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Panoramic 360-degree documentary videos continue to saturate the visual landscape. As practitioners' experiment with a new genre, understanding meaning and making awaits the academic and marketplace landscape. The new media journey of 360-degree documentary storytelling is ripe for media archaeologist to explore. New media scholar Lev Manovich (2016) believes "we are witnessing the new emergence of a cultural metalanguage, something that will be at least as significant as the printed word and cinema before it" (p. 49) Considering the meta- development of this new media genre, my dissertation seeks to discuss the historical roots of the panoramic image, define 360-degree Cinematic Virtual Reality (CVR) documentary video, establish production distinctions between 360-degree CVR and two-dimensional documentary video, and reveal the spatial cognitive abilities of 360-degree documentary video. The purpose of this dissertation study is to establish a media archaeological context of the 360-degree image and reveals the development of new cinematic code variations between 360 CVR modalities and two-dimensional documentary form. The theoretical framework developed within this study will inform current and future 360-degree documentary narrative engagement practices. Secondly, this project seeks to evaluate spatial cognition levels when viewing a Frank Lloyd Wright walking tour through 360 CVR modalities and examine the influence this has on narrative engagement comparative to traditional two-dimensional documentary form.

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The growing presence of social media in our modern-day world has changed the nature of journalism, as the introduction of Twitter as a tool in modern newsrooms has introduced new threats against journalists. This subject of Twitter in the newsroom has been thoroughly researched in the past; however, the research has largely been quantitative and the consequences of the behavior of journalists using Twitter somewhat less explored. Therefore, this research aims to answer the following questions: How has twitter affected the newsroom? How do journalists cope with online threats and hate on Twitter? and How do Aftonbladet (Sweden) and The New York Times (US) protect their journalists from threats and hate on Twitter? The research methods for this study have mainly been from semi-structured qualitative interviews with six journalists. Interviews were chosen to get a deeper understanding of individual experiences at large news organizations. It explores two different newspapers, the Swedish based Aftonbladet and US based The New York Times. The theoretical framework consisted of the Spiral of Silence Theory and Uses and Gratifications Theory. The findings indicate that (1) Twitter effects the newsrooms in terms of online threats, causes journalists and news organizations to cater to the few, Twitter can negatively affect people, and creates the opportunity for journalists to become brands outside of their employer; (2) journalists cope with online hate and threats by reporting threats, ignoring threats or hate, filtering social media, turning off their phones and avoiding topics; and lastly (3) Aftonbladet recognized that social media use is up to the journalist and that there should be less reliance or emphasis on the platform, they protect their journalists by offering training for the current online environment (threats training, persona training). While training is unknown for The New York Times, the organization put too much emphasis on the platform as a reporting and feedback tool which led to providing little protection for journalists who receive hate and threats on the platform (unless threats are deemed as a physical danger to the journalist).

This study seeks to examine the connection between social media usage and the Enneagram personality model. This connection will aid in a better understanding of what motivates individuals to use social media. The information found in this study will be applied to understanding behavioral addiction. This understanding will allow more personalized treatment for individuals already subject to these behaviors and preventive treatment for those more susceptible to behavioral addiction to social media. In order to find the connection between social media use and the Enneagram personality model, a survey including an Enneagram personality inventory, a social media use inventory, and a demographic questionnaire was provided to college students at the University of Central Florida through an online research system. This provides information about an individual's Enneagram type, social media use habits, and other factors that could influence these variables.

Collegiate newsrooms serve two functions: to provide news and information to their campuses and to provide hands-on career preparation for student journalists. Student media professionals face having to do the latter in a way that keeps up with changing demands on entry-level employees, influenced by evolving technology and role consolidation within professional media. This study provides perspective from recent graduates with student media experience on the skills they felt most confident in upon graduating, where they gained those skills, and how they feel their student media experiences prepared them for the workplace. Using Everett Rogers’ theory of innovation diffusion to frame the issue, results show that student media professionals must recognize their roles as the change agent in shaping and pushing the opportunities to develop digital skills expected of entry-level journalists.

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<p>This project began as an investigation of the way children are depicted, characterized, and represented in adult literature, or in fiction that is not meant for children. In this sort of literature, child characters are typically very complicated. And the ways in which they are complicated say a great deal about the author's assumptions about children and childhood, and about the dominant assumptions of children and childhood that characterize the author's historical period. In order to speak to the ideas which characterize the Romantic period, this project concentrates critical attention on two texts by Mary Shelley, and two of the stranger child-like characters from her historical period.</p> <p>This thesis works through what it means to understand the knowledge of kids in terms of what I call the "extracurricular." "Extracurricular" signals this thesis' particular concern with questions relating to the remainders of education and knowledge. Deborah Britzman's work on queer pedagogy provided the language necessary for examining the theoretical and political implications of child knowledge in Shelley. Britzman's discussion of what she terms "difficult knowledge" provided critical traction for talking about the types of education Shelley theorizes, more specifically, in Frankenstein and Matilda, but was not sufficient for a full analysis of the problems that arise in these texts, and within the critical contexts in which the texts are taken up. Instead of simply applying the concept of difficult knowledge to Shelley, this thesis works to translate the Shelleyean concept of "dangerous knowledge" into a model for understanding the relationship of the political to the pedagogical as it pertains to kids. This thesis, in other words, takes place at the intersection of Shelley's discussions of dangerous knowledge and Britzman's discussion of difficult knowledge.</p> <p>The implications that Shelley's work has for the value of public education, and a less privatized society than the one she witnessed and responded to in her fiction, are still urgent today. While our education system is, ofcourse, profoundly different than the system Shelley was writing about, her demands for a public space (as well as a happy domestic sphere), and a system of public education that is healthy, democratic and keyed towards respecting the knowledge of children represent a politics ofhope in which education is taken seriously because it is understood to have a critical place in the formation of subjectivity.</p> / Master of Arts (MA)