近年來電腦科學的進步只能以一日千里來形容，不管在軟體或是硬體方面都有驚人的發展，軟體方面有網際網路Web 2.0技術的興盛及普及，使得人們在分享及交流資訊更加快速且便利，硬體方面則有數位相機和有照相功能智慧型手機的發明，造就了分享資訊很快的從文字模式演變成影音、相片等多媒體模式。Flickr社群網站為目前網路世界裡最重要的相片分享平台，每個人都可以將生活中擁有喜、怒、哀、樂情緒的相片上傳至該網站上與他人分享，而且此網站平台也提供下標籤功能，讓上傳者可以更正確的傳達要分享的情感。如當相片被加註上快樂的標籤，也就代表上傳者對這張相片當時的環境情緒反應為愉快、或甚至於興奮，相反地；當相片被加註上生氣的標籤，就表示該相片給上傳者的情緒反應是不愉快的、或甚至於憤怒。當同一區域(如城市)透過大量情感標籤的累積，自然而然就會呈現出該區域的情感輪廓。 　　情緒議題的研究近年來在各知識領域中已被廣泛的討論著，但針對區域性的情緒表現之研究探討似乎還不多。本研究藉由Flickr社群網站的全球性特質，結合Derudder and Taylor兩位學者於2005年提出的「The cliquishness of world cities」研究報告，定義出41個商務活動頻繁城市作為本研究的研究範圍，並應用Flickr社群網站上強大又完整的API介面功能，撰寫Client端程式擷取這些城市在Flickr網站上有加註情緒標籤的相片數共761,854張、其相關的標籤數有21,569,593個，再經由本研究提出的研究方法及步驟，逐一處理這些各城市相片上傳者所加註的大量標籤，就可以找出每個城市各情感象限數量最多的前30個標籤當作顯著標籤。 　　最後本研究綜合分析從Flickr網站上取得的大量城市、相片、及顯著標籤相關資料，分別計算出每個城市正負向情感象限的強度百分比，再以正向情感象限強度百分比為基準，定義出這些商務活動頻繁城市的「快樂指數」數值；並利用社會網絡分析軟體NodeXL來觀察各城市、情感性標籤與顯著標籤所呈現的網絡關係。 / In recent years, the computer science progress is extremely fast, whether in software or hardware has an alarming growth. The software aspect has the Internet Web 2.0 technology prosperity and popular, causes the people in share and exchange information are faster and convenient. The hardware aspect has the digital cameras and the smartphones invention, causes the share information from the writing pattern to the multimedia patterns very quickly. The Flickr social website is the most important of shared photograph in the network world for currently,everyone can shared the joy, anger, sadness, happy mood photograph by uploading to this website. This website platform also provides the tagging function, lets the uploader can more correct transmission their emotion. When the identical region (such as a city) through a large number of emotional labels cumulatively, naturally will be showing the emotional contours of the region. Emotional issues have been widespread discussion in various area of knowledge in recent years, but research the performance of emotion for region seems not much. This research because of Flickr social website global special characteristic, combined Derudder and Taylor two scholars to propose "The cliquishness of world cities" research reports in 2005, Defines 41 economics and trade activity frequent city to take this research the study scope. Finally, this research made a comprehensive analysis by a large number of cities, photos, and significant label information from the Flickr website, and calculates the percentage of each city to the strength of positive and negative emotions quadrant.Then the percentage of positive emotional intensity as a benchmark quadrant, Defines these economics and trade activity frequent city's "happiness index".

Social media has created new protest spaces and has enabled people to do things differently. The focus of the research is on campaign groups, created before social media was used as a tool for protest. It has been undertaken to achieve the aim of the challenges and opportunities of incorporating new forms of social media into existing protest campaigns through a case study of anti-airport expansion groups in the UK. Social media data was obtained from three anti-airport expansion groups which included the extraction of approximately 9,000 tweets and 8,000 Facebook posts. The data were then analysed using social network analysis, time series analysis and semi-structured interviews. The results of social network analysis and time series analysis informed the development of the questions directed at the social media coordinators of each group. The main findings are that Airport Watch and HACAN Clearskies exhibit very similar Twitter networks and favour interaction with the media, similar anti-airport expansion groups and also pro-airport expansion groups. Transition Heathrow demonstrates more varied interaction patterns. All groups dominate their respective Facebook page and group networks apart from HACAN Clearskies which has non-assigned leaders controlling information dissemination in the group. Time series analysis uncovered variations in social media usage; overall for all three campaign groups Twitter was utilised more than Facebook.

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015

The purpose of this study was to design a local theory explaining the relationship between metacognitive language and networks as constructs of a local instructional theory in the context of a fourth-year intermediate phase mathematics education methodology module. The local instructional theory was designed to facilitate an adapted lesson study through a problem-based learning instructional philosophy. A problem-based learning task was then designed outlining the education needs and resources of a South African primary school, characteristic of schools in a rural area. In particular the task describes a fictitious teacher’s concern for teaching a Grade 6 mathematics class the concept of place value. Two groups of students, who volunteered to participate in this research, collaboratively designed and presented research lessons across two educational design-based research cycles for two rural schools in North West, as a form of service learning. In implementing the local instructional theory phases, participants were required to follow the lesson study approach by investigating, planning, developing, presenting, reflecting, refining and re-presenting the research lesson and its resources. These design sessions were videorecorded, transcribed and then coded in Atlas.ti through interpretivistic and hermeneutic analysis. The coded data were then imported into NodeXL to illustrate embedded networks. Not only social network data but also metacognitive network data were visualised in terms of metacognitive networks. The results show that across the local instructional theory phases, constructs of metacognition, metacognitive language and networking emerged on a social (stratum 1), interpersonal (stratum 2) and social-metacognitive (stratum 3) level. Collectively, these strata form the architecture of the theory of metacognitive locale that explains the relationship between the constructs. The findings suggest that when students express their metacognitive processes through a metacognitive language (e.g. I am thinking or feeling), their interpersonal metacognitive networks develop into shared metacognitive experiences which foster their metacognitive locale, a dimension of their metacognitive language and networking. / PhD (Mathematics Education), North-West University, Potchefstroom Campus, 2015