Creating a Live, Public Short Message Service Corpus: The NUS SMS Corpus

Short Message Service (SMS) messages are largely sent directly from one person to another from their mobile phones. They represent a means of personal communication that is an important communicative artifact in our current digital era. As most existing studies have used private access to SMS corpora, comparative studies using the same raw SMS data has not been possible up to now. We describe our efforts to collect a public SMS corpus to address this problem. We use a battery of methodologies to collect the corpus, paying particular attention to privacy issues to address contributors' concerns. Our live project collects new SMS message submissions, checks their quality and adds the valid messages, releasing the resultant corpus as XML and as SQL dumps, along with corpus statistics, every month. We opportunistically collect as much metadata about the messages and their sender as possible, so as to enable different types of analyses. To date, we have collected about 60,000 messages, focusing on English and Mandarin Chinese.Comment: It contains 31 pages, 6 figures, and 10 tables. It has been submitted to Language Resource and Evaluation Journa

Semantic Object Prediction and Spatial Sound Super-Resolution with Binaural Sounds

Humans can robustly recognize and localize objects by integrating visual and auditory cues. While machines are able to do the same now with images, less work has been done with sounds. This work develops an approach for dense semantic labelling of sound-making objects, purely based on binaural sounds. We propose a novel sensor setup and record a new audio-visual dataset of street scenes with eight professional binaural microphones and a 360 degree camera. The co-existence of visual and audio cues is leveraged for supervision transfer. In particular, we employ a cross-modal distillation framework that consists of a vision `teacher' method and a sound `student' method -- the student method is trained to generate the same results as the teacher method. This way, the auditory system can be trained without using human annotations. We also propose two auxiliary tasks namely, a) a novel task on Spatial Sound Super-resolution to increase the spatial resolution of sounds, and b) dense depth prediction of the scene. We then formulate the three tasks into one end-to-end trainable multi-tasking network aiming to boost the overall performance. Experimental results on the dataset show that 1) our method achieves promising results for semantic prediction and the two auxiliary tasks; and 2) the three tasks are mutually beneficial -- training them together achieves the best performance and 3) the number and orientations of microphones are both important. The data and code will be released to facilitate the research in this new direction.Comment: Project page: https://www.trace.ethz.ch/publications/2020/sound_perception/index.htm

Theorizing Masculinities in Contemporary Britain

This chapter examines two key issues about masculinities in contemporary Britain. First, we examine what the evidence says about the extent to which British masculinities are changing, and how this is manifest in contemporary society. Second, we explore how theoretical understandings of masculinities both shape one’s findings, and evolve in relation to a changing culture. We thus provide a partial history of masculinity theory and contextualise the chapters of this edited volume, in order to advance theoretical and empirical understanding of British masculinities. We argue that far from being a crisis of masculinities, the gendered changes in the social lives of British men are positive and to be welcomed

The challenge to professionals of using social media: teachers in England negotiating personal-professional identities

Social media are a group of technologies such as Twitter, Facebook and LinkedIn which offer people chances to interact with one another in new ways. Teachers, like other members of society, do not all use social media. Some avoid, some experiment with and others embrace social media enthusiastically. As a means of communication available to everyone in modern society, social media is challenging teachers, as other professionals in society, to decide whether to engage with these tools and, if so, on what basis – as an individual (personally), or as a teacher (professionally). Although teachers are guided by schools and codes of practice, teachers as individuals are left to decide whether and how to explore social media for either their own or their students' learning. This paper analyses evidence from interviews with 12 teachers from England about their use of social media as to the challenges they experience in relation to using the media as professional teachers.. Teachers are in society’s spotlight in terms of examples of inappropriate use of social media but also under peer pressure to connect. This paper explores their agency in responding. The paper focuses on how teachers deal with tensions between their personal and professional use of social media. These tensions are not always perceived as negative and some teachers' accounts revealed a unity in their identities when using social media. The paper reflects on the implications of such teachers' identities in relation to the future of social media use in education

Egocentric and allocentric representations in auditory cortex

A key function of the brain is to provide a stable representation of an object’s location in the world. In hearing, sound azimuth and elevation are encoded by neurons throughout the auditory system, and auditory cortex is necessary for sound localization. However, the coordinate frame in which neurons represent sound space remains undefined: classical spatial receptive fields in head-fixed subjects can be explained either by sensitivity to sound source location relative to the head (egocentric) or relative to the world (allocentric encoding). This coordinate frame ambiguity can be resolved by studying freely moving subjects; here we recorded spatial receptive fields in the auditory cortex of freely moving ferrets. We found that most spatially tuned neurons represented sound source location relative to the head across changes in head position and direction. In addition, we also recorded a small number of neurons in which sound location was represented in a world-centered coordinate frame. We used measurements of spatial tuning across changes in head position and direction to explore the influence of sound source distance and speed of head movement on auditory cortical activity and spatial tuning. Modulation depth of spatial tuning increased with distance for egocentric but not allocentric units, whereas, for both populations, modulation was stronger at faster movement speeds. Our findings suggest that early auditory cortex primarily represents sound source location relative to ourselves but that a minority of cells can represent sound location in the world independent of our own position