Primary stress, unstressed schwa /ə/, unstressed schwar /ər/, and unstressed kit /ɪ/

Author(s):  
Paul Carley ◽  
Inger M. Mees
Keyword(s):  
Author(s):  
Marialuz Arántzazu García-González ◽  
Fermín Torrano ◽  
Guillermo García-González

The aim of this paper is to analyze the primary stress factors female professors at online universities are exposed to. The technique used for the prospective and exploratory analysis was the Delphi method. Two rounds of consultations were done with fourteen judges with broad experience in health and safety at work and university teaching who reached a consensus of opinion regarding a list of nine psychosocial risk factors. Among the most important risk factors, mental overload, time pressure, the lack of a schedule, and emotional exhaustion were highlighted. These risk factors are related to the usage and expansion of information and communication technology (ICT) and to the university system itself, which requires initiating more research in the future in order to develop the intervention programs needed to fortify the health of the affected teachers and protect them from stress and other psychosocial risks.


2016 ◽  
Vol 39 (2) ◽  
pp. 257-285 ◽  
Author(s):  
Özgür Parlak ◽  
Nicole Ziegler

Although previous research has demonstrated the efficacy of recasts on second language (L2) morphology and lexis (e.g., Li, 2010; Mackey & Goo, 2007), few studies have examined their effect on learners’ phonological development (although see Saito, 2015; Saito & Lyster, 2012). The current study investigates the impact of recasts on the development of lexical stress, defined as the placement of emphasis on a particular syllable within a word by making it louder and longer, in oral synchronous computer-mediated communication (SCMC) and face-to-face (FTF) interaction. Using a pretest-posttest design, intermediate learners of English were randomly assigned to one of four groups: FTF recast, SCMC recast, FTF control, or SCMC control. Pre- and posttests consisted of sentence-reading and information-exchange tasks, while the treatment was an interactive role-play task. Syllable duration, intensity, and pitch were used to analyze learners’ development of stress placement. The statistical analyses of the acoustic correlates did not yield significant differences. However, the observed patterns suggest that there is need for further investigation to understand the relationship between recasts and development of lexical stress.


2012 ◽  
Vol 538-541 ◽  
pp. 3253-3258 ◽  
Author(s):  
Jun Jian Xiao

According to the results of finite element analysis (FEA), when the diameter of opening of the flat cover is no more than 0.5D (d≤0.5D), there is obvious stress concentration at the edge of opening, but only existed within the region of 2d. Increasing the thickness of flat covers could not relieve the stress concentration at the edge of opening. It is recommended that reinforcing element being installed within the region of 2d should be used. When the diameter of openings is larger than 0.5D (d>0.5D), conical or round angle transitions could be employed at connecting location, with which the edge stress decreased remarkably. However, the primary stress plus the secondary stress would be valued by 3[σ].


2013 ◽  
Vol 135 (5) ◽  
Author(s):  
Andrzej T. Strzelczyk ◽  
Mike Stojakovic

ASME PVP Code stress linearization is needed for assessment of primary and primary-plus-secondary stresses. The linearization process is not precisely defined by the Code; as a result, it may be interpreted differently by analysts. The most comprehensive research on stress linearization is documented in the work of Hechmer and Hollinger [1998, “3D Stress Criteria Guidelines for Application,” WRC Bulletin 429.] Recently, nonmandatory recommendations on stress linearization have been provided in the Annex [Annex 5.A of Section VIII, Division 2, ASME PVP Code, 2010 ed., “Linearization of Stress Results for Stress Classification.”] In the work of Kalnins [2008, “Stress Classification Lines Straight Through Singularities” Proceedings of PVP2008-PVT, Paper No. PVP2008-61746] some linearization questions are discussed in two examples; the first is a plane-strain problem and the second is an axisymmetric analysis of primary-plus secondary stress at a cylindrical-shell/flat-head juncture. The paper concludes that for the second example, the linearized stresses produced by Abaqus [Abaqus Finite Element Program, Version 6.10-1, 2011, Simulia Inc.] diverge, therefore, these linearized stresses should not be used for stress evaluation. This paper revisits the axisymmetric analysis discussed by Kalnins and attempts to show that the linearization difficulties can be avoided. The paper explains the reason for the divergence; specifically, for axisymmetric models Abaqus inconsistently treats stress components, two stress components are calculated from assumed formulas and all other components are linearized. It is shown that when the axisymmetric structure from Kalnins [2008, “Stress Classification Lines Straight Through Singularities” Proceedings of PVP2008-PVT, Paper No. PVP2008-61746] is modeled with 3D elements, the linearization results are convergent. Furthermore, it is demonstrated that both axisymmetric and 3D modeling, produce the same and correct stress Tresca stress, if the stress is evaluated from all stress components being linearized. The stress evaluation, as discussed by Kalnins, is a primary-plus-secondary-stresses evaluation, for which the limit analysis described by Kalnins [2001, “Guidelines for Sizing of Vessels by Limit Analysis,” WRC Bulletin 464.] cannot be used. This paper shows how the original primary-plus-secondary-stresses problem can be converted into an equivalent primary-stress problem, for which limit analysis can be used; it is further shown how the limit analysis had been used for verification of the linearization results.


2007 ◽  
Vol 353-358 ◽  
pp. 373-376 ◽  
Author(s):  
Bing Jun Gao ◽  
Xiao Ping Shi ◽  
Hong Yan Liu ◽  
Jin Hong Li

A key problem in engineering application of “design by analysis” approach is how to decompose a total stress field obtained by the finite element analysis into different stress categories defined in the ASME Code III and VIII-2. In this paper, we suggested an approach to separate primary stress with the principle of superposition, in which the structure does not need to be cut into primary structure but analyzed as a whole only with decomposed load. Taking pressurized cylindrical vessel with plate head as example, the approach is demonstrated and discussed in detail. The allowable load determined by the supposed method is a little conservative than that determined by limited load analysis.


1991 ◽  
Vol 116 (6) ◽  
pp. 1019-1024 ◽  
Author(s):  
Robyn McConchie ◽  
N. Suzanne Lang ◽  
Ken C. Gross

Leaf blackening on cut flower Protea nerii[olia R. Br. stems was dramatically reduced under a 12-hour photosynthetic light period (120 μmol·m-2·s-1) at 25C for 15 days compared with stems kept in the dark. In the light, addition of 0.5% exogenous sugar to the vase solution resulted in a maximum of 2.5% leaf blackening, while stems with no exogenous sugar had a maximum of 16.5%. Continuous darkness resulted in 94% leaf blackening by day 7, irrespective of sugar treatment. Starch and sucrose concentrations were markedly lower in leaves on dark-held stems than in leaves on stems held in the light; thus, carbohydrate depletion could be the primary stress that initiates leaf blackening. In the light, rates of carbon exchange and assimilate export were similar, indicating that the amount of carbon fixed maybe regulated by sink demand. The pattern of carbon partitioning changed in light-held leaves of the 0% sugar treatment during rapid floral expansion and senescence. Inflorescence expansion appears to influence partitioning of photoassimilates and storage reserves into transport carbohydrates; under decreased sink demand, the assimilate export rate decreases and photoassimilates are partitioned into starch. The data suggest that sink strength of inflorescences held in darkness may be responsible for the depletion of leaf carbohydrates and. consequently, blackening.


2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Ni Luh Ketut Mas Indrawati

This paper aims at analyzing and describing the English compound specifically the English noun compound.  Compound is a combination of two or more words of which meaning cannot always be predicted from the meaning of each part. In English, words, especially adjectives and nouns, are combined into compound structures in a variety of ways. This article attempts to discuss the formal characteristics and types of the English noun compound. The theory of compound was adopted for further analysis. The finding shows that the formal characteristics of  the English noun compound are:  the noun compounds  have primary stress on the first constituent, the  semantic unity of a noun compound is reflected in an orthographic, the meaning of the noun compound cannot be predicted from  the meaning of the parts. The orthographic characteristics can be solid, hyphenated, and open. The types involved are Subject and Verb, Verb and Object, verb and adverbial, verb-less, subject and complement, combining-form and Bahuvrihi


2021 ◽  
Vol 6 ◽  
Author(s):  
Alexander Wettstein ◽  
Sandra Schneider ◽  
Martin grosse Holtforth ◽  
Roberto La Marca

Teachers report elevated levels of stress and psychosomatic illnesses compared to other professions. Teacher stress has far-reaching consequences on their health outcomes, the student's motivation, and the economy. However, research on teacher stress relies mainly on self-reports, hence, assesses stress on purely subjective perception. Personal or subjective aspects can strongly influence these measures, and biological stress may even be unnoticed. It is, therefore, necessary to include both subjective and objective measures to investigate stress, preferably in real-life situations. This review aims to demonstrate the importance of a psychobiological ambulatory assessment (AA) approach to investigate teacher stress, in contrast to purely subjective measures. We discuss classroom disruptions as the primary stress factor within the classroom and how a multimethod AA approach using psychological measures while simultaneously recording classroom disruptions and biological stress reactions of teachers would enable a much deeper understanding of stressful transactional processes taking place in the classroom that has not been achieved before.


2019 ◽  
Vol 1 (1) ◽  
pp. 1-28 ◽  
Author(s):  
Dustin Bowers

Stress in Gujarati (Indo-Aryan, India and Pakistan) has been alternately claimed to be strictly positional or sensitive to vowel sonority. The latter analyses figure prominently in arguments for scalar markedness constraints (de Lacy 2002, 2006). This study presents acoustic measures and speaker intuitions to evaluate both the positional and sonority-driven stress hypotheses. The acoustic results support weakly cued positional stress, though speaker intuitions for primary stress placement were inconsistent. This replicates Shih’s (2018) negative findings, and indicates that Gujarati stress should not figure in discussions of sonority-driven stress or associated theoretical proposals.


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