Current Search:  interpretation (x)

View All Items

  • CSV Spreadsheet
(1 - 6 of 6)
Local Community Influences on Interpretation at Historical Sites and Museums
Title
Local Community Influences on Interpretation at Historical Sites and Museums.
Creator
FitzGerald, Jason, Cheong, Caroline, Gannon, Barbara, Walker, Ezekiel, University of Central Florida
Abstract / Description
(")Local Community Influences on Interpretation at Historical Sites and Museums(") is an analysis in how interpretations of historical content are chosen for visitors and to what degree local communities contribute to this decision process. What determines which stories and historical narratives are presented at historical sites and museums? Is the process of determining how to interpret historical events as simple as relating the event to the time and place that corresponds with that...
Show more(")Local Community Influences on Interpretation at Historical Sites and Museums(") is an analysis in how interpretations of historical content are chosen for visitors and to what degree local communities contribute to this decision process. What determines which stories and historical narratives are presented at historical sites and museums? Is the process of determining how to interpret historical events as simple as relating the event to the time and place that corresponds with that particular site? Is it possible that public historical sites and museums reflect the social values and points of interests of the local communities rather than accepted and popular history of American culture? This analysis demonstrates how local communities affect the interpretation through three case studies and through three components (-) governance, stakeholders, and funding. The simplified version of presenting history at historical sites (")because it happened here(") no longer becomes viable. Interpretation is affected and these three components demonstrate to what degree local communities contribute.
Show less
Date Issued
2019
Identifier
CFE0007456, ucf:52669
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007456
FAMTILE: AN ALGORITHM FOR LEARNING HIGH-LEVEL TACTICAL BEHAVIOR FROM OBSERVATION
Title
FAMTILE: AN ALGORITHM FOR LEARNING HIGH-LEVEL TACTICAL BEHAVIOR FROM OBSERVATION.
Creator
Stensrud, Brian, Gonzalez, Avelino, University of Central Florida
Abstract / Description
This research focuses on the learning of a class of behaviors defined as high-level behaviors. High-level behaviors are defined here as behaviors that can be executed using a sequence of identifiable behaviors. Represented by low-level contexts, these behaviors are known a priori to learning and can be modeled separately by a knowledge engineer. The learning task, which is achieved by observing an expert within simulation, then becomes the identification and representation of the low-level...
Show moreThis research focuses on the learning of a class of behaviors defined as high-level behaviors. High-level behaviors are defined here as behaviors that can be executed using a sequence of identifiable behaviors. Represented by low-level contexts, these behaviors are known a priori to learning and can be modeled separately by a knowledge engineer. The learning task, which is achieved by observing an expert within simulation, then becomes the identification and representation of the low-level context sequence executed by the expert. To learn this sequence, this research proposes FAMTILE - the Fuzzy ARTMAP / Template-Based Interpretation Learning Engine. This algorithm attempts to achieve this learning task by constructing rules that govern the low-level context transitions made by the expert. By combining these rules with models for these low-level context behaviors, it is hypothesized that an intelligent model for the expert can be created that can adequately model his behavior. To evaluate FAMTILE, four testing scenarios were developed that attempt to achieve three distinct evaluation goals: assessing the learning capabilities of Fuzzy ARTMAP, evaluating the ability of FAMTILE to correctly predict expert actions and context choices given an observation, and creating a model of the expert's behavior that can perform the high-level task at a comparable level of proficiency.
Show less
Date Issued
2005
Identifier
CFE0000503, ucf:46455
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000503
A REALIST INTERPRETATION OF U.S.RELATIONS WITH CHINA
Title
A REALIST INTERPRETATION OF U.S.RELATIONS WITH CHINA.
Creator
Zhang, Xiansheng, Morales, Waltraud, University of Central Florida
Abstract / Description
Realism theory provides the most powerful explanation for the state of war and the rise and fall of great powers. It expounds the important concepts and themes like national sovereignty, security, survival, interests, balance of power, balance of terror, alliance, dominance, hegemony and polarity. Realism can be classified as classical realism, structural realism and neoclassical realism. In recent years, liberalism, globalism and constructivism also have greatly influenced academics and...
Show moreRealism theory provides the most powerful explanation for the state of war and the rise and fall of great powers. It expounds the important concepts and themes like national sovereignty, security, survival, interests, balance of power, balance of terror, alliance, dominance, hegemony and polarity. Realism can be classified as classical realism, structural realism and neoclassical realism. In recent years, liberalism, globalism and constructivism also have greatly influenced academics and policy-makers under the new phenomena of globalization and terrorism. This paper explores how classical realism theory has been applied to and revealed in the issue of American policy towards China. The past years of U.S. relations with China have been marked by many wars and diplomatic issues that bear important messages for contemporary policy-makers. Based upon the most representative incidents in the chronicles, this paper categorizes American relations with China into three periods: period one, from commercialism in 1784 to imperialism in 1899; period two, from dominance in 1900 to confrontation in 1949; Period three, from enemies in 1950 to competitors in 2009. From a brief retrospective of major events that occurred, it is concluded that most incidents are related to national interest and power issues, while only several cases are about ideological disputes. The emergence of China as an economic power within the last few years will shape the world as much as the United States in the late 19th century. As America is the worldÂÂ's greatest power and China is the worldÂÂ's greatest emerging power, the relationship between these two countries will largely determine the history of the twenty-first century. History teaches that such power transitions are inherently fraught with dangers and opportunities. Thus, it would serve the interests of the United States to rethink its relationship with China and make its policies more global and focused on the long term. No matter what happens in China, American policy towards that country should be guided by a clear and firm sense of American national interests.
Show less
Date Issued
2010
Identifier
CFE0003072, ucf:48308
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003072
A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses
Title
A hermeneutic study of secondary English Language Arts teacher candidates' writing instruction experiences in ESOL methods courses.
Creator
Bello, Paula, Olan, Elsie, Nutta, Joyce, Hopp, Carolyn, Mihai, Florin, University of Central Florida
Abstract / Description
The purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities...
Show moreThe purpose of this hermeneutic study was to understand, describe and interpret secondary English Language Arts (ELA) teacher candidates'(TC) experiences with writing instruction while attending English for Speakers of Other Languages (ESOL) methods courses. The study included a purposeful convenience sample of 15 (fifteen) secondary ELA teacher candidates' (TC) attending 4 (four) different sections in 2 (two) ESOL methods courses. TCs were invited to participate in inquiry driven activities including written reflections in response to a literacy questionnaire, oral interviews responding to open-ended questions and focus/work groups' discussions, which allowed them to reflect about their past and present literacy and learning experiences and become reflexive about the application of knowledge and practices in their future classrooms. The phenomenological hermeneutic qualitative design granted the researcher insight into participants' literacy and learning experiences as lived in relationship with their contexts, in a specific place and time.Colaizzi's (1978) seven-stages data analysis procedure, enabled the analysis and thorough description of TCs' experiences with writing instruction along their schooling and teacher education career. The following thematic categorization of participants' experiences was outlined: a)- TCs' experiences with instruction received and knowledge developed in teacher education programs, b)- TCs' recognition of good and bad practices in educational settings, including planning accommodations in general education classrooms, c)- TCs' experiences with ELs in authentic settings, d)- TCs' awareness process of ELs in schools, and e)- TCs' experiences with and about writing instruction to teach ELs.Further in depth data analysis guided the researcher into the interpretation of the fundamental structure of the phenomenon of teacher education experiences with writing instruction. TCs' experiences, drawn from different learning settings (including methods and content courses and field practicum), were articulated thanks to their participation in inquiry based learning activities. This breath of experiences specifically informed TCs' writing instruction experiences while attending ESOL methods courses. TCs' reflective and reflexive stances position them at the center of the educational phenomenon, in which TCs develop from facilitators of classroom communication to facilitators of learning processes and intercultural mediators.The phenomenon of TCs' lived experiences with writing instruction while attending ESOL methods courses, and by extension, content area courses and field practicum, needs to be analyzed, described and interpreted in order to develop practices conducive to inform the curricular development of teacher education programs and courses, to better prepare TCs to teach every learner develop knowledge and literacy, paying special attention to ELs'proficiency in English as a second language (ESL).?
Show less
Date Issued
2016
Identifier
CFE0006681, ucf:51904
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006681
The unheard voices of nontraditional students in Higher Education: Learning to become a student.
Title
The unheard voices of nontraditional students in Higher Education: Learning to become a student.
Creator
Julio Maturana, Marcelo, Cintron Delgado, Rosa, Boote, David, Owens, J. Thomas, Guzman-Valenzuela, Carolina, Rivera, Fernando, University of Central Florida
Abstract / Description
This study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the...
Show moreThis study explores the lived experiences of older students who work and have family responsibilities while attending an undergraduate program full-time. Research indicates that this segment of the student population is the only one that is growing today and is projected to grow in the future; this also is the largest the group of students thatdoes not finish their studies in spite of the many services aimed at supporting students' academic success.This study critically investigated the category of the nontraditional student and reviewed the literature about students' college experiences, including the limitations of its theoretical assumptions to describe and explain the nature of the college journey of olderstudents with substantive life experiences. From the notion that learning is lifelong and holistic (Jarvis, 2006), this study combined a student-centered approach with a hermeneutic phenomenological methodology to respond to the following research questions: What is the lifeworld of undergraduate nontraditional students with significantlife experience as they encounter college life? What resources sustain the college experience of undergraduate nontraditional students of and allow navigating the space of college life? What are the changes undergraduate nontraditional students live, the meaning they construct while encountering, and navigating college life?Themes that resulted from the analysis included the participants' experiences as essentially different from that of traditional students. These nontraditional college students bring skills and knowledge that they deploy on behalf of their specific academic goals. The pace of their lives is fundamentally different from the traditional universitystudent's sense of time; they are self-sufficient, making decisions and navigate obstacles.Their new identity as students is re-negotiated with the identities they live outside of campus and they establish ad hoc relationships with members of the universitycommunity.
Show less
Date Issued
2018
Identifier
CFE0007201, ucf:52255
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007201
The Continuing Anglican Metamorphosis: Introducing the Adapted Integrated Model
Title
The Continuing Anglican Metamorphosis: Introducing the Adapted Integrated Model.
Creator
L'Hommedieu, John, Gay, David, Grauerholz, Elizabeth, Carter, Shannon, University of Central Florida
Abstract / Description
The purpose of this thesis is to develop and test the Advanced Integrated Model, a typological model in the tradition of Weber's interpretive sociology, as an asset in explaining recent transformations in American Episcopal-Anglican organizations. The study includes an assessment of the church-sect tradition in the sociology of religion and a summary overview of Weber's interpretive sociology with special emphasis on the nature and construction of ideal-types and their use in analysis. To...
Show moreThe purpose of this thesis is to develop and test the Advanced Integrated Model, a typological model in the tradition of Weber's interpretive sociology, as an asset in explaining recent transformations in American Episcopal-Anglican organizations. The study includes an assessment of the church-sect tradition in the sociology of religion and a summary overview of Weber's interpretive sociology with special emphasis on the nature and construction of ideal-types and their use in analysis. To illustrate the effectiveness of the model a number of institutional rivalries confronting contemporary Episcopal-Anglican organizations are identified and shown to be explainable only from a sociological perspective and not simply as (")in house(") institutional problems. The present work sheds light on parent-child conflicts in religious organizations and reopens discussion about the theoretical value of ideal-types in general, and church-sect typologies in particular, when utilized from a comparative-historical perspective.
Show less
Date Issued
2012
Identifier
CFE0004565, ucf:49209
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004565