Gestures and metaphors are important mediational tools to materialize abstract conventions in the conceptual development process (Lantolf and Thorne, 2006): metaphors are used in the educational setting to simplify abstract knowledge for learners (Ungerer and Schmidt, 1996; Wee, 2005); gestures, through visual representation, can "provide additional insights into how humans conceptualize abstract concepts via metaphors" (Mittelberg, in press, p. 23).This study observed and videotaped four composition instructors and 54 ESL students at an American university to probe how their metaphorical expressions and gestures in a variety of naturally occurring settings, such as classroom teaching, student-teacher conferencing, peer reviewing and student presentations, represent the abstract rhetorical conventions of academic writing in English. By associating students' gestures with the instructors' metaphors and gestures, this study found evidence for the assistive roles of metaphors and gestures in the learning process. The final interviews elicited students' metaphors of academic writing in English and in their first languages. The interviewees were also asked to reflect upon the effectiveness of the metaphors and gestures they were exposed to.This study confirmed the roles of gestures in reflecting the abstract mental representation of academic writing. Twelve patterns were extracted from the instructors' data, including the linearity, container, building, journey metaphors and others. Of these twelve patterns, six were materialized in the students' gestural usage. The similarity of gestures found in the instructors' and students' data provided proof of the occurrence of learning. In the elicited data, students created pyramid, book, and banquet metaphors, to highlight features of academic writing in English and in their first languages. These new metaphors demonstrate students' ability to synthesize simple metaphors they encountered for a more complex one, which is more significant in the learning process. The interviews suggest that metaphors are better-perceived and more effective in relating abstract knowledge to the students. Gestures were not judged by the students to be helpful. This could result from the fact that gestures, other than emblems, are often understood unconsciously and are naturally used to provide additional information to the verbal utterance rather than replacing speech, which is more prominent perceptually and conceptually.

Tracking the evolution of user interests is a problem instance of concept drift learning. Keeping track of multiple interest categories is a natural phenomenon as well as an interesting tracking problem because interests can emerge and diminish at different time frames. The first part of this dissertation presents a Multiple Three-Descriptor Representation (MTDR) algorithm, a novel algorithm for learning concept drift especially built for tracking the dynamics of multiple target concepts in the information filtering domain. The learning process of the algorithm combines the long-term and short-term interest (concept) models in an attempt to benefit from the strength of both models. The MTDR algorithm improves over existing concept drift learning algorithms in the domain. Being able to track multiple target concepts with a few examples poses an even more important and challenging problem because casual users tend to be reluctant to provide the examples needed, and learning from a few labeled data is generally difficult. The second part presents a computational Framework for Extending Incomplete Labeled Data Stream (FEILDS). The system modularly extends the capability of an existing concept drift learner in dealing with incomplete labeled data stream. It expands the learner's original input stream with relevant unlabeled data; the process generates a new stream with improved learnability. FEILDS employs a concept formation system for organizing its input stream into a concept (cluster) hierarchy. The system uses the concept and cluster hierarchy to identify the instance's concept and unlabeled data relevant to a concept. It also adopts the persistence assumption in temporal reasoning for inferring the relevance of concepts. Empirical evaluation indicates that FEILDS is able to improve the performance of existing learners particularly when learning from a stream with a few labeled data. Lastly, a new concept formation algorithm, one of the key components in the FEILDS architecture, is presented. The main idea is to discover intrinsic hierarchical structures regardless of the class distribution and the shape of the input stream. Experimental evaluation shows that the algorithm is relatively robust to input ordering, consistently producing a hierarchy structure of high quality.

Since Plato's time, there have been attempts to show that the generally altruistic way of life is superior to the totally selfish way of life. Drawing upon the conclusions of philosophers and social psychologists, I argue that it is better to have a fairly moral character than a totally selfish one. I first argue that it is possible to have genuinely altruistic motivations (rather than disguised selfish motivations). I then show that both the altruistic and the selfish way of life are genuine choices for rational beings. Next I argue that the nature of values is such that they require reinforcement from others in order for us to verify that what we believe to be values are indeed values. I further argue that values are unattainable for the totally selfish person. Subsequently, I point out that values are necessary for an agent to have a meaningful life, and very likely necessary for a human to be able to have a sense of self. Since most people desire to have a meaningful life and a sense of self, I argue that the benefits possible to the fairly moral person outweigh the benefits possible to the totally selfish one, even if the latter can disguise her selfishness completely.

Magistrinio darbo tema yra “Liūdesio konceptas anglų ir lietuvių kalbose ir jo vertimas”. Darbo tikslas yra aprašyti liūdesio konceptą ir nustatyti liūdesio koncepto vertimo iš anglų kalbos į lietuvių kalbą ypatumus. Darbą sudaro literatūros apžvalga ir empyrinė dalis. Teorinėje dalyje nagrinėjama koncepto raiška kalboje, leksikografinis aprašymo lygmuo ir prototipinės situacijos lygmuo. Empyrinėje dalyje yra nagrinėjimi konceptualiųjų metaforų ir jų vertimo iš anglų kalbos į lietuvių kalbą ypatumai. Darbo pagrindas yra pavyzdžiai, rinkti iš anglų kalbos tekstyno Concordance ir lietuvių kalbos tekstyno, sudaryto Kauno Didžiojo universiteto kompiuterinės lingvistikos centre ir grožinės literatūros knygų Š. Brontės “Džeinė Eir”, T.Hardžio “Tesė d’Erbervilių giminės”, S.Kreino “Raudonas narsumo ženklas”, Jozefo Konrado “Lordas Džimas” bei “Iš klasikinės anglų poezijos”, kurios buvo skaitomos anglų ir lietuvių kalbomis. Kadangi liūdesys yra viena iš bazinių emocijų, išanalizavus liūdesio konceptą abiejose kalbose, paaiškėjo, kad liūdesio emocijos raiška kalbose yra panaši. Liūdesys dažniausiai konceptualizuojamas kaip neigiama emocinė būsena, kylanti dėl kažkieno stokos arba netekties. Liūdesio konceptas abiejose kalbose yra reiškiamas leksemomis, frazeologiniais posakiais, paprastais žodžių junginiais, konceptualiomis metaforomis. Konceptualiosios metaforos LIŪDESYS YRA KRYPTIS ŽEMYN, LIŪDESYS YRA SKYSTIS, LIŪDESYS YRA TALPYKLA, LIŪDESYS YRA NAŠTA, LIŪDESYS YRA STICHINĖ JĖGA... [to full text]

The present paper investigates the perception of empirically imperceptible phenomenon, which is called FREEDOM. Relying on the use of words FREEDOM and CAPTIVITY in the republic press, we made an attempt to establish, as Lithuanians understand and in the language express by sensory organs inaccessible abstracts. We pay primary attention to the description of the concept of FREEDOM. The concept of CAPTIVITY is not the theme of this investigation; it is investigated as supporting material for the base of the concept of FREEDOM. Material for investigating of conceptualization of abstract is undertaken from the column of the republic press of the collector of texts (donelaitis.vdu.lt). Discussing the concept of FREEDOM, support is done not to entire paradigm of FREEDOM, but only to the invariant of a number of synonyms – FREEDOM. We are guided by this opinion on the fact that this lexeme automatically covers entire semantic field of FREEDOM, i.e. in the value of the abstract being investigated is accomodated the value of all synonyms of FREEDOM (will, independence, sovereignty). FREEDOM in the Lithuanian language is understood by such conceptual metaphors as FREEDOM – THING, FREEDOM – GOODS, FREEDOM – CURRENCY, FREEDOM – ACCOMODATION, FREEDOM – SMELL, FREEDOM – TASTE, FREEDOM – LIQUID, FREEDOM – BURDEN, FREEDOM – PERSONALITY. Most frequently it is characterized as ACCOMODATION, in which one is located not of his own free will. The subject is influenced with other external forces... [to full text]

Kalba neatsiejamais saitais susijusi su žmogaus mąstymu. Ji padeda atkurti pasaulio vaizdą, esantį žmogaus sąmonėje. Pasaulio suvokimas, arba objektyvios realybės daiktų ir reiškinių samprata, paliekanti pėdsakus kalboje, vadinama kalbos pasaulėvaizdžiu. Kiekviena kalba pasaulio suvokimą nuspalvina skirtingu atspalviu, nes tautų istorija, geografinės sąlygos, gyvenimo būdas, kultūra, aksiologija yra skirtingos. Kalbos pasaulėvaizdį kuria visi, kalbantys ta kalba. Tiriant žodžių vartojimą tekstuose, galima atskleisti kalboje užfiksuotus pasaulėvaizdžio pėdsakus. Tyrimo medžiaga paimta iš tekstynų donelaitis.lt, ruscorpora.ru (национальный корпус русского языка). Tekstynuose ieškota dažniausiai pasitaikančių metaforinių pasakymų ir įvardijimų, kurie būtų motyvuoti esmine metaforine sąvoka. Tuo remiantis ir buvo nustatytos konceptualiosios metaforos, kurios būdingos konceptui tamsa lietuvių ir rusų kalbos pasaulėvaizdyje. Darbo tikslas aptarti prototipines tamsos koncepto reikšmes (naktis, šviesos nebuvimas, kultūros ar išsilavinimo stoka) , į kurias remiasi nemažai metaforinių reikšmių. Pagal metaforinius pasakymus nustatyti, kokie vaizdiniai slypi už tamsos konceptus reprezentuojančių žodžių ir išskirti abiem kalboms bendras ir skirtingas tamsos metaforines reikšmes. Tamsos koncepto metaforiškas suvokimas lietuvių ir rusų kalbose apima šias sferas:1) mirtis – mirusiųjų šalis, užgesęs gyvenimas; 2) šaltis – ledynų tamsa, stingdanti tamsa, 3)... [toliau žr. visą tekstą] / The language in its integral links is related to human intelligence. It helps to restore the picture of the world of the human mind. The perception of the world, or the objective reality of things and effects that leaves the marks in speech, is so called the worldview of the language. Each language has its own perception of the world conected to the nation's history, geographic conditions, lifestyle, culture and so on. The worldview of the language is step by step composed by all who speak that language. Using the investigation method and analysing the usage of the words in texts helps to record and denote the features of the worldview of the language. The research materials are the Corpus of Lithuanian language – Donelaitis and the corpus of Russian language - ruscorpora.ru (национальный корпус русского языка). The data of the analysis of the concept darkness in both languages showed that prototypically darkness is understood in the same way in Lithuanian and Russian languages. The research of the samples was done to denote the most common figurative expressions and conceptual metaphors that are specific to the concepts of darkness in Lithuanian and Russian languages. The aim of the present master‘s thesis “ Darkness in the Lithuanian/Russian Worldview ” focuses on the analysis of theoretical issues of the term concept, and the empirical part focuses on the investigation of concepts of darkness as prototypical meanings (lack of light at night... [to full text]

Climate change can affect northern aquatic systems causing changes in the composition of resident species through either evolutionary or ecological processes. Rock pools near Churchill, Manitoba, Canada provide an ideal study system for studying the effect of environmental change in a metacommunity context, since salinity of the pools has increased significantly over the past quarter century, and dispersal between habitats is important in this landscape. I used a field experiment to study how zooplankton communities respond to increased salinity with two levels of dispersal limitation and three seasonal levels. I found that experimental zooplankton communities shifted from freshwater to more saline communities after a time lag of three weeks, and that highly connected pools became more similar to saline control communities faster than isolated pools. Moreover, freshwater communities manipulated later in the season changed faster to saline communities. This study highlights the metacommunity concept as a useful tool for studying environmental change. / This thesis has already been submitted to Graduate Program Services in hard copy and approved, however I was advised that I could upload it for electronic distribution as well.

16-20 amžių poezija atpindi įvairias konceptualiąsias metaforas, kurios atlieka svarbų vaidmenį kalboje. Konceptualioji metafora yra giliai įsišaknijęs kalbos fenomenas, susijęs su žmogaus mąstymu, kurį atspindi kalba. Meilė yra viena iš dažniausiai sutinkamų konceptualiųjų metaforų poezijoje, kuri yra įkūnyta tiek abstrakčiuose,tiek konrečiuose dalykuose.Poezija perteikia kasdienio gyvenimo realijas, o konceptualioji metafora leidžia jas perteikti neįprastu būdu. / The poetry of the 16-20th centuries is abundant with various conceptual metaphors, which perform an important role in language. Conceptual metaphor is a deep rooted linguistic phenomenon which reflects human thinking, which is reflected through language. Love is one of the most frequently met conceptual metaphors in poetry where it is embodied in the abstract or concrete notions.Poetry conveys every day recurrences and conceptual metaphor enables us to see the world in a remarkable way.

The value of hierarchy as an essential trait of concept maps and a way to enhance recall is explored in this thesis. Undergraduate students (N = 40) were randomly assigned to one of two groups and completed an 18-question multiple-choice pre-test about the concept of animal physiology. Then each group studied one of two visual organizers that varied in the level of hierarchy used and finally both groups completed the same multiple-choice test. This research was guided by the following two research questions: Do undergraduate science students using expert-created concept maps differ in their ability to enhance their recall of information about animal physiology when compared to students using visual organizers with limited hierarchy? How does prior knowledge affect the recall of students using concept maps and other visual organizers with limited hierarchy? The data collected from the two groups was analyzed using regression analyses, ANOVA, and repeated-measures ANOVA. It was found that the hierarchical concept-mapping group grew more in their recall of information about animal physiology than the visual-organizer group [F(1,38) = 7.70, p = .009]. The results of these analyses were interpreted using the conceptual framework of cognitive load theory. This theory deals with the encumbrance on working memory that subsequently affects how one recalls information. The findings support the contention that hierarchical concept maps confer an advantage in the recall of science concepts when compared to visual organizers with limited hierarchy. This study lays the ground work for a doctoral study with 200 participants separated into four experimental groups (n = 50), with participants separated by high and low prior knowledge and the aforementioned visual organizers. / Thesis (Master, Education) -- Queen's University, 2012-06-02 18:28:40.415

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