scholarly journals Exploiting Large-Scale Teacher-Student Training for On-Device Acoustic Models

2021 ◽  
pp. 413-424
Author(s):  
Jing Liu ◽  
Rupak Vignesh Swaminathan ◽  
Sree Hari Krishnan Parthasarathi ◽  
Chunchuan Lyu ◽  
Athanasios Mouchtaris ◽  
...  
Keyword(s):  
Large Scale ◽  
Acoustic Models ◽  
Teacher Student ◽  
Student Training

Bullying, School Violence, and Climate in Evolving Contexts

2018 ◽  
Author(s):  
Ron Avi Astor ◽  
Rami Benbenisthty
Keyword(s):  
School Violence ◽  
School Safety ◽  
Media Coverage ◽  
Large Scale ◽  
Ecological Model ◽  
Empirical Studies ◽  
Practical Applications ◽  
Teacher Student ◽  
Area Of Interest ◽  
New Research

Since 2005, the bullying, school violence, and school safety literatures have expanded dramatically in content, disciplines, and empirical studies. However, with this massive expansion of research, there is also a surprising lack of theoretical and empirical direction to guide efforts on how to advance our basic science and practical applications of this growing scientific area of interest. Parallel to this surge in interest, cultural norms, media coverage, and policies to address school safety and bullying have evolved at a remarkably quick pace over the past 13 years. For example, behaviors and populations that just a decade ago were not included in the school violence, bullying, and school safety discourse are now accepted areas of inquiry. These include, for instance, cyberbullying, sexting, social media shaming, teacher–student and student–teacher bullying, sexual harassment and assault, homicide, and suicide. Populations in schools not previously explored, such as lesbian, gay, bisexual, transgender, and queer students and educators and military- and veteran-connected students, become the foci of new research, policies, and programs. As a result, all US states and most industrialized countries now have a complex quilt of new school safety and bullying legislation and policies. Large-scale research and intervention funding programs are often linked to these policies. This book suggests an empirically driven unifying model that brings together these previously distinct literatures. This book presents an ecological model of school violence, bullying, and safety in evolving contexts that integrates all we have learned in the 13 years, and suggests ways to move forward.

scholarly journals The Significance of Irrational Aspect for the Formation of Relations in the “Teacher – Student – Teacher” System

2019 ◽  
Vol 62 (2) ◽  
pp. 58-76
Author(s):  
T. E. Marinosyan
Keyword(s):  
Student Teacher ◽  
Large Scale ◽  
Cognitive Activity ◽  
Educational Process ◽  
Teacher Education Programs ◽  
Pedagogical Issues ◽  
Teacher Student ◽  
Theory Of Education ◽  
Comprehensive Development ◽  
Emotional Component

The article is devoted to the significance of the irrational in education processes and to the role of teacher as an actor of psychological influence on the formation of child’s personality. Unfortunately, teacher education programs at universities do not properly introduce to the students all the aspects (including unconscious ones) of the interaction between people, in particular in the “teacher – student” system. At the same time, in the pedagogical literature there are no special works related to this issue. Psychological theories and methods of education, which are designed to form and develop a personality, can simply destroy the necessary qualities in a child that lead to his independence and self-affirmation. Teachers who are incompetent in pedagogical issues often defend themselves by appealing to the well-known names of scientists and their theories. The theories should not become a dogma and a main path in education. They should serve as an auxiliary instrument. The theory of education is obliged to revise the content and form of the organization of educational process in accordance with the understanding and sense of the rhythm of the New World, taking into account the integration of educational concepts that provide a balance of the rational and irrational in the cognitive activity of a student. This balance is necessary for the full and comprehensive development of child’s personality, for the formation of his/her identity. The author of the article believes that under the conditions of large-scale simulacrization, virtualization, digitalization of the educational space, it is necessary to strengthen the emotional component of the educational process to avoid the final elimination of the aura (W. Benjamin) of the class area from the sphere of human relations in the “teacher – student – teacher” system.

Measuring Statistics Attitudes at the Student and Instructor Levels: A Multilevel Construct Validity Study of the Survey of Attitudes Toward Statistics

2020 ◽  
pp. 073428292097138
Author(s):  
Chao Xu ◽  
Candace Schau
Keyword(s):  
Student Development ◽  
Large Scale ◽  
Factor Model ◽  
Empirical Support ◽  
Educational Practice ◽  
Large Scale Assessment ◽  
Multilevel Confirmatory Factor Analysis ◽  
Teacher Student ◽  
Teaching Characteristics ◽  
Attitudes Toward Statistics

Numerous studies have been conducted using the Survey of Attitudes Toward Statistics-36 (SATS-36). Recently, large-scale assessment studies have begun to examine the extent to which students vary in their statistics attitudes across instructors. Yet, empirical evidence linking student responses to the SATS items to instructor-level constructs is still lacking. Using multilevel confirmatory factor analysis, we investigated the factor structure underlying the measure of students’ statistics attitudes at both the student and instructor levels. Results from 13,507 college students taught by 160 introductory statistics instructors support a correlated six-factor model at each level. Additionally, there is evidence for the structural validity of a shared teacher–student attitude impacts construct that may capture meaningful patterns of teaching characteristics and competencies tied to student development of statistics attitudes. These findings provide empirical support for the use of the SATS-36 in studying contextual variables in relation to statistics instructors. Implications for educational practice are discussed.

scholarly journals Addressing Missing Labels in Large-Scale Sound Event Recognition Using a Teacher-Student Framework With Loss Masking

2020 ◽  
Vol 27 ◽  
pp. 1235-1239
Author(s):  
Eduardo Fonseca ◽  
Shawn Hershey ◽  
Manoj Plakal ◽  
Daniel P. W. Ellis ◽  
Aren Jansen ◽  
...  
Keyword(s):  
Large Scale ◽  
Event Recognition ◽  
Teacher Student ◽  
Sound Event ◽  
Missing Labels

Efficient Large Scale Semi-Supervised Learning for CTC Based Acoustic Models

2021 ◽  
Author(s):  
Prakhar Swarup ◽  
Debmalya Chakrabarty ◽  
Ashtosh Sapru ◽  
Hitesh Tulsiani ◽  
Harish Arsikere ◽  
...  
Keyword(s):  
Supervised Learning ◽  
Large Scale ◽  
Acoustic Models

scholarly journals TopicKA: Generating Commonsense Knowledge-Aware Dialogue Responses Towards the Recommended Topic Fact

2020 ◽  
Author(s):  
Sixing Wu ◽  
Ying Li ◽  
Dawei Zhang ◽  
Yang Zhou ◽  
Zhonghai Wu
Keyword(s):  
Large Scale ◽  
Sampling Methods ◽  
Knowledge Bases ◽  
Generation Process ◽  
Dialogue Systems ◽  
Semantic Meaning ◽  
Commonsense Knowledge ◽  
Sampling Schemes ◽  
Teacher Student ◽  
Generation Network

Insufficient semantic understanding of dialogue always leads to the appearance of generic responses, in generative dialogue systems. Recently, high-quality knowledge bases have been introduced to enhance dialogue understanding, as well as to reduce the prevalence of boring responses. Although such knowledge-aware approaches have shown tremendous potential, they always utilize the knowledge in a black-box fashion. As a result, the generation process is somewhat uncontrollable, and it is also not interpretable. In this paper, we introduce a topic fact-based commonsense knowledge-aware approach, TopicKA. Different from previous works, TopicKA generates responses conditioned not only on the query message but also on a topic fact with an explicit semantic meaning, which also controls the direction of generation. Topic facts are recommended by a recommendation network trained under the Teacher-Student framework. To integrate the recommendation network and the generation network, this paper designs four schemes, which include two non-sampling schemes and two sampling methods. We collected and constructed a large-scale Chinese commonsense knowledge graph. Experimental results on an open Chinese benchmark dataset indicate that our model outperforms baselines in terms of both the objective and the subjective metrics.

scholarly journals Design and Realization of Big Data Learning Aid System Based on MOOC

2021 ◽  
Vol 275 ◽  
pp. 03017
Author(s):  
HongHai Ping
Keyword(s):  
Big Data ◽  
Online Teaching ◽  
Large Scale ◽  
Main Body ◽  
Ministry Of Education ◽  
Teaching Resources ◽  
Student Activities ◽  
Internet Education ◽  
Teacher Student ◽  
Teachers And Students

At the beginning of 2020, in the face of the sudden new crown epidemic, the Ministry of Education proposed an emergency response policy of “stopping classes without stopping school”, and various teaching units have carried out unprecedented online teaching practices. This large-scale online teaching wave has accelerated the development speed and application scope of “Internet + Education”. Based on the big data learning support system, with teachers and students as the main body, using big data technology to integrate high-quality teaching resources and reduce teaching Cost, design and implement teaching aid system for teachers and students. Based on massive online learning data, through intelligent analysis of academic data, it will provide learners with learning suggestions, online examinations, teacher-student activities, assist teachers in implementing student evaluations, carry out precise teaching and research, and improve the curriculum resource construction system.

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