Part of Speech Recognizer

RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

(modified from a case study by Patrick Field, Kean University and Tom Cappaert, Central Michigan University)

Week 5--Annotated bibliography for the Final Paper. Your bibliography should include references to at least six outside sources. Also required is a brief, one-paragraph summary of the publication and your reasoning as to why this source is important to the topic you are investigating.

Philip H. Siegel, Augusta State University, USA David P. Franz, San Francisco State University, USA John O’Shaughnessy, San Francisco State University, USA

After practicing for over twenty years as a Speech Language Pathology Assistant, I have gained many skills and qualifications. I am a motivated self-starter, and licensed to practice in Idaho and Oregon. Working as an SLP-A has allowed me to be well versed in IDEA, and special education programs. My knowledge and proficiency have enabled me to perform therapy, follow directions, maintain daily notes, and assist with progress notes. I have been involved in various speech screenings in the schools. My experience is with a multitude of supervisors working with clients from pre-kindergarten to geriatric, both in group sessions and 1:1. In these sessions I have worked with to name a few articulation, fluency, expressive/receptive language,

Kroenke, David M. (2013). Using MIS (6th edition). Upper Saddle River, New Jersey, United States of America: Pearson Education, Inc., publishing as Prentice Hall.

2. LAFS.3.RI.2.5 Craft & Structure (Use text features and search tools to locate information relevant to a given topic efficiently.

I had the pleasure to speak with Pat E from AZ. Pat stated she spoke with Tarina and would like to commend her on her service today.

“It was constructed for the following reasons: to provide information about the scope of practice of SLPs at schools for the deaf, to provide information about the models of service delivery used by SLPs at schools for the deaf, and to provide information on the nature and size of speech-language caseloads in schools for the deaf.” (Seal p. 278) The survey was done three times, and mailed to sixty-five Deaf schools; forty-four schools returned sixty surveys. The results were broken down into 4 category groups: scope of practice, service delivery, caseload size and description, and program features. Then the question “How do you refer to your self?” was asked. 36 people called themselves speech teachers, 20 people said speech-language pathologist, 12 people called them selves communication skills specialist, and the answer speech language therapist or instructor was a combined 13 times. (p. 279) I personal find this particular paragraph of results interesting because we have talked in class about what we call each other and our selves in the work

By J. O 'Neil | Co-Author: K. O 'Neil | Submitted On July 19, 2012

While GCU style format is not required for the body of this assignment, solid academic writing is expected and in-text citations

The case is due at the beginning of class on January 29 (Wednesday). Please submit only one document per group. We will discuss the answers in class. You may want to print out your answers and charts for your reference during the class discussion.

Ashton, W. (n. d.). York College CUNY. Writing a Short Literature Review. Retrieved from http://www.york.cuny.edu.

Speech recognition (also known as automatic speech recognition or computer speech recognition) converts spoken words to text. The term "voice recognition" is sometimes used to refer to recognition systems that must be trained to a particular speaker—as is the case for most desktop recognition software. Recognizing the speaker can simplify the task of translating speech.

The main aim of this project is to research on the integration of “Natural Language Processing “ and information systems engineering to enhance query retrieval in natural language processing.