ethanporcaro/eric-fulltext-meta huggingface dataset:
State of Student Aid and Higher Education in Texas, 2017
Author: Fernandez, Chris
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Higher Education,State Aid,Financial Services,Student Loan Programs,Demography,College Students,Paying for College,Student Costs,Information Sources,Grants,Educational Needs,Labor Needs,Educational Attainment,Graduation Rate,Loan Default,Loan Repayment,Financial Policy,Federal Aid,College Readiness,Student Characteristics,Profiles

The Texas Guaranteed Student Loan Corporation (TG) offers critical support to schools, students, and borrowers at every stage of the federal student aid process--from providing information on how to pay for a higher education, including financial aid options, to facilitating successful loan repayment after graduation. As part of that support, this report presents TG's latest issue of &quot;State of Student Aid and Higher Education in Texas.&quot; This publication offers Texas policymakers, their staff members, and members of the student financial aid community an overview of key facts that describe student financial aid in Texas. The report is divided into the following sections: (1) Texas Demographics; (2) Texas College Readiness; (3) Profile of Texas College Students; (4) Cost of Education and Sources of Aid in Texas; (5) Grant Aid and Net Price in Texas; (6) Loans; (7) Need and Work; (8) Texas College Attainment; (9) Delinquencies, Defaults, and Collections; and (10) Texas Higher Education &amp; Student Debt Policy. [For the 2016 report, &quot;State of Student Aid and Higher Education in Texas, 2016,&quot; see ED569986.]
Transfer Students, Financial Aid, and a New Perspective on Undermatching. Research Report
Author: Fernandez, Chris
Date: 2014-03-00
Type: Reports - Research
Subjects: Research Reports,Transfer Students,Financial Aid Applicants,Demography,Academic Achievement,Time to Degree,Federal Aid,Student Participation,Institutional Characteristics,Grants,Enrollment Management,Predictor Variables,Employment Potential,Salary Wage Differentials,Higher Education,Student Loan Programs,Debt (Financial),Regression (Statistics)

In December 2012, the Texas Guaranteed Student Loan Corporation (TG) released a report outlining an unexpected set of conclusions. Citing data from the U.S. Department of Education's Baccalaureate and Beyond (B&amp;B) study, the report found that, among students who earned bachelor's degrees during the 2007-2008 academic year (AY) and borrowed student loans, those who first enrolled at public two-year institutions (community colleges) and then transferred had unexpectedly high levels of cumulative student loan debt relative to students who had first enrolled at the same institution that later granted them a bachelor's degree (&quot;natives&quot;). At public universities, the median transfer student (&quot;transfer&quot;) had borrowed only $100 less than the median native student since beginning postsecondary education, while at private, nonprofit universities, the median transfer student borrowed a full $2,000 more. This follow-up report describes the research that was conducted to reach these conclusions. It provides a counterfactual descriptive analysis of demographic and behavioral variables that have a hypothetical connection to borrowing and/or grant awards, followed by a set of regression models. While this counterfactual analysis fails to provide an accurate assessment of relationships between background variables and borrowing, it is included in order to demonstrate the methodological pitfalls of purely descriptive research and the extent to which covariance and institutional factors complicate patterns and require regression analysis. Regression models control for the covariance that prevents deriving clear results from the descriptive analysis while also taking institutional factors into account. Institutional factors are examined further using Integrated Postsecondary Education Data System (IPEDS) data, which suggests that enrollment patterns account for only part of the independent reduction in grant aid associated with transfer. After presenting these analyses, the report summarizes key conclusions and briefly offers suggested implications for students, counselors, and policymakers.
Addressing the Importance and Scale of the U.S. Teacher Shortage. UCEA Policy Brief 2018-1
Author: Castro, Andrene
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,State Policy,Labor Market,Faculty Mobility,Change Strategies,Regional Characteristics

Teacher shortages pose a major challenge for state policy makers, district leaders, and school leaders. Importantly, however, the severity of the shortage differs by the particular dynamics of state- and local- teacher labor markets with some regions and states experiencing more severe shortages than others. This brief examines the elements of the shortage of teachers and concludes with recommendations for policymakers at all levels of the education system.
Teaching Sentential Intonation through Proverbs
Author: Yurtbasi, Metin
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,English (Second Language),Sentences,Intonation,Proverbs,Suprasegmentals,Language Universals,Pronunciation Instruction,Language Rhythm,Articulation (Speech)

Suprasegmental elements such as &quot;stress,&quot; &quot;pitch,&quot; &quot;juncture&quot; and &quot;linkers&quot; are language universals that are uttered naturally in the mother tongue without prior training but need to be learned systematically in the target language. Among other techniques of &quot;sentential pronunciation teaching&quot; to second language (L2) students, exercises with proverbs in the target language can be utilized effectively to acquire natural rhythm and articulation. By addressing a natural interest in traditional wisdom and common sense, proverbs in the target language benefit students with their grammatical and lexical importance and can be used to produce acceptable pronunciation and intonation in the new language. Going that one step further from word stress to sentential intonation by working on broad transcriptions, pronunciation teachers may produce a crystal pronunciation contributing to better communication. Keywords: primary stress, secondary stress, sentential intonation, pitch, juncture.
The Phenomenon of Unduly Hardening [C] (Palatal Stop) to [K] (Velar Stop) in Turkish Speech and Its Remedy through Minimal Pairs
Author: Yurtbasi, Metin
Date: 2016-08-00
Type: Journal Articles
Subjects: Turkish,Speech Communication,Pronunciation,Phonemes,Metalinguistics,Semitic Languages,Etymology,Language Variation,Language Attitudes,Teaching Methods,Vowels,Foreign Countries

The voiceless allophones of (alveolo) palatal stop consonant [c] and velar stop consonant [k] of the phoneme /k/ represented by the letter &quot;K&quot; exists in almost all languages of the world. Which of these will be sounded in speech is determined by the type of the vowel that are adjacent to them. In Turkish, the dark variant [k] occurs mainly in words deriving from Arabic origin containing the letter &quot;qaf&quot;, whereas the soft/clear variant [c] from those containing &quot;kef&quot;. Some Turks who are not very careful with their speech, sound the standard soft sound [c] unduly like the harder one [k] for no apparent reason. The words such as &quot;dükkan&quot; (store) or &quot;kase&quot; (bowl) are pronounced by such speakers with the harder allophone [k] rather than the standard soft [c] as expected. Although this discrepancy does not hinder communication, it is considered substandard by the educated, and cause embarrassment. In order to remedy this deviation, the author suggests an awareness of the individual occurrences of such allophones, and as a remedial therapy a &quot;minimal pairs&quot; technique to help such speakers bring their practice to the acceptable norms of modern, educated spoken Turkish.
A Multilingual Dictionary Also Containing Qazaq Terminology in Phonetics and Phonology
Author: Yurtbasi, Metin
Date: 2017-12-00
Type: Journal Articles
Subjects: Multilingualism,Phonetics,Phonology,Sampling,Russian,English,Turkish,Dictionaries,Comparative Analysis,Turkic Languages,Linguistic Borrowing,Computational Linguistics

The aim of this article is to present to the reader a sampling (860 items) from the Qazaq phonological terminology with their equivalents in Russian, English and Turkish. There has been many linguistic studies and publications in the Qazaq sound system both by Qazaq and foreign scholars in form of books, articles and glossaries. Qazaq is a member of the larger Turkic language family and therefore shares many similarities with other Turkic languages maintaining also some local elements. The terms in the Qazaq phonological corpus are mostly the creation of the vernacular. But some are also borrowings from Russian terms (derivatives of Latin and Greek origin) and the neighboring Turkic languages notably from Turkish. Literature on the Qazaq sound system both in local and other languages provide ample terminology sometimes with their equivalents in other major languages. Especially those published abroad, i.e., Russia, China, Turkey, etc., compare such items with equivalents in others. A new project titled &quot;Multilingual Dictionary of Phonetics and Phonology&quot; contains a corpus of the most common 10,000 phonological terms in English matching their counterparts in 26 languages among them is Qazaq. The data coming in for Qazaq are not only part of published literature and glossaries but also the result of dedicated efforts on the part of the scholars interested in the Project who meticulously search for the best equivalents and in some cases coin their own neologisms. Most of the Qazaq terminology presented in this paper appear the first time in literature as a bid to contribute to the ever-growing Qazaq phonological lexicography for the benefit of both Qazaq and foreign scholars studying the sound system of this language.
Sura Yusuf in Full IPA (Segmental-Suprasegmental) Transcription with English Translation
Author: Yurtbasi, Metin
Date: 2016-11-00
Type: Journal Articles
Subjects: Translation,Semitic Languages,Vowels,Islam,Muslims,Written Language,Correlation,Grammar,Alphabets,Orthographic Symbols,Morphemes,Graphemes,Phonology,Teaching Methods,Second Language Learning,Second Language Instruction,Languages for Special Purposes,English (Second Language),Suprasegmentals

The greatest difficulty in reading Arabic script for nonnatives is the absence of short vowels. The correlation of 28 consonants with sounds poses no great difficulty. In Arabic, there are six vowel phonemes which are voiced only by three letters with help of some relevant diacritical marks (?arakat). As the bulk of Arabic publications is written without such marks, foreign readers are at a loss to read the written work intelligibly unless they are familiar with the grammar of the language. Especially practicing Muslims who are required to read the Islamic Scripture Qur'an even without a deep knowledge of its language are unable to produce acceptable articulation. In order to meet the needs of such nonnative believers and the learners of the Arabic language, many attempts have been made to transliterate (romanize) the texts replacing letters with their close equivalents in the Latin alphabet by some modifications. Although this method has helped somewhat in decoding the consonants, the issue of vowel representation has always been an unresolved issue. The IPA advocates suggested corresponding vowels from its files and that seems to have solved at least the segmental part of the problem. However, knowing that the overall speech intelligibility lies more with prosody, i.e. proper rhythm and intonation, the author believes that markings relating to such features should also be added to the transcription. This article presents an innovative approach to Arabic transcription using a pattern on a popular scriptural text, i.e. the &quot;Surah Yousuf&quot; the first time ever in literature. First the grapheme-morpheme transcription of the text with &quot;i'rab&quot; has been used according to ALA-LC transcription. After the meaning chunks have been further separated by pause signs, word stress levels and linking cases were also marked. Thus it is hoped that a more intelligible Arabic IPA transcription is reached for those interested in reading and teaching to read Arabic script clearly for personal or scholarly purposes.
Contrastive Suprasegmental Features on English and Arabic IPA Transcription of Surah Al Ya Sin
Author: Yurtbasi, Metin
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Semitic Languages,Written Language,Islam,Muslims,Grammar,Pronunciation,Reading Processes,Difficulty Level,Correlation,Phonemes,Second Language Learning,Vowels,Intonation,Suprasegmentals,Speech Communication,Language Rhythm,Phoneme Grapheme Correspondence,Translation,Phonology,English (Second Language),Second Language Instruction,Teaching Methods

The greatest difficulty in reading Arabic script for nonnatives has long been considered as the absence of short vowels, however there is more to be dealt with. While the correlation of 28 Arabic consonants pose no great difficulty in deciphering the script, the six vowel phonemes voiced only by three letters even with help of some relevant diacritical marks (?arakat) do not satisfy the needs of nonnatives. As the bulk of Arabic publications is written without such marks, foreign readers are at a loss to read the written work intelligibly unless they are familiar with the grammar of the language. Especially practicing Muslims who are required to read the Islamic Scripture Qur'an even without a deep knowledge of its language are unable to produce acceptable pronunciation. In order to meet the needs of such nonnative believers and the learners of the Arabic language, many attempts have been made to transliterate (romanize) the texts replacing letters with their close equivalents in the Latin alphabet by some modifications. Although this method has helped somewhat in decoding the consonants, the issue of vowel representation has always been an unresolved issue. The IPA advocates suggested corresponding vowels from its files and that seems to have solved at least the segmental part of the problem. However knowing that the overall speech intelligibility lies more with prosody, i.e. proper rhythm and intonation, the author believes that markings relating to such features should also be added to the transcription. This article presents an innovative approach to Arabic transcription using a traditional pattern of transcription approach for English and other European languages and apply it on a popular scriptural text, i.e. the &quot;Surah Al Yasin.&quot; First original text was given as a reference to be followed by the Arabic grapheme-morpheme correlation with &quot;i'rab&quot; following the ALA-LC transcription/transliteration modelm. Later the meaning chunks in verses were separated by relevant pause signs; within them further word stress levels and linking cases were marked . The English translation was given in the same transcription pattern as a reference. Thus it is hoped that a more intelligible Arabic IPA transcription is reached for those interested in reading and teaching to read Arabic clearly for personal or scholarly purposes.
How Could Foreign Teachers in Turkey Pronounce Their Turkish Students&apos; Names Correctly
Author: Yurtbasi, Metin
Date: 2016-09-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Workers,Teachers,Pronunciation,Turkish,Naming,Identification,Phonetic Transcription,Alphabets,Phonology,Phonemes,Vowels,Suprasegmentals,Word Lists

Most of us have read Dale Carnegie's classic &quot;How to make friends and influence people&quot; in which he reveals the secret of human psychology: giving people the &quot;feeling of importance&quot; that they seek. He claims in that work that people feel more friendly toward those who allows them this feeling by caring about them and showing this by calling them by their names. He explains the reason for this by the age-old motto &quot;the sweetest music to anyone's ears is the sound of their own names.&quot; Likewise in Turkey, young students love best those teachers who call them by their names, and tend to remain indifferent to those who are aloof. Most foreign-born teachers who teach English in Turkish schools, although aware of the importance of communicating for better education, fail to grasp this missing link to their students' hearts by not pronouncing their students' names properly. Considering that Turkish is a difficult language to learn, they simply get by in their own particular mispronunciation or even worse by ridiculously nicknaming them. This practice naturally hurt their students' feelings, and causes negative consequences in the learning performance. To avoid this, it is suggested that such foreign-born teachers, not familiar with the Turkish language, should first consider that their students' names are part of their individual and cultural identity and they expect their teachers care for themselves as much as their names. If such teachers take some effort to learn the phonemic and stress features of the students' mother tongue, i.e. Turkish, and apply those principles on their students' names, they will make them feel happier and more comfortable with their relationship and motivate them in their performance. Names are specially selected in Turkey before given to children because of the valuable meanings they bear, and children are expected to live up to them throughout their lives. So it is natural that little ones at school also expect their teachers to respect their names. A case of mispronouncing their names or nicknaming them would only belittling their self-esteem and cause them react in their own way. So this paper presents to such teachers a special opportunity to review the basic Turkish pronunciation guide--the vowels, their soft and hard variants, combinations, the consonants, their clusters and especially primary and secondary stress patters with many examples. A listing of about 1000 most common Turkish boys and girls names with their meanings and IPA transcriptions are also given to help them be aware of such names and their significance for their students. After studying and practicing on them teachers will see for themselves the difference it makes for their relationship and the motivation this practice makes on their performance.
Correcting English Learner&apos;s Suprasegmental Errors
Author: Yurtbasi, Metin
Date: 2017-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Error Correction,Suprasegmentals,Pronunciation,Phonology,Models,Video Technology,Native Speakers,Oral Language,Teaching Methods,Intonation,Foreign Countries,Pronunciation Instruction

The main cause of pronunciation problems faced by EFL learners is their lack of a suprasegmental background. Most of those having oral comprehension and expression difficulties are unaware that their difficulty comes from their negligence of concepts of stress, pitch, juncture and linkers. While remedying stress problems, students should be taught the general rules, emphasising on primary and secondary stress, using various forms of pitch to give emotions to their utterances, taking shorter and longer pauses between meaningful thought chunks through junctures, and solidifying such suprasegmentals through constant exercises in dialogues as seen in model videos. Native speakers react more violently to unacceptable suprasegmental errors than segmental ones; thus, neglect of such important pronunciation elements risk harming the quality of communication. Learners of English should consider the good old cliche, &quot;It's not what you said, it's how you said it,&quot; if they want to have effective communication with their audience.
Techniques of Teaching Juncture
Author: Yurtbasi, Metin
Date: 2012-00-00
Type: Journal Articles
Subjects: Phonemes,Phonetics,Phonology,Teaching Methods,Speech Communication,Speech Skills,Classroom Techniques,Educational Strategies,English Instruction,Educational Practices

Juncture phonemes are very important sound structures in applied phonetics and phonology. Therefore, they must be taught properly to so that non-native students of English language can master the spoken form of the target language. In phonetics, they are the features in speech that enable a hearer to detect a beginning, word boundary, ups and downs, and end of utterances in relation to articulatory timing that refers to both the duration of and overlap among articulatory gestures during speech. The appropriate use of juncture is important for both the speakers and listeners for correct communication because juncture in phonetics phonetics juncture belongs to intonation which brings up appropriacy and intelligibility to the pronunciation and communication process. According to Roach (2009), since the position of juncture (or word boundary) can cause a perceptual difference, and therefore potential misunderstanding, it is usually recommended that learners of English should practice making and recognizing such differences.
How Did Oghuz Turks Actually Speak during the First Part of the 16th Century and Earlier (The Book of Dede Korkut Manuscript in IPA Transcription)
Author: Yurtbasi, Metin
Date: 2016-10-00
Type: Journal Articles
Subjects: Diachronic Linguistics,Turkish,Turkic Languages,Books,Moral Values,Life Style,Migrants,Islam,Beliefs,Cultural Background,Oral Tradition,History,Cultural Traits,Poetry,Story Telling,Folk Culture,Literary Genres,Phonemes,Suprasegmentals,Foreign Countries

The Oghuz Turks being in existence for many a millenia in Central Asia has a rich cultural heritage conveyed from generation to generation through oral tradition. The &quot;Book of Dede Korkut&quot; discovered in 1815 in Dresden Royal Library by H. F. von Diez sheds light to an important part of that culture. That precious historic literary masterpiece in fact has proved to be the most famous among all the epic stories of the Oghuz Turks. The stories found there carry morals and values significant to the social lifestyle of the nomadic Turkic peoples and both their islamic and pre-Islamic beliefs. The book's mythic narrative is part of the cultural heritage of all the Turkic countries, including Turkey, Azerbaijan, Turkmenistan, Kazakhstan and to a lesser degree Kyrgyzstan. Until the Book of Dede Korkut was put on record, the events depicted there had survived in the oral tradition, at least from the 9th and 10th centuries. The stories were in prose, partly peppered with poetic passages. The stories are told in the Azerbaijani language and easily recognizable by modern Istanbul Turkish speakers. One can see there vividly the overall similarity between the language of those days that is used in current use proving that nothing has changed much in folk Turkish throughout the Turkic lands ever since the Oghuz Turks migrated towards western Asia and eastern Europe beginning in the 9th century. One can also tell by this record that the epic genre endured in the oral tradition of Turks after they settled in Anatolia. The book of Dede Korkut was published on many occasions after the manuscript was discovered both in original Ottoman and later in modernized Turkish versions and in modern transliterations in other languages thus making the book known throughout the world. With the notation technology has developed and we now have a new system called the IPA transcription which allows to record and reproduce even the minutest details of speech, i.e. phonemic variants and stress features of the language spoken centuries ago. This paper presents both to scholars and laymen, the first time ever, a full-scale IPA transcription (and not a translatiteration) of Dede Korkut's Wild Dumrul tale as a portion of the whole text. The IPA transcription bears full segmental and suprasegmental features to bring to life the phonetic details of the language spoken at least five hundred years ago and much earlier among the forefathers of today's Oghuz Turks.