3,050 research outputs found

    Scalable and perceptual audio compression

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    This thesis deals with scalable perceptual audio compression. Two scalable perceptual solutions as well as a scalable to lossless solution are proposed and investigated. One of the scalable perceptual solutions is built around sinusoidal modelling of the audio signal whilst the other is built on a transform coding paradigm. The scalable coders are shown to scale both in a waveform matching manner as well as a psychoacoustic manner. In order to measure the psychoacoustic scalability of the systems investigated in this thesis, the similarity between the original signal\u27s psychoacoustic parameters and that of the synthesized signal are compared. The psychoacoustic parameters used are loudness, sharpness, tonahty and roughness. This analysis technique is a novel method used in this thesis and it allows an insight into the perceptual distortion that has been introduced by any coder analyzed in this manner

    Developing Teaching Adaptability in Pre-service Teachers using Practice-Based Teacher Education

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    The purpose of this study was to examine how pre-service teachers (PSTs) develop their teaching adaptive competence through teaching rehearsal and repeated teaching, which is one of the focused teacher education strategies in practice-based teacher education (PBTE). This study was conducted in an introductory teaching methods course of a physical education teacher education (PETE) program. A total of 22 PSTs participated in the study. Fourteen were male, and eight were female. The PSTs had varied coaching experiences ranging from little to no coaching in limited recreational sports settings, and none had teaching or coaching experience in the school setting. A total of 150 lesson plans (three different lesson plans per PST that were revised across five weeks) and 85 teaching videos (five peer-teaching sessions) were collected and analyzed to examine PSTs’ adaptive competence in the lesson plans and enacted teachings. First, PSTs’ lesson plans were analyzed by the total number of adaptations, the number of adaptations to each Core Practice, and the number of types of adaptations. Second, PSTs’ teaching videos were explored by the number of adaptations (add and miss), and errors. Last, it was examined whether there are relationships between PSTs’ teaching adaptations demonstrated in lesson plans and errors in enacted teaching. The results showed that PSTs created a wide-ranged number of adaptations to lesson plan one to three (lesson plan one [Median=38.50, range 6-101]; two [Median=49.00, range 14-184]; three [Median=38.00, range 18-97]). The PSTs made the most adaptations to Core Practice two (providing clear instruction) followed by one (establishing rules and routine) and five (building positive relationships with students); minimum adaptations were made to Core Practices three (breaking down the content into smaller elements) and four (checking students’ understanding). Also, the majority of teaching adaptations made by PSTs were type two (refine) adaptations, and a minimal number of teaching adaptations were made for types one (modify) and three (apply). Relative to teaching, the results showed that PSTs were able to make teaching adaptations (add and miss) in enacted teaching that was not on their lesson plans, and PSTs showed fewer errors in enacted teaching as they progressed from week one to five. Last, Spearman’s rho analysis showed that there were no relationships between PSTs’ adaptations to their lesson plans and errors in enacted teaching. Preservice teachers developed their teaching adaptive competence in lesson plans and enacted teaching through teaching rehearsals and repeated teaching in authentic settings with the use of teaching scenarios, quality supervisors’ feedback, and structured reflection. In conclusion, PBTE is an effective framework for promoting PSTs’ teaching adaptive competence in lesson planning and enacted teaching

    Perceptual techniques in audio quality assessment

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    Systematic Observation of Coach Feedback in Elite Youth Volleyball

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    The purpose of the study was to understand the relationship of coach feedback during time-outs to the performance of 16-18 year old volleyball players in competitive match play situations. The systematic observation of coach feedback during 89 time-outs was recorded using the Coach Time-Out Observation Instrument (CTOOI). Out of the 879 feedback statements that were made during the 89 time-outs, the CTOOI categorized coach feedback for technical feedback (with an internal or an external focus), tactical feedback (referring to our team or the opponent), and psychological feedback (as either encouraging or discouraging remarks). Data from the Game Performance Assessment Instrument (GPAI) were collected for the quarterback of the volleyball team: the setter. Data were collected to evaluate setter performance for the four rallies before the time-out and the four rallies immediately after the time-out. The GPAI measured setter positioning, decision making, and skill execution. The multiple regression analysis did not show any feedback strategy to be significant for the entire group of setters in terms of performance improvement. However, as the literature on coach feedback had suggested, when the setters were divided into groups of higher and lower skilled setters, significance was found for certain coach feedback types in each group of setters. For higher skilled setters, significant improvement in setter performance (p= .03) came from feedback that was tactically oriented towards the opponent in combination with technical internal feedback. For lower skilled setters, setter decision-making was improved significantly (p= .05) by time-out feedback characterized by psychologically encouraging over and above discouraging remarks that were made during the time-out

    Using Constant Time Delay and eCoaching to Teach Employment Skills to Young Adults with Autism Spectrum Disorder and Intellectual Disability in a Community Work Environment

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    The goal of secondary education is to prepare students for greater levels of independence, especially in the areas of continued education and community employment. However, despite underlying potential, young adults with autism spectrum disorder (ASD) and comorbid intellectual disability (ID) are vastly underrepresented in the area of post secondary employment. This could be attributed to the unique characteristics and learning needs of these students, or it may be a function of the lack of effective, evidence-based teaching practices, implemented with fidelity. The purpose of this study was to examine the effectiveness and participant perceptions of implementing the constant time delay (CTD) procedure, using a four second delay interval between presentation of the stimulus and providing a controlling prompt, when teaching students with ASD and ID during community-based instruction (CBI). Additionally, eCoaching, using bug-in-ear (BIE) technology, was used to coach the teacher interventionist. A multiple probe design across participants was used to evaluate the effects of the CTD with eCoaching intervention package on participants’ ability to independently sort and arrange clothing in sequential order by size in a local department store. The procedural fidelity of the teacher interventionist implementing CTD while receiving eCoaching, which consisted of real-time praise and corrective feedback, also was measured. Utilizing eCoaching while applying the CTD procedure resulted in consistently high rates of procedural fidelity. Correspondingly, the results demonstrated that young adult students rapidly acquired, generalized, and maintained the newly learned sorting skills up to three weeks post-intervention. All participants highly rated the CTD with eCoaching intervention package in terms of its effectiveness and desire for continued teaching and learning use of the procedure. Last, the discussion focuses on implications for practical application and future research
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