The wigner distribution in speech processing applications

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.     

Theoretical foundations for enhancing social connectedness in online learning environments

Group social structure provides a comfortable and predictable context for interaction in learning environments. Students in face‐to‐face learning environments process social information about others in order to assess traits, predict behaviors, and determine qualifications for assuming particular responsibilities within a group. In online learning environments, however, negotiating social information and maintaining social connectedness can pose challenges for participants. Nonverbal strategies one typically uses for enhancing communication and overcoming ambiguity – such as an approving smile or a questioning brow – must be approached differently while learning online where fewer sensory communication channels are typically available. We present the theoretical foundation for how social information processing and group structure theories may be combined to assist instructional designers in further examining the social system perceived by the online learner. We propose a framework for thinking more systematically about the development of group social structure in online learning environments.     

Material characterization,stratigraphy, textures,and painting techniques of the mural painting The Allegory of the Industrial Development of São Paulo by Fulvio Pennacchi

ABSTRACT

This work presents a study of samples of the mural painting The Allegory of the Industrial Development of São Paulo (Alegoria ao Desenvolvimento Industrial Paulista), made in the city of São Paulo, Brazil, by the artist Fulvio Pennacchi. Using transmitted light petrographic microscopy, scanning electron microscopy coupled with energy dispersive X-ray spectrometry, and X-ray fluorescence, the stratigraphy, the textures, the mineralogy, and the chemical compositions of the mural were established; therefore the painting techniques, pigments, and materials applied by the artist were identified. The mural was painted with the fresco technique and variations. This technique involves the use of materials of mineral origin, both in the support and for the pigments. About the artist’s relevance, Fulvio Pennacchi is considered an important muralist of his time, being one of the pioneers in the production of frescoes in Brazil. The mural, measuring approximately 11?×?6?m, painted in 1954, was removed from where it was originally made, in consequence of a fire that affected the place. Specialized engineers transported it, and today it is stored awaiting restoration. The data presented here can support the process of restoration of the mural, as well as contribute to the improvement of protocols for the analysis of works of art, and to the historical record of mural painting techniques over time.     

Transnational Children in Mexico: Context of Migration and Adaptation

Transnational migration increasingly impacts economically disadvantaged and culturally marginalized students. Over the last decade, an unprecedented number of Mexican nationals living in the United States have returned to Mexico. Their children may face cultural and linguistic barriers in their ancestral country. This group of students is particularly important to American educators since they may eventually return to the United States. This article reports on the results of a qualitative study of experiences of 12 U.S.-born children of Mexican nationals who are currently living in Mexico. Through a series of semistructured interviews and activities, we learned about the children’s varied experiences. Included are recommendations for greater collaboration between U.S. and Mexican educators.     

Conceptualization and Operationalization of Executive Function

Executive function is comprised of different behavioral and cognitive elements and is considered to play a significant role in learning and academic achievement. Educational researchers frequently study the construct. However, because of its complexity functionally, the research on executive function can at times be both confusing and contradictory. To attempt to bring some clarity to the construct, a systematic review of contemporary empirical studies was conducted. A PsycInfo database search was conducted and 106 empirical studies were selected for review. The analyses explored specific aspects of these studies such as how executive function is defined and measured, and in what domains and population groups is it studied. The resulting analyses identified both points of convergence and divergence, as well as issues with both the conceptualization and operationalization of executive function.     

History and Habit in the Mobilization of ICT Resources

Evidence demonstrates that the digital divide is deepening despite strategies mobilized worldwide to reduce it. In disadvantaged communities, beyond training and infrastructural issues, there often lies a range of cultural and historically formed relationships that affect people's adoption of ICTs. This article presents an analysis of local resident's engagement with their council's pilot project to develop a computer facility in their community center. We ask, to what extent can people in poor urban communities, once trained, be expected to volunteer to work on furthering community education and development in ICTs in their local area? Findings indicate four patterns of individual engagement with the computer project: reflexive, utilitarian, distributive, and nonparticipatory. It is argued that local people engaged with the intervention in historically patterned and locally distinctive ways that served immediate personal and pragmatic ends. They did not adopt the long-term strategic goals of the council or university.     

Films

J. Dudley Andrew's The Major Film Theories (New York: Oxford University Press “Galaxy Book,” 1976---$3.95, paper)

Allan Casebier's Film Appreciation (New York: Harcourt, Brace, Javanovich, 1976---price not given, paper)

Ben Parker and Patricia Drabik's Creative Intention: About Audiovisual Communication from Hollywood to John Doe (New York: Law-Arts Publishers, 1974---$14.50)

Eric Rhode's A History of the Cinema From its Origins to 1970 (New York: Hill and Wang, 1976---$17.50)

Paul Monaco's Cinema and Society:France and Gerrranurin the Twenties (New York: Elsevier, 1976---$9.95)

Will Wright's Sixguns and Society: A Structural Study of the Western (Berkeley: University of California Press, 1976---$10.00)

Ken Sutak's The Great Motion Picture Soundtrack Robbery: An Analysis of Soundtrack Protection (Hamden, Conn.: Archon Books, 1976---$10.00)     

Retention of a running response following appetitive acquisition,extinction, and discrimination

In Experiment 1, hungry rats received 30 rewarded runway trials and then either extinction trials followed by retention tests or just retention tests. Different groups were tested after retention intervals of 1 min, 1, 3, or 24 h, or 30 days. Retention of extinction training was a nonmonotonic, cubic function of time for the early portion of the response chain, with good retention at 1 min and 3 h and little retention at 1 h, 24 h, or 30 days. In the latter portions of the response chain, retention of extinction decreased monotonically with time. Retention following reward-only training varied little in time, though slight losses occurred after 30 days. Experiments 2–3 differed from Experiment 1 in imposing nonchoice discrimination training (reward vs. nonreward) instead of extinction following 30 rewarded trials. After different time intervals (.017, .75, 1.25, 3, and 24 h in Experiment 1; and .017, 1, and 3 h in Experiment 2), retention tests revealed poorest discrimination at intermediate intervals in the initial portion of the response chain, i.e., a Kamin effect appeared. The deficit seemed the result of a loss of response suppression to the cue that signaled nonreward. In latter segments of the response chain, a Kamin effect tended not to appear. Implications for a number of observations and theoretical views are noted.     

Pre-service teachers’ efficacy beliefs and emotional states

Teachers’ efficacy beliefs play an important role in how they create quality learning environments. When pre-service teachers (also known as initial teacher trainees) develop strong efficacy beliefs, they can be confident in their abilities to be successful teachers once they enter the field. One way pre-service teachers obtain efficacy information is through their emotional states. Positive emotional experiences like joy and satisfaction may enhance a teacher’s sense of efficacy, while undesirable emotions such as fear and worry could be debilitating to efficacy beliefs. The current study investigated how feelings of depression, anxiety, and stress contributed to efficacy beliefs among a sample of 297 American pre-service teachers. Results from regression analysis showed that depressive symptoms negatively predicted teacher efficacy beliefs. However, reports of anxiety and stress did not significantly predict efficacy. Student teaching experience also did not significantly predict teacher efficacy.