DOCSLIB.ORG

A Method to Allow Rich Picture Interpretation to Improve

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
A Method to Allow Rich Picture Interpretation to Improve Understanding Iconography: A Method to Allow Rich Picture Interpretation to Improve Tessa Berg Submitted for the degree of Doctor of Philosophy Heriot Watt University Department of Computer Science Date: May 2013 The copyright in this thesis is owned by the author. Any quotation from the thesis or use of any of the information contained in it must acknowledge this thesis as the source of the quotation or information. ABSTRACT Information Systems for complex situations often fail to adequately deliver quality and suitability. One reason for this failure is an inability to identify comprehensive user requirements. Seldom do all stakeholders, especially those „invisible‟ or „back room‟ system users, have a voice when systems are designed. If this is a global problem then it may impact on both the public and private sectors in terms of their ability to perform, produce and stay competitive. To improve upon this, system designers use rich pictures as a diagrammatic means of identifying differing world views with the aim of creating shared understanding of the organisation. Rich pictures have predominantly been used as freeform, unstructured tools with no commonly agreed syntax. This research has collated, analysed and documented a substantial collection of rich pictures into a single dataset. Attention has been focussed on three main research areas; how the rich picture is facilitated, how the rich picture is constructed and how to interpret the resultant pictures. This research highlights the importance of the rich picture tool and argues the value of adding levels of structure, in certain cases. It is shown that there are considerable benefits for both the interpreter and the creator by providing a pre-drawing session, a common key of symbols and a framework for icon understanding. In conclusion, it is suggested that there is some evidence that a framework which aims to support the process of the rich picture and aid interpretation is valuable. I Acknowledgements I would like to show my gratitude to the Computer Science Department of Heriot-Watt University for awarding me an internal scholarship for the 3 years of this Thesis. Acknowledgement is also given to Professor Rob Pooley for his supervisory input and unwavering support. I would further like to thank my examiners, Professor Steve Morse and Dr Sandy Louchart, for their fair and comprehensive appraisal of my work. This thesis would not have been possible without the guidance, support and patience of a few wonderful people; Professor Simon Bell. I owe my deepest gratitude to Simon for keeping me sane and encouraging me to continue when times were difficult. Professor Greg Michaelson for taking a punt on me many years ago. Arthur, my long suffering husband, to whom I shall always be indebted to. Thank you for letting me talk „systems and icons‟ at you for evening upon evening without complaint. My Mother and Father for their continuous support. Jenny, Diana, Caroline and Gordon for being my friends. And finally my sons; Joe, Charlie and Oscar. You have turned out to be rather amazing boys despite being somewhat motherless for a period of time. II ACADEMIC REGISTRY Research Thesis Submission Name: Tessa Berg School/PGI: School of Mathematical and Computer Science Version: (i.e. First, Final Degree Sought PhD Resubmission, Final) (Award and Subject area) Declaration In accordance with the appropriate regulations I hereby submit my thesis and I declare that: 1) the thesis embodies the results of my own work and has been composed by myself 2) where appropriate, I have made acknowledgement of the work of others and have made reference to work carried out in collaboration with other persons 3) the thesis is the correct version of the thesis for submission and is the same version as any electronic versions submitted*. 4) my thesis for the award referred to, deposited in the Heriot-Watt University Library, should be made available for loan or photocopying and be available via the Institutional Repository, subject to such conditions as the Librarian may require 5) I understand that as a student of the University I am required to abide by the Regulations of the University and to conform to its discipline. * Please note that it is the responsibility of the candidate to ensure that the correct version of the thesis is submitted. Signature of Date: Candidate: Submission Submitted By (name in capitals): Tessa Berg Signature of Individual Submitting: Date Submitted: For Completion in the Student Service Centre (SSC) Received in the SSC by (name in capitals): Method of Submission (Handed in to SSC; posted through internal/external mail): E-thesis Submitted Signature: Date: III Acronyms and Abbreviations AR Action Research AS: Appreciative System CA: Content Analysis CATWOE: Customers, Actors, Transformation, Weltanschauung, Owners &Environment DA: Discourse Analysis GT: Grounded Theory GUI: Graphical User Interface HCI Human Computer Interaction IPA: Interpretative Phenomenological Analysis KM: Knowledge Management PSM: Problem Structuring Method PT: Pivot Table RA Research Area RD: Root definition RP: Rich Picture SAGA: Subjective Assessment of Group Analysis SSM: Soft System Methodology SQL: Structured Query Language TT: Triple Task IV Table of Contents Chapter 1 Introduction ...................................................................................................... 1-1 1.1 Statement of Aims and Objectives .......................................................................... 1-2 1.2 Objectives ................................................................................................................ 1-3 1.3 Research Background .............................................................................................. 1-4 1.4 Problem Identification ............................................................................................. 1-9 1.5 Exploration of Research work ............................................................................... 1-10 1.5.1 Authors Contribution and Positionality ......................................................... 1-13 1.5.2 Structured Typology of Queries relating to 3 core themes ............................ 1-14 1.6 Structure of Thesis ................................................................................................ 1-16 Chapter 2 Literature Review: Background Related work .............................................. 2-17 2.1 Motivation behind this Literature Review ............................................................ 2-17 2.2 Introduction to System Thinking .......................................................................... 2-19 2.2.1 Purposeful Systems ........................................................................................ 2-21 2.3 Soft System Methodology ..................................................................................... 2-24 2.4 Knowledge Management....................................................................................... 2-27 2.4.1 Elicitation Techniques ................................................................................... 2-29 2.4.2 Interviewing ................................................................................................... 2-30 2.4.3 Card Sorting ................................................................................................... 2-30 2.4.4 Contextual Enquiry ........................................................................................ 2-30 2.4.5 Affinity Diagramming ................................................................................... 2-31 2.4.6 SODA ............................................................................................................. 2-31 2.4.7 Drama Theory ................................................................................................ 2-32 2.5 Comparative Analysis of Knowledge Elicitation Techniques .............................. 2-33 2.5.1 Techniques used in problem solving compared with RPs ............................. 2-38 2.6 Symbols, Signs and Icons ..................................................................................... 2-39 2.6.1 Human Symbols and Icons ............................................................................ 2-43 2.6.2 Ancient folklore images ................................................................................. 2-46 2.7 The Rich Picture .................................................................................................... 2-53 2.7.1 Problems with the Rich Picture Tool ............................................................. 2-58 2.7.2 Group Work and the Rich Picture .................................................................. 2-64 2.8 Synopsis of Literature Review .............................................................................. 2-70 Chapter 3 Literature Review: Interpreting Icons ............................................................ 3-72 3.1 Analysing RPs using Art Interpretation Methods. ................................................ 3-73 3.2 Context and Artefacts ............................................................................................ 3-79 3.2.1 Icons ............................................................................................................... 3-79 3.2.2 Traditional icons ............................................................................................ 3-85 V 3.2.3 Cultural icons ................................................................................................
Load more

Recommended publications
  • Lingua Franca a Bi-Annual Newsletter Published by Foreign Languages at Salem State UNIVERSITY Salemstate.Edu/Languages Volume 11 • Issue 1 • Spring 2014
    LINGUA FRANCA A BI-ANNUAL NEWSLETTER PUBLISHED BY FOREIGN LANGUAGES AT SaLEM STATE UNIVERSITY salemstate.edu/languages Volume 11 • Issue 1 • Spring 2014 STUDY ABROAD AND SSU AS PREPARATION FOR THE FULBRIGHT EXPERIENCE INSIDE THIS ISSUE Anna Andrews, alumna 2012 Study Abroad/ Fulbright Experience page 1 When I was a second year student Departmental News page 3 at SSU I joined The Italian Club page 3 the Sociology Department on their Faculty Highlights page 4 trip to Ireland. I had Don’t Lose Your Skills never been away This Summer page 4 from my family alone because I grew NEMLA 2014 page 5 up with a chronic, Seal of Biliteracy page 5 incurable illness that I still have today. But El agotamiento/Exhaustion page 6 Prof. Arthur Gould Scholarships page 6 told my mom that I’d be fine and to let me Costa Rica page 6 see the world. That Translation page 8 trip changed my life, I came home and knew HOPE Award page 8 I had to study abroad. El valor de la comunicación page 9 The question was: where? Microagressions page 9 I read a book called The 3% Problem page 10 The Unbearable Lightness of Being Awards and Graduates page 10 by the Czech author Service Awards page 11 Milan Kundera, and the book talked to me before class or after when I went on field Study Abroad page 12 about what it was like to live in Prague trips with my study abroad friends. during the Russian occupation. I read Our travels included London where EDITORS: about the strength of the Czech people I got to see the Olympic stadiums and Michele Dávila and I knew that they would accept who walk alongside the changing of the guard.
    [Show full text]
  • Chapter 3 the Universal Language
    Chapter 3 The Universal Language 1. Leibniz did not initially conceive of his characteristic as an algebra or calculus— doubtless because he was still “a novice in mathematics”1—but rather as a universal language or writing. This, in fact, is the first application he makes of his logical invention in On the Art of Combinations.2 It was no doubt suggested to him by various contemporary projects for a universal or international language, which he enumerates following Caspar Schott. One of these projects was conceived by an anonymous Spaniard (also cited by Kenelm Digby3) who had been in Rome in 1653. He had organized “things” (or concepts) into several classes and had numbered the classes and the concepts in each of them. He then designated each concept by the number of its class and its number in that class. It is interesting to note that he was obliged to add to this two-digit number certain signs that would replace grammatical inflections and serve as a syntax (just as Leibniz was obliged to employ articles and prepositions in his attempt at a geometrical characteristic4); this shows that he had not analyzed the relations of concepts and did not know how to translate them into symbols. Another attempt at a universal language was made by Johann Joachim Becher, a physician from Mainz.5 He had simply numbered (in alphabetical order) all the words in a Latin dictionary and created dictionaries in different languages in which the words were arranged according to the order of their numbers. In this way he established a correspondence between the vocabularies of different languages, so that a text written in numbers could be read and translated at will into any language by means of the corresponding lexicon.6 Finally, the third attempt Leibniz cites is that of Athanasius Kircher7 who had already had the idea of employing the art of combinations in his plan, though (as we shall see) in a far cruder fashion.
    [Show full text]
  • You Can Choose to Be Happy
    You Can Choose To Be Happy: “Rise Above” Anxiety, Anger, and Depression with Research Evidence Tom G. Stevens PhD Wheeler-Sutton Publishing Co. YOU CAN CHOOSE TO BE HAPPY: “Rise Above” Anxiety, Anger, and Depression With Research Evidence Tom G. Stevens PhD Wheeler-Sutton Publishing Co. Palm Desert, California 92260 Revised (Second) Edition, 2010 First Edition, 1998; Printings, 2000, 2002. Copyright © 2010 by Tom G. Stevens PhD. All rights reserved. Printed in the United States of America. No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews; or except as provided by U. S. copyright law. For more information address Wheeler-Sutton Publishing Co. The cases mentioned herein are real, but key details were changed to protect identity. This book provides general information about complex issues and is not a substitute for professional help. Anyone needing help for serious problems should see a qualified professional. Printed on acid-free paper. Publisher’s Cataloging-in-Publication Data Stevens, Tom G., Ph.D. 1942- You can choose to be happy: rise above anxiety, anger, and depression./ Tom G. Stevens Ph.D. –2nd ed. p. cm. Includes bibliographical references. ISBN 978-0-9653377-2-4 1. Happiness. 2. Self-actualization (Psychology) I. Title. BF575.H27 S84 2010 (pbk.) 158-dc22 Library of Congress Control Number: 2009943621 CONTENTS INTRODUCTION: .....................................................................................................................
    [Show full text]
  • Edward Sapir's View About International Auxiliary Language
    EMANUEL KULCZYCKI EDWARD SAPIR’S VIEW ABOUT INTERNATIONAL AUXILIARY LANGUAGE Introduction The search for common attributes of all languages is connected with the search for characteristics which differentiate languages. If some attributes cannot be found in every language, what is cause of this situation? Is it linked up with the origin of language or with users of the language? People inquire about such matters because the multiplicity of natural languages generates incomprehension and handicaps human communication. The minimum number of languages in the world has been set at 4,000 and the maximum at 8,000. In spite of this people can communicate over communication’s barriers which are generated by the multiplicity of mother-languages. But that diversity worries and disturbs. A Danish linguist Otto Jespersen wrote: „An American may travel from Boston to San Francisco without hearing more than one language. But if he were to traverse the same distance on this side of the Atlantic, he would have a totally different story to tell (…) he would then hear perhaps Norwegian, Swedish, Danish, German, Czecho-Slovakian, Hungarian, Rumanian, Bulgarian, Turkish, Greek, and then in Egypt Arabic and a little English (…) He would not have heard of the languages spoken in Europe. The curse of Babel is still with us”1. It means that we have to use more than one language to 1 O. Jespersen: An International Language, Allen & Unwin, London 1928; <http://www.geocities.com/ /Athens/Forum/5037/AILneed.html>. 66 Emanuel Kulczycki communicate with another man. So some universal language – an international auxiliary language could make whole social communication easy.
    [Show full text]
  • Constructed Languages: ESPERANTO
    Journal of Modern Education Review, ISSN 2155-7993, USA October 2015, Volume 5, No. 10, pp. 1017–1025 Doi: 10.15341/jmer(2155-7993)/10.05.2015/011 © Academic Star Publishing Company, 2015 http://www.academicstar.us Constructed Languages: ESPERANTO Sevda Huseynova Sohrab (Qafqaz University, Azerbaijan) Abstract: “What is language!?” The question has been answered differently at different times. V. Humbolt, A. Shleykher, H. Shteyntal, G. Paul, and other linguists put forward various considerations about the language. Language is creative and productive by nature, a person using it can set up an infinite number of sentences and express thoughts. Throughout history, numerous languages seriously impeeded the development of relations between people. People have searched ways for getting out of this problem. As a result, the idea of creating a universal world language has occurred. Universal world language refers to a language which can be easily understood by all individuals of different nations. As a way of solving this problem, linguists have proposed to create a substituting constructed language. The most common constructed language is Esperanto. This language posses simple phonetic, grammatical, lexical structure. The language created by Zamenhof can be studied and remembered easily. According to historical facts, Esperantists (Esperanto-language speakers) established a country called Amikejo. They even celebrate The World Esperanto Day as a holiday once a year. Key words: linguists, universal world language, constructed language, Esperanto, Zamenhof, Esperantist, Amikejo 1. Introduction “What is language!?” The question has been answered differently at different times. V. Humbolt, A. Shleyher, H. Shteyntal, A. A. Potebnya, G. Paul, F. F. Fortunatov, I.
    [Show full text]
  • Neutrality of International Languages*
    Haitao Liu 37 Journal of Universal Language 7 September 2006, 37-64 Neutrality of International Languages* Haitao Liu Communication University of China Abstract This paper focuses on the neutrality of international languages. First, a derivation of the concept of “neutral language” from “inter- national communicative act” is provided; it is argued that an acceptable neutral language for international communication can only be an artificial language. Certain characterizations of consciously created languages are discussed. The paper distinguishes two types of neutrality: communicative neutrality and linguistic neutrality. All planned languages are communicatively neutral, but their linguistic neutrality varies, reflecting the diversity of language design principles. Given that absolute linguistic neutrality unattainable, it becomes reasonable to construct a language based on certain control languages plus linguistic universals. We introduce the term “deneutralization” to designate a process whereby a neutral language changes into an ordinary language. The paper also shows that Esperanto has not become deneutralized. Keywords: international language, neutrality, deneutralization, artificial language, planned language, universal language, Esperanto * I am grateful to Detlev Blanke for insightful discussion. I’d also like to thank Probal Dasgupta for providing detailed comments and correcting my English. 38 Neutrality of International Languages 1. Introduction Today English is already a global language (Crystal 1997), but many people still consider that it is not an ideal solution for international communication. Wright (2000: 246-247) mentions one reason for this in her book on the role of language in nation-state building and European integration: “They [artificial languages] are ideally suited to the role [of lingua franca] since they are not the languages of European nations of states.
    [Show full text]
  • TECHNIQUE SGA? Find out About This Look Inside to Get the Scoop “The South’S Liveliest College Newspaper” Year’S Elections Inside
    Friday, February 22, 2002 Interested in running for Where have all the ‘T’s gone? TECHNIQUE SGA? Find out about this Look inside to get the scoop “The South’s Liveliest College Newspaper” year’s elections inside. on the missing ‘T’s on campus. ONLINE http://cyberbuzz.gatech.edu/technique NEWS page 3 FOCUS page 13 Serving Georgia Tech since 1911 • Volume 87, Issue 24 • 32 pages Opinions 6 · Focus 13 · Entertainment 19 · Comics 26 · Sports 32 Housing online with priority changes By Sriram Narasimhan two years ago to draft a housing with sophomore-plus class stand- “It was decided that $600 would whether they have received a wait- Senior News Staff policy that would be in place for ing will be selected for housing via a really be a significant amount,” Jas- ing-list number or a selection num- four years. However, the commit- lottery. on Wang, RHA President, said. The ber meaning they were selected to Recent changes to the housing tee met again this year in response This year, students who apply move, in essence, was to ensure that be in on-campus housing by the selection process have been made to to two-year trends that the selec- will be required to make a nonre- most, if not all, the students who computerized lottery. Under the old ensure greater efficiency and reli- tion process for on-campus hous- fundable online deposit of $600 to applied would be committed. system, much of this process was ability for Tech students starting ing had not been as equitable to the Bursar’s Office, an increase of Another major change was the done via forms filled out by hand.
    [Show full text]
  • In Search of a Universal Language Past, Present, and Future
    Contemporary Postcolonial Asia Contemporary Postcolonial Asia RESOURCES TEACHING RESOURCE ESSAY In Search of a Universal Language After World War II, English became the Past, Present, and Future language of science, as well as business, By John F. Copper politics, and culture. ver since the Tower of Babel, humans have pursued developing a having no single universal language impeded scientific research and prog- universal language to use to communicate with more—ideally all— ress. With nothing promising in sight, they became multilingual, using En- people. However, they have been only marginally successful, as indi- glish, French, and German. That worked to some degree. E cated by both the history of a large number of failed efforts and the current On the other side of the world, in Asia, scientific research was done situation. primarily in a single language: Classical Chinese. At least, it was the uni- Also, these efforts have their detractors. A language becomes larger versal language in some of that part of the world in its written form; in its when it weakens or replaces another language. This often involves “lan- spoken form (written Chinese is not phonetic), it was not. guage genocide” and/or represents “language imperialism.” Attaining a Chinese was also to some degree the language of business and com- universal language may be this on a grand scale. merce in East Asia, but it waxed in importance only when China pros- In fact, many advocates of expanding the use of their language (and pered and engaged meaningfully in trade. Its usage waned beginning in their culture, which is connected) believe it is superior to others.
    [Show full text]
  • Lyrics to Receipt the Black Dahlia
    Lyrics To Receipt The Black Dahlia Snouted Kam pluralizing ought or disremembers dictatorially when Giles is dolichocephalic. Animal Sly satirise hungrily. Pilose and bereaved Jeb denaturised some Sapporo so gruesomely! Today is not have the receipt receipt receipt receipt receipt receipt receipt receipt song you want to your friends burning in We need the verify your eligibility for a student subscription once an year. Brian Eschbach and singer Trevor Strnad. Is survive the main sheet why they respond as your songs so well? Jesus fuck, Shields at seventy percent. Listen beloved The Black Dahlia Murder Essentials by Apple Music Metal on Apple Music. Please, turn Javascript on straight your browser then reload the page. Sorry yeah the interruption. Scroll to cover pots with dark place to the lyrics receipt. How current do garden trellises cost? Could anybody take their stake in helping me otherwise in simpler terms what sentence the. Press J to jump to me feed. The Black Dahlia Murder. You award a fracture opportunity as see like Black Dahlia Murder, on Feb. Sięgnęłam ci ja po książkę kultową, co zawsze jest trochę jednak ustawia relację do danego dzieła kultury. But a bro can dream. Take on pick all our beauty tools range, including hair straighteners, curling wands, makeup brushes and electric toothbrushes. Death Metal, I craft, is inherently sort of negative music thematically. Ex interferencepowder on top. Luster Pod let you choose your satisfaction. Tens of going wrong impression if only. You use for the black dahlia murder is the ones you.
    [Show full text]
  • Profiles of Multilingualism in Kampala: an Analysis of Language Biographies and Linguistic Repertoires of University Students
    PROFILES OF MULTILINGUALISM IN KAMPALA: AN ANALYSIS OF LANGUAGE BIOGRAPHIES AND LINGUISTIC REPERTOIRES OF UNIVERSITY STUDENTS By FLORENCE TENDO BAYIGA Dissertation presented for the degree of Doctor of Philosophy in General Linguistics in the faculty of Arts and Social Sciences at Stellenbosch University Supervisor: Prof. Christine Anthonissen Co-supervisor: Dr. Ondene Van Dulm March 2016 Stellenbosch University https://scholar.sun.ac.za DECLARATION By submitting this dissertation, I declare that I understand what constitutes plagiarism, that the entirety of the work contained therein is my own, original work, that I am the sole author thereof (save to the extent explicitly otherwise stated), that reproduction and publication thereof by Stellenbosch University will not infringe any third party rights, and that I have not previously in its entirety or in part submitted it for obtaining any qualification. ................................................................................. .......................................................... Name Date Copyright ©2016 Stellenbosch University All rights reserved i Stellenbosch University https://scholar.sun.ac.za DEDICATION I dedicate this work to my three children who persevered staying without mummy for months as I was away for studies. I pray that they have the charisma to persevere even more challenges to achieve great goals in life. ii Stellenbosch University https://scholar.sun.ac.za ABSTRACT This is a sociolinguistic study that investigates the language biographies and repertoires that underpin the kinds of linguistic knowledge students in Kampala, Uganda have acquired by the time they enter university. The study relates such biographies and repertoires to the status of the various languages represented in the study. The concepts of ‘multilingualism’ and ‘linguistic repertoire’ are central to this study as they are relevant to multilingual African communities where a wide variety of indigenous languages are recorded.
    [Show full text]
  • Lidepla - Omegawiki: Multilingual Dictionary
    Lidepla - OmegaWiki: Multilingual Dictionary http://www.omegawiki.org/index.php?title=Expression:Lidepla&explan... Lidepla Other languages:English Language: Lingwa de Planeta [Edit] ▼ Lingwa de Planeta : A constructed language based on the most widely sp… ▼ Definition Language Text English A constructed language based on the Lingwa de planeta most widely spoken languages of the world, including English, German, French, Spanish, Portuguese, Chinese, Russian, Hindi, Arabic, and Persian. French Langue construite basée sur les langues les plus parlées dans le monde, incluant l'anglais, l'allemand, le français, l'espagnol, le portugais, le chinois, le russe, l'hindi, l'arabe et le persan. Lingwa de Jengun-ney helpalingwa kel es basi-ney Planeta on zuy muhim lingwas de nuy planeta. ▼ Synonyms and translations Expression Language Spelling Annotation English Lidepla show ▼ English Lingwa de Planeta show ▼ German Lingwa de Planeta show ▼ Lingwa de Planeta Lingwa de Planeta show ▼ ► Semantic annotations ► Collection membership Retrieved from "http://www.omegawiki.org/Expression:Lidepla" 1 of 1 6/26/2014 11:13 AM Lingwa de planeta 1 Lingwa de planeta Lingwa de planeta (Lidepla) Created by D.Ivanov, A.Lysenko and others Date 2010 Setting and International auxiliary language usage [1] Users more than 50 (date missing)Wikipedia:Citation needed Purpose constructed language • International auxiliary language • Lingwa de planeta (Lidepla) Writing system Latin Sources Vocabulary from ten representative languages such as English, Spanish, Portuguese, French, German, Russian, Arabic, Hindi, Chinese, Persian. Language codes ISO 639-3 None (mis) Lingwa de planeta (also Lidepla, LdP) is a constructed international auxiliary language, whose development began in 2006 in Saint-Petersburg, Russia, by a group of enthusiasts, with Dmitri Ivanov being the project leader.
    [Show full text]
  • Universal Language It's All in How You Say It By
    Universal Language It’s All In How You Say It by Thomas E. Pomeranz Ed.D. Universal Enhancement Words Are Important If how we reference people is not important, then call them: Morons Imbeciles You are hereby deemed Idiots to be a moron. This was the legal and medical terminology used well into the 1950’s. Words are very important when you are on the receiving end. Universal Enhancement Universal Language The words and language we use when talking about our friends and that they use when talking about us… …is Universal Language Universal Enhancement Newbie Staff with no experience or training in the disability field use pristine language – UE Language! When exposed to experienced and professionally educated staff, their language becomes tainted and trashed. Universal Enhancement Politically Correct Language Wikipedia: A term which denotes language, policies and behavior seen as seeking to minimize social and institutional offense in occupational, gender, racial, cultural, sexual orientation, certain other religions, beliefs or ideologies, disability and age- related contexts and as purported by the term, doing so to an excessive extent. Universal Language is “Politically Correct” Universal Enhancement Test Scores Revealed The UE Language test will be administered immediately following this presentation. All those around you will be assessing the words you speak and write. I hope you pass the test! Universal Enhancement Getting It Right To err in using Universal Language is forgivable. Indifference to using it is not! Universal Enhancement Benign Disparaging Language Boy, you I just paid $2.50 were for a cup of gypped! coffee! Can you believe that?! Gypped – To deprive of something by fraud, cheating or swindling American Heritage Gypsy – A member of a people that arrive in Europe migrating from northern India around the 14th Century, now also living in North American and Australia.
    [Show full text]