Current military doctrine is primarily hierarchical in nature with respect to power and authority. The "Functional Concept of Battlespace Awareness" (FCBA) is a military sensor methodology that employs a hierarchical command structure to test emerging technologies. Asymmetric warfare, however, demands a faster and more adaptive warfighting mentality that distributes power and responsibility across more of our forces; particularly those that are at the frontlines of the battlefield. "Power to the Edge" is a warfighting methodology that emphasizes a departure from traditional military hierarchies and a transition into a configuration that empowers "Edge" actors with information and authority. This thesis will prove that "Power to the Edge" doctrine is a more effective way to fight the enemies we will likely face in the Information Age. By analyzing and interpreting data collected at the Extended Awareness II and Extended Awareness IIB experiments, this thesis will show that transition in our current command and control methodology will be necessary to keep up with a changing enemy.

Thesis advisor: C. Patrick Proctor / English immersion education policies in the United States deprive immigrant-origin bilingual students from using their home languages to learn. However, a growing body of research emphasizes the importance of promoting heteroglossic classroom language practices to enhance bilingual students’ learning. Drawing on translanguaging pedagogy (García, 2009; Lewis, Baker & Jones, 2010), this study explored the flexible use of English and Spanish in bilingual students’ language and literacy development. To achieve this, translanguaging instructional strategies were infused into an English language and literacy curriculum to investigate how a group of third grade bilingual students, with varied proficiencies in English and Spanish, used their entire linguistic repertoire to engage in the literacy practices proposed in the curriculum. These literacy practices encompassed reading and discussing culturally-relevant texts, and participating in explicit text-based language instruction in the areas of semantics, morphology, and syntax. Conversation and discourse analysis techniques were used to analyze the lesson videos, and to understand the role of translanguaging in participants’ interactions, and in their discourse about semantics, morphology, and syntax. Findings regarding the role of translanguaging in participants’ interactions, indicate that they strategically and pragmatically used their languages to ensure their meaningful engagement in these lessons, and to perform their bilingual identities. In terms of the role of translanguaging in participants’ discourse about the linguistic constructs targeted in the reading curriculum, results indicate that bilingual language instruction engaged students in cross-linguistic analyses that enhanced their linguistic awareness. Based on these findings, a model for translanguaging pedagogy in language and literacy instruction is proposed, and implications for translanguaging theory, pedagogy, social justice, and future research are discussed. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study investigated the concept of syntactic awareness as a reading strategy for complex sentence comprehension and the relationship between instruction in syntactic awareness and improved reading comprehension among mainstream high school students. When given the insight that sentences are important and when given simple rules to map syntactic structures onto thematic roles, with discussion and practice in simplification and restructuring of complex sentences, 91h and lth grade students demonstrated that they could significantly improve their reading comprehension abilities. The results support the concept that many high school students default to simple reading heuristics which work well on canonical sentence types, but which can fail with complex content-area texts. Sixty-three eleventh grade and forty-seven ninth grade mainstream students participated in a study in which one group of ninth and one group of eleventh graders, the experimental groups, were given a sentence comprehension strategy to help them when confronted with text that they block on, in many cases typical texts that are part of the high school curriculum. The control groups were given regular instruction in reading comprehension skills and strategies. Eleventh grade students who were enrolled in a SAT Preparation elective class were pre-tested and post-tested using both Real SAT tests from The College Board and the Stanford Diagnostic Reading Test (SDRT). A third group, the maturation group, was pre-tested and post-tested using the SDRT to control for normal academic growth. Ninth grade students who were enrolled in a reading elective course were pre-tested and post-tested using the SDRT. For the Eleventh Grade Experiment results were significant at the .01 level for the SDRT and at the .01 level for the SAT. The difference between the maturation group and the intervention group was significant at the .01 level but was not significant between the control and maturation group. The Ninth Grade Experiment results were significant at the .05 level for the SDRT. / 2031-01-02

―Synaesthetic perception as a mode of being: Crossings of the sensuous and the poetic‖ seeks to disclose the harmonious interrelationship between synaesthetic modes of being, wildness, the poetic, and education. Merleau-Ponty (1962) and, more recently, David Abram (1997) have both proposed that synaesthetic perception, characterized by the overlapping and intertwining of the senses, is common to our direct, preconceptual experience in the life-world. Although we often disregard and discount synaesthetic capacities because they are non-linguistic and non-rational, they are an essential and rich characteristic of being human. The inquiry suggests that greater sensorial awareness that comes from awakening a trust in our sensuous embodied selves is promoted by being in the presence of the poetics of everyday circumambient wildness and in engagements with certain poetic writings which are grounded in the natural realm. Synaesthetic perception, a non-linguistic mode of knowing, must be accorded greater respect; it must be acknowledged and encouraged in all areas of education. Nature poetry, which is rooted in the texture of our ordinary sensuous experience amid wild others, can be an ally of education in this endeavour. The study proposes that it is through an awakening of the wisdom of the senses that we might recognize and value the importance of cultivating an ecopoetic rootedness in and reciprocity with the earth. The practice of a synaesthetic mode of being might bring about a positive transformative power, one that inspires a resistance to the encroachment of technocratic, dehumanizing controls on many aspects of our lives, and urges us to create a more wholesome, habitable earthhome for both human and nonhuman. This is a poetizing inquiry, an increasingly accepted form of qualitative arts-based inquiry, that is written in verse, and presented in a poetic dialogic format. This methodology, which is congruent with the central position of the poetic in the study, is informed by the writer‘s background in poetry and literature. Each of the four chapter-long stanzas takes up one of the main themes: synaesthetic perception as a mode of being, the pulse of childhood knowing, a poetic sense of dwelling, and the intertwining of the senses and the poetic. A distinctive feature of the dissertation is that each stanza is fashioned as a polyvocal performative dialogue: an intertwining of poems, poetic fragments and the voices of others with the researcher‘s own verse-voice. The inquiry is offered as an experimental work in process. The reader is invited to engage in the dialogues by bringing her/his own sensuous experiences in the wild and knowledge of poetry to the piece, thus becoming a co-creator of the inquiry. / Graduate

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Thesis (DNSc.)--University of Tennessee Health Sciences Center, 2005. / Includes bibliographical references (p. 101-109). Also available on the Internet.

In this thesis, we propose a high level design for connectivity visualization of OLSRbased MANET topology based on local topology databases available in an OLSR node. Two different scenarios are considered: a central (full view) topology from a command and control location, or a nodal (partial) view from an ad-hoc node. A simulation-based analysis is conducted to calculate total number of active links at a particular time in full and nodal topology views. Also the error rate of network topology discovery based on total undiscovered link both mobile and static scenario is considered and reported. We also come up with an analytical model to analyse the network bandwidth and overhead of using TC, HELLO and custom NIM message to evaluate the performance of centralized visualization to build full map of the network with respect to situational awareness system. This thesis also presents a multi-node, 2-dimensional, distributed technique for coarse (approximate) localization of the nodes in a tactical mobile ad hoc network. The objective of this work is to provide coarse localization information based on layer-3 connectivity information and a few anchor nodes or landmarks, and without using traditional methods such as signal strength, Time of Arrival (ToA) or distance information. We propose a localization algorithm based on a Force-directed method that will allow us to estimate the approximate location of each node based on network topology information from a local OLSR database. We assume the majority of nodes are not equipped with GPS and thus do not have their exact location information. In our proposed approach we make use of the possible existence of known landmarks as reference points to enhance the accuracy of localization. / UOIT

The purpose of this thesis is to analyze a non-intrusive connectivity visualization method for OLSR-based MANET topology in different mobility models. The visualization relies on the local topology databases (neighborhood database and topology database) available in OLSR nodes in the network. Two different views are considered in this method: central view and nodal view. In the central view, the network topology is viewed from a control center which has access to the databases of all nodes, while on the other hand, the nodal visualization provides a picture of the network topology from individual nodes point of view. In this thesis, the full view of the network has been compared to the nodal view to calculate the error rate for topology discovery, based on the total numbers of active and undiscovered links. The main contribution of this thesis is to analyze and improve the accuracy of coarse localization techniques under different mobility models, using the Force-directed algorithm to calculate the approximate location of the nodes. The localization information was gathered from layer-3 connectivity, utilizing anchor nodes that are equipped with GPS and other non-GPS nodes instead of using traditional methods that include received signal strength, time of arrival and angle of arrival. The approximate location information of the nodes derived from this technique has been compared with original node location in order to determine the accuracy of this technique. To improve the accuracy, several mobility prediction filters such as moving average filter, Kalman filter and low pass filter have been applied to the approximate location data. The simulation is done to calculate the error between the original location data and the coarse approximations, and the results shows that Moving Average provides the best results. / UOIT

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Thesis (Ph.D.)--University of Nebraska-Lincoln, 2009. / Title from title screen (site viewed January 5, 2010). PDF text: iv, 80 p. : ill. ; 613 K. UMI publication number: AAT 3359349. Includes bibliographical references. Also available in microfilm and microfiche formats.