The master's thesis is a theoretical and empirical study about the interpreter's notes in consecutive interpreting. The study mainly deals with the note-taking language and the effect of the interpreter's experience on the choice of note-taking language. In literature, many authors have already thoroughly studied note-taking. In the second half of the 20th century, three traditional interpreting schools emerged. Several authors created their own note-taking systems. Since then, there hasn't been a consensus among experts on the choice of the note-taking language. Some recommend using the source language, some prefer the target language and many experts are in favor of using both. Main approaches to note-taking and reasons why to use either the source language or the target language are listed in the theoretical part. The theoretical part also covers empirical research on the choice of note-taking language. Compared to the high amount of theoretical publications on note-taking, only few empirical studies were carried out, studying the choice of note-taking language. Despite its small scale, the thesis thus seeks to follow in the footsteps of previous empirical researchers and verify, by the means of an experiment, claimings of theoreticians. The experiment studying the effect of the interpreter's...

Classroom testing has historically been viewed as a method to evaluate knowledge. However, a growing body of literature underscores the idea that testing can be used for more than just assessing students competencies. In fact, the act of taking a test itself has proven to provide meaningful effects on learning and long-term retention. The idea that repeated testing enhances long-term retention has been dubbed the testing effect. In a variety of settings, research has established that compared to rereading or reviewing, practicing retrieval through repeated testing leads to poorer performance on immediate tests but superior long-term memory on delayed tests. To date, the testing effect has not been examined in conjunction with student-generated materials, such as lecture note taking. Lecture note taking is ubiquitous in postsecondary education, and students view it as an important classroom activity. Note taking, however, is a very complicated and multi-faceted process, which often leads students to take poor or incomplete notes. Professors have recognized this difficulty and begun providing their own, more completed, elaborated, and well organized notes to students in an effort to compensate for their incomplete notes. This dissertation examined whether repeated recall is superior to repeated review for the retention of information when students study their own notes vs. the instructor’s notes. A sample of 117 undergraduate students watched a recorded lecture while half of them took notes, and the other half received the instructor’s notes. Students then studied the notes through repeated review or repeated recall before taking either an immediate or final test on the materials. The independent variables included note-taking (own notes vs. instructor’s notes), review (repeated rereading/reviewing vs. repeated recall/testing), and time of test (immediate vs. delayed). The dependent variables included total test score, performance on memory items, and performance on inference items. Results of this study did not find a testing effect. Rather, the outcome found a significant main effect for time of test across dependent variables (memory items, inference items, total test score), indicating that students performed better on the immediate test than the delayed test. There was a significant study method x time of test interaction, demonstrating that students’ in the review condition performed better on the immediate than the delayed test but only on memory items. No significant interaction was found for the recall condition. There was also a trend for students to perform better on memory items when they repeatedly reviewed rather than recalled the instructor’s provided notes, however the method x notes interaction did not reach conventional levels of significance. Differences between the results of this study and those from other testing effect research are hypothesized to be due to the repetitive and lengthy of nature of this experiment and the lack of student interest and motivation. Future research should continue to explore the testing effect in conjunction with note taking.

L’ambition de cette thèse est d’éclairer le processus qui conduit le voyageur à produire un carnet de voyage rassemblant notes graphiques et écrites, photographies et documents. Si cette production plastique est improvisée sur le motif, le voyageur programme en amont le support et se prépare techniquement et mentalement, définissant ainsi sa capacité à capter le réel. Les images créées en voyage par les artistes – de Léonard de Vinci, Albrecht Dürer, William Turner, Eugène Delacroix, Félix Ziem, Paul Gauguin, Zao Wou Ki à, plus récemment, Titouan Lamazou, Georges Wolinski, Michel Montigné, Bertrand De Miollis, Elsie Herberstein, Nicolas Jolivot, et Stéphanie Ledoux – sur feuillet libre ou dans un album, informent sur les stratégies spécifiques de connaissance du pays et de rencontre des habitants. L’étude de leurs moyens et dispositifs de travail sur le terrain, éclaire la quête artistique et spirituelle qui les a mobilisés. Au retour dans l’atelier, l’artiste transforme les informations du voyage à l’aide d’autres savoir-faire techniques et artistiques. Le carnet de voyage est devenu populaire parce que le petit format favorise la liberté d’expression individuelle dans le dispositif du livre, à la fois extime et intime. Pour certains artistes professionnels, ce format conservé dans l’intimité de l’atelier, se révèle être un condensé d’audaces techniques, de premiers jets virtuoses et un compagnon de vie privilégié, qui est aussi à l’origine des œuvres destinées au public. Le carnet de papier adapté au nomadisme, qui stimule la recherche des artistes reconnus, tout comme la pratique spontanée du dessin et de l’écriture, devient à la fois surface et volume, outil et récit, temps et déplacement, travail et résultat. Ma thèse cherche à montrer que le carnet remplissant ces fonctions, devient avatar holographique du voyage et œuvre en soi. / The ambition of this thesis is to elucidate the process that leads the traveller to produce a compilation of graphic and written notes, photographs and documents. If this production is to be carried out during the journey itself, the traveller must think about the materials that will be necessary to the execution of the work, to catch reality. But a certain form of mental preparation is also necessary. The images achieved by travelling artists such as Leonardo da Vinci, Albrecht Dürer, William Turner, Eugène Delacroix, Félix Ziem, Paul Gauguin, Zao Wou Ki and, more recently, Titouan Lamazou, Georges Wolinski, Michel Montigné, Bertrand de Miollis, Elsie Herberstein, Stéphanie Ledoux and Nicolas Jolivot, are loose-leaf or in albums, which set out specific strategies aimed at acquiring knowledge about an environment and its inhabitants. The study of the ways and the meanings of producing a travel sketchbook throws light on the spirit of artistic and spiritual inspiration which was the driving force of the work. Back in his or her workshop, the artist retrospectively organises his sketches in the light of his or her experience, thanks to technical and artistic means. The travel sketchbook has become popular because its small format encourages an individual freedom to express within the framework of a book, whether private or intended for disclosure. For some professional artists, this size, which is used and kept secretly at home, proves out to be a summary of sketches and discoveries that will provide material for works, which may be offered to the public. The travel sketchbook is also an accretion of rough drafts, technical demonstrations and insights into its author’s psychological depths. Paper, as a medium adapted to travel, stimulates artistic and literacy research. It is at once plane and volume, instrument and narrative, time and movement, work and achievement. The aim of this thesis is to demonstrate how the travel sketchbook by performing these functions, can give a holographic account of a journey, and can thus constitute a work of art in itself.

The present thesis focuses on the teaching of interpreter`s notes within selected universities in the Federal Republic of Germany. The aim of this theoretical-empirical study is to find out how lecturers teach note-taking, which sources they use, and how much importance they assign to teaching note-taking. Findings from German universities are compared with responses from research participants from a university in the Czech Republic. The theoretical part of this study introduces the topic of note-taking in a wider context of interpreting, discusses the prevailing systems of note-taking in more detail and deals with teaching note-taking and some of its aspects. Tools and technologies used for note-taking are also mentioned. In the second, empirical part of the thesis, the goals, chosen methodology and possible limits of the research are presented. Participants and universities selected for the research are also introduced. The data is collected by means of questionnaires and semi- structured interviews. Findings from both of these methods are then compared based on thematic areas. Although the target group of the research is relatively small, and the results are therefore not fully decisive, a number of noteworthy trends have been identified which may serve as basis for future research. Also, the...

Note-taking is ubiquitous. Whether we write down a grocery list, type our intentions for the day, or record a voice note for a friend, we often use notes to externalize our thoughts. We “delegate” this information to “in the world” extensions of our cognition, thus lightening our cognitive loads. The current thesis investigates the effects of note-taking as a form of cognitive offloading in an applied research setting. The note-taking literature is fragmented regarding practical note-taking recommendations for educators. The current thesis advances our knowledge and understanding of the crossover between cognitive offloading, note-taking, and individual differences. The laboratory research presented in this thesis uses novel materials that mimic the classroom environment, with future goals of translating this research into the actual classroom. Chapter 2 explores note-taking from a cognitive offloading perspective and demonstrates how differences in note-taking quantity affect recall. Chapter 3 showcases how differences in learning between note-taking modalities are seen sporadically and only when they intersect with the type of test. Chapter 4 investigates the importance of individual differences (e.g., working memory capacity) when exploring cognitive offloading and note-taking, and demonstrates how surface findings are not generalizable once we investigate underlying individual differences. While our research started as a way to understand how we offload information via note-taking and its effects on learning, we hope our findings and general discussion encourage the reader to explore the generalizability of applied cognitive research. Note-taking is a complex process, and our future work aims to investigate how learners differ and how we might disseminate research in education to be inclusive and diverse. / Thesis / Doctor of Philosophy (PhD) / Imagine a world without technology or external resources to express your thoughts: no “to-do” lists, calendar reminders, sketches, or notes. Since our memory capacities are limited, we often maintain a record of information “in the world”, as opposed to only using our limited memory stores. This form of mental delegation is known as “cognitive offloading”. One way we offload information for future access is through note-taking. In an educational setting, note-taking influences our ability to learn and review information. How we take notes, and their effects on learning, have been debated in the literature. This thesis explores the impact of cognitive offloading and note-taking on learning, and demonstrates the importance of exploring individual differences (e.g., memory capacity and note-taking preference) in applied educational research. Throughout this thesis, we prompt our audience to frame note-taking and cognitive research takeaways through an inclusive educational lens.

According to recent statistics, the number of people in Sweden who choose to go into higher education after upper secondary school has grown compared to 25 years ago. Lectures within some university programs are conducted entirely in English, and Swedish students’ abilities to understand, record and recall the information given at lectures are therefore crucial for their academic success. The course English 6 in upper secondary school is supposed to cover different ways of taking notes while listening. Three qualitative interviews were conducted in this study to examine how teachers interpret the course’s note-taking aspects, and how they intend to work with note-taking in the classroom. A quantitative study was carried out with students in upper secondary school to look into their experiences of note-taking in the course English 6. Results show differences in how the teachers approach note-taking and how they choose to work with note-taking in the classroom. A majority of the students participating in the study claimed not to have been introduced to different ways of taking notes in the course English 6. This information calls for teachers to make sure note-taking skills are being taught in an explicit way. More knowledge and communication among teachers also seem necessary in order to help students develop strategies for note-taking in the best way possible.

許多ESL及L1學生認為做筆記是有利於學術聽力的策略。本研究的目的在於重新檢視有否做筆記對於英語非母語的學習者在學術聽力理解以及回憶上的影響。此外，本研究也比較程度高與程度低學習者所做之筆記，並調查個人對於做筆記的信念及習慣。 本研究一共有225位大一學生參與從TOEFL-IPT之中所篩選出的學術演講聽力測驗。過程中，學生依個人習慣決定是否記下筆記。於聽力測驗結束後，隨即讓有寫筆記的學生填答回溯問卷。於一星期後， 所有做筆記及不做筆記學生在沒有複習機會的情況下，進行回憶測驗。所有學生也填答關於做筆記之信念與習慣的問卷。 本研究的結果如下: 1)即使大多數學生對於做筆記皆認為有助其聽力理解，在本研究中，做筆記幾乎沒有發揮效益。2) 對於程度高的學生而言，做筆記並未對其聽力理解產生幫助。3) 對於程度低的學生而言，做筆記仍然沒有顯著的效益。4) 在記憶測試方面，做筆記與否似乎也沒有顯著差異。5)程度高的學生傾向於選擇寫下重要概念，程度低的學生傾向於隨意記下聽到的單字。 本研究根據以上五個方向所得結果，進一步提供相關建議，作為教育學者， 教師，以及學生們參考。 / Note-taking for ESL and L1 learners is widely recognized as one of the potentially beneficial academic listening strategies. The purpose of the present study was to re-examine the effect of note-taking for L2 learners in listening comprehension and retention on note-taking/non-note-taking conditions. Besides, the comparison between the notes from the high and low proficiency L2 learners was conducted. Some note-taking beliefs and habits from the L2 learners were also investigated. This study adopted a quantitative method, and the subjects were 225 freshmen in one university who took the listening comprehension test from the TOEFL-IPT lectures and took notes when they felt necessary. Following the lecture comprehension test, subjects who took notes were given a retrospective questionnaire. One week later, all subjects took a retention test which was derived directly from the lectures without review. After the retention test, all subjects were asked to complete a general perception questionnaire on note-taking. The major findings were summarized as follows: 1) Note-taking exerted little facilitative influence on comprehension performance even though most learners assumed the positive effect was there. 2) Note-taking did not help high proficiency subjects on comprehension of the TOEFL-IPT lecture listening. 3) Note-taking seemed to have limited merits for low proficiency subjects in comprehension. 4) No significant mean difference of the retention scores was found between note-taking and non note-taking group. 5) The high proficiency note takers were initiated to take notes by listening to discourse signals ahead of the upcoming of the main ideas, while the low proficiency note takers tended to jot down trivial words randomly. Finally, pedagogical implications and suggestions derived from previous discussions were presented mainly for teachers and learners.

The problem of this study was to determine the relative effectiveness of the note-test system and the traditional lecture system of teaching basic college chemistry.

- The concept of a bill of exchange and promissory note The topic of the master thesis is "The concept of a bill of exchange and promissory note". This topic has been chosen for its attractiveness, topicality and difficulty. The author's work experience was the motivation for the selection of this topic. The objective of the diploma thesis is to give a characterization of the bill of exchange and promissory note, to explain what kinds of them exist and to analyse their essential elements. The diploma thesis is structured into eight chapters. The first chapter introduces the issue of bills of exchange and promissory notes and outlines the objectives of the thesis. The second chapter discusses briefly the history of the bill of exchange and promissory note and of the bill of exchange law at all. It is divided into three sections in which it is referred to the origin of the bills of exchange, to the historical importance of the bill of exchange law and especially to the international dimension, which the bill of exchange law acquire and which contributes to almost perfect current legislation in our country. The third chapter is devoted to the sources of exchange law in the Czech Republic and to the relations between them. The greatest attention is dedicated to the bill of exchange and check act number...

The purpose of the thesis is to provide a view into most significant modes of promissory note abusive conduct. This view consists of thorough analysis of sources, modes of operation, impacts and available prevention of issues related to promissory note and bill of exchange abuse. The domestic case law has been the primary source of the thesis. However, relevant literature and applicable laws have been reflected as well. The thesis is divided into four chapters. The first chapter deals with a brief historical introduction of the law of promissory notes and its deviations from private law concerning especially the ones related to promissory note abusive conduct. The current situation in the field of promissory notes in Czech Republic is also reviewed in this chapter. The second chapter is focused on the abstract nature of obligations arising from the promissory notes as from negotiable instruments. Furthermore, excessive claims based on security promissory note, separation of the security promissory note from secured receivable and abuse of the aval guarantee are introduced and examined. The third chapter provides a comprehensive view into incomplete instruments and agreements necessary to transfer them into negotiable instruments. The incomplete instrument abuse is also reviewed and distinguished...