A framework for the quantification of soundscape diversity using Hill numbers

1. Soundscape studies are increasingly common to capture landscape-scale ecological patterns. Yet, several aspects of soundscape diversity quantification remain unexplored. Although some processes influencing acoustic niche usage may operate in the 24h domain, most acoustic indices only capture the diversity of sounds co-occurring in sound files at a specific time of day. Moreover, many indices do not consider the relationship between the spectral and temporal traits of sounds simultaneously. To provide novel insights into landscape-scale patterns of acoustic niche usage at broader temporal scales, we present a workflow to quantify soundscape diversity through the lens of functional ecology. 2. Our workflow quantifies the functional diversity of sound in the 24-hour acoustic trait space. We put forward an entity, the Operational Sound Unit (OSU), which groups sounds by their shared functional properties. Using OSUs as our unit of diversity measurement, and building on the framework of Hill numbers, we propose three metrics that capture different aspects of acoustic trait space usage: (i) soundscape richness; (ii) soundscape diversity; (iii) soundscape evenness. We demonstrate the use of these metrics by (a) simulating soundscapes to assess if the indices possess a set of desirable behaviours; and (b) quantifying the soundscape richness and evenness along a gradient in species richness to illustrate how these metrics can be used to shed unique insights into patterns of acoustic niche usage. 3. We demonstrate that: (a) the indices outlined herein have desirable behaviours; and (b) the soundscape richness and evenness are positively correlated with the richness of soniferous species. This suggests that the acoustic niche space is more filled where taxonomic richness is higher. Moreover, species-poor acoustic communities have a higher proportion of rare sounds and use the acoustic space less effectively. As the correlation between the soundscape and taxonomic richness is strong (>0.8) and holds at low sampling intensities, soundscape richness could serve as a proxy for taxonomic richness. 4. Quantifying the soundscape diversity through the lens of functional ecology using the analytical framework of Hill numbers generates novel insights into acoustic niche usage at a landscape scale and provides a useful proxy for taxonomic richness measurement.

PHONOSEMANTISM AS PART OF THE SIGN SYSTEM OF LANGUAGE

Phonosemantics is a science with a thousand-year history, the attitude to which is ambiguous. Despite the fact that the main principle of this linguistic discipline about the motivation of the sound unit and the legitimacy of the phenomenon has been repeatedly questioned, although discussions on the universality and specificity of the phenomenon under study continue to this day. Language is the most powerful means of forming thought; social phenomenon that attest to such its main functions as informational, communicative, emotional, cognitive, epistemological, accumulative. All functions are usually implemented not in isolation, but in various combinations, because each statement in most cases is multifunctional. All functions ultimately work for communication, and that's in the sense that the communicative function is leading. Simultaneously with the acquisition of human language, it acquires knowledge about the world around, which significantly shortens and simplifies the path of cognition, protects a person from unnecessary mistakes. F. de Saussure explained the problem of the value of a linguistic sign, arguing that a linguistic sign combines a concept and an acoustic image and has two essential features: arbitrariness (unmotivated) and linearity (unfolding in time and one dimension). The sign is used to indicate an object outside it, to receive, store and transmit information. A sign acquires its meaning only in a certain system, because outside it is not a sign and means nothing. The palette of phonosemantic searches is inexhaustible, as each linguistic and literary-artistic direction in various manifestations considers the symbolism of images of phonemes, phonemes, morphemes, tokens, syntagms, texts. The scope of using linguistic units with existing phonosemantic features is different types of movement, sound, light phenomena, physiological and emotional states of both humans and animals.

HIGH-PRECISION CA-ID-TIMS AGE CONSTRAINTS ON THE NIBLACK Cu-Zn-Au-Ag DEPOSITS: A NEOPROTEROZOIC VOLCANIC-HOSTED MASSIVE SULFIDE DEPOSIT IN THE NORTH AMERICAN CORDILLERA

The Neoproterozoic-Cambrian Wales Group and Ordovician-early Silurian Moira Sound unit of Prince of Wales Island, Alaska, USA, host numerous volcanic-hosted massive sulfide (VHMS) deposits and occurrences, including the Niblack VHMS deposits. Previous attempts to determine the age of the felsic volcanic host rocks in the Niblack area have resulted in conflicting results and interpretations. We have utilized chemical abrasion-isotope dilution-thermal ionization mass spectrometry (CA-ID-TIMS) U-Pb zircon geochronology to acquire highly precise crystallization and maximum depositional ages for a total of six samples of felsic volcanic and intrusive rocks from Niblack. This study establishes age constraints for the Niblack felsic succession of (1) crystallization ages of 565.1 ± 0.9 and 564.8 ± 1.0 Ma for coherent rhyolite flows, (2) maximum depositional ages of 565.3 ± 0.9 and 565.2 ± 0.9 Ma for felsic volcaniclastic rocks, (3) a crystallization age of 565.2 ± 0.9 Ma for quartz-feldspar-phyric subvolcanic sill, and (4) a crystallization age of 564.8 ± 1.0 Ma for a felsic dike that crosscuts the Niblack felsic succession. These results indicate that the ~200-m-thick Niblack felsic succession and VHMS deposits formed during one episode of felsic volcanism at ca. 565.1 ± 0.9 Ma and are thus confirmed as part of the Neoproterozoic Wales Group. Results of this study provide the first chronostratigraphic framework for felsic volcanism associated with VHMS deposit formation at Niblack and have implications for mineral exploration on Prince of Wales Island and elsewhere in the Alexander terrane.

DIFFICULTIES IN BUILDING THE AUDITORY AND PRONUNCIATION SKILLS IN CHINESE STUDENTS WHILE TEACHING RUSSIAN

The introduction. The paper deals with a problem of Russian speech sound acquisition by Chinese students, examines the bilateral nature of this problem (sound perception and sound pronunciation), and identifies typical difficulties of the Chinese audience. Materials and methods. The paper analyzes the results of an empirical study aimed at identifying the most frequent difficulties encountered by Chinese students learning the Russian Language when mastering auditory and pronunciation skills. The study relies on the methods of experimental research, statistical data processing, and comparative analysis. Results. The findings show the correlation between the two types of mistakes (in perception and pronunciation of Russian sounds) made by Chinese students. This correlation made it possible to obtain the data on the extent to which the processes of sound unit perception and generation are interconnected and interdependent. The experimental study has identified the most typical difficulties of Chinese students and considered their causes. Conclusion. The study has shown that the number of sound perception mistakes significantly exceeds that of sound pronunciation ones. Therefore, focused work is required to develop auditory skills. Both types of mistakes result from the differences in sound systems of the Russian and Chinese languages, which should be fully taken into account when building audial and pronunciation skills of Chinese students. Keywords: the audial and pronunciation skills, sound system, differentiation of sounds, methods of teaching Russian as a foreign language.

Phonological Awareness Skills in Children With Early and Late Cochlear Implantation: Effects of Task and Phonological Unit

Purpose Phonological awareness (PA) skills are critical for spoken language acquisition and literacy. PA manifests in various skills that can be identified based on task performance and speech sound unit size. This study compared the PA skills of children with early cochlear implantation (E-CI), children with late cochlear implantation (L-CI), and children with typical hearing (TH) in relation to task and phonological unit. It also attempted to identify the significant predictors of PA skills in each CI and TH group. Method Twenty children with E-CI, 20 children with L-CI, and 20 children with TH participated in this study. PA skills were assessed using elision, blending, and segmenting tasks at both the syllabic and phonemic levels. Results The E-CI and L-CI groups performed significantly less well than the TH group on the elision and blending tasks at the syllabic level. However, the E-CI group performed at a similar level as the TH group in the segmenting tasks at both the syllabic and phonemic levels. The regression analysis identified age at implantation and receptive vocabulary scores as significant predictors of PA skills in children with CIs. Conclusions Although all the children with CIs had age-appropriate receptive vocabulary skills, the PA skills of both the E-CI and L-CI groups tended to lag behind those of the TH group in the elision and blending tasks at the syllabic level. Age at implantation and receptive vocabulary skills affected the development of PA skills in children with CIs.

PSIKOEDUKASI KESADARAN FONOLOGI DI PENDIDIKAN ANAK USIA DINI KOTA TASIKMALAYA

ABSTRAK Makalah ini merupakan hasil penelitian yang bertujuan mengimplementasikan psikoedukasi kesadaran fonologi di sekolah dasar. Psikoedukasi kesadaran fonologi merupakan pelatihan yang mengembangkan sensitivitas anak terhadap struktur bunyi. Psikoedukasi ini dilakukan sebagai upaya stimulasi dan optimalisasi terhadap potensi berbahasa yang dimiliki anak sesuai dengan tahap perkembangannya dan memberikan layanan, serta bimbingan yang dibutuhkan anak dalam melewati tahap-tahap periode sensitif yang dilaluinya dengan cara menggunakan berbagai aktivitas praakademik untuk mengembangkan kesadaran fonologi. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan metode deskriptif. Teknik pengumpulan data dalam penelitian ini adalah dengan metode observasi dan wawancara dengan guru. Observasi dilakukan di dalam kelas untuk melihat kesadaran fonologi anak. Upaya guru dalam pengembangan kesadaran fonologi anak didapatkan melalui wawancara dan pengamatan secara langsung. Setelah dilakukan observasi dan wawancara, selanjutnya dilaksanakan psikoedukasi kesadaran fonologi kepada siswa dan guru. Pemilihan metode yang akan digunakan dalam psikoedukasi pada anak dapat disesuaikan dengan tingkat usia anak. Deteksi aliterasi dan deteksi fonem tunggal relatif mudah bagi anak, yaitu untuk mengenali bunyi silabel awal yang sama (pada purwakanti) dan bunyi silabel akhir yang sama (pada sajak) dari kata-kata yang disajikan. Adapun teknik psikoedukasi dapat melalui lagu anak yang bersajak ataupun melalui kegiatan berpantun. Metode dengan tingkat yang lebih sulit yang dapat digunakan seperti metode deteksi fonem tunggal; di sini tingkat kesulitannya sudah meningkat, karena anak harus mengenali unit bunyi yang lebih kecil daripada silebel. Apabila keterampilan tersebut telah dikuasai, lebih lanjut anak dapat diberi pelatihan dengan metode yang semakin tinggi tingkat kesulitannya seperti metode ketukan fonem. Kata Kunci: Psikoedukasi, Kesadaran Fonologi, Pendidikan Anak Usia Dini. ABSTRACT This paper is the result of a study aimed at implementing psychoeducation in phonological awareness in primary schools. Psychoeducation of phonological awareness is a training to develop children's sensitivity to the sound structure. This psychoeducation serves to stimulate and optimize the language potential of children according to the stage of development, to provide services and to provide guidance that children need to go through the sensitive stage in which they use various preschool activities to develop phonological awareness. The approach used in this study is a qualitative approach using descriptive methods. The data collection technique in this study is the observation method and interviews with the teacher. Observations were carried out in the classroom to see the phonological awareness of the child. Teacher's efforts in developing children's phonological awareness achieved through interviews and direct observation. After conducting observations and interviews, then psychoeducation phonological awareness was carried out to students and teachers. The selection of methods to be used in psychoeducation in children can be adjusted to the age level of the child. Alliteration detection and detection of single phonemes are relatively easy for children to recognize, namely the same initial syllable sound (in purwakanti) and the same final syllable sound (in poetry) of the words presented. The psychoeducation technique can consist of children's songs which are poetry, or dance activities. More difficult level methods can be used such as single-phonemic detection methods; here the level of difficulty has increased as the child has to recognize a sound unit that is smaller than the silebel. If these skills have been mastered, furthermore the child can be given training with methods that increase the level of difficulty such as the phoneme knock method. Kata Kunci: Psychoeducation, Phonological Awareness, Early Childhood Education

ظاهرة تدريس الأصوات العربية

A language is made up of units of units of a particular sound, with the sound unit up unit formed millions and millions of words in diverse situations. Each language is a bona fide treasures of the selected sound from all possible sounds that can be spoken man, which may differ from other treasures of the sounds of language. Arabic sounds denoted by "ض" for example, is not found in other languages. The substance of the sound is also different between one language to another language, the difference is exactly what became the beginning of the sound teaching problem. Number of Arabic alphabet is not much different from the number of alphabetic languages ​​other languages, but Arabic has a long vowel sounds in addition to the applicable short vowel regularly. So also with the sound madd, syiddah and ghunnah with variations that will eventually give birth to the sound of the sound that gets the emphasis on a word (NaBr) and the tone or tune a particular song on a sentence (tanghim) according to the size of a strong and level geloranya meaning behind the words concerned. Key Words: Language Elements, Sounds of language