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SHAMING THE LOVE PLOT: INCONVENIENT WOMEN NAVIGATING CONVENTIONAL ROMANCE
Title
SHAMING THE LOVE PLOT: INCONVENIENT WOMEN NAVIGATING CONVENTIONAL ROMANCE.
Creator
Wilkey, Brittan, Jones, Anna Maria, University of Central Florida
Abstract / Description
The love plot is one of the most widely consumed genres of fiction for women. Romance often dictates a woman's identity and her "story" or narrative, leaving little room for other avenues of self-development. However, when romance fails, even in the realm of fiction, women are left with shame. Shame might suggest a catastrophic aftereffect of the failure of women's initial investment of the love plot; however, I argue that shame functions in place of the love plot and helps to provide a...
Show moreThe love plot is one of the most widely consumed genres of fiction for women. Romance often dictates a woman's identity and her "story" or narrative, leaving little room for other avenues of self-development. However, when romance fails, even in the realm of fiction, women are left with shame. Shame might suggest a catastrophic aftereffect of the failure of women's initial investment of the love plot; however, I argue that shame functions in place of the love plot and helps to provide a critique of the oppressive and patriarchal nature of conventional romance. Using affect theory, I look at both Mrs. Henry Wood's East Lynne and Jean Rhys's Wide Sargasso Sea as they rewrite the love plot typified by Charlotte Bronte's Jane Eyre.
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Date Issued
2013
Identifier
CFH0004437, ucf:45089
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004437
An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra
Title
An Exploratory Comparison of a Traditional and an Adaptive Instructional Approach for College Algebra.
Creator
Kasha, Ryan, Kincaid, John, Wiegand, Rudolf, Hartshorne, Richard, Morris, Cliff, University of Central Florida
Abstract / Description
This research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery...
Show moreThis research effort compared student learning gains and attitudinal changes through the implementation of two varying instructional approaches on the topic of functions in College Algebra. Attitudinal changes were measured based on the Attitude Towards Mathematics Inventory (ATMI). The ATMI also provided four sub-scales scores for self-confidence, value of learning, enjoyment, and motivation. Furthermore, this research explored and compared relationships between students' level of mastery and their actual level of learning. This study implemented a quasi-experimental research design using a sample that consisted of 56 College Algebra students in a public, state college in Florida. The sample was enrolled in one of two College Algebra sections, in which one section followed a self-adaptive instructional approach using ALEKS (Assessment and Learning in Knowledge Space) and the other section followed a traditional approach using MyMathLab. Learning gains in each class were measured as the difference between the pre-test and post-test scores on the topic of functions in College Algebra. Attitude changes in each class were measured as the difference between the holistic scores on the ATMI, as well as each of the four sub-scale scores, which was administered once in the beginning of the semester and again after the unit of functions, approximately eight weeks into the course. Utilizing an independent t-test, results indicated that there was not a significant difference in actual learning gains for the compared instructional approaches. Additionally, independent t-test results indicated that there was not a statistical difference for attitude change holistically and on each of the four sub-scales for the compared instructional approaches. However, correlational analyses revealed a strong relationship between students' level of mastery learning and their actual learning level for each class with the self-adaptive instructional approach having a stronger correlation than the non-adaptive section, as measured by an r-to-z Fisher transformation test. The results of this study indicate that the self-adaptive instructional approach using ALEKS could more accurately report students' true level of learning compared to a non-adaptive instructional approach. Overall, this study found the compared instructional approaches to be equivalent in terms of learning and effect on students' attitude. While not statistically different, the results of this study have implications for math educators, instructional designers, and software developers. For example, a non-adaptive instructional approach can be equivalent to a self-adaptive instructional approach in terms of learning with appropriate planning and design. Future recommendations include further case studies of self-adaptive technology in developmental and college mathematics in other modalities such as hybrid or on-line courses. Also, this study should be replicated on a larger scale with other self-adaptive math software in addition to focusing on other student populations, such as K - 12. There is much potential for intelligent tutoring to supplement different instructional approaches, but should not be viewed as a replacement for teacher-to-student interactions.
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Date Issued
2015
Identifier
CFE0005963, ucf:50821
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005963
Bending the Binary: Effects of Nonbinary Gender Media Representations on Disposition Formation and Media Enjoyment
Title
Bending the Binary: Effects of Nonbinary Gender Media Representations on Disposition Formation and Media Enjoyment.
Creator
Higley, Diana, Kinnally, William, Sandoval, Jennifer, Hanlon, Christine, University of Central Florida
Abstract / Description
Today, the issue of gender plays a larger role in our social discussions than in the past. Over the last decade, new and groundbreaking television shows and movies that showcase gender nonconforming characters and plots that challenge traditional gender roles have become more common. The aim of the present study was to examine the potential effects of gender-neutral representations in media programming and particularly whether different representations of gender might influence audience...
Show moreToday, the issue of gender plays a larger role in our social discussions than in the past. Over the last decade, new and groundbreaking television shows and movies that showcase gender nonconforming characters and plots that challenge traditional gender roles have become more common. The aim of the present study was to examine the potential effects of gender-neutral representations in media programming and particularly whether different representations of gender might influence audience attitudes toward characters and overall enjoyment of the media. Affective Disposition Theory and Moral Foundations Theory were used as a framework for understanding people's perceptions of gender-neutral media characters. The project involved a pretest/posttest experimental method with random assignment of participants to one of three conditions. Participants completed a pretest including measures of moral modules and trait empathy among other characteristics during week one. The next week, they were assigned to read one of three versions of a dramatic plot synopsis in which the gender of the main character was male, female or ambiguous. After reading the assigned synopsis, participants reported their disposition toward the main character in the stimulus and their enjoyment of the synopsis. Results indicated that depictions of gender that don't activate traditional male and female gender schemas can have a negative influence on the participants' initial dispositions toward the character. The gender representation in the stimulus was not related to reported enjoyment of the plot. Intrinsic moral modules appeared to influence participants' dispositions toward the main character and their enjoyment. However, different modules were important to each of the different outcomes. Implications of the findings are discussed.
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Date Issued
2019
Identifier
CFE0007469, ucf:52676
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007469
TOWARD BUILDING A SOCIAL ROBOT WITH AN EMOTION-BASED INTERNAL CONTROL AND EXTERNAL COMMUNICATION TO ENHANCE HUMAN-ROBOT INTERACTION
Title
TOWARD BUILDING A SOCIAL ROBOT WITH AN EMOTION-BASED INTERNAL CONTROL AND EXTERNAL COMMUNICATION TO ENHANCE HUMAN-ROBOT INTERACTION.
Creator
Marpaung, Andreas, Lisetti, Christine, University of Central Florida
Abstract / Description
In this thesis, we aim at modeling some aspects of the functional role of emotions on an autonomous embodied agent. We begin by describing our robotic prototype, Cherry--a robot with the task of being a tour guide and an office assistant for the Computer Science Department at the University of Central Florida. Cherry did not have a formal emotion representation of internal states, but did have the ability to express emotions through her multimodal interface. The thesis presents the results of...
Show moreIn this thesis, we aim at modeling some aspects of the functional role of emotions on an autonomous embodied agent. We begin by describing our robotic prototype, Cherry--a robot with the task of being a tour guide and an office assistant for the Computer Science Department at the University of Central Florida. Cherry did not have a formal emotion representation of internal states, but did have the ability to express emotions through her multimodal interface. The thesis presents the results of a survey we performed via our social informatics approach where we found that: (1) the idea of having emotions in a robot was warmly accepted by Cherry's users, and (2) the intended users were pleased with our initial interface design and functionalities. Guided by these results, we transferred our previous code to a human-height and more robust robot--Petra, the PeopleBot™--where we began to build a formal emotion mechanism and representation for internal states to correspond to the external expressions of Cherry's interface. We describe our overall three-layered architecture, and propose the design of the sensory motor level (the first layer of the three-layered architecture) inspired by the Multilevel Process Theory of Emotion on one hand, and hybrid robotic architecture on the other hand. The sensory-motor level receives and processes incoming stimuli with fuzzy logic and produces emotion-like states without any further willful planning or learning. We will discuss how Petra has been equipped with sonar and vision for obstacle avoidance as well as vision for face recognition, which are used when she roams around the hallway to engage in social interactions with humans. We hope that the sensory motor level in Petra could serve as a foundation for further works in modeling the three-layered architecture of the Emotion State Generator.
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Date Issued
2004
Identifier
CFE0000286, ucf:46228
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000286