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The Acoustic Phonetic Features of the Epenthetic Vowel in sC Onset-Initially Syllables by Salvadoran-Accented English Speakers
Get PDFThis study describes the acoustic phonetic features of the epenthetic vowel inserted in sC onset-initially syllables by Salvadoran-accented speakers of English. Numerous studies approach the causes and the environments where epenthesis occurs, and though in most of them authors refer to the epenthetic vowel [ɛ] as the sound inserted to repair the illicit structure, this claim has not been scientifically proven nor discarded. This is the first study to deal with the features of the epenthetic vowel. The results will lead to comprehensive description of the epenthetic vowel. Chapter 1 will provide an overview of the phenomenon as well as the methodology used to conduct the analysis, background information about the participants and the tools to process the data. Chapter 2 will present the results for the F1 and F2 formants, the two correlates that play the biggest role in a speaker’s vowel intelligibility. Chapter 3 will present the results for the F0/pitch formant, the intensity, and the duration correlates. These correlates will help understand how loud and long the epenthetic vowel is in relation to other lexical sounds produced by SAE speakers and other speakers of English. Chapter 4 will introduce the results for the F3 and F4 correlates. These do not play a significant role in speech intelligibility but extracting their values can help develop important views on speech technology applications. Finally, Chapter 5 will present the pedagogical and speech technology implications and applications that can be drawn after a careful analysis of all the information gathered
Categorizing Makerspaces: Identifying Best Fit Models for School Administrators
Get PDFThis exploratory study analyzed the similarities and differences of how select K-12 school administrators describe and characterize their own existing makerspace facilities to begin to develop a model of characterizing makerspaces for the purpose of study, comparison and evaluation that is not currently being employed. Current efforts emerging from the literature to categorize makerspaces based on descriptions of facilities, equipment, location, and management styles have been shown to be an ineffective way to compare and contrast individual makerspace implementations for the purpose of studying the educational outcomes they produce or help to support within a school setting. The United States Department of Education’s Every Student Succeeds Act (ESSA) emphasizes the use of evidence-based activities, strategies and interventions in the design of education programs from prekindergarten through adult education” (U.S. Department of Education, 2023, p.1), and highlights that the main indicator of quality is clear evidence of impact based on rigorous research. There is an abundance of research regarding the educational impact makerspaces can have for students but is presented from a global perspective. The district and school level needs statements made by administrators are focused internally on specific desired outcomes for their individual schools. The lack of an effective model of categorization for makerspace implementations makes it difficult for school administrators to identify and review existing implementations that match their educational goals and work best in their schools before investing in their own makerspaces and served as the foundation for this exploratory study
How Autism is Diagnosed in Black Indigenous People of Color
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A Preliminary Investigation of Performance Assessment Tools Across Job Positions within a Human Service Seting
Get PDFThis study evaluated performance assessment tools in a human service setting using the Performance-Diagnostic Checklist-Human Services (1.1) and the Human Performance System (HPS). Assessments were counterbalanced across direct staff and supervisors to evaluate the tools effectiveness in diagnosing performance issues. Assessment interviews were conducted via video conference. Results displayed that when given the same performance issue, supervisors and direct staff show discrepancies on the indicated domains of the assessments. Additional results displayed low agreement across assessment tools. Implications for future research are discussed
St. Cloud State Magazine [Fall/Winter 2024]
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Effectiveness of Social Skill Interventions and Social Competence in Middle School Students with Autism Spectrum Disorder
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St. Cloud Area Quarterly Business Report, Vol. 26, No. 1
Get PDFArea employment is expected to experience only a normal seasonal increase through mid-year. Survey results were slightly better than the most recent quarter. Significant pressures exist to increase wages, and in some cases firms did not think they could raise prices as well. Firms were evenly split between thinking affordable childcare and workforce housing were the most needed policies to address workforce needs
Communication Strategies for Children Who Have Autism Spectrum Disorder in Early Childhood
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GAMERS’ PERCEPTION OF ACCENTS AND STEREOTYPES IN VIDEO GAMES
Get PDFThis paper reports on a research study examining how gamers respond to questions regarding accents used in video gaming. With the increase in technological advances, video games are becoming an intricate part of many people\u27s lives. In this paper, we hope to critically analyze gathered research on the effects of repeatedly using stereotypical accents in video games to see if the continued use has influenced gamers\u27 perceptions of minorities and/or ethnicities. The research will also indicate whether video games impact how gamers view accents in the gaming world and whether they recognize any stereotypical ideas they may have picked up while gaming