How Vowel Sounds are Produced

How Vowel Sounds are Produced Speech sounds of English are 44 sounds. These sounds can be divided into two groups: Consonants (24) and vowels (20). The consonants are also divided into two categories: voiceless and voiced sounds. The voiceless are nine: k, p, t, f, h, s, É µ, tʃ, and ʃ. The voiced are fifteen: b, d, g, w*, j*, n, m, ņ¹, z, dÊ’, Ê’,  °, l, r, and v. The action of the vocal cords (i.e., the state of the glottis) determines weather a sound being produced is voiced or voiceless. When the vocal cords are brought close together, but not shut tightly, the air escaping from the lungs causes them to vibrate: this is called voicing, and a sound produced while the vocal cords are vibrating is a voiced sound. When the vocal cords are apart, no vibration occurs, and sounds produced with the glottis in this state are voiceless sounds. Are /j/ and /w/ consonant or vowel sounds? The two semi- vowels /j/ and /w/ are mainly vocalic glides that start near a close vowel, /i/ or /u/. The most important thing to remember about these phonemes is that they are phonetically like vowels but phonologically like consonants. These sounds resemble vowels in their open articulation and in being voiced, but differ from them in other phonetic aspects; in other words, they display consonantal behavior in relation to other sounds. The definite article the, for example, is pronounced /  °Ãƒâ€°Ã¢â€ž ¢/ before /j, w/, as in /  °Ãƒâ€°Ã¢â€ž ¢ jiÉâ„ ¢/, / °Ãƒâ€°Ã¢â€ž ¢ we °Ãƒâ€°Ã¢â€ž ¢ /, the year, the weather respectively, in which case the semi-vowels appear to behave like consonants. By the same token in RP the /r/ usually deletes before the semi-vowels as it does before consonants so the sequences for women, for you are realized as / fÉâ„ ¢ ju:, fÉâ„ ¢ wumÉâ„ ¢n /respectively. What is meant by a vowel? A vowel is defined as a sound which is produced or made without any kind of obstruction (closure or impediment) to the flow of air in the mouth as it passes from the larynx to the lips. In all  vowels, the mouth passage is unobstructed. If it is obstructed at any time during the production of a speech-sound, the resulting sound will be a  consonant. So the difference between vowels and consonants is a difference in the way by which they are produced. In other words, vowels are the sounds which are produced without narrowing or closure of the air passage. Vowel sounds, of course, normally voiced, so that the voicing is not relevant for their production. There are three parameters by which we describe a vowel in English: first the height of the tongue or openness of the mouth. This gives us the categories: close, half-close, half-open, open (an alternative set of categories is also sometimes used: high, mid-high, mid-low, low). Second, the area of the mouth that has the highest part of the tongue or the general area of the mouth in which the vowel is made. This gives us the categories: front, central and back. A third set of categories involves the shape of the lips; the categories are roundeded and spread (unrounded). Vowels of English can be divided into two categories: pure vowels and diphthongs. The pure vowels are 12 sounds and the diphthongs are 8 sounds. The difference between pure vowels and diphthongs (glides): The pure vowels are the ones that are made with the mouth taking up a single position during the articulation. Diphthongs, by contrast, are vocalic glides, and the configuration of the mouth changes in the course of the articulation of the vowel sound. . In other words, diphthongs are the sounds that consist of a movement or glide from one vowel to another. A vowel which remains constant and does not glide is called a pure vowel. Unlike the pure vowels, diphthongs are defined as vowel glides produced by a quick movement of the tongue from one position to another. The vowel in hat, for example, is produced differently from that in hate -the former is realized with a pure vowel /à ¦/; the latter with a diphthong /eÄ ±/. Note the change in the vowel quality in the realization of /eÄ ±/ where the tongue glides quickly from the position of /e/ to that of /i/. Features of vowels [+syllabic], [-consonantal], [+continuant], [+voiced], [-sibilant], [+sonorant] Pure vowels: (12) Pure vowels of English can be classified into three groups according to the general area of the mouth in which they are made or produced. There are three areas in which pure vowels are produced: Front, Central and Back. Front vowels (4) /i: /, /I/, /e/, /à ¦/ In the front area of the mouth (tongue), English has four vowels. These four front vowels are made with spread (unrounded) lips. Two vowels are in the close area. One is the close front spread vowel found in beat or sheep and symbolized by /i:/ , so these words can be described phonetically as /bi:t/ and / ʃi:p/.It also occurs initially as in eat /i:t/ and finally as in tea /ti:/. The other is a more open and a more central close front vowel, usually described as a lowered and centralized close front spread vowel. It is represented by the symbol /I/, and it occurs initially as in in /in/, medially as in sit /sit/ and finally as in happy /hà ¦pi/. English has no a vowel at precisely either the half-close or the half-open position, but one mid way between the two. This is usually described as mid front spread vowel. It is sometimes symbolized by e (Ɇº). This vowel occurs initially as in egg /eg/, medially as in set /set/, and it does not occur finally. The other English front vowel is in the open area but it is not completely open: it is somewhere between half-open and open, although it is usually as an open front spread vowel. This front vowel can occur initially as in and or an /à ¦nd, à ¦n/, medially as in man, can, /mà ¦n , kà ¦n/ and finally this vowel does not occur. Back vowels (5) /a: /, /Ɇ/,  /Ɇ: /, /u/, /u: / In the back area of the mouth we can recognize five vowels in English. Four of them are made with rounded lips and one with spread lips. There are also two vowels in English that fall in the close back area. One is the close back rounded vowel, as found in boot and tool and symbolized by u:, so these words will be transcribed phonetically as /bu:t/ and /tu:l/. The other is a more open and more central variety. It usually described as a (lowered and centralized) close back rounded vowel. It is represented by the symbol u. It occurs medially as in put and book. As in the case of front vowels, English has no vowels at precisely half-close and half-open back position. There is one vowel somewhere between the two, probably nearer to half-open than half-close. It is symbolized by Ɇ: It may be described as a mid back rounded vowel. It occurs initially as in orbit, order, medially as in ball, and bought. In the open back area two vowels are found in English, one made with rounded lips, the other with spread lips. The open back rounded vowel is, is like its front counterpart, not completely open but somewhere between half-open and open. It is symbolized by Ɇ. It may be described as an open back rounded vowel. It occurs initially as in of, on, odd, and medially as in dog, top, and dot. The open back spread vowel is not completely back and it tends towards the central position. This vowel is symbolized by a:. It occurs initially as in arm, medially as in part and finally car. Central vowels: /ÊŒ/, /3:/, /Éâ„ ¢/ We come now to the final group of pure vowels, those made in the central area of the mouth. There are three vowels produced in this area in English, all with spread lips. One of these vowels is in the open area, but like a and Ɇ in fact mid-way between half-open and open, although it is described as an open central spread vowel. It is represented by the IPA symbol for a half-open back spread vowel, namely ÊŒ. This vowel occurs initially as in up, under, and medially as in but/ /bÊŒt/ and some /sÊŒm/. The other two central vowels in English are both mid central spread vowels, that is mid-way between half-close and half-open. One is represented by the symbol 3:. It occurs initially as in earth and earn, and medially as in girl bird, etc. The latter sound is often referred to the schwa vowel. It is symbolized by Éâ„ ¢ and it can be described as an unstressed mid central spread vowel. It occurs initially as in above /Éâ„ ¢bÊŒv/, along /Éâ„ ¢lɆÃƒâ€¦Ã¢â‚¬ ¹ /, ahead /Éâ„ ¢hed/, medially as in consider / kÉâ„ ¢nsIdÉâ„ ¢/, consist /kÉâ„ ¢sIst/, continue/ kÉâ„ ¢ntInju:/ and finally as in father/ fa: °Ãƒâ€°Ã¢â€ž ¢/, teacher/ ti::tʃÉâ„ ¢/. Diphthongs (8) As mentioned above diphthongs are the sounds that consist of a movement or glide from one vowel to another. Unlike the pure vowels, diphthongs are defined as vowel glides produced by a quick movement of the tongue from one position to another. In other words, they are a combination of two vowels. They are eight vowels: /ai/, /ei/, /Ɇi, /au/, /Éâ„ ¢u/, /eÉâ„ ¢/, /iÉâ„ ¢/, /uÉâ„ ¢/. The easiest way to remember them is in term of three groups divided as in the below diagram The closing diphthongs have the characteristic that they all end with a glide towards a closer vowel I or u. The first closing diphthong is /ei/. The beginning point of this diphthong is the mid front spread pure vowel of English e. It occurs initially as in aim, age ate, medially as in lake, take, make and finally as in say, and play. A second diphthong in this group begins with an open front spread vowel a, moving towards the closing front spread vowel i . This diphthong is represented by ai. This vowel occurs initially as in aisle, medially as in nine, and finally as in buy. The third diphthong in this group begins with a mid (between open and half-open) back rounded pure vowel Ɇ, moving towards the close front spread vowel i. This diphthong is represented by Ɇi. It occurs initially as in oil, medially as boys and finally as in joy. The second group of diphthongs comprises those tending u. The first in this group starts with the unstressed mid central spread vowel Éâ„ ¢ moving towards u. This diphthong is symbolized with Éâ„ ¢u. It occurs initially as open, medially as in home and finally as in go. The other in this group starts with an open central spread vowel a, moving towards u. It is represented by au. It occurs initially as in out, medially as in house and finally as in now. The third group is the centering diphthongs glide towards the Éâ„ ¢ (schwa) vowel. In other words, the diphthongs of this group tend towards the mid central spread vowel Éâ„ ¢. First, the diphthong that begins with (the lowered centralized) close front spread vowel I, moving towards the vowel Éâ„ ¢. This diphthong is represented by iÉâ„ ¢. It occurs initially as in ears, medially as in museum and finally as in clear, fear and here. The second diphthong in this group begins with a mid front spread vowel e, moving towards Éâ„ ¢. It is represented by eÉâ„ ¢. It occurs initially as in airline, medially as in shares and finally as care, fair, pair and hair. The last diphthong in this group begins with the close back rounded vowel u, moving towards the unstressed central spread vowel Éâ„ ¢. It is symbolized by uÉâ„ ¢. This diphthong occurs medially as in cruel, and finally as in pure, poor, and sure. Summary Features of English vowels uË Ã‚  Ã‚   ÊÅ   Ɇ ɆÃƒâ€¹Ã‚  É‘Ë Ã‚   ÊŒ à ¦ ɜˠÃ‚  Ã‚   e iË  Ä ± + + + + + + + + + + + Syllabic _ _ _ _ _ _ _ _ _ _ _ Consonantal + + + + + + + + + + + Sonorant + + _ _ _ _ _ _ _ + + High _ _ _ + _ _ + _ _ _ _ Low + + + + + _ _ _ _ _ _ Back + + + + _ _ _ _ _ _ _ Round + + + + + + + + + + + continuant _ _ _ _ _ _ _ _ _ _ _ Sibilant Pure vowels iË Ã‚  Ã‚   a close, front, spread vowel Ä ± a (lowered and centralized) close, front spread vowel. e  Ã‚  Ã‚  Ã‚  Ã‚   a mid, front, spread vowel à ¦ an open, front, spread vowel uË Ã‚  Ã‚  Ã‚   a close, back, rounded vowel ÊÅ   a (lowered and centralized) close, back, rounded vowel :ɆÃƒâ€¹Ã‚ Ã‚   a mid (between half-close and half-open) back, rounded vowel Ɇ a mid (between open and half-open) open, back, rounded vowel É‘Ë Ã‚   an open, back, spread vowel :ɜˠÃ‚   a mid, central, spread vowel. ÊŒ an pen, central, spread vowel Éâ„ ¢ an unstressed, mid, central, spread vowel Diphthongs eÄ ± begins with the mid (between half-close and half-open) front spread vowel e, moving towards (lowered and centralized) close front spread vowel Ä ±. aÄ ± begins with the open front spread vowel a, moving towards the (lowered and centralized ) close front spread vowel Ä ±. ɆÃƒâ€žÃ‚ ± begins with the mid (between open and half-open) back rounded pure vowel Ɇ, moving towards the close front spread vowel i Éâ„ ¢u begins with the unstressed mid central spread vowel Éâ„ ¢ moving towards (lowered and centralized ) close front spread vowel u. au begins with the open central spread vowel a, moving towards the (lowered and centralized ) close back rounded vowel u. eÉâ„ ¢ begins with the mid front spread vowel e, moving towards the unstressed mid central spread vowel Éâ„ ¢. iÉâ„ ¢ begins with the (lowered centralized) close front spread vowel i , moving towards the vowel the unstressed mid central spread vowel Éâ„ ¢. uÉâ„ ¢ begins with the close back rounded vowel u, moving towards the unstressed central spread vowel Éâ„ ¢.

Role of Ethics in the Life of an Engineering Student

As a college student for the last 2 years, if there is one important thing that I have learned, it is to follow the ethical guidelines of your school. Moreover, maintain the ethical code throughout the semester and more specifically for every course. Now, as an engineering student at The University of Texas at Tyler, I have an Engineering Code of Ethics to follow. This, in my opinion, is the closest to an actual professional code I have seen thus far. As a learned profession, engineering students are expected to show the upmost standards of integrity and honesty. Since this is the code that we will be following while providing services as an engineer, our complete honesty & fairness should be dedicated to the safety and welfare of the people. As an engineer, you are required to perform under a standard of professional behavior. It requires adherence to the highest principles of ethical conduct. As students, we are to practice the Code of Ethics on both the college and the District level. Every student in the college/district is expected to represent himself respectfully, whether it is on paper or verbal. This representation calls for honesty of information on all forms, applications and official documentation. In addition, we are to behave respectfully faculty, staff, administrators, other students and visitors as we represent our college and district. Academic honesty and academic integrity are to be maintained at their highest standards. All of the student’s work should be original. No type of academic dishonesty is acceptable. This includes cheating or lying on any assignment, quiz or exam. Providing false information or making false statements is impermissible. Gaining an unfair advantage over other students by any means of cheating is also against the ethical conduct. Cheating furthermore includes plagiarism, which is when a student uses the ideas of another and declares it as his or her own. Students are required to properly cite the original source of the ideas and information used in his or her work. Students of the district are expected to adhere to the rules and regulations set by the District. Students are to be responsible for any costs of the damages resulting from their behavior. Furthermore, use of illegal drugs, prescription drugs and alcohol should be highly avoided. We shall also refrain from using language or acting in a manner that is disrespectful or inappropriate towards other students and members of college. This also includes sexual assault and harassment. Students must behave respectfully toward their peers and professors. In the classroom setting, students may not interrupt their classmates or professor, make fun of them or their expressed views, or disrupt the learning environment. It is important to maintain the best learning environment for all students and professors. The fundamental canons lay down general duties. For example, engineers are required to â€Å"hold paramount the safety, health and welfare of the public,† to â€Å"issue public statements only in an objective and truthful manner,† to â€Å"act in professional matters for each employer or client as faithful agents and trustees,† and to â€Å"avoid all conflicts of interest. † Each engineer stands to benefit from these requirements both as ordinary person and as engineer. The benefits for an engineer as ordinary person are obvious: As an ordinary person, an engineer is likely to be safer, healthier, and otherwise better off if engineers generally hold paramount the public safety, only make truthful public statements, and so on. How engineers stand to benefit as engineers is less obvious . Generally, all the ideas from the Code of Ethics for Engineers apply to an engineering student. Two fundamental canons that stand out are number 3 and 6. Number 3 states that public statements issued should be in an objective and truthful manner. This means that all reports and statements from an engineer should include all relevant and pertinent information in such reports, statements, or testimony, which should bear the date indicating when it was current. The same way an engineering student is responsible for stating correct information on his/her assignments and reports with the mention of the correct date and time of any analysis or experimentation involved. Number 6 states the engineer conduct themselves honorably, ethically, and lawfully so as to enhance the honor, reputation, and usefulness of the profession. This applies to engineering students as much because we are responsible for our own work and are expected to incorporate originality in our work. We should acknowledge our errors and shall not alter or distort the facts. We, as students, should look at the big picture and realize the long-term commitment to the field of engineering. Misrepresentation of any kind is unacceptable. A code of ethics is necessary in part because, without it, the self-interest of individual engineers, or even their selfless devotion to their employer, could lead them to harm everyone overall. The authors of a code of engineering ethics are all more or less rational persons. They differ from most other rational persons only in knowing what engineers must know in order to be engineers and in performing duties they could not perform but for that knowledge. It is therefore reasonable to suppose that their code of ethics would not require them to risk their own safety, health, or welfare, or that of anyone for whom they care, except for some substantial good. It also seems reasonable to suppose that no code they authored would include anything people generally consider immoral. Most engineers are probably morally decent people, unlikely to endorse an immoral rule. All scientific and engineering professions have a high standard of ethics. It is quite necessary, because many of the things scientists and engineers do affect both their own lives and those of the public as well. If a scientist reports a development from the laboratory incorrectly, it can even endanger someone's life. If an engineer cheats on a design, it can also cost lives. Similarly, all of us would be concerned about driving over a bridge built by an engineer who cheated in school. We have learned of a number of situations in recent years in which people have acted unethically and the results have been very bad for the people who trusted them. This is also the reason why new disciplines of engineering ethics are emerging all over colleges and universities. Handouts and instructor's guides in different courses in the electrical, civil and mechanical engineering departments are made mandatory to a student to have a good sense of. Understanding the Code of Ethics for Engineers as a convention between professionals, we can explain why engineers cannot depend on mere private conscience when choosing how to practice their profession, no matter how good that private conscience and why engineers should take into account what an organization of engineers has to say about what engineers should do. What conscience would tell us to do absent a certain convention is not necessarily what conscience would tell us given that convention. Insofar as a code of professional ethics is a kind of a morally permissible convention, it provides a guide to what engineers may reasonably expect of one another. It describes what the rules of the game are. Just as we must know the rules of baseball to know what to do with the ball, so we must know engineering ethics to know, for example, whether, as engineers, we should merely weigh safety against the wishes of our employer or instead give safety preference over those wishes. A code of ethics should also provide a guide to what we may expect other members of our profession to help us do The question now is why, all things considered, an engineer should obey her profession's code. We should begin by dismissing two alternatives some people find plausible. The obligations of an engineer do not seem to rest on anything so contingent as a promise, oath, or vow. So, the convention between professionals is not a contract. It is more like an obligation resting not on an actual agreement, but on what it is fair to require of someone given what he has voluntarily done, such as accepted the benefits that go with claiming to be an engineer. One way society has of saying things is through law. No law binds all engineers to abide by their profession's code. Of course, society has ways of saying things other than by law, for example, by public opinion. But it seems doubtful that the public knows enough about engineering to have an opinion on most matters of engineering ethics. After all, there have been both irrational laws, those requiring the use of outmoded techniques and immoral laws, those enforcing slavery. The public opinion supporting such laws could not have been much less irrational or immoral than the laws themselves. In conclusion, Engineers should not only do as their profession's code requires, but should also support it less directly by encouraging others to do as it requires and by criticizing, ostracizing, or otherwise calling to account those who do not. They should support their profession's code in these ways for at least four reasons: First, engineers should support their profession's code because supporting it will help protect them and those they care about from being injured by what other engineers do. Second, supporting the code will also help assure each engineer a working environment in which it will be easier than it would otherwise be to resist pressure to do much that the engineer would rather not do. Third, engineers should support their profession's code because supporting it helps make their profession a practice of which they need not feel morally justified embarrassment, shame, or guilt. And fourth, one has an obligation of fairness to do his part insofar as he claims to be an engineer and other engineers are doing their part in generating these benefits for all engineers.

Animal Farm By George Orwell - 1377 Words

In the novel Animal Farm, there are similar themes that are experienced throughout the book, including leadership shown by everyone, and more so in particular character s, dreams held by animals in this story, and a sense of equality wanted by most of the farm animals. This story takes place on a Farm owned by a horrible farmer Mr Jones. The animals unhappy with their life have overthrown him, and now run his farm. The pigs are the leaders of all the animals.The seven commandments show equality and each animal is equal. After a while there is conflict between all the animals. Orwell shows many themes in this novel but the main 3 that popped up for me, and really stood out are, dreams, equality and leadership. Orwell s opinion on all these themes are quite different, when he wrote this book he wanted people to explore different aspects of this story. The main theme he tried to get across was the russian revolution. George Orwell also depicts a society based on the principles of animalism that promises harmony and equality among the animals on the farm. A way that orwell got this equality across in the book was having the seven commandments for the animals to worship and abide by. This definitely made the animals bond together as equals. But after a while some view this equality as unfair and it causes them to think themselves better than others and behave differently In Animal farm, Orwell depicts that the power of dreams can change the world. In thisShow MoreRelatedAnimal Farm And George Orwell By George Orwell1034 Words   |  5 Pages Eric Arthur Blair, under the pseudonym of George Orwell, composed many novels in his lifetime that were considered both politically rebellious and socially incorrect. 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The Finance Options Beyond The Traditional Model And Our...

Introduction At Group Capital our mission is to broaden the finance options beyond the traditional model and our business development plan focuses on building the infrastructure, systems, processes, and economies of scale to achieve success. Group Capital, a Securities and Exchange Commission (SEC) and Financial Industry Regulatory Authority (FINRA) registered equity crowdfunding broker-dealer, will focus on service development, management information systems, and information technology requirements. By instituting lean service tactic, we can streamline our service model and create a best-in-class consumer experience. Group Capital’s business enhancement can be better understood by comprehending their conceivable expenses, developing the†¦show more content†¦Business excellence involves developing a vision and framework that enables Group Capital to exploit the methods, tools, and processes leadership consider suitable to effect substantial improvements in their business (Hayler , Nichols, 2006). The quality function deployment (QFD) is the scheme that applies to Group Capital and will accomplish the desired outcome. After considering our business model, QFD is a structured approach that defines customer needs or requirements and formulates a specific plan or product to meet those needs (Stevenson, 2012). Group Capital’s goal is to develop equity crowdfunding into a conventional pattern of business funding of entrepreneur and an investment option for investors. However, the first step commences with understanding the struggles and desires of entrepreneurs and investors. A comprehensive entrepreneurial and investor ecosystem is an ultimate resource for both parties and will aid in enhancing client relationships and the customer’s online experience. In navigating the challenges and opportunities in financial services, Deloitte (2015) scrutinized the role of social media and networking. Technology is a vital component and can enhance the customer experience embracing the Kaizen and Jidoka principles. For example, a First Data Corporation study (2015) established the financial ser vices industry should provide real-time information and services; communicate through email,