Scripting, defined as the mechanization of business processes through automated tools or orchestrated responses, has played a significant role in shaping call center activities and the resultant customer relationship. However, findings of industry research have shown that the use of scripting to maximize operational efficiency has had a disempowering effect on call center employees by lowering their job-skill and knowledge requirements. Grounded in the concepts of knowledge management and knowledge transfer, this study explored the experiences of frontline call center employees on the effects of scripting on customer problem solving. A single-case study design with semistructured interviews was used with a population of 20 frontline employees in a North American call center to gather insights. Thematic analysis was applied to the interview data using nodes to identify emerging themes and insights. Three major themes emerged: First, although scripting had contributed to improved service quality and operational efficiency, scripted practices undermined the use of team knowledge and limited the amount of shared information. Second, the employees requested that call center scripted solutions be more intuitive and better aligned to knowledge requirements. Third, the employees suggested that an object-oriented approach to solution management be used, one that could better leverage communities of practices and collective team knowledge sharing within the organization. This object-oriented approach to solution management may promote virtual knowledge flow and the building of subject matter expertise that could elicit higher agent engagement and problem ownership. The proposed object-oriented approach to knowledge sharing is important to management, as it could help facilitate knowledge reuse and improved organizational performance.

Using a grounded theory approach, the purpose of this research study is to generate a learning-how-to-learn training model for learners in flipped language course. The model is grounded in the interactions and comments from college students enrolled in an elementary Spanish I class at a large Midwestern university. The study participants video recorded themselves on two occasions during the semester as they worked online to study and learn new vocabulary. Twice during the semester the participants discussed with their classmates how they approached the online course work, offering tips and suggestions to one another. Finally, the participants met with me individually to view recordings of themselves working online and to reflect on their behaviors. The study addressed research questions pertaining to (a) their online interactions with three online components, (b) the insights gained from discussing their online interactions with their peers, (c) the insights gained from watching and reflecting on video clips of themselves working online, (d) the supports needed to help learners learn in a flipped course. The grounded theory analysis of the three data sources—recorded think-aloud sessions, focus groups, and individual sessions with the researcher— provides a clear picture of how students learn in an online environment and what supports they need to become more effective language learners in a flipped course environment The study identified communication as the core construct that emerged from the data. Communication was found to be central to the types of supports that learners in a flipped course need and essential to the learning-how-to-learn training model. The training model considers the learner as well as the director and instructors and communication at each level is vital to the learners’ understanding of flipped learning and subsequent interactions. Autonomy, guidance, and reflection are the three concepts that support the core construct by addressing ways to support learners. A major contribution of this study is to explore the culture of flipped learning from the students’ perspective, since previous research on flipped learning is weighted toward the instructor side. The findings suggest that training in a flipped course be ongoing to increase communication and in-class to bridge the disconnect between face-to-face time and online time. The pedagogical implications, which consider the entire language program from the program level to the classroom level, describe ways to guide learners in building their autonomous learning skills and practices, along with the practice of reflection, both of which are fundamental to learning in a flipped course. The need for ongoing and in-class training is presented in addition to pedagogical implications at the program level, instructor level, student level, and the classroom level.

The native language of South Korea has come to contain a linguistic subset consisting of English and European loanwords and pseudo-loanwords. The notion that the English as a Foreign Language (EFL) learner is immersed in such a lexicon, and that this terminology can be utilized to effectively assist target language (Standard American English) vocabulary acquisition by the false-beginner through Computer Assisted Language Learning (CALL), was evaluated and examined. The empirical investigation employed a within-methods (i.e. experiment and survey) design. To this end, the researcher developed and deployed multimedia-based learning environments to empirically test research suppositions. In particular, to examine how the student’s knowledge of English words adapted for use in the South Korean vernacular – loanwords – is affected by their attitudes towards computerized instruction, their preference for certain methods of learning and teaching, and also by the attributes of computerized instructional packages. Ultimately, a method of instruction grounded in both CALL and linguistic theory was developed and its effectiveness for use with South Korean EFL learners in a university English program setting assayed. Scholarly accounts of the South Korean cultural learning style were also taken into consideration, and the implications such accounts hold for the implementation of CALL initiatives scrutinized. / The findings of this study are significant at the administrative, practitioner, and field level. Research outcomes indicate (a) computer use did not bias results obtained through CALL: (b) use of the L1 (first language) to assist foreign language acquisition produced positive learning gains, albeit marginal and limited, as evidenced by the persistent difficulty learners had in building new form-meaning connections between pseudo-loanwords in South Korean and English-equivalents; and, (c) multimedia-based learning developed on cultural and classroom expectations of learners, as found in the literature, was not as successful as that it was contrasted against. Consequently, results of the research come to support usability of CALL in the tertiary education sector, the existence of a ‘stabilized interlanguage’ on the South Korean peninsula and the need to re-profile the South Korean cultural learning style and student classroom expectations that pertain to EFL.

The work in this thesis concerns the use of reinforcement learning solutions to re-source allocation problems in channelised cellular networks. The methodology of re-inforcement learning techniques was chosen for application to these problems due to its capability of finding efficient policies in a fully on-line, adaptable manner, without requiring specific environment models. All of the presented agent architectures are assumed to simultaneously learn and perform network control functions in a totally on-line and unsupervised manner, and agents are developed with a view to real-world implementability by focussing on techniques that have low resource requirements and make use of only local system information.

Call Centres represent one of the fastest growing industries today. In a competitive business environment the service delivered by Call Centre operators needs to be quantified and this is achieved through Electronic Performance Monitoring (EPM). This study considered the effects of EPM, and related factors such as job control, task complexity, performance, goal-setting and feedback, on the job satisfaction, organisational commitment and work stress, of Call Centre operators. The impact of these factors on staff turnover, which media reports suggest is very high for many Call Centres, was also considered. A total of 388 participants (265 females, 123 males) completed a voluntary self-report questionnaire. All participants were Call Centre operators who were working in one of 27 call centres across Australia in a variety of industries, including Banking & Finance, IT, Employment, Insurance and Telecommunications. All operators were working in an electronically monitored environment. Regression and path analyses revealed age, that is younger employees, and job dissatisfaction to be the only variables that predicted staff turnover. A positive perception of EPM was predicted by a positive perception of both goal-setting and feedback. It was concluded that while staff turnover was high in the current sample, it was not associated with perceptions of EPM, and other factors appeared to be more important.

Computers have begun to be exploited for English teaching purposes by some Indonesian teachers. Unfortunately, the potential of the computer is not fully realized. There is also a danger that the computer is misused. For example, the computer use is limited to delivering exclusively dri11-and-practice exercises. It is, therefore, very essential for Indonesian EFL teachers to explore avenues for improving the computer use. The aim of this study is explore how CALL (Computer Assisted Language Learning) is used in the ACT in order to encourage and improve the use of CALL in relation to English teaching in Indonesia. In this study, the different theories of CALL are reviewed. This is followed by a description of how CALL is utilized in the ACT. This CALL survey is offered as a model for comparison. Since CALL is still considered a controversial issue, students' and teachers' attitudes toward CALL are also investigated. Finally, implications and suggestions are put forward for Indonesian EFL teachers and educational authorities. Important insights from the survey are emphasized. Necessary information which was not found in the survey, such as the latest developments in CALL, is included.

The ability to understand the complex mechanisms by which species communicate has been the focus of study for many years. The Adélie penguin (Pygoscelis adeliae) breeds in vocally challenging Antarctic colonies and has evolved a complex system of intra- and intersexual visual and vocal behaviours. Unique to the Adélie penguin, is the presence of two distinct display calls, the Loud Mutual Display (LMD) call and male Ecstatic Display Call (EDC). The EDC is used for both mate choice and territory defence; but apart from general structure and function this call remains basically unstudied. Therefore, the aim of this study is to examine the EDC with regard to its function (during mate choice) and variability over time, with location and with changing conditions. It is predicted that the EDC will be an individual call that is distinct from the LMD call. Additionally, the effects of an inclement breeding season on factors that affect breeding success will be examined using a logistic regression approach. The study took place over two breeding seasons(2000/1 & 2002/3) on Ross Island, Antarctica, with the majority of research being conducted at Cape Bird. Results of the study indicate that the EDC is an individual call that cannot reliably be described as a male display as females also give an EDC that is acoustically comparable. The similarities between the EDC and the LMD call seem to relate only to syllabic organisation (structure), as almost every call parameter was different between call types. Furthermore, several call parameters differed between Ross Island colonies. These parameters varied with both geographical location and colony size. In conjunction with variation in call parameters, the health and breeding success of the colonies was different. The stability of call parameters (from Cape Bird) indicated that parameters that separate colonies not only alter between breeding years, but also vary during a single breeding season. The function of the EDC as an honest signal during mate choice was supported by spectral analyses. These analyses found heavier males had significantly lower Frequency Modulation (FM) in the short repeated syllables of their calls than lighter males. Furthermore, a male’s breeding success could be predicted during the early breeding season by the FM. Logistic regression models showed that early male arrival, weight and good nest quality were most influential in predicting fledging success. The logistic regression method also showed that the parameters measured varied in their predictive ability as the season progressed. This study has not only enhanced the wealth of knowledge regarding Adélie breeding behaviour and developed our understanding of the vocal repertoire of this species, but also has implications for honest signalling theory, and the evolution and stability of vocal variation at different spatial and temporal scales.

Zugl.: Köln, Universiẗat, Diss., 2007.

This study aimed to investigate the impact of computer-assisted language learning (CALL), within a constructivist learning environment, on the achievement of learners of English as a foreign language (EFL) and on their attitudes toward learning EFL. The study was conducted over two phases. In Phase I, the study examined the students’ attitudes toward EFL learning and their satisfaction with their achievement and learning outcomes in language learning. Data were collected through a motivational and attitudinal survey of 215 students. The survey was adapted from Gardner’s Attitude/Motivation Test Battery and intended to examine Saudi freshmen students’ attitudes toward learning EFL using the audio-lingual and grammar-translation methods, and traditional teaching aids in the classroom. Seventeen students from the subjects who completed the survey participated in semi-structured interviews to discuss in detail their concerns and suggestions about the current EFL teaching method. The findings of Phase I confirmed the study hypothesis about the students’ negative attitudes toward learning EFL, i.e. that these attitudes were caused largely by the didactic teacher-centred teaching approach and the limited teaching aids. In Phase II, 30 students were selected for the treatment group to study an EFL course (Eng 101) using computers, the Internet and collaborative activities within a communicative language teaching (CLT) framework. The CALL course for the treatment group included selected episodes from the English for All (EFA) online course, three Web-based collaborative projects, and PowerPoint lessons designed for the course. Another group of 36 students was selected for the control group, which had the same course taught using traditional teaching aids and the grammar-translation teaching method. The study was conducted over a 16-week semester, during which both groups were taught using distinct teaching methods and different teaching aids. By the end of the term, both groups’ achievements were examined using two tests: the Cambridge Key English Test (KET), and the course-specific test designed by the Department of Languages at the students’ university. The attitudes of the treatment group were also examined at the end of the study, using a questionnaire, interviews with all of the subjects, and the observational notes collected during the treatment. The findings of the study indicated that the CALL course, using the new constructivist and technology-based approach, had a strong impact on the subjects’ attitudes and motivation toward learning EFL. As to the subjects’ language achievement, the treatment group significantly outperformed the control group. These findings have provided a strong support for the effectiveness of implementing constructivism and CLT in a technology-enhanced learning environment for foreign language teaching and learning. The results of the study imply that it is necessary to take practical steps to move from passive learning approaches and limited use of teaching aids towards a more learner-centred approach incorporating computer and modern digital technologies. The findings clearly showed that such change resulted in better learning outcomes in the Saudi contexts and in other contexts that follow similar EFL teaching practices.

Le premier volet de cette thèse traite du marché du risque de crédit. Après un bref chapitre introductif à ce marché et à sa modélisation, nous introduisons un modèle à intensité de défaut baptisé SSRD pour Shifted Square-Root Diffusion. Ce modèle a pour qualité principale de pouvoir être automatiquement calibré aux prix des Credit Default Swaps observés sur le marché. En outre, il permet d'avoir une intensité de défaut et un taux d'intérêt dépendants entre eux. Ensuite, nous présentons une nouvelle classe de fonctions copules appelées "copules périodiques" car leur construction est basée sur des fonctions périodiques. Les copules interviennent en risque de crédit dans la modélisation jointe de plusieurs instants de défaut. Les copules périodiques permettent de balayer un large spectre de dépendances, de C- à C+ en passant par C