Writing and Speech Recognition
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The document discusses research into analyzing different content channels, such as digital ink, speech, and slides, from classroom lectures recorded using a tablet PC. The researchers explored handwriting recognition, the relationship between written and spoken words, identifying attentional marks on slides and their associated content, and recognizing correction activities. The results showed basic handwriting recognition was surprisingly accurate, a strong co-occurrence between written and spoken words, the ability to identify attentional marks and linked content, and potential to recognize some high-level activities like corrections. The research aimed to better understand real presentation data to guide building tools for automatic analysis of educational content channels.
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El documento lista varias palabras, objetos y conceptos relacionados con Halloween como "murciélago", "cementerio", "disfraz", "fantasma", "duende", "tumba", "casa encantada" y "calabaza". También incluye adjetivos como "terrorífico", "misterioso" y "horripilante" para describir cosas espeluznantes.
La novela picaresca
The document discusses the general characteristics of La Novela Picaresca, a Spanish literary genre. Some of the key characteristics include: an open structure with disconnected adventures; double temporality where the narrator speaks of past characters from the present; and autobiographical elements where the narrator knows the characters' past, present, and future events from a first-person perspective. A central figure of the genre is the "pícaro," or anti-hero, who is witty but amoral, of humble origins, and a thief and liar. The document asks if these characteristics apply to the specific work "Rinconete y Cortadillo."
Rinconete y Cortadillo
This document provides a critical analysis of the novel Rinconete y Cortadillo by Cervantes in 5 sections. It argues that the plot represents an escape from ordinary society for the two main characters. It also asserts that the novel serves as a social satire and ridicule of Seville through characters like the innkeeper's wife and the boys' eventual joining of the thieves' confraternity. Additionally, it notes that no single character narrates but several observe the action. The document suggests the main characters manipulate reality and the reader through exaggerated language and that Monipodio's house mirrors real society, with him acting as a judge. It poses that Cervantes may be criticizing or exalting his
Rinconete y Cortadillo
This document provides a critical analysis of the novel Rinconete y Cortadillo by Cervantes in 5 sections. It argues that the plot represents an escape from ordinary society for the main characters. It also asserts that the novel serves as a social satire and criticism of Seville through its ridicule of the city and manipulation of reality. The characters, including the narrator and Monipodio, are analyzed as satirical devices that mirror and critique real social norms. The document hypothesizes that Cervantes may have been criticizing or exalting aspects of the city through the novel based on his own experiences there.
Weekly schedule4 6 oct
The weekly schedule includes lessons on graphology and signatures, making up new words in grammar, writing exercises to correct errors and fill in prepositions, a listening dictation, and a review of grammar, vocabulary and pronunciation from the prior week.
Tareano1 learningwithimages
Este documento presenta una lista de alimentos en español agrupados en cinco categorías: frutas, verduras, carne, pescado y lácteos. La lista incluye más de 100 alimentos comunes con sus nombres en español como plátano, alcachofa, fresas, uvas, sandía, lechuga, judías verdes, tomate, patatas, boniatos, maíz, pimientos, huevos, filete, pescado frito, mantequilla, leche, zumo de naranja y más. El objetivo es que
Tarea no1
Este documento describe la vida cotidiana en España, incluyendo las partes del día, las comidas típicas, los alimentos comunes para cada comida, y un ejemplo de un día típico con horas.
Suffix s
The document summarizes the pronunciation rules for the suffix -s/-es when added to third person singular verbs, plural nouns, and in Saxon genitive (possessive) contexts. It explains that the suffix is pronounced /ɪz/ when added to words ending in certain consonants like /s/, /z/, /ʃ/, and is pronounced /s/ when added to words ending in other consonants like /p/, /t/, /k/. For all other endings like vowels and consonants such as /b/, /d/, /g/, the suffix is pronounced /z/. It provides examples for each rule and notes two exceptions involving plural nouns and words already ending in /s/ or /z
Weekly schedule 28 30-sept
This weekly schedule outlines the English lessons and activities for students from 28-30 September. It includes speaking exercises on summer vacation and games, lessons on phrasal verbs, correcting errors and filling in gaps in writing, a listening comprehension on Google vs. Facebook, pronunciation practice with the suffix -s, and reading comprehension with vocabulary on English expressions.
Guia curso
Este documento presenta el plan de estudios de un curso sobre expresiones culturales españolas. El curso consta de varias lecciones sobre temas como la vida cotidiana en España, la influencia árabe, Cristóbal Colón, Miguel de Cervantes, Gustavo Adolfo Bécquer, Don Juan, Carmen y la figura de la mujer, el barroco religioso y la Navidad. Incluye tareas escritas, presentaciones orales y excursiones relacionadas con los temas. El curso concluye con dos exámenes finales.
Expr cult gen-info
This document provides information about a course on Spanish literature and culture. It outlines the professor's office hours, evaluation criteria which includes written assignments, oral presentations, and a final exam. It also details a class schedule spanning the semester which includes lectures, field trips, assignments, oral presentations, and tests focused on topics like daily life in Spain, Arab influence, famous authors like Cervantes and Becquer, figures like Don Juan and Carmen, Baroque religiosity, and Christmas traditions. The final exams will evaluate both course content and speaking ability.
Weekly Schedule 31 May
The weekly schedule for 31 May includes completing a writing exercise on prepositions, working on connected speech in a pronunciation lesson, and listening to a lesson about earthquakes.
Weekly Schedule 25-27 May
The weekly schedule includes practicing vocabulary with verbs similar to "think", listening to instructions for making toffee apples and stories about adrenaline rushes, working on pronunciation of long words and connected speech, and doing a speaking activity called Taboo.
Weekly schedule24 27 may
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
Weekly Schedule 24-27 May
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
Weekly Schedule 24-27 May
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
Weekly Schedule 24-27 May
This weekly schedule outlines English language lessons from 24-27 May, including pronunciation of long words, listening comprehension on adrenaline rushes and earthquakes, and a writing exercise to complete prepositions.
Weekly Schedule 24-25 May
This weekly schedule outlines English language learning activities for May 24-25, including completing a writing exercise on prepositions, listening lessons on adrenaline rushes and earthquakes, practicing connected speech in pronunciation, discussing differences between men and women in speaking, playing a vocabulary game called Scattergories, doing a dictation listening exercise, and playing the speaking game Taboo.
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Writing and Speech Recognition
- 1. Speech, Ink, and Slides: The Interaction of Content Channels Richard Anderson Crystal Hoyer Craig Prince Jonathan Su Fred Videon Steve Wolfman Repeat Intro of Self Mention: -Richard -Jonathan In Audience
- 12. Handwriting Recog. Results Mention That These Results Are Surprisingly Good! Each Row Represents a Different Lecturer 260 (21%) 18 (1%) 123 (10%) 850 (68%) Total 58 (11%) 2 <(1%) 46 (9%) 408 (79%) Prof. E 111 (26%) 9 (2%) 45 (11%) 262 (61%) Prof. D 19 (44%) 1 (3%) 5 (11%) 18 (42%) Prof. C 71 (29%) 6 (2%) 26 (10%) 146 (59%) Prof. B 1 (6%) 0 (0%) 1 (6%) 16 (88%) Prof. A None Close Alternate Exact
- 17. Speech/Text Co-occurrence Results Each Row Represents a Different Lecturer
- 20. Example
- 25. Attentional Ink Recognition Accuracy 532 118 (22%) 50 (9%) 35 (7%) 329 (62%) 87 35 (40%) 0 (0%) 0 (0%) 52 (60%) Bullets 339 66 (20%) 44 (13%) 22 (6%) 207 (61%) Underlines 106 17 (16%) 6 (6%) 13 (12%) 70 (66%) Circles Non-Match Close Exact to Punctuation Exact
- 29. Example Results No Table Because: 1. Not a robust experiment 2. Proof of Concept