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- Title
- SEXUAL ASSAULT ON COLLEGE AGED WOMEN: INTERSECTIONALITY MATTERS.
- Creator
-
Comeau, Dhaneen D, Hinojosa, Melanie, Reckdenwald, Amy, University of Central Florida
- Abstract / Description
-
Sexual assault on college campuses is a pervasive issue that continues to affect women from a variety of backgrounds. Unfortunately, the narratives of women of color, especially black women are often marginalized even though data shows that they tend to be more susceptible to sexual assault. Using survey questions concerning traditional gender roles, and situations of sexual assault (while considering race and gender), this study will measure the attitudes of 300 college-aged individuals....
Show moreSexual assault on college campuses is a pervasive issue that continues to affect women from a variety of backgrounds. Unfortunately, the narratives of women of color, especially black women are often marginalized even though data shows that they tend to be more susceptible to sexual assault. Using survey questions concerning traditional gender roles, and situations of sexual assault (while considering race and gender), this study will measure the attitudes of 300 college-aged individuals. Data will be analyzed using an ANOVA test to study the combined effects that race and gender may have on the respondents' perception of victims. Historically, African American/black women have faced unique stereotypes about their sexuality that dehumanizes and normalizes sexual aggression towards them. This study aims to explore perceptions about sexual assault as it relates to college-age black women and expand the scope of research currently being done on victimization.
Show less - Date Issued
- 2017
- Identifier
- CFH0000230, ucf:44679
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0000230
- Title
- SOCIAL WORK STUDENT'S PERCEPTIONS OF WOMENS' ROLES IN THE MILITARY.
- Creator
-
Restivo, Nichole, Leon, Ana, University of Central Florida
- Abstract / Description
-
Women have continually become more visible in the military. With the recent changes that now allow women to participate in direct combat occupations, various questions and concerns emerge about how the public perceives these new role changes for women. This exploratory-descriptive study examined the perceptions of 50 University social work student's (B.S.W. and M.S.W.) about women's roles in the military. This research was conducted using Qualtrics.com, and included demographic questions....
Show moreWomen have continually become more visible in the military. With the recent changes that now allow women to participate in direct combat occupations, various questions and concerns emerge about how the public perceives these new role changes for women. This exploratory-descriptive study examined the perceptions of 50 University social work student's (B.S.W. and M.S.W.) about women's roles in the military. This research was conducted using Qualtrics.com, and included demographic questions. Frequencies, chi-squares and cross tabulations were used to examine relationships between variables. The results indicated that although no significant relationship between these variables was found, other possible considerations on the topic emerged. One important, though not statistically significant finding of this study was that social work students are accepting of women in the military. This research has implications for social work education as well as, in practice. Evaluating social work student perceptions toward women serving in the military can lead to a better understanding of biases against women in military roles.
Show less - Date Issued
- 2014
- Identifier
- CFH0004542, ucf:45221
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004542
- Title
- DETERMINANTS OF THE WELL-BEING OF POLICE OFFICERS IN THE TURKISH NATIONAL POLICE.
- Creator
-
YILDIZ, SERDAR, WAN, THOMAS, University of Central Florida
- Abstract / Description
-
ABSTRACT This research evaluates the relationships of time balance, social relations, role conflict, perception of work environment, and fourteen control variables to police officers' well-being in Turkish National Police. Well-being is identified in the management literature as having a strong relationship with performance. Therefore, by finding the factors affecting well-being, this research seeks to identify intervention strategies, which can promote a healthy workforce and police...
Show moreABSTRACT This research evaluates the relationships of time balance, social relations, role conflict, perception of work environment, and fourteen control variables to police officers' well-being in Turkish National Police. Well-being is identified in the management literature as having a strong relationship with performance. Therefore, by finding the factors affecting well-being, this research seeks to identify intervention strategies, which can promote a healthy workforce and police performance. Such interventions, in addition, may improve police performance through improved well-being. Individual police officers were analyzed to better understand the relationship between work environment on family life, social life, and the well-being of the police officers. A cross-sectional survey was conducted in the seven geographic regions of Turkey for all branches of Turkish National Police. Structural equation modeling (SEM) was used to validate the measurement of latent constructs and their relationships. A 45-item questionnaire collected demographic data and items associated with the latent constructs such as time balance, social relations, role conflict, perception of work environment, and the police officers' well-being. This 45-item questionnaire was based on two survey instruments that have been used by Eurofound in Europe for two decades. The response rate for the questionnaire in this dissertation was 47.14% with 495 respondents out of 1,050 subjects. The analysis revealed statistically significant relationships between following latent constructs: time balance and well-being (an indirect effect via role conflict), time balance and social relations, time balance and role conflict, social relations and role conflict, role conflict and well-being, and perception of work environment and well-being. In addition, six control variables (rank, department, optimism, isolation, income sufficiency, and working days per week) were statistically significantly related with well-being. No direct significant relationship was found between time balance and well-being, and social relations and well-being constructs. Eight control variables (gender, marital status, service time, extra work, confusion, region, work type, and working hours per day) had no significant relationship with well-being. These findings support some commonly expressed complaints of police officers. These findings also suggest that attention should be paid to the effects of time balance, income sufficiency, work environment, and workdays on the well-being of the officers.
Show less - Date Issued
- 2008
- Identifier
- CFE0002238, ucf:47904
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002238
- Title
- LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
- Creator
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Grant, David, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
Show less - Date Issued
- 2008
- Identifier
- CFE0002316, ucf:47828
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002316
- Title
- Implementation of roles and responsibilities of speech-language pathologists working in schools.
- Creator
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Nir, Tamar, Ehren, Barbara, Sims, Valerie, Towson, Jacqueline, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions...
Show moreThe purpose of this study was to determine how the roles and responsibilities of speech-language pathologists (SLPs) in schools are being implemented, whether speech-language pathologists in schools feel comfortable with their roles, and whether they are willing to engage in professional learning activities to hone knowledge and skills in role areas in order to inform pre-service and in-service learning This study utilized an online survey to collect responses. The survey included questions related to the rate of implementation, comfort level, and desire for further professional learning with regards to the roles and responsibilities prescribed by American Speech-Language Hearing Association (ASHA) for the SLP in the school. Additionally, this survey examined whether SLPs in schools felt that their scope of practice has shifted focus from traditional speech-sound disorders to one of language/literacy disorders, whether they received adequate support from the schools and/or districts, and whether their university programs prepared them for clinical practice. A total of 609 SLPs participated in this study, with 98% being female. Most participants were between the ages of 45-64 years (45%).The results of this study indicated that with regards to rate of implementation and comfort level, participant responses varied depending on the role and responsibility. Sixty-one percent of participants were confident with critical roles, or roles/responsibilities that are typically considered cornerstones of the practice of speech-language pathology. Participants tended to be less confident with roles related to collaboration and leadership. With regards to the additional questions addressed by this study, over 50% of participants agreed that their career has shifted in focus from traditional speech-sound disorders to one of language/literacy disorders, and that they received adequate support from their school and/or district. Participants also tended to agree that their university program prepared them well for clinical practice and that they desired more professional learning for the delineated roles/responsibilities that they did not feel confident implementing. The implications of this study are that despite overall ratings of frequent implementation and comfort with certain roles/responsibilities, there are still areas that SLPs require further education in order to hone their skills within the context of the expanding landscape of speech-language pathology. An in-depth summary of the data, limitations of the study, and suggestions for future research are discussed.
Show less - Date Issued
- 2019
- Identifier
- CFE0007509, ucf:52656
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007509
- Title
- The Poems You Don't Own.
- Creator
-
Reinhardt, Emma, Thaxton, Terry, Stap, Donald, Uttich, Laurie, University of Central Florida
- Abstract / Description
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The Poems You Don't Own is a collection of poems whose speakers explore the journey from the simplistic perspective of childhood to the confusion of adolescence to the first experiences of sexuality, heartbreak, and grief, examining the religious, societal, and gender expectations that influence those experiences. The collection's reverse-chronological order allows readers to travel back through the many experiences that shape a present moment. In poems such as (")The Game of Life,(") the...
Show moreThe Poems You Don't Own is a collection of poems whose speakers explore the journey from the simplistic perspective of childhood to the confusion of adolescence to the first experiences of sexuality, heartbreak, and grief, examining the religious, societal, and gender expectations that influence those experiences. The collection's reverse-chronological order allows readers to travel back through the many experiences that shape a present moment. In poems such as (")The Game of Life,(") the speaker considers the gender roles that begin to influence our perception of relationships from a young age, while poems such as (")What to Know Before Writing about Heartbreak(") explore how societal perceptions can seek to control the very expression of emotional pain. The speakers struggle with masculine and feminine in an effort to unravel the association between emotional expressiveness and feminine (")weakness(") as well as reveal the harmful consequences of perceiving emotional repression as a feature of masculine (")strength.(") Amid these gender explorations, the collection often returns to speakers seeking to understand the heartbreak of failed relationships and almost-loves. By probing this universal experience, these poems chronicle the loss, confusion, and reclaiming of identity as the speakers rediscover that their story was never about (")you.(")
Show less - Date Issued
- 2019
- Identifier
- CFE0007521, ucf:52628
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007521
- Title
- Influence of Selected Factors on a Counselor's Attention Level to and Counseling Performance with a Virtual Human in a Virtual Counseling Session.
- Creator
-
Hart, John, Proctor, Michael, Jentsch, Florian, Li, Daoji, Morie, Jacquelyn, University of Central Florida
- Abstract / Description
-
Virtual humans serve as role-players in social skills training environments simulating situational face-to-face conversations. Previous research indicates that virtual humans in instructional roles can increase a learner's engagement and motivation towards the training. Left unaddressed is if the learner is looking at the virtual human as one would in a human-to-human, face-to-face interaction. Using a modified version of the Emergent Leader Immersive Training Environment (ELITE-Lite), this...
Show moreVirtual humans serve as role-players in social skills training environments simulating situational face-to-face conversations. Previous research indicates that virtual humans in instructional roles can increase a learner's engagement and motivation towards the training. Left unaddressed is if the learner is looking at the virtual human as one would in a human-to-human, face-to-face interaction. Using a modified version of the Emergent Leader Immersive Training Environment (ELITE-Lite), this study tracks visual attention and other behavior of 120 counselor trainees counseling a virtual human role-playing counselee. Specific study elements include: (1) the counselor's level of visual attention toward the virtual counselee; (2) how changes to the counselor's viewpoint may influence the counselor's visual focus; and (3) how levels of the virtual human's behavior may influence the counselor's visual focus. Secondary considerations include aspects of learner performance, acceptance of the virtual human, and impacts of age and rank. Result highlights indicate that counselor visual attentional behavior could be separated into two phases: when the virtual human was speaking and when not speaking. When the virtual human is speaking, the counselor's primary visual attention is on the counselee, but is also split toward pre-scripted responses required for the training session. During the non-speaking phase, the counselor's visual focus was on pre-scripted responses required for training. Some of the other findings included that participants did not consider this to be like a conversation with a human, but they indicated acceptance of the virtual human as a partner with the training environment and they considered the simulation to be a useful experience. Additionally, the research indicates behavior may differ due to age or rank. Future study and design considerations for enhancements to social skills training environments are provided.
Show less - Date Issued
- 2018
- Identifier
- CFE0007571, ucf:52572
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007571
- Title
- AN INQUIRY INTO DISCOURSE CHOICES AS INDICATORS OF GENDER ATTITUDES IN A NON-PROFIT CONSERVATIVE CHRISTIAN BUSINESS.
- Creator
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Kruger, Dawn, Marinara, Martha, University of Central Florida
- Abstract / Description
-
This paper is an inquiry into the discourse styles of men and women who work together in a conservative Protestant Christian business. Many conservative Protestant Christian churches teach that the Bible forbids women from holding positions of authority over men. Yet in the communications department of this particular business, women fill the top three management positions, supervising a mixed-gender staff of 15. Research has shown that men and women subconsciously use language markers that...
Show moreThis paper is an inquiry into the discourse styles of men and women who work together in a conservative Protestant Christian business. Many conservative Protestant Christian churches teach that the Bible forbids women from holding positions of authority over men. Yet in the communications department of this particular business, women fill the top three management positions, supervising a mixed-gender staff of 15. Research has shown that men and women subconsciously use language markers that indicate personal attitudes toward the same and the opposite genders. This research project draws on that information while it analyzes the oral and electronic discourse of the communications staff. The purpose of this study is to observe whether or not the traditional teachings of conservative Protestant Christian churches has influenced the attitudes of these men and women with regard to women in positions of authority over men in a Christian business. Two staff meetings and a lunchroom conversation were audio taped and transcribed to note oral discourse patterns. One hundred and eleven emails were examined to mark patterns of written discourse. This data was then evaluated against published research in the area of gendered discourse markers. The results indicate that two of the three women in leadership positions over men were comfortable with their positions of authority, but the third woman's discourse patterns showed signs of insecurity. Furthermore, the men in the department did not indicate signs that they seek to exercise power over women, nor did they show signs of difficulty in submitting to the authority of the women. The women staff members, however, showed definite indications of being insecure in a mixed group, and of being meekly subordinate to anyone in authority over them. These results, while helpful, are not definitive in that they do not account for the possibility of other influencing factors, such as personality types, job roles and expectations, age differences, or church teachings on meekness and submission to authority. However, the results of this research indicate that some conservative Christian men are ready for and able to embrace the concept of having women in positions of authority over them, even in a Christian environment, and a few conservative, Christian women are ready to step into those positions. Also from this research it could be concluded that, on the average, conservative women struggle more with the shift of authority than men do. More research would need to be done to address that question fully.
Show less - Date Issued
- 2005
- Identifier
- CFE0000631, ucf:52852
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000631
- Title
- ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS.
- Creator
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Moorehead, Tanya, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂÂ' roles in solo-taught and co-taught classrooms and special educatorsÃ&...
Show moreThis study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÂÂ' roles in solo-taught and co-taught classrooms and special educatorsÂÂ' roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
Show less - Date Issued
- 2010
- Identifier
- CFE0003318, ucf:48496
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003318
- Title
- Avatar and Self: A Rhetoric of Identity Mediated Through Collaborative Role-Play.
- Creator
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Andrews, Pamela, Pigg, Stacey, McDaniel, Thomas, Bowdon, Melody, University of Central Florida
- Abstract / Description
-
This project responds to a problem in scholarship describing the relationship between virtual avatars and their physical users. In Life on the Screen, Sherry Turkle identifies points of slippage wherein the persona of the avatar becomes conflated with the user's sense of self to create an authentic self predicated on both real and virtual experiences (Turkle 184-5). Although the conflation of the authentic self with the virtual has provided various affordances for serious games or other...
Show moreThis project responds to a problem in scholarship describing the relationship between virtual avatars and their physical users. In Life on the Screen, Sherry Turkle identifies points of slippage wherein the persona of the avatar becomes conflated with the user's sense of self to create an authentic self predicated on both real and virtual experiences (Turkle 184-5). Although the conflation of the authentic self with the virtual has provided various affordances for serious games or other pedagogical projects such as classrooms hosted through the game Second Life, the processes enabling identification with an avatar have been largely overlooked. This project examines several layers of influence that affect how users play with identity to create successful social performances within an online community connected to a work of fiction. In doing so, the user must consider his or her own motivations for creating a persona, how these motivations will allow the avatar to achieve social acceptance, and how these social performances connect to the scene created by the work of fiction. Using an online role-playing forum based on a work of fiction as a site of analysis, this project will borrow from game studies, dramatism, and identity theory to create a framework for discussing processes through which users identify with their virtual avatars.
Show less - Date Issued
- 2013
- Identifier
- CFE0004807, ucf:49735
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004807
- Title
- 10X THE TALENT = 1/3 OF THE CREDIT: HOW FEMALE MUSICIANS ARE TREATED DIFFERENTLY IN MUSIC.
- Creator
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Jordan, Meggan, Jasinski, Jana, University of Central Florida
- Abstract / Description
-
This is an exploratory, qualitative study of female musicians and their experiences with discrimination in the music industry. Using semi-structured interviews, I analyze the experiences of nine women, ages 21 to 56, who are working as professional musicians, or who have worked professionally in the past. I ask them how they are treated differently based on their gender. Three forms of subtle discrimination are inferred from their narrative histories. First, female musicians are mistaken for...
Show moreThis is an exploratory, qualitative study of female musicians and their experiences with discrimination in the music industry. Using semi-structured interviews, I analyze the experiences of nine women, ages 21 to 56, who are working as professional musicians, or who have worked professionally in the past. I ask them how they are treated differently based on their gender. Three forms of subtle discrimination are inferred from their narrative histories. First, female musicians are mistaken for non-musicians. They are encapsulated into inferior roles, like "the gimmick," "good for a girl," and "invisible accessory." Second, band mates and band managers control women's space, success, and artistic freedom. Third, their femininity, sexuality, and age are highly scrutinized. The analysis implies that female musicians are tokenized, devalued, and considered inappropriate for their jobs. Particular attention is paid to the similarities between female musicians and women in male dominated work places. I conclude by discussing the larger implications for gender, music, and social change in a sexist, unregulated industry.
Show less - Date Issued
- 2006
- Identifier
- CFE0001251, ucf:46901
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001251
- Title
- The Gender Gap in Technical Communication: How Women Challenge the Predominant Objectivist Paradigm.
- Creator
-
Bower, Nathan, Jones, Daniel, Jones, Anna, Flammia, Madelyn, University of Central Florida
- Abstract / Description
-
Women are currently underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of this thesis is to explore how this underrepresentation translates to a gender gap in the field of technical communication and how this gap causes women to challenge the predominant objectivist paradigm in the field. Through an investigation of peer-reviewed journal articles, periodicals, critical theory, and articles published in online magazines such as Slate, I...
Show moreWomen are currently underrepresented in the Science, Technology, Engineering, and Mathematics (STEM) fields. The purpose of this thesis is to explore how this underrepresentation translates to a gender gap in the field of technical communication and how this gap causes women to challenge the predominant objectivist paradigm in the field. Through an investigation of peer-reviewed journal articles, periodicals, critical theory, and articles published in online magazines such as Slate, I identify the gendered nature of modern technology and discuss to what extent a shift in the predominant paradigm has occurred in the professional arena. In looking at several theoretical approaches and contemporary examples, I conclude that a significant paradigm shift has not in fact occurred due to an underlying, culturally promoted sexism. Additionally, I conclude that neither new approaches in the technical communication classroom, nor attempts to increasingly include women in the technological fields will result in a significant paradigm change by themselves. I also point to a need for further meaningful research in how sexism influences the professional world as well as a more thorough conversation regarding a fundamental shift in workplace relations between the genders.
Show less - Date Issued
- 2012
- Identifier
- CFE0004523, ucf:52878
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004523
- Title
- The Influences of Roles and Support Systems on the Baccalaureate Degree Attainment of Nontraditional Learners.
- Creator
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Roberts, Shirdricka, Cox, Dr. Thomas, Vitale, Thomas, Hopp, Carolyn, Campbell, Laurie, University of Central Florida
- Abstract / Description
-
The purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual...
Show moreThe purpose of the research study was to examine the influences of roles and support systems on the baccalaureate attainment of nontraditional learners. A qualitative bounded case study was conducted that include ten face-to-face interviews with nontraditional learners attending the same University during the same time period. The study provided a brief overview on the challenges, support systems, and motivations of these nontraditional learners. Theories used to frame the study's conceptual framework and address its research questions included Biddle's (1979) Role Theory, McClusky's Theory of Margin, Load and Power (1971) and Tinto's (1975, 1993, 2012) and Bean and Metzner's (1985) Theory of Persistence.The results of the study indicated: 1) The role management that adult learners employed while being a full-time or part-time student. 2) The challenges that adult learners had to address as it relates to their multiple roles and degree attainment. 3) The support systems that adult learners used to assist them in their efforts to role manage and persist towards graduation. 4) The motivations behind an adult learner's pursuit of an undergraduate degree.iii
Show less - Date Issued
- 2017
- Identifier
- CFE0006648, ucf:51220
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006648
- Title
- An actor's approach: stepping into a role and a world of the past.
- Creator
-
Gosselin, Danielle, Listengarten, Julia, Wood, Mary, Brown, James, University of Central Florida
- Abstract / Description
-
To step into a character and a world of the past, the actor must not discard the present, but seek to find connections and links between the worlds. I was cast in the Orlando Shakespeare Theater production of Sense and Sensibility, a Jon Jory adaptation of Jane Austen's novel, in the role of Lucy Steele. This was an equity production, and it ran February 6th (-) March 17th, 2013, in the Orlando Shakespeare Theater's Margeson Theater. Lucy is a female character from England in a period often...
Show moreTo step into a character and a world of the past, the actor must not discard the present, but seek to find connections and links between the worlds. I was cast in the Orlando Shakespeare Theater production of Sense and Sensibility, a Jon Jory adaptation of Jane Austen's novel, in the role of Lucy Steele. This was an equity production, and it ran February 6th (-) March 17th, 2013, in the Orlando Shakespeare Theater's Margeson Theater. Lucy is a female character from England in a period often referred to as the Regency era. As a woman from today's United States of America, first I explored how Lucy's words and actions fit into the society of her time, and second I explored how I, a contemporary actor, could organically step into her shoes.One of the greatest tools I had to help me address these questions was the playwright himself, Jon Jory. He was at the Orlando Shakespeare Theater for the 2012 Harriett Lake Festival of New Plays, during which he gave a keynote address and taught a master class in acting, in which I participated. Furthermore, I had the unique opportunity to personally interview him regarding Sense and Sensibility and his connection to the world of Austen and her characters. Along with applying this insight, I applied tools from his acting master class to my work on his Sense and Sensibility text. This special access to the playwright greatly influenced the work and served as a key into Lucy's world.In addition to working with the playwright, I further researched Austen and her work, because Lucy and her world originate there. I explored various resources about England's Regency era society and the role of women in this society. By comparing the world and people of the play to the current cultural and political landscape with which I am most familiar, I found fundamental links between people living in different times and places, breaking down walls between Lucy's world and my own. Finally, this performance thesis project utilized the practical acting, voice, and movement skills, which I cultivated in my studio work as an MFA acting candidate at the University of Central Florida. It was a wonderful opportunity as an aspiring young actor to participate in an equity production and work with professional actors. I exercised my stage dialects training by using a standard British dialect, and I applied what I learned in my theatre styles acting class and in various movement classes to develop the behavior and physicality of my character. In order to preserve the new information gained from this study, I chronicled my explorations and discoveries throughout the rehearsal and production process. Through my work with the playwright Jon Jory, my research on Jane Austen and the Regency era, and my application of what I learned in the studio, I strove to create a model process for an actor to utilize when stepping into a role and a world of the past.
Show less - Date Issued
- 2013
- Identifier
- CFE0004685, ucf:49874
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004685
- Title
- examining followership role orientation.
- Creator
-
Monsky, Douglas, Burke, Shawn, Shoss, Mindy, Bowers, Clint, University of Central Florida
- Abstract / Description
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This study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how...
Show moreThis study attempts to make steps toward filling significant gaps in the followership literature. The study of followership has often been seen through the lens of leaders' ability to impart change in follower behavior. In doing so, the literature has primarily focused on leader behavior as the agent of change rather than acknowledging followers as active agents in their own behaviors. However, some recent research has shown the emergence of followers as the primary focus, even looking at how their actions can change the way leaders act. This research focuses primarily on followership role orientations as mental models which specify the attributes an individual expects good followers to possess. In particular, follower personality traits, core self-evaluations, and self-construal were investigated as antecedents of followership role orientations (co-production and passive). Additionally, the relationship between these role orientations and enacted follower behavior (voice and upward delegation) were examined with task-specific self-efficacy investigated as a moderating variable. While most of the antecedents proved to be significant predictors, some of the coefficient directions were unexpected. Finally, results indicated that both role orientations were significant predictors of voice behavior and upward delegation.
Show less - Date Issued
- 2018
- Identifier
- CFE0007346, ucf:52127
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007346
- Title
- DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
- Creator
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Hogg, James, Gunter, Glenda, University of Central Florida
- Abstract / Description
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ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
Show less - Date Issued
- 2010
- Identifier
- CFE0003044, ucf:48341
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003044
- Title
- Effects of Collaboration Between Speech-Language Pathologists and Third-Grade Teachers on Student Vocabulary Outcomes.
- Creator
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Mitchell, Mary, Ehren, Barbara, Towson, Jacqueline, Zygouris-Coe, Vassiliki, Hahs-Vaughn, Debbie, University of Central Florida
- Abstract / Description
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A persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of...
Show moreA persistent literacy crisis continues to be reflected in international (Organisation for Economic Co-operation and Development [OECD], 2013), national (National Center for Education Statistics [NCES], 2015), and local literacy outcome data. Educators, including speech-language pathologists (SLPs), are called upon to collaborate to support students who struggle with academic language/literacy. However, few studies have operationally defined collaboration and investigated the effects of collaboration on student achievement. As a result, there is insufficient guidance for educators about ways to design, implement, and assess the effectiveness of collaboration models, defined in terms of their effects on student outcomes.There were two main objectives of this research. The first objective was to investigate whether literacy partnerships between SLPs and third-grade general education teachers, who used a systematic collaboration protocol, yielded better vocabulary outcomes for students than teachers instructing without collaborating with SLPs. The second objective of the study was to examine collaborators' progress toward adopting the collaboration protocol. The quasi-experimental design involved a collaboration treatment condition (n = 2 collaborative pairs; n = 34 students) and a comparison condition (n = 2 non-collaboration teachers; n = 34 students). In both conditions, similar versions of a specific vocabulary technique were implemented over seven weeks. Students' vocabulary knowledge was measured at pretest and posttest using three researcher-created vocabulary assessments adapted from previous measures in vocabulary research. A two-factor split-plot analysis of variance (ANOVA) revealed a statistically significant interaction effect on the Words-in-Context measure. The significant effect from pretest to posttest within the entire matched group changed as a result of condition; the group mean increase in the students' scores from pretest to posttest was higher in the collaboration condition than the comparison condition. Additional key findings were: (a) a statistically significant increase in group mean scores from pretest to posttest on all three measures within the entire matched group (n = 68) and (b) non-significant interactions between the collaboration and comparison groups on two of the vocabulary measures (Synonyms and Non-Examples). When Cohen's d effect sizes were calculated within each condition, there were large effects for all three tasks in the collaboration condition. In the comparison condition, there were large effects for the Synonyms task, and medium effects for the Words-in-Context and Non-Example tasks. The findings of this study also revealed that collaborators achieved high fidelity of the collaboration protocol within a seven-week collaboration segment. Collaborators demonstrated Routine use of a specific collaboration protocol according to the tools of the Concerns Based Adoption Model (Hall (&) Hord, 2015); however, they expressed concerns around managing the task demands of the collaboration protocol. Taken as a whole, these findings are promising. Collaboration between SLPs and third-grade general education teachers using a systematic collaboration protocol with a specific vocabulary technique resulted in student vocabulary gains; on one measure, the gains were significantly larger than those made by students in classrooms where teachers did not collaborate with SLPs. The findings have potential to inform a research and practice agenda for SLPs and other educators in schools. Clinical implications and specific research directions are discussed.
Show less - Date Issued
- 2017
- Identifier
- CFE0006767, ucf:51870
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006767
- Title
- Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
- Creator
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Slanda, Dena, Little, Mary, Martin, Suzanne, Pearl, Cynthia, Boote, David, University of Central Florida
- Abstract / Description
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This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Show less - Date Issued
- 2017
- Identifier
- CFE0006796, ucf:51821
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006796
- Title
- "ANALYZING THE EFFECTS OF SINGLE-SOURCING METHODOLOGIES ON THE ROLE OF THE TECHNICAL COMMUNICATOR".
- Creator
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Boehl, Jeremy, Applen, J.D., University of Central Florida
- Abstract / Description
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This thesis discusses the specific effects of single sourcing methodologies on the role of the technical communicator, his or her job responsibilities, qualifications, collaboration with coworkers, employee and employer expectations, and the effects on career progression. The methodologies discussed included all types of single sourcing methods for technical documentation (such as XML-based), advanced and non-advanced Content Management Systems (CMS), and Digital Asset Management (DAM)...
Show moreThis thesis discusses the specific effects of single sourcing methodologies on the role of the technical communicator, his or her job responsibilities, qualifications, collaboration with coworkers, employee and employer expectations, and the effects on career progression. The methodologies discussed included all types of single sourcing methods for technical documentation (such as XML-based), advanced and non-advanced Content Management Systems (CMS), and Digital Asset Management (DAM) systems. Other topics explored are an overview of single sourcing for technical documentation, a comparison of the "craftsman model" to the current trend of single sourcing and structured content, specific effects on technical communicators such as role changes, the effects of incorporating XML into a technical communicator's daily work environment, and the effects of other emerging technologies such as advanced CMS and DAM systems on technical communicators. General findings include that the practice of single sourcing, whether a positive or negative development, has continued and likely will continue to increase in technical communication groups within organizations. Single sourcing, especially for dynamic, customized content is also increasing because of the current marketplace, but works best via the use of a CMS and other systems used by large organizations. Single sourcing is also best implemented after extensive strategic planning and training of employees. Many technical communicators will have to accept new roles and positions, the direction of which is greatly impacted by the extent of their skills. Recommendations are made for additional research on the effects of single sourcing implementation on the technical communicator, and how to adapt to changes. Additional research is also needed on XML, DITA (Darwinian Information Typing Architecture), and DAM systems, all related specifically to technical communication.
Show less - Date Issued
- 2006
- Identifier
- CFE0001302, ucf:47031
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001302
- Title
- The Gasoline Tree.
- Creator
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Manning, Brianne, Thaxton, Terry, Stap, Donald, Milanes, Cecilia, University of Central Florida
- Abstract / Description
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In exploration of Millennial anxieties and the power of dreaming, The Gasoline Tree imagines a soundtrack for the revelations, defeats, and curiosities of leaving childhood behind. This is a collection of 40 poems that examines eating disorders, gender roles, physical abuse, sex, infidelity, loneliness, and the fear of losing one's parents. This collection also contemplates the brutalities and muted delights of what drives us all: love, in all of its forms. (")The Gasoline Tree,(") (")Wolf of...
Show moreIn exploration of Millennial anxieties and the power of dreaming, The Gasoline Tree imagines a soundtrack for the revelations, defeats, and curiosities of leaving childhood behind. This is a collection of 40 poems that examines eating disorders, gender roles, physical abuse, sex, infidelity, loneliness, and the fear of losing one's parents. This collection also contemplates the brutalities and muted delights of what drives us all: love, in all of its forms. (")The Gasoline Tree,(") (")Wolf of Chocorua,(") and many other poems construct New England landscapes that pay homage to the pastoral uniqueness of Maxine Kumin and Galway Kinnell, while poems in the latter half of the collection, such as (")Home Alone(") and (")Little Big Econ,(") rouse depictions of southern environments and intensify the narrator's budding sense of displacement. There are many voices within, but there are three particular voices that can be heard above the rest: the child struggles with the complexities of divorce and identity; the young woman struggles with the complexities of remorse and relationships; the woman struggles with reminiscence and loss. Yet, each voice works toward expressions of awareness and acceptance of the enduring captivation with impermanence and consequence in a disposition influenced by W.S. Merwin, Anne Sexton, Kay Ryan, and Louise Gl(&)#252;ck. Whether driving by a homeless man, staring at the ceiling fan, or lying awake late into the night, this collection examines the transient nature of everyday occurrences and the buried meanings that might govern them all.
Show less - Date Issued
- 2016
- Identifier
- CFE0006139, ucf:51181
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006139
