Bibliografie tematiche / Syllabit

Letteratura scientifica selezionata sul tema "Syllabit"

Autore: Grafiati
Pubblicato: 27 luglio 2024
Ultima modifica: 29 luglio 2024

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Articoli di riviste sul tema "Syllabit"

1

Lobacheva, Marina V., e Svetlana V. Androsova. "ON THE STATUS AND MODIFICATIONS OF THE INTERNAL SYLLABLE STRUCTURE IN SYLLABIC LANGUAGES (BASED ON MANDARIN CHINESE)". Theoretical and Applied Linguistics, n. 3 (2017): 23–40. http://dx.doi.org/10.22250/2410-7190_2016_2_4_23_40.

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The current paper touches upon two points of view on syllable nature in syllabic languages that are widely observed in literature. According to the first one, the syllable can be described as a grouping of smaller elements using the terms "phoneme," "allophone", "vowel", "consonant" that apply to non-syllabic languages. The second one is to regard the syllable as a minimal paradigmatic unit, similar to the phoneme in the non-syllabic languages. The obtained results enable to assume that such syllable constituents variation in Chinese spontaneous speech that might be a reflection of a common tendency in the Chinese speech flow.
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2

Richmond, Aaron S., Robin K. Morgan, Jeanne M. Slattery, Nathanael G. Mitchell e Anna Grace Cooper. "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi". Teaching of Psychology 46, n. 1 (16 dicembre 2018): 6–15. http://dx.doi.org/10.1177/0098628318816129.

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Recent research suggests that designing a syllabus using learner-centered principles may increase students’ perceptions of their instructor on the characteristics of rapport, caring, helpfulness, willingness to seek help from the instructor, and student motivation. Typically, a learner-centered syllabus is one that presents a positive tone at the point of a student’s first contact with a course and describes collaborative opportunities, repeated opportunities for formative assessment, and a sense of ownership of the learning experience. In the present study, we assessed the learner-centeredness of 109 syllabi sampled from Project Syllabus. Analyses revealed these syllabi to be disproportionately learner-centered on almost all of the factors assessed. In addition, there were moderate to strong associations among learner-centered factors, syllabus length, and use of images in syllabi. Finally, results indicate that syllabi from Project Syllabus have become increasingly more learner-centered over a 19-year period. Implications for a model of learner-centeredness are discussed, including how learner-centered syllabi impact a student’s perceptions of teacher effectiveness and strategies for assessing learner-centeredness.
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3

Kamran, Umaima, Saira Maqbool e Lubna Umar. "Syllable Structure of Pakistani English in Phonological Theory". Volume V Issue I V, n. I (30 marzo 2020): 300–312. http://dx.doi.org/10.31703/gssr.2020(v-i).31.

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This article describes the syllable of Pakistani English (PE. It compares the syllable of PE with British English, in the light of concepts of syllabic (Chomsky and Halle, 1968), syllabification, template, syllable pattern, model of syllable structure, phonotactics and syllable weight. In the end, the following differences in syllabic phonology of PE and British English are summarized: In phonotactic constraints, one difference is found that is in the syllable of PE cluster of three consonants i.e. /s/, /p or t or k/, /l or r/ is allowed only in monosyllabic words, whereas word internally this cluster is not permissible. So, [ek.sklIUd] becomes [eks.klIUd] in PE; the weight of the syllable in PE is not only based on the quality of vowel but also the quality of consonant; in PE every syllable must contain vowel as a nucleus.
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4

Khattala, Asma. "EFL Teachers’ Involvement in Designing Higher Education Syllabi: Reality and Expectations Case of EFL Teachers in Setif 2 University, Algeria". Milev Journal of Research and Studies 7, n. 1 (30 giugno 2021): 434–48. http://dx.doi.org/10.58205/mjrs.v7i1.735.

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The motivation underlying this research is the indisputable importance of teachers’ involvement in contributing to the development of appropriate syllabi. Given that teachers interact directly with the syllabus through implementation without being involved in the design process, is likely to create a gap between expectations and reality. This study aims to clarify the actual situation of teachers’ involvement in designing higher education syllabi in Algeria by revealing whether or not they participate in the syllabus design process, and if so, what is the nature of their participation. 18 Permanent EFL teachers at Mohamed LamineDebaghineSetif 2 university volunteered to undertake the study by answering a questionnaire with both limited-scale and open-ended questions. Findings revealed that teachers’ role in syllabus design is overlooked. Teachers are considered as mere implementers of the syllabi which come from the top. Despite this, they believe to have a voice to contribute beyond the classroom, especially that they recognize several issues in the current syllabi. Referring to teachers only at the final stages of syllabus design (i.e., implementation) may negatively impact syllabi adequacy and the overall efficacy of the educational system. Hence, the study proposed some recommendations as to make room for teachers’ voice.
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5

Strimel, Morgan, e Jason Northrup. "Syllabus Statements: A Point of Visibility for Disability Services". Journal of Postsecondary Student Success 2, n. 1 (27 ottobre 2022): 54–68. http://dx.doi.org/10.33009/fsop_jpss130566.

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Course syllabi are an important point of visibility for higher education disability services offices, lending importance to the presence and accuracy of disability and accommodations statements within them. The present study is a content analysis of course syllabi from a large Northern Virginia university from the Fall 2020 semester. Researchers collected syllabi from publicly available webpages—including department websites—resulting in a sample size of 61 syllabi with 58 disability/accommodation statements available for analysis. Researchers analyzed and coded syllabi for the presence of an accurate name and contact information for the institution’s disability services office, the accuracy of procedures for establishing accommodations, and the usage of the office’s pre-written disability/accommodation syllabus statement. Of the 58 syllabus statements, only 39.7% included completely accurate information related to disability services and accommodation-related procedures. Further, none of the syllabi in the sample used the syllabus statement(s) made publicly available by the university’s disability services office. The authors outline action items for disability services professionals and other campus stakeholders to leverage syllabi as a key point of visibility for disability services and ensure that students are provided with clear, concise, and accurate information necessary to establish accommodations entitled to them under federal law.
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6

Xu, Chenchen, Yen-Hwei Lin e Karthik Durvasula. "Sonority bias in Rugao di-syllabic syllable contraction". Proceedings of the Linguistic Society of America 3, n. 1 (3 marzo 2018): 28. http://dx.doi.org/10.3765/plsa.v3i1.4316.

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Two analyses, vowel sonority and the linear order of pre-contraction vowels, have been proposed to account for the vowel selection between two competing vowels in Chinese syllable contraction. An experiment was run to test whether sonority and/or linear order bias the vowel selection in Rugao syllable contraction. Our results confirmed the role of vowel sonority, and did not present supporting evidence for the linear order analysis. Sonority hierarchies along the dimensions of both height and centrality exhibit the same consistent and robust pattern, providing a new perspective to look at competing vowels in vowel-related phonological processes.
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7

Gin, Logan E., Rachel A. Scott, Leilani D. Pfeiffer, Yi Zheng, Katelyn M. Cooper e Sara E. Brownell. "It’s in the syllabus … or is it? How biology syllabi can serve as communication tools for creating inclusive classrooms at a large-enrollment research institution". Advances in Physiology Education 45, n. 2 (1 giugno 2021): 224–40. http://dx.doi.org/10.1152/advan.00119.2020.

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Syllabi are usually required by institutions of higher education and often are the first exposure that students have to a particular course. Instructors can use syllabi as a mechanism to convey important information to students. Moreover, a syllabus can be considered a tool to create inclusive biology courses by transmitting information to all students equitably. In this study, we examined 75 biology course syllabi collected from a research-intensive institution to examine what content instructors include. We reviewed the syllabi to determine the presence or absence of elements and assessed to what extent there were differences in the presence or absence of certain syllabus elements based on course level and course size. We found that instructors are most likely to include content about course expectations and least likely to include content about creating positive classroom climate on their course syllabi. Despite university requirements, many instructors did not include the university-mandated criteria and they did not include elements that could increase how inclusive students perceive the course to be. However, instructors more often included inclusive content when it was required by the university. We also found that students enrolled in upper level courses and small enrollment courses are provided with less content on their syllabi, which we would then interpret as a less inclusive syllabus. We discuss the implications of how these results may differentially impact students in these courses and how the syllabus can be a tool for creating more inclusive college biology courses.
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8

Farrow, Ben, Tom Leathem e Amna Salman. "Evaluation of Learner vs. Teacher Centered Syllabi in Construction Management Courses: An Initial Investigation". International Journal of Contemporary Education 5, n. 1 (15 dicembre 2021): 34. http://dx.doi.org/10.11114/ijce.v5i1.5403.

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Research indicates that retention and performance of undergraduate students increases when they perceive a cooperative and supportive educational community. The course syllabus is one of the first opportunities to influence student perception on their educational experience. Literature on syllabi suggests that learner-centered syllabi yield more positive student perceptions of teachers and the course as compared to traditional teacher-centered syllabi. Current research on the impacts of different syllabi constructs within construction education is lacking, and no studies could be found on whether these perceptions translate to student grades. This study used action research to better understand the impact of a learner-centered syllabus vs. a teacher-centered syllabus in an undergraduate construction management program. Student perception, faculty perception and student grades were measured between the learner-centered class and the teacher-centered class. The data was collected from four different classes, split among two courses, and taught by two faculty over the spring 2020 semester. Results suggested that the learner-centered syllabi appeared to motivate student engagement as well as impact both, the first impressions of the instructor and teacher-student relationship. However, it showed no difference in student grades.
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9

ÁLVAREZ, CARLOS J., GUACIMARA GARCÍA-SAAVEDRA, JUAN L. LUQUE e MARCUS TAFT. "Syllabic parsing in children: a developmental study using visual word-spotting in Spanish". Journal of Child Language 44, n. 2 (15 febbraio 2016): 380–401. http://dx.doi.org/10.1017/s0305000916000040.

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AbstractSome inconsistency is observed in the results from studies of reading development regarding the role of the syllable in visual word recognition, perhaps due to a disparity between the tasks used. We adopted a word-spotting paradigm, with Spanish children of second grade (mean age: 7 years) and sixth grade (mean age: 11 years). The children were asked to detect one-syllable words that could be found at the beginning of pseudo-words, with the boundary between the word and the remaining letters being manipulated. The end of the embedded word could either match the syllabic boundary (e.g. the word FIN in the pseudo-word FINLO, where the syllable boundary is between N and L) or not (e.g. FINUS, where the syllable boundary is located between I and N). The results showed that children of both grades were faster in the syllabic than the non-syllabic condition, and that the magnitude of this effect was the same regardless of reading ability. The results suggest an early universality in the use of syllables in Spanish, regardless of reading level.
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10

Nirwana. "PRONUNCIATION ERRORS IN SYLLABIC CONSONANTS (AN INVESTIGATION OF THE STUDENT'S PHONOLOGICAL UNDERSTANDING)". JLE: Journal of Literate of English Education Study Program 2, n. 2 (29 dicembre 2021): 55–67. http://dx.doi.org/10.47435/jle.v2i2.752.

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This research examined pronunciation errors in syllabic consonant sounds uttered by fourth-semester students in the English and literature departments. This study aimed to find out how fourth-semester students read the text and pronounce syllabic consonant sounds. The theories of English phonetics and phonology were proposed by Peter Roach and Corder's theory of error analysis. The data was gathered using the descriptive qualitative method. The researcher used the phone as an instrument to record herself reading aloud text. According to the findings, the students made three errors: addition, omission, and selection. First, they began using the schwa sound with long syllabic consonant words. Second, some syllables were removed, which was most common in the final syllable. Third, they identified where a syllable in a word should go because they heard a vowel sound that should not be there or a sound in a syllable that was in the wrong location. This mistake occurs in the middle and last syllables
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Tesi sul tema "Syllabit"

1

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.

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2

Sausset, Solen. "La syllabe dans la production écrite de mots". Thesis, Poitiers, 2013. http://www.theses.fr/2013POIT5015/document.

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L'objectif général de cette thèse est de préciser le niveau de traitement auquel la syllabe intervient au cours de la production écrite de mots, le rôle qu'elle joue, ainsi que la dynamique de mobilisation de cette unité. Dans le premier chapitre expérimental nous explorons les relations entre l'activation des syllabes et les traitements graphomoteurs. L'activation syllabique apparaît dissociée des traitements graphomoteurs (Expériences 1a et 1b), et la dynamique d'activation des syllabes est sous l'influence des contraintes qui pèsent sur ces traitements graphomoteurs uniquement quand les contraintes sont très fortes (Expériences 2a, 2b, 2c). Les relations entre l'activation des syllabes et le traitement orthographique font l'objet du deuxième chapitre expérimental. Nos résultats montrent que les deux processus semblent dissociés (Expérience 3a et contrôle), et que la dynamique d'activation des syllabes apparaît modifiée en fonction des contraintes orthographiques, étudiée ici à travers la fréquence lexicale (Expérience 3b). L'ensemble de nos données tend à confirmer l'idée selon laquelle les syllabes sont des unités mobilisées à l'interface des traitements orthographiques et graphomoteurs, i.e., dans le buffer graphémique. Ces résultats sont discutés dans le cadre d'un modèle en cascade de la production écrite, auquel il semble que nous ajoutons un niveau de traitement spécifique à la syllabe
This 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
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3

Terentianus, Maurus Beck Jan-Wilhelm. "Terentianus Maurus, De syllabis". Göttingen : Vandenhoeck & Ruprecht, 1993. http://books.google.com/books?id=wDBoAAAAMAAJ.

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Abstract (sommario):
Thesis--München, 1991.
Anhang 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.
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4

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/.

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In July of 1999, I wrote to 24 Texas junior and community colleges (and one four-year institution) describing my thesis agenda of a general biology lecture and laboratory syllabus for introductory biology students. I requested the titles and authors of the general biology textbooks and laboratory manuals they were currently using, the publishers of these texts, and the edition of said texts. I then contacted publishers of the various textbooks who, in turn, directed me to the Dallas-area representatives for further inquiries. I assimilated the various authors' general biology topics into a two-semester syllabus of lecture and one semester of laboratory. The document is not a text manuscript, but an all-inclusive listing of a general biology syllabus broken down by subject.
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5

Kumar, Rasika S. "Multi-syllabic DNA motif discovery". Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/36789.

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Thesis (M. Eng.)--Massachusetts Institute of Technology, Dept. of Electrical Engineering and Computer Science, 2005.
Includes 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.
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6

Parana, Jeanne Marie Feder. "Lexical syllabus". reponame:Repositório Institucional da UFPR, 2010. http://hdl.handle.net/1884/24503.

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7

Mata, 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.

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Notre recherche est une contribution socio-constructiviste à la compréhension de l’entrée dans l’écrit en portugais. Spécifiquement, nous nous intéressons au rôle de la syllabe dans ce processus. Traditionnellement, les écrits syllabiques sont entendus comme une tentative mise en œuvre par l’enfant apprenti-scripteur pour mettre en correspondance l’oral et l’écrit. Néanmoins, l’universalité d’une période syllabique de l’écrit a été contestée par des recherches récentes. Il semble que les écrits syllabiques sont dépendants de facteurs contextuels, tels que les caractéristiques de la langue d’apprentissage ou le type d’activités didactiques menées au sein des classes.L’objectif de cette thèse est l’approfondissement de la relation entre les facteurs contextuels et l’écriture syllabique. Pour ce faire, nous avons réalisé cinq études empiriques : dans la première étude, nous analysons les écrits produites par les élèves portugais de jardin d’enfants, tout comme les différentes procédures et mécanismes mobilisés pour y parvenir. Dans la deuxième étude, nous cherchons le type de pratiques didactiques mis en oeuvre autour de la syllabe par les enseignants portugais de jardin d’enfants. Dans l’étude trois, nous nous intéressons à la relation entre le contexte didactique et l’écriture syllabique. Dans l’étude quatre, nous analysons la relation entre le contexte linguistique, notamment la structure syllabique et le nombre de syllabes, et l’écriture syllabique. Finalement, dans la cinquième étude, nous menons une intervention didactique expérimentale pour inciter l’enfant à produire des écrits syllabiques.Les résultats obtenus dans l’ensemble de ces études indiquent que les écrits syllabiques sont fortement dépendants des facteurs contextuels. L’entrée dans l’écrit en portugais doit être considérée comme un processus développemental de nature psycho-socio-génétique, lors duquel la syllabe joue un rôle déterminant
Our 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
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8

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/.

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The problem of using a state adopted textbook written to apply to a large body of students with varying interests and needs was overcome by using a detailed syllabus that arranged course content in a meaningful sequence that appealed to student interest. The outlined syllabus prepared a two semester life science curriculum to be used by the teacher to guide lesson planning. Both semesters were divided into three units each. Materials included in the syllabus were given to actual student groups in real classroom settings. Since hands on learning was an important part of classroom instruction, two laboratory sections were included in the appendices to be used with the syllabus.
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9

Takahashi, Toyomi. "Syllable theory without syllables". Thesis, University College London (University of London), 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.406644.

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10

Solopova, 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.

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Libri sul tema "Syllabit"

1

Maurus, Terentianus. De syllabis. Göttingen: Vandenhoeck & Ruprecht, 1993.

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2

Northampton Festival of Music and Drama. Syllabus. Northampton: Northampton Festival of Music and Drama, 1989.

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3

Music, Royal Conservatory of. Syllabus. 2a ed. Mississauga, Ont: F. Harris Music, 1997.

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4

Society, Edinburgh Cine. Syllabus. Edinburgh: Edinburgh Cine Society, 1990.

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5

National Genealogical Society. Conference in the States. Syllabus. Nashville, Tenn: NGS, 1996.

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6

Club, Ladies Monday. Syllabus. [Edinburgh]: [Ladies Monday Club], 2002.

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7

Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1998.

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8

Barnes, Mike. The syllabus. Toronto, Ont: Porcupine's Quill, 2002.

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Foundation, Edexcel. GCSE syllabus. Mansfield: Edexcel, 1999.

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10

Vlavianos-Arvanitis, Agni. Bio-syllabus. Athens, Greece: Biopolitics International Organisation, 1992.

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Capitoli di libri sul tema "Syllabit"

1

Weik, Martin H. "syllabic companding". In Computer Science and Communications Dictionary, 1703. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18731.

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2

Agnihotri, Rama Kant. "Syllabic structure". In Hindi, 253–55. 2a ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003247968-46.

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3

Carley, Paul, e Inger M. Mees. "Syllabic consonants". In American English Phonetic Transcription, 40–45. Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003008088-10.

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Carley, Paul, e Inger M. Mees. "Syllabic consonants". In British English Phonetic Transcription, 39–44. Abingdon, Oxon; New York, N.Y.: Routledge, 2021.: Routledge, 2021. http://dx.doi.org/10.4324/9781003007890-10.

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Carley, Paul, e Inger M. Mees. "Syllabic consonants". In English Phonetics and Pronunciation Practice, 114–17. 2a ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003411338-22.

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6

Weik, Martin H. "syllable". In Computer Science and Communications Dictionary, 1703. Boston, MA: Springer US, 2000. http://dx.doi.org/10.1007/1-4020-0613-6_18732.

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7

Richlin, Laurie. "Syllabus". In Blueprint for Learning, 105–6. New York: Routledge, 2023. http://dx.doi.org/10.4324/9781003443292-26.

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Carley, Paul, e Inger M. Mees. "Practising syllabic consonants". In English Phonetics and Pronunciation Practice, 118–19. 2a ed. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003411338-23.

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"syllab | syllabe, n.¹". In Oxford English Dictionary. 3a ed. Oxford University Press, 2023. http://dx.doi.org/10.1093/oed/8236348123.

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Martin, Meredith. "Picturing Rhythm". In Critical Rhythm, 197–220. Fordham University Press, 2019. http://dx.doi.org/10.5422/fordham/9780823282043.003.0010.

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What might theories of syllabic prosody bring to bear on our readings of rhythm? Does syllabic meter even have a rhythm? If so, what might it have to do with imagism? This essay reads poems and poetic theories of Robert Bridges, from his early experiments in “Neo-Miltonic Syllabics” to its development into the long poem The Testament of Beauty. The essay then considers American prosodist Adelaide Crapsey, inventor of the five-line syllabic form the cinquain, and author of a scientific study of syllabics in poetry by Milton and others. Throughout the essay, William Carlos Williams’s contradictory remarks about rhythm and syllables are raised, and the essay opens and closes with a reading of “The Red Wheelbarrow” to ask whether syllabic meter might complicate the at once simplified and obfuscated field of so-called modernist rhythm.
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Atti di convegni sul tema "Syllabit"

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Svētiņa, Karīna, e Sanita Litiņa. "Syllabus and Learning Outcomes: A Case Study of Medical College Students’ And Lectures’ Experience". In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.23.

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Syllabus is an important document for higher education institutions. It is a normative requirement for the assessment of the quality and facilitates understanding between teachers and students on the course and requirements. An important section of syllabi is the learning outcomes that characterise what students need to be able to demonstrate after completing the course. The aim of this research is to find out to what extent students read syllabi, to find out students’ opinions about the learning outcomes to be achieved specified in the syllabus, as well as to analyse how lecturers introduce students to the content of the syllabus. The research consists of three stages: 1) compilation of statistics and analysis on the number of readings of syllabi; 2) analysis of students’ self-assessment of the learning outcomes to be achieved; 3) survey of lecturers on the process of the introduction of syllabi. In the results, it was concluded that in the 2nd academic year there are more students who have read the syllabi than in the 1st and 3rd academic year. It was discovered that 64% of students agree with the statement that the lecturer introduces the requirements of the study course and 56.5% of students agree that at the end of the study course they have achieved the learning outcomes specified in the syllabus. The results of lecturers’ surveys indicate that the vast majority 78.8.5% are convinced that only a few read the syllabi, 41.2% use the presentation, 5.9% create a separate report to introduce students to the syllabus and learning outcomes and 60.6% devote around 10 minutes to it. According to the obtained results, it would be necessary to encourage lecturers to devote more time when introducing students to the syllabus and to inform the lecturers about the feedback on the reading statistics of their syllabi.
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Van Goch, Merel M., Christel Lutz e Livia M. Untaru. "Developing a shared syllabus template as a living document of inclusive practices in a teaching and learning community". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12967.

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Inclusive teaching and learning is central to our educational mission. In this project, we used a whole-institution approach to make our institution’s inclusive objectives concrete and specific. We aimed to develop ways to capture our own community’s goals and objectives in a ‘living document’, a syllabus template in which insights from educational literature on diversity and inclusion are presented alongside the voices and practices of members of our own community of practice (CoP). We created the syllabus template by using the literature to list elements of inclusive design, inclusive delivery, inclusive assessment, and learning-focused syllabi, then identifying examples of those elements in syllabi of local experienced practitioners, and deepening the good practices in interviews with the experienced practitioners. The final syllabus template presents authentic practices from local syllabi, with explanations of the relevance of those examples and reference to educational literature, links to teaching tools, and contact-information for individual colleagues. The shared syllabus template deliberately situates academic development within the practice of the local CoP. We found that even the most experienced practitioners find it challenging to work on inclusive practices, which is all the more reason to stimulate a collaborative approach.
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Ismail, Rekan, e Nawsha Ghaleb. "12th International Conference on Educational Studies and Applied Linguistics". In 12th International Conference on Educational Studies and Applied Linguistics. Salahaddin University-Erbil, 2022. http://dx.doi.org/10.31972/vesal12.02.

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Minor changes and improvements have been made to syllabi in the universities in Erbil-Kurdistan over the years. Hence, this research aims to bring to light the need for student-centered syllabus in Erbil- Kurdistan. It further aims to find out the degree to which the syllabi of syntax class are student-centered, assess the items mentioned in the syntax syllabi, and identify the frequency range of the existing student-centered factors. Additionally, it identifies the items in the syllabi that need to be modified towards a more student-centered format. Document review is adopted as a quantitative research tool for collecting data. 15 syllabi of syntax class have been collected in 8 public and private universities in Erbil-Kurdistan. To assess the learner-centeredness of the collected syllabi, the researchers adapted Cullen and Harris’ (2009) rubric in accordance to the syllabi in the universities in Kurdistan. The results show that syllabi of syntax class in the public and private universities in Erbil-Kurdistan are teacher-centered to a high degree. Moreover, the findings also show that the syllabi of syntax class would sound more student-centered if teachers start working on certain elements in their syllabi, such as accessibility of teacher, learning rationale, teacher’s role, student’s role, grades, feedback mechanisms, and revision/redoing. The results will benefit all the teachers in Erbil-Kurdistan and show them a clear picture of the state of their syllabi in terms of student-centeredness and encourage them to work on certain aspects in their syllabi to design a more student-centered syllabus.
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Wang, Qing. "On the Progress of Phonemic Analysis of Chinese Word Syllables". In GLOCAL Conference on Asian Linguistic Anthropology 2020. The GLOCAL Unit, SOAS University of London, 2020. http://dx.doi.org/10.47298/cala2020.3-6.

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Sound notation of sinographs has been a problem since the sinographs were in use. For a long time there was no appropriate method to indicate the pronunciation of sinographs to learners. With the design of different methods of sinograph sound notation, such as Direct Notation, Fan-qie, the National Sound Notation Alphabet, the Scheme of the Chinese Phonemic Alphabet, the analysis of the Chinese word syllable has developed, with an increasingly delicated segmentation in the Chinese syllable. The latter three methods, which cut the Chinese word syllable into two, three and four parts respectively, have been designed under the influence of foreign linguistics scholarship. Communications between China and India and European countries have been an impetus for the progress in Chinese syllabic analysis.
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Ivanova, Aryuna. "SYLLABLE TYPE AND WORD SYLLABIC STRUCTURE IN TYPOLOGICALLY DIFFERENT LANGUAGES". In 5th SGEM International Multidisciplinary Scientific Conferences on SOCIAL SCIENCES and ARTS SGEM2018. STEF92 Technology, 2018. http://dx.doi.org/10.5593/sgemsocial2018h/31/s10.054.

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"XML-BASED COURSE SYLLABI - An Electronic Implementation of the CDIO Syllabus". In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001848401600165.

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"A Review of Project Management Course Syllabi to Determine if They Reflect the Learner-centred Course Pedagogy [Abstract]". In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4323.

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Aim/Purpose: Project Management (PM) capability is one of the skill sets that employers across a broad range of industries are seeking with a projected current talent deficit of 1.5 million jobs. Background A course syllabus is both a tool and a resource used by the learners, the faculty, and the school to articulate what to learn, how to learn, and how and when to access and evaluate the learning outcomes. A learner-centred course syllabus can enhance the teaching, the learning, and the assessment and evaluation processes. A learner-centred pedagogy seeks to create a community of learners by sharing power between the teachers and the students, providing multiple assessments, evaluations, and feedback mechanisms. Methodology: This study seeks to find out if the PM course syllabi reflect the attributes of a learner-centred pedagogy through a content analysis of 76 PM course syllabi gathered in 2018 from instructors affiliated with the Association to Advance Collegiate Schools of Business (AACSB) in the USA. Contribution: On the issue of PM content, only seven percent (7%) of the syllabi articulate that students would be involved in “real world” experiential projects or be exposed to the Project Management Body of Knowledge (PMBOK) areas and process groups. Findings: The results reveal that PM instructors fall short in creating a community of learners by not disclosing their teaching philosophy, beliefs, or assumptions about learning and tend not to share power, and do not encourage teacher-student interactions. Recommendations for Practitioners: Schools should try to align their programs both to the local and the national job markets by engaging PM practitioners as advisors. When engaged as ad-visors, PM practitioners provide balance and direction on curriculum design or redesign, emerging industry innovations, as well as avenues for internships and job opportunities. Recommendation for Researchers: PM has various elements associated with entrepreneurship and management and is also heavily weighted towards the use of projects and technology, making it a good candidate for learner-centred pedagogy. However, researchers should explore this assertion further by comparing the attainment of learning outcomes and students’ overall performance in a learner-centred and a non-learner-centred PM course. Impact on Society: To minimize this talent deficit individuals as well as the academy should invest in PM education and one approach that may increase the enthusiasm in the PM coursework is having a learner-centred pedagogy. Future Research: Researchers should explore this line of research further by gathering syllabi from other regions such as the European Union, Asia, Africa, Australia, etc. as well as conduct a comparative study between these various regions in order to find if there are similarities or differences in how PM is taught.
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Svatošová, Michaela, e Jan Volín. "Establishing the domain of intonation patterns: syllabic nuclei vs syllabic rimes". In Speech Prosody 2024. ISCA: ISCA, 2024. http://dx.doi.org/10.21437/speechprosody.2024-212.

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Takahashi, Nobutoshi, e Seiichi Nakagawa. "Syllable recognition using syllable-segment statistics and syllable-based HMM". In 7th International Conference on Spoken Language Processing (ICSLP 2002). ISCA: ISCA, 2002. http://dx.doi.org/10.21437/icslp.2002-349.

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Kasik, Dave. "Syllabus". In ACM SIGGRAPH 2007 courses. New York, New York, USA: ACM Press, 2007. http://dx.doi.org/10.1145/1281500.1281562.

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Rapporti di organizzazioni sul tema "Syllabit"

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Haßler, Björn, Hannah Walker, Nariman Moustafa, Grace Macharia, Taskeen Adam, Anne-Fleur Lurvink e Chris McBurnie. EdTech Fellowship – Course Syllabus. Open Development & Education, aprile 2023. http://dx.doi.org/10.53832/opendeved.0288.

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Scarlett, Harry. Nuclear Fundamentals Orientation Module 1 Syllabus. Office of Scientific and Technical Information (OSTI), ottobre 2022. http://dx.doi.org/10.2172/1891808.

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Jensen, Michael J. Special Operations Aerial Mobility Vehicle Training Syllabus. Fort Belvoir, VA: Defense Technical Information Center, dicembre 2013. http://dx.doi.org/10.21236/ada620484.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 2 Syllabus. Office of Scientific and Technical Information (OSTI), ottobre 2022. http://dx.doi.org/10.2172/1891809.

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Scarlett, Harry. Nuclear Fundamentals Orientation (NFO) Module 3 Syllabus. Office of Scientific and Technical Information (OSTI), ottobre 2022. http://dx.doi.org/10.2172/1891810.

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McAnulty, Michael D. Evaluation of a Flight Surgeon Course Syllabus Change. Fort Belvoir, VA: Defense Technical Information Center, maggio 1986. http://dx.doi.org/10.21236/ada168824.

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Kerr, Keishema. A Delphi study for a neuropsychiatry syllabus for psychologists. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, settembre 2023. http://dx.doi.org/10.37766/inplasy2023.9.0065.

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Garcia, Javier, e Jose Fdez-Alfaro. Guidelines for Commanders and Staffs: How to Incorporate Cross Cultural Awareness into Syllabi/Curricula and Training Programs. Fort Belvoir, VA: Defense Technical Information Center, novembre 2010. http://dx.doi.org/10.21236/ada562035.

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Gordon, Peter C. Context Effects in Recognizing Syllable-Final /z/ and /s/ in Different Phrasal Positions. Fort Belvoir, VA: Defense Technical Information Center, settembre 1988. http://dx.doi.org/10.21236/ada199923.

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Beaulieu, Stace E., Karen Stocks e Leslie M. Smith. FAIR Data Training for Deep Ocean Early Career Researchers: Syllabus and slide presentations. Woods Hole Oceanographic Institution, febbraio 2024. http://dx.doi.org/10.1575/1912/67631.

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It is essential for our next generation of leaders in deep ocean observing to gain knowledge and skills in research data management, including how to make data FAIR - Findable, Accessible, Interoperable, and Reusable. This educational package was developed as a virtual workshop series for Deep Ocean Early career Researchers (DOERs) with content tailored for the Deep Ocean Observing Strategy (DOOS), an international network of deep ocean observing, mapping, exploration, and modeling programs endorsed as a UN Ocean Decade Programme. Modules step through the research data lifecycle, starting with 1 “Foundational Practices for FAIR Data,” 2 “Collaborating in the Research Data Lifecycle,” 3 “Best Practices in the Ocean Sciences,” and concluding with 4 “The “R” in FAIR data lifecycle: Reusable data.” This package includes the syllabus which shows the schedule for delivery of the workshop series as well as an overview of content and learning objectives. There are no prerequisites to participate in this course. The training was delivered in English; recordings were provided ahead of the virtual sessions and a live transcript was implemented during the sessions to improve accessibility.
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