Crystalization phenomena in glasses containing chromium

Imperial Users onl

The Acoustic Correlates of Stress-Shifting Suffixes in Native and Nonnative English: An Overview

Although laboratory phonology techniques have been widely employed to discover the interplay between the acoustic correlates of English Lexical Stress (ELS) – fundamental frequency, duration, and intensity - studies on ELS in polysyllabic words are rare, and cross-linguistic acoustic studies in this area are even rarer. Consequently, the effects of language experience on L2 lexical stress acquisition are not clear. This investigation of adult Arabic (Saudi Arabian) and Mandarin (Mainland Chinese) speakers analyzes their ELS production in tokens with seven different stress-shifting suffixes; i.e., Level 1 [+cyclic] derivations to phonologists. Stress productions are then systematically analyzed and compared with those of speakers of Midwest American English using the acoustic phonetic software, Praat. In total, one hundred subjects participated in the study, spread evenly across the three language groups, and 2,125 vowels in 800 spectrograms were analyzed (excluding stress placement and pronunciation errors). Nonnative speakers completed a sociometric survey prior to recording so that statistical sampling techniques could be used to evaluate acquisition of accurate ELS production. The speech samples of native speakers were analyzed to provide norm values for crossreference and to provide insights into the proposed Salience Hierarchy of the Acoustic Correlates of Stress (SHACS). The results support the notion that a SHACS does exist in the L1 sound system, and that native-like command of this system through accurate ELS production can be acquired by proficient L2 learners via increased L2 input. Other findings raise questions as to the accuracy of standard American English dictionary pronunciations as well as the generalizability of claims made about the acoustic properties of tonic accent shift

The Influence of the Kansas Supreme Court on the Powers and Duties of the County Commissioners, 1861 to 01/01/1958

The county commissioners are the elected quasi-legislative, quasi-judicial, administrative officers of the county, and as such have the duty to conduct most of the affairs of the county. This topic was chosen because the office of county commissioner is the most interesting to this student in that as the administrative and supervisory agents of the county they have more liberty of choice and discretion than the other officers; also, because the commissioners are the legal litigants in all suits against the county. The Supreme Court of Kansas has had a great opportunity to review and influence the powers and duties of the office. The Kansas Constitution and the General Statutes of Kansas provide for the office and set out the various duties, powers, and limitations of the office. The Supreme Court of Kansas, however, is the final word on the interpretation of these constitutional and statutory powers and duties of the board. This paper will show the various interpretations and influences on the office as provided by the Supreme Court decisions. The term board of county commissioners will hereinafter be referred to as the board

The Acoustic Correlates of Stress-Shifting Suffixes in Native and Nonnative English

Although laboratory phonology techniques have been widely employed to discover the interplay between the acoustic correlates of English Lexical Stress (ELS)–fundamental frequency, duration, and intensity - studies on ELS in polysyllabic words are rare, and cross-linguistic acoustic studies in this area are even rarer. Consequently, the effects of language experience on L2 lexical stress acquisition are not clear. This investigation of adult Arabic (Saudi Arabian) and Mandarin (Mainland Chinese) speakers analyzes their ELS production in tokens with seven different stress-shifting suffixes; i.e., Level 1 [+cyclic] derivations to phonologists. Stress productions are then systematically analyzed and compared with those of speakers of Midwest American English using the acoustic phonetic software, Praat. In total, one hundred subjects participated in the study, spread evenly across the three language groups, and 2,125 vowels in 800 spectrograms were analyzed (excluding stress placement and pronunciation errors). Nonnative speakers completed a sociometric survey prior to recording so that statistical sampling techniques could be used to evaluate acquisition of accurate ELS production. The speech samples of native speakers were analyzed to provide norm values for cross-reference and to provide insights into the proposed Salience Hierarchy of the Acoustic Correlates of Stress (SHACS). The results support the notion that a SHACS does exist in the L1 sound system, and that native-like command of this system through accurate ELS production can be acquired by proficient L2 learners via increased L2 input. Other findings raise questions as to the accuracy of standard American English dictionary pronunciations as well as the generalizability of claims made about the acoustic properties of tonic accent shift

The balancing act: combining higher level study with work and family life

This research investigates the strategies employed by part-time postgraduate students to overcome the challenges associated with undertaking study alongside full-time teaching careers and busy family lives. Using purposeful sampling, qualitative data was collected via telephone interviews with participants on two masters’ programmes in the UK, both primarily aimed at school teachers. The findings strongly suggest that students were able to overcome the perceived challenge of balancing the demands placed on their time and energy to achieve a work-life-study balance by developing specific time management, personal organisation and self-reward strategies. Similarly, a range of support mechanisms, both formal and informal, were utilised or constructed with particular value placed by the study’s participants on the collaborative networks and discussions that they were able to have with fellow students. These collaborative encounters are represented as communities of practice (Lave and Wenger, 1991; Wenger, 1998) in this paper. The strategies and mechanisms identified through this research are offered as a heuristic to other students who are invited to consider them as possibilities in navigating their own way through similar, challenging terrain. There are also implications for educators supporting part-time postgraduate learners which, again, are offered for heuristic consideration

Mini-Grammar Lessons: The Pedagogical Application of a Syntactic Analysis to L2 Composition

In this paper we demonstrate that by using syntax error-analysis from a single composition from an ESL learner, a succession of structure lessons can be devised based upon the principles of Chomsky’s Generative Transformational Grammar (Koffi, 2010). This is analogous to the Cognitive Code Approach of the 1970s which was greatly influenced by the work of linguists and psycholinguists such as Chomsky and Miller (Celce-Murcia, 1991). We reveal that while mistakes are inevitable in the acquisition process, teachers can create personalized “mini-grammar lessons” (Celce-Murcia & Hilles, 1988, p.145) based on the identification of recurring patterns of errors in their students’ compositions (Kroll & Schafer, 1978)

Black and minority ethnic trainees’ experiences of physical education initial teacher training

The official published version can be accessed at the link below.This report draws together the findings of research that aimed to explore black and minority ethnic (BME) trainees’ experiences of Physical Education (PE) initial teacher training (ITT). Although the numbers of BME trainees opting to enter teaching have improved considerably over the last few years, PE remains one of three specific subject areas where they remain significantly under-represented. Current figures suggest that PE attracts approximately 3% of trainees from BME backgrounds, compared with 11% for new entrants into teaching overall. The relative lack of success in attracting BME trainees into PE teaching compared to other subject areas suggests that the subculture of the subject may be a compounding factor. Over the last decade or so, a number of studies have explored the impact of ethnicity on teachers’ professional socialisation and their experiences as teachers in school, but none have focused on experiences within specific subject cultures. The centrality of the body in PE, and the link between this and the perceived low status of the subject, are influencing factors highlighted in the broader literature, including sports studies. For example, research exploring racism and the under-representation of BME participants in sport has highlighted the prevalence of stereotypical attitudes about their physicality and abilities held by coaches, administrators and spectators. Other research has suggested that some minority ethnic groups favour higher status, better paid, careers in areas such as law or medicine rather than teaching. As yet, there has been little attention to ‘race’ and ethnicity within PEITT, although studies have shown the impact of gender on trainees’ developing professional identities, and how teachers’ gendered bodies are important ‘tools’ of their work. In addition, there has been little research that has acknowledged trainees’ multiple identities, or the complex ways in which ‘race’, ethnicity, class and gender and other identity markers intersect to impact on the professional socialisation process. The research on which this report is based sought to fill some of these gaps in our understandings of BME trainees’ experiences of PEITT, and to identify strategies that might help in their recruitment and retention in the longer term. The research was funded through a small Recruitment and Retention Challenge Grant from the Teacher Development Agency (TDA). These grants form part of the TDA’s wider policy agenda to widen the diversity of new intakes opting into teaching. Higher education institutions have been encouraged, through targets and financial support and incentives, to develop specific strategies aimed at widening the diversity of their cohorts. Examples of such strategies include the provision of specialist admission help for BME prospective trainees; opportunities to gain experience in schools; open days and ‘taster’ events; advertising in the ethnic minority media, and the development of good practice guides and staff training to help ITT providers address issues of ‘race’ and ethnicity. 5 The impetus for this research resulted, in part, from presentations and discussions at a one day PEITT Network1 staff seminar on diversity held in October, 2007. The quantitative research conducted by the Association for Physical Education (AfPE) and the Ethnic Minority Foundation (EMF) presented here, showed the extent of the national under-representation of BME students in PEITT. Although the day focused on addressing reasons for BME under representation and strategies that might be used for improving recruitment, we felt it was also important to learn about the qualitative experiences of trainees that have been attracted into PEITT. Understanding the experiences of our current BME trainees might offer useful insights into how we might recruit and retain future such trainees. Our choice of qualitative research was supported by a national study published shortly after the network day, investigating the links between gender, ethnicity and degree attainment (Higher Education Academy, HEA, 2008), which specifically calls for further qualitative studies of students’ experiences of different subject areas.Funding from the Training and Development Agency (TDA