8,398 research outputs found
The TREC-2002 video track report
TREC-2002 saw the second running of the Video Track, the goal of which was to promote progress in content-based retrieval from digital video via open, metrics-based evaluation. The track used 73.3 hours of publicly available digital video (in MPEG-1/VCD format) downloaded by the participants directly from the Internet Archive (Prelinger Archives) (internetarchive, 2002) and some from the Open
Video Project (Marchionini, 2001). The material comprised advertising, educational, industrial, and amateur films produced between the 1930's and the 1970's by corporations, nonprofit organizations, trade associations, community and interest groups, educational institutions, and individuals. 17 teams representing 5 companies and 12 universities - 4 from Asia, 9 from Europe, and 4 from the US - participated in one or more of three tasks in the 2001 video track: shot boundary determination, feature extraction, and search (manual or interactive). Results were scored by NIST using manually created truth data for shot boundary determination and manual assessment of feature extraction and search results. This paper is an introduction to, and an overview
of, the track framework - the tasks, data, and measures - the approaches taken by the participating groups, the results, and issues regrading the evaluation. For detailed information about the approaches and results, the reader should see the various site reports in the final workshop proceedings
Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers
Currently in many Chinese universities, the traditional College English course is facing the risk of being âmarginalizedâ, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called âxue keâ English. Despite the fact that âxue keâ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachersâ reflections.
Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach
Industry/University Collaboration at the University of Michigan-Dearborn: A Focus on Relevant Technology
https://deepblue.lib.umich.edu/bitstream/2027.42/154105/1/kampfner1997.pd
Digital Image Access & Retrieval
The 33th Annual Clinic on Library Applications of Data Processing, held at the University of Illinois at Urbana-Champaign in March of 1996, addressed the theme of "Digital Image Access & Retrieval." The papers from this conference cover a wide range of topics concerning digital imaging technology for visual resource collections. Papers covered three general areas: (1) systems, planning, and implementation; (2) automatic and semi-automatic indexing; and (3) preservation with the bulk of the conference focusing on indexing and retrieval.published or submitted for publicatio
Coherence in simultaneous interpreting : an idealized cognitive model perspective
This study aims to explore the two questions: 1) Does the interpreterâs relevant bodily
experience help her to achieve coherence in the source text (ST) and the target text
(TT)? 2) How does the interpreterâs mental effort expended in achieving coherence
reflect the textual structure of the ST? The findings of this study contribute to the
general understanding of how coherence is achieved in simultaneous interpreting (SI).
The theoretical framework is based on the concept of the Idealized Cognitive Model
(ICM), which emphasizes the role of bodily experience in organizing and
understanding knowledge.
A bodily experience based experiment was conducted with two contrastive groups:
experimental group and control group, involving thirty subjects from a China-based
university, who had Chinese as their first language and English as their second
language. The data collected was recordings of English to Chinese simultaneous
interpretations. Coherence in SI was analyzed on the basis of both quantitative and
qualitative approaches by virtue of coherence clues. The analysis shows that the
interpreterâs bodily experience helped her to achieve coherence and distribute her
mental effort in both the ST and TT. As the term ICM suggests, the cognitive model is
idealized on the grounds that the ICM does not fit into the real specifics of a textual
structure perfectly or all the time. The ICM is an open-ended model in terms of the
analysis of understanding abstract concepts especially in this SI discourse and needs
more research. This study can contribute to SI research and training, suggesting that
specialization is a trend in interpreting education
Anchorage: Visual Analysis of Satisfaction in Customer Service Videos via Anchor Events
Delivering customer services through video communications has brought new
opportunities to analyze customer satisfaction for quality management. However,
due to the lack of reliable self-reported responses, service providers are
troubled by the inadequate estimation of customer services and the tedious
investigation into multimodal video recordings. We introduce Anchorage, a
visual analytics system to evaluate customer satisfaction by summarizing
multimodal behavioral features in customer service videos and revealing
abnormal operations in the service process. We leverage the semantically
meaningful operations to introduce structured event understanding into videos
which help service providers quickly navigate to events of their interest.
Anchorage supports a comprehensive evaluation of customer satisfaction from the
service and operation levels and efficient analysis of customer behavioral
dynamics via multifaceted visualization views. We extensively evaluate
Anchorage through a case study and a carefully-designed user study. The results
demonstrate its effectiveness and usability in assessing customer satisfaction
using customer service videos. We found that introducing event contexts in
assessing customer satisfaction can enhance its performance without
compromising annotation precision. Our approach can be adapted in situations
where unlabelled and unstructured videos are collected along with sequential
records.Comment: 13 pages. A preprint version of a publication at IEEE Transactions on
Visualization and Computer Graphics (TVCG), 202
English for science and technology: a computer corpus-based analysis of English science and technology texts for application in higher education
Doutoramento em LinguĂsticaThis thesis presents two analyses: first the analysis of computer
corpora from undergraduate textbooks to isolate the (American) English
language of science and technology they present; secondly an analysis of
the English language competence of undergraduates starting their
university studies in science and technology. These two analyses are
contrasted in order to apply the results to the design of an English
language syllabus for first year undergraduates.
A frequency and range word list was produced using a large
baseline corpus to contrast with the main corpora taken from physics
and chemistry textbooks on the studentsâ bibliographies as a resource for
syllabus design. Secondly, four corpora, two main and two sub-corpora
produced from the physics and chemistry textbooks on the bibliographies
of the undergraduates were analysed using Biberâs (1988) algorithms and
functions for variation across speech and writing.
The student intake was tested over five years and the results of
those tests analysed. It was found that there was considerable variation
in the studentsâ levels of language competence. However, there was a
close correlation between the studentsâ competence and the number of
years they had studied English in secondary school. Nevertheless there
were students with extremely advanced competence and some with little
or no competence in English amongst the undergraduates.
Comprehension of scientific texts was generally found to correlate with
more advanced competence and more years of study.
The frequency and range word list showed the contexts which are
appropriate for materials to be used with these students and
demonstrated variation from many of the accepted views of the language
of science and technology. The computer corpora analyses varied from
Biberâs academic prose category. The sub-corpora demonstrated greatest
variation which is believed to be as a result of specific cultural and/or
literary material in the analogies used in the textbooks.
The heavy load of cultural background knowledge which the reader
would need in order to work with the textbooks adequately was also
found in the exercises the students were supposed to use for practice on
the topic presented in the chapter. This and the interpretation of visuals
in the textbooks were considered to be two principle factors that needed
to be emphasised in a syllabus for first year undergraduates. However,
given the time constraints on language teaching for science and
technology students, a methodology which would lead to greater student
autonomy is suggested using computer corpus-based studies - data-
viii
driven learning and computer-supported distance communications and
learning.Esta tese apresenta duas anĂĄlises: primeiro uma anĂĄlise de corpora
computadorizados, criados a partir de livros dos estudantes de
licenciaturas, para isolar a linguagem Inglesa (Americana) das ciĂȘncias e
tecnologias que apresentam; segundo uma anĂĄlise dos conhecimentos da
lĂngua Inglesa que estes alunos apresentam ao iniciar os seus estudos
universitĂĄrios em ciĂȘncias e tecnologias. Estas duas anĂĄlises sĂŁo postas
em contraste para se aplicar os resultados obtidos ao desenho de um
programa de lĂngua Inglesa para os alunos do primeiro ano.
Foi criada uma lista com a abrangĂȘncia e a frequĂȘncia das palavras
de um corpus de larga base, para ser contrastada com os principais
corpora compilados dos livros de fĂsica e quĂmica constantes das
bibliografias dos estudantes, como uma fonte para o desenho de
programas. Seguidamente, quatro corpora, dois principais e dois
subordinados, produzidos a partir dos livros de fĂsica e quĂmica referidos
nas bibliografias dos estudantes, foram analisados usando os algoritmos
e funçÔes de Biber (1988) para variaçÔes entre linguagem falada e escrita.
Durante cinco anos, Ă entrada para a Universidade, os estudantes
foram submetidos a testes e os resultados analisados. Constatou-se que
havia variaçÔes considerĂĄveis no nĂvel de conhecimentos da lĂngua por
parte dos estudantes. Contudo, havia uma correlação apertada entre as
competĂȘncias dos estudantes e o nĂșmero de anos que tinham estudado
InglĂȘs nas escolas secundĂĄrias. Todavia, havia estudantes com
competĂȘncias extremamente avançadas e outros com competĂȘncias
reduzidas, ou quase nulas, em InglĂȘs. A compreensĂŁo de textos
cientĂficos estava geralmente correlacionada com os nĂveis mais
avançados de competĂȘncias e maior nĂșmero de anos de estudo.
A lista com a abrangĂȘncia e a frequĂȘncia das palavras mostrou os
contextos apropriados dos materiais a utilizar com estes estudantes e
demonstrou que havia diferenças em relação a muitos dos pontos de
vista aceites em relação Ă linguagem das ciĂȘncias e tecnologias. A anĂĄlise
dos corpora computadorizados varia das categorias da linguagem da
prosa académica de Biber. Os corpora subordinados mostram uma maior
variação, que se julga ser devida a materiais especĂficos, culturais e/ou
literĂĄrio, usados nas analogias dos livros de estudo.
O grande peso dos conhecimentos de fundo de que os estudantes
necessitam para trabalhar adequadamente com os livros de estudo foi,
tambĂ©m, encontrado nos exercĂcios que necessitam de fazer para
praticarem o que estĂĄ referido nos tĂłpicos dos capĂtulos. Isto, juntamente
com a interpretação das imagens dos livros, foram considerados os dois
principais factores a precisarem de ser relevados no programa para o
primeiro ano dos estudantes. Contudo, atendendo às restriçÔes de tempo
x
para o ensino de lĂnguas a estudante de ciĂȘncias e tecnologias, a
metodologia que conduziria a maior autonomia dos alunos serĂĄ baseada
na utilização de corpora computadorizados (data-driven learning) e
aprendizagem Ă distĂąncia assistida por computador
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