The purpose of this study was to determine if an experimental group of children would make significant improvements in their ability to discriminate and order alphabet letters after a systematic reinforcement program of sensorimotor experiences with letters. The study involved tactual manipulation in learning the discrimination of, the order of, and the position of the alphabet letters in the child's own name. The hypotheses were made: l. There will be a significant difference between the experimental population and the control population with respect to the ability to order and place in sequence the letters in each child's name , after the completion of a systematic program of sensori-motor experience. 2. There will be a significant difference between the experimen tal population and the control population with respect to visual-perceptual discrimination, or positioning, after the completion of a systematic program of sensori -experience. Twenty four children , 12 in an experiemntal group , 12 in a control group, six boys and six girls , between the ages of three years and six months and four years and six months were selected at random from the Utah State University Laboratories . Preceeding the actual collection of data a pilot study was conducted on a similar group of 12 children using the proposed pretest. During the free-play in the Laboratory , each child was asked to go with the author to play a game. The first time with the author , and prior to the pretest , the child was given a brightly colored stacking cone to manipulate for the purpose of establishing rapport and self-confidence within the child. Each child in the experimenta l and control groups was given a pretest to test the ability to discriminate and order letters from in !heir own first name . The experimental group received a systematic sensori-motor experience twice a week dealing with letter discrimination. The control group received no experience in letter manipulation after the pretest. Each child set his own pace and was given the post-test only when he stated he was ready. At the time the majority of the experimental group was receiving their post-test the control group receivee! theirs. The findings support both hypotheses with the difference of the experimental group and the control group showing significance at the . 05 level for hypothesis one and between . 05-. 01 level for hypothesis two .

The Church of Jesus Christ of Latter-day Saints during the years 1852-1877, introduced to its membership a form of rhetoric (writing system) called the deseret alphabet (phonetic alphabet). This experiment was intended to alleviate the problem of non-communication which was created by the great influx of foreign speaking Saints into the great Salt Lake Valley. The alphabet was developed and encouraged by the Prophet Brigham Young and a few followers. Much to their dismay the members of the Church did not have the same vision of its workability as did its promoters. This new alphabet appears not to have met the needs of the people nor did it interest them. Its use and development was hindered by temple building, farming, settling, new doctrine, and possibly little faith in following their prophet, president, and leader. The Deseret Alphabet died with Brigham Young in 1877. Yet, it appears to have been a noble experiment towards a spelling reform. Perhaps it would have worked under different situations and different environment.

No description available.

La thèse s'inscrit dans la perspective de l'explosion du trafic de données générée par l'augmentation du nombre d'utilisateurs ainsi que la croissance du débit qui doivent être prises en compte dans la définition des futures générations de communications radiocellulaires. Une solution est la technologie «large-scale MIMO » (systèmes MIMO de grande dimension) qui pose plusieurs défis. La conception des nouveaux algorithmes de détection de faible complexité est indispensable vu que les algorithmes classiques ne sont plus adaptés à cette configuration à cause de leurs mauvaises performances de détection ou de leur complexité trop élevée fonction du nombre d'antennes. Une première contribution de la thèse est un algorithme basé sur la technique de l'acquisition comprimée en exploitant les propriétés des signaux à alphabet fini. Appliqué à des systèmes MIMO de grande dimension, déterminés et sous-déterminés, cet algorithme réalise des performances (qualité de détection, complexité) prometteuses et supérieures comparé aux algorithmes de l'état de l'art. Une étude théorique approfondie a été menée pour déterminer les conditions optimales de fonctionnement et la distribution statistique des sorties. Une seconde contribution est l'intégration de l'algorithme original dans un récepteur itératif en différenciant les cas codé (code correcteur d'erreurs présent) et non codé. Un autre défi pour tenir les promesses des systèmes large scale MIMO (efficacité spectrale élevée) est l'estimation de canal. Une troisième contribution de la thèse est la proposition d'algorithmes d'estimation semi-aveugles qui fonctionnent avec une taille minimale des séquences d'apprentissage (égale au nombre d'utilisateurs) et atteignent des performances très proches de la borne théorique. / The thesis is part of the prospect of the explosion of data traffic generated by the increase of the number of users as well as the growth of the bit rate which must be taken into account in the definition of future generations of radio-cellular communications. A solution is the large-scale MIMO technology (MIMO systems oflarge size) which poses several challenges. The design of the new low complexity detection algorithms is indispensable since the conventional algorithms are no longer adapted to this configuration because of their poor detection performance or their too high complexity depending on the number of antennas. A first contribution of the thesis is an algorithm based on the technique of compressed sensing by exploiting the propertiesof the signals with finite alphabet. Applied to large-scale, determined and under-determined MIMO systems, this algorithm achieves promising and superior performance (quality ofdetection, complexity) compared to state-ofthe-art algorithms. A thorough theoretical study was conducted to determine the optimal operating conditions and the statistical distribution of outputs. A second contribution is the integration of the original algorithm into an iterative receiver by differentiating the coded and uncoded cases. Another challenge to keeping the promise of large- scale MIMO systems (high spectral efficiency) is channel estimation. A third contribution of the thesis is the proposal of semi-blind channel estimation algorithms that work with a minimum size of pilot sequences (equal to the number of users) and reach performances very close to the theoretical bound.

International Telemetering Conference Proceedings / October 22-25, 2001 / Riviera Hotel and Convention Center, Las Vegas, Nevada / This paper proposes a modification of the high alphabet method of data transmission over an RF carrier. The system maps eleven characters into three tones. The three tones are Frequency Modulated onto an RF carrier. The 165 unique characters can be utilized for data transmission. The advantages of this system are: 1. Longer duration data words which have narrow bandwidth yielding a high signal to noise ratio. 2. Digital Signal Processing can be utilized to reconstruct characters from the tri-tone encoding. 3. The system will be less susceptible to external interference than normal Frequency Shift Keying system. The majority of the three tone burst would have to masked in order to loose a data word.

In the last twenty years, Google had a tremendous growth, from a small project of two PhD students to one of the most valuable companies on the globe. This growth is characterised by the versatile of the company, next to its search engine, Google explored many different value chains along the way. In this study, the value grid model is used to examine their movements. It can be stated that Google used, and uses, the paths/dimension as implied by Pil and Holweg (2006) to explore new opportunity and demand. The main reason why Google is able to do so is because of its board and management, who are innovative, and open-minded. Next to the top management is the appearance of Google in many different sectors and value chains a reason of their growth. The variety in businesses allows them to create a “Google experience”, and thus a competitive advantage in comparison with their main competitors who do not have this ability.

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Reproduction de : Thèse de doctorat : Psychologie cognitive : Lyon 2 : 2007. / Titre provenant de l'écran-titre. Bibliogr.

The purpose of the present study was to determine the achievement levels and expressed attitudes and feelings, five years later in 1972, of a group of students who learned to read in grade one in 1966-1967, using i.t.a. in comparison to a group who learned to read using T.O.Four areas of achievement, namely Reading Vocabulary, Reading Comprehension, Spelling, and Mathematics were tested by use of selected sub-sections of the California Achievement Test. A questionnaire was developed to determine the attitudes and feelings of students toward first grade reading experiences and their present attitudes and feelings toward reading in 1972.A Lorge-Thorndike Intelligence Test administered during the first grade was used as the entry level for the analysis of co-variance. Analysis of variance and covariance were the statistical techniques used to determine the differences between the groups that might be attributed to sex, method, or sex by method interaction.The student sample for the study consisted of 143 pupils from the Marion Community Schools, located in Marion, Indiana. The method of instruction of 67 of the pupils hadbeen i.t.a. in first grade while 76 pupils in the same schools had instruction with T.U. materials. The students have been exposed to various materials in the five years since their initial learning experiences, with random grouping of those who were initially presented i.t.a. or T.O.Data were analyzed to test the null hypotheses:There are no differences in levels of achievement of pupils who learned to read using i.t.a. and those using T.O. on either of the four dependent measures attributable to the following,1. sex2. method3. sex by method. interactionThe computed F ratios were not significant between sexes, methods, or sex by method interaction for reading vocabulary, reading comprehension, spelling, and mathematics, therefore the null hypotheses could not be rejected, for these areas of achievement.There are no differences in levels of achievement of pupils who learned to read using i.t.a. and those using T.O. on either of the four dependent measures with the entry level as a co-variant attributable to the following,1. sex2. method3. sex by method interactionThe computed F ratios were not significant between methods or sex by method interaction for reading vocabulary, reading comprehension, spelling, and mathematics when the entry level was used as a co-variant. The computed F ratios were not significant between sexes for reading vocabulary, reading comprehension, and mathematics when the entry level was used as a co-variant. The computed F ratio was significant between sex for spelling when the entry level was used as a co-variant. The co-variant, entry level, was significant. The null hypotheses could not be rejected for differences between methods or sex by method interaction for reading vocabulary, reading comprehension, spelling, and mathematics when the entry level was used as a co-variant. The null hypotheses could not be rejected for differences between sexes for reading vocabulary, reading comprehension, and mathematics with the entry level as a co-variant. The null hypotheses for differences between sexes must be rejected for spelling with the entry level as a co-variant because significant differences were found.Data were analyzed to test the null hypotheses:There is no difference in attitude toward beginning reading learning as revealed by a questionnaire between pupils in the group who learned to read using i.t.a. and those using T.O. for,1. the total group2. the boys3. the girlsOnly slight differences were found in the responses to the part of the questionnaire concerning reading attitudes and feelings about learning to read. Therefore the null hypotheses could not be rejected.Data were analyzed to test the null hypotheses: There is no difference in attitude toward reading as revealed by a questionnaire between pupils in the group who learned to read using i.t.a. and those using T.O. for, 1. the total group2. the boys3. the girlsNo consistent differences in attitudes and feelings were revealed in answers to the part of the questionnaire concerning attitudes and feelings about reading at the present time (1972). Therefore the null hypotheses could not be rejected.For the pupils in this study it seems tenable to conclude that little difference exists in the achievement levels of reading, spelling, and mathematics between the group of students who learned to read using i.t.a. and the group who learned to read using T.O. after five years of study beyond the initial reading learning experiences.Likewise, little difference exists in the expressed attitudes and feelings of these groups.Spelling achievement levels were significantly different between sexes with the entry level as a co-variant. Girls then scored higher than boys regardless of the method.The entry level, a first grade intelligence test score, was significant for each area of achievement. Therefore it seems tenable to conclude that intelligence, as measured by this instrument, played an important part in the achievement of both groups. Students scoring higher on the intellectual measure also scored higher on achievement tests regardless of the method and students scoring poorer on the intellectual measure also scored poorer on the achievement test regardless of the method.

The purpose of this study was to compare the effects of two methods of teaching reading in second grade upon children who had learned to read in first grade through the Initial Teaching Alphabet (i.t.a.) medium. The two methods employed were: basal reading and individualized reading procedures. In addition, an interest inventory was administered to assess attitude and interest of the 1972-73 second grade pupils toward reading. The vital role reading plays in enabling students to reach their maximum potential gave this problem significance.