The musical analysis of Greek tragedy has traditionally been limited to studies of meter and metatheatrical language. This dissertation seeks to establish a new approach to ancient dramatic song by demonstrating that the linguistic pitch accents of tragic lyrics often trace the melodic contours of their lost musical settings. In the papyri and inscriptions that preserve music notation alongside Greek lyrics, intonation and melody are often coordinated according to set principles, which are well established by previous scholarship. Through the creation of software that applies these historical principles to tragic texts, I demonstrate that stanzas sung to the same melody are significantly more similar in their accentual contours than control groups that do not share a melody. In many instances, the accents of these paired texts consistently trace the same pitch contours, allowing us to reconstruct the shape of the original melody with a high degree of confidence.After a general introduction, the dissertation’s first two chapters address the historical basis for this approach. Chapter 1 reviews the evidence for the musical structure of tragic song, confirming the widely held view that paired stanzas were generally set to the same melody. Chapter 2 turns to the evidence for the role of pitch accents in ancient Greek song, including the ancient testimony and musical documents, and a computational study of accent patterns across all the lyrics of Aeschylus’ surviving tragedies. The methodology developed in these first two chapters is applied in two case studies, in which I reconstruct and interpret the accentual melodies of select tragic lyrics. Chapter 3 analyzes the musical design of the chorus’ entrance song in Aeschylus’ Agamemnon, along with sections of the Kommos from Choephori. In both cases, I argue, melody would play an integral role in highlighting the themes of repetition and reversal within the Oresteia. Chapter 4 turns to the music of Euripides’ Medea, a play that has been central to previous discussions of accent in tragic music. Reading the lyrics and accentual melodies within the framework of musical history as understood in the fifth century bce, I argue that Euripides uses a contrast between ‘old’ and ‘new’ melodic styles to position his chorus at a turning point within literary history. In the dissertation’s final chapter, I address the reception of Medea’s music in a fragmentary comedy, the so-called Alphabet Tragedy of Callias. Together, these interpretive chapters provide a template for future work applying methods of musical analysis to the accentual melodies of ancient Greek song.

In order to learn a language, it is important to develop a vocabulary because it facilitates the language skills: reading, listening, writing and speaking. According to the Swedish curriculum, students must be able to develop these skills in English. However, the national tests show that students have poor results in reading and reading comprehension in English. Therefore, as future teachers of languages in Sweden, we chose to investigate how students can develop and strengthen their vocabulary through reading. Our research questions are: What cognitive processes and strategies are used when learning vocabulary? What does research say about incidental vocabulary learning through reading? What relationship does vocabulary have with reading comprehension? We have answered our questions by synthesizing and analyzing empirical studies which have been divided into two categories: cognitive processes and strategies, and vocabulary acquisition through reading. The findings show that, when encountering new vocabulary, learners use memory, determination, social and metacognitive strategies. Learning vocabulary happens both incidentally and intentionally and during this procedure words go through cognitive processes that determine where in our knowledge system they belong but this procedure can be affected by both internal and external factors. Results show that learners find reading and reading while listening to be a good method of learning vocabulary and these approaches also show good results in incidental vocabulary acquisition. Learners acquire new vocabulary incidentally through reading but the number of words they learn varies greatly. Learner’s prior vocabulary knowledge and the level of the target text is important for the outcome of new vocabulary acquisition. If the learner does not have an adequate prior vocabulary, associations and connections cannot be made and coherence not completed. In summary, the relationship between incidental vocabulary acquisition and reading comprehension is mutually beneficial. Reading provides context during a learner’s integration process and this leads to comprehension and vocabulary growth. There is a reciprocal relationship between comprehension and vocabulary growth, where both build on one another. However, since all the empirical studies did not take the same factors into consideration, the results have varied. In other words, external and internal factors can have a major impact on incidental vocabulary acquisition through reading. We suggest further research to investigate these factors in order to get a clearer picture of how we as teachers can improve strategies and instructions for vocabulary acquisition through reading.

Vocabulary plays a fundamental role in language learning acquisition. With a sufficientvocabulary, learners are able to express themselves in various ways, communicate and share their thoughts and opinions with others. In contrast, an inadequate vocabulary gives rise to misunderstanding and poor communication. For many years, one of the most common tools used to enhance and develop learners’ vocabulary in language classrooms have been textbooks. However, to what extent textbooks actually help facilitate and promote vocabulary acquisition has been questioned and debated. Therefore, the present study investigates how English textbooks promote vocabulary acquisition for learners at upper secondary schools in Sweden, and this was done by analysing two English textbooks, namely Blueprint and Solid Gold, used for English 5 in Swedish schools. Firstly, the study examined whether vocabulary in the texts is repeated in the tasks, and if it is, to what extent the vocabulary is repeated. Secondly, the study examined to what extent vocabulary in the textbooks corresponds to CEFR levels targeted in English 5. Lastly, the study examined what types of tasks there are in the textbooks, and whether the textbooks have a focus on explicit or incidental learning. The results showed that there is a lack of repetition in the textbooks. On the other hand, both textbooks corresponded well to CEFR levels targeted in English 5. With respect to different types of tasks, the closed exercise type is the most frequent exercise type in both textbooks. Moreover, there was also a large proportion of communicative tasks in the textbooks. The results also showed that both textbooks seem to have a focus on incidental learning.

This doctoral dissertation investigates the impact of incidental aesthetics on consumer perceptions. The author refers to incidental aesthetics in two dimensions. One is in the aesthetic properties of product context that is not directly related to its functional performance. And second is in the aesthetic attributes found in unexpected sources defined as ordinary objects, places, and people. Drawing on theories from aesthetics, psychology, and consumer behavior, this dissertation examines in two manuscripts how and why incidental aesthetics influence consumer evaluations. The first paper, 'Welded Together: How Responses to Incidental, Nondiagnostic Sensory Context (Mis)Guide Simultaneous Product Evaluations,' studies how evaluations of incidental aesthetics from a sensory experience with nondiagnostic product contextual cues are merged with the evaluations of the target product. The second paper, 'Consumer Attentiveness to Beauty in the Ordinary,' examines an understudied dimension of beauty. The construct of attentiveness to beauty in the ordinary is defined as the degree to which individuals mindfully identify and formulate an aesthetic judgment of common visual elements and integrate this mindset into their daily experiences. The authors develop a four-item Attentiveness to Beauty in the Ordinary Scale to measure the construct. Using a mixed-methods approach, combining a series of laboratory experiments and field studies from a diverse sample of consumers (Npaper1 = 49,435; Npaper2 = 2,051), the authors show in the first paper that unappealing (appealing) incidental sensory experiences lead to lower (higher) product evaluations, including perceived quality and purchase intention. The effect emerges when the incidental evaluation pertains to a dimension closely related to the product dimension being evaluated. In the second paper, the findings provide evidence of validity and reliability of the Attentiveness to Beauty in the Ordinary Scale, situate the scale in a network of related constructs such as appreciation of beauty, engagement with beauty, dispositional awe, voluntary simplicity, materialism, mindfulness, and subjective happiness, and demonstrate the predictive value of the scale for consumer perceptions and behavior. Specifically, people high (vs. low) in ordinary beauty attentiveness are less discriminating in aesthetic evaluations of ordinary elements, find higher product quality in naturally-aesthetic packaging, are less persuaded by endorsers' attractiveness, and are more likely to buy imperfect produce. This dissertation contributes to the literature on aesthetics and sensory marketing by revealing that aesthetic experiences that are not intentionally designed or not expected but naturally occur in consumption environments have a significant impact on consumer evaluations. The results have practical implications for marketers and designers, who can leverage the power of incidental aesthetics in marketing strategies to enhance product perceptions. / Doctor of Philosophy / This dissertation explores, across two papers, how natural aesthetic qualities found in things, people, places, or in product contexts, referred to as incidental aesthetics, can influence our perceptions and evaluations of products. In the first paper, the authors find a novel effect in which consumers "merge" aesthetic evaluations of incidental product context that do not affect the functionality of the product (e.g., bad/good music on headphones) with product evaluations they make at the same time (e.g., bad/good quality headphones). This effect occurs because people spontaneously mix the evaluation of the context (e.g., music sound) with the evaluation of a closely related product attribute (e.g., sound quality). In the second paper, the authors define attentiveness to beauty in the ordinary as a disposition that some people have of being more open to finding beauty when it is not expected (i.e., incidental aesthetics) and therefore seeing beauty more frequently in everyday situations than other people. The authors create a scale to measure this individual disposition and find that 1) people with high (vs. low) attentiveness to ordinary beauty see less of a difference in the beauty of elements high and low in aesthetics, 2) find higher product quality in naturally-aesthetic packaging, 3) are less persuaded by the attractiveness of an endorser in an advertisement, and 4) are more likely to buy aesthetically imperfect produce. Adding to existing research, the findings of both papers provide new insights into the impact of incidental aesthetics in consumption settings. Surprisingly, even when aesthetic experiences are not intentionally designed or expected to be found, they can still play a significant role in shaping consumer behavior. These findings have practical implications for marketers, who should consider the incidental aesthetics of their products and contexts to create a more positive experience for consumers, leading to higher product perceptions. Overall, this research suggests that the power of aesthetics in influencing behavior extends beyond what consumers consciously perceive or expect to find.

No description available.

Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.</p><p> </p>

A presente dissertação tem como objetivo apresentar um breve diagnóstico da litigiosidade repetitiva e como o sistema processual propôs alternativas para o seu gerenciamento. Inicialmente, verificou-se que a mudança de paradigma para que o acesso à justiça se tornasse coletivo contribuiu, de forma decisiva, para o aumento da litigiosidade, tornando-se necessária a distinção entre as demandas individuais e coletivas, que passaram a conviver com as demandas repetitivas, e com elas a dividir os mesmos instrumentos processuais, adaptando-os diante da ausência de um microssistema processual próprio. Neste contexto, buscou-se analisar os principais aspectos das ações coletivas, com ênfase naqueles que se apresentaram como óbices à sua eficiência em resolver os conflitos de massa, destacando-se a inexistência de litispendência entre as ações coletivas e individuais, a suspensão opcional do processo individual, a legitimação ope legis para a propositura de ações coletivas, a coisa julgada erga omnes secundum eventum probationis ou secundum eventum litis e as razões que levaram à proibição do uso das ações coletivas quanto a matérias naturalmente candidatas à litigiosidade repetitiva. Paralelamente às ações coletivas, verificou-se que o sistema também buscou gerenciar as demandas repetitivas através de mecanismos processuais, ao proporcionar técnicas de julgamentos que pudessem gerar efeitos a múltiplas demandas individuais que tratassem da mesma controvérsia fática ou jurídica, com o intuito de consolidar a jurisprudência, mas também acelerar os julgamentos, de modo a atingir os vetores valorativos da igualdade, efetividade e segurança jurídica. Buscou-se ainda, contextualizar a questão em uma perspectiva de direito comparado, apresentando as novas técnicas processuais que também surgiram como alternativas às ações coletivas, especificadamente o instituto de origem alemã, que inspirou o Incidente de Resolução de Demandas Repetitivas no Projeto do Novo Código de Processo Civil brasileiro, o Musterverfahren, assim como outros paradigmas nos sistemas norte-americano (Class Actions), inglês (Group Litigation Order), italiano (Azione Collettiva Risarcitoria) e português (Regime Processual Experimental).Por fim, buscou-se apresentar os principais aspectos do Incidente de Resolução de Demandas Repetitivas, enquanto novo instrumento processual que surge como mais uma tentativa de conter o avanço da litigiosidade de massa que sobrecarrega o Poder Judiciário. / The instant dissertation aims to present a brief diagnosis of repetitive litigation, and of how the civil procedure system proposed alternatives to contain it. At first, it was possible to verify that a change to paradigm in order to make the access to justice collective decisively contributed to an increase in litigation, which made the distinction between individual and collective claims necessary, once they coexisted with repetitive claims and shared the same procedural instruments, adapting them in view of the absence of an own procedural micro system. Hence, this study was intended to analyze the main aspects of collective lawsuits, emphasizing the ones presented as obstacles to its efficiency to solve mass conflicts, and highlighting the absence of lis pendens among collective and individual lawsuits, the optional suspension of the individual lawsuit, the ope legis legitimacy to file collective lawsuits, the res judicata erga omnes secundum eventum probationis or res judicata secundum eventum litis and the reasons which led to the prohibition to use collective lawsuits concerning matters naturally prone to repetitive litigation. In addition to collective lawsuits, it was possible to verify that the system also sought to manage repetitive claims through procedural mechanisms, while providing techniques for judgment, which could have effects on multiple individual claims concerning the same legal or factual controversy, with the aim of consolidating precedents, in addition to expediting the decisions, in order to attain equality, effectiveness and legal certainty. Furthermore, this work sought to contextualize the issue within a comparative law perspective, presenting the new procedural techniques which have also arisen as alternatives to collective lawsuits, specifically the German institute Musterverfahren - which inspired the Incidental Motion to Settle Repetitive Litigation (Incidente de Resolução de Demandas Repetitivas) in the Project for the New Brazilian Civil Procedure Code, as well as other paradigms in the North American (Class Actions), British (Group Litigation Order), Italian (Azione Collettiva Risarcitoria ) and Portuguese (Regime Processual Experimental) systems. Finally, this work sought to present the main aspects of the Incidental Motion to Settle Repetitive Litigation (Incidente de Resolução de Demandas Repetitivas), as a new procedural instrument arising as an additional attempt to contain the increase of the mass litigation that burdens the Judiciary.

Several studies have been made in the field of second language acquisition (SLA) regarding incidental vocabulary acquisition through reading. However, the majority have focused on the meaning of a word to measure complete acquisition. Nation (2001) argues that there are three main criteria for knowing a word, namely form, meaning and use, and it is not until all three criteria are met that one acquires new vocabulary. Therefore, we chose to create a study which focuses on incidental vocabulary acquisition through reading, but that focuses on three sub-criteria of Nation’s three main ones, namely recognition, association and collocation. In a previous study (Erlandsson and G. Wallgren 2017) we concluded that higher vocabulary knowledge contributes to better reading comprehension. Additionally, researchers (Horst et al. 1998; Day et al. 1991; Zahar et al. 2001; Waring and Takaki 2003; Pigada and Smith 2006, and Zhao et al. 2016) have also brought up several factors, such as learners’ prior proficiency level and word frequency, that can affect the outcome of incidental vocabulary acquisition. Therefore, we decided to investigate what impact these two factors have as well.  Our research questions are: How much vocabulary is learnt incidentally through reading, and how do proficiency and word frequency affect incidental vocabulary acquisition? These questions were answered through a study made in a classroom environment with students in the 8th grade. We were inspired by a study made by Waring and Takaki (2003) who focused on two main criteria for knowing a word, form and meaning. Our study was done through reading nine chapters from the novel Holes by Louis Sachar (2001) and to determine the degree to which rate word frequency played a part in incidental vocabulary acquisition, 24 words were chosen within four different ranges of word frequency (ranging between two occurrences to 39 occurrences in the text). These 24 words were then replaced with substitute words to ensure that each test word was new to the participants. First, the participants completed a reading comprehension test to establish the participants’ reading proficiency levels in English. They were later asked to read the chapters containing the substitute words. Directly after the reading exercise, the participants completed a vocabulary acquisition test. The vocabulary acquisition test consisted of three parts that focused on recognition (word recognition), association (multiple choice) and collocation (putting the target words in a context). Results show that words are acquired incidentally through reading. Our findings show a positive correlation between high reading proficiency levels and a higher amount of words acquired. The findings also indicate a positive correlation between words within a higher frequency range with a higher chance of being acquired. Furthermore, we also observed that substitute words with low frequency in some situations had a higher uptake than those words with a higher frequency. After this observation we tried to explain the anomaly by looking into the textual context of the surrounding words and found a potential explanation in the fact that the low frequency words had very descriptive surroundings.

A leitura repetida de uma mesma história favorece a aprendizagem incidental de vocabulário. Possivelmente, um dos processos envolvidos nesta aprendizagem seja o responder por exclusão (seleção de um estímulo indefinido dentre estímulos conhecidos) que pode ocorrer a partir da exposição a palavras indefinidas em contextos naturais diversos, como a leitura de livros. Muitos estudos indicam que o nível de vocabulário prévio da criança interfere na aprendizagem de novas palavras. Além disso, outros processos estão envolvidos neste tipo de aprendizagem, mas ainda não há clareza quanto às variáveis que podem favorecê-la ou dificultá-la. Este trabalho investigou a aprendizagem de novos substantivos em contexto de leitura compartilhada de livro infantil, manipulando a seguinte variável independente: a apresentação ou não da função/utilidade dos referentes (objetos desconhecidos que apareceram nas ilustrações) no contexto da história para crianças de três e sete anos (com desenvolvimento típico). Além disso, foi investigado: a) se as crianças aprenderiam quatro pseudopalavras; b) se as pseudopalavras e seus referentes apresentados na história sustentariam o posterior responder por exclusão na apresentação de uma nova pseudopalavra, e c) se a aprendizagem se mantinha em testes de retenção posteriores. Para tanto, uma história infantil (especialmente elaborada para esta pesquisa) foi lida para 10 crianças de cada grupo etário (3 e 7 anos), para as quais foram apresentadas quatro pseudopalavras (substantivos). Para duas palavras, a história definiu a função dos referentes; para as outras duas palavras, não foi apresentada essa definição. Sondas de Aprendizagem, Exclusão, Nomeação e Descrição da função foram aplicadas logo após a Fase de Leitura e uma semana após, verificando a aprendizagem imediata das pseudopalavras e a consolidação desta aprendizagem. Apenas o grupo de crianças mais velhas respondeu de forma consistente às sondas de exclusão. Os participantes de ambos os grupos demonstraram terem aprendido parcialmente as pseudopalavras apresentadas, desempenho que se manteve uma semana depois. Não foram encontradas diferenças significativas entre as pseudopalavras que haviam sido apresentadas com uma função específica daquelas que não tinham função. Parte das crianças mais velhas descreveu adequadamente a função das pseudopalavras. Pesquisas futuras devem investigar melhor o papel da apresentação da função/utilidade de uma palavra e de outras dicas contextuais neste tipo de aprendizagem. / Reading the same book more than once induces an improvement in the incidental vocabulary learning. One of the vocabulary learning process is denominated responding by exclusion (selection of an undefined stimulus among known stimuli) that may occur incidentally, when undefined words are exposed in natural contexts, such as shared book reading. Many studies indicate that childs prior vocabulary levels interfere in the process of learning a new word. Many processes are involved in vocabulary learning from shared book reading, and a series of variables can affect the learning process positively or negatively. This study investigated the learning of new nouns in the context of shared book reading manipulating the presentation of the function/utility of the referents (unknown objects that appeared in the illustrations) in the context of the story to three and seven years old children (with typical development). Furthermore, this study investigated: a) if children would be able to learn four pseudowords; b) if the pseudowords presented in the story would sustain the subsequent exclusion responding in the presentation of a new pseudoword, and c) if the learning would endure in later retention tests. Therefore, a children\'s story book (especially made for this research) was read to ten children in each age group (3 and 7 years old), in which four pseudowords were presented. Only two of the four words had their referents function explicitly defined in the story while the others did not. Learning probes, Exclusion probes, Nomination and function description probes were applied firstly after the reading phase and also a week later, checking the immediate learning and its consolidation. Only the group of older children responded consistently to the exclusion probes. Participants in both groups showed they have partially learned the pseudowords presented, and the results remained the same a week later. No significant differences were found between the pseudowords that had been presented with a specific function and those which had not, part of the older children properly described the function of the former. Futher researches should investigate more the role of the presentation of the function/utility of a word and other contextual clues in this type of learning.

<p>The natural history of localized prostate cancer is not fully understood. In most patients the tumor will never progress to a lethal disease, while a subset of patients will ultimately die of the disease. Efficient tools to separate indolent from lethal disease is currently lacking which means that many patients will be offered treatment without any benefit, but still be at risk of experiencing treatment related side effects.</p><p>The aims of these studies were to get more insight into the natural history of untreated localized prostate cancer, to assess the prognostic value of established clinical parameters such as Gleason score, nuclear grade and tumor volume and, moreover, some new prognostic markers Ki-67, AMACR and MUC-1. We also aimed to study time trends in the detection of incidental tumors in Sweden.</p><p>Patients with localized disease (n=223) and no initial treatment were followed for 21 years. Most patients had a favorable outcome. However, a subset of patients developed lethal disease even beyond 15 years of follow-up and these patients define the group that may benefit most from treatment with curative intent. Patients with poorly differentiated tumors experienced a 9 time higher risk of dying in prostate cancer.</p><p>The studies on prognostic markers are based on a cohort of patients (n=253) with incidental prostate cancer detected by transurethral resection for presumed benign hyperplasia. All patients were left without initial treatment. Gleason grade, nuclear grade and tumor volume turned all out to be independent prognostic factors. MUC-1, AMACR and Ki-67 also carried prognostic information. However, after adjustment for Gleason grade, nuclear grade and tumor volume only MUC-1 and AMACR remained as statistically significant prognostic factors. When tested for sensitivity and specificity they all failed and, consequently, they seem to be of less value in daily practice for cancelling an individual patient regarding the choice of treatment.</p><p>Time trends in incidental prostate tumors in Sweden were analyzed in a cohort of patients with prostate tumors detected by transurethral resection (TUR-P). Through linkage of the national registration number (NRN) with several registers, e.g. the Swedish Cancer Registry, the National Inpatient registry and the Cause of Death Registry we identified, during the period 1970 through 2003, in total 23288 patients with incidental prostate cancer, who constituted the study group. As comparison group we choose all patients diagnosed with prostate cancer between 1970-2003 excluding those with incidental cancer, in total 112204 patients. Our result confirms earlier findings that there has been a dramatic change over time in incidence of incidental prostate cancers in Sweden, which parallels the introduction of prostate specific antigen. We also found that the cumulative incidence of prostate cancer death is high in the incidental group, opposing earlier findings that incidental tumours are a non-lethal disease.</p> / issn 1642-4063