| 1. |
- Patil, Minal, et al.
(författare)
-
Do intermediate feature coalitions aid explainability of black-box models?
- 2023
-
Ingår i: Explainable Artificial Intelligence. - Cham : Springer. - 9783031440632 - 9783031440649 ; , s. 115-130
-
Konferensbidrag (refereegranskat)abstract
- This work introduces the notion of intermediate concepts based on levels structure to aid explainability for black-box models. The levels structure is a hierarchical structure in which each level corresponds to features of a dataset (i.e., a player-set partition). The level of coarseness increases from the trivial set, which only comprises singletons, to the set, which only contains the grand coalition. In addition, it is possible to establish meronomies, i.e., part-whole relationships, via a domain expert that can be utilised to generate explanations at an abstract level. We illustrate the usability of this approach in a real-world car model example and the Titanic dataset, where intermediate concepts aid in explainability at different levels of abstraction.
|
|
| 2. |
- Svartvik, Jan, et al.
(författare)
-
Corpus linguistics 25+years on
- 2007
-
Ingår i: Corpus Linguistics 25 Years On. - 0921-5034. - 9789042021952 ; :62, s. 11-25
-
Konferensbidrag (refereegranskat)abstract
- In the history of English language research on computerised corpora, the year 1977 marks an important event with the birth of ICAME - the International Computer Archive of Modern and Medieval English - which set off international co-operation on a large scale. The use of computer corpora, from being a fringe activity, has become a mainstream methodology. Yet there was corpus life also before ICAME. I have sometimes been asked why, in the unsupportive linguistic environment of the 1960s, I chose to become 'a corpus linguist' - there might have been moments when being so named felt like discovering your name on the passenger list for the Titanic. This contribution is very much a personal memoir of those early days when the first corpora were being compiled when computers were rare, expensive, unreliable and inaccessible to ordinary folk - huge machines located inside glass doors and operated by engineers dressed in white coats, and when CD only stood for Corps Diplomatique.
|
|
| 3. |
- Widholm, Christian, 1968-
(författare)
-
Heritage, Emotional Communities, and Imaginary Childhood Landscapes
- 2016
-
Konferensbidrag (refereegranskat)abstract
- Employing examples from maritime heritage attractions in Sweden this paper aims to analyze how heritage stakeholders situate their enterprises through unreflective references to childhood. A pioneer in the business of shipwreck tours started a heritage project by trying to convince investors and to create general interest in the planned tours by thoroughly referring to the thrilling documentary films about the Titanic by James Cameron. In contrast to the logistically complex and not-so-dramatic shipwreck tours that were eventually realized, the pioneer’s almost boyish appreciation of the adventurous qualities of Cameron’s documentary conveys feelings of childhood. Another stakeholder in the same project recalled a media event from his childhood when he talked about his early interest of old warships at the bottom of the sea. Thus he told me in an interview about how he absorbed the live television broadcast in the early 1960s of the rescue of the seventeenth-century warship Wasa in Stockholm. A third stakeholder, involved in another maritime heritage attraction, referred to his seemingly happy childhood as a contrast to contemporary selfishness and gentrification that, in his view, seem to threaten the surrounding landscapes of his heritage project located on a an island where he spent his childhood summers. One of several hot-tempered arguments in David Lowenthal’s classic work The Heritage Crusade and the Spoils of History (1998) highlights the importance of childhood in the discourses of heritage. Since heritage merely seems to be a conspiratorial celebration of the past for Lowenthal, the childhood dimension is treated as a tool that the advocates of a specific heritage deliberately use to legitimize their version of bygone days. My research on heritage attractions confirms Lowenthal’s claim that childhood is a crucial element in heritage. Through analyses of texts and interviews pertaining to the maritime heritage attractions in Sweden, however, I contend that the use of more or less salient references to childhood could be understood as unreflective and habitual articulations. Nonetheless, even though the forms of heritage attractions may vary and the stakeholder’s so-called personality may differ, the imaginary landscapes of childhood appear to function as central prerequisites in the enterprises of heritage. However, to offer a deeper understanding of how the uses of childhood work within the logics of heritage, I propose that we move beyond Lowenthal’s critique. I propose that the references to childhood could be related to the concept of emotional communities, introduced by the historian Barbara Rosenwein (2006). The emotional community for her is a group in which people have a common stake, interests, values, and goals. These are reached through representations of emotion within in a system of norms and convention. The analysis focuses on the fabric of a social community and how emotions are discursively expressed; not unmediated feelings or emotions, which is the case in psychology. I believe that an analytical approach that makes use of the concept of emotional community with the focus on the different uses of the feeling of childhood is a way to deconstruct naturalizations, hierarchies, temporality, and spatiality within heritage.
|
|
| 4. |
- Gray, David, 1980-
(författare)
-
Ecocriticism and Sustainability Education : A Reflection on Teaching English Literature to Teacher Students in Sweden
- 2016
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ecocriticism, “the study of the relationship between literature and the physical environment”, and sustainable pedagogy (or sustainable education) approach complex cultural and ecological issues from literary and cultural studies, and education respectively (Glotfelty. 1996, p. xviii). Current research in both areas is now relatively thriving, and primary, secondary and postsecondary educational institutions around the world are increasingly focused on the promotion of sustainability, particularly since the UN Decade of Education for Sustainability Education 2005-2014. However, despite the growing connections being made between sustainability and transformative learning, there are still new possibilities for ecologically-minded, creative, relational and place-based approaches to education.Teacher education in Sweden now provides a unique opportunity to foster synergy in the relationships between subject knowledge, pedagogical practice; higher-, secondary-, and primary- educational milieus; which can positively affect society and the environment. This idea has lead me to dwell on my own experience of teaching English literature in teacher programs from pre-school to upper secondary - specifically English for Primary School Teachers 1B, 4-6 - and the potential to connect ecocritical approaches to literature and the promotion of sustainability education.The Swedish rules and guidelines for sustainable development and sustainable pedagogy, and their bearing on the literature component in the subject of English seem clear, from the national and local framework documents such as högskoleförordningen (1993:100), Dalarna University’s utbildningsplan grundlärarprogrammet grundskolans årskurs 4-6 and the English for Primary School Teachers 1B, 4-6 syllabus; as well as the Läroplan för grundskolan, förskoleklassen och fritidshemmet 2011. The latter provides a clear mission statement on the role of education in fostering citizenship with an environmental awareness towards sustainable development: Skolan ska i samarbete med hemmen främja elevers allsidiga personliga utveckling till aktiva, kreativa, kompetenta och ansvarskännande individer och medborgare […] Genom ett miljöperspektiv får de möjligheter både att ta ansvar för den miljö de själva direkt kan påverka och att skaffa sig ett personligt förhållningssätt till övergripande och globala miljöfrågor. Undervisningen ska belysa hur samhällets funktioner och vårt sätt att leva och arbeta kan anpassas för att skapa hållbar utveckling. (Skolverket, 2011).Arguably this places responsibility on the school and school teacher, as well as the whole apparatus for teacher education in higher education.And yet, there is a lack of ecocritical approaches to the study of literature in nearly all of the English literature courses, offered to teacher students at Dalarna University. In regard to the example course (English for Primary School Teachers 1B, 4-6), the following learning outcomes are given:•visa kunskap om ett urval skönlitterära texter från den engelsktalande världen•i tal och skrift kommunicera och argumentera för sina egna tolkningar av texterna med hjälp av ett antal litteraturvetenskapliga begrepp och teorier•i tal och skrift diskutera och problematisera begreppet barndom i studiet av barn- och ungdomslitteratur•argumentera för och reflektera över hur skönlitteratur och andra typer av kulturella texter kan användas i språkundervisning för yngre elever för att utveckla såväl språkfärdigheten som förståelsen för andra kulturer och samhällen•i anslutning till litteraturstudierna redogöra för och reflektera över kultur- och samhällsyttringar inom den engelskspråkiga världen samt relatera dessa till egna kulturella erfarenheter•visa kunskaper om kursplanen i engelska för åk 4-6 med fokus på litteratur- och kulturaspekter samt hur dessa kan omsättas i klassrummet.The focus on literature and its capacity to promote understanding of a wider socio-cultural perspective is evident. However, in this perspective on human culture is rarely linked to the cultural attitudes and values that have the most significant impact on the natural environment. The result of this kind of anthropocentric or human-centred thinking, can be represented in Glen A. Love’s critical question: “Why are the activities aboard the Titanic so fascinating to us that we give no heed to the waters through which we pass, or to that iceberg on the horizon?” (p. 229).Ultimately, it is my intention to pursue further research to look at the current dearth of ecocritical approaches to literature and sustainable education (both within higher education as a consequence, within the English primary classroom in Sweden), and the potential for interconnected thinking on sustainability: literary analysis, the educational milieu, and social and ecological issues. Finally this paper will offer some opportunities for “course design that is rooted in ecological principles”, citing a current pedagogical model such as the Burns Model of Sustainability Pedagogy, and examples from teaching ecocriticism and green cultural studies, which recognizes the “the study of the relationship between literature, education and the physical environment” (Burns, 2015, p. 265).
|
|
