Dissertations / Theses: 'Children's questions and answers'

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Brandao, Ana Carolina Perrusi Alves. "'How do you know this answer?' : children's use of text and prior knowledge in answering comprehension questions." Thesis, University of Sussex, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401487.

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readers use the information from a text and their prior knowledge in answering comprehension questions? In other words, where do children's answers to comprehension questions come from, and how is it possible to discover whether children draw inferences from information in a text, as opposed to relying on their prior knowledge and experiences outside of it? Such questions were motivated by previous research (e.g., Nicholson and Imlach, 1981; Lipson, 1982, 1983) that shows that children may produce incorrect responses in comprehension tasks because they trust their own prior knowledge and experiences more than what the text states. In order to explore these issues, a series of four studies was conducted in which children between 7 and 8 years-old were asked to read narrative and informative texts and answer different types of comprehension question about these texts. After each response, they were asked to explain how they derived their responses by answering the following question: "how do you know this answer?" The children's answers and justifications were analysed both quantitatively and qualitatively. The analysis of the data showed that the text proved to be the main source of information for the young readers, i.e. most of their comprehension responses were derived from text data. However, nearly all of the children responded to a few questions exclusively on the basis of their prior knowledge, ignoring information in the text. Overall, the problem of overuse of prior knowledge was greater after reading texts that contained ideas that conflicted with the children's general expectations or prior topic knowledge than after reading conventional texts where this conflict was not apparent. In addition, a great variety of problems in using text information were also identified, particularly in response to gap-filling questions (the ones that require searching for cues in the text and integrating these cues with background knowledge). Finally, in all the studies, there was a positive correlation between the quality of the children's justifications of their responses and their comprehension skills. A fifth study, where the children judged the quality of other children's explanations for their responses, revealed that explanations that were correctly based on information from the text and explanations that were only based on the reader's prior knowledge were perceived as equally good. This finding indicated that young readers are not fully aware of the essential relationship between text information, comprehension questions and the reader's prior knowledge. The final study demonstrated that, although young readers seem to be sensitive to the existence of different types of comprehension question, they do not have a great deal of knowledge of these differences. The results also showed that this knowledge has a positive correlation with their performance in question-answering tasks. The procedure of asking children to justify their answers was shown to be a good way of specifying more precisely some of their problems in text comprehension. It also seemed to encourage them to look back at the text and review their responses and, as such it could be considered a useful tool to improve children's reading comprehension

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Masto, Meghan B. "Knowledge, questions and answers." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/dissertations/AAI3379990/.

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Yasavul, Sevket Murat. "Questions and Answers in K'iche'." The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492691106586075.

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Lesieutre, John. "Negative answers to some positivity questions." Thesis, Massachusetts Institute of Technology, 2014. http://hdl.handle.net/1721.1/90187.

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Thesis: Ph. D., Massachusetts Institute of Technology, Department of Mathematics, 2014.
47
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 61-64).
We construct counterexamples to a number of questions related to positivity properties of line bundles on algebraic varieties. The examples are based on studying the geometry of varieties that admit pseudo automorphisms of positive entropy, and in particular on the action of standard Cremona transformations on blow-ups of projective space at configurations of points. The main examples include the following: nefness is not an open condition in families; the diminished base locus of a divisor is not always a closed set; Zariski decompositions do not necessarily exist in dimension three; asymptotic multiplicity invariants are not always finite in the relative setting; and the number of Fourier- Mukai partners of a variety can be infinite.
by John Lesieutre.
Ph. D.

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Xiang, Yimei. "Interpreting Questions with Non-Exhaustive Answers." Thesis, Harvard University, 2016. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33493278.

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This dissertation investigates a variety of issues on question semantics, especially the interpretations of mention-some questions, multiple-wh questions, and questions with quantifiers. Chapter 1 discusses some basic issues on question semantics. I define question roots as topical properties, which can supply propositional answers and nominal short answers. But distinct from traditional categorial approaches, I treat wh-items as existential quantifiers, which can be shifted into domain restrictors. Moreover, I argue that the quantificational domain of a plural or number-neutral wh-item is polymorphic: it consists of not only individuals but also generalized conjunctions and disjunctions. Chapter 2 and 3 are centered on the interpretations of mention-some questions. Showing that the availability of mention-some should be grammatically restricted, I attribute the mention-some/mention-all ambiguity to structural variations within the question nucleus. The variations include (i) the scope ambiguity of the higher-order wh-trace and (ii) the absence/presence of a null dou. Further, I solve the dilemma between uniqueness and mention-some by allowing the short answers to be interpreted with wide scope. Chapter 4 investigates the role of false answers in interpreting indirect questions. I focus on the following two facts: first, FA-sensitivity is involved in interpreting mention-some questions; second, FA-sensitivity is concerned with all types of false answers, not just those that can be complete. These facts challenge the current dominant view that FA-sensitivity is derived by exhaustifications. In Chapter 5 and 6, I turn to multiple-wh questions and questions with quantifiers. Chapter 5 presents a function-based analysis for the pair-list readings of multi-wh questions. Crucially, contra the dominant view, I argue that these readings are NOT subject to domain exhaustivity. Chapter 6 explores two approaches to quantifying-into question effects, namely a higher-order question approach and a function-based approach. Both approaches manage to treat quantifying-into question as regular quantification. Chapter 7 presents a uniform treatment for the seemingly diverse functions of the Mandarin particle dou. I argue that dou is a pre-exhaustification exhaustifier that operates on sub-alternatives. This chapter provides a baseline theory for the derivation of disjunctive mention-all.
Linguistics

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Moser, Elena Vera. "Answers to Polarity Questions : A Typological Study." Thesis, Stockholms universitet, Institutionen för lingvistik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157363.

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Polarity questions, i.e. questions that demand as an answer either an affirmation or a denial (e.g. yes or no), are considered to be an universal language feature. Different strategies to answer polarity questions have been observed across languages. Sadock & Zwicky (1985) identified three systems of answer strategies: yes/no systems, agree/disagree systems and echosystems. Other studies have attested languages exhibiting a mix of these types (i.a. Floydet al. 2016, Holmberg 2016). Sadock & Zwicky (1985) do not offer any statements about the frequency distribution of the language systems, nor do they explain what kind of sample was used for their analysis. The aim of this study is to fill this gap. Specifically, the goals are to investigate the validity of the typology offered in Sadock & Zwicky (1985) and to establish some estimates about the cross-linguistic frequency of the types identified during this investigation. The data are collected through consultation of reference grammars and elicitation by means of a questionnaire.
Polaritetsfrågor, frågor där det förväntade svaret är ja eller nej, anses vara ett universellt språk drag. Olika strategier för att svara på polaritetsfrågor har observerats i världens språk. Sadock & Zwicky (1985) identifierade tre svarssystem: polaritetsystem (yes/no system), sanningssystem (agree/disagree system) och ekosystem (echo system). Andra studier har funnit att språk också kan blanda dessa system (i.a. Floyd et al. 2016, Holmberg 2016). Sadock & Zwicky (1985) varken redogör för vilken distribution dessa svarssystem har eller vilket urval resultaten baseras på. Syftet med denna studie är att fylla den luckan. Målet är att undersöka validiteten i Sadock & Zwickys (1985) typologi samt att fastställa den tvärspråkliga frekvensen för de svarssystem som undersöks. Datainsamlingen sker genom grammatikor och elicitering genom en enkät.

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López-Cortina, Jorge. "The Spanish left periphery questions and answers /." Connect to Electronic Thesis (ProQuest) Connect to Electronic Thesis (CONTENTdm), 2007. http://worldcat.org/oclc/436261554/viewonline.

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Du, Xujia. "Questions and answers in Chinese political press conferences." Thesis, Canberra, ACT : The Australian National University, 2011. http://hdl.handle.net/1885/8759.

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Since China’s opening up in 1978, there has been increasing interaction between the Chinese government and the domestic and international media. Previous research has shown that journalists from developed countries take an adversarial role when questioning politicians in news interviews and press conferences while journalists from developing countries like China take a role that furthers the agenda of their governments. The literature has also demonstrated that evasiveness is observed in the answers of politicians from both developed and developing countries. Although much attention has been given to politician-media interaction in the western developed countries, there is a scarcity of research on political communication in the Chinese context and on cross-cultural differences in political communication between China and other countries. Using conversation analysis methodology and quantitative analysis, this thesis analyzed questions and answers fro m political press conferences in China in order to show 1) how adversarialness and evasiveness were encoded in journalists’ questions and politiciansâ’ answers respectively; 2) whether there was a difference in adversarialness between journalists from different socio-political backgrounds, and 3) the relationship between adversarialness and evasiveness. The analysis revealed that journalists from developed countries displayed a higher level of adversarialness in their questions than Chinese journalist and that a higher level of journalistic adversarialness was more likely to result in a higher level of evasiveness in politicians’ answers. While journalists resorted to various strategies to pose adversarial questions, politicians also employed different structural designs and techniques to mitigate their evasive answers.

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Pandey, Shailesh. "Learning to rank and order answers to definition questions." Thesis, University of York, 2012. http://etheses.whiterose.ac.uk/5040/.

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The task of ordering a set of ranked result returned by an online search engine or an offline information retrieval engine is termed as reranking. It is called reranking for the reason that the candidate answer snippets are extracted by the information retrieval systems using some strategy for scoring, for example, based on occurrence of query words. We therefore assume the results to be already ranked and therefore the subsequent ranking is termed as reranking. Ranking drastically reduces the number of documents that will be processed further. Reranking usually involves deeper linguistic analysis and use of expert knowledge resources to get an even better understanding. The first task this thesis explores is regarding reranking of answers to definition questions. The answers are sentences returned by the google search engine in response to the definition questions. This step is relevant to definition questions because the questions tend to be short and therefore the information need of the user is difficult to assess. This means the final result is not a single piece of information but a ordered set of relevant sentences. In this thesis we explore two approaches to reranking that uses dependency tree statistics in a probabilistic setting. One of them is based on calculating edit distance between trees and tree statistics from the corpus and other one uses a tree kernel function and involves using the output from trained classifiers directly. The second task this thesis explores is the task of sentence ordering for definition questions. The reranking part of the definition question answering pipeline is able to identify the sentences that are relevant to a given question. However, answer to a definition question is a collection of sentences that has some coherent ordering between them. In a way this is not far away from the characteristics observed in a good summary. We believe that by moving sentences around to form a more coherent chunk we will be able to better meet the expectation of a user by improving his reading experience. We present an approach that finds an ordering for the sentences based on the knowledge extracted from observing the order of sentences in Wikipedia articles. Due to the popularity and acceptability of Wikipedia, proven by the fact that wikipedia results are ranked high by all major commercial search engines, it was chosen as the standard to be learnt from and compared against. We present a framework that uses the order of sentences extracted from Wikipedia articles to construct a single big graph of connected sentences. As a mechanism to select a node in the graph, we define a scoring function based on the relative position of candidate sentences.

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Iversen, Clara. "Making Questions and Answers Work : Negotiating Participation in Interview Interaction." Doctoral thesis, Uppsala universitet, Sociologiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-201318.

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The current thesis explores conditions for participation in interview interaction. Drawing on the ethnomethodological idea that knowledge is central to participation in social situations, it examines how interview participants navigate knowledge and competence claims and the institutional and moral implications of these claims. The data consists of, in total, 97 audio-recorded interviews conducted as part of a national Swedish evaluation of support interventions for children exposed to violence. In three studies, I use discursive psychology and conversation analysis to explicate how interview participants in interaction (1) contribute to and negotiate institutional constraints and (2) manage rights and responsibilities related to knowledge. The findings of study I and study II show that child interviewees actively cooperate with as well as resist the constraints of interview questions. However, the children’s opportunities for participation in this institutional context are limited by two factors: (1) recordability; that is, the focus on generating recordable responses and (2) problematic assumptions underpinning questions and the interpretation of interview answers. Apart from restricting children’s rights to formulate their experiences, these factors can lead interviewers to miss opportunities to gain important information. Also related to institutional constraints, study III shows how the ideal of model consistency is prioritized over service-user participation. Thus, the three studies show how different practices relevant to institutional agendas may hinder participation. Moreover, the findings contribute to an understanding of how issues of knowledge are managed in the interviews. Study II suggests the importance of the concept of believability to refer to people’s rights and responsibilities to draw conclusions about others’ thoughts. And the findings of study III demonstrate how, in evaluation interviews with social workers, children’s access to their own thoughts and feelings are based on a notion of predetermined participation; that is, constructed as contingent on wanting what the institutional setting offers. Thus, child service users’ low epistemic status, compared to the social workers, trumps their epistemic access to their own minds. These conclusions, about recordability, believability, and predetermined participation, are based on interaction with or about children. However, I argue that the findings relate to interviewees and service users in general. By demonstrating the structuring power of interactive practices, the thesis extends our understanding of conditions for participation in the institutional setting of social research interviews.

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Yaisomanang, Somphob. "The syntax of yes-no questions and answers in Thai." Thesis, University of Newcastle Upon Tyne, 2012. http://hdl.handle.net/10443/1700.

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This thesis shows a close syntactic relation between yes-no questions (YNQs) and answers (also called yes-no replies, YNRs) in Thai, based on the theory of questions and answers in Holmberg (2010, to appear). To show this correspondence, the semantics and syntax of YNQ particles in Thai are analysed. It is assumed that every YNQ particle in Thai necessarily includes either overt or covert r ‘Q/ or’, a disjunctive particle. As part of a question particle, r ‘Q/ or’ is argued to have the features [Alt(ernative)] and [uFoc]. The [Alt] feature restricts r ‘Q/ or’ to conjoining (or ‘disjoining’) two polarity phrases (PolPs) with identical content but opposite polarity, affirmative or negative. The Pol head of PolP can only merge with verbal categories; therefore, r ‘Q/ or’ conjoins verbal categories only. The [uFoc] feature makes r ‘Q/ or’ the question focus, distinguishing it from a declarative disjunctive sentence with r ‘or’. With these features, YNQs in Thai are seen as disjunctive constructions where r ‘Q/ or’ conjoins two PolPs to form a question of which the second conjunct is deleted at PF. Based on the syntax of the question they mark, YNQ particles are classified into two types. However, particles in both types are derived by the incorporation of the Pol head (and an Adv in certain cases) with the conjunction r ‘Q/ or’, followed by PolP-ellipsis. YNRs in Thai take many different forms and are categorised into primary and secondary answers. Primary YNRs are based on a verb or verb complex from the YNQ (Type-1 questions) or on the question particle itself (Type-2 questions). Secondary YNRs are made up of externally merged materials, typically a particle or particle complex. Following the theory of questions and answers in Holmberg (2010, to appear), these YNRs are assumed to be the carriers of the focused polarity. YNQs have, as an essential component, a variable, which is the polarity, unvalued in the question, and restricted to two possible values: affirmative or negative. This variable is focused in the question. Direct questions ask the addressee to provide a value for this focused, unvalued polarity such that it yields a true proposition. Even minimal YNRs consisting of just one word are full sentential expressions, with an IP which is identical to that of the question, except for the value of the polarity variable, and which is therefore typically not spelled out. To derive primary YNRs to Type-1 questions, the Pol head at Spec, FocP copies the values of the Pol head of one PolP conjunct. This includes a copy of the [V] feature inherited from the verbal complement of the Pol head. The consequence is the elimination of the other conjunct, followed by the spell-out of the copied Pol head at Spec, FocP and deletion of the IP. All that is spelled out, therefore, is a verb or verbal complex ultimately derived from the question, or a negated verb/ verbal complex. This derivation is also applicable to Type-2 questions with the exception that the copied Pol head derives from the question particle itself. Regarding the secondary YNRs, they do not differentiate between two types since they derive from external materials. They are derived by merging a Pol head with an inherent polarity value at Spec, FocP. It can be spelled out as, for example, an honorific particle, an exclamation, a negative word or a polarity particle.

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Wu, Meng-Jung. "The syntax of polar questions and their answers in Taiwanese." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3314.

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This thesis discusses positive and negative polarity questions and their answers in Taiwanese. Different types of questions and their answers are scrutinized, which include intonation questions, sentence final particle questions, sentence internal particle questions, disjunctive questions, and [A-not-A] questions. Chapter 1 introduces the aims and background of the study and the outline of thesis. Chapter 2 provides essential background information and theoretical assumptions, concerning, among other things, the semantics of questions, and asymmetries between affirmative and negative questions and answers, and terminology used in the thesis. Chapter 3 is a review of recent work on questions and answers, particularly Holmberg (2013a, b, 2016) on the distinction between polarity-based and truth-based answering systems and the syntax of English questions and answers. It is demonstrated how the syntactic structure of the answer is determined by the syntactic structure of the question, and how the position of negation in the question affects the form and meaning of the answer. This hypothesis is tested on Taiwanese in subsequent chapters. Chapters 4 to chapter 9 are focused on Taiwanese yes-no questions and their answers; the issues of negation, and modality are also discussed. Yes-no questions can be divided into two categories: presumptive and non-presumptive questions. Presumptive questions, which include intonation questions and sentence final particle questions will be discussed in chapter 5. Chapter 6 discusses tag questions and chapter 7 neutral questions. Chapter 8 examines disjunctive questions and chapter 9 A-not-A questions. These chapters demonstrate that Taiwanese has very consistent answering patterns. Predicate head answers, which are the answers consisting of just the head of the predicate of the question in positive or negative form, can be used to answer yes-no questions as well as disjunctive questions. The answer particles si a ‘yes’, m-si ‘no’, and the judgment verb/particle tioh a can be used to answer yes-no questions but not disjunctive questions. The judgement verb tioh a ‘correct’ can only be used to answer presumptive yes-no questions. It is shown that, unlike English, the position of the negation in the question does not affect the form and meaning of the answer in Taiwanese. Chapter 10 is a brief description of the question and answer patterns in Mandarin Chinese, focusing on questions with a final question particle ma. It is shown that the position iv of the negation in the question does affect the form and meaning of the answer in Mandarin Chinese, like English and unlike Taiwanese. In other respects, the answering system is the same in Mandarin and Taiwanese. Chapter 11 concludes. The importance of the study is to provide an explicit description of answering patterns used in response to all types of yes-no questions, disjunction questions, and [A-not-A] questions in Taiwanese, in a comparative perspective. The Taiwanese answer particles are shown to differ from their English counterparts, and in part their Mandarin counterparts, in the following way: The English answer particle no can disagree with a positive statement or positively biased question, and agree with a negative statement or negatively biased question. The Taiwanese answer particle m-si can only disagree with a positive, or a negative statement, or biased question. Correspondingly, the Taiwanese positive answer particles si a and tioh a can only agree with a positive or a negative statement or biased question. The relation between the different forms/uses of si is discussed: as a copula, a focus marker, and with the discourse marker a, as a positive answer particle. An explanation is provided why the negative answer particle m-si in Taiwanese always needs to co-occur with a full sentence. The explanation is based on an analysis of particle answers, even when consisting of a single word like si or yes, as derived from a full sentential source by ellipsis.

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Jacobson, Karin Kay. "Unsettling Questions, Hysterical Answers: The Woman Detective in Victorian Fiction." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1392764399.

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Gatenby, Paul, Gytis Danta, Roger Tuck, Colin Andrews, and Carolyn Hawkins. "Cerebrovascular disease associated with antiphospholipid antibodies: more questions than answers." Master's thesis, BioMed Central, 2006. http://hdl.handle.net/10440/104.

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Neurological syndromes occur in a significant number of patients with antiphospholipid antibodies. The optimal management for these patients however remains uncertain. Our study is a descriptive analysis looking retrospectively at 45 patients who presented to the principal tertiary referral centre in the Australian Capital Territory, with either cerebral arterial or venous thrombosis for which there was no obvious cause for their presentation when initially reviewed. The diagnosis was based on the clinical findings made by one of three neurologists attached to our centre. Radiological findings and the presence of either IgM or IgG anticardiolipin antibodies, IgG anti-beta-2 glycoprotein 1 antibodies or a lupus anticoagulant were then documented. In this group of patients three subgroups were identified: 1. Individuals that fulfilled the Sapporo Classification Criteria 2. Individuals with transiently positive antiphospholipid antibodies and 3. Individuals with persistently low positive antiphospholipid antibodies. The most interesting of these three groups are those individuals with transiently positive antiphospholipid antibodies. A potential cause for presentation was identified in only one patient of this group with documented infective endocarditis and bacteraemia. Comparison with the other two groups suggested that there was little in terms of clinical presentation, radiological findings or intercurrent risk factors for thrombotic disease to distinguish between them. With disappearance of antiphospholipid antibodies, the individuals within this group have not had further thrombotic events. Our observations emphasise the problems that continue to exist in relation to the occurrence of cerebrovascular disease in the context of antiphospholipid antibodies and the optimal management of these stratified groups. Our findings also raise an as yet unanswered question as to the signficance of these transiently positive antiphospholipid antibodies. In the absence of significant intercurrent risk factors our findings would suggest that in the group we describe that they are likely to be of clinical significance.

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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Thesis, Curtin University, 2003. http://hdl.handle.net/20.500.11937/1729.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Alvarado, Mantecon Jesus Gerardo. "Towards the Automatic Classification of Student Answers to Open-ended Questions." Thesis, Université d'Ottawa / University of Ottawa, 2019. http://hdl.handle.net/10393/39093.

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One of the main research challenges nowadays in the context of Massive Open Online Courses (MOOCs) is the automation of the evaluation process of text-based assessments effectively. Text-based assessments, such as essay writing, have been proved to be better indicators of higher level of understanding than machine-scored assessments (E.g. Multiple Choice Questions). Nonetheless, due to the rapid growth of MOOCs, text-based evaluation has become a difficult task for human markers, creating the need of automated systems for grading. In this thesis, we focus on the automated short answer grading task (ASAG), which automatically assesses natural language answers to open-ended questions into correct and incorrect classes. We propose an ensemble supervised machine learning approach that relies on two types of classifiers: a response-based classifier, which centers around feature extraction from available responses, and a reference-based classifier which considers the relationships between responses, model answers and questions. For each classifier, we explored a set of features based on words and entities. For the response-based classifier, we tested and compared 5 features: traditional n-gram models, entity URIs (Uniform Resource Identifier) and entity mentions both extracted using a semantic annotation API, entity mention embeddings based on GloVe and entity URI embeddings extracted from Wikipedia. For the reference-based classifier, we explored fourteen features: cosine similarity between sentence embeddings from student answers and model answers, number of overlapping elements (words, entity URI, entity mention) between student answers and model answers or question text, Jaccard similarity coefficient between student answers and model answers or question text (based on words, entity URI or entity mentions) and a sentence embedding representation. We evaluated our classifiers on three datasets, two of which belong to the SemEval ASAG competition (Dzikovska et al., 2013). Our results show that, in general, reference-based features perform much better than response-based features in terms of accuracy and macro average f1-score. Within the reference-based approach, we observe that the use of S6 embedding representation, which considers question text, student and model answer, generated the best performing models. Nonetheless, their combination with other similarity features helped build more accurate classifiers. As for response-based classifiers, models based on traditional n-gram features remained the best models. Finally, we combined our best reference-based and response-based classifiers using an ensemble learning model. Our ensemble classifiers combining both approaches achieved the best results for one of the evaluation datasets, but underperformed on the remaining two. We also compared the best two classifiers with some of the main state-of-the-art results on the SemEval competition. Our final embedded meta-classifier outperformed the top-ranking result on the SemEval Beetle dataset and our top classifier on SemEval SciEntBank, trained on reference-based features, obtained the 2nd position. In conclusion, the reference-based approach, powered mainly by sentence level embeddings and other similarity features, proved to generate the most efficient models in two out of three datasets and the ensemble model was the best on the SemEval Beetle dataset.

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Shade, Joann A. Streeter. "Wonderings and wanderings women in ministry at midlife, framing questions, seeking answers /." Theological Research Exchange Network (TREN) Theological Research Exchange Network (TREN) Access this title online, 2006. http://www.tren.com.

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Blakesley, C. E. "Courtroom pragmatics : analysis of questions and answers in the Tomb Robbery Papyri." Thesis, University of Liverpool, 2016. http://livrepository.liverpool.ac.uk/3005248/.

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This work looks at the legal texts known as the Tomb Robbery Papyri of the 19th and 20th Dynasties, with particular focus on the social and pragmatic power dynamic between the Tribunal and the Accused. The aim is to examine how far the strategies and wants of the Tribunal and Accused can be assessed through pragmatic theory and social status, and what effect these strategies and wants have on the discourse. This has been done through Politeness Theory, Face Threatening Acts, Questioning Strategy (Interrogatives/Speech Acts), Response Strategy, and similar courtroom situations such as the Early Modern English Courtroom. Upon examining these interactions, it becomes clear that not only did the Tribunal have a questioning strategy designed to elicit the most information through Face Threatening Acts and Impoliteness, but the response strategy of the Accused, despite their lack of legal representation, is, in some cases, a fairly substantial rebuttal for those in such a weak position. It becomes evident that while some Accused were prompted to provide long narrative answers of their misdeeds (often as a result of torture, though not without their own strategy of implicating others), or utilise what are termed in this thesis as “denial phrases”, such as bpy=i ptr (I did not see) or wA r=i wA r Ha=i (Far from me, far from my body), with their testimonies being relatively short and containing little information, others chose a more combative stance. These more combative responses are shown to have a greater number of back and forth responses between Tribunal and Accused, which often involve each discourse participant changing strategy so as to gain leverage, albeit temporarily, over the other. This type of answering strategy is also shown to contain more ‘focus constructions’ such as the Second Tense or Pseudo Cleft sentence, which demonstrate the Accused’s attempts to subvert the questioning narrative of the Tribunal and replace it with their own ‘truth’. This thesis demonstrates that there is more to the interactions between Tribunal and Accused in this corpus than simply well-ordered questions and responses.

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Ho, Shuk-wai. "The pragmatic functions of children's questions." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207494.

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Thesis (B.Sc)--University of Hong Kong, 2000.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.

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Kingham, Patricia Hope. "Developmental Approaches to Reading Comprehension in Children with Reading Difficulties." Curtin University of Technology, Faculty of Education, Language Studies and Social Work, 2003. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=13398.

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Previous studies have shown some students with good word recognition skills and high levels of reading fluency fail to comprehend what they read.This study examined the explicit teaching of the rule based Question Answer Response (QAR) strategies to overcome specific learning difficulties in reading comprehension. Case study methods were used on five Year 4 students in Western Australia who were at different developmental levels in reading comprehension.The study revealed that within the conceptual framework of the transactional model of reading, the Question Answer Response strategies were effective in improving literal, inferential, critical and creative comprehension at varying levels for each of the five students in the study. The strategies also proved to be an effective way to teach the resolution of anaphoric pronouns that are particularly problematic for students with poor comprehension.The study indicates that the teaching of reading comprehension skills to students with reading comprehension problems through explicit rule based instruction is an important component of classroom-based instruction in the literacy learning area.

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Romero, Prada Carolina. "Towards gene therapy of inflammatory bowel disease: questions and answers in murine models." Doctoral thesis, Universitat Autònoma de Barcelona, 2011. http://hdl.handle.net/10803/129110.

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La Enfermedad Inflamatoria Intestinal (IBD) hace referencia a un grupo de enfermedades de prevalencia creciente que carecen de tratamiento eficaz. Se cree que está causada por pérdida de tolerancia hacia la microbiota en individuos predispuestos genéticamente, resultando en activación de células T, infiltración leucocitaria y producción de mediadores proinflamatorios. En este escenario, la aproximación terapéutica más obvia mediante el uso de terapias biológicas debería ser incrementar la expresión de genes inmunoreguladores, como la IL-10, o bien bloquear los efectos de mediadores pro-inflamatorios, como el TNFα. Ambas aproximaciones podrían ser capaces de limitar la cronificación y empeoramiento de estas patologías. Un gran número de estrategias anti-TNFα se usan actualmente para tratar la IBD, pero ninguna de ellas está libre de efectos adversos y refractariedad. La introducción de ácidos nucleicos en células diana con la intención de aumentar o disminuir la expresión de un gen específico durante un periodo de tiempo prolongado, así como el desarrollo de vectores de terapia génica, eficaces y seguros, se vislumbran como objetivos prioritarios para alcanzar eficacia terapéutica en este tipo de patologías. En este trabajo se analizó el potencial terapéutico de varias estrategias diferentes de terapia génica: por un lado, empleando adenovirus (Ad) defectivos o plásmidos CpG-free, ambos codificantes del gen de la IL-10 y administrados por vía intravenosa (capítulo 1); por otro lado, se emplearon siRNA’s, modificados químicamente o no, para silenciar la citocina proinflamatoria TNFα y administrados por vía intrarectal (capítulo 4). Ambas intervenciones fueron diseñadas para tratar de forma independiente la colitis por DSS en ratones C57BL/6. Además, se estudió la respuesta inmune celular y humoral generada en ratones tras la reexposición a diferentes Ad portadores de transgenes inmunomoduladores (IL-10) o no inmunomoduladores (GFP) (capítulo 2). Asimismo, con el objetivo de encontrar un vector con distribución específica hacia el colon que pudiera ser utilizado para alterar de forma selectiva la expresión génica en éste órgano, analizamos la biodistribución y bioseguridad de diversos adenovirus quiméricos obtenidos de la combinación de elementos del Ad5 -con tropismo hepático- y del Ad40 -con tropismo entérico- (capítulo 3). Estos estudios nos han permitido contrastar la eficacia terapéutica de la sobreexpresión sistémica de IL-10 mediante dos vectores de terapia génica totalmente distintos, y de poner de manifiesto el potencial de las estrategias basadas en la silenciación de TNFα a nivel local como alternativa al bloqueo sistémico de dicha citocina mediante la administración de anticuerpos o receptores solubles. El plásmido CpG-free codificante de la IL-10 fue capaz de producir un importante beneficio terapéutico a corto y medio plazo, sin generar efectos tóxicos, mientras que la toxicidad tardía del Ad5IL-10 administrado por vía sistémica causó un aumento significativo de la mortalidad siendo, por tanto, un gran hándicap para su uso en clínica. El siRNA TNF78 (siTNF78) con la doble modificación O-Metil y propandiol fue capaz de generar una mejora fenotípica en los ratones colíticos, mayor que la de los demás siRNA’s ensayados, en consonancia con su mayor efecto silenciador in vitro e in vivo y con ausencia de efectos inespecíficos (off-target). Paralelamente, nuestro grupo consolidado junto con otros grupos integrantes de IBDnet ha conseguido generar un vector quimérico con tropismo selectivo hacia el colon mediante el reemplazo de proteínas fiber de la cápside del Ad5 por la fiber corta del Ad40. Tras caracterizar la potente respuesta inmune generada in vivo por la administración reiterada del Ad5 y evidenciar el efecto inmunomodulador atribuible a la IL-10 sobre dichas respuestas, proponemos que el uso de IL-10 como transgén en un vector de distribución local (i.e., Ad5/40S) podría ser una alternativa valiosa para el tratamiento de enfermedades intestinales crónicas como la IBD.
Inflammatory bowel disease (IBD) is an increasingly prevalent disorder for which a suitable treatment is still lacking. IBD is thought to be caused by a loss of tolerance to resident enteric bacteria in genetically prone individuals resulting in T cell activation, leukocyte infiltration, and production of pro-inflammatory mediators. In this scenario the most obvious approach of the -so called- biological therapies should be either to increase the expression of immunoregulatory genes, such as IL-10, or to block the effects of proinflammatory mediators, such as TNFα. Both approaches should help overcome the spreading, chronification and worsening of the inflammation. A number of anti-TNFα-based strategies are currently in use for IBD treatment, but any of them is entirely devoid of adverse reactions and refractoriness. The introduction of nucleic acid into target cells in order to increase or decrease the expression of a specific gene during a sustained period of time, as well as the development of efficacious and safe gene therapy vectors are sought as primary objectives to reach therapeutic efficacy in such diseases. The aim of this work was to assess the therapeutic potential of different gene therapy strategies: in one hand, employing a defective adenovirus (Ad) or CpG-free plasmids, both encoding the murine IL-10 cytokine and given by the intravenous route (chapter 1); in the other hand, employing chemically modified or not modified siRNAs to silence the proinflammatory TNFα cytokine and given by the intrarectal route (chapter 4). Both interventions were designed to treat the murine DSS colitis in C57BL/6 mice, independently. Also, the cellular and humoral immune responses generated after repetitive administrations of different Ad encoding immunoregulatory (IL-10) or not immunoregulatory (GFP) transgenes were studied in mice (chapter 2). In order to find a vector with specific colonic biodistribution to selectively alter the gene expression in this tissue, we analyzed the biodistribution and biosafety of several chimeric Ad obtained from combinations of Ad5 -with hepatic tropism- and Ad40 -with enteric tropism- elements (chapter 3). These studies allowed us to compare the therapeutic efficacy of systemic IL-10 up-regulation obtained with two totally different gene therapy vectors, and to evidence the potential of local TNFα-silencing strategies as an alternative to the systemic blockade of this cytokine after administration of monoclonal antibodies or soluble receptors. The CpG-free plasmid encoding the IL-10 gene was able to produce an important therapeutic efficacy without adverse effects at short- and mid-term time points. On the contrary, late toxicity generated after i.v. Ad5IL-10 administration caused a significant increase in the mortality rate, being therefore a short-coming for its clinical application. The siRNA TNF78 (siTNF78) with the double O-Methyl and propanediol modifications was able to induce an important phenotypic amelioration in colitic mice, higher than that of the rest of siRNAs assayed, accordingly with its increased silencing potential both in vitro and in vivo and with the absence of unwanted unspecific off-target effects. The change of the Ad5 fiber with the Ad40 short fiber has allowed our consolidated group and other members of IBDnet to generate a chimeric Ad5/40S with selective tropism for the colon. After the characterization of the potent immune response generated after repetitive administration of Ad5 in vivo as well as the confirmation of the immunomodulatory effects exerted by the IL-10 transgene in these responses, we suggest the use of IL-10 as transgene in a gene therapy vector with local biodistribution (i.e., Ad5/40S) as a promising alternative for the treatment of chronic intestinal diseases such as IBD.

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Weskott, Thomas. "Stop bashing givenness! : A note on Elke Kasimir's "Questions-Answers Test and Givenness"." Universität Potsdam, 2005. http://opus.kobv.de/ubp/volltexte/2006/871/.

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Elke Kasimir’s paper (in this volume) argues against employing the notion of Givenness in the explanation of accent assignment. I will claim that the arguments against Givenness put forward by Kasimir are inconclusive because they beg the question of the role of Givenness.
It is concluded that, more generally, arguments against Givenness as a diagnostic for information structural partitions should not be accepted offhand, since the notion of Givenness of discourse referents is (a) theoretically simple, (b) readily observable and quantifiable, and (c) bears cognitive significance.

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Bruin, John. "The intentionality of questions and answers, a phenomenological analysis of the questioning act." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0032/NQ27446.pdf.

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Guerzoni, Elena. "Why even ask? : on the pragmatics of questions and the semantics of answers." Thesis, Massachusetts Institute of Technology, 2003. http://hdl.handle.net/1721.1/17646.

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Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Linguistics and Philosophy, 2003.
Includes bibliographical references (p. 241-245).
This work investigates the semantics-pragmatics and syntax-pragmatics interface of interrogatives, focusing on the effect of presupposition-triggering expressions like even and Negative Polarity Items (NPIs). In exploring these cases, I aim is to contribute new empirical evidence and theoretical insight pertinent to the general issue of how presuppositions project in interrogative environments. Although the phenomenon of presuppositions has received considerable attention in previous work, very little is understood about how precisely presuppositions project in the domain of questions. My main goal is to establish what processes generate presuppositions in questions, starting from what we know about the semantics of questions and about the contribution of expressions introducing presuppositions in declaratives. The strategy I pursue in this investigation consists in looking at cases where presuppositional material affects the interpretation of a question in ways that go beyond the mere introduction of a presupposition. Even and certain NPIs (so called 'minimizers') provide a rich and constrained testing ground in this sense, as they can be exploited to signal that a questioning act is meant to be biased towards a negative answer. This thesis argues that this otherwise puzzling property of questions with minimizers and even can be understood as a product of (i) the way the presuppositions of even project in a question and affect the question denotation; and (ii) the way general pragmatic principles governing what it means to ask a question regulate how the resulting denotation can be used by speakers in a given context.
(cont.) More specifically I show that the anomalous properties of biased questions with even are the product of the presuppositions even introduces in their possible answers and the felicity of these answers in a given context. The general conclusion this result allows me to draw is that a theory of projection in questions must reduce their presuppositions to answerability conditions of a question in a context. The theory of bias and presuppositions of questions developed in this thesis leads to a number of interesting implications regarding on the one hand even and its variants across languages and, on the other hand, the semantics and syntax of constituent questions.
by Elena Guerzoni.
Ph.D.

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Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.

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Kanda, Kosuke. "Effects of the First Language on Japanese ESL Learners' Answers to Negative Questions." PDXScholar, 2014. https://pdxscholar.library.pdx.edu/open_access_etds/1704.

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This study investigates how Japanese learners of English respond to English negative questions. Previous research has reported that Japanese learners of English make errors in yes/no responses to English negative questions due to the first language (L1) influence (Kang & Lim-chang, 1998; Takashima, 1989). From the perspective of L1 influence, there are two learning pitfalls: different functions of the yes/no response and different interpretations of negative questions. Both of these influences were examined in this study. This study involved 8 Japanese learners of English, 4 females and 4 males, attending Portland State University (PSU). In order to elicit data that reflect the effect of Japanese English Language Teaching (ELT), the subjects were chosen so that at the time of data elicitation, they had less than 6 months of experience in an English-speaking environment. In addition, all the participants had English instruction in Japan at least through high school. In order to see how the L1 influenced their yes/no answers to negative questions, I used two data elicitation methods: an oral interview with a native speaker and a retrospective protocol analysis of the interview. The results indicated the following: First, the participants appeared to respond to English negative questions fairly consistently with the English norm. Deviation was observed only when a negative question had a negative expected answer. Particularly, the stronger the expectation for a negative answer was, the more likely it was that the negative question elicited an incorrect yes/no response. Secondly, the participants interpreted the polarity of the expected answer based on the Japanese norm. With the help of context, they usually interpreted the stimulus sentence correctly. However, when an expected answer was ambiguous for any reason, the participants interpreted the stimulus sentence as having a negative expected answer, which is the default interpretation for Japanese negative questions. This study shows that the influence of the L1 on answers to negative questions requires complex analysis. That is, superficially the participants appeared to answer questions correctly, but a deeper analysis revealed that they still relied on an L1 interpretation norm.

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Ferguson, Terry A. "An analysis and evaluation of Stanley Jaki's creational apologetic answers to science's unanswered questions /." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Thayn, Kim Scott. "An Evaluation of Multiple Choice Test Questions Deliberately Designed to Include Multiple Correct Answers." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2450.

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The multiple-choice test question is a popular item format used for tests ranging from classroom assessments to professional licensure exams. The popularity of this format stems from its administration and scoring efficiencies. The most common multiple-choice format consists of a stem that presents a problem to be solved accompanied by a single correct answer and two, three, or four incorrect answers. A well-constructed item using this format can result in a high quality assessment of an examinee's knowledge, skills and abilities. However, for some complex, higher-order knowledge, skills and abilities, a single correct answer is often insufficient. Test developers tend to avoid using multiple correct answers out of a concern about the increased difficulty and lower discrimination of such items. However, by avoiding the use of multiple correct answers, test constructors may inadvertently create validity concerns resulting from incomplete content coverage and construct irrelevant variance. This study explored an alternative way of implementing multiple-choice questions with two or more correct answers by specifying in each question the number of answers examinees should select instead of using the traditional guideline to select all that apply. This study investigated the performance of three operational exams that use a standard multiple-choice format where the examinees are told how many answers they are to select. The collective statistical performance of multiple-choice items that included more than one answer that is keyed as correct was compared with the performance of traditional single-answer, multiple-choice (SA) items within each exam. The results indicate that the multiple-answer, multiple-choice (MA) items evaluated from these three exams performed at least as well as to the single-answer questions within the same exams.

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Harper, N. "A study of replacement and associated phenomena in questions and their answers in spoken English." Thesis, University of Hertfordshire, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377682.

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Guldenaar, S. E. F. "Questions about the localization of oxytocin and vasopressin in gonads and brain : Some answers fron immunocytochemistry." Thesis, University of Bristol, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.375018.

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Ong, Kian Keong Aloysius. "Towards a thinking science classroom : teacher questions and feedback following students' answers in a Singapore classroom /." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/4544.

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Waterman, Amanda Helen. "Factors affecting children's responses to nonsensical and unanswerable questions." Thesis, University of Sheffield, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340167.

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Kiyota, Yoji. "Dialog navigator : A navigation system from vague questions to specific answers based on real-world text collections." 京都大学 (Kyoto University), 2004. http://hdl.handle.net/2433/84999.

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As computers and their networks continue to be developed, our day-to-day lives are being surrounded by increasingly more complex instruments, and we often have to ask questions about using them. At the same time, large collections of texts to answer these questions are being gathered. Therefore, there are potential answers to many of our questions that exist as texts somewhere. However, there are various gaps between our various questions and the texts, and these prevent us from accessing appropriate texts to answer our questions. The gaps are mainly composed of both expression and vagueness gaps. When we seek texts for answers using conventional keyword-based text retrieval systems, we often have trouble locating them. In contrast, when we ask experts on instruments or operators of call centers, they can resolve the various gaps, by interpreting our questions flexibly, and by producing some ask-backs. The problem with experts and call centers is that they are not always available. Two approaches have been studied to resolve the various gaps: the extension of keyword-based text retrieval systems, and the application of artificial intelligence techniques. However, these approaches have their respective limitations. The former uses texts or keywords as methods for ask-back questions, but these methods are not always suitable. The latter requires a specialized knowledge base described in formal languages, so it cannot be applied to existing collections with large amount of texts. This thesis targets real-world the large text collections provided by Microsoft Corporation, and addresses a novel methodology to resolve the gaps between various user questions and the texts. The methodology consists of two key solutions: precise and flexible methods of matching user questions with texts based on NLP (natural language processing) techniques, and ask-back methods using the matching methods. First, the matching methods, including sentence structure analysis and expression gap resolution, are described. In addition, these methods are extended into matching through metonymy, which is frequently observed in natural languages. After that, a solution to make ask backs based on these matching methods, by using two kinds of ask-backs that complement each other, is proposed. Both ask-backs navigate users from vague questions to specific answers. Finally, our methodology is evaluated through the real-world operation of a dialog system, Dialog Navigator, in which all the proposed methods are implemented. Chapter 1 discusses issues on information retrieval, and present which issues are to be solved. That is, it examines the question logs from a real-world natural-language-based text retrieval system, and organizes types and factors of the gaps. The examination indicates that some gaps between user questions and texts cannot be resolved well by methods used in previous studies, and suggests that both interactions with users and applicability to real-world text collections are needed. Based on the discussion, a solution to deal with these gaps is proposed, by advancing an approach employed in open-domain question-answering systems, i.e., utilization of recent NLP techniques, into resolving the various gaps. Chapter 2 proposes several methods of matching user questions with texts, based on the NLP techniques. Of these techniques, sentence structure analysis through fullparsing is essential for two reasons: first, it enables expression gaps to be resolved beyond the keyword level; second, it is indispensable in resolving vagueness gaps by providing ask-backs. Our methods include: sentence structure analysis using a Japanese parser KNP, expression-gap resolution based on two kinds of dictionaries, text-collection selection through question-type estimates, and score calculations based on sentence structures. An experimental evaluation on testsets shows significant improvements of performance by our methods. Chapter 3 proposes a novel method of processing metonymy, as an extension of the matching methods proposed in Chapter 2. Metonymy is a figure of speech in which the name of one thing is substituted for that of something else to which it is related, and this frequently occurs in both user questions and texts. Namely, this chapter addresses the automatic acquisition of pairs of metonymic expressions and their interpretative expressions from large corpora, and applies the acquired pairs to resolving structural gaps caused by metonymy. Unlike previous studies on metonymy, the method targets both recognition and interpretation process of metonymy. The method acquired 1, 126 pairs from corpora, and over 80% of the pairs were correct as interpretations of metonymy. Furthermore, an experimental evaluation on the testsets demonstrated that introducing the acquired pairs significantly improves matching. Chapter 4 presents a strategy of navigating users from vague questions to specific texts based on the previously discussed matching methods. Of course, it is necessary to make some use of ask-backs to achieve this, and this strategy involves two approaches: description extraction as a bottom-up approach, and dialog cards as a top-down approach. The former extracts the neighborhoods of the part that matches the user question in each text through matching methods. Such neighborhoods are mostly suitable for ask-backs that clarify vague user questions. However, if a user’s question is too vague, this approach often fails. The latter covers vague questions based on the know-how of the call center; dialog cards systematize procedures for ask-backs to clarify frequently asked questions that are vague. Matching methods are also applied to match user questions with the cards. Finally, a comparison of the approaches with those used in other related work demonstrates the novelty of the approaches. Chapter 5 describes the architecture for Dialog Navigator, a dialog system in which all the proposed methods are implemented. The system uses the real-world large text collections provided by Microsoft Corporation, and it has been open to the public on a website from April 2002. The methods were evaluated based on the real-world operational results of the system, because the various gaps to be resolved should reflect those in the real-world. The evaluation proved the effectiveness of the methods: more than 70% of all user questions were answered with relevant texts, the behaviors of both users and the system were reasonable with most dialogs, and most of the extracted descriptions for ask-backs were suitably matched. Chapter 6 concludes the thesis.
Kyoto University (京都大学)
0048
新制・課程博士
博士(情報学)
甲第11209号
情博第135号
新制||情||31(附属図書館)
UT51-2004-T178
京都大学大学院情報学研究科知能情報学専攻
(主査)教授松山隆司, 教授河原達也, 助教授佐藤理史
学位規則第4条第1項該当

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34

Kerr, Sharon. "White Questions—Black Answers: Effective Inclusion of Indigenous Students with a Disability into Higher Education in Australia." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/27386.

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Australian higher education has its roots deep in the soil of colonisation and European imperialism. Therefore, it has developed as a system that is exclusive rather than inclusive of social and cultural diversity. The poor levels of higher education participation and outcomes for Indigenous students and students with a disability indicate the need to examine current practices and their impact on Indigenous people with a disability. This study aimed to explore how the higher education sector can mitigate barriers faced by Indigenous students with a disability and scaffold their successful engagement with and outcomes in higher education. Founded on Indigenous Standpoint Theory, as presented by Gilroy (2009a), the methodology of this research foregrounds the central role of Indigenous people with lived experience of disability—in the study design, its implementation and in the validation of the results. This research applied a mixed methods convergent parallel design. As described by Creswell and Plano Clark (2011), the study involved collecting and analysing two distinct datasets. The Quantitative Track comprised an audit of Australian university websites and a review of Disability Action Plans to ascertain the nature of service delivery. The Qualitative Track comprised listening to the stories and truthtelling of five Indigenous people with a disability who had undertaken higher education in Australia. Following the collection and analysis of the unique datasets, a process of comparison and identifying relationships between the two Tracks was undertaken. The study revealed the following six key findings: 1. Systemic barriers for Indigenous students with a disability were created by variable and bureaucratic institutional processes. Examples include the widespread requirement for medical diagnosis of a disability before the provision of assistance and lack of flexibility in course design, delivery and assessment. 2. The Indigenous perspective of on disability was found to be a dual consideration with Indigenous students not presenting for disability support and Indigenous staff not accessing disability services and supports for their students. 3. Institutional supports for Indigenous students and students with a disability were siloed into different areas, creating a lack of clarity for Indigenous students regarding where to go for help and placing them at risk of missing out on services and supports available to non-Indigenous students. 4. Systems were not cognisant of the additional barriers faced by students who were both Indigenous and had a disability. 5. The ineffective transition from higher education to employment was a major frustration. Participants found themselves in a continuous loop of attempting further qualifications to improve their life opportunities. 6. There was a desire for and appreciation of supportive and respectful communications from support services. Further, a spirit of resilience, determination and the desire to succeed was observed in participants. This study has identified a need for both public and private providers in the higher education sector to effectively coordinate their support services for Indigenous students with a disability. Within the current institutional funding model, this cohort may be better served by ensuring the following: • Services are coordinated and easy to navigate within the institution. • Students can present for supports without requiring supporting documentation to verify disability. • All staff are committed to the principles of person-centredness to ensure that individual student needs are recognised and supported. • Materials are produced following the principles of Universal Design of Learning to mitigate the need for students to declare that they have a disability. • There is institutional commitment to cultural safety to ensure that knowledge of and respect for Indigenous culture, community and knowledge is embedded throughout all facets of the institution. This thesis presents a framework to provide a pathway for institutions to achieve these desired outcomes and embed the processes in their Disability Action Plans.

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Chan, Ka-wai Sarah. "Young Cantonese-speaking children's responses to A-not-A questions." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B36209053.

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Thesis (B.Sc)--University of Hong Kong, 1995.
"A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, April 28, 1995." Also available in print.

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36

Warren, Valissa. "Children's grammaticality judgments of nonfinite verbs & uninverted wh- questions." Connect to resource, 2007. http://hdl.handle.net/1811/30106.

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37

Luxton-Reilly, Andrew. "The design and evaluation of StudySieve: a tool that supports student-generated free-response questions, answers and evaluations." Thesis, University of Auckland, 2012. http://hdl.handle.net/2292/17625.

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Asking students to reflect on course content and ask questions about that content has been shown to improve comprehension in numerous domains. More recently, tools have been developed to store multiple-choice questions created by students in an online repository where they can be shared, evaluated and discussed with their peers. Although benefits are reported from the use of such systems, multiple-choice questions are not suitable for all teaching contexts: many instructors prefer to use free-response questions to assess learning. This thesis describes the development and evaluation of an online tool designed to support pedagogies involving student generated free-response questions. Using a design-based research methodology, an online tool named StudySieve was designed, implemented and evaluated in naturalistic educational settings. StudySieve was used in three large undergraduate Computer Science courses in which students developed questions with sample solutions, answered the questions contributed by their peers and evaluated both questions and answers. The effectiveness of free-response question generation and related activities is evaluated by considering the response from students, the nature of the questions created and the relationship between activity and subsequent exam performance. Students believe that the activities of question generation, answering questions and evaluating both questions and answers do help them learn. They rarely write more questions than required for assessment, but many students use the questions generated by their peers to practice prior to exams. The questions created by students reflect all the major topics of a course covered prior to the question generation activity, but the cognitive level of student generated questions tends to be lower than those generated by instructors. Although student question-generation activity is correlated with exam performance, the correlations can be explained by other levels of activity in a course. However, students who write questions on a topic sometimes have improved performance in exams on that topic compared with students who have not authored a question on the topic. Generating free-response questions is a valuable educational activity, but the exact conditions that result in improved exam performance require further investigation by future research.

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Issah, Samuel Alhassan [Verfasser]. "On the structure of A-bar constructions in Dagbani: Perspectives of «wh»-questions and fragment answers / Samuel Alhassan Issah." Frankfurt a.M. : Peter Lang GmbH, Internationaler Verlag der Wissenschaften, 2020. http://d-nb.info/1212759915/34.

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Ellery, William. "The landscape holds answers to more questions than we have yet learned to ask : perspectives of an environmental scientist." Rhodes University, 2013. http://hdl.handle.net/10962/d1018944.

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[From the text] Implicit in the title of my talk is the idea that the landscape has a voice – it "holds answers". Our understanding of landscapes depends on the questions we ask about their appearance and dynamics. What I love about the voice of landscapes is its gentle nature – it whispers. It's a seductive voice, inviting one to hear secrets. I have long been curious about the intimate language of landscapes and this has stemmed from a personal connection with nature from a very early age. My interests led me into the fields of ecology and geomorphology, both of which have allowed me to unravel some of these secrets. So, in tonight’s talk there are a number of narratives that form a part of my story. The first narrative is about science. It’s about how we uncover nature’s secrets and thus create new understanding.

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Rask, Linnea. "Gender differences in answering questions in a News Interview : a study of male and female answers in The Andrew Marr Show." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-25577.

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This study aims to examine possible differences in the way male and female politicians answer questions in a news interview, with focus on hedging expressions, answer resistance strategies and negative mentions of other politicians and political parties.The study is based on analysis of 13 interviews with British politicians made for the BBC One programme The Andrew Marr show in 2013 and 2014. The data used for analysis is transcripts and recordings of the interviews, and the study uses conversation analytical tools to in detail examine the answers in relation to conversational phenomena and techniques.The results show several significant differences in the way men and women answer questions. Women use more hedging expressions, minimal response and overt resistance than men, whereas men covertly resist questions to a greater extent than women. Men also seem more likely to mention colleagues or other political parties in a negative manner in a way to pass blame. These results are discussed in relation to social structures in society as well as former studies on the matter.

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PEREIRA, SILVIA MAURA RODRIGUES. "DEALING WITH THE CHALLENGE OF COMPLEX COMMUNICATIVE GAMES IN INVESTOR RELATIONS: AN ANALYSIS OF QUESTIONS-ANSWERS SESSION IN EARNINGS CONFERENCE CALLS." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2009. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=14000@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A partir de uma perspectiva sociointeracional de análise de uma atividade de fala, este trabalho busca investigar através de um mapeamento temático e interacional, como analistas de investimento e executivos gerenciam a produção das as perguntas e respostas para atingir seus objetivos comunicativos e que fatores orientam a produção dos participantes. O corpus é constituído de earnings conferece calls de três companhias de capital aberto brasileiras, acessadas via Internet. A análise considera os efeitos que a mediação tecnológica tem sobre a estrutura de participação; a influência dos papeis institucionais, das diferentes especialidades e do alinhamento de múltiplos objetivos, na interpretação dada pelos executivos às perguntas e suas estratégias argumentativas; e nas habilidades comunicativas de analistas e executivos para lidar com as especificidades das relações de poder e do objetivo fim do evento: a segurança nas decisões de investimento por peritos e leigos.
This work uses a social-interactional and activity based framework to investigate through thematic and interactional mapping how equity analysts and CEOs manage the production of questions and answers to achieve multiple communicative purposes and which factors orient participant production in earnings conference calls of three publicly traded Brazilian companies accessed via the Internet. The analysis considers the effects of technological mediation on participant structure; and the influence of roles-relational, expert orientation and agenda alignment on the interpretation of questions made by executive and their argumentative strategies; and on executive and analyst communicative ability to deal with power play features and activity ends-objectives: safe investment decisions by expert and lay players.

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Dexheimer, Tatiana Dilly. "Respostas não-conformativas em interações entre médicos/as e gestantes de médio e alto risco: um olhar sobre as ações e implicações dessas respostas." Universidade do Vale do Rio dos Sinos, 2018. http://www.repositorio.jesuita.org.br/handle/UNISINOS/7290.

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CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
Esta dissertação de mestrado é um subprojeto de um projeto maior, intitulado “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). Investigamos o tema de respostas não-conformativas no português brasileiro como resposta a perguntas polares e perguntas abertas do tipo específicas. O contexto de pesquisa é um hospital do SUS, localizado no sul do Brasil, e as interações gravadas consistem em aconselhamentos genéticos, ecografias obstétricas e morfológicas e ecocardiografias. A análise dos dados é realizada com base no aparato teórico-metodológico da Análise da Conversa. (SACKS; SCHEGLOFF; JEFFERSON, 1974). O objetivo desta dissertação é analisar e descrever as ações e implicações das respostas não-conformativas fornecidas por médicos/as a gestantes de médio e alto risco. Os resultados da investigação mostram que, no contexto investigado, as respostas não-conformativas apresentam características similares as respostas não-conformativas transformativas, indiretas e oracionais descritas em estudos anteriores em outras línguas. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). Evidenciamos, contudo, que as respostas transformativas de especificação e substituição geram trabalho interacional maior por parte do respondente, assim como as respostas transformativas de foco e pressuposição. Além disso, identificamos um tipo de resposta não-conformativa não descrita anteriormente na literatura: respostas transformativas que postergam o provimento da informação. Esse tipo de resposta foi identificado tanto como resposta para perguntas polares quanto para perguntas abertas do tipo específicas. Observamos que esse tipo de resposta ocorre em momentos que se revelam como interacionalmente ‘delicados’, tais como, comunicação de más notícias, de risco de morte fetal e de riscos decorrentes de procedimentos. Concluímos que as respostas transformativas que postergam o provimento da informação são uma forma de ajustar a fala levando em consideração o interlocutor e a potencial delicadeza das ações envolvidas naquela sequência interacional. Por fim, entendemos que as respostas transformativas permitem ao interagente resistir às imposições da pergunta e controlar, também, a pauta da interação.
This master’s dissertation consists of a subproject of a larger study, entitled “A mobilização do saber e do fazer: episteme e deonticidade na fala-em-interação institucional e na conversa cotidiana”. (OSTERMANN, 2016). It investigates non-conformative answers in Brazilian Portuguese to polar questions and wh-questions, more specifically, specifying questions. All the consultations audio recorded were held at a public health system hospital located in southern Brazil and the interactions consist of genetic counseling, morphological and fetal ultrasound and echocardiography. The data analysis is based on a conversational analytical perspective. (SACKS; SCHEGLOFF; JEFFERSON, 1974). The objective of this dissertation is to analyze and describe the actions and implications of non-conformative answers provided by doctors to moderate and high pregnancy women. The results indicate that non-conformative answers and transformative, indirect and clausal responses present similar characteristics. (STIVERS, HAYASHI, 2010; WALKER; DREW; LOCAL, 2011; FOX; THOMSPON, 2011). However, transformative answers of specification and replacement engender greater interactive work for the respondent, as well as transformative answers of focus and presupposition. Additionally, we have identified a kind of transformative answer that has not been described in the literature yet: transformative answers that postpone the provision of the information. These kind of answers have been identified as answers to polar questions as well as wh-questions on the kind of specifying questions. We have observed that these answers occur in moments that reveal to be interactionally delicate, for instance, delivery of bad news, fetal death risk, and risks arising from medical procedures. We have concluded that transformative answers that postpone the provision of the information are a way to adjust the talk taking into consideration the interlocutor and the potential delicacy of the actions involved in that interactional sequence. Finally, we understand that transformative answers allow the interlocutor to resist to the constraints of the questions and also control the agenda of the interaction.

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Harris, Kathrine. "Supporting inquiry in the primary years - Children's science questions and how teachers deal with them." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/336210ddc0f9deb4d7d9b65ef8f0355cd728e4e8f07ebadd74647ff7f898729b/2345802/64907_downloaded_stream_132.pdf.

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From 2013, Australian teachers of Preparatory Year to Year 10 will be required to fully implement the new Australian Curriculum: Science. An insight into what science questions children may ask would be beneficial in light of teachers' interaction with this new curriculum over the coming years. This study investigated the types of science questions children have in response to a visual stimulus of lunar phenomena. It also examined teachers' responses to those questions. A review of the literature highlighted the importance of children's questions, however, there had been considerable research about teachers' questions and proportionally little about children's questions. Data were gathered through classroom observations of children posing questions, teacher observations and interviews, and teacher questionnaires. One hundred and forty-five teachers completed the questionnaire. Part 1 of the questionnaire asked teachers about their responses to children's science questions. Part 2 was a multiple-choice test using five children's questions about the Moon. Six teachers and their classes (Year 6) participated in the study group. The children were shown three pictures of the Moon and asked to share questions they had about the relevant phenomena. Some children asked no questions and others asked several.

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Jenkins, Brett. "Fiction and the Shivering Reader: An Existential Analysis of the Realist Novel and the Reader’s Search for Answers to Questions of the Meaning of Life." Thesis, Jenkins, Brett (2010) Fiction and the Shivering Reader: An Existential Analysis of the Realist Novel and the Reader’s Search for Answers to Questions of the Meaning of Life. PhD thesis, Murdoch University, 2010. https://researchrepository.murdoch.edu.au/id/eprint/2982/.

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The aim of this thesis is to examine two "large" and somewhat diffuse questions: the first is the question of why the novel reader reads; the second, the question of what the meaning of life is. The former is not often asked by contemporary literary theorists, although it does still have a "quiet" presence amongst critical and theoretical works. The latter question, despite its somewhat anachronistic and "unfashionable" nature, remains a cause of anxiety in the secularised post/modern world, where God is often defined as "dead" and the answers to the question of meaning are no longer given. It will be argued that the answers to both questions are very much related: the novel reader is what Walter Benjamin somewhat offhandedly calls a "shivering reader"—an existentially anxious reader—and his or her motive for reading is to better understand the meaning of life. The shivering reader searches for answers to the question of meaning by looking to the novel's fictional characters from which the reader derives the warmth of wisdom and insight into the creation and revelation of meaning. These insights are derived from the characters either explicitly—from their direct, authoritative, dying revelations—or implicitly—from the reader's evaluation of the characters' choices of meaningful projects and their actions. These insights enable the reader to better inform his or her own meaningful choices. Moreover, as Benjamin claims, the reader looks primarily to fiction because of the modern world's privatisation of death—a world in which death and the dying's revelations are no longer omnipresent. This thesis will argue that Benjamin's claims regarding the shivering reader are still very relevant for the contemporary reader, and have continued scholarly relevance in contemporary literary criticism. However, despite these claims of contemporary relevance, it will also be argued that the novel form does have its limitations, such that not all novels, particularly postmodern novels, can be regarded as "valuable" for the shivering reader: it is the possibilities of the realist novel which are of most value because realist fiction best reflects how the individual ordinarily understands his or her own life and its meaning—an understanding which is often purposefully disrupted by the postmodern novel. Although the reader can look to real people and non-fictional representations of real people (such as auto/biography), the realist novel's representations of fictional characters is more valuable to the shivering reader, primarily because of the manner in which these characters are represented and because of the freedom the novelist has in his or her representation of their characters. Finally, this thesis examines the rhetoric of the novel and discusses the ways in which the novelist influences and shapes the reader's evaluation of a character's life by his or her choice to either exclude or include certain events from the character's story—choices which promote the meaningfulness of some events whilst deflects others.

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Riatto, Fabrizio Belli. "O emprego de um jogo de perguntas e respostas como uma forma de problematizar e motivar o ensino de física no ensino médio." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2017. http://hdl.handle.net/10183/164890.

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Este trabalho narra o desenvolvimento e aplicação de uma estratégia que envolve um “jogo de perguntas e respostas” para introduzir um tema da Física, o estudo da Mecânica, de forma diferenciada e mais atraente para os alunos. A proposta foi aplicada a uma turma de segundo ano do Ensino Médio de uma escola particular de Porto Alegre, RS, em horário regular de aulas. O jogo nasceu da necessidade de criar nos alunos uma vontade, uma predisposição para buscar o conhecimento e transformar sua forma de pensar a Física, alinhada à Teoria da Aprendizagem Significativa de David Ausubel, que nos serviu de referencial teórico. Os textos de apoio, as leituras dos artigos, assim como a formulação das perguntas e respostas foram pensados com o objetivo de criar subsunçores mínimos para que os estudantes possam dar os passos iniciais em busca do novo conhecimento. Em relação à Dinâmica, é muito comum que os alunos pensem de forma bastante intuitiva, o que nem sempre está de acordo com o conhecimento científico hoje aceito. Quando falamos em forças, por exemplo, o senso comum está muito enraizado e é difícil de ser alterado, ou seja, é complexo promover a mudança conceitual nos jovens aprendizes. É neste ponto que entra em cena o papel do jogo, que aqui foi utilizado como problematização visando criar um ambiente de necessidade de busca de novos conhecimentos para enfrentar situações e responder questões. Com a aquisição dos subsunçores, conforme propõe Ausubel, e durante o jogo, o estudante começa a se interessar pelo conhecimento científico, a pesquisar e a estudar, individualmente e em grupo, não apenas por curiosidade, mas movido também pela competição no jogo, tomada nesta dinâmica como algo saudável. Os resultados foram positivos, mostraram que as discussões com o grupo a fim de encontrar os melhores caminhos para vencer o jogo foram importantes para o crescimento social e intelectual, que o jogo teve um papel relevante na facilitação da aprendizagem de forma dinâmica, divertida e com significado para os estudantes.
This work chronicles the construction procedures and application of a "question and answer game" to introduce the study of mechanics in a different and more attractive way. It was applied in a second class of the high school of a private school from Porto Alegre, RS. The game came from the need to create in students a willingness, a predisposition to seek knowledge and transform their ways of thinking about physics. together with the Theory of Meaningful Learning from David Ausubel that had guided us. The handouts, readings of articles, as well as the formulation of the questions and answers were thought in order to create minimum bases for students to take the initial steps in searching for new knowledge. Regarding the dynamics, it is very common for students to think in a very intuitive way, which is not always aligned with the scientific knowledge now accepted. When we speak of forces, for example, the common sense is very deep-rooted and it is difficult to change the thinking of young apprentices. This is where comes the role of the game, which was used here as questioning aimed at creating a need for new knowledge environment to face situations and answer certain questions. With the acquisition of a minimum base, as proposed by the Theory of Meaningful Learning from Ausubel, and during the game, the student begins to take an interest in scientific knowledge, research and study alone and in group, not out of curiosity but also moved by the competition in the game, taken here as something healthy. The results were positive, they had shown that the discussions with the group in order to find the best ways to win the game were important to social and intellectual growth and that it had an important and relevant role in making the learning process in a fun and dynamic way, meaningful for the students.

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Combs, Sandra G. "The effects of information sharing and modeling on teacher talk and children's language during dramatic play." Cincinnati, Ohio : University of Cincinnati, 2009. http://rave.ohiolink.edu/etdc/view.cgi?acc_num=ucin1242958645.

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Thesis (Ph.D.)--University of Cincinnati, 2009.
Advisors: Nancy A. Creaghead Ph.D. (Committee Chair), Jo-Anne Prendeville Ed.D. (Committee Member), Richard Kretschmer Ed.D. (Committee Member), Heidi Kloos Ph.D. (Committee Member). Title from electronic thesis title page (viewed July 25, 2009). Includes abstract. Includes bibliographical references.

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Olsson, von Koch Ebba, and Aleksandra Juskova. "Ställ en fråga, få ett svar : En vidareutveckling av uDecide’s mobilapplikation." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-23569.

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Denna rapport presenterar en utveckling av uDecide, som är ett sorts hjälpmedel för att lättare kunna ta beslut. Ett verktyg som man kan använda för att ställa frågor till andra människor med hjälp av en bild och svarsalternativ för att få ett personligt svar eller åsikt. Syftet med detta projekt är att utveckla en användbar hi-fi prototyp som i sin tur ska vidareutvecklas av webbyrån Roxbury och uDecidegrundarna. Arbetet utgår från en befintlig uDecide iOS mobilapplikation, och fokus har lagts på att förbättra användarupplevelsen och implementera nya funktioner. Med hjälp av förstudier och användartester har vi utvecklat en webbaserad, responsiv hi fi-prototyp. Lösningen presenterar ny utveckling av navigering, struktur på inlägg och ny meny. Ett kommentarsfält har implementerats i hi-fi prototypen vilket kommer att ge användarna möjlighet att interagera med varandra och ge mer personliga åsikter.
This report describes a development of the mobile application uDecide. uDecide is a tool which you can use to ask other people a question including a picture and alternative answers to get an individual answer or opinion. The objective of this project is to develop an usable hi-fi prototype, which in turn will be further developed by the web designers Roxbury and the founders of uDecide. The development originates from a current uDecide IOS mobile application and focus is to improve user satisfaction and to implement new functions. Supported by pre-development research and user tests we have developed a webbased, responsive and interactive hi-fi prototype. The solution presents a new development in navigation, structure of additions and responses, including a new menu. A commentary function has been implemented in the hi-fi prototype, which will give the users the option to interact and provide more personal opinions.

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Del, Vecchio Matteo. "Improving Deep Question Answering: The ALBERT Model." Master's thesis, Alma Mater Studiorum - Università di Bologna, 2020. http://amslaurea.unibo.it/20414/.

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Natural Language Processing is a field of Artificial Intelligence referring to the ability of computers to understand human speech and language, often in a written form, mainly by using Machine Learning and Deep Learning methods to extract patterns. Languages are challenging by definition, because of their differences, their abstractions and their ambiguities; consequently, their processing is often very demanding, in terms of modelling the problem and resources. Retrieving all sentences in a given text is something that can be easily accomplished with just few lines of code, but what about checking whether a given sentence conveys a message with sarcasm or not? This is something difficult for humans too and therefore, it requires complex modelling mechanisms to be addressed. This kind of information, in fact, poses the problem of its encoding and representation in a meaningful way. The majority of research involves finding and understanding all characteristics of text, in order to develop sophisticated models to address tasks such as Machine Translation, Text Summarization and Question Answering. This work will focus on ALBERT, from Google Research, which is one of the recently released state-of-the-art models and investigate its performance on the Question Answering task. In addition, some ideas will be developed and experimented in order to improve model's performance on the Stanford Question Answering Dataset (SQuAD), after exploring breakthrough changes that made training and fine-tuning of huge language models possible.

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Martin, Helen Mary. "Children's adaptations: A consideration of children's adaptations from popular written texts into stage, filmic and televisual formats. Examined are the features that determine their popularity and the pertinent questions that surround the role of adaptation, and its future possibilities." Thesis, Martin, Helen Mary (1996) Children's adaptations: A consideration of children's adaptations from popular written texts into stage, filmic and televisual formats. Examined are the features that determine their popularity and the pertinent questions that surround the role of adaptation, and its future possibilities. Masters by Coursework thesis, Murdoch University, 1996. https://researchrepository.murdoch.edu.au/id/eprint/52859/.

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This dissertation considers selected children's popular texts in print form as they have been adapted for stage, film and television. Examined are the features that determine their popularity, in their written mode and adapted form, and the apparent similarities and differences found in both. There are also questions answered surrounding the 'why' and 'how' of adaptation, its role and future possibilities. The 'why' of adaptation looks at the reason to turn a successful story into a film or play, while the 'how' question looks at the transformation processes necessary to transpose a story from one genre into another. As well, the adaptation itself is considered. A semiotic approach is used in looking at the texts, predominantly of Australian origin, although some classical examples are used. These are included to differentiate between the identified strands of children's adaptation, that is, those texts from classical origins; those texts from the bestsellers' lists and awarded shelves; those texts deemed to be popular and finally those texts perceived as generators of additional financial gains for their producers. Discussions look at the dramatic world; the film auteur theory; television’s function and notions surrounding its benefits. Primary source materials of texts and films combine with interviews viewed and attended with children’s authors, and notes of a conference from a recent Children's Television Foundation's discussion on television for children. Secondary sources are from published journals and newspaper articles. Theoretical texts cover stage, film and television theory and several sources on text and performance. Conclusions reached proffer the view that children's adaptations, from a mainly written module in this study, have a credibility and relevance in their own right, within a framework of highly refined reception indicators. There is a plea to establish additional sign systems to cope with the newer more technologically based emerging forms in children's genres and to reconsider adult input regarding what children want. At the same time the importance of children's adaptations as an on-going art form owes much to their originating source which provides the vital seed from which these adapted works grow. It is suggested that this vital seed not be forgotten, in any comprehensive analysis of popular children's texts in all their diverse forms.

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Жиленко, Ірина Рудольфівна, Ирина Рудольфовна Жиленко, Iryna Rudolfivna Zhylenko, and А. Коротун. "Нестерпна легкість буття чи важкість прочитання і не знайдений сенс?" Thesis, Сумський державний університет, 2016. http://essuir.sumdu.edu.ua/handle/123456789/49314.

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У статті висвітлюються головні проблеми роману М. Кундери «Нестерпна легкість буття» і піднімається питання доцільності/недоцільності прочитання цього твору.
The article highlights the main problems of Milan Kundera’s novel “The Unbearable Lightness of Being” and reveals the question on the expediency/inexpediency of this novel’s reading.

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Dissertations / Theses on the topic 'Children's questions and answers'

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