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This thesis is concerned with an issue of considerable importance to the development of revision skills: the role of teacher feedback. Prompted by the concern to develop a model of instruction which will help students write to the best of their capacities, the present study forms a proposal: an interactive model of revision. The study researches whether the kind of feedback proposed in this model is indeed a helpful tool for revision and whether the kind of negotiated revision that occurs is a vehicle for learning. The first section of the thesis reviews different areas of literature which are relevant to the study. More specifically, Chapter 2 presents the historical and theoretical foundations of different writing instructional practices and sheds light on issues concerning the use of the process approach. It also reviews research based on sociocognitive theoretical perspectives in an attempt to delineate the impact of interpersonal or social activity on individual performance and progress. Chapter 3 examines issues associated with the process approach in particular and illustrates how theory and method come together in a process writing classroom. Chapter 4 presents the differences in revising behaviours between experienced and inexperienced writers in both L1 and L2 contexts and the various ways these differences have been justified. It also highlights a number of issues which have been identified as contributing to effective revision. Particular attention is paid to the role that teacher feedback has to play as a means of promoting substantive student revision with an instructional emphasis on fluency, organisation and language. Chapter 5 presents an interactive model of revision, which envisions a communicative exchange between two partners, the student-writer and the teacher-reader, collaborating in order to develop awareness of revision strategies and establish criteria for effective writing. Chapter 6 investigates the epistemological basis of the research and presents a set of research questions and hypotheses, which guided the investigation. Chapter 7 frames the context of the research and details the methods used to collect the data from the study. The study involved 100 Year 7 students in two gymnasia in Koblenz, Germany. During the time of the investigation, the students wrote and revised five tasks. Three of these tasks were revised after receiving teacher feedback, which focused on aspects such as appropriacy and sufficiency of information, organization, coherence and grammatical accuracy. The study investigates the effects of this kind of focused feedback on the students" revisions and explores the relationship between revision and text improvement. Large quantitative and qualitative data sets were generated during the research. The quantitative data was based on the student documents (1000 original and revised drafts) whereas the qualitative data emerged from student questionnaires and seven case studies. Chapter 8 presents descriptions of the data analyses. More specifically, it describes the initial and final coding of the revisions traced in the student documents. Then it focuses on the type of qualitative analysis employed in the case studies in order to investigate the relationship between revision and text improvement. The final section of the chapter describes the questionnaire analysis, which was carried out to investigate attitudes, benefits and constraints from the implementation of the model. Chapter 9 examines the statistical results from the analysis of the students" revisions. More specifically, it explores the revisions made by the students across tasks and the relationships between the features of the teacher feedback and these revisions. The analysis highlights patterns in the development of revision skills and positive correlations of student revisions with features of the teacher feedback. Chapter 10 looks at the descriptive data from the case studies of seven individual student writers. The analysis of this data illustrates how the specific students negotiated the revisions and sheds more light on the relationship between feedback, revision and text improvement. Chapter 11 contains the analysis of the students" answers to the questionnaire, which provide illuminative information about the feedback-related attitudes. In Chapter 12, the thesis reaches its final destination. The journey over the paths of literature exploration, data gathering and data analysis ends with reflections on the messages that emerge from the data analysis. The conclusion reached is that young students can learn how to revise their writing and focused feedback is a viable pedagogic option for teaching revision. In addition to discussing the findings, this final section considers the pedagogical implications for the teaching of writing and suggests possible avenues for further work.
Chemical plant protection is an essential element in integrated pest management and hence, in current crop production. The use of Plant Protection Products (PPPs) potentially involves ecological risk. This risk has to be characterised, assessed and managed.
For the coming years, an increasing need for agricultural products is expected. At the same time, preserving our natural resources and biodiversity per se is of equally fundamental importance. The relationship of our economic success and cultural progress to protecting the environment has been made plain in the Ecosystem Service concept. These distinct 'services' provide the foundation for defining ecological protection goals (Specific Protection Goals, SPGs) which can serve in the development of methods for ecological risk characterisation, assessment and management.
Ecological risk management (RM) of PPPs is a comprehensive process that includes different aspects and levels. RM is an implicit part of tiered risk assessment (RA) schemes and scenarios, yet RM also explicitly occurs as risk mitigation measures. At higher decision levels, RM takes further risks, besides ecological risk, into account (e.g., economic). Therefore, ecological risk characterisation can include RM (mitigation measures) and can be part of higher level RM decision-making in a broader Ecosystem Service context.
The aim of this thesis is to contribute to improved quantification of ecological risk as a basis for RA and RM. The initial general objective had been entitled as "… to estimate the spatial and temporal extent of exposure and effects…" and was found to be closely related to forthcoming SPGs with their defined 'Risk Dimension'.
An initial exploration of the regulatory framework of ecological RA and RM of PPPs and their use, carried out in the present thesis, emphasised the value of risk characterisation at landscape-scale. The landscape-scale provides the necessary and sufficient context, including abiotic and biotic processes, their interaction at different scales, as well as human activities. In particular, spatially (and temporally) explicit landscape-scale risk characterisation and RA can provide a direct basis for PPP-specific or generic RM. From the general need for tiered landscape-scale context in risk characterisation, specific requirements relevant to a landscape-scale model were developed in the present thesis, guided by the key objective of improved ecological risk quantification. In principle, for an adverse effect (Impact) to happen requires a sensitive species and life stage to co-occur with a significant exposure extent in space and time. Therefore, the quantification of the Probability of an Impact occurring is the basic requirement of the model. In a landscape-scale context, this means assessing the spatiotemporal distribution of species sensitivity and their potential exposure to the chemical.
The core functionality of the model should reflect the main problem structures in ecological risk characterisation, RA and RM, with particular relationship to SPGs, while being adaptable to specific RA problems. This resulted in the development of a modelling framework (Xplicit-Framework), realised in the present thesis. The Xplicit-Framework provides the core functionality for spatiotemporally explicit and probabilistic risk characterisation, together with interfaces to external models and services which are linked to the framework using specific adaptors (Associated-Models, e.g., exposure, eFate and effect models, or geodata services). From the Xplicit-Framework, and using Associated-Models, specific models are derived, adapted to RA problems (Xplicit-Models).
Xplicit-Models are capable of propagating variability (and uncertainty) of real-world agricultural and environmental conditions to exposure and effects using Monte Carlo methods and, hence, to introduce landscape-scale context to risk characterisation. Scale-dependencies play a key role in landscape-scale processes and were taken into account, e.g., in defining and sampling Probability Density Functions (PDFs). Likewise, evaluation of model outcome for risk characterisation is done at ecologically meaningful scales.
Xplicit-Models can be designed to explicitly address risk dimensions of SPGs. Their definition depends on the RA problem and tier. Thus, the Xplicit approach allows for stepwise introduction of landscape-scale context (factors and processes), e.g., starting at the definitions of current standard RA (lower-tier) levels by centring on a specific PPP use, while introducing real-world landscape factors driving risk. With its generic and modular design, the Xplicit-Framework can also be employed by taking an ecological entity-centric perspective. As the predictive power of landscape-scale risk characterisation increases, it is possible that Xplicit-Models become part of an explicit Ecosystem Services-oriented RM (e.g., cost/benefit level).
“Did I say something wrong?” A word-level analysis of Wikipedia articles for deletion discussions
(2016)
Diese Arbeit beschäftigt sich damit, linguistische Erkenntnisse auf Wortebene über schriftlichen Diskussionen zu gewinnen. Die Unterscheidung zwischen Botschaften, welche sich förderlich auf Diskussionen auswirken und jene, welche diese unterbrechen, spielte dabei eine besondere Rolle. Hierbei lag ein Schwerpunkt darauf, zu ermitteln, ob Ich- und Du-Botschaften charakteristisch für die beiden Kommunikationsarten sind. Diese Botschaften sind über Jahre hinweg zu Empfehlungen für erfolgreiche Kommunikation avanciert. Ihre zugeschriebene Wirkung wurde zwar mehrfach bestätigt, jedoch geschah dies stets in kleineren Studien. Deshalb wurde in dieser Arbeit mithilfe der Löschdiskussionen der englischen Wikipedia und der Liste gesperrter Nutzer eine vollautomatische Erstellung eines annotierten Datensatzes entwickelt. Dabei wurden Diskussionsbotschaften entweder als förderlich oder schädlich für einen konstruktiven Diskussionsverlauf markiert. Dieser Datensatz wurde anschließend im Rahmen einer binären Klassifikation verwendet, um charakteristische Worte für die beiden Kommunikationsarten zu bestimmen. Es wurde zudem untersucht, ob anhand von Synsemantika (auch bekannt als Funktionswörter) wie Pronomen oder Konjunktionen eine Entscheidung über die Kommunikationsart einer Botschaft getroffen werden kann. Du-Botschaften wurden, übereinstimmend mit ihrer zugeschriebenen negativen Auswirkung auf Kommunikation, als schädlich in den durchgeführten Untersuchungen identifiziert. Entgegen der zugeschriebenen positiven Auswirkung von Ich-Botschaften, wurde bei diesen ebenfalls eine schädlich Wirkung festgestellt. Eine klare Aussage über die Relevanz von Synsemantika konnte anhand der Ergebnisse nicht getroffen werden. Weitere charakteristische Worte konnten nicht festgestellt werden. Die Ergebnisse deuten darauf hin, dass ein anderes Modell textliche Diskussionen potentiell besser abbilden könnte.