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no i could smell an accent a mile away | I'm pretty good at identifying accents. | I can't pick up on accidents worth a darn. | eng_Latn | 28,200 |
Yet you speak with a slight American accent? | But you have a slight American accent. | You have a French accent. | eng_Latn | 28,201 |
THE ‘GOAT SPLIT’: A PHONOLOGICAL PUZZLE IN ONE VARIETY OF ENGLISH | PHONETIC REALIZATION RULES IN A GENERATIVE PHONOLOGY | PHI-SYNTAX: A THEORY OF AGREEMENT | yue_Hant | 28,202 |
Dialect in use : sociolinguistic variation in Cardiff English | Cognitive Sociolinguistic Aspects of Football Chants: The Role of Social and Physical Context in Usage-based Construction Grammar | South Slavic Clitic Placement is Still Synactic | eng_Latn | 28,203 |
The pronunciation of (r) in Standard Dutch | A phonetic description of the consonant system of Standard Dutch (ABN) | Reduced angiotensinogen expression attenuates renal interstitial fibrosis in obstructive nephropathy in mice | eng_Latn | 28,204 |
A discourse pragmatics model of pitch accent in English | A Discourse System for Conversational Characters | Path collective variables without paths | eng_Latn | 28,205 |
In this contribution, we examine four cases of prepositionless genitive assignment: (a) certain alleged cases of N+N composition in Modern Italian that respond positively to important diagnostics for syntactic behavior; (b) the so-called Juxtaposition Genitive widely attested in Old French; (c) the relatively less appreciated presence of some peculiar forms of Juxtaposition Genitive in Old Italian, attested until the end of the 14th century and partially still surviving in certain Central and Southern Italian dialects; (d) the so-called genitive compounds in West-Frisian. By exploiting Kayne’s insights on the syntax of possessive constructions, we challenge the traditional view that the loss of synthetic genitive morphology necessarily leads to modalities of prepositional genitive assignment in the transition from (Late) Latin to Romance. The hypotheses formulated here are potentially relevant for a general theory of genitive assignment and for the study of the interface between syntax and morphology. | In this article we compare three classes of nominal constructions: Bemba so-called ‘associative nominals’, a class of nominal constructions found in several Bantu languages (though we will essentially concentrate on Bemba), Italian so-called ‘prepositional compounds’ (or ‘phrasal compounds’), a class of nominal constructions common to other Romance languages (such as French and Spanish), and a specific class of prepositionless deverbal compounds that is peculiar to Italian and is not found in the other Romance languages. The reason for comparing such geographically and typologically distant languages is that Bantu associative nominals and Romance compounds share some important properties. As is well known, Romance noun-noun compounds (see also Basciano et al. 2011, this volume) differ from Germanic root compounds in a number of respects. First of all, Romance noun-noun compounds are left headed, whereas Germanic root compounds are typically right headed. Also, in Romance noun-noun compounds, the two nominals are sometimes separated by a phonologically independent preposition-like element which seems to contribute in a non trivial way to the meaning of the whole compound. Germanic noun-noun compounds sometimes feature a so-called ‘linking element’, occurring between the two nouns. However, this element has the form of a nominal inflection marker, it is a bound form, and does not seem to contribute in any substantive way to the meaning of the whole construction. Moreover, some recent contributions (see Delfitto & Melloni 2009, 2011) have shown that Romance prepositional compounds (that is, those noun-noun compounds featuring a preposition-like element) do not always obey the restrictions dictated by the Lexical Integrity Hypothesis and, therefore, are less morphologically encapsulated than Germanic root compounds. Interestingly, Bemba associative nominals pattern together with Romance prepositional compounds in that they are left headed, they are composed of two nominals separated by a phonologically independent marker which seems to restrict the set of possible interpretations of the whole construction, and, arguably, they lie outside the scope of the Lexical Integrity Hypothesis. The goal of this article is therefore to compare in greater detail Bantu associative nominals and two specific varieties of Romance com- | A previously healthy, non-smoking, 72-year-old woman was referred to our hospital with abnormal chest X-ray and chest discomfort. A 3.5-cm, well-defined, right paratracheal mass was revealed on non-contrast chest computed tomography (CT), which was suspected to be an azygous vein aneurysm, lymph adenopathy or neurogenic tumor. Whole-body integrated positron emission tomography/magnetic resonance imaging (PET/MRI) (Biograph mMR; Siemens Healthcare, Erlangen, Germany) was performed for the differential diagnosis. A homogenously enhancing mass connected with the azygous vein was well visualized in a post-contrast volumetric interpolated gradient echo (VIBE) sequence (Fig. 1). Additionally, the PET showed minimal 18F-fluorodeoxyglucose (FDG) uptake (maximum standardized uptake value [SUVmax], 1.83), similar to that of the great vessels, with no filling defect to suggest thromboembolism and no significant FDG uptake to suggest active thromboembolism or malignancy. The imaging findings in integrated PET/MRI were useful to characterize azygous vein aneurysm [1, 2]. The patient had a video-assisted thoracoscopic surgery to relieve the symptom of chest pain. A congenital etiology of azygous vein aneurysm was confirmed by pathology. ::: ::: ::: ::: Fig. 1 ::: ::: Whole-body integrated PET/MRI of the 72-year-old woman patient revealing a 3.5-cm, well-demarcated mass connected with azygous vein. This mass was surgically removed (bottom row). VIBE volumetric interpolated gradient echo, HASTE half-Fourier acquisition ... | eng_Latn | 28,206 |
Positional constraints — versions of constraints that are relativized to apply only to certain phonological positions, such as stressed syllables or released consonants — are frequently employed in phonological analysis. This paper argues that positional constraints, like any other family of related constraints, should be formally modeled as the output of a compositional constraint schema (such as the Generalized Alignment schema in McCarthy & Prince 1993). Specifically, the formulation of any given positional constraint should be automatically and compositionally determined by the formulation of the constraint's non- positional counterpart and the nature of the chosen position. To this end, a particular set of positional constraints, the positional augmentation constraints (markedness constraints relativized to phonologically prominent positions), are examined. A compositional constraint schema is developed that is flexible enough to extend to the many different kinds of positions and constraints involved in positional augmentation, while still determining precisely how the formulation of each general constraint is to be modified in its positional counterpart. Certain implications of the approach for another set of positional constraints, the positional faithfulness constraints, are also considered. | A model of speech segmentation in a stress language is proposed, according to which the occurrence of a strong syllable triggers segmentation of the speech signal, whereas occurrence of a weak syllable does not trigger segmentation. We report experiments in which listeners detected words embedded in nonsense bisyllables more slowly when the bisyllable had two strong syllables than when it had a strong and a weak syllable; mint was detected more slowly in mintayve than in minlesh. According to our proposed model, this result is an effect of segmentation: When the second syllable is strong, it is segmented from the first syllable, and successful detection of the embedded word therefore requires assembly of speech material across a segmentation position. Speech recognition models involving phonemic or syllabic receding, or based on strictly left-toright processes, do not predict this result. It is argued that segmentation at strong syllables in continuous speech recognition serves the purpose of detecting the most efficient locations at which to initiate lexical access. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,207 |
Author(s): Lefkowitz, Lee Michael | Advisor(s): Hayes, Bruce P | Research in phonetics has established the grammatical status of gradient phonetic patterns in language, suggesting that there is a component of the grammar that governs systematic relationships between discrete phonological representations and gradiently continuous acoustic or articulatory phonetic representations. This dissertation joins several recent works in proposing that these relationships can be represented with constraint grammars, but moves from the harmonic grammars used in previous work to maxent grammars, already in common use by phonologists, describing how these can be adapted to the phonetic realm. Unlike existing models, maxent grammars allow phonetic variation to be modeled explicitly, outputting probability distributions over the realizations of phonetic variables instead of single values. The maxent formalism is shown to make a number of interesting empirical predictions regarding phonetic variation, defining a restrictive typology of possible phonetic patterns.As a substantial case study, a grammar of this sort is developed for phonetic duration. Duration is known to be subject to a very large variety of (often conflicting) phonetic and phonological effects, and so this empirical domain is a rich testbed for theoretical research. A review of the empirical literature on duration is conducted, and a surprising generalization with regards to how effects on duration interact is discovered. A production experiment on front vowel duration in English is conducted in order to shed light on how duration is computed by the grammar when multiple duration-related process are at play. The results replicate some of the interaction effects found by prior authors, and are remarkably consistent with the empirical predictions of the maxent framework in a number of respects.Finally, a maxent learning algorithm for estimating the weights and the targets of phonetic constraints is described and implemented in Python, and this algorithm is trained, using several different constraint sets, on the data from the production experiment, yielding grammar fragments for English front vowel duration.These endeavors serve, on the empirical side, as a new investigation of the how factors affecting duration interact and how they should modeled, and on the theoretical side as an exploration of how maxent grammars behave when they are used to model continuous phonetic variables, uncovering a powerful new tool for generative phonetics. | The goals of this paper are (1) to discuss the key features of existing articulatory models of speech production that govern their approaches to timing, along with advantages and disadvantages of each, and (2) to evaluate these features in terms of several pieces of evidence from both the speech and nonspeech motor control literature. This evidence includes greater timing precision at movement endpoints compared to other parts of movements, suggesting the separate control of the timing of movement endpoints compared to other parts of movement. This endpoint timing precision challenges models in which all parts of a movement trajectory are controlled by the same equation of motion, but supports models in which (a) abstract, symbolic phonological representations map onto spatial and temporal characteristics of the part(s) of movement most closely related to the goal of producing a planned set of acoustic cues to signal the phonological contrast (often the endpoint), (b) movements are coordinated primarily based on the goal-related part of movement, and (c) speakers give priority to the accurate implementation of the part(s) of movement most closely related to the phonological goals. In addition, this paper presents three types of evidence for phonology-extrinsic timing, suggesting that surface duration requirements are represented during speech production. Phonology-extrinsic timing is also supported by greater timing variability for repetitions of longer intervals, assumed to be due to noise in a general-purpose (and phonology-extrinsic) timekeeping process. The evidence appears to be incompatible with models that have a unified Phonology/Phonetics Component, that do not represent the surface timing of phonetic events, and do not represent, specify and track timing by general-purpose timekeeping mechanisms. Taken together, this evidence supports an alternative approach to modeling speech production that is based on symbolic phonological representations and general-purpose, phonology-extrinsic, timekeeping mechanisms, rather than on spatio-temporal phonological representations and phonology-specific timing mechanisms. Thus, the evidence suggests that models in that alternative framework should be developed, so they can be tested with the same rigor as have models based on spatio-temporal phonological representations with phonology-intrinsic timing. | Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights. | eng_Latn | 28,208 |
This paper is concerned with the effect of morphological and syntactic boundaries on the temporal structure of spoken utterances. Two speakers produced 20 tokens each of four sets of words consisting of a mono‐syllabic base form, disyllabic and trisyllabic words derived from the base by the addition of suffixes, and three short sentences in which the base form was followed by a syntactic boundary; this in turn was followed by a stressed syllable, one unstressed syllable, and two unstressed syllables. The sentences thus reproduced the syllabic sequences of the derived words. The duration of words and segments was measured from oscillograms. The manifestation of morphological and syntactic boundaries is discussed, and some implications of the findings relative to the temporal programming of spoken utterances are considered. | The study tests a model of sound change based on how prosodic weakening affects shortening in polysyllabic words. Twenty-nine L1-German speakers produced minimal pairs differing in vowel tensity in both monosyllables /zakt, zaːkt/ and disyllables /zaktə, zaːktə/. The target words were produced in accented and deaccented contexts. The duration ratio between the vowel and the following /kt/ cluster was less for lax than tense vowels and less for disyllables than monosyllables. Under deaccentuation, there was an approximation of tense and lax vowels towards each other but no influence due to the mono- vs. disyllabic difference. On the other hand, Gaussian /a/ vs. /aː/ classifications of these data showed a lesser influence due to the syllable count in deaccented words. Compatibly, when the same speakers as listeners classified synthetic sackt-sagt and sackte-sagte continua, they were shown to compensate for the syllable count differences, but to a lesser extent in a deaccented context. Deaccentuation may therefore provide the conditions for sound change to take place by which /aː/ shortens in polysyllabic words; it may do so because the association between coarticulation and the source that gives rise to it is hidden to a greater extent than in accented contexts. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,209 |
1In investigating endangered languages in remote regions such as the Amazon basin, field linguists have often been restricted to transcription-based data in their phonetic and phonological descriptions. While obviously a crucial weapon in the field linguist’s arsenal, transcription-based methodologies are limited to the extent that they are influenced by the field linguist’s native language (cf. Strange 1995). Another limitation of employing transcription-based evidence alone is the difficulty of using transcriptions for exploring patterns found only in continuous-time data (cf. Port and Leary 2005). In part due to methodological constraints, sounds in a particular language are often treated as if they were discrete units in the speech signal. However, in actual speech, the productive and perceptual correlates of such supposedly discrete units are not in fact easily extractable from adjacent sounds. In other words, sounds are generally contextually variable, i.e., their articulatory and acoustic characteristics change somewhat in accordance with the properties of adjacent sounds. This is true for instance in the case of plosives, which are perceived in large part through characteristic effects on the formants of adjacent vowels. The place of articulation associated with a stop is generally less fixed than impressionistic data initially suggest, and may in fact vary, however slightly, as a function of the type of vowel following the stop. In other words, stops in a given language generally present different characteristic patterns of coarticulation vis-a-vis following vowels, patterns that are evident in the changes to the formant structure of following vowels. | In Karitiana, word-medial nasals occurring between oral vowels may surface as circum-oralized, post-oralized, or completely oralized consonants. For example, the word for ‘thing’ may surface as [ki.'dnda], [ki~.'nda], or [ki.'da]. Interestingly, this surface variation of Karitiana nasals is due to the temporal indeterminacy of nasal gestures in the language, i.e. the duration of velic aperture varies significantly across tokens. This sort of temporal indeterminacy has not been documented for any language in the literature, and similar surface variation of nasal forms in other languages has been shown to result from asynchrony between velic oscillation and oral occlusion. The author provides acoustic data that illustrate clearly the temporal indeterminacy in question. These data were recently recorded and analyzed in the field, and demonstrate conclusively that velic aperture duration is far from constant in the language. This fact contravenes expectations based on the literature, and it remains to be seen if and how it will be handled by contemporary phonological models. This working paper is available in University of Pennsylvania Working Papers in Linguistics: http://repository.upenn.edu/pwpl/ vol16/iss1/8 U. Penn Working Papers in Linguistics, Volume 16.1, 2010 The Temporal Indeterminacy of Nasal Gestures in Karitiâna | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,210 |
Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1992. | In this paper, I argue that certain templatic effects in Southern Sierra Miwok (SSM) follow from affixation of moras and underspecified segments. Such an analysis avoids the assumptions of syllabified X-Slots in the representation of morphemes that previous analyses for SSM argue for (Sloan 1991). In contrast, my optimalitytheoretic analysis predicts the templatic restrictions over whole strings of segments through the affixation of segment-sized phonological elements. | Thesis (Ph.D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 1980. | eng_Latn | 28,211 |
Previous analyses of epenthesis and paragoge in Pijin account for the nature of both the epenthetic and paragogic vowel in terms of rules of vowel harmony. These rules are said to apply to the choice of the vowel of the transitive suffix as well. The present paper proposes an alternative analysis of the factors determining the quality of the epenthetic or paragogic vowels. Three such factors are identified: vowel copying, labial attraction and the use of two default vowels. These are also shown to account for the choice of the vowel of the transitive suffix. On this analysis, vowel harmony does not determine in any way the quality of the epenthetic or paragogic vowel in Pijin. | This thesis is an optimality-theoretic investigation of syllable restructuring in the Atlantic and Pacific English-lexicon pidgins and creoles, both in their earlier stages and in the modem varieties. The theoretical framework and the methodology are presented in chapter 2. The next three chapters examine the adjustments that occur in the English pidgins and creoles in two syllabic positions: the onset and the coda. Thus, chapter 3 looks into the strategies used to resolve illicit /s/-initial onset clusters. Chapter 4 investigates the fate of obstruent + sonorant onset clusters, to the exclusion of /s/-initial ones. The clusters at issue are of two types: obstruent + glide, and obstruent + liquid. Particular attention is paid to the treatment of obstruent + liquid onset clusters in the creoles of Surinam, a matter of some dispute in the literature. Syllable restructuring in coda position is discussed in chapter 5, in which reflexes of etyma with both complex and simple codas are analyzed. The last chapter places the findings in the wider context of their implications for phonological theory and for the study of language contacts, as well as of the relevance of optimality theory to the study of syllable restructuring in the English pidgins and creoles. The issues discussed include the role of markedness, the relation between constraints on syllable structure in the English pidgins and creoles and in their respective substrate languages, syllable restructuring in the Atlantic Dutch and French creoles, and a comparison of syllable restructuring in first and second language phonology, in loanword phonology, and in the English pidgins and creoles. | Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights. | eng_Latn | 28,212 |
Stem-initial accent has been identified in a number of NW Bantu languages (Hyman 1989). In Eton (A70; Van de Velde 2008), stem-initial accent is manifested phonotactically (half of the consonant phonemes restricted to the stem-initial position C1), phonetically (C1 consonants are longer than consonants in other positions), phonologically (C1 not subject to lenition rules that occur elsewhere), as well as tonologically (only accented syllables can host two underlying tones). Consonant lengthening as a significant stress correlate is typologically rare and even rarer as the primary phonetic parameter in the realization of stress. In order to evaluate the hypothesis that the stem-initial accent in NW Bantu is realised only or mainly through consonant length, we recorded questionnaires for seven NW Bantu languages (Bapuku, Basaa, Eton, Fang, Kota, Kwasio, Bagyeli), with a particular focus on different regional varieties of A70 languages. The acoustic analysis of the data confirms the role of consonant lengthening as a major phonetic correlate of stem-initial accent, as illustrated in Fig. 1 for Eton, where the second [m] is stem-initial and is almost twice as long as the other two [m]. The only language in our sample that lacks stem-initial accent is Bapuku, which has penultimate vowel length and which lacks the typical NW Bantu morphosyntactic characteristics. Interestingly, within A70, relative length of C1 appears to decline as one moves further south. Furthermore, the analysis of the data suggests that the exaggeration of the duration of consonants rather than vowels in a certain position in a word, such as the stem-initial position C1, is in origin an utterance-level prosodic/intonational phenomenon marking a particular emphasis on a given element within the utterance, which we refer to as C-emphasis prosody. | Written by an international team of experts, this comprehensive volume presents grammatical analyses of individual Bantu languages, comparative studies of their main phonetic, phonological and grammatical characteristics and overview chapters on their history and classification. ::: ::: It is estimated that some 300 to 350 million people, or one in three Africans, are Bantu speakers. Van de Velde and Bostoen bring together their linguistic expertise to produce a volume that builds on Nurse and Philippson’s first edition. ::: ::: The Bantu Languages, 2nd edition is divided into two parts; Part 1 contains 11 comparative chapters, and Part 2 provides grammar sketches of 12 individual Bantu languages, some of which were previously undescribed. The grammar sketches follow a general template that allows for easy comparison. ::: ::: Thoroughly revised and updated to include more language descriptions and the latest comparative insights. ::: ::: New to this edition: ::: ::: • new chapters on syntax, tone, reconstruction and language contact ::: ::: • 12 new sketch grammars ::: ::: • thoroughly updated chapters on phonetics, aspect-tense-mood and classification ::: ::: • exhaustive catalogue of known languages with essential references ::: ::: This unique resource remains the ideal reference for advanced undergraduate and postgraduate students of Bantu linguistics and languages. It will be of interest to researchers and anyone with an interest in historical linguistics, linguistic typology and grammatical analysis. | ABSTRACTUNC-45A is an ubiquitously expressed protein highly conserved throughout evolution. Most of what we currently know about UNC-45A pertains to its role as a regulator of the actomyosin system... | eng_Latn | 28,213 |
o/√ merger; and (4) at least for the urban Cheju speakers, the merger is best accounted for by the merger-by-transfer model, a unidirectional change in which one phonemic category becomes another (cf. Labov, 1994). Further, when our data are compared with other acoustic data available (including studies of the standard Korean in the 1960s and 1990s), it suggests that the directionality of the diachronic sound change is guided by both auditorily and articulatorily based principles such as contrast maximization and effort minimization principles. | Preface Acknowledgments 1. Introduction 2. The Dispersion Theory of Contrast 3. Ways of Maximizing Distinctiveness 4. Consonant-Vowel Assimilation 5. Neutralization 6. Minimization of Allomorphy 7. Conclusions References Index | Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights. | eng_Latn | 28,214 |
Research on clear speech, an intelligibility-enhancing speaking style, has proposed that global clear speech modifications which make speech more perceptible in adverse conditions are language-independent, while the more fine-grained segmental clear speech modifications, which enhance the salience of phonological contrasts, are language-specific [ Bradlow & Bent, 2002 . The clear speech effect for non-native listeners. Journal of the Acoustical Society of America, 112, 272–284]. This study assessed the claim by contrasting the clear speech strategies used by twelve Finnish–English late bilinguals in their two languages, using spontaneous speech and sentence reading tasks. Their global clear speech modifications were also compared to those of native English speakers. Global measures included mean energy between 1 and 3 kHz, f0 median and range, and speech rate, while segmental measures included VOT for initial stop consonants and spectral and temporal characteristics for two vowel contrasts. Findings generally support the hypothesis that global enhancements are language-independent: most of the global clear speech modifications were consistent across languages. However, segmental enhancements were not consistently language-dependent: the late bilinguals enhanced stop voicing contrasts according to the language being spoken, but vowels were modified similarly in the clear speaking style of both languages. The global clear speech strategies of late bilinguals were found to approximate those of native English speakers. | This study examines whether normal-hearing (NH) children enhance phonetic contrasts when speaking to a hearing-impaired (HI) peer. A problem-solving ‘Grid’ task was developed to elicit frequent repetitions of /p/-/b/, /s/-/S/ and /i/-/I/ segmental contrasts and point vowels in communicative spontaneous speech. Eighteen NH children between 9 and 15 years old performed the task once with a NH friend and once with a HI friend. Both category means and within-speaker variability were analysed. Results suggest that although HI interlocutors are likely to find the phonetic contrasts difficult to produce and perceive, children’s HI-directed speech contains little evidence of phonetic category enhancement. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,215 |
Imitation of F0 timing in Mandarin disyllabic sequences | This study investigates the control of relative timing between tones and segments in Mandarin Chinese. Thirty native Mandarin speakers participated in an experiment in which they imitated the variation in a disyllabic, bi-tonal sequence—Tone2 + Tone2 (rising + rising). The stimuli vary parametrically in the relative timing of F0 turning points with respect to the segment boundary. The variation occurs either within the first syllable or between the two syllables. The results show that within the first syllable, speakers did not imitate the variation in the relative timing patterns. However, across syllable boundaries, such parametric variation leads to more faithful imitations in terms of the relative timing of F0 turning points. Therefore, native Mandarin speakers are more sensitive to variation in the relative timing patterns across syllable boundaries than within the first syllable. This shows that the control over the relative timing between F0 gestures and articulatory gestures within the first sylla... | This Letter describes a calculation using superfield techniques, showing that the ..beta.. function is zero to three loops in N=4 supersymmetric Yang-Mills theory. This result gives further indication that the theory is likely to be finite and conformally invariant order by order in perturbation theory. | eng_Latn | 28,216 |
Evaluation of oligonucleotide probes for simple tandem repeats (STR) to produce informative DNA fingerprints of the chicken. | 1. DNA fingerprints of chickens from 2 commercial lines were used to identify oligonucleotide probes providing informative DNA fingerprints. 2. The oligonucleotides [CA]8, [CAC]5, [GGAT]4 and [GACA]4, producing a high number of bands of sufficient intensity and regular distribution, were chosen for further analysis out of 10 tested. 3. Analyses of banding patterns within families revealed Mendelian inheritance of the fragments detected. The DNA fingerprints obtained with the 4 chosen oligonucleotide probes showed about 40 scorable bands in total. 4. Comparison of banding patterns within and between the chicken lines for all 4 oligonucleotide probes revealed levels of bandsharing which did not differ significantly. The number of loci detected by these probes ranged from 25 to 30 each. 5. The probes [CA]8, [CAC]5, [GGAT]4 and [GACA]4 can be used to produce informative DNA fingerprints of chicken. These probes provide estimates of the genetic similarity/variability of individuals or of populations and provid... | This paper discusses the notion of "onsets" within the Onset Prominence representational environment (OP; e.g. Schwartz 2010, 2013), with empirical focus on the representation of glides and initial vowels. Both glides and initial vowels have been shown to exhibit ambiguous behavior across languages, which has been problematic for representational theories based on a linear string of segments. The OP environment is based on a hierarchy of phonetic events, incorporating structural ambiguities that may serve as parameter settings for the dual behavior of both glides and initial vowels. This approach eliminates the need for an ONSET constraint, and offers an explicit reference point by which the concept of markedness in prosodic structure may be defined. | eng_Latn | 28,217 |
A PSYCHOLINGUISTIC PERSPECTIVE ON PHONOLOGICAL SEGMENTATION IN SIGN AND SPEECH | Publisher Summary Within the phonological literature on ASL, there are at least three competing proposals as to the fundamental segment types in that language: (1) movements (M) and holds (H), (2) movements and locations (L), and (3) movements and positions (P). This chapter presents several differences between the primary language modalities that might affect the types of phonological representations found in signed versus spoken languages. Resolution of whether phonological constructs such as segment and syllable are needed in an empirically adequate description of the phonology of ASL (or of other sign languages) may allow for the refinement of the understanding of what segments and syllables are. | 6 pages, 5 figures.-- PACS nr.: 43.58.Dj.-- Communication presented at: Forum Acusticum Sevilla 2002 (Sevilla, Spain, 16-20 Sep 2002), comprising: 3rd European Congress on Acoustics; XXXIII Spanish Congress on Acoustics (TecniAcustica 2002); European and Japanese Symposium on Acoustics; 3rd Iberian Congress on Acoustics.-- Special issue of the journal Revista de Acustica, Vol. XXXIII, year 2002. | yue_Hant | 28,218 |
Speech Timing as a Tool in Phonology | Phonological questions of the sort ‘Is segment or feature [x] a surface-phonetic event or a property of the underlying mental representation?’ may be answered in some cases by considering the duration | Digitizing the Medieval Archive 2014 An international conference at Toronto's Centre for Medieval Studies March 27-29, 2014 With keynote speakers: David Greetham (The Graduate Center, CUNY) Stephen G. Nichols (Johns Hopkins University) Caroline Mace (KU Leuven) Consuelo Dutschke (Columbia University Library) Discussion about the digitization of archival fonds and library holdings pertaining to the Middle Ages boasts a wide profusion both in online settings and in real time. As the question of... | eng_Latn | 28,219 |
Prosodic Structure Above the Word | Since in various studies the term “prosody” has been used in a variety of ways, we will begin by clarifying our use of it in this contribution. We include under “prosodic phenomena” any phonological rules or processes that are not purely local, in that they cannot be described solely in terms of their phonotactic environments. Instead, additional information is required as to what larger units, or “prosodie domains”, they belong to. In other words, while certain phonological phenomena can be described with rules that modify particular segments in particular segmental contexts, these segmental contexts are not enough to determine whether or not a rule applies. Following recent proposals [e.g. Liberman and Prince, 1977; Selkirk, 1978 b, 1980], we take the prosodie domains to include rhyme, syllable, foot, phonological word, phonological phrase, intonational phrase, and utterance. To take a simple illustration, consider a rule in Dutch that inserts a schwa between a liquid and a following consonant1. | Preface Introduction The Manuscript Language and Place Metre, Language and Style 9 Dramatic and Social Contexts Teaching The Treatment of Sources Staging Bibliography Editorial procedures The Mary Play Notes Appendices Glossary List of proper names and dramatis personae List of Latin words, phrases, etc. in text and stage directions | eng_Latn | 28,220 |
Comparison of Theoretical and Experimental Results for the Turbulent Boundary Layer in Supersonic Flow Along a Flat Plate | On the basis of experimental results it is found necessary to restrict previously obtained theoretical data for the boundary layer arising from supersonic flow along a flat plate (placed parallel with the free-stream velocity vector) to an "inner" region, while a different type of solution is formulated for the "outer" region of the boundary layer, the characteristics of which depend appreciably on the distance in the direction of the flow. The theory now conforms with the experimentally determined fact that the drag coefficient decreases with increasing Mach Number. | This paper applies finite state technologies to verify the typological validity of Turbid Spreading, a theory of vowel harmony in Optimality Theory (OT) (Prince & Smolensky, 1993/2004). Previous analyses of vowel harmony in OT have been prone to typological inconsistencies, predicting grammars that do not occur in natural language (Wilson, 2003). However, attempts to eliminate typological pathologies relying on hand-made inputs and candidate sets have been shown to be highly prone to error (Wilson, 2005). Using a modified version of the Contenders Algorithm (Riggle, 2004b), we verify that Turbid Spreading makes typologically valid predictions about the types of harmony processes that may appear in natural language. This modification of the Contenders Algorithm to include complex spreading interactions and intermediate representations demonstrates the utility of computational methods for verifying the typological predictions of complex phonological theories. | eng_Latn | 28,221 |
Role of native oxide layers in the patterning of InP by Ga ion beam writing and ion beam assisted Cl2 etching | We have studied the mechanism of increased etch rate induced in InP substrates by focused Ga ion implantation and Cl2 etching. We cannot account for the depth of surface steps formed in this process with a purely kinetic mechanism. The preferential etching of implanted areas is attributed instead to local modification or removal of native oxides from the surface of InP. The thin oxide layer effectively protects the substrate and inhibits Cl2 etching. Consistent with the thermodynamic prediction, a cleaned InP(100) surface is etched by Cl2 (5×10−4 Torr) with a rate of approximately 1000 A/min at 200 °C. Surface steps as deep as 3 μm have been reproducibly prepared using an oxide mask believed to be approximately 20 A thick. In the etching process, any substrate damage caused by the Ga beam writing is completely removed. The oxide mask, which can be patterned on a very fine scale by energetic particle bombardment, provides a new avenue for in situ processing of InP. | This paper discusses the notion of "onsets" within the Onset Prominence representational environment (OP; e.g. Schwartz 2010, 2013), with empirical focus on the representation of glides and initial vowels. Both glides and initial vowels have been shown to exhibit ambiguous behavior across languages, which has been problematic for representational theories based on a linear string of segments. The OP environment is based on a hierarchy of phonetic events, incorporating structural ambiguities that may serve as parameter settings for the dual behavior of both glides and initial vowels. This approach eliminates the need for an ONSET constraint, and offers an explicit reference point by which the concept of markedness in prosodic structure may be defined. | eng_Latn | 28,222 |
Paroxysmal nocturnal porphyrinuria; heretofore undescribed manifestation of chronic porphyria. | PORPHYRIA is a relatively uncommon metabolic disorder that has engaged the interest of many investigators. The protean manifestations have led to a classification of the various types as seen in clinical practice.1 , 2 We have recently observed a form of chronic porphyria characterized by the paroxysmal nocturnal nature of the porphyrinuria. Observations on the possible mechanism of these findings are presented along with the clinical and biochemical determinations. Case Report R.G., a 43-year-old Negro, was admitted to the Nazareth Hospital on July 17, 1955, because of the voiding of "bloody urine" in the morning on arising. He had noticed this for . . . | Abstract This paper presents a model that connects phonotactic exceptionality to perceptibility, more specifically to functional load and acoustic detail. I identify two patterns in exceptionality: lexical exceptions and phonotactic vacillation, where the former is restricted to specific lexical items, while the latter affects two contrastive sound categories as a whole. Through the example of Hungarian word-final phonotactics, the Model of Perceptual Categorization associates these two patterns with different functional load and acoustic properties of contrasts, that lead to two categorizational malfunctions. On the one hand, phonotactic vacillation is a result of a frequent failure to categorize ambiguous tokens: low functional load coinciding with little acoustic difference. On the other hand, lexical exceptions are systematic categorizational mistakes brought about by salient categories – in this case distributional generalizations are hindered by interference from mislabeled tokens. | eng_Latn | 28,223 |
“Whenever Jack sees a condom, he falls asleep”: experiences of condom use and erectile disorder among HIV positive men in a Zimbabwean rural setting | In this qualitative inquiry, we set out to explore the experience of condom use and erectile disorder (ED) among men living with HIV in a rural district of Zimbabwe. Data on condom use related erectile disorder with antiretroviral (ART) medication were collected from a purposive sample of 18 men living with HIV and AIDS (age range 23–54 years). These data were supplemented with those from a convenience sample of 23 women living with HIV who self-identified as partners of men living with HIV and AIDS (age range 26–37 years). The data were thematically analyzed. Results suggest that men attributed their experiencing of erectile problems to two main explanations: use of condoms and ART medication. These men reported inconsistent use of condoms and/or adherance to ART therapy due to a belief that these cause their ED. The women informants reported similar observations, including the shared gendered perspective that the men perceived a loss of sense of manhood from ED. Beliefs that influence health promotion w... | Abstract This paper presents a model that connects phonotactic exceptionality to perceptibility, more specifically to functional load and acoustic detail. I identify two patterns in exceptionality: lexical exceptions and phonotactic vacillation, where the former is restricted to specific lexical items, while the latter affects two contrastive sound categories as a whole. Through the example of Hungarian word-final phonotactics, the Model of Perceptual Categorization associates these two patterns with different functional load and acoustic properties of contrasts, that lead to two categorizational malfunctions. On the one hand, phonotactic vacillation is a result of a frequent failure to categorize ambiguous tokens: low functional load coinciding with little acoustic difference. On the other hand, lexical exceptions are systematic categorizational mistakes brought about by salient categories – in this case distributional generalizations are hindered by interference from mislabeled tokens. | eng_Latn | 28,224 |
Precision preview-based stable-inversion for nonlinear nonminimum-phase systems: The VTOL example | This article quantifies the importance of the future desired trajectory in determining the exact-output-tracking input for nonlinear, nonminimum-phase systems by using system inversion techniques. It is intuitive that the effect of the desired output's distant-future values, on the output-tracking input at the current time instant, should be small. Therefore, at a current time instant (tc)(tc), preview information of the desired output in a finite-time window [tc,tc+Tp][tc,tc+Tp] should be sufficient to compute the output-tracking input with an arbitrarily small prescribed error, if the preview time TpTp is sufficiently large. The contribution of this article is the quantification of the needed preview time TpTp by using the benchmark VTOL aircraft model as an example. Additionally, simulation results are presented to evaluate the efficacy of the finite-preview-based stable-inversion approach. | This paper discusses the notion of "onsets" within the Onset Prominence representational environment (OP; e.g. Schwartz 2010, 2013), with empirical focus on the representation of glides and initial vowels. Both glides and initial vowels have been shown to exhibit ambiguous behavior across languages, which has been problematic for representational theories based on a linear string of segments. The OP environment is based on a hierarchy of phonetic events, incorporating structural ambiguities that may serve as parameter settings for the dual behavior of both glides and initial vowels. This approach eliminates the need for an ONSET constraint, and offers an explicit reference point by which the concept of markedness in prosodic structure may be defined. | eng_Latn | 28,225 |
An ultrasound study of the acquisition of North American English /ɹ/ | I report an acoustic and articulatory study of North American English /ɹ/ production in typically developing English-speaking children during early and later-stage acquisition. North American English /ɹ/ is of interest in adult populations because it exhibits acoustic stability (e.g., low F3) despite considerable articulatory variability both within and between speakers [Delattre and Freeman (1968)]. North American English /ɹ/ is also often one of the last sounds to be acquired by children [Smit (1993), Schriberg (1993)], especially in prevocalic position (Smit et al. (1990), McGowan et al. (2004)]. Tiede et al. (2011) have argued that children might attempt different vocal tract configurations during acquisition, particularly in contexts where the articulatory demands are greater. While there is a growing body of literature on articulatory variability in adult production of /ɹ/ [e.g., Mielke et al. (2010), Campbell et al. (2011)], there remains virtually no articulatory data on typically developing child... | AbstractThis systematic review extends the boundary of prior reviews in the environmental education (EE) field by analyzing publications focused on Latin America and the Caribbean (LATAM). We exami... | eng_Latn | 28,226 |
Reliability and Validity of a New Behavioral Scale to Measure Behavioral and Psychological Symptoms in Dementias (BPSD): Luthra's Behavioral Assessment and Intervention Response (LuBAIR) Scale | age, education, gender, and study visit. They were also matched on baseline Mini-Mental Status Exam (MMSE) and matched visit global Clinical Dementia Rating Scale (CDR). Images were processed as per the ADNI protocol. Results: Independent samples t-tests demonstrated significantly increased activity in the left temporal, left anterior insula and right anterior insular regions. The left temporal volume of interest (VOI) had 21 voxels, centered at Montreal Neurological Institute (MNI) coordinates x 1⁄440 , y1⁄40 , z1⁄4 34. The left insula VOI had 45 voxels centered at MNI coordinates x 1⁄4 30, y1⁄414, z1⁄410. The right insula VOI had 151 voxels centred at MNI coordinates x1⁄4 32, y1⁄426, z1⁄44. Conclusions: These regions (temporal lobe, insular cortices) are involved in sensory and emotional processing and have been previously implicated in neuroimaging studies of delusions in dementia. Future studies should attempt to replicate these findings in a larger sample of patients. | ROOT VOWEL VARIATIONS IN u -STEM ADJECTIVES (VARIATIONS BALT. a : e, a : ZERO-GRADE, a : e: ZERO-GRADE) Summary Root vowel variation and different variants in Baltic u -stem adjectives (e.g., Lith. dagus : degus) have originated as a result of mixing different word-formation patterns owing to the productivity of u -stem adjectives. Baltic a grade is to be considered primary where root vocalism is formed by a single vowel (variation a:e, root pattern -CVC-; e.g., dagus, lak u s, lap u s, drab u s, srabus). The same assertion is right for the variation a:e in variants with root pattern -CViC-, -CVRC-(e.g., brandus, drąsus, dalsus, garbus, dargus). Zero-grade must have been primary where it is possible (variations a : zero-grade, a : e : zero-grade, root pattern -CViC-, -CVuC-, -CVRC-), yet relatively long ago (at least in East-Baltic) an a grade has become characteristic of this root pattern (e.g., alsus, rajus, baugus, gaud u s, slaid u s). | eng_Latn | 28,227 |
Experimental Results of Turbo-Aggregate Vibroacoustic Diagnosis Obtained with Vibro-Expert System for One Turbo Aggregate in Lukoil Refinery | Proactive maintenance is a relatively new concept used today by the exploitation of manufacturing and energy production systems consisting of vibro acoustic monitoring of installations and equipment with professional equipment, such as Expret-Vibro and PROFISIGNAL software. These vibration level measurements are required for vibro acoustic diagnosis and for timely programming of repairs that are being challenged before accidental malfunctions occur. Electric steam turbines are used to produce electrical energy in refineries, which are particularly complex and are equipped with a turbine shaft located on several sliding or rolling bearings. Vibration sensors are mounted on bearing housings and are formed from one-axial, biaxial and three-axial accelerometers for absolute magnitudes (P-P and RMS speeds) or laser proximal sensors (relative and offset displacements). These sensors transmit the signals of data acquisition cards and amplifiers for data processing. | Abstract This paper presents a model that connects phonotactic exceptionality to perceptibility, more specifically to functional load and acoustic detail. I identify two patterns in exceptionality: lexical exceptions and phonotactic vacillation, where the former is restricted to specific lexical items, while the latter affects two contrastive sound categories as a whole. Through the example of Hungarian word-final phonotactics, the Model of Perceptual Categorization associates these two patterns with different functional load and acoustic properties of contrasts, that lead to two categorizational malfunctions. On the one hand, phonotactic vacillation is a result of a frequent failure to categorize ambiguous tokens: low functional load coinciding with little acoustic difference. On the other hand, lexical exceptions are systematic categorizational mistakes brought about by salient categories – in this case distributional generalizations are hindered by interference from mislabeled tokens. | eng_Latn | 28,228 |
A computational modelof phonotactic acquisition | Abstract This paper presents a model that connects phonotactic exceptionality to perceptibility, more specifically to functional load and acoustic detail. I identify two patterns in exceptionality: lexical exceptions and phonotactic vacillation, where the former is restricted to specific lexical items, while the latter affects two contrastive sound categories as a whole. Through the example of Hungarian word-final phonotactics, the Model of Perceptual Categorization associates these two patterns with different functional load and acoustic properties of contrasts, that lead to two categorizational malfunctions. On the one hand, phonotactic vacillation is a result of a frequent failure to categorize ambiguous tokens: low functional load coinciding with little acoustic difference. On the other hand, lexical exceptions are systematic categorizational mistakes brought about by salient categories – in this case distributional generalizations are hindered by interference from mislabeled tokens. | In this paper,the optimal dynamic pricing and ordering polices for time and price sensitive demand products are considered,and developed an inventory model for maximizing the retailer's total profit.Then,we presented an analysis for the model.A stage algorithm is developed to determine the optimal order policy,and a numerical example is given.Some managerial insights are obtained. | eng_Latn | 28,229 |
Glides and initial vowels within the onset prominence representational environment | This paper discusses the notion of "onsets" within the Onset Prominence representational environment (OP; e.g. Schwartz 2010, 2013), with empirical focus on the representation of glides and initial vowels. Both glides and initial vowels have been shown to exhibit ambiguous behavior across languages, which has been problematic for representational theories based on a linear string of segments. The OP environment is based on a hierarchy of phonetic events, incorporating structural ambiguities that may serve as parameter settings for the dual behavior of both glides and initial vowels. This approach eliminates the need for an ONSET constraint, and offers an explicit reference point by which the concept of markedness in prosodic structure may be defined. | We study in perturbative QCD the helicity amplitudes of the process ${\ensuremath{\gamma}}^{*}\stackrel{\ensuremath{\rightarrow}}{p}\ensuremath{\rho}p$ at large virtualities Q of the photon ${\ensuremath{\gamma}}^{*}.$ We estimate all spin-flip amplitudes taking into account an important effect of the scale behavior of the gluon density. The transition of a transverse virtual photon to a longitudinal vector meson is not small at typical conditions at the DESY ep collider HERA. This helicity nonconserving amplitude leads by interference to a measurable effect in the distribution of the angle between the electron scattering and the meson production planes. | eng_Latn | 28,230 |
What was the Roman name for 'Bath'? | Images of the Baths at Bath, England. Digital Imaging Project: Art historical images of European and North American architecture and sculpture from classical Greek to Post-modern. Scanned from slides taken on site by Mary Ann Sullivan, Bluffton College. Roman Baths 1st century C. E. Bath owes its origin and ultimately its name to the springs which produce about five hundred thousand gallons of water a day at 120 degrees Fahrenheit. During the first century C. E. the Romans turned this backward village into a fashionable spa dedicated to the goddess Sulis Minerva, from which the city took its Roman name: Aquae Sulis. Near the hot spring which feeds the baths there was a temple dedicated to Sulis Minerva where pilgrims came to pray to that goddess when seeking cures, before bathing in the sacred waters. | Horne Translations: Accents and other diacritical marks in English Accents and other diacritical marks in English Scott Horne 24 June 2004 Accurate and thorough information on the diacritical marks (or diacritics) used in English can be difficult to obtain. Schools in English-speaking countries tend to ignore the subject entirely; manuals of style may discuss diacritical marks only in the context of the typesetting of foreign languages. As a result, many people do not know how to use these signs or even how to interpret them when they see them. This article attempts to fill the void with a comprehensive treatment on the use of diacritical marks in English. Historical overview The earliest alphabets had no diacritical apparatus. Like most scripts, they failed to make some significant phonetic distinctions. Greek, for example, did not notate the phoneme [h] or tonic accent; it also neglected vowel quantity in all but two pairs of vowels. Latin, whose script is ultimately of Greek origin, likewise did not distinguish long and short vowels orthographically. On the whole, the ambiguities that resulted from these deficiencies were only a minor inconvenience and did not usually result in confusion. As the languages changed, some of these ambiguities became more acutely felt. Greek developed three accent marks�the acute, the circumflex, and the grave�for its two varieties of tonic accent (the grave indicated suppression of accent). Originally optional and uncommon, these and other marks came to be essential to the spelling of the language. In Latin, various devices to indicate long vowels were sporadically employed, such as doubling the vowel letter or drawing the letter I especially tall. A mark called the apex, which resembled an acute accent (�), was sometimes written over a long vowel. These devices were all very uncommon, and none of them persisted. Writing is conservative; speech, however, is not. Greek still uses exactly the same alphabet that it used two thousand years ago, and most of the languages that use the Latin script have added only the letters J (a variant of I) and U and W (both developed from V) to the alphabet used by the Romans. The tendency was thus to retain the existing set of letters even as phonetic developments created new demands on the writing system. For example, e in French came to represent both [e] and [ə], sounds that both happen to be very common at the ends of words. To resolve the many ambiguities, the acute accent (�) was borrowed from Greek for the sound [e]. Subsequently the other two Greek accent marks were borrowed into French for other purposes. Italian and Spanish used these accents to indicate stress, a purpose more akin to their use in Greek. Scribes used a variety of abbreviations to save paper and effort. Especially common was the writing of one letter above another, often in streamlined form. An n written above another n became the Spanish tilde (~). A z added below a c to indicate its pronunciation became the cedilla (�) (literally ‘little z’). In German, an e above a vowel developed into the umlaut (�). These various characters, along with the accent marks, are collectively termed diacritical marks. (English speakers often loosely refer to all diacritical marks as “accent marks”; however, the latter term properly refers only to the three Greek accent marks, which did represent accent [vocal inflection], and their Latin descendants.) A Latin-based writing system was developed for Old English. The earliest surviving records are from the last few years of the seventh century CE. Needing some extra letters for sounds unknown in Latin, the scribes created � (ash, a ligature of a and e) and � (edh, a modified d) and borrowed � (thorn) and ƿ (wynn) from the extant runic script. As in Latin, vowel quantity was not indicated, although a few manuscripts with diacritical marks for quantity exist. This functional script served the language well. After the Norman Conquest, however, French scribes squeezed it into a more Latinate mould, replacing � with a and ƿ with w ( | eng_Latn | 28,231 |
"In the alphabet, how many consonants are there between the letters ""I"" and ""U""?" | BBC - Languages - Hindi - A Guide to Hindi - The Hindi alphabet A Guide to Hindi What's the Hindi alphabet like? Here's the alphabet and how to pronounce it. Download mp3 - right click and choose 'save target as' What is significant about the Hindi alphabet? Modern Hindi is written in Devanagari script, which is made of two Sanskrit words: Deva, meaning ‘God’ and Nagari, meaning ‘of urban origin’. Devanagari has its origin in Brahmi script. Writings in Brahmi script from across the Indian subcontinent date back to the 5th century BC. More than ten Indian languages have evolved from Brahmi. Vowels and consonants The standard Hindi alphabet, as agreed by the Government of India, has 11 vowels and 35 consonants. However, the traditional Hindi alphabet is considered to be made of 13 vowels and 33 consonants. The letters अं [am] and अः [ah] are counted as vowels in traditional Hindi and as consonants in standard Hindi. It also includes two letters ड़ [rr] and ढ़ [rh] which are counted as consonants in the standard official Hindi alphabet. In popular and traditional teachings, three extra consonants are used. They are called conjuncts and are a combination of two consonants. This happens when successive consonants with no vowel between them physically join together, for example: क्ष [ksh] is a combination of क and ष, [k] and [sh] त्र [tr] is a combination of त and र, [t] and [r] ज्ञ [jna] or [gya] is a combination of ज and ञ, [j] and [n] Special characters In some words, written vowels change their form in order to join up with consonants. - With ‘aa’: ा - का [kaa] is a combination of क + आ (k + aa). The characterा is added to the right. - With ‘i’: ि – कि [ki] is a combination of क + इ (k + i). The character ि is added to the left and above. - With ‘ee’:ी – की [kee] is a combination of क+ ई (k + ee). The character ी is added to the right and above. - With ‘u’: ु – कु [ku] is a combination of क + उ (k + u). The character ु is added below. - With ‘oo’: ू - कू [koo] is a combination of क + ऊ (k + oo). The character ू is added below. - With ‘ae’: े – के [kae] is a combination of क + ए (k + ae). The character े is added above. - With ‘aae’: ै – कै [kaae] is a combination of क + ऐ (k + aae). The character ै is added above. - With ‘o’: ो – को [ko] is a combination of क + ओ (k + o). The character ो is added to the right and above. - With ‘au’: ौ – कौ [kau] is a combination of क+ औ (k + au). The character ौ is added to the right and above. - With ‘ri’: ृ – कृ [kri] is a combination of क +ऋ (k + ri). The character ृ is added below. For example, BBC is a combination of three vowels and three consonants in Hindi: ब [b]+ ई [ee] - ब [b]+ ई [ee] - स [c]+ ई [ee] So, instead of writing it बईबईसई, BBC would be written as बीबीसी, using the character ी. Similarly, the word radio would be a combination of three sets of vowels and consonants, for example: र [r] + ए [ae] + ड[d] + इ[i] + ओ [o] So, instead of writing it रएडइओ, it would be written as रेडियो using the characters े, ि and ोे. The horizontal line The horizontal line on top of letters plays an important role in Hindi. Words formed by different letters are joined by this line, as in कलम, [kalam], pen, which is made of three consonant letters,क [k],ल [l] andम [m]. All letters have this line except for two consonants:ध [dh] and भ [bh]. The right stroke 24 out of the 36 consonants contain a vertical right stroke, for example ख [kh], घ [gh], ण [n]. Its purpose is to mark a full stop. But nowadays, a normal full stop is frequently used to end a sentence. One dot above letters is used for nasal sounds, as in बंदर[bandar], which means monkey. This dot is called बिन्दु[bindu], which means point in English. Two dots are used to the right of letters. The sound is [ah], as is अतः [atah] meaning therefore. This double dot is called विसर्ग [visarg] in Hindi. Similar but different Although when transcribed phonetically into English, some Hindi letters look similar, they actually sound different. For instance, द sounds like the [th] in 'this, that' but थ sounds like the [th] in 'think'. | Which American State is nearest to the former Soviet union? | Poll Everywhere That's an interesting question! Looks like a Poll Everywhere user asked an audience that very same question. You can crowdsource answers, too! We'll walk you through the steps to turn this question into a live poll. After that, you can ask any crowd, anywhere, anytime. Much more fun than asking Google. Which American State is nearest to the former Soviet union? Poll responses are kept private Canada Alaska Washington Ask your audience a question with the Poll Everywhere app Step 2 Audience answers in real time using mobile phones, Twitter, or web browsers Step 3 See your response live on the web or in a PowerPoint presentation Still have questions? Is Poll Everywhere free? Yes! Free plans for K12 and Higher Ed educators include 40 responses per question, and the free business plan allows 25 responses per question. Paid plans allow more responses per question, along with premium features like moderation, post-event reporting, and a custom URL for your audience response page. Is this legit? Yup. We invented this live text/web polling bonanza back in 2007. Now over 60% of the Fortune 500 and 100,000 educators use Poll Everywhere to engage everyone. We process millions of audience responses every month. | eng_Latn | 28,232 |
If you saw the sign Rauchen Verboten in Germany what is not allowed | Signs in German Use coupon code at checkout Signs in German Learn how to recognize these all-important signs in German to avoid embarrassment and frustration! Ever walked into the wrong restroom in another country? Had your car towed from a no-parking spot? Been fined for lighting up in a non-smoking area? Don’t worry, it’s probably happened to all of us at some time or other, but let’s make sure it doesn’t happen in Germany! These words and phrases are also useful to know in case you need to ask if something is open or closed, or explain that something is out of order. Understanding signs in German Das Straßenschild When you buy food in a supermarket and don’t intend to eat it right away it might pay to check the ‘best before date’ to avoid nasty surprises… Most restaurants have a smoking and a non- smoking area. There is a big discussion in Germany at the moment over whether to ban smoking in public buildings altogether. In the meantime it might be helpful to learn what “Rauchen verboten” means. Sometimes you will see big bright colored signs in nearly every store window. There must be a sale on… Bis bald! Test yourself with the Rocket German testing tools! Improve your knowledge of German! Note that the tests below are listed from easiest to hardest. Hear It Say It! <{percentComplete['hearit']}>% Complete Improve your understanding of spoken German. With Hear it Say it! you can tune your ear to German, increase your vocabulary and improve your pronunciation at the same time! Ready? Click the Get Started button below LISTEN to the audio (and touch up your pronunciation with Rocket Record if you like; Chrome/Firefox/Edge desktop browsers only) Click REVEAL to see the word/phrase and see the translation Just click your RATING to continue See how many words you've rated at each level below. Just click on the number below each rating to review your words and phrases. Write It! <{percentComplete['writeit']}>% Complete Write it! helps you to improve your written German and your understanding of sentence structures. Just listen to the audio and type in what you hear! Click the Get Started button below LISTEN to the audio WRITE down, in German, what you hear Click REVEAL to see the word/phrase and see the translation Your answer will be automatically RATED, just click the rating to continue Tip! Click the keyboard icon for a German keyboard Know It! Know it! tests you on your ability to translate English to German! Ready? Click the Get Started button below READ the word/phrase RECORD yourself saying it in German (Chrome/Firefox/Edge desktop browsers only) Click REVEAL to see the word/phrase in German and listen to the German audio Over 1,200,000 people love Rocket Languages Here's what Rocket Languages members have to say: Andrei McGill Florida, USA Probably the best language tool I've come across. Actually love it more than Rosetta Stone and Duolingo Read 2103 more reviews Try our award-winning German language software for FREE 受賞歴ありの英語学習ソフトウェアを無料でお試しください Pruebe nuestro galardonado software del idioma inglés GRATIS (And see how easy it actually is to learn German... even if you've tried and failed before) （そして英語学習がどれだけ簡単か、肌で感じてみてください…今までに失敗したことのある人でもそれが分かるでしょう） (Y vea qué tan fácil es en realidad aprender inglés… aún si lo ha intentado y fallado antes) Get downloadable audio lessons, tests and games, our pronunciation-perfecting voice recognition tool and more ... all free ダウンロード可能なオーディオレッスン、テスト、ゲーム、完璧な発音に向けたボイス認識ツールなど…すべて無料です Obtenga lecciones de audio descargables, pruebas y juegos, nuestra herramienta de reconocimiento de voz para el perfeccionamiento de la pronunciación y más… todo gratis Get Mauricio's 7 day German mini-course via email Eメールによるジェシカの７デイ英語ミニコースをゲット Obtenga el mini-curso de inglés de Becky de 7 días por correo electrónico You'll be amazed at how much you'll learn in just 7 days with our award-winning system 受賞歴ありのシステムを使い、７日間でどれだけ学べるのかに驚くはずです Se sorprenderá sobre todo lo que aprenderá en solo 7 días con nuestro galardonado sistema Enter your name and email to create your free login and give it a | Dottel - definition of dottel by The Free Dictionary Dottel - definition of dottel by The Free Dictionary http://www.thefreedictionary.com/dottel (dŏt′l) n. The plug of tobacco ash left in the bowl of a pipe after it has been smoked. [From dot , lump (obsolete).] the plug of tobacco left in a pipe after smoking [C15: diminutive of dot lump; see dot1] dot•tle the plug of tobacco and ash left in a pipe after smoking. [1815–25; dial. dot small lump] dottle - Any tobacco left in a pipe after smoking. See also related terms for smoking . ThesaurusAntonymsRelated WordsSynonymsLegend: Noun 1. dottle - the residue of partially burnt tobacco left caked in the bowl of a pipe after smoking residue - matter that remains after something has been removed Translations dottle n → Tabakrest m Want to thank TFD for its existence? Tell a friend about us , add a link to this page, or visit the webmaster's page for free fun content . Link to this page: Copyright © 2003-2017 Farlex, Inc Disclaimer All content on this website, including dictionary, thesaurus, literature, geography, and other reference data is for informational purposes only. This information should not be considered complete, up to date, and is not intended to be used in place of a visit, consultation, or advice of a legal, medical, or any other professional. | eng_Latn | 28,233 |
Pashtu and Dari are the official languages of which country? | Pashto | About World Languages By Irene Thompson | Updated August 7, 2015 by Irene Thompson Pe kher ragle – Welcome Pashto, also known as Pakhto, Pashtu, and Pushto, is a member of the Indo-Iranian branch of the Indo-European language family. It spoken in Afghanistan, Pakistan, Kyrgyzstan, Tajikistan, and Pakistan as well as by a large diaspora encompassing India, Iran, United Arab Emirates, United Kingdom, and the United States. It may be spoken by around 50 million people worldwide ( Ethnologue ). Status Afghanistan Southern Pashto is spoken by 6 million people in Afghanistan ( Ethnologue ). It is a co-official language of Afghanistan along with Dari (Eastern Persian) . The relative status of Dari and Pashto are a sensitive topic in Afghan society. Although the Afghan constitution grants Dari and Pashto equal status, many Pashtuns feel that in reality their language is being discriminated against complaining that Dari is the dominant language in Afghan government, official proceedings, the judiciary, and in the print and electronic media, with up to 80% of all official communication being conducted in Dari. Primary and secondary education is available in both Dari and Pashto, as well as in some of Afghanistan’s other languages, and parents are free to choose the language of education for their children. However, most of instruction in Afghan universities is conducted in Dari. Moreoever, Dari serves as a de facto lingua franca among the various ethnic groups in the country. Pakistan Northern Pashto is spoken by 9.6 million people In Pakistan ( Ethnologue ), but it has no official status. It is taught in primary schools, but literacy rates are low. Pashtun children are educated in Urdu . Pashto is used in the print and electronic media. Dialects Top Pashto can be divided into dialect groups, differentiated mostly by pronunciation and some vocabulary. The major dialect divisions, in turn, have numerous variants. In general, however, speakers of Pashto dialects can understand each other. Lexical similarity between Northern and Southern Pashto is estimated at approximately 80% ( Ethnologue ). In some dialects, the vowels /i/ and /u/ can be either short or long. Consonants Besides the consonants common to most modern Indo-Iranian languages, Pashto also has alveo-dental affricates /ts/, /dz/ and a set of retroflex consonants borrowed from neighboring languages of the Indian subcontinent. They are produced with the tongue curled back so that its underside touches the roof of the mouth. Also, unlike other Indo-Iranian languages, Pashto allows consonant clusters at the beginning of syllables, e.g., xpa ‘foot’, nwar ‘sun’. The chart below shows the consonant inventory of Pashto as reflected in the Kandahar dialect of Southern Pashto, but does not cover all the existing dialectal variations. In addition, there are some consonants in Pashto that do not occur in the speech of monolingual speakers, but only in the formal speech of bilingual educated people who speak both Pashto and Dari . In the table below, they are given in parentheses. Stress Stress can fall on any syllable of a word. It can distinguish the meaning of otherwise identical words, e.g., áspa ‘mare’ and aspá ‘spotted fever’. Grammar Pashto is a highly inflected language with a complex system of noun declensions and verb conjugations. Nouns, adjectives, and pronouns Pashto nouns, adjectives, and pronouns are marked for the following categories: two genders: masculine and feminine two numbers: singular and plural, with a variety of plural markers three cases: direct , oblique , and vocative (only in the singular). Cases are marked with prefixes, suffixes or both. Direct case is used for both subjects and objects. There are no articles. There are three declensions for nouns, and five for adjectives. There are first- and second-persons pronouns. Third person is represented by proximate and remote demonstrative pronouns (similar to ‘this’ and ‘yonder’) All modifiers agree with the nouns they modify in gender, number, and case. Verbs Verb | Carry On... Up The Khyber - Film - British Comedy Guide Carry On... Up The Khyber Carry On... Up The Khyber Like this film Carry On... Up The Khyber Like this film Trivia Carry On... Up The Khyber Sir Sidney Ruff-Diamond is in charge of the motley kilted crew of the Third Foot and Mouth regiment at a British outpost in the Khyber Pass Genre 1969 Starring Peter Rogers It is 1895 and the British Governor in India's Kalabar province, Sir Sidney Ruff-Diamond, enjoys his laid-back, luxurious colonial lifestyle - but is all too aware of the feelings of certain natives, particularly the Khasi of Kalabar, northern India's most powerful Raja. Amongst Ruff-Diamond's responsibilities are the 3rd Foot and Mouth Regiment, known by the natives as the Devils in Skirts owing to their kilt-wearing, who guard the vital route into India at the Khyber Pass. The Khasi is far from content with the status quo and wants the British dead. However, his troops fear what the imperial forces may or may not have under their "skirts" - it gets awfully windy up the pass, and any man who can go without protection should be feared! When one of the soldiers is discovered to be wearing woollen underpants under his skirt, however, the Khasi is delighted. It's just the proof he needs to inspire his own men, not to mention the local populace, to drive the British out of India once and for all. Sir Sidney, however, is not about to let that happen without a fight... | eng_Latn | 28,234 |
What Japanese expression derives from two colloquial Japanese words meaning 'belly cutting'? | Words that are different in Japanese and English | TEFL.net TEFL.net : TEFL Articles : Home and Abroad : Words that are different in Japanese and English Words that are different in Japanese and English Interesting and confusing changes that happen as the Japanese borrow words from English and English-speakers borrow words from Japanese. If you have read any of my other articles on Japanese English (see links below), you might get the idea that borrowing vocabulary is mainly a case of the Japanese using and abusing English words and expressions, both as part of Japanese and when they try to use English internationally. These kinds of changes are, however, universals of vocabulary transfer from and to any language in the world. What is more, English speakers are guilty of exactly the same things when they use Japanese words in English, and so often when they think they are speaking Japanese too. I’ve grouped these changes together in several categories, dealing with the changes in either direction each time: Pronunciation changes Longer than the form in the other language More restricted meaning Other meaning changes Less common in the language or country it comes from I hope the resulting analysis will be of interest to learners and teachers of either language, as well as those interested in the more general linguistic topic of borrowings from other languages. As the words given here are now considered a part of the English language, the topic might also be of interest to speakers of other languages who have a good level of English. This should hopefully also make people less self conscious about their own “mistakes”. As I tell my Japanese students when they say “golden week”, “It’s not wrong, it’s just Japanese”, just like cul de sac (translates are “arse of the bag”, the French expression for this being “impasse”) is English rather than bad French. As some people’s computers will show neither, I have attempted to avoid both phonemic symbols and Japanese script. When the pronunciation of a Japanese word is given, I have simply transposed the katakana into Roman script. This is more difficult when trying to write out the pronunciation of English words, as English spelling is irregular and Japanese does not have enough sounds to represent them all. I have therefore given a couple of different attempts to show what pronunciation I mean, for example using capital letters to represent the letter sound (e.g. A for the vowel sound in gate) and words that have similar pronunciations. 1. Pronunciation changes Traditionally, one of the most common changes in Japanese pronunciation when it comes into the English language is to replace a final e for elephant sound with an ee from feet one. This has even been reflected in the spelling at times, with the older English spelling of sake being sacky. Educated speakers nowadays make more of an effort to mimic Japanese pronunciation, but amateur singing to the sound of a machine is still mainly known as “karry oh key” in English. Saying this or karate in a more Japanese way can sound at least pretentious and maybe even incomprehensible to an English speaker. This seems strange in a way, being that the e sound is quite happily used in common English words like egg and pen, but it is rare at the end of English words. The same is true of the ts in tsunami, which is perfectly natural at the end of the word “parts” but can sound forced or even be difficult to say at the beginning of a word as it doesn’t exist in that position in English sounds. The same things happens in Japanese with words borrowed from English. For example, w+a and h+i are common sound combinations, but w+i is always written and pronounced as the similar ui, as in uiiku (week). There is a large list of similar examples in my article on Pronunciation Changes in Japanese English (see list of links below). Another linguistic universal that the English ways of saying karate illustrates is how two pronunciations can coexist in a language, often with one being closer to the original language and considered more correct, but perhap | The indigenous people of New Zealand are called _____. Aborigines Malayans Maori Zeelanders The indigenous people of New Zealand are called _____. Aborigines Malayans Maori Zeelanders The indigenous people of New Zealand are called MAORI. Get an answer The indigenous people of New Zealand are called _____. Aborigines Malayans Maori Zeelanders Original conversation This answer has been added to the Weegy Knowledgebase Comments Log in or sign up first. Questions asked by the same visitor Alex works as a customer service representative at an insurance company. Before starting his shift, Alex reviews issues from his last shift to make sure they have been resolved. What workplace habit does Alex show by doing this? efficiency initiative interpersonal skills problem solving Weegy: The answer is: initiative User: Jorja always arrives at work when she is scheduled. She doesn't call in at the last minute to say that she can't work. If she needs time off, she plans in advance and makes arrangements to have a coworker cover for her. Which workplace habit does Jorja demonstrate by these behaviors? dependability punctuality self-confidence honesty Weegy: The answer is punctuality. User: What of the following is not a benefit of active listening? Restating what you heard in your own words leads to fewer misunderstandings. The person you are listening to feels confident that you have understood the message. You have an opportunity to tell the other person how you feel about what they have said. Responding with active listening can calm someone down who is angry or upset Weegy: Restating what you heard in your own words leads to fewer misunderstandings. User: What component of effective feedback is demonstrated by giving examples of how someone can improve their performance instead of saying the person has done it all wrong? objective specific timely sincere Weegy: It's objective User: While reviewing a Web site that seems to have lots of great information about the topic you are researching, you decide to check on the author of the site. You cannot find any information about the author and you cannot find any information about her credentials. What characteristic of an effective Web site is a concern? reputable author relevant verified unbiased Weegy: relevant User: Which of the following is a goal of paraphrasing and summarizing? to quote the main idea of what you have read, giving credit to the original source to restate what you have read, using your own words to review the most important supporting points from the original information to change the words and order of the sentences of what you have read Weegy: Which of the following is a goal of paraphrasing and summarizing? using your own words to review the most ... (More) Question | eng_Latn | 28,235 |
The common vocal sound produced by blocking exhaled airflow (when voicing a vowel) by suddenly closing the vocal tract is called a '(what?) stop'? | Linguistics 201: Articulatory Phonetics Articulatory Phonetics ����� We will spend the next few days studying articulatory phonetic: what is involved in the actual movement of various parts of the vocal tract during speech.� (Use transparancy to discuss organs of speech; oral, pharyngeal and nasal cavities; articulators, lungs and diaphragm). ����� All speech sounds are made in this area.� None are made outside of it (such as by stomping, hand clapping, snapping of fingers, farting, etc.) ����� Theoretically, any sound could be used as a speech sound provided the human vocal tract is capable of producing it and the human ear capable of hearing it.� Actually only a few hundred different sounds or types of sounds occur in languages known to exist today, considerably fewer than the vocal tract is capable of producing.� ����� Thus, all speech sounds result from air being somehow obstructed or modified within the vocal tract. This involves 3 processes working together: a) the airstream process--the source of air used in making the sound. b) the phonation process--the behavior of the vocal cords in the glottis during the production of the sound. c) the oro-nasal process--the modification of that flow of air in the vocal track (from the glottis to the lips and nose). ����� Let's discuss the airstream process first. The airstream process ����� The first major way to categorize sounds according to phonetic features is by the source of air.� Where does the air come from that is modified by the vocal organs? Languages can use any of three airstream mechanisms to produce sounds.�� ����� One airstream mechanism is by far the most important for producing sounds in the world's languages.� Most sounds in the world's languages are produced by manipulating air coming into the vocal tract as it is being exhaled by the lungs, a method referred to as the pulmonic egressive airstream mechanism.� Sounds made by manipulating air as it is exhaled from the lungs are called pulmonic egressive sounds.� Virtually all sounds in English and other European languages are produced by manipulating exhaled air.� And most sounds in other languages are also pulmonic egressive.� ����� There is another variety of this pulmonic airstream mechanism. Inhaled air can also be modified to produce speech sounds.� This actually occurs in a few rare and special cases, such as in Tsou, an aboriginal language of Taiwan, which has inhaled [f] and [h] ([h5/˝ps˝] ashes; [f5/tsuju], egg).� Such sounds are called pulmonic ingressive sounds, and the airstream mechanism for making such sounds is called the ingressive rather than the egressive version of the pulmonic airstream mechanism.� Perhaps because it is physiologically harder to slow down an inhalation than an exhalation, pulmonic ingressive sounds are extremely rare. ����� The majority of the sounds in all languages of the world are pulmonic egressive sounds.� However, in addition to using air being actively exhaled (or inhaled), two other airstream mechanisms are used to produce some of the sounds in some of the world's languages.� ����� 1) To understand the second airstream mechanism, the glottalic airstream mechanism, let's first look at a special pulmonic egressive sound, the glottal stop. Air being exhaled from the lungs may be stopped in the throat by a closure of the glottis.� This trapping of air by the glottis is called a glottal stop.� English actually has a glottal stop in certain exclamations:� [u?ow], u?u], [a?a], and in certain dialectical pronunciations: [bottle].� The IPA renders the glottal stop as a question mark without the period.� ����� The glottal stop itself is an example of a pulmonic egressive sound, since air from the lungs is being stopped.� However, the glottis can be closed immediately before the production of cert | Animal adjectives Important Announcement about Online Courses and LEARN NC . Important Message about LEARN NC LEARN NC is evaluating its role in the current online education environment as it relates directly to the mission of UNC-Chapel Hill School of Education (UNC-CH SOE). We plan to look at our ability to facilitate the transmission of the best research coming out of UNC-CH SOE and other campus partners to support classroom teachers across North Carolina. We will begin by evaluating our existing faculty and student involvement with various NC public schools to determine what might be useful to share with you. Donât worry! The lesson plans, articles, and textbooks you use and love arenât going away. They are simply being moved into the new LEARN NC Digital Archive. While we are moving away from a focus on publishing, we know itâs important that educators have access to these kinds of resources. These resources will be preserved on our website for the foreseeable future. That said, weâre directing our resources into our newest efforts, so we wonât be adding to the archive or updating its contents. This means that as the North Carolina Standard Course of Study changes in the future, we wonât be re-aligning resources. Our full-text and tag searches should make it possible for you to find exactly what you need, regardless of standards alignment. Animal adjectives Students will describe animals as they review nouns and verbs associated with these animals. They will learn to use adjectives as they describe the animals. They will use this knowledge to write their stories about animals. A lesson plan for grades 1–2 English Language Arts and English Language Development Learn more Related pages Writing and English as a Second Language : Strategies for helping English Language Learners throughout the writing process. Awesome action words : Good writers use precise verbs to make stories interesting and vivid. In this lesson, students will learn to replace boring, redundant, generic verbs with more precise “Awesome Action Words.” Narrative writing: Using exact words : The learner will recognize exact verbs in literature and then use more exact verbs when writing a narrative. Related topics Please read our disclaimer for lesson plans. Legal The text of this page is copyright ©2008. See terms of use . Images and other media may be licensed separately; see captions for more information and read the fine print . Print remember that naming words are called nouns and words that show action are called verbs. use a variety of nouns and verbs to write a story about their favorite animal. begin to use adjectives to describe the animal and add interest to their story. Teacher planning Worksheets with animals from the story (see Animals 1 and Animals 2 ) Pencils, Crayons or markers, scissors, glue or stapler Lined paper Computer (Lab, if available) and printer Smart TV Overhead projector could also be used Pre-activities The students will need basic knowledge of: nouns and verbs animals and how they look and move Activities This lesson begins with a short discussion of the weather in winter and the kind of clothing that is required for cold weather. The discussion should include the reasons for protection from cold weather. The lesson progresses with a reading of The Mitten by Jan Brett. Discuss the reason Nicki was going outside. How did he lose his mitten? The story continues with the mole going into the mitten, followed by the rabbit, hedgehog, owl, badger, fox, bear, and then finally the mouse’s attempt. Lead the discussion as the children imagine what it must have felt like in the mitten as each animal crowded into it. This leads into describing each animal’s characteristics. This should include adjectives such as soft, prickly, gentle, stiff, scratchy, fuzzy, rough, furry, stickery, feathery, sneaky, pretty, warm, lumpy, big, little, and any others you or your children find appropriate. The children are then given worksheets (provided in the “put the animals in the mitten” website) with the animal pictures to col | eng_Latn | 28,236 |
In the English language version of Scrabble, what is the point value of the vowels? | Vowels | Define Vowels at Dictionary.com vowel-like, adjective Word Origin C14: from Old French vouel, from Latin vocālis littera a vowel, from vocālis sonorous, from vox a voice Collins English Dictionary - Complete & Unabridged 2012 Digital Edition © William Collins Sons & Co. Ltd. 1979, 1986 © HarperCollins Publishers 1998, 2000, 2003, 2005, 2006, 2007, 2009, 2012 Word Origin and History for vowels Expand vowel n. c.1300, from Old French vouel, from Latin vocalis, in littera vocalis, literally "vocal letter," from vox (genitive vocis) "voice" (see voice (n.)). Vowel shift in reference to the pronunciation change between Middle and Modern English is attested from 1909. The Hawaiian word hooiaioia, meaning "certified," has the most consecutive vowels of any word in current human speech; the English record-holder is queueing. Online Etymology Dictionary, © 2010 Douglas Harper | Countdown dragged into digital age as Dictionary Corner ditches trusted reference book for laptop - Mirror Online Countdown dragged into digital age as Dictionary Corner ditches trusted reference book for laptop Susie Dent and the celebrity guest of the day will verify contestants' answers on oxforddictionaries.com Share Digital age: Countdown host Nick Hewer with Susie Dent (left) and Rachel Riley (Photo: Channel 4) Share Get celebs updates directly to your inbox + Subscribe Thank you for subscribing! Could not subscribe, try again laterInvalid Email TV quiz Countdown is to ditch its dictionary after 32 years this month – and replace it with an online version. Rachel Riley revealed that the hit gameshow - the first programme to air on Channel 4 when it launched in 1982 - is finally being dragged into the modern technological era. “We’re moving into the 21st century,” she laughed. The all-new Dictionary Corner will launch at the start of the 70th series on June 30. Viewers will only notice the difference on the daily show when Susie Dent replaces her much-leafed copy of the Oxford English Dictionary with a sleek computer. But while the book itself will disappear from the screen, resident lexicographer Susie will remain. She and the celebrity guest of the day will instead verify the answers using a laptop and oxforddictionaries.com to find the best words available from the selected letters. Today Susie said: “While I’ll miss rifling through the printed dictionary and using Countdown’s famous pencam, I’m excited that we will now be able to reflect the very latest changes to English by using an online dictionary that’s updated every three months. "The principles of Dictionary Corner will remain exactly the same - it’s simply the technology that is changing.” poll loading | eng_Latn | 28,237 |
Turkey's international telephone calling code is? | Turkey Country Code 90 Country Code TR About Turkey Hide CountryCode.org is your complete guide to make a call from anywhere in the world, to anywhere in the world. This page details Turkey phone code. The Turkey country code 90 will allow you to call Turkey from another country. Turkey telephone code 90 is dialed after the IDD. Turkey international dialing 90 is followed by an area code. The Turkey area code table below shows the various city codes for Turkey. Turkey country codes are followed by these area codes. With the complete Turkey dialing code, you can make your international call. | ��ࡱ� > �� r ���� ���� q ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ �. �( � � � � � �� � �2 / d n a / h 2 g 2 / a l a b a s t e r / A 4 1 8 6 �Z h t t p : / / w w w . b b c . c o . u k / d n a / h 2 g 2 / a l a b a s t e r / A 4 1 8 6 �� / � 0 � �0 �D A r i a l n t �� 0 �T� T� L7� ܖ � 0ܖ � �D T a h o m a t �� 0 �T� T� L7� ܖ � 0ܖ � " �D W i n g d i n g s �� 0 �T� T� L7� ܖ � 0ܖ � 0 �D A B C f o n t �� 0 �T� T� L7� ܖ � 0ܖ � " � � A �� � . � @ �n ��? " d � d @ ��� ������ @@ `` �� � � P � M 4 1 � �0 � � �A � � �A � @ � � �8 � � � � �3 ���� ʚ;��� ʚ; �g � �4 A d A d hi� �� � 0 "������� p � p p � @ < �4 d d d d � �k 0T� (7� � �8 �0 � _ _ _ P P T 1 0 � p� p� �� � � � Cockney Rhyming Slang � � �1 L.O. To understand how words vary across dialects � 1 � � � � �� A dialect found mostly in East London The principle is to decide what it is you want to say, and then find words which bear no real relation to what you're going to say, but which rhyme loosely with your phrase. � � � � � � 0 � % � � �� Cockney rhyming slang used to be a form of Pidgin English designed so that the working Eastenders could have a right good chin wag without the toffs knowing that they were talking about them. �" � � ( �, W . , � �� These days people just make it up for a laugh, so young streetwise Londoners say things like 'Ah mate, 'ad a right mare I did, got chucked out me pad and now fings wiv the trouble and strife have gone all pete tong!' Any ideas as to the meaning? �. � Z ^ { �R � & � � � ( � � � � ( � � � �8 So the English Language is in a constant state of change � 9 9 ( � 8 � � New words are borrowed from other countries; Dialects change in different parts of the United Kingdom; Even some slang words eventually get recognition in the Oxford dictionary when they become commonly known! Your next task is to investigate how English varies. �( Z � 5 � / �� � � � � � | eng_Latn | 28,238 |
What is the study of the history of words and how their form and meaning have changed over time? | Help | Merriam-Webster Help Where do new words come from? How do you figure out their histories? An etymology is the history of a linguistic form, such as a word; the same term is also used for the study of word histories. A dictionary etymology tells us what is known of an English word before it became the word entered in that dictionary. If the word was created in English, the etymology shows, to whatever extent is not already obvious from the shape of the word, what materials were used to form it. If the word was borrowed into English, the etymology traces the borrowing process backward from the point at which the word entered English to the earliest records of the ancestral language. Where it is relevant, an etymology notes words from other languages that are related ("akin") to the word in the dictionary entry, but that are not in the direct line of borrowing. How New Words are Formed An etymologist, a specialist in the study of etymology, must know a good deal about the history of English and also about the relationships of sound and meaning and their changes over time that underline the reconstruction of the Indo-European language family. Knowledge is also needed of the various processes by which words are created within Modern English; the most important processes are listed below. Borrowing A majority of the words used in English today are of foreign origin. English still derives much of its vocabulary from Latin and Greek, but we have also borrowed words from nearly all of the languages in Europe. In the modern period of linguistic acquisitiveness, English has found vocabulary opportunities even farther afield. From the period of the Renaissance voyages through the days when the sun never set upon the British Empire and up to the present, a steady stream of new words has flowed into the language to match the new objects and experiences English speakers have encountered all over the globe. Over 120 languages are on record as sources of present-day English vocabulary. Shortening or Clipping Clipping (or truncation) is a process whereby an appreciable chunk of an existing word is omitted, leaving what is sometimes called a stump word. When it is the end of a word that is lopped off, the process is called back-clipping: thus examination was docked to create exam and gymnasium was shortened to form gym. Less common in English are fore-clippings, in which the beginning of a word is dropped: thus phone from telephone. Very occasionally, we see a sort of fore-and-aft clipping, such as flu, from influenza. Functional Shift A functional shift is the process by which an existing word or form comes to be used with another grammatical function (often a different part of speech); an example of a functional shift would be the development of the noun commute from the verb commute. Back-formation Back-formation occurs when a real or supposed affix (that is, a prefix or suffix) is removed from a word to create a new one. For example, the original name for a type of fruit was cherise, but some thought that word sounded plural, so they began to use what they believed to be a singular form, cherry, and a new word was born. The creation of the the verb enthuse from the noun enthusiasm is also an example of a back-formation. Blends A blend is a word made by combining other words or parts of words in such a way that they overlap (as motel from motor plus hotel) or one is infixed into the other (as chortle from snort plus chuckle the -ort- of the first being surrounded by the ch-...-le of the second). The term blend is also sometimes used to describe words like brunch, from breakfast plus lunch, in which pieces of the word are joined but there is no actual overlap. The essential feature of a blend in either case is that there be no point at which you can break the word with everything to the left of the | ��ࡱ� > �� % ' ���� ! " # $ ���������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������� %` �� �W bjbj�ٕ� *` �� �� �O �� �� �� � " " " " " " " d � N� N� N� � �� d b� � � �\ h � ~ �� �� �� �� �� V 0 d � 4 \ \ \ \ \ \ \ $ �] h T` � )\ " � �� �� � � )\ " " �� �� 4 >\ � � � � � " �� " �� \ � � \ � � j �O � " " �T �� �� L����� N� \ � �Q 2 �Y D T\ 0 �\ �Q & �` D N �` d �T �` " �T � � � � � � � � ~ � � � )\ )\ � d � � � �\ � � � � � � � � �� � � � � �� � � � " " " " " " ���� GRAMMAR, PUNCTUATION & USAGE Student Workbook Name:Instructor:Date: Table of Contents TOC \o "1-4" \h \z \u HYPERLINK \l "_Toc193768250" Parts of a Sentence PAGEREF _Toc193768250 \h 5 HYPERLINK \l "_Toc193768251" Subject PAGEREF _Toc193768251 \h 5 HYPERLINK \l "_Toc193768252" Noun PAGEREF _Toc193768252 \h 5 HYPERLINK \l "_Toc193768253" Adjective PAGEREF _Toc193768253 \h 5 HYPERLINK \l "_Toc193768254" Pronoun PAGEREF _Toc193768254 \h 5 HYPERLINK \l "_Toc193768255" Verb PAGEREF _Toc193768255 \h 5 HYPERLINK \l "_Toc193768256" Adverb PAGEREF _Toc193768256 \h 5 HYPERLINK \l "_Toc193768257" Verb Phrase PAGEREF _Toc193768257 \h 6 HYPERLINK \l "_Toc193768258" Clauses PAGEREF _Toc193768258 \h 6 HYPERLINK \l "_Toc193768259" Independent Clause (IC) PAGEREF _Toc193768259 \h 6 HYPERLINK \l "_Toc193768260" Dependent Clause (DC) PAGEREF _Toc193768260 \h 6 HYPERLINK \l "_Toc193768261" Dependent Marker Word (DM) PAGEREF _Toc193768261 \h 6 HYPERLINK \l "_Toc193768262" Connecting dependent and independent clauses PAGEREF _Toc193768262 \h 6 HYPERLINK \l "_Toc193768263" Coordinating Conjunction (CC) PAGEREF _Toc193768263 \h 7 HYPERLINK \l "_Toc193768264" Independent Marker Word (IM) PAGEREF _Toc193768264 \h 7 HYPERLINK \l "_Toc193768265" Preposition PAGEREF _Toc193768265 \h 7 HYPERLINK \l "_Toc193768266" Count and Noncount Nouns PAGEREF _Toc19376826 | eng_Latn | 28,239 |
What is Hawaiian for hello or goodbye? | HAWAIIAN EXPRESSIONS HAWAIIAN EXPRESSIONS Aloha to all (including speaker) Aloha kaua Aloha to you (singular) and me Aloha ke akua Aloha to all of you (plural) Aloha kakahiaka Good evening to all of you (plural) E komo mai E komo mai, e noho mai, e `ai a e, wala`au Come in, come sit, eat and talk Komo mai Komo mai e inu ka wai Come in, drink My precious pearl [a beloved person] Noho ilalo Aia i hea kou kauhale? Where is your kauhale? ("Kauhale" is a group of houses that comprise a typical, old style, Hawaiian living situation) Aia i _____ ko`u kauhale. ______ is where I live. He aha kau helu kelopana? What is your phone number? _____ ka`u kekepona. Ma hea 'oe e noho nei? Where do you live? Good-bye, until we meet again A hui kaua Ke Akua pu a hui hou God bless you and see you later Malama pono (Can be a response to mahalo) He me iki ia I invite aloha to you (An appropriate salutation in a letter) Aloha wau ia 'oe (Note: wau is with a soft "v") E hana me ka ha`aha`a Let us work with humbleness `Ehia ou makahiki? E `olu`olu `oe/ `Olu`olu Please E pili mau na pomaika`i ia `oe May blessings ever be with you Hana hou To work with the hands Hau`oli la hanau Hau`oli la ho`omana`o Happy Anniversary To set things right, amend, rectify I mua That which is within matters Makemake oe I desire you, I miss you Maui nui a kama All of Maui that belongs to Kama Me ka aloha With kindest regards; warm aloha (An appropriate close in a letter) Me ka ha`aha`a Humbly yours (An appropriate close in a letter) Mele kalikimaka The best (this follows a noun) `Okole maluna Observe, be silent and learn (If words are exiting your mouth, wisdom cannot come in) Welina www.mauimapp.com Maui Island Guide 1/ Okinas and macrons impart important differences in the pronunciation and meaning of words in the Hawaiian language. Due to font limitations, macrons are represented with an underline. For macron usage, replace the underline below a letter with a macron over the same letter. | Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha - YouTube Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha Want to watch this again later? Sign in to add this video to a playlist. Need to report the video? Sign in to report inappropriate content. The interactive transcript could not be loaded. Loading... Rating is available when the video has been rented. This feature is not available right now. Please try again later. Published on Sep 16, 2013 Click here to get our FREE App & More Free Lessons at ArabicPod101: http://www.ArabicPod101.com/video Learn Arabic with ArabicPod101.com! Welcome to ArabicPod101.com's Arabic Alphabet Made Easy series. In this video series, you will learn the Arabic alphabet. We will teach you the alphabet using simple steps, showing you the correct stroke order, helpful tricks for memorization, and proper usage in common Arabic words. If you want to get started reading and writing Arabic, this is THE place to start. You'll learn Arabic in mere minutes with these audio and video lessons, so join us for Arabic Alphabet Made Easy from ArabicPod101.com! In this lesson, we'll show you how to write three letters in Arabic: Jim, Ha, and Kha, and we'll teach you a few words you can write with these letters. Are you ready to learn more Arabic characters and words? Visit us at ArabicPod101.com, where you will find Arabic lesson notes and many more fantastic lessons and learning resources! Leave us a message while you are there! Find out more, go to: http://www.arabicpod101.com/2013/08/0... | eng_Latn | 28,240 |
What is the study of the meaning of words? | Study of language - definition of Study of language by The Free Dictionary Study of language - definition of Study of language by The Free Dictionary http://www.thefreedictionary.com/Study+of+language (lĭng-gwĭs′tĭks) n. (used with a sing. verb) The study of the nature, structure, and variation of language, including phonetics, phonology, morphology, syntax, semantics, sociolinguistics, and pragmatics. linguistics (Linguistics) (functioning as singular) the scientific study of language. See also historical linguistics , descriptive linguistics lin•guis•tics (lɪŋˈgwɪs tɪks) n. (used with a sing. v.) the study of language, including phonetics, phonology, morphology, syntax, semantics, and pragmatics. [1850–55] 1. excessive use of the sound b. 2. improper articulation of this sound. — betacist, n. 1. the study of dialects and dialect features. 2. the linguistic features of a dialect. — dialectician, dialectologist, n. — dialectologie, dialectological, adj. echoism 1. the formation of sounds like those in nature; onomatopoesis. 2. the tendency of paired sounds to become more similar phonetically, as the d sound in iced tea which has become a t; assimilation. — echoic, adj. folk etymology the reanalysis of a word by native speakers into a new element or elements, e.g. hamburger (properly ‘from Hamburg’) being split into ham- and -burger; and the subsequent combination of -burger with a number of words in which it is used to mean ‘ground patty.’ 1. a linguist; a philologist. 2. one who compiles glossaries. 1. the study of the formal system of a language, especially the aspects of sound, forms, and syntax. 2. a work detailing such an analysis. — grammarian, n. — grammatic, grammatical, adj. 1. a word formed from elements drawn from different languages. 2. the practice of coining such words. — hybrid, n., adj. 1. the replacement of l for r in speech. 2. the mispronunciation of l. Cf. lambdacism. Phonetics. the mispronunciation of double l, giving it the sound of y or ly. 2. Cf. rhotacism. substitution of the sound l for another sound, as that of r. Also labdacism. Cf. lallation. 1. a branch of linguistics that studies and describes patterns of word formation, including inflection, derivation, and compounding of a language. 2. such patterns of a particular language. — morphologist, n. — morphological, adj. 1. the study of the relations between morphemes and their phonetic realizations, components, or distribution contexts. 2. the body of data concerning these relations in a specific language. — morphophonemicist, n. — morphophonemic, adj. 1. the study of written records to determine their authenticity, original form, and meaning. 2. linguistics, especially historical linguistics. — philologist, philologer, n. — philologic, philological, adj. 1. the study and description of phonemes, i.e., the set of basic units of sound used in a language and phonemic systems. 2. the phonemic system of a given language. Also phonematics. — phonemicist, n. phonetics 1. the science or study of speech sounds and their production, transmission, and perception, and their analysis, classification, and transcription. 2. the science or study of speech sounds with respect to their role in distinguishing meanings among words. 3. the phonetic system of a particular language. Cf. phonology. — phonetician, n. — phonetic, phonetical, adj. phonology 1. the study of the history and theory of sound changes in a language or in two or more languages comparatively. 2. the phonetics and phonemics of a language at a stated time; synchronic phonology. — phonologist, n. — phonological, adj. Phonetics. 1. a misarticulation of the sound r or the substitution of another sound for it. 2. Cf. lambdacism. substitution of the sound sound r for another sound, as that of l. 2. the excessive use of the sound r. 3. Phonology. replacement of the sound z or s by r in Indo-European languages, as German wesen, English were. — rhotacize, v. — rhotacistic, adj. semantics 1. the study of the meaning of words. 2. the study of linguistic development by examining and classifying changes in | Logophile | Define Logophile at Dictionary.com logophile [law-guh-fahyl, log-uh-] /ˈlɔ gəˌfaɪl, ˈlɒg ə-/ Spell a word lover or word buff Word Origin Greek logos 'speech' + -phile 'friend, lover' Usage Note | eng_Latn | 28,241 |
Which is the only letter in an English Scrabble set which has 3 tiles | 1000+ images about Scrabble Tiles on Pinterest | Christmas ornament, Tile and Names Printable Scrabble Tiles. I just saw great 1st grade lesson where students had to make 3 letter words then write the matching equation. Great way to teach 3 addends! See More | Longest alphabet | Guinness World Records Guinness World Records Where Cambodia The language with the most letters is Khmer (Cambodian), with 74 (including some without any current use). All records listed on our website are current and up-to-date. For a full list of record titles, please use our Record Application Search. (You will be need to register / login for access) Comments below may relate to previous holders of this record. | eng_Latn | 28,242 |
Which words dont have a vowel? | What words do not have a vowel or the letter y? | What english words contain all the vowels? | eng_Latn | 28,243 |
What is the repetition of consonant sounds within a word? | What is a word that means the repetition of consonant sounds in a single word? | What is the repetition of initial consonant sounds at the beginnings of words? | eng_Latn | 28,244 |
How many constanants are in the word 'python'? | Howmany consonants are there in the word python? | Howmany consonants are there in the word python? | eng_Latn | 28,245 |
American and british english that same meaning but different spelling? | Is the spelling of shining with 2 n's american or Canadian English? | What is the similarities in american and british english? | eng_Latn | 28,246 |
Monophthongs, dyphthongs and triphthongs are types of? | What are Diphthongs? (with pictures) What are Diphthongs? Last Modified Date: 15 January 2017 Copyright Protected: These 10 animal facts will amaze you Diphthongs are types of vowels where two vowel sounds are connected in a continuous, gliding motion. They are often referred to as gliding vowels. Most languages have a number of diphthongs, although that number varies widely, from only one or two to fifteen or more. A vowel is a specific type of sound, characterized by a lack of full obstruction to the air flow. Vowels can be contrasted with consonants, where there is such an obstruction. As air comes out when you are speaking a consonant , there is a build up of pressure as the air flow is constricted. When speaking a vowel, there is no built up pressure, the sound is simply shaped by the position of the tongue. Vowels are generally characterized by three different criteria: the position of the tongue in the mouth relative to the roof of the mouth (height), the position of the tongue in either the front or back of the mouth (backness), and the shape of the lips as the vowel sound is being made (roundedness). There are other things that may characterize vowels, but they are not very common in English — things such as the position of the root of the tongue, for example, rarely affect English vowels, though they affect the vowels in many African languages. Ad When vowels come together, they may either be two distinct syllables, or may merge into one syllable. When they merge, they form what are known as diphthongs. If they stay separate they are simply two monophthongs. An example of two single syllable vowels can be seen in the word triage, in which the i and the a are both pronounced on their own. An example of a diphthong can be seen in the word mouse, in which the ou part of the word obviously consists of two distinct vowels, but there is no syllabic break between the two. Diphthongs can usually be seen as having two distinct parts — the nucleus , and the off-glide. The nucleus of the diphthong is the vowel that is most stressed, and forms the center of the sound, while the off-glide is the vowel which seems to flow into or off of the nucleus vowel. The three major diphthongs in Standard English , which are known as phonemic diphthongs, are ai, aw, and oy. All three of these diphthongs are very common, and many people simply think of them as single vowels in some contexts. For example, in the English word ride, the i would be transcribed phonetically as ai. Although it appears as a single letter in our writing, it actually consists of two vowels — if you say the word you should be able to hear the two. Similarly, the word how contains the diphthong aw at the end, and the word boy contains the diphthong oy. Other diphthongs in Standard English are the ei sound in the word fame or the pronunciation of the letter a, and the ou sound in the word phone. Other languages have many more diphthongs aside from these, and other dialects of English may have more diphthongs as well. Languages such as Finnish have nearly twenty diphthongs, while the Received Pronunciation dialect of English has an extra five or so diphthongs not found in Standard English. In addition to diphthongs and monophthongs, there are also what are called triphthongs. These are similar to diphthongs, but instead of moving simply from one vowel sound to another, a third sound is also added. Ad | CnamB | Camogie | Virginia Modern Cumann na mBan in teal Proudly sponsored by: Welcome/Fáilte Cumann na mBan (CnamB for short), is a camogie team of over 30 women of all ages and walks of life in Coastal Virginia (aka "the 757"). Camogie is the all-women version of the ancient sport of hurling, believed to be the oldest field sport, and the Camogie Association was officially founded in Ireland in 1903. Team Updates Follow Us On Your Favorite Social Media: April 3, 2016 - CnamB is kicking off our camogie Spring Mermaid League! As always, we owe a huge thanks to the 2016 Mermaid League team sponsors, Mermaid Winery and Lewis Communication. The Selkies and the Sirens will play alternating Sundays at Lafayette Park in Norfolk, VA , (right next to the Zoo) and the athletic field at Spratley School in Hampton, VA . We will be rotating game times with the two hurling games as follows: 4/3 - 12PM Game at Lafayette Park 4/10 - 11AM Game at Spratley School 4/17 - 10AM Game at Lafayette Park 4/24 - 12PM Game at Spratley School 5/1 - NO GAMES - CHARLESTON 5/8 - 11AM Game at Lafayette Park 5/15 - 10AM Game at Spratley 5/29 - Final Game at Lafayette CnamB is actively recruiting new players for the leauge, no matter your level of experience! Check out our FaceBook page for information on practices (free and we have all the equipment you need) and league registration. Fans are welcomed and encouraged (there are bathrooms, stands and plenty of room for chairs). “Dress suitably in short skirts and sitting boots, leave your jewels and gold wands in the bank, and buy a revolver.” Countess Markievicz 4696 Princess Anne Road, Virginia Beach Larkspur Middle School | eng_Latn | 28,247 |
How many letters are in the Welsh alphabet? | GO BRITANNIA! Wales: The Welsh Language Scotland Welsh Language Guide The language of Wales, more properly called Cymraeg in preference to Welsh (A Germanic word denoting "foreigner"), belongs to a branch of Celtic, an Indo-European language. The Welsh themselves are descendants of the Galatians, to whom Paul wrote his famous letter. Their language is a distant cousin to Irish and Scots Gaelic and a close brother to Breton. Welsh is still used by about half a million people within Wales and possibly another few hundred thousand in England and other areas overseas. In most heavily populated areas of Wales, such as the Southeast (containing the large urban centers of Cardiff, Newport and Swansea), the normal language of everyday life is English, but there are other areas, notably in the Western and Northern regions, (Gwynedd and Dyfed particularly) where the Welsh language remains strong and highly visible. The Welsh word for their country is Cymru (Kumree), the land of the Comrades; the people are known as Cymry (Kumree) and the language as Cymraeg (Kumrige). Regional differences in spoken Welsh do not make speakers in one area unintelligible to those in another (as is so often claimed), standard Welsh is understood by Welsh speakers everywhere. Despite its formidable appearance to the uninitiated, Welsh is a language whose spelling is entirely regular and phonetic, so that once you know the rules, you can learn to read it and pronounce it without too much difficulty. For young children learning to read, Welsh provides far fewer difficulties than does English, as the latter's many inconsistencies in spelling are not found in Welsh, in which all letters are pronounced. THE WELSH ALPHABET: (28 letters) A, B ,C ,Ch, D, Dd, E, F, Ff, G, Ng, H, I, L Ll, M, N, O, P, Ph, R, Rh, S, T, Th, U, W, Y (Note that Welsh does not possess the letters J, K, Q, V, X or Z, though you will often come across "borrowings" from English, such as John, Jones, Jam and Jiwbil (Jubilee); Wrexham (Wrecsam); Zw (Zoo). THE VOWELS: (A, E, I, U, O, W, Y) A as in man. Welsh words: am, ac Pronounced the same as in English) E as in bet or echo. Welsh words: gest (guest); enaid (enide) I as in pin or queen. Welsh words: ni (nee); mi (me); lili (lily); min (meen) U as in pita: Welsh words: ganu (ganee); cu (key); Cymru (Kumree); tu (tee); un (een) O as in lot or moe. Welsh words: o'r (0re); don (don); dod (dode); bob (bobe) W as in Zoo or bus. Welsh words: cwm (koom), bws (bus); yw (you); galw (galoo) Y has two distinct sounds: the final sound in happy or the vowel sound in myrrh Welsh words: Y (uh); Yr (ur); yn (un); fry (vree); byd (beed) All the vowels can be lengthened by the addition of a circumflex (ä), known in Welsh as "to bach" (little roof). Welsh words: Tän (taan), län (laan) THE DIPHTHONGS: Ae, Ai and Au are pronounced as English "eye": ninnau (nineye); mae (my); henaid (henide); main (mine); craig (crige) Eu and Ei are pronounced the same way as the English ay in pray. Welsh words: deisiau (dayshy), or in some dialects (deeshuh); deil (dale or dile); teulu (taylee or tyelee) Ew is more difficult to describe. It can be approximated as eh-oo or perhaps as in the word mount. The nearest English sound is found in English midland dialect words such as the Birmingham pronunciation of "you" (yew). Welsh words: mewn (meh-oon or moun); tew (teh-oo) I'w and Y'w sound almost identical to the English "Ee-you." or "Yew" or "You": Welsh words: clyw (clee-oo); byw (bee-you or b'you); menyw (menee-you or menyou) Oe is similar to the English Oy or Oi. Welsh words: croeso (croyso); troed (troid); oen (oin) Ow is pronounced as in the English tow, or low: Welsh word: Rhown (rhone); rho (hrow) Wy as in English wi in win or oo-ee: Welsh words: Wy (oo-ee); wyn (win); mwyn (mooin) Ywy is pronounced as in English Howie. Welsh words: bywyd (bowid); tywyll (towith) Aw as in the English cow. Welsh words: mawr (mour); prynhawn (prinhown); lawr (lour) THE CONSONANTS: For the most part b, d, h, l, m, n, p, r, s, and t are pronounced the same as their Engli | Gogarth Hall Farm (Machynlleth, Wales) - UPDATED 2016 B&B Reviews - TripAdvisor Children Activities (Kid / Family Friendly) Official Description (provided by the hotel) Self-catering cottages located on a working farm in Snowdonia national park. Properties overlook the Dyfi estuary and Cambrian mountains. Aberdyfi village 4 just 4 miles away. ... more less Additional Information about Gogarth Hall Farm Address: | Pennal, Machynlleth SY20 9LB, Wales Region: United Kingdom > Wales > Powys > Machynlleth Hotel Class:5 star — Gogarth Hall Farm 5* Number of rooms: 4 Is This Your TripAdvisor Listing? Own or manage this property? Claim your listing for free to respond to reviews, update your profile and much more. | eng_Latn | 28,248 |
The standard spoken English accent of the UK, abbreviated to 'RP', traditionally used by BBC newsreaders, the Royal Family and 'upper class' is fully called '(What?) Pronunciation'? | Peculiarities of British and American variants in the English Language. ������. ������ ����� �nline - ������ � ��������� ������ ������� ����� ������ Contents IntroductionI Historical background of the English Language. 1. A short history of the origins and development of English. 2. Varieties of English. 3. English as a global language.4. Writing systemII Peculiarities of British and American variants in the English language. 1. Peculiarities of American and British English and their differences. 2. American and British English lexical differences. 3. Grammatical Peculiarities of American and British English. 4. Social and cultural differences Introduction The theme of my Diploma paper is Peculiarities of British and American variants in the English Language.purpose of my Diploma paper is to investigate peculiarities of British and American variants in the English Language. Every language allows different kinds of variations: geographical or territorial, perhaps the most obvious, stylistic, the difference between the written and the spoken form of the standard national language and others. It is the national language of England proper, the USA, Australia, New Zealand and some provinces of Canada. It is the official language of Wales, Scotland, in Gibraltar and on the island of Malta. Modern linguistics distinguishes territorial variants of a national language and local dialects. Variants of a language are regional varieties of a standard literary language characterized by some minor peculiarities in the sound system, vocabulary and grammar and by their own literary norms.task of our Diploma paper is to reveal the main peculiarities of British and American variants in the English Language; i.e. when we speak about the English language in general, we often ignore some very important differences between several varieties of this language. Some people argue that it is the same language and whichever variant a person speaks, he is sure to be understood everywhere. This is only partially true because of the differences between two countries, two peoples, two cultures, and we cannot, in fact, divorce language and culture. The theoretical value of work is to find differences between British English and American English which can be the main task of the Diploma paper.Diploma paper consists of Introduction, two Chapters, Conclusion, Appendix and Bibliography. Introduction is about some differences between BrE and AmE. The first Chapter of the Diploma paper gives the historical background of the English language and its link with other languages. The second Chapter of the Diploma paper speaks about peculiarities of British and American variants in the English language.is the summary of our paper. In Appendix, we have included some examples. The appearance of the American variant of the English language is the result of a long process of independent development of the people who settled in a new place to arrange a new way of life. They didnt give new names to old things, but very often they filled old words with new meanings and borrowed new words from their native languages, thats why today for the British and Americans the same words can have different connotations and implications even if they denote the same things or phenomena. Oscar Wilde wrote, `The English have really everything in common with the Americans, except a course of language.` Standard English - the official language of Great Britain taught at schools and universities, used by the press, the radio and the television and spoken by educated people may be defined as that form of English which is current and literary, substantially uniform and recognized as acceptable wherever English is spoken or understood. Its vocabulary is contrasted to dialect words or dialectisms belonging to various local dialects. Local dialects are varieties of the English language peculiar to some districts and having no normalized literary form. Regional varieties possessing a literary form are called variants. Dialects are said to undergo rapid changes under the pressure of Standard Englis | Roary to zoom onto TV screens (From Echo) Roary to zoom onto TV screens / Paul Offord BOB the Builder can hang up his hard hat. Roary the Racing Car is ready to zoom onto television screens. Basildon man Keith Chapman, 47, who created Bob the Builder, can't wait for kids to see his latest show. Roary the Racing Car will be screened for the first time at 7.15am on Monday on Channel Five, then every Monday morning for the next 13 weeks. Mr Chapman said: "Roary is going to be as big as Bob. "It's a story about a young boy who makes mistakes as he rushes through life, but Roary happens to be a racing car living with his racing car friends." Other characters include chief mechanic Big Chris, whose voice is provided by funny man Peter Kay, chief marshall of the race track Marsha, an Italian prima donna Formula One car called Maxi, an American Indianapolis saloon car called Tin Top and an easy-going 4X4 called Plugger. The series is narrated by driving legend Sir Stirling Moss. Mr Chapman said: "This is the most advanced animation we've ever used - a mixture of stop- frame photography and computer generated images, to give the racing scenes speed and drama. "We've already had letters from children, asking where they can buy Roary toys and books, which is pretty amazing considering it hasn't been on telly yet." For a preview, log onto www.roarytheracingcar.com | eng_Latn | 28,249 |
In medicine, dysphagia is difficulty in doing what? | Dysphagia - Mayo Clinic Dysphagia Esophagus Difficulty swallowing (dysphagia) means it takes more time and effort to move food or liquid from your mouth to your stomach. Dysphagia may also be associated with pain. In some cases, swallowing may be impossible. Occasional difficulty swallowing, which may occur when you eat too fast or don't chew your food well enough, usually isn't cause for concern. But persistent dysphagia may indicate a serious medical condition requiring treatment. Dysphagia can occur at any age, but it's more common in older adults. The causes of swallowing problems vary, and treatment depends on the cause. Fass R. Overview of dysphagia in adults. http://www.uptodate.com/home. Accessed Aug. 6, 2014. Dysphagia. National Institute on Deafness and Other Communication Disorders. http://www.nidcd.nih.gov/health/voice/pages/dysph.aspx. Accessed Aug. 6, 2014. Swallowing trouble. American Academy of Otolaryngology — Head and Neck Surgery. http://www.entnet.org/HealthInformation/swallowingTrouble.cfm. Accessed Aug. 6, 2014. Dysphagia: Esophageal and swallowing disorders. The Merck Manual for Health Care Professionals. http://www.merckmanuals.com/professional/gastrointestinal_disorders/esophageal_and_swallowing_disorders/dysphagia.html. Accessed Aug. 6, 2014. Dysphagia. American College of Gastroenterology. http://patients.gi.org/topics/dysphagia/. Accessed Aug. 6, 2014. Lembo AJ. Oropharyngeal dysphagia: Clinical features, diagnosis, and management. http://www.uptodate.com/home. Accessed Aug. 6, 2014. Products and Services | dieresis - definition and meaning dieresis Definitions from The American Heritage® Dictionary of the English Language, 4th Edition n. Linguistics A mark ( ¨ ) placed over the second of two adjacent vowels to indicate that they are to be pronounced as separate sounds rather than a diphthong, as in naïve. n. Linguistics A mark ( ¨ ) placed over a vowel, such as the final vowel in Brontë, to indicate that the vowel is not silent. n. Poetry A break or pause in a line of verse that occurs when the end of a word and the end of a metrical foot coincide. from Wiktionary, Creative Commons Attribution/Share-Alike License n. A diacritic ( ¨ ) placed over the second of two consecutive vowels to indicate that the second vowel is to be pronounced separately from the preceding vowel (as in the girls’ given name of Zoë). It does not indicate a diphthong, but rather that each vowel has its full quality, within the sound-context. Now an uncommon practice in English, but still used in some other languages (e.g. French: haïr, Dutch: ruïne). n. Alternative form of diaeresis. from the GNU version of the Collaborative International Dictionary of English n. Same as diæresis. from The Century Dictionary and Cyclopedia n. The separate pronunciation of two vowels usually united as a diphthong; by extension of meaning, separate pronunciation of any two adjacent vowels, or the consequent division of one syllable into two. See dialysis and distraction, 8. n. The sign (¨) regularly placed over the second of two contiguous vowels to indicate that they are pronounced separately; the same sign used for other purposes. n. In prosody, the division made in a line or a verse by coincidence of the end of a foot and the end of a word; especially, such a division at the close of a colon or rhythmic series. It is strictly distinct from, but often included under, cesura (which see). n. In pathology, a solution of continuity, as an ulcer or a wound. n. In crustaceans, the division in the outer branch of the last pleopods. from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. n. a diacritical mark (two dots) placed over a vowel in German to indicate a change in sound Etymologies from The American Heritage® Dictionary of the English Language, 4th Edition Late Latin diaeresis, from Greek diairesis, from diairein, to divide : dia-, apart; see dia- + hairein, to take. from Wiktionary, Creative Commons Attribution/Share-Alike License From Ancient Greek διαίρεσις ("division, split"), from διά (dia, "apart") + αἱρέω (aireō, "I take"). Examples | eng_Latn | 28,250 |
Which Turkish mountains have the same name as a sign of the Zodiac? | Zodiac Signs | WordReference Forums Dictionary and thread title search: WordReference Forums Ukraine (Ukrainian) Hello, everybody! I'm looking for names of Zodiac signs in every language. At this moment I can name 12 signs in 4 languages: Ukrainian, English, Spanish and German. Can anybody help with it? Thanks in advance! Insider said: Hello, everybody! I'm looking for names of Zodiac signs in every language. At this moment I can name 12 signs in 4 languages: Ukrainian, English, Spanish and German. Can anybody help with it? Thanks in advance! Click to expand... Does that mean you don't need us to mention the Zodiac signs in the four languages you listed? 221B Baker Street HongKong The first column is in traditional Chinese characters and the second column is in French (I hope I have got them right). 白羊座 =Belier (21.3.-20.4) My list starts with Aries (English). ...and for Ophiuchus we say Yılancı. I am giving the zodiac signs in the following order (in English): Aries le Cancer [konser] (nasal on) le Lion [ljon] (n almost mute) la Vierge [vjerg] la Balance [balons] (nasal on) le Scorpion [skorpio] les Poissons [pwason] (nasal on) In all examples pronunce g as in genre . In Russian: Edit: OK, a pronunciation guide (vocals are like in Ukrainian, and their pronunciation is constant) a - like but (roughly...) Long vowels have an ´ above. ž - zh Everything else should be standard. .) Ukraine (Ukrainian) To all: Thank you very much, folks, for such quick answers. But I probably forgot to mentioned one main point, which is very important for me. I don't have any knowledge in some languages so I want to say that I couldn't pronounce it correctly Well, of course, it's my mistake, but if you all have the desire and the time, please, mention the transcription in such languages: Swedish, Romanian, Chinese, French, Slovene, Portuguese, Czech, Italiano, Hungarian. Or write how to pronounce correctly in the languages mentioned above, or give an opportunity to get basic knowledge in reading. But still, thanks a lot to you all. Insider Pisces - Peixes Click to expand... For Portuguese just follow the accent mark (if there's one, that means that is the stressed syllable and not an opposition between short and long vowels). Qu is pronounced as in aquarium and the x in peixes is like the sh in shoes. Ão isn't very easy to describe, but if you pronounce it like an English own (as in drown), that should be good enough. G before e and i sound like French j, as in je, or the second g in garage. C sounds like k before a, o and u, and like s before e and i. If you see a ç, that means it's also pronounced like an s. Ukraine (Ukrainian) jazyk said: For Portuguese just follow the accent mark (if there's one, that means that is the stressed syllable and not an opposition between short and long vowels). Qu is pronounced as in aquarium and the x in peixes is like the sh in shoes. Ão isn't very easy to describe, but if you pronounce it like an English own (as in drown), that should be good enough. G before e and i sound like French j, as in je, or the second g in garage. C sounds like k before a, o and u, and like s before e and i. If you see a ç, that means it's also pronounced like an s. Click to expand... Jazyk, Thanks for your explanations, they are understandable. I suppose that there are some similarities in reading of Portuguese and Spanish words. If yes, I won't have any problems because I have a basic level of knowledge of reading Spanish. Stenbocken = [stenboken] (a stressed o like in "over") Vattumannen = [vatoomaanen] (long a like in "abundent") Fiskarna = [feeskaarnaa] Lejonet = [leyoonet] (y as in "you") Jungfrun = [yoongfroon] català - Catalunya In Catalan they are as follows (pronounciation guide is based on the central dialect -that includes Barcelona): Aries - Àries -stress on the A; E like English schwa Taurus - Taure -stress on the A; E like English schwa Gemini - Gèminis -stress on the E, like in "pen" Cancer - Càncer -stress on the A; E like English schwa Leo - Lleó -stress on the O; E like English schwa Virgo - Verge - | Goreng, Bakar, Tumis, Rebus, and Kukus are major Indonesian: Cooking styles; Volcanoes; Soccer clubs; TV soap operas? View the step-by-step solution to: Goreng, Bakar, Tumis, Rebus, and Kukus are major Indonesian: Cooking styles; Volcanoes; Soccer clubs; TV soap operas? This question was answered on May 31, 2016. View the Answer Goreng, Bakar, Tumis, Rebus, and Kukus are major Indonesian: Cooking styles; Volcanoes; Soccer clubs; TV soap operas? sonyabarnes posted a question · May 31, 2016 at 5:49am Top Answer rampsaud answered the question · May 31, 2016 at 5:50am Other Answers The way to answer this question is ... View the full answer {[ getNetScore(29838574) ]} Here's the explanation you needed for... View the full answer {[ getNetScore(29838588) ]} Search for Other Related Study Materials Recently Asked Questions Need a World History tutor? profcelia 4 World History experts found online! Average reply time is less than an hour Get Homework Help Why Join Course Hero? Course Hero has all the homework and study help you need to succeed! We’ve got course-specific notes, study guides, and practice tests along with expert tutors and customizable flashcards—available anywhere, anytime. - - Study Documents Find the best study resources around, tagged to your specific courses. 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A small a in a circle is pronounced how? | Czech Pronunciation Czech Pronunciation Czech spelling is amoung the most phonetic of all European languages. This means that you need not worry how to pronounce each new word because the letters or combination of letters consistantly represent the sound. The following are a few important points to remember about Czech spelling. Czech has two accents which HTML cannot accomodate: when a letter is followed by a ^ (for example c^) it means there is an upsidedown caret on top of the letter ( ). And u* means a u with a small circle above it. VOWELS: LETTER PRONUNCIATION a as in the 'u' in luck e as in the 'e' in bet i,y as in the 'i' in sit o as in the 'o' in cost u as in the 'oo' in look These same vowels can be also marked by a slash (or a little circle) above them and are pronounced a little bit longer: ACCENTED VOWELS: LETTER PRONUNCIATION á as in the 'a' in father é as in the 'ea' in bear í,ý as in the 'ee' in meet ó as in the 'a' in ball ú, u* as in the 'oo' in soon The following letters have a 'caret' above them and have the following english equivelents: LETTER | Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha - YouTube Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha Want to watch this again later? Sign in to add this video to a playlist. Need to report the video? Sign in to report inappropriate content. The interactive transcript could not be loaded. Loading... Rating is available when the video has been rented. This feature is not available right now. Please try again later. Published on Sep 16, 2013 Click here to get our FREE App & More Free Lessons at ArabicPod101: http://www.ArabicPod101.com/video Learn Arabic with ArabicPod101.com! Welcome to ArabicPod101.com's Arabic Alphabet Made Easy series. In this video series, you will learn the Arabic alphabet. We will teach you the alphabet using simple steps, showing you the correct stroke order, helpful tricks for memorization, and proper usage in common Arabic words. If you want to get started reading and writing Arabic, this is THE place to start. You'll learn Arabic in mere minutes with these audio and video lessons, so join us for Arabic Alphabet Made Easy from ArabicPod101.com! In this lesson, we'll show you how to write three letters in Arabic: Jim, Ha, and Kha, and we'll teach you a few words you can write with these letters. Are you ready to learn more Arabic characters and words? Visit us at ArabicPod101.com, where you will find Arabic lesson notes and many more fantastic lessons and learning resources! Leave us a message while you are there! Find out more, go to: http://www.arabicpod101.com/2013/08/0... | eng_Latn | 28,252 |
The unstressed vowel sound 'uh' usually represented by 'a' or 'e' (in 'ago', and 'a cat' or 'open') is called a? | CONTACT US (800) 457-4255 CONTACT US (800) 457-4255 Pronunciation Once you have thoroughly studied intonation and word connections, you can begin to address the sounds of English. The three most important vowels are [æ], [ä], and [ ]. This last symbol, called the schwa, is represented with an upside down e, and is the most common sound in the English language. These are the vowels found in cat, caught and cut. The three most distinctive consonants are R, the American middle T, and the Th sound. The R i s a consonant, but it acts more like a vowel, because the tip of the tongue doesn't touch anywhere in the mouth. The middle T is what makes a word like meeting sound like meeding. As the most commonly used word in English is the word the, the Th is very important. Here are some very high-frequency TH words: the, these, those, they, them, there, they're, their, this, that and then. If these and those are pronounced with a D instead of a TH, it sounds like dese and dose, which is considered lower class in America. The American R The American R is like a vowel because it does not touch anywhere in the mouth. In Korean, Japanese, Spanish, Italian, Greek and many other languages, the R is a consonant because it touches behind the teeth. The American R is produced deep in the throat. Like the French R and the German R, the American R is in the throat, but unlike those two consonant sounds, it doesn't touch. Let's contrast two similar sounds: [ä] and [r]. Hold your hand out in front of you, with your palm up, like you are holding a tray on it. Slightly drop your hand down, and say ah, like you want the doctor to see your throat. Now, curl your fingers up slightly, and say [r]. Your tongue should feel in about the same position as your hand. æ Let's start with the [æ] sound. Although it's not a common sound, [æ] is very distinctive to the ear, and is typically American. In the practice paragraph vowel chart, this sound occurs 5 times. As its phonetic symbol indicates, [æ] is a combination of [ä] + [e]. To pronounce it, drop your jaw down as if you were going to say [ä]; then from that position, try to say eh. The f inal sound is not two separate vowels, but rather the end result of the combination. It is very close to the sound that a goat makes: ma-a-a-a! If you find yourself getting too nasal with [æ], pinch your nose as you say it. Go to the practice paragraph and find the 5 æ sounds, including [æu] as in down or out. ä The [ä] sound is a more common sound than [æ]; you will find 10 such sounds in the practice paragraph. To pronounce [ä], relax your tongue and drop your jaw as far down as it will go. As a matter of fact, put your hand under your chin and say [mä], [pä], [tä], [sä]. Your hand should be pushed down by your jaw as it opens. Remember, it's the sound that you make when the doctor wants to see your throat. uh Last is the schwa, the most common sound in American English. When you work on the practice paragraph, depending on how fast you speak, how smoothly you make liaisons, how strong your into nation is, how much you relax your sounds, you will find from 50 to 75 schwas. Spelling doesn't help identify it, because it can appear as any one of the vowels, or a combination of them. It is a neutral vowel sound, uh. It is usually in an unstressed syllable, though it can be stressed as well. Whenever you find a vowel that can be crossed out and its absence wouldn't change the pronunciation of the word, you have probably found a schwa: photography [f'tägr'fee] (the two apostrophes show the location of the neutral vowel sounds). Because it is so common, however, the wrong pronunciation of this one little sound can leave your speech strongly accented, even if you Americanize everything else. Remember, some dictionaries use two different written characters, the upside down e & [^] for the neutral uh sound, but for simplicity, we are only going to use the first one. Silent or Neutral? A schwa is neutral, but it is not silent. By comparison, the silent E at the end of a word is a signal for pronunciation, but it is not pronounce | Mark Ronson - Ooh Wee (featuring Ghostface Killah, Nate Dogg, Trife Diesel & Saigon) - YouTube Mark Ronson - Ooh Wee (featuring Ghostface Killah, Nate Dogg, Trife Diesel & Saigon) Want to watch this again later? Sign in to add this video to a playlist. Need to report the video? Sign in to report inappropriate content. Rating is available when the video has been rented. This feature is not available right now. Please try again later. Published on Dec 19, 2014 © 2003 Elektra Records. "Ooh Wee" is a single by english musician, singer, DJ, producer Mark Ronson featuring Nate Dogg, Ghostface Killah (of Wu-Tang Clan), Trife Diesel & Saigon, from 2003 album "Here Comes the Fuzz". Mark Daniel Ronson (born 4 September 1975) is an English musician, DJ, singer and music producer. While his debut album Here Comes the Fuzz failed to make an impact on the charts, his second album, Version, included three top-10 hits and won Ronson a Brit Award for British Male Solo Artist in 2008. His third studio album, Record Collection, was released on 27 September 2010. He has also produced multi-platform, Grammy-award-winning albums for artists such as Amy Winehouse and Adele. Here Comes the Fuzz is the debut album by English producer Mark Ronson. Check the RAPCITY1CHANNEL OFFICIAL WEBSITE (UNFINISHED) | eng_Latn | 28,253 |
Abbrieviated to PIE, what is the ancient Eurasian reconstructed language and origin of wide-ranging modern languages including English, Spanish, Russian, Greek, Urdu and Farsi? | /dz/, or that we must take Hittite spelling literally and read as /tts/ and as /ts/ is a matter of interpretation. I favour the latter view. ======================= Miguel Carrasquer Vidal mcv at wxs.nl Amsterdam From mcv at wxs.nl Thu Mar 4 20:03:07 1999 From: mcv at wxs.nl (Miguel Carrasquer Vidal) Date: Thu, 4 Mar 1999 20:03:07 GMT Subject: IE, Genetic Data, Languages of Anatolia In-Reply-To: <[email protected]> Message-ID: Due to the interruption of mailing list traffic and my impression that this message was addressed to me only, I answered privately to Wolfgang Schulze' message close to a month ago. Here is another response. wrote: >Miguel Carrasquer Vidal schrieb: >> I tend think of North Caucasian (NEC/NWC) as the >> primary candidate for the original language of the steppe lands. >> The Northern Caucasus is a "residual zone", in Johanna Nichols' >> terminology. It contains the linguistic residue of the peoples >> that were once dominant in the neighbouring "spread zone" (the >> steppe). >Do you have any LINGUISTIC proof or at least some indications that would >justify such an assumption? My argument was not specifically linguistic, but historico-geographical. It is a matter of simple observation that the North Caucasian zone harbours the linguistic residues of what once were the predominant populations in the steppe zone to the north of it. The predominant language now is Slavic, but we find Mongolian (Kalmuck) and Turkic (Nogai, Balkar etc.) enclaves in the North Caucasus zone. Ossetic remains as the residue of the Scytho-Sarmatian predominance in the steppe zone before the coming of the Turks. The logical next step is to think that NWC and NEC are also North Caucasian remnants of populations that were once predominant in the steppe *before* the coming of Iranian and Indo-European. Especially so if one, like me, rejects the notion of a steppe homeland for PIE. Of course, if one accepts the steppe homeland hypothesis, the thought that NWC and NEC might also be "residual" pre-IE populations never crosses one's mind, which is why Johanna Nichols herself ("The Epicentre of the IE Linguistic Spread" [in: Blench/Spriggs, "Archaeology and Language", 1997]) uses NWC and NEC linguistic data (borrowings from ANE languages) as a *fixed* reference point to measure the distance of "mobile" PIE and PKartv from the Near East, as if it were a given that PWC and PEC had been in their present positions "forever". That being said, what LINGUISTIC evidence would we expect to find for a former presence of NEC and/or NWC in the Pontic-Caspian steppe? I don't think the "horse" word is relevant: horses were domesticated in the steppe by Indo-European speakers after the supposed replacement of PEC and PWC speakers by IE speakers. This replacement would have been one by (Sub-)Neolithic pastoralists/agriculturalists (IE) of prior Mesolithic (PWC/PEC) populations, which requires very little contact between the two groups (the Mesolithic population just gets instantly outnumbered), so I wouldn't expect PWC/PEC toponyms surviving or a significant amount of PWC/PEC borrowings into Eastern IE. The only linguistic arguments would be if NWC or NEC could be linked up to languages to the north and east of the Pontic-Caspian steppe. In that sense, Starostin's Sino-Caucasian interests me for the consequences it may have for the PIE homeland. I don't know enough about Caucasian and Sino-Tibetan linguistics to evaluate the proposals, even if I had seen all of them. However, my mind was somewhat prepared to consider Sino-Caucasian as a possibility because, before I had ever heard of Sino-Caucasian or Starostin, I had discovered for myself some interesting parallels between NWC, NEC and ST numerals. For instance: Tib Lak Lezg Ubyx Adyghe 1. g-cig ca sa za z@ 2. g-nis [k.i q.we tq.wa t.w@] 3. g-sum s^an [pu] ssa s^@ 4. b-zhi [muq. q.u] pL'@ pL'@ 5. l-nga [xxyu wa s^x'@ tf@] 6. d-rug ryax rugu [f@ x'@] 7. b-dun [arul iri bl@ b | Useful Māori phrases Useful Māori phrases A collection of useful phrases in Māori, a Polynesian language spoken in New Zealand. Click on any of the phrases that are links to hear them spoken. If you can provide recordings, corrections or additional translations, please contact me . To see these phrases in many other languages click on the English versions. If you'd like to see these phrases in any combination of two languages, try the Phrase Finder . Guide to abbreviations: inf = informal, frm = formal, sg = singular (to one person), dl = dual (to two people), pl = plural (to three or more people). English | eng_Latn | 28,254 |
What is the term for the change of a vowel sound in German and the diacritical mark which indicates it? | Horne Translations: Accents and other diacritical marks in English Accents and other diacritical marks in English Scott Horne 24 June 2004 Accurate and thorough information on the diacritical marks (or diacritics) used in English can be difficult to obtain. Schools in English-speaking countries tend to ignore the subject entirely; manuals of style may discuss diacritical marks only in the context of the typesetting of foreign languages. As a result, many people do not know how to use these signs or even how to interpret them when they see them. This article attempts to fill the void with a comprehensive treatment on the use of diacritical marks in English. Historical overview The earliest alphabets had no diacritical apparatus. Like most scripts, they failed to make some significant phonetic distinctions. Greek, for example, did not notate the phoneme [h] or tonic accent; it also neglected vowel quantity in all but two pairs of vowels. Latin, whose script is ultimately of Greek origin, likewise did not distinguish long and short vowels orthographically. On the whole, the ambiguities that resulted from these deficiencies were only a minor inconvenience and did not usually result in confusion. As the languages changed, some of these ambiguities became more acutely felt. Greek developed three accent marks�the acute, the circumflex, and the grave�for its two varieties of tonic accent (the grave indicated suppression of accent). Originally optional and uncommon, these and other marks came to be essential to the spelling of the language. In Latin, various devices to indicate long vowels were sporadically employed, such as doubling the vowel letter or drawing the letter I especially tall. A mark called the apex, which resembled an acute accent (�), was sometimes written over a long vowel. These devices were all very uncommon, and none of them persisted. Writing is conservative; speech, however, is not. Greek still uses exactly the same alphabet that it used two thousand years ago, and most of the languages that use the Latin script have added only the letters J (a variant of I) and U and W (both developed from V) to the alphabet used by the Romans. The tendency was thus to retain the existing set of letters even as phonetic developments created new demands on the writing system. For example, e in French came to represent both [e] and [ə], sounds that both happen to be very common at the ends of words. To resolve the many ambiguities, the acute accent (�) was borrowed from Greek for the sound [e]. Subsequently the other two Greek accent marks were borrowed into French for other purposes. Italian and Spanish used these accents to indicate stress, a purpose more akin to their use in Greek. Scribes used a variety of abbreviations to save paper and effort. Especially common was the writing of one letter above another, often in streamlined form. An n written above another n became the Spanish tilde (~). A z added below a c to indicate its pronunciation became the cedilla (�) (literally ‘little z’). In German, an e above a vowel developed into the umlaut (�). These various characters, along with the accent marks, are collectively termed diacritical marks. (English speakers often loosely refer to all diacritical marks as “accent marks”; however, the latter term properly refers only to the three Greek accent marks, which did represent accent [vocal inflection], and their Latin descendants.) A Latin-based writing system was developed for Old English. The earliest surviving records are from the last few years of the seventh century CE. Needing some extra letters for sounds unknown in Latin, the scribes created � (ash, a ligature of a and e) and � (edh, a modified d) and borrowed � (thorn) and ƿ (wynn) from the extant runic script. As in Latin, vowel quantity was not indicated, although a few manuscripts with diacritical marks for quantity exist. This functional script served the language well. After the Norman Conquest, however, French scribes squeezed it into a more Latinate mould, replacing � with a and ƿ with w ( | Top Editors Abruptly Leave Village Voice - The New York Times The New York Times Media |Top Editors Abruptly Leave Village Voice Over Staff Cuts Search Continue reading the main story The tumult that has characterized The Village Voice in recent years resurfaced on Thursday when the top two editors said they were leaving the weekly newspaper. Will Bourne, who became editor last November, and Jessica Lustig, the deputy editor since January, met with the staff at 11 a.m. on Thursday to announce their departure. In a phone interview, Mr. Bourne said that Christine Brennan, executive editor of Voice Media Group, had told them to lay off, or drastically reduce the roles of, five employees on the 20-person staff. Rather than carry out the cuts, he and Ms. Lustig resigned and left immediately, in the middle of closing next week’s paper. The turnover at The Village Voice has become something of a pattern as the weekly and its owners have struggled to come to grips with declining revenue and increased competition for readers and advertisers on the Web. When Mr. Bourne took over, he became the sixth editor in chief of the paper since 2005. “We are both leaving because I was summoned to a meeting and asked to get rid of five people, and we are on a short string already,” said Mr. Bourne, who worked at Fast Company and Inc. magazine before coming to the Voice. “When I was brought in here, I was explicitly told that the bloodletting had come to an end. I have enormous respect for the staff here and the work they have been doing, and I am not going to preside over further layoffs.” Advertisement Continue reading the main story In a statement issued on Thursday afternoon, the Voice Media Group said it would be “instituting further structural and staffing changes at the publication.” It said the changes would include “minimal staff reductions” but denied that five employees would be laid off. The changes, it said, “will ultimately support the ongoing sustainability of The Village Voice.” The company said Pete Kotz would temporarily lead The Village Voice staff while managers searched for a new editor. Mr. Kotz has been Voice Media Group’s national blogs editor and the assigning editor for its national features program. Ms. Lustig said she was leaving at the same time as Mr. Bourne because she shared his belief that the paper could not absorb further cuts. In 2012, Village Voice Media ran into objections from law enforcement officials and civic groups over Backpage.com, a classified Web site that has hosted escort ads. The company split, separating its classified service and selling its chain of 13 weekly newspapers to a group of its former editors and publishers last September. The Village Voice, founded in 1955, has won three Pulitzer Prizes and published the work of Henry Miller, Tom Stoppard and Nat Hentoff. Correction: May 9, 2013 An earlier version of this article misstated the time of a staff meeting at the Village Voice. It was 11 a.m. Thursday, not p.m. A version of this article appears in print on May 10, 2013, on Page B5 of the New York edition with the headline: Top Editors Abruptly Leave Village Voice Over Staff Cuts. Order Reprints | Today's Paper | Subscribe | eng_Latn | 28,255 |
How many vowels are in the English alphabet? | Gretchen McCulloch How many vowels does English have? Five, right? A, E, I, O, U. Oh, and sometimes Y. So, six? Actually, English has at least 14 different vowel sounds and, depending on the speaker and dialect , maybe more than 20. What do I mean by this? Well, if we're talking about spelling, then, yeah, our alphabet has six vowels (maybe seven or eight if you count æ and œ as a single letters in words like archæology and fœtus). But spelling is just the representation of a vowel; even if a language has no written alphabet, it still has vowels. So then, what is a vowel? Advertisement We can think about whether a sound is or isn't a vowel in two ways: the production of the sound and the perception of the sound. Let's take a look at both of these options. How do you say a vowel? Try saying the word "snip". Now say it again, slowly, focusing on what your mouth and throat and tongue are doing as you go from s to n to i to p. snip. When you make a consonant sound, you create a blockage or a point of turbulence in the airflow, somewhere between your vocal cords (or vocal folds) and your lips. Where and how this blockage and turbulence happens is what distinguishes one consonant from another (/s/ creates turbulence at the roof of your mouth, just behind your teeth; /n/ is made at the same place, but the air comes out your nose instead). Vowels, however, are sounds that don't have any blockage or turbulence in the airflow at all. An easy rule of thumb is that a vowel is any sound you can hold while singing ( like Whitney Houston ) and everything else is a consonant. But what distinguishes one vowel from another? Advertisement As a young Isaac Newton noticed in 1665, when you pour beer into a narrow glass, the changing volume makes a series of sounds much like vowels ("the filling of a very deepe flagon with a constant streame of beere or water sounds the vowels in this order w, u, ɷ, o, a, e, i, y"). Think of your mouth and throat as an empty tube (or flagon!)— the shape and volume of the tube determines what kind of sound it will make, kind of like how a trombone makes different musical notes as you move the slide. You can't slide your mouth-tube, but you can change its shape by opening or closing your jaw, moving your tongue, and rounding your lips. If you fill your stomach with beer, on the other hand, you may find yourself making sounds of a rather different variety. DS Bigham One problem with this phonetic definition of vowels is that it doesn't exclude sounds like "l," "w," "y," or most versions of the American English "r" sound, like in the word squirrel. All of these sounds are also made with open airflow, just like vowels. How do you hear a vowel? But vowels aren't just things we produce, they're also ideals we perceive as part of a language's general system of sounds, or phonology. In phonological terms, one way to distinguish between a consonant and a vowel in English is that a consonant can come before a vowel in the same syllable whereas another vowel can't. So, in a word like yes, the "y" sound at the beginning, even though it doesn't create blockage or turbulence, is followed by a vowel "e" that we perceive as belonging to the same syllable, so "y" must be a consonant. Similarly, in a word like wood, the "w"—even though it's produced in exactly the same way as the following "oo"—is considered a consonant because we hear it as the beginning part of the same syllable as the vowel "oo." Advertisement Sometimes we do get two vowel sounds in a single syllable, but we perceive these as a single sound, which we call a diphthong (two=di, sound=phthong), like in the words "choice", "mouth", and "price". If you say the vowels in these words very slowly, you can feel your mouth move from the first part of the diphthong to the second. But even with the phonological definition of vowel-ness, there's still no way to exclude the American English /r/ sound, which is clearly what the syllable is being built around in words like "fur" or "her" or "bird" (and "squirrel"— perhaps that’s why it's so tricky for German speakers ). B | Manuscript of “Four Weddings and a Funeral” Poem at Bonhams - In The News Manuscript of “Four Weddings and a Funeral” Poem at Bonhams January 15, 2013 9:33 AM | More The manuscript of W. H. Auden’s famous poem Stop all the Clocks is to be sold in Part I of the Roy Davids Collection Part III: Poetry: Poetical Manuscripts and Portraits of Poets at Bonhams , New Bond Street on 10 April. It is estimated at £6,000-8,000. The work became known around the world when it featured in the 1984 hit British film, Four Weddings and a Funeral as a tribute read by Matthew (played by John Hannah) at the funeral of his lover, Gareth (Simon Callow). Stop all the Clocks first appeared as a burlesque dirge in the poetic drama The Ascent of F6 which Auden wrote in 1936 with his close friend Christopher Isherwood. At that point the work consisted of five verses but it was later recast by the poet as a cabaret song. The last three verses were dropped and two new ones added making the final poem four verses long. It was published in 1940 in Another Time under the title Funeral Blues. The manuscript for sale, which has the interim title of Blues, almost certainly dates from 1937 and is in every important respect identical to the final published version. It was sent to a Miss Boyd, possibly as a contribution to an anthology of poetry for use in schools. In the accompanying letter Auden speaks of experimenting with songs and of the difficulties of writing poems suitable for children. The sale at Bonhams is the fruit of 40 years of collecting by the poet and scholar Roy Davids and is the finest collection of poetry ever to come to auction. In Mr David’s own words, “it would now be impossible for the present collection to be even approximately replicated.’ Categories: | eng_Latn | 28,256 |
What name (one word only) is given to the process whereby a substance gasses from a solid state to a gas without going through a liquid stage? | Examples of Gas to Solid When matter changes from one state to another it is called a phase transition. Examples include: Gas to solid phase transitions are known as " deposition ." Gas to liquid phase transitions are known as " condensation ." Liquid to gas phase transitions are known as " vaporization ." Liquid to solid phase transitions are known as " freezing ." Solid to liquid phase transitions are known as " melting ." Solid to gas phase transitions are known as " sublimation ." In most cases, solids turn into gases only after an intermediate liquid state. There are many examples of matter going through each of these transitions. Examples of Gas to Solid (Deposition) Under certain circumstances, gas can transform directly into a solid. This process is called deposition. Water vapor to ice - Water vapor transforms directly into ice without becoming a liquid, a process that often occurs on windows during the winter months. Physical vapor to film - Thin layers of material known as "film" are deposited onto a surface using a vaporized form of the film. Examples of Gas to Liquid (Condensation) Water vapor to dew - Water vapor turns from a gas into a liquid, such as dew on the morning grass. Water vapor to liquid water - Water vapor fogs up glasses when moving into a warm room after being in the cold Water vapor to liquid water - Water vapor forms water droplets on the glass of a cold beverage. Examples of Liquid to Gas (Vaporization) Water to steam - Water is vaporized when it is boiled on the stove to cook some pasta, and much of it forms into a thick steam. Water evaporates - Water evaporates from a puddle or a pool during a hot summer’s day. Examples of Liquid to Solid Phase Transition (Freezing) Water to ice - Water becomes cold enough that it turns into ice. In fact, every known liquid (except for helium) is known to freeze in low enough temperatures. Liquid to crystals - Most liquids freeze by a process that is known as "crystallization," whereby the liquid forms into what is known in the scientific world as a "crystalline solid." Examples of Solid to Liquid (Melting) Solid to liquid - Melting occurs when something that is solid turns back into a liquid; it is the opposite of freezing. Ice to water - Ice melts back into water when it is left out at temperatures above the freezing point of 32 degrees. Rocks to lava - Rocks in volcanoes can be heated until they are molten lava. Metal to molten liquid - Metals such as steel and bronze can be molten down. They can also be reformed as solids. Examples of Solid to Gas (Sublimation) Dry Ice - Solid carbon dioxide is known as "dry ice" and sublimates at room temperature. Freeze-drying - Water can be sublimated in a food product by using a vacuum. Now you have some examples of gas to solid and can better understand how transitions occur between different states of matter. | Signs in German Use coupon code at checkout Signs in German Learn how to recognize these all-important signs in German to avoid embarrassment and frustration! Ever walked into the wrong restroom in another country? Had your car towed from a no-parking spot? Been fined for lighting up in a non-smoking area? Don’t worry, it’s probably happened to all of us at some time or other, but let’s make sure it doesn’t happen in Germany! These words and phrases are also useful to know in case you need to ask if something is open or closed, or explain that something is out of order. Understanding signs in German Das Straßenschild When you buy food in a supermarket and don’t intend to eat it right away it might pay to check the ‘best before date’ to avoid nasty surprises… Most restaurants have a smoking and a non- smoking area. There is a big discussion in Germany at the moment over whether to ban smoking in public buildings altogether. In the meantime it might be helpful to learn what “Rauchen verboten” means. Sometimes you will see big bright colored signs in nearly every store window. There must be a sale on… Bis bald! Test yourself with the Rocket German testing tools! Improve your knowledge of German! Note that the tests below are listed from easiest to hardest. Hear It Say It! <{percentComplete['hearit']}>% Complete Improve your understanding of spoken German. With Hear it Say it! you can tune your ear to German, increase your vocabulary and improve your pronunciation at the same time! Ready? Click the Get Started button below LISTEN to the audio (and touch up your pronunciation with Rocket Record if you like; Chrome/Firefox/Edge desktop browsers only) Click REVEAL to see the word/phrase and see the translation Just click your RATING to continue See how many words you've rated at each level below. Just click on the number below each rating to review your words and phrases. Write It! <{percentComplete['writeit']}>% Complete Write it! helps you to improve your written German and your understanding of sentence structures. Just listen to the audio and type in what you hear! Click the Get Started button below LISTEN to the audio WRITE down, in German, what you hear Click REVEAL to see the word/phrase and see the translation Your answer will be automatically RATED, just click the rating to continue Tip! Click the keyboard icon for a German keyboard Know It! Know it! tests you on your ability to translate English to German! Ready? Click the Get Started button below READ the word/phrase RECORD yourself saying it in German (Chrome/Firefox/Edge desktop browsers only) Click REVEAL to see the word/phrase in German and listen to the German audio Over 1,200,000 people love Rocket Languages Here's what Rocket Languages members have to say: Andrei McGill Florida, USA Probably the best language tool I've come across. Actually love it more than Rosetta Stone and Duolingo Read 2103 more reviews Try our award-winning German language software for FREE 受賞歴ありの英語学習ソフトウェアを無料でお試しください Pruebe nuestro galardonado software del idioma inglés GRATIS (And see how easy it actually is to learn German... even if you've tried and failed before) （そして英語学習がどれだけ簡単か、肌で感じてみてください…今までに失敗したことのある人でもそれが分かるでしょう） (Y vea qué tan fácil es en realidad aprender inglés… aún si lo ha intentado y fallado antes) Get downloadable audio lessons, tests and games, our pronunciation-perfecting voice recognition tool and more ... all free ダウンロード可能なオーディオレッスン、テスト、ゲーム、完璧な発音に向けたボイス認識ツールなど…すべて無料です Obtenga lecciones de audio descargables, pruebas y juegos, nuestra herramienta de reconocimiento de voz para el perfeccionamiento de la pronunciación y más… todo gratis Get Mauricio's 7 day German mini-course via email Eメールによるジェシカの７デイ英語ミニコースをゲット Obtenga el mini-curso de inglés de Becky de 7 días por correo electrónico You'll be amazed at how much you'll learn in just 7 days with our award-winning system 受賞歴ありのシステムを使い、７日間でどれだけ学べるのかに驚くはずです Se sorprenderá sobre todo lo que aprenderá en solo 7 días con nuestro galardonado sistema Enter your name and email to create your free login and give it a | eng_Latn | 28,257 |
Four letters of the Greek alphabet have a two letter name, Mu, Nu, Xi and which other, the 16th? | The Greek Alphabet The Greek Alphabet The alphabet is among the few linguistic elements that have remained essentially unchanged between the Ancient and Modern Greek languages. Before listing the letters, let us make a brief comment on the pronunciation of the language, as it evolved through the millennia. Pronunciation How close is the sound of Modern Greek to that of Classic Greek? Phonetically, Classic Greek would sound rather alien to contemporary Greeks, but don’t ever say this to them! It is an issue that most Greeks, even educated ones, ignore. (1) I suspect it is because the alphabet has stayed unchanged, so Greeks can read classic texts with no trouble at all (pronouncing in Modern Greek). After all, it all looks Greek to them! If any (non-Greek) scholar attempts to pronounce classic texts in the reconstructed (2) pronunciation, that, to Greeks is tantamount to sacrilege. As a contemporary Greek myself , I can give you my personal feeling for how the reconstructed pronunciation sounds: it is as if a barbarian is trying to speak Greek. (3) For example, take the word “barbarian” itself (which is of Greek origin): in Classic Greek it would be pronounced [bár·ba·ros]. In Modern Greek, it is [vár·va·ros]. In general, the second letter of the alphabet, beta, was pronounced as [b] in Plato’s time, but was changed to [v] by the time the Gospels were written. Now, to the modern Greek ear, [v] is a soft sound (a “fricative” in linguistics), sort of smooth and gentle, while [b] is a hard one (a “plosive”), kind of rough and crass. The same can be said about the letter delta, which was pronounced as [d] by Plato, and as [ð] (as in this) since around Christ’s time; and the letter gamma ([g] in Classic Greek, [γ] later the latter sound is a “voiced velar fricative”; click here to see the full repertoire of Modern Greek sounds). Greek readers of this text who do not believe that Plato, Socrates, etc., were sounding so barbaric, may take a clue from this very word: “barbaros” was coined after somebody who, as a non-native speaker of Greek would produce incomprehensible speech, which sounded like... well, what? Could it be “var-var-var”? Wouldn’t it sound more barbaric if it were like “bar-bar-bar”? Besides this word, direct evidence for beta comes from a fragment of Attic comedy where it is said that the voice of the sheep is BH-BH. (4) In Modern Greek this would read as “vi-vi”, rather un-sheepish-like; while in the reconstructed way it would be “beeh-beeh”, exactly the sound that we, contemporary Greeks, attribute to the animal. (If the reader would like to make a comment on the above issues, email to me , and let me know what you think; but please make sure to have first read the links that say “Evidence” on the rightmost column of the table, below.) However, the truth is when non-Greek scholars attempt to pronounce Classic Greek in the reconstructed way, they think they pronounce accurately. To me, American scholars sound distinctly American (like Platos with spurs and cowboy hats), Germans sound German, etc. Probably nobody can reproduce exactly the Classic Greek pronunciation: we might know the rules of the reconstructed system, but when it comes to moving our jaws, tongue, and lips, something different comes out of our mouths. As native speakers of this or that language we necessarily carry over our native phonology. Finally, let it be noted that Classic Greek used pitch to differentiate vowels in words, while nearly all modern European languages (including Modern Greek) use stress instead. (5) The Alphabet (Click on the speaker icon, next to the letter name, to hear the pronunciation in Modern Greek) 1 Alpha [a], as in “father”. Same as [a] in Spanish and Italian. Phonetically, this sound is: open, central, and unrounded. As in Modern Greek 2 Beta [v], as in “vet”; a voiced labiodental fricative. [b], as in “bet”; a voiced bilabial plosive. Evidence 3 Gamma [γ], a sound that does not exist in English. If followed by the sound [u] then it sounds almost like the initial | Mega Annum - How is Mega Annum abbreviated? Mega Annum - How is Mega Annum abbreviated? http://acronyms.thefreedictionary.com/Mega+Annum Mature Audiences (TV program rating) ma Market America (independent entrepenurial corporation founded by James H Ridinger) MA Military Academy (West Point, NY) MA Morocco (ISO country code, top level domain) MA Martial Artist (gaming, Anarchy Online) MA Measurement and Analysis (process area; Capability Maturity Model Integration) MA Magister Artium (Master of Arts) MA Major Arcana (Lineage 2 game armor set) MA Mechanical Animals (Marilyn Manson album) MA Maître Auxiliaire (French: Adjunct Professor) MA Minor Arterial (State highway Information) MA Music Ant (online guide for music software) MA Maître Ès Arts (French: Master of Arts) Ma Mega Annum (one million years, geological chronology) MA Mini Alert (System Sensor Sounder) MA Multi-Alert (system sensor brand name) MA Willys-Overland 1/4 Ton 4 X 4 Truck (1st Model of WWII Jeep) MA Malev Hungarian Airlines Limited - Hungary (IATA airline code) MA MA Monoclonal Antibody Want to thank TFD for its existence? Tell a friend about us , add a link to this page, or visit the webmaster's page for free fun content . Link to this page: Copyright © 2003-2017 Farlex, Inc Disclaimer All content on this website, including dictionary, thesaurus, literature, geography, and other reference data is for informational purposes only. This information should not be considered complete, up to date, and is not intended to be used in place of a visit, consultation, or advice of a legal, medical, or any other professional. | eng_Latn | 28,258 |
India's national anthem is written in what language that is also the national language of one of its neighbors? | Jana Mana Gana - The National Anthem of India | Hindi Language Blog Jana Gana Mana – The National Anthem of India Posted by Nitin Kumar on Aug 25, 2012 in Hindi Language The national anthem is called राष्ट्रगान (Rastryagaan). जन गण मन (Jana Gana Mana) is the national anthem of India. It was written by Nobel laureate Rabindranath Tagore in 1911 and in the same year, it was sung for the first time by Indian National Congress (A political party). After Independence of India from British rule, it was officially adopted by the Constituent Assembly as the Indian national anthem on 24 January 1950. Although, it was written in Bengali with heavy use of Sanskrit words, it was adopted in Hindi as it was originated also from Sanskrit and thus, shares many Sanskrit words. The national anthem of India consists of 5 stanza must take approximately 52 seconds. Devanagari Script: जन गण मन अधिनायक जय हे भारत भाग्यविधाता पंजाब सिन्धु गुजरात मराठा द्राविड़ उत्कल बंगा विन्ध्य हिमाचल यमुना गंगा उच्छल जलधि तरंगा तव शुभ नामे जागे तव शुभ आशीष मागे गाहे तव जयगाथा जन गण मंगलदायक जय हे भारत भाग्यविधाता जय हे, जय हे, जय हे जय जय जय जय हे! Romanized Hindi: Jaya he, jaya he, jaya he, Jaya jaya jaya, jaya he! English Translation: Thou art the ruler of the minds of all people, Dispenser of India’s destiny. Thy name rouses the hearts of Punjab, Shindhu, Gujarat and Maratha, Of the Dravida and Orissa and Bangla; It echoes in the hills of the Vindhyas and Himalayas, mingles in the music of Yamuna and Ganges and is chanted by the waves of the Indian Ocean. They pray for thy blessings and sing thy praise. The saving of all people waits in thy hand, Thou dispenser of India’s destiny. victory forever. About the Author: Nitin Kumar Nitin Kumar is a native Hindi speaker from New Delhi, India. His education qualification include Masters in Robotics and Bachelors in Mechanical Engineering. Currently, he is working in the Research and Development in Robotics in Germany. He is avid language learner with varied level of proficiency in English, German, Spanish, and Japanese. He wish to learn French one day. His passion for languages motivated him to share his mother tongue, Hindi, and culture and traditions associated with its speakers. He has been working with Transparent Language since 2010 and has written over 430 blogs on various topics on Hindi language and India, its culture and traditions. He is also the Administrator for Hindi Facebook page which has a community of over 330,000 members. | What Is The Importance Of International Phonetic Alphabet Free Essays What Is The Importance Of International Phonetic Alphabet THE INTERNATIONAL PHONETIC ALPHABET (revised to 2005) CONSONANTS (PULMONIC) Bilabial Labiodental Dental Plosive... Nasal Trill Tap or Flap Fricative Lateral fricative Approximant Lateral approximant Alveolar Post alveolar Retroflex Palatal Velar Uvular © 2005 IPA Pharyngeal Glottal t d µ n r | v F B f v T D s z S Z Ò L √ ® l p b m ı Ê ∂ c Ô k g q G / = ≠ N – R « ß Ω ç J x V X Â © ? h H ’ VOWELS j ¥ ˜ K Where symbols appear in pairs, the one to the right represents a voiced consonant... Approximant consonant, Approximants, Consonants 454 Words | 4 Pages International Phonetic Alphabet and Following Phonetic Description END-OF-TERM TEST ON ENGLISH PHONETICS & PHONOLOGY Time allotted: 30 minutes Please read the questions provided with four choices, marked A,... B, C, and D in this reading paper. Then, on your answer sheet, tick the correct box for the letter that corresponds to the answer you have chosen. ** ** Please do not write anything in this reading paper. 1. Which of the following groups contains a segment that differs in voicing from the other segments ? A. [z, d , ð, b ] B. [ m, n, ŋ... English language, International Phonetic Alphabet, Phonation 1704 Words | 7 Pages Phonetics: International Phonetic Alphabet and Aspirated Alveolar Stop 2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [ɔɪ] (Diphthongs should be treated as one sound.)... a b c d e f g h i j Word fleece neigh long health watch cow rough cheese bleached rags Last Sound [s] [I] [n] [ θ] [tʃ] [aw] [f] [z] [t] [z] 3. Write the following words in phonetic transcription, according to your pronunciation. Examples: knot [nat]; delightful [dilaɪtfəl] or [dəlaɪtfəl]. Some of you may pronounce some of these words the same... English language, International Phonetic Alphabet, Phonation 762 Words | 3 Pages phonetics Phonetics is a branch of linguistics that comprises the study of the sounds of human speech, or—in the case of sign languages—the equivalent... aspects of sign. It is concerned with the physical properties of speech sounds or signs (phones): their physiological production, acoustic properties, auditory perception, and neurophysiological status. Phonology, on the other hand, is concerned with the abstract, grammatical characterization of systems of sounds or signs.Phonetics can be defined as the science... Consonant, International Phonetic Alphabet, Language 2119 Words | 3 Pages What Are Phonetics and Phonology? WHAT ARE PHONETICS AND PHONOLOGY? Phonetics is the branch of linguistics that deals with the production of... speech by humans and. Phonetics looks at the physical manifestation of language in sound waves: how thers sounds are articulated and perceived. It is the science of speech sounds and the symbols by thich they are shown in writing and printing. This science is based on a study of all the parts of the body concerned in making speech. It includes the positions of the parts of the body necessary... Articulatory phonetics, Damin, Human voice 2172 Words | 7 Pages International Phonetic Alphabet (Ipa) Origin The IPA was first published in 1888 by the Association Phonétique Internationale (International Phonetic Association), a... group of French language teachers founded by Paul Passy. The aim of the organization developed with the intention of enabling students and linguists to learn and record the pronunciation of languages accurately, thereby avoiding the confusion of inconsistent, conventional spellings and a multitude of individual transcription systems. One aim of the IPA was to provide a... Alphabet, Diacritic, International Phonetic Alphabet 561 Words | 2 Pages International Phonetic Alphabet Advice and help for serious English learners Phonetic alphabets reference The IPA column contains the symbol in the... International Phonetic Alphabet, as used in phonemic transcriptions in modern English dictionaries. The ASCII column | eng_Latn | 28,259 |
At a conference a 'plenary session' refers to a session which involves? | Chapter 12. Providing Training and Technical Assistance | Section 5. Organizing a Conference | Main Section | Community Tool Box Section 5. Organizing a Conference Chapter 12 Sections Will you help us make sure the Tool Box remains available? Will you help us make sure the Tool Box remains available? Learn how to organize a conference that brings together people with a common interest to network and listen to presentations and ideas. Who might organize a conference? When should you organize a conference? How do you organize a conference? Conferences are used to bring together people with common interests and discuss issues and ideas relating to a specific topic. Conferences can be held on almost any topic, come in many sizes, and can be run by any number of organizations. In order to be successful, a conference requires intensive time, planning, and resources. This section of the Toolbox describes what a conference is, why and when you might want to organize one, who might do so, and how to go about it successfully. What is a conference? A conference is a gathering of people with a common interest or background, with the purposes of allowing them to meet one another and to learn about and discuss issues, ideas and work that focus on a topic of mutual concern. The Latin roots of the word “conference” mean, literally, “Bring together.” A conference brings together people and ideas. In the cases of health and community work, conferences often have the goal of generating or working toward solutions to problems or broader social change. Conferences may be held in places other than the workplaces and neighborhoods of their participants, so that the people attending can focus on the topic at hand without distractions. Some conferences are even held in another area of the country or the world. A conference may also be held online, or something similar. Teleconferences bring people together through live video feeds, allowing people to discuss issues, hear presentations, network, and otherwise do many of the things they might do at a conference, without leaving their homes or offices. Similar situations can be set up using the Internet, projectors, and web cams and microphones. The structure and contents of conferences can vary greatly, but a typical framework would include one or more presentations of work and/or ideas about a given topic. These presentations may take the form of lectures, slide shows or films, workshops, panel discussions, and/or interactive experiences. In addition, many conferences include posters or graphic or multimedia exhibits that participants can view independently. Informal local conferences – like that organized by the Peterson Women’s Health Collaborative in the example at the beginning of the section – may sometimes consist entirely of discussion, but usually include some presentation of ideas or practice, at least as a springboard. Frequently, the format of a grassroots conference is similar to that of a professional one, but less formal. (Such conferences are often held outdoors, for instance, where weather permits.) A conference may last a few hours or several days. It may be a one-time event, or a regular (usually annual) fixture on participants’ schedules. It may be held at the YMCA down the street, or in a hotel in Paris or Barcelona or San Francisco. It may also be one of several types: Academic conferences. Most academic conferences are centered around a single subject, and sometimes on a single topic within that subject. The format usually involves graduate students and academics presenting their research, work, and theories, and defending, expanding, or changing them in response to questions, criticism, and other feedback from colleagues. Generally annual, these conferences are often sponsored by the professional organization of the discipline involved, and may be held in a different city each year. A major focus of academic conferences, besides the exchange of ideas, is networking, which, in academia as elsewhere, is a key to collaboration, funding, employment, and other professional ben | What Is The Importance Of International Phonetic Alphabet Free Essays What Is The Importance Of International Phonetic Alphabet THE INTERNATIONAL PHONETIC ALPHABET (revised to 2005) CONSONANTS (PULMONIC) Bilabial Labiodental Dental Plosive... Nasal Trill Tap or Flap Fricative Lateral fricative Approximant Lateral approximant Alveolar Post alveolar Retroflex Palatal Velar Uvular © 2005 IPA Pharyngeal Glottal t d µ n r | v F B f v T D s z S Z Ò L √ ® l p b m ı Ê ∂ c Ô k g q G / = ≠ N – R « ß Ω ç J x V X Â © ? h H ’ VOWELS j ¥ ˜ K Where symbols appear in pairs, the one to the right represents a voiced consonant... Approximant consonant, Approximants, Consonants 454 Words | 4 Pages International Phonetic Alphabet and Following Phonetic Description END-OF-TERM TEST ON ENGLISH PHONETICS & PHONOLOGY Time allotted: 30 minutes Please read the questions provided with four choices, marked A,... B, C, and D in this reading paper. Then, on your answer sheet, tick the correct box for the letter that corresponds to the answer you have chosen. ** ** Please do not write anything in this reading paper. 1. Which of the following groups contains a segment that differs in voicing from the other segments ? A. [z, d , ð, b ] B. [ m, n, ŋ... English language, International Phonetic Alphabet, Phonation 1704 Words | 7 Pages Phonetics: International Phonetic Alphabet and Aspirated Alveolar Stop 2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [ɔɪ] (Diphthongs should be treated as one sound.)... a b c d e f g h i j Word fleece neigh long health watch cow rough cheese bleached rags Last Sound [s] [I] [n] [ θ] [tʃ] [aw] [f] [z] [t] [z] 3. Write the following words in phonetic transcription, according to your pronunciation. Examples: knot [nat]; delightful [dilaɪtfəl] or [dəlaɪtfəl]. Some of you may pronounce some of these words the same... English language, International Phonetic Alphabet, Phonation 762 Words | 3 Pages phonetics Phonetics is a branch of linguistics that comprises the study of the sounds of human speech, or—in the case of sign languages—the equivalent... aspects of sign. It is concerned with the physical properties of speech sounds or signs (phones): their physiological production, acoustic properties, auditory perception, and neurophysiological status. Phonology, on the other hand, is concerned with the abstract, grammatical characterization of systems of sounds or signs.Phonetics can be defined as the science... Consonant, International Phonetic Alphabet, Language 2119 Words | 3 Pages What Are Phonetics and Phonology? WHAT ARE PHONETICS AND PHONOLOGY? Phonetics is the branch of linguistics that deals with the production of... speech by humans and. Phonetics looks at the physical manifestation of language in sound waves: how thers sounds are articulated and perceived. It is the science of speech sounds and the symbols by thich they are shown in writing and printing. This science is based on a study of all the parts of the body concerned in making speech. It includes the positions of the parts of the body necessary... Articulatory phonetics, Damin, Human voice 2172 Words | 7 Pages International Phonetic Alphabet (Ipa) Origin The IPA was first published in 1888 by the Association Phonétique Internationale (International Phonetic Association), a... group of French language teachers founded by Paul Passy. The aim of the organization developed with the intention of enabling students and linguists to learn and record the pronunciation of languages accurately, thereby avoiding the confusion of inconsistent, conventional spellings and a multitude of individual transcription systems. One aim of the IPA was to provide a... Alphabet, Diacritic, International Phonetic Alphabet 561 Words | 2 Pages International Phonetic Alphabet Advice and help for serious English learners Phonetic alphabets reference The IPA column contains the symbol in the... International Phonetic Alphabet, as used in phonemic transcriptions in modern English dictionaries. The ASCII column | eng_Latn | 28,260 |
Diacritical marks are symbols for guiding/indicating? | Diacritical Marks Described and Explained Diacritical Marks Described and Explained This article has been archived. It is offered "as is" and will no longer be updated. Summary Diacritical marks are symbols added to letters of the alphabet toindicate different pronunciation than the letters are usually given.This article describes the most common diacritical symbols, as well assome punctuation marks commonly used in French, Italian, and Spanish. The examples given below are ANSI values, as shown in the Windows 3.1character map. DiacriticalMark Description-----------------------------------------------------------------------acute accent A little diagonal line, used over a vowel. Usually indicates which syllable is stressed. Slants from upper right down to lower left. Used in French, Hungarian, Portuguese, and Spanish. Example: 0225 (accent over lowercase A)breve (BREEV) A curved mark over a vowel. Used to indicate a short vowel or a short or unstressed syllable. (Sometimes referred to as a "smiley face.") Used in Latin and Turkish. No example in standard Windows character set.caret (CARE-et) The "hat" symbol found on the "6" key. See also circumflex. Used in French and Portuguese. Example: 0226 (lowercase A with caret above)caron See hacek.cedilla (sih-DIL-uh) A tiny curved symbol, like a backward "c," placed at the bottom of a letter to indicate a different pronunciation (as in the French word "facade"). Used in French. Example: 0231 (cedilla beneath lowercase C)circumflex A mark such as the caret or tilde, placed over a vowel to indicate various pronunciations. Used in French and Polish. Example: 0226 (circumflex above lowercase A)diaeresis (deye-ER-uh-suhs) The two dots that appear over a vowel(or dieresis) to show that the vowel is pronounced in a separate syllable (as in the word "naive," with the diaeresis over the i). Looks like an umlaut. Example: 0239 (diaeresis above lowercase I)digraph See ligature.edh (ETH) A letter used in Icelandic and Old English to(or eth) represent a particular sound, usually "th". Looks like a "d" tilted to the left, with a horizontal line across the vertical stroke of the d. Example: 0240grave accent (GRAYV or GRAHV) The diagonal line that appears above a vowel. Slants from upper left to lower right (the reverse of the acute accent). Used in Ancient Greek, French, and Italian. Example: 0224 (grave accent above lowercase A)hacek (HAH-check) Looks like an upside-down caret, or a small "v". Placed above vowels and some consonants. Used in many Eastern European languages. Example: 0154 (s with hacek above). Not available as a separate character with any of the fonts that ship with Microsoft Windows.Hungarian Two acute accents or prime marks. Used above a letter,umlaut usually O or U. Used in Hungarian. No example in ANSI character set.ligature A character that resembles two characters joined together, as in AE, fl, or OE. Used in Latin and English. Example: 0198 (uppercase AE ligature).macron (MAY-krahn or MAH-kruhn) A horizontal line over a vowel to indicate that the vowel is to be pronounced stressed or long. Used in Latin. Example: 0175. Available as a separate character only.ogonek A small mark placed beneath a letter. Generally under E and A. Different reference books use different marks. Used in Polish. No example available in ANSI character set.Polish cedilla See ogonek.ring | ��ࡱ� > �� r ���� ���� q ������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������������ �. �( � � � � � �� � �2 / d n a / h 2 g 2 / a l a b a s t e r / A 4 1 8 6 �Z h t t p : / / w w w . b b c . c o . u k / d n a / h 2 g 2 / a l a b a s t e r / A 4 1 8 6 �� / � 0 � �0 �D A r i a l n t �� 0 �T� T� L7� ܖ � 0ܖ � �D T a h o m a t �� 0 �T� T� L7� ܖ � 0ܖ � " �D W i n g d i n g s �� 0 �T� T� L7� ܖ � 0ܖ � 0 �D A B C f o n t �� 0 �T� T� L7� ܖ � 0ܖ � " � � A �� � . � @ �n ��? " d � d @ ��� ������ @@ `` �� � � P � M 4 1 � �0 � � �A � � �A � @ � � �8 � � � � �3 ���� ʚ;��� ʚ; �g � �4 A d A d hi� �� � 0 "������� p � p p � @ < �4 d d d d � �k 0T� (7� � �8 �0 � _ _ _ P P T 1 0 � p� p� �� � � � Cockney Rhyming Slang � � �1 L.O. To understand how words vary across dialects � 1 � � � � �� A dialect found mostly in East London The principle is to decide what it is you want to say, and then find words which bear no real relation to what you're going to say, but which rhyme loosely with your phrase. � � � � � � 0 � % � � �� Cockney rhyming slang used to be a form of Pidgin English designed so that the working Eastenders could have a right good chin wag without the toffs knowing that they were talking about them. �" � � ( �, W . , � �� These days people just make it up for a laugh, so young streetwise Londoners say things like 'Ah mate, 'ad a right mare I did, got chucked out me pad and now fings wiv the trouble and strife have gone all pete tong!' Any ideas as to the meaning? �. � Z ^ { �R � & � � � ( � � � � ( � � � �8 So the English Language is in a constant state of change � 9 9 ( � 8 � � New words are borrowed from other countries; Dialects change in different parts of the United Kingdom; Even some slang words eventually get recognition in the Oxford dictionary when they become commonly known! Your next task is to investigate how English varies. �( Z � 5 � / �� � � � � � | eng_Latn | 28,261 |
What do we call what the Americans call a thumb tack? | British and American English British and American English Conclusion Introduction Those people who complain about the difficulties of learning German, don't know how lucky they really are - they only have one language to master. Admittedly, there are regional differences of dialect in German-speaking countries, but the non-native speaker who has learned Hochdeutsch (high or standard German) should have no problems in making himself understood by citizens of Germany, Austria or Switzerland. The difficulty for the non-native learner of English on the other hand is that there is no standard English form. He is confronted with two English dialects to learn: British English and American English (leaving aside Australian, Indian, South African English etc.) And despite the many cross-cultural influences, it seems that the vocabularies, spellings and pronunciations of these two dialects are diverging year by year. To be consistent in his use of English and, more importantly, to be understood , the non-native speaker needs to know which words have distinct meanings and pronunciations depending on whether they are used by a Briton or an American. This is necessary not only for sake of communication, but also to avoid embarrassment. For example, if a Londoner tells a resident of New York that she has left her child's dummy in the pram and its nappy in the boot, she will merely be greeted with a look of bewilderment. If the New Yorker then tells the London woman that she has nice pants, he may well wonder why she doesn't seem to take his remark as a compliment. [In America dummies and nappies are called pacifiers and diapers; prams and boots are called baby carriages and trunks. For Americans pants are trousers but for Britons pants are what you wear under your trousers.] What follows are brief examples of the major areas of difference† between the two languages, together with some quiz questions. Top Spelling differences In general, where there are differences between British English (BrE) and American English (AmE) spelling, it can be said that American English has the more economical and phonetic spelling. Unnecessary letters are left out and words are spelled how they sound. An obvious example is the omission in AmE of the letter u in words such as color, neighbor, honor etc. Compare also the AmE words traveling, jewelry and program with their BrE counterparts travelling, jewellery and programme. However, this rule does not always apply. For example, you would expect skilful to be the AmE spelling and skillful the BrE spelling, but unfortunately you would be wrong! Quiz 1 In the following table, which words are spelled in American English and which in British English? Can you give the alternative spelling in each case? Example: AmE - mustache : BrE - moustache airplane Go to answers Vocabulary differences As a percentage of the total English vocabulary the number of words which are used only in one or the other country is very small, but the problem for learners of English is that these words are among the most common in the language. There are many words that are used almost exclusively by Americans which are understood by most Britons, and vice versa. But there are others which can cause difficulty. For example, most Britons know that Americans call biscuits cookies and flats apartments, but not so many know what an alumnus or a fender is. Similarly, Americans know that what they call their yard is called a garden in Britain and that trucks are lorries, but common British English words like plimsolls or oflicence may mean nothing to them. Quiz 3 From the lists below, choose the pair of words that have the same meaning and identify them as American English or British English. Example: AmE - cookie = BrE - biscuit closet Top Grammar British English and American English grammar are mostly in agreement; there are however some interesting variations. For example there are differences in certain verb forms. In AmE the past tense of fit is fit; in BrE it is fitted. Americans say I've gotten to know her well; Britons I've got to | Little Jack Horner - Nursery Rhymes (Cool School) - YouTube Little Jack Horner - Nursery Rhymes (Cool School) Want to watch this again later? Sign in to add this video to a playlist. Need to report the video? Sign in to report inappropriate content. Rating is available when the video has been rented. This feature is not available right now. Please try again later. Published on May 10, 2013 Little Jack Horner sat in a corner, eating his mincemeat pie and being a good boy. But when he stuck in his thumb, what did he pull out? A plum? A cookie? A smaller pie that was inside the larger one? Watch this week's Cool School nursery rhyme to find out! What nursery rhyme story do you want to hear next? Let us know in the comments below! And subscribe so you'll never miss a Cool School episode every Friday! Story Time with Ms. Booksy -- http://www.youtube.com/show/storytime... Nursery Rhyme Time -- http://www.youtube.com/show/nurseryrh... | eng_Latn | 28,262 |
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What is the name of the character, consisting of two dots, placed over a vowel, especially in German, which changes the sound of that vowel in pronunciation? | dieresis - definition and meaning dieresis Definitions from The American Heritage® Dictionary of the English Language, 4th Edition n. Linguistics A mark ( ¨ ) placed over the second of two adjacent vowels to indicate that they are to be pronounced as separate sounds rather than a diphthong, as in naïve. n. Linguistics A mark ( ¨ ) placed over a vowel, such as the final vowel in Brontë, to indicate that the vowel is not silent. n. Poetry A break or pause in a line of verse that occurs when the end of a word and the end of a metrical foot coincide. from Wiktionary, Creative Commons Attribution/Share-Alike License n. A diacritic ( ¨ ) placed over the second of two consecutive vowels to indicate that the second vowel is to be pronounced separately from the preceding vowel (as in the girls’ given name of Zoë). It does not indicate a diphthong, but rather that each vowel has its full quality, within the sound-context. Now an uncommon practice in English, but still used in some other languages (e.g. French: haïr, Dutch: ruïne). n. Alternative form of diaeresis. from the GNU version of the Collaborative International Dictionary of English n. Same as diæresis. from The Century Dictionary and Cyclopedia n. The separate pronunciation of two vowels usually united as a diphthong; by extension of meaning, separate pronunciation of any two adjacent vowels, or the consequent division of one syllable into two. See dialysis and distraction, 8. n. The sign (¨) regularly placed over the second of two contiguous vowels to indicate that they are pronounced separately; the same sign used for other purposes. n. In prosody, the division made in a line or a verse by coincidence of the end of a foot and the end of a word; especially, such a division at the close of a colon or rhythmic series. It is strictly distinct from, but often included under, cesura (which see). n. In pathology, a solution of continuity, as an ulcer or a wound. n. In crustaceans, the division in the outer branch of the last pleopods. from WordNet 3.0 Copyright 2006 by Princeton University. All rights reserved. n. a diacritical mark (two dots) placed over a vowel in German to indicate a change in sound Etymologies from The American Heritage® Dictionary of the English Language, 4th Edition Late Latin diaeresis, from Greek diairesis, from diairein, to divide : dia-, apart; see dia- + hairein, to take. from Wiktionary, Creative Commons Attribution/Share-Alike License From Ancient Greek διαίρεσις ("division, split"), from διά (dia, "apart") + αἱρέω (aireō, "I take"). Examples | Definitions of the SI units: The twenty SI prefixes Consider the earlier example of the height of the Washington Monument. We may write hW = 169 000 mm = 16 900 cm = 169 m = 0.169 km using the millimeter (SI prefix milli, symbol m), centimeter (SI prefix centi, symbol c), or kilometer (SI prefix kilo, symbol k). Because the SI prefixes strictly represent powers of 10, they should not be used to represent powers of 2. Thus, one kilobit, or 1 kbit, is 1000 bit and not 210 bit = 1024 bit. To alleviate this ambiguity, prefixes for binary multiples have been adopted by the International Electrotechnical Commission (IEC) for use in information technology. | eng_Latn | 28,264 |
Which Hebrew word is often used to mean both hello and goodbye? | BBC - Languages - Hebrew - A Guide to Hebrew - 10 facts about the Hebrew language A Guide to Hebrew A Guide to Hebrew - 10 facts about the Hebrew language Check the Hebrew-only version 1. Where is Hebrew spoken? Hebrew is one of the official languages of the State of Israel, as well as Arabic. Hebrew is spoken in Israel and in many Jewish communities around the world, and you are likely to find Hebrew speakers where there are large Jewish communities, for example in the USA (where there are more than 5 millions Jews), France (approximately 490,000 Jews) and Canada (approximately 375,000 Jews). The Hebrew language found in the Bible (with the other language found in the Bible being Aramaic) is considered Classical or Biblical Hebrew עברית קלאסית [ivrit klasit]. This language evolved towards the end of the 19th century, into a language used for daily life - Modern Hebrew עברית מודרנית [ivrit modernit]. It is this Modern Hebrew that is now spoken around the world, while Classical Hebrew is still used for prayer. 2. What you already know about Hebrew There are many names which come from the Bible and are widely used as English names, such as Adam אדם, Benjamin חלטורה [chaltoora] – a sideline, moonlighting, shoddy work or low quality performance; פלקט [plakat] - a placard. 3. How hard is it to learn Hebrew? It could be difficult to learn the Hebrew alphabet, which contains 22 characters. Unlike in most European languages, words are written from right to left. As with most Semitic languages, there are certain sounds that will be new and difficult to pronounce. These are mostly created at the back of the throat. For example, in the word חבר [chaver], friend the sound of the first syllable 'cha' is a very similar sound to the one uttered for the 'ch' in the word ‘loch’ in Scotland. The pronunciation of the R sound in Hebrew is a guttural sound, much like in French. The Hebrew version of the famous “The rain in Spain”, ברד ירד בדרום ספרד [Barad yarad bidrom sfarad], literally Hail fell in southern Spain, is a good example for practising this sound. Verbs take a different form depending on whether the subject of the sentence is male or female. For example, a man would say אני לא מבין [Ani lo mevin], I don’t understand, whilst a woman אני לא מבינה [Ani lo mevina], which is the feminine form of the same sentence. 4. The most difficult words and tongue twisters שרה שרה שיר שמח A snake bit a snake אנחנו לא מהממהרים אנחנו מהממהרות [Anachnu lo mehamemaharim, anachnu mehamemaharot] We are not from the group of rushing men, we are from the group of rushing women. 5. Know any good Hebrew jokes? Hebrew jokes are found on a variety of subjects. There are self-deprecating jokes that will play up to Jewish stereotypes and there are political jokes that will make fun of political leaders in Israel. In addition, you will find the broad range of in-laws, wives, and region-specific jokes, with Israelis often the punch line of these. Some jokes are also a bit silly or based on play on words: איש אחד חלם בלילה שהוא מת. הוא קם בבוקר וראה שזו אמת. [Ish echad chalam balaila shehoo met. Hoo kam baboker veraa shezo ehmet.] A man dreamt that he was dead, only to wake up in the morning to find out that it is true. In Hebrew, the masculine singular form of 'dead', מת [met] rhymes with 'truth', אמת [ehmet], giving rise to this surreal play on words. איש אחד שאל את נהג האוטובוס אם הוא יכול לעלות לאוטובוס עם כלבו. הנהג ענה שאסור מותר אך מותר אסור. [Ish echad shaal et nehag haotoboos im hoo yachol laalot laotoboos im kalbo. Hanehag ana sheasoor mootar ach mootar asoor.] A man asked a bus driver whether he can board the bus with his dog. The driver replied: "Chained is allowed, unchained is prohibited." In Hebrew, 'chained' and 'prohibited' are the same word: אסור [asoor]. The same is for 'allowed' and 'unchained': מותר [moosar]. ישראלי נכנס למסעדה בניו יורק ומזמין עוף. המלצר אומר שאין יותר עוף בתפריט ועל כך עונה הישראלי שהוא יודע את זה. [Israeli nichnas lemisaada benew York oomazmin off. Hameltsar omer "Chicken is off" veal kach oneh haisraeli shehoo | Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha - YouTube Learn Arabic - Arabic Alphabet Made Easy - Jim, Ha, and Kha Want to watch this again later? Sign in to add this video to a playlist. Need to report the video? Sign in to report inappropriate content. The interactive transcript could not be loaded. Loading... Rating is available when the video has been rented. This feature is not available right now. Please try again later. Published on Sep 16, 2013 Click here to get our FREE App & More Free Lessons at ArabicPod101: http://www.ArabicPod101.com/video Learn Arabic with ArabicPod101.com! Welcome to ArabicPod101.com's Arabic Alphabet Made Easy series. In this video series, you will learn the Arabic alphabet. We will teach you the alphabet using simple steps, showing you the correct stroke order, helpful tricks for memorization, and proper usage in common Arabic words. If you want to get started reading and writing Arabic, this is THE place to start. You'll learn Arabic in mere minutes with these audio and video lessons, so join us for Arabic Alphabet Made Easy from ArabicPod101.com! In this lesson, we'll show you how to write three letters in Arabic: Jim, Ha, and Kha, and we'll teach you a few words you can write with these letters. Are you ready to learn more Arabic characters and words? Visit us at ArabicPod101.com, where you will find Arabic lesson notes and many more fantastic lessons and learning resources! Leave us a message while you are there! Find out more, go to: http://www.arabicpod101.com/2013/08/0... | eng_Latn | 28,265 |
Which Asian country is part of the phonetic alphabet? | What Is The Importance Of International Phonetic Alphabet Free Essays What Is The Importance Of International Phonetic Alphabet THE INTERNATIONAL PHONETIC ALPHABET (revised to 2005) CONSONANTS (PULMONIC) Bilabial Labiodental Dental Plosive... Nasal Trill Tap or Flap Fricative Lateral fricative Approximant Lateral approximant Alveolar Post alveolar Retroflex Palatal Velar Uvular © 2005 IPA Pharyngeal Glottal t d µ n r | v F B f v T D s z S Z Ò L √ ® l p b m ı Ê ∂ c Ô k g q G / = ≠ N – R « ß Ω ç J x V X Â © ? h H ’ VOWELS j ¥ ˜ K Where symbols appear in pairs, the one to the right represents a voiced consonant... Approximant consonant, Approximants, Consonants 454 Words | 4 Pages International Phonetic Alphabet and Following Phonetic Description END-OF-TERM TEST ON ENGLISH PHONETICS & PHONOLOGY Time allotted: 30 minutes Please read the questions provided with four choices, marked A,... B, C, and D in this reading paper. Then, on your answer sheet, tick the correct box for the letter that corresponds to the answer you have chosen. ** ** Please do not write anything in this reading paper. 1. Which of the following groups contains a segment that differs in voicing from the other segments ? A. [z, d , ð, b ] B. [ m, n, ŋ... English language, International Phonetic Alphabet, Phonation 1704 Words | 7 Pages Phonetics: International Phonetic Alphabet and Aspirated Alveolar Stop 2. Write the phonetic symbol for the last sound in each of the following words. Example: boy [ɔɪ] (Diphthongs should be treated as one sound.)... a b c d e f g h i j Word fleece neigh long health watch cow rough cheese bleached rags Last Sound [s] [I] [n] [ θ] [tʃ] [aw] [f] [z] [t] [z] 3. Write the following words in phonetic transcription, according to your pronunciation. Examples: knot [nat]; delightful [dilaɪtfəl] or [dəlaɪtfəl]. Some of you may pronounce some of these words the same... English language, International Phonetic Alphabet, Phonation 762 Words | 3 Pages phonetics Phonetics is a branch of linguistics that comprises the study of the sounds of human speech, or—in the case of sign languages—the equivalent... aspects of sign. It is concerned with the physical properties of speech sounds or signs (phones): their physiological production, acoustic properties, auditory perception, and neurophysiological status. Phonology, on the other hand, is concerned with the abstract, grammatical characterization of systems of sounds or signs.Phonetics can be defined as the science... Consonant, International Phonetic Alphabet, Language 2119 Words | 3 Pages What Are Phonetics and Phonology? WHAT ARE PHONETICS AND PHONOLOGY? Phonetics is the branch of linguistics that deals with the production of... speech by humans and. Phonetics looks at the physical manifestation of language in sound waves: how thers sounds are articulated and perceived. It is the science of speech sounds and the symbols by thich they are shown in writing and printing. This science is based on a study of all the parts of the body concerned in making speech. It includes the positions of the parts of the body necessary... Articulatory phonetics, Damin, Human voice 2172 Words | 7 Pages International Phonetic Alphabet (Ipa) Origin The IPA was first published in 1888 by the Association Phonétique Internationale (International Phonetic Association), a... group of French language teachers founded by Paul Passy. The aim of the organization developed with the intention of enabling students and linguists to learn and record the pronunciation of languages accurately, thereby avoiding the confusion of inconsistent, conventional spellings and a multitude of individual transcription systems. One aim of the IPA was to provide a... Alphabet, Diacritic, International Phonetic Alphabet 561 Words | 2 Pages International Phonetic Alphabet Advice and help for serious English learners Phonetic alphabets reference The IPA column contains the symbol in the... International Phonetic Alphabet, as used in phonemic transcriptions in modern English dictionaries. The ASCII column | Amazon.co.uk Help: About DVD and Video Game Region Specifications Dispatch & Delivery › General Delivery Information › About DVD and Video Game Region Specifications Global region codes identify DVDs and Blu-ray discs that are compatible with the players typically sold in that region. The following are the different regions and their corresponding numerical equivalent: Standard DVDs Region 1: U.S., U.S. Territories, Canada, and Bermuda Region 2: Japan, Europe (excluding Russia, Belarus and Ukraine), Greenland, South Africa, Swaziland, Lesotho, Egypt and the Middle East Region 3: Southeast Asia, South Korea, Taiwan, Hong Kong and Macau Region 4: Australia, New Zealand, Pacific Islands, Central America, South America, Mexico and the Caribbean Region 5: Afghanistan, Ukraine, Belarus, Russia, Africa (except Egypt, South Africa, Swaziland and Lesotho), Central and South Asia, Mongolia and North Korea Region 6: China Blu-ray Discs Region A/1: North America, Central America, South America, Japan, North Korea, South Korea, Taiwan, Hong Kong and Southeast Asia Region B/2: Europe, Greenland, French territories, Middle East, Africa, Australia and New Zealand Region C/3: India, Nepal, Mainland China, Russia, Central and South Asia Note: The majority of DVDs sold by Amazon.co.uk are encoded for Region 2 only. Blu-ray discs sold by Amazon.co.uk can be encoded as Region-free or for Region B. Was this information helpful? | eng_Latn | 28,266 |
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Enhanced phonological facilitation and traces of concurrent word form activation in speech production: An object-naming study with multiple distractors | The cognate facilitation effect: Implications for models of lexical access. | Oral spray wintertime vitamin D3 supplementation has no impact on inflammation in Gaelic footballers | eng_Latn | 28,270 |
Internal Awareness of Phonological Representation in Children with Speech Sound Disorders | Children's Speech and Literacy Difficulties: A Psycholinguistic Framework | Phonological representation and speech understanding with cochlear implants in deafened adults | eng_Latn | 28,271 |
Phonetic Coding and Reading in College Students With and Without Learning Disabilities | Speech Perception Deficits in Poor Readers: Auditory Processing or Phonological Coding? | Long noncoding RNA NEAT1 promotes laryngeal squamous cell cancer through regulating miR-107/CDK6 pathway | eng_Latn | 28,272 |
The long‐term average speech spectrum (LTASS) and some dynamic characteristics of speech were determined for 12 languages: English (several dialects), Swedish, Danish, German, French (Canadian), Japanese, Cantonese, Mandarin, Russian, Welsh, Singhalese, and Vietnamese. The LTASS only was also measured for Arabic. Speech samples (18) were recorded, using standardized equipment and procedures, in 15 localities for (usually) ten male and ten female talkers. All analyses were conducted at the National Acoustic Laboratories, Sydney. The LTASS was similar for all languages although there were many statistically significant differences. Such differences were small and not always consistent for male and female samples of the same language. For one‐third octave bands of speech, the maximum short‐term rms level was 10 dB above the maximum long‐term rms level, consistent across languages and frequency. A ‘‘universal’’ LTASS is suggested as being applicable, across languages, for many purposes including use in hearing aid prescription procedures and in the Articulation Index. | By varying parameters that control nonlinear frequency compression (NFC), this study examined how different ways of compressing inaudible mid- and/or high-frequency information at lower frequencies influences perception of consonants and vowels. Twenty-eight listeners with mild to moderately severe hearing loss identified consonants and vowels from nonsense syllables in noise following amplification via a hearing aid simulator. Low-pass filtering and the selection of NFC parameters fixed the output bandwidth at a frequency representing a moderately severe (3.3 kHz, group MS) or a mild-to-moderate (5.0 kHz, group MM) high-frequency loss. For each group (n = 14), effects of six combinations of NFC start frequency (SF) and input bandwidth [by varying the compression ratio (CR)] were examined. For both groups, the 1.6 kHz SF significantly reduced vowel and consonant recognition, especially as CR increased; whereas, recognition was generally unaffected if SF increased at the expense of a higher CR. Vowel recognition detriments for group MS were moderately correlated with the size of the second formant frequency shift following NFC. For both groups, significant improvement (33%-50%) with NFC was confined to final /s/ and /z/ and to some VCV tokens, perhaps because of listeners' limited exposure to each setting. No set of parameters simultaneously maximized recognition across all tokens. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,273 |
Voice Recognition in Forensic Evidence-A Situational Phenomenon as Stratagem In Crime Track and Scale Down Nwachukwu | Learning to recognize speakers of a non-native language: Implications for the functional organization of human auditory cortex | An instrumental variable approach finds no associated harm or benefit from early dialysis initiation in the United States | eng_Latn | 28,274 |
Optimality Theoretic Account of Acquisition of Consonant Clusters of English Syllables by Persian EFL Learners | The Learner's Interlanguage as a System of Variable Rules. | Platelet Activation Is Not Involved in Acceleration of the Coagulation System in Acute Cardioembolic Stroke With Nonvalvular Atrial Fibrillation | eng_Latn | 28,275 |
Phonology competes with syntax: experimental evidence for the interaction of word order and accent placement in the realization of Information Structure | Probabilistic Learning Algorithms and Optimality Theory | Oral spray wintertime vitamin D3 supplementation has no impact on inflammation in Gaelic footballers | eng_Latn | 28,276 |
SOUND DISCRIMINATION ABILITY OF CHILDREN WITH MISARTICULATION OF THE /r/ SOUND | Implementing a Phonetically Consistent Treatment Program for /r/ Articulation Disorders Using The Entire World of R™ | Consistency of Magnitude Estimations with Conceptual Data Dimensions Used for Sonification | yue_Hant | 28,277 |
We report the results of two empirical studies that investigated the use of mobile text-to-speech synthesizers (TTS) and automatic speech recognition (ASR) as tools to promote the development of pronunciation skills in L2 French. Specifically, the study examined learners’ perceptions of the pedagogical use of these tools in learning a French segment (the vowel /y/, as in tu ‘you’) and a suprasegmental feature (across-word resyllabification/liaison, observed in petit enfant ‘small child’), in a mobile-assisted context. Our results indicate that, when used in a “learn anytime anywhere” mobile setting, the participants believe that they have: (1) increased and enhanced access to input; and (2) multiple opportunities for speech output and (3) for the development of prediction skills. Interestingly, these findings meet the requirements for successful L2 learning, one that recommends the inclusion of pedagogical activities that promote exposure to input (Nation & Newton 2009), multiple opportunities for output (Swain 1995), and the development of prediction skills (Dickerson 2015) to foster learner autonomy and, consequently, to maximize classroom time by extending the reach of the classroom. Our findings also indicate that participants recognize the pedagogical importance of TTS and ASR, and enjoy the mobile-enhanced learning environment afforded by these two technologies. | In this paper, we introduce a system for providing automatically generated corrective feedback on pronunciation errors in Dutch, Dutch-CAPT. We describe the architecture of the system paying particular attention to the rationale behind it, to the performance of the error detection algorithm and its relationship to the effectiveness of the corrective feedback provided. It appears that although the system does not achieve 100% accuracy in error detection, learners enjoy using it and the feedback provided is still effective in improving pronunciation errors after only a few hours of use over a period of one month. We discuss which factors may have led to these positive results and argue that it is worthwhile studying how ASR technology could be applied to the training of other speaking skills. | Berzelius failed to make use of Faraday's electrochemical laws in his laborious determination of equivalent weights. | eng_Latn | 28,278 |
This study examined the production of the two-way laryngeal contrast in Korean sibilant fricatives in two experiments covering low and high vowel environments. Acoustic analyses show that in a low vowel environment, the two fricatives differ from each other in fricative duration, aspiration duration, F1 onset, intensity buildup, and voice quality; however, the F1 and intensity differences disappear in a high vowel environment. In both environments, there are no differences in F0 onset, average intensity, or vowel length. In having a fricative contrast without a voiced member, Korean constitutes an exception to Jansen's (2004) laryngeal typology. This contrast seems to be typologically unique and can only be accommodated by the addition of an aspirated voiceless lenis category to the set of possible laryngeal classifications. | This paper focuses on the phonetic analysis of Korean and Rabha fricatives and Angami nasals. Though aspirated consonants have been studied earlier, very few studies were found for the comparative study of aspirated fricatives and aspirated nasals. Previous literature has suggested the presence of aspirated fricatives. As there are limited studies on aspirated nasals, this paper tries to investigate the properties of aspirated nasals by comparing them with the aspiration in Korean aspirated fricative and analyses the feature that might distinguish between the aspirated and unaspirated counterparts of both the consonants. Features such as Intensity, Duration, Centre of Gravity (COG), F1 onset and Spectral tilt (H1-H2) are used to investigate whether there is a distinction between the aspirated and unaspirated fricatives and nasals. Results confirm that COG is a distinctive acoustic cue to discriminate the aspirated and unaspirated counterparts. | MLL1 regulates circadian promoters by depositing H3K4 trimethyl marks, whose levels are also modulated by the NAD+-dependent deacetylase SIRT1. SIRT1 is now shown to promote circadian deacetylation of MLL1, thus affecting MLL1's methyltransferase activity. | eng_Latn | 28,279 |
What the brain does before the tongue slips | Speech production is an extremely rapid and seemingly effortless process with speech errors in normal subjects being rare. Although psycholinguistic models incorporate elaborate monitoring mechanisms to prevent and correct errors, the brain regions involved in 15 their commitment, detection, and correction have remained elusive. Using event-related brain potentials in a task known to elicit spoonerisms representing a special class of sound errors, we show specific brain activity prior to the vocalization of such spoonerisms. Source modeling localized this activity to the supplementary motor 20 area in medial frontal cortex. We propose that this activity reflects the simultaneous activation of 2 competing speech plans on processing levels related to the construction of a rather ‘‘phonetic’’ speech plan contrasting with the traditional view, assuming the substitution of abstract phonological representations as the main 25 source for sound errors. | AbstractThe TREK family of leak potassium channels has been found to play critical roles in nociception, sensitivity to general anaesthetics, neuroprotection, and memory. The three members of the f... | eng_Latn | 28,280 |
Sensory Modality and Object-Naming in Aphasia | Twenty-seven aphasics, 12 right-brain-injured, and 12 normal subjects were presented with 16 objects for tactile naming, 16 for auditory naming, and 16 for olfactory naming. All 48 objects were als... | Phonological questions of the sort ‘Is segment or feature [x] a surface-phonetic event or a property of the underlying mental representation?’ may be answered in some cases by considering the duration | eng_Latn | 28,281 |
SOS: synthesis of application-specific heterogeneous multiprocessor systems | This paper describes a formal synthesis approach to design of optimal application-specific heterogeneous multiprocessor systems. The method generates a static task execution schedule along with the structure of the multiprocessor system and a mapping of subtasks to processors. The approach itself is quite general, but its application is demonstrated with a specific style of design. The approach involves creation of a Mixed Integer-Linear Programming (MILP) model and solution of the model. A primary component of the model is the set of relations that must be satisfied to ensure proper ordering of various events in the task execution as well as to ensure completeness and correctness of the system. Several experiments and tradeoff studies have been performed using the approach. These results indicate that the approach can be useful tool in designing application-specific multiprocessor systems. | The aim of this paper is to present a new and promising approach of the text-to-speech alignment problem. For thi:j purpose, an original idea is developed : a high quality digital speech synthesizer is used to create a reference speech pattern used during the alignment process. The system has been used and tested to extract the prosodic [eatures 01 read French utterances. The results show a segmentation error rate of about 8%. This system will be ;I powerl'ul tool for the automatic creation of large prosodically labeled databases and for research on automatic prosody generation. | eng_Latn | 28,282 |
I tried to say the words out loud, but my throat would only croak. | I couldn't say the words out loud. | My throat was fine and I could speak normally. | eng_Latn | 28,283 |
The sounds of English : phonetics and phonology for English teachers in Southeast Asia | A STUDY OF ENGLISH PHONOLOGICAL ERRORS PRODUCED BY ENGLISH DEPARTMENT STUDENTS | An unlearned foreign “accent” in a patient with aphasia | eng_Latn | 28,284 |
Is She Patting Katie? Constraints on Pronominal Reference in 30-Month-Olds | On The Inseparability Of Grammar And The Lexicon: Evidence From Acquisition, Aphasia And Real-Time Processing | Due to symbiotic N2 fixation, five years of elevated atmospheric pCO2 had no effect on the N concentration of plant litter in fertile, mixed grassland | eng_Latn | 28,285 |
Anthropocentrism in monolingual English dictionaries: An ecolinguistic approach to the lexicographic treatment of faunal terminology | Ecolinguistics: the state of the art and future horizons | Olfactory and vomeronasal innervation of the olfactory bulbs are not essential for GnRH-1 neuronal migration to the brain | eng_Latn | 28,286 |
Automatic literacy assessment is an area of research that has shown significant progress in recent years. Technology can be used to automatically administer reading tasks and analyze and interpret children's reading skills. It has the potential to transform the classroom dynamic by providing useful information to teachers in a repeatable, consistent, and affordable way. While most previous research has focused on automatically assessing children reading words and sentences, assessments of children's earlier foundational skills is needed. We address this problem in this research by automatically verifying preliterate children's pronunciations of English letter-names and the sounds each letter represents (“letter-sounds”). The children analyzed in this study were from a diverse bilingual background and were recorded in actual kindergarten to second grade classrooms. We first manually verified (accept/reject) the letter-name and letter-sound utterances, which serve as the ground-truth in this study. Next, we investigated four automatic verification methods that were based on automatic speech recognition techniques. We attained percent agreement with human evaluations of 90p and 85p for the letter-name and letter-sound tasks, respectively. Humans agree between themselves an average of 95p of the time for both tasks. We discuss the various confounding factors for this assessment task, such as background noise and the presence of disfluencies, that impact automatic verification performance. | This paper presents a novel student model intended to automate word-list-based reading assessments in a classroom setting, specifically for a student population that includes both native and nonnative speakers of English. As a Bayesian Network, the model is meant to conceive of student reading skills as a conscientious teacher would, incorporating cues based on expert knowledge of pronunciation variants and their cognitive or phonological sources, as well as prior knowledge of the student and the test itself. Alongside a hypothesized structure of conditional dependencies, we also propose an automatic method for refining the Bayes Net to eliminate unnecessary arcs. Reading assessment baselines that use strict pronunciation scoring alone (without other prior knowledge) achieve 0.7 correlation of their automatic scores with human assessments on the TBALL dataset. Our proposed structure significantly outperforms this baseline, and a simpler data-driven structure achieves 0.87 correlation through the use of novel features, surpassing the lower range of inter-annotator agreement. Scores estimated by this new model are also shown to exhibit the same biases along demographic lines as human listeners. Though used here for reading assessment, this model paradigm could be used in other pedagogical applications like foreign language instruction, or for inferring abstract cognitive states like categorical emotions. | Chinese adults literate only in Chinese characters could not add or delete individual consonants in spoken Chinese words. A comparable group of adults, literate in alphabetic spelling as well as characters, could perform the same tasks readily and accurately. The two groups were similar in education and experience but differed in age and consequently in whether they had learned an alphabetic writing system in school. Even adults who had once learned alphabetic writing but were no longer able to use it were able to manipulate speech sounds in this way. This “segmentation” skill, which has been shown to contribute to skilled reading and writing, does not develop with cognitive maturation, non-alphabetic literacy, or exposure to a language rich in rhymes | eng_Latn | 28,287 |
THE BREADTH OF RECEPTIVE VOCABULARY KNOWLEDGE AMONG ENGLISH MAJOR UNIVERSITY STUDENTS | Vocabulary in Language Teaching | No Relationships Between the Within-Subjects’ Variability of Pain Intensity Reports and Variability of Other Bodily Sensations Reports | yue_Hant | 28,288 |
It is well‐known that velar stop consonants coarticulate more with the following vowel than stops at other places of articulation. The fine phonetic detail of this coarticulation is highly language‐specific. For example, /k/ in Greek is more front before front vowels and more back before back vowels relative to /k/ in English [Arbisi‐Kelm et al. (2008)]. The purpose of this study was to investigate how these cross‐linguistic differences in production influence perception of place of articulation for lingual stops. The stimuli were word‐initial consonant‐vowel (CV) sequences excised from words produced by 2‐ to 5‐year‐old children and adults. The listeners were 20 adult native English speakers (tested in Minneapolis, USA) and Greek speakers (tested in Thessaloniki, Greece) who listened to these sequences combined across ages and languages in a visual analog scaling task [Urberg‐Carlson et al. (2008)]. Listeners rated how alveolar or velar each sequence was by clicking on a double‐headed arrow anchored with... | This article honours Adele Miccio’s life work by reflecting on the utility of phonetic transcription. The first section reviews the literature on cases where children whose speech appears to neutralize a contrast in the adult language are found on closer examination to produce a contrast (covert contrast). This study presents evidence from a new series of perception studies that covert contrast may be far more prevalent in children’s speech than existing studies would suggest. The second section presents the results of a new study designed to examine whether naive listeners’ perception of children’s /s/ and /θ/ productions can be changed experimentally when they are led to believe that the children who produced the sounds were older or younger. Here, it is shown that, under the right circumstances, adults report more tokens of/θ/tobeaccurateproductionsof/s/whentheybelieveatalkertobeanolderchildthanwhentheybelieve the talker to be younger. This finding suggests that auditory information alone cannot be the sole basis for judging the accuracyofa sound.The final sectionpresents recommendationsfor supplementing phonetic transcription with other measures, to gain a fuller picture of children’s production abilities. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,289 |
Four- and five-year-old children took part in an elicited familiar and novel Lithuanian noun production task to test predictions of input-based accounts of the acquisition of inflectional morphology. Two major findings emerged. First, as predicted by input-based accounts, correct production rates were correlated with the input frequency of the target form, and with the phonological neighbourhood density of the noun. Second, the error patterns were not compatible with the systematic substitution of target forms by either (a) the most frequent form of that noun or (b) a single morphosyntactic default form, as might be predicted by naive versions of a constructivist and generativist account, respectively. Rather, most errors reflected near-miss substitutions of singular for plural, masculine for feminine, or nominative/accusative for a less frequent case. Together, these findings provide support for an input-based approach to morphological acquisition, but are not adequately explained by any single account in its current form. | In this study we set out to discover what is learned by children exposed to English morphology. To test for knowledge of morphological rules, we use nonsense materials. We know that if the subject can supply the correct plural ending, for instance, to a noun we have made up, he has internalized a working system of the plural allomorphs in English, and is able to generalize to new cases and select the right form. If a child knows that the plural of witch is witches, he may simply have memorized the plural form. If, however, he tells us that the plural of * gutch is * gutches, we have evidence that he actually knows, albeit unconsciously, one of those rules which the descriptive linguist, too, would set forth in his grammar. And if children do have knowledge of morphological rules, how does this knowledge evolve? Is there a progression from simple, regular rules to the more irregular and qualified rules that are adequate fully to describe English? In very general terms, we undertake to discover the psychological status of a certain kind of linguistic description. It is evident that the acquisition of language is more than the storing up of rehearsed utterances, since we are all able to say what we have not practiced and what we have never before heard. In bringing descriptive linguistics to the study of language acquisition, we hope to gain knowledge of the systems and patterns used by the speaker. In order to test for children's knowledge of this sort, it was necessary to begin with an examination of their actual vocabulary. Accordingly, the 1000 most frequent words in the first-grader's vocabulary were selected from Rinsland's listing. This listing | Every function of n inputs can be efficiently computed by a complete network of n processors in such a way that: If no faults occur, no set of size t n /2 of players gets any additional information (other than the function value), Even if Byzantine faults are allowed, no set of size t n /3 can either disrupt the computation or get additional information. Furthermore, the above bounds on t are tight! | eng_Latn | 28,290 |
A flexible rod weeder in which the weeder rods are raised and lowered by rocking the frame about the forward wheels. A plurality of gauge wheels are connected to the rear of the frame through extensible and retractable hydraulic motors so that by extending and retracting the motors, the frame is rocked about the forward wheels. The hydraulic motors are connected in parallel and are provided with an adjustable stop which will prevent the lowering of the weeder rods beyond a predetermined position, but permit the flow of fluid from one motor to another so that the gauge wheels equally share the weight of the rear of the frame. | This paper discusses the phenomenon of root infinitives (RIs) in child language, focussing on a distributional restriction on the verbs that occur in this construction, viz. event-denoting verbs, as well as on a related aspect of interpretation, viz. that RIs receive modal interpretations. The modality of the construction is traced to the infinitival morphology, while the eventivity restriction is derived from the modal meaning. In contrast, the English bare form, which is often taken to instantiate the RI-phenomenon, does not seem to be subject to the eventivity constraint, nor do we find a modal reference effect. This confirms the analysis, which traces these to the infinitival morphology itself, which is absent in English. The approach not only provides a precise characterization of the distribution of the RI-phenomenon within and across languages; it also explains differences between the English bare form phenomenon and the RI-construction in languages with genuine infinitives by reference to the morphosyntax of the languages involved. The fact that children appear to be sensitive to these distinctions in the target systems at such an early age supports the general thesis of Early Morphosyntactic Convergence, which the authors argue is a pervasive property of the acquisition process. | This paper describes the model reference adaptive fuzzy controller design and its application on automatic gauge control system. The controller produces the error of the closed loop control system response and the actual system output for the desired system by reference model, instead of ordinary adaptive mechanism. The analysis of dynamic performance for traditional PID controller and fuzzy adaptive controller is performed in detail with simulation software. Simulation results show that the system is with strong adaptive ability and can adapt to the wide range of changes of the controlled object. This study provides the primary theoretical guide for the design, optimization and control research of the automatic gauge control system. | eng_Latn | 28,291 |
One of the key features of modern high level programming languages is the automatic allocation and reclamation of space for data structures. This paper concentrates on the problem of providing these facilities, for a functional language, satisfying the following constraints: ::: ::: ::: the programming language permits cyclic data structures; ::: ::: ::: the architecture is a distributed multi-processor; and ::: ::: ::: global synchronization is not required. | Due to the absence of side-e ects in a purely functional program, it is relatively easy to partition programs so that sub-programs can be executed in parallel: any computation which is needed to produce the result of the programmay be run as a separate task. There may, however, be implicit controland datadependencies between parallel tasks, which will limit parallelism to a greater or lesser extent. | Experiments were performed to test whether a change made in the duration of one segment in a naturally produced sentence should be compensated in an adjacent segment if the sentence is to remain temporally fluent. The results showed that compensation is required between some pairs of segments, but not between other pairs, depending on where the two segments occur with respect to word and syllable boundaries. The results suggest that the perception of timing in natural speech is based on events at the syllabic level rather than at the segmental level, and that it is important to maintain the rhythm of the sentence, as defined by the onsets of vowels (especially stressed vowels), if the sentence is to sound temporally fluent. | eng_Latn | 28,292 |
Previous studies of human listeners’ ability to identify speakers by voice have revealed a reliable language-familiarity effect: Listeners are better at identifying voices when they can understand the language being spoken. It has been claimed that talker identification is facilitated in a familiar language because of functional integration between the cognitive systems underlying speech and voice perception. However, prior studies have not provided specific evidence demonstrating neural integration between these two systems. Using dichotic listening as a means to assess the role of each hemisphere in talker identification, we show that listeners’ right-, but not left-, ear (lefthemisphere) performance better predicts overall accuracy in their native than non-native language. By demonstrating functional integration of speech perception regions (classical left-hemisphere language areas) in a talker identification task, we provide evidence for a neurologic basis underlying the language-familiarity effect. | Four experiments examined the effects of language characteristics on voice identification. In Experiment 1, monolingual English listeners identified bilinguals’ voices much betterwhenthey spoke English than whenthey spoke German. The opposite outcome-was-found in Experiment 2, in which the listeners were monolingual in German. In Experiment 3, monolingual English listeners also showed better voice identification when bilinguals spoke a familiar language (English) than whenthey spoke an unfamiliar one (Spanish). However, English-Spanish bilinguals hearing the same voices showed a different pattern, with the English-Spanish difference being statistically eliminated. Finally, Experiment 4 demonstratedthat, for English-dominant listeners, voice recognition deteriorates systematically as the passage being spoken is made less similar to English by rearranging words, rearranging syllables, and reversing normal text. Takentogether, the four experiments confirm that language familiarity playsan important role in voice identification. | We prove that groups acting geometrically on delta-quasiconvex spaces contain no essential Baumslag-Solitar quotients as subgroups. This implies that they are translation discrete, meaning that the translation numbers of their nontorsion elements are bounded away from zero. | eng_Latn | 28,293 |
The accentuation of prepositions | Abstract The accenting of prepositions in contexts other than that of direct contrast has not previously been adequately explained or even described. Various explanations for various types of preposition accentuation are explored. Although the contribution of semantic role is paramount, other reasons play an important supporting role in such accentuation. | The author discusses some general aspects of primary and auxiliary ventilation in US mines. | eng_Latn | 28,294 |
E-LIS fala Português? É um prazer conhecê-lo! | The E-LIS project is presented as an Open Access repository for the scientific and technical production in the LIS domain, as well as in areas of interdisciplinarity; its production goes from theory, case studies, to educational and training resources; allowing self-archival for authors and the input of adequately exhaustive metadata, the repository foresees peer edition by members of an international collaborative team; search tools, usage statistics and a promotional policy are associated to publishing and selective dissemination, which together now posit it as the major repository in its area of expertise, having surpassed 5000 documents in January 2007. ::: E-LIS main recent achievements are mentioned as well as the advantages of Open Access publishing. Statistical data concerning abstract views and downloads from Portuguese-speaking countries are displayed. A call for document archiving is made. | Although it is well‐established that children with Specific Language Impairment characteristically optionally inflect forms that require tense and agreement marking, their abilities with regards to derivational suffixation are less well understood. In this paper we provide evidence from children with Grammatical‐Specific Language Impairment (G‐SLI) that derivational suffixes, unlike tense and agreement suffixes, are not omitted in elicitation tasks. We investigate two types of derivation – comparative/superlative formation and adjective‐from‐noun formation – and reveal that G‐SLI children supply these suffixes at high rates, equivalent to their language matched peers. Moreover, increasing the phonological or morphological complexity of the stimulus does not trigger suffix omission, although it results in non‐target forms that are not characteristic of typically developing children. We discuss what these results reveal about the nature of the deficit in G‐SLI within the context of three hypotheses of SLI: ... | por_Latn | 28,295 |
Activation and elaboration effects in recognition and word priming | Two experiments investigated the effect of direct and indirect activation on subsequent accessibility to individual items. In the first experiment, words were semantically processed in the context of either phonologically (rhyming) or conceptually (categorical) related words and tested subsequently for recognition and word completion. On the completion test the initial three letters of a word are presented for completion. The previously presented target word is one of several possible completions. The presence of different contexts had no differential effect either on recognition memory—which persisted at high levels for two days—or on completion—which decayed in the course of about 15 min. In the second experiment, the contexts were presented but the target words were not. Thus the rhyming and categorical contexts were directly activated but not the actual words that were scored on the subsequent tests. Prior activation of phonologically similar items affected both recognition and completion performance ... | Based on present college English teaching,the module of Deep Processing pedagogy has been put forward.Upon further analysis of vocabulary acquisition,it stands out that distinct cognitive skills and strategies ought to be integrated in diverse stages,helping foster students' practical and comprehensive language properties as the ultimate aim. | eng_Latn | 28,296 |
Influences of Negative Transfer of Mother Tongue on English-majors’ Writing | Influences caused by the negative transfer of the native tongue exist in both diction and composition of English-majors’ writing. This paper analyzes the differences thinking modes and composition structures between China and the West. An discussion has also been made on the causes of mistakes in English-majors’ writing. This paper aims at the improvement of students’ English writing. | Abstract The title interaction has been studied in chloroform medium. The 2:1 charge-transfer (CT) complex formed between the donor and acceptor is stable in excess acceptor concentrations, but transforms to a disubstituted product in excess donor concentrations. The u.v.—vis and 1 H NMR spectral data for the CT complexes and the solvent effect on the electronic transition of the CT have been presented and discussed. | eng_Latn | 28,297 |
The contribution of clinical phonetics to the investigation of oracy problems in the classroom. | This paper explains how insights from clinical linguistics can be applied to the investigation of oracy problems in the classroom. While the importance of oracy skills at school and beyond is undisputed, there is often a lack of conveniently manageable frameworks for assessing these skills. It is suggested here that methods from phonetics and phonology can be easily and profitably adopted into routine language profiling in schools and that they offer one means of uncovering potential speech difficulties in children. Two main areas are addressed: speech acquisition and speech production skills. The main focus is on the assessment of oracy in the UK, although the role of assessment in US Curriculum Framework is also considered. | In the previous chapter, how PPAC ontology is developed is presented. It shows all concepts, properties, and instances along with some case studies to understand the ontology use. In this chapter, we present healthcare communications systems in which the PPAC ontology and knowledge base place in as main components. | eng_Latn | 28,298 |
A STUDY OF LISTENING CLASS RELATED PROBLEM | When the students learn English, they may have some difficulties in the ::: process of learning. One of them is in listening. There are 8 kinds of ::: listening problems according to Brown ( 2001, p. 252). They are clustering, ::: redundancy, reduced form, performance variable, colloquial language, rate ::: of delivery and stress, rhythm, intonation and interaction. In this research, ::: the writer used quantitative method to find out listening problems faced by ::: 58 students of the Faculty of Language and Arts of Soegijapranata Catholic ::: University year 2013 who were taking Discovery Listening. The writer used ::: questionnaire to collect the data and SPSS 20 to find the result of ::: questionnaire. The questionnaire consists of 20 statements which among ::: them 17 statements are valid and 3 statements are invalid. So, the writer ::: used 17 statements which are valid. The result shows the students do not ::: have potential problems in listening | 6 pages, 5 figures.-- PACS nr.: 43.58.Dj.-- Communication presented at: Forum Acusticum Sevilla 2002 (Sevilla, Spain, 16-20 Sep 2002), comprising: 3rd European Congress on Acoustics; XXXIII Spanish Congress on Acoustics (TecniAcustica 2002); European and Japanese Symposium on Acoustics; 3rd Iberian Congress on Acoustics.-- Special issue of the journal Revista de Acustica, Vol. XXXIII, year 2002. | yue_Hant | 28,299 |
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