9 research outputs found

    KEER2022

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    Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202

    Metafore mobilnih komunikacija ; Метафоры мобильной связи.

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    Mobilne komunikacije su polje informacione i komunikacione tehnologije koje karakteriše brzi razvoj i u kome se istraživanjem u analitičkim okvirima kognitivne lingvistike, zasnovanom na uzorku od 1005 odrednica, otkriva izrazito prisustvo metafore, metonimije, analogije i pojmovnog objedinjavanja. Analiza uzorka reči i izraza iz oblasti mobilnih medija, mobilnih operativnih sistema, dizajna korisničkih interfejsa, terminologije mobilnih mreža, kao i slenga i tekstizama koje upotrebljavaju korisnici mobilnih naprava ukazuje da pomenuti kognitivni mehanizmi imaju ključnu ulogu u olakšavanju interakcije između ljudi i širokog spektra mobilnih uređaja sa računarskim sposobnostima, od prenosivih računara i ličnih digitalnih asistenata (PDA), do mobilnih telefona, tableta i sprava koje se nose na telu. Ti mehanizmi predstavljaju temelj razumevanja i nalaze se u osnovi principa funkcionisanja grafičkih korisničkih interfejsa i direktne manipulacije u računarskim okruženjima. Takođe je analiziran i poseban uzorak od 660 emotikona i emođija koji pokazuju potencijal za proširenje značenja, imajući u vidu značaj piktograma za tekstualnu komunikaciju u vidu SMS poruka i razmenu tekstualnih sadržaja na društvenim mrežama kojima se redovno pristupa putem mobilnih uređaja...Mobile communications are a fast-developing field of information and communication technology whose exploration within the analytical framework of cognitive linguistics, based on a sample of 1005 entries, reveals the pervasive presence of metaphor, metonymy analogy and conceptual integration. The analysis of the sample consisting of words and phrases related to mobile media, mobile operating systems and interface design, the terminology of mobile networking, as well as the slang and textisms employed by mobile gadget users shows that the above cognitive mechanisms play a key role in facilitating interaction between people and a wide range of mobile computing devices from laptops and PDAs to mobile phones, tablets and wearables. They are the cornerstones of comprehension that are behind the principles of functioning of graphical user interfaces and direct manipulation in computing environments. A separate sample, featuring a selection of 660 emoticons and emoji, exhibiting the potential for semantic expansion was also analyzed, in view of the significance of pictograms for text-based communication in the form of text messages or exchanges on social media sites regularly accessed via mobile devices..

    The politics of cyberconflict: ethnoreligious conflicts in computer mediated environments

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    This thesis argues that it is important to distinguish between two different phenomena in cyberpolitical spaces: First of all, between ethnic or religious groups fighting over in cyberspace, as they do in real life (Ethnoreligious cyberconflict) and second, between a social movement and its antagonistic institution (Sociopolitical cyberconflict). These different kinds of cyberconflict can be explained in the context of international conflict analysis for ethnoreligious cyberconflict and social movement theory for sociopolitical cyberconflict, while keeping in mind that this takes place in a media environment by using media theory. By combining elements of these approaches and justifying the link to cyberconflict, it is possible to use them as a theoretical light to look at the environment of Cyberconflict (CC) and analysis of incidents of CC. Consequently, this work looks at the leading groups using the internet either as weapon or a resource against governments, while also looking at networks, international organisations and new social movements. Searching for a satisfactory theoretical framework, I propose the following parameters to be looked at while analysing cyberconflicts: 1. Environment of Conflict and Conflict Mapping (real and virtual). The world system generates an arborescent apparatus, which is haunted by lines of flight, emerging through underground networks connected horizontally and lacking a hierarchic centre (Deleuze and Guattari). The structure of the internet is ideal for network groups, (a global network with no central authority) has offered another experience of governance (no governance), time and space (compression), ideology (freedom of information and access to it), identity (multiplicity) and fundamentally an opposition to surveillance and control, boundaries and apparatuses. 2. Sociopolitical Cyberconflicts: The impact of ICTs on: a. Mobilising structures (network style of movements using the internet, participation, recruitment, tactics, goals), b. Framing Processes (issues, strategy, identity, the effect of the internet on these processes), c. Political opportunity structure (the internet as a component of this structure), d. hacktivism. 3. Ethnoreligious Cyberconflicts: a. Ethnic/religious affiliation, chauvinism, national identity, b. Discourses of inclusion and exclusion, c. Information warfare, the use of the internet as a weapon, propaganda and mobilisational resource d. Conflict resolution depends on legal, organisational framework, number of parties issues, distribution of power, values and beliefs. 4. The internet as a medium: a. Analysing discourses (representations of the world, constructions of social identities and social relations), b. Control of information, level of censorship, alternative sources, c. Wolsfeld: Political contest model among antagonists: the ability to initiate and control events, dominate political discourse, mobilise supporters, d. Media effects on policy (strategic, tactical, and representational)

    Optimising gamification using constructive competition and videogames

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    This thesis is concerned with the use of gamification to make studying more fun. Games are designed to be compulsive and enjoyable, so if we can apply game design principles to studying then it might increase student engagement. Gamification is the name given to this concept and describes how some game design principles (like points, leaderboards, competition, rewards, etc.) can be applied generically to non-gaming, real-world activities, like studying. Many commonly used game design principles, like those mentioned, are extrinsic motivators. For example, scoring points has nothing to do with learning times tables, but points can be used to motivate someone to learn maths. Extrinsic motivation like this can have negative side effects as people may feel pressure or stress, which can then reduce the inherent enjoyment of the activity. The joy of learning, the pleasure of practicing some skill, is known as intrinsic motivation. Some activities do not rely on intrinsic motivation; consider a worker performing a task that requires no creativity or imagination, something that can be learnt by rote. However, many activities require inquisitiveness and creativity, a key feature of intrinsic motivation; consider a student learning a new subject in a school. In these situations, great care must be taken when using extrinsic motivation (a key part of gamification) such that it does not reduce someone’s intrinsic motivation. Historically, this was not well understood and gamification was used inappropriately in environments such as schools where reductions in intrinsic motivation could not be tolerated (Deci, Koestner, & Ryan, 2001). In an education setting, where there are concerns around intrinsic motivation, anda gamification approach could feel ‘tacked on’; custom designed educational games are often preferred as they can capture the essence of the activity directly. Therefore they are usually seen as more beneficial and less prone to reducing intrinsic motivation, but are often expensive and inflexible (Egenfeldt-Nielsen, 2005). Gamification can be cheaper, more flexible and easier to embed within existing learning activities (Sebastian Deterding, Dixon, Khaled, & Nacke, 2011).In these studies, gamification with constructive competition was used to engagestudents, without using extrinsic motivational levers (e.g. real-world reward and compulsory participation) that may reduce intrinsic motivation. This thesis provides a theoretical and empirical exploration of “constructive competition”: design techniques that seek to minimise gamification’s negative effect on intrinsic motivation. Two studies are described which detail the development of a new approach to gamification design based on constructive competition and its use in classes with computing students. A mobile gamification application called 'Unicraft' was developed to investigate these ideas, and the results of the studies suggest that it is possible to design for constructive competition and create positive gamification experiences. Full results and implications are presented, providing guidelines on gamification design best practice, development methodology and an example technical implementation using mobile devices

    Multimedia Development of English Vocabulary Learning in Primary School

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    In this paper, we describe a prototype of web-based intelligent handwriting education system for autonomous learning of Bengali characters. Bengali language is used by more than 211 million people of India and Bangladesh. Due to the socio-economical limitation, all of the population does not have the chance to go to school. This research project was aimed to develop an intelligent Bengali handwriting education system. As an intelligent tutor, the system can automatically check the handwriting errors, such as stroke production errors, stroke sequence errors, stroke relationship errors and immediately provide a feedback to the students to correct themselves. Our proposed system can be accessed from smartphone or iPhone that allows students to do practice their Bengali handwriting at anytime and anywhere. Bengali is a multi-stroke input characters with extremely long cursive shaped where it has stroke order variability and stroke direction variability. Due to this structural limitation, recognition speed is a crucial issue to apply traditional online handwriting recognition algorithm for Bengali language learning. In this work, we have adopted hierarchical recognition approach to improve the recognition speed that makes our system adaptable for web-based language learning. We applied writing speed free recognition methodology together with hierarchical recognition algorithm. It ensured the learning of all aged population, especially for children and older national. The experimental results showed that our proposed hierarchical recognition algorithm can provide higher accuracy than traditional multi-stroke recognition algorithm with more writing variability

    Central Washington University 2018-2019 Undergraduate Catalog

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    https://digitalcommons.cwu.edu/catalogs/1180/thumbnail.jp

    Newman v. Google

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