The wigner distribution in speech processing applications     

David Chester  Fred J. Taylor  Mike Doyle 《Journal of The Franklin Institute》1984,318(6):415-430

Recently the Wigner distribution has been shown to be a potentially useful tool for analysing the time varying frequency domain phenomenon. In this paper, some of the salient features of the Wigner distribution are presented; properties of this important discrete distribution are derived, and an efficient digital implementation is presented. Effective Wigner throughput rates, in excess of those obtainable with an equivalent length FFT, are shown to be feasible. In particular, the Wigner distribution is studied in the context of enhancing speech analysis and recognition systems. It is suggested that this class of distribution is consistent with the mechanics of human speech and, using experimentation, produces a very robust spectral signature. This enriched data space can be used to uncover some frequency domain attributes of human speech which may be lost using a discrete Fourier transform.  相似文献   

The Effect of Teacher–Child Race/Ethnicity Matching and Classroom Diversity on Children's Socioemotional and Academic Skills     

Damira S. Rasheed  Joshua L. Brown  Sebrina L. Doyle  Patricia A. Jennings 《Child development》2020,91(3):e597-e618

Mounting evidence suggests teacher–child race/ethnicity matching and classroom diversity benefit Black and Latinx children's academic and socioemotional development. However, less is known about whether the effects of teacher–child matching differ across levels of classroom diversity. This study examined effects of matching on teacher-reported child outcomes in a racially/ethnically diverse sample of teachers and children, and classroom diversity moderation using multilevel models. Data were drawn from a professional learning study involving 224 teachers (M_age = 41.5) and 5,200 children (M_age = 7.7) in 36 New York City elementary schools. Teacher–child race/ethnicity matching was associated with higher child engagement in learning, motivation, social skills, and fewer absences. Classroom diversity moderated matching such that teacher–child mismatch was related to lower engagement, motivation, social skills, math and reading scores in low-diversity classrooms, but not in high-diversity classrooms. Implications for practice and policy are discussed.  相似文献   

Planning for Andrew: the use of COACH and VISTA in an inclusive preschool program     

Michael F. Giangreco  Timothy Whiteford  Lucie Whiteford  Mary Beth Doyle 《International Journal of Disability, Development & Education》1998,45(4):375-396

This case study chronicles the use of two educational planning tools, COACH (Choosing Outcomes and Accommodations for Children: A Guide to Educational Planning for Students with Disabilities) and VISTA (Vermont Interdependent Services Team Approach: A Guide to Coordinating Educational Support Services) for Andrew, a 4‐year‐old child with Down syndrome, who attends a general education preschool. The article documents the decisions his team made using COACH and VISTA and describes the findings of follow‐up interviews with his parents, preschool teacher, special educator, and speech/language pathologist. The findings offer insights into the benefits and limitations of these approaches at the preschool level. Implications for facilitating communication and decision‐making among team members are discussed.  相似文献   

Bringing Lean Six Sigma to the Supply Chain Classroom: A Problem‐Based Learning Case     

Keith E. Miller  Craig Hill  Antoinette R. Miller 《Decision Sciences Journal of Innovative Education》2016,14(4):382-411

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Developing the nurturing school     

Rebecca Doyle 《Emotional and Behavioural Difficulties》2013,18(4):252-266

Abstract

This article describes how establishing a nurture group in a challenging infant school had a profound effect on whole school development. Since May 2000 the nurture group has been the hub of an evolutionary process, which the author was able to experience at first hand as the nurture group teacher. Under her guidance, all mainstream classrooms became increasingly nurturing and the impact of the nurture group practices became entrenched in the policies and practices of the whole school. This has had a significant, positive impact for a number of the most vulnerable pupils with social, emotional and behavioural difficulties and their mainstream peers. The mainstream application of these principles supported the school's evolution from special measures in 1997 to its current position, judged by Ofsted as a good school, representing good value for money and very effective in helping pupils with special educational needs.  相似文献   

Cultural influences on consumers' processing of advertising: A structural equation approach     

Tae‐Il Yoon  Doyle Yoon 《亚洲交流杂志》2013,23(1):55-78

This study reports a structural equation approach to the cultural differences in consumers' processing of advertising. The study hypothesized a path model for advertising processing and tested it for three different groups: Koreans, Korean‐Americans, and Caucasian‐Americans. The findings revealed that the final path patterns were different according to consumers' cultural background. Even though the influences of ad content were significant across the three different groups, prior attitudes to the brand played a more important role in Koreans' advertising processing than in Caucasian‐Americans' processing. The impact of each demographic variable also varied according to culture. The results were discussed through Hofstede's four cultural dimensions and Hall's dichotomy of high‐context versus low‐context culture.  相似文献   

Skills, capabilities and inequalities at school entry in a disadvantaged community     

Orla Doyle  Louise McEntee  Kelly A. McNamara 《European Journal of Psychology of Education - EJPE》2012,27(1):133-154

Socioeconomic inequalities in children’s skills and capabilities begin early in life and can have detrimental effects on future success in school. The present study examined the relationships between school readiness and socioeconomic (SES) inequalities using teacher reports of the Short Early Development Instrument (Janus et al. 2005) in a disadvantaged urban community of Ireland. It specifically examined differences in skills within a low SES community in order to investigate the role of relative disadvantage on children’s development. SES differences across multiple domains of school readiness were examined using Monte Carlo permutation tests and seemingly unrelated regression models. The false discovery rate (Benjamini and Hochberg 1995) was used to control for multiple hypothesis testing. The results indicated that being from a relatively higher SES background does not act as a protective factor for children residing in a disadvantaged community for the majority of school readiness domains. This implies that the neighbourhood may play a role in children’s school readiness skills. These results suggest that school readiness interventions should target all children living in disadvantaged communities as each child may be at risk of poor school readiness.  相似文献   

Anita Allen: Unpopular privacy: what must we hide?     

Tony Doyle 《Ethics and Information Technology》2013,15(1):63-67

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Speaking Out: “Excellence in Education: The Three P'S”     

Doyle Watts 《Clearing house (Menasha, Wis.)》2013,86(1)

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Assessment co-creation: an exploratory analysis of opportunities and challenges based on student and instructor perspectives     

Elaine Doyle  Patrick Buckley  Joanne Whelan 《Teaching in Higher Education》2019,24(6):739-754

In recent years, research and practice focused on academics and students working in partnership to co-design learning and teaching in higher education has increased [Deeley and Bovill 2017. ‘Staff student partnership in assessment: enhancing assessment literacy through democratic practices.’ Assessment & Evaluation in Higher Education 42 (3): 463–477. doi:10.1080/02602938.2015.1126551]. Student generation of content has been advocated as a means of fostering deep learning and high levels of students engagement, leading to enhanced conceptual understanding [Draper 2009. ‘Catalytic Assessment: Understanding how MCQs and EVS can Foster Deep Learning.’ British Journal of Educational Technology 40 (2): 285–293.]. However, within the discourse exploring staff-student co-creation, some concerns have been raised about whether students ought to, or indeed can, meaningfully act as partners in assessment [Cook-Sather, Bovill, and Felten 2014. Engaging Students as Partners in Learning and Teaching. San Francisco, CA: Jossey Bass.]. This paper describes the introduction of a co-creation assignment into an undergraduate tax module. Students’ and instructors’ perceptions of several aspects of the assignment were examined, facilitating the cataloguing and elucidation of the tensions involved in assessment co-creation. The paper suggests techniques to manage these challenges effectively, thereby providing a case study for others with an interest in implementing assessment co-creation within their own disciplinary context.  相似文献