A hierarchy of recurrent networks for speech recognition

Generative models for sequential data based on directed graphs of Restricted Boltzmann Machines (RBMs) are able to accurately model high dimensional sequences as recently shown. In these models, temporal dependencies in the input are discovered by either buffering previous visible variables or by recurrent connections of the hidden variables. Here we propose a modification of these models, the Temporal Reservoir Machine (TRM). It utilizes a recurrent artificial neural network (ANN) for integrating information from the input over time. This information is then fed into a RBM at each time step. To avoid difficulties of recurrent network learning, the ANN remains untrained and hence can be thought of as a random feature extractor. Using the architecture of multi-layer RBMs (Deep Belief Networks), the TRMs can be used as a building block for complex hierarchical models. This approach unifies RBM-based approaches for sequential data modeling and the Echo State Network, a powerful approach for black-box system identification. The TRM is tested on a spoken digits task under noisy conditions, and competitive performances compared to previous models are observed

A study of educator health, motivation, and satisfaction at Middle Township High School

The purpose of the study was to increase the effectiveness of communication between administration and faculty within a secondary educational organization. Forty-three educators within a total population of 73 participated in the study and completed a survey instrument that examined teacher health, motivation, and satisfaction. The survey yielded quantitative and qualitative data within the areas of demographics, orientation to teaching, areas of satisfaction and dissatisfaction, commitment to life goals, and health. Quantitative data was computer-generated, and narrative responses were categorized within general areas related to the teaching profession. All data was presented and discussed within the structure of specific framing questions. The study revealed that the faculty had become complacent and dissatisfied with many aspects of the teaching profession due to ineffective leadership and poor communication, yet faculty members still viewed students as their primary focus. Shared decision making will result in the selection of a new administrator with the skills necessary to revitalize personnel, establish a strong communication network, and facilitate educational improvement

Legal Structures of European Security and Defense Policy and War Powers under the U.S. Constitution

The EU is developing new structures for its Security and Defense Policy and tries to achieve a more integrated security and defense policy. Currently, the principle of unanimity controls the conduct of the EU’s Common Security and Defense Policy. This is one main reason why the EU is in some cases unable to speak with one voice. In the U.S., the President and Congress are the main players in the area of war powers. The President is the most important actor in the area of foreign affairs. However, Congress has the power of the purse and the power to declare war. The role of the courts is rather limited. A good understanding of the respective legal structures of the EU and the U.S. helps the reader to analyze why the U.S. acts in a certain way and why the E.U. may have difficulty to develop a response to a crisis

Soybean varietal response to late season nitrogen application at different plant populations

Nitrogen is an abundant element important to many aspects of life as we know it. In plants, nitrogen is an essential macronutrient and is required by many agronomic crops, including soybeans [Glycine max (L.) Merr.], for multiple functions related to plant growth and development. Although abundant in the atmosphere, nitrogen uptake and utilization in plants is complex requiring nitrogen to be altered into forms available for plant uptake and assimilation. Legume crops, like soybeans, are able fix nitrogen from the atmosphere and utilize it for plant growth and development. However, as yields continue to increase in soybeans, the need for additional nitrogen might be necessary. This study was designed to evaluate the effectiveness of adding additional nitrogen to soybeans during the R3 growth stage. Research was conducted in west central Missouri near Richards, Missouri. The study was a single-year study conducted in 2017 and was executed in a replicated strip-strip trial design. The study incorporated two other components in its evaluation as well, multiple soybean varieties, ranging from a 4.5 maturity group to a 4.9, as well as plant densities. Three different soybean varieties were planted at two different plant densities, 150,000 and 170,000. Each variety by density combination was left untreated, treated with 30 lbs/acre of nitrogen and lastly treated with 60 lbs/acre of nitrogen. Urea was the source of nitrogen utilized in this study. Yield was significantly different between the three varieties utilized in this study. In addition, the three-way interaction of density by nitrogen rate by variety was also significantly different in yield. At the higher plant density, the two later maturity varieties, yielded an average of over 4.5 bushels per acre better with 60 lbs per acre of nitrogen compared to the untreated control. At the lower plant density, no significant yield difference existed for any variety between either nitrogen rate when compared to the untreated control. In summary, at higher plant densities, this study concluded that later maturity varieties yielded more with an additional 60 lbs of nitrogen per acre applied as urea treated

Motivation for Studying Abroad

The motivational factors among students who have completed a study abroad program or who are currently studying abroad were investigated. Several variables were explored including gender, age, major and whether the student was an international student who has studied or is currently studying in the United States from another country or an American student who has studied or is currently studying in another country. Two hypotheses were tested: 1) American students are more likely motivated to study abroad by cultural motives such as sightseeing and gaining awareness about a different culture, and 2) International students are more likely motivated to study abroad by academic motives such as taking classes that are not offered in his or her country. Seventy students completed a questionnaire to determine what factors motivated them to participate in a study abroad program. Of the participants, 37 participants were American students who participated in a study abroad program, and 33 participants were currently studying in the United States from another country. Participants were recruited via networking through students who have completed study abroad programs, professors who coordinated study abroad programs, and an organization for international students at Eastern Illinois University. Significant findings support both hypotheses. American students rated adventure seeking and a desire to gain an awareness of another culture as the most motivating factors for studying abroad. Escape and learning about one\u27s family of origin were rated least motivating by the American participants. Likewise, international students ranked a desire to develop a sense of identity and to gain or achieve a greater sense of independence as the most motivating factor to study abroad. The least motivating factor for international students to study in the United States was to learn about the country from where their family originated. It was also found that when rating the participants\u27 overall study abroad experience, American students were more satisfied with the overall experience of studying abroad than the international students. Implications of these findings as well as the limitations of the study and suggestions for further research are discussed

Motivation for Studying Abroad

The motivational factors among students who have completed a study abroad program or who are currently studying abroad were investigated. Several variables were explored including gender, age, major and whether the student was an international student who has studied or is currently studying in the United States from another country or an American student who has studied or is currently studying in another country. Two hypotheses were tested: 1) American students are more likely motivated to study abroad by cultural motives such as sightseeing and gaining awareness about a different culture, and 2) International students are more likely motivated to study abroad by academic motives such as taking classes that are not offered in his or her country. Seventy students completed a questionnaire to determine what factors motivated them to participate in a study abroad program. Of the participants, 37 participants were American students who participated in a study abroad program, and 33 participants were currently studying in the United States from another country. Participants were recruited via networking through students who have completed study abroad programs, professors who coordinated study abroad programs, and an organization for international students at Eastern Illinois University. Significant findings support both hypotheses. American students rated adventure seeking and a desire to gain an awareness of another culture as the most motivating factors for studying abroad. Escape and learning about one\u27s family of origin were rated least motivating by the American participants. Likewise, international students ranked a desire to develop a sense of identity and to gain or achieve a greater sense of independence as the most motivating factor to study abroad. The least motivating factor for international students to study in the United States was to learn about the country from where their family originated. It was also found that when rating the participants\u27 overall study abroad experience, American students were more satisfied with the overall experience of studying abroad than the international students. Implications of these findings as well as the limitations of the study and suggestions for further research are discussed

Incorporation of Radiolabeled Leucine into Protein to Estimate Bacterial Production in Plant Litter, Sediment, Epiphytic Biofilms, and Water Samples

The present study assessed the application of tritiated leucine incorporation into protein, as a measure of bacterial biomass production, within four benthic habitats of a littoral freshwater wetland dominated by emergent vegetation. Basic assumptions underlying the method, such as linearity of leucine incorporation, saturation level of incorporation rates, and specificity of incorporation for bacterial assemblages, were tested, and two procedures for extracting radiolabeled protein were compared. TCA precipitation followed by ultrasonication, and subsequent alkaline dissolution in 0.5 M NaOH, 25 mM EDTA, and 0.1% w/v SDS, gave best results in terms of both extraction efficiency and signal-to-noise ratio. Incorporation of leucine was linear for all habitats for up to 1 h. Saturation concentrations of leucine incorporation into protein were 150 nM for littoral surface waters, >960 nM for biofilms on plant surfaces, and 50 mM for aerobic sediment and submerged plant litter. An experiment with prokaryotic and eukaryotic inhibitors designed to examine specificity of leucine incorporation into bacterial protein showed no significant leucine incorporation into eukaryotes during short-term incubations. Calculations based on kinetic parameters of fungal leucine uptake suggest, nevertheless, that significant leucine incorporation cannot be ruled out in all situations. Thus, the leucine methodology can be used for estimating bacterial production in benthic aquatic habitats, provided that substrate saturation and isotope dilution are determined and that the active biomass of eukaryotes, such as fungi, does not greatly exceed bacterial biomas