More than ever, information delivery online and storage heavily rely on text. Billions of texts are produced every day in the form of documents, news, logs, search queries, ad keywords, tags, tweets, messenger conversations, social network posts, etc. Text understanding is a fundamental and essential task involving broad research topics, and contributes to many applications in the areas text summarization, search engine, recommendation systems, online advertising, conversational bot and so on. However, understanding text for computers is never a trivial task, especially for noisy and ambiguous text such as logs, search queries. This dissertation mainly focuses on textual understanding tasks derived from the two domains, i.e., disaster management and IT service management that mainly utilizing textual data as an information carrier. Improving situation awareness in disaster management and alleviating human efforts involved in IT service management dictates more intelligent and efficient solutions to understand the textual data acting as the main information carrier in the two domains. From the perspective of data mining, four directions are identified: (1) Intelligently generate a storyline summarizing the evolution of a hurricane from relevant online corpus; (2) Automatically recommending resolutions according to the textual symptom description in a ticket; (3) Gradually adapting the resolution recommendation system for time correlated features derived from text; (4) Efficiently learning distributed representation for short and lousy ticket symptom descriptions and resolutions. Provided with different types of textual data, data mining techniques proposed in those four research directions successfully address our tasks to understand and extract valuable knowledge from those textual data. My dissertation will address the research topics outlined above. Concretely, I will focus on designing and developing data mining methodologies to better understand textual information, including (1) a storyline generation method for efficient summarization of natural hurricanes based on crawled online corpus; (2) a recommendation framework for automated ticket resolution in IT service management; (3) an adaptive recommendation system on time-varying temporal correlated features derived from text; (4) a deep neural ranking model not only successfully recommending resolutions but also efficiently outputting distributed representation for ticket descriptions and resolutions.

<p> </p><p>During our education time, we have heard on several occasions how the high changing rate in the society also influences the education area. That changing process mainly originates from the transform that a school underwent, i.e. the decentralization meaning a delegation of responsibility from a national to local government and the particular school. The main idea that started a changing process goes under the slogan “a school for everyone”. The new school was created by the newest teaching plan where the individualization of each individual student is a main point on the agenda. A countless number of analyses of Lpo 94 during our education have given us a reason to reflect over how this individualization should take place. The ambition to find an answer on that question led us to start from a couple of questions at issues that foremost handles children’s different ways to learn as well as the design of the teaching supervision in contrast to today’s teaching plan and the newer research within the chosen subject area. The aim of this work is thus to analyze and understand the contents of four different teaching supervisions within biology as a subject area and to try to appoint whether requirements on varied education from Lpo 94 is obeyed. Our answer on how to achieve requirements on individualization from Lpo 94, during this work, is to apply a varied education with a number of senses and intelligences as a frame of reference. Our conclusion and thus the result of our analysis is that the teaching supervisions deficiently reach the requirements that involve varied education in Lpo 94. The degree deficiency varies between different teaching supervisions.</p><p> </p>

Syftet med studien är att beskriva sju lärares reflektioner kring hur de ger sina elever möjligheter att lära i NO- undervisningen. Lärarna arbetar upp till skolår 6 och är erkänt skickliga i sin undervisning. Under vår lärarutbildning vid Högskolan i Skövde har vi blivit intresserade av hur vi som lärare kan ge elever möjligheter att lära. Utifrån egna erfarenheter kan vi se vissa brister i undervisningen av de naturorienterade ämnena.  Med dessa två utgångspunkter valde vi att skriva om NO-undervisning.  I studien användes en kvalitativ metod, där vårt urval gav oss möjlighet att intervjua sju erkänt skickliga lärare. Urvalet var strategiskt för att kunna intervjua lärare som har en undervisning av god kvalitet. Utifrån lärarnas reflektioner har vi funnit möjligheter för elever att lära i NO-undervisningen. Dessa presenteras i fyra teman med utgångspunkt ur det sociokulturella perspektivet som användes gör att analysera vår data. Dessa fyra temans namn är språket som redskap för lärande, fysiska redskap för lärande, lärandet i ett större perspektiv och lärandet har inga gränser. Centralt i resultatet är att språket skall användas för att ett lärande skall uppstå. I diskussionen sätts resultatet i relation till relevant litteratur, forskning samt delar från styrdokumenten. Vi drar följande slutsats utifrån läst litteratur och studiens resultat; För att eleverna skall få möjligheter till lärande krävs det att undervisningen är utformad så att språket används aktivt. Läraren skall väcka elevernas intresse och utgå från deras erfarenheter och sedan skall detta förklaras och diskuteras så förståelse utvecklas. Utan förklaring och diskussion uppstår ingen förståelse för det upplevda och därmed inget lärande. / The purpose with the study was to describe seven teachers reflections around how they give their pupils the opportunity to learn in science-education.  The teachers are working up to 6th grade and they are recognized as competent. Through our teacher education at University of Skövde we have become interested in how we as teachers can give pupils the opportunity to learn. On the basis of our own experience we can see certain insufficient in science-education.  We choose to write about science-education with these two points as a base. We used a qualitative method in the study where our selection gave us the opportunity to interview seven recognized competent teachers. The selection was strategic because we wanted to interview teachers with teaching of high quality. With the base in the teachers reflections have we found opportunities for pupils to learn in science-education.   These are presented in four themes with a base in the sociocultural perspective which we used to analyse our data. The names of the themes are language as a tool for learning, physical tools for learning, learning in a bigger perspective and learning without boundaries. A central part of the result is that language is important for learning to take place. In the discussion the result is related to relevant literature, research and parts from rule documents for Swedish school. We draw following conclusion from read literature and our result; to give the pupils the opportunity to learn the education must be formed in a way that makes the language being actively used. The teacher has to arise the pupils interests and take base in their experience and then should this be discussed and explained. Without the explanation there will be no understanding of the experienced and no learning will occur.

The purpose of this study was to investigate the effect of 5E learning cycle model compared to traditional teacher-centered instruction on eleventh grade students&rsquo / conceptual understanding of acids and bases concepts and student motivation to learn chemistry. The measuring tools were Three-tier Acids-Bases Test (TABT) and Chemistry Motivation Questionnaire (CMQ). There were two groups, which were the experimental and traditional group, consisting of 78 students. Before the implementation, the tools were administered as pre-tests to both groups and the semi-structured pre-interviews were conducted with eight students to determine students&rsquo / prior knowledge about acids-bases and motivation to learn chemistry. During the implementation, 5E learning cycle model was used in the experimental group and the traditional teacher-centered instruction was used in the traditional group throughout eight weeks. After the implementation, the tools were administered as post-tests to both groups and the semi-structured post-interviews were conducted with the same students to determine their post knowledge about acids-bases and motivation to learn chemistry. Afterwards, the data were analyzed and descriptive and inferential statistics were obtained. Based on MANCOVA results, there was a statistical significant mean difference between the groups in favor of experimental group. Similarly, the students from experimental group scored higher motivation and this difference was found to be statistically significant. The results were analyzed in terms of gender as well, and there was found no statistically significant differences between the post-test mean scores of girls and boys for the effect of the implementation on understanding of acids-bases concepts or motivation to learn. The inferential statistics results were also supported with the students interviews.

<p>Syftet med studien är att beskriva sju lärares reflektioner kring hur de ger sina elever möjligheter att lära i NO- undervisningen. Lärarna arbetar upp till skolår 6 och är erkänt skickliga i sin undervisning.</p><p>Under vår lärarutbildning vid Högskolan i Skövde har vi blivit intresserade av hur vi som lärare kan ge elever möjligheter att lära. Utifrån egna erfarenheter kan vi se vissa brister i undervisningen av de naturorienterade ämnena.  Med dessa två utgångspunkter valde vi att skriva om NO-undervisning.  I studien användes en kvalitativ metod, där vårt urval gav oss möjlighet att intervjua sju erkänt skickliga lärare. Urvalet var strategiskt för att kunna intervjua lärare som har en undervisning av god kvalitet. Utifrån lärarnas reflektioner har vi funnit möjligheter för elever att lära i NO-undervisningen. Dessa presenteras i fyra teman med utgångspunkt ur det sociokulturella perspektivet som användes gör att analysera vår data. Dessa fyra temans namn är språket som redskap för lärande, fysiska redskap för lärande, lärandet i ett större perspektiv och lärandet har inga gränser. Centralt i resultatet är att språket skall användas för att ett lärande skall uppstå. I diskussionen sätts resultatet i relation till relevant litteratur, forskning samt delar från styrdokumenten. Vi drar följande slutsats utifrån läst litteratur och studiens resultat; För att eleverna skall få möjligheter till lärande krävs det att undervisningen är utformad så att språket används aktivt. Läraren skall väcka elevernas intresse och utgå från deras erfarenheter och sedan skall detta förklaras och diskuteras så förståelse utvecklas. Utan förklaring och diskussion uppstår ingen förståelse för det upplevda och därmed inget lärande.</p> / <p>The purpose with the study was to describe seven teachers reflections around how they give their pupils the opportunity to learn in science-education.  The teachers are working up to 6th grade and they are recognized as competent.</p><p>Through our teacher education at University of Skövde we have become interested in how we as teachers can give pupils the opportunity to learn. On the basis of our own experience we can see certain insufficient in science-education.  We choose to write about science-education with these two points as a base. We used a qualitative method in the study where our selection gave us the opportunity to interview seven recognized competent teachers. The selection was strategic because we wanted to interview teachers with teaching of high quality. With the base in the teachers reflections have we found opportunities for pupils to learn in science-education.   These are presented in four themes with a base in the sociocultural perspective which we used to analyse our data. The names of the themes are language as a tool for learning, physical tools for learning, learning in a bigger perspective and learning without boundaries. A central part of the result is that language is important for learning to take place. In the discussion the result is related to relevant literature, research and parts from rule documents for Swedish school. We draw following conclusion from read literature and our result; to give the pupils the opportunity to learn the education must be formed in a way that makes the language being actively used. The teacher has to arise the pupils interests and take base in their experience and then should this be discussed and explained. Without the explanation there will be no understanding of the experienced and no learning will occur.</p>

This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.

The subject of this MA thesis is “The Relation between Learning Ability and Learning Motivation in 4th – Graders”. The thesis analyses an urgent educational issue of developing learning competence in primary school, in particular learning ability and learning motivation. Learning motivation is perceived here as a set of inner (knowledge prestige, communication, self – expression, future) and outer (learning for personal benefits, out of compulsion or fear) stimuli. The thesis discusses the structure of the ability to learn as that to raise learning objectives, to plan the learning process and to act purposefully in order to achieve the learning objectives (the ability to relate the new learning material or experience to what is know; the ability to clarify misconceptions and correct them accordingly; the ability to select and apply appropriate strategies; the ability to use sources of information; the ability to cope with learning difficulties; the ability to cooperate). With a view to measuring the 4th – graders‘ level of learning ability and expression of learning motivation, a questionnaire and a situational method were constructed. The reliability of the answers was tested at interviews and with the help of a questionnaire in which some teachers evaluated their pupils’ ability to learn. The computer programmes Excel and SPSS were used to process and correlate the data about the pupils’ learning ability and learning motivation. 305 4th – graders from Vilnius schools... [to full text]

Darbe aptariami paauglių muzikos mokymosi motyvaciją lemiantys veiksniai, jų įtaka miesto ir rajono muzikos mokyklose. Baigiamojo darbo tikslas - atskleisti veiksnius, lemiančius muzikos mokymosi motyvaciją miesto ir rajono muzikos mokyklose. Darbo tikslui pasiekti buvo iškelti šie uždaviniai: 1) pristatyti ir apžvelgti muzikos mokymosi motyvacijos sampratą; 2) apibūdinti paauglių muzikinio ugdymo problemas; 3) išskirti muzikos mokymosi veiksnius, turinčius įtakos miesto ir rajono mokinių motyvacijai mokytis muzikos; 4) palyginti miesto ir rajono muzikos mokyklų paauglių motyvaciją groti pasirinktu instrumentu. Tyrimo objektas - veiksniai, lemiantys mokinių muzikos mokymosi motyvaciją miesto ir rajono muzikos mokyklose. Tyrimas atliktas Mažeikių mieste ir rajone, tai Mažeikių Vytauto Klovos muzikos mokykloje bei Mažeikių Vytauto Klovos muzikos mokyklos skyriuose – Laižuvos, Sedos bei Židikų skyriuose. Tyrime dalyvavo 120 respondentų iš miesto ir rajono muzikos mokyklų. Tyrimas vyko anketavimo metodu, kuriuo buvo siekta sužinoti kaip darbe nagrinėti veiksniai įtakoja miesto ir rajono muzikos mokyklų paauglių motyvaciją mokytis muzikos. Išanalizavus muzikinio ugdymo ir motyvacijos literatūros šaltinius, išnagrinėjus veiksnių įtaką paauglių muzikos mokymosi motyvacijai bei atlikus miesto ir rajono muzikos mokyklų paauglių motyvacijos groti pasirinktu instrumentu lyginamąją analizę galima daryti šias bakalaurinio darbo išvadas: 1) Motyvacija išskiriama į dvi pagrindines grupes:... [toliau žr. visą tekstą] / The BA paper focusses at discussing the factors which determine teenagers’ motivation to learn music in city and district music schools. The aim of the present paper is to identify the factors contributing to motivation to learn music in city and district music schools. To this purpose, the following tasks were set out: 1) to present the conception of motivation to learn music; 2) to name the problems of music education of teenagers; 3) to single out the factors which have an impact on the motivation of city and district pupils to learn music; 4) to compare the motivation of teenage pupils to play a musical instrument in a city music school with motivation in a district music school. The subject matter of the study is factors determining the motivation of pupils to learn music in city and district music schools. A survey was conducted in the Mažeikiai city and district – the Mažeikiai Vytautas Klova Music School and the branches of the school in Laižuva, Seda and Židikai. Questionnaires were administered to 120 pupils at the city and district music schools to determine how the factors analysed in the paper influence the motivation of teenage pupils to learn music. The review of the literature on music education and motivation, assessment of the influence of factors on teenagers’ motivation to learn music and comparative analysis of motivation of pupils at the city and district music schools to play the musical instrument suggest the following conclusions: 1) motivation is... [to full text]

Kiekvieną dieną žmonės ir ypatingai pradinių klasių mokiniai susiduria su tobulėjančiomis technologijomis (internetu, televizija, kompiuteriniais žaidimais) ir dideliais įvairios informacijos srautais. Reikia sugebėti nepasiklysti tarp jų ir atsirinkti tai, kas svarbu bei reikalinga. Todėl daug dėmesio reikia skirti jau pradinėse klasėse, kad padėtume mokiniams susivokti, kokia pateikiama informacija jiems yra naudinga, o kokia ne. Taigi šiuos gebėjimus reikia ugdyti ir ugdytis jau pradinėse klasėse. Vaikai į mokyklą ateina norėdami įgyti kuo daugiau svarbios ir naudingos informacijos. Todėl pradinių klasių mokytojas turi puoselėti ir stiprinti vaikų norą įgyti naujų žinių ir gebėjimą jomis tinkamai naudotis. Jis turi juos išmokyti naudotis vadovėliais, kad bet kada juose sugebėtų susirasti reikiamą informaciją. Todėl svarbus pedagogų darbas išmokyti vaikus skaityti ne tik grožinius, bet ir negrožinius tekstus. Mokytojas turi nuo pirmos klasės padėti pradinių klasių mokiniui išmokti ieškoti ir susirasti informaciją ne tik internete, bet ir vadovėliuose, kurie yra vieni iš pagrindinių pagalbininkų mokymosi metais. Tyrimo tikslas – ištirti pradinių klasių mokinių gebėjimus naudotis vadovėliu kaip informacijos šaltiniu. Tyrimo uždaviniai: 1. Apibendrinti informacijos šaltinio sampratą; 2. Aptarti psichologinius skaitytojo ugdymo pradinėse klasėse aspektus; 3. Apžvelgti pedagoginius skaitytojo ugdymo pradinėse klasėse aspektus: • Apibūdinti skaitytojo ugdymą mokėjimo... [toliau žr. visą tekstą] / Every day people and especially pupils from the elementary school confront modern technologies (internet, television, computer games) and big sources of various information. It is very important to choose what is important and necessary. For this reason we should pay a very big attention for elementary school, in order to help pupil understand which given information is necessary and which is not. For this reason these abilities should be already developed in elementary school. Children come to school willing to get a lot of necessary and useful information. For this reason a teacher of elementary school has to cherish and strengthen children wish to get new knowledge and abilities to use them properly. He has to teach them how to use coursebooks, in order children could find necessary information. Thus teachers has to teach children to read not only fiction, but also nonfiction. Since the first grade the teacher has to teach children how to look for and find the necessary information not only in the internet, but also in the coursebooks that are one of the main helpers during learning. The purpose of the research – to explore the abilities of elementary school pupils in using a coursebook as a source of information. The tasks of the research: 1. Generalize the concept of a source of information; 2. Discuss psychological education aspects of a reader in elementary school; 3. Overlook pedagogical education aspects of a reader in elementary school: • Describe reader‘s... [to full text]

This study was aimed at addressing the adolescent learners’ writing needs by assessing teachers’ needs on writing instruction across the disciplines in Grades 9 and 10 in one school in Southwestern Ontario. The research employed a mixed-methods approach using qualitative data from focus group and one-on-one interviews, and quantitative data collected through document analysis. The data revealed that there is a range of beliefs about writing instruction and that participating teachers offer many valuable writing opportunities to their students; however, there is a reluctance to provide more instructional time on writing according to the content area. The findings also pointed to the influence school administrators have in leading the instructional program. These findings concur with existing literature on writing instruction and the role principals play in literacy instruction.