Contributor-centric Analytics for OpenStreetMap: Approaches to Full Stack, Metadata-driven Analysis Infrastructure for an Open Geospatial Data Platform

Anderson, Jennings University of Colorado at Boulder ProQuest Dissert 2019 해외박사(DDOD)

OpenStreetMap (OSM), the free and editable map of the world—whose data is consumed by technology platforms, social media users, news media, global disaster responders, and many more—is much more than a simple digital map. With over 1M contributors, OSM is an active online community of hobbyists, humanitarians, professional geographers, and others who grow and curate a massive collection of spatial information. The map itself is a constantly evolving database of billions of points that describe our physical world, often being the most complete or even only source of geographic information for many parts of the world.The data that can be analyzed is abundant, and yet conducting these analyses is difficult, especially for thorny questions about data quality. Contributor-centric analysis approaches re-imagine OSM data analysis beginning with the bottom of the stack to prioritize the metadata about the individual edit which preserves data provenance and allows analysts to interrogate the history of the map’s evolution. These representations enable new scalable data processing workflows that drive improved data visualizations, allowing for more meaningful, contextualized interpretations of the evolution of the map.This dissertation explores these analytical advantages by viewing OpenStreetMap not as a map, nor simply a geospatial database, but rather as the culmination of edits to hundreds of millions of objects that represent our physical world. I trace my development of OSM data analysis systems across three previous iterations and discuss the subsequent empirical research that each iteration supported. This culminates with the presentation of a fourth analytical framework and data schema capable of capturing the complete editing history and evolution of the map at a global scale.

(The) Study of isolation in Sherwood Anderson's Winesburg, Ohio

윤성원 한국외국어대학교 1980 국내석사

The fundamental equivalence of native and interlanguage grammars: Evidence from argument licensing and adjective position in L2 French

Anderson, Bruce Campbell Indiana University 2002 해외박사(DDOD)

This dissertation contributes to the growing body of research, begun in Dekydtspotter, Sprouse, and Anderson (1997), investigating the interface between syntax and semantics in second language acquisition within a Minimalist framework (Chomsky, 1995). It provides evidence that, despite frequently cited differences between child L1 and adult L2 speakers in overt behavior (performance) during grammatical development, the nature, source, and limits of implicit knowledge in native language and second language grammars are equivalent (i.e., they share a common epistemology). Evidence for this claim comes from the intuitions of L1 English-speaking classroom learners of French with respect to two properties of the French nominal system, both of which are posited to be the surface manifestations of a single parametric option for noun movement within D(eterminer) P(hrase). These include: (a) the distinction between result and process nominals in the licensing of postnominal genitives and (b) the distinction between pre- and postnominal adjective position. An analysis of the results of an acceptability judgment task administered to 100 learners, 27 native French speakers, and 30 native English-speaker controls demonstrates that particular interpretive asymmetries associated with these properties, though underdetermined in the input and not syntactically instantiated in English, nonetheless appear in the interlanguage grammars of the study participants. Moreover, changes in learner response patterns by level are highly suggestive of a developmental path involving an initial Englishlike parse of the test sentences, followed by a parametric shift at the third-year level, leading to increasingly more nativelike intuitions at later levels. I conclude the study by contrasting the learners' nativelike knowledge of adjective position and interpretation with their nonnativelike overall rate of acceptance on the task sentences, which I use as the basis for proposing some modifications to the traditional pedagogical approach to adjective position in French.

Students in a global village: The nexus of choice, expectation, and experience in study abroad

Anderson, Beverly Diane The University of Texas at Austin 2007 해외박사(DDOD)

Higher education today operates in a globalized environment. Within this setting, study abroad has been designated by the federal government as an educational tool to promote national security, U.S. leadership and active engagement in the international community. Roughly over 190,000 American students went abroad in 2003-2004. The 2005 Lincoln Commission report recommended that the U.S. send one million students abroad annually by 2017. This lofty goal will be difficult to obtain without having more comprehensive data on why and how students choose to study abroad. The purpose of this study was to explore undergraduate student decision-making, expectation of and experience in study abroad. Factors that influence decision-making as well as expectations and on-site experiences were examined. The researcher drew from students participating in the Commerce School of Business International Programs at Respected State University as the sample, using a college choice theoretical framework built on years of previous research on the tactics of college-bound students and the college student experience. The researcher utilized qualitative research methods relying on interviews of the participants. Interviews were recorded, transcribed, and then coded. The data was member-checked and peer reviewed for validity. Surveys were employed to bolster interview data and to add reliability. The Anderson Model of Study Abroad Choice and Model of Study Abroad Student Expectations provide two frameworks for how students make decisions and what they expect when studying abroad. Critical factors for these models included: travel and location, educational attainment, aspirations, background, cultural exposure, personal growth, language development, financial variables, social environment, and institutional climate and characteristics. The study also revealed that study abroad experience can be explained using Terenzini and Reason's (2005) college experience model. The study contributes to the field of international education, academic affairs and student affairs by filling a large gap that exists in research on American students abroad. By examining the nexus between choice, expectation and experience in study abroad, the study provides rich data that can help to improve study abroad programming.

Value-relevant involvement, value-expressive communication, and health behaviors

Anderson, Jenn Michigan State University 2012 해외박사(DDOD)

This study extends research on value-expressive communication (Anderson, 2011a) by exploring its relationship to value-relevant involvement (Johnson & Eagly, 1989; Sherif & Hovland, 1963) and certain health behaviors (i.e., moderate drinking, condom use, and dieting). Value-expressive communication is the verbalization of a value-expressive attitude (Katz, 1960) in an interpersonal context. Because value-expressive communication verbalizes a value-expressive attitude, and value-relevant involvement is a psychological state that indicates one holds a value-expressive attitude, this study proposes that value-relevant involvement (VRI) will be positively related to value-expressive communication (VEC) and to behavioral intentions (BI). In addition, this study proposes that value-expressive communication about a health behavior will be related to intentions to enact that behavior. This study further posits that personal values will be related to behavioral intentions and moderate the VRI-BI and VEC-BI relationships. N = 547 college students completed an online survey in one of three conditions (moderate drinking, condom use, or dieting). Study results indicate that hedonism was a negative predictor of moderate drinking intentions and universalism was a positive predictor of condom use intentions; no other values had significant direct effects on intention. Value-relevant involvement had a significant, positive direct effect on value-expressive communication with close friends about all three behaviors; and value-relevant involvement had a significant, positive direct effect on behavioral intentions across all behavioral domains. However, the proposed interaction between value-relevant involvement and values was not significant in any behavioral domain. Attitudes explained significant variance in behavioral intentions across all domains. Finally, value-expressive communication with close friends had a significant direct effect on intentions to drink in moderation (among those who planned to drink). However, the proposed three-way interaction between value-expressive communication, attitudes, and values was not significant in any behavioral domain. This study provides support for the proposed relationship between value-expressive communication and value-relevant involvement. Observing this relationship supports the conceptualization of value-expressive communication as the verbalization of a value-expressive attitude since value-relevant involvement is a psychological state that indicates one holds a value-expressive attitude.

The effect of mindful listening instruction on listening sensitivity and enjoyment

Anderson, William Todd University of Kentucky 2012 해외박사(DDOD)

The purpose of this study was to examine the effect of Mindful Listening Instruction on Music Listening Sensitivity and Music Listening Enjoyment. The type of mindfulness investigated in this study was of the social-psychological type, which shares both commonalities with and distinctions from meditative mindfulness. Enhanced context awareness, openness to new information, situation in the present, awareness of novel distinctions, and awareness of multiple possible perspectives (cognitive flexibility) are components of social-psychological mindfulness. A pretest-posttest control group design was used for this study. Two different age groups of students were studied: fourth-grade students (N = 42) and undergraduate non-music major college students (N = 48). The fourth-grade participants in this study were selected from an elementary school in a large city in the Northeastern United States. The college students were selected from a large university in the Southeastern United States. Participants were randomized into either the experimental or control group. Gordon's Intermediate Measures of Music Audiation and Advanced Measures of Music Audiation were used as a pretest for fourth-grade students and college students, respectively. The results showed no statistically significant differences between the experimental and control groups. Student demographical information was also collected and reported. The treatment consisted of 10 lessons for fourth-grade students. Five of the 10 lessons were used with the college students. For each age level, participants in both groups, Mindful Listening and Control, received instruction using listening-map-based and non-listening-map-based lessons from the Share the Music textbook series. Students in the Mindful Listening groups also received listening instructions designed to promote mindful listening. Music Listening Sensitivity was measured using the phrasing test from the Sensitivity portion of Gordon's Music Aptitude Profile (MAP-P), as well as the researcher-created Anderson Test of Music Listening Sensitivity (ATMLS). Music Listening Enjoyment was measured using students' ratings of their Listening Enjoyment after each lesson on a seven-point Likert-type scale. Results indicated that Mindful Listening Instruction yielded higher scores, which were statistically significant (at alpha = .05), for Music Listening Sensitivity (as measured by both the ATMLS and the MAP-P) and Music Listening Enjoyment for fourth-grade and college-student participants. KEYWORDS: Listening Enjoyment, Listening Map, Listening Sensitivity, Mindful Listening, Mindfulness.

Technology transfer via "reverse brain drain" : the Korean case

Anderson, David Allen United States International University 1993 국내박사

The Relationship of moral judgment, critical thinking, and gender among college students

Anderson, Joyce Payne University Microfilms International 1988 국내박사

The concept and process of dramatic adaptation, derived from a study of modern adaptation of Shakespeare's plays

Anderson, Sarah the British library 1980 국내박사

Urban scenes and urban development in Seoul : three cases viewed from a scene perspective

Anderson, Chad David Univ. of Incheon 2011 국내박사