Always a good place to start if you have questions about the when/where/who/hows of your modules. CcĬanvas – Our online virtual learning environment (or VLE), where you can find information about each of your modules and where your teaching staff will post teaching and learning materials. This is the type of degree achieved through any of our undergraduate courses in Language and Linguistics.īoard of Examiners – A representative group of academic and professional services staff from SELLL who check all final marks, including final degree classifications.īSTC – Barbara Strang Teaching Centre, according to the timetabling system. Read more on the IT services website.īA – Bachelor of Arts (from the Latin baccalaureus artium or baccalaureus in artibus). Use this to access your university desktop wherever you are or to access specific software on campus, such as Praat or CLAN. Associate Lecturers typically use the title “Dr” if they have a PhD.ĪVD – Azure Virtual Desktop. (See also: My Working Hours App)ĪRMB – Armstrong Building, according to the timetabling system.Īssociate Lecturer – A member of teaching staff who is not salaried at Newcastle they may be salaried at another institution or on an hourly-paid contract. It’s worth a download, and might be referred to by your personal tutor or in official communications from the University. “ (the) App” – The University App is a one-stop-shop on your phone for information relevant to your studies like your timetable, your library account and so on. If you’re a postgraduate student and an acronym or piece of jargon from your studies isn’t here, check our dedicated postgraduate jargon buster.Ī B C D E F G H IJ K L M N O P Q R S T U VWX YZ # Here are some that you might come across during your undergraduate degree at Newcastle – and if you come across one not listed here, get in touch! You might also want to look at this student guide from the Quality Assurance Agency for Higher Education. The results can be used to develop ecologically valid assessment and intervention methods that take into account the basic features of human interaction and thus have the potential to generalize into the everyday life participation of the people with communication disorders.Like any place of work, university (and individual universities) come with a lot of specialist terms, vocab and acronyms. In particular, the results reveal the effects of perceptual, motor, linguistic and cognitive deficits on the management of intersubjective understanding. Furthermore, the results provide new theoretical insight to the fundamentals of human conversational interaction in occasions of communication breakdowns. The large corpora and the systematic analyses of the planned research project have a potential to significantly increase the current scientific knowledge of the organization of repair in atypical interactions. Cross-linguistic comparisons are made between Finnish and English data sets. Statistical analyses are used to study the distributions and frequencies of repair phenomena and computational analyses to examine multimodal interactional synchrony and timing. Ethnomethodological conversation analysis with ELAN and Praat software is used for annotation and analysis of repair phenomena, both self-repairs of the speakers and other-initiated repairs of the recipients of talk. The research uses multiple methodologies. We use both existing Finnish and English corpuses and collect new data. ![]() The interactions are compared to conversational interactions of adults and children without disorders. The data are videotaped conversational interactions involving participants with disorders of cognitive (dementia, autism), linguistic (adult aphasia and developmental language disorder), motor (dysarthria), and sensory-perceptual (hearing impairment) levels of human performance. Furthermore, interactional synchrony, timing and sequential construction of repair activities are studied. We will unpack the repair activities handling the problems, and the distribution of labour in repair work between the participants. clarify their talk, and recipients can other-initiate repair, i.e., request for clarification if they don't hear or understand. As human social interaction is co-operative in nature, intersubjective understanding can be achieved by repair organization: when problems emerge, speakers can self-repair, i.e. The project examines the management of problems in intersubjective understanding in atypical interactions involving participants with communication disorders.
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