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Journal articles on the topic 'Youth speech'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Norheim, Bård, and Joar Haga. "The Four Speeches Every Youth Leader Has to Know." Journal of Youth and Theology 18, no. 2 (December 6, 2019): 164–84. http://dx.doi.org/10.1163/24055093-01802004.

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This article outlines a public rhetoric for youth ministry in an era of ecclesial agoraphobia. The article draws on the findings of a larger research project titled The Four Speeches Every Leader Has to Know. With the use of rhetorical theory, analysis of actual speeches, and a phenomenological and narrative approach to leadership and speaking, this research project has developed a four speeches-typology – the opening speech, the executioner speech, the consolation speech, and the farewell speech. The article uses this typology within the framework of a biblical rhetoric, looking at the speeches of Jesus, to analyse how the four speeches of Jesus may help the youth leader to address the transitory lives of young people in a credible way.

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Rasmussen, Mary Lou, and Valerie Harwood. "Performativity, Youth and Injurious Speech." Teaching Education 14, no. 1 (April 2003): 25–36. http://dx.doi.org/10.1080/10476210309385.

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3

Abraham, Suzanne, Richard Stoker, and William Allen. "Speech Assessment of Hearing-Impaired Children and Youth." Language, Speech, and Hearing Services in Schools 19, no. 1 (January 1988): 17–27. http://dx.doi.org/10.1044/0161-1461.1901.17.

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Demographic information was gathered from programs providing speech assessment services to hearing-impaired children and youth in the United States. Frequency of use scores and rankings are reported for test instruments used by at least 10% of the respondents to assess the speech of the hearing impaired at the infant, preschool, primary, and secondary educational levels. Domains tested and stimulus-response demands of the instruments are discussed in view of speech assessment needs of the hearing impaired. Information regarding the educational settings in which speech and language assessment services are provided and the current positions of employment of those providing the services is also included.

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Collett, Brent R., Kathy Chapman, Erin R. Wallace, Sara L. Kinter, Carrie L. Heike, Matthew L. Speltz, and Martha Werler. "Speech, Language, and Communication Skills of Adolescents With Craniofacial Microsomia." American Journal of Speech-Language Pathology 28, no. 4 (November 19, 2019): 1571–81. http://dx.doi.org/10.1044/2019_ajslp-19-0089.

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Purpose Youth with craniofacial microsomia (CFM) have anomalies and comorbidities that increase their risk for speech, language, and communication deficits. We examined these outcomes in youth with and without CFM and explored differences as a function of CFM phenotype and hearing status. Method Participants included youth ages 11–17 years with CFM ( n = 107) and demographically similar controls ( n = 306). We assessed speech intelligibility, articulation, receptive and expressive language, and parent and teacher report measures of communication. Hearing status was also screened at the study visit. Group differences were estimated using linear regression analyses with standardized effect sizes (ES) adjusted for demographic characteristics (adjusted ES) or negative binomial regression. Results Youth with CFM scored lower than unaffected peers on most measures of intelligibility, articulation, expressive language, and parent- and-teacher-rated communication. Differences were most pronounced among participants with CFM who had mandibular hypoplasia plus microtia (adjusted ES = −1.15 to −0.18). Group differences were larger in youth with CFM who failed the hearing screen (adjusted ES = −0.73 to 0.07) than in those who passed the hearing screen (adjusted ES = −0.34 to 0.27). Conclusions Youth with CFM, particularly those with mandibular hypoplasia plus microtia and/or hearing loss, should be closely monitored for speech and language concerns. Further research is needed to identify the specific needs of youth with CFM as well as to document the course of speech and language development in children with CFM.

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Syarif, Eddy. "PENGARUH MEDIA SOSIAL TERHADAP SIKAP DAN PENDAPAT PEMUDA MENGENAI UJARAN KEBENCIAN." Jurnal Common 3, no. 2 (January 10, 2020): 120–41. http://dx.doi.org/10.34010/common.v3i2.2602.

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This research is based on the theory of social assessment, is part of the theory of communication that describes and describes how individuals assess the messages that begin when reading, listening or responding a message done. This research uses quantitative approach done by using survey method, which has focus on attitude effect on hate speech in social media at youth in Condet area, Jakarta The main hypothesis using path analisys test is calculated using SPSS (Statistical Programme Servive Solution) based on spreadsheets from Microsoft Excell. Obtaining data with questionnaire to 212 respondents as sample, through stratified random sampling technique. The research hypothesis was rejected, that there was no direct and indirect influence of hate speech on social media on the attitude and opinion of youth in Condet Jakarta area. The affective aspect relating to one's emotional outlook does not show any influence, nor is the conative aspect of hate speech acts showing no indirect effect in the appearance of influence on hate speech. Youth opinion is not good against hate speech in social media, also has been a change from social media often visited by youth, Facebook (FB), Twitter, YouTube to WhatsApp (WA) and Instagram (IG).

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Belova, E. V., and A. A. Belov. "THE STRUCTURAL MODEL OF SPEECH CULTURE STUDENT YOUTH." KAZAN SOCIALLY-HUMANITARIAN BULLETIN 8, no. 2 (April 2017): 21–24. http://dx.doi.org/10.24153/2079-5912-2017-8-2-21-24.

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Sugarman, M. "Working together: Children/youth, parents, and speech professionals." Journal of Fluency Disorders 22, no. 2 (May 1997): 156. http://dx.doi.org/10.1016/s0094-730x(97)89336-9.

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ODINTSOVA, Ekaterina. "PEECH CULTURE AS THE CHARACTERISTICS OF MORAL HEALTH OF YOUTH." PRIMO ASPECTU, no. 1(41) (March 27, 2020): 11–23. http://dx.doi.org/10.35211/2500-2635-2020-1-41-11-23.

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Speech behavior is a sociocultural phenomenon that characterizes not only the peculiarities of a person’s cultural space, but also the quality of his moral health, and therefore can be viewed in the format of a healthy lifestyle. The most important characteristic of the moral health of society is the speech culture of young people. Theoretical and applied research presented in the article showed contradictions that exist in the attitude of students to speech behavior: a relatively satisfactory indicator of the desire of young people to improve the literacy of speech culture is combined with tolerance to the absurd, abusive vocabulary. The family and the status of educational institutions in which the respondents are studying has a significant influence on the formation of speech culture.

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9

Miers, Anne C. "An Investigation Into the Influence of Positive Peer Feedback on Self-Relevant Cognitions in Social Anxiety." Behaviour Change 38, no. 3 (June 10, 2021): 193–207. http://dx.doi.org/10.1017/bec.2021.8.

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AbstractThis study investigated whether positive feedback from same-age peers can modify self-relevant cognitive processes of high socially anxious youth in a positive direction. Thirty-three high socially anxious and 32 non-socially anxious undergraduate students (17–22 years) gave an impromptu speech and received either positive or neutral feedback post-speech. Anticipatory processing (AP) was rated prior to the speech via self-report. One week later participants returned to the laboratory and completed questionnaires assessing post-event processing (PEP) thoughts related to the impromptu speech and AP about a future speech. For high socially anxious youth receiving positive feedback, AP about their speech performance significantly improved over time. In addition, high socially anxious participants who received positive feedback reported a higher frequency of positive PEP thoughts about their speech in the intervening week. These improvements did not occur in the neutral peer feedback condition. Non-socially anxious participants’ AP improved in both feedback conditions, whereas their frequency of PEP was unaffected by feedback. These findings suggest that, in high socially anxious youth, positive feedback from same-age peers can modify self-relevant cognitive processes in a positive direction. We discuss how methodological improvements could more thoroughly investigate the potential of positive peer feedback for changing cognitions.

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Wileczek, Anna. "Contemporary Youth Speech: Linguistic and Cultural Conceptualisations of the Phenomenon." Annales Universitatis Mariae Curie-Sklodowska, sectio N – Educatio Nova 6 (September 22, 2021): 185–206. http://dx.doi.org/10.17951/en.2021.6.185-206.

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The article covers the ways to understand and describe youth slang as a social language variety from three perspectives. The first one presents the youth slang conceptualisation as the effect of language studies from the past several years, the second perspective refers to making use of the ways to describe the language of young generations in media space, while the third one exposes the significance of slang among teenagers as its natural users. The recapitulation is accompanied by the author’s linguistic and sociocultural reflections, which argue in favour of contemporary expansion of youth sociolect and its evolution from a communal variety to a culturally motivated communication style.

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Baylis, Adriane L., and Lawrence D. Shriberg. "Estimates of the Prevalence of Speech and Motor Speech Disorders in Youth With 22q11.2 Deletion Syndrome." American Journal of Speech-Language Pathology 28, no. 1 (February 21, 2019): 53–82. http://dx.doi.org/10.1044/2018_ajslp-18-0037.

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Purpose Speech sound disorders and velopharyngeal dysfunction are frequent features of 22q11.2 deletion syndrome (22q). We report the first estimate of the prevalence of motor speech disorders (MSDs) in youth with 22q. Method Seventeen children and adolescents with 22q completed an assessment protocol that included a conversational speech sample. Data reduction included phonetic transcription, perceptual speech ratings, prosody-voice coding, and acoustic analyses. Data analyses included 3 motor speech measures and a cross-classification analytic. Prevalence estimates of speech and MSDs in youth with 22q were compared with estimates in speakers with other complex neurodevelopmental disorders: Down syndrome, fragile X syndrome, and galactosemia. Results Results indicated that 58.8% of the participants with 22q met criteria for speech delay, and 82.4% of the participants met criteria for MSDs, including 29.4% with speech motor delay, 29.4% with childhood dysarthria, 11.8% with childhood apraxia of speech, and 11.8% with concurrent childhood dysarthria and childhood apraxia of speech. MSDs were not significantly associated with velopharyngeal dysfunction. Conclusions In summary, 82.4% of the participants with 22q met criteria for 1 of 4 MSDs, predominantly speech motor delay and childhood dysarthria. Cross-validation of the present findings would support viewing MSDs as a core phenotypic feature of 22q.

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Cameron, E. Leslie, Lea Hedman, Nora Didkowsky, Sombat Tapanya, and C. Ann Cameron. "“IF EVERYONE COPIES ME, THAILAND WILL BE SO MUCH BETTER OFF”: THE POWER OF VERBAL IRONY IN YOUTH CONVERSATION." International Journal of Child, Youth and Family Studies 4, no. 2 (April 10, 2013): 189. http://dx.doi.org/10.18357/ijcyfs42201312207.

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<p>This paper explores the types of verbal irony employed by resilient youth in spontaneous conversation and examines how they use this irony to navigate potentially challenging psychosocial terrain. We documented and analyzed instances of irony in the spontaneous speech of adolescent participants in an international, ecological study of resilience using quasi-naturalistic and participatory visual methods. We found irony to be co-constructively utilized by the youths we studied. They spontaneously used many types of irony to mute criticism and avoid embarrassment. These resilient youth, who were thriving under adverse circumstances, used irony in a positive way to facilitate affiliation with their friends and family.</p>

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gosujin. "The Justification for Education for Preventing Youth Hate Speech." Journal of Christian Education in Korea ll, no. 52 (December 2017): 293–327. http://dx.doi.org/10.17968/jcek.2017..52.009.

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Christensen, Line Kikkenborg. "Freedom of Speech and Silent Youth Protest in Bhutan." South Asia Research 37, no. 1 (January 30, 2017): 93–108. http://dx.doi.org/10.1177/0262728016675523.

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This article suggests that a political censorship regime exists in Bhutan and that appeals to ensure security and sovereignty of the country, rather than power, are used to uphold this regime. Fieldwork uncovers that fear of how authorities may punish anyone in open opposition is widespread among Bhutanese college students. A number of political issues are characterised as ‘sensitive’ by informants and skilful navigation around them is needed. The perception of free speech as limited inspires self-censorship in public and in private among Bhutanese college students. Free speech is practised in culturally specific ways and online, where anonymous opposition against the established correct ‘non-discourse’ is known as ‘silent protests’.

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Ragandang, Primitivo Cabanes. "Social Media and Youth Peacebuilding Agency: A Case From Muslim Mindanao." Journal of Peacebuilding & Development 15, no. 3 (September 17, 2020): 348–61. http://dx.doi.org/10.1177/1542316620957572.

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This article determines how social media, along with institutional affiliation and first-hand experiences of violence, influence youth peacebuilding agency. It utilises the case of a group of university students from Muslim Mindanao in the Philippines who implemented a project that aimed to counter Islamophobia-linked hate speech online. Interviews, focus group discussions, and participant observation were employed during fieldwork. The main argument is that the youth peacebuilding agency does not necessarily rest upon traditional peacebuilding structures. Rather, it lays in structural elements familiar to the youth. Access and familiarity of the youths to social media led them to use it as the platform of the project. The conceptualisation of the project was influenced by their first-hand experience of violence and Mindanao conflict. As university students, their institutional affiliation with the academia had supplemented in meeting the resources they needed. Time constraints and family relationships posed a challenge amongst the youth. The empirical findings of this research hope to contribute to studies on youth agency, peacebuilding, and development in post-conflict contexts.

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Ruff, Ryan Richard, Canice E. Crerand, Lacey Sischo, Alexandre Peshansky, David B. Sarwer, Richard E. Kirschner, and Hillary L. Broder. "Surgical Care for School-Aged Youth With Cleft." Cleft Palate-Craniofacial Journal 55, no. 8 (March 19, 2018): 1166–74. http://dx.doi.org/10.1177/1055665618765776.

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Objective: To explore factors related to completion of surgery recommendations among children with cleft lip and palate (CLP) or cleft palate only (CPO). Design: Multicenter prospective longitudinal cohort study (2009-2015). Setting: Six cleft centers in the United States. Patients/Participants: A diverse sample of 1186 youth aged 7.5 to 18.5 years with CLP or CPO and a caregiver. Results: Data were collected from child–caregiver dyads at baseline and up to 3 follow-up visits. Of the 765 surgeries recommended during the study period, 83 were postponed and 597 were completed; this represents a completion rate of 78%. There were multiple reasons identified by patients for why the remaining 85 recommended surgeries were not completed. Children with nonprivate insurance were more likely to postpone recommended surgeries. Hispanic/Latino and Asian children had fewer surgeries compared to whites/Caucasians. Greater severity in rated speech differences was associated with more surgeries. Among participants who had completed all recommended surgeries, providers rated over 86% as having normal or mildly different facial appearance and 83% as having a normal or mild speech intelligibility rating. Similarly, caregivers rated 80% of facial appearance and 78% of speech positively. Approximately 25% of children had an additional surgical recommendation at the end of the study. Conclusions: The majority of surgical recommendations were completed with positive outcomes in facial appearance and speech intelligibility by provider and caregiver ratings. Several factors contributed to surgical recommendations not being completed and the results underscore the importance of examining socioeconomic and demographic disparities in surgical care.

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Murzina, Ol'ga Viktorovna, and Anastasiya Gennad'evna Gotovtseva. "Neo-Quintilian paradigm of modern youth media." Litera, no. 4 (April 2021): 33–41. http://dx.doi.org/10.25136/2409-8698.2021.4.35318.

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The subject of this research is the transformation of classical ancient rhetoric in modern media, namely of such a mandatory part of the classical presentation of speech according to Marcus Fabius Quintilianus, as rebuttal to an opponent's argument. The article employs posts of the authors of various blogs on the entertainment portals and their interaction with users’ commentaries. Response to an objection was an important element of the canon of presentation of speech in antiquity: by doing so, the speaker demonstrated a confident command of the topic, and at the same time, that the topic is objectionable and requires argumentation. The reduction of competitive eloquence turned this part of the canon into a ritual weakened its ties with the actual speech practice. In modernity, we can observe the return of rebuttal to an opponent's arguments as an independent genre – the author in his publications counts on rebuttal and prepares in advance. The novelty of this research consists in the fact that the Neo-Quintilian paradigm of modern youth media is analyzed for the first time. The main conclusions lies in revelation of transformation and deformation of the classical canon: being the so-called cultural constant, the classical canon of ancient rhetoric is conveyed to modern users through interaction with accepted patterns. The modern young audience perceives the canon indirectly, through approved or criticized examples of eloquence, eliciting rfagments thereof – thus, the semantic connection of argument and rebuttal is one of the versions of the deformed, but recognizable canon.

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Snow, Pamela C. "Speech-Language Pathology and the Youth Offender: Epidemiological Overview and Roadmap for Future Speech-Language Pathology Research and Scope of Practice." Language, Speech, and Hearing Services in Schools 50, no. 2 (April 23, 2019): 324–39. http://dx.doi.org/10.1044/2018_lshss-ccjs-18-0027.

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Purpose This article is concerned with the growing body of international evidence indicating that adolescents in contact with the youth justice system are likely to have severely compromised oral language skills, receptively and expressively. A smaller, but persuasive, literature also points to poor literacy skills in this population. Language and literacy skills underpin academic, social, and vocational success ( C. Snow, 1983 ; P. C. Snow, 2016 ; Snowling & Hulme, 2012 ) and are central to the professional expertise of speech-language pathology as a profession ( P. C. Snow, 2016 ). Method In this article, I review the epidemiology of youth offending together with research evidence concerning the language and literacy skills of this population. I outline the major practice and research implications of these findings for speech-language pathology as a profession, considering the “school-to-prison pipeline” via key domains of early years' reading instruction, young people's passage through the justice system, restorative justice processes, and design and delivery of language and literacy interventions for young people on youth justice orders. Results Implications for speech-language pathology scope of practice and future research are outlined. Conclusions Speech-language pathology as a profession has a significant role to play in advocating for vulnerable young people at each point in the school-to-prison pipeline. This includes strengthening the evidence base concerning speech-language pathology language and literacy interventions and lobbying governments to fund speech-language pathology services to address the complex communication needs of this population, both on community-based and custodial orders.

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Yеskermessova, Gulnar, Tynyshtyk Yermekova, Karlygash Nurmuhametova, Raikhan Abnassyrova, and Orynaу Zhubaeva. "Interviewing students about the significance of punctuation marks among modern youth." XLinguae 13, no. 4 (October 2020): 163–78. http://dx.doi.org/10.18355/xl.2020.13.04.12.

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In the modern linguistic literature, without taking into account new qualitative changes in contemporary syntactic theory, the theory of text science and speech activity, the view of the consideration of punctuation as a separate section of syntax still prevails. If the linguistic environment changes and the language has the ability to adapt to changes in real life, changes that are observed in a particular speech practice must first be seen as a new but standard, communicative, and pragmatic phenomenon (pauses, deviations). After all, speech and language are interrelated phenomena. Both are two other units of the system. From this point of view, changes made in the syntactic structure of speech should be recognized as consequences of non-verbal communication in non-oral (written) communication. Despite the recognition of the importance of many definitions and studies presented for punctuation, the generally recognized values of textbooks, the emergence of various additional clarifications, and changes relating to punctuation indicate the need to take into account the qualitative changes occurring in the practice of punctuation marks and punctuation-graphic means. In particular, the results of the survey among students clarify this opinion.

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Meyer-Kalkus, Reinhart. "The speech choir in central European theatres and literary-musical works in the first third of the 20th century." Muzikologija, no. 18 (2015): 159–74. http://dx.doi.org/10.2298/muz1518159m.

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Speech choirs emerged as an offshoot of the choral gatherings of a wider youth musical and singing movement in the first half of the 20th century. The occasionally expressed opinion that choral speaking was cultivated primarily by the Hitler Youth and pressed into service on behalf of Nazi nationalist and racist propaganda is, historically, only partially accurate. The primary forces of choral speaking in Germany were, from 1919, the Social Democratic workers? and cultural movement and the Catholic youth groups, in addition to elementary and secondary schools. The popularity of speech choirs around 1930 was also echoed in the music of the time. Compositions for musical speech choirs were produced by composers like Heinz Thiessen, Arnold Sch?nberg, Ernst Toch, Carl Orff, Vladimir Vogel, Luigi Nono, Helmut Lachenmann and Wolfgang Rihm. Moving forward from the Sch?nberg School, the post-1945 new music thereby opens up the spectrum of vocal expressions of sound beyond that of the singing voice. It does so not only for solo voices but for the choir as well.

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Stauder, Erin. "Including Youth With Communication Disabilities in Sports." ASHA Leader 24, no. 3 (March 2019): 30–31. http://dx.doi.org/10.1044/leader.miw.24032019.30.

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HASEGAWA, MARI. "Conceptions of Freedom of Speech in Youth and College Students." Japanese Journal of Educational Psychology 49, no. 1 (2001): 91–101. http://dx.doi.org/10.5926/jjep1953.49.1_91.

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Dauncey, Hugh, and Geoff Hare. "French youth talk radio: the free market and free speech." Media, Culture & Society 21, no. 1 (January 1999): 93–108. http://dx.doi.org/10.1177/016344399021001005.

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Lampropoulou, Sofia. "Having a say: Direct speech representation in Greek youth storytelling." Journal of Pragmatics 43, no. 14 (November 2011): 3374–86. http://dx.doi.org/10.1016/j.pragma.2011.07.009.

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Kissoon, Melissa. "The urban youth collaborative speech: An alternative to school closing." Peace and Conflict: Journal of Peace Psychology 18, no. 2 (2012): 147–48. http://dx.doi.org/10.1037/a0028096.

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Richardson, Sabrina M., and Tuppett M. Yates. "Characterizing communication between transition-aged foster youth and their social workers." Journal of Social Work 19, no. 3 (March 8, 2018): 372–96. http://dx.doi.org/10.1177/1468017318762093.

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This study examined communication between 51 transition-aged foster youth and their social workers as related to perceived relationship quality and satisfaction with care receipt/provision. Youth–worker dyads were audio-recorded during a requisite monthly meeting and completed assessments of perceived relationship quality and satisfaction with social services. Communication was rated in a 5-minute excerpt across full audio-recorded speech, verbal transcribed content, and nonverbal content-filtered tone. Findings Ratings of workers’ communication in transcribed content most closely reflected workers’ reported perceptions of their relationship with the youth. In turn, youth’s perceptions of the relationship and satisfaction with care were most strongly linked to the content of workers’ communication. Similarly, youth’s communication in full speech and content most closely reflected their reported perceptions of their relationship with the worker and their satisfaction with care, and workers’ perceptions of the relationship and satisfaction with care were most strongly linked to these channels of youth communication. Applications Findings suggest that foster youth and social workers may communicate their authentic beliefs and expectations differentially by communicative channel. Further, both communication partners appeared selectively attuned to the most authentic speaker channels. These findings can inform case planning and intervention work focused on leveraging the power of the worker–youth relationship to improve key service outcomes for foster youth.

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Skalicky, Anne, Brenda Schick, and Donald Patrick. "Quality of Life of Youth With Hearing Loss." ASHA Leader 15, no. 15 (December 2010): 5–6. http://dx.doi.org/10.1044/leader.ftr3.15152010.5.

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Harell, Allison. "The Limits of Tolerance in Diverse Societies: Hate Speech and Political Tolerance Norms Among Youth." Canadian Journal of Political Science 43, no. 2 (May 28, 2010): 407–32. http://dx.doi.org/10.1017/s0008423910000107.

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Abstract.Conventional measures of political tolerance have tended to assume that people see all forms of speech as equally legitimate (or equally illegitimate). This article develops an alternative view, and measure, of political tolerance to account for individual distinctions across types of speech. Political tolerance is conceptualized using three individual-level dispositions. The intolerant reject speech rights for all objectionable groups; absolute tolerators endorse speech rights for all groups viewed as objectionable; and multicultural tolerators support free speech except when such freedoms are used to target racial and ethnic minorities. Survey data from close to 10,000 youth in Canada and Belgium show that multicultural tolerance reflects civil liberties attitudes among many young citizens. These youth do see exclusionary speech as a special category of “intolerable” speech, consistent with legal restrictions on hate speech in many industrialized democracies. Such target group distinctions are an under-studied and under-specified component of contemporary political tolerance judgments.Résumé.Les mesures conventionnelles de la tolérance politique tendent à présumer que les gens perçoivent tous les discours comme étant également légitimes (ou également illégitimes). Cet article développe une perspective différente et une mesure plus nuancée de la tolérance politique en relevant des distinctions entre les types de propos. On distingue trois dispositions individuelles en matière de tolérance politique. Les intolérants rejettent la liberté d'expression pour tous les groupes ou propos perçus comme importuns; les gens absolument tolérants appuient la liberté d'expression pour tous les groupes ou propos perçus comme importuns; et les adhérents de la tolérance multiculturelle appuient la libre expression publique des idées, sauf quand celle-ci sert à bafouer les minorités ethniques et raciales. Les résultats d'une enquête menée auprès d'environ 10 000 jeunes au Canada et en Belgique indiquent qu'un grand nombre de jeunes citoyens pratiquent la tolérance multiculturelle. Ces derniers considèrent les propos empreints d'exclusion comme une catégorie spéciale de propos «intolérables», conformément aux lois contre la propagande haineuse adoptées dans la plupart des pays développés. Les distinctions de ce genre sont des facteurs négligés dans notre compréhension des jugements contemporains sur la tolérance politique.

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Siperstein, Gary N., Sarah E. Pociask, and Melissa A. Collins. "Sticks, Stones, and Stigma: A Study of Students' Use of the Derogatory Term “Retard”." Intellectual and Developmental Disabilities 48, no. 2 (April 1, 2010): 126–34. http://dx.doi.org/10.1352/1934-9556-48.2.126.

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Abstract The present study explored the prevalence of the derogatory invective “retard” (i.e., “r-word”) in everyday speech among American youth. A total of 1,169 youth between the ages of 8 and 18 years old participated in the present study. Results showed high prevalence of the r-word, as 92% of youth had heard someone use the word as a slang invective. Results also indicated that youth responded differently depending on who the word was directed toward (i.e., person with or without an intellectual disability), who said the word (i.e., friend vs. nonfriend), and who heard the word (i.e., females vs. males; younger vs. older youth). Implications for eliminating the r-word from everyday use are discussed.

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Белова, Татьяна Викторовна, and Ольга Владимировна Четверикова. "MOTIF «YOUTH / OLD AGE» IN THE POETIC SPEECH OF IVAN BUNIN." Вестник Тверского государственного университета. Серия: Филология, no. 3(66) (November 6, 2020): 14–19. http://dx.doi.org/10.26456/vtfilol/2020.3.014.

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В статье рассматриваются способы языкового означивания мотива «молодость / старость» в поэтической речи Ивана Бунина. Отмечается, что личность художника структурирует в тексте особое чувственно-ментальное пространство, где через описание мира человека и отношения человека к миру формируется выраженная средствами языка авторская модель отношения к действительности. The article considers the ways of verbal signification of the motif «youth / old age» in the poetic speech of Ivan Bunin. It is noted that the artist’s personality structures a special sensory-mental space in the text, where through the description of the human world and the relationship of a person to the world, the author’s model of attitude to reality, expressed by verbal means, is formed.

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Цар, І. М. "DERIVATIVE PROCESSES IN SPONTANEOUS YOUTH SPEECH (BASED ON MATERIAL OF KYIV)." Opera in linguistica ukrainiana 2, no. 24 (June 27, 2017): 76–84. http://dx.doi.org/10.18524/2414-0627.2017.24.131409.

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Abramova, Galina Sergeevna. "Some Prosodic Features of Speech of the Modern British Youth Representatives." Filologičeskie nauki. Voprosy teorii i praktiki, no. 9 (September 2020): 167–72. http://dx.doi.org/10.30853/filnauki.2020.9.30.

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Nortier, Jacomine. "Characterizing Urban Youth Speech Styles in Utrecht and on the Internet." Journal of Language Contact 9, no. 1 (December 10, 2016): 163–85. http://dx.doi.org/10.1163/19552629-00901007.

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In the past decade there is a growing interest in Urban Youth Speech Styles (uyss). In this article Dutchuyssis the focus of attention. The basic question to be addressed is whether the identifying characteristics and functions of spokenuysscan be used and recognized in written form on the Internet as well.There is no standardized form ofuyssand the use of it is restricted to members of specific subcultures, not necessarily linked to specific ethnic groups. First, linguistic and functional characteristics ofuyssas they are used in the Netherlands will be described. Linguistically, a distinction is made between lexical, grammatical and phonetic/prosodic aspects. Furthermore, a closer look will be taken at the use ofuysson the Internet (mostly through rap) and examples of the use ofuyssin written comments on the rap videos will be presented and compared to the spoken varieties. It will be shown how written clues are used for identification purposes that are usually non-linguistic in oral encounters (i.e. classification of speech partners on the basis of what they look like, how they sound, etc.). Most of the analysis is based on a rap video by Relschoppers, a group of young Utrecht based Moroccan- and Turkish-Dutch rappers, and the comments on their video. In a separate section some attention is paid to Flemish participants in the Internet-discussions. They seem to useuyssin a way that differs from their Dutch peers.Finally a short conclusion and outlook is given, showing that the question asked in the beginning can be answered affirmative: identifying characteristics and functions ofuysscan be used and recognized in written form on the Internet as well.

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Smith, Lynn, James Siders, and Stephen Oshrin. "Intelligibility of Computer Synthesized Speech Among Mildly Handicapped and Nonhandicapped Youth." Computers in the Schools 3, no. 3-4 (February 2, 1987): 75–80. http://dx.doi.org/10.1300/j025v03n03_08.

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Keller‐Bell, Yolanda, and Robert A. Fox. "A Preliminary study of speech discrimination in youth with Down syndrome." Clinical Linguistics & Phonetics 21, no. 4 (January 2007): 305–17. http://dx.doi.org/10.1080/02699200701256255.

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Abdusamiyevna, Kholmatova Dilorom. "RESEARCH ON THE FUNCTIONING OF ETHNOGRAPHIC VOCABULARY IN THE SPEECH OF STUDENTS." Psychology and Education Journal 58, no. 1 (January 16, 2021): 3988–4000. http://dx.doi.org/10.17762/pae.v58i1.1441.

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This article reveals topical issues of the study of ethnographic materials at the present stage and ethnographicisms in the speech of student youth, describes the results of the questionnaire survey in the process of ascertaining the level of knowledge of students of ethnographic vocabulary and its functioning and use in the speech activity of students of the direction "Russian as a foreign language" philological faculty. Aim. The aim of this article is focused, first of all, on students' independent acquisition of information not only in the professional field from original foreign-language sources but also knowledge from different areas of life. Various information, including ethnographic format, expanding the horizons of student youth, enriching it with relevant knowledge, in turn, is associated with the problems of the comprehensive development of the individual in general, and professional self-development, in particular. Methods. Descriptive and comparative research methods, survey, observation and interview methods are used, which can be applied in the study of the Russian language and ethnographic terms. Results. The results of questionnaires and observations can serve as an important source for future educational and search, linguistic, scientific, methodological and other research. As a result of the research, it was revealed that students do not know enough ethnographic terminology. The main thing is that any attempt to identify and assimilate students of ethnographic terminology will have a positive impact on such internal personal factors as spiritual and cultural education, national values, mentality and outlook of students. Conclusions. The study of the use of ethnographic materials by students in the study of Russian as a foreign language at the university showed the relevance and topicality of the use of ethnographic materials for the development and improvement of the Russian speech of student youth. It was revealed that the conclusions drawn in the process of questioning and interviewing students will diversify the content of Russian language classes at the university, stimulate students to study the Russian language, as well as the widespread use of ethnographic words by student youth in the Russian speech stream.

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Chermak, Gail D., and Frank E. Musiek. "Managing Central Auditory Processing Disorders in Children and Youth." American Journal of Audiology 1, no. 3 (July 1992): 61–65. http://dx.doi.org/10.1044/1059-0889.0103.61.

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Concepts in cognitive neuroscience fundamental to intervention are summarized. The functional plasticity of the maturing central nervous system offers opportunity to improve auditory processing skills. A comprehensive approach to improve listening comprehension and learning in children and youth with central auditory processing disorders is outlined. The management approach emphasizes development of both specific and general problem-solving strategies in conjunction with self-regulation of strategy use.

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Eldar qızı Seyidzadə, Leyla. "Peculiarities of English slang in youth's speech." SCIENTIFIC WORK 65, no. 04 (April 21, 2021): 123–25. http://dx.doi.org/10.36719/2663-4619/65/123-125.

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The article deals with youth's slang in English. The author gives information about slang generally. At first the article is considered some peculiarities of slang. Then with the help of context the author explains the slang, studies cognitive features of slang and their metaphoric usage. The author was able to drawn her own conclusions about slang based on the views of researchers like Arnold and Veliyeva. The slang used in the speech of young people is constantly changing because generations and lifestyles change. The author bases the article on dictionaries, textbooks of modern native and foreign authors' novels. Key words: youth,slanq, metaphor, context, motivation

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O’Leary, Noreen, and Fiona Gibbon. "How Confident are Final-Year Speech and Language Therapy Students Regarding Provision of Intervention to Youth Offenders with Communication Disorders?" Journal of Clinical Speech and Language Studies 19, no. 1 (September 1, 2012): 1–17. http://dx.doi.org/10.3233/acs-2012-19104.

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Objective: To determine how confident final-year speech and language therapy (SLT) students feel regarding provision of intervention to youth offenders with communication disorders. This project looked specifically at confidence assessing adolescents, providing intervention to adolescents, and providing intervention to youth offenders. Method: A cohort of 23 final-year SLT students completed a questionnaire comprised of Likert and open-ended questions. Main results: Only 17% of the participants felt confident providing intervention to youth offenders with communication disorders; 70% of the participants felt confident assessing adolescents with communication disorders; while 53% felt confident providing intervention to adolescents. However, when specific areas of assessment and intervention were considered, there were gaps in confidence, including knowledge of typical adolescent communication development, provision of intervention for adolescent dysfluency and management of challenging behaviours. Conclusion: Final-year SLT students have much of the basic knowledge required to help youth offenders develop communication skills; however, most do not feel confident providing intervention to youth offenders with communication disorders. Undergraduate workshops and continuing professional development courses may facilitate transference of underlying skills to the provision of intervention to youth offenders with communication disorders.

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TAKAGI, Junya, and Tomohiko ITO. "Regulation of Speech in Youth With Down Syndrome and Intellectual Disabilities: Comparison to Other Youth With Intellectual Disabilities." Japanese Journal of Special Education 49, no. 3 (2011): 229–36. http://dx.doi.org/10.6033/tokkyou.49.229.

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Russell, Nancy K. "Educational Considerations in Traumatic Brain Injury." Language, Speech, and Hearing Services in Schools 24, no. 2 (April 1993): 67–75. http://dx.doi.org/10.1044/0161-1461.2402.67.

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The role of the speech-language pathologist in service provision to children and youth with traumatic brain injury in educational settings has become blurred with that of numerous disciplines. In view of recent federal legislation, PL 101-476 (IDEA), which designates a new educational disability category for brain injury, this article describes various concerns and assessment techniques that define the role of speech-language pathologists in service provision.

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Powers, Ann R. "Hearing-Impaired Children and Youth with Developmental Disabilities." Ear and Hearing 7, no. 2 (April 1986): 117–18. http://dx.doi.org/10.1097/00003446-198604000-00018.

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Laberta, Valerie. "Address Youth Risky Listening Habits to Prevent a ‘Deaf Generation’." Hearing Journal 69, no. 10 (October 2016): 20–22. http://dx.doi.org/10.1097/01.hj.0000503456.44481.da.

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Howery, Kathy. "When My Voice is not My Voice: Speaking through a Speech Generating Device." Phenomenology & Practice 12, no. 1 (March 30, 2018): 4–17. http://dx.doi.org/10.29173/pandpr29354.

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A speech-generating device (SGD) is not a thing that many people have experienced. For thosewith severe speech impairments, however, it may be a technology giving them voice and anintegral part of their daily lives. What is it like to have an embodiment relation with SGD? Thisarticle draws upon Don Ihde’s insights regarding human-technology relations to explore howSGDs may act to mediate and condition the everyday lives of children and youth with speechimpairments.

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MALLAEVA, Zulaykhat Magomedovna, and Dzhamilat Shamkhalovna ASVEDOVA. "DAGHESTAN REGIONALISMS IN THE YOUTH SLANG IN RUSSIAN SPEECH OF DAGHESTANIS-BILINGUISTS." Herald of Daghestan Scientific Center of Russian Academy of Science, no. 79 (December 30, 2020): 45–48. http://dx.doi.org/10.31029/vestdnc79/7.

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The article is devoted to the question of mastering the regional vocabulary by the youth slang of Daghestan people-bilinguists. The reasons preventing the penetration of daghestan people vocabulary into the Russian speech of daghestanis-bilinguists are determined. The main reason is the fact that the words of one language are difficult for understanding by representatives of other nationalities.

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Stanford, Shameka. "The School-Based Speech-Language Pathologist's Role in Diverting the School-to-Confinement Pipeline for Youth With Communication Disorders." Perspectives of the ASHA Special Interest Groups 5, no. 4 (August 17, 2020): 1057–66. http://dx.doi.org/10.1044/2020_persp-20-0002.

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Purpose The overarching aim of this article is to discuss the intersectionality of the school-to-confinement pipeline and its detrimental effect on the societal and academic success of youth with communication disorders. Communication disorders in youth with behavior concerns or placed at risk for delinquency that is not adequately addressed by a speech-language pathologist (SLP) can increase the youth's involvement with the school-to-confinement pipeline, resulting in a dire need for the intervention of the SLP to intervene on the language-based needs of this population. However, the role of the United States—based SLPs in interrupting the school-to-confinement pipeline has not yet been clearly defined and recognized. Method This article will (a) discuss why the role of the SLP providing language intervention for youth placed at risk for delinquency or involved with the criminal justice system is necessary, (b) discuss the definition of the school-to-confinement pipeline, (c) examine the impact of the school-to-confinement pipeline on youth with communication disorders, and (d) highlight a framework for cognitive and language-based intervention that may promote positive outcomes. Results The SLP's role in interrupting the school-to-confinement pipeline is vital to providing and increasing the societal and academic success of youth with communication disorders placed at risk for delinquency and should consider multiple factors such as (a) SLPs becoming an active and integral member of the individualized education plan team, (b) SLPs advocating for opportunities to collaborate and interact with the youth as an integral member of the individualized education plan team, and (c) SLPs creating consistent and streamlined opportunities for culturally relevant goals and intervention that increase the student's academic and societal success. Conclusion There are many reasons why the SLPs' role in interrupting the school-to-confinement pipeline cannot be ignored or overlooked. As a profession in the United States, speech-language pathology is in the early stages of developing a stronger stance for advocacy and understanding the communication needs of youth on the SLP's caseload who are at risk for the school-to-confinement pipeline. Nonetheless, increasing how SLPs approach and intervene on behalf of students with communication disorders may produce better outcomes for youth-at-risk for the school-to-confinement pipeline.

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Straker, G. "From Victim to Villain: A ‘Slight’ of Speech? Media Representations of Township Youth." South African Journal of Psychology 19, no. 1 (March 1989): 20–27. http://dx.doi.org/10.1177/008124638901900104.

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This paper concerns predictions, reported in the press, which have been made by professional bodies and human rights organizations concerning the long-term effects on black youth of exposure to township conditions. It is contended that these predictions lend themselves to secondary victimization of black youth and it is postulated that they are not based on empirical evidence. Furthermore, they reflect several unquestioned assumptions concerning the nature of personality and childhood which permeate the very hegemonic order they intend to oppose. The implications of this for the future are explored. The difficulties of ever freeing oneself from operating within the categories inherent in a particular dominant ideology are highlighted by the author's own inevitable recourse to those very categories of which the validity is questioned in this paper.

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Shriberg, Lawrence D., Nancy L. Potter, and Edythe A. Strand. "Prevalence and Phenotype of Childhood Apraxia of Speech in Youth With Galactosemia." Journal of Speech, Language, and Hearing Research 54, no. 2 (April 2011): 487–519. http://dx.doi.org/10.1044/1092-4388(2010/10-0068).

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Englander, Elizabeth K., and Paul Weigle. "TARGETS OF BIAS AND HATE SPEECH AND YOUTH RECRUITMENT INTO HATE GROUPS." Journal of the American Academy of Child & Adolescent Psychiatry 59, no. 10 (October 2020): S95. http://dx.doi.org/10.1016/j.jaac.2020.07.390.

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Aspandi, Ade. "PENGELOLAAN PENDIDIKAN KARAKTER TERHADAP REMAJA MELALUI PENDEKATAN NILAI-NILAI KEISLAMAN." Risâlah, Jurnal Pendidikan dan Studi Islam 6, no. 2 (October 12, 2020): 243–56. http://dx.doi.org/10.31943/jurnal_risalah.v6i2.151.

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In general, this research intends to reduce the number of youth delinquency through the management of character education by Islamic values engraft. It is done by involving the youth in some Islamic activities as an effort to create the youth own character to be better. This research uses a qualitative approach, which also uses a case study method. This research describes the role of Karang Taruna Widarasari Village to manage the youth character education through the Islamic values in routines Islamic form, and it is done by examining Ki Hajar Dewantara’s Thought who is the author of education. Based on the results of this research which has done, the management of character education for youth through of Islamic values engraft by Karang Taruna Widarasari Village is done through some Islamic activities such as, the evening prayer recitation (daily routine), Islamic speech and training the traditional Islamic art (weekly routine). To create the youth character, the Islamic activities are committed to invent the youth habitual by following the Islamic activities.

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