Thesis (doctoral)--University of Oulu, 2005. / Includes bibliographical references (p. 212-225). Also available on the World Wide Web.

Thesis (Ph. D.)--School of Nursing. University of Missouri--Kansas City, 2006. / "A dissertation in nursing." Advisor: Peggy Ward-Smith. Typescript. Vita. Description based on contents viewed Nov. 13, 2007; title from "catalog record" of the print edition. Includes bibliographical references (leaves 103-119). Online version of the print edition.

Spoken language is used by people to communicate naturally with one another. A simplistic view of the communication process is as follows. Person A wishes to communicate an idea to person B. The idea, initiated in the mind/brain of person A is encoded into speech signals by means of the person A's speech production mechanism, the vocal apparata in the vocal tract. Various kinds of noise may interfere with the speech signals as they travel to person B. The resulting signal is captured by person B's speech receiving mechanism, the ear. It is then analysed and decoded into a meaningful message by the brain of person B. This thesis concerns itself with the investigation of and attempt to automate the receiving and decoding of English sentences using a machine - that is to perform the task of person B in the above scenario using a computer. The aim is not only to produce a sequence of phonetic sounds, but to look at the problems of building in the 'mind of the machine', a picture of the meanings, intentions, absurdities and realities of the spoken message. The various models, algorithms and techniques of speech recognition and speech understanding systems are examined. Speech signals are captured and digitised by hardware. The digital samples are analysed and the important distinguishing features of all speech sounds are identified. These are then used to classify speech sounds in subsequent spoken words. The way speech sounds are joined together to form syllables and words introduces difficult problems to the automatic recognition process. Speech sounds are blurred, overlapped or left out due to the effects of coarticulation. Finally, natural language processing issues, such as the importance of syntax (the structure) and semantics (the meaning) of sentences, are studied. A system to control and unite all the above processing is considered. The blackboard expert system model of the widely reported HEARSAY-II speech recognition system is reviewed as the system with the best potential for the above tasks. / Thesis (M.Sc.)-University of KwaZulu-Natal, 1992.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2008. / Includes bibliographical references.

Thesis PlanB (M.S.)--University of Wisconsin--Stout, 2009. / NOTE: PAGE NUMBERS GO FROM 31 THEN SKIP TO 37. Includes bibliographical references.

Thesis (M. Eng.)--Carleton University, 1992. / Also available in electronic format on the Internet.

Thesis (Ph.D.) - University of Queensland, 2006. / Includes bibliography.

Students enter composition classrooms in the twenty-first century with various levels of computer proficiency and comfort with technology and digital media. Instructors often make assumptions that their students’ are familiar with technology, even though students may be hesitant to use technology in the classroom. This dissertation gathers data from one university class and two community college classes to study students’ perceptions of and use of technology, particularly the Blackboard content management system (CMS), in the critical pedagogy classroom. In particular, it studies students’ use of technology to reflect on their own work and engage in dialogue with classmates and the instructor. The evidence suggests that students use technology and media cautiously in the classroom and will revert to more traditional forms of expression (e.g., the linear essay) when they feel uncomfortable using technology or they feel that their grade is in jeopardy. Students tended to use Blackboard more for reflection and dialogue when the CMS was an integral part of in-class and out-of-class activities. Findings indicate that first-year composition instructors should reflect on their use of technology to enhance critical pedagogy and make that pedagogy more reactive to students’ needs. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Description of problem and study -- Literature review -- Methods and methodology -- Critical pedagogy in the laptop classroom at the university -- University students' perceptions and use of technology -- Critical pedagogy in the computer classroom at the community college -- Community college students' perceptions of and use of technology -- Student questioning, dialogue and reflection at the community college. / Department of English

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 288-304). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1996. / Typescript. Vita. Includes bibliographical references (leaves 288-304). Also available on the Internet.