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Pages
- Title
- PAUL VERHOEVEN, MEDIA MANIPULATION, AND HYPER-REALITY.
- Creator
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Malchiodi, Emmanuel, Janz, Bruce, University of Central Florida
- Abstract / Description
-
Dutch director Paul Verhoeven is a polarizing figure. Although many of his American made films have received considerable praise and financial success, he has been lambasted on countless occasions for his gratuitous use of sex, violence, and contentious symbolism - 1995s Showgirls was overwhelmingly dubbed the worst film of all time and 1997s Starship Troopers earned him a reputation as a fascist. Regardless of the controversy surrounding him, his science fiction films are a move beyond the...
Show moreDutch director Paul Verhoeven is a polarizing figure. Although many of his American made films have received considerable praise and financial success, he has been lambasted on countless occasions for his gratuitous use of sex, violence, and contentious symbolism - 1995s Showgirls was overwhelmingly dubbed the worst film of all time and 1997s Starship Troopers earned him a reputation as a fascist. Regardless of the controversy surrounding him, his science fiction films are a move beyond the conventions of the big blockbuster science fiction films of the 1980s (E.T. and the Star Wars trilogy are prime examples), revealing a deeper exploration of both sociopolitical issues and the human condition. Much like the novels of Philip K. Dick (and Verhoeven's 1990 film Total Recall - an adaptation of a Dick short story), Verhoeven's science fiction work explores worlds where paranoia is a constant and determining whether an individual maintains any liberty is regularly questionable. In this thesis I am basically exploring issues regarding power. Although I barely bring up the term power in it, I feel it is central. Power is an ambiguous term; are we discussing physical power, state power, objective power, subjective power, or any of the other possible manifestations of the word? The original Anglo-French version of power means to be able,asking whether it is possible for one to do something. In relation to Verhoeven's science fiction work each demonstrates the limitations placed upon an individual's autonomy, asking are the protagonists capable of independent agency or rather just environmental constructs reflecting the myriad influences surrounding them. Does the individual really matter in the post-modern world, brimming with countless signs and signifiers? My main objective in this writing is to demonstrate how this happens in Verhoeven's films, exploring his central themes and subtext and doing what science fiction does: hold a mirror up to the contemporary world and critique it, asking whether our species' current trajectory is beneficial or hazardous.
Show less - Date Issued
- 2011
- Identifier
- CFH0003844, ucf:44697
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0003844
- Title
- Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
- Creator
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Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
- Abstract / Description
-
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
Show less - Date Issued
- 2016
- Identifier
- CFE0006285, ucf:51585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006285
- Title
- Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
- Creator
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Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
- Abstract / Description
-
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less - Date Issued
- 2012
- Identifier
- CFE0004516, ucf:49273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004516
