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Ottosson, Torgny. "Map-reading and wayfinding /". Göteborg : Acta universitatis Gothoburgensis, 1987. http://catalogue.bnf.fr/ark:/12148/cb37089270w.
Pełny tekst źródłaNg, Kit-ying. "Students' perceptions of mapwork : a case study /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18810597.
Pełny tekst źródłaXie, Ming. "Rethinking Map Literacy and an Analysis of Quantitative Map Literacy". Scholar Commons, 2019. https://scholarcommons.usf.edu/etd/7989.
Pełny tekst źródłaMaier, Joan Niebur Bettis Norman C. "A qualitative study of adolescent students' comprehension of maps an application of schema theory to map reading /". Normal, Ill. Illinois State University, 1994. http://wwwlib.umi.com/cr/ilstu/fullcit?p9510425.
Pełny tekst źródłaTitle from title page screen, viewed March 27, 2006. Dissertation Committee: Norman C. Bettis (chair), Larry D. Kennedy, Barbara L. Nourie, Raymond L. Schmitt, Michael D. Sublett. Includes bibliographical references (leaves 206-217) and abstract. Also available in print.
Metcalfe, Benjamin. "The Influence of Cogntive Style on Navigational Map Reading". Thesis, University of Oregon, 2013. http://hdl.handle.net/1794/12987.
Pełny tekst źródłaJones, Tena. "The Impact of Reading Programs as a Map Project Strategy". TopSCHOLAR®, 2006. http://digitalcommons.wku.edu/theses/285.
Pełny tekst źródłaHo, Simon. "Map reading under load : sex differences in learning digital maps". Thesis, University of British Columbia, 2015. http://hdl.handle.net/2429/54291.
Pełny tekst źródłaArts, Faculty of
Psychology, Department of
Graduate
McCoy, Jan D. "Animated, interactive maps in middle level social studies /". view abstract or download file of text, 2003. http://wwwlib.umi.com/cr/uoregon/fullcit?p3113017.
Pełny tekst źródłaTypescript. Includes vita and abstract. Includes bibliographical references (leaves 84-86). Also available for download via the World Wide Web; free to University of Oregon users.
Luebbering, Candice Rae. "Beyond the Bezel: Utilizing Multiple Monitor High-Resolution Displays for Viewing Geospatial Data". Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/31975.
Pełny tekst źródłaMaster of Science
Meehan, P. ""Draw me a map of your town" : an investigation of the construction of a free-recall hand-drawn map of a known physical environment by young children". Thesis, Canterbury Christ Church University, 2018. http://create.canterbury.ac.uk/17686/.
Pełny tekst źródłaLawrence, Megan McNally 1977. "Behavioral and neurological studies in tactile map reading and training by persons who are blind or visually impaired". Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11564.
Pełny tekst źródłaThis research investigates the relationship between map use tasks, spatial abilities and training-based effects in persons who are blind or visually impaired. A mixed-method approach using theories and methods in behavioral geography, tactile cartography and functional magnetic resonance imaging have produced finds that identify both behaviorally-based as well as biologically-based impacts resulting from systematic tactile map use and spatial thinking training. The neurological results indicate that prior to training a dominant egocentric/route strategy is used to answer all experimental map tasks, while after training an allocentric/survey strategy is used. The current study demonstrates that the adoption of an allocentric perspective is coupled with improved behavioral performance. The findings provide supporting evidence that people who are blind are capable of learning and applying sophisticated spatial strategies. The systematic progression from egocentric/route processing to allocentric/survey processing in the participant population follows traditional developmental models of spatial knowledge.
Committee in charge: Amy Lobben, Chairperson; Andrew Marcus, Member; Patrick Bartlein, Member; Michal Young, Outside Member
Logan, Tracy Michelle. "Primary students’ interpretation of maps : gesture use and mapping knowledge". Thesis, Queensland University of Technology, 2010. https://eprints.qut.edu.au/40759/1/Tracy_Logan_Thesis.pdf.
Pełny tekst źródłaBurton, Michael St John Whitehead. "Graphicacy and the third dimension: an investigation into the problem of poor performance in relief mapwork in South African secondary schools". Thesis, Rhodes University, 1986. http://hdl.handle.net/10962/d1001424.
Pełny tekst źródłaHood, Karen L. "An Analysis of Literacy Approaches in Missouri School Districts and Their Impact on Third Grade English Language Arts MAP Scores". Thesis, Evangel University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10811049.
Pełny tekst źródłaThis quantitative causal-comparative ex post facto research study aimed to investigate if a particular literacy approach impacted third grade English Language Arts (ELA) Missouri Assessment Program (MAP) scores in Missouri school districts. Specifically, the approaches examined included: A balanced literacy instructional framework with teacher instructional decision-making based on student needs; a balanced literacy instructional framework with district prescribed or scripted curriculum; and/or a curriculum-centered instructional framework with use of a published text (e.g. basal reading program). Additionally, the study analyzed the impact of intervention approaches (such as Reading Recovery and expert tutoring) and embedded professional development (such as literacy coaching and Professional Learning Communities) on third grade ELA MAP scores.
Survey responses from 61 districts were analyzed using district 2016–2017 ELA MAP scores. The findings showed a significant difference between MAP scores of districts using some type of balanced literacy approach to teach literacy and those relying on a scripted (e.g. basal reading program) approach. Therefore, the data indicates that balanced literacy approaches may be more effective for achieving higher ELA MAP scores than the basal approach.
Rautenbach, Victoria-Justine. "The use of 3D geovisualisations for urban design : the case of informal settlement upgrading in South Africa". Thesis, University of Pretoria, 2017. http://hdl.handle.net/2263/60016.
Pełny tekst źródłaAs gevolg van agterstande met behuising en ’n tekort aan behuisingsubsidies, is informele woongebiede ’n algemene verskynsel in Suid-Afrika en is dit dikwels op betwiste grond geleë. Om hierdie in-situ omstandighede van die gemeenskappe te verbeter, is daar opgradering en stedelike beplanning nodig. Ruimtelike data en kaarte is deurlopend noodsaaklik vir die volledige opgradering en stadsbeplanningproses om sodoende die huidige omgewing te verstaan, nuwe ontwikkelings te beplan en die beplande ontwikkelings te kommunikeer. Dit is noodsaaklik dat alle rolspelers kaarte verstaan om aktiewe deelname aan die stedelike beplanningsproses te verseker. Vorige navorsing het getoon dat ’n groot aantal professionele beplanners in Suid-Afrika ’n relatiewe lae vlak van kaartgeletterdheid het, wat beskou word as onvoldoende om doeltreffende beplanning te kan doen. Baie navorsers maak daarop aanspraak dat 3D geovisualiserings nader aan die werklike omgewing is en dat dit meer intuïtief en makliker as tradisionele kaarte vertolk kan word. Die doel van hierdie navorsing is om die gebruik van 3D geovisualiserings (meer spesifiek 3D stadsmodelle) te ondersoek om die ontwikkeling van stadsbeplanning in informele woongebiede in Suid-Afrika op te gradeer. Om hierdie doelwit te bereik, is die volgende onderwerpe nagevors: modelleringsprosesse (volgens handleidings en prosesse); visuele ontwerp (visuele eienskappe, visuele kompleksiteit en visuele veranderlikes); en die herkenning van verwante ruimtelike take op 3D geovisualiserings en vergelykbare alternatiewe (byvoorbeeld topografiese kaarte, lugfoto’s, 2D kaarte) wanneer basiese kaartlees take uitgevoer word. Prosedurele modellering is ’n haalbare alternatief teenoor tydrowende modellering volgens handleidings en dit het die moontlikhede om hoë kwaliteit modelle te lewer. By die ondersoek van visuele ontwerp is die visuele karaktereienskappe van 3D modelle van informele woongebiede en die relevantheid van ’n onderafdeling van visuele veranderlikes beoordeel/geassesseer vir ontwerpaktiwiteite by informele nedersettings. Die resultate is gebruik om verskillende kaarte en 3D geovisualiserings te skep wat in kwantitatiewe gebruikerstudies en in onderhoude met kenners aangebied is. Die resultate van vier gebruikerstudies en onderhoude met kenners, het bygedra om die impak te verstaan van verskillende moeilikheidsvlakke van 3D stadsmodelle en kaartgeletterdheid van toekomstige geoinformatika- en professionele beplanners wanneer lugfoto’s, 2D kaarte en 3D modelle gebruik word. Die navorsingsresultate kan beplanners ondersteun om geskikte 3D modelle te ontwerp wat deurlopend in die stedelike beplanningsproses gebruik kan word.
Thesis (PhD)--University of Pretoria, 2017.
National Research Foundation (NRF)
German Academic Exchange Service (DAAD)
University of Pretoria’s vice-chancellor academic development grant
University of Pretoria’s Study Abroad programme
Centre for Geoinformation Science
Geography, Geoinformatics and Meteorology
PhD
Unrestricted
Torres, Ricardo A. "THE EFFECT OF THE I-READY READING PROGRAM ON STUDENT SCORES ON THE NORTHWEST EVALUATION ASSOCIATION (NWEA®) MEASURES OF ACADEMIC PROGRESS (MAP) READING ASSESSMENT". Cleveland State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=csu1556883369734283.
Pełny tekst źródłaConradie, Anje. "The evaluation of computer based training as a method of teaching map reading in a military context". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/53114.
Pełny tekst źródłaENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as CBT engages multiple senses. CBT incorporates principles from the Component Display Theory and Constructivism, which suggest that CBT might result in superior map reading competencies when used as an alternative to conventional, classroom based, map reading instruction. .The objective of this study was firstly to determine whether CBT, compared to conventional classroom instruction, enhances the acquisition of knowledge when teaching users how to read a two-dimensional (2D) map. In addition, the study had as its objective to determine whether CBT leads to improved retention of 2D map reading knowledge over a one month period when compared to conventional instruction. Finally the study aimed to determine the factors that influence learning when using CBT as the training medium. A basic randomised, between subjects research design, was used to test the hypotheses that eBT would result in the improved acquisition and retention of 2D map reading competencies. The control group consisted of 30 students and the experimental CBT group of 29 students. All subjects were personnel from the School of Armour of the South African National Defence Force. With regards to map training, the majority of the students had exposure to Geography up to grade 12 or further training. A new training programmewas designed. The programmewas developed in two equivalent formats, one appropriate for conventional classroom instruction (control group), and a eBT format for the experimental group. Each student received two manuals. One was a self-study manual that had to be completed before commencing with the course, and the other was received on the first day of the course. Both the trainers also received a manual that contained all the correct answers to the map reading problems forming part of the programme. The eBT programme was designed on paper with the help of a template for the storyboard. A lesson was designed for each day of the course, but students could review any lesson previously studied. Before the students started with lesson 1, they had to complete a test on the computer to determine the extent to which they have acquired the information in the self-study manual. After passing the test the students could select lesson 1. A mind-map was designed for each lesson to help students orientate themselves. For both groups the information studied was placed in the context of "Operation Night Owl", an interactive practical mission. The eBT group had the computer as a guide, providing textured maps and possible answers. Three tests were used to evaluate the students and to gather data regarding their performance. The students were not informed about these tests as the researcher wanted to measure natural acquisition and retention, and not the amount of time that they had studied. Analysis of variance (ANOVA) indicated that the two groups did not differ statistically significantly (p>,05) in their initial degree of map reading knowledge. The average test percentage increased from the pre-test to the first post-test (knowledge acquisition), indicating that the class group increased by 15,2 % and the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and eBT means for post-test 1 (knowledge acquisition) was, however, statistically insignificant (p>,05). A comparison of the means of the post-test 2 (retention) results of the class and eBT groups clearly indicates that the performance levels retained one month after training, also do not differ statistically significantly (p>,05). The study therefore also fails to corroborate the hypothesis that eBT would result in the greater retention of map reading knowledge when compared to conventional classroom instruction. Based on the results found when eBT results were compared with the traditional classroom technique, it may be advisable to combine classroom teaching with eBT. During the completion of the mission segment of the course, students tended to form natural groups to complete the questions. As working together may result in better understanding of new information (peers learn from each other), it is therefore recommended that the eBT map-reading course be combined with more discussion groups. In conclusion, the results do not suggest that eBT is a superior training technique for the teaching of map reading competencies. Numerous literature sources however do indicate that eBT can contribute significantly to the learning experience, making it still plausible that eBT could indeed, upon further refinement of the programme, contribute to teaching of map reading competencies.
AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees tydens veld-oefeninge en aanvalsituasies toe te pas. Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie van kennis kan lewer, wanneer dit van die student verwag word om konsepte te visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees gebruik word. Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik word. 'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede, te toets. Die kontrolegroep het bestaan uit 30 studente en die eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n formaat geskik vir RGO (eksperimentele groep). Elke student het twee handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die program bevat het. Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige behandelde lesse hersien. Voordat die studente met les 1 kon begin moes elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente te help om hulleself te oriënteer. Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde verskaf het. Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis verkry a.g.v. tyd spandeer aan studie nie. Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer) het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05). 'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie 'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in teenstelling met konvensionele klasonderrig lei nie. Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe inligting beter verstaan word deur in groepe saam te werk (groeplede leer by mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer word met meer besprekingsgroepe. Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig van kaartlees-bevoegdhede.
Cinnamon, Serina A. "IMAGINING SPACE: DEVELOPING A CRITICAL GEO-LITERACY WITH MAPS AS PRIMARY SOURCES IN HISTORY EDUCATION". OpenSIUC, 2015. https://opensiuc.lib.siu.edu/dissertations/997.
Pełny tekst źródłaNg, Kit-ying, i 吳潔英. "Students' perceptions of mapwork: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B3195974X.
Pełny tekst źródłaPhilander, Elisca S. "A training needs analysis into map use in a military context". Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52714.
Pełny tekst źródłaENGLISH ABSTRACT: The primary objective of the South African National Defence force is the protection of its citizens against external threats. The nature of the work, especially in operational situations, very often causes members of the SANDF to work in remote and unknown territory. The SANDF is composed of different units such as the army, air force and navy. All of these units typically control a specific aspect of the environment, especially in operational situations, and is very often also geographically spread over a large area. The battle commander would typically be in charge of all these units and must direct and control them efficiently towards achieving their assigned mission. In order to be an effective battle commander, the commander must thus be able to understand the terrain that his/her units are operating in, and maps are often the only information to base such understanding on. Map use is thus a critical success factor in effective battle command, and also for every member of the units navigating the often unknown terrain. The aim of the study is to conduct an investigation into the status quo of map use proficiency in the military, and specifically the South African National Army. The investigation comprises the following: • To conducting a detailed task analysis into map use in a military context, in order to establish specific map use functions and related skills regarded as critical in the military context. • The development of a proficiency test, taking the form of a questionnaire, based on the skills identified in the task analysis. Comparing the results of the questionnaire with map use skills identified in the task analysis, to determine the level of map use proficiency in military context. The secondary aims of the study comprise the following: • To investigate the level of map use training and determine if a need exists in term of additional map use training in the military, based on subjective opinions. • To investigate the level of computer literacy and the need for formal computer training in the military context. The key conclusions of the study are the following: • A gap between optimal and actual performance has been identified in terms of map use in the military context. • This gap can largely be attributed to insufficient structures and processes within the military context to facilitate effective map use.
AFRIKAANSE OPSOMMING: Die primêre doel van die Suid-Afrikaanse Nasionale Weermag is om die burgers van die land te beskerm teen eksterne gevare. Die aard van die werk veroorsaak dat soldate, tydens operasionele toestande, dikwels na onbekende en vreemde areas verplaas ten einde bogenoemde primêre doel te bereik. Die weermag bestaan tipies uit verskillende eenhede, wat elk gefokus is op die verrigting van spesifieke funksies, en dikwels geografies wyd versprei is. In gesamentlike operasies, is die operasie bevelvoerder tipies in beheer van die verskillende eenhede en moet hy toesien dat hul bewegings gekoordineer is ter bereiking van hul doel. Die operasie bevelvoerder, ten einde die doelwit effektief te bereik, moet in staat wees om die terrein waar die verskillende eenhede beweeg te ontleed, en effektief tot doelbereiking kan benut. Kaarte is een van die primêre bronne van inligting, ten einde die terrein te ontleed om dit sodoende tot voordeel te kan gebruik. Effektiewe gebruik van kaarte is dus 'n kritieke faktor wat bydra tot die sukses van die operasie bevelvoerder, asook vir feitlik elke lid binne die verskillende eenhede wat deur dikwels onbekende terrein moet navigeer. Die doelwitte van die studie is om 'n ondersoek in te stel na die status quo met betrekking tot kaart-gebruiksvaardigheid in die Suid Afrikaanse Nasionale Weermag. Die studie behels die volgende: • 'n Omvattende taak-analise ten opsigte van die gebruik van kaarte in die militêre konteks, om sodoende spesifieke funksies en verwante vaardighede te identifiseer wat as kritiek vir die militêr beskou word. • Om 'n vaardigheidstoets in 'n vraelys te inkorporeer, gebaseer op bogenoemde geïdentifiseerde kaart-gebruiksvaardighede. • Om die resultate van die vaardigheids-toets te vergelyk met dié geïdentifiseer in die taak-analise, om sodoende die vlak van kaartgebruiksvaardighede te bepaal in die militêre konteks. Die sekondêre doelwitte behels die volgende: • 'n Ondersoek na die vlak van kaart-gebruiksopleiding en om te bepaal of 'n behoefte bestaan na verdere kaart-gebruiksopleiding, gebaseer op subjektiewe opinies. • 'n Ondersoek na die vlak van rekenaargeletterdheid, en die behoefte aan rekenaar-opleiding. Die afleidings wat uit die studie gemaak kan word is die volgende: • daar bestaan 'n prestasie-gaping tussen optimale and werklike prestasie met betrekking tot die gebruik van kaarte in die militêre konteks, en • hierdie gaping kan grootliks toegeskryf word aan onvoldoende strukture binne die miliêre konteks, wat nie kaart-gebruiksvaardighede fasiliteer nie.
McWhorter, Holly. "Facilitating high school student success through READ 180: Analysis of program impact using measures of academic progress (MAP)". ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/701.
Pełny tekst źródłaTomko, Martin. "Destination descriptions in urban environments /". Connect to thesis, 2007. http://eprints.unimelb.edu.au/archive/00003594.
Pełny tekst źródłaDabanli, Ahmet. "Developing A Spatial Decision Support System For Telecom Wireline Infrastructure Of Ankara City". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12611890/index.pdf.
Pełny tekst źródłas aimed to build a GIS system for Turk Telekom (TT) including digitization of wire line cable infrastructure, geocoding subscribers and serving the coordinates of subscribers. The data layers are stored in Oracle Spatial Data Option (SDO) and spatial data information is kept in MapInfo MapCatalog. The data schemes for 81 provinces are created. The applications are developed with Borland Delphi version 7 and Microsoft Visual Studio 2008 .NET Framework. There are several GIS applications developed so far for the infrastructure of TT, since TT needs to know the location and quality of the infrastructure already present in the field and needs spatially to decide on areas that need maintenance including improvement, replacement, and new installations to improve the service. This study is presented as an alternative spatial decision support system for the improvement of the current infrastructure and services given to the customers, by using digitized network and geocoded subscriber data that is stored in GIS system. This study is carried out with customer participation and on site development with Telecom staff.
Nilsson, Kerstin. "Hitta lätt - så blir det rätt! : En praxisnära, didaktisk studie om att orientera sig med hjälp av en karta". Licentiate thesis, Gymnastik- och idrottshögskolan, GIH, Forskningsgruppen för pedagogik, idrott och fritidskultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-3330.
Pełny tekst źródłaForskarstuderande Kerstin Nilsson har ingått i Forskarskolan idrott och hälsas didaktik (FIHD), en forskarskola som ingått i statens satsning på forskarutbildning av förskollärare och lärare. Satsningen beslutades våren 2011 och har varit ett led i att kompetenshöja verksamma lärare och, i förlängningen, stärka elevernas kunskaper. Forskarskolan har bedrivits som ett samarbetsprojekt mellan Gymnastik- och idrottshögskolan, Örebro universitet och Malmö högskola. Totalt har 15 forskarstuderande ingått i FIHD, och varje lärosäte har ansvarat för fem forskarstuderande var. Centrala mål för forskarskolan har varit att utgöra ett nav för ämnesdidaktisk kunskapsutveckling av ämnet idrott och hälsa, och att bidra till att bygga upp skolämnet idrott och hälsas didaktiska kunskapsbas med hjälp av praktiknära forskningsansatser.
Forskningslinjen Utbildning
Aydin, Yunus Emre. "Web Based Multi Participant Spatial Data Entry In Crime Mapping". Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/12607250/index.pdf.
Pełny tekst źródłaKnust, Claudia. "Untersuchungen zur Gestaltung kartographischer Inhalte auf autostereoskopischen Monitoren". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-210590.
Pełny tekst źródłaAutostereoscopic monitors allow spontaneous three-dimensional perception of the visualised content without the need of any additional viewing aids. Such a kind of spatial perception can also allow multiple new visualisation options in the field of cartography. So far, there are hardly any rules given for an optimal design of such cartographic visualisations. But, this is essential in order to use the potential of these 3D monitors correctly. Therefore, this work deals with the design of cartographic content on autostereoscopic monitors. Thus, it shall contribute to an optimal use of such a monitor for cartographic purposes in the near future. After describing the state of research regarding 3D visualisation techniques and minimum dimensions of cartographic content on monitors in general, the present work discusses two empirical studies. In the first study, several graphic elements are analysed regarding their minimal legible size. Some lettering, lines and simple symbols are tested regarding their legibility on a monitor which uses the lenticular foil technology. The test patterns are based on existing recommendations for 2D monitors and studies on printed lenticular foil displays. A simple rule was chosen to be able to specify minimum sizes for the tested elements: at least 90 % of the test persons have been able to read the test words, lines or symbols in this size. Furthermore, the first study investigated the ability to differentiate several depth planes. With the help of point symbol blocks which are located in different distances to the viewer, i.e. which are located in different depth planes, it is examined if the participants can differentiate these planes easily. Altogether, nine pairs of hypotheses are analysed during this study. The second empirical study which is presented in this work, deals with the map reading performance in thematic maps visualised on 2D monitors and on 3D monitors. Using thematic maps of simple design the response time and response accuracy are analysed for solving simple map reading tasks. The used 3D monitor was the same as for the first study. Further, the same questions were asked for the thematic maps shown on a normal 2D monitor with nearly the same size as the 3D monitor. In this second study two pairs of hypotheses are analysed. Moreover, the findings are compared with a similar study which was conducted at the Geographic Institute of the Ruhr University Bochum. The project partners tested the thematic maps on a second lenticular monitor under very similar conditions. Based on a comparison of both studies an attempt will be made to draw some conclusions that are generally valid for a design of cartographic content on lenticular monitors. The results of the first study show that for the examined 3D monitor the minimum dimensions of lettering, lines and simple symbols differ less from the recommendations for normal 2D monitors than assumed before the studies. The findings of the second study for map reading efficiency on thematic maps show that the visualisation on a 3D monitor reduces the response time of the questions. However, the correctness of the answers does not improve between the 2D monitor and the 3D monitor. In the second empirical study data of more test maps than used in this work is available. It shall be used in further analyses for trying to verify the results presented here. In addition, it is recommended to extend the studies on different 3D monitors to verify a general applicability of the findings or to give more detailed recommendations for the design of thematic content on 3D monitors
Andersson, Therese. "Kan man läsa det man inte förstår? : – en kvalitativ studie om lärares arbete med läsförståelse i årskurserna F-3". Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67456.
Pełny tekst źródłaBartfai, Sara, i Torulf Lööw. "Att förstå vad man läser". Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31688.
Pełny tekst źródłaHuq, Rukhsana. "John Milton and reading Like a man". Thesis, Queen Mary, University of London, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.428600.
Pełny tekst źródłaMcLean, Timothy D. "An interactive virtual environment for training map-readings skill in helicopter pilots". Thesis, Monterey, Calif. : Springfield, Va. : Naval Postgraduate School ; Available from National Technical Information Service, 1999. http://handle.dtic.mil/100.2/ADA378330.
Pełny tekst źródła"September 1999". Thesis advisor(s): Rudolph P. Darken. Includes bibliographical references (p. 87-89). Also Available online.
Mahar, Donna. "'I am not a number, I'm a free man' suburban adolescents, multiliteracies, and tactics of resistance /". Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Pełny tekst źródłaLaurent, Mario. "Recherche et développement du Logiciel Intelligent de Cartographie Inversée, pour l’aide à la compréhension de texte par un public dyslexique". Thesis, Université Clermont Auvergne (2017-2020), 2017. http://www.theses.fr/2017CLFAL016/document.
Pełny tekst źródłaChildren with language impairment, such as dyslexia, are often faced with important difficulties when learning to read and during any subsequent reading tasks. These difficulties tend to compromise the understanding of the texts they must read during their time at school. This implies learning difficulties and may lead to academic failure. Over the past fifteen years, general tools developed in the field of Natural Language Processing have been transformed into specific tools for that help with and compensate for language impaired students' difficulties. At the same time, the use of concept maps or heuristic maps to encourage dyslexic children express their thoughts, or retain certain knowledge, has become popular. This thesis aims to identify and explore knowledge about the dyslexic public, how society takes care of them and what difficulties they face; the pedagogical possibilities opened up by the use of maps; and the opportunities created by automatic summarization and Information Retrieval fields. The aim of this doctoral research project was to create an innovative piece of software that automatically transforms a given text into a map. It was important that this piece of software facilitate reading comprehension while including functionalities that are adapted to dyslexic teenagers. The project involved carrying out an exploratory experiment on reading comprehension aid, thanks to heuristic maps, that make the identification of new research topics possible, and implementing an automatic mapping software prototype that is presented at the end of this thesis
Shannon, Emma. "Learning through leximancer : exploring context maps in reading /". [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19260.pdf.
Pełny tekst źródłaOlsson, Victoria. "”Man kan inte läsa bara för att man kan tala” : En studie om årskurs ett-elevers föreställningar om läsning och bokval". Thesis, Linnéuniversitetet, Institutionen för film och litteratur (IFL), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-43722.
Pełny tekst źródłaKarlsson, Hannah. "Man bara läser : En kvalitativ studie om läsförståelse och lässtrategier i grundskolans tidigare år". Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-42586.
Pełny tekst źródłaThis study aims to generate an understanding about reading processes in the early years of primary school with a focus on reading comprehension and reading comprehension strategies. Based on previous research in the field I aim to examine how the teachers make use of reading comprehension by conducting individual interviews which are focused on how the teachers' attitudes to reading comprehension look like and how their teaching is realized. This study consists of qualitative interviews with five respondents, with the purpose to show how they work with reading comprehension instruction and clarified reading comprehension strategies. The respondents are from different generations and have varied educational backgrounds. The results of the study show that the teachers put great emphasis on reading comprehension instruction. The study also shows some differences between the vision and thoughts about the explicit teaching of reading comprehension strategies, clarified strategies and traditional reading instruction. Therefore it can not give a general view on teaching reading comprehension or reading comprehension in general.
Ghassemi, Mehdi. "Precarious subjectivity in the works of John Banville : a lacanian reading". Thesis, Lille 3, 2015. http://www.theses.fr/2015LIL30038/document.
Pełny tekst źródłaThe present project sets to complement the previous readings of the “self” in John Banville’s fiction by reproblematizing the precariousness of the author’s “subject of narration.” It examines the way in which the author constantly manipulates various narrative elements and consequently creates new experiences. Jacques Lacan’s understanding of the relation between the subject and the signifier, I argue, provides an excellent set of tools to address the way in which the notion of subjectivity is dissected, enhanced, and even extended, in Banville’s philosophically imbued fiction. The central thesis is that Banville creates a narrative universe in which his protagonists’ perception moves in interesting ways as the aspects of the Lacanian triad (the Symbolic, the Imaginary and the Real) are reshuffled, resulting in a precarious sense of self and reality. Although other thinkers (especially the ones hinted at in the narrative, most notably, de Man, Kleist, and Nietzsche) are drawn upon, the theoretical backbone relies on Lacan’s theory of subjectivity as well as recent Lacanian thinkers, most notably, Slavoj Žižek, Mladen Dollar, and Stijn Vanheule. Žižek’s reading of Lacan is of special interest to this study as he theorizes virtuality as a concept using Lacan’s triadic model. In addition, using Žižek’s definition of postmodernism as “symbolic inefficacy” allows us to shed new light on the long debate over Banville’s modernism versus his postmodernism. The dissertation consists of three parts. The first part focuses on Banville’s earlier work, namely, Birchwood, Mefisto, and The Book of Evidence. Here, I examine how the narrators’ preoccupation with finding certainty and truth results in a psychotic universe in Mefisto and a hysteric one in The Book of Evidence. Focusing on the latest trilogy, Eclipse, Shroud, and Ancient Ligh the second part examines the way in which Banville uses the category of the uncanny to create a Gothic narrative in Eclipse. Moreover, the concept of object a is used to demonstrate how the subject/object distinction collapses and gives rise to the Real dimension of the subject. The third and final part argues that the narrators seek to counter the undecidability generated in their uncanny narrations via the rehabilitation of the surface, one with which they hope to restore their precarious sense of self. Both chapters in this part address Banville’s engagement with Paul de Man’s deconstructive theory of language and representation and argue that Banville stages de Man’s ideas as well as his life-story in order to advance his own conception of representation and selfhood. Friedrich Nietzsche, I claim in both chapters, provides the narrators with a way out of the predicament posited by de Man. The underlying idea explored throughout the project is that Banville’s epistemological project can be summed up as an attempt to find a mode of articulation independent from the Symbolic order as most of his narrators, in one way or another, express a fundamental incredulity towards the Symbolic Other. By stripping reality of its Symbolic underpinnings, the Banvillian protagonist allows the Real to emerge and then domesticates it as magic. He does so using the surface of the written pages of his narrative, a surface onto which he can fuse word and image
Bovik, Lotta. "Reflekterande läsning och skrivning : Hur man kan förbättra elevers läsförståelse och reflektionsförmåga". Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5358.
Pełny tekst źródłaSammanfattning
För att dagens elever ska kunna möta de krav som samhället ställer på läskunnighet behöver de kunna ta till sig innehållet i det de läser med god läshastighet och förståelse och de behöver kunna reflektera kring det lästa. Syftet med detta examensarbete är att ta reda på hur ett antal elever upplever hur deras reflektionsförmåga och läsförståelse påverkas av att arbeta med skönlitterära texter och textsamtal utifrån en metod som kan kallas reflekterande läsning och skrivning. Anledningen till detta är att jag vill ta reda på om arbetssättet passar att implementera över lag i den skola jag arbetar för närvarande.
Genom en litteraturgenomgång av språkets betydelse för människans utveckling, läs- och skrivutveckling, några olika didaktiska metoder och kvalitativa intervjuer med sex elever i år 9 redogör jag i detta examensarbete för hur man didaktiskt kan arbeta för att utveckla elevernas reflektionsförmåga och läsförståelse. Jag tar också upp svårigheter och kritik som framförts om den didaktiska metoden. Resultatet visar att fem av de sex eleverna upplever att de blivit bättre på att reflektera kring skönlitterära texter och att dessa reflektioner kan leda till en bättre förståelse för det lästa. Utifrån det resultat jag fått fram och den litteratur jag läst, anser jag att metoden, med några små justeringar, går att implementera från förskoleklass och uppåt.
Nyckelord: reflekterande läsning och skrivning, läsförståelse, reflektionsförmåga
Abstract
In order to meet the requirements on reading acquisition of today’s society, students must know how to understand what they read and keep up their reading speed. They also need to know how to reflect upon what they are reading. The purpose with this examination is to find out how a number of students experience their ability to reflect upon fiction and how their reading comprehension is being improved by reading fiction and working with book talks through a didactic method called reflective reading and writing. The reason for doing this is that I would like to find out whether this method is suitable to implement at the school where I am working at the present.
By studying literature about the importance of language to man’s development, reading and writing acquisition, some different didactic methods and interviewing six students in year 9, I report in this examination on how you can work didactically to develop the students’ ability to reflect and their reading comprehension. I also report on difficulties with and critique on the method. The result shows that five of the six students experience a better ability to reflect upon fiction and that these reflections can lead to a better reading comprehension of the texts they have read. From the gained result and the literature I have studied, I am of the opinion that this method, with some adjustments, can be implemented as early as from pre-school class.
Keywords: reflective reading and writing, reading comprehension, ability to reflect
Jones-Renger, Jill J. "Reading at their peril : dangerous entertainment from Wilkie Collins to Mae West /". The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu1488191124572393.
Pełny tekst źródłaHagsköld, Johanna, i Post Eva von. ""Man gör så mycket som man kanske inte själv förstår." : Språkförståelsefrämjande arbete i tidiga skolår". Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-46743.
Pełny tekst źródłaNabbing, Emelie. "”Bara för att man kan läsa så är det ju inte säkert att man har förståelse” : En kvalitativ studie angående hur sex lärare i årskurs 2 beskriver att de arbetar med lässtrategier". Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30838.
Pełny tekst źródłaReading comprehension is something that has been shown to be necessary in processing text in all primary school subjects (Alatalo, 2011). Despite that importance, a survey conducted by the Programme for International Student Assessment [PISA] 2012 (referenced in Skolverket, 2013) shows that the reading comprehension of Swedish pupils has dropped, in comparison with previous investigations. The purpose of this study is to examine how six teachers in second grade describe how reading strategies are used in teaching to develop pupils’ reading comprehension. The study is based on the sociocultural perspective, which gave space to do research about learning and developing. The material was gathered through qualitative interviews in order to take part of the teachers’ descriptions. The result has been organized in five themes; context in different subjects, different forms of joint connection, individual context and the teacher as a tool in teaching and different methods, models and gear as tools in teaching. The conclusion is that the teachers describe that they are teaching reading strategies in different contexts to develop their students' reading comprehension. It also reveals that the variation in how they work with the reading strategies depends on the context in which they teach. Henceforth, the result shows that the teachers use several different types of tools in teaching reading strategies, tools that the teachers highlighted as crucial for students to develop reading comprehension.
Atkinson, Cathy. "Motivational Interviewing and boys' views and perceptions of reading at key stage 3". Thesis, University of Manchester, 2005. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:78211.
Pełny tekst źródłaDahlin, Ida. "Motivationen är jätteviktig – man kan få eleverna hur långt som helst : En studie om hur fyra lärare motiverar elever till läsning". Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-44158.
Pełny tekst źródłaPowell, Caitlin E. "Man Pain in the Man Booker Prize: A Quantitative Approach to Contemporary Canon Formation". Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/425.
Pełny tekst źródłaMcGreevey, Morag Veronica. "Reading apocalypse : ruptured temporality and the colonial landscape in Mary Shelley’s The Last Man". Thesis, University of British Columbia, 2016. http://hdl.handle.net/2429/57594.
Pełny tekst źródłaArts, Faculty of
English, Department of
Graduate
Olander, Quach Theres, i Johanna Berg. ""Ja alltså man kan ju läsa, sen kan man läsa..." : En kvalitativ studie om anpassning av högläsning på förskolan". Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-91252.
Pełny tekst źródłaThe purpose of the study is to make visible, based on the framework factor theory and sociocultural theory, how preschool teachers adapt reading aloud to benefit children's learning. The method used is a qualitative interview study in which interviews were conducted at six different preschools with six different legitimate preschool teachers. The interview was based on semi-structured questions. The chosen theoretical framework used is sociocultural theory and the framework factor theory. The questions formulated according to the purpose of the study are: how does the preschool teacher define the purpose of reading aloud? In what way do preschool teachers adapt the conversation during high reading to benefit children's learning? And What frameworks do preschool teachers experience in order to create learning opportunities during high reading? The study's results show that high reading is used primarily for a learning purpose. Preschool teachers also emphasize their own role and their approach as important in creating an interest in reading and inspiring learning, by adapting reading in different ways. The results of the study also show that preschool teachers have different organizational and physical frameworks that influence learning opportunities during high reading.
Örtl, Katrin. "Am Südpol, denkt man, ist es heiß…". Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1237558293210-86845.
Pełny tekst źródłaÖhlund, Lovisa. "”Om man tar en tråkig bok så börjar den sova” : En kvalitativ intervjustudie av barn som läser för hundar i skolmiljö". Thesis, Uppsala universitet, Institutionen för ABM, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-202158.
Pełny tekst źródłaGarcia, Obregon Andrea. "Landscapes of competence: A case study of literacy practices and processes in the life of a man with aphasia". Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/280179.
Pełny tekst źródłaDiaz, Anna. "The Relationship Between Thinking Maps and Florida Comprehensive Assessment Test Reading and Math Scores in Two Urban Middle Schools". Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3840.
Pełny tekst źródłaEd.D.
Department of Child, Family and Community Sciences
Education
Education EdD
Squires, Todd Andrew. "Reading the Kōwaka-mai as Medieval myth story-patterns, traditional reference and performance in Late Medieval Japan /". Full text available online (restricted access), 2001. http://images.lib.monash.edu.au/ts/theses/squires.pdf.
Pełny tekst źródła