This Power Point Presentation defines terminology and visual tools relevant to pronunciation. It also applies Second Language Acquisition Theory, providing possible explanations of why some ELLs learn English pronunciation better than others.
Module Six SummaryDiscussion If you’ve had a sociology cl.docxgilpinleeanna
Module Six Summary/Discussion
If you’ve had a sociology class, the discussion of “gender” was most probably a topic of course discussion. What a society views as “male” and “female” are, as I was taught, learned perspectives. In warrior and hunting societies, with few exceptions, the men filled these roles. This type of gender identification, after all, is not new in history, crossing many cultural and generational lines. Certainly those of Western European heritage recognized this warrior/hunter aspect immediately upon first contact, and knew Native Americans would resist territorial encroachments. In the case of the United States of America in the 1800’s, plans were put into place to disarm native warriors, such as those from the Great Plains, and to re-educate them in a new role (farmer) that was contrary to their cultural view of manhood. This “formula”, which has been used more than once in history by different groups, is a very effective way of controlling and demoralizing a potential enemy force, and had a devastating and long lasting impact on many Native American communities.
Assimilation by means of educating the children of a conquered/dominated people by the conquerors is not new to history, either. In regard to the Native Boarding Schools, though, there is a proverbial “grey area”. If you watched the video I recommended about Ishi, the last survivor of the Yahi people of California, you know that many of his small society were attacked and killed by American settlers, and this is only one example. Some of the religious reformers and members of the U.S. government who established these schools sought to save the very lives of native children, knowing full well the outright genocidal views of some of their fellow Americans towards Native Americans.
The forced removal of these children from the bosom of their families, and the treatment they received at some of these institutions was horrendous. If these “reformers” could speak to us today, however, they would most certainly remind us that they were saving these children from certain death, and in some cases, that would be true. As for how these children were treated at these schools, remember the era we’re studying … the latter 19th and early 20th centuries. Many children of the time, both native and non-native, were by today’s standards, beaten as a way to correct what was deemed disobedient, sinful, and in the case of native children, pagan behavior by Christian missionaries and teachers. (I myself was raised with the quote, “Spare not the rod for the weeping”, and yes, my religious parents practiced corporal punishment, as did their parents before them. Do I think that I was beaten? Yes, I do, but the older people in my family would not only disagree, but be deeply shocked and offended that I felt this way. I was, according to their interpretation of biblical writ, “chastised” for sinful actions as a means to save my soul.) Where there acts of extreme violen ...
This article was written the most accurate possible. The references used are very trustworthy. The information could be used for a presentation or a free-topic-essay job. It is understandable and very detailed. Have fun learning!
For those interested in the video, go to: https://youtu.be/wPkuUPOk6kQ and there you'll see it.
3.3 Theoretical Perspectives Theorists at one extreme of the issue.docxgilbertkpeters11344
3.3 Theoretical Perspectives Theorists at one extreme of the issue contend that language is a learned behavior and that language learning is no different from any other kind of human learning. Theo- rists at the other extreme take the position that not much learning is required, that language is wholly instinctive. Neither extreme is reasonable, but in between the two are a number of competing theories about how it is that a preschool child has a tacit under- standing of how the grammar of his language works that would take a linguist hundreds of pages to describe.
We cannot describe all the theories that have evolved or the cases that have been made for them, but we will examine four broad categories of theory related to language that have had a major influence. They are behaviorist, active construction of a grammar, neural con- nectionism, and social interaction.
Behaviorist Theories As appealing as behaviorism was in the early part of the 20th century, it has little credence as a theory of language acquisition. Basically, behaviorist theories take the position that children learn through imitation. They listen to the speech around them, imitate what they hear, and then through a system of reinforcement (i.e., being praised or rewarded for correct utterances and having errors ignored or corrected), they learn to discard their imperfect imitations. The problems with applying this theory to real children learning language are obvi- ous. First, children produce utterances they have never heard and, second, adults rarely respond to the form of the utterance. No theory of imitation can account for this and simi- lar utterances. See Chomsky’s Case Against Behaviorism for more on this topic.
CHAPTER 3Section 3.3 Theoretical Perspectives
The most serious flaw of imitation as a theory is that it cannot account for how children come to produce or understand novel utterances, whether in the way they pronounce words or in the way they inflect them, or in the sentences they produce. Pronunciation errors are generally attributed to children’s immature articulators (i.e., their physical inability to produce an exact replica of the adult form). Chloe’s lalo for yellow would be assumed to be caused by her articulators not being sufficiently well developed to produce two distinct consonants and two distinct vowels in the same word.
Other kinds of errors are more problematic. It is highly unlikely that Chloe ever heard anyone say, “Nana, you forgotted.” Yet she and all children her age regularly produce sen- tences they could not have heard from anyone else. Even if behaviorism could account for how these forms are created, the theory stumbles on the notion of reinforcement. There is overwhelming evidence that, in general, adults neither negatively reinforce flawed utter- ances nor positively reinforce correct ones. When I responded to Chloe with, “Yes, I sup- pose I did forget,” although I modeled the correct form, my response was to her mean- ing, not her .
This Power Point Presentation defines terminology and visual tools relevant to pronunciation. It also applies Second Language Acquisition Theory, providing possible explanations of why some ELLs learn English pronunciation better than others.
Module Six SummaryDiscussion If you’ve had a sociology cl.docxgilpinleeanna
Module Six Summary/Discussion
If you’ve had a sociology class, the discussion of “gender” was most probably a topic of course discussion. What a society views as “male” and “female” are, as I was taught, learned perspectives. In warrior and hunting societies, with few exceptions, the men filled these roles. This type of gender identification, after all, is not new in history, crossing many cultural and generational lines. Certainly those of Western European heritage recognized this warrior/hunter aspect immediately upon first contact, and knew Native Americans would resist territorial encroachments. In the case of the United States of America in the 1800’s, plans were put into place to disarm native warriors, such as those from the Great Plains, and to re-educate them in a new role (farmer) that was contrary to their cultural view of manhood. This “formula”, which has been used more than once in history by different groups, is a very effective way of controlling and demoralizing a potential enemy force, and had a devastating and long lasting impact on many Native American communities.
Assimilation by means of educating the children of a conquered/dominated people by the conquerors is not new to history, either. In regard to the Native Boarding Schools, though, there is a proverbial “grey area”. If you watched the video I recommended about Ishi, the last survivor of the Yahi people of California, you know that many of his small society were attacked and killed by American settlers, and this is only one example. Some of the religious reformers and members of the U.S. government who established these schools sought to save the very lives of native children, knowing full well the outright genocidal views of some of their fellow Americans towards Native Americans.
The forced removal of these children from the bosom of their families, and the treatment they received at some of these institutions was horrendous. If these “reformers” could speak to us today, however, they would most certainly remind us that they were saving these children from certain death, and in some cases, that would be true. As for how these children were treated at these schools, remember the era we’re studying … the latter 19th and early 20th centuries. Many children of the time, both native and non-native, were by today’s standards, beaten as a way to correct what was deemed disobedient, sinful, and in the case of native children, pagan behavior by Christian missionaries and teachers. (I myself was raised with the quote, “Spare not the rod for the weeping”, and yes, my religious parents practiced corporal punishment, as did their parents before them. Do I think that I was beaten? Yes, I do, but the older people in my family would not only disagree, but be deeply shocked and offended that I felt this way. I was, according to their interpretation of biblical writ, “chastised” for sinful actions as a means to save my soul.) Where there acts of extreme violen ...
This article was written the most accurate possible. The references used are very trustworthy. The information could be used for a presentation or a free-topic-essay job. It is understandable and very detailed. Have fun learning!
For those interested in the video, go to: https://youtu.be/wPkuUPOk6kQ and there you'll see it.
3.3 Theoretical Perspectives Theorists at one extreme of the issue.docxgilbertkpeters11344
3.3 Theoretical Perspectives Theorists at one extreme of the issue contend that language is a learned behavior and that language learning is no different from any other kind of human learning. Theo- rists at the other extreme take the position that not much learning is required, that language is wholly instinctive. Neither extreme is reasonable, but in between the two are a number of competing theories about how it is that a preschool child has a tacit under- standing of how the grammar of his language works that would take a linguist hundreds of pages to describe.
We cannot describe all the theories that have evolved or the cases that have been made for them, but we will examine four broad categories of theory related to language that have had a major influence. They are behaviorist, active construction of a grammar, neural con- nectionism, and social interaction.
Behaviorist Theories As appealing as behaviorism was in the early part of the 20th century, it has little credence as a theory of language acquisition. Basically, behaviorist theories take the position that children learn through imitation. They listen to the speech around them, imitate what they hear, and then through a system of reinforcement (i.e., being praised or rewarded for correct utterances and having errors ignored or corrected), they learn to discard their imperfect imitations. The problems with applying this theory to real children learning language are obvi- ous. First, children produce utterances they have never heard and, second, adults rarely respond to the form of the utterance. No theory of imitation can account for this and simi- lar utterances. See Chomsky’s Case Against Behaviorism for more on this topic.
CHAPTER 3Section 3.3 Theoretical Perspectives
The most serious flaw of imitation as a theory is that it cannot account for how children come to produce or understand novel utterances, whether in the way they pronounce words or in the way they inflect them, or in the sentences they produce. Pronunciation errors are generally attributed to children’s immature articulators (i.e., their physical inability to produce an exact replica of the adult form). Chloe’s lalo for yellow would be assumed to be caused by her articulators not being sufficiently well developed to produce two distinct consonants and two distinct vowels in the same word.
Other kinds of errors are more problematic. It is highly unlikely that Chloe ever heard anyone say, “Nana, you forgotted.” Yet she and all children her age regularly produce sen- tences they could not have heard from anyone else. Even if behaviorism could account for how these forms are created, the theory stumbles on the notion of reinforcement. There is overwhelming evidence that, in general, adults neither negatively reinforce flawed utter- ances nor positively reinforce correct ones. When I responded to Chloe with, “Yes, I sup- pose I did forget,” although I modeled the correct form, my response was to her mean- ing, not her .
Chris Thile, Kendrick Lamar, and the problem of the white rap coverEthan Hein
Slides for my presentation at the 2019 Visions of Research in Music Education conference. Read more: https://www.ethanhein.com/wp/2018/white-people-with-acoustic-instruments-covering-rap-songs/
Slides for a presentation on a significant moment in the history of music education's racial politics: Percy Grainger inviting Duke Ellington to perform at a lecture at NYU in 1932
A comparison of rhythm visualization methods, and an argument for why the circular "rhythm necklace" is the most intuitive and musically informative one.
The Drum Loop - A constructivist iOS rhythm tutorial system for beginnersEthan Hein
My NYU masters thesis presents The Drum Loop, an iOS app that teaches drum programming at the beginner level using an innovative radial interface. Read the full thesis here: http://www.ethanhein.com/wp/my-nyu-masters-thesis/
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
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.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
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.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
1. Metrical Categories in
Infancy and Adulthood
Erin E. Hannon and
Sandra E. Trehub
The study asks whether the ability to
detect structure-violating alterations to a
rhythmic pattern is learned or innate.
2. North American music uses simple meters based on groupings of
two, three or four beats. When North American musicians conceive
of complex meters, we usually think in terms of compounded simple
ones. To count in 11/8, we might think "3 + 3 + 3 + 2."
Bulgarian and Macedonian adults grow up with music in complex
meters, and feel these meters as complete units rather than
composites of simple meters. An example of Bulgarian 11/8
(Kopanitsa): http://www.youtube.com/watch?v=Giz3glVPm-I
3. Method
Fam: familiarization stimulus
SP: structure-preserving alteration
SV: structure-violating alteration
Grey dots show the drum
accompaniment to the musical
example. Alterations are in the
form of added notes, shown by
dashed lines.
The structure violation in the
simple-meter example is an extra
eighth note added to the bar of
4/4 time.
The structure violation in the
complex-meter example is an
extra eighth note added to the bar
of 7/8 time.
4. Findings
The top panel shows mean dissimilarity judgments of
North American adults. The middle panel shows the
same for Bulgarian and Macedonian adults. The bottom
panel shows infants' mean looking times. Simple-meter
results are on the left, and complex-meter results are on
the right.
North American adults had no difficulty telling the
difference between structure-preserving and structure-
violating alterations in simple meters. However, they
performed poorly in complex meters.
Unsurprisingly, Bulgarian and Macedonian adults
performed almost identically on tests with simple and
complex meters.
Against expectation, however, North American infants
performed more like Bulgarian and Macedonian adults
than like North American adults.
5. Analysis
One would naively guess that the ability to parse simple
meters is learned early in life, and that we learn more
complex metrical schemes by compounding simpler
ones. The experiment contradicts this assumption. It
appears that North Americans learn a bias toward simple
meters — or perhaps we forget how to parse complex
meters.
Do infants process rhythms differently than adults? Do
they just hear strings of beats without hierarchical
organization? Probably not. Infants demonstrate the
ability to parse other forms of musical organization. For
example, they can detect:
• subtle changes in duration and tempo
• isochronous (steady) versus nonisochronous
(unsteady) tone patterns
• auditory patterns generalized on the basis of
rhythmic structure
• unique rhythms on the basis of implied metrical
structure
6. Discussion Questions
Are adult biases in temporal pattern
processing learned during musical
enculturation?
Is there a relationship between our innate
ability to parse variations to metrical
schemes and our ability to pull words and
prosody from the speech stream, even
though everyone speaks differently?
How do we reorganize our temporal
pattern processing tools? How does
exposure to music "reprogram" us? More
generally, how do we figure out which
distinctions meaningful in our culture?
If I play a lot of Bulgarian music at home,
will Milo be able to groove to 11/8, or
does he need to hear it everywhere?