The 2-28 Incident is one of the most influential events in recent Taiwan history. The establishing the Taipei 228 Memorial Museum is running on build-operate-transfer way. The Taiwan Peace Foundation was the first nongovernmental foundation commissioned to manage the museum's operations, which were achieved remarkable success. Then the Taipei 228 Memorial Museum were taken over by the Taiwan Area Development Research Institute from June 1, 2000 to December 31, 2002. The Taipei City Government's Department of Cultural Affairs assumed management duties for the museum on January 1, 2003, because of the uneconomic manpower and administrative expenditure. Manages the museum by the government, always has been criticized in inefficient management. Especially limits under the budget funds and the organization manpower in it which shrinks, therefore this hall museum function also receives limits, the such disadvantageous management situation also reflects in the visit population. This research inquired into the Taipei 228 Memorial Museum in the past, the present and the future operation, will borrow the business management five big function concept on the organization, the finance, the museum¡¦s collection, the research, the exhibition and the education . Presenting the past and the present of the Museum. Finally on present situation and questions proposed this museum about the future management and suggestions.

The purpose of this study was to see how visitors to the Landmarks Video media station in the Art Building at The University of Texas at Austin described how they make meaning while watching video art and what learning models those visitors drew on in their responses. I conducted a qualitative case study using semi-structured interviews to see how visitors described their meaning making process. I used discourse analysis to compare the visitor’s responses to art and film theories to see where the responses and the existing theories overlapped. I applied the results of the discourse analysis to determine how visual literacy and media literacy could be used in museum education surrounding video art. Visitors drew on a variety of background experiences in their responses to the videos Sigalit Landau’s DeadSee (2005) and Dara Birnbaum’s Technology/Transformation: Wonder Woman (1978-1979) including past experiences with art and film as well as experiences with feminism, pop culture, and politics. Their responses also related to a variety of areas within art and film theory. While background knowledge helped the participants begin to make meaning with the videos, it also blocked them when the video touched on something beyond their comfort level. I researched current uses of visual literacy, including uses in the museum, and current trends in media literacy. Due to the fact that the visitors’ reactions related to art and film theory, but they were finding themselves blocked in their meaning making, I conclude that a museum education program that uses current museum education practices in visual literacy, but incorporates techniques from media literacy, would be successful in helping visitors articulate their interpretations of a piece of video art and move past what is limiting them. / text

While historic sites have been used and operated as educational tools in the form of museums and public spaces since the emergence of the field of preservation, educational outreach frequently fails to include preservation concepts within these efforts. This thesis attempts to answer the question of “Why is preservation education lacking or absent at historic sites, and how can it be an integral part of a historic site’s programming, presentation, and interpretation?” To investigate this question, scholarly research was combined with first hand experiences of sites and interviews with stewarding organization staff members. Through this investigation, emerged a contextualization of historic sites within the fields of preservation and museum studies, a relation of the current state of preservation education to the opportunities available by means of physical sites, and a connection of preservation concepts to museum education theory. Multiple means of educational implementation and execution were explored, as were target audiences and organizational management structure. The result is a collection of examples in practice, explanations of missed opportunities, and recommendation for effective implementation. Collectively, these results reinforce the importance of using physical sites available to the public for educational purposes not limited to historic significance, but including preservation in all facets, as a means of introducing the field along with its impact and importance to the general public as a means of generating an interest that will be redirected into their communities. / text

The project under investigation here is a museum facility to house the full collection of historic Canadian trains currently on display at the existing Canadian Museum of Rail Travel located in Cranbrook, British Columbia. The site of the proposed museum is on a narrow strip of vacant land bordered along one edge by an operating railway yard and on the other by Highway 3/21 the major transportation route through Southern British Columbia. The intention of this siting is to allow the proposed museum to act as a backdrop to the city providing both a buffer between it and the industrial developments beyond the rail yards, as well as a reconnection of the City to the railway on which its history and development has been so dependant. The building itself is organized as two buildings (or layers) lying along side each other like rail cars on a series of tracks. The first building (entry building) houses the public activities of the museum including entry and information, gift shop, tea room/ cafe, temporary gallery, administration offices, archives, shipping/receiving and entrance to the orientation theatre. The second building (the train shed) houses the body of the collection and museum including the restored train sets and cars, elevated discussion space, orientation theatre, and restoration workshops. These two main buildings are connected by a long narrow spine which provides circulation from the entry building through the orientation theatre into the train shed and the collection itself. The spine also houses display areas and visible archives along its length which provide the passing viewer with further explanation of particular aspects of the museum's collection.

Zugl.: Saarbrücken, Universiẗat, Diss., 2008.

Thesis (M. Arch.)--Carleton University, 2004. / Includes bibliographical references (p. 89-90). Also available in electronic format on the Internet.

Thesis (M.A.) - Carleton University, 2005. / Includes bibliographical references (p.133-142 ). Also available in electronic format on the Internet.

Final Project (M.A.)--John F. Kennedy University, 2004. / "August 30, 2004"--T.p. Includes bibliographical references (p. 127-135).

Univ., Diss. 1999--Bremen, 1999. / Literaturverz. S. 325 - 361.

Thesis (M.S.)--The University of North Carolina at Greensboro, 2009. / Directed by Patrick Lucas; submitted to the Dept. of Interior Architecture. Title from PDF t.p. (viewed Jul. 29, 2009). Includes bibliographical references (p. 97-101).