Transcript Of Lecture Research Articles

Scaling Down Inequality: Rating Scales, Gender Bias, and the Architecture of Evaluation

Quantitative performance ratings are ubiquitous in modern organizations—from businesses to universities—yet there is substantial evidence of bias against women in such ratings. This study examines how gender inequalities in evaluations depend on the design of the tools used to judge merit. Exploiting a quasi-natural experiment at a large North American university, we found that the number of scale points used in faculty teaching evaluations—whether instructors were rated on a scale of 6 versus a scale of 10—significantly affected the size of the gender gap in evaluations in the most male-dominated fields. A survey experiment, which presented all participants with an identical lecture transcript but randomly varied instructor gender and the number of scale points, replicated this finding and suggested that the number of scale points affects the extent to which gender stereotypes of brilliance are expressed in quantitative ratings. These results highlight how seemingly minor technical aspects of performance ratings can have a major effect on the evaluation of men and women. Our findings thus contribute to a growing body of work on organizational practices that reduce workplace inequalities and the sociological literature on how rating systems—rather than being neutral instruments—shape the distribution of rewards in organizations.

The Relative Effectiveness of Online Lecture Methods on Student Test Scores in a Business Course

We compared student learning outcomes (using test scores) across three modes of delivering lectures: 1) using a traditional face-to-face lecture, 2) using online instruction where the lecture was delivered using a video recording of the classroom lecture, and 3) using online instruction where the lecture was delivered using a static document created from an edited transcript of the classroom lecture embedded with charts, graphs etc. The results showed that as hypothesized, students reading the online static document performed as well as the students attending the traditional lecture and that both groups outperformed the students watching the video of the recorded lecture. The data also showed that, as hypothesized, both quickly created online instruction methods scored lower on engagement compared to the traditional face-to-face lecture. Students who were exposed to the online lecture delivered using a static document and the students attending the face-to-face lecture both reported having higher quality of notes compared to students exposed to the video recording. Finally, as hypothesized, the effect of the different instructional material on student test scores was found to be completely mediated by student engagement and perceived note quality.

Representing culture in Opencourseware lectures. A corpus-based semantic analysis

This paper explores the representation of culture in a corpus based on fifteen OpenCourseWare (OCW) lecture transcripts available from the Massachusetts Institute of Technology and Yale University. The corpus is divided into three components of five lectures each from the broad disciplinary areas of humanities, soft sciences, and hard sciences, thus allowing for a contrastive analysis of cultural references across different domains of specialized knowledge. The analytical approach is based on the concept of a “cultureme”, i.e., a unit of analysis for a culture-specific phenomenon and its linguistic expression. The corpus was processed with the semantic annotation tool of Wmatrix that automatically assigns lexical items in a corpus to pre-established semantic domains. The lexical items in domains associated with human cultural experiences (e.g., education, religion, history, food and drinks, sports, the media, entertainment, geographical names, proper names) were then examined to identify culturemes. Extensive follow-up cross-domain analysis was necessary to tease out culture-specific meanings across the corpus. The results indicate that, although not present in high frequencies, a number of culturemes were dispersed throughout the corpus, with most referring to the domain of education, followed by government & politics and entertainment. The paper concludes with some reflections on the pedagogical implications of the findings in the context of helping L2 learners cope with the comprehension challenges of culture-specific meanings in lecture discourse.

Dilemmas and Puzzles of Journalism

Editor’s Note This paper is a transcript of the keynote lecture given by Professor Dennis McQuail at the “Rethinking Media and Journalism Practice” conference hosted by the University of Winchester’s School of Media and Film in 2013. Sadly this could not be published before his passing in June 2017. Still, we are honoured to have these thoughts which offer a definition of journalism, and set out dilemmas that theoreticians and practitioners across global divides may want to reflect upon as they reconsider the subject area. The paper collates several concerns militating against our understanding and practice of journalism and the media into ten dilemmas. Responding to these should keep us busy for a while as we ponder issues identified and questions raised, as we raise our own. Scholars are invited to note and grapple with key concepts, and to consider the mapping sentence offered, and mindful of historical, socio-cultural and economic specificities in their context, appraise existing, or propose fresh models. Media practitioners, especially practising journalists, are invited to augment the submissions from an esteemed observer of their profession (or craft) with their own experiences. This transcript has been edited and condensed slightly for clarity of communication in written form. The editor’s words are set out in square brackets.

Ameliorated language modelling for lecture speech recognition of Indian English

A great amount of research is growing towards the automatic transcription of lectures that consist of numerous information and knowledge that could be helpful to the educational systems and institutes. In large vocabulary speech recognition, language model plays a paramount role in reducing the humongous search space. However, language modelling is very brittle when moving from one domain to another or when moving from read speech to spontaneous speech. Also, lecture speech recognition will have some of the characteristics of spontaneous speech. Hence, it is very challenging to build the language model for this task. In this paper, a judicious approach to adapt the language model in a way where the language model will be in close proximity to the topic spoken in the lecture speech has been depicted. The evaluation of the language model is devised using the proposed approach with the existing language models such as CMU Sphinx, Gigaword and HUB-4. We observed the results analysis that the language models devised from the proposed approach outperform from the existing language models in terms of word error rate, perplexity and out of vocabulary rate. Analysis shows that the presented two-phase approach has resulted in an average decrease of the word error rate to be approximately 14% and the perplexity is decreased by half on average.

Robert S. Westman. Copernicus and the Astrologers: Dibner Library Lecture, December 12, 2013. Transcription of lecture (pdf). 99 pp., figs., index, notes, bibl. Washington, D.C.: Smithsonian Libraries, 2017. Free (ebook).

Previous articleNext article No AccessMiddle Ages & RenaissanceRobert S. Westman. Copernicus and the Astrologers: Dibner Library Lecture, December 12, 2013. Transcription of lecture (pdf). 99 pp., figs., index, notes, bibl. Washington, D.C.: Smithsonian Libraries, 2017. Free (ebook).Jonathan RegierJonathan Regier Search for more articles by this author PDFPDF PLUSFull Text Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Isis Volume 109, Number 2June 2018 Publication of the History of Science Society Article DOIhttps://doi.org/10.1086/698162 Views: 108Total views on this site © 2018 by The History of Science Society. All rights reserved.PDF download Crossref reports no articles citing this article.

Law and History: Mirror of Government in China

This text is the revised version of the transcript of my lecture “Chinese Historiography, on History as a Mirror of Government” that was given at the Nanyang Technological University on 23rd March 2018 as part of the 3rd UBIAS Intercontinental Academia (ICA) on Laws: Rigidity and Dynamics.

Extending a Hand/Lending an Ear

This essay is a partial transcript of a public lecture by Rebecca Schneider, combined with a reflection on audition by a member of her audience, Paul Rae. Schneider's transcribed talk, ‘Extending a Hand,’ asks about the geologic time of climate change in relationship to the human time of racialization and other damaging by-products of the Capitalocene. If Schneider's talk performs a call, Rae's companion commentary performs a response that is, simultaneously, a reflection on the ways and means of academic labour on and as performance. In Schneider's talk, Paleolithic negative hand stencils are read beside contemporary protest acts and both are considered as ‘hails’, suggesting a reverberatory, ongoing, and even ‘live’ duration to gesture. Call and response is thus considered both in terms of geologic time and in terms of human time. ‘Extending a Hand’ was delivered as a keynote address to the 2016 Performance Studies international (PSi) conference in Melbourne, Australia, the theme of which was ‘climate change’. In order to recover and examine aspects of the ‘climate’ of its initial presentation and reception, the format overlays portions of the initial transcript of the talk with the interpolative interjections made by the speaker, as well as a series of thumbnails drawn from the accompanying PowerPoint presentation. In ‘Lending an Ear’, Rae offers a parallel commentary on where and how Schneider, as speaker, departed from the written text, and considers what this tells us about the oral qualities of academic presentation, and how these in turn inflect the issues raised by the paper.

Realising governmentality: Pastoral power, governmental discourse and the (re)constitution of subjectivities

Michel Foucault’s concept of governmentality has been hugely influential in sociology and other disciplinary fields. However, its application has been criticised by those who suggest it neglects agency, and gives overwhelming power to governmental discourses in constituting subjectivities, determining behaviour and reproducing social reality. Drawing on posthumously translated lecture transcripts, in this article the authors suggest that Foucault’s nascent concept of pastoral power offers a route to a better conceptualisation of the relationship between discourse, subjectivity and agency, and a means of understanding the (contested, non-determinate, social) process through which governmental discourses are shaped, disseminated and translated into action. The authors offer empirical examples from their work in healthcare of how this process takes place, present a model of the key mechanisms through which contemporary pastoral power operates, and suggest future research avenues for refining, developing or contesting this model.

Evidence of cultural differences between American and Japanese mainstream science and engineering contexts from analysis of classroom discourse

ABSTRACTTeaching styles in science and engineering instruction were compared by analysing corpora of transcripts of lectures delivered in English and Japanese at leading universities in the United States and Japan, respectively. Our findings were compatible with cultural differences related to power distance and field dependence, which have been reported in the literature. Teaching styles seem to simultaneously result from the cultural context as well as reinforce it. Science and engineering instruction in the Japanese educational context tends to reflect and reinforce a personalised transmission of knowledge style, while instruction in the American context tends to match and reinforce learning styles characterised by impersonal, inductive thinking.

Automatic jargon identifier for scientists engaging with the public and science communication educators.

Scientists are required to communicate science and research not only to other experts in the field, but also to scientists and experts from other fields, as well as to the public and policymakers. One fundamental suggestion when communicating with non-experts is to avoid professional jargon. However, because they are trained to speak with highly specialized language, avoiding jargon is difficult for scientists, and there is no standard to guide scientists in adjusting their messages. In this research project, we present the development and validation of the data produced by an up-to-date, scientist-friendly program for identifying jargon in popular written texts, based on a corpus of over 90 million words published in the BBC site during the years 2012–2015. The validation of results by the jargon identifier, the De-jargonizer, involved three mini studies: (1) comparison and correlation with existing frequency word lists in the literature; (2) a comparison with previous research on spoken language jargon use in TED transcripts of non-science lectures, TED transcripts of science lectures and transcripts of academic science lectures; and (3) a test of 5,000 pairs of published research abstracts and lay reader summaries describing the same article from the journals PLOS Computational Biology and PLOS Genetics. Validation procedures showed that the data classification of the De-jargonizer significantly correlates with existing frequency word lists, replicates similar jargon differences in previous studies on scientific versus general lectures, and identifies significant differences in jargon use between abstracts and lay summaries. As expected, more jargon was found in the academic abstracts than lay summaries; however, the percentage of jargon in the lay summaries exceeded the amount recommended for the public to understand the text. Thus, the De-jargonizer can help scientists identify problematic jargon when communicating science to non-experts, and be implemented by science communication instructors when evaluating the effectiveness and jargon use of participants in science communication workshops and programs.

M.K. Binodini Devi Memorial Lecture: Transcript of Samik Bandyopadhyaya's Lecture on Indian Regional Cinema and Binodini

M.K. Binodini Devi Memorial Lecture: Transcript of Samik Bandyopadhyaya's Lecture on Indian Regional Cinema and Binodini

Captioned Recorded Lectures as a Mainstream Learning Tool

Captioned Recorded Lectures as a Mainstream Learning Tool

Should Lecture Recordings Be Mandated in Dental Schools? Two Viewpoints

Transcription or recording of lectures has been in use for many years, and with the availability of high-fidelity recording, the practice is now ubiquitous in higher education. Since technology has permeated education and today's tech-savvy students have expectations for on-demand learning, dental schools are motivated to record lectures, albeit with positive and negative implications. This Point/Counterpoint article addresses the question of whether lecture recording should be mandatory in U.S. dental schools. Viewpoint 1 supports the statement that lecture recording should be mandatory. Proponents of this viewpoint argue that the benefits-notably, student satisfaction and potential for improvement in student performance-outweigh concerns. Viewpoint 2 takes the opposite position, arguing that lecture recording decreases students' classroom attendance and adversely affects the morale of educators. Additional arguments against mandatory lecture recordings involve the expense of incorporating technology that requires ongoing support.

Evaluation and politics: tips and barriers to use

ABSTRACTIn 2014, an annual lecture series was established in honour of Howard White, the first executive director of the International Initiative for Impact Evaluation (3ie). Each year, a 3ie selection committee invites a distinguished international development professional to deliver a lecture on a topic related to 3ie’s mission. This paper is a transcription of the second lecture in that series on use of evaluation. The author gives the perspective from different development organisations in which she worked, including for research, decision-making and commissioning bodies and presents key lessons on getting evidence used in decision-making.

Pour parler de la poétique aujourd'hui

ABSTRACTThis article is a transcription of Michel Deguy's keynote lecture at the 2015 International Colloquium for Twentieth- and Twenty-First Century French and Francophone Studies. Deguy adopts a conversational tone to address questions associated with his perception of how literature produces knowledge through change. For Deguy, the contemporary era is defined by its preoccupation with Poetics and he underlines this presupposition by returning to his long-term dialogues with Jacques Derrida, Martin Heidegger, and Hölderlin. The definition of the word poetry is problematic today because of the multiplicity of forms that claim it. Although vital, the role of the poet is also difficult to discern. In order to understand how poetry functions today, he develops several key ideas about comparison, changes in paradigms, language as the conservator of the relics of tradition, the transformation of culture into the culturel, translation, and his version of ecology.

Has Growth and Convergence of Developing Economies Been Derailed?

This article is the transcript of the plenary lecture that Michael Spence delivered at theRimini Conference in Economics and Finance 2014 (RCEF2014) of RCEA. It has beenmoderately edited so as to enable the transfer from the spoken word to the printed page.RCEA owes special thanks to Angelo Melino for organizing and chairing ProfessorSpence lecture.

The Reconceptualization of Academic Discourse as a Professional Practice in the Digital Age: A Critical Genre Analysis of TED Talks

<p>This paper explores how academic discourse is reconceptualized as a professional practice via the web-mediated genre of TED talks (Technology, Entertainment and Design), popularizing speeches delivered by experts in fields that range from the ‘hard’ disciplines to the social sciences and the humanities. More precisely, this study compares two corpora of academic spoken discourse, i.e., a corpus of transcribed TED talks given by academics (TED_ac) and a corpus of university lecture transcripts (MICASE_lect) drawn from the <em>Michigan Corpus of Academic Spoken English </em>(MICASE) to understand how academics’ communicative purposes differ in these two settings. Drawing on the theoretical frameworks of Critical Genre Analysis (Bhatia 2012) and Discourse Analysis (Goffman 1981; Fairclough 1989; Pennycook 1994; De Fina 1995; Benwell/Stokoe 2006; De Fina 2006), the present study sets out to investigate ways in which academics make use of language on the TED stage to achieve their “private intentions” as professionals (Bhatia 2012), e.g., building up their identity as experts as well as promoting their research and scholarship, rather than training a group of novices in their discipline or merely informing mass audiences. To this end, consideration is given to the distribution of first and second person pronouns in the two pragmatic contexts under investigation. Special emphasis is placed on referents and discourse functions of the pronoun <em>we</em>, which is significantly more frequent in TED_ac than in MICASE_lect. Despite its language-centered approach, this study has a marked sociological intent, as it casts light on an instance of academic discourse seen as an example of “professional practice” embedded in the wider context of a “professional culture” (Bhatia 2012).</p>

On gamifying the transcription of digital video lectures

Games can be used to exploit the computational power of humans to perform tasks that are difficult for computers. One of these difficult tasks is the transcription of video lectures. Indeed, the characteristics of the speech that occur in video lectures are not well suited for speech recognition technologies. In this paper we propose ALGA, an ALtruistic GAme, designed to involve students in the production of transcripts. Players challenge each other by listening to short, and randomly selected, pieces of the audio stream, and by submitting the corresponding transcription. When two players (unknown to each other) submit the same version, the transcript of the audio chunk is considered correct and the players gain points. To motivate players, ALGA provides the final transcript to all the players and maintains a high-score list for every video lecture. The evaluation shows that the accuracy of the obtained transcripts is higher than the one obtained by speech recognition technologies and also shows that participants like the game approach. Hence, ALGA can be considered a reasonable, feasible and affordable solution to produce transcripts from video lectures.

Fieldwork is easy with eyes closed, misunderstanding all you see … and other reflections: 3ie annual Howard White inaugural lecture

In 2014 an annual lecture series was established in honour of Howard White, the first executive director of the International Initiative for Impact Evaluation (3ie). Each year, a 3ie selection committee invites a distinguished international development professional to deliver a lecture on a topic related to 3ie’s mission. This paper is a transcription of the first lecture in that series, on conducting fieldwork with eyes wide open and getting research used. Topics include going deep on context, using mixed methods, learning the lessons of history, being memorable and how to make a difference.