This master’s thesis deals with conditions and procedures of testing network echo cancellers according to recommendation ITU-T G.168. The point of it’s interest is design of test application which will perform the objective testing their basic and extended features in MATLAB. Theoretical section is concentrated on declaration the ground of echo cancellers and conditions of their testing. Procedures of particular tests follow in next part. The last section designs the testing function which results in entire application which tests submitted canceller and in chosen file write out the report and is also able to display results like graph.

Thesis (M.S.)--Miami University, Dept. of Physical Education, Health, and Sport Studies, 2006. / Title from first page of PDF document. Includes bibliographical references (p. 52-60).

På grund av mångfalden i dagens svenska skolor kan inte alltid traditionellt arbetssätt i matematikundervisning främja elever att utveckla sina förmågor såsom analys- och resonemangsförmåga. Läroboksstyrda lektioner ger inte elever möjligheter att komma till tals, lyssna på andras resonemang, tänka kritiskt och analysera andras tankesätt. Därför som matematiklärare blir det intressant att undersöka hur lärarna på alla stadier (låg-, mellan- respektive högstadiet) använder sig av dialogisk undervisning och vilken form av dialogisk undervisning som dominerar i respektive stadie. Därför genomfördes en fallstudie av dialogisk undervisning inom ramen för detta självständiga arbete. Datainsamlinggenomfördes genom observation samt ljudinspelning, i en lågstadie-, i en mellanstadie- och i en högstadieklass, sammanlagt nio lektioner. För att kunna analysera data har Robin Alexanders välkända ramverk för dialogisk undervisning använts (presenterat bl.a. i artikeln Developing dialogic teaching, 2018). I ramverket kategoriseras undervisningen utifrån repertoarer och principer som belyser olika aspekter av dialoger i klassrummet. Fallstudien visade att lektioner präglade av dialog förekom mest på låg- och mellanstadiet och i mindre utsträckning på högstadiet. Lärarnas främsta teaching talk bestod av recitation (initiera-respons-feedback) men kompletterat med hur och varför i hög grad i låg- och mellanstadielektioner med syfte att föra samtalet vidare vilket i sin tur möjliggjorde för att eleverna att komma till tals för att förklara och motivera sitt tänkande till skillnad från på högstadielektionerna där elevernas främsta learning talk bestod av korta svar. / Due to the diversity in today's Swedish schools, traditional methods in mathematics teaching can’t always promote students to develop their abilities such as analytical and reasoning skills. Textbook-guided lessons don’t give students opportunities to speak, listen to others thoughts, think critically and analyze the thinking of others. Therefore, as a mathematics teacher, it will be interesting to investigate how teachers at all stages (primary, intermediate, and upper-secondary) use dialogic teaching and which form of dialogic teaching dominates in each stage. Therefore, a case study of dialogic teaching was conducted within the framework of this independent work. Data collection was carried out through observation and sound recording, in an elementary school, in an intermediate school and in a high school class, a total of nine lessons. In order to be able to analyze data, Robin Alexander's well-known framework for dialogic teaching has been used (presented in the article Developing dialogic teaching, 2018). The framework categorizes teaching on the basis of repertoires and principles that illuminate various aspects of dialogues in the classroom. The case study showed that lessons characterized by dialogue occurred mostly in primary and middle school and to a lesser extent in high school. The teachers' main teaching talk consisted of recitation (initiate-response-feedback) but supplemented with how and why to a large extent in the primary and intermediate stage with the aim of passing on the conversation, which in turn made it possible for the students to speak to explain and motivate their thinking unlike in high school where the students' main learning talk consisted of short answers.

This thesis examines the extent to which ‘Talk or Dialogue’ contributes to children’s cognitive and psychological development when it is experienced through technological devices. The work analyzes some of the sociocultural theories of children’s speech, cognitive learning, psychological functions, sociocultural learning context, dialogic teaching and learning approaches in the classroom, social interaction and the use of social tools. The theory of speech is built on the Vygotskian notion of language as the prime cultural and psychological tool for children’s learning development in a sociocultural environment. Lev S. Vygotsky emphasised that the development of cognitive processes in children includes thinking, reasoning and understanding of a conceptualised social interaction. These processes are core to children’s intellectual learning. Vygotsky and the neo-Vygotskians emphasised the use of Speech, Talk or Dialogue and the Zone of Proximal Development (ZPD) concept in children’s learning development. In the UK, it was evident that the Talk teaching and learning approach (Mercer & Littleton, 2007) contributed effectively to children’s learning achievements. This approach reinforces Talk or Dialogue collaboratively in the classroom with the ZPD concept. The significance of the Talk teaching approach has encouraged this study to examine further children’s speech and the use of technological devices. Hence, a theoretical discourse methodology on children’s Talk or Dialogue was examined for the research outcomes. The aim is to devise a new teaching and learning approach that contributes to the Malaysian children’s intellectual development inside and outside the classroom through the use of Talk or Dialogue. As a result, a Dialogic framework is articulated based on four existing educational theories of children’s speech and learning. This framework is vital to contribute directly to the Malaysia Education Department Blueprint 2013-2025 in promoting children’s intellectual development. For that reason, two approaches are proposed which emphasise children’s psychological functions of perception, attention, sensory motor-operations and memory through the use of Talk and technological devices. These approaches accentuate the ZPD concept between the teachers and children for learning and activity games. This is the study’s contribution to new knowledge.

This thesis analyses the content of three Arab satellite television talk shows and their reception by women in Jordan. It aims to assess the role of talk shows in the Arab public sphere by engaging with different conceptualisations and criticisms of the public sphere theory, starting with Habermas (1989) influential work. The thesis argues that once the criticisms of the criteria that underpin Habermas original theory are taken into consideration, and alternative conceptualisations by different traditions of democratic theory are considered, contemporary popular media genres like talk shows can be re-evaluated for their role in the public sphere. The thesis aligns itself with conceptualisations of the public sphere as an on-going and continuous process, rather than a concluded state, and argues through the analysis that this process transpires and continues in different contexts, within and beyond the media. Through its theoretical and empirical engagement, the thesis hopes to contribute to research on Arab television genres and its audiences, and their implications for investigations of the Arab public sphere. The thesis employs a multi-method approach to analyse the three talk shows Kalam Nawaem [Soft talk], Ahmar Bel Khat Al Areed [In Bold Red] and Sireh Winfatahet [An Open Case] and their audiences as two contexts where engagements with the public sphere continually take place. First, it uses thematic analysis to examine the content of the talk shows in terms of the issues they discuss and their relation to the Arab public sphere. Second, it also uses formal analysis to examine the structural features of the shows in order to demonstrate how these aspects collaborate to further shape the function of these shows in the public sphere. Third, the thesis analyses the audience research conducted through focus groups with women in Jordan, in order to study audiences perceptions of these shows and their role in the public sphere. The thesis proposes different ways in which these shows discussions can be consequential to the Arab public sphere, and the ways in which these transnational shows and discussions are watched and deciphered by audiences at a national level. Finally, the thesis reflects back on what it has achieved, its methodological limitations and alternatives, as well as future work that can be pursued on this topic.

Traditionally, language policy (LP) has been conceptualised as a notion separate from that of practice. That is, language practices have usually been studied with a view to evaluate the extent to which a LP is (or is not) implemented (e.g. Martin, 2005; Johnson, 2009). Recently, however, Spolsky (2004, 2007, 2008a) has argued that policy and practice need not be seen as distinct and that, in fact, there is policy in language practices themselves (I use the term ‘practiced language policy’). Therefore, Spolsky’s claim represents a decisive development in the field of LP research. However, this proposal remains essentially programmatic since Spolsky does not indicate how practiced language policies can be investigated. The aim of this thesis is to address this methodological gap. The main claim of the thesis is that Conversation Analysis (CA) – a method specifically developed to describe conversational practices – can be used to investigate practiced language policies. In order to support this claim, a case study has been conducted on the language practices of an induction classroom for newly-arrived immigrant children in France. In the thesis, a broad view of CA is adopted, incorporating both sequential and categorisation analysis (Membership Categorisation Analysis). More specifically, I have used the conversation analytic approach to code-switching (as developed over the last few years by researchers such as Auer, 1984; Li Wei, 2002; Gafaranga, 2009; Bonacina and Gafaranga, 2010) and investigated a corpus of audio-recorded classroom interactions I collected in the above mentioned setting. Observation of these interactions revealed a number of “norms of interaction” (Hymes, 1972) the classroom participants orient to in order to go about the routine business of talking in an orderly fashion. For example, it was observed that each of the languages available can potentially be adopted as the “medium of classroom interaction” (Bonacina and Gafaranga, 2010) depending on who is doing being the language teacher. When no one is doing being the language teacher, it was observed, a key determinant of language choice is participants’ language preference. Finally, in the absence of any shared preferred language, French was adopted. The practiced language policy of this induction classroom consists of the set of such interactional norms. It is because CA can be used to discover and describe such interactional norms that this thesis claims it can be used to investigate practiced language policies in this induction classroom and in other settings as well. In summary, this thesis is primarily a contribution to the field of LP research. It starts from recent proposals in the field, especially by Spolsky (2004, 2007, 2008a), that there is policy in practices and shows how this programmatically formulated proposal can be implemented. More specifically the thesis shows that and how CA can be used to discover a practiced language policy. The research reported here has adopted a case study methodology, investigating language choice practices in a multilingual educational setting. It therefore contributes to the study of bilingual classroom talk, albeit indirectly. This is particularly the case as there has been very few, if any, studies of bilingual classroom talk which combine both sequential and categorisation analysis.

This study examines self-talk within a communication framework and context. The effects of different types of self-talk on emotion are explored. Specifically, this research looks at different types of self-talk based on the language and message aspects of the self-talk including: valence of self-talk (negative vs. positive), and self-talk content (using name vs. second-person pronoun [you] for self-reference). The relative effects of these different types of self-talk on emotion are investigated within the context of interpersonal anger. For control, the study contrasts the effects of self-talk with the effects of thought. Additionally, this study looks at the effects of the different types of self-talk and thought on subsequent interpersonal communication outcomes (perceived satisfaction and effectiveness of written interpersonal communication as well as willingness to communicate interpersonally). Results indicated that valence of self-talk and thought has significant impact on emotional outcomes. Results also indicated an interaction effect between valence and the self-talk/thought manipulation on negative affect. Positive self-talk decreased negative affect more than positive thought. Further results demonstrated a mediated effect of self-talk on subsequent interpersonal communication outcomes. Positive self-talk led to less anger after interpersonal communication which led to greater perceptions of interpersonal communication effectiveness and satisfaction and increased willingness to communicate interpersonally.

This thesis discusses the relationship between the two forces—the Internet and the conventional media, and the rules and etiquette that have governed these media from the mid-1990s to present day. I divide the history of interaction between them into three phases, corresponding to different power balances and stances in the field of cultural production. By analyzing three Internet-themed TV talk show episodes, I probe how the Internet has gradually evolved into an active competitor, and how the conventional media have correspondingly changed their stance in response to their thriving counterpart. / text

Denna fallstudie berör Corporate Social Responsibility (CSR) och den interna kommunikationen av CSR inom finanssektorn. De organisationer studien har applicerats på är Swedbank och Nordea där studien belyser kommunikation av CSR från central nivå till lokal och vise versa. Idag blir företag i större utsträckning än tidigare granskade inom områdena samhällsarbete och hållbarhetsfrågor. Swedbank och Nordea är två stora aktörer inom finanssektorn, en sektor som tidigare setts ha en mer indirekt påverkan än direkt, och verkar för att samhället ska fungera genom in- och utlåning. Den externa kommunikationen från organisationerna bygger på att den interna kommunikationen ska fungera och leda till ett utförande av det som utlovas på hemsidor, CSR-rapporter, hållbarhetspolicys etc. För att undersöka detta har en kvalitativ fallstudie genomförts med intervjuer genomförda på central, regional och lokal nivå inom de både organisationerna. De slutsatser studien kan dra är att de båda organisationerna följer ord till handling och har inkorporerat CSR i den dagliga verksamheten. Vi ser skillnader organisationerna emellan i den interna kommunikationen av CSR där Swedbank har kommit en längre bit på vägen än Nordea. Den försiktiga kommunikationen och en otydlig definition av CSR har lett till att Nordeas anställda har en bristande medvetenhet kring organisationens CSR-arbete. Detta skapar en inkonsistens mellan Nordeas ideologi att de anställda ska ha en medvetenhet kring Nordeas CSR arbete och deras faktiska kommunikation internt. Swedbank har även i detta avseende kommit längre, då de har förenklat definitionen av CSR genom att bryta ned begreppet till mer lättförståeliga delar för de anställda. Det kan ännu diskuteras om CSR har blivit en institutionaliserad norm inom finanssektorn.

This study is an intervention study conducted on students in the middle years of a Swedish suburban school. The aim of the study is to examine students’ cooperative skills in ball games in the subject of physical education. The study’s questions focus on what emerges in activity and in conversation when students receive cooperative tasks that they must complete together in ball games, and how these conversations and activities change during the learning process. The study also focuses on the patterns that occur in the game room when students must help each other cooperate, and on the consequences of these patterns for the learning of cooperation in ball games. The intervention consisted of three game laboratories, created as special tasks by means of cooperation, which were orchestrated. The study is based on and can be understood through John Dewey's pragmatic epistemology. It has a  constructionist basis which means that learning and development is seen as an active process where individuals creat meaning in cooperation with others. Furthermore, the theoretical framework implies that students and the environment are seen as constantly interacting, creating each other in a mutual transactional process. A practical epistemology analysis (PEA) was used for the analysis of `talk and action´ in order to explore students' constructions and reconstructions of meaning making and learning about cooperation in ballgames. The empirical material consists of 24 games played and 24 rounds of talks. The first game laboratory focuses on what students are doing and talking about when they are asked to achieve the first pass. The second game laboratory focuses on what they do and talk about in order to succeed together in getting across the field’s halfway line before they get to shoot at goal. The third game laboratory focuses on what students should do to achieve the final pass before shooting at goal. The analysis of the game laboratories shows that it is not enough to pass or to create space as, own rooms in order to achieve cooperation in ballgames. The students’ actions and agreements during talks must also harmonise with the purpose of the task in order to allow learning to cooperate in ballgames to occur. The patterns that emerged in the game room were convergence and divergence; students created their own rooms as well as isolated rooms. Furthermore, densified game room was observed to hinder cooperation, and thinned room to favour cooperation. / Forskningslinjen Utbildning