I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting. I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback. I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not. I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.

The Finger-Guessing Game is a novel with many layers of themes, characterization, and metaphor, and conveying all of these varied aspects requires a detailed, careful approach to translation. With this thesis I aim to show that strictly adhering to a singular translation method, such as “word-for-word” or “sense-for-sense,” will produce unsatisfactory results at certain points within the novel. This is accomplished by an overview of several different unique aspects of the writing style of this novel, viewpoint, the theme of fate, and the use of idioms and metaphors. Following this will be an analysis of these aspects’ functions within the novel, and how to best translate them to retain their original meaning. In the end, I advocate for a case-by-case approach to the translation of this novel, wherein each unit of translation is considered individually, and the translator judges how to translate it in the best way possible. Only in this way can the meaning present at all levels in the text, from the themes down to the very language used, be translated in a manner which both reads naturally in English and still carries as much of the original meaning as possible.

There are multiple sides to every story, and while statistical topic models have been highly successful at topically summarizing the stories in corpora of text documents, they do not explicitly address the issue of learning the different sides, the viewpoints, expressed in the documents. In this paper, we show how these viewpoints can be learned completely unsupervised and represented in a human interpretable form. We use a novel approach of applying CorrLDA2 for this purpose, which learns topic-viewpoint relations that can be used to form groups of topics, where each group represents a viewpoint. A corpus of documents about the Israeli-Palestinian conflict is then used to demonstrate how a Palestinian and an Israeli viewpoint can be learned. By leveraging the magnitudes and signs of the feature weights of a linear SVM, we introduce a principled method to evaluate associations between topics and viewpoints. With this, we demonstrate, both quantitatively and qualitatively, that the learned topic groups are contextually coherent, and form consistently correct topic-viewpoint associations. / I detta kandidatexamensarbete demonstrerar vi hur åsikter som uttrycks i artiklar om aktuella händelser kan modeleras med en oövervakad inlärningsmetod. Vi anpassar CorrLDA2-modellen för detta syfte, som kan lära sig vilka ämnen som diskuteras i en samling av textdokument, vilka åsikter som uttrycks, samt relationer mellan ämnen och åsikter. Med hjälp av dessa relationer kan vi sedan bilda grupper av ämnen, där varje grupp är associerad med en åsikt. Detta skapar en representation av åsikter som är tolkbar för människor. Vi demonstrerar detta med hjälp av en samling av dokument som handlar om Israel-Palestinakonflikten, genom att bilda en grupp av ämnen som representerar den palestinska åsikten, samt en grupp som representerar den isrealiska åsikten. Vi introducerar sedan en ny evalueringsmetod, som använder sig av magnituden samt tecknen på attributsvikter från en linjär SVM. Med hjälp av detta visar vi, både kvantitativt och kvalitativt, att de inlärda relationerna mellan ämenen och åsikter bildar sammanhängande ämnesgrupper, samt konsikvent korrekta associationer mellan ämnen och åsikter. / <p>This is the second time I am submitting my thesis here on DiVa.</p><p>I didn't attach the actual thesis document (i.e. the pdf file) last time because we were submitting on for publication in a scientific conference and I wanted to respect the double blind review process and not publish anything before.</p><p>Now, I want to publish the thesis document here on DiVa.</p>

京都大学 / 0048 / 新制・課程博士 / 博士(情報学) / 甲第19202号 / 情博第586号 / 新制||情||102(附属図書館) / 32194 / 京都大学大学院情報学研究科知能情報学専攻 / (主査)教授 美濃 導彦, 教授 松山 隆司, 教授 田中 克己 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

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本文旨在探討在中文的日常生活對話當中，當說話者談論到他人過去事件時，語言與手勢的觀點表現。以McNeill曾經提到語言與手勢能夠共同表達觀點的說法作為根據，本研究也探討這些伴隨著語言的手勢是否和語言表達相同或者是不同的觀點。 本研究的架構根據Koven(2002)的說話者角色理論(speaker role inhabitance)和McNeill(1992)提出的事件當中人物的觀點(character viewpoint)和旁觀者的觀點(observer viewpoint)，定義了三中觀點—當下說話者觀點(speaker viewpoint)、事件當中人物觀點(character viewpoint)和旁觀者觀點(observer viewpoint)。而在手勢的分析上，本研究提出五個手勢特徵—手勢使用空間範圍，手勢使用單手或是雙手、手勢表達語意的stroke階段執行時間的長短、手勢stroke階段同一手部動作是否有重複的現象，以及手勢是否伴隨身體上其他的動作作為五個手勢觀點分析的關鍵指標。 量化研究發現，說話者在生活對話當中描述他人過去事件使用搭配語言的手勢，在每一種觀點的分布和語言上的表現不同。事件當中人物觀點在語言上雖然鮮少被採用，在手勢上卻是最常被表達的觀點。相反的，儘管當下說話者觀點在語言上也常出現，手勢上卻很罕見。另外，旁觀者觀點則在語言上和手勢上的分布都很頻繁。針對同一事件語言與手勢共同表達觀點的量化研究則發現，百分之六十四點七的手勢表達了和語言不同的觀點。因此，本研究說明儘管語言和手勢可以合作表達觀點，手勢卻更常表達和伴隨語言不同的觀點。 語言與手勢合作表達觀點的探討不僅說明語言與手勢如何互相協調組織要表達的訊息和觀點，更進一步引領我們去探討在人與人溝通時，語言與手勢展現的認知過程。本研究藉由兩個手勢產製的假說—the Lexical Semantics Hypothesis和the Interface Hypothesis，提供了針對本研究結果理論上的解釋。而每一個假說也都由相關的研究結果作為證據支持。另外，the Interface Hypothesis還可以針對語言與手勢在表達觀點時的分工現象提出合理的解釋。 / This thesis explores linguistic and gestural representations of viewpoints utilizing the descriptions of third-person past events within Chinese conversational discourse. Following McNeill’s idea that language and gesture are co-expressive in viewpoints, the present study also attempts to investigate whether speakers’ speech-accompanying gesture works in collaboration with language in expressing the same or different viewpoints. The framework of this study utilizes Koven’s (2002) framework of speaker role inhabitance and McNeill’s (1992) notion of character and observer viewpoint, and defines three viewpoints—speaker, character and observer viewpoint. In analyzing gestural viewpoints, the present study recognizes five gestural features—gestural space, handedness, stroke duration, frequency, and the involvement of other parts of the body as five distinctive criteria for use in identifying different viewpoints. Quantitative study of linguistic and gestural viewpoints shows that speech-accompanying gesture in the descriptions of third-person past events within conversational contexts displays different patterns from that of those found in language in the distributions of the three viewpoints. Character viewpoint, which is rarely adopted in language, is the most often conveyed viewpoint in gesture. On the other hand, despite the fact that speaker viewpoint is also commonly expressed in language, it rarely occurs in gesture. Observer viewpoint, in addition, is frequently seen in both the linguistic and gestural channels. With respect to the collaborative expressions of viewpoints in language and gesture concerning a description of the same event, quantitative study shows that 64.7% of all gestures produced in the current data represent a viewpoint different from that conveyed in language. Therefore, this study suggests that while language and gesture are co-expressive in terms of viewpoints, gesture more often collaborates with the accompanying speech in representing different viewpoints. The collaborative expressions of viewpoints in language and gesture suggest how speech and gesture coordinate with each other in organizing information and expressing different viewpoints also lead us to see the cognitive process that underlies both linguistic and gestural modalities within daily human communication. Two hypotheses—the Lexical Semantics and the Interface Hypothesis are referred to in order to provide theoretical accounts for the findings in this study. Each hypothesis is also supported by different pieces of evidence and percentages of gestures produced in the current data. The Interface Hypothesis can further provide an explanation concerning the division of labor between language and gesture in expressing viewpoints, which the Lexical Semantics Hypothesis cannot supply.

This thesis includes a body of work that explores our visual relationship to the physical spaces and places we inhabit in our everyday lives. Today we live in a complex world where we are bombarded with fragments of information and inundated with distractions. As designers, we are equipped with tools and methods that allow us to experience and interpret our environment through multi-faceted perspectives and from different viewpoints. My approach to graphic design adopts techniques and practices from a mix of different disciplines. The work focuses on a design process that alternates between the parallel depiction of first-person and third-person vantage points mediated through contemporary technologies.

This paper is about the conflict between the Middle East and the Western world after the Danish newspapers’ cartoon publications of the prophet Muhammed in October 2005. The conflict resulted in massive reactions in the Middle East and the Danish-Swedish dairy company Arla Foods, was boycotted during six months in 2006. The aim of this study is to describe how the biggest Swedish daily newspaper, Dagens Nyheter and three Saudiarabic newspapers Al-Hayat, Al-Watan and Shark Al-Awsat described "the Other" during the crisis in the year of 2006. Another aim is to describe how Arla Foods managed the consumer boycott. The ideas about "the Other" that were expressed in the media are seen as a discourse with the aim of maintaining and/or creating a "Us and Them viewpoint". Earlier theoretical studies are being presented, not at least Foucault, Schutz and Baumans and Mays contribution to the "Us and Them viewpoint" and their sociological approach. The main questions in the paper are; what ideas were expressed in the Saudiarabic newspapers against the Western world and the other way around; what ideas were expressed in the Swedish newspaper against the Middle East? The third question is; how Arla Foods handled the reactions in Saudi arabia due to the cartoon publications and how the company management reacted in order to reduce the damage of the consumer boycott ? The result of this study shows that an "Us-and Them viewpoint" exists in both the Saudiarabic and Swedish newspapers. Three themes can be outlined. First of all, the Swedish focus on freedom of speech and its lack of understanding on why the cartoons caused such massive reactions in the Middle East. Second, the massive criticism against the Western world for publishing the "islamphobic" cartoons and causing all the hatred. Third, the ideas of more calm and ressentment between the people, respecting Islam as a religion and freedom of speech at the same time. Arla Foods reacted to the crisis by applying risk management and also by dissociating itself from the publications by an information campaign that was published in 25 different Arabic newspapers. Finally, the company made a reset of the communication stra   strategy adopting a more global mindset although being a Scandinavian company.

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Bakalauro darbe analizuojamas vairuotojų požiūris į privalomąjį pirmos pagalbos mokymą. Iškelti tyrimo uždaviniai: 1) atskleisti traumų ir pirmosios pagalbos teikimo aspektus mokslinėje literatūroje; 2) ištirti vairuotojų informuotumą apie pirmosios pagalbos svarbą; 3) išsiaiškinti vairuotojų gebėjimus teikti pirmąją pagalbą. Empirinėje dalyje analizuojami traumų keliuose statistiniai duomenys Lietuvos bei Europos sąjungos šalyse, pirmos pagalbos mokymo organizavimo tvarka, reglamentuojama Lietuvos įstatymų, psichikos reiškiniai, lemiantys žmogaus elgesį įvairiose kritinėse situacijose. Anketinės apklausos metodu buvo atliktas tyrimas, kuriame apklausta 100 Radviliškio rajono vairuotojų, dalyvavusių privalomuosiuose pirmos pagalbos mokymuose. Bakalauro darbe siekta atskleisti pirmosios pagalbos sampratą – tai tikslingi veiksmai, kurie užtikrina gyvybės išsaugojimą, nukentėjusiojo būklės gerėjimą, sumažina traumų sukeliamas komplikacijas bei nedarbingumą. Statistinė traumų analizė daro prielaidas privalomajam pirmosios pagalbos mokymui, siekiant traumatizmui mažinti. Atlikus anketavimą išsiaiškinta, kad vairuotojai supranta pirmosios pagalbos svarbą, akcentuojant tai, kad visi privalo mokėti teikti pagalbą kelyje. Didžioji dauguma vairuotojų mano, kad pagalbą suteikti sugebėtų, dauguma jų patys vežtų savo automobiliu nukentėjusįjį į gydymo įstaigą, nors dalis jų bijo kraujo ir sužeidimų. Taigi išsiaiškinus vairuotojų informuotumą apie traumatizmo situaciją... [toliau žr. visą tekstą] / The bachelor’s thesis analyses drivers’ views on compulsory first aid training. The main objectives of the research were to: 1) study the aspects of traumas and the provision of first aid in the scientific literature 2) conduct research on how drivers are informed about the importance of first aid 3) identify drivers’ ability to give first aid. The empirical part of the thesis analyses statistics of injuries in road accidents in Lithuania and other EU countries, the order of organization of first aid training, which is regulated by the Lithuanian laws, psychological phenomena effecting person’s behaviour in various extreme situations. Quantitative research methodology was utilized in this study. A questionnaire was given to one hundred drivers, who attended compulsory first aid training courses. This bachelor thesis seeks to reveal the conception of first aid: it generally consists of a series of simple and in some cases, potentially life-saving techniques which prevent the condition from worsening, reduce complications caused by traumas as well as incapacity for work. Statistical analysis of injuries made assumptions about how significant is compulsory first aid training in seeking reduction of traumas. The results of the questionnaire revealed that drivers understand the importance of first aid training, emphasizing that; everybody must know how to provide medical help in case of emergency. The vast majority of drivers believe that most of them... [to full text]