Improved subject-independent acoustic-to-articulatory inversion

In subject-independent acoustic-to-articulatory inversion, the articulatory kinematics of a test subject are estimated assuming that the training corpus does not include data from the test subject. The training corpus in subject-independent inversion (SII) is formed with acoustic and articulatory kinematics data and the acoustic mismatch between training and test subjects is then estimated by an acoustic normalization using acoustic data drawn from a large pool of speakers called generic acoustic space (GAS). In this work, we focus on improving the SII performance through better acoustic normalization and adaptation. We propose unsupervised and several supervised ways of clustering GAS for acoustic normalization. We perform an adaptation of acoustic models of GAS using the acoustic data of the training and test subjects in SII. It is found that SII performance significantly improves (similar to 25% relative on average) over the subject-dependent inversion when the acoustic clusters in GAS correspond to phonetic units (or states of 3-state phonetic HMMs) and when the acoustic model built on GAS is adapted to training and test subjects while optimizing the inversion criterion. (C) 2014 Elsevier B.V. All rights reserved.

One Subject, Two Lands: My Journey in Condensed Matter Physics

This is an account of a professional life in the field that was generally known as solid-state physics when I started working in it; India and the United States of America are the countries in which this life was largely played out. My attempts to understand various things in condensed matter physics, and efforts to put together people and activities in India in this field, are mainly the story.

Ensayo : acreditación de calidad académica: el desafío de articular la teoría con la práctica en la carrera de Psicología

Un concepto que articula la teoría, la información y la práctica es el concepto de Competencia Profesional entendida como el conjunto de conocimientos, habilidades y actitudes (Roe, 2003) que definen el perfil profesional. La problemática de la articulación entre los contenidos de las materias del Plan de Estudios y la Práctica profesional es un tema básico para que teoría y práctica no estén divorciadas en la realidad de todo futuro profesional. La propuesta de este trabajo es que la articulación entre el Plan de estudios, el Perfil profesional y las Prácticas Preprofesionales brinda una oferta universitaria dentro de esquemas de evaluación y acreditación de calidad académica, que responden al desarrollo personal y al de la sociedad en su conjunto. Este trabajo teórico no pretende ser definitivo ni exhaustivo, sino simplemente una aproximación al tema.

Structures on sliding base subject to horizontal and vertical motions

In this paper particular investigation is directed towards the combined effects of horizontal and vertical motions of real earthquakes to structures resting on sliding base. A simplified method is presented to treat the nonlinear effects of time dependent frictional force of the sliding base as a function of the vertical reaction produced by the foundation. As an example, the El Centro 1940 earthquake record is used on a structural model to show the structural responses due to a sliding base with different frictional and stiffness characteristics. The study shows that vertical ground motion does affect both the superstructure response and the base sliding displacement. Nevertheless, the sliding base isolator is shown to be effective for the reduction of seismic response of a superstructure.

Transforming curriculum design: transforming institutions

This briefing looks at lessons and resources from the ongoing Institutional Approaches to Curriculum Design programme that may benefit others undertaking institutional transformation.

Institutional Approaches to Curriculum Design: final synthesis report

This report provides a final synthesis of findings, deliverables and outcomes from the JISC Institutional Approaches to Curriculum Design Programme (the 'Design Programme'), based on the final reports from projects. The report also includes quotes and commentary from ‘Report to JISC: Senior Management Project Interviews’ produced by Professor Peter Chatterton.

Curriculum innovation: pragmatic approaches to transforming learning and teaching through technologies

This report draws together outcomes from the JISC Curriculum Delivery Programme on behalf of JISC and includes recommendations for further investigation.

Transforming Curriculum Delivery through Technology: Stories of challenge, benefit and change

During 2008–2010, the Transforming Curriculum Delivery through Technology Programme investigated the potential for technology to support more flexible and creative models of curriculum delivery. This publication captures outcomes from individual projects and summarises the key points emerging from the programme.