Revisiting an Imperfection in Mayan Orthography
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6 X 10.5 Long Title.P65
Cambridge University Press 978-0-521-51840-6 - An Introduction to Classical Nahuatl Michel Launey Excerpt More information Ī Ī Ī Ī Ī PART Ī Ī ONE Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī Ī © in this web service Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-51840-6 - An Introduction to Classical Nahuatl Michel Launey Excerpt More information PRELIMINARY LESSON Phonetics and Writing S ince the time of the conquest, Nahuatl has been written by means of theLatinalphabet.Thereis,therefore,alongtraditiontowhichitis preferable to conform for the most part. Nonetheless, for the following reasons, somewordsinthisbookarewritteninanorthographythatdiffersfromthe traditional one. ̈ Theorthographyis,ofcourse,“hispanicized.”Torepresentthephoneticele- ments of Nahuatl, the letters or combinations of letters that represent identical or similar sounds in Spanish are used. Hence, there is no problem with the sounds that exist in both languages, not to mention those that are lacking in Nahuatl (b, d, g, r etc.). On the other hand, those that exist in Nahuatl but not inSpanisharefoundinalternatespellings,orareevenaltogetherignored.In particular, this is the case with vowel length and (even worse) with the glottal stop (see Table 1.1), which are systematically marked only by two grammar- ians, Horacio Carochi and Aldama y Guevara, and in a text named Bancroft Dialogues.1 ̈ This defective character is heightened by a certain fluctuation because the orthography of Nahuatl has never really been fixed. Hence, certain texts represent the vowel /i/ indifferently with i or j, others always represent it with i but extend this spelling to consonantal /y/, that is, to a differ- ent phoneme. -
Phonological Use of the Larynx: a Tutorial Jacqueline Vaissière
Phonological use of the larynx: a tutorial Jacqueline Vaissière To cite this version: Jacqueline Vaissière. Phonological use of the larynx: a tutorial. Larynx 97, 1994, Marseille, France. pp.115-126. halshs-00703584 HAL Id: halshs-00703584 https://halshs.archives-ouvertes.fr/halshs-00703584 Submitted on 3 Jun 2012 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. Vaissière, J., (1997), "Phonological use of the larynx: a tutorial", Larynx 97, Marseille, 115-126. PHONOLOGICAL USE OF THE LARYNX J. Vaissière UPRESA-CNRS 1027, Institut de Phonétique, Paris, France larynx used as a carrier of paralinguistic information . RÉSUMÉ THE PRIMARY FUNCTION OF THE LARYNX Cette communication concerne le rôle du IS PROTECTIVE larynx dans l'acte de communication. Toutes As stated by Sapir, 1923, les langues du monde utilisent des physiologically, "speech is an overlaid configurations caractéristiques du larynx, aux function, or to be more precise, a group of niveaux segmental, lexical, et supralexical. Nous présentons d'abord l'utilisation des différents types de phonation pour distinguer entre les consonnes et les voyelles dans les overlaid functions. It gets what service it can langues du monde, et également du larynx out of organs and functions, nervous and comme lieu d'articulation des glottales, et la muscular, that come into being and are production des éjectives et des implosives. -
Saltillo Street Names Index: Autumn Gleen Dr
M R - 6 - E R R - 5 - E C c 1 2 3 D 4 5 6 7 U C S D A T R . E R D L 6 . 8 E 3 Y SNER ST. RD 2446 MES SALTILLO STREET NAMES INDEX: AUTUMN GLEEN DR. E3 OLD HWY. 51 E3 A BAUHAUS DR. E3 OLD NATCHEZ TRACE TRAIL G3 BENT GRASS CIR. H2 OLD SALTILLO RD. E4, F4, F5, G5, H4, H5 A BERCH TREE DR. F4 OLD SOUTH PLANTATION DR. E2 R D BIG HARPE TRAIL G2 OLIVIA CV. D4 BIRMINGHAM RIDGE RD. F1, F2, G3 7 PARKRIDGE DR, F4 8 3 BOLIVAR CIR. G3 PATTERSON CIR. E5 . D BOSTIC AVE. E4 PECAN DR. D5 R BRIDLE CV. E3 PETE AVE. F3 D U BRISCOE ST. E4 PEYTON LN. D4 H BROCK DR. F3 33 35 35 35 PINECREST ST. E4 ST 32 32 33 TOWERY . CARTWRIGHT AVE. E4 PINEHURST AVE. E4 31 36 31 R 4 3 D 3 2 CHAMPIONS CV. H2 PINEWOOD ST. E4 5 6 5 4 CHERRY HILL DR. C4 POPULARWOOD LN. F4 1 6 9 5 CHESTNUT LN. C4 PRINSTON DR. E3 1 CHICKASAW CIR. G3 PULLTIGHT RD. B4, C4 CHICKASAW TRAIL G3 PYLE DR. E4 CHRISTY WAY C4 QUAIL CREEK RD. E3 CO 653-B H2, H3 RAILROAD AVE. E5 CO 653-D G3 RD 189 F3 CO 2012 E2, E3 RD 251 D2 3 CO 2012 F3 8 RD 521 C1, E2 7 CO 2720 A1 RD 599 C1, C2, D2 D R CO 2720 B1 RD 647 H3 COBBS CV. -
A North Caucasian Etymological Dictionary
S. L. Nikolayev S. A. Starostin A NORTH CAUCASIAN ETYMOLOGICAL DICTIONARY Edited by S. A. Starostin ***************** ****************ASTERISK PUBLISHERS * Moscow * 1994 The two volumes contain a systematic reconstruction of the phonology and vocabulary of Proto-North-Caucasian - the ancestor of numerous modern languages of the Northern Caucasus, as well as of some extinct languages of ancient Anatolia. Created by two leading Russian specialists in linguistic prehistory, the book will be valuable for all specialists in comparative linguistics and history of ancient Near East and Europe. © S. L. Nikolayev, S. A. Starostin 1994 TABLE OF CONTENTS Editor' s foreword. , . Preface List of abbreviations Literature I ntr oduct ion Dictionary ? . 200 9 . 236 5 . , . ..............242 a' i ... ' 252 a ............. 275 b ...... 285 c 322 c 3 3 L t ^39 C 352 £ 376 : 381 d 397 e 409 4 2 5 Y 474 B 477 h 48 5 h 5 00 h 5 0 3 H 342 i 625 i 669 j '. 6 7 3 k. 68 7 fc 715 I 7 4 2 1 : .... 7 5 4 X. ! 7 5 8 X ; 766 X 7 7 3 L 7 86 t. ' 7 87 n 844 o. 859 p. 865 p. 878 q . 882 q 907 r. ..... 943 s... i 958 s. 973 S. 980 t . 990 t 995 ft. ...... 1009 u 1010 u 1013 V 1016 w. 1039 x 1060 X. ........ 1067 z. ... 1084 z 1086 2. 1089 3 1 090 3 1101 5 1105 I ndices. 1111 5 EDITOR'S FOREWORD This dictionary has a long history. The idea of composing it was already ripe in 1979, and the basic cardfiles were composed in 1980-1983, during long winter months of our collaboration with S. -
Active with AAC
Active with AAC Reasons to Communicate One Word Two Words Three (+) Words This could be a great activity to use in many Getting Wants/Needs Met I I do I do it situations. You can play this at back-to- (requesting You I go You do it school time, with a new client, or anytime objects/activities/ My I help My turn to go you want to focus on social questions. You can change the questions up or you can permission/attention, Your You go Help me do it make more than one ball with different etc., directing action/to Turn Who go I will help stop, request help) Go Help me Who wants it questions. This could be a fun way to move away from the table while continuing to Help My turn Who wants a turn communicate. Who Help me Your turn to do it Exchange Information Who Who go Who is going next CORE WORDS (share and show objects, What Who turn Who gets it now confirm/deny, request Like Who want Who wants it Do Good Go I information, etc.) I What is What is your Help You You What your What is your favorite Like Your Mine What like I like XX Love Mine Go I like I love XX Will My Turn I love I love that too Favorite What Me My favorite I like it too Cool Who Too Me too My favorite is Fun That Love My turn It’s my turn Social Closeness/Etiquette I I go I want a go MATERIALS (greet, take turns, You Who go Who is going now comment, etc.) Mine My turn It’s my turn Beach ball Device My Your turn I like that Velcro/glue AAC user Turn I like I like it Questions You Like I love I love it (written on Love You like That’s really cool paper) Cool That’s cool I think that’s fun Good That’s good This is fun Model It on the AAC Device One Word: Tips to Engage, Expand, and Succeed: • To play: whenever someone catches the ball, whatever question is touching (or is closest to) their right thumb is the question they must answer. -
What Are Core Words Anyway? Let Us Help You Get Started! Part 1 Goals for AAC Users
What Are Core Words Anyway? Let Us Help You Get Started! Part 1 Introductions and Presentation Goals Goals for AAC Users a. Learn cause and effect Reasons why we communicate b. Communicate with peers 1) Naming and adults c. Learn Language 2) Greeting d. Initiate – not just respond 3) Commenting e. Make friends 4) Requesting Objects f. Social skills g. Learn educational content 5) Protesting h. Participate in class or 6) Requesting Information workplace 7) Responding i. Gain independence – say 8) Requesting Action what they want to say! 9) Responding to Request 10) Regulating Conversational Behavior 11) Relaying Past Events Commenting 12) Stating Greeting Naming Activity to Build Communication Responding Requesting Objects Protesting Requesting Information Requesting Action Making a Snack Reading a Book Suggested Activity https://saltillo.com/ 1 © 2020 PRC-Saltillo. Non-commercial reprint rights for clinical or personal use granted with inclusion of copyright notice. Commercial use prohibited; may not be used for resale. Contact PRC-Saltillo for questions regarding permissible uses. Understand the target Various ways to look at language development, but ultimately they lead us down the same path • Developmental Milestones • Language acquisition stages • Browns Stages How can we aim for the target? Use CORE VOCABULARY! Notes Core vocabulary is: o Reusable across contexts, o Made up of approximately 250-400 words that account for 80% of our utterances, and is the same across gender, age, topic, setting, and disability. o Includes pronouns, verbs, adjectives, questions, interjections, prepositions and adverbs. Which class of words is missing? ______________ https://saltillo.com/ 2 © 2020 PRC-Saltillo. Non-commercial reprint rights for clinical or personal use granted with inclusion of copyright notice. -
AAC Basics and Implementation: How to Teach Students Who “Talk with Technology”
AAC Basics and Implementation: How to Teach Students who “Talk with Technology” Paul Visvader MA CCC-SLP Assistive Technology Team, Boulder Valley School District, Boulder, CO ©2013 AAC Basics and Implementation: How to Teach Students who “Talk with Technology” “Augmentative or Alternative Communication (AAC) is any device, system, or method that improves the ability of a child with a communication impairment to communicate effectively.” Paul Visvader MA CCC-SLP © 2013 Assistive Technology Team, Boulder Valley School District, Boulder, CO Table of Contents Introduction ..................................................................................................................................... 3 Background ...................................................................................................................................... 4 Learning communication skills .................................................................................................. 4 Three levels of communicative abilities .................................................................................... 5 Augmentative and alternative communication (AAC) .............................................................. 5 AAC Evaluation ................................................................................................................................. 7 The “AAC Toolbox” (a general discussion) ....................................................................................... 8 AAC Setup and Implementation ................................................................................................... -
Classification of the Fricative and Occlusive Consonants According to the Place and the Mode of Articulation
International Journal of Electronics Communication and Computer Engineering Volume 9, Issue 1, ISSN (Online): 2249–071X Classification of the Fricative and Occlusive Consonants According to the Place and the Mode of Articulation Soufyane Mounir*, Karim Tahiry and Abdelmajid farchi Date of publication (dd/mm/yyyy): 03/03/2018 Abstract – In this article, we study the classification of Measurements on acoustic parameters that are reported for occlusive and fricatives consonants in standard modern the fricatives namely: spectral moments, F2onset Arabic for three different articulation sites: bilabial, alveolar frequency, locus equation, slope of the spectrum, location (dental) / interdental and velar. By calculating the four of spectral peaks, measurement of static and dynamic spectral moments after pretreatment of our speech signal, we amplitudes and the duration of the noise were based on can classify these consonants according to the place and the mode of articulation. discrete Fourier transforms [22 23 24]. They concluded that there is no invariance in the acoustic signal and, therefore, Keywords – A Fricative, Occlusive, Place of Articulation, the categorization of speech by the listeners requires a Spectral Moments massive integration of signals as well as mechanisms of compensation able to manage the contextual influences. I. INTRODUCTION Spinu and Lilley were interested in the classification of fricatives. For this, they examined two methods. From a Several methods can be adopted to improve the speech corpus of Romanian fricatives and for the coding of speech, recognition rate. Among these methods are the extraction of the first method is based on the comparison of two acoustic characteristics that are characterized by observation vectors measurements: the spectral moments and the cepstral determined by time methods such as linear predictive coefficients. -
Metathesis Is Real, and It Is a Regular Relation A
METATHESIS IS REAL, AND IT IS A REGULAR RELATION A Dissertation submitted to the Faculty of the Graduate School of Arts and Sciences of Georgetown University in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Linguistics By Tracy A. Canfield, M. S. Washington, DC November 17 , 2015 Copyright 2015 by Tracy A. Canfield All Rights Reserved ii METATHESIS IS REAL, AND IT IS A REGULAR RELATION Tracy A. Canfield, M.S. Thesis Advisor: Elizabeth C. Zsiga , Ph.D. ABSTRACT Regular relations are mathematical models that are widely used in computational linguistics to generate, recognize, and learn various features of natural languages. While certain natural language phenomena – such as syntactic scrambling, which requires a re-ordering of input elements – cannot be modeled as regular relations, it has been argued that all of the phonological constraints that have been described in the context of Optimality Theory can be, and, thus, that the phonological grammars of all human languages are regular relations; as Ellison (1994) states, "All constraints are regular." Re-ordering of input segments, or metathesis, does occur at a phonological level. Historically, this phenomenon has been dismissed as simple speaker error (Montreuil, 1981; Hume, 2001), but more recent research has shown that metathesis occurs as a synchronic, predictable phonological process in numerous human languages (Hume, 1998; Hume, 2001). This calls the generalization that all phonological processes are regular relations into doubt, and raises other -
Active with AAC
Active with AAC Reasons to Communicate One Word Two Words Three (+) Words Getting Wants/Needs Met Want I want I want that one Many children love to play board games! (requesting Need You need I need it But, you may be wondering what can I model and say while playing a board objects/activities/ That Put there Put it there game? There are plenty of core words you permission/attention, There Put on Put it on there can model while playing any board game etc., directing action/to Put Give that Give me that one you want! Check out the chart and our Tips stop, request help) Give Want that Help me open it to Engage, Expand, and Succeed! Help Help open Let’s play again Open Go + “color” Go to “color” Exchange Information Open Put on? I did it CORE WORDS (share and show objects, Like I do/did Put it there confirm/deny, request That You put Put in on here? Do I Give You information, etc.) There Need that I need that Go My Put What next? You need this one? Like Uh-oh On You win Open that one Lose Cool In I lose Let’s play more Need There Let’s Where put? I go next Put That Where Open that What is next? Want “Colors” What Let’s play I lose again Win Again Next I go I go again Social Closeness/Etiquette I My turn I did it MATERIALS (greet, take turns, You I go I go again comment, etc.) My You go Uh-oh! You lose Board Game You Turn I win Cool! I win! AAC User Go You lose Let’s play again AAC Device Win That cool That is “color” Lose Let’s play That was cool Uh-oh I do It’s my turn Colors That + “color” This is fun Model It on the AAC Device One Word: Tips to Engage, Expand, and Succeed: The most important thing to remember while you play is to keep it natural. -
Active with AAC
Active with AAC Reasons to Communicate One Word Two Words Three (+) Words Getting Wants/Needs Met Do Get it Put it in (requesting Make Put in Put in more Cooking, or baking, is a fun and functional objects/activities/ Put Need that Help me do it way to spend time with your child/client. permission/attention, Help Help me I need more And as a bonus, at the end, you get to enjoy eating what you made together! etc., directing action/to Need Give me I need that stop, request help) In Get more Put in that Take a look at all the things you can say and model while cooking. Enjoy! More Put more Need more that Get Do it Give it to me Exchange Information Like We make We are making CORE WORDS (share and show objects, Need How much? How much need? confirm/deny, request I We need How is it? Do Stop Get I information, etc.) You Put in Put it in Give You We Give it Put in more Help We Put Need help? Do you need help? Like More Stop Need more? Do you need more? Look In Give Need it I like it Make That More? Like it You can stop it Need How How You do We make that Put Yummy Make Look it It looks good! Social Closeness/Etiquette I I like I like it! MATERIALS (greet, take turns, You It in I do it comment, etc.) We We make You do it Recipe AAC Device Like Like it I put it in Ingredients You Turn My turn You did it Child/Client Do I do It looks good Good You do It is good! Yummy It good It is yummy! In It yummy We make it Model It on the AAC Device One Word: Tips to Engage, Expand, and Succeed: • Depending on your child/client and the recipe, it might be safest to use a low-tech board to keep the AAC device protected from liquids or other accidents while cooking. -
User's Guide for Dedicated Model
User’s Guide for Dedicated Model Saltillo Corporation 2143 Township Road 112 Millersburg, OH 44654 www.saltillo.com NOVA chat and VocabPC are trademarks of Saltillo Corporation. Microsoft and Windows are either registered trademarks or trademarks of Microsoft Corporation in the United States and/or other countries. Android is a trademark of Google Inc. Samsung and Galaxy Tab are registered trademarks of Samsung Electronics America, Inc. Android Market is a trademark of Google Inc. Neospeech is a trademark of Neospeech Inc. Loquendo is a trademark of Loquendo S.p.A. Ivona is Copyright © 2001-2010, IVO Software Sp.z o.o. Acapela is a trademark of Acapela Group PCS Symbols illustrations are copyright of Mayer-Johnson Co. Symbol Stix is copyright of News2You. "The Library of Character/Logo Symbols contained in this software is included free of charge, may be used solely for communication purposes and may not be sold, copied or otherwise exploited for any type of profit." WordPower and ChatPower is copyright of Inman Innovations My QuickChat 12 Adult is copyright of Talk To Me Technologies My QuickChat 12 Child is copyright of Talk To Me Technologies My QuickChat 8 Adult is copyright of Talk To Me Technologies My QuickChat 8 Child is copyright of Talk To Me Technologies My QuickChat 4 Child is copyright of Talk To Me Technologies NOVA chat Editor CD NOVA chat Editor, owned by Saltillo Corporation Microsoft Voices, owned by Microsoft Corporation Microsoft's agreement states: INSTALLATION AND USE RIGHTS. You may install and use one copy of the software on each computer on your premises that you use to exchange data and software with portable devices powered by a Microsoft operating system.