Las personas interactúan con su entorno de forma multimodal. Esto es, con el uso simultaneo de sus sentidos. En los últimos años, se ha buscado una interacción multimodal humano-computador desarrollando nuevos dispositivos y usando diferentes canales de comunicación con el fin de brindar una experiencia de usuario interactiva más natural. Este trabajo presenta una herramienta que permite la integración de diferentes tipos de interacción humano computador y probarlo sobre una solución multimodal. / Revisión por pares

Thesis advisor: Curt Dudley-Marling / The central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses is the relative absence of "student voice" in broader conversations about successful teacher preparation for culturally and linguistically diverse classrooms. Conceptual and empirical literature on culturally responsive pedagogy, student voice and experience are reviewed as a means of situating the study. The theoretical framework incorporates sociocultural theories on teaching and learning, as well as sociological conceptions of childhood. Sixteen elementary school students attending public suburban, urban, and charter schools participated in this study. Primary data sources include transcripts from individual in-depth interviews and focus group conversations, and elicited student drawings. The qualitative research traditions of phenomenology and narrative analysis influenced data interpretation. Findings are presented thematically, and four overarching themes were identified. Each of the four findings chapters speaks to the students' experiences with learning, their peers, their teacher, and voice, both in the classroom and the research process itself. The perspectives shared by participants provide powerful glimpses into effective schooling for `other people's children' (Delpit, 1995). / Thesis (PhD) — Boston College, 2011. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

[pt] Este trabalho apresenta um estudo visando a estabelecer uma metodologia para dimensionamento de um sistema VoIP, focalizando, em particular, o dimensionamento de um multiplexador estatístico. Procuramos aplicar modelos e resultados existentes para o problema geral do multiplexador estatístico ao caso específico de um sistema VoIP, levando em conta as características do tráfego, os requisitos de QoS e os princípios das arquiteturas Intserv e Diffserv. Para isto, apresentamos um resumo da tecnologia VoIP, incluindo seus requisitos de qualidade e os protocolos apropriados para transportar este tipo de mídia na Internet. Discorremos sobre os mecanismos de controle de tráfego usuais em redes de pacotes com QoS, assim como sobre as Arquiteturas de QoS definidas pelo IETF . É apresentada uma revisão de modelos de tráfego e modelos aplicáveis à análise de multiplexadores estatísticos, com destaque para o chamado modelo fluido aplicado à descrição do tráfego gerado por um agregado homogêneo de fontes de voz, além de um estudo comparativo entre respostas obtidas analiticamente com aquelas obtidas por meio de simulação. A influência do tipo de codificador e de parâmetros como tamanho de pacote é investigada, mostrando-se a dificuldade em se dispor de um modelo analítico capaz de levar em conta, de forma precisa, os diferentes formatos do sistema VoIP. Por fim, estabelece-se um cenário para aplicação dos modelos a um sistema VoIP. / [en] This work presents a study aiming at to establish a methodology for sizing a VoIP system, focusing, in particular, the sizing of a statistical multiplexer. We apply existing models and results for the general problem of the statistical multiplexer to the specific case of a VoIP system, taking in account the characteristics of the traffic, the requirements of QoS and the principles of the architectures Intserv and Diffserv. For this, we present a summary of the VoIP technology, including its requirements of quality and the protocols appropriate to carry this type of media in the Internet. We discourse on the usual mechanisms of traffic control in packet networks with QoS, as well as on the Architectures of QoS defined by the IETF. A revision of traffic models and applicable models to the analysis of statistical multiplexers, with prominence for the fluid model applied to the description of the traffic generated for a homogeneous aggregate of voice sources, is presented. Besisdes, a comparative study of behavior gotten analytically with those gotten by means of simulation is made. The influence of the coder and parameters as so packet size is investigated, revealing the difficulty in finding an analytical model capable to take in account, with precision, the different formats of the VoIP system. Finally, we establish a scenario for application of the models to a VoIP system.

Thesis (M.M.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

In Mainland China, a national education policy called ‘Learning in Regular Classrooms’ (LRC) has been implemented for over 25 years to support the inclusion of disabled children in regular schools. Although the LRC policy framework has been gradually adapted in response to the global movement for inclusive education, little is known about what is happening in classrooms and schools. In particular, disabled children’s views and experiences of their school lives remain unknown. Drawing on perspectives from inclusive education, pupil voice, disability studies and childhood studies, this research is driven by a theoretical stance that positions disabled children as active and competent social actors whose voices should be valued and heard. This exploratory inquiry adopted an ethnographic approach. I conducted the fieldwork in 4 state primary schools in Shanghai, with 11 disabled children (designated as LRC pupils and labelled as having Learning Difficulties), 10 class teachers and 3 resource teachers. The Framework for Participation (Florian & Black-Hawkins, 2011) was used to inform data collection and analysis. Multiple methods were utilised including participant observation, interviews and participatory activities. Rich, in-depth and contextual data were collected and thematically analysed. This research highlights several key findings. First, the necessity of listening to pupil voice is reaffirmed. Children’s views of schooling revealed hidden knowledge that had been unknown to teachers. The child participants were sensitive, observant and reflective, exercising their agency to negotiate the circumstances in which they were living. They offered informative comments on school practice and shared aspirations for improvement. Second, it was found that the meaning of inclusive education failed to be addressed in everyday schooling process, although there had been rhetorical change in LRC policy, and its implementation helped to secure disabled children’s access to regular schools. Disabled children were still facing forms of marginalisation and exclusion, such as limited participation in decision-making, restricted opportunities to access extra-curricular activities and spaces, lack of support for academic learning, and negative experiences of bullying from peers. The existing special educational provision such as the ‘resource classroom’ was found to interrupt children’s sense of togetherness and generate negative labelling effects for them. Third, facilitators of and barriers to disabled children’s learning and participation were identified. The exclusionary process affecting disabled children was strongly fortified by the introduction of special educational thinking and practice, which not only marked out these children as incompetent and in need of protection, but also underrated the existing inclusive practice in regular classrooms. The process was further reinforced by the charitable model of disability in Confucian society and the prevailing competitive and performative school culture. Nevertheless, teachers could play important roles in negotiating all pupils’ learning and participation. Among the insights gained into teachers’ practice, a connection between teachers’ attentiveness to children’s worlds and their demonstration of inclusive practice was noticed, on the basis of which I discussed the implications of pupil voice for developing inclusive practice, and explored a working model for moving towards inclusive education in China with pupil voice as a core starting point. In China, there is still a long way to go before realising all children’s learning and participation. This research calls for a paradigm shift within the country to encourage new ways of thinking and researching, in which children must be seen as essential partners in the process of transforming and imagining possibilities for inclusive education.

Sum Wai Chun. / Thesis (M.Sc.)--Chinese University of Hong Kong, 1992. / Includes bibliographical references. / Acknowledgement / Abstract / Thesis / Chapter I --- Introduction --- p.P.1 - P.3 / Chapter II --- System Overview of RAMU --- p.P.3 - P.5 / Chapter III --- Hardware Implementation of VRU --- p.P.5 - P.8 / Chapter IV --- Software Design of RAMU --- p.P.8 - P.15 / Chapter V --- Software Support of RAMU --- p.P.15 / Chapter VI --- Potential Applications of RAMU --- p.P.16 - P.17 / Chapter VII --- Suggested Further Works --- p.P.17 - P.18 / Chapter VIII --- Demonstrated Applications Developed on RAMU --- p.P.18 - P.19 / Chapter IX --- Conclusion --- p.P.19 / Bibliography / Chapter Appendix 1 -- --- TIU / Chapter * --- Circuit layout / Chapter * --- Circuit Operation of TIU / Chapter * --- DIP Switch Settings of TIU / Chapter * --- Data Sheets of8255 / Chapter * --- Data Sheets of MC145436 / Chapter Appendix 2 -- --- Application Generator / Chapter * --- User Guide of the Application Generator Program / Chapter * --- Program Listing of AppGen. Pas and its supporting units / Chapter - --- M__AppGen.Pas / Chapter - --- DataStru. Pas / Chapter - --- ColorDef. Pas / Chapter Appendix 3 -- --- AEM / Chapter * --- Parameters of Running the AEM / Chapter * --- Program Listing of LAppExec.Pas and its supporting units / Chapter - --- ToneCard. Pas / Chapter - --- VrpSupp. Pas / Chapter - --- MiscUtil. Pas / Chapter - --- DataStru. Pas / Chapter - --- LanMStru. Pas / Appendix 4-- Manufacturer Manual of VRP-70 Voice Card

Title from accompanying document. / Digitized by Kansas Correctional Industries

A compreensão sobre o uso da voz pelo professor no ambiente e no contexto profissional deve ser considerada em ações sobre saúde vocal. Assim, o objetivo do presente estudo foi construir e analisar um protocolo de avaliação da voz e da expressividade de professores por meio de registros audiovisuais, que contemplem os aspectos da realidade desse profissional in loco e verificar se esses aspectos se relacionam ao gênero, ao tempo de docência e à carga horária semanal dos professores. Foram realizadas filmagens de 17 docentes em situação de aula durante 15 minutos. O Protocolo foi elaborado e desenvolvido com base na literatura e a parte I foi constituída por 10 parâmetros vocais, além de quatro parâmetros relacionados à expressão vocal e à expressão corporal. O desvio do padrão optimal de cada parâmetro foi registrado por três juízes em escala analógica visual de 100 mm e houve concordância satisfatória para a maioria dos atributos analisados. Os parâmetros vocais com valores médios de desvio mais acentuados foram grau global de desvio vocal (16,86 mm), tensão (13,37 mm) e entonação (13,31 mm). Dentre os parâmetros de expressividade, a expressividade geral foi considerada mais desviada pelos juízes (23,06 mm). Foram realizadas comparações dos resultados entre subgrupos de professores por meio do teste t e correlações por meio do teste Pearson. Não foi observada diferença entre homens e mulheres quanto aos parâmetros de voz, fala e expressividade avaliados. O grupo com mais de 20 anos de docência apresentou mais desvio do que o grupo com menos de 20 anos de profissão quanto aos parâmetros articulação de fala, tensão na região da cintura escapular, gesticulação e expressividade geral. Os professores com até 30 horas semanais apresentaram maior grau de desvio para os parâmetros entonação, gesticulação e contato visual do que os com mais de 30 horas. Houve correlação positiva entre o tempo de docência e articulação de fala, tensão na região da cintura escapular, gesticulação, contato visual e expressividade geral. A parte II do Protocolo foi constituída de uma lista de comportamentos do professor em sala de aula, os quais foram analisados por uma avaliadora e apresentados descritivamente. Durante o tempo de filmagem, o comportamento vocal que ocorreu com maior frequência foi o abuso vocal (de 0 a 24 vezes e média de 4,12) e os comportamentos relacionados ao ruído apresentados pelo maior número de professores foi o atender aos alunos que se manifestam oralmente (12) e competir com o ruído dos alunos presentes na aula (10). Os professores permaneceram a maior parte do tempo falando em pé (7,41 minutos) e andando (5,97 minutos). A construção e análise do protocolo permitiu concluir que os parâmetros de voz, fala e expressividade não se diferem entre homens e mulheres, mas sim quanto ao tempo de docência e carga horária semanal e que o Protocolo auxilia a salientar quais os parâmetros são mais importantes em termos de impacto no professor avaliado e, dessa forma, também a direcionar mais detalhadamente o processo de intervenção clínica pelo fonoaudiólogo. / Protocol of voice assessment and teachers habits and expressiveness by means of audiovisual records The comprehension on how the teacher uses the voice in their professional environment and context must be considered when leading actions towards vocal health. In this manner, the present study is aimed at structuring and analyzing a protocol of voice assessment and teachers expressiveness by means of audiovisual records which register actual life aspects of this professional in loco, as well as verifying whether they relate to gender, time of teaching activities, and weekly work load. 17 teachers were filmed for 15 minutes during their classes. The protocol was elaborated and developed based on literature, and Part I was constituted by ten vocal parameters, besides four parameters related to vocal and body expressions. The optimal pattern degree of each parameter was registered by three judges in visual analogical scale of 100mm, and there was satisfactory matching for most attributes analyzed. Vocal parameters presenting average values of larger degrees were global degree of vocal disorder (16.86 mm), tension (13.37 mm), and intonation (13.31 mm). Among expressiveness parameters, general expressiveness was considered by the judges the less deviated (23.06mm). Comparisons of results among sub-groups of teachers were made using the t test and co-relations by means of the Pearson test. It was not observed differences between men and women in what concerns voice, speech and expressiveness parameters evaluated. The group with more than 20 years of teaching career presented a stronger disorder than the group with less than 20 years of teaching in what concerns parameters of speech articulation, tension in the shoulder girdle muscles gesticulation, and general expressiveness. Teachers which worked more than 30 hours a week presented stronger degree of disorder in the parameters of intonation, gesticulation, and eye contact. There was positive co-relation between years of teaching career and speech articulation, tension in the shoulder girdle muscles, gesticulation, eye contact and general expressiveness. Part II of the protocol was constituted by a list of types of behavior that teachers presents during their classes, analyzed by an evaluator and descriptively exhibited. Throughout the filming phase, the vocal behavior more frequently noticed was vocal abuse (from 0 to 24 times, and average of 4.12) and types of behavior related to the noise presented by most teachers was answering to students which manifest themselves vocally (12) and compete with the noise made by students in class (10). For most part of the time, teachers were standing up (7.41 minutes) and walking around the classroom (5.97 minutes). The structure and analysis of the protocol enabled to infer that the parameters of voice, speech, and expressiveness do not differ among men and women, but from time of teaching career and weekly work load, and also that the protocol helps to highlight which parameters are paramount in terms of impact upon the evaluated teacher and, therefore, it also thoroughly directs the process of clinical intervention made by the speech-language pathologist.

Teachers represent a large portion of professional voice users in the United States and the development of poor vocal health has related to their work. Elementary music educators are expected to use their voices in both speech and song and are vocally active for much of their workday. This study investigates elementary music teachers’ conceptualization of their voices, what personal and professional value teachers place upon their voices, and how vocal health may affect, support, or detract from their careers. In this multiple case study conducted with three participants, a questionnaire addressed background demographics for the teacher and information regarding the music program. An interview collected more in depth data on thoughts and perceptions of voice use. Teachers completed the Voice Handicap Index and Singing Voice Handicap Index and each teacher was observed for one full workday. Vocal professionalism and caring for the voice’s professional use vary in definition and importance from teacher to teacher. Participants seem more conscious of their physical health than other aspects of professional vocal demand. Participants described themselves as vocal professionals while also engaging in behaviors which did not consistently support sustainable vocal health or hygiene. While each teacher viewed their voice as a professional tool, none had received training in the care of their voices, in what to do if their voice was injured, or in how to use their voices safely while teaching. Each teacher reported mild to no voice handicap on both the Voice Handicap Index and the Singing Voice Handicap Index. This may reflect some degree of label avoidance. Teachers at the elementary level of music come from diverse backgrounds and teach in widely varying circumstances. Teachers may hold some information on vocal health but may not have been trained in how to use the voice while teaching and may develop habitual practices which are not conducive to a career of healthy vocal production. Increased attention is indicated for the populations who professionally use their voices in both speech and song.

Voice is an inconstant yet constantly performative material; it is our internally-housed, liminal technology. ‘Processes of voice’ is the term I develop throughout the text of this thesis to articulate materialities of voice and methods of address within processes of practice in artists’ moving image that ‘give voice’ to material and non-material forms. I interrogate this in relation to key concepts in Philosophy of Mind to address the complex ways in which bodily skills and action inform perception and thought to explore an account of perception and process in relation to voice. I examine the liminal, inconstant, and uncertain in subjective experience, and the ways in which this is extended into the social through a politics of embodied practice harnessed in moving images. I make a case for the uncertain I-voice, which engages the fully embodied and openly subjective, to challenge established narratives and conventions of address, and the power and knowledge dynamics that structure them. I come to focus on the uncertain acousmatic I-voice in moving image, which through its presentness, intimacy and acknowledgement of uncertainty relinquishes the acousmêtre’s threat of control to share a liminal territory of destabilized authority with the viewer. This is also explored in and through my own moving image work, A Desire For Organic Order (2015), a single screen video, which contributes to the overall thesis.