Multi-View Networks For Multi-Channel Audio Classification

In this paper we introduce the idea of multi-view networks for sound classification with multiple sensors. We show how one can build a multi-channel sound recognition model trained on a fixed number of channels, and deploy it to scenarios with arbitrary (and potentially dynamically changing) number of input channels and not observe degradation in performance. We demonstrate that at inference time you can safely provide this model all available channels as it can ignore noisy information and leverage new information better than standard baseline approaches. The model is evaluated in both an anechoic environment and in rooms generated by a room acoustics simulator. We demonstrate that this model can generalize to unseen numbers of channels as well as unseen room geometries.Comment: 5 pages, 7 figures, Accepted to ICASSP 201

End-to-end Source Separation with Adaptive Front-Ends

Source separation and other audio applications have traditionally relied on the use of short-time Fourier transforms as a front-end frequency domain representation step. The unavailability of a neural network equivalent to forward and inverse transforms hinders the implementation of end-to-end learning systems for these applications. We present an auto-encoder neural network that can act as an equivalent to short-time front-end transforms. We demonstrate the ability of the network to learn optimal, real-valued basis functions directly from the raw waveform of a signal and further show how it can be used as an adaptive front-end for supervised source separation. In terms of separation performance, these transforms significantly outperform their Fourier counterparts. Finally, we also propose a novel source to distortion ratio based cost function for end-to-end source separation.Comment: 4 figures, 4 page

Deciphering Preservice Teachers’ Intercultural Competencies: A Grounded Theory for Description and Demonstration

This constructivist grounded theory study explored the development of preservice teachers’ intercultural competencies. The participants were thirty-two preservice teachers who were participating in a first-year field experience with diverse populations of students. They were asked to examine their understanding of difference, and, in doing so, revealed a four-stage transformational process for the displacement of limited or apathetic worldviews. This process, which is situated in the context of transformative learning theory, is described through the categories of resisting, tolerating, accepting, and valuing difference

Book Review: Researching Student Learning in Higher Education: A Social Realist Approach

This is a review of Researching Student Learning in Higher Education: A Social Realist Approach by Jennifer M. Case (Routledge, 2013).</jats:p

Deterring Violent Non-State Actors in the New Millennium; Strategic Insights, V. 1, issue 10 (December 2002)

This article appeared in Strategic Insights, v.1, issue 10 (December 2002)Approved for public release; distribution is unlimited