Podcasts about Prosody

Have you ever had a peak experience? Did you ever try to tell someone about it? Also, how good is your singing voice? If you're a native speaker of a tonal language like Mandarin, you may have an excellent singing voice (or at least, you're more likely to pass a test for perfect pitch, according … Continue reading Episode 106 Prosody and peak experiences

Author and Artist Kaz Windness joins Shannon to talk about her newest children's book "Bitsy Bat, Team Star" which will be released on February 4th, 2025. Kaz Windness is the Geisel award-winning, genre crossing illustrator and author of funny heart-warming books for young readers. Proudly neurodivergent (ASD/ADHD), Kaz specializes in character-driven books celebrating inclusivity, grit and kindness. Her many books include "Swim, Jim!", "Worm and Caterpillar are Friends", "When You Love a Book", and "Bitsy Bast, School Star".She is a professor of illustration at the Rocky Mountain College of Art + Design and founder of the Cuddlefish Academy, where she inspires students to tell stories with pictures. Kaz lives in Colorado with her English teacher husband, two teen children and a bunny obsessed Boston Terrier named Remy. Kaz loves making deep dish pizza from scratch and sketching animals in the zoo. Today's jargon is PROSODY.

How to Sound American By Linking Words for Smoother Prosody - Part 3 In this video, we will discuss how to link words in speech to sound more natural when you speak. For more information, please visit https://www.clarityaccent.com

How to Sound American By Linking Words for Smoother Prosody- Part 2 In this video, we will discuss how to link words in speech to sound more natural when you speak. For more information, please visit https://www.clarityaccent.com

How to Sound American By Linking Words for Smoother Prosody - Part 1 In this video, we will discuss how to link words in speech to sound more natural when you speak. For more information, please visit https://www.clarityaccent.com

Send me a Text Message here.WHAT?! I'm gob smacked!There are moments when our whole perspective is changed. We usually remember those moments vividly.Sharon Neumann Solow shares one such moment that stayed with her for a long time as she perfected and developed the concepts she realized at that time. It culminated in the publishing of her latest book, Powerful Interpreting: Build Your Skills in 5 Steps. Learn of that moment and more about the new book in this episode.LINKS mentioned:IW Community Discount until Dec 31, 11:59:59pm.10-50% OFF workshops, seminars. Earn CEUs, CPD, and professional development hours.And much more.Sharon's new book! (Use promo code IWCurry for 10% Discount.)Give a note to ask for a signed copy!Support the showDon't forget to tell a friend or colleague! Click below! IW Community Buy Me a Coffee Get extras with a subscription! Share the PODCAST Listen & follow on many other platforms. Send me a voicemail! [TRANSCRIPTS ARE HERE] Thanks for listening. I'll see you next week.Take care now.

Prosody Review -- The Prosody Pyramid -- Part 2 In this video, we will be reviewing how to speak with the prosody of an American. We will discuss the 'Prosody Pyramid' and whether that can help you learn to speak English more natuarally. For more information, please visit www.clarityaccent.com (http://www.clarityaccent.com)   To learn more about the Prosody Pyramid, visit: https://youtu.be/BPmjGHdK5v8?si=RH_baQwf81Rbl_no

Prosody Review -- The Prosody Pyramid -- Part 1 In this video, we will be reviewing how to speak with the prosody of an American. We will discuss the 'Prosody Pyramid' and whether that can help you learn to speak English more natuarally. For more information, please visit www.clarityaccent.com   To learn more about the Prosody Pyramid, visit:  https://youtu.be/BPmjGHdK5v8?si=RH_baQwf81Rbl_no

Sara Bradford aka SJ Childs joins Shannon to talk about the SJ Childs Global Network and the upcoming International Autism Summit. For more information about the summit visit: https://sjchilds.org/ SJ Childs LLC is committed to bringing value to the community through education, resources, and building a community of inclusion, and understanding for Autism. sjchilds.org Shannon also shares the jargon of the day: Prosody.

Rounding Up Season 2 | Episode 15 – Making Sense of Story Problems Guest: Drs. Aina Appova and Julia Hagge Mike Wallus: Story problems are an important tool that educators use to bring mathematics to life for their students. That said, navigating the meaning and language found in story problems is a challenge for many students. Today we're talking with Drs. Aina Appova and Julia Hagge from [The] Ohio State University about strategies to help students engage with and make sense of story problems.  Mike: A note to our listeners. This podcast was recorded outside of our normal recording studio, so you may notice some sound quality differences from our regular podcast. Mike:   Welcome to the podcast, Aina and Julia. We're excited to be talking to both of you.  Aina Appova: Thank you so much for having us. We are very excited as well.  Julia Hagge: Yes, thank you. We're looking forward to talking with you today.   Mike: So, this is a conversation that I've been looking forward to for quite a while, partly because the nature of your collaboration is a little bit unique in ways that I think we'll get into. But I think it's fair to describe your work as multidisciplinary, given your fields of study.  Aina: Yes, I would say so. It's kind of a wonderful opportunity to work with a colleague who is in literacy research and helping teachers teach mathematics through reading story problems.  Mike: Well, I wonder if you can start by telling us the story of how you all came to work together. And describe the work you're doing around helping students make sense of word problems.  Aina: I think the work started with me working with fifth-grade teachers, for two years now, and the conversations have been around story problems. There's a lot of issues from teaching story problems that teachers are noticing. And so, this was a very interesting experience. One of the professional development sessions that we had, teachers were saying, “Can we talk about story problems? It's very difficult.” And so, we just looked at a story problem. And the story problem, it was actually a coordinate plane story problem. It included a balance beam, and you're supposed to read the story problem and locate where this balance beam would be. And I had no idea what the balance beam would be. So, when I read the story, I thought, “Oh, it must be from the remodeling that I did in my kitchen, and I had to put in a beam, which was structural.”  Aina: So, I'm assuming it's balancing the load. And even that didn't help me. I kept rereading the problem and thinking, “I'm not sure this is on the ceiling, but the teachers told me it's gymnastics.” And so even telling me that it was gymnastics didn't really help me because I couldn't think, in the moment, while I was already in a different context of having the beam, a load-bearing beam. It was very interesting that—and I know I'm an ELL, so English is not my first language—in thinking about a context that you're familiar with by reading a word or this term, “balance beam.” And even if people tell you, “Oh, it's related to gymnastics”—and I've never done gymnastics; I never had gymnastics in my class or in my school where I was. It didn't help. And that's where we started talking about underlying keywords that didn't really help either because it was a coordinate plane problem. So, I had to reach out to Julia and say, “I think there's something going on here that is related to reading comprehension. Can you help me?” And that's how this all started. ( chuckles ) Julia: Well, so Aina came to me regarding her experience. In fact, she sent me the math problem. She says, “Look at this.” And we talked about that. And then she shared frustration of the educators that she had been working with that despite teaching strategies that are promoted as part of instructional practice, like identifying mathematical keywords and then also reading strategies have been emphasized, like summarizing or asking questions while you're reading story problems. So, her teachers had been using strategies, mathematical and also reading, and their students were still struggling to make sense of and solve mathematical problems. Aina's experience with this word problem really opened up this thought about the words that are in mathematical story problems. And we came to realize that when we think about making sense of story problems, there are a lot of words that require schema. And schema is the background knowledge that we bring to the text that we interact with.  Julia: For example, I taught for years in Florida. And we would have students that had never experienced snow. So, as an educator, I would need to do read alouds and provide that schema for my students so that they had some understanding of snow. So, when we think about math story problems, all words matter—not just the mathematical terms, but also the words that require schema. And then when we think about English learners, the implications are especially profound because we know that, that vocabulary is one of the biggest challenges for English learners. So, when we consider schema-mediated vocabulary and story problems, this really becomes problematic. And so, Aina and I analyzed the story problems in the curriculum that Aina's teachers were using, and we had an amazing discovery.  Aina: Just the range of contexts that we came across from construction materials or nuts and bolts and MP3 players—that children don't really have anymore, a lot of them have a phone—to making smoothies and blenders, which some households may not have. In addition to that, we started looking at the words that are in the story problems. And like Julia said, there are actually mathematics teachers who are being trained on these strategies that come from literacy research. One of them was rereading the problem. And it didn't matter how many times I reread the problem or somebody reread it to me about the balance beam. I had no kind of understanding of what's going on in the problem. The second one is summarizing. And again, just because you summarized something that I don't understand or read it louder to me, it doesn't help, right? And I think the fundamental difference that we solve problems or the story problems … In the literacy, the purpose of reading a story is very different. In mathematics, the purpose of reading a story is to solve it, making sense of problems for the purpose of solving them. The three different categories of vocabulary we found from reading story problems and analyzing them is there's “technical,” there's “sub-technical” and there's “non-technical.” I was very good at recognizing technical words because that's the strategy that for mathematics teachers, we underline the parallelogram, we underline the integer, we underline the eight or the square root, even some of the keywords we teach, right? Total means some or more means addition.  Mike: So technical, they're the language that we would kind of normally associate with the mathematics  that are being addressed in the problem. Let's talk about sub-technical because I remember from our pre-podcast conversation, this is where some light bulbs really started to go off, and you all started to really think about the impact of sub-technical language.  Julia: Sub-technical includes words that have multiple meanings that intersect mathematically and other contexts. So, for example, “yard.” Yard can be a unit of measurement. However, I have a patio in my backyard. So, it's those words that have that duality. And then when we put that in the context of making sense of a story problem, it's understanding what is the context for that word and which meaning applies to that? Other examples of sub-technical would be table or volume. And so, it's important when making sense of a story problem to understand which meaning is being applied here. And then we have non-technical, which is words that are used in everyday language that are necessary for making sense of or solving problems. So, for example, “more.” More is more. So, more has that mathematical implication. However, it would be considered non-technical because it doesn't have dual meanings.  Julia: So, by categorizing vocabulary into these three different types, [that] helped us to be able to analyze the word problems. So, we worked together to categorize. And then Aina was really helpful in understanding which words were integral to solving those math problems. And what we discovered is that often words that made the difference in the mathematical process were falling within the sub-technical and non-technical. And that was really eye-opening for us. Mike: So, Aina, this is fascinating to me. And what I'm thinking about right now is the story that you told at the very beginning of this podcast, where you described your own experience with the word problem that contained the language “balance.” And I'm wondering if you applied the analysis that you all just described with technical and sub-technical and the non-technical, when you view your own experience with that story problem through that lens, what jumps out? What was happening for you that aligns or doesn't align with your analysis?  Aina: I think one of the things that was eye-opening to me is, we have been doing it wrong. That's how I felt. And the teachers felt the same way. They're saying, “Well, we always underline the math words because we assume those are the words that are confusing to them. And then we underline the words that would help them solve the problem.” So, it was a very good conversation with teachers to really, completely think about story problems differently. It's all about the context; it's all about the schema. And my teachers realize that I, as an adult who engages in mathematics regularly, have this issue with schema. I don't understand the context of the problem, so therefore I cannot move forward in solving it. And we started looking at math problems very differently from the language perspective, from the schema perspective, from the context perspective, rather than from underlining the technical and mathematical words first. That was very eye-opening to me.   Mike: How do you think their process or their perspective on the problems changed either when they were preparing to teach them or in the process of working with children?  Aina: I know the teachers reread a problem out loud and then typically ask for a volunteer to read the problem. And it was very interesting; some of the conversations were how different the reading is. When the teacher reads the problem, there is where you put the emotion, where the certain specific things in the problem are. Prosody?  Julia: Yes, prosody is reading with appropriate expression, intonation, phrasing.  Aina: So, when the teacher reads the problem, the prosody is present in that reading. When the child is reading the problems, it's very interesting how it sounds. It just sounds the word and the next word and the next word and the next word, right? So that was kind of a discussion, too. The next strategy the math teachers are being taught is summarizing. I guess discussing the problem and then summarizing the problem. So, we kind of went through that. And once they helped me to understand in gymnastics what it is, looking up the picture, what it looks like, how long it is, and where it typically is located and there's a mat next to it, that was very helpful. And then I could then summarize, or they could summarize, the problem. But even [the] summarizing piece is now me interpreting it and telling you how I understand the context and the mathematics in the problem by doing the summary. So, even that process is very different. And the teacher said that's very different. We never really experience that.  Mike: Julia, do you want to jump in?  Julia: And another area where math and reading intersect is the use of visualization. So, visualization is a reading strategy, and I've noticed that visualization has become a really strong strategy to teach for mathematics, as well. We encourage students to draw pictures as part of that solving process. However, if we go back to the gymnastics example, visualizing and drawing is not going to be helpful for that problem because you are needing a schema to be able to understand how a balance beam would situate within that context and whether that's relevant to solving that word problem. So, even though we are encouraging educators to use these strategies, when we think about schema-mediated vocabulary, we need to take that a step further to consider how schema comes into play and who has access to the schema needed, and who needs that additional support to be able to negotiate that schema-mediated vocabulary.  Mike: I was thinking the same thing, how we often take for granted that everyone has the same schema. The picture I see in my head when we talk about balance is the same as the picture you see in your head around balance. And that's the part where, when I think about some of those sub-technical words, we really have to kind of take a step back and say, “Is there the opportunity here for someone to be profoundly confused because their schema is different than mine?” And I keep thinking about that lived experience that you had where, in my head I can see a balance beam, but in your head you're seeing the structural beam that sits on the top of your ceiling or runs across the top of your ceiling.  Aina: Oh yeah. And at first, I thought the word “beam” typically, in my mind for some reason, is vertical.  Mike: Yeah. Aina: It's not horizontal. And then when I looked at the word balance, I thought, “Well, it could balance vertically.” And immediately what I think about is, you have a porch, then you see a lot of porches that balance the roof, and so they have the two beams …  Mike: Yes! Aina: … or sometimes more than that. So, at no point did I think about gymnastics. But that's because of my lack of experience in gymnastics, and my school didn't have the program. As a math person, you start thinking about it and you think, “If it's vertically, this doesn't make any sense because we're on a coordinate plane.” So, I started thinking about [it] mathematically and then I thought, “Oh, maybe they did renovations to the gymnasium, and they needed a balance beam.” So, I guess that's the beam that carries the load.  Aina: So, that's how I flipped, in my mind, the image of the beam to be horizontal. Then the teachers, when they told me it's gymnastics, that really threw me off, and it didn't help. And I totally agree with Julia. You know when we do mathematics with children, we tell them, “Can you draw me a picture?” Mike: Uh-hm. Aina: And what we mean is, “Can you draw me a mathematical picture to support your problem-solving or the strategies you used?” But the piece that was missing for me is an actual picture of what the balance beam is in gymnastics and how it's located, how long it is. So yeah, yeah, that was eye-opening to me.  Mike: It's almost like you put on a different pair of glasses that allow you to see the language of story problems differently, and how that was starting to play out with teachers. I wonder, could you talk about some of the things that they started to do when they were actually with kids in the moment that you looked at and you were like, “Gosh, this is actually accounting for some of the understanding we have about schema and the different types of words.”  Aina: So, the teacher would read a problem, which I think is a good strategy. But then it was very open-ended. “How do you understand what I just read to you? What's going on in the story problem? Turn to your partner, can you envision? Can you think of it? Do you have a picture in your mind?” So, we don't jump into mathematics anymore. We kind of talk about the context, the schema. “Can you position yourself in it? Do you understand what's going on? Can you retell the story to your partner the way you understand it?” And then, we talk about, “So how can we solve this problem? What do you think is happening?” based on their understanding. That really helped, I think, a lot of teachers also to see that sometimes interpretations lead to different solutions, and children pay attention to certain words that may take them to a different mathematical solution. It became really about how language affects our thinking, our schema, our image in the head, and then based on all of that, where do we go mathematically in terms of solving the problem?  Mike: So, there are two pieces that really stuck out for me in what you said. I want to come back to both of them. The first one was, you were describing that set of choices that teachers made about being really open-ended about asking kids, “How do you understand this? Talk to your neighbor about your understanding about this.” And it strikes me that the point you made earlier when you said context has really become an important part of some of the mathematics tasks and the problems we create. This is a strategy that has value not solely for multilingual learners, but really for all learners because context and schema matter a lot.  Aina: Yes. Mike: Yeah. And I think the other thing that really hits me, Aina, is when you said, “We don't immediately go to the mathematics, we actually try to help kids situate and make sense of the problem.” There's something about that that seems really obvious. When I think back to my own practice as a teacher, I often wonder how I was trying to quickly get kids into the mathematics without giving kids enough time to really make meaning of the situation or the context that we were going to delve into. Aina: Exactly. Mike, to go back to your question, what teachers can do, because it was such an eye-opening experience that, it's really about the language; don't jump into mathematics. The mathematics and the problem actually is situated around the schema, around the context. And so, children have to understand that first before they get into math. I have a couple of examples if you don't mind, just to kind of help the teachers who are listening to this podcast to have an idea of what we're talking about. One of the things that Julie and I were thinking about is, when you start with a story problem, you have three different categories of vocabulary. You have technical, sub-technical, non-technical. If you have a story problem, how do you parse it apart? OK, in the math story problems we teach to children, it's typically a number and operations.  Aina: Let's say we have a story problem like this: “Mrs. Tatum needs to share 3 grams of glitter equally among 8 art students. How many grams of glitter will each student get?” So, if the teacher is looking at this, technical would definitely be grams: 3, 8, and that is it. Sub-technical, we said “equally,” because equally has that kind of meaning here. It's very precise, it has to be exact amount. But a lot of children sometimes say, “Well that's equally interesting.” That means it's similarly or kind of, or like, but not exact. So, sub-technical might qualify as “equally.” Everything else in the story problem is non-technical: sharing and glitter, art students, each student, how much they would get. I want the teachers to go through and ask a few questions here that we have. So, for example, the teacher can think about starting with sub-technical and non-technical, right?  Aina: Do students understand the meaning of each of these words? Which of these could be confusing to them? And get them to think about the story, the context and the problem. And then see if they understand what the grams are, and 8 and 3. And what's happening. And what do those words mean in this context? Once you have done all this work with children, children are now in this context. They have situated themselves in this. “Oh, there's glitter, there's an art class, there's a teacher, they're going to do a project.” And so, they've discussed this context. Stay with it as a teacher and give them another problem that is the same context. Use as many words from the first problem as you can and change it up a little bit in terms of mathematical implication or mathematical solution. For example, I can change the same problem to be, “Mrs. Tatum needs to buy 3 grams of glitter for each of her 8 art students. How many grams of glitter does she need to buy?” So, the first problem was [a] division problem now becomes a multiplication problem. The context is the same. Children understand the context, especially children like myself, who are ELL, who took the time to process to learn new words, to understand new context, and now they're in this context. Let's use it. Let's now use it for the second piece. So, Mike, you've been talking about two things going on. There's a context, and then there's problem-solving or mathematical problem-solving. So, I believe posing the same question or kind of the same story problem with different mathematical implications gets at the second piece. So, first we make sense of the problem of the context schema. The second is, we make sense of that problem for the purpose of solving it.  Aina: And the purpose of solving it is where these two problems that sound so familiar and situate in the same context but have different mathematical implications for problem-solving. This is where the powerful piece, I think, is missing. If I give them a division problem, they can create a multiplication problem with the same Mrs. Tatum, the art students, the glitter. But what I'd like for them to do and what we've been discussing is how are these two problems similar?  Mike: Uh-hm. Aina: This kind of gets at children identifying some of the technical. So, the 3 is still there, the 8 is still there, you know, grams are still there. But then, “How are these two story problems different?” This is really schema-mediated vocabulary in the context where they now have to get into sub-technical and non-technical. “Oh, well there there's 3, but it's 3 per student. And this, there were 8 students, and they have to all share the 3 grams of glitter.”  Aina: So, children now get into this context and difference in context and how this is impacting the problem-solving strategies. I'd love for the teachers to then build on that and say, “How would you solve the first problem? What specifically is in the story problem [to] help you solve it, help you decide how to solve it, what strategies, what operations?” And do exactly the same thing for the second problem as well. “Would you solve it the same way? Are the two problems the same? Will they have the same solutions or different? How would you know? What tells you in the story? What helps you decide?” So, that really helps children to now become problem-solvers. The fun is the mathematical variations. So, for example, we can give them a third problem and say, “I have a challenge for you.” For example, “Mrs. Tatum needs to buy 3 grams of glitter for each of her 8 art students for a project, but she only has money today to buy 8 grams of glitter. How much more glitter does she need to still buy for her students to be able to complete their art project?” Again, it's art, it's glitter, it's 8 students, there's 3, the 8. I didn't change the numbers, I didn't change the context, but I did change the mathematical implication for their story problem. I think this is where Julia and I got very excited with how we can use schema-mediated vocabulary and schema in context to help children understand the story, but then really have mathematical discussions about solutions.  Mike: What's interesting about what you're saying is the practices that you all are advocating and describing in the podcast, to me, they strike me as good practice helping kids make meaning and understand and not jumping into the mathematics and recognizing how important that is. That feels like good practice, and it feels particularly important in light of what you're saying.  Julia: I agree. It's good practice. However, what we found when we reviewed literature, because one of the first steps that we took was what does the literature say? We found that focusing instructional practice on teaching children to look for key mathematical terms tends to lead to frequent errors. Mike: Yep. Julia: The mathematical vocabulary tends to be privileged when teaching children how to make sense of and solve word problems. We want to draw attention to the sub-technical and non-technical vocabulary, which we found to be influential in making sense of. And as in the examples Aina shared, it was the non-technical words that were the key players, if you will, in solving that problem.  Mike: I'm really glad you brought up that particular point about the challenges that come out of attempting to help kids mark certain keywords and their meanings. Because certainly, as a person who's worked in kindergarten, first grade, second grade, I have absolutely seen that happen. There was a point where I was doing that, and I thought I was doing something that was supporting kids, and I was consistently surprised that it was often like, that doesn't seem to be helping.  Julia: I also used that practice when I was teaching second grade. The first step was circle the keywords. And I would get frustrated because students would still be confused in the research that we found. When you focus on the keywords, which tend to be mathematical terms, then those other words that are integral to making sense of and solving the story problem get left behind. Mike: The question I wanted to ask both of you before we close is, are there practices that you would say like, “Here's a way that you can take this up in your classroom tomorrow and start to take steps that are supportive of children making sense of word problems”?  Julia: I think the first step is adding in that additional lens. So, when previewing story problems, consider what schema or background knowledge is required to understand this word, these words, and then what students would find additional schema helpful. So, thinking about your specific students, what students would benefit from additional schema and how can I support that schema construction?  Mike: Aina, how about for you?  Aina: Yeah, I have to say I agree with Julia. Schema seemed to be everything. If children don't understand the context and don't make sense of the problem, it's very hard to actually think about solving it. To build on that first step, I don't want teachers to stop there. I want teachers to then go one step further. Present a similar problem or problem that includes [the] same language, same words, as many as you can, maybe even same numbers, definitely same schema and context, but has a different mathematical implication for solving it. So maybe now it's a multiplication problem or addition problem. And really have children talk about how different or similar the problems are. What are the similarities, what are the differences, how their solutions are the same or different? Why that is. So really unpack that mathematical problem-solving piece. Now, after you have made sense of the context and the schema … as an ELL student myself, the more I talked as a child and was able to speak to others and explain my thinking and describe how I understand certain things and be able to ask questions, that was really, really helpful in learning English and then being successful with solving mathematical problems. I think it really opens up so many avenues and to just go beyond helping teachers teach mathematics.  Mike: I know you all have created a resource to help educators make sense of this. Can you talk about it, Julia?   Julia: Absolutely. Aina and I have created a PDF to explain and provide some background knowledge regarding the three types of vocabulary. And Aina has created some story problem examples that help to demonstrate the ways in which sub-technical and non-technical words can influence the mathematical process that's needed. So, this resource will be available for educators wanting to learn more about schema-mediated vocabulary in mathematical story problems.   Mike: That's fantastic. And for listeners, we're going to add this directly to our show notes. I think that's a great place for us to stop. Aina and Julia, I want to thank both of you so much for joining us. It has absolutely been a pleasure talking to both of you.  Aina: Thank you.  Julia: Thank you. Mike: This podcast is brought to you by The Math Learning Center and the Maier Math Foundation, dedicated to inspiring and enabling all individuals to discover and develop their mathematical confidence and ability. © 2024 The Math Learning Center | www.mathlearningcenter.org

In this enlightening conversation with our special guest, Lauren, we aim to revolutionize workplace communication dynamics. Our focus is on liberating you from the constraints of toxic positivity and stress-inducing work environments that hinder productivity.Through Lauren's expertise, we uncover a crucial issue: the stark contrast between the grandiose promises made by large organizations and their actual practices. Toxic communication is not merely an impediment to productivity; it lurks as a silent predator, fostering antisocial behavior, eroding trust, and deeply ingraining itself into company culture.But hope is not lost. We offer carefully curated strategies to help you comprehend your boss's intentions better and navigate toxic environments strategically. Join us to explore the potency of prosody, the importance of communication etiquette, and the effectiveness of remote work protection strategies in tackling toxic communication. By the conversation's end, you'll be armed with practical tools to reshape your workplace communication, fostering a more productive, efficient, and harmoWelcome to Season 2, where we embark on authentic and unfiltered conversations about life, relationships, society, and more. Our opinions are solely our own and don't represent professional advice. It's just our perspective, so form your conclusions. Heads up, this podcast may contain adult content and explicit language. Let's dive in! Buzzsprout refer a friend! Grab a $20 off when you sign up! With SiteGround's Click-and-Install WordPress, we're leaving manual setup in the past. Our podcast is powered by the seamless one-click installation and WordPress Starter wizard. Choose from pro designs, add contact forms, online stores, portfolios – all automated, no tech stress. Say goodbye to mundane setups and hello to a stunning podcast platform. Dive into impactful discussions without the technical hassle. Launch your podcast website effortlessly.

Prosody in Standard American English -- See it in Waveforms In this video, we will be discussing how to speak with a natural prosody in Standard American English.  Automated waveforms will show variations in pitch and rhythm. Clips are taken from the YouTube channels Learn French with FrenchPod101.com and Everyday Chinese. For more information, please visit:  https://www.clarityaccent.com.

Ep. 628: Probity and Prosody! Book talk begins @ 6:43 Next step: find Athos! Reubens' Satyrs  —see below for complete description of book set Still  Not interested in Patreon? You can still . September 2023 Raffle   This is a collection of 11 Oxford Pocket Classics (published by Avenel Press in the mid-1980s).Books are all in like-new condition. Each book has its dust cover. They measure 6-1/8 x 3-7/8 inches; thickness varies by title. The titles include: Barchester Towers The Canterbury Tales Great Expectations The House of the Seven Gables The Importance of Being Earnest and Other Writings Ivanhoe The Last of the Mohicans Life on the Mississippi Madame Bovary The Mill on the Floss Robinson Crusoe CraftLit's socials: Find everything here:  Join the newsletter:   Podcast site:  Twitter: @CraftLit Facebook:  Facebook group:  Pinterest:  Youtube:   Support the show links: Subscribe to the Premium feed (on the app) here: or on Patreon: (same price, $5/month) Feedback: You can ask your questions, make comments, and let us know what you do when you listen to CraftLit! Let your voice be heard. • Download the FREE CraftLit App for  or  (you can call or email feedback straight from within the app) • Call 1-206-350-1642 • Email: heather@craftlit.com • Use our ! FOR FB EVENT TUES Please Register here to get the meeting link for the FREE weekly chat: FOR FB EVENT THURS Please Register here to get the meeting link for the FREE ongoing weekly chat:  a Rafflecopter giveaway

Guests Matthew Wild | Stephen Paul Weber Panelists Richard Littauer Show Notes Hello and welcome to Sustain! Richard is in Portland at FOSSY, the Free and Open Source Software Yearly conference that is held by the Software Freedom Conservancy. Today, he engages with XMPP protocol experts Matthew Wild and Stephen Paul. Matthew shares about his project, Snikket, which aims to make XMPP more accessible for everyday communication among friends and family groups. Stephen introduces JMP, a project designed to facilitate connections using an XMPP based stack, allowing smoother transitions from other communication platforms. They explore why XMPP stands out against competitors, and you'll get a glimpse into JMP's transparent funding model, Snikket's user base, and the open source projects it's built upon. Our guests also discuss their future visions, highlighting the importance of open communication and the potential for growth in the XMPP ecosystem. Hit download to hear more! [00:00:48] Matthew talks about his work with Snikket, and Stephen talks about the project JMP, which helps people connect with their friends and family using XMPP based stack and transition from other communication platforms. [00:01:57] Matthew explains why XMPP is a better protocol for Snikket compared to Signal; the main reason being that XMPP is federated, giving users more choice. [00:02:42] Matthew tells us how XMPP is different from Matrix and Delta Chat. [00:04:06] Stephen agrees with Matthew, stating that JMP also supports multiple protocols and wishes to promote open communication, and acknowledges concerns around Matrix's scalability and funding models. [00:04:47] Stephen describes JMP's straightforward funding model with customers paying a monthly fee for their services. Matthew reveals that Snicket's user base is hard to determine due to self-hosting and different statistics. [00:06:21] Matthew explains that Snicket is built on a variety of XMPP-based open-source projects, including Prosody, Conversations on Android, and Siskin on iOS. Stephen mentions that JMP is a five-member team. [00:07:37] Stephen explains JMP's business model, stating they function on a traditional business model where customer directly pay for the services they receive, and they operate as a cooperative. [00:08:59] JMP has about 3,300 paying customers and Stephen explains they don't have a dedicated marketing team, but they use blogs. [00:10:03] Stephen explains that he and the other primary founder of JMP do not currently draw income from the project. [00:10:54] Richard asks Matthew and Stephen about their long-term vision for their projects. Matthew explains his goal is open communication and Stephen shares his goal is create sustainable funding for the XMPP ecosystem. [00:13:22] Why are Matthew and Stephen focused on XMPP? Matthew tells us he always had a passion for communication and Stephen emphasizes the importance of communication, stating it's often overlooked and consumes by proprietary silos, which can be harmful. [00:14:47] Find out where you can follow Matthew and Stephen and learn more about JMP and Snikket. Links SustainOSS (https://sustainoss.org/) SustainOSS Twitter (https://twitter.com/SustainOSS?ref_src=twsrc%5Egoogle%7Ctwcamp%5Eserp%7Ctwgr%5Eauthor) SustainOSS Discourse (https://discourse.sustainoss.org/) podcast@sustainoss.org (mailto:podcast@sustainoss.org) SustainOSS Mastodon (https://mastodon.social/tags/sustainoss) Richard Littauer Twitter (https://twitter.com/richlitt?lang=en) Software Freedom Conservancy (https://sfconservancy.org/) Open OSS (https://openoss.sourceforge.net/) Matthew Wild Website (https://matthewwild.co.uk/) Stephen Paul Weber Website (https://singpolyma.net/) Snikket (https://snikket.org/) JMP (https://jmp.chat/) Credits Produced by Richard Littauer (https://www.burntfen.com/) Edited by Paul M. Bahr at Peachtree Sound (https://www.peachtreesound.com/) Show notes by DeAnn Bahr Peachtree Sound (https://www.peachtreesound.com/) Special Guests: Matthew Wild and Stephen Paul Weber.

Can Ubuntu make a great immutable desktop? We're trying the brand-new "Everything is a Snap" Ubuntu Core Desktop.

The idea of teaching text reading fluency is widely accepted, but most of this work tends to focus on accuracy and automaticity. What about prosody or expression? This episode explores the research that explains the importance of prosody in reading development and examines the most effective ways to teach it.

Shawn and Troy talk about teaching kids to read, summer activities, and more. Dave takes a teachable moment with the sun not in his eyes.              

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2023.07.03.547482v1?rss=1 Authors: Degano, G., Donhauser, P., Gwilliams, L., Merlo, P., Golestani, N. Abstract: Human language relies on hierarchically structured syntax to facilitate efficient and robust communication. The correct processing of syntactic information is essential for successful communication between speakers. As an abstract level of language, syntax has often been studied separately from the physical form of the speech signal, thus often masking the interactions that can promote better syntactic processing in the human brain. We analyzed a MEG dataset to investigate how acoustic cues, specifically prosody, interact with syntactic operations. We examined whether prosody enhances the cortical encoding of syntactic representations. We decoded left-sided dependencies directly from brain activity and evaluated possible modulations of the decoding by the presence of prosodic boundaries. Our findings demonstrate that prosodic boundary presence proves the representation of left-sided dependencies, indicating the facilitative role of prosodic cues in processing abstract linguistic features. This study gives neurobiological evidence for the boosting of syntactic processing via interaction with prosody. Copy rights belong to original authors. Visit the link for more info Podcast created by Paper Player, LLC

Autism Live host Shannon Penrod covers the jargon term PROSODY as it relates to Autism. Lia McCabe from AutismWish joins the podcast to talk about the Embracing Autism Podcast and later Ed Thompson shares ways that business and employers can be neuroinclusive.  #neurodiversity #autismacceptance #prosody Click here to WATCH this episode on YouTube Links Below Lia McCabe YouTube: youtube.com/@autismwish  Facebook: www.facebook.com/autismwish Instagram: www.instagram.com/autismwish Website: www.autismwish.org Podcast: Embracing Autism Podcast   Ed Thompson Book Info page: https://uptimize.com/a-hidden-force/ Website: https://uptimize.com  Linked In: https://www.linkedin.com/in/ed-uptimize/ Twitter: https://twitter.com/UptimizeTeam ; https://twitter.com/EdUptimize   Click Here to Download the Autism Live App on Iphone Autism Network Website  Shannon Penrod's book is out now! Order from the link below! Autism Live's Link Tree Order the book written by the host of Autism Live, Shannon Penrod!  Click Here for Autism Live on Apple Podcast  Autism Network Toy Guide Autism Live on Twitch Autism Live on Spotify Autism Live on IHeartRadio Autism Live on Amazon Audible

Jay Rence is a producer, mixing engineer and artist. Listen to this whole interview for some amazing, fresh ideas on production, songwriting, and work, in general.In this episode, J and Jay talk about:- How having a separate source of income from songwriting can free you to be as creative as you need to - Does Jay approach writing and producing for himself differently than he does when working with clients?- Production must serve the song. Prosody!- What makes up your artistic DNA, and why it's important to know yourself- Contrast is needed not just in the songwriting stage, but also in production- Writing for yourself, but with the listener's experience in mind- Digging deep into painful feelings to write honest songs-  Lyrical. Deep. Diving.- Jay reviews Jamie's coaching services- and literally nothing else. That's all they talked about. Nah, not really, they covered more topics, of course they did!Jay's InstagramJay's musicEdited and mixed by Tiki Horeatikihorea.com@tikiproducer---------------Book a free consultation call with Jamie: https://calendly.com/jamiekarlcoupe/60minJamie's Instagram: @jamiekarlcoupeJamie's Website: jamiekarlcoupe.comGet your song reviewed: send an MP3 or download link to iwishiknewthatpod@gmail.comSend us videos of you playing, suggestions or questions on Instagram. Be well, write well.YouTube: https://www.youtube.com/@iwishiknewthataboutsongwritingEdited and mixed by Tiki Horeatikihorea.com@tikiproducer

In this episode, Emily and Jamie review a couple of great listener songs.Topics covered in this episode include:- The importance of intros as part of the progressive development of the song's arrangement- Melodic contrasting- Transitioning from one section of the song to the next one- Prosody (yup, it's so important that we bring it up every couple of episodes)- The production must serve the song- The Five Dimensions of Singing (Lyric, Melody, Rhythm, Tone, Intention)- Arrangement can change how the intended emotions come through- The Underlick- Strive to make every section of the song catchy- Creating a safe, comfortable environment for creative work to take place in- How your posture affects how you feel, and the vibe you're giving off- The two types of empathy and how they relate to songwriting- The studio experience is usually more impactful than the result of the session itselfSongs reviewed: Anderson Powers - Jack BlackDylan Martinson - Wouldn't Be Enough Stu Neil - Your Memory Makes Me Cry Question:What do you do to prepare for a writing session/rehearsal so you can be present? - Andy -------------Book a free coaching call with Jamie: https://calendly.com/jamiekarlcoupe/60minBook a free call with Emily right here or by going to calendly.com/emilytallmanEmily's personal Instagram: @therealemilytallmanEmily's artist Instagram: @mleofficial---------------Book a free consultation call with Jamie: https://calendly.com/jamiekarlcoupe/60minJamie's Instagram: @jamiekarlcoupeJamie's Website: jamiekarlcoupe.comGet your song reviewed: send an MP3 or download link to iwishiknewthatpod@gmail.comSend us videos of you playing, suggestions or questions on Instagram. Be well, write well.YouTube: https://www.youtube.com/@iwishiknewthataboutsongwritingEdited and mixed by Tiki Horeatikihorea.com@tikiproducer

How to Speak with Smooth Prosody in Standard American English In this video, we will discuss how to speak with smooth prosody in Standard American English. Learn how to sound like a native speaker. For more information, please visit: https://www.clarityaccent.com.

In this episode, Jamie and Callum talk about prosody.- The definition of prosody- Aristotle's musings on art- Examples of prosody in the wild- Themes in lyrics- Prosody can make or break your song- Word and syllable emphasis is crucial- The three Rs of songwriting: Reworking, Revising, Rewriting- Celebrate you finishing a song- Proclamations of love- Look for the good in whatever situation you find yourself inQuestion:- How does our songwriting affect the ability to get a sync placement? from Emily TallmanSongs:Gabby Barrett - Pick Me UpThomas Rhett - Crash and BurnLoyle Carner - Ain't Nothing ChangedLoyle Carner - Georgetown ft. John AgardLoyle Carner - HateJackson 5 - ABCNatasha Bedingfield - These WordsKe$ha - TiK ToKShania Twain - Man! I Feel Like A WomanCharlie Puth - Light SwitchBring Me The Horizon - heavy metalMichael Jackson - Man In The MirrorDrake - Marvins RoomKate Bush - Running Up That Hill  Billie Eilish, ROSALÍA - Lo Vas A OlvidarLinks:https://www.rhymezone.com/https://syncvault.com/Nathan Graves' LinkedInEpisodes:Toby Tripp part 1 - 2021 Sept 16Toby Tripp part 2 - 2021 Sept 27Molly Ann Leikin - 2022 Aug 23Nathan Graves - 2022 Feb 18Edited and mixed by Tiki Horeatikihorea.com@tikiproducer---------------Do you want free constructive feedback on your songs? Send us an mp3 or SoundCloud link to iwishiknewthatpod@gmail.com and we'll be sure to give your song a listen and send you our thoughts!Also, we'd love it for you to send us videos of you playing so we can share them on our Instagram.We love hearing your suggestions for the show or send us a question about songwriting on Facebook or Instagram. Be well, write well. J & C

All languages have a certain musicality to them – a specific kind of rhythm, intonation, and melody. This is called prosody, and it contains a lot of linguistic, social, and emotional information. In this episode, Mango Languages linguist Emily Sabo (PhD) is breaking down what exactly prosody is and how it works in your everyday speech. You'll also learn how to listen for prosody's 3 main acoustic features. Enjoy! Come join the Mango family by subscribing to the podcast! Test your knowledge here: https://mangosurvey.typeform.com/to/F9vjL7PiInstagram: @mangolanguagesFacebook: facebook.com/MangoLanguagesWebsite: https://mangolanguages.comContact (app inquiries): send us a message here#prosody #whatisprosody #howintonationworks #linguistics #mangolanguages #howlanguageworksMeet your host! Emily Sabo (PhD, University of Michigan) is a linguist at Mango who specializes in the social and cognitive factors that impact bilingual language processing. Emily is also a language teacher, a producer of the We Are What We Speak docuseries, and get this...a storytelling standup comedian!

Taking the Long Way by The Chicks Click here to join our Discord! (https://discord.gg/5vpqXaS) Check our announcements channel for news about livestreams. Follow Melody Walker on social media: TikTok (https://www.tiktok.com/@melodious_walker) Insta (https://www.instagram.com/melodious_walker/?hl=en) Twitter (https://twitter.com/melodiouswalker) Learnin' Links: The Big Pink Sneaker (https://www.pinterest.com/pin/this-is-our-rv-originally-owned-by-the-dixie-chicks-they-called-it-the-big-pink-sneaker-because-the-exterior-w--239746380138200808/) Prosody (https://en.wikipedia.org/wiki/Prosody_(music)) Reba Beef (https://www.contactmusic.com/reba-mcentire/news/mcentire-continues-war-with-dixie-chicks_1000925) Listen along to Taking the Long Way here! (https://open.spotify.com/album/2NeJdEWras0uSuzLPlJZk5) You can support us in several ways: Kick us a few bux on Patreon! (https://www.patreon.com/boxset) By becoming a supporting member, you'll gain access to special bonus episodes, including a weekly mini-show, What's in the Box Weekly! Buy T-shirts, sweatshirts, and more at our merch page! (https://boxset.threadless.com/)

For more information, please visit https://www.clarityaccent.com Don't bore your listeners! Learn the tricks for sounding natural when speaking and keep your audience's attention. Also see our video on Prosody.   View the video of this podcast on YouTube:  https://www.youtube.com/channel/UCixtTxWCxgyH3jKRFDgpvMA

PROSODY: It's not always what you say, but how you say it! Learn how to use the proper speed, pitch, volume and word stress to get your message across. For more information, please visit https://www.clarityaccent.com

@Annie_Berglund and @CWCRadio connect from opposite sides of the globe to discuss the tweet of the week and reveal some dark secrets about their cultural taste or lack thereof.

Beware the Alley of Prosody. Show notes Ep 150. Nerding out with Eleanor BookTube Ocean Vuong's Time is a Mother Warsan Shire's Bless the Daughter Raised by a Voice in Her Head Popular musician Beyoncé Emily Berry's Unexhausted Time Exceptional song Love Again by Dua Lipa Thin Air by Linda Gregerson Outro: Happy Cat Disco … Continue reading "Ep 174. Eleanor vs. the Ocean Vuong Phenomenon"

This episode originally aired on 3/13/2020. New episodes coming soon. Learn about how speed listening to podcasts (or "podfasting") affects our emotions; the health differences between white and brown rice; and the time pi was once almost legally changed to 3.2.Speed listening's effects on emotion by Ashley Hamer (Listener question from S.P.)Rousseau, S. (2020, January 24). I Tried Listening to Podcasts at 3x and Broke My Brain. Medium; OneZero. https://onezero.medium.com/i-tried-listening-to-podcasts-at-3x-and-broke-my-brain-d8823edecb7cLiebenthal, E., Silbersweig, D. A., & Stern, E. (2016). The Language, Tone and Prosody of Emotions: Neural Substrates and Dynamics of Spoken-Word Emotion Perception. Frontiers in Neuroscience, 10. https://doi.org/10.3389/fnins.2016.00506Murray, I. R., & Arnott, J. L. (1993). Toward the simulation of emotion in synthetic speech: A review of the literature on human vocal emotion. The Journal of the Acoustical Society of America, 93(2), 1097–1108. https://doi.org/10.1121/1.405558Philippou-Hubner, D., Vlasenko, B., Bock, R., & Wendemuth, A. (2012). The Performance of the Speaking Rate Parameter in Emotion Recognition from Speech. 2012 IEEE International Conference on Multimedia and Expo. https://doi.org/10.1109/icme.2012.183Kraxenberger, M., Menninghaus, W., Roth, A., & Scharinger, M. (2018). Prosody-Based Sound-Emotion Associations in Poetry. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01284The health differences between white and brown rice are dead even by Steffie DruckerWhelan, C. (2017, May 25). Brown Rice vs. White Rice: Which Is Better for You? Healthline; Healthline Media. https://www.healthline.com/health/food-nutrition/brown-rice-vs-white-riceAllan, P. (2020, February 19). Is Brown Rice Really That Much Healthier Than White Rice? Lifehacker. https://lifehacker.com/is-brown-rice-really-that-much-healthier-than-white-ric-1820044994Parletta, N. (2018, December 5). Rice is a major source of arsenic exposure. Cosmos Magazine. https://cosmosmagazine.com/biology/rice-is-a-major-source-of-arsenic-exposurePi Was Once Almost Legally Changed to 3.2 by Ashley Hamer: https://curiosity.com/topics/happy-pi-day-how-pi-was-almost-legally-changed-to-32-curiosityWant to learn even more? Head to discovery+ to stream from some of your favorite shows. Go to discoveryplus.com/curiosity to start your 7-day free trial today. Terms apply.

Liz Longley is a singer/songwriter who became the #4 most funded solo female musician in Kickstarter history - a story covered by Billboard Magazine. We talk about the power of a devoted fan base, building super fans, how important an email list is, booking venues and she performs her song "Fine" off of her new album "Funeral for my Past" and walks us through her thoughts on chords, melody and story development and a surprising place to use modulation!https://www.scarletkeys.comhttps://www.lizlongley.comThis episode was mixed by Peter Sykes:https://www.petersykesmusic.com"The Craft of Songwriting: Music, Meaning and Emotion: https://www.amazon.com/Craft-Songwriting-Music-Meaning-Emotion/dp/0876391927/ref=sr_1_2?keywords=the+craft+of+songwriting&qid=1638411380&sr=8-2"What's in a Song" co-written with Otto GrossRecorded and performed by Otto Gross: @OttoGrossProduction (instagram)@OttoGrossMusic (Youtube, facebook, TikTok)https://biglink.to/ottogrossmusichttps://www.scarletkeys.com

Listen to the song: https://www.youtube.com/watch?v=gIOyB9ZXn8sListen to the analysis: https://www.youtube.com/watch?v=4zs0U8Z6yI8

Dr Anuj Misra will discuss Sanskrit Mathematics in the Language of Poetry (4pm).A lecture by Dr Anuj MisraThe transcript and downloadable versions of the lecture are available from the Gresham College website:https://www.gresham.ac.uk/lectures-and-events/sanskrit-mathematicsGresham College has been giving free public lectures since 1597. This tradition continues today with all of our five or so public lectures a week being made available for free download from our website. There are currently over 2,000 lectures free to access or download from the website.Website: http://www.gresham.ac.ukTwitter: http://twitter.com/GreshamCollegeFacebook: https://www.facebook.com/greshamcollegeInstagram: http://www.instagram.com/greshamcollege

Does that syllable get a stress?! Prosody doesn't have to be hard, and it actually helps students appreciate the playfulness of poetry. This week, I'll go over how I teach prosody and rhythm. --- Send in a voice message: https://anchor.fm/scott-cameron6/message Support this podcast: https://anchor.fm/scott-cameron6/support

Walid S. Saba is the Founder and Principal AI Scientist at ONTOLOGIK.AI where he works on the development of Conversational AI. Prior to this, he was a PrincipalAI Scientist at Astound.ai and Co-Founder and the CTO of Klangoo. He also held various positions at such places as the American Institutes for Research, AT&TBell Labs, Metlife, IBM and Cognos, and has spent 7 years in academia where he taught computer science at the New Jersey Institute of Technology, theUniversity of Windsor, and the American University of Beirut (AUB). Dr. Saba is frequently an invited speaker at various organizations and is also frequently invited to various panels and podcasts that discuss issues related to AI and Natural Language Processing. He has published over 40 technical articles, including an award-winning paper that was presented at theGerman Artificial Intelligence Conference in 2008. Walid holds a BSc and an MSc in Computer Science as well as a Ph.D. in Computer Science (AI/NLP) which he obtained from Carleton University in 1999. 00:00 intro 01:00 Language as a mental construct, PAC, Subtext in Sentences 06:28 OpenAI's Codex Platform, Below Human Baseline Performance of NLP 18:00 Comprehension vs Generation, Search vs Context 19:20 Sophia the Robot, Shallow ethics in AI and Commercialisation of Academia 27:40 Bad Research Papers, Facebook runaway train & AI Godfathers Cult. 32:30 AI leaders and Profiteering, Unethical Behaviour of Influencers. 37:50 Non-Verbal Component of Natural Language Understanding, Prosody and Accuracy Boost 41:33 Ontologik's NLU Engine, Adjective Ordering Restriction Mystery 43:58 Ontological Structure and Chomsky's Universal Grammar, Discovery vs Creation 45:31 Entity Extraction and How Ontologik's Engine tackles this Problem 47:50 Language Agnostic Learning, Foreign Language Learning, and Pedagogy of Linguistics 54:00 First Language, Blank State and Missing Sounds in Some Languages 55:20 Real-time Language Translation Engines, AR/VR Aids and Commercial Utility 01:01:00 Sentiment Analysis, Language Policing & Censorship 01:04:00 Ontological Structures, Gender Bias and Situational Paradox 01:09:00 3 Foods for Rest of the Life & Fad Food Indulgence 01:11:00 Inspiration for Getting into the Field, Career Ideals & Cultural Influence 01:15:30 Epistemology, IQ and The Bell Curve 01:17:00 Einstein's IQ, Haircut, Social Skills, and Success Rubric 01:22:00 Attracting Brilliant Talent Around the World, Ivy League PhDs & Standardised Testing 01:28:40 Unsupervised Learning, Accuracy & Comprehensibility in NLU 01:30:20 BF Skinner, Pavlovian Dogs, Skinner has been Skinned. 01:37:50 Human Behavioral Biology, Endocrinal System similarities with Humans yet they don't learn Languages. 01:45:30 Language as an expression of Genetic differences, Big Five & Phenotype. 01:49:40 IBM Watson Personality Insights, Text-based personality Inferences. 01:55:30 Long Short Term Memory Issue in Ontologik's Engine, Computational Complexity, Timeline for Release

Jamilla Rice dreams of when she can own her days and write. Until then, she squeezes out moments during her time as an athlete, educator, speaker, aunt, gardener, book nerd, baker, and British detective drama junkie. Her work has been published in previous volumes of Voices from the Attic and Pittsburgh Poetry Review, among other anthologies and periodicals. You may have heard her read at Hemmingways, White Whale Books, Delanie's Coffee House, on WESA's Prosody, or that one open mic in Toronto.Her work includes poetry, short fiction, flash nonfiction and combinations of all of the above and more. Topics generally explore: the intersection of the personal and political; past as present and future; the beauty within the mundane and pain; the science, math and absurdity of human behavior; and the undying insistence of oppressed peoples to do more than simply exist. (Hence, all of the above).

Join New Sound: https://hadarshemesh.com/newsound/ The doors are open for New Sound! It’s the only program for speakers of English as a second language that focuses on everything you really need to own your voice in English and find the freedom you deserve. Over the last 12 years, I’ve developed an intuitive way to explain the elements of English to my students in ways that are easy to understand. In this new program, I take English learning a step further. New Sound offers a holistic approach to teaching pronunciation and prosody that will help you overcome your limitations and find your unique, powerful voice. I’ve integrated elements from my theatre training (I bet you didn’t know I was once destined for Hollywood

Timothy Steele is an American poet who has received numerous awards and honors for his poetry, including a Lavan Younger Poets Award, the Los Angeles PEN Center Award for Poetry, a Guggenheim Fellowship, and the Robert Fitzgerald Award for Excellence in the Study of Prosody. He has taught at Stanford University and the University of California in Santa Barbara and Los Angeles. Since 1987, he has been a professor of English at California State University, Los Angeles. Stele is known for his love of rhyme, meter, and traditional forms of poetry. He loves birds, and has had a number of poems inspired by encounters with them. Read along with the poems below as you hear them in the episode:

Together we listen back to select "Cylinder Talk" sound production assignments created by Concordia graduate students, and unpack the experiences, ideas and discussions that the production and study of sound can incite across disciplines. A 3-minute audio project assigned to students in Jason's most recent graduate seminar - Literary Listening as Cultural Technique - the Cylinder Talk draws on a history of early spoken sound recordings, inviting us into an embodied sonic engagement with literature studies.The episode features sound work by Alexandra Sweny, Sara Adams, Aubrey Grant and Andrew Whiteman.SpokenWeb is a monthly podcast produced by the SpokenWeb team as part of distributing the audio collected from (and created using) Canadian Literary archival recordings found at universities across Canada. To find out more about Spokenweb visit: spokenweb.ca . If you love us, let us know! Rate us and leave a comment on Apple Podcasts or say hi on our social media @SpokenWebCanada.Episode Producers:Jason Camlot (SpokenWeb director) is Professor in the Department of English and Research Chair in Literature and Sound Studies at Concordia University in Montreal. His critical works include Phonopoetics (Stanford 2019), Style and the Nineteenth-Century British Critic (2008), and the co-edited collections, CanLit Across Media (2019) and Language Acts (2007). He is also the author of four collections of poetry, Attention All Typewriters, The Animal Library, The Debaucher, and What the World Said.Stacey Copeland  is a media producer and Communication Ph.D. candidate at Simon Fraser University in Vancouver, Canada. She received her MA from the Ryerson York joint Communication and Culture program and a BA in Media Production from Ryerson University. She is currently the podcast project manager for The Spokenweb Podcast and the supervising producer of Amplify Podcast Network. website: http://staceycopeland.com/Cylinder Talks Featured:Alexandra Sweny,  “Ethics of Field Recording in Irv Teibel's Environments Series”Sound Clips:  Original recordings of Montreal by Alexandra Sweny.Sara Adams,  “Henry Mayhew and Victorian London”Sound Clips: “Victorian Street.” British Library, Sounds, Sound Effects. Collection: Period Backgrounds.  Editor, Benet Bergonzi.  Published, 1994.Aubrey Grant,  “Poe's Impossible Sound”Sound Clips: Lucier, Alvin. I Am Sitting in a Room, Lovely Music Ltd., 1981.Andrew Whiteman,  “Bronze lance heads”Sound Clips:“Robert Duncan Lecture on Ezra Pound” March 26, 1976, U of San Diego; accessed from Penn Sound Robert Duncan's author page. (https://writing.upenn.edu/pennsound/x/Duncan.php)“Ezra Pound recites Canto 1” 1959; accessed from Penn Sound Ezra Pound's author page (https://writing.upenn.edu/pennsound/x/Pound.php)—“The Sound of Pound: A Listener's Guide” by Richard Siebruth, interview with Al Filreis May 22, 2007. (https://writing.upenn.edu/pennsound/x/Pound.php)Sampled 1940s film music; date and origin unknown.Original music; composed by Andrew Whiteman, Dec 2020.References:Eidsheim, Nina Sun.  The Race of Sound: Listening, Timbre and Vocality in African Music. Duke UP, 2019.Feaster, Patrick. “'The Following Record': Making Sense of Phonographic Performance, 1877-1908.” PhD Dissertation.  Indiana University, 2007.Hoffman, J. “Soundscape explorer: From snow to shrimps, everything is a sound to Bernie Krause.” Nature, vol. 485, no. 7398, 2012, p. 308, doi:10.1038/485308a.Kittler, Friedrich. Grammophone, Film, Typewriter, trans. Geoffrey Winthrop-Young and Michael Wutz, Stanford University Press, 1999.Krause, Bernie. The Great Animal Orchestra: Finding the Origins of Music in the World's Wild Places. Little Brown, 2012.Peter Miller, “Prosody, Media, and the Poetry of Edgar Allan Poe,” PMLA 135.2 (March 2020): 315-328.Mayhew, Henry. London Labour and the London Poor, 1851.Picker, John.  Victorian Soundscapes.  Oxford University Press, 2003.Poe, Edgar Allen. “The Bells”, Complete Poems and Selected Essays, ed. Richard Gray, Everyman Press, 1993, pp. 81-84.Robinson, Dylan.  Hungry Listening: Resonant Theory for Indigenous Sound Studies. University of Minnesota Press, 2020.Schafer, R. Murray. The Soundscape: Our Sonic Environment and the Tuning of the World. Inner Traditions/Bear and Co., 1993.Siegert, Bernhard. Cultural Techniques: Grids, Filters, Doors, and Other Articulations of the Rea. Trans. Geoffrey Winthrop-Young.  Fordham UP, 2015.Stoever, Jennifer Lynn. The Sonic Color Line: Race and the Cultural Politics of Listening.  New York University Press, 2016.Teibel, Irv. Environments 1: Psychologically Ultimate Seashore. LP Record. Syntonic Research Inc., 1969.World Soundscape Project - Sonic Research Studio - Simon Fraser University. https://www.sfu.ca/sonic-studio/worldsoundscaperoject.html. Accessed 31 Jan. 2021.Additional Sound Clips:Camlot, Jason.  Ambient Music for “Cylinder Talks”.“A Christmas Carol in Prose (Charles Dickens: Scrooge's awakening )(w Carol Singers [male quartet]).” Bransby Williams, performer. Edison 13353, 1905."Big Ben clock tower of Westminster - striking half past 10, quarter to 11, and 11 o'clock" (Westminster, London, England). July 16, 1890. Recorded by: Miss Ferguson and Graham Hope, (for George Gouraud). Edison brown wax cylinder (unissued). NPS object catalog number: EDIS 39839.bpayri. “crowd chattering students university loud”, Freesound, 2015.Humanoide9000. “Glacier break”, Freesound, 2017.“Micawber (from ‘David Copperfield').” William Sterling Battis, performer. Victor 35556 B, 12”disc, 1916.New, David, director. R. Murray Schafer: Listen, National Film Board of Canada, 2009.sbyandiji. “short alarm bell in school hall”, Freesound, 2014.Spliffy. “Hallway of University in silence”, Freesound, 2015.“Svengali Mesmerizes Trilby.” Herbert Beerbohm Tree, performer. Gramophone Concert Record, 10” Black Label Disc, GC 1313, 1906.“The Transformation Scene From Dr. Jekyll and Mr. Hyde.” Len Spencer, performer. Columbia matrix, [1904] 1908.Udall, Lyn. “Just One Girl.” Popular Songs of Other Days, 2012/1898.Westerkamp, Hildegard. “Kits Beach Soundwalk.” Transformations, Empreintes DIGITALes, IMED 1031, Enregistrements i Média (SOPROQ), 1989/2010. https://electrocd.com/en/piste/imed_1031-1.3.

Abstract: Robert Smith makes the case that “poetic art in the Book of Mormon is highly developed” — you just need to have the eye to recognize it. Though many readers are aware of the stunning examples of chiasmus in the Book of Mormon, thanks to the pioneering work by John W. Welch, fewer are […] The post Poesy and Prosody in the Book of Mormon first appeared on The Interpreter Foundation.

Abstract: Robert Smith makes the case that “poetic art in the Book of Mormon is highly developed” — you just need to have the eye to recognize it. Though many readers are aware of the stunning examples of chiasmus in the Book of Mormon, thanks to the pioneering work by John W. Welch, fewer are […] The post Poesy and Prosody in the Book of Mormon first appeared on The Interpreter Foundation.

Learn about how speed listening to podcasts (or "podfasting") affects our emotions; the health differences between white and brown rice; and the time pi was once almost legally changed to 3.2. Speed listening’s effects on emotion by Ashley Hamer (Listener question from S.P.) Rousseau, S. (2020, January 24). I Tried Listening to Podcasts at 3x and Broke My Brain. Medium; OneZero. https://onezero.medium.com/i-tried-listening-to-podcasts-at-3x-and-broke-my-brain-d8823edecb7c  Liebenthal, E., Silbersweig, D. A., & Stern, E. (2016). The Language, Tone and Prosody of Emotions: Neural Substrates and Dynamics of Spoken-Word Emotion Perception. Frontiers in Neuroscience, 10. https://doi.org/10.3389/fnins.2016.00506  Murray, I. R., & Arnott, J. L. (1993). Toward the simulation of emotion in synthetic speech: A review of the literature on human vocal emotion. The Journal of the Acoustical Society of America, 93(2), 1097–1108. https://doi.org/10.1121/1.405558  Philippou-Hubner, D., Vlasenko, B., Bock, R., & Wendemuth, A. (2012). The Performance of the Speaking Rate Parameter in Emotion Recognition from Speech. 2012 IEEE International Conference on Multimedia and Expo. https://doi.org/10.1109/icme.2012.183  Kraxenberger, M., Menninghaus, W., Roth, A., & Scharinger, M. (2018). Prosody-Based Sound-Emotion Associations in Poetry. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.01284  The health differences between white and brown rice are dead even by Steffie Drucker Whelan, C. (2017, May 25). Brown Rice vs. White Rice: Which Is Better for You? Healthline; Healthline Media. https://www.healthline.com/health/food-nutrition/brown-rice-vs-white-rice  Allan, P. (2020, February 19). Is Brown Rice Really That Much Healthier Than White Rice? Lifehacker. https://lifehacker.com/is-brown-rice-really-that-much-healthier-than-white-ric-1820044994  ‌Parletta, N. (2018, December 5). Rice is a major source of arsenic exposure. Cosmos Magazine. https://cosmosmagazine.com/biology/rice-is-a-major-source-of-arsenic-exposure   Pi Was Once Almost Legally Changed to 3.2 by Ashley Hamer:https://curiosity.com/topics/happy-pi-day-how-pi-was-almost-legally-changed-to-32-curiosity Subscribe to Curiosity Daily to learn something new every day with Cody Gough and Ashley Hamer. You can also listen to our podcast as part of your Alexa Flash Briefing; Amazon smart speakers users, click/tap “enable” here: https://curiosity.im/podcast-flash-briefing See omnystudio.com/listener for privacy information.

Link to bioRxiv paper: http://biorxiv.org/cgi/content/short/2020.09.17.301994v1?rss=1 Authors: Glushko, A., Poeppel, D., Steinhauer, K. Abstract: Recent neurophysiological research suggests that slow cortical activity tracks hierarchical syntactic structure during online sentence processing (e.g., Ding, Melloni, Zhang, Tian, & Poeppel, 2016). Here we tested an alternative hypothesis: electrophysiological activity peaks at sentence constituent frequencies reflect cortical tracking of overt or covert (implicit) prosodic grouping. In three experiments, participants listened to series of sentences while electroencephalography (EEG) was recorded. First, prosodic cues in the sentence materials were neutralized. We found an EEG spectral power peak elicited at a frequency that only "tagged" covert prosodic change, but not any major syntactic constituents. In the second experiment, participants listened to a series of sentences with overt prosodic grouping cues that either aligned or misaligned with the syntactic phrasing in the sentences (initial overt prosody trials). Immediately after each overt prosody trial, participants were presented with a second series of sentences (covert prosody trial) with all overt prosodic cues neutralized and asked to imagine the prosodic contour present in the previous, overt prosody trial. The EEG responses reflected an interactive relationship between syntactic processing and prosodic tracking at the frequencies of syntactic constituents (sentences and phrases): alignment of syntax and prosody boosted EEG responses, whereas their misalignment had an opposite effect. This was true for both overt and covert (imagined) prosody. We conclude that processing of both overt and covert prosody is reflected in the frequency tagged neural responses at sentence constituent frequencies, whereas identifying neural markers that are narrowly reflective of syntactic processing remains difficult and controversial. Copy rights belong to original authors. Visit the link for more info

This episode of the Korea Now podcast features an interview that Jed Lea-Henry conducted with Kim Sunghee. They speak about North Korea's ‘military-first' ideology, the historical period from which it emerged, what the ideology entails, the transformation that took place in the minds of everyday North Koreans, the way that workers and soldiers became indistinguishable, how this ideology was developed through literature, what this literature looked like and the affect that it had, and importantly a close look at Song Sangwŏn's ‘Taking up bayonets'. Kim Sunghee is a Social Science Korea (SSK) Research Professor at the University of North Korean Studies in Seoul, South Korea. Sunghee also teaches literary theory and criticism, Asian literature, and writing at the Underwood International College at Yonsei University, and the Department of Korean Language and Literature at Korea University. In 2017, he earned his Ph.D. in East Asian Languages and Civilizations from Harvard University. Sunghee's ongoing research interests include literary theory, authoritarianism, modern Korean literature; North Korean history; and the history of emotions. *** ‘The Prosody of Working and the Narrative of Martyrdom: Daily Life and Death in North Korean Literature during the Great Famine and the Early Military-First Age (1994-2002)' (https://www.academia.edu/41368236/The_Prosody_of_Working_and_the_Narrative_of_Martyrdom_Daily_Life_and_Death_in_North_Korean_Literature_during_the_Great_Famine_and_the_Early_Military_First_Age_1994_2002_). Support via Patreon – https://www.patreon.com/jedleahenry Support via PayPal – https://www.paypal.me/jrleahenry Shop – https://shop.spreadshirt.com.au/JLH-shop/ Support via Bitcoin - 31wQMYixAJ7Tisp773cSvpUuzr2rmRhjaW Website – http://www.jedleahenry.org Libsyn – http://korea-now-podcast.libsyn.com Youtube – https://www.youtube.com/channel/UC_qg6g1KyHaRXi193XqF6GA Twitter – https://twitter.com/jedleahenry Academia.edu – http://university.academia.edu/JedLeaHenry Research Gate – https://www.researchgate.net/profile/Jed_Lea-Henry

Shannon breaks down the autism jargon term "prosody" and how it relates to children on the spectrum.

Shannon breaks down the autism jargon term "prosody" and how it relates to children on the spectrum.

Nikki Yanofsky's career I'm sure would have blossomed into what it would eventually be just because of the sheer talent, but it was one slot that she secured at the Montreal International Jazz Festival that would exponentially set her up as a major artist. There and soon after she would be rubbing shoulders and capturing the attention of Quincy Jones, Phil Ramone (Billy Joel, Paul Simon, Stevie Wonder), Herbie Hancock, Rod Temperton (“Thriller,” “Rock With You,” “Boogie Nights”), and many others. We go through the years of feeling like a black sheep and acceptance being the key to dust off the negative stereotypes that follow with a label. Even fear acting as a calibrator to share your innermost feelings as an artist and when to use that fear in your art. Rod Temperton being a personal friend and mentor in Nikki's life, Nikki shares some of Rod's writing styles of Prosody and what made the quality of such songs like Michael Jackson's, "Thriller", what they are. Taking these lessons from Rod, mentors, producers and even life lessons, Nikki's newest album Turn Down The Sound is one that pushes the pop genre but gives a tip of the hat to those that laid the groundwork before. Decategorizing genres, today's quality of music, and even personal acceptance are all things discussed in the life of Nikki Yanofsky.    American Songwriter Podcast Network

This video podcast explains two terms related to reading fluency: expression and prosody. Reading with expression is not at all important. Reading prosody is.

Episode 5 completes our "Lectio Divina" experience in John 5:1-17, where we place ourselves in this dynamic passage and historical story. What "point-of-view" did you see this story through? What did you hear or see? Today, we look at this passage and open a conversation about "prosody" or "tone of voice," which serves as the delivery system for our words. The tone of our voice is actually more powerful than the words we actually speak.

We've reach a milestone of sorts, kiddies... our TENTH EPISODE! Thanks to YOU, our wonderful listeners; we've already achieved things we'd never have thought possible and far exceeded our own expectations. Give yourselves a bow!This episode has no particular theme; just our usual segments delivered with great relish- like a good hot dog. There are also a few surprises as well...In our NOTES AND BOLTS segment, Marie shares the finer points of PROSODY in songwriting. This material comes straight from Berklee College of Music instructor (and phenomenal songwriter) PAT PATTISON Steve tell you everything you'd want to know about MEATLOAF songwriter (and then some) JIM STEINMAN in the LEGENDARY SONGWRITER SALUTEMarie comes close to having her first meltdown while discussing THE SPICE GIRLS hit "WANNABE" in WHAT THE !@#$%?Steve puts STEELY DAN'S sarcastic classic "MY OLD SCHOOL" UNDER THE MICROSCOPEBy reader suggestion, you'll learn how to protect your intellectual property via COPYRIGHTS in MARIE'S ACADEMIC MOMENTSTEVE'S PHONE is back, with a verse and chorus of "IT'S COMING OVER" for your listening pleasureWe'll reach into THE MAILBAG to share some comments and storiesAnd we're pleased to be featuring "THE DEVIL'S AT YOUR DOOR" by Nashville songwriter and CSSP listener JOHN CARROLL in our second-ever LISTENER SUBMISSIONS segmentRelated links:COURSERA SONGWRITING COURSEPAT PATTISONJOHN CARROLL MUSICSTEVE REMPISMARIE PERRY