Results 1  10
of
28
Formant Centralization Ratio: A Proposal for a New Acoustic Measure of Dysarthric Speech
"... Purpose: The vowel space area (VSA) has been used as an acoustic metric of dysarthric speech, but with varying degrees of success. In this study, the authors aimed to test an alternative metric to the VSAthe formant centralization ratio (FCR), which is hypothesized to more effectively differentiate ..."
Abstract

Cited by 3 (1 self)
 Add to MetaCart
Purpose: The vowel space area (VSA) has been used as an acoustic metric of dysarthric speech, but with varying degrees of success. In this study, the authors aimed to test an alternative metric to the VSAthe formant centralization ratio (FCR), which is hypothesized to more effectively differentiate dysarthric from healthy speech and register treatment effects. Method: Speech recordings of 38 individuals with idiopathic Parkinson's disease and dysarthria (19 of whom received 1 month of intensive speech therapy [Lee Silverman Voice Treatment; LSVT LOUD]) and 14 healthy control participants were acoustically analyzed. Vowels were extracted from short phrases. The same vowelformant
Improving The Classroom Environment
 Journal of Engineering Education
, 2000
"... This paper summarizes effective teaching techniques identified during one of the technical sessions of the 1999 Frontiers in Education Conference in San Juan, Puerto Rico. The paper involves the perspectives of twelve experienced college teachers engaged in a roundtable discussion of "Ways t ..."
Abstract

Cited by 3 (0 self)
 Add to MetaCart
This paper summarizes effective teaching techniques identified during one of the technical sessions of the 1999 Frontiers in Education Conference in San Juan, Puerto Rico. The paper involves the perspectives of twelve experienced college teachers engaged in a roundtable discussion of "Ways to improve a classroom environment" and "Behaviors to avoid in the classroom." In this paper, those ideas are discussed and then supplemented with general advice and specific suggestions from the experience of the authors. The paper includes a bibliography of related reference material. Advice presented in this paper could benefit any teacher seeking to improve classroom effectiveness.
Historical Projects in Discrete Mathematics and Computer Science
"... A course in discrete mathematics is a relatively recent addition, within the last 30 or 40 years, to the modern American undergraduate curriculum, born out of a need to instruct computer science majors in algorithmic thought. The roots of discrete mathematics, however, are as old as mathematics itse ..."
Abstract

Cited by 2 (1 self)
 Add to MetaCart
(Show Context)
A course in discrete mathematics is a relatively recent addition, within the last 30 or 40 years, to the modern American undergraduate curriculum, born out of a need to instruct computer science majors in algorithmic thought. The roots of discrete mathematics, however, are as old as mathematics itself, with the notion of counting a discrete operation, usually cited as the first mathematical development
LECTURE NOTES ON CHERNSIMONS (SUPER)GRAVITIES
, 2008
"... This is intended to be a broad introduction to ChernSimons gravity and supergravity. The motivation for these theories lies in the desire to have a gauge invariant system –with a fiber bundle formulation – in more than three dimensions, which could provide a firm ground for constructing a quantum t ..."
Abstract

Cited by 2 (1 self)
 Add to MetaCart
(Show Context)
This is intended to be a broad introduction to ChernSimons gravity and supergravity. The motivation for these theories lies in the desire to have a gauge invariant system –with a fiber bundle formulation – in more than three dimensions, which could provide a firm ground for constructing a quantum theory of the gravitational field. The starting point is a gravitational action which generalizes the Einstein theory for dimensions D> 4 –Lovelock gravity. It is then shown that in odd dimensions there is a particular choice of the arbitrary parameters of the action that makes the theory gauge invariant under the (anti)de Sitter or the Poincaré groups. The resulting lagrangian is a ChernSimons form for a connection of the corresponding gauge groups and the vielbein and the spin connection are parts of this connection field. These theories also admit a natural supersymmetric extension for all odd D where the local supersymmetry algebra closes offshell and without a need for auxiliary fields. No analogous construction is available in even dimensions. A cursory discussion of the unexpected dynamical features of these theories and a number of open problems are also presented. These notes were prepared for the Fifth CBPF Graduate School, held in Rio de Janeiro in July 2004, published in Portuguese [1]. These notes were in turn based on a lecture series presented at the Villa de Leyva
A New Look At Euclid's Second Proposition
 The Mathematical Intelligencer
, 1993
"... There has been considerable interest during the past 2300 years in comparing different models of geometric computation in terms of their computing power. One of the most well known results is Mohr's proof in 1672 that all constructions that can be executed with straightedge and compass can be ..."
Abstract

Cited by 1 (0 self)
 Add to MetaCart
(Show Context)
There has been considerable interest during the past 2300 years in comparing different models of geometric computation in terms of their computing power. One of the most well known results is Mohr's proof in 1672 that all constructions that can be executed with straightedge and compass can be carried out with compass alone. The earliest such proof of the equivalence of models of computation is due to Euclid in his second proposition of Book I of the Elements in which he establishes that the collapsing compass is equivalent in power to the modern compass. Therefore in the theory of equivalence of models of computation Euclid's second proposition enjoys a singular place. However, like much of Euclid's work and particularly his constructions involving cases, his second proposition has received a great deal of criticism over the centuries. Here it is argued that it is Euclid's early Greek commentators and more recent expositors and translators that are at fault and that Euclid's original...
On Mathematical Problem Posing by Elementary Preteachers: The Case of Spreadsheets
, 2008
"... This article concerns the use of an electronic spreadsheet in mathematical problem posing by prospective elementary teachers. It introduces a didactic construct dealing with three types of a problem's coherencenumerical, contextual and pedagogical. The main thesis of the article is that techn ..."
Abstract

Cited by 1 (1 self)
 Add to MetaCart
(Show Context)
This article concerns the use of an electronic spreadsheet in mathematical problem posing by prospective elementary teachers. It introduces a didactic construct dealing with three types of a problem's coherencenumerical, contextual and pedagogical. The main thesis of the article is that technological support of problem posing proves to be insufficient without one's use of this construct. The article reflects on work done with the teachers in a number of education courses. It suggests that including mathematics problem posing with spreadsheets into a coursework for the teachers provides them with researchlike experience in curriculum development.
Sequences of density ζ(k) − 1
, 2009
"... At a recent postseminar gathering, Herb Wilf casually mentioned to those of ..."
Abstract
 Add to MetaCart
(Show Context)
At a recent postseminar gathering, Herb Wilf casually mentioned to those of
Technology Used to Teach Preservice Mathematics Teachers
"... Preservice mathematics teachers often do not have the kind of deep understanding of mathematics concepts desired for teaching the subject to precollege students. To facilitate this understanding, I have included worthwhile mathematics tasks in the mathematics pedagogy course that I teach. Since tech ..."
Abstract
 Add to MetaCart
(Show Context)
Preservice mathematics teachers often do not have the kind of deep understanding of mathematics concepts desired for teaching the subject to precollege students. To facilitate this understanding, I have included worthwhile mathematics tasks in the mathematics pedagogy course that I teach. Since technology is important in the teaching and learning of mathematics in the 21st century, I often use technology as a tool to facilitate making conjectures, exploring, making connections, using representation, and problem solving; and to model instructional strategies necessary for our students to learn. The technology explorations mentioned in this paper include graphing calculators, computer spreadsheets, CalculatorBased Laboratories © (CBLs) with probes, and dynamic geometry software on a calculator. Many of the students I teach are middlechildhood and adolescenttoyoungadult mathematics education candidates, and often they are confident of their understanding of mathematics concepts. However, when confronted with their understanding of many mathematics concepts, their understanding would be classified as instrumental (i.e., “rules without reasons”), rather than relational (i.e., “knowing both what to do and why ” (Skemp, 1978, p. 9). As an example, we talk about driving in the mountains and seeing the signs that indicate the steepness of the road ahead. When asked what the 5 % represents, students can often indicate that the 5% represents the “slope ” of the road, but most students cannot say what that means physically. Their memorized definition of “rise over run ” doesn’t transfer into reallife situations. When prompted and guided, some students can eventually see that for every 100 units (feet, yards, miles, etc.) the road drops five of the same units, but even the units seem to stump some students. Questions such as “Should we use feet or yards?” indicate a lack of relational understanding. [As a side note, there is a rather humorous story associated with the 5 % grade sign and the definition of “grade”—a story that could save you time and effort if you decide to use the previous
Center of Gravity – Still Relevant After All These Years
"... Clausewitz’s concept of center of gravity has generated much discussion in the last twentyfive ..."
Abstract
 Add to MetaCart
Clausewitz’s concept of center of gravity has generated much discussion in the last twentyfive