Leveraging relevance cues for language modeling in speech recognition

Language modeling (LM), providing a principled mechanism to associate quantitative scores to sequences of words or tokens, has long been an interesting yet challenging problem in the field of speech and language processing. The n-gram model is still the predominant method, while a number of disparate LM methods, exploring either lexical co-occurrence or topic cues, have been developed to complement the n-gram model with some success. In this paper, we explore a novel language modeling framework built on top of the notion of relevance for speech recognition, where the relationship between a search history and the word being predicted is discovered through different granularities of semantic context for relevance modeling. Empirical experiments on a large vocabulary continuous speech recognition (LVCSR) task seem to demonstrate that the various language models deduced from our framework are very comparable to existing language models both in terms of perplexity and recognition error rate reductions.     

Science Teacher Beliefs and Classroom Practice Related to Constructivism in Different School Settings

Science teacher beliefs and classroom practice related to constructivism and factors that may influence classroom practice were examined in this cross-case study. Data from four science teachers in two schools included interviews, demographic questionnaire, Classroom Learning Environment Survey (preferred/perceived), and classroom observations and documents. Using an inductive analytic approach, results suggested that the teachers embraced constructivism, but classroom observations did not confirm implementation of these beliefs for three of the four teachers. The most preferred constructivist components were personal relevance and student negotiation; the most perceived component was critical voice. Shared control was the least preferred, least perceived, and least observed constructivist component. School type, grade, student behavior/ability, curriculum/standardized testing, and parental involvement may influence classroom practice.     

Coming home-1978 annual meeting in chicago

Chicago is the setting for the 1978 MLA Annual Meeting. The city offers MLA members a varied selection of activities. Recommendations are made for viewing highlights of the "Windy City."     

雪撬犬的动力

雪橇竞赛犬的驾驶者一直以来遵循一项基本的长途赛准则：跑六个小时,休息六个小时。然而最近,重大赛事如艾迪塔罗德狗拉雪橇赛的赢家,可以一口气跑上14个小时,大大超出人们认为的极限。雪橇犬变得更加强壮,也跑的更长。对此,人们很显然需要战略上的反思和医学上的重新评估。     

Informationen/Meinungen

Ohne ZusammenfassungZiel dieser Rubrik ist die Förderung der informellen fachlichen Kommunikation durch Nachrichten, Kurzberichte, Interviews und Kommentare zu aktuellen fachlichen Themen. Auch Leserbriefe, die sich mit bereits veröffentlichten Beiträgen befassen, können hier veröffentlicht werden. Die Betreuung der Rubrik obliegt den Hauptherausgebern.     

网络环境下利用讨论来促进批判性思维发展的研究

本文主要讨论马歇尔大学在网络环境中如何应用讨论工具来促进批判性思维的发展.在高等教育中发展批判性思维的重要作用已经得到了各国及其学校的重视.本研究以马歇尔大学研究生院教育与专业发展专业所开设的英语为第二语言的一些课程为对象,分析了讨论法在这些课程中培养批判性思维的状况.在开展本研究的那个学期末,研究者编制了一份问卷,调查这种讨论法实施的效果,以及对这种方法加以改善的可能性.问卷随后被分发给三个班的所有学生,他们都来自西佛吉尼亚州的中小学教师.在21个被调查的学生中,15人全部回答了问卷所提出三个问题.结果显示,几乎所有的被调查者都认为,讨论对促进学习和批判性思维有帮助.大部分学生赞成教师参与网上讨论,教师参与讨论的作用是在发展批判性思维中担当帮助者的角色.