Search results

The purpose of the present work is to design robust estimators for speech enhancement by incorporation of calculation rank-order statistics and locally-adaptive neighborhoods. The proposed estimators are able to increase the speech quality of a noisy signal, to preserve better speech intelligibility, and to introduce less artifacts comparing with known speech enhancement estimators.

We design a novel speech enhancement algorithm based on rank-order statistics and local adaptive signal processing to improve the accuracy of existing speech enhancement estimators, in terms of speech quality, intelligibility, and introduction of artificial artifacts.

We found that by using the proposed estimators for speech enhancement we obtain a better adaptation to nonstationary characteristics of speech and noise processes comparing with that of known speech enhancement estimators. The proposed algorithm increases speech quality, preserves better speech intelligibility, and introduces less artifacts comparing with known speech enhancement estimators.

The proposed approach for speech enhancement is a locally-adaptive signal processing performed for each element of a noisy speech signal. Thus, the main limitation of the proposed approach is an increase of computational complexity compared with that of nonadaptive conventional techniques.

In order to perform real-time speech enhancement with the proposed approach, it is recommended to use a digital system with a fast processor. Another option is by using a parallel architecture such as a FPGA.

We propose a novel local-adaptive algorithm for robust speech enhancement by incorporation of calculation of rank-order statistics and local-adaptive neighborhoods. The proposed algorithm is able to adjust itself in response to changes in the statistical properties of ambience noise.

This paper aims to describe the development of a multimedia 3D animation based resource for speech sound training.

Speech sound training is historically auditory in nature and speech sound disorders often prove intractable. Sensory articulation speech system (SASSy) combines auditory and visual stimuli as a novel multimedia resource to enhance learning.

The advantages of the visual presentation of information have been described by the authors of various studies using instrumental analysis of speech as a training resource. With the further integration of a speech analysis and biofeedback mechanism, SASSy is designed to be used as a non‐invasive diagnostic and therapeutic tool.

Intended users are speech and language therapy clients with motor speech sound disorders (MSDs). At any one time, up to 20 per cent of the population – adults and children – have a speech disorder arising from a difficulty in producing perceptually acceptable speech sounds. Therapy is very time and resource intensive and the consultative role that speech and language therapists are now assuming means they have less capacity to deliver and assess traditional articulation therapy. Training and feedback can only be on a 1:1 basis and relies on the therapist providing an explanation and description of the speech mechanism to facilitate correct speech.

MSDs often prove resistant to change which is frustrating for clients and therapists alike. It is anticipated that a new, non‐intrusive instrumental analytic and therapeutic tool will improve the treatment and management of motor speech disorders. Animations of speech sounds were derived from the instrumental analysis of real speech to provide a real‐time visual sequence for users to match.

In this article, I trace the slow evolution of the contemporary idea of “academic freedom” through two court cases of the early twentieth century. Unfortunately for academics, this history does not end with a ringing endorsement of the right of academics to speak freely without being afraid of losing their teaching jobs. Rather, the courts have tended to agree that while faculty do have freedom of speech under the first amendment, they do not necessarily have the right to keep their jobs no matter what they say. This chapter illustrates the court’s early validation of punishing the “free speech” of employees if it promotes a “bad tendency” in Patterson v. Colorado in 1907 and concludes with Oliver Wendell Holmes’ ruling in 1919 that introduces the concept of the “marketplace of ideas” to evaluate speech even though the defendants were convicted of espionage as they exercised their “freedom of speech.” For the educator, freedom of speech is essential in having the academic freedom to pursue their discipline.

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a nonmainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.

Despite apparent consensus about the importance of leader rhetoric, the topic has not received systematic attention from leadership scholars. The purpose of this article is to advance the study of the relationship between rhetorical behavior and charismatic leadership in three ways: first, by presenting theoretically derived propositions about the expected contents of charismatic leaders’ speeches; second, by offering a thematic content analysis of a representative speech by a charismatic orator, in order to demonstrate the content themes suggested by the propositions; and third, by specifying the requirements for more systematic studies of the relationship between speech content and charisma.

During the months leading up to and immediately following President Donald Trump’s election, the unique intersection of classroom academic freedom and teacher and students’ first amendment rights would be duly tested, as headlines reminded citizens, parents, and pundits that the reach of raw emotions and political viewpoints did not stop at the schoolhouse door. School and classroom-based events would eventually test the norms of community, the interpretation of legal precedents, the resolve of district and school leadership, and the rights or limits thereof of the teachers themselves. This analysis is grounded on case studies of eight such incidents, all of which occurred at the high school level in public school districts. These eight cases are analyzed in terms of the incidents, the teacher’s actions or speech, the consequences, the relevant legal precedents surrounding academic freedom, the parental, student, and community reaction, and the short- and long-term impacts moving forward.

This chapter provides an overview of speech-language pathology including education and training requirements of the field of speech-language pathology and the typical role that speech-language pathologists play as members of school-based teams serving children with speech-language-hearing related delays and disorders. A description of the primary areas of treatment is provided along with suggestions for how collaboration with additional team members and families are involved in school-based intervention plans.

Students with communication disorders present unique challenges to educators working toward fostering an inclusive classroom. For children with speech/language impairments, expressing themselves either academically or socially may present obstacles requiring communicative support and facilitation. For children with hearing loss, full access to educational material will be difficult without technological and/or visual support. Many children may have a combination of disorders, requiring a team of educators and other professionals to provide educational content and classroom support in the most inclusive way possible. This chapter is intended to provide an overview of variety of communication disorders, along with guidelines for improving student access across educational settings.

Purpose – This chapter explores the topic of free speech protections and social media use in academia through an examination of the current legal landscape as it applies to various stakeholders on university campuses in the United States. The authors focus this examination primarily on public universities. Methodology/Approach – Legal research methods were utilized, including an analysis of relevant United States federal and state laws, case law, and secondary sources such as law reviews. Non-legal sources, such as academic journals, were also reviewed, with particular emphasis on topics such as university policies, tenure protections, academic freedom, as well as current events. Findings – The law regarding personal social media communications in a university setting is a series of complex and interconnected legal questions. Courts are still flushing out how free speech protections, personal social media use, and other relevant legal protections (e.g., employment law) may interface in a university-related case. Outcomes of cases are highly fact driven, and legal precedent is still being established. Originality/Value – This chapter offers a comprehensive examination of the topic of free speech and social media use in United States academia by (1) examining legal protections as applied to various stakeholders on a college campus and (2) analyzing the current legal landscape of social media cases involving universities.

Student speech has and continues to be a contested issue in schools. While the Supreme Court ruled in Tinker that students do not shed their rights at the schoolhouse gate, in the Kuhlmeier and Fraser decisions the Court gave school officials greater latitude in regulating student speech, especially when it bears the imprimatur of the school. However, in its Frederick decision, the Court established school officials as the arbiters of the meaning of student speech. This chapter will explore the underlying values in schools that rejected the speech of Fraser while accepting the speech act of cheerleaders’ dance routines. It will examine how the interpretation of these speech acts by school officials contributes to gender reproduction, with all the inequalities imposed.