309 research outputs found
Corneille, Molière et les autres. Stilometrische Analysen zu Autorschaft und Gattungszugehörigkeit im französischen Theater der Klassik
No full textThe digital age, by making large amounts of text available to us, prompts us to develop new and additional reading strategies supported by the use of computers and enabling us to deal with such amounts of text. One such "distant reading" strategy is stylometry, a method of quantitative text analysis which relies on the frequencies of certain linguistic features such as words, letters or grammatical units to statistically assess the relative similarity of texts to each other and to classify texts on this basis. This method is applied here to French drama of the seventeenth century, more precisely to the now famous "Corneille / Molière- controversy". In this controversy, some researchers claim that Pierre Corneille wrote several of the plays traditionally attributed to Molière. The methodological challenge, it is shown here, lies in the fact that categories such as authorship, genre (comedy vs. tragedy) and literary form (prose vs. verse) all have an influence on stylometric distance measures and classification. Cross-genre and cross-form authorship attribution needs to distinguish such competing signals if it is to produce reliable attribution results. This contribution describes two attempts to accomplish this, parameter optimization and feature-range selection. The contribution concludes with some more general remarks about the use of quantitative methods in a hermeneutic discipline such as literary studies
Toward a script theory of guidance in computer-supported collaborative learning
No full textThis article presents an outline of a script theory of guidance for computer-supported collaborative learning (CSCL). With its four types of components of internal and external scripts (play, scene, role, and scriptlet) and seven principles, this theory addresses the question how CSCL practices are shaped by dynamically re-configured internal collaboration scripts of the participating learners. Furthermore, it explains how internal collaboration scripts develop through participation in CSCL practices. It emphasizes the importance of active application of subject matter knowledge in CSCL practices, and it prioritizes transactive over non-transactive forms of knowledge application in order to facilitate learning. Further, the theory explains how external collaboration scripts modify CSCL practices and how they influence the development of internal collaboration scripts. The principles specify an optimal scaffolding level for external collaboration scripts and allow for the formulation of hypotheses about the fading of external collaboration scripts. Finally, the article points towards conceptual challenges and future research questions
From guided to self-regulated performance of domain-general skills
No full textThe fading of instructional scripts can be regarded as necessary for allowing learners to take over control of their cognitive activities during the acquisition of skills such as argumentation. There is, however, the danger that learners might relapse into novice strategies after script prompts are faded. One possible solution could be monitoring by a peer with respect to the performance of the strategy to be learned. We conducted a 2×2-factorial experiment with 126 participants with fading and peer monitoring as between-subjects factors to test the assumptions that (1) the combination of a faded script and peer monitoring has a positive effect on strategy knowledge compared to only one or none of the two types of support; and (2) this effect is due to a greater amount of self-regulated performance of the strategy after the fading of the script when peer monitoring takes place. The findings support these assumptions
A Life Interrupted: Essays in honour of the lives and legacies of Christof Heyns
No full textThis volume of essays, A life interrupted: essays in honour of the lives and legacies of Christof Heyns, honours Christof Heyns, renowned human rights lawyer, advocate, activist and educator, but also down-to-earth family man, friend and colleague. Christof’s sudden and most untimely passing on 28 March 2021 deeply saddened those close to him but also evinced an outpouring of grief from the national and international human rights community. His passing brought a deep sense of loss, in part because, at age 62, he was fully engaged in contributing to the betterment of society and still had so much more to give. His is a life interrupted. But at the same time, looking back over the varied lives he lived, he had already left his mark in so many ways. His influences and impacts are manifold and magical. This collection not only testifies to the legacy that he has left us, but also to the ongoing efforts of many to continue building on his legacy.
This collection contains two sets of essays by family members, friends, colleagues, collaborators and students. Part A contains essays of a more reflective and personal nature, while the contributions in Part B link to the scholarly or academic themes Christof had worked on and explored, including international human rights systems, international law, the right to life, freedom of association, international humanitarian law, the impact of human rights treaties, constitutionalism and legal philosophy. However, a neat distinction between the personal and professional is not possible in respect of such a warm, generous and enthusiastic person as Christof. Most of the essays in Part A integrate some of Christof’s professional and academic achievements, while many of the essays in Part B also reflect on Christof as a person.
The editors, all based at the Faculty of Law, UP, are colleagues and friends who worked closely with Christof. Frans Viljoen succeeded Christof as Director of the Centre for Human Rights. Christof was his doctoral supervisor, mentor and research collaborator. Charles Fombad worked with Christof at ICLA, and took over as ICLA Director after Christof’s passing. Dire Tladi, an ICLA fellow, had his office just across from Christof in ICLA. As member of the International Law Commission, he shared with Christof high level engagement with the UN. While Christof served on the Human Rights Committee, his colleague Ann Skelton serves on the Committee on the Rights of the Child. Magnus Killander worked closely with Christof as co-author and co-editor. Christof was also his doctoral supervisor.
The publication date of this book is 10 January 2022, which is the date marking 63 years since Christof’s birth. The publisher is the Pretoria University Law Press (PULP), of which Christof was also a founder.PublishedThis volume of essays, A life interrupted: essays in honour of the lives and legacies of Christof Heyns, honours Christof Heyns, renowned human rights lawyer, advocate, activist and educator, but also down-to-earth family man, friend and colleague. Christof’s sudden and most untimely passing on 28 March 2021 deeply saddened those close to him but also evinced an outpouring of grief from the national and international human rights community. His passing brought a deep sense of loss, in part because, at age 62, he was fully engaged in contributing to the betterment of society and still had so much more to give. His is a life interrupted. But at the same time, looking back over the varied lives he lived, he had already left his mark in so many ways. His influences and impacts are manifold and magical. This collection not only testifies to the legacy that he has left us, but also to the ongoing efforts of many to continue building on his legacy.
This collection contains two sets of essays by family members, friends, colleagues, collaborators and students. Part A contains essays of a more reflective and personal nature, while the contributions in Part B link to the scholarly or academic themes Christof had worked on and explored, including international human rights systems, international law, the right to life, freedom of association, international humanitarian law, the impact of human rights treaties, constitutionalism and legal philosophy. However, a neat distinction between the personal and professional is not possible in respect of such a warm, generous and enthusiastic person as Christof. Most of the essays in Part A integrate some of Christof’s professional and academic achievements, while many of the essays in Part B also reflect on Christof as a person.
The editors, all based at the Faculty of Law, UP, are colleagues and friends who worked closely with Christof. Frans Viljoen succeeded Christof as Director of the Centre for Human Rights. Christof was his doctoral supervisor, mentor and research collaborator. Charles Fombad worked with Christof at ICLA, and took over as ICLA Director after Christof’s passing. Dire Tladi, an ICLA fellow, had his office just across from Christof in ICLA. As member of the International Law Commission, he shared with Christof high level engagement with the UN. While Christof served on the Human Rights Committee, his colleague Ann Skelton serves on the Committee on the Rights of the Child. Magnus Killander worked closely with Christof as co-author and co-editor. Christof was also his doctoral supervisor.
The publication date of this book is 10 January 2022, which is the date marking 63 years since Christof’s birth. The publisher is the Pretoria University Law Press (PULP), of which Christof was also a founder
Für eine computergestützte literarische Gattungsstilistik
No full textDer vorliegende Beitrag plädiert für eine computergestützte literarische Gattungsstilistik, verstanden als eine Forschungsagenda für die Literaturwissenschaften, welche
hermeneutische und quantitative Methoden verbindet. Diese Agenda wird im Zusammenhang mit einem in Vorbereitung befindlichen Forschungsprojekt zum gleichen Thema formuliert,
das in der romanistischen Literaturwissenschaft angesiedelt ist. Aus diesem Forschungsprojekt werden zwei Zwischenergebnisse berichtet: das erste betrifft die konzeptuelle Verknüpfung von Gattungstheorie und computergestützter Stilistik; das zweite
betrifft die methodische Erweiterung der Principal Component Analysis (PCA) für literaturwissenschaftliche Fragestellungen
Timbre-invariant Audio Features for Style Analysis of Classical Music
No full textCopyright: (c) 2014 Christof Weiß et al. This is an open-access article distributed under the terms of the Creative Commons Attribution 3.0 Unported License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited
The Diagnosis of Scientific Reasoning: Simulations for Fostering and Analyzing (Pre-Service) Teachers’ Individual and Collaborative Diagnostic Competences
No full textTeachers’ diagnostic competences are of high importance for teaching because they are regarded as a prerequisite for supporting the development of students’ knowledge and skills. During class, teachers have to diagnose various skills, but past research has mainly focused on the diagnosis of subject-specific skills. Research on the diagnosis of cross-domain skills (skills applicable in different school subjects), such as scientific reasoning, is therefore necessary. Students’ scientific reasoning skills can be observed while implementing inquiry tasks in class and include several sub-skills (grouped into the formulation of hypotheses, experimentation, and drawing conclusions). Similar to the diagnosis of other skills, it can be assumed that teachers’ ability to diagnose scientific reasoning is related to their professional knowledge base. Moreover, teachers might benefit from collaboratively diagnosing their students’ scientific reasoning skills because students’ skill levels can be observed in different (natural science) subjects, such as biology or physics. Simulations are considered suitable for fostering and analyzing teachers’ diagnostic competences, but it seems important to create authentic simulations. It is the goal of this dissertation to validate self-developed, video-based simulations (in terms of perceived authenticity) and to use the simulations to investigate whether the perceived authenticity of the simulations and pre-service teachers’ professional knowledge is related to their diagnostic accuracy (Studies 1 and 2). The potential of collaborative diagnosing is also investigated (Study 3). On the basis of validated simulations, which were perceived as rather authentic, the results of the studies included in this dissertation indicated that pre-service teachers’ diagnostic accuracy is related to perceived involvement (one facet of authenticity) and pre-service teachers’ own scientific reasoning skills (content knowledge, one facet of professional knowledge). It also seems to be the case that pre-service teachers can benefit from collaborative diagnosing but only when supported with a collaboration script. With the presented findings, this dissertation gives helpful hints for developing (video-based) simulations and adds insight to existing research on teachers’ diagnostic competences. Future research should investigate whether these findings also hold in other domains.Diagnosekompetenzen von Lehrern und Lehrerinnen sind von großer Wichtigkeit für Lehre, weil sie als Voraussetzung für die Entwicklung von Schülerwissen und Schülerkompetenzen gelten. Während des Unterrichts müssen Lehrer und Lehrerinnen verschiedene Kompetenzen diagnostizieren, aber bisherige Forschung hat sich hauptsächlich auf die Diagnose von fachspezifischen Kompetenzen fokussiert. Forschung zur Diagnose von fächerübergreifenden Kompetenzen (Kompetenzen die in verschiedenen Schulfächern anwendbar sind) wie wissenschaftliches Denken ist deswegen notwendig. Schülerkompetenzen im wissenschaftlichen Denken können währen der Umsetzung von Aufgaben zum forschenden Lernen im Unterricht beobachtet werden und beinhalten mehrere Unterkompetenzen (gruppiert in die Formulierung von Hypothesen, Durchführen von Experimenten und Ziehen von Schlussfolgerungen). Vergleichbar mit der Diagnose von anderen Kompetenzen kann davon ausgegangen werden, dass die Fähigkeit von Lehrern und Lehrerinnen wissenschaftliches Denken zu diagnostizieren mit ihrer professionellen Wissensbasis zusammenhängt. Darüber hinaus könnten Lehrer und Lehrerinnen von der kollaborativen Diagnose von Kompetenzen im wissenschaftlichen Denken profitieren, weil die Kompetenzniveaus von Schülern und Schülerinnen in verschiedenen (naturwissenschaftlichen) Fächern wie Biologie oder Physik beobachtet werden können. Simulationen werden als geeignet für die Förderung und Analyse der Diagnosekompetenzen von Lehrern und Lehrerinnen erachtet, aber es scheint wichtig zu sein authentische Simulationen zu erstellen. Es ist das Ziel dieser Dissertation selbstentwickelte, videobasierte Simulationen zu validieren (in Bezug zur wahrgenommenen Authentizität) und die Simulationen dafür zu nutzen, zu untersuchen, ob die wahrgenommene Authentizität der Simulationen und das Professionswissen von Lehramtsstudierenden mit ihrer Diagnoseakkuratheit zusammenhängen (Studien 1 und 2). Das Potential der kollaborativen Diagnose wird auch untersucht (Studie 3). Auf Basis der validierten Simulationen, welche als recht authentisch eingeschätzt wurden, deuteten die Ergebnisse der in dieser Dissertation inkludierten Studien an, dass die Diagnoseakkuratheit von Lehramtsstudierenden mit der wahrgenommenen Involviertheit (eine Facette von Authentizität) und den eigenen Kompetenzen im wissenschaftlichen Denken (Fachwissen, eine Facette von Professionswissen) von Lehramtsstudierenden zusammenhängt. Es scheint auch der Fall zu sein, dass Lehramtsstudiere von kollaborativem Diagnostizieren profitieren können, aber nur wenn sie mit einem Kollaborationsskript unterstützt werden. Mit den dargestellte Ergebnissen gibt diese Dissertation hilfreiche Hinweise zur Erstellung von (videobasierten) Simulationen und fügt Erkenntnisse zur existierenden Forschung zur Diagnosekompetenz von Lehrern und Lehrerinnen hinzu. Zukünftige Forschung sollte untersuchen, ob die Befunde auch für andere Bereiche gelten
Spitzer on Racine, digitally revisited
No full textThis paper revisits, with today's digital corpora and computational methods of text analysis, Léo Spitzer's famous stylistic reading of the tragedies of French seventeenth-century author Jean Racine [1]. Spitzer's analysis was first published in 1928 and richly illustrates the manifestations of a "dampening effect" ("effet de sourdine") which Spitzer claims is characteristic of Racine's poetic style. The present attempt to reimplement Spitzer's study reveals new insights not only into Racine's style, but also into the respective strengths and limitations of both approaches to stylistic analysis and to the contrasting notions of style which underpin them [2].
References:
* Spitzer, Leo. „Die klassische Dämpfung in Racines Stil“ [1928]. In: Romanische Stil- und Literaturstudien I, Marburg: Elwert, 1931, 135-268.
* Léo Spitzer, "L'effet de sourdine dans le style classique: Racine", Études de style. Paris: Gallimard, 1970, p. 208-335.
* J. Berenike Herrmann, Karina van Dalen-Oskam und Christof Schöch, „Revisiting Style, a Key Concept in Literary Studies“, Journal of Literary Theory, vol. 9, no. 1, p. 25-52, 2015.
* Rockwell, Geoffrey. „Replication as a way of knowing in the digital humanities“. Vortrag, Universität Würzburg, 27. April 2016
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