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Mitrophanous, Eleni. "Constructive interpretation : Dworkin on interpretation as a method for understanding law". Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.285251.
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Saedi, Dimen y Per Danielsson. "Business Intelligence: Understanding disparity in information interpretation". Thesis, Karlstads universitet, Fakulteten för hälsa, natur- och teknikvetenskap (from 2013), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66468.
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The purpose of this study is to understand how business intelligence and the information it provides is interpreted by two different groups of people - the business users and the technical team in a BI system. To fulfill the purpose of the research an analytical process with an interpretive approach has been used. Through the Gioia methodology the study was conducted as a single case study at a staffing agency located in Sweden with approximately 800 employees. Eight interviews were conducted at the company with four members from the technical team and four members from the business users. The findings of this study shows that two aggregated dimensions have emerged - Use of BI and Nature of BI. The empirical investigation show a clear difference between the technical team and the business users perception of BI, which is highlighted by the emerged aggregated dimensions and the coherent second order themes. To conclude, this demonstrates that there are not only technical challenges with BI, but also intangible challenges. This means that there are disparities in understanding BI, as well as there are disparities in interpreting the information it provides.Syftet med denna studie är att förstå hur Business Intelligence och den tillhörande informationen tolkas av två olika grupper av människor - the business users och the technical team i ett BI system. För att uppfylla syftet med forskningen har en analysprocess med en tolkningsmetod utförts. Genom Gioia-metoden har studien genomförts som en enskild fallstudie hos en bemanningsbyrå i Sverige med cirka 800 anställda. Åtta intervjuer genomfördes på företaget med fyra medlemmar från the technical team och fyra medlemmar från the business users. Resultatet av denna studie visar att två aggregerade dimensioner har uppstått - Use of BI och Nature of BI. Den empiriska undersökningen visar en tydlig skillnad mellan the technical team och the business users uppfattning om BI, vilket framhävs av de uppkomna aggregerade dimensionerna och de sammanhängande andra ordningens teman. Avslutningsvis visar detta att det inte bara finns tekniska utmaningar med BI utan även immateriella utmaningar. Det betyder att det finns skillnader i att förstå BI, och att det finns skillnader i tolkningen av den information som BI tillhandahåller.
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Conroy, P. W. "Understanding developments in computer technology : A pragmatic and synthetic interpretation". Thesis, Open University, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.382990.
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Grime, Paul J. "Confessional pre-understanding in the interpretation of Scripture". Online full text .pdf document, available to Fuller patrons only, 1987. http://www.tren.com.
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Johansson, Lars-Göran. "Understanding quantum mechanics : a realist interpretation without hidden variables". Doctoral thesis, Stockholms universitet, Filosofiska institutionen, 1992. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-81416.
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Rivera-Reyes, Presentacion. "Students' Task Interpretation and Conceptual Understanding in Electronics Laboratory Work". DigitalCommons@USU, 2015. https://digitalcommons.usu.edu/etd/4616.
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Task interpretation is a critical first step in the process of self-regulated learning and a key determinant of the goals students set while learning and the criteria used in selecting the strategy in their work. Laboratory activities have been proposed to improve students' conceptual understanding when working independently and alongside peers while integrating new experiences in a lab setting. The purpose of this study was to investigate how the explicit and implicit aspects of student's interpretation of the task assigned during laboratory work may change during the task process, and how that interpretation may influence the student's coregulation and conceptual understanding.
One-hundred and forty-three sophomore students enrolled in the course of Fundamental Electronics for Engineers participated in this study. Instruments designed to measure task interpretation and conceptual understanding were created and validated in a pilot study. They were applied before and after selected laboratory activities during the semester. The instrument used to measure correlation was applied at the end of every selected laboratory activity.
Statistical analysis indicated differences between the student's task interpretation before and after the laboratory activity. Students improved in approximately 15% in the level of task interpretation. From the 143 students, only 37 of them were identified with high levels of task interpretation and coregulation. Moreover, Pearson correlations identified a positive correlation between the students' task interpretation and conceptual understanding of the students during the laboratory work.
Findings suggested students' task interpretation changed during the task process and increased after the completion of laboratory activity. Overall, the findings showed a low level of task interpretation. However, students with a high level of task interpretation reached high levels of coregulation. Findings confirmed previous research that round students generally have an incomplete understanding of the assigned tasks, and struggle to establish a connection between laboratory activities and theory. Lastly, this study reported a significant relationship between students' task interpretation and conceptual understanding in laboratory work which has not been reported in the most recent published reports. Further investigation is necessary to unveil other factors related to these constructs in order to engage students in laboratory work.
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Sarrimanolis, Birgit Lennertz. "Rules for reading : a cross-cultural understanding of art interpretation /". The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501134145.
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Parsley, Robert Foust. "Understanding means living interpretation of Scripture according to John Cassian /". Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Hallman, Daniel Frank. "Understanding Judiciary Interpretation of a Qualified Disability Post-ADA Amendments". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4065.
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In 1990, the Americans with Disability Act (ADA) was enacted to support disabled Americans as they sought to procure equality in society and the workplace. Despite these intentions, full implementation of the ADA has been fraught with court challenges and legislative amendments. As it currently stands, it is unclear as to how the judicial system is collectively interpreting a qualified disability. Using Clark and Connolly's interpretation of legal textualism as the theoretical foundation, the purpose of this case study of the Americans with Disabilities Act was to better understand and explore how the judiciary is currently interpreting qualified disability post-ADA amendments. Data for this study included court interpretations and post-ADA amendment cases among the 12 United States Circuit Courts. These data were coded through a multi-stage coding procedure that included evaluating coding, cycle coding, hand coding, and subcoding. Coded data were analyzed using a thematic analysis procedure. The key theme emerging from this study indicated that the ADA amendments still do not promote congressional intent in the judiciary. This study has implications for positive social change by informing Congress, legal practitioners, legal scholars, social scientists, and the disability community on the ways in which the judiciary is interpreting ADA amendments collectively among the 12 federal circuit courts.
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Shi, Tian. "Novel Algorithms for Understanding Online Reviews". Diss., Virginia Tech, 2021. http://hdl.handle.net/10919/104998.
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This dissertation focuses on the review understanding problem, which has gained attention from both industry and academia, and has found applications in many downstream tasks, such as recommendation, information retrieval and review summarization. In this dissertation, we aim to develop machine learning and natural language processing tools to understand and learn structured knowledge from unstructured reviews, which can be investigated in three research directions, including understanding review corpora, understanding review documents, and understanding review segments.
For the corpus-level review understanding, we have focused on discovering knowledge from corpora that consist of short texts. Since they have limited contextual information, automatically learning topics from them remains a challenging problem. We propose a semantics-assisted non-negative matrix factorization model to deal with this problem. It effectively incorporates the word-context semantic correlations into the model, where the semantic relationships between the words and their contexts are learned from the skip-gram view of a corpus. We conduct extensive sets of experiments on several short text corpora to demonstrate the proposed model can discover meaningful and coherent topics.
For document-level review understanding, we have focused on building interpretable and reliable models for the document-level multi-aspect sentiment analysis (DMSA) task, which can help us to not only recover missing aspect-level ratings and analyze sentiment of customers, but also detect aspect and opinion terms from reviews. We conduct three studies in this research direction. In the first study, we collect a new DMSA dataset in the healthcare domain and systematically investigate reviews in this dataset, including a comprehensive statistical analysis and topic modeling to discover aspects. We also propose a multi-task learning framework with self-attention networks to predict sentiment and ratings for given aspects. In the second study, we propose corpus-level and concept-based explanation methods to interpret attention-based deep learning models for text classification, including sentiment classification. The proposed corpus-level explanation approach aims to capture causal relationships between keywords and model predictions via learning importance of keywords for predicted labels across a training corpus based on attention weights. We also propose a concept-based explanation method that can automatically learn higher level concepts and their importance to model predictions. We apply these methods to the classification task and show that they are powerful in extracting semantically meaningful keywords and concepts, and explaining model predictions. In the third study, we propose an interpretable and uncertainty aware multi-task learning framework for DMSA, which can achieve competitive performance while also being able to interpret the predictions made. Based on the corpus-level explanation method, we propose an attention-driven keywords ranking method, which can automatically discover aspect terms and aspect-level opinion terms from a review corpus using the attention weights. In addition, we propose a lecture-audience strategy to estimate model uncertainty in the context of multi-task learning.
For the segment-level review understanding, we have focused on the unsupervised aspect detection task, which aims to automatically extract interpretable aspects and identify aspect-specific segments from online reviews. The existing deep learning-based topic models suffer from several problems such as extracting noisy aspects and poorly mapping aspects discovered by models to the aspects of interest. To deal with these problems, we propose a self-supervised contrastive learning framework in order to learn better representations for aspects and review segments. We also introduce a high-resolution selective mapping method to efficiently assign aspects discovered by the model to the aspects of interest. In addition, we propose using a knowledge distillation technique to further improve the aspect detection performance.Doctor of Philosophy
Nowadays, online reviews are playing an important role in our daily lives. They are also critical to the success of many e-commerce and local businesses because they can help people build trust in brands and businesses, provide insights into products and services, and improve consumers' confidence. As a large number of reviews accumulate every day, a central research problem is to build an artificial intelligence system that can understand and interact with these reviews, and further use them to offer customers better support and services. In order to tackle challenges in these applications, we first have to get an in-depth understanding of online reviews. In this dissertation, we focus on the review understanding problem and develop machine learning and natural language processing tools to understand reviews and learn structured knowledge from unstructured reviews. We have addressed the review understanding problem in three directions, including understanding a collection of reviews, understanding a single review, and understanding a piece of a review segment. In the first direction, we proposed a short-text topic modeling method to extract topics from review corpora that consist of primary complaints of consumers. In the second direction, we focused on building sentiment analysis models to predict the opinions of consumers from their reviews. Our deep learning models can provide good prediction accuracy as well as a human-understandable explanation for the prediction. In the third direction, we develop an aspect detection method to automatically extract sentences that mention certain features consumers are interested in, from reviews, which can help customers efficiently navigate through reviews and help businesses identify the advantages and disadvantages of their products.
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Aakur, Sathyanarayanan Narasimhan. "Beyond Labels and Captions: Contextualizing Grounded Semantics for Explainable Visual Interpretation". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7718.
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One of the long-standing problems in artificial intelligence is the development of intelligent agents with complete visual understanding. Understanding entails recognition of scene attributes such as actors, objects and actions as well as reasoning about the common semantic structure that combines these attributes into a coherent description. While significant milestones have been achieved in the field of computer vision, majority of the work has been concentrated on supervised visual recognition where complex visual representations are learned and a few discrete categories or labels are assigned to these representations. This implies a closed world where the underlying assumption is that all environments contain the same objects and events, which are in one-to-one correspondence with the ground evidence in the image. Hence, the learned knowledge is limited to the annotated training set. An open world, on the other hand, does not assume the distribution of semantics and requires generalization beyond the training annotations. Increasingly complex models require massive amounts of training data and offer little to no explainability due to the lack of transparency in the decision-making process. The strength of artificial intelligence systems to offer explanations for their decisions is central to building user confidence and structuring smart human-machine interactions. In this dissertation, we develop an inherently explainable approach for generating rich interpretations of visual scenes. We move towards an open world open-domain visual understanding by decoupling the ideas of recognition and reasoning. We integrate common sense knowledge from large knowledge bases such as ConceptNet and the representation learning capabilities of deep learning approaches in a pattern theory formalism to interpret a complex visual scene. To be specific, we first define and develop the idea of contextualization to model and establish complex semantic relationships among concepts grounded in visual data. The resulting semantic structures, called interpretations allow us to represent the visual scene in an intermediate representation that can then be used as the source of knowledge for various modes of expression such as labels, captions and even question answering. Second, we explore the inherent explainability of such visual interpretations and define key components for extending the notion of explainability to intelligent agents for visual recognition. Finally, we describe a self-supervised model for segmenting untrimmed videos into its constituent events. We show that this approach can segment videos without the need for supervision - neither implicit nor explicit. Combined, we argue that these approaches offer an elegant path to inherently explainable, open domain visual understanding while negating the need for human supervision in the form of labels and/or captions. We show that the proposed approach can advance the state-of-the-art results in complex benchmarks to handle data imbalance, complex semantics, and complex visual scenes without the need for vast amounts of domain-specific training data. Extensive experiments on several publicly available datasets show the efficacy of the proposed approaches. We show that the proposed approaches outperform weakly-supervised and unsupervised baselines by up to 24% and achieves competitive segmentation results compared to fully supervised baselines. The self-supervised approach for video segmentation complements this top-down inference with efficient bottom-up processing, resulting in an elegant formalism for open-domain visual understanding.
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Kobayashi, Chinatsu. "Collingwood on re-enactment: Understanding in history and interpretation in art". Thesis, University of Ottawa (Canada), 2003. http://hdl.handle.net/10393/29023.
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In this thesis, I aim at an interpretation of some central parts of the philosophy of R. G. Collingwood. My fundamental hypothesis is that in his writings in the philosophy of history and in the philosophy of art, Collingwood developed a general theory of understanding. This theory, which is based on his views on mind and language, is meant to apply to both cases: the understanding of actions of historical agents, or re-enactment, and the interpretation of the work of art.
In chapter 1, I present, after some biographical remarks, some of the intellectual sources of Collingwood. My main thesis is that Collingwood retained one element essential to the epistemology of his Oxford predecessors, idealists and realists alike, namely their opposition to subjective idealism. This is the origin of what I have called Collingwood's objectivism.
In chapter 2, I examine Collingwood's philosophy of mind, which forms the basis of his general theory. I show that it is not at all obsolete, as he anticipated Ryle's well-known critique of Cartesian dualism and he moved gradually to a full linguistic philosophy, not far from Wittgenstein's.
In chapter 3, I examine Collingwood's notion of re-enactment in the philosophy of history. I show that it is not to be understood as a psychological notion, akin to either Croce's intuizione or Dilthey's Verstehen . I also show that, according to Collingwood, in re-enactment it is the literally same thought that is grasped by the historian, not a copy of it. This objectivist element is a distinguishing feature of Collingwood's theory of understanding. Furthermore, I argue that Collingwood develops an anti-realist epistemology, which blends this objectivism with an ontological realism, while rejecting a strong conception of historical truth, which would transcend available evidence.
In chapter 4, after a careful definition of the terms, I argue that Collingwood's position amounts to a minimal form of historicism and relativism. I reject the so-called "radical conversion" hypothesis.
In chapter 5, I examine Collingwood's aesthetic theory and philosophy of art. I argue that it differs in essential ways from Croce's, it is not a form of 'ideal theory'. I also show that Collingwood argues for objectivity in art by extending his remarks about understanding in language to the interpretation of the work of art. He thus allows for the sharing of the emotions expressed by the artist. I finally point out that this sharing of emotions by the artist and the audience is at the basis of Collingwood's anti-individualistic philosophy of art, whose central claim is that art is the community's struggle against the corruption of consciousness.
In the conclusion, I situate Collingwood's theory of understand within the current panorama, half way between the post-Quinean analytic philosophers, whose naturalism he rejects, and the continental philosophers, whose relativism he also rejects.
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Nightingale, Beverley. "An exploration of young children's interpretation and understanding of well-being". Thesis, University of Essex, 2016. http://repository.essex.ac.uk/15769/.
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This piece of research explored young children’s (3-8 years) interpretation and understanding of well-being. The majority of research on well-being has been with adults and older children, with a distinct gap in younger children’s perspective being included. Where subjective well-being has been part of research, it has tended to be an add-on to the more weighty and identifiable data from government statistics and pre-determined objective measures. Subjective well-being is prominent in this piece of research, thus securing young children’s perspectives. The research was undertaken with forty children across four year-groups in one large urban community Infant school in the East of England. Drawings, paintings or photographs together with their narrative explanations, were collected from the children. Eight children then categorised the data, ordering it by frequency and importance. The final categorisation resulted in six key themes from the children: 1.Family, 2.Doing things with Family, 3.Being outside, 4.Pets and animals, 5, Activities, games and toys, 6. Friends. The researcher analysed the data using Barthes (1973, 1977) visual semiotic approach alongside a developmental perspective (Einarsdottir et al 2009), then thematic analysis. The researcher’s key themes were 1.Key relationships, 2.Sense of self, and 3.Outdoor world, which encapsulated the children’s themes and ideas. The importance of key relationships to young children has implications for time spent with family having greater status. It was also evident that young children are developing a sense of self, and need support, validation, and time from key people for this to be successful. The outdoor world was also significant, which needs recognition, provision and value attributed to it. The elements that make young children feel well and happy, need recognition and promotion by adults and professionals. Children’s perspectives need greater prominence in the policy domain. This piece of research demonstrated that young children are able to interpret and understand well-being, with the findings showing differences, or differences in degree of emphasis, to those put forward by older children and adults.
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Berg, Tessa. "Understanding iconography : a method to allow rich picture interpretation to improve". Thesis, Heriot-Watt University, 2014. http://hdl.handle.net/10399/2727.
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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.
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Menke, Chelsea A. "Non-Genetics Pediatric Providers' Understanding and Interpretation of a VUS Result". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1552398848715174.
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Davey, Gerald John. "Understanding Photographic Representation : Method and Meaning in the Interpretation of Photographs". Diss., University of Iowa, 1992. https://ir.uiowa.edu/etd/5372.
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The "linguistic turn" in early twentieth-century philosophy established that through language we not only live in a world but create it as well. Language, in this sense, incorporates the entire range of media and cultural artifacts through which we create and share meaning. In contemporary post-industrial societies, photographic images play a central role in communicating and creating the world in which we live. In part, this increasingly visually oriented culture is possible because we tend to equate what we see in photographs with what is real. Photographs, however, bring to light a vision of the world, not the world itself. From the inception of photography, traditions of aesthetic interpretation have challenged this dominant view. Here, the created image becomes a vehicle for the artist's unique expression. Proponents of social scientific and critique of ideology perspectives, however, reject the aesthetic view and typically see art objects as social constructs, instruments which enhance and maintain a certain social order. Each of these perspectives ultimately holds that the meaning of photographs can be determined objectively. At the same time, each presents a world view which tends to exclude the insights of the others. Any attempt to preserve the apparent insights of these views must, then, transcend the basic contradictions and incompatibilities between them. Philosophical hermeneutics holds that the presumption of an absolute, objective grounding represents a failure to grasp the nature of the path toward understanding, a path which can never arrive at its destination because it always exists in history. It argues that (1) the photograph cannot be transparent to the world for the world is constituted in our representations of it; (2) art is a creation whose origin and meaning always exceeds the artist's own understanding of it; (3) critique is not the application of universal reason but a reading from a particular vantage point and is always grounded in a tradition of its own. Most importantly, however, it calls us to recognize the participatory nature of all understanding, the universality of language and provides a criterion for assessing the relative value of our interpretations across the entire language world.
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CREMASCHI, MARCO. "ENABLING TABULAR DATA UNDERSTANDING BY HUMANS AND MACHINES THROUGH SEMANTIC INTERPRETATION". Doctoral thesis, Università degli Studi di Milano-Bicocca, 2020. http://hdl.handle.net/10281/263555.
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Esiste un numero significativo di documenti, report e pagine Web – un'analisi riporta 233 milioni di tabelle relazionali nel repository Common Crawl contenente un totale 2,85 miliardi di documenti – che fanno uso di tabelle per fornire informazioni che non possono essere facilmente elaborate dagli umani o capite dai computer. Per risolvere questo problema proponiamo un nuovo approccio che permetterà ai computer di interpretare la semantica di una tabella, e fornirà agli umani una rappresentazione più accessibile dei dati contenuti in essa. Per conseguire questo obiettivo, il problema principale è stato suddiviso in tre sotto-problemi: (i) la definizione di un metodo per fornire un'interpretazione semantica dei dati di una tabella; (ii) la definizione di un modello descrittivo che permetta ai computer di capire e condividere dati di una tabella; e (iii) la definizione di processi, tecniche e algoritmi per generare rappresentazioni dei dati in linguaggio naturale.
Per quanto riguarda il sotto-problema (i), la rappresentazione semantica dei dati è stata ottenuta attraverso l'applicazione di tecniche di interpretazione di tabelle (table interpretation), che aiuta gli utenti ad identificare, in una maniera semi-automatica, il significato dei dati di una tabella e le relazioni tra di essi. Queste tecniche considerano in input una tabella e un Knowledge Graph, e restituiscono una rappresentazione RDF – un set di tuple A significant number of documents, reports and Web pages –an analysis reports 233M relational tables within the Common Crawl repository of 1.81 billion documents– makes use of tables to convey information that cannot be easily processed by humans, and understood by computers. To address this issue, we propose a new approach that allows computers to interpret the semantics of a table, and provides humans with a more accessible representation of the data contained in a table. To achieve the objective, the general problem has been broken down into three sub-problems: (i) define a method to provide a semantic interpretation of table data; (ii) define a descriptive model that allows computers to understand and share table data; and (iii) define processes, techniques and algorithms to generate natural language representation of the table data. Regarding sub-problem (i), the semantic representation of a data has been obtained through the application of table interpretation techniques, which supports users to identify in a semi-automatic way the meaning of the data in the table and the relationships between them. Such techniques take a table and a Knowledge Graph (KG) as input, and deliver as output an RDF representation –a set of tuples
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Novakovic, Andreja. "Uncovering the conditions for understanding another an examination of translation, interpretation, and understanding in Gadamer's truth and method /". Diss., Connect to the thesis, 2004. http://hdl.handle.net/10066/719.
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Catoggio, Leandro. "The gadamerian interpretation of Dilthey regarding the transcendental status of hermeneutics". Pontificia Universidad Católica del Perú - Departamento de Humanidades, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/112985.
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This paper aims to show two things. On the one hand, it aims to discover that the interpretation executed by Gadamer of the Dilthian hermeneutic project ends up being one sided and reductionist in several respects, and therefore does not do justice to the fundamental hermeneutical plan of the critique of historical reason. Furthermore, we will show how Gadamerian hermeneutics continue with the Dilthian project assimilating trascendental elements that, ultimately, structurally operate the philosophical hermeneutics.En el presente trabajo se intentará mostrar dos cosas. Por un lado, se apunta a descubrir que la lectura que realiza Gadamer del proyecto hermenéutico dilthyano termina por ser una interpretación unilateral y reduccionista en varios aspectos, y, por ende, no hace justicia al plan hermenéutico fundamental de la crítica de la razón histórica. Por otro lado, se mostrará cómo la hermenéutica gadameriana continúa con el proyecto dilthyano asimilando elementos trascendentales que terminan por operar estructuralmente la hermenéutica filosófica.
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Simpson, D. A. "Interpretation of 'understanding' : comparing classroom practice and the National Curriculum for English". Thesis, University of Brighton, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.426971.
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The research aims to explore the extent to which there are differences between explicit uses of the term `understanding' in current government policies and a group of teachers' interpretations of the term in their English and Literacy teaching. A review of the literature on the term `understanding' in Chapter One and a survey of the use of the term in current government curriculum documents for English in Chapter Two argue that cognitive understanding empowers a learner. A learner gains a knowledge of the webs of inter relationship between the content and structure of a subject. English teaching inter-twines the cognitive and affective to bring the subjective to the forefront of understanding. In the National Curriculum an official, instruction-like and regulatory discourse which blends the written with visual features (for example, bullet points) positions understanding as an overt objective and outcome. This creates a connection between skill and understanding and implies a surface understanding only. Using a qualitative approach, the fieldwork shows that teachers operate implicit interpretations of cognitive and affective understanding to take pupils beyond what they know already. The teachers' instruction-like plans, which use lists and bullet points, ensure conformity to the planned curriculum, and are part of the selfsurveillance teachers carry out to make sure they follow it. A `one visit' and `always moving on' curriculum, which has little space for reflection, can prevent teachers from `putting their mark' on it. This leads to children acquiring a surface as opposed to a deep understanding. Through the study of the implicit interpretation of understanding in part of one lesson, it is suggested that pupils are active in the cognitive and affective unpicking of, and informed speculation about, a text. As they move between word, sentence and text level in a `whole to part to whole' manner, they make a close reading that identifies features of the text being studied and the webs of inter-relationship within the text andin other texts. In this way, the implicit interpretation of understanding in text annotation involves an exploration of how and why texts work. This principled way of working takes a learner towards deep understanding. It appears that government documents are moving in the direction of understanding as a set of discrete skills while the teachers in this study move in a different direction towards a deeper interpretation of the term.
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Kelly, Rachel Louise. "Understanding the neurophysiology of action interpretation in right and left-handed individuals". Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53589.
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Investigating the neurophysiology behind our action encoding system offers a way of probing the underlying mechanisms regarding how we understand seen action. The ability to mentally simulate action (motor simulation) is a strong proposal to understand how we interpret others’ actions. The process of how we generate accurate motor simulations is proposed to be reliant on the context of the movement and sensory feedback from the limb. However, the neurophysiological mechanisms behind motor simulation are not yet understood. Known motor physiology for right-handed individuals show there is a left parietal-frontal network for the mental simulation of skilled movements; however, it remains unclear whether this is due to right limb dominance of the observer’s motor system because action simulation research has been focused primarily on right-handed individuals. The goal of this dissertation is to understand the underlying neurophysiology of the motor simulation process during action encoding. Generally, we propose different strategies of action simulation between right and left handed individuals. More specifically, we propose that right-handed individuals rely on their motor dominant left hemisphere for action encoding and motor simulation, while left-handed individuals will rely on their motor dominant right hemisphere. We will test this by evaluating neurobehavioral patterns of potential symmetry and asymmetry of motor simulation and action encoding based on patterns of limb dominance. We will also evaluate how impaired sensory feedback affects motor simulations, which can reveal how limb state affects the simulation process. The results of this series of studies will fill a void in our basic understanding of the motor simulation process and may generalize to populations with upper limb functional loss. Specifically, those with different hand dominance may require different rehabilitation programs in order to retrain an affected limb.
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Jackson, Sarah-Jane. "Contemporary interpretation of a winery in the Cape Wine lands : understanding terroir". Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/5989.
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Includes abstract.Includes bibliographical references.
The primary concern that prompted this thesis is the growing separation between product and source in contemporary culture . The current consumer culture gives little thought to where products come from. This phenomenon is prevalent within architecture too; much contemporary work is purely image-based, following ever-changing international trends which often result in buildings which are inappropriate to their context. Basic principles of how a building relates to its site and surrounds have been negated in a time of increasing commercial and economic pressure.
23
Voida, Amy. "Exploring a Technological Hermeneutic: Understanding the Interpretation of Computer-Mediated Messaging Systems". Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/24744.
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Thesis (Ph.D.)--Computing, Georgia Institute of Technology, 2008.Committee Chair: Elizabeth D. Mynatt; Committee Member: Jay D. Bolter; Committee Member: Rebecca E. Grinter; Committee Member: W. Keith Edwards; Committee Member: Wendy A. Kellogg
24
Sicouri, Gemma. "Understanding and treating anxiety disorders in children with asthma". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17269.
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The aim of this thesis was to provide research to understand and treat anxiety in children with asthma. Specifically, the aims were to: (1) investigate the parent and cognitive factors associated with anxiety in children with asthma; and (2) evaluate a cognitive behavioural treatment (CBT) specifically developed for children in this population. The rationale behind this research was the identification of a higher prevalence of anxiety disorders in children with asthma compared to healthy children, yet very little understanding about the factors which may underlie this relationship. This poor understanding has translated into a lack of evidence-based treatments for this population. The research comprises of five empirical studies, including a meta-analysis, two cross-sectional empirical studies, a case series analysis of treatment and a qualitative study. The findings of this thesis highlight that some parenting behaviours, namely parental control, and child cognitions, namely avoidant coping, whilst understandable in the context of a chronic illness, may – in fact – also confer risk for anxiety in these children. The results also showed promise for the efficacy of a group CBT intervention for a small number of participants with asthma and a comorbid anxiety disorder, however critically a large number of eligible participants declined to take part. It appears that a number of barriers to treatment engagement exist, which relate specifically to parent beliefs and understanding about the link between asthma and anxiety. Additional research is needed with larger samples in order to further explicate the role of parent and cognitive factors in the development and maintenance of anxiety in children with asthma, and establish CBT as an evidence-based treatment for this population.
25
Todd, Jemma Lauren. "Exploring the Role of Attention and Interpretation Biases in Understanding and Treating Pain". Thesis, The University of Sydney, 2017. http://hdl.handle.net/2123/17033.
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The processes that lead to the development and maintenance of chronic pain are still not well understood, however prominent theories and growing empirical research indicate that cognitive processes are likely to be relevant to pain. The aim of this thesis was therefore to investigate the role of attentional bias and interpretation bias in the experience of pain. Chapter 2 presents a meta-analysis of dot-probe studies investigating whether attentional biases exist, and found attentional biases towards sensory pain words for chronic pain patients compared to healthy individuals. Chapter 3 presents a systematic review investigating the clinical relevance of attentional bias to pain through prospective and intervention research. This review found that changes in pain outcomes occur when attentional biases are successfully modified, and that avoidance of affective pain information appears particularly relevant for pain chronicity. This review formed the basis for a new theory, the threat interpretation model, which proposes a specific pattern of attentional bias dependent on threat interpretation. This model was tested experimentally. Chapters 4 and 5 explored the effect of threat on interpretation bias, attentional bias and pain using different paradigms accompanied by eye-tracking. Chapter 6 tested an attentional bias modification (ABM) procedure using a randomised controlled trial design. Together, the results suggest that avoidance of affective pain words predicts pain outcomes and can be modified, however mechanisms of change were not established. Overall, attentional biases appear important for pain; sensory pain biases are most reliably detected although avoidance of affective pain information may be more clinically relevant to pain development and maintenance. The clinical and theoretical implications of this research will be beneficial in advancing this field, so that novel interventions can be developed to improve the experience of pain.
26
O'Leary, Nicholas. "The influence of occupational socialization on physical education teachers' interpretation and delivery of teaching games for understanding". Thesis, University of Bath, 2012. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.571872.
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Despite sound policy and educative reasons for its adoption, the use of Teaching Games for Understanding (TGfU) (Bunker and Thorpe, 1982, 1986b) amongst Physical Education (PE) teachers remains limited. Previous research has indicated that PE (student) teachers’ past and current experiences influence their interpretation and application of this instructional model. The purposes of this interpretative case study therefore were to (a) examine how PE teachers not formally educated in its use interpreted and delivered TGfU using net games and (b) identify the factors that led to their interpretation and delivery of this model. The participants were three purposefully selected teachers from a Sports Academy in the West Midlands, United Kingdom (UK). Data were collected through formal, stimulated-recall and informal interviews, lesson observation field notes, teacher reflective journals and lesson planners. The theoretical framework used to guide data collection and analysis was occupational socialization¹ (Lawson, 1983a, b). The data was inductively analysed teacher by teacher and then by cross-case analysis (Lincoln and Guba, 1985). Findings showed that the teachers demonstrated differing versions of TGfU based around teaching tactics, techniques and use of social constructivist learning strategies. Themes that influenced the teachers’ interpretations and use of TGfU individually and/or collectively were their knowledge of games; the capabilities and behaviour of their pupils and the influence of past and present colleagues. The original contribution to knowledge of this thesis is that the workplace appears incapable of encouraging the full version of the model to be utilised by teachers not previously educated in its use in the UK, irrespective of the relative simplicity of the game taught and the time frame. It is recommended that teachers receive Continuous Professional Development (CPD) to develop their understanding of the tactical problem-solving nature of games; ensure they have sufficient content knowledge and be able to implement the underpinning learning theory effectively.
27
Kliegr, Tomas. "Effect of cognitive biases on human understanding of rule-based machine learning models". Thesis, Queen Mary, University of London, 2017. http://qmro.qmul.ac.uk/xmlui/handle/123456789/31851.
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This thesis investigates to what extent do cognitive biases a ect human understanding of interpretable machine learning models, in particular of rules discovered from data. Twenty cognitive biases (illusions, e ects) are analysed in detail, including identi cation of possibly e ective debiasing techniques that can be adopted by designers of machine learning algorithms and software. This qualitative research is complemented by multiple experiments aimed to verify, whether, and to what extent, do selected cognitive biases in uence human understanding of actual rule learning results. Two experiments were performed, one focused on eliciting plausibility judgments for pairs of inductively learned rules, second experiment involved replication of the Linda experiment with crowdsourcing and two of its modi cations. Altogether nearly 3.000 human judgments were collected. We obtained empirical evidence for the insensitivity to sample size e ect. There is also limited evidence for the disjunction fallacy, misunderstanding of and , weak evidence e ect and availability heuristic. While there seems no universal approach for eliminating all the identi ed cognitive biases, it follows from our analysis that the e ect of many biases can be ameliorated by making rule-based models more concise. To this end, in the second part of thesis we propose a novel machine learning framework which postprocesses rules on the output of the seminal association rule classi cation algorithm CBA [Liu et al, 1998]. The framework uses original undiscretized numerical attributes to optimize the discovered association rules, re ning the boundaries of literals in the antecedent of the rules produced by CBA. Some rules as well as literals from the rules can consequently be removed, which makes the resulting classi er smaller. Benchmark of our approach on 22 UCI datasets shows average 53% decrease in the total size of the model as measured by the total number of conditions in all rules. Model accuracy remains on the same level as for CBA.
28
Shalaginova, Iryna [Verfasser] y Marie-Theres [Akademischer Betreuer] Albert. "Understanding heritage: a constructivist approach to heritage interpretation as a mechanism for understanding heritage sites / Iryna Shalaginova. Betreuer: Marie-Theres Albert". Cottbus : Universitätsbibliothek der BTU Cottbus, 2012. http://d-nb.info/1023480921/34.
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Shalaginova, Iryna Verfasser] y Marie-Theres [Akademischer Betreuer] [Albert. "Understanding heritage: a constructivist approach to heritage interpretation as a mechanism for understanding heritage sites / Iryna Shalaginova. Betreuer: Marie-Theres Albert". Cottbus : Universitätsbibliothek der BTU Cottbus, 2012. http://nbn-resolving.de/urn:nbn:de:kobv:co1-opus-25048.
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Tomasiewicz, Dale John. "Advancing the understanding and interpretation of plant and soil tests for phosphorus in Manitoba". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape2/PQDD_0024/NQ51674.pdf.
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Wong, Yin-chun Jeffrey y 黃彥俊. "From space to place: understanding the interpretation of history of Pak Tsz Lane Park". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2013. http://hub.hku.hk/bib/B50716414.
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The history of the 1911 Revolution has been widely celebrated across the straits in Mainland China, Taiwan, Macau and Hong Kong. Numerous memorials and other points of interests have been established in the name of Dr. Sun Yat-sen (Hsü 2000, 454-455), or the Revolutionary societies (Vickers 2007). In Hong Kong, a Dr. Sun Yat-sen Heritage Trail was established in the 1990s under the collaboration of Government Departments (Heather 2003). However, quite a number of the built structures relating to the history of the revolution along the trail were demolished a long time ago, which, as a result, may limit the impact of the interpretation of the Heritage Trail.
Recently, the “Conserving Central” Conservation initiative (Development-Bureau 2010) and Redevelopment Projects of the Urban Renewal Authority (Urban-Renewal-Authority 2012) created a window of opportunity to strengthen the interpretation of the Heritage Trail. In implementing the H18 Graham Street/Peel Street Redevelopment Project, the Urban Renewal Authority also built the Pak Tsz Lane Park to celebrate the history of the Fu-ren Literary Society (The Chinese Patriotic Mutual Improvement Association), one of the pioneers in advancing the Western learning and calling for the Modernization of China (Urban-Renewal-Authority 2012). These interpretation efforts also invite study of the effectiveness of interpretation. The Police Married Quarters conservation project will unveil the history of the Central College attended by Dr. Sun Yat-sen, with the assistance of the discovered foundation of the Central College (PMQ 2013).
The Headquarters of the Fu-ren Literary Society was situated in Pak Tsz Lane. The built structure which housed the headquarters is non-existent. Prior to the construction of the Pak Tsz Lane Park, the site was under the management of three Government departments (Central-and-Western-District-Council 2009, 2). The site consisted of playground facilities, a plant nursery and a public passageway. Opened in 2011, the Pak Tsz Lane Park consists of a Historic Pavilion, a Historic corridor and educational playground facilities, which serve to inform the visitors of the history of the activities of the Fu-ren Literary Society (Urban-Renewal-Authority 2012).published_or_final_version
Conservation
Master
Master of Science in Conservation
32
翁正石 y Ching-shek Yung. "A theory of understanding first meaning: a critical study of Davidson's theory of radical interpretation". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31211100.
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Beam, Brooke W. "Lights, Cameras, and Agricultural Documentaries: Understanding viewers’ interpretation of source credibility in food documentary films". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1500448684766755.
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Waite, Polly. "Understanding anxiety disorders in adolescence : an examination of clinical characteristics, parental behaviours and interpretation biases". Thesis, University of Reading, 2015. http://centaur.reading.ac.uk/45042/.
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Anxiety disorders in children and adolescents are a common psychiatric problem. Although research and treatment has developed greatly, adolescents have been largely overlooked. Studies of normative development suggest that adolescence is a distinct phase of development. These developmental differences may account for the (albeit mixed) evidence that adolescents with anxiety disorders have significantly poorer treatment outcomes, compared to anxious children. The aim of the papers in this thesis was to develop understanding of characteristics of anxious adolescents that could be addressed through psychological treatment, relating to clinical presentation, cognitive biases and parenting behaviours. Adolescents with anxiety disorders, compared to children with anxiety disorders, were found to have more severe anxiety symptoms, more frequent primary diagnoses of social anxiety disorder, diagnoses/symptoms of mood disorders, and irregular school attendance. Parents of adolescents showed significantly lower levels of expressed anxiety, intrusiveness and warmth/engagement than parents of children. Furthermore, offspring age moderated the association between anxiety disorder status and parenting behaviours, in that parents of adolescents with anxiety disorders showed significantly higher intrusiveness and lower warmth/engagement than parents of non-anxious adolescents, but no significant differences were found between anxious and non-anxious children. The findings for adolescents were consistent with the existing literature, although with stronger effects for parental lack of warmth than other, mainly community-based, studies have found. Finally, children and adolescents with anxiety disorders showed significantly higher levels of threat interpretation and avoidant strategies than non-anxious children and adolescents. However, age significantly moderated the effect of anxiety disorder status; adolescents with anxiety disorders showed significantly higher levels of threat interpretation than non-anxious adolescents, but, again, there were no significant differences between anxious and non-anxious children. Taken together, these results underline the importance of taking age into account in order to improve understanding of the critical components of adolescent-specific treatments for anxiety disorders.
35
Moreno, Claudia Lucia. "Understanding "El autismo" : a qualitative study of the parental interpretation of autism : a Hispanic perspective /". Connect to resource, 1995. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1214594192.
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Yung, Ching-shek. "A theory of understanding first meaning : a critical study of Davidson's theory of radical interpretation /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B1347876X.
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Krejci, Caroline Paige. "Grice's implicature and Toulmin's warrants: Their arresting similarities and the resulting implications for the understanding of meaning in communication". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1679.
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Paul Grice's conversational implicature is a widely studied and commonly accepted theory in the field of linguistics, and Stephen Toulmin's model of argument is perhaps even more widely studied and accepted in the field of argument. I was struck by the great similarities between the two theories, particularly the leap of logic both are dependent upon, and surprised by the fact that it didn't seem that anyone had explored the similarities. In this thesis, I explore the similarities of the processes, of Grices's implicature and Toulmin's model of argument, and how looking at the two together increases the understanding of both.
38
Kilinc, Adanali Yurdagul. "How To Follow A Rule: Practice Based Rule Following In Wittgenstein". Master's thesis, METU, 2005. http://etd.lib.metu.edu.tr/upload/3/12605900/index.pdf.
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Rule following is a central concept in the philosophy of Wittgenstein who was one of the pioneers of modern philosophy. Wittgenstein criticizes the traditional concepts of rule, because they were vague, ambiguous, and idealized. He thinks that it is not possible to isolate rules from practice and that a rule takes its meaning in a certain context or in practice. Wittgenstein&rsquos concept of rule following is closely related to a set of concepts: internal relation, understanding, criterion. These concepts explains the intimate relation between rule following and practice. Wittgenstein believes that his theory of rule following does not generate some problems such as paradox of interpretation and regression. Furthermore, the concept of practice plays a central role in Wittgenstein&rsquo
s view of rule following. He removes metaphysical speculations that are put forward concerning the &ldquo
essence&rdquo
of rule following and locates rule following in a form of life, that is in a natural context. With this, he provides an explanation that clarifies misuses of language and establishes a correct relation between theory and practice.
39
Mostovicz, E. Isaac. "Understanding of consumers' needs for luxury : the mechanism of interpretation and its role in knowledge creation". Thesis, University of Northampton, 2008. http://nectar.northampton.ac.uk/2669/.
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In a constant search for meaning we humans cannot stop interpreting the world we find around us (Kelly, 1955) and this act of interpretation in its turn affects the way we behave. And yet, in spite of the obvious importance of interpretation, researchers have tended to shy away from studying it. Interpretation itself is a paradoxical undertaking and is difficult to face up to, even though paradox is an intrinsic part of our human nature (Pinker, 2003). This act of evasion has negative consequences. Instead of acknowledging our interpretations as subjective and changeable, they are assimilated as ultimate and objective truths, thereby distorting our behaviours. The mechanism of human interpretation is based on two paradoxical premises: preference and attitude. In practice, interpretation tends to become contorted in futile attempts to relieve the inevitable tensions between these two premises. By examining aspects of philosophy, psychology and linguistics, this study argues that the tendency to substitute truth for subjective interpretation is persistent and damaging, but can in fact be resolved by applying the Janusian attitudinal mapping tool (Mostovicz, Kakabadse and Kakabadse, 2008). The mapping tool looks specifically at one dimension of the paradox distortion - consciousness, and offers a conscious, purposeful and dynamic interpretative process to relieve the contortion. The study then explores the difficulties and the benefits of dealing with paradox in a conscious, purposeful, and dynamic way, noting that these are precisely the challenges that truth-substitution seeks to evade. As human purpose is dynamic by its nature, this study rejects traditional static research paradigms and instead proposes a Janusian paradigm. Similarly, traditional static tools of enquiry have been adapted to reflect individual motivations, taking into account the learnings from dynamic personal construct theory (Kelly, 1955; Hinkle, 1965). The study examines the mechanism of interpretation by investigating perceptions of diamonds as luxury’. The study defines the six facets and four layers of effective, paradoxical interpretation and then presents two distinct pathways of interpretation — Theta and Lambda — to describe how individuals use this interpretive framework to achieve different life purposes. For Thetas, that life purpose centres on the need for affiliation and belonging, whereas for Lambdas, it centres on the need for challenge and personal achievement. As the role of interpretation is paramount to meaningful existence, the knowledge-building meta-framework which this study proposes can be applied universally to any field of enquiry and has already provided both theoretical and applied benefits, expanding the range and relevance of human knowledge
40
Gardner, Cameron. "Towards a hermeneutic understanding of Schubert's 1825 piano sonatas : constructing and deconstructing interpretation from expressive opposition". Thesis, Cardiff University, 2006. http://orca.cf.ac.uk/54278/.
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Scholars in the last fifteen years have engaged with Schubert's late instrumental music with greater sympathy and rigour than earlier generations. Of the different genres to have benefited from this engagement, the sonatas for piano have received most attention, particularly the trilogy from the composer's last year, 1828. By comparison the response to the three sonatas of 1825 has been less committed: outside general stylistic studies and biographies, discussion is often limited to a single sonata and rarely stretches beyond a movement. From this perspective of relative neglect, and building on a personal familiarity with the sonatas from performance, the thesis offers a detailed analytical scrutiny. Each work is addressed in separate chapters with interpretative criteria derived from older reception. The criteria, in turn, is deconstructed with analysis that groups a wide range of musical components into patterns of opposition. For each sonata the analytical reading is from left-to-right: for D850 and D845, from the beginning of the first movement through to the end of the fourth for D840, from passages where there is a build-up through to a retreat from an expressive peak. From tracing an interpretative trajectory, hierarchical shifts between opposition are revealed and significance is drawn from how the sonata or passage ends. Although topics, gestures, and narrative contexts are identified in the main analytical discussions, a more specific hermeneutic reading is reserved for the concluding commentaries to each sonata. The final chapter addresses in detail, and in the context of Schubert reception, issues of tension, resolution and gesture raised in earlier discussion. To conclude, Robert Hatten's theoretical discourse on gesture will offer principles applicable to the expressive opposition and interpretative trajectories identified in the thesis. Drawing upon some of the recent reception of other Schubert works will help the 1825 sonatas to emerge from their relative isolation.
41
Woerner, Christopher. "Understanding : moral evaluation and the ethics of imagining". Thesis, University of St Andrews, 2013. http://hdl.handle.net/10023/3667.
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Analytic ethics often neglects the exploration and appreciation of morality as it is actually practised on a day-to-day basis. But by looking at how, in a practical sense, we are able to interact with others in a morally appropriate way we can construct a compelling picture of what some of our most pervasive obligations are. This thesis takes such an approach through the concept of understanding – understanding essentially taken here to involve those processes involved in detecting and correctly responding to beings typically possessing inherent moral significance. In the first two chapters ‘understanding' and the understanding approach are themselves explicated, and placed in the context of several other related approaches in the English-speaking tradition – Adam Smith's Theory of Moral Sentiments, Nel Noddings' ethics of care and Richard Hare's preference utilitarianism. This approach is then used to provide us with an alternative idea about what our moral reasoning suggests to be of fundamental ethical significance, and of what kinds of activity morality recommends to us. The activity explored in most detail here is that of engaging with fiction – or more broadly, fictive imaginings. While understanding shows us that fictional characters and events themselves cannot have an inherent moral valence or significance, it also shows us when and how it is possible and appropriate to ethically assess fictive engagement, be it as creator or consumer. This is seen after exploring how and in what ways our moral understanding can be appropriately applied to and exercised by fictions at all, and why fiction should be of particular interest to the understanding agent, looking at the work of Martha Nussbaum, Jenefer Robinson, Peter Lamarque and others on aesthetic cognitivism. Ultimately this leads us to discern a minimal ethical constraint on our interpretation of fiction and art in general, further proving understanding's usefulness.
42
Glynn, S. V. "Description, interpretation, explanation and understanding in the physical, human and social sciences : A phenomenological and existential approach". Thesis, University of Manchester, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377475.
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Rode, James A. "Sensory understanding if the piano preludes of Claude Debussy". Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/341.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Music
44
Carter, Merilyn Gladys. "Year 7 students’ approaches to understanding and solving NAPLAN numeracy problems". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/46648/1/Merilyn_Carter_Thesis.pdf.
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This study investigated how the interpretation of mathematical problems by Year 7 students impacted on their ability to demonstrate what they can do in NAPLAN numeracy testing. In the study, mathematics is viewed as a culturally and socially determined system of signs and signifiers that establish the meaning, origins and importance of mathematics. The study hypothesises that students are unable to succeed in NAPLAN numeracy tests because they cannot interpret the questions, even though they may be able to perform the necessary calculations. To investigate this, the study applied contemporary theories of literacy to the context of mathematical problem solving. A case study design with multiple methods was used. The study used a correlation design to explore the connections between NAPLAN literacy and numeracy outcomes of 198 Year 7 students in a Queensland school. Additionally, qualitative methods provided a rich description of the effect of the various forms of NAPLAN numeracy questions on the success of ten Year 7 students in the same school. The study argues that there is a quantitative link between reading and numeracy. It illustrates that interpretation (literacy) errors are the most common error type in the selected NAPLAN questions, made by students of all abilities. In contrast, conceptual (mathematical) errors are less frequent amongst more capable students. This has important implications in preparing students for NAPLAN numeracy tests. The study concluded by recommending that increased focus on the literacies of mathematics would be effective in improving NAPLAN results.
45
Pedersen, Chris. "Interpretation of past texts : the application of Hans-Georg Gadamer’s philosophical hermeneutics to an understanding of history education". Thesis, University of British Columbia, 2017. http://hdl.handle.net/2429/61412.
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This thesis applies an interpretation of philosophical hermeneutics in Hans-Georg Gadamer’s Truth and Method to an understanding of history education. First, I review the Anglophone literature pertaining to history teaching and learning to determine whether there is a gap that can be filled by Gadamerian hermeneutics. Then, I present the interpretation of philosophical hermeneutics and describe what may occur during the experience of understanding in the history classroom. Specifically, this section e chapter presents the effects of tradition and history on individuals and the dialogical nature of Gadamer’s interpretation and understanding. Third, I describe what dialogue might look like in context of young people learning history. It also expands the interpretation of dialogue’s role in reducing the separation in time and meaning between interpreter and text. Last, I present the implications for Bildung. Dialogical interpretation and understandings in the classroom provides new opportunities for individuals to expand their horizons and understanding of the world. In chapter five, I also describe the implications for curriculum, pedagogy, classroom materials and teacher education.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
46
Kim, Hyun wan. "Paul's interpretation of the Old Testament in Galatians 4:21-5:1 and its understanding in hermeneutical study". Online full text .pdf document, available to Fuller patrons only, 2001. http://www.tren.com.
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Ghaffar, Ammarah. "Identifying and understanding the molecular mechanisms of migraine via functional interpretation of genome-wide association study (GWAS) data". Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/236251/7/Ammarah_Ghaffar_Thesis_2_.pdf.
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Migraine is the most common brain disorder, affecting almost 14% of the adult population, yet its molecular mechanisms and pathogenic tissue(s) remain unclear. In this thesis, I have developed a novel approach that uses genome-wide association study (GWAS) summary statistics and expression quantitative trait loci (eQTL) data to impute genetically regulated tissue-specific gene expression and prioritise disease-relevant pathogenic tissues. In subsequent studies, I compared three transcriptome imputation models to characterise genome-wide significant migraine GWAS risk loci and identified 14 novel migraine risk loci that were confirmed to be true risk loci in a recent larger migraine GWAS.
48
Little, Suzanne Ruth. "Framing dialogues- Towards an understanding of the Parergon in theatre". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/15981/1/Suzanne_Little_Thesis.pdf.
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This project argues for an elevation and a greater understanding of the importance of framing in theatre. In this respect, the study follows on from Derrida's famous deconstruction of Kant's parergon (frame) in his Critique of
Judgement. Derrida's work exposes what he sees as a complicit desire to &qout;limit" the frame to the role of "decorative adjunct". Finding the frame to be
"undecidable", Derrida asserts that the frame actively affects the work inside
and the space outside while answering a "lack" within the work. Utilising Derrida's work on the parergon as a starting point, this study represents an attempt to formulate a theory of the frame for theatre asserting that the frame provides a prospective key towards understanding persistent "problems" within theatre studies. These include the complicated onstage/offstage and spectator/actor dialectics as well as the point where "reality" ends and theatre begins and also issues of agreed interpretation.
Ultimately the thesis posits that theatre is in itself a parergon which virtualises the space in which it installs itself - a finding that goes some way to explaining and/or accommodating these "problems".
The research methodology involves a detailed study of literature encompassing framing and related theories drawn from a diverse array of
paradigms. A working theory of the theatre frame, along with a series of analogous approaches is developed and further examined through application to a variety of theatre performances. This thesis offers a theory of
the theatre frame and a variety of framing research approaches that function to bridge the gap between the traditionally partitioned areas of performance analysis and reception studies. It also adds to our understanding of the frame
and the theatre art form itself.
49
Little, Suzanne Ruth. "Framing dialogues- Towards an understanding of the Parergon in theatre". Queensland University of Technology, 2004. http://eprints.qut.edu.au/15981/.
Texto completoResumen
This project argues for an elevation and a greater understanding of the importance of framing in theatre. In this respect, the study follows on from Derrida's famous deconstruction of Kant's parergon (frame) in his Critique of Judgement. Derrida's work exposes what he sees as a complicit desire to &qout;limit" the frame to the role of "decorative adjunct". Finding the frame to be "undecidable", Derrida asserts that the frame actively affects the work inside and the space outside while answering a "lack" within the work. Utilising Derrida's work on the parergon as a starting point, this study represents an attempt to formulate a theory of the frame for theatre asserting that the frame provides a prospective key towards understanding persistent "problems" within theatre studies. These include the complicated onstage/offstage and spectator/actor dialectics as well as the point where "reality" ends and theatre begins and also issues of agreed interpretation. Ultimately the thesis posits that theatre is in itself a parergon which virtualises the space in which it installs itself - a finding that goes some way to explaining and/or accommodating these "problems". The research methodology involves a detailed study of literature encompassing framing and related theories drawn from a diverse array of paradigms. A working theory of the theatre frame, along with a series of analogous approaches is developed and further examined through application to a variety of theatre performances. This thesis offers a theory of the theatre frame and a variety of framing research approaches that function to bridge the gap between the traditionally partitioned areas of performance analysis and reception studies. It also adds to our understanding of the frame and the theatre art form itself.
50
Traska, Brian Andrew. "Philosophy as Faith Seeking Understanding: An Interpretation of Bernard Lonergan's 1972 Lectures on Philosophy of God and Systematic Theology". Thesis, Boston College, 2015. http://hdl.handle.net/2345/bc-ir:104041.
Texto completoResumen
Thesis advisor: Frederick G. LawrenceThis dissertation seeks to answer the question, arising from Bernard Lonergan's 1972 lectures on philosophy of God and systematic theology, of why he thinks philosophy of God, or natural theology, should be included within the functional specialty Systematics. The author argues that a key to the answer is an analysis of the concrete operations performed by philosophers as they pursue the question of God. Relevant to the distinction between and unity of philosophy of God and Systematics are both natural knowledge of God, which consists of affirmations and negations that can be immanently generated, and supernatural knowledge, which consists of affirmations and negations that cannot be immanently generated and thus require belief in divine revelation in order to be made by humans in this life. There is a way in which Systematics presupposes truths unknowable without revelation that the natural knowledge of philosophy does not, since Systematics includes hypotheses that attempt to account for how those truths could be so, doing so in a way that goes beyond what natural knowledge alone provides. However, even if philosophy results in natural knowledge, when the philosopher is Christian, it often performatively presupposes supernatural knowledge of revelation inasmuch as its inquiry into the question of God often in fact is preceded by and originates from the philosopher's horizon of Christian faith, which is partially constituted by affirmations of truths unknowable without revelation. Performatively, Christian philosophers often seek to understand the Christian God in whom they already believe. This explains Lonergan's practical recommendation to transfer philosophy of God to the theology department, as well as his comment in the essay "Dimensions of Meaning" that once philosophy becomes "existential and historical...the very possibility of the old distinction between philosophy and theology vanishes." Sublated by Systematics, philosophy of God is the aspect of faith seeking understanding that results in analogical understanding and affirmation of God as an unrestricted act of understanding, affirming, and loving. This knowledge provides an explanatory (though analogical) understanding of the God in whom Christians believe through faith. It is even included in theological hypotheses, such as Lonergan's possibly relevant explanation of the Trinity, which takes its starting point from the psychological analogy in which the one unrestricted act of understanding gives rise to a judgment of value and decision. Philosophy also contributes to the control of meaning in systematic theology by ruling out explanations of revelation that are incompatible with natural knowledge. Incorporating philosophy of God into the functional specialty Systematics such that philosophy of God attains "its proper significance" and "effectiveness," the theologian can answer the question of God in a more complete way than is possible through philosophy alone. The dissertation begins in Chapter 1 by giving an account of the distinction between natural and supernatural knowledge of God--as well as the more basic distinction between nature and supernature--in a way that attempts to be adequate to the "the third stage of meaning," in which metaphysical distinctions must have a basis in self-knowledge and self-appropriation. Chapter 2 then explains Lonergan's approach to philosophy of God as that which results in natural knowledge, as in chapter 19 of Insight. Chapter 3 provides an overview of the functional specialty Systematics, which pursues understanding of truths affirmed in the light of faith, including truths unknowable without revelation. Chapter 4 discusses why philosophy of God, when considered in terms of its concrete performance by the Christian philosopher, often is preceded by and emerges from a horizon of faith (and belief) and so is an exercise in faith seeking understanding, with its natural knowledge contributing to Systematics' task of explaining the conditions for the possibility of truths unknowable without revelation. The Conclusion raises and begins to answer further pertinent questions, such as whether Lonergan's understanding of philosophy of God as Systematics holds for non-Christian philosophers
Thesis (PhD) — Boston College, 2015
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Theology