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Title: Video categorization using semantics and semiotics.
Creator: Rasheed, Zeeshan, Shah, Mubarak, Engineering and Computer Science
Abstract / Description: University of Central Florida College of Engineering Thesis; There is a great need to automatically segment, categorize, and annotate video data, and to develop efficient tools for browsing and searching. We believe that the categorization of videos can be achieved by exploring the concepts and meanings of the videos. This task requires bridging the gap between low-level content and high-level concepts (or semantics). Once a relationship is established between the low-level computable...
Show moreUniversity of Central Florida College of Engineering Thesis; There is a great need to automatically segment, categorize, and annotate video data, and to develop efficient tools for browsing and searching. We believe that the categorization of videos can be achieved by exploring the concepts and meanings of the videos. This task requires bridging the gap between low-level content and high-level concepts (or semantics). Once a relationship is established between the low-level computable features of the video and its semantics, .the user would be able to navigate through videos through the use of concepts and ideas (for example, a user could extract only those scenes in an action film that actually contain fights) rat her than sequentially browsing the whole video. However, this relationship must follow the norms of human perception and abide by the rules that are most often followed by the creators (directors) of these videos. These rules are called film grammar in video production literature. Like any natural language, this grammar has several dialects, but it has been acknowledged to be universal. Therefore, the knowledge of film grammar can be exploited effectively for the understanding of films. To interpret an idea using the grammar, we need to first understand the symbols, as in natural languages, and second, understand the rules of combination of these symbols to represent concepts. In order to develop algorithms that exploit this film grammar, it is necessary to relate the symbols of the grammar to computable video features.
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Date Issued: 2003
Identifier: CFR0001717, ucf:52920
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0001717

Title: Larger-first partial parsing.
Creator: Van Delden, Sebastian Alexander, Gomez, Fernando, Engineering and Computer Science
Abstract / Description: University of Central Florida College of Engineering Thesis; Larger-first partial parsing is a primarily top-down approach to partial parsing that is opposite to current easy-first, or primarily bottom-up, strategies. A rich partial tree structure is captured by an algorithm that assigns a hierarchy of structural tags to each of the input tokens in a sentence. Part-of-speech tags are first assigned to the words in a sentence by a part-of-speech tagger. A cascade of Deterministic Finite State...
Show moreUniversity of Central Florida College of Engineering Thesis; Larger-first partial parsing is a primarily top-down approach to partial parsing that is opposite to current easy-first, or primarily bottom-up, strategies. A rich partial tree structure is captured by an algorithm that assigns a hierarchy of structural tags to each of the input tokens in a sentence. Part-of-speech tags are first assigned to the words in a sentence by a part-of-speech tagger. A cascade of Deterministic Finite State Automata then uses this part-of-speech information to identify syntactic relations primarily ina descending order of their size. The cascade is divided into four specialized sections: (1) a Comma Network, which identifies syntactic relations associated with commas; (2) a Conjunction Network, which partially disambiguates phrasal conjunctions and fully disambiguates clausal conjunctions; (3) a Clause Network, which identifies non-comma-delimited clauses; and (4) a Phrase Network, which identifies the remaining base phrases in the sentence. Each automaton is capable of adding one ore more levels of structural tags to the to the tokens in a sentence. The larger-first approach is compared against a well-known easy-first approach. The results indicate that this larger-first approach is capable of (1) producing a more detailed partial parse than an easy first approach; (2) providing better containment of attachment ambiguity; (3) handling overlapping syntactic relations; and (4) achieving a higher accuracy than the easy-first approach. The automata of each network were developed by an empirical analysis of several sources and are presented here in details.
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Date Issued: 2003
Identifier: CFR0000760, ucf:52932
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0000760

Title: The battle's lost and won: ratification of the nineteenth amendment in Tennessee.
Creator: Beale, Judith, Leckie, Shirley A., Arts and Sciences
Abstract / Description: University of Central Florida College of Arts and Sciences Thesis; Tennessee ratified the Nineteenth amendment by a margin of one vote. This study, therefore, examines Tennessee, its politics, and its politicians to see to what extent the usual historical explanations that states' rights and the liquor and railroad industries were the main obstructions to Tennessee's ratification of the Nineteenth Amendment. It concludes that women's increased access to education and employment affected too...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; Tennessee ratified the Nineteenth amendment by a margin of one vote. This study, therefore, examines Tennessee, its politics, and its politicians to see to what extent the usual historical explanations that states' rights and the liquor and railroad industries were the main obstructions to Tennessee's ratification of the Nineteenth Amendment. It concludes that women's increased access to education and employment affected too few women in the state to cause a great demand for the vote. Moreover, corporate opponents and racist fears were less important as impediments to ratification than historians have believed. Legislators voted neither out of fear of federal intervention, nor from party loyalty; they considered each issue on its merits. Whether it was good for the state, their constituents, and their own political careers seem likely reasons for their decisions. Woman suffrage hung in the balance until the last possible minute so that one vote eventually determined the outcome in Tennessee.
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Date Issued: 2000
Identifier: CFR0000175, ucf:52936
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0000175

Title: Legacy to the people : community and the Orange County Regional History Center.
Creator: Beatty, Robert L., Leckie, Shirley A., Arts and Sciences
Abstract / Description: University of Central Florida College of Arts and Sciences Thesis; The development and birth of the Orange County Regional History Center is perhaps unlike any other local history museum in the United States. Its story is worth telling because of its long gestation, the difficulties in bringing this center to life, and the goals of the people who made it possible. All of these elements are a vital part of the history of Orange County, Florida and should not be overlooked. In this light, this...
Show moreUniversity of Central Florida College of Arts and Sciences Thesis; The development and birth of the Orange County Regional History Center is perhaps unlike any other local history museum in the United States. Its story is worth telling because of its long gestation, the difficulties in bringing this center to life, and the goals of the people who made it possible. All of these elements are a vital part of the history of Orange County, Florida and should not be overlooked. In this light, this thesis will discuss more fully three topics in relation to the creation of the new History Center. First, it will look at the American museum field and its role as a community-building enterprise in American society. Second, it will examine the history of Central Florida, a region that sorely lacks a strong sense of community. Third, it will trace the transformation of the Orange County Historical Society and Museum from a small volunteer-run museum into the Orange County Regional History Center, the largest history museum in Central Florida. The ultimate goal of the History Center is to foster a sense of community in a region with little feeling of connectedness. This community building goal has evolved from both a renewed emphasis on community service in the museum field, and the desire of the History Center's leaders and staff to serve more effectively the Central Florida region. My thesis tells the story of the history and development of the Regional History Center, an institution dedicated to bringing the diverse community of Central Florida together for discussion, dialogue, and reflection. It also identifies some of the new roles and functions it must assume in the future and the new tasks that await it as it strives to become more useful and relevant to its community. In that way, and through that resource, the institution can help build the foundation for a more promising future for present and future residents of Orange County.
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Date Issued: 2002
Identifier: CFR0000195, ucf:52935
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0000195

Title: Crash quality- an approach for evaluating spending on quality improvement initiatives.
Creator: Ferreira, Labiche, Hosni, Yasser A., Engineering
Abstract / Description: University of Central Florida College of Engineering Thesis; The quality movement has become popular among corporations big and small for one reason: empirical evidence suggests that quality and productivity (and hence profitability) are linked. Unfortunately, while many firms accept that quality and productivity go together, few actually track the gains associated with their quality improvement programs. Companies also tend to spend on quality improvement with no indication of estimation of...
Show moreUniversity of Central Florida College of Engineering Thesis; The quality movement has become popular among corporations big and small for one reason: empirical evidence suggests that quality and productivity (and hence profitability) are linked. Unfortunately, while many firms accept that quality and productivity go together, few actually track the gains associated with their quality improvement programs. Companies also tend to spend on quality improvement with no indication of estimation of the impact of funding on the targeted process. It would be of great value to know: (1) the impact of spending to enhance the product/process quality level, and (2) the point at which expenditures for quality improvement are not economical. This research involves modeling the quality level of a product composed of integrated components/processes and the costs associated with quality improvement. Presented in this research is a methodology for determining the point at which the target quality level is reached. This point signifies when future spending should be re-directed. The research defines this point as the "Crash Quality Point (CQP)." Cases of a single process level and double level three-stage process are modeled to conceptualize CQP. The finding from the output analysis reveal that the quality level approaches the target level at varying points in time. Any spending beyond this point does not have an impact on the quality level compared to the period prior to the Crash Quality Point. Spending past this point is futile and these funds could be spent on the quality improvement projects. The special case modeled also illustrates the use of this tool in the selection of processes for improvements based on the quality level of the process. This is an added advantage in scenarios where funds are limited and management is constrained to improve process quality with limited funds. Using a real world example validates the proposed CQP methodology. The results of the validation indicate that the model developed can assist managers in forecasting the budget requirements for quality spending based on the quality improvement goals. The tool also enables managers to estimate the point in time at which allocations of funds may be directed for process reengineering. The CQP method will enable quality improvement professionals to determine the economical viability and the limits in expenditures on quality improvement. It enables managers to evaluate spending alternatives and approximate when the point of diminishing return is reached.
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Date Issued: 2000
Identifier: CFR0011594, ucf:53046
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011594

Title: Through the Eyes of First-Year College Students: The Importance of Trust in the Development of Effective Advising Relationships.
Creator: Lemon, Mark, Cintron Delgado, Rosa, Boyd, Tammy, Owens, James, Beverly, Monifa, Laureano Fuentes, Gloria, University of Central Florida
Abstract / Description: This research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was...
Show moreThis research was conducted to better understand how first-year college students make sense of the role of trust in the development of the relationship with their academic advisors and how they characterize the conditions that enhance or hinder trust in this relationship. An extensive literature review was conducted, identifying relevant scholarship concerning trust and academic advising--the history, philosophy, and professionalization of the field. Also, a brief section on distrust was presented to offer balance in the trust literature and to support the Lewicki, McAllister, (&) Bies' (1998) theoretical framework that guided this research endeavor. Moreover, a profile of the traditional, first-year college student was introduced, as this distinct population was asked to participate in this study and to share their unique lived experiences, detailing the relationships they have developed with their academic advisors. A phenomenological research design was employed, collecting participant data via in-depth interviews, an advisor/trust orientation exercise, and member checking. After these data were collected, the Moustakas (1994) four-step approach to data analysis was utilized as a means of data reduction. Eight traditional, first-year college students participated in this research endeavor, and all indicated that the role of trust was important in the development of the relationship with their academic advisors. Also, they isolated four trust characteristics that may enhance trust in their advising relationships: initiative, knowledge/expertise, kindness, and reliability. Likewise, the inverse of these named trust facets may hinder trust in their advising relationships. These new discoveries offer powerful insights for advancing the field of collegiate level academic advising.
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Date Issued: 2013
Identifier: CFE0005022, ucf:49984
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005022

Title: AN EXAMINATION OF ACADEMIC DISHONESTY IN SECONDARY ONLINE ENGLISH EDUCATION.
Creator: Middleton, Marissa, Wegmann, Susan, University of Central Florida
Abstract / Description: Online schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because...
Show moreOnline schooling is the newest form of education and it is quickly gaining popularity. However, this educational format also comes with one of the challenges that has always been present in schools, which is academic dishonesty. In the English Language Arts content area, academic dishonesty is most often manifested as plagiarism, however, cheating on online quizzes or exams still exists. Although this issue has always been present in English classes, it is becoming more of a concern because of the vast number of technological resources available to students including websites with pre-written papers and the various methods students can now use to instantly communicate with each other. This study combines and synthesizes a literature review and a survey of secondary online English educators at Florida Virtual School to give their perspective on aspects of cheating and plagiarism in online English education including a comparison between online and face to face academic dishonesty, reasons students cheat or plagiarize in online education and attitudes toward academic dishonesty, how students cheat and plagiarize in online classes, how teachers detect academic dishonesty in their online classes, consequences and policies of academic dishonesty in online education, and preventing academic dishonesty in online education. The overall new finding, from comparing both the literature review and the FLVS survey results, was that academic dishonesty in online education is not vastly different from academic dishonesty in face to face classrooms; therefore, academic dishonesty in the online environment is not as much of a mystery as commonly perceived. The survey did, however, expand the knowledge about online academic dishonesty at the secondary level, and specifically in the English Language Arts content area.
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Date Issued: 2012
Identifier: CFH0004158, ucf:44859
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004158

Title: The working relationship of international teaching assistants and undergraduate students.
Creator: Farina, Marcella, Stebbins, Consuelo, Arts and Sciences
Abstract / Description: The present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total...
Show moreThe present study was conducted to ascertain undergraduate views about the effectiveness of International Teaching Assistants (ITAs) in the American classroom. The study was administered to a stratified cluster sampling by college of the target population, undergraduate students at the University of Central Florida, in Orlando, Florida. The instrument used, Questionnaire of Undergraduates about International Teaching Assistants (QUITA) as developed by Wanda Fox (1990), is composed of a total of 40 items regarding personal and academic background, cultural exposure to and views about non-native speakers of English, and ITA-classroom effectiveness and problem-solving strategies. On the basis of data from the Fall 1998 semester, approximately 15% of the total number of ITA-taught course sections per college were surveyed. The subjects responded anonymously using computerized answer sheets. Upon completion of the data collection phase, all surveys were analyzed for response frequencies. In addition, background and demographic information regarding the participants and information regarding undergraduate exposure to IT As and IT A instruction were also summarized. The Likert-type items were combined to reveal an overall ATITA (Attitude toward International Teaching Assistants) score. The results of the ATITA portion of the study indicate that undergraduate student views toward IT As and IT A instruction are between neutral and mildly positive. Furthermore, survey responses indicated that undergraduates resolve conflicts involving IT As through personal means. The closing recommendations suggest maintaining open lines of communication between undergraduates, ITAs, and administrators alike.
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Date Issued: 1999
Identifier: CFR0003046, ucf:52915
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0003046

Title: A Mixed-Method Examination of the Impact of Academic, Social, and Personal-Emotional Adjustment on the English Performance of Arabian Gulf Students Studying in American Intensive English Programs.
Creator: Al Jabbawi, Mais Flaieh Hasan, Sivo, Stephen, Nutta, Joyce, Vitanova-Haralampiev, Gergana, Folse, Keith, University of Central Florida
Abstract / Description: The current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location...
Show moreThe current study identifies and discusses the adjustment challenges facing Arabian Gulf Students (AGSs) that may affect their English performance (EP) in intensive English programs (IEPs) in the United States. The current study uses student departure theory to lead the theoretical framework and incorporates Student Adaptation to College Questionnaire (SACQ) and Social Integration Questionnaire (SIQ) to lead the methodology of this study. The mixed-method investigation with multi-location sampling examined 160 AGSs, enrolled full-time in different IEPs in the U.S. during the spring semester of 2019. The AGSs participants were from Iraq, Kuwait, Saudi Arabia, Qatar, Bahrain, the United Arab Emirates, and Oman. A pilot study preceded the final study to obtain AGSs' insight on the questionnaire items and time consumption. In the final study, the participating students completed a demographic information questionnaire as well as the SACQ and SIQ for the quantitative segment of this study. Face-to-face and Skype interviews followed as the qualitative segment of the proposed study. Data analyses included several methods. The questionnaire results were analyzed by inputting data into IBM Statistics Package for Social Sciences (SPSS) Statistics. The interview responses were analyzed within a phenomenological approach by finding common themes within the interview responses. The findings shed light on the needs and means of helping AGSs succeed in achieving high levels of English proficiency in IEPs in the U.S.
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Date Issued: 2019
Identifier: CFE0007595, ucf:52520
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007595

Title: Expectation and satisfaction of freshmen and seniors in higher education.
Creator: Rodriguez, Reuban Beryrl, Lynn, Mary Ann, Education
Abstract / Description: University of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve...
Show moreUniversity of Central Florida College of Education Thesis; The purpose of this study was to examine the expectation, satisfaction and performance gap levels between selected freshman and seniors as measured by the selected SSI scales. The problem was to determine if expectation, satisfaction, and performance gap levels differed between freshman and seniors in 1995 and freshman and seniors in 1998 based on class level, gender and age. The study examined four selected scales from the twelve scales derived from the Student Satisfaction Inventory (SSI): Campus Climate, Campus Life, Campus Support Services, and Instruction Effectiveness. Respondents rated all items on a 7-point Likert scale with respect to their expectations of and satisfaction with student services represented by the scales. Findings indicated that, for both 1995 and 1998, freshman had significantly higher levels of expectation than did seniors in regard to campus climate, campus life and campus support services; freshman has significantly higher levels of satisfaction than seniors with campus climate, campus life, campus support services and instructional effectiveness; seniors had significantly higher levels of unmet needs than did freshman for campus support services and instructional effectiveness, and; there were no significant differences between freshman and seniors according to gender or age. Responses of 1995 freshman and seniors and 1998 freshman and seniors were similar. The four selected scales served as having the potential to guide administrators in assessing the levels of student satisfaction with both academic and nonacademic student services.
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Date Issued: 1999
Identifier: CFR0011945, ucf:53107
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0011945

Title: THE RELATIONSHIP BETWEEN ACADEMIC AND STUDENT AFFAIRS COLLABORATION AND STUDENT SUCCESS IN RESEARCH UNIVERSITIES.
Creator: Boggs, Elizabeth, Tubbs, LeVester, University of Central Florida
Abstract / Description: This study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a...
Show moreThis study investigated the relationships, if any, between the number, nature, and organization of partnerships between academic and student affairs and measures of institutional success and student learning. Specifically, this research sought to: (a) investigate the relationships between the number, nature, and organization of partnerships with institutional retention rates, graduation rates, and students' engagement in educationally purposeful activities, (b) test the feasibility of a classification system for the organization of partnerships developed by O'Halloran (2005), and (c) explore the alignment between reported goals for engaging in collaboration and the actual nature of existing partnerships. The population for the study consisted of 93 Senior Student Affairs Officers (SSAOs) at doctoral-granting institutions who participated in the spring, 2005 administration of the National Survey of Student Engagement (NSSE). The survey instrument was adapted from O'Halloran (2005) and was administered in spring 2006. Of the 93 surveys administered, 52 were completed for a response rate of 55%. The findings indicated that the nature of the partnerships has significant effects on measures of institutional success and student learning. Furthermore, 75% of the respondents reported that their institutions had developed partnerships for the purpose of enhancing academic performance or increasing student retention and/or persistence. Implications of these findings are discussed in terms of the iterative relationships between the number/nature of partnerships, goals of partnerships, and outcomes of partnerships mediated by organizational structures and institutional characteristics.
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Date Issued: 2006
Identifier: CFE0001396, ucf:46958
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001396

Title: AN EVALUATION OF ENROLLMENT MANAGEMENT MODELS OF THE 28 FLORIDA COMMUNITY COLLEGES.
Creator: LoBasso, Thomas, Bozeman, William, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23...
Show moreABSTRACT The purpose of this study was to determine the extent to which enrollment management models have been successfully implemented within the 28 Florida community colleges. The study also sought to determine when enrollment management structures began and whether expected benefits were achieved. Analysis of the data collected in this study indicated the following five major findings. First, enrollment management concepts and practices have been implemented at some level within the 23 Florida community colleges surveyed. This was evident by the use of the word "enrollment" in the organizational titles as well as in the titles of the individuals who were responsible for the models. Second, enrollment management models reported were determined to be relatively new in comparison to four-year institutions. The literature on enrollment management demonstrated that four-year colleges began enrollment management practices in the early-to-mid 1970s. Much of the existing literature on enrollment management has been based on the experiences at four-year institutions. Third, some enrollment management divisions appeared to have key enrollment offices displaced. The key enrollment offices selected in this study were supported throughout the literature. Those offices represented were as follows: Admissions, Records and Registration, Financial aid, Orientation, and Advising. Fourth, increasing enrollment was the strongest reason for implementing the enrollment structure and subsequently was the strongest benefit realized. The anticipated decline in high school graduates, and the expectation of subsequent declining college enrollments during the 1970s, provided the impetus for the adoption of models of enrollment management. The fifth finding was that moving key enrollment offices such as financial aid into the enrollment management organizations would be an improvement to existing models. As enrollment management concepts are implemented into practice, the realignment of related offices may be necessary to effectively accomplish goals.
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Date Issued: 2005
Identifier: CFE0000371, ucf:46330
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000371

Title: ACADEMIC COMPETENCE, SELF-EFFICACY, AND ACHIEVEMENT EXPECTATIONS AMONG INTERNATIONAL STUDENTS AT THE UNIVERSITY OF CENTRAL FLORIDA.
Creator: Hynson, Emily, Wright, Chrysalis, University of Central Florida
Abstract / Description: With the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were...
Show moreWith the vast and continued growth of international students in the U.S., it is important to focus on this expanding group and identify factors that aid or hinder academic performance, achievement, expectations, and competence. Factors known to affect academics among international students, such as language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S were examined. It was hypothesized that these known factors would negatively correlate with the academic outcomes of international students examined in the current study. It was also hypothesized that these factors can combine to best predict the academic outcomes of international college students. First, intercorrelations were conducted with the independent and dependent variables to determine if the factors examined in the study (i.e., language barriers, acculturation to American society, university support and structure, social integration at the university, family support, and motivating factors to study in the U.S.) are negatively correlated with the academic outcomes of international students. Then a series of linear regressions was conducted to test the hypothesis that these factors can combine to best predict the academic outcomes of international college students. Results found significant relationships between the predictor variables and the outcome variables in this study, specifically among support (university, familial, and social), acculturation, language barriers, motivating factors to study, and self-efficacy.
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Date Issued: 2019
Identifier: CFH2000541, ucf:45637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000541

Title: AN ETHNOGRAPHIC CASE STUDY IN A BRITISH PRIMARY (ELEMENTARY) SCHOOL CLASSROOM OF ACADEMIC SELF-EFFICACY.
Creator: Iliff, Kelly, Eriksson, Gillian, University of Central Florida
Abstract / Description: An ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the...
Show moreAn ethnographic case study of a Year 6 (5th grade) classroom in Southwest England was conducted in order to explore factors that contribute to academic self-efficacy in British education, specifically in this classroom. Data was collected through qualitative observations, a teacher interview, and student questionnaires to determine the level of academic self-efficacy in the classroom. The class consisted of 14 female students and 9 male students, ranging from ten to eleven years old. Of the total number of students, parental consent was received to allow 9 boys and 7 girls to complete questionnaires. Data was analyzed by examining critical issues and comparing anecdotal records to a teacher interview and student questionnaires. Recurrent themes that materialized were: bullying, uniforms, discipline, competition, assessment, and exceptional students. Results showed that these core issues contributed to positive academic self-efficacy among students in this classroom in the context of the British educational system.
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Date Issued: 2011
Identifier: CFH0003860, ucf:44691
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003860

Title: A DIALOGICAL APPROACH OF GROUP IDENTITY SALIENCE AND THE ACADEMIC COMPETENCE OF NONTRADITIONAL COLLEGE STUDENTS.
Creator: Thally, Robert, Wright, Ph.D., Chrysalis, University of Central Florida
Abstract / Description: As of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs...
Show moreAs of 2007, approximately 73% of the 18 million college students in this country could be identified as nontraditional (Ross-Gordon, 2011). A key characteristic distinguishing this group from the traditional college student is the influence of multiple roles of the adult learner on the learning and engagement process (Keith, Byerly, Floerchinger, Pence, & Thornberg, 2006). Ross-Gordon remarks on some roles that may provide life experience, an asset to understanding theoretical constructs otherwise immaterial to younger, traditional learners. However, it is important to recognize the complex dynamic of conflicting roles as challenges to the academic competence of nontraditional college students. This research examined the vague definition of the nontraditional student and the factors that influence the learning and engagement processes. Through the lens of Hermans and Gieser's (2012) dialogical self-theory and higher education discourse, a novel examination of group role identity salience is proposed as a useful model for improving the educational and social realities of the adult learner.
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Date Issued: 2013
Identifier: CFH0004345, ucf:44982
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004345

Title: Community College Leadership: The Pathways, Competencies, and Preparation of Presidents and Chief Academic Officers.
Creator: Minton, Richard, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Witta, Eleanor, University of Central Florida
Abstract / Description: At the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose...
Show moreAt the beginning of the new millennium, concerns were raised that a leadership crisis was soon to develop due to a high percentage of community college presidents and chief academic officers (CAOs) approaching retirement within the decade. With concerns that there would not be a sufficient number of leaders ready to assume these roles, the American Association of Community Colleges (AACC) developed a list of six competencies essential to community college leadership (AACC, 2005). The purpose of this study was to examine the pathways, competencies, and preparation of community college presidents and CAOs. Leaders in those positions at two-year colleges in eight southeastern states were surveyed in August-September 2017. Demographic data was collected to determine common career pathways and it was found that an overwhelming majority of current respondents earned doctorate degrees and that many of them had focused their advanced degrees in the areas of education and/or leadership. Approximately 84% of the leaders who responded expected to retire within 10 years of the study. Also, at least 50% of the presidents who responded followed an academic pathway to the presidency. Respondents were asked to rate the extent to which they agreed that the AACC competencies were essential to their leadership roles and the extent to which they agreed that they had been prepared for each competency prior to assuming their current roles. The results indicated high levels of agreement that all six competencies were essential; however, tests did reveal statistically significant differences between the levels of agreement, namely that one competency -- community college advocacy (-) had a lower level of agreement than the other five competencies. Respondents also indicated that they had been adequately prepared for each competency prior to assuming their current roles, with on-the-job experiences being the most common method of preparation for the competencies. A correlation analysis revealed that there was a positive relationship between the extent to which leaders agreed that the competencies were essential and the extent to which they agreed that they were prepared for the competencies. There were also no statistical differences between presidents and CAOs on the preparation ratings for each competency and there was only a difference in the essential ratings for the competency of collaboration. Recommendations for future practice based on the leadership frameworks of Bolman and Deal (2013) and Nevarez, Wood, and Penrose (2013) are provided, along with recommendations for higher educational leadership doctoral programs and future research regarding pathways, competencies, and preparation.
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Date Issued: 2018
Identifier: CFE0007054, ucf:52014
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007054

Title: The Frequency of the Twelve Verb Tenses in History Papers Written by University Native Writers.
Creator: Qahtani, Bushra, Folse, Keith, Young, Beth, Fernandez-Rubiera, Francisco, University of Central Florida
Abstract / Description: Due to the variety and complexity of verb tenses in English, English as a Second Language (ESL) / English as a Foreign Language (EFL) learners often experience difficulty in mastering English verb tense system. This corpus-based study was conducted to ascertain the most frequently used verb tenses by English native speakers (NSs), specifically in their academic writing in a history course. As this study aimed to examine the naturally-occurring language produced by NSs, specifically in their...
Show moreDue to the variety and complexity of verb tenses in English, English as a Second Language (ESL) / English as a Foreign Language (EFL) learners often experience difficulty in mastering English verb tense system. This corpus-based study was conducted to ascertain the most frequently used verb tenses by English native speakers (NSs), specifically in their academic writing in a history course. As this study aimed to examine the naturally-occurring language produced by NSs, specifically in their academic writing, an original corpus of 101,713 words was assembled. The corpus consisted of 130 research papers written by 65 students. The corpus was analyzed, targeting certain linguistic items: the twelve verb tenses, modals, perfect modals, and imperatives. These targets were highlighted using a code-coloring method. Then, the items were calculated using Microsoft Excel. Excel calculations revealed the number of occurrences of each of the verb tenses, modals, perfect modals, and imperatives that was utilized in the corpus. The results revealed that the simple past tense was predominant, followed by the simple present tenses. Modals came third, as they occurred more frequently than any of the other verb tenses. The remaining targets had percentages ranging between 1.62% and zero. These findings could contribute in developing the methodology of teaching verb tenses to ESL/EFL learners in a way that reinforces their comprehension of the most important and most common items. In addition, this information is very important for materials designers and curriculum professionals.
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Date Issued: 2017
Identifier: CFE0007293, ucf:52150
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007293

Title: Promoting Recovery in Trauma Affected Children: Developing a School-Based Professional DevelopmentTool for Teacher Awareness and Intervention.
Creator: Ioannides Sperber, Ellen, Hewitt, Randall, Hopp, Carolyn, Vitale, Thomas, Van Horn, Stacy, University of Central Florida
Abstract / Description: ABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the...
Show moreABSTRACT The problem of practice addressed in this paper is the need for professional development training in the educational setting on the social, emotional, academic, cognitive, and behavioral needs of students who have experienced a traumatic event. The need identified exists due to the lack of knowledge, interest, and opportunity to partake in professional development training in an effort to understand the impact trauma has on academic achievement and the toll that is placed on the school environment. The purpose of this paper is to review research on childhood trauma, examine the psychological impact on student academic achievement, foster child resiliency, and develop a foundation for effectuating change through a school-based intervention program that concentrates on promoting recovery in affected children. Traumatic events are a very real part of life that becomes a societal problem when a very young mind has to cope with the aftermath of the event. A survey and two interviews were administered to inform the professional development framework of the needs of students and teachers along with research on social-emotional learning, psychological resilience, and recovery methods offering an informative vehicle for change that will significantly impact the child's life. Cultivating Resilience Through The Arms of Academics is a school-based professional development framework designed to educate teaching professionals on the psycho-social needs of trauma affected children while providing systematic interventions designed to help these children with the factors necessary for healing to the extent allowable by the public school system. Schools are targeted to provide the interventions necessary for healing due to their extensive influence on the children they serve. This program will provide children with an emotionally safe environment thus establishing a school climate that is conducive for learning. The interventions in the program promote healing for trauma victims, assist teachers by providing strategies to engage the trauma affected students, and addresses the psycho-social competence and educational performance of all children in the educational population.
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Date Issued: 2016
Identifier: CFE0006689, ucf:52874
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006689

Title: On the design and performance of cognitive packets over wired networks and mobile ad hoc networks.
Creator: Lent, Marino Ricardo, Gelenbe, Erol, Engineering and Computer Science
Abstract / Description: University of Central Florida College of Engineering Thesis; This dissertation studied cognitive packet networks (CPN) which build networked learning systems that support adaptive, quality of service-driven routing of packets in wired networks and in wireless, mobile ad hoc networks.
Date Issued: 2003
Identifier: CFR0001374, ucf:52931
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0001374

Title: The Stories of Transition: A Qualitative Exploration of International Undegraduate Students' Academic Experiences in First-Year Seminar Courses in the United States.
Creator: Krsmanovic, Masa, Cox, Thomas, Campbell, Laurie, Bartee, RoSusan, Hopp, Carolyn, University of Central Florida
Abstract / Description: The purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic...
Show moreThe purpose of this phenomenological inquiry was to explore how international undergraduate students enrolled in a first-year seminar (FYS) course perceived and described their academic experiences in a large, public university in the southeastern region of the United States. Guided by Schlossberg's (1984) 4 S Transition Model, this qualitative investigation was conducted through in-depth interviews with 10 international undergraduate students representing different countries and academic majors. The participants' narratives revealed that the academic experiences of international first-year students enrolled in the FYS course can be described as challenging, especially in terms of a) understanding U.S. higher education, b) establishing relationships with American peers, c) navigating academic differences, and d) perceiving the lack of institutional understanding. At the same time, the stories of these 10 students demonstrated that participation in the FYS course had an overall positive impact on students' academic experiences during the first year, especially in terms of a) developing academic skills and competencies, b) developing transferable skills and competencies, c) increased use of campus resources, and d) overall adjustment within the first year. The findings are discussed in relation to the relevant literature and recommendations for practice and future research are provided.
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Date Issued: 2019
Identifier: CFE0007667, ucf:52484
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007667

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