAnhang 1: 'Grammatikerstellen zum S': p. [588] - 591 -- Anhang 2: 'Reproduktionen des der "editio princeps" vorausgehenden Briefes von GALBIATE und der Verse 274 - 1321 aus dem Exemplar der Fürstlich Fürstenbergischen Hofbibliothek Donaueschingen (Inc. 463)': p. [592] - [621]. Includes bibliographical references and index.
Moreland, Amy L. „General Biology Lecture and Laboratory Curriculum Outline in a Two or Four-Year College“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2559/.
Der volle Inhalt der QuelleKumar, Rasika S. „Multi-syllabic DNA motif discovery“. Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/36789.
Der volle Inhalt der QuelleIncludes bibliographical references (leaves 75-78).
This paper describes a method for finding multi-syllabic motifs in a genome. It expands on the algorithm developed by Takusagawa, et al[1, 2] that uses data from Chromatin Immuno-Precipitation (ChIP) experiments to isolate regions that have a given motif. The Takusagawa method uses an enumeration method to search for motifs in both positive and negative intergenic regions in order to determine the statistical significance of the results. Our algorithm also uses enumeration to find motifs that have gaps between the different sub-motifs, or syllables. This thesis also describes a method to calculate the significance of each motif and tests this method via Monte Carlo simulations on random test sets. The significant motifs found using this algorithm are verified against consensus motifs found in the literature.
by Rasika S. Kumar.
M.Eng.
Parana, Jeanne Marie Feder. „Lexical syllabus“. reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.
Der volle Inhalt der QuelleMata, Pereira Miguel. „Le rôle de la syllabe dans la psycho-socio-genèse de l’écrit : le cas du portugais“. Thesis, Toulouse 2, 2011. http://www.theses.fr/2011TOU20113/document.
Der volle Inhalt der QuelleOur research is a socio-constructiviste contribution to the understanding of spelling acquisition in Portuguese. Specifically, we are interested in the role of the syllable in this process. Traditionally, syllabic spellings have been seen as an attempt put forward by children in order to connect speech and print. Nevertheless, the existence of a universal syllabic period has been contested by recent research. It seems that syllabic spellings are dependent of contextual constrains, such as the proprieties of the language of acquisition or the type of didactic activities conducted at kindergarten classrooms.The goal of this research is to study the relationship between the contextual constrains and syllabic spellings. In order to do it, we have conducted five empirical studies: in the first study, we analyze the spellings produced by Portuguese-preschool-children, and also the different procedures and mechanisms put forward to spell. In the second study, we investigate the type of didactic practices carried out around syllables by Portuguese kindergarten teachers. In the third study, we are interested in the relationship between didactic context and syllabic spellings. In the fourth study, we analyze the relationship between the linguistic context, namely the syllabic structure and the number of syllables, and syllabic spellings. Finally, in the fifth study, we have conducted an experimental didactic intervention intended to encourage children to produce syllabic spellings. The results obtained in all this studies indicate that syllabic spellings are heavily dependent on contextual constrains. Spelling acquisition in Portuguese should be considered as a developmental process with a psycho-social-genetic nature, in which the syllable plays a determinant role
Edwards, Gail G. (Gail Graham). „A Two Semester Life Science Syllabus for Use in Texas Public Schools with Seventh Grade Students“. Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc279246/.
Der volle Inhalt der QuelleTakahashi, Toyomi. „Syllable theory without syllables“. Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406644.
Der volle Inhalt der QuelleSolopova, Elizabeth. „Studies in Middle English syllabic verse before Chaucer“. Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.240327.
Der volle Inhalt der QuelleAl-Otaibi, Abdulhadi S. „Arabic speech processing : syllabic segmentation and speech recognition“. Thesis, Aston University, 1988. http://publications.aston.ac.uk/8064/.
Der volle Inhalt der QuelleMalan, Roxanne. „Syllabic tone variation by Sepedi speakers with dysarthia“. Diss., University of Pretoria, 2016. http://hdl.handle.net/2263/60384.
Der volle Inhalt der QuelleDissertation (M Communication Pathology)--University of Pretoria, 2016.
Speech-Language Pathology and Audiology
M Communication Pathology
Unrestricted
Rundqvist, Johan. „Modified tool for analyzing syllabi at Karlstad University“. Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84218.
Der volle Inhalt der QuelleArias, Beatriz. „Grupos consonánticos cultos en el siglo XVI y XVII: ¿representación fonémica o norma gráfica?“ Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/100139.
Der volle Inhalt der QuelleThis paper examines the graphic representation of some consonant groups considered educated in the colonial Mexican Spanish in documents, charts and orthographies from XVI and XVII centuries. As of this work, it has been possible the registration of some different types of graphic representations for the consonants in implosive position, they are similar to the ones registered in the popular language of this zone. This research offers two striking points. On one side, it demonstrates that the graphic study of novo-Hispanic documents provides clues about the “realization” of the educated groups from the period under scrutiny. On the other hand, I conclude that many of these phenomena occur in the outlines of the syllable, specifically in the coda, and that they are very similar to those found in the popular speech of Mexicans from the XXI.
Winters, Alison Kit Ping. „Tu Fu and his nineteen hepta-syllabic regulated verses“. Thesis, University of British Columbia, 1989. http://hdl.handle.net/2429/28565.
Der volle Inhalt der QuelleArts, Faculty of
Asian Studies, Department of
Graduate
Paradis, Johanne Catherine. „The syllable structure of Japanese“. Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28262.
Der volle Inhalt der QuelleArts, Faculty of
Linguistics, Department of
Graduate
Sen, Ranjan. „Syllable and Segment in Latin“. Thesis, University of Oxford, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517335.
Der volle Inhalt der QuelleStewart, Darryl William. „Syllable based continuous speech recognition“. Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325993.
Der volle Inhalt der QuelleDAVIS, STUART MICHAEL. „TOPICS IN SYLLABLE GEOMETRY (PHONOLOGY)“. Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/187997.
Der volle Inhalt der QuelleTurk, Cathy Christine. „Syllabus for Advanced Placement Biology“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2203/.
Der volle Inhalt der QuelleSardo, Claudia Estima. „An EFL student-generated syllabus“. reponame:Repositório Institucional da UFSC, 1993. https://repositorio.ufsc.br/xmlui/handle/123456789/157786.
Der volle Inhalt der QuelleMade available in DSpace on 2016-01-08T18:04:13Z (GMT). No. of bitstreams: 1 95701.pdf: 2994303 bytes, checksum: d8e166a784bc3aa673478453bde9c7cd (MD5) Previous issue date: 1993
Na área de estudos da aquisição de uma segunda língua, os pesquisadores têm discutido a respeito dos insumos linguísticos sob duas pespectivas: do tipo e seu efeito na aprendizagem. Quanto ao tipo de insumos, a literatura tem abordado, entre outros aspectos, o discurso do professor, a fala modificada, o maternales, livros texto e matérias de ensino autênticos. A relação entre insumos que são gerados espontaneamente pelos alunos. O objetivo deste estudo é observar o insumo gerado por um grupo de alunos quando aprende inglês através do método comunitário. Os dados indicam que os alunos deram pouca atenção à expansão do vocabulário e à análise gramatical de estruturas. O método mostrou-se estimulante para a aprendizagem e os resultados mostram que o grupo estava pronto para assumir as suas próprias responsabilidades na criação dos insumos necessários para a aprendizagem.
Harper, Kasey. „Genetics Lecture and Laboratory Syllabus for a Junior-Level Course“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc278031/.
Der volle Inhalt der QuelleMolinu, Lucia. „La syllabe en sarde“. Université Stendhal (Grenoble), 1998. http://www.theses.fr/1998GRE39045.
Der volle Inhalt der QuelleThe goal of our research is to describe to sardinian syllabic structure. We follow the framework of theory of constraints and repair strategies. In chapter 1 we propose a definition of syllable particularly from phonology standpoint. In chapter 2 we analyse the function of constraints in theory of constraints and repair strategies, in optimality theory and in declarative phonology and the principles of segments licensing: government and binding. In chapters 3-5, we examine a set of phenomena concerning syllabification constraints (/j/ renforcement in onset position), and segments structure constraints (process of spreading, debuccalisation or deletion). In chapter 6 we analyse the /r/ metathesis
Chi, Man-yu. „Incidence of backing affecting syllable-initial and syllable-final consonants in normal Cantonese-speaking children /“. Click to view the E-thesis via HKUTO, 1998. http://sunzi.lib.hku.hk/hkuto/record/B36209636.
Der volle Inhalt der Quelle"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 30, 1998." Also available in print.
Tung, Yao-Tsu. „A Case Study of Undergraduate Course Syllabi in Taiwan“. Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc28487/.
Der volle Inhalt der QuelleZhang, Caicai. „A phonetic study of the syllabic constituents in Lengshuijiang dialect /“. View abstract or full-text, 2009. http://library.ust.hk/cgi/db/thesis.pl?HUMA%202009%20ZHANG.
Der volle Inhalt der QuelleRobinson, Cory S. „A Statistical Approach to Syllabic Alliteration in the Odyssean Aeneid“. BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4199.
Der volle Inhalt der QuelleLee, Kit-mei Gloria, und 李潔媚. „Syllable fusion in Cantonese connected speech“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B30253494.
Der volle Inhalt der QuelleLeSourd, Philip S. „Accent and syllable structure in Passamaquoddy“. Thesis, Massachusetts Institute of Technology, 1988. http://hdl.handle.net/1721.1/14451.
Der volle Inhalt der QuelleHowitt, Andrew Wilson. „Automatic syllable detection for vowel landmarks“. Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/86617.
Der volle Inhalt der QuelleIncludes bibliographical references (p. 192-200).
by Andrew Wilson Howitt.
Sc.D.
LeSourd, Philip S. „Accent and syllable structure in Passamaquoddy /“. New York ; London : Garland, 1993. http://catalogue.bnf.fr/ark:/12148/cb374027980.
Der volle Inhalt der QuelleRedford, Melissa Annette. „An articulatory basis for the syllable /“. Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
Der volle Inhalt der QuelleDecroo, Kenneth Louis. „Creating a student accessible online syllabus“. CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1737.
Der volle Inhalt der QuelleGustafsson, Lisa. „The development of Swedish syllabi of English in the past 50 years“. Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-12857.
Der volle Inhalt der QuelleColtekin, Cagri. „From syllable to meaning: effects of knowledge of syllable in learning the meaning bearing units of language“. Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12608305/index.pdf.
Der volle Inhalt der Quelles success has been tested against a second model that has been trained with the same corpus segmented at morpheme boundaries. The lexicons learned by both models have been found to be similar, with an exact overlap of 71%.
Shepherd, Hazel Kennedy Larry DeWitt. „A content analysis of course syllabi in elementary teacher preparation“. Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633426.
Der volle Inhalt der QuelleTitle from title page screen, viewed May 25, 2006. Dissertation Committee: Larry Kennedy (chair), John Godbold, John Goeldi, William Tolone. Includes bibliographical references (leaves 98-103) and abstract. Also available in print.
Sederstrom, Olivia Marie. „Communicating Performance: First-Year Writing Syllabi as Rhetorical Contact Zones“. Thesis, Virginia Tech, 2019. http://hdl.handle.net/10919/91189.
Der volle Inhalt der QuelleMaster of Arts
Syllabi are an integral part of any college experience and an understanding for how the genre functions on a rhetorical level is an under-researched area in the field of higher education. Using the tools of rhetorical analysis—looking at language and genre structures—I gathered a selection of 25 First-Year Writing syllabi within the Department of English at Virginia Tech to help address this concern of a lack of research. Using qualitative research methods—specifically those dealing with language and genre coding—I worked through my syllabi selection to ascertain how the genre functions rhetorically. Using Mary Louise Pratt’s idea of the “contact zone” as well as Rhetorical Genre Theories and Actor-Network Theory, I argue that beginning with an understanding for how the genre of syllabi function rhetorically will also help us understand how the genre can be communicative, in the sense that it sends a message, as well as performative.
Pereira, RogÃria Costa. „EstratÃgias de reformulaÃÃo da estrutura silÃbica complexa na interlÃngua de aprendizes brasileiros do alemÃo como lÃngua estrangeira“. Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=18595.
Der volle Inhalt der QuelleA presente pesquisa objetivou investigar as estratÃgias de reformulaÃÃo de constituintes silÃbicos complexos na interlÃngua de brasileiros aprendizes do AlemÃo como LÃngua Estrangeira (ALE). Nossa hipÃtese bÃsica prevà que estes aprendizes possuem dificuldades na produÃÃo de ataques iniciais e codas finais do ALE, desenvolvendo diferentes estratÃgias para acomodar estas estruturas ao molde silÃbico do PB. Pressupondo a estrutura da sÃlaba em constituintes (SELKIRK, 1987), comparamos as fonotÃticas do alemÃo e do PB, constatando que o alemÃo aceita constituintes silÃbicos complexos com atà quatro consoantes (HALL, 1992a, 1992b, 2000; RAMERS e VATER, 1995; WIESE 1996 e YU 1992a, 1992b); e que o PB apresenta mais restriÃÃes e uma estrutura menos complexa, com ataques constituÃdos por atà dois segmentos e por codas simples (BISOL 1999, MATEUS e dâANDRADE, 1998 e 2000). Neste contexto, a InterlÃngua (SELINKER, 1972) se apresenta como conceito-chave, a qual entendemos como uma lÃngua natural, sistemÃtica e emergente de um processo complexo e dinÃmico, que se desenvolve autonomamente por falantes nÃo-nativos de uma LE em seu processo de aquisiÃÃo/aprendizagem, objetiva a comunicaÃÃo estratÃgica e sofre adaptaÃÃes a partir da testagem de hipÃteses acerca da LE e eventos de interaÃÃo (CORDER, 1978; MUCKAY, 2012 e RUTHERFORD, 1984). Investigamos a IL de dezoito brasileiros adultos em trÃs experimentos. Analisamos transversalmente cinco tipos de ataque e nove de coda, constituÃdos por atà quatro consoantes, e elegemos como variÃveis o nÃvel de proficiÃncia dos aprendizes, a mudanÃa de estilo (LIN, 2001, 2003) e a marcaÃÃo do constituinte (GREENBERG, 1966b; TROPF, 1987). Discutimos os resultados baseados no Modelo OntogÃnico-FilogÃnico (MAJOR, 2001), em achados de pesquisas acerca da aquisiÃÃo da estrutura silÃbica do InglÃs por brasileiros, e do ALE por espanhÃis (TROPF, 1987; TRUJILLO, 2001). Os resultados revelaram que a frequÃncia de modificaÃÃo de clusters apresenta correlaÃÃo com os fatores tarefa e nÃvel de proficiÃncia: quanto mais formal a tarefa e avanÃado o aprendiz, menos modificaÃÃes ocorrem. A influÃncia da marcaÃÃo silÃbica e dos universais linguÃsticos foi constatada para a coda, tipologicamente marcada, sendo mais frequentemente modificada que o ataque. Algumas hipÃteses foram corroboradas somente para o ataque: houve uma maior frequÃncia de modificaÃÃes na estrutura mais longa que na curta; e as estruturas que violam o princÃpio de sonoridade foram mais frequentemente reformuladas que aquelas que o obedecem. Nestes casos, as diferenÃas percentuais na coda nÃo sÃo estatisticamente relevantes. Exploramos, ainda, a correlaÃÃo dos mesmos fatores na seleÃÃo de trÃs tipos de estratÃgia: o apagamento de segmentos, a vocalizaÃÃo da lateral e a epÃntese por prÃtese, anaptixe e paragoge. Confirmamos que o nÃvel de proficiÃncia tem influÃncia na seleÃÃo da estratÃgia de modificaÃÃo, com a epÃntese sendo mais selecionada por iniciantes que por intermediÃrio-avanÃados. Na lista de palavras, foram produzidas mais epÃnteses que na lista de frases; o ataque à especialmente modificado atravÃs da epÃntese por prÃtese, mostrando a coda maior correlaÃÃo com a proficiÃncia: iniciantes usam paragoge e intermediÃrio-avanÃados o apagamento ou o paragoge.
Yap, Ngee Thai. „Modeling syllable theory with finite-state transducers“. Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 279 p, 2006. http://proquest.umi.com/pqdweb?did=1179954391&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.
Der volle Inhalt der QuelleLaubstein, Ann Stuart. „The nature of the production grammar syllable“. Thesis, University of Ottawa (Canada), 1985. http://hdl.handle.net/10393/4620.
Der volle Inhalt der QuelleCahill, Lynne Julie. „Syllable-based morphology for natural language processing“. Thesis, University of Sussex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386529.
Der volle Inhalt der QuelleJensen, Michael J. „Special operations aerial mobility vehicle training syllabus“. Thesis, Monterey, California: Naval Postgraduate School, 2013. http://hdl.handle.net/10945/38957.
Der volle Inhalt der QuelleThis project extends research initiated by Major Dave Kenney into Special Operations Forces use of light-sport aircraft to gain an operational advantage over known and potential adversaries. Major Kenneys December 2012 masters thesis concluded that Special Operations Air Mobility Vehicles (SOAMV) enabled a proven doctrine for sustainable circumvention of anti-access and area-denial technologies. This conclusion sparked intense interest across USSOCOM and created demand for a feasible SOAMV program. This project represents a first step toward establishing a SOAMV program for USSOCOM by researching and developing a safe, effective, and efficient training protocol for training SOAMV fliers. If a full-scale program is not immediately required, building an established protocol will precisely define the cost and time required to build a SOAMV-capable force if needed. This syllabus project blends USSOCOM training standards with existing proven programs (Federal Aviation Administration Regulations) and adds military Tactics, Techniques, and procedures.
Preston, E. Lynn. „Syllabus Outline for Genetics Lecture and Laboratory“. Thesis, University of North Texas, 1999. https://digital.library.unt.edu/ark:/67531/metadc2241/.
Der volle Inhalt der QuelleSchulz, Leslie. „Anatomy and Physiology Syllabus for Community Colleges“. Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2500/.
Der volle Inhalt der QuelleLaw, Thomas Ka Tung. „Stuttering in a Syllable-Timed Tone Language“. Thesis, University of Sydney, 2020. https://hdl.handle.net/2123/22882.
Der volle Inhalt der QuelleBurov, Ivaylo. „Les phénomènes de Sandhi dans l'espace gallo-roman“. Phd thesis, Université Michel de Montaigne - Bordeaux III, 2012. http://tel.archives-ouvertes.fr/tel-00807535.
Der volle Inhalt der QuelleDemir, Ema Kristina. „English Textbooks in Sweden : Textbook Choice, Evaluation and the English Syllabi“. Thesis, Stockholm University, Department of English, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-37260.
Der volle Inhalt der QuelleLi, Chonghui. „Syllabi reforms and their intended impact on English teaching and learning“. Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29390.
Der volle Inhalt der QuelleLevy, Andrea S. „Secondary mathematics teacher education : a methods course syllabus /“. Thesis, Connect to this title online; UW restricted, 2005. http://hdl.handle.net/1773/7636.
Der volle Inhalt der QuelleWong, Wai Yi Peggy. „Syllable fusion in Hong Kong Cantonese connected speech“. Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1143227948.
Der volle Inhalt der Quelle