Thesis (M. A.)--Trinity Evangelical Divinity School, 1998. / Abstract. Includes bibliographical references (leaves 130-132).

Thesis (Th. M.)--Dallas Theological Seminary, 2003. / Includes bibliographical references (leaves 102-113).

Thesis (M.S. in Operations Research)--Naval Postgraduate School, June 2010. / Thesis Advisor(s): Kress, Moshe ; Szechtman, Roberto ; Second Reader: Atkinson, Michael. "June 2010." Description based on title screen as viewed on July 14, 2010. Author(s) subject terms: Lebanese Hizbullah; Lebanese Diaspora; Lebanon; Markov Decision Process; Dynamic Bayesian Network; Hidden Markov Models; Decision Analysis; Decision Theory; Decision Tree; State Tree; Influence Diagram; GeNIe; Stakeholder; State Space; Rational Actor; Action; Interest; Distribution; Forecast. Includes bibliographical references (p. 65). Also available in print.

Zugl.: Göttingen, Univ., Diss., 2009

Würzburg, Univ., Diss., 2009. / Zsfassung in dt. Sprache.

Techn. Universiẗat, Diss., 2004--Berlin.

No description available.

abstract: This study investigates the hidden curriculum of home learning, through participant observation of ten families, members of the Church of Jesus Christ of Latter-day Saints (LDS), who chose to educate their children at home. The term "hidden curriculum" is typically used to describe the values and behaviors that are taught to students implicitly, through the structure and organization of formal schooling. I used the concept of hidden curriculum as a starting point for understanding how the organization and process of home learning might also convey lessons to its participants, lessons that are not necessarily an explicit object of study in the home. Using naturalistic inquiry and a multiple case study method, I spent a minimum of ten hours each with ten families, five who homeschool and five who unschool. Through questionnaires, taped interviews, and observation, I documented typical home learning practices and purposes. These families were selected through a combination of purposive and snowball sampling to reflect a diversity of approaches to home learning. Key findings were organized into four main categories that incorporated the significant elements of the hidden curriculum of these homes: relationships, time, the learning process, and technology. The study offers three main contributions to the literature on home learning, to families, whether their children attend public schools or not, to policy makers and educators, and to the general public. First, in the case of these LDS families, their religious beliefs significantly shaped the hidden curriculum and specifically impacted relationships, use of time, attitudes about learning, and engagement with technology. Second, lines were blurred between unschooling and homeschooling practices, similar to the overlap found in self-reports and other discussions of home learning. Third, similar to families who do not home school, these families sought to achieve a balance in children's use of technology and other educational approaches. Lastly, I discuss the significant challenges that lay in defining curriculum, overt as well as hidden, in the context of home learning. This research contributes insights into alternative ways of educating children that can inform parents and educators of effective elements of other paradigms. In defining their own educational success, these families model the kind of teaching and learning advocated by professionals but that remain elusive in institutionalized education, inviting a re-thinking of and discussions about the "one best system" approach. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2012

In today’s fast paced world, as the number of stations of television programming offered is increasing rapidly, time accessible to watch them remains same or decreasing. Sports videos are typically lengthy and they appeal to a massive crowd. Though sports video is lengthy, most of the viewer’s desire to watch specific segments of the video which are fascinating, like a home-run in a baseball or goal in soccer i.e., users prefer to watch highlights to save time. When associated to the entire span of the video, these segments form only a minor share. Hence these videos need to be summarized for effective presentation and data management. This thesis explores the ability to extract highlights automatically using MPEG-7 features and hidden Markov model (HMM), so that viewing time can be reduced. Video is first segmented into scene shots, in which the detection of the shot is the fundamental task. After the video is segmented into shots, extraction of key frames allows a suitable representation of the whole shot. Feature extraction is crucial processing step in the classification, video indexing and retrieval system. Frame features such as color, motion, texture, edges are extracted from the key frames. A baseball highlight contains certain types of scene shots and these shots follow a particular transition pattern. The shots are classified as close-up, out-field, base and audience. I first try to identify the type of the shot using low level features extracted from the key frames of each shot. For the identification of the highlight I use the hidden Markov model using the transition pattern of the shots in time domain. Experimental results suggest that with reasonable accuracy highlights can be extracted from the video.

No description available.