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This thesis explores the relationships that exist between reification, the conceptualisation of music, and the composition of new concert music. In general terms, reification can be described as the mental process of conceiving abstract concepts as tangible and concrete things. The problem of reification in the conceptualisation of musical works is one that exists between a rock and a hard place: we rely on something like reification in order to gain any sense of meaning from our experiences of the abstract aspects of musical works, but treating the reified understanding of these aspects as if they are what makes musical works meaningful ignores the emergent and transitory aspects of our interactions with musical works as being inherently meaningful in and of themselves. Through a variety of ethnographic, phenomenological and narrative methods, this thesis aims to challenge the long-held notions of meaning construction within the field of analytical aesthetics. It also aims provide a conceptual framework with which composers can use to practically study, collect data and analyse the conceptualisation of meaning in their compositions, as well as apply this understanding to audiences’ conceptualisation of meaning in musical works. The results of this thesis project culminate in the creation and presentation of three artistic outcomes: a new and original work for chamber ensemble, and two audio papers that explore the synthesis of interview responses and recordings of musical works within the framework of an audio-based discourse. Semi-structured interviews in the form of stimulated recall sessions were conducted as a means of obtaining data from participants about their interpretation of meaning in musical works. The use of metaphors as a conceptual framework with which to code and analyse data collected from these sessions allowed for the linguistic conceptualisation of musical meaning that avoided the theory construction and analytical aesthetic tendencies of modern music philosophy. This conceptual framework was also applied in the coding and analysis of a compositional perspective of the new work in order to compare and contrast the similarities and differences between composers and audiences in their interpretations of musical meaning. While this thesis does not purport to offer a “theory” for the conceptualisation of meaning in musical works (such an exercise is both impossible and pointless), the findings presented in the analysis of the new composition and audio papers allows for a conceptual framework that takes into account the everyday use of language in communicating the experiences of composers and audience members in their conceptualisation of meaning in musical works.

Many problems involving decision making withimperfect information can be modeled as extensive games. Onefamily of state-of-the-art algorithms for computing optimal playin such games is Counterfactual Regret Minimization (CFR).The purpose of this paper is to explore the viability of CFRalgorithms on the board game Stratego. We compare differentalgorithms within the family and evaluate the heuristic method“imperfect recall” for game abstraction. Our experiments showthat the Monte-Carlo variant External CFR and use of gametree pruning greatly reduce training time. Further, we show thatimperfect recall can reduce the memory requirements with only aminor drop in player performance. These results show that CFRis suitable for strategic decision making. However, solutions tothe long computation time in high complexity games need to beexplored. / Många beslutsproblem med dold informationkan modelleras som spel på omfattande form. En familj avledande algoritmer för att beräkna optimal strategi i sådana spelär Counterfactual Regret Minimization (CFR). Syftet med dennarapport är att undersöka effektiviteten för CFR-algoritmer ibrädspelet Stratego. Vi jämför olika algoritmer inom familjen ochutvärderar den heuristiska metoden “imperfekt minne” för spelabstraktion.Våra experiment visar att Monte-Carlo-variantenExternal CFR och användning av trimning av spelträd kraftigtminskar träningstiden. Vidare visar vi att imperfekt minne kanminska algoritmens lagringskrav med bara en mindre förlust ispelstyrka. Dessa resultat visar att CFR är lämplig för strategisktbeslutsfattande. Lösningar på den långa beräkningstiden i spelmed hög komplexitet måste dock undersökas. / Kandidatexjobb i elektroteknik 2021, KTH, Stockholm

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Examensarbete utgör ett didaktiskt verktyg för att utforska hur textillärare använder sina händer i praktiken för att stödja elevernas lärande och motivation. Trots att forskning visar på utmaningar för lärare, särskilt med elever som saknar motivation, är det av betydelse att inte ge upp. Studiens syfte är att generera insikt kring hur textillärare använder händerna som pedagogiskt verktyg och att undersöka deras uppfattningar om händernas roll utifrån riktlinjer i styrdokument. Tidigare forskning bidrar med insikter om hur olika pedagogiska strategier påverkar elevernas inlärning. Genom att integrera dessa metoder och samla empirisk data, syftar studien till att belysa ämnet och förbättra elevernas förståelse och engagemang. Fokus ligger på att undersöka hur textilläraren använder sina händer i undervisningen med hjälp av insamlad empirisk data genom observationer och intervjuer för att förstå lärarens agerande och perspektiv. Resultatet av studien tydliggör hur användningen av händerna i slöjdundervisningen är avgörande ur ett lärarperspektiv. Studien identifierar ett holistiskt perspektiv och pekar på framtida forskningsområden för att förstärka sambandet mellan praktik och teori inom slöjdämnet, medanden också betonar textillärares roll i att stödja elever med bristande självförstoende för att främja en autonom inlärningsmiljö med hjälp av icke-verbala kommunikationsformer, särskilt användningen av händerna.

Food safety problems have gained national attention, and food recall is one of the most important indications of this concern. Third-party certifications have become a popular way to improve the safety and quality of products for consumers. Publications related to third-party certification usually focus on the motives and benefits of a particular certification. However, to date, no existing research investigates the effects of food recalls on certification adoption. This study uses Probit models with a binary endogenous explanatory variable to examine the relationship between food recalls and third-party certification, based on recalls occurring between January 1, 2015 and February 18, 2016. Marginal effects are used to interpret the impact of recalls and companies’ annual net sales on third-party certification adoption. Results reveal that past recalls significantly affect a firm’s likelihood of certification adoption.

Due to the fact that Scripture is the authoritative Word of God (Belgic Confession. Article 5), the infallible written Word of God. is and stays the basis for Christian ethics. Scripture is not just another single source for Christian ethics among other sources, but it is the decisive source among all other sources. The question then arises - how is it possible in the ever-changing life situation of the modem day context of society? In an ever increasing secularized society places the Christian life and also the Christian ethics under more pressure. The acceptance of the authority of Scripture is therefore indispensable for Christian ethics. Scripture does however not present a text as an absolute answer for every possible or similar ethical problem. The deep-seated principles of Scripture must be exposed. From these principles norms should be derived that is applicable to the modem problem. The problem statement that follows from this culminates as the following: Can a thematic analysis of the Biblical dogma present a fundamental working foundation for Christian ethics in modem day society and serve as a corrective for the problematic approaches of a biblicistic as well as an over critical view of Scripture for the basis of ethics? The central theoretical argument of the study is the following: A thematic analysis of the Biblical dogma can indeed present a fundamental, working foundation for Christian ethics in modem day society and can serve as a corrective for the problematic approaches of a biblicistic as well as an over critical view of Scripture for the basis of ethics. In the second chapter the definitions of what could be defined as Christian ethical perspectives and principles is examined. In other words, the purpose of the chapter is to examine and to give a broad overview of the understanding of ethics, morality, morals etc. The qualified deontological approach is chosen due to the fact that normative approach with its focus on Scripture as authoritative therein plays a big role. The third chapter focuses on which view of Scripture and use of Scripture is normally applied in Reformed ethics in the use or interpretation of Scripture. Special attention is given to the authority of Scripture, view of Scripture and an attempt is made to convey the hermeneutical points of departure (axioms) in order to derive an intra-biblical use of Scripture. The chapter comes to the conclusion that even though the Christian ethicist does have in theory at his disposal a biblical-founded hermeneutical model it does not safeguard him against a faulty use or interpretation of Scripture in practice in the fourth chapter the present-day Scriptural principles that serves as basis and cadre for the interpretation of Scripture in light of the answering of Christian ethical questions is examined. In light of the present-day situation seems that although there is a sound hermeneutical axiom that serves as filters in the interpretation of Scripture in the reformed ethics, in practice either a biblicistic or a Criticism of Scripture approach to Scripture is chosen. The approaches of the fundamentalistic/biblicistic and Criticism of Scripture is examined and m e s to the conclusion that both, in their own way, does bring the authority and the message of Scripture in disrepute. In the event of the fundamentalistic and biblicistic approach the divine inspiration character of Scripture is overemphasized and all Scriptural Utterances is treated on the same level to such an instance that everything is sanctioned. In the event of the Criticism of Scripture the human fallible character is again overemphasized to the extent that the normative authority of Scripture for Christian ethics is not taken into account . The chapter comes to the conclusion mat a "third way” must be examined to circumvent the many pitfalls of either a fundamentalistic/biblicistic of Criticism of Scripture in the interpretation of Scripture in light of a modem day ethical problem. In the fifth chapter an adjudication and evaluation of the quality of the use or Interpretation of Scripture in light of capital punishment within the biblical view of a right to life is given as a representative of modem day ethical problems. In light of the principles given in Chapter 3 and 4 it is shown that Scripture is most often misused despite fair hermeneutical principles Only to reflect the ethicist own preconceived ideas. The last chapter indicates an approach that might possibly serve as an alternative/valid use or interpretation of Scripture in reformed ethics other than a typical biblicistic/fundamentalistic or Criticism of Scripture approach. The chapter draws to the conclusion that the contextual-paradigmatic approach is at this time the only capable approach of acknowledging the proper interpretation of Scripture to shed some light on the ethical problems of modem day society, without stepping into the boundaries of either a biblicistic/fundamentalistic of Criticism of Scripture interpretation of Scripture. The contextual-paradigmatic approach succeeds in preventing the ethicist to misinterpret Biblical texts that seems to be of importance to the debate of capital punishment and to make a scientific contribution lo important debates in South Africa today, especially those related to the interpretation of the Bible and its use in the development of South Africa. In this way an attempt is made to contribute towards and to provide guidelines for a healthy and responsible society and for the functioning of Christians within the current South African state. The message of the Bible must thus be established in a responsible and valid way, and communicated effectively to society. / Thesis (Ph.D. (Ethics))--North-West University, Potchefstroom Campus, 2006

Recently, the numbers of Higher Education institutions that are using Web 2.0 technologies and social networking sites are increasing dramatically. These sites offer unique and diverse learning opportunities. There is evidence that a sense of community can be created online and that this community is connected with perceived learning. Garrison, Anderson and Archer (2000) introduced and developed the Community of Inquiry framework as a dynamic process model and a comprehensive framework to guide the research and practice of online learning communities, and to describe and measure elements supporting the development of these communities. This framework consists of three elements - social, teaching and cognitive presence - as well as categories and indicators to define each presence and guide the coding of transcripts. The categories of social presence are affective responses, open communication and group cohesion. The categories of teaching presence are instructional design and organisation, facilitating discourse and direct instruction. Previous studies suggest that a positive social climate on an online learning community is important as it can improve learning experience and cognitive presence. This study aims to explore and understand the nature of Community of Inquiry presences, in particular teaching presence and social presence. The aim of the study is to understand the influence of a different teaching presence on students’ development of social presence. This study provides a more comprehensive picture of developing students’ social presence over changing teaching presence in a social network environment in a Kuwaiti higher education context. In order to achieve the purpose of this study, the following research questions are explored: 1- How does a students’ sense of social presence change with a different teaching presence in the social network environment within a Kuwaiti higher education context? a. Does a students’ sense of social presence (affective responses, open communication and group cohesion) change as a result of a different teaching presence (facilitating discourse - direct instruction) in the social network environment in a Kuwaiti higher education context? b. Why do participants maintain or change their social presence level during the course? 2- How does the use of teaching presence promote the development of students’ social presence in a Kuwaiti higher education context within the social network environment? The study was conducted in the second semester of 2010/2011 at The Education Technology Department - The College of Basic Education - The Public Authority for Applied Education and Training (PAAET), within the State of Kuwait. The study was carried out on the Educational Communication module and involved 46 male participants. This study uses the equivalent of mixed methods design to answer research questions. The sequential explanatory strategy is embedded within an applied quasi-experimental approach. Quantitative data is collected and analysed, which is then followed by the collection and analysis of qualitative data. The researcher used a messages analysis and a content analysis approach to reveal the level of social presence in an online community and then develop stimulated recall interview questions. A combination of individual interviews and focus group interviews were used. Garrison et al.’s (2000) social presence coding schemes were developed to make them more suitable in the study context. Quantitative and qualitative data show that there is no significant difference between the effects of facilitating discourse and direct instruction in terms of students’ social presence level. Stimulated recall interviews reveal that most participants cannot distinguish between facilitating discourse and direct instruction. The participants believe that facilitating discourse and direct instruction are similar. The participants’ responses lead the researcher to search for other motives that could promote the development of students’ social presence in the higher education context in the social network environment. The study concludes that there are two factors that could promote the development of students’ social presence. First, instructional design and organisation, such as web design satisfaction, network effect, instructor responsiveness, the nature of the task and awarding degrees. Second, learner-specific matters, such as previous experience, peer influence, friendship, attitude, self-esteem and self-confidence and something I refer to as the Wave Effect.