Current Search: learning (x)
Pages
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Title
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Online, Supervised and Unsupervised Action Localization in Videos.
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Creator
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Soomro, Khurram, Shah, Mubarak, Heinrich, Mark, Hu, Haiyan, Bagci, Ulas, Yun, Hae-Bum, University of Central Florida
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Abstract / Description
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Action recognition classifies a given video among a set of action labels, whereas action localization determines the location of an action in addition to its class. The overall aim of this dissertation is action localization. Many of the existing action localization approaches exhaustively search (spatially and temporally) for an action in a video. However, as the search space increases with high resolution and longer duration videos, it becomes impractical to use such sliding window...
Show moreAction recognition classifies a given video among a set of action labels, whereas action localization determines the location of an action in addition to its class. The overall aim of this dissertation is action localization. Many of the existing action localization approaches exhaustively search (spatially and temporally) for an action in a video. However, as the search space increases with high resolution and longer duration videos, it becomes impractical to use such sliding window techniques. The first part of this dissertation presents an efficient approach for localizing actions by learning contextual relations between different video regions in training. In testing, we use the context information to estimate the probability of each supervoxel belonging to the foreground action and use Conditional Random Field (CRF) to localize actions. In the above method and typical approaches to this problem, localization is performed in an offline manner where all the video frames are processed together. This prevents timely localization and prediction of actions/interactions - an important consideration for many tasks including surveillance and human-machine interaction. Therefore, in the second part of this dissertation we propose an online approach to the challenging problem of localization and prediction of actions/interactions in videos. In this approach, we use human poses and superpixels in each frame to train discriminative appearance models and perform online prediction of actions/interactions with Structural SVM. Above two approaches rely on human supervision in the form of assigning action class labels to videos and annotating actor bounding boxes in each frame of training videos. Therefore, in the third part of this dissertation we address the problem of unsupervised action localization. Given unlabeled videos without annotations, this approach aims at: 1) Discovering action classes using a discriminative clustering approach, and 2) Localizing actions using a variant of Knapsack problem.
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Date Issued
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2017
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Identifier
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CFE0006917, ucf:51685
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006917
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Title
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An Evaluation of the Iowa State University Ecosystem.
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Creator
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Mazer, Cherie, Gunter, Glenda, Hayes, Grant, Vitale, Thomas, Cavanagh, Thomas, University of Central Florida
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Abstract / Description
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Purpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the...
Show morePurpose (-) This dissertation in practice is an evaluation study conducted at Iowa State University, entitled, Learning Ecosystem Assessment Review of Needs (LEARN). The evaluation posed these questions: (a) What educational technologies are currently used and what technologies will be needed in the future? (b) What are the attitudes and practices of faculty and students toward online and blended learning? (c) What academic technology support services are used? What are the perceptions of the support provided for the application of academic technologies? Methodology/design (-) The study was a mixed-methods design employing interviews with deans and focus groups and surveys of faculty and students. Findings (-) Iowa State University faculty and students use a wide array of academic technologies both in physical and virtual classrooms. The prevailing sentiment regarding the need for future academic technologies is not for new offerings and new features but for easier to use, more reliable technologies, and more timely support. Although Iowa State University has formally adopted online learning by offering numerous programs and courses, the university is in the early stages of adopting blended learning.Implications (-) The results and implications of the study inform the university on next steps to ready the institution for leveraging technology and preparing for the transformation toward strategic adoption of online and blended learning. The author outlines an organizational learning approach to manage change and promote adoption of blended learning.
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Date Issued
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2014
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Identifier
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CFE0005379, ucf:50445
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005379
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Title
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An Investigation of Science of Reading and Learning Representation in Undergraduate Elementary Education Reading Courses in the State University System of Florida.
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Creator
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Camara, Jessica, Taylor, Rosemarye, Ceballos, Marjorie, Doherty, Walter, Gordon, William, University of Central Florida
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Abstract / Description
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This study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the...
Show moreThis study investigated the extent to which the science of reading instruction components and five science of learning principles were addressed in undergraduate elementary education required reading courses in the State University System (SUS) of Florida institutions. A document analysis of textbooks and syllabi was completed and evidence recorded in The Matrix for State University System (SUS) of Florida Scoring(&)copy;. The results were reported in summary tables and an analysis of the data was conducted on the extent to which each science of reading component and science of learning principle were labeled explicitly, indirectly stated, or not present in syllabi and textbooks. Data showed that the science of reading instruction components were addressed in undergraduate elementary education reading courses and the five selected science of learning principles were not. These findings may inform elementary teacher preparation faculty in textbook selection and course syllabi development who are interested in assisting teacher candidates to adopt teaching practices consistent with how children learn.
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Date Issued
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2019
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Identifier
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CFE0007437, ucf:52716
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007437
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Title
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EXPLORING THE EXPERIENCES OF LEARNING MATHEMATICS FOR A CHILD WITH CANCER: A CASE STUDY.
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Creator
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Bello, Elizabeth M, Nickels, Megan, University of Central Florida
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Abstract / Description
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In this research report, I utilize interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) to examine the mathematics education experiences of a child with cancer. Two qualitative interviews with a 13-year-old male patient with Hodgkin's Lymphoma and his mother were analyzed. Findings revealed several storylines or themes: living with cancer, environmental barriers, and mathematics in virtual school. Grade level mathematics, content knowledge, and delivery during treatment...
Show moreIn this research report, I utilize interpretative phenomenological analysis (Smith, Flowers, & Larkin, 2009) to examine the mathematics education experiences of a child with cancer. Two qualitative interviews with a 13-year-old male patient with Hodgkin's Lymphoma and his mother were analyzed. Findings revealed several storylines or themes: living with cancer, environmental barriers, and mathematics in virtual school. Grade level mathematics, content knowledge, and delivery during treatment in comparison to the child's healthy peers are also discussed.
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Date Issued
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2017
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Identifier
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CFH2000250, ucf:46003
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000250
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Title
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A STRUCTURAL AND FUNCTIONAL ANALYSIS OF HUMAN BRAIN MRI WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER.
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Creator
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Watane, Arjun A, Bagci, Ulas, University of Central Florida
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Abstract / Description
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Attention Deficit Hyperactivity Disorder (ADHD) affects 5-10% of children worldwide. Its effects are mainly behavioral, manifesting in symptoms such as inattention, hyperactivity, and impulsivity. If not monitored and treated, ADHD may adversely affect a child's health, education, and social life. Furthermore, the neurological disorder is currently diagnosed through interviews and opinions of teachers, parents, and physicians. Because this is a subjective method of identifying ADHD, it is...
Show moreAttention Deficit Hyperactivity Disorder (ADHD) affects 5-10% of children worldwide. Its effects are mainly behavioral, manifesting in symptoms such as inattention, hyperactivity, and impulsivity. If not monitored and treated, ADHD may adversely affect a child's health, education, and social life. Furthermore, the neurological disorder is currently diagnosed through interviews and opinions of teachers, parents, and physicians. Because this is a subjective method of identifying ADHD, it is easily prone to error and misdiagnosis. Therefore, there is a clear need to develop an objective diagnostic method for ADHD. The focus of this study is to explore the use of machine language classifiers on information from the brain MRI and fMRI of both ADHD and non-ADHD subjects. The imaging data are preprocessed to remove any intra-subject and inter-subject variation. For both MRI and fMRI, similar preprocessing stages are performed, including normalization, skull stripping, realignment, smoothing, and co-registration. The next step is to extract features from the data. For MRI, anatomical features such as cortical thickness, surface area, volume, and intensity are obtained. For fMRI, region of interest (ROI) correlation coefficients between 116 cortical structures are determined. A large number of image features are collected, yet many of them may include redundant and useless information. Therefore, the features used for training and testing the classifiers are selected in two separate ways, feature ranking and stability selection, and their results are compared. Once the best features from MRI and fMRI are determined, the following classifiers are trained and tested through leave-one-out cross validation, experimenting with varying feature numbers, for each imaging modality and feature selection method: support vector machine, support vector regression, random forest, and elastic net. Thus, there are four experiments (MRI-rank, MRI-stability, fMRI-rank, fMRI-stability) with four classifiers in each for a total of 16 classifiers trained per each feature count attempted. The results of each classifier are the decisions of each subject, ADHD or non-ADHD. Finally, a classifier decision ensemble is created through the combination of the outputs of the best classifiers in a majority voting method that includes results of both the MRI and fMRI classifiers and keeps both feature selection results independent. The results suggest that ADHD is more easily identified through fMRI because the classification accuracies are a lot higher using fMRI data rather than MRI data. Furthermore, significant activity correlation differences exist between the brain's frontal lobe and cerebellum and also the left and right hemispheres among ADHD and non-ADHD subjects. When including MRI decisions with fMRI in the classifier ensemble, performance is boosted to a high ADHD detection accuracy of 96.2%, suggesting that MRI information assists in validating fMRI classification decisions. This study is an important step towards the development of an automatic and objective method for ADHD diagnosis. While more work is needed to externally validate and improve the classification accuracy, new applications of current methods with promising results are introduced here.
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Date Issued
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2017
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Identifier
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CFH2000203, ucf:45978
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000203
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Title
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PREDICTING LICENSING EXAMINATION PERFORMANCE WITH COGNITIVE STYLE AND REACTIVE BEHAVIOR PATTERN ASSESSMENTS.
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Creator
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Combs, Daniel Paul, Dziuban, Charles D., University of Central Florida
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Abstract / Description
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Candidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the...
Show moreCandidates for Florida real estate sales associate licensure responded to a two-part questionnaire based on William A. Long's Reactive Behavior Patterns Theory and Robert J. Sternberg's Triarchic Theory of Intelligence. Examination scores were converted to a dichotomous pass/fail variable based on the Florida Real Estate Commission-mandated cut-off score of 75 correctly answered questions out of 100. The candidates' responses to the questionnaire comprising the Long-Dziuban Inventory and the Cognitive Strengths Task List based on Sternberg's theory, were crosstabulated with pass/fail to identify differential passing proportions, if any, based on reactive behavior pattern and/or cognitive strength. An ANOVA procedure was used with the raw scores to determine whether statistically significant differences in mean exam scores existed between the four Long Types and the three Cognitive Types adapted from Sternberg's theory. The data were subjected to similar analyses to ascertain whether the ancillary traits described by Long were predictive of exam performance. A crosstabulation of Long Type by Cognitive (Sternberg) Type was performed to find out if any significant relationships existed between the several dimensions of the Long-Dziuban Inventory and the Cognitive Strengths Task List. The results revealed a moderate statistically significant relationship between exam performance and cognitive strength, with analytical types and creative types having the greatest exam success. Tenuous relationships were identified between exam performance and the Long types and traits and between the Long-based and the Sternberg-based components of the research instrument. Although the results of this study did not establish definitive relationships between the Long and Sternberg constructs, by combining them into a measure of cognitive style, it forged a framework for future research into the relationship between licensing examination performance and cognitive styles. Within this framework are theiiicomponents of a predictive model potentially useful for identifying not only real estate licensing exam performance but also for identifying persons likely to succeed in the real estate industry
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Date Issued
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2004
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Identifier
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CFE0000036, ucf:46119
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000036
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Title
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THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS.
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Creator
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Henderson, Kelsey, Hirumi, Atsusi, University of Central Florida
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Abstract / Description
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Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior...
Show moreEstablishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.
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Date Issued
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2007
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Identifier
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CFE0001739, ucf:47307
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001739
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Title
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SPACE MATTERS: AN INSTITUTIONAL CRITIQUE OF DISTANCE LEARNING WITHIN THE UNIVERSITY OF CENTRAL FLORIDA ENGLISH DEPARTMENT.
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Creator
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Mumpower, Lori, Kitalong, Karla, University of Central Florida
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Abstract / Description
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This dissertation examines distance learning within a local, particular context: UCF's English department. In order to fully examine distance learning in this specific environment, I employ institutional critique as my methodology, a rhetorical and spatial approach that allows me to map distance learning within UCF's English department. Drawing upon the work of David Harvey, I examine the experienced, perceived, and imagined spaces of distance learning in our department. Through an...
Show moreThis dissertation examines distance learning within a local, particular context: UCF's English department. In order to fully examine distance learning in this specific environment, I employ institutional critique as my methodology, a rhetorical and spatial approach that allows me to map distance learning within UCF's English department. Drawing upon the work of David Harvey, I examine the experienced, perceived, and imagined spaces of distance learning in our department. Through an examination of the history of naming UCF, rhetorical analyses of institutional documents that reference technologies, analysis of survey results noting faculty attitudes and perceptions of online learning, and postmodern mapping of faculty members' perceived and ideal spaces, we can find local solutions for local problems related to distance learning.
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Date Issued
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2007
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Identifier
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CFE0001708, ucf:47331
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001708
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Title
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WOMEN'S EXPERIENCES WITH DISTANCE EDUCATION.
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Creator
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Moody, Jane Elizabeth, Jones, Daniel, University of Central Florida
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Abstract / Description
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This thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance...
Show moreThis thesis examines issues that affect women in online learning, and discusses four women's particular experiences in the University of Central Florida's distance learning program. Online education involves aspects of support and communication that may affect women's learning experiences either positively or negatively. Distance learning may also allow women to pursue their education while still taking care of their families and outside work. In order to get a better idea of how distance learning impacts women, I discuss several studies that examine how distance learning affects women in particular. I identify three areas from this literature that seem to be particularly important in order for women to have a successful distance learning experience: social support, technical support, and awareness of differences in discussion style.After reviewing the existing literature, I discuss how this literature applies to four women's experiences here at UCF. I talk with them about how they perceive their online learning experiences, and about how they feel that the issues identified in the literature are reflected in their own lives. I discuss their issues with support, technical support, and online discussions, and relate these to existing literature in order to come up with areas that may need further exploration or improvement.I conclude the study by providing suggestions and recommendations for professors who deal with women in their online classes. I also suggest areas for further exploration in the field of women's distance education.
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Date Issued
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2004
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Identifier
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CFE0000086, ucf:46146
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000086
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Title
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AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES.
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Creator
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Quiambao, Joan, Magann, Douglas, University of Central Florida
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Abstract / Description
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This study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict...
Show moreThis study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict the placement of middle school students with specific learning disabilities in general education or special education (resource and separate class)settings and (b) to determine what relationships (if any) exist between the three key areas of school culture (collaboration, collegiality and teacher efficacy) and FCAT Reading and Mathematics scores of middle school students with specific learning disabilities. Secondary analyses consisted of (a) analyzing and comparing the three areas of school culture across the selected schools and (b) analyzing and comparing FCAT Reading and Mathematics scores of middle school students with learning disabilities across general education, resource and separate class educational settings. The population of this study consisted of seventh and eighth grade middle school students with specific learning disabilities during the 2003 - 2004 school year in the selected middle schools in Osceola County Public Schools, Kissimmee, Florida. To control for the high mobility rate, only those students who attended the same middle school since grade 6 were selected. Twenty-five general education and five exceptional education teachers were randomly selected from each of the four selected middle schools. FCAT Reading comprehension and Mathematics problem solving percentile rank scores for all selected students with specific learning disabilities over a four-year period (2001 through 2004). According to a review of professional literature research findings, the researcher concluded that (a) none of the three key areas of school culture (collaboration, collegilaity or teacher efficacy) predicted the placement of middle school students with specific learning disabilities in general education or special education (resource or separate class) educational settings and (b) there were no relationships between any of the three key areas of school culture and FCAT Reading and Mathematics scores for middle school students with specific learning disabilities in the sample population. Secondary analyses revealed (a) strong overall cultures in the selected middle schools, as overall culture scores in collaboration, collegiality and teacher efficacy ranged from the mid 2nd quartile to mid 3rd quartile; (b) statistically significant differences between Reading and Mathematics FCAT scores for students in general education as opposed to those in resource or separate class placements. (No statistically significant differences were found between FCAT Reading and Mathematics scores of students in resource room or separate class placements.)
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Date Issued
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2004
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Identifier
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CFE0000194, ucf:46154
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000194
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Title
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UGH...STATISTICS! COLLEGE STUDENTS' ATTITUDES AND PERCEPTIONS TOWARD STATISTICS.
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Creator
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Doyle, Drew A, Brophy-Ellison, James, University of Central Florida
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Abstract / Description
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Statistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can...
Show moreStatistics is a course that is required for a majority of undergraduate college students in a wide variety of majors. It is not just required for Statistics or Mathematics majors, but also for those undergraduate college students majoring in Biology, Engineering, Sociology, and countless other majors. It can often be seen as a daunting course, especially for those who feel that mathematics is not their strongest subject. Students begin to dislike the course before even starting and this can carry on throughout the entirety of the course. This thesis will focus primarily on students' perceptions and attitudes toward their statistics courses rather than their performance. Many courses are taught a specific way that is conducive to all learning styles, which may lead to the students not enjoying or understanding their statistics course. The students' learning style may also be correlated to their attitude and perception of statistics. The goal of this thesis is to better understand the college students in order to adapt the current methods so that student can enjoy the course, appreciate the knowledge they learn and its impact on their future career paths.
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Date Issued
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2017
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Identifier
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CFH2000165, ucf:45988
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000165
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Title
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THE ANALYSIS OF THE RELATIONSHIP BETWEEN LEARNING STYLES AND THE LEARNERS' KNOWLEDGE ACQUISITION AND REACTIONS THROUGH THE ONLINE CASE STUDY.
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Creator
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ZENG, RUI, Blasi, Laura, University of Central Florida
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Abstract / Description
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The purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at...
Show moreThe purpose of this study was to examine the relationship between learning styles and student performance on a pre and post test, using an online case study, while also documenting their reactions to the case study. The case studies used in this research contained different storylines that showed multiple perspectives of case scenarios, giving students more choices to see what may happen in real school situations. Working with undergraduate students (N = 138) from the College of Education at a southeastern university, the researcher examined how students learned and responded to an online case study relative to their learning styles. Kolb's learning style inventory and a learner feedback survey questionnaire were administered respectively before and after the case study. Scores on Kolb's learning style inventory were used to classify the students' learning style preferences. A paired samples t-test was used to analyze the learners' knowledge test scores before and after the case study. The data revealed that the mean of students' post-test scores was significantly higher than the mean of their pre-test scores. Using descriptive methods, students' responses to the feedback questionnaire were analyzed. There was no difference shown between students with different learning style preferences, their overall reactions to the case study, and their reactions to certain elements (e.g., the content map, the assistants, and the navigation) included in the case study. Overall, most students' reactions to the case study were positive. Open-ended questions in the feedback questionnaire were analyzed and three assertions were generated. Of the optional features included within the case study, eighty two percent of students used the practice quizzes to self-check whether they understood the concepts and content covered in the cases. Students' post-test scores were congruent with their reactions to the online case study (with higher scoring students expressing more positive responses); and students' preferences regarding the use of online cases for study emerged in patterns relative to their career background. The study results showed that case studies can be used effectively in teacher education programs, while many learners (74%) favored using the case study and developed positive reactions through their case study experiences.
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Date Issued
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2006
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Identifier
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CFE0001279, ucf:46884
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001279
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Title
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AN INVESTIGATION OF PRINCIPALS' ATTITUDES TOWARD THE KNOWLEDGE AND USE OF LEARNING STYLES IN THERAPEUTIC SETTINGS.
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Creator
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Pancoast, Renee, Taylor, Rosemarye, University of Central Florida
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Abstract / Description
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In March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was...
Show moreIn March, 2006 the Principal's Attitudes Toward the Knowledge, Value, and Application of Learning Styles with Students in Therapeutic Settings survey developed by the author was distributed to 120 principals belonging to the National Association of Therapeutic Schools and Programs. Two mailings yielded a return of 68 (56.6%) usable survey instruments from which principals' self-reporting on knowledge, value and application of learning styles was examined. Focus for this study was provided through three research questions: (a) to determine to what extent principals in therapeutic settings self-reported general knowledge of learning style applications, (b) to determine to what extent principals exhibit positive attitudes toward the use of learning style theory- supported instructional methods and materials, and (c) to determine to what extent principals in therapeutic settings support the application of learning style theory. All administrators reported general knowledge of learning style theories, three basic learning styles, and matching teaching strategies with learning styles. All administrators believed that students do exhibit different learning styles, learning styles have a place in education, and teachers should receive learning style training. They also expressed the belief that learning styles impact student learning, matching teaching strategies to learning styles was important for academic success, a learning style inventory was necessary, and matching mental health disorders to learning styles was important for academic achievement. The most documented change due to learning style-based instruction was evidenced by test scores and earned grades. All administrators wanted to learn more about learning styles. Almost 90% of administrators indicated that they were providing learning style training. Almost 100% (95.6%) reported they observed improvement on academic achievement due to learning style-based instruction.
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Date Issued
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2006
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Identifier
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CFE0001249, ucf:46890
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001249
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Title
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WHAT IS IMPLICIT ABOUT IMPLICIT CATEGORY LEARNING?.
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Creator
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Murray, Matthew, Bohil, Corey, University of Central Florida
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Abstract / Description
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The conscious or unconscious acquirement of knowledge in implicit category learning was examined in accordance with predictions made by the COVIS theory of categorization (Ashby & Maddox, 2011). COVIS assumes separate category learning systems. The explicit system relies on easily verbalized rules while the implicit system requires integration of more than one stimulus dimension. Participants in this experiment categorized lines varying in length and orientation as belonging to one of two...
Show moreThe conscious or unconscious acquirement of knowledge in implicit category learning was examined in accordance with predictions made by the COVIS theory of categorization (Ashby & Maddox, 2011). COVIS assumes separate category learning systems. The explicit system relies on easily verbalized rules while the implicit system requires integration of more than one stimulus dimension. Participants in this experiment categorized lines varying in length and orientation as belonging to one of two categories; in the rule-based (RB) condition only length was relevant, while participants in the information integration (II) condition needed to integrate both dimensions. Corrective feedback was provided during training. In test phases, participants were asked to attribute their responses to one of four criteria (guess, intuition, memory, or rule), a measure adapted from Dienes and Scott (2005). Neural activity in dorsolateral prefrontal cortex (DLPFC) was recorded with a 20-optode fNIRS system. We found that in the implicit (II) learning condition, participants who reported guessing less than half the time were learning but were unconscious to the structures driving that learning, reflected by accuracy, attribution self-report and neural activation. Our results substantiate the claim that implicit category learning is mediated unconsciously and evidence the dual-system model of categorization postulated by COVIS, furthering our understanding of category learning and thus, the ways in which to improve it.
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Date Issued
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2015
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Identifier
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CFH0004765, ucf:45348
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004765
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Title
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TAXING WORKING MEMORY: THE EFFECTS ON CATEGORY LEARNING.
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Creator
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Ercolino, Ashley, Bohil, Corey, University of Central Florida
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Abstract / Description
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In the past decade, the COVIS model (Ashby, Alfonso-Reese, Turken, & Waldron, 1998) has emerged as the only neuropsychological theory for the existence of multiple brain systems for category learning. COVIS postulates that there are two systems, explicit and implicit, which compete against one another. These two systems reply on two discrete networks: explicit, or rule based categorization relies on executive function and working memory while implicit, or information integration...
Show moreIn the past decade, the COVIS model (Ashby, Alfonso-Reese, Turken, & Waldron, 1998) has emerged as the only neuropsychological theory for the existence of multiple brain systems for category learning. COVIS postulates that there are two systems, explicit and implicit, which compete against one another. These two systems reply on two discrete networks: explicit, or rule based categorization relies on executive function and working memory while implicit, or information integration categorization is mediated by dopaminergic pathways. The purpose of this pilot study was to further provide evidence for the existence of multiple systems of category learning. In all three experiments, we interrupted feedback processing using a modified Sternberg task. In Experiment 1 and 2, participants were separated into four conditions, rule based (RB) categorization with a short delay between feedback and the modified Sternberg task, RB categorization with a long delay, information integration (II) categorization with a short delay, and II categorization with a long delay. Participants in the RB conditions performed worse than those in the II conditions in Experiment 1 and 2. After determining there was no significant difference between the short and long delay manipulations, only the short delay was used for Experiment 3. Consistent with Experiment 1 and 2, participants in the RB condition performed worse than those in the II condition. Functional near-infrared spectroscopy (fNIRS) technology was also used in Experiment 3 to determine the difference in prefrontal activation between RB and II conditions. Although statistically not significant, across blocks, the difference in prefrontal activation increased.
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Date Issued
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2015
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Identifier
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CFH0004870, ucf:45471
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004870
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Title
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THE SERVICE LEARNING EXPERIENCE: HOW STORYTELLING EVOLVES IN PEOPLE WITH ALZHEIMER'S AND DEMENTIA AND WHY THIS IS IMPORTANT TO THE CREATIVE WRITING STUDENT AND THE COMMUNITY.
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Creator
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Spicer, Alice, Thaxton, Terry, University of Central Florida
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Abstract / Description
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All meaningful communication is a form of storytelling, according to Walter Fisher, who introduced the narrative paradigm to communication theory, and storytelling is universal across cultures and time as the manner in which people comprehend life. Storytelling is also a creative form of art. This interdisciplinary, multimedia work will explore the creative use of non-traditional storytelling to gather information about how creativity evolves in people with Alzheimer's and dementia and why...
Show moreAll meaningful communication is a form of storytelling, according to Walter Fisher, who introduced the narrative paradigm to communication theory, and storytelling is universal across cultures and time as the manner in which people comprehend life. Storytelling is also a creative form of art. This interdisciplinary, multimedia work will explore the creative use of non-traditional storytelling to gather information about how creativity evolves in people with Alzheimer's and dementia and why this is important to both academia and the community. Currently, there is a lot of research available about the debilitating affects of memory loss, but there is very little research available about retained abilities. Perhaps, just as the blind significantly outperform the sighted in tactile experiments, there are some forms of creativity in storytelling in which people with Alzheimer's and dementia may demonstrate more ability than their fully cognizant peers. My goal is to contribute to a small but growing effort to explore "memory loss as more than just memory loss" (Dr. Anne Bastings).
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Date Issued
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2013
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Identifier
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CFH0004442, ucf:45104
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004442
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Title
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NEUROIMAGING IN HUMAN CATEGORY LEARNING: A COMPARISON BETWEEN FUNCTIONAL NEAR-INFRARED SPECTROSCOPY (FNIR) AND FUNCTIONAL MAGNETIC RESONANCE IMAGING (FMRI).
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Creator
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Viegas, Carina, Bohil, Corey, University of Central Florida
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Abstract / Description
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The objective of this thesis is to examine the validity of functional near-infrared spectroscopy (fNIR) to examine brain regions involved in rule based (RB) and information integration (II) category learning. We predicted similar patterns of activation found by past studies that used fMRI scans. Our goal was to test if fNIR would be able to detect changes in blood oxygenation levels of participants who learned to categorize (learners) vs. those that did not (non learners). The stimulus set...
Show moreThe objective of this thesis is to examine the validity of functional near-infrared spectroscopy (fNIR) to examine brain regions involved in rule based (RB) and information integration (II) category learning. We predicted similar patterns of activation found by past studies that used fMRI scans. Our goal was to test if fNIR would be able to detect changes in blood oxygenation levels of participants who learned to categorize (learners) vs. those that did not (non learners). The stimulus set comprised of lines that differed in length and orientation. Participants had to learn to categorize by trial and error based on the feedback provided. Behavioral and neuroimaging data was recorded for both RB and II conditions. Results showed an upward trend in response accuracy over trials for participants identified as learners. Furthermore, blood oxygenation levels reported by fNIR indicated a systematic increase in oxygen consumption for learners as compared to non learners. These areas of increased prefrontal cortex activity recorded by fNIR correspond to the same areas found to be involved in categorization by fMRI. This paper reviews the background of category learning, explores various neuroimaging techniques in categorization research, and investigates the efficacy of fNIR as a relatively new neuroimaging modality by comparing it to fMRI.
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Date Issued
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2014
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Identifier
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CFH0004591, ucf:45231
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004591
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Title
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AN INVESTIGATION OF THE EFFECTS OF USING HANDHELDS TO INCREASECOMPUTATIONAL SPEED BY ENHANCING WORKING MEMORY FORSECONDARY STUDENTS WITH LEARNING DISABILITIES.
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Creator
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Kinney, Marcey, Hines, Rebecca, University of Central Florida
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Abstract / Description
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Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was...
Show moreUsing a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.
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Date Issued
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2008
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Identifier
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CFE0002317, ucf:47869
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002317
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Title
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Optimization Algorithms for Deep Learning Based Medical Image Segmentations.
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Creator
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Mortazi, Aliasghar, Bagci, Ulas, Shah, Mubarak, Mahalanobis, Abhijit, Pensky, Marianna, University of Central Florida
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Abstract / Description
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Medical image segmentation is one of the fundamental processes to understand and assess the functionality of different organs and tissues as well as quantifying diseases and helping treatmentplanning. With ever increasing number of medical scans, the automated, accurate, and efficient medical image segmentation is as unmet need for improving healthcare. Recently, deep learn-ing has emerged as one the most powerful methods for almost all image analysis tasks such as segmentation, detection,...
Show moreMedical image segmentation is one of the fundamental processes to understand and assess the functionality of different organs and tissues as well as quantifying diseases and helping treatmentplanning. With ever increasing number of medical scans, the automated, accurate, and efficient medical image segmentation is as unmet need for improving healthcare. Recently, deep learn-ing has emerged as one the most powerful methods for almost all image analysis tasks such as segmentation, detection, and classification and so in medical imaging. In this regard, this dissertation introduces new algorithms to perform medical image segmentation for different (a) imaging modalities, (b) number of objects, (c) dimensionality of images, and (d) under varying labelingconditions. First, we study dimensionality problem by introducing a new 2.5D segmentation engine that can be used in single and multi-object settings. We propose new fusion strategies and loss functions for deep neural networks to generate improved delineations. Later, we expand the proposed idea into 3D and 4D medical images and develop a "budget (computational) friendly"architecture search algorithm to make this process self-contained and fully automated without scarifying accuracy. Instead of manual architecture design, which is often based on plug-in and out and expert experience, the new algorithm provides an automated search of successful segmentation architecture within a short period of time. Finally, we study further optimization algorithms on label noise issue and improve overall segmentation problem by incorporating prior information about label noise and object shape information. We conclude the thesis work by studying different network and hyperparameter optimization settings that are fine-tuned for varying conditions for medical images. Applications are chosen from cardiac scans (images) and efficacy of the proposed algorithms are demonstrated on several data sets publicly available, and independently validated by blind evaluations.
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Date Issued
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2019
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Identifier
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CFE0007841, ucf:52825
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007841
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Title
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Relating First-person and Third-person Vision.
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Creator
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Ardeshir Behrostaghi, Shervin, Borji, Ali, Shah, Mubarak, Hu, Haiyan, Atia, George, University of Central Florida
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Abstract / Description
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Thanks to the availability and increasing popularity of wearable devices such as GoPro cameras, smart phones and glasses, we have access to a plethora of videos captured from the first person (egocentric) perspective. Capturing the world from the perspective of one's self, egocentric videos bear characteristics distinct from the more traditional third-person (exocentric) videos. In many computer vision tasks (e.g. identification, action recognition, face recognition, pose estimation, etc.),...
Show moreThanks to the availability and increasing popularity of wearable devices such as GoPro cameras, smart phones and glasses, we have access to a plethora of videos captured from the first person (egocentric) perspective. Capturing the world from the perspective of one's self, egocentric videos bear characteristics distinct from the more traditional third-person (exocentric) videos. In many computer vision tasks (e.g. identification, action recognition, face recognition, pose estimation, etc.), the human actors are the main focus. Hence, detecting, localizing, and recognizing the human actor is often incorporated as a vital component. In an egocentric video however, the person behind the camera is often the person of interest. This would change the nature of the task at hand, given that the camera holder is usually not visible in the content of his/her egocentric video. In other words, our knowledge about the visual appearance, pose, etc. on the egocentric camera holder is very limited, suggesting reliance on other cues in first person videos. First and third person videos have been separately studied in the past in the computer vision community. However, the relationship between first and third person vision has yet to be fully explored. Relating these two views systematically could potentially benefit many computer vision tasks and applications. This thesis studies this relationship in several aspects. We explore supervised and unsupervised approaches for relating these two views seeking different objectives such as identification, temporal alignment, and action classification. We believe that this exploration could lead to a better understanding the relationship of these two drastically different sources of information.
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Date Issued
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2018
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Identifier
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CFE0007151, ucf:52322
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007151
Pages