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A graph is a mathematical structure for modelling the pairwise relations between objects. This thesis studies two types of graphs, namely, similarity-based graphs and evolving graphs. We look at ways to traverse an evolving graph. In particular, we examine the influence of temporal information on node centrality. In the process, we develop EvolvingGraphs.jl, a software package for analyzing time-dependent networks. We develop Etymo, a search system for discovering interesting research papers. Etymo utilizes both similarity-based graphs and evolving graphs to build a knowledge graph of research articles in order to help users to track the development of ideas. We construct content similarity-based graphs using the full text of research papers. And we extract key concepts from research papers and exploit the temporal information in research papers to construct a concepts evolving graph.

<p>The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.</p>

The essay aims to highlight the newly arrived immigrant students’ experience of social integration and social security in the Swedish school system, which is important for their further language and learning development. This essay aims to see it from the student's perspective. The main question in this essay is: What factors seem to matter the most for the newly arrived immigrant students in their language and learning skills, and what does the students themselves think about the issue? The study is based on a qualitative research method in the form of interviews and observations conducted in a multicultural school for a period of two weeks. Three newly-arrived students are in this essay being observed while they are attending between two different classrooms: the so-called preparation classroom and the ordinary classroom. This essay aims to highlight a newly arrived student's development from a socio-cultural perspective. The results show that the newly arrived students felt more emotionally secure while attending the preparation classrooms, and while attending the ordinary classrooms they felt more inadequate.

Title: Knowledge Graph Extraction from Project Documentation Author: Bc. Tomáš Helešic Department: Department of Software Engineering Supervisor: Mgr. Martin Nečaský, Ph.D. Abstract: With the new research progress in the natural language processing and information extraction from text, new possibility of automatic knowledge acqui- sition and its grouping into Knowledge graphs, that are catching the semantic relations between these entities is emerging. For these Knowledge graphs, data storages and also query languages already exists, which allow more precise and relevant search possibilities compare with current full text search engines. The goal of this thesis is to explore the opportunity of automatic extraction of infor- mation from project documentation with the use of linguistic text processing, design a proper data storage and build a search engine over it. Keywords: Knowledge grahs, Information extraction, Natural language process- ing, Resource Description Framework 1

Title: Knowledge Graph Extraction from Project Documentation Author: Bc. Tomáš Helešic Department: Department of Software Engineering Supervisor: Mgr. Martin Nečaský, Ph.D. Abstract: The goal of this thesis is to explore the possibilities of automatic in- formation extraction from company project documentation with the use of ma- chine natural language processing and the analysis of the precision of linguistic processing of these documents. Furthermore suggest methods how acquire key terms and dependencies between them. From this terms and dependencies cre- ate knowledge graphs, that are stored in an appropriate database with search engine. The work is trying to interconnect already existing technologies in a shape of a simple application and test their readiness for a practical use. The goal is to inspire future research in this field, identify critical parts and propose improvements. The main gain is in the interconnection between natural lan- guage processing, methods of information extraction and semantic searching in corporate documents. The gain of the practical part reside in the way how to identify key information that is uniquely describing each document and its use in search. Keywords: Knowledge graphs, Information extraction, Natural language pro- cessing, Resource Description Framework 1

Today’s modern society is multicultural, school is therefore a meeting place for pupils withdifferent experiences, prior knowledge, and mother tongue. Second language students whohave not yet developed good skills in various subject languages, face several challenges inupper secondary school. To succeed in different school subjects these students need todevelop language that is specialized for each school subject. The purpose of this study is toexamine how social science teachers in the upper secondary school experience and work withsecond language students who have difficulties with content-based language. The appliedmethod in the study is qualitative interviews. The theoretical framework is based on differentconcepts of literacy to analyze the results. The results in this study show that the teachers useboth similar and different methods to develop second language students’ understanding ofconcepts, reading, and writing skills, subject language, and subject knowledge. However,several differences between teachers’ perceptions and approaches are also discerned. Theteachers in this study understand the importance of placing the language in focus within thesubject, however some of the teachers experience difficulties with integrating language andsubject into the teaching.

England’s long history of education has witnessed many conflicts in regard to language teaching. In this thesis, I investigate the conflicts surrounding two language education reform movements, Language Awareness and Knowledge About Language, during the Conservative administration between 1979 and 1997. The investigation examines official and non-official plans and policy texts produced by various groups and actors, notably Hawkins and Cox, that detail how the teaching of ‘Language’ should be conducted in England’s state school curriculum. The focus of the research is upon identifying what LA and KAL were as pedagogical concepts; why LA was reconstituted as KAL; what the motives underpinning these various plans and policies were; and finally, why efforts to establish LA and KAL were resisted. In the effort to make sense of this history, I draw theoretically and methodologically upon the work of Foucault, Fairclough, Bernstein and Ager. Limitations of my interpretation of this history notwithstanding, my findings revealed that LA was an educational reform movement that emerged from common schooling discourses, and one that sought to improve its educational provision. While LA was originally intended to be a subject in its own right that bridged the English and Foreign Language subject areas, Her Majesty’s Inspectorate reconstituted LA and placed its responsibility firmly within the English subject area. The motives underpinning LA and KAL planning and policy are varied. Those underpinning the policies, however, are distinctly ideological in nature, drawing a strong relationship between language education and democracy. Nearly all motives pertain to what Bernstein calls a competence model of education, the modes of which are notably attuned to addressing inequality and promoting social integration. LA and KAL were reforms that were both ill understood and resented, for varying and complex reasons, by educators and the Conservatives alike. The thesis closes with directions for future research.