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Статті в журналах з теми "Syllabic bridge":
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DOIGNON-CAMUS, NADEGE, and DANIEL ZAGAR. "The syllabic bridge: the first step in learning spelling-to-sound correspondences*." Journal of Child Language 41, no. 5 (September 16, 2013): 1147–65. http://dx.doi.org/10.1017/s0305000913000305.
Анотація:
ABSTRACTIt is widely agreed that learning to read starts with the establishment of letter-to-phoneme correspondences. However, it is also widely agreed that prereaders do not have access to phoneme units. Here we show that the building of associations between letters and syllables, which we call the ‘syllabic bridge’, might be a faster and more direct way of learning spelling-to-sound correspondences in French. After a few minutes of exposure, prereaders are able to learn the statistical properties of letter co-occurrences. Statistical learning is boosted by explicit instructions about the associations between letter clusters and syllables. Building the syllabic bridge from available phonological syllables and frequent letter clusters may therefore be the first step in learning to read.
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Écalle, Jean, Monique Sanchez, and Annie Magnan. "A Computerized Syllable-Based Intervention for French-Speaking Children with Down Syndrome: What Effects on Reading Skills?" Exceptionality Education International 31, no. 1 (November 15, 2021): 41–61. http://dx.doi.org/10.5206/eei.v31i1.13879.
Анотація:
The aim of this research was to provide to eight children with Down Syndrome a syllable-processing software program that drew their attention to phonological and orthographic syllables. The children participated in a 10-hour training course (spread over 5 weeks) that used an experimental design with four assessment sessions, the first two of which were used to obtain a baseline in literacy skills. The effect of training was assessed just after training and two months later. A significant effect on decoding was observed at medium term after training. All children progressed in at least one domain, either in phonological skills, in decoding, or in word reading. Four children progressed in decoding and word reading. This study confirms the appropriateness of using phonetic approaches to reading instruction in order to stimulate learning to read in children with Down Syndrome. The syllable-based training facilitates the construction of associations between letters and syllables—the “syllabic bridge”—and could be a faster and easier way to learn letter-sound correspondences in French.
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Yang, Shi Ruo, and Jie Jun Wang. "The Teaching Exploration of Bridge Construction." Applied Mechanics and Materials 256-259 (December 2012): 3081–84. http://dx.doi.org/10.4028/www.scientific.net/amm.256-259.3081.
Анотація:
The engineering ability is the most important and essential quality of an engineer as well as the weakness of higher education in engineering. Universities and colleges have to pay more attention to cultivate engineering ability to students. This article introduces CDIO model and produces the syllabus of Bridge Construction according to the CDIO concept. Through the teaching practice of Bridge Construction, the passage discusses the cultivation of engineering ability under the CDIO concept.
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Mohamed, Omaymah Elkheir, and Ahmed Gasm Alseed Ahmed. "Investigating and Evaluating Computer Sciences ESP Syllabus in Tabouk University, Saudi Arabia." Advances in Social Sciences Research Journal 7, no. 7 (July 19, 2020): 127–56. http://dx.doi.org/10.14738/assrj.77.8592.
Анотація:
This paper is conducted to investigate and evaluate the ESP computer sciences syllabus in Tabuk University Saudi Arabia. The samples are 80 students of ESP and 15 computer sciences teachers. To collect data, the researchers used questionnaires and an interview .The paper adopted the descriptive analytical approach. For data analysis, the researchers used the computer program (SPSS). The findings showed that the computer sciences ESP syllabus is not based on the students needs , it also showed that the ESP syllabus lacks the strategic objectives. The ESP syllabus is not efficient enough to bridge the gap between English for academic purpose and English for occupational purpose. . Therefore, the researchers recommend taking students needs into account when setting the computer sciences syllabus , involving strategic objectives in the syllabus and establishing sufficient computer sciences goals.
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Alves, Abel. "Current College Syllabi Must Bridge This Divide: Teaching the Spanish Empire through Embodiment." Sixteenth Century Journal 49, no. 4 (December 1, 2018): 1083–88. http://dx.doi.org/10.1086/scj4904102.
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Basri, Muhammad Hasan. "Syllabus Design for PKN-STAN Entrance Test: A Need Analysis." ELS Journal on Interdisciplinary Studies in Humanities 6, no. 3 (September 7, 2023): 454–69. http://dx.doi.org/10.34050/elsjish.v6i3.27836.
Анотація:
The aim of this study is to scrutinize the needs of the prospective students of Politeknik Keuangan Negara – Sekolah Tinggi Akuntansi Negara (PKN-STAN) as well as to design syllabus for preparation program of PKN-STAN entrance test. This research was a descriptive research in which questionnaires were distributed to prospective students and on-going students of PKN- STAN while interviews were administered to graduates of PKN-STAN, English teachers of senior high school and English lecture. To obtain more accurate information on prospective students’ needs. The data were analysed in quantitative and qualitative method. The findings of this study revealed the needs for setting up the syllabus for preparation program of PKN-STAN entrance test. The proposed syllabus provided a set of topics/ materials on structure and written expressions and reading comprehension. The syllabus was implemented to prototype course materials completed with exercises. The syllabus was an integration of aims, objectives, and activities to bridge the gap on the prospective students’ present knowledge and the required knowledge for PKN-STAN entrance test..
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Budhathoki, Mahendra Kumar. "Teachers’ Perceptions on BA First-Year Compulsory English Syllabus and the Textbooks in Tribhuvan University." NUTA Journal 9, no. 1-2 (December 31, 2022): 62–74. http://dx.doi.org/10.3126/nutaj.v9i1-2.53842.
Анотація:
Syllabus designers usually ignore the views and perceptions of the teachers while constructing the courses: but they need to explore and analyse the teachers’ perceptions towards syllabus and textbooks to make the course more advance. The purpose of the research study explores teachers’ perceptions on BA first year compulsory English syllabus and the textbooks prescribed in Tribhuvan University. This study aims to investigate how English teachers has viewed the compulsory English syllabus and the textbooks prescribed from the perspectives of teaching learning English language and communicative skills, and assessed the syllabus on the basis of components of syllabus design. The study deployed the qualitative approach through interviews to inquiry the required information from the selected teachers; four English teachers who have taught the syllabus and textbooks were interviewed with purposive sampling from the constituent campuses TU of Kathmandu Valley. The major findings of this study were as follows in course design: First, the analysis of needs of students and targeted job markets were not considered. Second, the course designers included only writing critical essays through reading but ignored other writings and language skills like listening, speaking, reading and communicative skills. Third, the teachers agreed that syllabus designers never consulted with faculty and students while reconstructing the syllabus. Fourth, the contents of the syllabus were designed as in the textbooks. Fifth, the teaching pedagogies were not suggested, but the teachers expected it. They suggested that the syllabus should bridge the gap between schooling education and BA first year education, and address real life and target professional needs. Based on these findings, other researchers can extend and re-examine the findings of this study, and syllabus designers will incorporate the ignored English language and communicative skills in future syllabus. Although such research seems money and time consuming, later it will be rewarding after identifying the syllabus’s effect.
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Mubarok, Yusup, Akhmad Sapar, Aprida Kurnia Lestari, and Arrohmatan Arrohmatan. "Implementation of the Prospective Bride Course in Indonesia: Provision for Marital Life by Kantor Urusan Agama." International Journal Corner of Educational Research 1, no. 3 (February 19, 2023): 113–19. http://dx.doi.org/10.54012/ijcer.v1i3.134.
Анотація:
This study aims to examine the implementation of courses for prospective brides as an effort to improve knowledge of married life in Indonesia. This research uses a literature review method with content analysis techniques of the laws of the government of the Republic of Indonesia, regulations of the Ministry of Religion, and is supported by the opinions of experts in books and journals. The result of this research is that the prospective bride course (Suscatin) is an education for prospective brides that must be followed and carried out by the Marriage Advisory, Development and Preservation Agency (BP4) which is under the auspices of the religious affairs office (KUA) as a representative office of the district or city ministry of religion office throughout Indonesia. The course aims to provide knowledge about the concept of a harmonious family based on Islamic teachings known as Sakinah, Mawaddah Warahmah, and to prevent the occurrence of divorce that often occurs among brides these days. All needs regarding the implementation of the course are covered by funds from both central and regional governments. Implementation guidelines include syllabus, materials, learning models, lesson hours, resource persons, graduation certificates and others are regulated in the Regulation of the Director General of Islamic Public Guidance Number: DJ.II/542 of 2013 concerning Guidelines for the Implementation of Pre-Marriage Courses Article 1 and Article 2.
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Sorina, Galina, and . "Informal Text Analytics at the Interface of Theoretical Research and Education." International Journal of Engineering & Technology 7, no. 3.15 (August 13, 2018): 314. http://dx.doi.org/10.14419/ijet.v7i3.15.18696.
Анотація:
This article consists of a theoretical and a practical part. The theoretical part focuses on the ideas of informal text analytics (ITA) and the methodology for expert text analysis (META). I examine these ideas at the interface of theoretical research and education. I show that Aristotle’s works on logic transcend formal analytics – i.e. logic – to enter the realm of informal analytics. I prove this hypothesis through exploring Aristotle’s analysis of question and question/answer procedures (QAP). I emphasise that, when discussing the problem of formulating questions, Aristotle suggests that not only the formal procedures of proof and argumentation but also the characteristics of persons posing questions should be taken into account. The latter builds a bridge between Aristotle’s vision and informal text analytics. The practical part comprises the syllabus that I prepared for a relevant course. The syllabus outlines the ways to wed both avenues of analytics.
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Ruiz, Sandra. "Collective Curation across Difference: Performing Live with Race, Gender, and Sexuality." Syllabus is the Thing: Materialities of the Performance Studies Classroom 8, no. 2 (May 25, 2023): 132–41. http://dx.doi.org/10.7202/1099887ar.
Анотація:
This piece charts the creation of a gallery within an ethnic studies unit, a syllabus in conjunction with said space, and a student-artist group exhibition titled Objects Who Hold/Objects Who Let Go. The exhibition asks one to consider how we learn to withhold and let go of the memories that bridge gaps between permanence and ephemerality. Curated in community by the artists themselves, the show drives the audience to embrace this tension of holding on and letting go as one intentionally engages with experimental art that pushes the boundaries of race, gender, and sexuality across expressions of loss and mourning.
Дисертації з теми "Syllabic bridge":
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Guo, Teng. "On the role of statistical learning at the very beginning of learning to read." Electronic Thesis or Diss., Université de Lorraine, 2023. http://www.theses.fr/2023LORR0236.
Анотація:
Basé sur une approche cognitive de la structure interne des systèmes d'écriture et sur la littérature existante sur l'enseignement explicite, l'apprentissage statistique (AS) et la théorie du pont syllabique, nous avons proposé un cadre théorique dans lequel un niveau d'unités associatives sert d'intermédiaire entre les représentations orthographiques et phonologiques. La recherche présentée dans cette thèse avait deux objectifs principaux : premièrement, examiner si l'apprentissage statistique, à ce niveau, permet aux pré-lecteurs d'extraire des régularités de correspondance graphème-phonème (CGP) dans l'apprentissage associatif lettre/syllabe, et deuxièmement, déterminer si la représentation phonologique est influencée par les connaissances orthographiques statistiques générées par les unités associatives. Pour répondre au premier objectif, les expériences 4.1 et 4.2 montrent que l'exposition des pré-lecteurs à une plus grande variété de régularités GPC intégrées dans les associations lettre-syllabe améliore leur conscience phonémique et la généralisation des syllabes non enseignées. Ces résultats confirment le rôle important de l’AS dans l'apprentissage des associations lettre-syllabe et dans l'acquisition du principe alphabétique aux tout débuts de l'apprentissage de la lecture. Répondant au deuxième objectif, les recherches menées dans les expériences 5.1 et 5.2 ont montré que les réponses des individus à une tâche phonologique sont influencées par des connaissances orthographiques statistiques, résultant de l'interaction entre orthographe et phonologie au travers d’un système cognitif d’unités associatives. Ces résultats éclairent les mécanismes d'acquisition précoce de la lecture, soulignant l'importance d'un enseignement explicite personnalisé et de l’AS dans le développement de la litéracieBased on a cognitive approach to the inner structure of writing systems and the existing literature on explicit instruction, statistical learning, and the syllabic bridge theory, we proposed a theoretical framework in which a level of associative units mediates between orthographic and phonological representations. The research presented in this thesis had two overarching aims: first, to examine whether statistical learning, at this level, allows prereaders to extract grapheme-phoneme correspondence (GPC) regularities in letters-to-syllable associative learning, and second, to determine whether phonological representation is influenced by statistical orthographic knowledge generated by associative units. To address the first aim, the research in Experiments 4.1 and 4.2 demonstrates that prereaders’ exposure to a greater variety of GPC regularities embedded in letters-to-syllable associations enhances their phonemic awareness and the generalisation of non-taught syllables. These findings suggest that the potential involvement of SL in learning letter-to-syllable associations might facilitate the acquisition of the alphabetic principle at the very beginning of learning to read. Addressing the second aim, the research in Experiments 5.1 and 5.2 showed that individuals’ responses to a phonological task are influenced by statistical orthographic knowledge, resulting from the interplay between orthography and phonology through associative units. These findings offer insights into early reading acquisition methods, underscoring the importance of tailored explicit instruction and SL in literacy development
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Paclíková, Gabriela. "Rozvoj dovednosti čtení založené na užití článků z časopisu Bridge." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-372724.
Анотація:
This thesis deals with the development of reading comprehension in English language which is considered essential in the study and professional life. Its aim is to design practical activities based on reading articles from the Bridge magazine, to develop reading skills in learners on level B1 of CEFR. Theoretical parts of discussion reflect the need of the teacher to perceive different texts and the importance of the press for developing reading abilities in his/her everyday life to be able to develop pupils' abilities. It gives information about reading comprehension of pupils in their mother tongue, including international context. In developing reading skills in English as a second language, skills are specified and difficulties named. The method for my practical part is the lexical approach that was developed by Michael Lewis and Jane & Dave Willis, based on teaching chunks. In order to develop reading competence, work with dictionary material is developed that should be understood as an integral part for developing autonomic skills, continued by reading with prosody and finally making operations with meaningful chunks. Activities such as reading aloud and making operations with meanings proved effective. Making notes turned ineffective. KEYWORDS reading in english, competence, magazine...
Книги з теми "Syllabic bridge":
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EL-HILA, MUHAMMAD HABIB. History and Historians in Makkah (3rd - 13th centuries A.H.). Al-Furqan Islamic Heritage Foundation, 1994. http://dx.doi.org/10.56656/100025.
Анотація:
The author establishes through his study the existence of an independent and historic school within Makkah itself. The school is characterised by its uniqueness in comparison to neighbouring schools in the Arab World. The school itself did not form part of the Egyptian nor Levantine (al-Shām) schools. The author details historical works and their authors. It also brings to light the syllabi and the uniqueness of the school. The book is chronologically arranged by date of death of the historians, beginning with the year 244 A.H. to 1295 A.H.
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S, JEEVANANTHAM, NISHANTH S, and FRANKLIN AROKIYA RAJ L. Welding Technology For Engineers. Royal Book Publisher, 2020. http://dx.doi.org/10.26524/royal.39.
Анотація:
We are glad to bring out this book entitled “Welding Technology for Engineers” for the field of Mechanical Engineering. The main purpose of this book is to discover the basic principles, thoughts involved in welding technology which gather the requirements of revised Anna university syllabus in aneasy way of understanding. This book is supportive to the Engineering students both under graduate and post graduate
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Banner, Olivia, Nathan Carlin, and Thomas R. Cole, eds. Teaching Health Humanities. Oxford University Press, 2019. http://dx.doi.org/10.1093/med/9780190636890.001.0001.
Анотація:
Teaching Health Humanities expands our understanding of what health humanities teaching currently does and what it could do. Its contributors describe the variety of degree programs where they teach, the politics and perspectives that inform how they teach, and methods for incorporating newer digital and multimodal technologies into their teaching practices. Each individual chapter lays out the theory that drives contributors’ teaching, then describes how it happens in practice at the broad level of such matters as syllabus design and at the finer level of lesson plans, class exercises, and/or textual analyses. In the middle section, contributors focus on how they integrate critical race, feminist, queer, disability, class, and age studies in their courses, with essays that exemplify intersectional approaches to these axes of difference and oppression. The last section includes chapters that illuminate how to teach about digital technologies to reveal the often obscured politics in their design, as well as descriptions of courses that bridge bioethics and music, medical humanities and podcasts, health humanities filmmaking, and visual arts in end-of-life care.
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Ryan, Kevin M. Prosodic Weight. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198817949.001.0001.
Анотація:
Prosodic weight plays a central role in metrical systems, including stress, poetic meter, prosodic word minimality, and prosodic end-weight. In each, constraints regulate the interaction of weight and phonological strength. For example, in English, increasingly heavy syllables are increasingly likely to attract stress. Depending on the language and system, weight can be binary (heavy vs. light), higher n-ary (ternary, etc., but still categorical), or gradient (continuous on a ratio scale). Gradient weight is widely attested in stress, meter, and end-weight. The book emphasizes the typology and analysis of complex and gradient scales for weight as well as properties of weight that obtain universally across languages, systems, and scales. For example, across phenomena, greater sonority contributes to weight in the syllable rime but detracts from it in the onset. Scales are analyzed in terms of prominence mapping (varying stressability of elements) as opposed to moraic coercion. Prosodic minimality is analyzed in the context of larger prosodic constituents, revealing new issues. The book also offers the first detailed study of a minimum to which only certain final consonants contribute. Syllable weight in metrics is treated extensively, as complex weight in meter has been largely overlooked previously. Finally, prosodic end-weight is argued to be driven by phrasal stress, manifesting ultimately the same stress–weight interface as does word phonology. Among other things, this analysis captures that prosodic end-weight is confined to prosodically head-final contexts. Finally, complex and gradient weight brings questions concerning the phonetics-phonology interface into sharp focus.
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Sergi, Matthew. Our Subject Is Each Other. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190611040.003.0025.
Анотація:
This chapter introduces a set of exercises, assignments, lecture topics, and syllabus adjustments that have helped me attune my HEL pedagogy to undergraduates’ increasingly diverse prior experiences of English. I focus on one diversity-oriented exercise in particular, a “fieldwork” assignment that has formed the keystone of all of my HEL and HEL-based courses, with a detailed description of various iterations of the exercise. Then I provide examples of curricular adjustments—examples drawn, for brevity’s sake, primarily from my units on PDE (rap and standard English) and ME (dialects)—that encourage ESL, EFL, and NSHV students to make use of the inherent advantages and perspectives that they can bring to HEL. Undergirding all these ideas is my conviction that HEL instructors can be most effective when they yield enough authority to allow the varied range of native expertise held by their students to continually augment their perspective on, and mastery of, our radically variegated subject.
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Smith, Johanna. Puppetry in Theatre and Arts Education. Bloomsbury Publishing Plc, 2019. http://dx.doi.org/10.5040/9781350012936.
Анотація:
Connecting the art of puppetry with deeper learning for children, this workbook offers a comprehensive guide on how to bring puppetry into the classroom. It places puppet design, construction and manipulation at the heart of arts education and as a key contributor to ‘manual intelligence’ in young people. Packed with practical, illustrated exercises using materials and technology readily available to teachers, Puppetry in Theatre and Arts Education shows you how the craft can enliven and enrich any classroom environment, and offers helpful links between puppetry, the curriculum and other aspects of education. Informed by developments in assessments and cognitive research, this book features approachable puppetry activities, educational strategies and lesson plans for teachers that expand any syllabus and unlock new methods of learning, including: - Making puppets from basic materials and everyday objects - Puppetizing children’s literature - Puppetizing science - Film-making with puppets Puppetry in Theatre and Arts Education is a core text for arts education courses as well as an essential addition to any teacher’s arsenal of teaching strategies.
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van Schaaik, Gerjan. The Oxford Turkish Grammar. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198851509.001.0001.
Анотація:
The point of departure of this book is the fundamental observation that actual conversations tend to consist of loosely connected, compact, and meaningful chunks built on a noun phrase, rather than fully fledged sentences. Therefore, after the treatment of elementary matters such as the Turkish alphabet and pronunciation in part I, the main points of part II are the structure of noun phrases and their function in nominal, existential, and verbal sentences, while part III presents their adjuncts and modifiers. The verbal system is extensively discussed in part IV, and in part V on sentence structure the grammatical phenomena presented so far are wrapped up. The first five parts of the book, taken together, provide for all-round operational knowledge of Turkish on a basic level. Part VI deals with the ways in which complex words are constructed, and constitutes a bridge to the advanced matter treated in parts VII and VIII. These latter parts deal with advanced topics such as relative clauses, subordination, embedded clauses, clausal complements, and the finer points of the verbal system. An important advantage of this book is its revealing new content: the section on syllable structure explains how loanwords adapt to Turkish; other topics include: the use of pronouns in invectives; verbal objects classified in terms of case marking; extensive treatment of the optative (highly relevant in day-to-day conversation); recursion and lexicalization in compounds; stacking of passives; the Başı-Bozuk and Focus-Locus constructions; relativization on possessive, dative, locative, and ablative objects, instrumentals and adverbial adjuncts; pseudo-relative clauses; typology of clausal complements; periphrastic constructions and double negation.
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Fish, Stanley. Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.001.0001.
Анотація:
What should be the role of our institutions of higher education? To promote good moral character? To bring an end to racism, sexism, economic oppression, and other social ills? To foster diversity and democracy and produce responsible citizens? In Save the World On Your Own Time, Stanley Fish argues that, however laudable these goals might be, there is but one proper role for the academe in society: to advance bodies of knowledge and to equip students for doing the same. When teachers offer themselves as moralists, political activists, or agents of social change rather than as credentialed experts in a particular subject and the methods used to analyze it, they abdicate their true purpose. And yet professors now routinely bring their political views into the classroom and seek to influence the political views of their students. Those who do this will often invoke academic freedom, but Fish suggests that academic freedom, correctly understood, is the freedom to do the academic job, not the freedom to do any job that the professor so chooses. Fish insists that a professor's only obligation is "to present the material in the syllabus and introduce students to state-of-the-art methods of analysis. Not to practice politics, but to study it; not to proselytize for or against religious doctrines, but to describe them; not to affirm or condemn Intelligent Design, but to explain what it is and analyze its appeal." Given that hot-button issues such as Holocaust denial, free speech, and the Israeli-Palestinian conflict are regularly debated in classrooms across the nation, Save the World On Your Own Time is certain to spark fresh debate--and to incense both liberals and conservatives alike--about the true purpose of higher education in America.
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Lidz, Jeffrey L., William Snyder, and Joe Pater, eds. The Oxford Handbook of Developmental Linguistics. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199601264.001.0001.
Анотація:
This handbook provides a thorough and systematic investigation of the question of how we come to know a language. Researchers from all over the world explore the leading research questions within developmental linguistics, which include: What does the newborn child bring to the task of language acquisition? What information must the child extract from her linguistic input? And how does biological maturation interact with the child’s developing linguistic abilities? In the main body of the handbook, each chapter addresses a single area of grammatical knowledge, such as syllable structure, negation, or binding theory, and begins with an overview of the fundamental generalizations that guide current linguistic analyses and the features of grammatical representation that these generalizations entail. This is followed by a consideration of language learnability; a review of the relevant acquisition literature organized according to target language, age range of the child, and research methodology; and, finally, a discussion of a series of broader questions, such as: Do the experimental findings that were reviewed in the chapter favour a particular approach to the logical problem of language learnability? In what ways, if any, does the child’s knowledge surpass the information directly available from the input? In what ways can innate structure make the input more informative? Likewise, are there ways in which the child’s knowledge seems more limited than expected, given the richness of the available input?
Частини книг з теми "Syllabic bridge":
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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.
Анотація:
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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Agyagási, Klára. "On the emergence of the Chuvash “irregular” reduced vowel ã in initial and first syllabic positions." In Building Bridges to Turkish, 5–10. Harrassowitz, O, 2019. http://dx.doi.org/10.2307/j.ctvh4zh3p.6.
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Woodard, Roger D. "The Alphabet." In Greek Writing from Knossos to Homer, 133–204. Oxford University PressNew York, NY, 1997. http://dx.doi.org/10.1093/oso/9780195105209.003.0006.
Анотація:
Abstract In the preceding chapters I have sought to demonstrate by careful and detailed argumentation that the spelling of consonant clusters in the two prealphabetic, syllabic scripts of ancient Greek was carried out by utilizing strategies based upon a hierarchy of orthographic strength. Consequent upon the use of this strategy, a difficulty arises in representing sequences of the type stop + fricative + stop in the syllabic Cypriot writing system. In order to resolve this difficulty, the Cypriot scribes devised a series of symbols having the value ksV. These observations bring us at last to what is the centerpiece of our inquiry: namely, the origin of the Greek alphabet.
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Engstrand, Olle, Johan Frid,, and Björn Lindblom. "A Perceptual Bridge Between Coronal and Dorsal /r/." In Experimental Approaches to Phonology, 175–91. Oxford University PressOxford, 2007. http://dx.doi.org/10.1093/oso/9780199296675.003.0012.
Анотація:
Abstract The rhotics (r sounds) are known for having a particularly wide range of phonetic variation (Lindau 1985; Ladefoged and Maddieson 1996; Demolin 2001). Even a small sample of Swedish dialects was shown to contain several /r/ types: ‘‘front’’ (coronal) and ‘‘back’’ (dorsal) approximants, fricatives, trills, taps and flaps, and vocoids (Muminović and Engstrand 2001; but note that front versus back is an over-simplified dichotomy in view of the existence of complex types such as ‘‘bunched’’ /r/s; Delattre and Freeman 1968). These /r/s lack an invariant acoustic basis such as a lowered F3 (Lindau 1985). To be sure, they may be related in terms of a Wittgensteinian family resemblance (Lindau 1985), but this metaphor fails to delimit the category as such. However, all /r/s occupy a liquid slot adjacent to the syllable nucleus ( Jespersen 1904).
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Jiménez, Jesús, Maria-Rosa Lloret, and Clàudia Pons-Moll. "Adjusting to the syllable margins." In Romance Phonetics and Phonology, 276–98. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780198739401.003.0015.
Анотація:
This chapter brings together data from several varieties of Catalan and Spanish with the purpose of investigating the behavior of glides (i.e., /j/ and /w/) in onsets and codas, and the way they adjust to the syllable margins. The analysis is situated within Optimality Theory and, more specifically, support is provided for the distinction proposed by Baertsch between elements which are parsed as the leftmost element in the onset (M1: Margin; 1) and elements which are syllabified as codas or as the second element in the onset (M2: Margin 2). The data indicate, though, that an explicit reference to the intersyllabic context in which M1 elements appear is sometimes required as well.
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Wang, Mengdi, Anne Devitt, Juan Gao, and Ciarán Baurer. "Computer mediated communication and task-based learning for adolescent learners of Chinese as a foreign Language in Ireland: An eBook task design under the adaption of Bridge 21 technology-mediated learning model." In Proceedings of the XXIst International CALL Research Conference, 117–25. Castledown Publishers, 2022. http://dx.doi.org/10.29140/9781914291050-16.
Анотація:
The Bridge 21 learning model emphasizes teamwork and technology mediation in the process of activity implementations. With the introduction of Chinese as a Leaving Certificate specification in the Irish secondary education system in 2020, there is a growing interest in Chinese language among schools, parents, as well as students. There are three types of Chinese language courses run through Irish secondary school settings: Junior Cycle (JC) Chinese Short Course, Transition Year (TY) Chinese and Leaving Certificate Mandarin Chinese. However, compared to other Anglosphere countries (e.g., UK, Australia), Ireland is in the early development stages of Chinese as a Foreign Language (CFL) learning (Osborne et al., 2019). Despite this, the open and flexible principle of Chinese course syllabi in JC and TY not only provides Chinese language teachers with the freedom of selecting contents, but also makes it possible to adapt Bridge 21 model into teaching practice. However, Chinese as a curriculum specification at JC in Ireland has not been explored in depth or been combined with the Bridge 21 model. Therefore, this paper aims to elaborate on the design and implementation of an eBook activity which aligns to the Bridge 21 model in a JC Chinese course. The preliminary findings of participants’ reflections suggest that the majority of participants had a positive experience in this activity and identified language development, especially recognition and production of Chinese characters, while one group of participants highlighted that they felt challenged working as a team. This may suggest there is a need for training of both technological tools as well as teamwork prior to conducting Bridge 21 learning activities in the future.
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Brock, Julia, and Evan Faulkenbury. "Introduction." In Teaching Public History, 1–12. University of North Carolina PressChapel Hill, NC, 2023. http://dx.doi.org/10.5149/northcarolina/9781469673301.003.0001.
Анотація:
Abstract In the introductory essay, the editors explain the need for a book that bridges public history and pedagogy. As public history becomes a popular field of study, more academic departments will look to add similar courses to their curriculum. The eleven essays in this book are insider accounts of what teaching in the public history classroom looks like. From writing the syllabus, to classroom interactions with students, to grading, to interactions within the wider community, this book provides real world examples and scenarios to empower historians to confidently teach public history at their college or university.
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Thambiratnam, David P. "Significance of Structural Dynamics in Engineering Education in the New Millennium." In Civil and Environmental Engineering, 1554–68. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9619-8.ch071.
Анотація:
Structural Dynamics has gained prominence recently due to (i) vibration problems in slender structures that have emerged as a result of new materials technology and aesthetic requirements, (ii) ageing bridge structures whose health needs to be monitored and appropriate retrofitting carried out to prevent failure and (iii) increased vulnerability of structures to seismic, impact and blast loads. Knowledge of structural dynamics is necessary to address these issues and their consequences. In recent times, structural dynamics research has generated considerable amount of new knowledge to address these issue, but this is not readily available to practicing engineers as very little or none of it enters the class rooms. This paper argues for the need to include structural dynamics and the new research knowledge into the syllabus of all civil engineering courses, especially those with a major in structural engineering. This will enable our future structural engineers to design and maintain safe and efficient structures.
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Shankar, Sandhya, and Vishaka Venkat. "The Power of Words." In Advances in Psychology, Mental Health, and Behavioral Studies, 253–62. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-9778-4.ch014.
Анотація:
Language holds a multifaceted influence on our thoughts and culture, embodying the creative power of expression as recognized in Indian philosophies like Sabda Sakti. The Vedas highlight language's divine essence, linking it to cosmic energy and the profound connection between humanity and the divine. Chanting and linguistic vibrations serve as bridges to higher realities, exemplified by the concept of “Shabda Brahman” and the sacred syllable 'Om'. The transformative potential of language is evident in practices like “nadopasana,” elevating individuals and reflecting divine revelation. Beyond communication, positive language engrains ethical values and gratitude in daily life, reflecting interconnectedness as emphasized in Hindu teachings. This interconnectedness extends to psychology, where language shapes cognitive processes, self-perception, and relationships, particularly within the Indian context. This chapter delves into the potency of positive words, exploring their therapeutic impact and integration into daily practices.
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Thompson, Becky. "Inviting Bodies." In Teaching with Tenderness. University of Illinois Press, 2017. http://dx.doi.org/10.5622/illinois/9780252041167.003.0003.
Анотація:
What might a classroom look like where students are invited to bring their minds, bodies, and spirits? How might learning be enhanced with this invitation? This chapter chronicles how Thompson was first invited fully into a classroom as a graduate student by the marvelous mentoring of a professor who taught a legendary course at Brandeis University, “Birth and Death.” Maurice Stein modeled a way to keep intimacy, intensity, and intellectual depth in the classroom while teaching about the Holocaust, the threat of nuclear war, attempted genocide of Indigenous people, and child abuse by incorporating meditation, paired listening, and collaborative teaching. After graduate school, Thompson stumbled through creating syllabi and pedagogy that invited students into the classroom, realizing that liberatory teaching requires understanding what hinders embodiment—how many of us ransom off our body parts below the neck on our way to becoming academics. Finding ourselves again is key to creating intellectually rigorous classroom environments. Thompson explores how she turned students away from their questioning spirits, and what healing she needed to do to change that.
Тези доповідей конференцій з теми "Syllabic bridge":
1
Ismail, Rekan, and 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.
Анотація:
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.
2
Pernía-Espinoza, Alpha, Enrique Sodupe-Ortega, Sergio Peciña-Marqueta, Sergio Martínez-Bañares, Andres Sanz-Garcia, and Julio Blanco-Fernandez. "Makerspaces in Higher Education: the UR-Maker experience at the University of La Rioja." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5400.
Анотація:
According to the CDIO (Conceive-Design-Implement-Operate) Syllabus, apart from technical knowledge, labour markets are demanding engineers with personal, interpersonal and system building skills. The current educational system, however, is based on teaching theoretical concepts rather than on practical activities. Makerspaces could become a bridge between universities and industry, particularly in STEM (Science, Technology, Engineering and Math) carriers. Makerspaces, also known as hackerspaces, hack labs and fab labs, are open-access spaces where a community shares tools, machines and knowledge in order to implement an idea. This communication reviews the makerspaces at the world’s top 10 engineering universities and three of the most recognized in Spain. The qualitative data was collected through the universities’ websites. We observed that most of the reviewed universities have outstanding makerspaces for engineering students, generally open to the entire university community. In Spain, the ‘Maker UPV’ was found exceptionally successful in activities and projects performed in spite of their lack of material resources. Lastly, the authors describe their experience implementing a campus makerspace at the University of La Rioja, sharing interesting information about the organization, budget, funding and activities.
3
Momete, Daniela cristina. "ADAPTING TERTIARY ENGINEERING EDUCATION TO THE NEW LEARNING ENVIRONMENT." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-128.
Анотація:
This paper has as main objective the presentation of an integrated pedagogical solution that aims to transform the teaching act designed for students and Bachelors in engineering into a more adapted one to the challenges of present. The author of this paper identifies the bottlenecks of the engineering education and suggests a mix of solutions that are to be followed with the aim to stimulate the students' ethical development, involvement and creativity. The solutions encompass the rethought of syllabi for engineers of all specialties and the starting point is considered to be the assessment of the technical relevance, sufficiency, and the correlation of theory with practice for all disciplines. This reshaping must be done having in mind the well spread copy-paste mentality, therefore the syllabi should also incorporate a special set of values and moral principles. Another solution taken into consideration is the evolvement of the teaching methods that must include instruments of the actual digital era, having in mind the new technologies and the new possibilities of collaborative learning. The design of new e-books and e-case studies for students, the use of BYOD ("Bring Your Own Device") solution are some examples that will allow students to properly integrate the information acquired by attending different courses and also will encourage their collaboration and the building of powerful teams. Students' empowerment and stimulation of collaborative learning are also seen as major solutions for the enhancement of the efficiency of the teaching act. The paper presents an original system of student's active involvement into the learning process and is based on a method employed by the author of this paper in her own courses held for Bachelors in economic engineering.
4
Li, Teng, and Zhigang Suo. "Engineering Education in the Age of Web 2.0: Explorations Through iMechanica.org." In ASME 2007 International Mechanical Engineering Congress and Exposition. ASMEDC, 2007. http://dx.doi.org/10.1115/imece2007-43550.
Анотація:
Web 2.0 refers to a collection of second generation web services, such as blogs, social bookmarking, wikis, podcasts, and Really Simple Syndicates (RSS) feeds. While the first generation web (Web 1.0) is about linking information available online, Web 2.0 emphasizes online collaboration and sharing among people. These new web services bring up new opportunities to innovate how we conduct research and education. We report the preliminary explorations of engineering education exploiting Web 2.0 services, through iMechanica (http://imechananica.org). Hosted at Harvard University and powered by Drupal, an open-source content management system (CMS), iMechanica provides a platform for researchers, educators and students to experiment with innovative ideas on engineering education. For example, instructors can post syllabi, lecture notes, as well as slides and videos on iMechanica. Interested learners can view and study these posts, raise questions and make comments. Quite often an active discussion produces more useful information beyond an original post, and inspires new posts and further discussions. Furthermore, one can subscribe to these discussions through RSS feeds and is notified whenever a new entry is added to the thread of discussion. The instructing and learning through iMechanica are not limited within a specific institution or a specific curriculum. Anyone in the world can join such education processes, as either an instructor or a student, or both. These preliminary explorations of engineering education in the age of Web 2.0 hold the promise to build an online life-long learning environment without boundary.
5
Esqueda Merino, Donovan, Hector Rafael Morano Okuno, Daishi A Murano Labastida, Jesus Enrique Chong Quero, Gloria A González Sarmiento, Arturo Vargas Olivares, Arturo Desaix López Rojas, et al. "Engineering Project Management Skill Development in Research vs. Corporate Realms." In 15th International Conference on Applied Human Factors and Ergonomics (AHFE 2024). AHFE International, 2024. http://dx.doi.org/10.54941/ahfe1004727.
Анотація:
In this study, we look into into two educational approaches implemented in a capstone course designed for Senior Mechatronic Engineers. Despite sharing a common syllabus and learning objectives, the course was delivered by two different groups of professors: the first focused on a research-oriented approach working together with a research laboratory, while the second emphasized an enterprise-driven perspective in partnership with various internal and external stakeholders.Mechatronic Engineers engaged in innovative technology-based projects require a fusion of technical expertise, soft skills, strategic thinking, and collaborative proficiency. Recognizing that vicarious experiences alone are insufficient for students to master such projects, our capstone course incorporated challenges with Training Partners to bridge the gap and simulate real-world demands.As part of the course requirements, students were tasked with developing a team project that culminated in a physical prototype and a poster presentation at an Engineering fair. Subsequently, students underwent a mock interview assessment, evaluated by their professors, during which they also assessed their self-efficacy across different skills. Our observations revealed that both evaluators and students shared similar perceptions regarding certain sub-competencies, including effective communication, impact on business/society/environment, and ethical commitment. However, some differences emerged in sub-competencies related to teamwork, problem formulation and resolution, methodological approach to design, and innovation capability.It is noteworthy that students exhibited a higher self-perceived leadership capability, a very important skill in non-hierarchical leadership roles like project management, than external assessments indicated. This observation is intriguing, considering that not all team members could assume leadership roles simultaneously, and the course did not explicitly require students to define leadership roles. The results highlight that while the difference between professor expectations and student self-assessment is relatively modest, the course emphasis may influence the development of specific skills.The study scrutinized two educational paradigms: one research-oriented and the other enterprise-driven. Findings indicate that enterprise-oriented students expressed greater proficiency in understanding the course objectives and planning skills, whereas research-oriented students demonstrated heightened confidence in project execution and interaction with stakeholders.
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Coanca, Mariana. "NEW APPROACHES IN TEACHING ESP." In eLSE 2013. Carol I National Defence University Publishing House, 2013. http://dx.doi.org/10.12753/2066-026x-13-182.
Анотація:
This paper deals with the presentation of the teaching methods concerning ESP and the use of additional teaching materials, according to the syllabus of the Faculty of Computer Science for Business Management. Taking into account that students come from different cultural backgrounds (Egypt, Siria, India, South Africa, Romania), firstly the teacher identifies the learners' needs based on an analysis of students' target needs, especially because the existence of the need and more precisely the awareness of the need is vital in the process of teaching ESP. The students' target needs led to new approaches in teaching ESP; "target needs" is an umbrella term and it consists of situations in terms of their necessities, lacks and wants. These terms are explained to the students and afterwards the students are asked to fill in a questionnaire for the teacher to compare their necessities, lacks and wants. Gathering this information is a matter of observing what situations the learner will need to function in, what the learner knows already so that the teacher could decide which of the necessities the students' lacks. Furthermore, the teacher takes into consideration the students' wants because the students have a clear idea of their wants and thus, by using new teaching methods, the teacher increases the students' motivation to learn, too. In conclusion the teacher has also the role of an investigator to identify the students' needs and she/he brings additional materials which cover the learners' wants, also determining the impact of their culture on the learning process.
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Crisan, Alina, and Roxana Enache. "DEVELOPMENT OF CROSS SKILLS HARNESSING EDUCATIONAL VALENCES OF INTERNET IN NATIONAL CURRICULUM." In eLSE 2015. Carol I National Defence University Publishing House, 2015. http://dx.doi.org/10.12753/2066-026x-15-210.
Анотація:
As follows from the analysis introducing Internet facilitates certain structural changes in schools and, used correctly and efficiently, it may lead to the achievement of fundamental educational purposes such as: development of basic skills, critical and creative thinking, the collaborative activities and teamwork skills, selection and use of appropriate strategies to solve problems, a positive attitude to school subjects and education, providing training for lifelong learning. The issue of the use of new information technologies and the Internet in particular in education remains a matter of pedagogical research for the future in terms of the contribution it can bring to quality and efficiency of education, in terms of access and equity increased by rapid technological advances. To train and develop the skills, abilities and cross-competencies the resources and educational potential of the Internet need to be harnessed within the national curriculum by formulating purposes and contents as well as by developing of examples of concrete teaching activities at the level of methodological suggestions and evaluation activity. Achieving the unitary character of the educational process regarding the development of ICT skills would involve introducing a chapter that emphasizes skills training and practice to use new information technologies for each subject. As for Physics, where the new syllabi for 10th and 11th grade contains references and methodological suggestions pointing out that the experience gained in recent years indicates the possibility of more effective educational process by accelerating academic progress due to the use ICT, so in teaching various other subjects there is a greater understanding to the fact that ICT can contribute to improving access to education and increasing the attractiveness of education by completing and diversifying existing resources in any discipline within the seven curricular areas Romanian education is structured into. The methodological support offered by curricula in this area aims to achieve compatibility between key skills, contents and the use of ICT in teaching any discipline.