A novel framework based on cluster co-occurrence and graph theory for structure discovery is applied to audio to find new types of audio objects which enable the compression of an input signal. These new objects differ from those found in current object coding schemes as their shape is not restricted by any a priori psychoacoustic knowledge. The framework is novel from an application perspective, as it marks the first time that graph theory is applied to audio, and with regards to theoretical developments, as it involves new extensions to the areas of unsupervised learning algorithms and frequent subgraph mining methods. Tests are performed using a corpus of audio files spanning a wide range of sounds. Results show that the framework discovers new types of audio objects which yield average respective overall and relative compression gains of 15.90% and 23.53% while maintaining a very good average audio quality with imperceptible changes.

W. D. Munn proved that a finite dimensional representation of an inverse semigroup is equivalent to a ⋆-representation if and only if it is bounded. The first goal of this thesis will be to give new analytic proof that every finite dimensional representation of a compact inverse semigroup is equivalent to a ⋆-representation. The second goal is to parameterize all finite dimensional irreducible representations of a compact inverse semigroup in terms of maximal subgroups and order theoretic properties of the idempotent set. As a consequence, we obtain a new and simpler proof of the following theorem of Shneperman: a compact inverse semigroup has enough finite dimensional irreducible representations to separate points if and only if its idempotent set is totally disconnected. Our last theorem is the following: every norm continuous irreducible ∗-representation of a compact inverse semigroup on a Hilbert space is finite dimensional.

Stereopsis is the process of inferring the distance to objects from two or more images. It has applications in areas such as: novel-view rendering, motion capture, autonomous navigation, and topographical mapping from remote sensing data. Although it sounds simple, in light of the effortlessness with which we are able to perform the task with our own eyes, a number of factors that make it quite challenging become apparent once one begins delving into computational methods of solving it. For example, occlusions that block part of the scene from being seen in one of the images, and changes in the appearance of objects between the two images due to: sensor noise, view dependent effects, and/or differences in the lighting/camera conditions between the two images. Global stereopsis algorithms aim to solve this problem by making assumptions about the smoothness of the depth of surfaces in the scene, and formulating stereopsis as an optimization problem. As part of their formulation, these algorithms include a function that measures the similarity between pixels in different images to detect possible correspondences. Which of these match cost functions work better, when, and why is not well understood. Furthermore, in areas of computer vision such as segmentation, face detection, edge detection, texture analysis and classification, and optical flow, it is not uncommon to use colour spaces other than the well known RGB space to improve the accuracy of algorithms. However, the use of colour spaces other than RGB is quite rare in stereopsis research. In this dissertation we present results from two, first of their kind, large scale studies on global stereopsis algorithms. In the first we compare the relative performance of a structured set of match cost cost functions in five different global stereopsis frameworks in such a way that we are able to infer some general rules to guide the choice of which match cost functions to use in these algorithms. In the second we investigate how much accuracy can be gained by simply changing the colour representation used in the input to global stereopsis algorithms.

This practice-based project explores the photographic phenomenon of ‘moment beyond moment’, which refers to the combined representations of an existing image in an environment, together with the real-life situation at the moment the photograph is taken. I call this photograph an ‘extended photograph’. Employing practical works of extended photographs and focusing on interactions between the moment in real-life and the moment in an existing image, the research explores the transformation of meanings caused by the interactions of these moments in an extended photograph. The research owes its approach to grounded theory, contrary thinking and Chinese Buddhist ‘Sudden Enlightenment’ to further its aim of exploring the unpredictable interaction of these moments, and to disclose the potentials of meaning transformation. My research outcome intends to initiate a discourse with photographic practitioners and theorists on the phenomenon of moment beyond moment in a working environment that is encaged by the excessive existence of displayed images. The thesis is composed as a creative work that consists of a series of photographic images accompanied by an exegesis component. The images represent a nominal 80%, and the exegesis 20% of the final submission.

The development of reading competency is one of the most significant pedagogical achievements during the first few years of schooling. Although most children learn to read successfully when exposed to reading instruction, up to 18% of children experience significant reading difficulty (Shaywitz, 1998). As a group, young children with speech impairment are at risk of reading impairment, with approximately 50% of these children demonstrating poor acquisition of early reading skills (Nathan, Stackhouse, Goulandris, & Snowling, 2004; Larivee & Catts, 1999). A number of variables contribute to reading outcomes for children with speech impairment including co-occurring language impairment, the nature and severity of their speech impairment as well as social and cultural influences. An area of research that has received increasing attention is understanding how access to the underlying sound structure or phonological representations of spoken words stored in long-term memory account for reading difficulties observed in children (Elbro, 1996; Fowler, 1991). Researchers have hypothesised that children with speech impairment may be at increased risk of reading disability due to deficits at the level of phonological representations (Bird, Bishop, & Freeman, 1995). Phonological representation deficits can manifest in poor performance on tasks that require children to think about the sound structure of words. Knowledge about the phonological components of words is commonly referred to as phonological awareness. Identifying and manipulating phonemes within words are examples of phonological awareness skills. Some children with speech impairment perform poorly on phonological awareness measures compared to children without speech difficulties (Bird et al., 1995; Carroll & Snowling, 2004; Rvachew, Ohberg, Grawburg, & Heyding, 2003). As performance on phonological awareness tasks is a strong predictor of early reading ability (Hogan, Catts, & Little, 2005), there is an important need to determine if children with speech impairment who demonstrate poor phonological awareness, have deficits at the level of phonological representations. This thesis reports a series of studies that investigated the relationship between phonological representations, phonological awareness, and word decoding ability in children with moderate to severe speech impairment. A child with complex communication needs (CCN) who used Augmentative and Alternative Communication (AAC) was also examined to determine how the absence of effective articulation skills influences the development of phonological representations. The study employed a longitudinal design to compare the performance of nine children (aged 3:09-5:03 at initial assessment) with moderate to severe speech impairment and 17 children with typical speech development on novel assessment measures designed to determine characteristics of children's phonological representations. The tasks required children to judge the accuracy of spoken multisyllable words and newly learned nonwords. The relationships between performance on these tasks and measures of speech, phonological awareness and early print decoding were also examined. Four assessment trials were implemented at six-monthly intervals over an 18-month period. The first assessment trial was administered approximately 6 to12 months before children commenced school. The fourth trial was administered after children had completed 6 to 12 months of formal education. The child with CCN completed three assessment trials over a period of 16 months. Data analyses revealed that the children with speech impairment had significantly greater difficulty (p<0.01) judging mispronounced multisyllable words compared to their peers with typical speech development. As a group, children with speech impairment also demonstrated inferior performance on the judgment of mispronounced forms of newly learned nonwords (p<0.05). No group differences were observed on the judgment of correctly pronounced real and nonword stimuli. Significant group differences on speech production and phoneme segmentation tasks were identified at each assessment trial. Moderate to high correlations (i.e., r = 0.40 to 0.70) were also observed between performance on the phonological representation tasks and performance on phonological awareness and speech production measures at each trial across the study. Although no significant group differences were observed on the nonword decoding task, 4 of the 9 children with speech impairment could not decode any letters in nonwords (compared to only 1 child without speech impairment) at the final assessment trial when children were 6-years-old. Two children with speech impairment showed superior nonword decoding ability at trial 3 and 4. The within-group variability observed on the nonword decoding task highlighted the heterogeneity of children with speech impairment. The performances of four children with speech impairment with differing types of speech error patterns were analysed to investigate the role of phonological representations in their speech and phonological awareness development. The child with delayed speech development and excellent phonological awareness at trial 1, demonstrated superior phonological awareness and word decoding skills at age 6 years, although his performance on phonological representation tasks was inconsistent across trials. In contrast, a child with delayed development and poor early phonological awareness demonstrated weak performance on phonological representation, phonological awareness, and decoding at each successive assessment trial. The child with a high percentage of inconsistent speech error patterns generally demonstrated poor performance on phonological representation, phonological awareness and decoding measures at each of the 4 assessment trials. The child with consistent and unusual speech error patterns showed increasingly stronger performance on the phonological representation tasks and average performance on phonological awareness but limited word decoding ability at age 6. The 11-year-old girl with CCN, whose speech attempts were limited and unintelligible, demonstrated below average performance on phonological representation tasks, suggesting that an absence of articulatory feedback may negatively influence the development of well-specified phonological representations. This thesis provides evidence for the use of receptive tasks to identify differences in the phonological representations of children with and without speech impairment. The findings also provide support for the link between the representation of phonological information in long-term memory and children's speech production accuracy, phonological awareness and print decoding ability. The variable performance of some children with speech impairment and the child with cerebral palsy demonstrate the need to consider individual characteristics to develop an understanding of how children store and access speech sound information to assist their acquisition of early reading skills.

The purpose of this study was to evaluate Leventhal, Nerenz, and Steele’s (1984) self-regulation model of adaptation to chronic illness when applied to children with asthma and their parents. The self-regulation model posits that illness representations influence coping, and via coping, adaptive outcomes. In the adult literature, illness representations or perceptions of symptoms, cause, time-line, consequences and control of illness have been found to be important determinants of coping and adjustment. No study, however, has examined illness representations in relation to coping and adjustment in children with a chronic illness or their parents. A second goal was to examine the influence of parents on the coping processes of their children. One hundred and twenty-eight children (7-13 years) with asthma and their 120 primary caregivers (96% mothers) were individually interviewed regarding their illness representations, and completed self-report questionnaires of coping and psychological adjustment. For both children and parents, illness representations had a direct association with psychological adjustment that was not mediated by coping. Children and parents who considered the child’s asthma to be a serious condition with frequent symptoms and serious consequences reported poor psychological adjustment, over and above any effect of the clinical severity of the illness itself. Parental illness representations and adjustment were significantly related to these same variables for children. However, after controlling for relevant demographic/asthma variables in regression analyses, only children’s illness representations remained significantly associated with parental illness representations. Children who demonstrated more negative illness representations had parents who also held more negative beliefs about asthma. These findings suggest illness representations to be an important target for psychological interventions.

Thesis (Ph. D.)--University of Chicago, Dept. of Mathematics, June 1999. / Includes bibliographical references. Also available on the Internet.

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 40-41). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

Thesis (PhD)--Macquarie University (Division of Information & Communication Sciences, Dept. of Mathematics), 2007. / Thesis by publication. Bibliography: p. 119-123.

Thesis (Ph. D.)--Hong Kong University of Science and Technology, 2004. / Includes bibliographical references (leaves 61-62). Also available in electronic version. Access restricted to campus users.