Raíces estéticas de la música cubana, antecedentes de la canción popular, variantes y tipos (1800-1934): un estudio intercultural

192 p.

Humpback and Fin Whaling in the Gulf of Maine from 1800 to 1918

The history of whaling in the Gulf of Maine was reviewed primarily to estimate removals of humpback whales, Megaptera novaeangliae, especially during the 19th century. In the decades from 1800 to 1860, whaling effort consisted of a few localized, small-scale, shore-based enterprises on the coast of Maine and Cape Cod, Mass. Provincetown and Nantucket schooners occasionally conducted short cruises for humpback whales in New England waters. With the development of bomb-lance technology at mid century, the ease of killing humpback whales and fin whales, Balaenoptera physalus, increased. As a result, by the 1870’s there was considerable local interest in hunting rorquals (baleen whales in the family Balaenopteridae, which include the humpback and fin whales) in the Gulf of Maine. A few schooners were specially outfitted to take rorquals in the late 1870’s and 1880’s although their combined annual take was probably no more than a few tens of whales. Also in about 1880, fishing steamers began to be used to hunt whales in the Gulf of Maine. This steamer fishery grew to include about five vessels regularly engaged in whaling by the mid 1880’s but dwindled to only one vessel by the end of the decade. Fin whales constituted at least half of the catch, which exceeded 100 animals in some years. In the late 1880’s and thereafter, few whales were taken by whaling vessels in the Gulf of Maine.

Gum arabic, carrageenan of various types and sago palm starch as binders in prawn diets

An experiment was undertaken in order to investigate the use of sago palm starch, gum arabic and carrageenans as binders in prawn diets. Water stability data are presented; EPT-2 carrageenan was found to be the best binder for both steamed and unsteamed pellets.

Morphological decomposition in Arabic ASR systems

In recent years, the use of morphological decomposition strategies for Arabic Automatic Speech Recognition (ASR) has become increasingly popular. Systems trained on morphologically decomposed data are often used in combination with standard word-based approaches, and they have been found to yield consistent performance improvements. The present article contributes to this ongoing research endeavour by exploring the use of the 'Morphological Analysis and Disambiguation for Arabic' (MADA) tools for this purpose. System integration issues concerning language modelling and dictionary construction, as well as the estimation of pronunciation probabilities, are discussed. In particular, a novel solution for morpheme-to-word conversion is presented which makes use of an N-gram Statistical Machine Translation (SMT) approach. System performance is investigated within a multi-pass adaptation/combination framework. All the systems described in this paper are evaluated on an Arabic large vocabulary speech recognition task which includes both Broadcast News and Broadcast Conversation test data. It is shown that the use of MADA-based systems, in combination with word-based systems, can reduce the Word Error Rates by up to 8.1 relative. © 2012 Elsevier Ltd. All rights reserved.

Graphone model interpolation and Arabic pronunciation generation

This paper extends n-gram graphone model pronunciation generation to use a mixture of such models. This technique is useful when pronunciation data is for a specific variant (or set of variants) of a language, such as for a dialect, and only a small amount of pronunciation dictionary training data for that specific variant is available. The performance of the interpolated n-gram graphone model is evaluated on Arabic phonetic pronunciation generation for words that can't be handled by the Buckwalter Morphological Analyser. The pronunciations produced are also used to train an Arabic broadcast audio speech recognition system. In both cases the interpolated graphone model leads to improved performance. Copyright © 2011 ISCA.

Word boundary modelling and full covariance gaussians for Arabic Speech-to-Text systems

This paper describes recent improvements to the Cambridge Arabic Large Vocabulary Continuous Speech Recognition (LVCSR) Speech-to-Text (STT) system. It is shown that wordboundary context markers provide a powerful method to enhance graphemic systems by implicit phonetic information, improving the modelling capability of graphemic systems. In addition, a robust technique for full covariance Gaussian modelling in the Minimum Phone Error (MPE) training framework is introduced. This reduces the full covariance training to a diagonal covariance training problem, thereby solving related robustness problems. The full system results show that the combined use of these and other techniques within a multi-branch combination framework reduces the Word Error Rate (WER) of the complete system by up to 5.9% relative. Copyright © 2011 ISCA.

Reflective writing: The student nurse's perspective on reflective writing and poetry writing.

Summary Background Reflective writing is a mandatory part of nurse education but how students develop their skills and use reflection as part of their experiential learning remains relatively unknown. Understanding reflective writing in all forms from the perspective of a student nurse is therefore important. Objectives To explore the use of reflective writing and the use of poetry in pre-registered nursing students. Design A qualitative design was employed to explore reflective writing in pre-registered nursing students. Setting A small university in Scotland. Participants BSc (Hons) Adult and Mental Health Pre-registration Student Nurses. Methods Two focus groups were conducted with 10 student nurses during March 2012. Data was analysed thematically using the framework of McCarthy (1999). Results Students found the process of reflective writing daunting but valued it over time. Current educational methods, such as assessing reflective accounts, often lead to the ‘narrative’ being watered down and the student feeling judged. Despite this, reflection made students feel responsible for their own learning and research on the topic. Some students felt the use of models of reflection constricting, whilst poetry freed up their expression allowing them to demonstrate the compassion for their patient under their care. Conclusions Poetry writing gives students the opportunity for freedom of expression, personal satisfaction and a closer connection with their patients, which the more formal approach to reflective writing did not offer. There is a need for students to have a safe and supportive forum in which to express and have their experiences acknowledged without the fear of being judged.