過去的研究指出，具有威脅訊息的情緒臉孔會比正向情緒臉孔快速地吸引個體的注意力。視覺搜尋研究發現情緒臉孔的突顯程度會引發由下而上的注意力攫取，而由下而上的注意力攫取是否能夠被由上而下的因素所凌駕，一直是一個很重要的論爭，因此，本研究同時呈現兩種情緒臉孔，並以文字線索引發由上而下注意力選擇，以探討由上而下的因素是否能夠凌駕情緒臉孔之注意力攫取，並比較不同情緒臉孔攫取注意力的強度。實驗一探討文字線索是否能夠幫助注意力搜尋目標情緒臉孔。實驗二使用一致效果當作注意力攫取指標，探討當臉孔情緒與作業相關時，由上而下因素是否能夠凌駕干擾情緒臉孔為生氣臉孔或快樂臉孔之注意力攫取，以及比較生氣與快樂臉孔攫取注意力的強度。實驗三延續實驗二的研究，將臉孔情緒改為與作業無關，比較生氣臉孔與快樂臉孔攫取注意力的強度。實驗四與實驗二實驗程序相同，但增加倒立中性臉孔與生氣臉孔或快樂臉孔同時呈現情況，如此在以倒立中性臉孔為目標或干擾臉孔情況，可以比較生氣臉孔與快樂臉孔之由上而下因素注意力選擇與由下而上注意力攫取強度。本研究結果在大部分情況下並未獲得一致效果，顯示由上而下之注意力選擇會影響由下而上之情緒臉孔攫取注意力，使得干擾臉孔未能吸引注意力於其上。然而由下而上注意力攫取仍影響搜尋情緒臉孔的反應時間，結果顯示生氣臉孔與快樂臉孔競爭下，生氣臉孔的突顯程度大於快樂臉孔，說明生氣臉孔較快樂臉孔吸引注意力。 / Previous studies using visual search task showed that the saliency of the emotional faces was sufficient to induce the bottom-up attentional capture. It is a critical debate that whether top-down factors can override bottom-up attentional capture. To address this issue, we presented two emotional faces at the same display while using word cues to induce top-down attentional selection. Experiment 1 investigated the effect of word cues on the target face searching. Using congruency effect as an index of attentional capture, Experiment 2 investigated whether top-down factors could override attentional capture of the emotional distractors when emotion is task-relevant and the degree of attentional capture of angry faces was compared with that of happy faces. In Experiment 3, face emotion was changed to be task-irrelevant rather than task-relevant, and the degree of attentional capture of angry and happy faces was also contrasted. In Experiment 4, the invert neutral face was included additionally as another target or distractor. We can use the invert neutral face as the common basis to dissociate the components of top-down attentional selection and bottom-up attentional capture, and contrast the attention effects between angry and happy faces in these two aspects independently. The results showed that congruency effect could not be found in most conditions. This implies that top-down attentional selection can influence the bottom-up attentional capture of emotional faces. But reaction time for searching target was still found to be influenced by bottom-up process. When an angry face competes with a happy face, the saliency of the angry face is higher than the happy face.

Cette thèse s’intéresse à la relation complexe entre processus ascendants (bottom-up) et processus descendants (top-down) dans la compréhension de l’oral L2 ; c’est-à-dire entre l’utilisation du signal sonore et de l’input linguistique d’une part, et l’intégration de connaissances diverses (linguistiques, discursives, pragmatiques, générales) d’autre part. Malgré de nombreux travaux en psycholinguistique, en acquisition des langues étrangères (L2) et en didactique (par exemple, Cutler & Clifton, 1999 ; Field, 2008; Rost, 2002 ; Brown, 1990), notre connaissance des processus cognitifs complexes de l’écoute ainsi que l’effet de certains facteurs sur la compréhension de l’oral restent à approfondir. Une appréciation plus fine de ces processus est indispensable aux questions relatives à l’enseignement et à l’apprentissage de la compréhension de l’oral en L2.Partant du principe que l’écoute a la même architecture cognitive en L1 et L2, nous commençons par un résumé – et une synthèse – des modèles psycholinguistiques récents de la compréhension de l’oral en L1. Nous examinons également les principaux facteurs rendant la compréhension difficile. Notre résumé des études en L2 consacrées au rôle de l'information descendante et au comportement stratégique des auditeurs L2 souligne la contribution importante de la métacognition. Nous tenterons donc ici de clarifier un certain flou terminologique qui caractérise ces travaux, et nous proposerons un modèle qui fait part de la métacognition dans la compréhension unidirectionnelle de l’oral en L2. Nous présentons ensuite les résultats d'une étude que nous avons menée pour analyser la contribution exacte de certains facteurs à l'écoute en L2.Les participants à cette étude sont des enseignants (n=23) et surtout des apprenants (n=226) français et tunisiens de l’anglais. En s’appuyant sur des méthodes multiples, à la fois quantitatives (différent tests et questionnaires) et qualitatives (questionnaires, tâches de réflexion à haute voix - Ericsson & Simon, 1993 - et de dévoilement graduel - gating, Grosjean, 1980), nous nous interrogeons: 1) sur les facteurs perçus par les apprenants et les enseignants comme étant déterminants dans la compréhension de l’anglais oral ; 2) sur la contribution relative de la compétence linguistique en L2, la discrimination auditive, la reconnaissance lexicale, et les compétences en méta-compréhension à une compréhension auditive réussie; 3) sur les problèmes que rencontrent nos auditeurs L2 lors de l’écoute, et sur les comportements stratégiques adoptés pour y faire face. Nous regardons plus particulièrement (pour ces différents paramètres) les différents niveaux de compétence en compréhension des sujets (avec une analyse poussée des auditeurs compétents et des auditeurs moins-compétents), ainsi qu’à de possibles influences de deux langues maternelles distinctes (français vs arabe tunisien). Nos analyses montrent : 1) ce que les apprenants et les enseignant perçoivent comme facteurs influant la compréhension de l’oral diffère relativement de ce qui la rend réellement problématique; 2) que la reconnaissance des mots et la connaissance lexicale contribuent significativement à la variation dans la compréhension, avec la reconnaissance des mots étant le prédicteur le plus fort ; 3) que les problèmes rencontrés en temps réel sont principalement de bas-niveau (segmentation de la parole), et que si les stratégies généralement contribuent à la compréhension, elles ne sont pas discriminatoires. Ce qui distingue donc l’auditeur expert du novice est son traitement formel (plus efficace et automatique) et non pas stratégique de l’information orale. Ces résultats sont discutés en rapport avec notre cadre théorique et selon une perspective pédagogique. / This thesis focuses on the complex relationship between bottom-up and top-down processes in L2 speech comprehension; i.e. between the use of the signal and the linguistic input on one hand, and the integration of various types of knowledge (linguistic, discourse, pragmatic, general) on the other hand. Despite a large body of research on the cognitive processes underlying listening in psycholinguistics, foreign language (L2) acquisition and teaching (e.g., Cutler & Clifton, 1999; Field, 2008a; Rost, 2002; Brown, 1990), there are still gaps in our understanding of these processes and the impact certain factors have on listening comprehension. Assuming that L1 and L2 listening follow the same cognitive architecture, we first review recent psycholinguistic models of L1 listening. We also examine the main factors constraining L2 listening comprehension. As our summary of the few SLA studies that have investigated the role of bottom-up information and the strategic behavior of L2 listeners points to the important contribution of metacognition, we clarify the terminological fuzziness characterizing this concept, and propose a model of metacognition in real-world unidirectional L2 listening. We then present the results of a study that we conducted to investigate the exact contribution of these different factors to L2 listening. The participants in this study were EFL French and Tunisian teachers (n=23) and learners (n=226). Using mixed quantitative (different tests and questionnaires) and qualitative (protocol analysis and gating experiments - Ericsson & Simon, 1993; Grosjean, 1980) methods, our aim was to investigate: 1) the factors perceived by learners and teachers as influencing L2 listening; 2) the relative contribution of linguistic knowledge, auditory discrimination, spoken word recognition (SWR), and meta-comprehension knowledge to successful L2 listening; 3) on-line listening problems and strategy use. For all of these parameters, we looked more closely at different levels of listening proficiency (various analyses of the performance of skilled and unskilled L2 listeners), as well as the possible influence of the two L1s (French and Tunisian Arabic) involved in the study.Our analyses show that: 1) there is a general discrepancy between what is perceived as making L2 listening difficult and what really renders it problematic; 2) SWR and vocabulary knowledge contribute significantly to the variance in L2 listening, with SWR being a stronger predictor; 3) listening problems encountered on-line are mainly lower-level (segmentation) and, although strategies contribute to speech comprehension, they are not discriminatory. What characterizes a proficient L2 listener seems to be accurate formal processing, not strategic processing of oral input. The findings are discussed from a theoretical and pedagogical perspective. Keywords: listening comprehension, French and Tunisian learners of L2 English, bottom-up and top-down processes, formal processing, integration and situation model, attentional resources, gating, protocol analysis, comparative analysis

This study sought to investigate and to record any recurring patterns in the form and communicative impact of Shona advertisements. Motivation to carry out the study came from a realisation of a growing interest in using the Shona language for advertising and the fact that very few studies have been done on Shona advertisements. For methodology, examples of Shona advertisements were qualitatively analysed using some communications and discourse analysis approaches of the speech act theory and text linguistics. A structured interview with advertising agencies randomly selected and a questionnaire on the impact of advertisements were also used. The findings of the research included that Shona was used in advertisements in order to reach out to the majority of the Zimbabwean population. In addition, Shona was also found to have been developed enough to handle formal issues like advertisements. This finding further shows that Shona advertisements reflect an instance of diglossia leakage from Shona L(ow) to Shona H(igh). Another finding is that Shona advertisements reflect some characteristics of the Shona speech community in form. These include code-switching, slang and word- division problems. An innovation in code-switching noted in some Shona advertisements is the use of three languages, namely, English, Shona and Ndebele in one advertisement. It was also established that everything about the elements of Shona advertisements communicate. For instance, the message may be visual, tactile and olfactory. It also emerged that the Shona commercial advertisements had a presenting and a hidden agenda at the same time. To achieve this the advertisements used persuasive techniques such as advertising claims, cultural hooks and personalities as spokespersons. It was also noted that most readers of advertisements do not interpret them up to the hidden persuaders but end with the direct meaning. On the other hand the Shona advertisements that gave information such as health issues have no hidden agenda. One recommendation made is that advertisements be read and studied to raise the level of awareness about the persuasive techniques used in order to distinguish between misleading advertising and those that give useful information. Some recommendations were made for future research such as carrying out similar studies of informal Shona advertisements, advertisements by n'angas/inyangas (traditional healers), prophets and political campaigns. / African Languages / M.A. (African Languages)

The main aim of this research was to explore lecturers’ and students’ perceptions of the effectiveness of teaching listening skills to English foreign language (EFL) students at three Ethiopian universities with the purpose of proposing guidelines and recommendations for effective teaching and learning of EFL listening skills. The research was prompted by a number of research projects which indicated that listening skills and the teaching of listening in the Ethiopian context were not effective resulting in students who are ill equipped for listening effectively. A mixed method approach was followed as a design for the empirical research study. A pragmatic research paradigm, using both quantitative and qualitative methods and then blending the two methods was employed. Quantitative data were collected from 72 lecturers and 158 students at three Ethiopian universities by means of close-ended questionnaires using a five-point Likert scale instrument. For the qualitative phase of the study data were collected by means of semi-structured interviews with lecturers and students. Observations of listening lessons presented in the classroom and in the language laboratory were done by means of completing an observation checklist and note-taking. These were used to triangulate data. The analysis of the data obtained by means of the questionnaires and the observation checklist were done using descriptive and inferential statistics. Qualitative data obtained by means of unstructured interviews (which were transcribed verbatim) were coded and divided into themes. The research findings indicated that the lecturers’ perceptions of the activities used during the pre-, while- and post-listening phases and the use of listening material were more positive than those of students and that females perceived the effectiveness less positive than males. The data obtained by means of interview questions confirmed what was found in the quantitative part of the study. Observations carried out in the three universities showed that the teaching of listening skills was mostly poorly done and that the listening material used was not suitable and did not interest students. The use of bottom-up and top-down strategies were found to be used inadequately in the teaching of EFL listening skills. The teaching methods and strategies used, as well as activities provided during each listening phase were found to be generally poor. A model for teaching EFL listening in the classroom was proposed in this study. Lecturers and students expressed their challenges in teaching and learning EFL listening skills and also made recommendations for best practices on how to improve the teaching and learning of EFL listening. These challenges and recommendations for best practices mostly centred around lecturer-related, student-related and institutional-related factors. This study has suggested recommendations pertaining to the lecturers, students, institutions of higher education, the Ethiopian Ministry of Education and schools. / Curriculum and Instructional Studies / D. Ed. (Didactics)

This research seeks to establish a methodology by which transitional justice strategies ought to be incorporated within the International Criminal Court (ICC) framework. The study is based on the situation in Uganda as an example of the state that has a situation and cases before the ICC. The aim of the thesis was achieved through the adoption of a combination of theoretical legal research and the non -doctrinal approaches. This research establishes that the primary responsibility to prosecute persons suspected of violating international law lies with the states. The importance of the concept of individual criminal responsibility, the idea that every person suspected of committing the most serious offences must be held accountable regardless of status. The principle of individual criminal responsibility is further developed with the creation of the ICC. This research clarifies that there are limitations in terms of what prosecutions can achieve during transitional periods; further, that trials in the ICC and national courts can be undertaken together with proceedings of the Truth and Reconciliation Commissions or indigenous mechasims. Such an approach will allow for confines of prosecutions to be addressed. Despite the existence of principles and institutional framework that are intended to ensure individuals are held accountable for the most serious offences of international concern, the majority of individuals are not held accountable. In order for the ICC to operate effectively it would need to seek to go beyond deterrence and retribution. This would require post – conflict states to devise transitional arrangements that compel with the ICC structure. Thus the research recommends that it would be better for judicial and non- judicial measures to be adopted in states that have cases before the ICC. Particularly Uganda must adopt the mato oput method formally as a tool to address the past human rights abuses in Uganda. All persons regardless of whether they have been granted amnesty or not must be held accountable under the mato oput measures. This implies all persons with exception to those that the ICC has issued the warrants of arrest against. / Public, Constitutional and International Law / LL. D.

The most contemporary approach to biodiversity conservation within South Africa is that of community-based initiatives, which seek to combine biodiversity conservation with socioeconomic development. As a challenge to the Western, science laden approaches to conservation there is an increasing need for community initiatives to reflect the values of local communities. Values of local communities and the management body, CapeNature, with regards to Driftsands Nature Reserve, Cape Town, were captured and analytically coded through the qualitative methods of interviewing and participant observation in order to develop a grounded theory and model. A discussion of the expressed values suggests that community-based conservation initiatives are doing little to include community values even though there is a large degree of agreement between these and corporate values. As such, it is questioned whether community-based conservation can be practised within an organisation which, due to procedures and protocols, is top-down in its approach. / Geography / M. Sc. (Geography)

Listening comprehension and listening strategies plays a crucial role in the process of acquiring a language. This study aims to investigate to what extent the listening skill is practised in upper secondary schools in the south of Sweden. Research studies within the field of listening are few which indicates that the listening skill is not considered as essential in second language teaching as the other three skills: reading, writing and speaking. Previous studies indicate that teachers should educate students metacognitive awareness when teaching listening. The results summarize the teachers’ answers, reflections and attitudes conducted from semi-structured interviews. The analysis of the results focuses on the four categories distinguished from the teachers’ answers: Teaching Approaches, National Exams, The Individual Student and Metacognitive Awareness. Some of the teachers do not possess the knowledge of how to teach listening that develops students' listening proficiency. As a conclusion, the study shows that a hierarchy exists among the four skills to which teachers adjust to, and this may be detrimental in achieving educational aims.

This work is dedicated to methods used for object detection in images. There is a summary of several approaches and algorithms to solve this matter, especially AdaBoost algorithm with its improvement, WaldBoost and several features used for object detection. Vital part of this work is dedicated to extending training datasets for classifier training and extending the current object detection framework with histogram of gradients features implementation. Integral part of this work is analysis of results by experiments evaluation.

Cities are highly unequal systems and rapid, top-down development is increasingly causing segregation between people of different socio-economic statuses through gentrification. In response, a bottom-up, more community centred approach is often proposed, yet this method also not without significant issues. In this thesis I investigate the role of the designer as a mediator, facilitator and translator between the top-down and bottom-up approaches to urban development. Using Grønland, Oslo as a case study, I start by gathering high-level research in order to understand the large-scale strategies that the municipality and private developers have for the area. In the second section, I undertake on-the-ground research in order to understand the everyday issues that people who live in, or use, the area face. In the final section I propose a research laboratory and makerspace that can activate the local community, providing the resources in order for everyday people to be able to have a positive impact on their city, in addition to gathering long-term, in-depth research on the area in order to influence the future of Grønland. This thesis is written as a working document that can, and should, be used by a wide range of people, from the municipality to local residents, and is designed to be added to as the project develops.

The purpose of the work is to develop and test an intelligent agent model for a gaming environment using machine learning methods that can adapt to new conditions. The object of the study is a model of an intelligent agent in a gaming environment. Research methods: analysis, synthesis, modeling, machine learning, testing, observation, comparison, experiment. / Цель работы – разработка и тестирование модели интеллектуального агента для игровой среды с использованием методов машинного обучения, способного адаптироваться к новым условиям. Объект исследования – модель интеллектуального агента в игровой среде. Методы исследования: анализ, синтез, моделирование, машинное обучение, тестирование, наблюдение, сравнение, эксперимент.