eduCircle: Visualizing Spatial Temporal Features of Student Performance from Campus Activity and Consumption Data

Author(s):  
Yifan Wu ◽  
Rui Gong ◽  
Yi Cao ◽  
Changjiang Wen ◽  
Zhiyao Teng ◽  
...  
1995 ◽  
Vol 38 (5) ◽  
pp. 1014-1024 ◽  
Author(s):  
Robert L. Whitehead ◽  
Nicholas Schiavetti ◽  
Brenda H. Whitehead ◽  
Dale Evan Metz

The purpose of this investigation was twofold: (a) to determine if there are changes in specific temporal characteristics of speech that occur during simultaneous communication, and (b) to determine if known temporal rules of spoken English are disrupted during simultaneous communication. Ten speakers uttered sentences consisting of a carrier phrase and experimental CVC words under conditions of: (a) speech, (b) speech combined with signed English, and (c) speech combined with signed English for every word except the CVC word that was fingerspelled. The temporal features investigated included: (a) sentence duration, (b) experimental CVC word duration, (c) vowel duration in experimental CVC words, (d) pause duration before and after experimental CVC words, and (e) consonantal effects on vowel duration. Results indicated that for all durational measures, the speech/sign/fingerspelling condition was longest, followed by the speech/sign condition, with the speech condition being shortest. It was also found that for all three speaking conditions, vowels were longer in duration when preceding voiced consonants than vowels preceding their voiceless cognates, and that a low vowel was longer in duration than a high vowel. These findings indicate that speakers consistently reduced their rate of speech when using simultaneous communication, but did not violate these specific temporal rules of English important for consonant and vowel perception.


2016 ◽  
Vol 1 (13) ◽  
pp. 122-129 ◽  
Author(s):  
Wendy Chase ◽  
Lucinda Soares Gonzales

This article will describe the approach to dysphagia education in a classroom setting at the University of Connecticut (UCONN), explore the disparity between student performance in schools vs. health care settings that was discovered at UCONN, and offer suggestions for practicum supervisors in medical settings to enhance student acquisition of competence.


1982 ◽  
Vol 27 (12) ◽  
pp. 964-965
Author(s):  
Robert M. Gagné
Keyword(s):  

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