Modeling Musical Mood From Audio Features, Affect and Listening Context on an In-situ Dataset

Musical mood is the emotion that a piece of music expresses. When musical mood is used in music recommenders (i.e., systems that recommend music a listener is likely to enjoy), salient suggestions that match a user’s expectations are made. The musical mood of a track can be modeled solely from audio features of the music; however, these models have been derived from musical data sets of a single genre and labeled in a laboratory setting. Applying these models to data sets that reflect a user’s actual listening habits may not work well, and as a result, music recommenders based on these models may fail. Using a smartphone-based experience-sampling application that we developed for the Android platform, we collected a music listening data set gathered in-situ during a user’s daily life. Analyses of our data set showed that real-life listening experiences differ from data sets previously used in modeling musical mood. Our data set is a heterogeneous set of songs, artists, and genres. The reasons for listening and the context within which listening occurs vary across individuals and for a single user. We then created the first model of musical mood using in-situ, real-life data. We showed that while audio features, song lyrics and socially-created tags can be used to successfully model musical mood with classification accuracies greater than chance, adding contextual information such as the listener’s affective state and or listening context can improve classification accuracies. We successfully classified musical arousal in a 2-class model with a classification accuracy of 67% and musical valence with an accuracy of 75%. Finally, we discuss ways in which the classification accuracies can be improved, and the applications that result from our models

Teaching autonomy

A key factor in the transition to university is the enculturation of new students into both the discipline they are studying and effective study practices. Most significantly, students, whatever their chosen discipline, must learn to become autonomous learners. Too often this process is either left to chance or seen as a natural attribute of the higher education learning system rather than a particular skill that must be learnt and can be taught. In this article we discuss one particular approach to designing ‘structured autonomy’ into a first year core media studies module. We argue that the notion of autonomy needs to be considered as a central component of learning, teaching and assessment strategies and, moreover, that an integrated approach towards these factors has the additional benefit of contributing towards a more holistic first year experience for students

The state of green technologies in South Africa

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What do UK doctors in training value in a post? : A discrete choice experiment

Acknowledgements: our thanks first to the following colleagues (in alphabetical order) for their support: Professor Phillip Cachia, East of Scotland Deanery; Professor Jacky Hayden, CBE, North Western Deanery; Professor Stewart Irvine, NHS Education for Scotland; Dr Namita Kumar, Health Education North East England; Professor Alastair McLellan, West of Scotland Deanery; Professor Gillian Needham, North of Scotland Deanery; Professor William Reid, South East of Scotland Deanery; and Ms Jayne Scott, NHS Education for Scotland. Our thanks also go to the START Core Group: Professor Alastair McLellan, Professor Rowan Parks, Dr Ronald MacVicar and Ms Anne Dickson. We also thank Professor Charlotte Rees and Dr Karen Mattick for their feedback on the project proposal, the project report and the qualitative survey that informed the DCE. Our thanks to John Lemon for his sterling work and endless patience when developing and managing the online surveys. Finally, we would like to thank all the doctors in training who participated in the DCE. Funding: our thanks go to NHS Education for Scotland for funding this programme of work.Peer reviewedPostprin

Panel: Teaching with Enterprise Systems

Enterprise Systems (ES) and other large software packages have become a critical component in most large and many medium and small-sized companies. These companies need employees with ES experience to help them install, extend, and achieve benefits from these systems. The challenges universities face in implementing an ES into a curriculum and in achieving educational benefits from such implementations differ from those of business organizations, but are no less difficult. This panel is designed to contribute to the ability of many more universities to provide a stimulating ES-based educational environment for students. It will address issues such as: ES educational objectives and audiences, ES-based skills for students, the ES software suites being used, ES textbooks, lab exercises and cases, technical infrastructure support issues, acquiring support and maintaining commitment from the school and its faculty, faculty resistance and how to overcome it, training the faculty, and achieving your ES educational objectives. This panel is composed of educators with many years of experience in providing an ES educational environment. They will present the lessons they learned from their experiences and will answer questions posed by the audience. For further information on their ES educational activities, see (Antonucci, Corbitt, Stewart and Harris, 2004; Corbitt and Mensching, 2000; Fedorowicz, Gelinas, Usoff and Hachey, 2004; Stewart, Tracy, Boykin, Najm, Rosemann, Carpinetti and Watson, 2002; Strong, Johnson and Mistry, 2004; Watson and Schneider, 1999)

ABOVE WATER: Extending the Play Space for Health

© Lennart Nacke, 2016. This is the author’s version of the work. It is posted here for your personal use. Not for redistribution. The definitive version was published in ISS '16 Proceedings of the 2016 ACM on Interactive Surfaces and Spaces, https://doi.org/10.1145/2992154.2996882ABOVE WATER is a game that disseminates information about Clinical Anxiety Disorders, particularly Generalized Anxiety Disorder and Panic Disorder. This game focuses on teaching players about treatments as well as providing a safe space for discussion of personal experiences. This game focuses on using the physical world (physical space, physical and tangible cards) and the digital world (accessible by any phone or tablet with a modern web browser) as part of its gameplay.Peer-reviewe

Teaching with Enterprise Systems

With the wide-spread adoption of Enterprise Systems (ES), such as SAP, Oracle, and Peoplesoft, in medium and large-sized organizations, there is increasing demand for students who know how to work with such systems. While the demand for ES developers and integrators has declined, the demand for employees that can help companies achieve benefits from these systems continues to grow. Such employees need skills in decision-making and process design in an integrated, data-rich environment enabled by an ES. This paper provides advice about teaching with enterprise systems at the undergraduate and graduate levels within the IS curriculum and across management and engineering curricula. This advice is provided by five professors from five different schools, California State University at Chico, Louisiana State University, Queensland University of Technology, Bentley College, and Worcester Polytechnic Institute that together have many years of experience in teaching with SAP or with the Oracle e-business suite. This paper includes a summary of the experiences at each of these schools, advice based on questions from the audience at an AMCIS 2005 panel, and references to resources that may be helpful to those considering, or already engaged in, teaching with enterprise systems

Ariel - Volume () Number 1

Copyright 1986 Arie