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Providing evidence for the universal tendencies of patterns in the world's languages can be difficult, as it is impossible to sample all possible languages, and linguistic samples are subject to interpretation. However, experimental techniques such as artificial grammar learning paradigms make it possible to uncover the psychological reality of claimed universal tendencies. This paper addresses learning of phonological patterns (systematic tendencies in the sounds in language). Specifically, I explore the role of phonetic grounding in learning round harmony, a phonological process in which words must contain either all round vowels ([o, u]) or all unround vowels ([i, e]). The phonetic precursors to round harmony are such that mid vowels ([o, e]), which receive the greatest perceptual benefit from harmony, are most likely to trigger harmony. High vowels ([i, u]), however, are cross-linguistically less likely to trigger round harmony. Adult participants were exposed to a miniature language that contained a round harmony pattern in which the harmony source triggers were either high vowels ([i, u]) (poor harmony source triggers) or mid vowels ([o, e]) (ideal harmony source triggers). Only participants who were exposed to the ideal mid vowel harmony source triggers were successfully able to generalize the harmony pattern to novel instances, suggesting that perception and phonetic naturalness play a role in learning.
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Round Square schools are characterised by a shared commitment to an approach to education based on six IDEALS of learning drawn from the theories of Dr Hahn. Grammar students have an incredible range of opportunities as part of our structured program linked to each of these IDEALS.
Around 30 students each year participate in international Service projects which usually involves living in villages in places like Thailand, Papua New Guinea, Cambodia, Burma, India, Kenya and Honduras.
We offer activities that foster a spirit of adventure and allow students to discover that they are capable of more than they might have imagined. A range of meaningful and robust opportunities for students through our Outdoor Ed program.
At Grammar leadership is service. We nurture leadership as action rather than position and teamwork rather than a solo activity. All of our programs together weave a matrix designed to help students to understand the obligations of community and to develop their social competence, capacity for leadership and genuine compassion for others.
At Regents, the Discovery Framework can be found in almost everything we do and as a result, students receive a truly holistic education, which combines academic achievement with a strong appreciation for the local, regional, and global communities of which they are a part and a genuine wish to positively influence the world around them.
In practical terms, access to the Round Square network gives students at Regents a number of outstanding opportunities to take part in, such as the recent collaboration with Newcastle Grammar School in Australia.
Students exchanged a range of questions about their country and culture via emails. The responses to the questions were filmed by both schools and shared as videos, these question-and-answer videos formed part of a cultural display produced by the students.
With more than 700,000 registered users in over 100 countries around the world, Onestopenglish is the number one resource site for English language teachers, providing access to thousands of resources, including lesson plans, worksheets, audio, video and flashcards.
If this analysis suggests that churches might take up the legal form of commercial businesses - and act as religious investors groups - this paper looks at the matter the other way round; that is, whether or not for-profit corporations themselves might operate as church-groups.
As written it's incorrect. It should be, "the other way 'round" or "the other way around", meaning, "from the opposite point of view". Fix that tiny flaw and it's correct, comprehensible and idiomatic.
Round Square is based upon six pillars or IDEALS: Internationalism, Democracy, Environment, Adventure, Leadership and Service. We encourage all members of our School to become involved in the Round Square experience. For further information on Round Square please see this short Introduction to Round Square video, or for more extensive information about Round Square please visit the Round Square website.
Our School is a full regional member of Round Square and students can nominate to participate in the Round Square International Conference for students 16 + and Global Conferences for various age groups and smaller delegation sizes. These are annual opportunities for students in Year 5 through to Year 12.
Year 10 students can participate in international exchanges for 6 to 10 weeks. Our students have had exchanges to schools in Canada, England, France, Germany, Japan, South Africa, South America and India.
There are different service opportunities facilitated through BCGS or Round Square organisation. Round Square International Service projects are twice annually, July and December, and open to students from around the globe (16+ years of age).
We acknowledge the traditional owners of this land both past and present. This land is the home of the Noongar people. We are standing now on Wardandi country the place of the dolphin dreaming. The Wardandi people are the coastal people and have strong links to this area. With respect to the current Wardandi people and ancestors of the past we thank them for accepting us. Today with mutual respect and understanding, we acknowledge the past and its differences and now look forward to working together to build strong relations.
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I recently reviewed a paper for the second time. The authors competently solved all issues that were raised in the first review round, and the only remaining issues were minor grammar and spelling errors (resulting from the authors not being native speakers I would guess). I marked those errors and nevertheless handed in the review as accept, because even though there were those minor issues, those seemed like the kind of things that could also be corrected in proof-reading, and did not have anything to do with the content or the overall quality of the paper itself.
After handing in the review a couple of weeks ago, I just received the paper for review for the third time, and as all reviewer comments are added at the end of the manuscript, I could see that none of the other reviewers had any more comments. This means that the extra round of reviewing was basically caused just by me, resulting in another delay for the authors until their paper will be published.
I now wonder if it was right to address those minor errors (resulting in further publication delay), or if it would have been ok/better to "overlook" those, since they might be caught in a subsequent proofreading stage (which will happen anyway no matter how many rounds of reviews take place). I am asking this, because I know that the (at times) very time-intensive publishing and peer reviewing process can be stressfull and unnerving.
It doesn't sound like you have anything to feel bad about. You classified the review as "accept", clearly indicating that you didn't need to see it again (even though there may have been typos, etc, to fix before publication). It was the editor who decided to waste time by sending it out again despite this.
I think it is definitely worth commenting on these issues. By doing so, you give the authors chance to correct them when submitting the final version, which they can do in their own time. If you fail to point them out, the best-case scenario is that they add a lot of extra changes at the proof stage, and since journals often have very tight deadlines for checking proofs, and they may arrive at an inconvenient time, the authors may not have time to check the proofs carefully.
You were right to point out the errors in the paper. Errors in grammar and spelling are distracting, and can sometimes confuse the reader - especially if they're struggling with the material itself. Plus, after all, you did accept. 152ee80cbc
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