ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of the Secondary Stress in Teaching the English Rhythm
Author: Yurtbasi, Metin
Date: 2017-00-00
Type: Journal Articles
Subjects: Role,Phonology,Language Rhythm,Pronunciation,Syllables,Written Language,Pronunciation Instruction,Course Descriptions,English (Second Language),Second Language Learning,Second Language Instruction,Teaching Methods

In the phonological literature in English, which is a stress-timed language, the existence of at least three levels of stress is usually taken for granted. Words, phrases, utterances or sentences have a prominent element in one of their syllables, which usually correlates with a partner in the same unit, called the secondary stress. It so happens that in multi-syllable words or groups bearing more than two content words, there is also a tertiary stress. Function words neighbouring the content words are usually not stressed or they are reduced. In standard writing, the primary stress is indicated by an acute accent, the secondary stress by a grave accent while the lack of stress is not marked at all. This article proposes that the distinction between primary and secondary stress should have more prevalence in the pronunciation teaching curricula, as they expose the rhythm of English and convey the intended meaning clearly.
What&apos;s in a Name?--&quot;Zeynep&quot;, &quot;Zaynab&quot;, &quot;[Arabic characters]&quot; The Origin, the Meaning and the Variants of a Common Female Forename Used in Turkey and Elsewhere
Author: Yurtbasi, Metin
Date: 2016-11-00
Type: Journal Articles
Subjects: Semitic Languages,Turkish,Etymology,Diachronic Linguistics,Greek,Classical Languages,Contrastive Linguistics,Definitions,Morphemes,Foreign Countries

Forenames, identifying individuals have their meanings, origins and variants which are shared by different people and cultures around the world. Upon investigation, the female forename &quot;Zeynep&quot;, &quot;Zaynab&quot;, &quot;[Arabic characters]&quot;, one of the most common names in Turkey, is found to have its semitic or even Greek, Latin and Sanscrit roots affecting its various meanings. The Semitic root &quot;z+y+n&quot; (ornament) shared by Phoenician, Hebrew and Arabic languages gives the name the meaning of &quot;the father?s ornament&quot;. On the other hand the alternative &quot;Zenobia&quot; also comes from two Greek words, i.e. &quot;zeno&quot; (Zeus, god) and &quot;bio&quot; (life). The Sanscrit root &quot;div-&quot; deriving from Greek as Latin &quot;Deus&quot; (God) comes from Sanscrit root &quot;div-&quot; (sky). So this paper involving the common forename &quot;Zeynep&quot; in Turkish also enjoying many versions and different meanings in various languages sheds insight into the &quot;study of forenames&quot; (onomastics) by focusing on its etymological, historical and sociological features. We hope it will satisfy the curiosity of millions of people in Turkey and abroad bearing this name or its variants.
The French Phonological Corpus with Equivalents in English, German and Turkish, as Part of a New Multilingual Dictionary Project
Author: Yurtbasi, Metin
Date: 2017-12-00
Type: Journal Articles
Subjects: Dictionaries,French,Indo European Languages,Phonology,Computational Linguistics,German,Multilingualism,Turkish,English,Romance Languages,Phonetics,Lexicography

The aim of this article is to present to the reader a specific sampling from the French phonological terminology collected from relevant literature with their equivalents in English, German and Turkish. There has been so far many linguistic studies and publications in the French sound system both by French and foreign scholars in form of books, articles and glossaries. French is a member of the larger Romance language family and therefore shares many similarities with other Indo-European languages namely English, German and notably from its sisters such as Spanish and Italian. Therefore the French phonological corpus is composed of mostly cognates of its neighbours, but some are unique to the vernacular. French phonology has been much studied throughout its birth and the relevant literature has been scrutinized and both monolingual, bilingual even multilingual dictionaries have been published to provide such terminologies. A new project titled &quot;Multilingual Dictionary of Phonetics and Phonology&quot; contains a corpus of the most common 10,000 phonological items in English matching their counterparts in 26 world languages among them is French. This article presents only a sampling (letters A, B and C) providing the French corpus with equivalents only in three major languages, i.e. English, German and Turkish. The data coming in for this project in French 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 have meticulously searched for the best equivalents and in some cases coined unique terms as neologisms. The Project gathers so far the largest French phonological corpus in one collection and some of the items are presented first time in literature. The work is aimed to contribute to the ever growing French phonological lexicography with equivalents in such a vast group of language for the benefit of both French and foreign scholars studying this language in comparative methodology.
Learning about &quot;Family Relations&quot; in Turkey through Proverbs
Author: Yurtbasi, Metin
Date: 2015-00-00
Type: Journal Articles
Subjects: Proverbs,Family Relationship,Foreign Countries,Marriage,Spouses,Islamic Culture,Islam,Moral Values,Turkish,Parent Child Relationship,Grandparents

In Turkey, the family unit is regarded as the cornerstone of a healthy and balanced society. Family relations exhibited in Turkish proverbs deal with several aspects of married life and the persons making part of it. These include the functions of Husband and Wife, Mother, Father, Grandparents, Children, Grandchildren, and even In-laws and their relations with one another. Traditional values on Turkish family life based on Islamic moral standards have been upheld throughout generations by proverbs in this part of the world. While proverbs based on Qur'anic and prophetic teaching provide &quot;advice,&quot; &quot;warning,&quot; on one side, many mundane proverbs presenting &quot;observations and justifications based on popular wisdom and personal experiences&quot; teach morals in a unique format on the other. In this study, where only a sampling of 100 Turkish family proverbs are selected, such universal clichés as &quot;Marriage is a lottery,&quot; &quot;The apple does not fall from its bottom,&quot; &quot;Like mother like daughter,&quot; and &quot;As the twig is bent, the tree is inclined&quot; have been omitted as they exist in almost all cultures literally, and the unique Anatolian proverbs have been emphasized to give special regional flavor with a familiar tone to all.
Informed or Overwhelmed? A Legislative History of Student Loan Counseling with a Literature Review on the Efficacy of Loan Counseling. Research Report
Author: Klepfer, Kasey
Date: 2015-02-00
Type: Reports - Research
Subjects: Federal Legislation,Risk,Student Loan Programs,Student Financial Aid,Financial Aid Applicants,Counseling,Online Courses,Student Needs,Grants,At Risk Students,First Generation College Students,Low Income Groups,Loan Repayment,Access to Information,Delivery Systems

This report (the first in a series of five) explores congressional efforts to mitigate that risk and encourage informed borrowing by enacting statutes related to student loan counseling. After introducing the relevant contemporary policy context, it examines how federal rules governing student loan counseling evolved over time to embrace online counseling while expanding the list of specifically mandated topics. It also reviews literature relevant to financial counseling to outline the key considerations for effective student loan counseling. Considering the counseling statutes in light of these principles, the report suggests that mandated counseling efforts suffer from overly prescriptive legislation that does not properly account for borrower's needs and circumstances. Three appendices are included. [For the related reports, &quot;From Passive to Proactive: Understanding and Improving the Borrower Experience with Online Student Loan Exit Counseling. Research Report,&quot; see ED579880; &quot;A Time to Every Purpose: Understanding and Improving the Borrower Experience with Online Student Loan Entrance Counseling. Research Report,&quot; see ED579881; &quot;Above and Beyond: What Eight Colleges Are Doing to Improve Student Loan Counseling. Research Report,&quot; see ED579872; and &quot;Effective Counseling, Empowered Borrowers: An Evidence-Based Policy Agenda for Informed Student Loan Borrowing and Repayment. Research Report,&quot; see ED579879. This report was written with the assistance of Chris Fernandez, Carla Fletcher, and Jeff Webster.]
Applications for New Awards; Race to the Top--Early Learning Challenge; Notice. Federal Register, Part III. Department of Education, Department of Health and Human Services
Author: National Archives and Records Administration
Date: 2011-08-26
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Programs,Federal Aid,Federal Legislation,Educational Legislation,Educational Finance,Awards,Eligibility,Early Childhood Education,Financial Support,Scoring Rubrics,Program Administration,Public Agencies,Grants,State Programs

This Race to the Top--Early Learning Challenge Notice invites applications for new awards for fiscal year (FY) 2011 (Catalog of Federal Domestic Assistance (CFDA) Number: 84.412). To assist States in preparing the application and to respond to questions, the Department of Education (ED) and the Department of Health and Human Services (HHS) (collectively, the Departments) intend to host a Webinar with potential applicants on September 1, 2011, to review the requirements, selection criteria, and priorities for this competition. The Departments also plan to host a Technical Assistance Planning Workshop for potential applicants on September 13, 2011, in Washington, DC. Registration information and additional details for the September 1, 2011, Webinar; the September 13, 2011, workshop; and any other technical assistance events are on the Race to the Top-Early Learning (RTT-ELC) Web site. The full text of the announcement including funding opportunities description, award information, eligibility information, application and submission information, application review information, award administration information, and agency contact are included herein. Information on evidence and performance measures, scoring rubrics, participating state agency memorandum of understanding is also included.
Intertextualizing Interactive Texts for Critical Thinking: A South Korean EFL Experience
Author: Chandrasoma, Ranamukalage
Date: 2017-08-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Critical Thinking,Teaching Methods,Qualitative Research,Student Attitudes,Interviews,Listening Comprehension,College Students,Foreign Countries,Intervention,Classification,Case Studies,Oral Language,Educational Technology,Multimedia Materials

In the past three decades or so, the conceptual rigour of intertextuality has exercised enormous influence on pedagogical practices. In this context, intertextuality can also be used as a means of harnessing students' critical stances that are crucial for teaching language skills. Based on eight qualitative student interviews at a university in South Korea, this article introduces a case study in which EFL students develop their critical thinking by responding to an interactive (oral/visual) text in a listening comprehension/speaking class. Critical thinking is a specific learning outcome of this EFL program. A typology of intertextuality has also been introduced here to illustrate how various intertextual links can stimulate students' critical observation. The theoretical framework of this research is informed by the concept of intertextuality which prescribes that texts are populated with other texts, and that they have textual as well as contextual links with each other. As the findings of this empirical investigation demonstrate, Discourse emerging from intertextual resources could be utilized as a textual space where, with appropriate pedagogical intervention, students have immense opportunities for developing critical stances. (This article was submitted to &quot;Critical Inquiry in Language Studies.&quot;)
Student Writing, Teacher Feedback, and Working Online: Launching the Drive to Write Program
Author: Balu, Rekha
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Writing (Composition),Feedback (Response),Writing Instruction,Computer Uses in Education,Teacher Student Relationship,Revision (Written Composition),Public Schools,Urban Schools,High School Students,Secondary School Teachers,Writing Assignments,Program Implementation,Coaching (Performance),Faculty Development,Teaching Experience,History Instruction,Grade 9

The Drive to Write program was organized by New Visions for Public Schools (a New York City school support network that helps schools with professional development, data infrastructure, leadership training, certification, and more), and New Visions hopes it will lead to a new standard in writing instruction and student learning. New Visions is developing coaching and professional development methods meant to help teachers integrate writing into other subjects, and to encourage students to organize and revise their writing based on regular comments from teachers. Writing happens both in class and as part of homework. The program follows the adage that &quot;writing is rewriting.&quot; Drive to Write uses Google Classroom, part of a free suite of online tools called G Suite (formerly Google Apps for Education) that allow teachers to distribute assignments and to comment on and grade student writing electronically. New Visions has deployed these tools extensively in Drive to Write, with the idea that they will help teachers and students interact more often about writing, help students revise their work more regularly, help teachers tailor assignments to students' learning needs, and ultimately help students improve their writing. This brief describes what it takes to launch a program that integrates writing, teaching, and technology. It offers lessons from the 2016-2017 school year, which was spent developing and pilot testing the elements of the program. The program will be implemented and evaluated in full in 2017-2018, and the brief concludes with plans for the full evaluation, in which MDRC will evaluate how the program affects ninth-grade students' performance at the end of the 2017-2018 school year. This brief is not an assessment of fidelity to a finished model, but rather a chronicle of multiple teachers' experiences as the program was forming and an account of how coaches worked with teachers to develop the program.
Goal, Objectives, and Responsibilities. Competency-Based Education (CBE): Pathways to College, Career, and Life Ready Graduates
Author: Iowa Department of Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Program Implementation,Educational Objectives,Partnerships in Education,Career Readiness,State Legislation,Educational Legislation,Communities of Practice

In 2012 Senate File 2284 approved competency-based education (CBE). In 2013 House File 215 provided $100,000 to be used as grants to districts/schools participating in a collaborative effort toward CBE pathways for their students and a framework toward statewide implementation. The Iowa CBE Collaborative will engage in collaborative inquiry to investigate, develop, and implement competency-based educational pathways for their students and create a framework to guide the statewide implementation of CBE. This document outlines the: (1) Goal of the Collaborative; (2) Objectives of the Collaborative; (3) Initial roles and Responsibilities of Collaborative Partners; and (4) Collaborative Member Districts.
Dual-Credit/Dual-Enrollment Coursework and Long-Term College Success in Texas. Issue Brief
Author: Radunzel, Justine
Date: 2014-10-00
Type: Reports - Research
Subjects: Dual Enrollment,Advanced Placement Programs,School Statistics,Student Records,Student Characteristics,Academic Achievement,Achievement Gains,Success,Institutional Characteristics,Graduation Rate,Bachelors Degrees,Time to Degree,Academic Persistence,Program Effectiveness,College Entrance Examinations

This study was a cooperative effort of the Texas-ACT College Success Research Consortium, a research partnership between ACT and the following Texas four-year postsecondary institutions: (1) The University of Texas at Austin; (2) Texas A&amp;M University at College Station; (3) Texas A&amp;M University at Commerce; and (4) University of Texas--Pan American. In this study, researchers compared the short- and long-term college outcomes of incoming students who had and had not taken dual-credit/dual-enrollment courses in high school. Data for the study were provided by the four member institutions of the Texas-ACT College Success Research Consortium. Primary findings suggest that, compared to students with no dual credit, students entering college with dual credit are generally: (1) more likely to be successful in college, including completing a bachelor's degree in a more timely manner; and (2) as likely to earn a grade of B or higher in subsequent courses taken in college. Moreover, among dual-credit students: (1) Those entering college with a greater number of dual-credit hours are more likely to progress toward a degree and complete a bachelor's degree in a timely manner, and they do so without accumulating a substantially greater number of credit hours by graduation; and (2) Their chances of college success do not differ between those who take most of their dual-credit coursework through a two-year institution and those who take most through a four-year institution.
Majors Matter: Differences in Wages over Time in Texas
Author: Schneider, Mark
Date: 2016-07-00
Type: Numerical/Quantitative Data
Subjects: Salary Wage Differentials,Majors (Students),College Graduates,Outcome Measures,Credentials,Bachelors Degrees,Associate Degrees,Certification,Masters Degrees,Graduation Rate,Educational Benefits,Outcomes of Education

The Texas Higher Education Coordinating Board (THECB) has developed an extensive data system that captures the wages earned by graduates of public colleges and universities, by major. The board then makes those data available, providing a highly detailed look at the wages of completers at various points between 1 and 10 years after attaining a postsecondary credential. Through its partnership with College Measures, THECB ensures that its rich data on the wage outcomes of students are not merely available, but that the data can be used to inform real-world decisions. The website for College Measures Texas (tx.edpays.org) allows students to learn about wage outcomes by major, both within and across institutions. The data also allow students to compare the returns on different levels of credentials. This report highlights key findings from College Measures' look at the wages earned by completers from public colleges and universities in Texas. The report focuses on the wage outcomes associated with different &quot;levels&quot; of postsecondary credentials 1 and 10 years after completion and the wage outcomes across different majors. Students can use this information to make better informed decisions about what to study and where to study it, about which level of degree may be best for their goals and aspirations, and about how much money to borrow to help finance their education.
Impoliteness in EFL: Foreign Language Learners&apos; Complaining Behaviors across Social Distance and Status Levels
Author: Wijayanto, Agus
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Learning,English (Second Language),Negative Attitudes,Emotional Response,Social Status,Interpersonal Communication,Speech Acts,College Students,Antisocial Behavior,Language Usage,Criticism,Discourse Analysis

A growing body of literature has investigated impoliteness in many domains. Nevertheless, little research has examined impoliteness done by foreign language learners. Impoliteness used in interlanguage complaints by English as a foreign language learners was observed. The effects of interlocutors' different status levels and social distance on the use of impoliteness were analyzed. Empirical data were elicited by means of oral discourse completion tasks from 50 Indonesian English as a foreign language learners in Central Java, Indonesia. The overall direction of the findings showed trends that status levels and social distance between interlocutors prompted different frequencies and strategies of impoliteness. The frequent use of impolite complaints was instigated by a number of factors such as the learners' understanding about the speech act in question, their perceptions on the social distance and status levels of interlocutors, and the nature of the research instrument.
Accelerated Curriculum &amp; College Credit Opportunities
Author: Oregon Department of Education
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Acceleration (Education),College Credits,Dual Enrollment,Educational Trends,Advanced Placement Programs,Vocational Education,Academic Education,Tech Prep,Distance Education,College Readiness,High School Students

Young people are entering college at increasingly higher rates, yet many are under-prepared for the academic challenges they encounter. Educators and policy makers are calling for increased educational opportunities that prepare all students for the rigors of postsecondary education. Accelerated learning opportunities foster smoother and more successful transitions from high school to college while allowing students to earn dual credit (a course or program where high school students can earn both high school and postsecondary credit for the same course). Accelerated learning opportunities can: (1) Prepare students for the challenges of college through a rigorous high school curriculum; (2) Engage seniors by offering interesting, challenging and college credit-bearing courses; (3) Provide students with skills and experiences to ensure student success in transition to college and credential acquisition; (4) Reduce students' college tuition expenditures and shorten the time to degree completion; and (5) Increase communication, collaboration, and curricular alignment between secondary and postsecondary systems. Beginning as early as the 1960s, Oregon educators have been bridging K-12 and postsecondary education through accelerated learning options. A variety of credit options are offered in Oregon including: (1) Advanced Placement (AP); (2) International Baccalaureate (IB); (3) Dual credit; (4) Expanded Options; (5) Career and Technical Education (CTE) Programs of Study; and (6) Tech Prep. This publication reports from the National Center for Educational Statistics, 2005; and presents information reflecting national trends which are supported by the findings in the Oregon Dual Credit Study of 2010. Currently there are 17 community colleges and four Oregon university system institutions that offer dual credit options. Postsecondary institutions review high school courses for content, continuity, and college-level appropriateness. Accelerated curriculum &amp; college credit programs are presented in table form and arranged according to the following column headings: Program title, State Program, Program Standards, Federal National International Program, Authority, Funding, Location, Transcripted Credits, Data Reporting Venue, and Cost to Students. Contact information for programs is provided.