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1
Jehan, Tristan 1974. "Creating music by listening." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/42172.
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Thesis (Ph. D.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2005.Includes bibliographical references (p. 127-139).
Machines have the power and potential to make expressive music on their own. This thesis aims to computationally model the process of creating music using experience from listening to examples. Our unbiased signal-based solution models the life cycle of listening, composing, and performing, turning the machine into an active musician, instead of simply an instrument. We accomplish this through an analysis-synthesis technique by combined perceptual and structural modeling of the musical surface, which leads to a minimal data representation. We introduce a music cognition framework that results from the interaction of psychoacoustically grounded causal listening, a time-lag embedded feature representation, and perceptual similarity clustering. Our bottom-up analysis intends to be generic and uniform by recursively revealing metrical hierarchies and structures of pitch, rhythm, and timbre. Training is suggested for top-down un-biased supervision, and is demonstrated with the prediction of downbeat. This musical intelligence enables a range of original manipulations including song alignment, music restoration, cross-synthesis or song morphing, and ultimately the synthesis of original pieces.
by Tristan Jehan.
Ph.D.
2
Puakpong, Nattaya, and n/a. "An individualized CELL Listening Comprehension Program: making listening more meaningful for Thai learners of English." University of Canberra. Languages, International Studies & Tourism, 2005. http://erl.canberra.edu.au./public/adt-AUC20060724.135729.
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The purpose of this research project was to examine theories of learning, theories of teaching, and theories of listening comprehension with a view to developing and testing a computer-enhanced listening comprehension system for English as a Foreign Language within the Thai university system. In addition to carrying out an in-depth literature review, factors contributing to difficulties in the listening process were also carefully examined in order to build a sound foundation for dealing with listening comprehension. A brief history and analysis of Computer Assisted Language Learning were presented together with a review of some computer programs with the aim of determining their characteristics. An Individualized CELL Listening Comprehension Program was then developed on the basis of four theoretical frameworks: the Constructivist approach, the need to use authentic spoken passages, reduction of cognitive load and response to learner differences.
The system was then used by twenty students of Suranaree University of Technology (SUT), Thailand for a period of fifteen weeks. Students were volunteers from different proficiency levels. SUT midterm and final examinations were employed, in part, to observe the effect of the program on proficiency levels. The SUT examinations, which were usually in a multiple-choice format, tested students on minor details through short, simple conversations. These tests might not fit entirely within best practice for listening but they seem to be a common way of measuring listening development in several educational contexts. Pretests and posttests examining global ideas and specific details in written and multiple-choice formats were then developed so as to provide a more accurate gauge of improvement in listening skills. Log files were kept in order to scrutinize in detail students� interactions with the system. Questionnaire and interview techniques were applied to seek out students� attitudes towards the program.
The results revealed that the participants performed better than their peers in the same proficiency levels in SUT midterm and final examinations although the difference was not at a statistically significant level. However, posttest scores were better than those of pretest at a statistically significant level in most aspects except in case of the global ideas. The log files revealed that all students tended to focus on the word level by attempting to understand and decode every word in the transcriptions. This fixation is likely to explain the low global ideas scores. Analysis was complicated by the fact that some students were not able to use the
program frequently enough, usually because of unexpectedly heavy schedules. However, the data extracted through questionnaires and interviews showed that most students demonstrated a positive attitude towards the various features of the program and felt that use of the program had improved their listening skills. In addition to findings relating to the development of listening comprehension, the study revealed that the majority of students felt that they did not think listening comprehension and, more generally the study of English, was sufficiently important to spend time on. This interesting but shocking discovery needs to be attended to immediately as it may have a strong effect on how Thai students prioritize their learning of English, and how this may impact on the levels of proficiency which they might subsequently attain.
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Cheyney, Mariah N. "The use of LACE, a listening program, in the treatment of problems associated with dichotic listening disorders." Connect to resource, 2009. http://hdl.handle.net/1811/37212.
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Mullins, Atty Thomas. "AudioStreamer--leveraging the cocktail party effect for efficient listening." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/34328.
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Shanely, Shannon Dee. "Towards an understanding of an outdoor education program listening to participants' stories /." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0014940.
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Mann, Christopher Cyril 1970. "Listening In : developing a virtual engineer for the online identification of Unmet customer needs." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/29157.
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Thesis (S.M.)--Massachusetts Institute of Technology, System Design & Management Program, 2000.Includes bibliographical references (p. 77).
As the diffusion of the Internet reaches the early majority phase, customers, both retail consumers and businesses, are utilizing the Internet in ever increasing numbers for the information search and decision making portions of the sales process. Consumers are online actively searching, researching, selecting, and purchasing products. The most direct output of this process is the end product selection, but many opportunities present themselves for the improvement of market research and corporate product development through the utilization and analysis of the online purchase process. This opportunity is especially applicable to a purchase process in which the customer is not just searching for products by selecting hard constraints around product attributes, but is instead engaged in an online dialogue with a trusted virtual advisor. During this dialogue, the customer reveals their product needs and preferences and the trusted advisor recommends products based upon a maximization of customer utility. If a "perfect" product is available for each customer, then the maximum utility value across all available products will be constantly rising during the online dialogue and all customer needs will be met. Given the reality of product development limitations, ever-changing customer needs, and the introduction of new products and features, consumers are routinely left with unmet needs. This thesis focuses on the development and implementation of a virtual engineer who, after the customer has explicitly given permission, listens to the dialogue between the customer and the trusted virtual advisor. When an unmet customer need is identified through a drop in the maximum calculated utility, the virtual engineer joins the online dialogue. Through the automated generation of contextual questions around the unmet need, the engineer gathers detailed information about the exact nature of the customer's need and translates that need into useful engineering terms. After a large number of customer needs have been collected, the Listening In! process estimates the market share opportunity currently available through the introduction of products that meet the identified needs. The Listening In! process represents a new opportunity in the utilization of the Internet for the improvement of both market research and the traditional product development process.
by Christopher Cyril Mann.
S.M.
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Maher, Brenden Courtney 1966. "Navigating a spatialized speech environment throught simultaneous listening within a hallway metaphor." Thesis, Massachusetts Institute of Technology, 1998. http://hdl.handle.net/1721.1/62628.
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Thesis (M.S.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 1998.Includes bibliographical references (leaves 69-71).
by Brenden Courtney Maher.
M.S.
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Olaya, Leon Alba. "Listening to Learners’ Voices about their Experiences in a Sheltered Immersion/Newcomers Program." OpenSIUC, 2019. https://opensiuc.lib.siu.edu/dissertations/1712.
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The purpose of this study is to explore the beliefs of students, teachers and parents regarding new students’ experiences in a Sheltered Immersion/Newcomers Program in a K-8 school district to provide recommendations and implications for other schools who are or wish to develop similar programs. The participants were given opportunities to reflect and dialogue about their experiences in this type of bilingual program through the implementation of Participatory Action Research (PAR). The research questions inquire about how language learners make sense of their experience of becoming bilingual and the factors that encourage or inhibit their engagement.
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Leung, Ki-ki, and 梁琪琪. "Listening for the "spirit" of symphonies : program notes and the construction of the Soviet hero." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hdl.handle.net/10722/206658.
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Program note was introduced into the European concert hall in the mid 19th century when instrumental music began to predominate the public concert repertoire. It inculcates the public audience through a specific mode of listening to music. The program notes, largely written in line with the contemporaneous hermeneutical approach, emphasize the importance of the composer’s life and compositional intention, and in turn, stage the work as an expression of the composer’s spirit. This thesis contemplates the way in which program notes encourage a kind of understanding that brings forth the biographical quality of non-programmatic instrumental music, and hence, lead to the construction of certain musical meanings.
In cases of symphonies whose contexts connote a great deal of heroic and humanistic struggles in association with the composer’s life, their program notes tend to elicit the personal utterances of the composer. These utterances, when empathized with by a large group of audience, are no longer only perceived as the composers’ personal expressions of heroism and humanistic struggle but also identified as expressions of the community. With the close reading of program notes of Shostakovich’s Symphonies Nos. 5 and 10 written for a selection of American orchestras before and after the publication of Testimony, this thesis shows how program notes contribute to the shift in the meaning of Shostakovich’s music in reliance upon the related historical context. It furthermore aims to discuss the aesthetic dilemma of extra musical association in the listening of “absolute music” and the intricacy of treating history and biography as important agents for understanding music.published_or_final_version
Music
Master
Master of Philosophy
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Kobayashi, Minoru. "Design of dynamic soundscape : mapping time to space for audio browsing with simultaneous listening." Thesis, Massachusetts Institute of Technology, 1996. http://hdl.handle.net/1721.1/29117.
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Quill, Elizabeth H. (Elizabeth Helene). "Eavesdroppers : how scientists are learning to listen in on the animal kingdom : four stories on wildlife and sound." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/42149.
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Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Graduate Program in Science Writing, 2007.Includes bibliographical references (leaves 43-44).
Typically, if scientists want to study animals in the wild they rely on field observations by eye. If they want to track those species to know where they are, where they are going, and how they behave, then researchers may capture and tag them. These methods, however, are difficult if not impossible for rare and hard-to-see species like whales in the ocean, elephants under a forest canopy, or birds at night. Sound gives scientists a new way of knowing what is swimming, roaming, and flying where. And some scientists are using these sounds for conservation, to identify the habitats animals need to survive and to protect the animals from human activity. Of course, as with any new science, there are unanswered questions. The uncertainties are especially profound in the ocean, where researchers know little about how marine creatures hear. Scientists are still searching for answers, but now they have a new way to find them.
by Elizabeth H. Quill.
S.M.in Science Writing
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Shen, Jin. "Reactive tokens and the performance of listening in The Oprah Winfrey Show." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3959188.
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Adams, Nathan Thomas. "Domestic vs. Foreign Immersion Experiences: Listening Comprehension of Multiple Dialects in Spanish." BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8724.
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Study abroad has been shown to improve students' linguistic and cultural competence, but students who gain their fluency abroad may struggle to adapt to the plethora of regional dialects they encounter in their studies and interactions after they've returned from their study abroad. The researchers of this study posited that learning Spanish in a domestic immersion context may improve a student's flexibility or tolerance for dialectal variation in regard to listening comprehension. Using a detailed survey and multi-dialectal listening assessment, the researchers examined the degree to which Spanish language learners, in this case 183 missionaries, were exposed to a variety of dialects, whether this exposure varied depending on region of study, and whether it affected their ability to comprehend a variety of accents. Significantly higher levels of variation were found in Spain, the U.S., and Canada, possibly due to the higher levels of Hispanic immigration to these regions. A comparison of Spain, the region with the highest average test score, and Mexico, the region with the lowest average test score, showed high practical significance (d=.8), suggesting that high levels of linguistic variation in the region of study may improve listening comprehension of multiple dialects. Pearson correlations between exposure to variation and listening test score were also positive. The researchers believe this is grounds for increased support of immersion programs both domestic and abroad, especially to areas such as Spain with high levels of linguistic diversity.
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Abd, El Al Attia El Sayed Attia. "The effect of a strategy-based instruction programme on developing EFL listening comprehension skills." Thesis, University of Warwick, 2002. http://wrap.warwick.ac.uk/3050/.
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The main purpose of this study was to probe empirically the effects of three different approaches: strategy training, metacognitive instruction and pure exposure, on listening performance, attitudes, self-efficacy and on strategy knowledge, use and perceived value among student teachers of English in Egypt. Moreover, the interaction between these three treatments and students’ proficiency levels (high/low) was an item of interest. The results of the study consistently demonstrated that strategy training is better in promoting all the variables addressed in this study and compares favourably with metacognitive instruction and pure exposure. More importantly, these results showed that the strategy training approach holds great potential for developing students’ independence and that it moved them that much close towards autonomy. These positive results stand in a stark contrast to the inconclusive results of the earlier studies. Furthermore, the findings indicated that the metacognitive instruction group performed significantly better than the control group only in listening and attitudes. Finally, contrary to the widely held belief that prolonged exposure to aural input enhances listening, the results of the quantitative analysis indicated that students in the control group did not make improvement in any of the dependent variables. Perhaps more importantly, the qualitative analysis indicated that pure exposure to the aural input alone without instruction had a demoralising effect when students found that their understanding did not increase with practice. The findings suggest some potential benefits in the informed teaching of listening strategies as a means of helping learners improve their listening comprehension skills and promoting a sense of learner autonomy. Furthermore, the findings suggest that the time devoted to strategy training is well invested and consequently refute the argument that the risk of devoting time to strategy training is not worth taking. Implications of these findings for pedagogy, research and research methodology conclude the study.
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Powell, Katherine L. "Basic Concepts in Early Education Programs for Children with Hearing Loss in Listening and Spoken Language Classrooms." DigitalCommons@USU, 2011. https://digitalcommons.usu.edu/etd/938.
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Mastery of basic concepts is an academic building block for preschool children in early education programs. Research shows that understanding basic concepts (e.g. top, under, fast, now, all, behind, full and short) is important for academic success and higher order thinking. Experts in the field of concept acquisition agree on six strategies for teaching basic concepts. These strategies include: using positive examples and negative examples, highlighting critical features of concepts through continuous conversion, isolating the concept, the order in which the examples are presented, and teaching generalization. This study investigated the extent to which nine preschool teachers of children with hearing loss used four of the six strategies (using examples, non examples, continuous conversion, and isolating the concept) during a 20-minute lesson in which a new basic concept was taught. Results indicated that teachers do well with using examples to teach basic concepts, but they lack sufficient use of the other three strategies for teaching basic concepts.
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Wilhelm, Cassie L. "The Effects of the Listening and Communication Enhancement¿¿¿¿¿¿¿ Program on Communicative Function in Adult Cochlear Implant Recipients: A Pilot Study." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1343750026.
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Tobeigi, Ali M. M. "The influence of a listening training programme on students' performance in listening comprehension : a study at teachers' college in the southwest region of Saudi Arabia." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5399.
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The primary concern of the present study is to investigate the influence of a listening training programme on students' performance in listening comprehension at the Teachers' College in the Southwest region of Saudi Arabia, with reference to their attitudes, motivation, parental encouragement, satisfaction with English courses taught at the secondary schools and their socio-economic status as independent variables. These variables were investigated after the pre-tests of both the experimental and control groups and were considered to be an attempt to analyse and discover the learners' interests, needs, strengths, weaknesses, difficulties and their level of proficiency in English language. It was hypothesised that there would be no significant correlation between the students' scores in these variables and their scores on the listening tests. It was also hypothesised that there would be no significant differences between the students' scores in the pre-tests and post-tests of the experimental and control groups. The data for the investigation were gathered from 240 male first year undergraduate students with an age range of 19-22 years at the Gizan Teachers' College in the Southwest region of Saudi Arabia. Three different questionnaires were administered in this study namely, Students' Attitude/Motivation Questionnaire, before the training programme, Students' Evaluation Questionnaire, after the training programme, and Teachers' Evaluation Questionnaire. In addition, interviews and observations were carried out with the supervisors of English at Gizan Educational Directorate, teachers of English in secondary schools, English native speakers staff in the British Council in Jeddah, Saudi Arabia and at Hull University English Language Centre in the U. K. in order to gather more data concerning the learning and teaching of listening-based methods and the recent teaching methodology and modern facilities used in teaching ESL/EFL in both centres. The data results were analysed using SPSS (Statistical Package For Social Science) with statistical techniques of frequency-distribution, Pearson's Product-moment correlation and t-tests for independent and paired samples. Analysis of the data revealed that in the pre-test, the scores on the listening comprehension test of the experimental group were relatively similar to the scores of the control group and had mostly significant relationships with the independent variables at 0.05, 0.01 and 0.001 with very low correlations ranging from r= -0.10 to r= 0.40. Post-tests results were also compared between the two groups in order to determine the differences of the two scores. Students in the experimental group scored more highly in the listening comprehension tests than those in the control group with mean difference of 42.75 in favour of the experimental group. The mean scores in the pre-tests and post-tests of the experimental group were also highly significant, p<0.001 showing a difference in means of 43.50 and a difference in standard deviations of 2.30. No differences were found between the means and standard deviations in the pre-tests and post-tests of the control on the listening comprehension tests (mean difference =0.02 and standard deviations difference = 0.27, p=<0.05). This indicated that participants in the experimental groups performed better and displayed greater improvements when they received training in listening tasks than those in the control group who received no training. Therefore, the hypotheses were rejected and it can be said that there were significant and high correlations between the pre-tests and post-tests of the experimental groups after -the training, r=0.8 5, p<0.001. Students were found to be instrumentally oriented with negative attitudes before the training programme in both the experimental group (EXG) and control group (COG). Students' attitudes in the experimental groups were changed from negative to positive after the training programme and their motivation was changed from instrumental orientation to integrative orientation. They emphasised learning English as a means of interaction with people who speak English inside and outside the college. Further research is needed to be carried out in other regions of Saudi Arabia regarding the findings of the present studies. Parents played a significant role in their children's progress in English and students were found to be satisfied with their level of proficiency in listening comprehension, speech production and reading pronunciation, with fewer errors in favour of the experimental group, although their socio-economic status was modest r=0.20, p<0.01. In the light of these results, certain recommendations were made for learning and teaching listening comprehension at Teachers' Colleges in Saudi Arabia as well as for the teachers' and students' training. The researcher particularly recommended that training in listening comprehension should be introduced into the Saudi education system for all levels of English proficiency, in order to facilitate the development of comprehension skills and increase students' acquisition of the target language. Andy Braithwaite, from the British Council in Jeddah, Saudi Arabia emphasised this by stating that "listening is an important skill. It should be taught at all levels and should be part of any course for better spoken English" (1997, p. 6 Teachers' Questionnaire). The choice of the listening materials should be left to the Ministry of Education to select what is appropriate to the levels of the learners graduating from simple to complex. Teachers' training should be regarded as an on-going process and should be taken seriously and implemented with the utmost zeal. A first step would be to hold specialised interviews and language proficiency tests in order to determine their level of proficiency and needs. Moreover, there should be scheduled and well-arranged meetings, particularly at the beginning of each semester, in order to keep both the supervisors and teachers up-to-date with developments in teaching methods and new techniques and facilities used in teaching the target language as well as to develop their competence in oral speech. In this respect, the recommendations for training programmes and the scheduled meetings were mainly based on the fact that 94% of the 50 teachers and lecturers at the secondary schools and teachers' colleges were in agreement with the use of the listening-based methods to teach listening comprehension, although they had not had any previous experience in learning or teaching using these methods either pre-service or in-service. Only 6% of them had undertaken training in the listening-based methods during their spare time in the summer, at the American University in Egypt or at the British Councils in Egypt, Sudan, Jordan and Saudi Arabia. Finally, it is of great and vital importance to point out that the habit of translating the grammatical rules and the reading passages from English into Arabic should be abandoned during the teacher/student interaction in the classroom. Concentration on the target language would train the learners to develop their comprehension skills and their thinking strategies in spoken English (Hashim and Sahil, 1994, pp. 1-3).
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Williams, Kristin K. "An Evaluation of two computer-based training software programs designed to develop the language and listening skills of students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2004. http://www.kutztown.edu/library/services/remote_access.asp.
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Thesis (M.Ed.)--Kutztown University of Pennsylvania, 2004.Source: Masters Abstracts International, Volume: 45-06, page: 2812. Typescript. Abstract precedes thesis as 1 preliminary leaf ( iii ). Includes bibliographical references (leaves 48-50 ).
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Silva, Júlia Lúcia de Oliveira Albano da. "Mergulho no escuro e outros mergulhos: programas de auditório como ambientes radiofônicos." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/4661.
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This research investigates the resumption in the last 10 years on radio programs that include the attendees/audience in different auditoriums in the city of São Paulo. Within a different context than that seen in the 1940's and 1950's, known as the Brazilian radio Golden Age, auditorium programs have been established as an important instrument of the emerging entertainment media universe in the first half of the twentieth century. Currently, the scenario marked by digital network and information technologies that emphasize the sense of sight, mobility and distance communication, the resurgence of radio auditorium programs puts us in front of this research problem: to what extent the resumption of this program format by some radio stations meets the need of man to cultivate relationships that go beyond the abstract spaces proposed by contemporary media? The main aim is to investigate how the attendees senses in the auditoriums are recursively drived by the bodies performances and by the constructability in a skilled space, thus, by the multiple sensory environments. The theoretical reference is constituted mainly by contributions from Harry Pross and Norval Baitello Jr. regarding the presence of the body in communication environments; by the works of Murray Schafer and Pierre Schaeffer on the constitution of the soundscape of cities and modes of listening; by concepts of spatiality, city and communicating from Henry Lefebvre, Lucrecia D'Alessio Ferrara and Milton Santos; by the conception of aural architecture (sound) developed by Barry Blesser and Juhani Pallasmaa; by the concepts of performance and coauthorship developed by Paul Zumthor and by the concepts of bond, listening and senses of cultural anthropology from Christoph Wulf, Boris Cyrulnik and Michel Serres. Through the observation of the radio programs with attendees/ audience research corpus - recorded and streamed live from auditoriums located at different addresses from avenida Paulista, the research is directed towards the consolidation of the main hypothesis: that the exploitation of the format of the auditorium programs, besides being a marketing strategy of the current radio stations, is a form of resistance of the concrete body thirsty of linking. During the attendance on the radio programs in the auditoriums, the listener experiences the tension between presential communication and other technical processes communication
Esta pesquisa investiga a retomada, nos últimos 10 anos, dos programas radiofônicos com a presença de plateia em diferentes auditórios, na cidade de São Paulo. Formato presente no período entre 1940 e 1950, conhecido como a Era de Ouro da radiofonia brasileira, os programas de auditório se consolidaram como importante instrumento de entretenimento do universo midiático emergente na primeira metade do século XX. Atualmente, no cenário marcado pelas tecnologias de comunicação e informação digitais em rede que privilegiam o sentido da visão, a mobilidade e a comunicação à distância, o ressurgimento dos programas de auditório nos coloca defronte ao problema de investigação desta pesquisa: em que medida a retomada da dinâmica deste formato de programa por determinadas emissoras radiofônicas vai ao encontro da necessidade do homem de cultivar vínculos que extrapolem os espaços abstratos propostos pela mídia contemporânea? O objetivo central é investigar como os sentidos dos participantes presentes nos auditórios são acionados de forma recursiva pelas performances dos corpos e pela construtibilidade do espaço qualificado, portanto, pelo ambiente polissensível. O referencial teórico é constituído principalmente pelas contribuições de Harry Pross e Norval Baitello Jr. em relação à presença do corpo nos ambientes de comunicação; pelos trabalhos de Murray Schafer e Pierre Schaeffer sobre a constituição da paisagem sonora das cidades e os modos de ouvir; pelos conceitos de espacialidade, cidade e comunicação de Henry Lefebvre, Lucrécia D´Alessio Ferrara e Milton Santos; pela concepção de arquitetura aural (sonora) desenvolvida por Barry Blesser e Juhani Pallasmaa; pelos conceitos de performance e coautoria elaborados por Paul Zumthor e pelos conceitos de vínculo, do ouvir e dos sentidos da antropologia cultural de Christoph Wulf, Bóris Cyrulnik e Michel Serres. Por meio da observação presencial dos programas radiofônicos com plateia - corpus da pesquisa - gravados e transmitidos ao vivo de auditórios localizados em diferentes endereços da Avenida Paulista, a pesquisa se direcionou para a consolidação da hipótese principal: a de que a exploração do formato dos programas de auditório, além de ser uma estratégia de marketing das atuais emissoras de rádio, é uma forma de resistência do corpo concreto e sedento de vinculação. Ao participar presencialmente dos programas radiofônicos com plateia, o ouvinte experimenta a tensão entre a comunicação presencial e os outros processos técnicos de comunicação
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Holmes, JohnElla J. "A space provided to listen: an interview study of African American and Latino alumni of Agriculture Stem Programs." Diss., Kansas State University, 2015. http://hdl.handle.net/2097/18869.
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Doctor of PhilosophyDepartment of Special Education, Counseling and Student Affairs
Kenneth F. Hughey
African American and Latino students continue to experience lower retention and higher attrition rates then their White counterparts. The aim of this qualitative interview study was to understand how African American and Latino students at a predominantly White institution (PWI) achieved graduation in Agriculture-STEM (A-STEM) disciplines. Based on the global need for more A-STEM and STEM professionals and the under-representation of African American and Latino students in the fields, there appeared to be a gap in the research on this population and success attributes with respect to completing undergraduate degrees. There was a tendency in the literature toward examining African American and Latino students utilizing the deficit model. This study explores the lived experiences of two African American and one Latino alumni of A-STEM programs. Understanding the life stories, via counter narratives, of these students may help universities develop stronger support for student success in college for not only African American and Latino students, but for all students in A-STEM disciplines. Critical Race Theory was the framework used for the analysis and the interpretation of the data in this study. The data consisted of interview transcripts, timeline, documents, photographs, and e-mail conversations. Communicating the findings in qualitative interview studies is the result of constructing the experiences and meanings of events through the eyes of the participants in a manner that portrays a representation of their experiences. Each participant’s counter narratives were created to highlight salient patterns reflected in their experiences. The writing around the participants’ experiences, and the interrogation of data allowed for the identification of patterns that were consistent with each participant’s stories and their individual unique details. The findings revealed: (a) ethnic minority students want faculty and administrators who looked like them because having someone to understand their experiences as people of color in PWI is needed; (b) the need for organizations that support ethnic minority student academic and social success, which in turn helps to create a sense of belongingness and a more inclusive campus climate; (c) more overall faculty support in and out of the classroom; and (d) opportunities for involvement in faculty-led research projects.
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Wium, Anna-Marie. "The development of a support programme for foundation phase teachers to facilitate listening and language for numeracy." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24685.
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Various assessments and international studies have shown that learners in South African schools experience challenges and perform poorly with respect to literacy and numeracy. To become competitive in the global arena, there is an urgent need to raise the standards of education. Language is required for all learning, including numeracy and mathematics. Many young learners in South Africa struggle to develop adequate language skills because of an inherent pathology and/or barriers in their learning environment. Learners who do not develop adequate listening and language skills during their early years are most likely to experience difficulty in acquiring literacy and numeracy skills, resulting in poor academic progress. By supporting learners to overcome their developmental delays as early as in the foundation phase, future learning problems may be prevented. To raise education standards, teachers need to heighten their attempts to facilitate literacy and numeracy in the foundation phase. Teachers currently have to adapt to a new national curriculum statement (NCS) that is based on an outcomes-based education (OBE) approach (Department of Education, 1997:16). Many teachers, especially those in black townships and other previously disadvantaged areas, find this difficult as they have not been sufficiently trained or are not adequately qualified. Educational changes have necessitated the need for high quality staff development and support. Speech-language therapists (SLTs) working within a collaborative approach in the education context can support the learners who need to acquire listening and language skills, as well as the teachers who have to facilitate these skills. This study developed a support programme for foundation phase teachers to facilitate listening and language for numeracy. The multifaceted programme consisted of training, mentoring, and practical components, which aimed at developing the participants’ competence (foundational, practical, and reflective competence). The programme integrated the principles of adult learning within an OBE approach while taking culture and diversity into consideration. The programme was evaluated within a Logic Model framework. The research made use of a concurrent, equal status triangulation design where triangulation was obtained by transforming QUAL data into QUAN data to be compared. In the QUAN strand, data were collected from 96 teacher participants (who were selected by using a convenience sampling method) by means of questionnaires, portfolio assignments, attendance registers, and financial statements. Qualitative data were collected from eight focus group discussions (using a nested design with 12 participants at a time) as well as a research diary, testimonials, and various correspondences. The findings indicated that all the participants have gained knowledge, skills, and confidence, but to varying degrees. Factors that affected the outcomes included aspects related to time, the choice of venue, age, prior support and qualifications, as well as motivation related to the context. Group learning was identified as a suitable strategy for teacher support in these contexts. Provided that specific factors are considered to increase effectiveness, the outcomes indicated that the programme could be used to support foundation phase teachers in these specific contexts.Thesis (DPhil)--University of Pretoria, 2010.
Speech-Language Pathology and Audiology
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DiNobile, Shanna. "Listening to the Applause and Boos: Television, Online Message Boards, and a Call to Action." Master's thesis, Orlando, Fla. : University of Central Florida, 2009. http://purl.fcla.edu/fcla/etd/CFE0002671.
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Petti, Amy Daggett. "Comprehensive School Reform Influence on Teacher Practice: Listening in the Classroom: An Examination of Powerful Learning Labs within the Accelerated Schools Project." PDXScholar, 2002. https://pdxscholar.library.pdx.edu/open_access_etds/614.
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Focusing on teacher learning, this study follows fifteen teachers in the crux of comprehensive school reform. These "regular" classroom teachers are the ubiquitous players of this theatre of school reform. "Regular" teacher is defined as a typical classroom teacher who is not actively involved in the district's school reform project or one who hasn't taken an active leadership role. The teachers in this study work in the challenging environment of a poor, diverse urban school district that was in its third year of a comprehensive school reform program, the Accelerated Schools Project. Fifteen teachers volunteered to take part in a teaching laboratory where they met, planned, taught, assessed and reflected on their practice. The study tells, analyzes and speculates about their journey. The Accelerated Schools Project (ASP) is a national comprehensive school improvement model that provides professional development to schools. The study described the experiences of regular classroom teachers who engaged in a yearlong professional development program that is part of the ASP service to schools. This study employs qualitative research methods in a multiple case study analysis. By examining the teaching practices of regular classroom teachers who are often depicted as "closing the door" to the outside influences of school, district, state or federal policy, the study seeks to fully understand the planning, teaching, assessing and reflecting of classroom teachers who are caught in the center of school reform. The key findings of this study suggest teacher practice for all teacher cohorts (novice, mid-career and veteran) was influenced by participation in the Powerful Learning Laboratory. Each aspect of teaching (planning, teaching, assessing and reflection) was influenced, with differing emphasis by each cohort. The findings suggest the Powerful Learning Lab is a positive professional development experience for teachers, and that teacher learning labs should remain an integral part of the Accelerated Schools Project.
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Oliveira, Gabriela Carolina de. "Leitura em voz alta: programa de intervenção fonoaudiológica para estudantes de graduação em produção audiovisual." Pontifícia Universidade Católica de São Paulo, 2013. https://tede2.pucsp.br/handle/handle/11943.
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Introduction: The speech therapy by the expressiveness has grown in fields, such as radio and television. Due to this progress, the speech therapist has faced some obstacles. One of them is the hardness of working with the interpretation of text read aloud, since many cannot comprehend what they read. Objective: To analyze the performance of graduating students on audiovisual production, during the process of speech therapy focusing on reading aloud. Method: The intervention was performed in 6 weekly meetings, lasting 1 and a half hour each one of them with four groups of volunteers. They answered a reader profile questionnaire. Recordings were made from two different new segments of pre and post intervention contents. At the end of each meeting, the researcher recorded and registered the contents on a daily basis. Results: The sample profile showed that 61.53% were male and the average age was 25.61 years, 84.61% of the persons considered themselves readers, but highlighted the purpose of reading solely for learning ( 69.23%) and a minor percentage, referred to it as a pleasurable activity (30.76%). Regarding the recordings made, 88.46% were considered an appropriate post intervention; aspects of prosody (emphasis, pauses, inflection and speed) were extensively highlighted by the use of post intervention, which contributed to the production of meaning and interpretation of the message. Throughout the analysis of the intervention process, persons have discovered experiences, strategies and exercises that changed the understanding and the interpretation as well when read aloud. Conclusion: The Speech Therapy program focusing on oral reading was positive, as improved text understanding and provided a more appropriate reading aloud
Introdução: o trabalho fonoaudiológico com a expressividade tem crescido em campos de atuação, como o rádio e a televisão. Com esse avanço, o fonoaudiólogo tem enfrentado alguns obstáculos. Um desses é a dificuldade para se trabalhar a interpretação do texto lido em voz alta, uma vez que muitos não conseguem compreender o que leem. Objetivo: analisar o desempenho de estudantes de um curso superior de tecnologia em produção audiovisual, durante o processo de intervenção fonoaudiológica com foco na leitura em voz alta. Método: a intervenção foi realizada em 6 encontros semanais, com duração de uma 1h30m cada, com quatro grupos de voluntários. Estes responderam a um questionário de caracterização de leitor. Foram realizadas gravações de duas notícias com conteúdos distintos nos seguimentos de pré e pós intervenção. Ao fim de cada encontro a pesquisadora registrava em diário os encontros. Resultados: a caracterização da amostra evidenciou que 61,53 % eram do sexo masculino; a média de idade foi de 25,6 anos; 84,61% dos sujeitos consideraram-se leitores; porém destacaram o uso da leitura, exclusivamente, para aprendizado (69,23%) e, uma proporção menor, referiu como uma atividade prazerosa (30,76%). Com relação as gravações realizadas, 88,46% foram consideradas adequadas pós intervenção; aspectos relacionados a prosódia (ênfase, pausa, inflexão e velocidade) foram destacados com ampliação no uso pós intervenção, o que colaborou para produção de sentido e interpretação da mensagem. Na análise do processo de intervenção os sujeitos experimentaram vivências, estratégias e exercícios que modificaram a compreensão e interpretação no momento da leitura em voz alta. Conclusão: O programa de intervenção fonoaudiológica com foco na leitura oral mostrou-se positivo, uma vez que melhorou a compreensão do texto e possibilitou uma leitura em voz alta mais adequada
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Sousa, Sandra Sueli Garcia de. "Visagem: música, poesia e experimentação sonora na Rádio Cultura FM do Pará." Pontifícia Universidade Católica de São Paulo, 2010. https://tede2.pucsp.br/handle/handle/5328.
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This project deals with the experimental side of a radio program broadcast by Rádio Cultura FM, 97.3 MHz, from Belém (PA). Since it emerged, radio makes room for innovative proposals in the language of the programs. Such trial is seen here as something new, something that avoids the standards set by commercial broadcasters. The program Visagem fulfills currently this role. It is a program of difficult classification it is entertainment, it is a program of poetry, of alternative music, it is a program of humor, anyway, a program that can only be understood when listened carefully. My thesis is that a realization of this size brings back the figure of narrator and put the listener in a state of focused attention. We will show the history of Cultura FM experimental programs, until we get to the object of our study and check the elements that constitute Visagem, and how they are ordered, organized and arranged in the structure of the analyzed broadcastings, in order to understand the modus operandi of the program. Our matter of research raises a question : how the language of this program can take the listeners to a carefully posture, and moreover, make them want to listen to it carefully for almost one hour. The research universe shows 85 programs from April 2003 until October this year. The concepts of Murray Schafer, about the radical radio; Iuri Lotman on Semiotics of Culture, in relation to the understanding of culture as texts that intertwine through the ages; in addition to the ideas of Paul Zumthor on Orality, Voice and Performance, as well as authors like Eduardo Meditsch, which take cognitive process in the radio message; Janete El Haouli that research radio-art and the sound experience and others. The research is connected to the field of communication in Brazil because it is a research on the radio environment. We will deal with a format that usually has no chance in commercial radio stations, except in very few occasions. It is a program that brings unusual formulas to the radio today it uses noise, silence, ambient sounds, long songs and little voice sewing the two main parts that compose the broadcasting. As for this type of demonstration, we have little literature in Brazil, but there is an extensive work abroad, particularly in Germany, which has a tradition of radio experimentalism. All in all, we hope to contribute to the discussion on radio programs which make people think, and that refuse to be mere reproducers of commercial songs and predictable speeches
O presente projeto trata de um programa de cunho experimental veiculado em uma emissora pública a Rádio Cultura FM, 97,3 mHz, de Belém (PA). Desde que surgiu, a rádio abre espaço para propostas inovadoras na linguagem de programas. O experimental é entendido aqui como aquilo que traz novidade, algo que foge dos padrões estabelecidos pelas emissoras comerciais. Atualmente, o programa Visagem cumpre este papel na emissora, pois é o que mais foge aos padrões convencionais de programas radiofônicos. É um programa de difícil classificação - é entretenimento; é programa de poesia; de músicas alternativas; de humor. Um programa que só pode ser compreendido quando ouvido com atenção. Minha tese é que uma realização desse porte traz de volta a figura do narrador e acaba por colocar o ouvinte em estado de atenção concentrada. Numa época, marcadamente, de cultura visual, o tipo de escuta requisitada pelo programa vai de encontro ao fast food de aparatos tecnológicos que temos à disposição. Pretendemos mostrar como a linguagem radiofônica comporta inovações, a partir da análise do Visagem. Apresentaremos a trajetória Rádio Cultura até chegar ao nosso objeto de estudo. Será feita uma verificação dos elementos constitutivos do Visagem e como esses elementos são ordenados, arranjados e organizados na estrutura da edição analisada, para que seja possível entender seu modus operandi . Nosso problema de pesquisa indaga sobre como a oralidade mediatizada pode levar o ouvinte a uma escuta cuidadosa e mais ainda: a querer acompanhar com atenção um programa de quase uma hora de duração. Como universo de pesquisa temos 85 programas, de abril de 2003 até outubro de 2008. Para embasar a análise utilizaremos os conceitos Murray Schafer, sobre um rádio radical; de Iuri Lotman sobre Semiótica da Cultura em relação ao entendimento da cultura como textos que se entrecruzam ao longo dos tempos; além das idéias de Paul Zumthor sobre Oralidade, Voz e Performance, e autores como Eduardo Meditsch, que trata do processo cognitivo na mensagem radiofônica; Janete El Haouli, entre outros, que pesquisam conceitos como rádio-arte e experimentação sonora. A pesquisa está ligada ao campo da Comunicação no Brasil por se tratar do meio rádio. Em especial, temos em pauta um formato que não tem vez nas rádios comerciais, salvo raríssimas exceções. Trata-se de um programa que traz fórmulas pouco usuais no rádio de hoje - usa ruídos, silêncio, sons ambientes, longas músicas e pouca voz recortando os dois grandes blocos que compõem a emissão. Sobre esse tipo de realização, temos pouca literatura no Brasil, mas há um vasto trabalho no exterior, em especial, na Alemanha, país que tem tradição no experimentalismo radiofônico. Por isso, esperamos contribuir para a discussão sobre programas de rádio feitos para pensar e que se negam a ser meros reprodutores das músicas comerciais e de discursos previsíveis
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Powell, Leslie Amy. "The effects of learner control versus program control of corrective feedback on listening comprehension and vocabulary assimilation of low versus high performers in beginning college Spanish." Connect to resource, 1987. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261332609.
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Hartz, Barry C. "Cultivating Individual Musicianship and Ensemble Performance Through Notation-Free Learning in Three High School Band Programs." Case Western Reserve University School of Graduate Studies / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=case1435244359.
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Lamprianou, Giota. "Listening to the voice of foster carers : a case study examining how a group of foster carers experienced attending a parenting programme." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019891/.
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Vercueil, Anna Catharina. "The effect of the Tomatis method on the psychological well-being and piano performance of student pianists / A.C. Vercueil." Thesis, North-West University, 2010. http://hdl.handle.net/10394/5000.
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The literature on psychological well-being indicates that high levels of psychological well-being encourage a psychological loop that reinforces itself, lifting an individual on an 'upward spiral' of continued psychological flourishing, which may contribute to positive human functioning. In addition, the literature suggests that effective intervention can raise the levels of psychological well-being.
There are features inherent in the training of student pianists that can contribute to their psychological vulnerability, especially with regard to self-concept and anxiety. Therefore, they can benefit from an intervention that may raise their level of psychological well-being, thus contributing to their resilience in coping with the challenges presented by their training as well as their piano performance.
Clinical observations as well as research indicate that the Tomatis Method can enhance psychological well-being and improve academic functioning. Furthermore, Tomatis' theories and observations suggest that this programme can also enhance music performance, especially with regard to self-listening skills. However, although Tomatis indicates that he observed the same results with instrumentalists as with singers, his writings mostly refer to singers. Except for a single case study by Madaule in 1976, there seems to be no other scientific evidence that the Tomatis Method has benefited student pianists. Therefore, the purpose of this exploratory study was to investigate the effect of the Tomatis Method on student pianists' psychological well-being and piano performance.
The empirical study consisted of a two-group pre-post assessment mixed-method design,
involving thirteen 2nd year to postgraduate student pianists from the School of Music and Conservatory, of the North-West University (Potchefstroom Campus). These students were randomly assigned to an experimental group (n = 7) which was exposed to the Tomatis Listening Programme, and a non-intervention control group (n = 6). Quantitative data were obtained by means of a battery of tests, which included self-report inventories regarding psychological well-being and music performance anxiety, as well as scales regarding piano performance. The levels of the participants' psychological well-being were measured with the Scales of Psychological Well-Being (Ryff, 1989), the Affectometer 2 (Kammann & Flett, 1983), and the Profile of Mood States (Mc Nair et al., 1992). Participants' levels of music performance anxiety were measured with the Music Performance Anxiety Inventory for Adolescents (Osborne & Kenny, 2005), and the Kenny Music Performance Anxiety Inventory (Kenny et al., 2004). The quality of the students' piano performances was assessed by means of a general impression expressed as a percentage, Mills' constructs (1987) for the assessment of music performance, and Piano Performance Rating Scale (PPRS) which was developed for this study. Qualitative data were acquired by means of interviews, group discussions, projective drawings, written reports, personal observations and the Tomatis Listening Test
Results indicated improvement regarding some aspects related to student pianists' psychological well-being and piano performance. Further research with regard to these aspects is required.Thesis (M.Mus.)--North-West University, Potchefstroom Campus, 2010.
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Dunn, Munita. "Promoting social change amongst students in higher education : an evaluation of the listening, living and learning senior student housing programme at Stellenbosch University." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85551.
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Thesis (MPhil)--Stellenbosch University, 2013.ENGLISH ABSTRACT: The positioning of Stellenbosch University in a rapidly changing higher education context necessitates transformation, the promotion of diversity, and social integration among all students on campus. Although a vast variety of recruitment and support initiatives are in place to diversify the student population and to enhance student success, it is not sufficient to simply widen access for African, coloured and Indian students to Stellenbosch University. Change with regard to the institutional culture and social climate of the institution also needs to be effected. One intervention aimed at achieving this is the Listening, Living and Learning programme, promoting social change among students. The Listening, Living and Learning (LLL) programme is a senior student housing programme, and a co-curricular living-learning community, and is the first of its kind in South Africa. The students in the LLL houses are ideally a diverse group of students, learning to live together, hosting conversations with guest speakers about the theme of their house and participating in a small project. The initiative aims to develop students as agents of change. Since its establishment in 2008, the outcomes of the LLL programme have not yet been evaluated. This study is embedded in a broader programme evaluation of the LLL initiative and evaluated only one of the programme outcomes: increased levels of interaction among students in a LLL house lead to reduced stereotyping and diminished bias. All the students enrolled in LLL for 2013 (N=99) participated in the study. An applied, quantitative approach was followed. A web-based, electronic survey (Student Attitude Questionnaire) was conducted in a one-group pre-test post-test design that was completed by 79 students. The questionnaire measured tolerance towards five constructs of ‘the other’ – gender, race, language, socio-economic status and nationality. The results indicated for all five constructs – gender, language, race, socio-economic status and nationality – a change in senior students’ stereotypical and discriminatory attitudes, increasing to a more intolerant level from the pre-test to the post-test. The changes were not statistically significant. The deduction can be made that increased levels of interaction among students in a LLL house, over a five-month period, did not lead to reduced stereotyping and diminished bias. The short timespan between measurements and the adjustment, as well as developmental processes of the students, impacted the results. However, valuable information was gathered in terms of students’ interpersonal and intrapersonal development; as well as feedback on the programme content and outcome. This research study contributes, firstly, to a starting point for discussion to allow HEIs to consider learning communities as part of the co-curricular sphere in South Africa. Secondly, the research indicated the vital role learning communities play in students’ in-class and out-of-class development. Thirdly, the study highlights the need for discussion and research on the integration of curricular and co-curricular learning in South Africa, as well as the establishing of partnerships between all role players in student affairs and faculty.
AFRIKAANSE OPSOMMING: Die Universiteit van Stellenbosch se posisie in die vinnige veranderende konteks van hoër onderwys noodsaak transformasie, bevordering van diversiteit en sosiale integrasie van alle studente op kampus. Al is ’n groot verskeidenheid werwing- en steuninitiatiewe in plek om die studentepopulasie te diversifiseer en studentesukses te bevorder, is dit nie genoeg om slegs toegang na die Universiteit van Stellenbosch vir swart, bruin en Indiër studente te vergemaklik nie. Daar moet ook veranderinge aan die institusionele kultuur en sosiale klimaat van die inrigting teweeggebring word. Een intervensie wat daarop gemik is om dit te bereik deur sosiale verandering onder studente te bevorder, is die Luister-, Leef- en Leerprogram. Die Luister-, Leef- en Leerprogram (LLL) is ’n behuisingsprogram vir senior studente en ’n ko-kurrikulêre leefgemeenskap, die eerste van sy soort in Suid-Afrika. Die studente in die LLL-huise is idealgesproke ’n diverse groep studente wat leer om saam te leef, gasheer speel vir gesprekke oor hulle huis se tema met sprekers van buite en deelneem aan ’n klein projek. Die inisiatief het ten doel om studente as veranderingsagente te ontwikkel. Sedert dit in 2008 begin is, is die uitkomste van die LLL-program nog nie geëvalueer nie. Hierdie studie is gesetel in ’n breër programevaluering van die LLL-initiatief en evalueer slegs een van die program se uitkomste: hoër vlakke van interaksie tussen studente in ’n LLL-huis lei tot die vermindering van stereotipering en bevooroordele. Al die studente wat in 2013 vir LLL ingeskryf is (N=99), het aan die studie deelgeneem. ’n Toegepaste, kwantitatiewe aanslag is gevolg. ’n Webgebaseerde, elektroniese opname (“Student Attitude Questionnaire”) is gemaak volgens ’n eengroep-voortoets-natoets-ontwerp wat deur 79 studente voltooi is. Die vraelys meet verdraagsaamheid teenoor vyf konstruksies van ‘die ander’ – geslag, ras, taal, sosio-ekonomiese status en nasionaliteit. Die resultate dui op ’n verandering in senior studente se stereotiperende en diskriminerende houdings in al vyf konstruksies – geslag, taal, ras, sosio-ekonomiese status en nasionaliteit – met ’n verhoging na ’n meer onverdraagsame vlak vanaf die voortoets na die natoets. Die veranderinge was nie statisties beduidend nie. Die afleiding kan gemaak word dat die verhoogde vlakke van interaksie tussen studente in ’n LLL-huis oor ’n periode van vyf maande nie gelei het tot verminderde stereotipering en bevooroordele nie. Die kort tydperk tussen opnames en die aanpassing sowel as die ontwikkelingsprosesse van die studente het ’n impak op die resultate gemaak. Waardevolle inligting is egter ingesamel oor studente se interpersoonlike en intrapersoonlike ontwikkeling sowel as terugvoer op die program se inhoud en uitkomste. Hierdie navorsingstudie dra eerstens by tot ’n beginpunt vir die bespreking dat inrigtings vir hoër onderwys leergemeenskappe as deel van die ko-kurrikulêre terrein in Suid-Afrika beskou. Tweedens dui die navorsing op die belangrike rol wat leergemeenskappe in studente se binne- en buiteklasontwikkeling speel. Derdens beklemtoon die studie die behoefte aan bespreking en navorsing oor die integrasie van kurrikulêre en ko-kurrikulêre leer in Suid-Afrika, sowel as die behoefte aan vennootskappe tussen alle rolspelers in studentesake en fakulteite.
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Ignatiew, Nicolas. "Music radio stations from the “On Air” to the Online : Identifying media logics in the content and formats of Radio FIP on its digital platforms." Thesis, Uppsala universitet, Institutionen för informatik och media, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-325169.
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Internet and digital media have profoundly reorganised the radio landscape by giving birth to new formats and patterns of radio listening. Today, traditional radio actors systematically use online platforms to diffuse their programs and communicate with their audience. This master thesis offers a case study and examines how Radio FIP, a French music station of public service, uses its digital devices to diffuse its program and produce content online. On the basis of existing researches on radio and radio diffusion online, and with the help of the concepts of format, media logics and hybrid media system, the author of this paper defines two logics of traditional radio and radio online used as reference in order to analysis the influence of media logics on the station’s material and formats online. Observation of Radio FIP’s website and social media pages on Facebook and Twitter showed a clear influence of radio online logics in the visual and informative extra content, the additional audio offers through online webradio streams, the promotion of non linear and asynchronous formats of radio listening’s and the incorporation of networked media frames. At the same time, logics of traditional radio prove to be also very significant with the pre-eminence and promotion of the station’s on air broadcast on digital devices and the reproduction of traditional radio patterns of temporality, music prescription and vertical communication on social media platforms. The coexistence of the two logics in Radio FIP online platforms characterises the station’s digital apparatus as a hybrid media space, and opens up new research trails for better understanding what influence the content formats of radio stations diffusing online.
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Blum, Sheri Stein. "An Interpretative Phenomenological Analysis of Caregivers' Support for Their Preschool Children's Language and Social Skills Development." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1376.
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Some children have difficulty communicating due to a lack of age-appropriate language and social skills. Researchers have explored how music and language share features that shape language processing. The purpose of this interpretive phenomenological analysis was to explore the experiences of caregivers of preschool children who participated in a music-based program and to understand their perspectives related to children's language and social skill development. Learning style and sensory integration processing theories were used as framework to provide foundations of skills in this study. Research questions addressed caregivers' choices related to this program for their children, their experiences of their children's participation in the program, and how the caregivers perceive their children's language and social skills change as they participated in the program. Data from 8 participants were collected using narrative journals and interviews and were analyzed by identifying relationships and themes. Identified themes included the importance of choice of quality music program, improved language skills, improved social skills, and improvement in other areas. Caregivers reported that their children's language and social skills developed in the early weeks of participation in The Listening Program. Primary recommendations included providing opportunities to educate other parents and professionals about the benefits of music-based programs. Contributions to positive social change include the value of music-based programs as a complementary technique to aid language and social skill development in preschool aged children, and that children who participate become more effective communicators and interact more appropriately with others.
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Staniute, Laura. "An investigation of listening and reading proficiency in English of grade 5 and grade 6 students in Chinese-speaking cities." Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953463.
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Starr, Tina Grahovac. "The German Proficiency Exam at Brigham Young University : a validation study /." Diss., CLICK HERE for online access, 2008. http://contentdm.lib.byu.edu/ETD/image/etd2449.pdf.
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Boll, Cíntia Inês. "Informática educativa no Rio Grande do Sul : um estudo das possibilidades de inclusão em uma escola pública." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2000. http://hdl.handle.net/10183/83413.
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O trabalho pretende historicizar, a partir dos anos 60, acontecimentos ocorridos em torno das politicas públicas em Informática Educativa no Brasil. Apresenta os principais projetos em Informática Educativa no pais, discute o atual Programa Nacional de Informática na Educação (PROINFO) e sua implementação no estado do Rio Grande do Sul. Acompanha a inserção desta politica na pratica pedagógica da Escola Municipal de Ensino Infantil e Fundamental Joao Goulart, no município de Novo Hamburgo, primeira escola publica do estado a ser contemplada por este Programa. Contribui para o fortalecimento da ideia de que as politicas públicas em Informática Educativa no Brasil precisam ser contextualizadas em seus processos de problematização e consolidação de um "tempo de escuta" a fim de que as práticas dodiscentes possam possibilitar processos de inclusão em termos de permanência e qualidade, de toda comunidade educativa. O pensamento de PAULO FREIRE reforça esta perspectiva ao demonstrar a importância do contexto histórico, cultural e social da trajetória de cada individuo enquanto construtor de formas de viver mais criticas, humanas e solidarias.This paper intents to tell a history, from the sixties on, of the facts which ocurred about public policies in Educative Informatics, in Brazil. It Presents the main projects in Educative Informatics in the country; discusses the present Natioal Program of Informatics in Education (PROINFO) and its implementation in the state of Rio Grande do Sul; and follows the insertion of this policy in the Pedagogical Practice at the Joao Goulart Municipal Scchool, in Pre School and First Grade, in the city of Novo Hamburgo. This is the first public school to be contemplated with this Program. It contributes to the strengthening of the idea that public policies in Educative Informatics, in Brazil, need to be contextualized in their processes of problems and the consolidation of a "listening time", in order that the "dodiscente" pratices can make it able the inclusion process, in terms of permanency and quality of the whole educative community. PAULO FREIRE's ideas strengthen this perspective by demonstrating the importance of the historical context; the cultural and social trajectory o each individual person, when being the builder of more critical, human and supportive ways of living.
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Winfield, Maria Inez. "Language observing visual explorations after school academic programs (LOVE: ASAP) listening to African American middle school girls within a culturally relevant program /." 2007. http://purl.galileo.usg.edu/uga%5Fetd/winfield%5Fmaria%5Fi%5F200705%5Fphd.
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Hou, Ya-ning, and 侯亞寧. "The listening motivation, listening time and personal characteristic to understand the purchase intention of audiences,for radio shopping program." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/40718078261264278231.
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碩士義守大學
管理研究所碩士班
93
In the research of virtual channel, there is little attention about radio shopping by academic. Thus, this study utilizes investigation and focus on the listening motivation, listening time and personal characteristic to understand the purchase intention of audiences. Based on the research results, this study submits the following conclusions: 1. the purchase intention will not get optima effectiveness based on planned purchase motivation; 2. in the gender differences, male have the greatest purchase intention in time-abrasion listening motivation, female have the greatest purchase intention in leisure-entertainment listening motivation; 3. consider geographical difference and listening motivation, audiences of north Taiwan who are time-abrasion orientation have the greatest purchase intention; 4.in listening time, the purchase intention in pm 18:00~24:00, am 0:00~5:00 and 9:00~12:00 are significant higher than am 5:00~9:00 and pm 12:00~18:00; 5. in the age difference, the purchase intention in 18~30 and 31~50 are significant higher than 51 above. This study also find out the purchase intention of radio shopping is not a planned behavior. Thus, it is worth to research in the future and find out the causes for purchase intention of audiences. Besides above, the host’s style, program time and type of product may have goodness-of-fit among them. That issue could be worth to discuss the consistence of above three factors for purchase intention too.
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"Self-reported listening strategies by students in an intensive English language program." UNIVERSITY OF ARKANSAS AT LITTLE ROCK, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=1456505.
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Redekop, Jaclyn. "Evaluating community development programs: who speaks? who listens? who cares?" 2013. http://hdl.handle.net/1993/22164.
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Different types of evaluations, including utilization-focused, participatory, collaborative, and empowerment, have commonly been used to evaluate community development programs. None, however, appear to be entirely suited to community development programming due to the varying levels of stakeholder participation in the evaluation process. The purpose of this study was to understand how program evaluation can support community development programming. The evaluation processes of two programs operated by the Sexuality Education Resource Centre (SERC) were examined through semi-structured interviews, document analysis and participant observation. Findings showed that SERC successfully implemented evaluations that enhanced and supported community development programming through the development of strong partnerships with the community. The thesis provides additional strategies within a community development framework to highlight practices that may be useful for other community development programs.
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Lacroix, Jennifer Anne. "Investigating a shift in instructional approach in second language listening pedagogy at a university-based intensive English program." Thesis, 2021. https://hdl.handle.net/2144/42648.
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For this dissertation, I had the opportunity to investigate a well-established university-based intensive English program in the northeastern United States as it transitioned from an integrated-skills to a paired-skills approach. My goal as a researcher was to investigate in what ways listening, the second language (L2) skill researchers view as the least understood and the least practiced (Field, 2019; Graham, 2017; Graham, Santos, & Francis-Brophy, 2013; Siegel, 2018; Vandergrift & Goh, 2012), was receiving attention, programmatically as well as pedagogically, in the new paired-skills approach, and how that attention manifested in the classroom. Toward this goal, through interviews with program leaders and experienced instructors, I explored what they considered as key pedagogical challenges and opportunities in L2 listening in the earlier integrated skills program and in the new paired skills program. Through classroom observation, I documented how instructors approached L2 listening pedagogy in the new paired-skills program. Analysis of instructor interviews showed that instructors described using a wide variety of content-based approaches when teaching L2 listening in the integrated skills approach. In the new paired-skills approach, they described encountering many challenges with L2 listening pedagogy they had yet to resolve. Analysis of classroom observations in the paired skills program revealed that instructors mostly structured lessons with before-listening activities, with a preference for activating background knowledge via vocabulary preview and discussion based on textbook themes. A synthesis of case study findings across program leaders and instructors revealed that teachers structured different kinds of listening experiences for students but did not engage in explicit instruction in L2 listening focused on specific features of bi- and multi-directional spoken language nor did they offer much during listening instruction. Overall, the findings suggest the need to develop more curricular and professional development materials to assist instructors in further developing L2 listening pedagogy, curriculum and assessment in their classroom instruction.
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KRONIKOVÁ, Andrea. "Využití diktátu k rozvoji poslechu a psaní v hodinách angličtiny na 2. stupni základní školy." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252612.
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The topic of this diploma thesis is Using dictation to develop listening and writing skills in English language classes at the lower secondary level. The aim of the theoretical part is to describe dictation and its contribution to the development of listening and writing skills in English language classes. This part of the thesis also deals with how dictation, listening and writing skills are reflected in the Framework Educational Programme and School Educational Programme. The practical part is based on a project whose goal is to teach a few English lessons based on dictation. A detailed description of each particular lesson is presented in this part. Questionnaires are used to find out the popularity of dictation among pupils and teachers and the frequency of their use in English language classes.
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Chu, Yu-Hsuan, and 褚又瑄. "Analyzing the Listening Comprehension Questions of the English Subtest of the Comprehensive Assessment Program." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/5g44qk.
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碩士臺北市立大學
英語教學系
107
The present study aimed to analyze the listening comprehension questions on English Listening Section of the Comprehensive Assessment Program (CAP-ELS) for Junior high school students from 2015 to 2018. Specifically, the present study intended to answer the following four research questions: (1) What listening sub-skills were measured in the CAP-ELS for each of the four years from 2015 to 2018? (2) What was the percentage of the test items measuring each of the sub-skills identified for each of the four years? (3) In terms of the mean passing rate, how did the test takers in general perform on the listening comprehension items measuring each of the sub-skills identified for each of the four years? (4) In terms of the mean item discrimination index, which listening sub-skill(s) identified could best discriminate the test-takers of the CAP-ELS for each of the four years? For the purpose of answering the research questions, Mewald, Gassner, and Sigott’s (2007) categorization of listening sub-skills was mainly used as the coding scheme. Five experts in the field of English were invited as raters to classify each of the 84 listening comprehension items into one of the eight listening sub-skills. The results from the item classification done by the raters showed that six listening sub-skills were identified in the CAP-ELS from 2015 to 2018, including (1) Listening for specifics, (2) Making inferences, (3) Determining a speaker’s attitude or intention toward a topic, (4) Relating utterances to their social and situational contexts, (5) Recognizing the communicative function of utterances, and (6) Understanding lexis. As to the percentages of the test items of the CAP-ELS, Recognizing the communicative function of utterances accounted for the largest portions, whereas Determining a speaker’s attitude or intention toward a topic was the least frequently skill measured. Furthermore, for the purpose of answering the questions with respect to the performances of the test takers and the CAP-ELS items, the individual items’ passing rates and discrimination indices of the CAP-ELS annually reported from the CAP website were closely examined in the present study, revealing that the test takers usually performed better on the Understanding lexis items in 2015, 2017, and 2018. However, the test takers performed better on the Relating utterances to their social and situational contexts items in the 2016 CAP-ELS. On the other hand, the test takers performed worse on the Making inferences and Determining a speaker’s attitude or intention toward a topic items in each of the four years. Finally, the discrimination index of the Listening for specific items appeared to be lower than the other listening sub-skills items in each of the four years. According to the results of the present study, some implications and suggestions were provided for future research not only for English junior high teachers but also for test item writers.
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Chang, Chia-Ming, and 張家銘. "An Investigation of Incorporating English Listening in theComprehensive Assessment Program for Junior High Schools." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/59649691230633870487.
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碩士康寧大學
應用外語研究所
103
English learning starts with listening and speaking. The Ministry of Education in Taiwan announced the competence indicators about English listening in grade 1-9 curriculum guidelines, and incorporated English listening in the Comprehensive Assessment Program (CAP) in 2014. There are few studies about the views of teachers and students toward the incorporation of English listening in the CAP. As a result, this study aimed to explore the views of junior high school teachers and students from different backgrounds toward the incorporation of English listening in the CAP and the improvements for the future. The teachers and students in eight public junior high schools in Chiayi city participated in the sample survey and interviews. Two instruments were employed in this investigation, including a questionnaire of the sample survey and a questionnaire of interviews. Three main findings of the study were as follows: First, except subjects and seniority, junior high school teachers from different backgrounds have no significantly different opinions toward the incorporation of English listening in the CAP. The whole teachers agree with the view toward the incorporation of English listening in the CAP, but they have doubtful attitudes to the fairness of the questions. Second, junior high school students from different backgrounds have obviously different opinions toward the incorporation of English listening in the CAP. The whole students agree with the view toward the incorporation of English listening in the CAP, but they have doubtful attitudes to the fairness of the questions. Last, teachers think raising the identification of the questions, narrowing the urban-rural gap and increasing listening time are the improvements to the incorporation of English listening in the CAP for the future. Students think listening material, listening time and active listening activities must be offered are the improvements to the incorporation of English listening in the CAP for the future.
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MACHÁČKOVÁ, Lenka. "Zpracování mzdové agendy v různých účetních programech na PC." Master's thesis, 2007. http://www.nusl.cz/ntk/nusl-46057.
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My destiny is comparing of the processing wages business in two acoountant programs from the aspect lucidity, work difficulty and press listings. To this work I chosen the program Money S3 and program OKmzdy for Windows. For the software comparing was urgent to do typical activities, which wages accountant is doing like worker recording, calculation his wages and printing of the all documents and other else activities, which is urgent to do every month.
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FU, CHUN-WEI, and 傅淳偉. "Investigating the Washback Effect of Comprehensive Assessment Program Listening Test on EFL Instruction in Junior High Schools." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2yd2tb.
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碩士國立臺灣科技大學
應用外語系
107
The Basic Competence Test and Comprehensive Assessment Program have been researched for several years, but very few studies have focused on the incorporation of the CAP English listening assessment. The current study aims to explore the washback effects of incorporating English listening in the CAP on junior high school students and English teachers. Thirty English teachers and 298 students from the three public junior high schools in Keelung City, Taipei City, and New Taipei City were the participants of the present study. The two instruments in the study consisted of a questionnaire and an interview guide. The questionnaire was conducted to investigate the participants’ perceptions of the CAP reform and fairness of the English listening assessment, instructions and influence, and students’ learning activities and test preparation. A semi-structured interview was used to probe specific information of participants’ perceptions of the CAP reform, and their needs and suggestions. Results revealed that teachers and students had positive perceptions of the incorporation of the CAP listening assessment. Moreover, the CAP reform generated positive washback effects to the instructors. Most of them were willing to change their teaching approaches, arrange some teaching activities, or provide diverse learning materials if students need and class time allows. In addition, the results indicated that students’ English learning interests and learning motivation increased due to the incorporation of the English listening assessment, but it also generated negative washback effects for them. The participating students expressed that their high-school-entrance stress and test anxiety may increase. As for the suggestions, participants of both groups signified that they cared about the time for practicing listening and speaking, listening assessment of different accents, and better equipment. Moreover, because the inequality of educational resources still exists in Taiwan, most of the participants pointed out the difficulty and score evaluation of the CAP listening assessment should not be adjusted. The findings of the present study are expected to contribute to an understanding of the field of the washback effects of incorporating English listening in the CAP. Practical implications for enhancing pedagogy of EFL listening in junior high schools were further proposed.
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Li, Fei Fei, and 李菲菲. "An Action Research on Applying Multiple Intelligence English Program to Promote English Underacheivers’ Listening and Speaking Ability." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/14132339445217213561.
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碩士國立臺東大學
教育學系(所)
101
The study focus on applying multiple intelligence over English learning and designing Multiple Intelligence English Program (MIEP). The purpose of this study was using action research method to develop MIEP and to explore the underacheivers’ listening and speaking ability. The exploration of the study are as follow: 1.The process of Mulitlple Intelligence English Program over English teaching and the process of students’ English learning. 2.The effect of MIEP to English underachivers’ English listening ability. 3.The effect of MIEP to English underachivers’ English speaking ability. The study resources are research journal, study sheet, students’ reflection, interview and video recoding, and the reliability of resource and the objectivity of analysis are sifted by multi-source information materials. Through the Initial Stage, Explore Stage and the Grow-up Stage. The results of the study are as follow: 1.The development of the MIEP should be considered of learning projects, environment and students’ characteristics. 2. MIEP can raise low English achievement pupils’ English listening and speaking ability. 3. MIEP can improve the way of teaching and advance in the profession by reviewing and revising the teaching materia Finally, based on the result of the study, suggestions were made for English teaching and further studies.
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Hsu, Chih-Wei, and 許智偉. "A Study of the Production on Taiwanese Radio Program - As "Left ear listening Pa Lung Bon" for example." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/9t8cbc.
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Lin, Tzu-Ying, and 林子瀠. "THE EFFECTS OF AN ENGLISH VILLAGE PROGRAM ON ENGLISH LISTENING COMPREHENSION AND ORAL PERFOMANCE FOR THE FOURTH GRADERS." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/20243897073501008271.
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碩士國立高雄師範大學
英語學系
99
The purpose of this study was to investigate the effect of English Village program on English listening comprehension and oral proficiency for the fourth graders in southern Taiwan. In addition, the subjects’ responses to the simulated language learning situations, materials, and the four theme-based texts of the English Village program were explored. The subjects of this study included 30 fourth graders in Ling-Jhou Elementary School in Kaohsiung City. They were provided with the English Village program for 12 weeks. The study focused on the English listening and speaking training with four scenario rooms, including the hotel, the restaurant, the supermarket, and the shopping mall. Before the study, the subjects were required to take the pretests of English listening comprehension and oral proficiency and answer the pre-study questionnaire on their responses to English learning. After the instruction at each scenario room, the subjects were asked to take the post-tests of English listening comprehension and oral proficiency. After the 12-week project, the subjects were required to answer the post-study questionnaire on their responses to English learning as well as the questionnaire on their responses to the English Village program. The subjects’ pretests and post-tests of English learning as well as the pre-study and post-study questionnaires on their responses to English learning were compared by paired samples t-test and by descriptive statistics. Finally, the subjects’ responses to the open-ended questions in the questionnaire were sampled and analyzed qualitatively. Based on the data analyses, the findings of this study are summarized as follows: 1. There is a significant difference between the subjects’ pretest and the post-test scores of English listening comprehension. According to the increased mean scores of the post-test, the subjects’ performance in English listening was improved. 2. There is a significant difference between the subjects’ pretest and the post-test scores of English oral proficiency. According to the increased mean scores of the post-test, the subjects’ English speaking performance was improved. 3. There are two significant differences in the subjects’ responses to English listening. The increased mean scores in the subjects’ post-study responses revealed that the English Village program had positive impacts on the subjects’ attitudes toward English listening activities. The subjects also became more willing to participate in English listening activities after the English Village program. 4. There are four significant differences in the subjects’ responses to English speaking. The increased mean scores in the subjects’ post-study responses revealed that the English Village program had positive impacts on the subjects’ attitudes toward English speaking activities. The subjects also became more willing to participate in English speaking activities after the English Village program. 5. The majority of the subjects responded positively to the simulated language learning situations in the English Village. According to the subjects’ responses to the learning situations, most of the subjects agreed that the simulated learning environments helped them understand the teacher’s oral English and memorize the conversation, and thus they could learn English faster. They also expressed that they felt less nervous and had more courage to speak English after the English Village program. 6. The majority of the subjects responded positively to the authentic language learning materials in the English Village. According to the subjects’ responses to the learning materials, most of the subjects agreed that the instruction in the English Village is abundant, various, and useful. They also approved that they understood that different English expressions were used in different situations and had better understanding of how to use English in their daily lives after the English Village program. 7. After the English Village program, the subjects made some suggestions for the English Village program. They hoped to have more scenario rooms and better decoration in them, to have native-speaking teachers in the English Village. In addition, the subjects’ expressed that they learned more English, improved English ability, and increased confidence in English speaking in the English Village. On the basis of the study findings, the researcher made some pedagogical implications. To begin with, the English Village program in this study helped promote the subjects’ English learning interests and confidence in English listening and speaking. So teachers can integrate the program in their English teaching. Second, language learning can be effective in simulated language learning situations. By providing students with real-life like settings, such as the restaurant and supermarket, the students may know how to use the target language for the right purposes in the right place in the right time. There is no perfect English program in English teaching. From the subjects’ difficulties and suggestion for the English Village program, educational researchers may be aware of the room for improvement in the English Village program in terms of the curriculum, the teaching resources, the teaching materials as well as assessment. Hopefully, the present study results can offer the educational administrators references for English education innovation.
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Lai, Chia-Tsen, and 賴佳岑. "Evaluating the Effect of English Village Program on 6th Grader''s English Listening and Speaking Abilities." Thesis, 2014. http://ndltd.ncl.edu.tw/handle/22215415106123890411.
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碩士淡江大學
教育科技學系碩士在職專班
102
With the push of Taipei City government policies and the high social expectation of English learning effectiveness, English village has credited for its largest increasing number for five years. Starting from cognitive learning theory, based on situated learning theory, English village proceeds situated topic planning and implements experiential programs via Direct Method(DM), Notional-Functional Approach(NFA) and Task-Based Language Instruction(TBLI). Current domestic related research primarily focused on curriculum design or teachers’ feedback and students’ learning interest inquiries, while analysis of learning effectiveness was scarcely emphasized. The study adopts quasi-experimental method. Its subjects are 6th Grade students of two classes at a public elementary school in South Taipei City. In the beginning, both two classes are having English village programs in Taipei City. Next, one is chosen for participating in experiential learning activities in English village, while the other is not. The purpose of this study aims to investigate the effectiveness of English village programs with its experiential activities on the enhancement of students’ English listening and speaking abilities. Results of study find that, while exclusively applying English village programs on general English teaching programs, there was no significant difference on the enhancement of English listening and speaking abilities for students. However, if adding the participation of half-day experiential activities, students’ English listening and speaking abilities were improved; precisely, there was no obvious difference on listening ability improvement, which was opposed to speaking. Moreover, it benefited the promotion of students’ learning interests. English teachers, students and schools are all recommended to take part in English village programs. Foreign teachers at English villages could strengthen oral practice course content to make students involved heavily practice English dialogue. Concerning English education policy, the successful case on English village installment can encourage and help schools to facilitate situated teaching environments, to recruit foreign teachers, and to proceed teaching via Direct Method (DM) and Task-Based Language Instruction (TBLI). In doing so, the short-term teaching effectiveness on English oral proficiency improvement can be achieved, while the long-term on English listening ability cultivation and progress can be anticipated.
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Richards, Donald Frederick, University of Western Sydney, of Arts Education and Social Sciences College, and School of Contemporary Arts. "The creative ear : the ABC's The listening room and the nurturing of sound art in Australia." 2003. http://handle.uws.edu.au:8081/1959.7/13211.
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This thesis argues that the Australian Broadcasting Corporation’s sound art program The Listening Room has been , both through broadcasting and related activities, a major factor in the life and growth of sound art in Australia. The thesis also argues that, internationally, The Listening Room is accepted as a leading member of the world sound art community by its contribution to the artistic development and wider recognition of the genre. In order to examine the influence of The Listening Room, interviews and case studies with Australian composers and overseas producers and observers are recounted and analysed. Finally, pertinent data from historical summaries, interviews and case studies are conflated to demonstrate the depth and significance of The Listening Room.Doctor of Philosophy (PhD)