This paper presents a method of extracting and modelling radio transmitter transients for classification. It is motivated by the real possibility of identifying radio transmitters used in violation of federal and international regulations. A system has been developed which takes the beginning of a radio transmission and separates it from ambient channel noise using a multifractal segmentation technique. Then, significant features are extracted from the transient and a more compact multifractal model is obtained. Finally, this model is analysed Iby a neural network for classification. Preliminary results indicate that classification using multifractal models is feasible. More specifically, a Probabilistic Neural Network has been trained using 160 out of 415 available transients. Testing the system with the remaining 255 transients produced results in which 92.5% of the transients were classified correctly.

Abstract:The purpose of this study was to examine pre-service elementary teachers' metaphors of teaching and literacy and then relate their metaphorical images of literacy to content presented in the reading methods course. Specifically, fifty-two participants generated responses to open-ended statements, "Teaching is. . ." and "Literacy is. . ." Results indicated that the pre-service teachers' metaphors could be grouped into eleven themes for teaching and fourteen themes for literacy. Two themes of teaching that arose in previous research, nurturing and guiding, were evident in the responses of this population as well, illustrating their commonality and perhaps universal nature. The primary literacy theme was the parts/ingredients metaphor (N=8). Four dominant metaphors of literacy were identified: sequence of knowledge and skill, parts that come together as a whole, foundation of life, and journey. Twenty-three (or 44%) of the pre-service teachers wrote metaphors that related to content presented in the reading methods course. We advocate that future research should solicit pre-service teachers' metaphors of literacy early in the teacher preparation program and students should be taught to examine their metaphors throughout the course of study. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers' awareness of their beliefs. Vygotsky (1962), argue that language itself defines and limits our thinking, just as our past experiences influence the way we view and interpret present and future experiences. Over the past two decades researchers and teacher educators have shown considerable interest in metaphors as a means to better understand how teachers perceive their most basic views about schooling, life, children, curriculum and teaching (Lakoff & Johnson, 1980;Munby, 1986;Provenzo, McCloskey, Kottkamp & Cohn, 1989;Tobin, 1990). A metaphor has been defined as a "figure of speech in which a word or phrase literally denoting one kind of object or idea is used in place of another by way of suggesting a likeness or analogy between them" (Webster's, 1961, p. 528).There is a growing body of literature that supports the study and use of teachers' metaphorical images in understanding how they conceptualize their work and themselves in that work. Typically, teachers' metaphors of teaching, children and life have been solicited, but rarely have teachers' metaphors of a content area been explored. Few studies, if any, have specifically solicited pre-service teachers' metaphorical beliefs about literacy. Therefore, the purpose of this study was to examine pre-service elementary teachers' metaphors of teaching in general and . Pre-service teachers' metaphors of teaching and literacy. Reading Psychology, 29(1), 31-60. Publisher's official version: http://dx

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. Preservice teachers' metaphors of teaching in relation to literacy beliefs. Teachers and Teaching: Theory and Practice, 14(1), Abstract:The purpose of this study was to examine preservice elementary and secondary English and foreign language teachers' metaphors and relate their metaphorical images to conceptions of literacy. Specifically, sixty-six participants completed a questionnaire that solicited their sense of teaching. Results indicated that the preservice teachers' beliefs could be categorized into nine themes. The most common metaphors for teaching were nurturing, guiding, promoting learning and qualities of effective teachers. In comparing response patterns between elementary and secondary, there was considerable overlap among and between categories. There appeared to be limited variability in responses specifically among secondary majors. An association was found between four metaphors and literacy beliefs. We advocate that future research should solicit preservice teachers' metaphors of literacy across content areas and then compare the selected metaphors to their teacher education literacy program in order to better align student learning with the program's conceptual framework. Further, novice teachers should be followed into the classroom and monitored as they engage in learning to teach. We believe the metaphor will continue to be a powerful conceptual means for framing and defining teachers' awareness of their beliefs.metaphors and literacy 2

The purpose of this study was to examine pre-service elementary teachers' metaphors of "literacy" and "teaching literacy" at the commencement and conclusion of a year-long literacy methods course at a Midwestern American university. Over a 3-year period, a total of 47 participants enrolled in the twosemester literacy methods course with embedded practicum. Data were entered in NVivio 7 and analyzed for qualitative themes. Results identified six themes of teaching literacy, five of which connect to literacy theories. The majority of the pre-service teachers maintained their metaphorical belief after a year-long methods/practicum course. Four metaphors appeared to be stable across time and population. The article provides implications for linking the research reported with contemporary ideas for teaching in teacher preparation programs.