Die Beispielangaben in gedruckten Lerner- und Valenzwörterbüchern des Deutschen

Der vorliegende Aufsatz handelt von der Struktur, Funktion und Qualität der objektsprachlichen lexikographischen Beispielangaben in den einsprachigen Wörterbüchern der pädagogischen Lexikographie des Deutschen. Als empirische Basis der Untersuchung fungieren vier Wörterbücher für den DaF-Unterricht: Langenscheidt Großwörterbuch Deutsch als Fremdsprache in seiner aktuellen Auflage von 2010, De Gruyter Wörterbuch Deutsch als Fremdsprache in der einzigen Auflage von 2000, Verben in Feldern von 1986 und VALBU – Valenzwörterbuch deutscher Verben vom Jahr 2004. Anhand einer ermittelten gemeinsamen Basis von 50 Lemmata werden zum einen Überlegungen zu der zu entwerfenden Theorie des lexikographischen Beispiels angestellt und zum anderen metalexikographische Reflexionen der aktuellen Beispielpolitik dieser vier Wörterbücher gegeben

Investigating Combining Quantitative And Textual Causal Knowledge In Learning Causal Structure

The study of causes and effects in large systems such as meteorology, biochemistry, finance, and sociology plays a critical role in predicting future developments and possible interventions. In the last decades, several new techniques and algorithms have been developed to discover causal structures in multivariate quantitative datasets. Yet, solely determining causal structure from observations is challenging and often yields ambiguous results. Additional knowledge from other sources is likely to be beneficial. Recently emerging large-scale language models are showing impressive results in the field of natural language processing (NLP). One task in the field of NLP is to extract causal relations from text. Combining these with causal discovery algorithms could be advantageous. This bachelor thesis investigates the combination of causal structures from quantitative and qualitative sources. A feasibility study was conducted on two datasets; (1) a biochemistry flow cytometry dataset and (2) a self-collected financial dataset. During this process, a common framework was developed that enables the combination of both sources. Considerations and problems were monitored and improvements suggested. A focus laid upon visualizing the evidences with different Python and R libraries. In principle, it is possible to combine both domains. However, it was found, that a lack of training data for causal relation extraction exists. Knowledge graphs with an underlying ontology need to be leveraged to account for lexically different terms of the same entity. To improve the results from the qualitative data, it would be advantageous to extract events rather than causal relations. This thesis makes a valuable contribution to the study of integrating quantitative and qualitative causal knowledge by applying various methods to two distinct datasets from different domains. Furthermore, it addresses a research gap, as there is limited existing literature in this specific area to the best of my knowledge

Questions of Transfer: Writers\u27 Perspective on Familiar/Unfamiliar Writing tasks in a Capstone Writing Course

Understanding what students bring from one writing context to another may the central concern for teachers of writing from elementary school to adult learning. Research from the field of composition studies offers knowledge about writing as process(es) (Emig, 1971; Shaughnessy, 1979; Russell, 1999), as socially constructed performances (Flower & Hayes, 1980; Bartholomae, 1985; Bloom, 1985), and as part of a larger activity system (Russell, 1997). This dissertation ties together theories of writing as an activity in a broader system of tools and outcomes and current research on transfer in writing in order to illustrate writers\u27 perspectives on particular writing tasks. Essential to the understanding of what students are doing is to know what tools students report using to complete familiar and unfamiliar writing tasks. Data collected include surveys of 148 students in a capstone writing course as well as interviews from 13 students who completed the survey while enrolled in the capstone writing course. Findings suggest that the concept of high-road transfer (Perkins & Salomon, 1988) is not present in participants\u27 writing skills, processes, and knowledges as they approach what they perceive as unfamiliar writing tasks. Significant to this study is the finding that participants\u27 perception informed their description of writing tasks. Certain familiar writing tasks were described as unfamiliar if parts of the tasks were altered. Furthermore, the perception of a writing task as unfamiliar informed the participant\u27s use of external tools. Some participants experienced what the researcher termed a moment of erasure in which they claimed that the unfamiliar writing task was completely new and they had no idea what to do. The pedagogical implications are that if participants do not perceive certain familiar writing skills as applicable to the current task—when in fact, they should be, then it is as if those skills do not exist. Teaching for the unfamiliar may help to avoid the moment of erasure. The final chapter presents pedagogical implications for instructors in light of the findings regarding writers\u27 perspectives on familiar and unfamiliar writing tasks

Combination of a magnetic Feshbach resonance and an optical bound-to-bound transition

We use laser light near resonant with an optical bound-to-bound transition to shift the magnetic field at which a Feshbach resonance occurs. We operate in a regime of large detuning and large laser intensity. This reduces the light-induced atom-loss rate by one order of magnitude compared to our previous experiments [D.M. Bauer et al. Nature Phys. 5, 339 (2009)]. The experiments are performed in an optical lattice and include high-resolution spectroscopy of excited molecular states, reported here. In addition, we give a detailed account of a theoretical model that describes our experimental data