LOCATIVE MEDIA, AUGMENTED REALITIES AND THE ORDINARY AMERICAN LANDSCAPE

This dissertation investigates the role of annotative locative media in mediating experiences of place. The overarching impetus motivating this research is the need to bring to bear the theoretical and substantive concerns of cultural landscape studies on the development of a methodological framework for interrogating the ways in which annotative locative media reconfigure experiences of urban landscapes. I take as my empirical cases i) Google Maps with its associated Street View and locational placemark interface, and ii) Layar, an augmented reality platform combining digital mapping and real-time locational augmentation. In the spirit of landscape studies’ longstanding and renewed interest in what may be termed “ordinary” residential landscapes, and reflecting the increasing imbrication of locative media technologies in everyday lives, the empirical research is based in Kenwick, a middleclass, urban residential neighborhood in Lexington, Kentucky. Overall, I present an argument about the need to consider the digital, code (i.e. software), and specifically locative media, in the intellectual context of critical geographies in general and cultural landscape studies in particular

The Revised Leaving Certificate History Syllabus,2004: Teachers’ Perceptions and Practices

In September, 2004, a revised syllabus in Leaving Certificate History was introduced into schools in the Republic of Ireland, replacing a syllabus that had been in place since 1969. Reflecting many decades of change in history teaching internationally, the revised syllabus places greater emphasis on history as activity and seeks to widen the breadth of coverage beyond the predominantly political focus that has been evident heretofore. Its underlying principle and the changes in practice it seeks to encourage present an agenda for significant educational change. As teachers attempt, for the first time, to meet the challenges of implementation, this dissertation seeks to shine a light on their perceptions and their practices

The Revised Leaving Certificate History Syllabus,2004: Teachers’ Perceptions and Practices

In September, 2004, a revised syllabus in Leaving Certificate History was introduced into schools in the Republic of Ireland, replacing a syllabus that had been in place since 1969. Reflecting many decades of change in history teaching internationally, the revised syllabus places greater emphasis on history as activity and seeks to widen the breadth of coverage beyond the predominantly political focus that has been evident heretofore. Its underlying principle and the changes in practice it seeks to encourage present an agenda for significant educational change. As teachers attempt, for the first time, to meet the challenges of implementation, this dissertation seeks to shine a light on their perceptions and their practices

Analyzing Authentic Texts for Language Learning: Web-based Technology for Input Enrichment and Question Generation

Acquisition of a language largely depends on the learner's exposure to and interaction with it. Our research goal is to explore and implement automatic techniques that help create a richer grammatical intake from a given text input and engage learners in making form-meaning connections during reading. A starting point for addressing this issue is the automatic input enrichment method, which aims to ensure that a target structure is richly represented in a given text. We demonstrate the high performance of our rule-based algorithm, which is able to detect 87 linguistic forms contained in an official curriculum for the English language. Showcasing the algorithm's capability to differentiate between the various functions of the same linguistic form, we establish the task of tense sense disambiguation, which we approach by leveraging machine learning and rule-based methods. Using the aforementioned technology, we develop an online information retrieval system FLAIR that prioritizes texts with a rich representation of selected linguistic forms. It is implemented as a web search engine for language teachers and learners and provides effective input enrichment in a real-life teaching setting. It can also serve as a foundation for empirical research on input enrichment and input enhancement. The input enrichment component of the FLAIR system is evaluated in a web-based study that demonstrates that English teachers prefer automatic input enrichment to standard web search when selecting reading material for class. We then explore automatic question generation for facilitating and testing reading comprehension as well as linguistic knowledge. We give an overview of the types of questions that are usually asked and can be automatically generated from text in the language learning context. We argue that questions can facilitate the acquisition of different linguistic forms by providing functionally driven input enhancement, i.e., by ensuring that the learner notices and processes the form. The generation of well-established and novel types of questions is discussed and examples are provided; moreover, the results from a crowdsourcing study show that automatically generated questions are comparable to human-written ones

A Survey on Semantic Processing Techniques

Semantic processing is a fundamental research domain in computational linguistics. In the era of powerful pre-trained language models and large language models, the advancement of research in this domain appears to be decelerating. However, the study of semantics is multi-dimensional in linguistics. The research depth and breadth of computational semantic processing can be largely improved with new technologies. In this survey, we analyzed five semantic processing tasks, e.g., word sense disambiguation, anaphora resolution, named entity recognition, concept extraction, and subjectivity detection. We study relevant theoretical research in these fields, advanced methods, and downstream applications. We connect the surveyed tasks with downstream applications because this may inspire future scholars to fuse these low-level semantic processing tasks with high-level natural language processing tasks. The review of theoretical research may also inspire new tasks and technologies in the semantic processing domain. Finally, we compare the different semantic processing techniques and summarize their technical trends, application trends, and future directions.Comment: Published at Information Fusion, Volume 101, 2024, 101988, ISSN 1566-2535. The equal contribution mark is missed in the published version due to the publication policies. Please contact Prof. Erik Cambria for detail