33 page presentation (chapter 1) about cells and more. From Sydney Oberheiden of Dallas Texas. https://sydneyrileyoberheiden.blogspot.com/2019/12/more-about-sydney-oberheiden-in-dallas.html
Fluency disorder (Stuttering also known as stammering)Emmanuel Raj
Introduction, aetiology, Epidemiology, Clinical features, Theories, Scale, Diagnosis, Assessment, management of stuttering.
Fluency: continuity, smoothness, rate, and effort in speech production.
All speakers are disfluent at times. They may hesitate when speaking, use fillers (“like” or “uh”), or repeat a word or phrase. These are called typical disfluencies or non-fluencies (ASHA - American Speech-Language-Hearing Association).
Types of fluency disorders
Stuttering
Cluttering
Normal Non-fluency
Stuttering (Stammering) the most common fluency disorder, is an interruption in the flow of speaking characterised by specific types of disfluencies, including:
Prolongations unnatural stretching of a sound (e.g., “Ssssssssometimes we stay home”);
Repetitions of sounds, syllables, and monosyllabic words (e.g., “Look at the b-b-baby,” “Let’s go out-out-out”);
Hesitations usage of fillers (“like” or “uh”),
Blocks inability to initiate speech sounds/difficulty getting a word/pausing in between words
CLASSIFICATION OF STUTTERING:
DEVELOPMENTAL STUTTERING:
It is initially noted in children between three and eight years of age
Approx. 75 % of pre-schoolers with developmental stuttering spontaneously recover within 4 years.
Normal non fluency:
As children pass through normal language development they will be disfluent in certain period when compared to others.
ACQUIRED STUTTERING:
Neurogenic stuttering: usually follows a neurologic event, such as traumatic brain injury, stroke, or other brain damage.
stuttering occurs at the beginning of the words and the secondary behaviours are more obvious than with acquired stuttering.
Cause:
Cerebrovascular accident (stroke), with or without aphasia, Head trauma, Ischemic attacks (temporary obstruction of blood flow in the Brain)
Signs and symptoms:
Repetitions, Excessive levels of normal disfluencies , Extraneous movements
Psychogenic stuttering: It is rare and usually occurs in adults with a history of psychiatric problems following a psychological event or emotional trauma; there may be no other known aetiology.
Causes:
Depression, Emotional responses to traumatic events, Anxiety
Signs and symptoms:
Rapid repetitions of initial sounds
Epidemiology:
The prevalence of stuttering over the whole population was 0.72%, with higher prevalence rates in younger children (1.4–1.44) and lowest rates in adolescence (0.53).
Male-to-female ratios ranged from 2.3:1 in younger children to 4:1 in adolescence, with a ratio of 2:1 across all ages according to ASHA
In India it is estimated that approx. 10% of cases with communication disorders may have stuttering according to AIISH.
Aetiology:
A variety of factors may influence stuttering events, although the etiology of the condition is unclear
Possible contributing factors include cognitive processing abilities, genetics, gender of the patient, and environmental influences.
By the end of this presentation you should be able to:
Describe the common qualitative research approaches
Demonstrate how and when to conduct different types of qualitative research
Understand that focus group discussion and interview are not qualitative research methods or designs. They are just tools for data collection.
South Dakota State University online Speech 101 courses use this outline. The on campus classes use much of the same information but in a different format. This presentation can provide a reminder for all classes.
Dr Alana James and Dr Bob Zenhaursern will each look at an example from research and discuss for both qualitative (Alana) quantitative (Bob) design how the research framework interact with your data collection decisions and how they lead to argumentation. By focusing on the subtle interactions we find in these examples we should illuminate the bigger issues everyone faces. As with all Sunday conferences we start at 3pm GMT, 9AM CST or 10 EST. Join our Sunday group but we also suggest anyone interested in the topic, but who cannot make it live, RSVP yes as we will send you the recording.
33 page presentation (chapter 1) about cells and more. From Sydney Oberheiden of Dallas Texas. https://sydneyrileyoberheiden.blogspot.com/2019/12/more-about-sydney-oberheiden-in-dallas.html
Fluency disorder (Stuttering also known as stammering)Emmanuel Raj
Introduction, aetiology, Epidemiology, Clinical features, Theories, Scale, Diagnosis, Assessment, management of stuttering.
Fluency: continuity, smoothness, rate, and effort in speech production.
All speakers are disfluent at times. They may hesitate when speaking, use fillers (“like” or “uh”), or repeat a word or phrase. These are called typical disfluencies or non-fluencies (ASHA - American Speech-Language-Hearing Association).
Types of fluency disorders
Stuttering
Cluttering
Normal Non-fluency
Stuttering (Stammering) the most common fluency disorder, is an interruption in the flow of speaking characterised by specific types of disfluencies, including:
Prolongations unnatural stretching of a sound (e.g., “Ssssssssometimes we stay home”);
Repetitions of sounds, syllables, and monosyllabic words (e.g., “Look at the b-b-baby,” “Let’s go out-out-out”);
Hesitations usage of fillers (“like” or “uh”),
Blocks inability to initiate speech sounds/difficulty getting a word/pausing in between words
CLASSIFICATION OF STUTTERING:
DEVELOPMENTAL STUTTERING:
It is initially noted in children between three and eight years of age
Approx. 75 % of pre-schoolers with developmental stuttering spontaneously recover within 4 years.
Normal non fluency:
As children pass through normal language development they will be disfluent in certain period when compared to others.
ACQUIRED STUTTERING:
Neurogenic stuttering: usually follows a neurologic event, such as traumatic brain injury, stroke, or other brain damage.
stuttering occurs at the beginning of the words and the secondary behaviours are more obvious than with acquired stuttering.
Cause:
Cerebrovascular accident (stroke), with or without aphasia, Head trauma, Ischemic attacks (temporary obstruction of blood flow in the Brain)
Signs and symptoms:
Repetitions, Excessive levels of normal disfluencies , Extraneous movements
Psychogenic stuttering: It is rare and usually occurs in adults with a history of psychiatric problems following a psychological event or emotional trauma; there may be no other known aetiology.
Causes:
Depression, Emotional responses to traumatic events, Anxiety
Signs and symptoms:
Rapid repetitions of initial sounds
Epidemiology:
The prevalence of stuttering over the whole population was 0.72%, with higher prevalence rates in younger children (1.4–1.44) and lowest rates in adolescence (0.53).
Male-to-female ratios ranged from 2.3:1 in younger children to 4:1 in adolescence, with a ratio of 2:1 across all ages according to ASHA
In India it is estimated that approx. 10% of cases with communication disorders may have stuttering according to AIISH.
Aetiology:
A variety of factors may influence stuttering events, although the etiology of the condition is unclear
Possible contributing factors include cognitive processing abilities, genetics, gender of the patient, and environmental influences.
By the end of this presentation you should be able to:
Describe the common qualitative research approaches
Demonstrate how and when to conduct different types of qualitative research
Understand that focus group discussion and interview are not qualitative research methods or designs. They are just tools for data collection.
South Dakota State University online Speech 101 courses use this outline. The on campus classes use much of the same information but in a different format. This presentation can provide a reminder for all classes.
Dr Alana James and Dr Bob Zenhaursern will each look at an example from research and discuss for both qualitative (Alana) quantitative (Bob) design how the research framework interact with your data collection decisions and how they lead to argumentation. By focusing on the subtle interactions we find in these examples we should illuminate the bigger issues everyone faces. As with all Sunday conferences we start at 3pm GMT, 9AM CST or 10 EST. Join our Sunday group but we also suggest anyone interested in the topic, but who cannot make it live, RSVP yes as we will send you the recording.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
1. THE TRANSLATION SHIFT ON
EUPHEMISM AND DYSPHEMISM
IN THE WEBTOON BIG JO INTO INDONESIAN
PRESENTED BY:
I GUSTI AYU DWI DHARMA YANTI
2. • Translation
• Euphemism
• Dysphemism
• Shift
• Webtoon
Background
•Types of euphemism and
dysphemism formations
•Types of shift occurred in
the translation of English
euphemism and
dysphemism into
Indonesian
Problems
5. RESEARCH METHODS
Approach
• Descriptive
qualitative
approach
Location
• Researcher’s
house in
Batubulan,
Gianyar
• Faculty of Arts
Udayana
University,
Denpasar
Data Source
• Qualitative
data
• Big Jo (2016)
by Julia
Arostegi
• Big Jo contains
sensitive issues
related to body
parts, illness,
and bullying
Instruments
• The researcher
itself
• Stationary
items
6. Method and Techniques of
Collecting Data
Library research
The data were collected by
observing euphemism and
dysphemism expressions and their
translation into Indonesian
Steps:
- Reading the ST and find out words
and phrases which contain
euphemism and dysphemism
- Marking the expression that is
considered as euphemism and
dysphemism
- Categorizing based on the types of
euphemism and dysphemism
- Compare the SL and TL expression
to find out if there is a shift or not
- Collecting and classifying based on
the types of shift
Method and Techniques of
Analyzing Data
Descriptive and qualitative method
Steps:
- Observing the ST
- Sorting and classifying the data
based on the theory of euphemism
and dysphemism by Allan and
Burridge
- Comparing SL and TL to find out the
shift
- Classifying based on the Catford’s
translation shift theory
- Presenting the analysis
- Draw conclusions
Method and Techniques of
Presenting the Analysis
Informal and formal methods
Informal method by using sentence
and Formal method by using table
7. FINDINGS
TABLE 1: THE OCCURRENCE OF EUPHEMISM AND DYSPHEMISM FORMATIONS
No Types of Euphemism and Dysphemism Formations Data Frequency (%)
1 Colloquial 56 67,5
2 Understatement 18 21,7
3 Technical Jargon 4 4,8
4 Idiom 1 1,2
5 Simile 1 1,2
6 Acronym 2 2,4
7 Omission 1 1,2
Total 83 100
8. FINDINGS
• FUNCTIONS OF EUPHEMISM AND DYSPHEMISM
Euphemism
• To avoid taboos
• To show respect and avoiding
feeling uncomfortable with the
other person when talking about
something related to body parts,
God, criminal act, illness and
death
• To maintain good
communication with the other
speaker or reader
Dysphemism
• To insult someone
• To show or express dislike
• To strengthen or sharpen the
humiliation committed
• To express anger or irritation
towards someone
9. DISCUSSION
Colloquial SL: And how on earth is your skinny ass going to hurt me, I wonder..
TL: Aku penasaran banget gimana bisa bokong kurus mu itu bakal melukaiku
SL: TL:
10. DISCUSSION
Ass
A person’s buttocks
or anus
Stupid person
Synonymous with
butt booty
Taboo
- In the connection of bodily
effluvia
- It has been used to
describe someone stupid
Dysphemism
A way of expressing anger
towards someone and it can
be also to insult or show
dislike to someone (in this
case, someone who is talking
to Joan)
Colloquial
Ass is a slang for word
someone’s buttocks or
bottom and this expression
can be found in informal or
casual conversation where
some slang terms are used
SL: TL:
Ass
Translated into Bokong
(bagian belakang
pinggul)
Formal
Synonym:
pantat
Informal
11. FINDINGS
TABLE 2: THE OCCURRENCE OF CATEGORY SHIFT
No. Translation Shifts Data Frequency (%)
1 Structure shift 13 15,7
2 Unit shift
Lower to Higher rank 48 57,8
Higher to Lower rank 13 15,7
3 Class shift 4 4,8
4 Intra system shift 5 6
total 83 100
12. DISCUSSION
Unit shift (Lower to Higher rank)
• SL: Just looking at you makes me sick
• TL: Hanya melihatmu saja bisa membuatku ingin muntah
The unit of sick is word in the source text. The word of the source text is
translated into phrase ingin muntah in the target text.
Unit shift (Higher to Lower rank)
• SL: Can I have a word with Jo?
• TL: Bolehkah saya bicara dengan Jo?
The unit of have a word is phrase in the source text. However, it is translated
into word bicara in the target text.
13. CONCLUSION
• There are 83 data consist of 43 data contains euphemism and 40 data contain dysphemism expression.
• 7 types of euphemism and dysphemism formations were found, they are: colloquial, understatement,
technical jargon, idiom, simile, acronym and omission.
• Colloquial type occurs in the highest frequency.
• Structure, unit, class, and intra-system shifts occurs in the process of translating the expression of
euphemism and dysphemism from English into Indonesian.
• Unit shift (Lower to Higher rank) occurs in the highest frequency.
- Thank You -
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