University of Hildesheim
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Face Work and Flaming in Social Media
No full textThe author dedicates her paper to collective attacks against absent third parties. The users, who do not know each other, construct a shared concept of the enemy which they then male fun of, attacking it collectively in the form of so-called 'flaming'. Even if the person being attacked is unaware of it, this FTA has the effect of enhancing the shared face of the group of attackers
Network of the Day: Aggregating and Visualizing Entity Networks from Online Sources
No full textThis software demonstration paper presents a project on the interactive visualization of social media data. The data presentation fuses German Twitter data and a social relation network extracted from German online news. Such fusion allows for comparative analysis of the two types of media. Our system will additionally enable users to explore relationships between named entities, and to investigate events as they develop over time. Cooperative tagging of relationships is enabled through the active involvement of users. The system is available online for a broad user audience
Detecting Irony Patterns in Multi-level Annotated Web Comments
No full textIronic speech act detection is indispensable for automatic opinion mining. This paper presents a pattern-based approach for the detection of ironic speech acts in German Web comments. The approach is based on a multilevel annotation model. Based on a gold standard corpus with labeled ironic sentences, multilevel patterns are deter- mined according to statistical and linguis- tic analysis. The extracted patterns serve to detect ironic speech acts in a Web com- ment test corpus. Automatic detection and inter-annotator results achieved by human annotators show that the detection of ironic sentences is a challenging task. However, we show that it is possible to automatically detect ironic sentences with relatively high precision up to 63%
Face Work and Social Media
No full textOn platforms such as Facebook and Twtter, on message boards, in blogs and commentaries, in short: in the Social Media, users interact as if they knew each other personally. Malicious verbal behaviour is found next to clapping and kissing emoticons, both indicative of users' relational work strategies. This book presents seventeen papers on face work in Social Media - theoretical reflections as well as corpus-based studies - thus opening the way to rethink linguistic pragmatics in computer-mediated communication
"You sound very talented" - Negotiating Face in Online Message Boards
No full textThe author examines interactions in a forum community. Her paper focuses primarily on the negotiation of status, which is measured for example by the length of membership and the activity of the users in the communities. Using the example of the community 'The Student Room', she shows that newcomers first have to earn the right to perform certain verbal actions
A Matter of Politeness? On the Role of Face-Threatening Acts in Online Tutoring
No full textThe difference between experts and laypeople is also the subject of the paper by Gesa Linnemann, Benjamin Brummernhenrich and Regina Jucks. In an experiment in pedagogical psychology, they examine efficient knowledge acquisition in e-learning contexts. In the experiment, tutors applied various strategies to criticise the learners' results, with different intensity levels of face threat. If mitigating strategies were used, the learners considered the tutors to be more credible
DRIM: Named Entity Recognition for German using Support Vector Machines
No full textThis paper describes the DRIM Named Entity Recognizer (DRIM), developed for the GermEval 2014 Named Entity (NE) Recognition Shared Task. The shared task did not pose any restrictions regarding the type of named entity recognition (NER) system submissions and usage of external data, which still resulted in a very challenging task. We employ Linear Support Vector Classification (Linear SVC) in the implementation of SckiKit, with variety of features, gazetteers and further contextual information of the target words. As there is only one level of embedding in the dataset, two separate classifiers are trained for the outer and inner spans. The system was developed and tested on the dataset provided by the GermEval 2014 NER Shared Task. The overall strict (fine-grained) score is 70.94% on the development set, and 69.33% on the final test set which is quite promising for the German language
Politeness and Face Work in German Forum Communication
No full textIn the first section the key concepts will be briefly presented and discussed. The second section will be dedicated to the application of face and politeness in forums. In the last part, some examples will be presented and discussed
School violence - The relevance of teaching staff's personal characteristics for the prevention of violence in schools
No full textThis dissertation studies the occurrence of violence within the education system. Information re-garding the incidence of violence in the school environment was collected with an online questionnaire completed by 1220 individuals. The breakdown of this survey included teaching staff (N=448), pupils (N=262), parents or legal guardians (N=191), and subject matter experts who are in work related, direct contact with children and youths (N=319). Participants answered questions including those on what type violence they experienced, how often they encountered violence in an educational context and which intervention or prevention methods they deem as effective, or have already experienced as being effective in dealing with occurrences of violence. Teaching staff raised additional personal factors such as emotional exhaustion, loss of performance, self-esteem, self-efficacy, identifying methods for corrective action, plans for action to be taken and social responsibility. The aim of this study is to identify methods of preventing violence in schools by taking into consideration the personal factors raised by teaching staff. Particular attention was given to the teaching staffs willingness to intervene and take action in violent situations. A key finding was that teaching staff with positive personal resources demonstrate a higher level of vigilance and willingness to take action when they witness or experience violence. The central role of teaching staff with regard to preventing violence in schools is confirmed by the other groups questioned. The functional boundary of specialised staff that, based on their specific expertise, might have been regarded as key contributors in the context of prevention could also be justified. Data collected from pupils allows conclusions to be drawn from their specific point of view and shows a less dramatic picture than might otherwise be assumed. Based on the online survey as well as relevant specialist literature, general actions for the intervention against and prevention of violence in schools could be developed. Since teaching staff play a significant role in this, it could also been identified how they should be supported in order to perform this challenging function.Die Dissertation setzt sich mit Gewalt im schulischen Kontext auseinander. Mittels Online-Fragebogen wurden insgesamt 1’220 Personen oder Lehrpersonen (N = 448), Schülerinnen und Schüler (N = 262), Erziehungsberechtigte (N = 191) sowie Fachpersonen mit berufsbedingtem direktem Kontakt zu Kindern und Jugendlichen (N = 319) zum Thema Gewalt an Schulen befragt. Die Studienteilnehmenden gaben unter anderem an, was für sie Gewalt ist, wie oft sie Gewalt im schulischen Kontext erleben und welche Interventions- sowie Präventionsmassnahmen sie als hilfreich erachten beziehungsweise bereits als hilfreich erlebt haben. Bei den Lehrpersonen wurden zusätzlich Persönlichkeitsfaktoren wie Emotionale Erschöpfung, Leistungsverlust, Selbst-wirksamkeit, Selbstwert, Handlungsorientierung, Handlungsplanung und Soziale Verantwortung erhoben. Ziel der Arbeit ist es, unter Berücksichtigung der Persönlichkeitsfaktoren von Lehrper-sonen Ansätze für Präventionsmassnahmen zur Verhinderung von Gewalt an Schulen aufzuzeigen. Ein besonderer Fokus wurde dabei auf die Handlungsbereitschaft der Lehrpersonen in Gewaltsituationen gelegt. Als zentrale Erkenntnis stellt sich heraus, dass Lehrpersonen mit positiven persönlichen Ressourcen eine erhöhte Wachsamkeit und Handlungsbereitschaft im Zusammenhang mit erlebter und beobachteter Gewalt aufweisen. Durch die anderen befragten Gruppen kann die zentrale Rolle der Lehrpersonen in Bezug auf schulische Gewaltprävention belegt werden. Die funktionale Abgren-zung zu den Fachpersonen, die auf Grund ihrer berufsspezifischen Fachkompetenz als alternative Schlüsselfiguren im Präventionskreislauf hätten gesehen werden können, konnte dargelegt werden. Die Datenerhebung bei den Schülerinnen und Schülern lässt insbesondere Rückschlüsse auf das Gewaltaufkommen in den Schulen aus ihrer Sicht zu und zeigt diesbezüglich ein weniger dramati-sches Bild, als es gemäss einschlägigen Medienberichten anzunehmen wäre. Auf Grund der Online-Umfrage sowie der entsprechenden Fachliteratur konnten allgemeingültige schulspezifische Massnahmen für Interventions- und Präventionsmassnahmen zur Gewaltreduktion entwickelt werden. Da die Lehrpersonen diesbezüglich eine bedeutende Funktion innehaben, wurde erarbeitet, wie diese unterstützt werden müssten, damit sie diese durchaus anspruchsvolle Funktion entsprechend ausüben können
Zeithandeln von Bachelorstudierenden im Kontext von organisationalen Anforderungen wie Studierende mit den organisationalen Zeitpolitiken der Hochschule umgehen. Eine methodenintegrative Studie in den beiden Bachelorstudiengängen „Kulturwissenschaften und ästhetische Praxis“ und „Sozial- und Organisationspädagogik“
No full textHow do students organize and orient oneself in their field of study particularly with regard of time in Bologna structures? That is the main question of this dissertation. To find an answer I collect during ten month workload and interview-data in the study path “Kulturwissenschaften und ästhetische Praxis” und “Sozial- und Organisationspädagogik”. Results are a model of time-action in organizational structures and a specification in types of time-acting by students.„Wie orientieren und organisieren sich Studierende zeitlich in dem durch Bologna strukturierten Studium?“ Diese Fragestellung steht im Fokus dieser Dissertation. Zur Klärung dieser Fragestellung habe ich in den beiden Bachelorstudiengängen „Kulturwissenschaften und ästhetische Praxis“ und „Sozial- und Organisationspädagogik“ über 10 Monate hinweg Zeitbudgetdaten erfasst und ergänzend hierzu leitfadenbasierte Interviews durchgeführt. Hieraus resultiert zum einen eine Modellbildung zu studentischem zeitlichen Handeln und zum anderen eine Spezifizierung in Form einer Typenbildung