The main aim of this thesis is to begin to extend phonetic distance measurements to the domain of intonation. Existing studies of segmental phonetic distance have strong associations with historical linguistic questions. I begin with this context and demonstrate problems with the use of feature systems in these segmental measures. Then I attempt to draw strands from the disparate fields of quantitative historical linguistics and intonation together. The intonation of Belfast and Glasgow English provides a central case study for this. Previous work suggests that both varieties display nuclear rises on statements, yet they have never been formally compared. This thesis presents two main hypotheses on the source of these statement rises: the Alignment hypothesis and the Transfer hypothesis. The Alignment hypothesis posits that statement rises were originally more typical statement falls but have changed into rises over time through gradual phonetic change to the location of the pitch peak. The Transfer hypothesis considers that statement rises have come about through pragmatic transfer of rises onto a statement context, either from question rises or continuation rises. I evaluate these hypotheses using the primary parameters of alignment and scaling as phonetic distance measurements. The main data set consists of data from 3 Belfast English and 3 Glasgow English speakers in a Sentence reading task and Map task. The results crucially indicate that the origin of the statement rises in Belfast and Glasgow English respectively may be different. The Glasgow statement nuclear tones show support for the Alignment hypothesis, while the Belfast nuclear tones fit best with the Transfer hypothesis. The fundamental differences between Glasgow and Belfast are the earlier alignment of the peak (H) in Glasgow and the presence of a final low (L) tonal target in Glasgow and a final high (H) target in Belfast. The scaling of the final H in Belfast statements suggests that the transfer may be from continuation rather than from question rises. I then present a proposal for an overall measure of intonational distance, showing problems with parameter weighting, comparing like with like, and distinguishing between chance resemblance and genuine historical connections. The thesis concludes with an assessment of the benefits that intonational analysis could bring to improving segmental phonetic distance measures.

The purpose of this study was to identify perceived barriers to faculty participation in distance education courses in a 4-year university. The literature review was divided into four general areas, each of which may act as a barrier to faculty participation; training, administrators, rewards/compensation, and faculty characteristics/demographics. The research population consisted of 570 faculty and 59 administrators from the eight UNT schools/colleges. Dr. Kristin Betts developed the survey instrument in 1998 for similar research conducted at the George Washington University. Analysis of the collected data revealed that there was no statistically significant relationship found between faculty characteristics and faculty participation in distance education. Faculty participants and administrators disagreed on which factors, from a list of 34 items, had motivated faculty to participate in distance education. Nonparticipants and administrators disagreed on which of the factors, if not available, would be barriers to faculty participation in distance education. Participants and nonparticipants disagreed regarding the level to which selected rewards and compensations had motivated faculty to participate, and the lack of which would inhibit faculty participation in distance education. Finally, 71% of the participants had participated or planned to participate in distance education training compared to only 33% of the nonparticipants. It is obvious that administrators and faculty do not place the same level of importance on motivational or inhibiting factors that may affect faculty participation in distance education. These results indicate that additional research should be accomplished to determine the basis for the disagreement among the three groups.

Dans cette thèse nous avons proposé une méthode d’étude des variations paramétriques pour les systèmes mécatroniques continus et hybrides puis une approche du tolérancement mécatronique. Nous avons d’abord étudié les différentes approches existantes pour la prise en compte de la variation de paramètres. Pour les systèmes continus à paramètres variables nous avons choisi la méthode des inclusions différentielles. Nous avons repris l’algorithme de Raczynski et nous avons développé un algorithme d’optimisation qui se base sur la méthode du steepest descent, avec une extension permettant d’obtenir l’optimum global. Pour les systèmes hybrides, contenant des évolutions continues et des sauts discrets, et qui présentent des variations paramétriques, nous avons choisi le formalisme de l’inclusion différentielle impulsionnelle comme outil de modélisation. Nous avons repris ce formalisme et identifié ses éléments sur un système mécatronique. Nous avons développé des algorithmes de résolution des inclusions différentielles impulsionnelles pour un puis pour plusieurs paramètres variables. Pour visualiser les résultats, les algorithmes développés ont été implémentés sous Mathématica. Nous avons fini cette partie par une comparaison entre notre approche et d’autres comme celles autour des automates hybrides à invariant polyèdre, les inclusions différentielles polygonales et l’algorithme pratique de résolution des inclusions différentielles. Nous avons montré alors certains avantages de notre approche. En dernière partie, nous avons repris les différents outils utilisés et résultats obtenus pour définir et affiner notre approche du tolérancement. Nous avons défini la zone du fonctionnement désiré, les différents cas de figures qu’elle peut présenter et son intersection avec le domaine atteignable. Nous avons présenté un outil métrique basé sur la distance topologique de Hausdorff pour le calcul des distances entre ces différents ensembles. Munis de ces éléments, nous avons proposé une démarche itérative pour le tolérancement dans l’espace d’état. / In this thesis we proposed a method for the study of parametric variation for continuous and hybrid systems and an approach for mechatronics tolerancing. We first studied the different existing approaches to take into account the variation of parameters. For continuous systems with variable parameters we chose the method of differential inclusions. We took the Raczynski algorithm and we have developed an optimization algorithm which is based on the steepest descent method with an extension to obtain global optimum. For hybrid systems, containing continuous evolutions and discrete jumps, and have parametric variations, we have chosen the formalism of impulse differential inclusion as a modeling tool. We took this formalism and identified its components on a mechatronic system. We have developed algorithms for solving impulse differential inclusions for several variable parameters. To view the results, the developed algorithms were implemented in Mathematica. We ended this part by a comparison between our approach and others like those around hybrid automata invariant polyhedron, polygonal differential inclusions and practical algorithm for solving differential inclusion. We showed then some advantages of our approach. In the last part, we organized the different tools used and results obtained to define and refine our approach to tolerancing. We defined the area of the desired operation, the various scenarios that may present, and its intersection with reachable area. We presented a metric tool based on topological Hausdorff distance for the calculation of distances between the different sets. With these elements, we proposed an iterative approach to tolerancing in the state space.

With the ever-evolving advancements in technology, public not-for profit higher educational institutions have experienced a significant increase in the demand for distance learning. As a result, with the changing needs of students and institutions’ ambition to remain competitive and relevant in the industry of higher education, public not-for profit higher education institutions are continuously thriving to ensure that they are offering the best quality of education that can be provided for purposes of distance learning. When considering faculty, faculty play a significant role in making certain that the quality of education is maintained and reflected throughout curriculums and programs despite the instructional method selected. Therefore, understanding their thoughts and perceptions of distance learning is paramount to uncover areas for improvement since they are the ones that experience the impact of distance learning first hand. Therefore, the results of this qualitative case study of a college within a major four-year public not-for profit higher education institution were used to determine the attitudes, perceptions, and concerns of faculty members who teach in a distance learning environment. Uncovering and bringing clarification to underlying perspectives that faculty grapple with is imperative for institutions to improve organizationally. As a result, removing obstacles that can hinder change can assist institutions’ administration to discover innovative approaches that foster an atmosphere where distance learning can thrive and increase a greater embrace by faculty. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: xii, 264 p. : ill. ; 12 Mb. UMI publication number: AAT 3275079. Includes bibliographical references. Also available in microfilm and microfiche formats.

The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank’s (2001) cultural elements and Hosfstede’s (1984) cultural dimensions. Using Bank’s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede’s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.

The critical outcome of education is learning or competency development and the application of new knowledge, skills, and abilities in a variety of settings. This study identified and analyzed Texas A&M University students regarding interaction between learner and other learners, the instructor, the content, and the technology. In addition, satisfaction, quality, and learning are also examined. The population for this study is students at Texas A&M University. Inferences to other similar populations should be handled with caution as other organizations may differ greatly from this one. Data was collected using a web-formatted survey (see Appendix A) delivered to the learners using the Internet. An analysis of the data was then conducted as described below using SPSS 18. Potential participants were given the web address and entered their assigned number to confirm consent. Non-response was handled by sending reminders electronically at random intervals. It may be concluded from the data that the most import interactions are between the learner and the content and between the learners themselves. Despite significant single order correlation between enhancing interaction and learner to learner, learner to instructor, learner to content, and learner to technology our regression modeling shows the most effective way to predict learning and satisfaction is through student to content interaction. We see the most effective way to predict quality is through student to student interactions. We found no interaction effect between student to instructor interaction and increased learning, quality, or satisfaction. We found no interaction effect between student to technology interaction and increased learning, quality, and satisfaction. It is our recommendation that in order to achieve increased perceptions of satisfaction, quality, and learning, opportunities for interactions between the learner and the content should be provided. Utilizing and evaluating the technologies of online exercises, online instructional materials, online support materials, and interactive video is a great place to start. Instructors should consider evaluating these and other technologies to insure purposeful use of technologies and appropriateness.

Globalization and global markets are dominating in the today’s business arena. Companies are more often than not required to internationalize and operate in global markets instead of just competing within national borders. Due to the high level of globalization, psychic distance between nations and countries is argued to have decreased significantly. However, underlying national and business culture differences still very much exist and companies must be aware of and take the differences into account in their international operations. For decades cross-cultural science has been guided by Hofstede’s cultural dimensions model and it is widely used to research and describe national cultures and differences between different cultures. Psychic distance concept is one of the most applied constructs of multinational enterprises’ internationalization and it has deservedly attracted a lot of attention within the literature and research of international business. Psychic distance is recurrently utilized when presenting and evaluating differences between a company’s home and foreign market. The general underlying notion of psychic distance is that companies operating in psychically close countries will succeed in their international operations. However, there is an increasing amount of research and literature providing contradictory evidence, referred to as psychic distance paradox. According to the concept of psychic distance paradox, perceived similarities within countries may result in cultural overconfidence and inadequate preparation prior entering psychically close markets resulting in poor organizational performance. The aim of the dissertation is to contribute in the research of the psychic distance concept regarding the existence of the psychic distance paradox and how it appears in the international business. The main focus is on management’s perceptions of psychic distance and how they affect a company’s organizational performance in psychically close foreign market. From the research conducted it can be concluded that the management’s perceptions of psychic distance can essentially affect the company’s organizational performance in a foreign market. In case the management’s perceptions of psychic distance are not in accordance with reality and the differences are overlooked, the company can face difficulties and poor organizational performance even in a psychically close market. The findings of the research provide additional proof to the existence of the psychic distance paradox concept.

The purpose of this study was to develop an instrument for assessing distance learning readiness of institutions in Latin America for international projects of food and agriculture with higher education institutions in the U.S. The data collection followed two approaches: a quantitative, which was processed statistically, including mean (percentage), mode and cross-tabulation, and a qualitative, through semi-structured interviews. The population of this research was animal biotechnology institutions in Latin American countries, Spanish speaking, partners with the major funding organizations in the U.S., with Web pages on the Internet. Population included 17 countries with N=150, a random sample of n=83 for the quantitative analysis and n=20 for the qualitative approach. The instrument was developed by the researcher. Items were based on readiness surveys used widely in the U.S., and founded in two culture theories: Bank’s (2001) cultural elements and Hosfstede’s (1984) cultural dimensions. Using Bank’s theory it was concluded that English proficiency was considered an essential tool for research. Interviews exposed that researchers were aware of nonverbal communication differences between Latinos and Americans. Cultural cognitiveness showed to be exposed when researchers were confronted with another culture. The perspective of distance education showed to be considered different from face to face education. There was an appropriate perception of the need, ownership, and use of computer technologies and Internet accessibility with fast connections. Researchers perceived computer technology equipment as a measurement of the quality of their institution. Using Hofstede’s (1984) dimensions it was concluded that Latin American countries were considered to have high power distance on four of the six items assessed; had strong uncertainty avoidance with four of the six items assessed, where a collectivist society, with five items out of six. Interviews determined that a masculine dimension was predominant in the study. Assessment of technology involved: Internet, technological resources, computer proficiency, distance education and instructional design experience. Results of this assessment showed that technology must be measured through a cultural perspective to achieve accurate responses because people express and understand through their mental constructs which are tainted with their cultural experiences and their perception of life, work, academics, and society.

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