Transcript Of Lecture Research Articles

Frances Fox Piven – Plenary Lecture UK Social Policy Association Annual Conference 8th July 2014

Sponsored by the Journal of International and Comparative Social PolicyAs a special feature of this issue, we are pleased to extend to a wider audience, an edited transcript of the plenary lecture*...

Sequential Linefeed Insertion into Lecture Transcriptions for Real‐Time Captioning

SUMMARYTo generate readable captions for Japanese spoken monologues such as lectures in real time, it is necessary to sequentially display captions that have proper linefeeds inserted. This paper proposes a technique for sequentially inserting proper linefeeds into a lecture transcript whenever a bunsetsu, which is a linguistic unit shorter than a sentence in Japanese and that roughly corresponds to a basic phrase in English, is identified. Under the assumption that linefeeds are inserted at bunsetsu boundaries, this technique can reduce the delay time of captioning to the utmost possible. This technique statistically judges whether or not a linefeed should be inserted into each bunsetsu boundary by using the information that is available at the time. We conducted experiments on linefeed insertion using a Japanese lecture corpus. The experimental results confirmed that our method, which is a bunsetsu‐based linefeed insertion method, was almost as accurate as the sentence‐based linefeed insertion method. In addition, we conducted comparative evaluations using four baseline methods. The results confirmed that our method could insert linefeeds more accurately than the simple methods that are thought to have the same delay time as our method.

Automatic Lecture Transcription Based on Discriminative Data Selection for Lightly Supervised Acoustic Model Training

Automatic Lecture Transcription Based on Discriminative Data Selection for Lightly Supervised Acoustic Model Training

Was hat Husserl in Wien außerhalb von Brentanos Philosophie gelernt? Über die Einflüsse auf den frühen Husserl jenseits von Brentano und Bolzano

Husserl has undoubtedly considered himself being influenced by Brentano, but his conflicts with the orthodox core of the School of Brentano raise the question whether his adherence to Brentano suffices to adequately grasp the context of his early philosophy. I investigate the biographical details of Husserl’s studies in Vienna to uncover hitherto unknown ties between Husserl and Austrian philosophers outside the School of Brentano. Already during his secondary school studies in the Austro-Hungarian Monarchy Husserl was exposed to the philosophy textbooks of Gustav Adolf Lindner; and archival records of the University of Vienna show that he had extensively attended philosophy courses held by other philosophers, especially by Robert Zimmermann. Both Lindner and Zimmermann proposed Herbartian philosophies, and what makes Zimmermann especially interesting is that he had once been a close personal disciple of Bernard Bolzano. I use an unpublished lecture transcript, written by a fellow student of Husserl, to investigate the controversial issue of Zimmermann’s possible transmission of Bolzano’s ideas. While a direct transmission seems improbable, my investigation uncovers a plethora of Herbartian influences, which are interesting on their own terms and have not only furnished Husserl with important parts of his descriptive psychological toolbox but have also helped him navigate the Brentano-School’s debate on intentionality.

Two-dimensional packing problems in telecommunications

We present the transcript of the IFORS distinguished lecture delivered by the author on invitation of SOBRAPO and IFORS. The lecture concerned the development of an interdisciplinary research motivated by an application in mobile telecommunication systems, a project jointly developed by four research teams. The presentation follows the typical steps of a classical operations research study, and aims at reviewing the main theoretical and practical results that were obtained.

Using speech recognition for real-time captioning and lecture transcription in the classroom

Speech recognition (SR) technologies were evaluated in different classroom environments to assist students to automatically convert oral lectures into text. Two distinct methods of SR-mediated lecture acquisition (SR-mLA), real-time captioning (RTC) and postlecture transcription (PLT), were evaluated in situ life and social sciences lecture courses employing typical classroom equipment. Both methods were compared according to technical feasibility and reliability of classroom implementation, instructors' experiences, word recognition accuracy, and student class performance. RTC provided near-instantaneous display of the instructor's speech for students during class. PLT employed a user-independent SR algorithm to optimally generate multimedia class notes with synchronized lecture transcripts, instructor audio, and class PowerPoint slides for students to access online after class. PLT resulted in greater word recognition accuracy than RTC. During a science course, students were more likely to take optional online quizzes and received higher quiz scores with PLT than when multimedia class notes were unavailable. Overall class grades were also higher when multimedia class notes were available. The potential benefits of SR-mLA for students who have difficulty taking notes accurately and independently were discussed, particularly for nonnative English speakers and students with disabilities. Field-tested best practices for optimizing SR accuracy for both SR-mLA methods were outlined.

Sequential Linefeed Insertion into Lecture Transcription for Real-time Captioning

To generate readable captions for Japanese spoken monologue such as lectures in real time, it is necessary to sequentially display the caption into which proper linefeeds are inserted. This paper proposes a technique for sequentially inserting proper linefeeds into the lecture transcript whenever a bunsetsu, which is a linguistic unit shorter than a sentence in Japanese that roughly corresponds to a basic phrase in English, is identified. Assuming that linefeeds are inserted into bunsetsu boundaries, the technique can make the delay time of captioning shortest. The technique statistically judges whether or not a linefeed should be inserted into each bunsetsu boundary by using the information which is available at the time. We conducted experiments on linefeed insertion using a Japanese lecture corpus. From the experimental results, we confirmed that our method, which is bunsetsu-based linefeed insertion method, had almost as much accuracy as the sentence-based linefeed insertion method. In addition, we conducted the comparative evaluations with four baseline methods. As the results, we confirmed that our method could insert linefeeds more properly than the simple methods which are thought to have as same delay time as our method.

Structural Classification Methods Based on Weighted Finite-State Transducers for Automatic Speech Recognition

The potential of structural classification methods for automatic speech recognition (ASR) has been attracting the speech community since they can realize the unified modeling of acoustic and linguistic aspects of recognizers. However, the structural classification approaches involve well-known tradeoffs between the richness of features and the computational efficiency of decoders. If we are to employ, for example, a frame-synchronous one-pass decoding technique, features considered to calculate the likelihood of each hypothesis must be restricted to the same form as the conventional acoustic and language models. This paper tackles this limitation directly by exploiting the structure of the weighted finite-state transducers (WFSTs) used for decoding. Although WFST arcs provide rich contextual information, close integration with a computationally efficient decoding technique is still possible since most decoding techniques only require that their likelihood functions are factorizable for each decoder arc and time frame. In this paper, we compare two methods for structural classification with the WFST-based features; the structured perceptron and conditional random field (CRF) techniques. To analyze the advantages of these two classifiers, we present experimental results for the TIMIT continuous phoneme recognition task, the WSJ transcription task, and the MIT lecture transcription task. We confirmed that the proposed approach improved the ASR performance without sacrificing the computational efficiency of the decoders, even though the baseline systems are already trained with discriminative training techniques (e.g., MPE).

22. Transcribe Your Class: Using Speech Recognition to Improve Access for At-Risk Students

Through a project supported by Canada's Social Development Partnerships Program, a team of leading National Disability Organizations, universities, and industry partners are piloting a prototype Hosted Transcription Service that uses speech recognition to automatically create multimedia transcripts that can be used by students for study purposes. This paper focuses on the accessibility and educational impacts of receiving complete and accurate lecture transcripts for students with disabilities.

Saying things that hurt

This article suggests reading Theodor Adorno not as a notoriously pessimistic sociologist but as a committed public educator. Partly drawing on still unpublished transcripts of lectures, public talks and radio broadcasts from the 1950s and ’60s, the article offers an account of Adorno’s concept and practice of a ‘democratic pedagogy’. The key question is how we should understand the difference between Adorno the social philosopher, on the one hand, and Adorno the educator, on the other. It is argued that Adorno’s pedagogical interventions are not a footnote to his social theory, but a key to understanding his entire oeuvre.

State Aid and Restrictions on Free Movement: Two Sides of the Same Coin?

This article is a transcription of the Graduation Lecture (Maarten J. Ellis Lecture) given by the author in August 2011 on the occasion of the graduation of the 2010-2011 class of the Adv LLM Program in International Tax Law of the International Tax Center Leiden at the Leiden University, the Netherlands. The lecture was followed by comments by Claire Micheau, which are also included in this issue of European Taxation.

Justice John Marshall Harlan: Lectures on Constitutional Law, 1897-98

A transcription of John Marshall Harlan's lectures on constitutional law, delivered at Columbian University Law School in 1897 and 1898. A companion to the article Justice John Marshall Harlan Professor of Law, which is available at:http://ssrn.com/abstract=1403917

Topic-Based Hierarchical Segmentation

Latent Dirichlet allocation (LDA) is a new paradigm of topic model which is powerful to capture the latent topic information from natural language. However, the topic information in text streams, e.g. meeting recording, lecture transcription and conversational dialogue, are inherently heterogeneous and nonstationary without explicit boundaries. It is difficult to train a precise topic model from the observed text streams. Furthermore, the usage of words in different paragraphs within a document is varied with different composition styles. In this paper, we present a new hierarchical segmentation model (HSM) where the heterogeneous topic information in stream level and the word variations in document level are characterized. We incorporate the contextual topic information in stream-level segmentation. The topic similarity between sentences is used to form a beta distribution reflecting the prior knowledge of document boundaries in a text stream. The distribution of segmentation variable is adaptively updated to achieve flexible segmentation and is used to group coherent sentences into a topic-specific document. For each pseudo-document, we further use a Markov chain to detect the stylistic segments within a document. The words in a segment are accordingly generated by the same composition style, which differs from the style of the next segment. Each segment is represented by a Markov state, and so the word variations within a document are compensated. The whole model is trained by a variational Bayesian EM procedure and is evaluated on using TDT2 corpus. Experimental results show benefits by using the proposed HSM in terms of perplexity, segmentation error, detection accuracy and F measure.

大学講義におけるパソコン通訳の訳出率に及ぼす通訳者要因の影響

本研究では、聴覚障害学生に対するパソコン通訳支援について、学生通訳者の「支援経験」「入力方式」「専門知識」に着目し、大学授業における情報の訳出率を分析した。その結果、通訳者は講義音声の中から実質的文節と重要文節を選択的に訳出していた。専門用語の訳出では、専門知識の有無による影響がみられ、支援対象講義と支援学生の専門性を考慮した通訳者配置が重要であることが示された。支援経験については、経験者のほうが初心者よりも10％程度多くの情報を訳出しており、その差は有意であった。1名による単独入力では発話全体の20～50％、2名による連係入力では40～80％が訳出されており、連係入力のほうが1.5～2倍の情報を提供しうることが示された。また、連係入力では、各通訳者の条件によって提供できる情報量が変わりうることが示唆された。

Comparative Use of Podcasts vs. Lecture Transcripts as Learning Aids for Dental Students

The purpose of this project was to describe dental students' use of lecture podcasts versus written lecture transcripts as learning aids under three different circumstances: studying for an exam, reviewing an attended lecture, and reviewing a missed lecture. Additional analyses were performed to see whether demographic differences (e.g., age, gender, language skills, and computer skills) or grade differences were associated with preferences for using podcast versus written lecture transcripts of class notes. Fifty-one percent (n=171) of the second-year dental students at the New York University College of Dentistry voluntarily participated in this survey. The major findings were that 1) a high percentage of students (70-92 percent) used one or both aids in all three utilization circumstances with a consistent preference for podcast use, especially when reviewing a missed lecture; 2) course grades were not associated with the preferred use of either lecture aid; and 3) over half the students listened to the podcasts at speeds that were one and one-half or two times faster than normal speech, especially younger students. Further studies are warranted to delve into the current student generation's preferred learning styles and the resultant learning outcomes associated with those preferences.

Hegel's Contested Legacy: Rethinking the Relation between Art History and Philosophy

The publication of the original auditors' transcripts of Hegel's lectures on aesthetics offers an opportunity to reexamine the Hegelian inheritance in art history. Ernst Gombrich's attempt to “work off” this inheritance provided an important corrective to the unquestioning use of his ideas by Vienna school art historians. However, the simplifications of this account—and the simplifications to which it in turn has been subjected—can be challenged by widening the scope of inquiry to include the “nonmetaphysical” readings of Hegel that have gained currency in contemporary philosophical debates. This raises broader questions about the concourse between the two disciplines.

Fire in 1788: The Closest Ally

This article is a transcript of the first Eric Rolls Memorial Lecture, lightly edited and annotated in response to referee's comments. This biennial lecture series to commemorate Eric's work is spo...

行学院日朝の法華経談義書について

行学院日朝の法華経談義書について

The use of okay, right and yeah in academic lectures by native speaker lecturers: Their ‘anticipated’ and ‘real’ meanings

This article demonstrates the ‘patterning’ of the ways discourse markers such as okay , right and yeah are used in academic lectures by native speaker lecturers. It presents an analysis of a) what the lecturers thought they would say and b) what they actually say in comparison to what the lecturers actually do say. In other words, it focuses on the differences between expectations of what would be said and speech, that is, what is actually said.The data comprise verbatim lecture transcriptions of four native speaker lecturers of different disciplines, analysed using a discourse analytical approach. The findings and discussions exhibit the reasons for the differences between the ‘anticipated’ and ‘real’ meanings of the use of these discourse markers.They also reflect upon the significance of non-verbal features in determining the actual functions of these markers. In short, this article highlights the reality use of okay, right and yeah as interactive conversational markers in academic lectures.

Theology lectures as lexical environments: A case study of technical vocabulary use

This article presents a descriptive case study on the use of technical vocabulary in the lectures of a first-year graduate theology course in Canada. It first contextualizes this research by noting four kinds of English vocabulary and the study of classrooms as lexical environments. Next it outlines the study’s methodology, including the observation of 23 classes over one semester, the transcription of 34 h of audiotaped lectures, and the use of computer programs VocabProfile and MonoConc Pro to analyze the files of the lecture transcripts. Data analysis addresses two research questions: 1) What kind of lexical environments are these lectures (and what is the specific frequency and distribution of vocabulary within them)? 2) How are representative technical theological terms used, in oral and written form, during these lectures? Quantitative results are presented on the frequency of each of four types of vocabulary, and sample transcript, handout, and whiteboard extracts offer examples and a qualitative description of the use of specialized theological vocabulary within the lectures observed. The final section discusses possible implications for specialized vocabulary learning, suggesting that academic lectures may offer a rich lexical environment for ESL students trained to observe and acquire technical vocabulary in context.