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AN INVESTIGATION TO DETERMINE THE PERCEPTIONS OF RESILIENCE IN EDUCATIONAL AND BUSINESS LEADERSHIP PERSONNEL IN CENTRAL FLORIDA
Title
AN INVESTIGATION TO DETERMINE THE PERCEPTIONS OF RESILIENCE IN EDUCATIONAL AND BUSINESS LEADERSHIP PERSONNEL IN CENTRAL FLORIDA.
Creator
Domeck, Craig, Murray, Ken, University of Central Florida
Abstract / Description
Leadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are...
Show moreLeadership is a challenging task. Vibrant enduring leadership over time is a greater challenge. Cultivating "leaders that lasts" is the desire of this study. The purpose of this research was to determine the resiliency of leaders in Central Florida. Additionally, this study examined the resilience of educational leaders in Central Florida along with leaders from the business community. The analysis and comparison of the results revealed beneficial information regarding the factors that are substantial in resilient leaders and how these factors might be further cultivated. Educational leaders were randomly selected from school administrators in the Central Florida region, as well as department leaders at two primary local universities. Participants from business were selected from a list of business leaders from the Rollins College Crummer Graduate School of Business MBA Alumni, as well as participants in the Palm Beach Atlantic University Executive Leadership series. The study utilized the Resilience Factor Inventory (RFI) from Adaptive Learning Systems. The RFI is a valid 60-question on-line questionnaire that evaluates the four resilience factors identified in the Review of Literature: (a) realistic optimism, (b) emotional intelligence, (c) relational abilities, and (d) problem-solving abilities. Participants were invited to complete the RFI through a series of four emails explaining the study and the Resilience Factor Inventory with a sufficient response rate (83 leaders). Analysis of the data revealed the following findings: (a) all three of the sampled leader populations were significantly above the national norm in resilience, with those in education the highest; (b) educational leaders, both Pre K – 12 and university leaders, were statistically higher in several resilience components, with emotional intelligence being a strong component in both educational groups; (c) leaders from the business realm were significantly higher in several resilience factors with their distinguish component being problem-solving; (d) while education leaders were strong in emotional intelligence, this population could develop their problem-solving capabilities; (e) in direct contrast, the business were strong in problem-solving, but could enhance their emotional competence; and (f) an examination of leaders who have served the longest have a statistically significantly higher relational abilities and realistic optimism suggesting that these two resilience factors would be important for longevity.
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Date Issued
2008
Identifier
CFE0002336, ucf:47801
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002336
LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM
Title
LEADERSHIP BEHAVIORS GAINED AS A RESULT OF INVOLVEMENT IN A COMMUNITY COLLEGE STUDENT LEADER PROGRAM.
Creator
Torres, Chanda, Kaplan, Jeffrey, University of Central Florida
Abstract / Description
The purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student...
Show moreThe purpose of this study was to assess whether participation in a community college student leader program had an effect on the leadership behaviors of students based on five (5) practices measured by a student leadership practices inventory. By assessing these leadership behaviors, the community college was able to determine the effectiveness of the program and ways to improve the program's curriculum. This study addressed the following: 1) whether students who participated in a student leader program in a community college showed significant growth in leadership behaviors; 2) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to gender; 3) whether the growth in leadership behaviors of students who participated in a student leader program in a community college were significantly different from each other in regard to age. The student Leadership Practices Inventory (LPI) developed by Kouzes and Posner (2002) was used as the main instrument in this study. The student Leadership Practices Inventory (LPI) is a questionnaire with thirty (30) behavioral statements--six (6) for each of The Five Practices. The population of this study consisted of 62 student leaders who were participants in a student leader program at a community college. A pre LPI was given to 62 student leaders in the beginning of the school term. A post LPI was given to 62 student leaders at the end of the school term. Thirteen of the original student leaders dropped out of the program and were replaced by new student leaders. Thus, the total number of useable inventories for data input in this study was 49; this yielded a 79% return rate. This study supports the research that students who were involved in a leadership program gained leadership behaviors. In comparing the student leaders' pretest and posttest scores of the LPI, it showed that there was a significant difference in each leadership behavior. These leadership behaviors were: Challenging the Process, Inspiring a Shared Vision, Enabling Others to Act, Modeling the Way, and Encouraging the Heart. The results of this study also showed no significant difference in the student leaders' scores in the LPI in relation to the student's age group. According to Astin (1993), the student's age at the time of college entry was not significantly associated with changes in Leadership scores. This evidence supports the argument that increases in leadership skills during undergraduate years is associated with the college experience rather than the student's maturation. There were no significant differences between the male and female student leaders in regard to the five leadership practices with the exception of the leadership practice Challenging the Process. In this study, the male student leaders scored higher, 24.79, than the female student leaders, 22.37, in Challenging the Process. The focus group in this study highlighted the leadership behaviors the student leaders gained as a result of their involvement in the student leader program. Not only did the students grow in the leadership behaviors measured by the LPI, they also gained other leadership skills. In regard to their growth as a student leader, the students felt that they grew in many different areas. The opportunity allowed them to network with students, faculty, administration and staff, and gain leadership skills. These leadership skills included: listening skills, communication skills, stress management, multitasking and customer service. The students also believed in the importance of taking initiative, practicing patience and developing others.
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Date Issued
2008
Identifier
CFE0002049, ucf:47604
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002049
Women With Influence: Creating A Powerful Woman Leader Identity Through Impression Management
Title
Women With Influence: Creating A Powerful Woman Leader Identity Through Impression Management.
Creator
Rister, Alex, Hastings, Sally, Sandoval, Jennifer, Miller, Ann, University of Central Florida
Abstract / Description
Women hold few leadership roles in the workplace, and even though research indicates the positive benefits of more women in top positions, leadership has a longstanding association with masculine qualities. If a woman seeks a position of power, she may find herself negotiating between a conflicting (")woman(") identity and (")leader(") role performance. Previous literature on the subject offers two opposing perspectives. While the first school of thought emphasizes the importance of a woman...
Show moreWomen hold few leadership roles in the workplace, and even though research indicates the positive benefits of more women in top positions, leadership has a longstanding association with masculine qualities. If a woman seeks a position of power, she may find herself negotiating between a conflicting (")woman(") identity and (")leader(") role performance. Previous literature on the subject offers two opposing perspectives. While the first school of thought emphasizes the importance of a woman assuming masculine characteristics to successfully assume leadership positions, a second body of research points to gender equality in leadership by driving industries and organizations to change. The current study seeks to determine what kinds of face threats to identity that women leaders encounter in the workplace, how women leaders use impression management to negotiate conflicts between a (")woman(") identity and a (")leader(") role performance, and the kinds of facework utilized to manage those face threats. Qualitative semi-structured interviews with 15 women in leadership positions in the southeast United States revealed participants encountered numerous face threats to identity including positive and negative face threats to their face as hearer, positive face threats to their face as speaker, and the enhancement of negative face by others (-) especially by mentors. Additionally, participants utilized impression management by assuming a masculine gender performance as well as many backstage behaviors, including strategic preparation and planning, in order to be successful. Corrective facework strategies included avoidance and, conversely, direct confrontation.
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Date Issued
2016
Identifier
CFE0006380, ucf:51511
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006380
The Effects of State Leader Psychology on Civil War Lethality
Title
The Effects of State Leader Psychology on Civil War Lethality.
Creator
Kelley, Brandon, Vasquez, Joseph, Dolan, Thomas, Schafer, Mark, University of Central Florida
Abstract / Description
Does a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits...
Show moreDoes a state leader's psychology influence lethality in civil wars? This thesis analyzes the aforementioned question during post-1945 civil wars. This particular subject, paying close attention to individual psychology at the state level, is gaining traction amongst scholars, though limited scholarly attention has addressed whether leader psychology is an indicator of conflict severity in terms of lethality. The psychology of the state leader in this thesis is assessed from leadership traits and operational code indices, specifically direction of strategy (I1) and interpretation of the nature of the political universe (P1). The data and cases used are pulled from datasets by Dr. James Fearon and the Correlates of War Project. The leaders' speech content is derived primarily from prepared material and analyzed using verbal content analysis via Profiler Plus. In measuring the effects of the predictors on my dependent variable, I chose the methodological approach of count data models, specifically, zero-truncated negative binomial regression. The results from the eight models I ran show that specific psychological traits, particularly a leader's I1 and P1 scores, level of distrust, and need for power, do play a significant role when determining the causes of civil war lethality.
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Date Issued
2014
Identifier
CFE0005358, ucf:50469
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005358
PREDATORY WAR: A HISTORY OF VIOLENCE
Title
PREDATORY WAR: A HISTORY OF VIOLENCE.
Creator
Chapman, John, Dolan, Thomas, University of Central Florida
Abstract / Description
This thesis attempts to explain the reasons states choose to prey on other states or territories. A way of testing significance was devised and three variables were produced: Proclivity to violence, winning coalition size, and whether or not a war of conquest took place. The scope for this project was the time period of 1900-1950 and the location was Europe. The European countries were then refined down to a list of 10 states based on power ratings used in the Correlates of War. Then the...
Show moreThis thesis attempts to explain the reasons states choose to prey on other states or territories. A way of testing significance was devised and three variables were produced: Proclivity to violence, winning coalition size, and whether or not a war of conquest took place. The scope for this project was the time period of 1900-1950 and the location was Europe. The European countries were then refined down to a list of 10 states based on power ratings used in the Correlates of War. Then the leaders of each of these states were rated on a scale of 1 - 5 on personal violence, or how inclined they were to act violently. In order to determine this number their biographies were researched and specific traits were used to determine if they were violent individuals. These include military service, criminal history, participation in violent sports, support of military action, participation in a war effort, and any other examples of violent behavior. Second, the winning coalition size of each of these leader's states was determined as an indicator of the amount of domestic support a leader had. This was ascertained by Bruce Bueno de Mesquita's rating system. The third variable, the occurrence of a war of conquest, was determined by finding if there was a war of conquest that took place during the tenure of the individual leaders. The hypothesis is that a leader with a high proclivity to violence and a small winning coalition size will have presided over more wars of conquest than leaders with a low proclivity to violence and a large winning coalition. The three variables were compiled at the individual leader level totaling 151 cases and 10 countries. Then they were tested using the SPSS statistical program using a binary logistic regression. The results showed no significance between the variables. When tested individually however the independent variable of proclivity towards violence showed a p-value of .054, making it nearly significant at the .05 level. This finding illustrates a potentially significant correlation between the individual violence level of a leader and whether or not they initiate or continue a war of conquest.
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Date Issued
2013
Identifier
CFH0004509, ucf:45197
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004509
The Conditionality of Vulnerability: Three Analyses of Risk and Opportunity in Civil Military Relations
Title
The Conditionality of Vulnerability: Three Analyses of Risk and Opportunity in Civil Military Relations.
Creator
Schiel, Rebecca, Powell, Jonathan, Kinsey, Barbara, Dolan, Thomas, Thyne, Clayton, University of Central Florida
Abstract / Description
Prior research has not established a clear relationship between democracy and insulation from coups d'(&)#233;tat. I contend that the lack of attention paid to the conditional influences of democracy have resulted in these mixed findings. I posit that insulation from coups occurs at higher levels of economic development and judicial institutional strength in democracies. Further, the vulnerability at low levels of both economic development and judicial institutional strength is significantly...
Show morePrior research has not established a clear relationship between democracy and insulation from coups d'(&)#233;tat. I contend that the lack of attention paid to the conditional influences of democracy have resulted in these mixed findings. I posit that insulation from coups occurs at higher levels of economic development and judicial institutional strength in democracies. Further, the vulnerability at low levels of both economic development and judicial institutional strength is significantly greater in democracies than in autocracies. Empirical assessments of 165 states for the years 1950-2012 offer strong support for both arguments. Results from these studies first help to reconcile earlier research on coup risk in democracies. Second, I point to the conditionality of democratic coup risk by highlighting the roles of economic development and political institutions. Third, I underscore the vast differences in institutional arrangements within democracies, suggesting a more nuanced approach is needed in the study of democratic political institutions. In line with this research, I examine the propensity for democratization in the aftermath of irregular leader removal. Examining the actors and tactics associated with different removal types, I focus on the benefits and challenges posed to democratization in the aftermath of removals. In an empirical assessment of authoritarian states from 1950-2012, I find that only removals resulting from coups, in conjunction with economic development, have significantly higher rates of democratization compared with the null. The results of this study are twofold, finding that not all forms of irregular leadership removal result in similar rates of post-removal democratization and that coups have driven prior results finding an association between irregular leader removal, economic development, and democratization.
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Date Issued
2018
Identifier
CFE0007365, ucf:52087
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007365
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010
Title
Second-Order Change Leadership Behaviors of Principals of Urban Elementary Schools and Student Achievement In 2010.
Creator
Kearney, Janet, Taylor, Rosemarye, Bai, Haiyan, Kaplan, Jeffrey, Pawlas, George, Roberts, Sherron, University of Central Florida
Abstract / Description
The focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student...
Show moreThe focus on specific principal leadership behaviors that positively impact student achievement has become more and more pronounced since the inception of the No Child Left Behind Act of 2001. Recently, researchers have begun to focus on a more dramatic type of change as a method for improving student achievement in schools. Marzano, Waters, and McNulty (2005) conducted a meta-analysis of more than 5,000 studies and identified seven leadership behaviors that related to improved student achievement and were viewed as second-order in nature. In many cases, second-order change was needed (a) to accomplish the student achievement improvements necessary to attain Adequate Yearly Progress (AYP) and (b) to ensure that all students would read on grade level by 2014. For this study, 66 principals from schools with fewer than 60% of students who qualified for free and reduced-price lunches from five urban Florida school districts completed an online survey, Principal Actions Survey (PAS), created to determine which of the seven leadership behaviors successful principals utilized in their schools. Principals were specifically asked to comment on those actions that they felt impacted student achievement and achievement of AYP. Principals consistently responded that they used the seven leadership behaviors, but the results from this study indicated very few statistically significant relationships or predictive relationships. The 66 principal responses were also compared to responses on the PAS of principals from urban Florida elementary schools with more than 60% of students who qualified for free and reduced-price lunches (La Cava, 2009). These comparisons indicated that principals of schools with a higher level of poverty reported utilization of the seven leadership behaviors on a more frequent basis or with a higher success rate than principals at schools with lower poverty levels.
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Date Issued
2012
Identifier
CFE0004560, ucf:49255
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004560
ROLE OF REVOLUTIONARY LEADERSHIP IN IRAN TO ITS FOREIGN POLICY
Title
ROLE OF REVOLUTIONARY LEADERSHIP IN IRAN TO ITS FOREIGN POLICY.
Creator
Latorre, Aida, Sadri, Houman, University of Central Florida
Abstract / Description
This study investigated the role of different leadership styles within Iran and how such leadership changes influenced Iranian foreign policy. The study utilized event-data analysis of Iranian history and current events and discussed the role of realist and idealist to the development of Iran into the regional power it is today as well as how Western relations played a role in developing Iranian foreign policy, particularly with regard to its nuclear development. The main body of the study...
Show moreThis study investigated the role of different leadership styles within Iran and how such leadership changes influenced Iranian foreign policy. The study utilized event-data analysis of Iranian history and current events and discussed the role of realist and idealist to the development of Iran into the regional power it is today as well as how Western relations played a role in developing Iranian foreign policy, particularly with regard to its nuclear development. The main body of the study drew from the dynamics within Iran, its relations with the West, relations with Israel, and relations with other foreign powers. The event-data analysis also took into account the political and socioeconomic stability and conditions within Iran as it would readily influence the foreign policy-making within the nation. The first part of the study analyzed Iranian society under the Shah and the under the revolutionary guidance of the Ayatollah Khomeini; the second part analyzed the post-Khomeini period in Iran. In addition to reviewing the role of different revolutionary leadership styles within Iran, this study considers the role that Iranian-Western relations have played in Iranian policy-making. Further, this study considers the tumultuous role that nuclear development has had in Iran's foreign relations. Findings showed that there is a relationship between Western presence in the Middle East and growing aggression by Iranian leadership. Moreover, the study demonstrates that the role of revolutionary leadership styles is critical in accessing the manner in which foreign policy decisions are made. The study found that the role of Islam in Iranian politics has brought much contention but found that in the post-Khomeini years, it has not been the central reason for policy decisions. Recommendations were made for the continued study of the role of nuclear development in Iranian-Western relations as this study was able to find some evidence of it having some level of relevance. Additionally, recommendations were made that additional research be conducted with regard to the role of Islam in shaping Iranian foreign policy in the Post-Khomeini era.
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Date Issued
2009
Identifier
CFE0002726, ucf:48145
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002726
Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior
Title
Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior.
Creator
Burnell, Devin, Modianos, Doan, Ford, Cameron, Ehrhart, Mark, University of Central Florida
Abstract / Description
This research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the...
Show moreThis research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the best solution. Previous research informs that three psychological mechanisms are responsible for creative actions: (1) sense-making, (2) motivation, and (3) knowledge processes. Constructive criticism is posited to act simultaneously on each of these processes to encourage creative performance across the creativity process. This relationship is hypothesized to be moderated by leader-member exchange. Furthermore, follower feedback-seeking behavior and learning goal orientation are also hypothesized to moderate the constructive criticism and creativity relationship. A series of moderated multiple regression analyses were conducted on survey data from 201 employees and 83 leader-follower dyads. Results indicate that constructive criticism has a null relationship with creativity, and may be detrimental to the in-role performance of followers. However, more nuanced analyses show that these relationships are to some degree moderated by leader-member exchange, the follower's learning goal orientation, and the follower's frequency of feedback seeking behavior.
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Date Issued
2018
Identifier
CFE0006982, ucf:51681
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006982
Towards a Theory of Autism Spectrum Disorder Program Implementation
Title
Towards a Theory of Autism Spectrum Disorder Program Implementation.
Creator
Gesundheit, Ian, Martin, Suzanne, Vasquez, Eleazar, Boote, David, Edwards, John, University of Central Florida
Abstract / Description
With the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely...
Show moreWith the increased prevalence of students qualifying for services within Autism Spectrum Disorder (ASD) programs (Odom, Cox and Brock, 2013), it is imperative that the field comes to better understand how successful programs can be replicated at scale. The implementation of effective instructional programs for students with ASD across school systems on a large scale is a difficult task. School systems have tried to replicate successful programs for diverse learners but have been largely unable to do so. For students with disabilities, who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. This need is most pressing for students in programs for ASD whose educational outcomes lag behind those of students in programs designed for all other exceptionality categories (Cook (&) Cook, 2013). The quality with which a program is designed matters little if the fidelity with which that program is implemented is lacking. For students with disabilities who perform poorly compared to their peers without disabilities (Odom et al., 2013), the need to replicate successful programs is even more pressing. The school leader plays an important role in the development, implementation, and maintenance of effective programs for students with ASD.The purpose of this study was to document the lived experiences of school leaders who have developed and/or managed successful programs for students with ASD within their school sites. It is clear that leadership matters in school and, therefore, influences program quality (Darling-Hammond, 2010; Reeves, 2006; Waters, Marzano, (&) McNulty, 2003). School and system change is difficult work, prone to being unsuccessful(-)but improvement is possible and sustainable (Fullan, 2007).The research questions for this study were:1.What are the characteristics of a school administrator who oversees effective self-contained classroom(s) for students with ASD?2.What are the lived experiences of principals who have led teachers to implement effective classrooms for students with ASD across their school setting?3.What rewards and challenges are associated with being a school administrator with an effective exceptional education program for students with ASD?In sum, these principal participants showed an intense interest in improving support services for students with ASD. They emphasized their vision that, if given the proper support and environment, all students can succeed. The principals were diligent in supporting that vision themselves and in making connections that could help reinforce that vision. A tremendous part of supporting that vision was ensuring that staff has the appropriate skills to work effectively with students with ASD. Once success was realized in these programs, it was reinforced by the success of the students and the emotional compensation received from parents. However, leading such programs is not without its challenges. Overall, though, all of these principals were clear about setting forth a path where the schools they were leading would do what is necessary to help their students with ASD be successful.
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Date Issued
2016
Identifier
CFE0006309, ucf:51586
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006309
The mauC gene encodes a versatile signal sequence and redox protein that can be utilized in native and non-native protein expression and electron trnasfer systems
Title
The mauC gene encodes a versatile signal sequence and redox protein that can be utilized in native and non-native protein expression and electron trnasfer systems.
Creator
Dow, Brian, Davidson, Victor, Self, William, Rohde, Kyle, Tatulian, Suren, University of Central Florida
Abstract / Description
The redox-active type 1 copper site of amicyanin is composed of a single copper ion that is coordinated by two histidines, a methionine, and a cysteine residue. This redox site has a potential of +265 mV at pH7.5. Over ten angstroms away from the copper site resides a tryptophan residue whose fluorescence is quenched by the copper. The effects of the tryptophan on the electron transfer (ET) properties were investigated by site-directed mutagenesis. Lessons learned about the hydrogen bonding...
Show moreThe redox-active type 1 copper site of amicyanin is composed of a single copper ion that is coordinated by two histidines, a methionine, and a cysteine residue. This redox site has a potential of +265 mV at pH7.5. Over ten angstroms away from the copper site resides a tryptophan residue whose fluorescence is quenched by the copper. The effects of the tryptophan on the electron transfer (ET) properties were investigated by site-directed mutagenesis. Lessons learned about the hydrogen bonding network of amicyanin from the aforementioned study were attempted to be used as a model to increase the stability of another beta barrel protein, the immunoglobulin light chain variable domain (VL). In addition, amicyanin was used as an alternative redox partner with MauG. MauG is a diheme protein from the mau gene cluster that catalyzes the biogenesis of the tryptophan tryptophylquinone cofactor of methylamine dehydrogenase (MADH). The amicyanin-MauG complex was used to study the free energy dependence and impact of reorganization energy in biological electron transfer reactions.The sole tryptophan of amicyanin was converted to a tyrosine via site-directed mutagenesis. This mutation had no effect on the electron transfer parameters with its redox partners, methylamine dehydrogenase and cytochrome c-551i. However, the pKa of the pH-dependence of the redox potential of the copper site was shifted +0.5 pH units. This was a result of an additional hydrogen bond between Met51 and the copper coordinating residue His95 in the reduced form of amicyanin. This additional hydrogen bond stabilizes the reduced form. Also, the stability of the copper site and the protein overall was significantly decreased, as seen by the temperature dependence of the visible spectrum of the copper site and the circular dichroism spectrum of the protein. This destabilization is attributed to the loss of an interior, cross-barrel hydrogen bond.The VL is structurally similar to amicyanin, but it does not contain any cross-barrel hydrogen bonds. The importance of the cross-barrel hydrogen bond in stabilizing amicyanin is evident. A homologous bond in VL was attempted to be engineered by using site-directed mutagenesis to insert neutral residues with protonatable groups into the core of the protein. Wild-type (WT) VL was purified from the periplasm and found to be properly folded as determined by circular dichroism and size exclusion chromatography. Mutants were expressed in E. coli using the amicyanin signal sequence for periplasmic expression. Folded mutant protein could not be purified from the periplasm.When amicyanin is used in complex with MauG, it retains the pH-dependence of the redox potential of its copper site due to the looseness of the interprotein interface. The free energy of the reaction was manipulated by variation in pH from pH 5.8 to 8.0. The ET parameters are reorganization energy of 2.34 eV and an electronic coupling constant of 0.6 cm-1. P94A amicyanin has a potential that is 120 mV higher than WT amicyanin and was used to extend the range of the free energy dependence studied. The ET parameters of the reaction of WT and P94A amicyanin with MauG were within error of each other. This is significant because the ET reaction of P94A amicyanin with its natural electron acceptor was not able to be studied due to a kinetic coupling of the ET step with a non-ET step. This kinetic coupling obscured the parameters of the ET step because it is not kinetically distinguishable from the ET step.A Y294H MauG mutant was also studied. This mutation replaced the axial tyrosine ligand of the six-coordinate heme of MauG with a histidine. No reaction is observed with Y294H MauG in its native reaction. However, the high valent oxidation state of the five-coordinate heme of Y294H MauG reacts with reduced amicyanin. The ET rate was analyzed by ET theory to study the high valent heme in Y294H MauG. The reorganization energy of Y294H MauG was calculated to be nearly 20% lower as compared to the same reaction with WT MauG. These results provide insight into the obscured nature of reorganization energy of large redox cofactors in proteins, particularly heme cofactors, as well as to how the active sites of enzymes are optimized to perform long range ET vs catalysis with regard to balancing redox potential and reorganization energy.
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Date Issued
2016
Identifier
CFE0006100, ucf:51192
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006100
Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation
Title
Central Florida Educational Leaders' Professional Opinions of the Race to the Top Grant Components Concerning Teacher Evaluation and Compensation Prior to Implementation.
Creator
Windish, Daniel, Taylor, Rosemarye, Pawlas, George, Doherty, Walter, Vitale, Thomas, University of Central Florida
Abstract / Description
This mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A...
Show moreThis mixed-methods study was conducted to explore the professional opinions of educational leaders regarding selected components in the Race to the Top (RTTT) grant concerning teacher evaluation and compensation and the potential impact on student achievement. A target university was selected that had students who were professionals in the field of education in either instructional or administrative jobs and were pursuing their doctorates in both Education and Educational Leadership. A researcher created survey and follow-up interview were utilized to gather both quantitative and qualitative data for analysis. Quantitative findings revealed that statistically significant differences in the opinions of educational leaders about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement existed between two types of professional classification (instructional or administrative). No statistically significant relationship was found between self-reported knowledge of the RTTT and opinions of the fairness of the RTTT teacher evaluation and compensation components. Also, no statistically significant difference was found in the professional opinions about the potential impact of the RTTT grant teacher evaluation and compensation components on student achievement when self-reported school poverty percentage was considered.From qualitative findings, themes emerged surrounding the uncertainty and lack of understanding about the RTTT grant's implementation. Though this study provided baseline data on the opinions of educational leaders on the RTTT teacher evaluation and compensation components, there is still much to be learned about the RTTT grant.
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Date Issued
2012
Identifier
CFE0004633, ucf:49929
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004633
An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois
Title
An Exploratory Study of the Strengths of Islamic School Principals in California, Texas, New York, Florida, and Illinois.
Creator
Qadri, Kamran, Taylor, Rosemarye, Baldwin, Gordon, Mitchell, Paul, Eriksson, Gillian, University of Central Florida
Abstract / Description
As the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's...
Show moreAs the focal point of the school, the principal's leadership is integral to its effective functioning. This study used a self-assessment to analyze the self-identified strengths of principals in Islamic schools within the five most populated states in the United States (which also have the largest number of mosques) and the commonalities in those strengths based on (a) the enrollment of the school; (b) year school was established; (c) the gender of the principal; (d) the principal's professional preparation, e.g., degree in education vs. other fields and years of experience; and (e) geographic location. While only a small amount of statistical significance was evident (p (<) .05) in exploring the differences between groups, several conclusions were made. In analyzing the strengths of the principals, the least selected strength was Significance and the most was Analytical, which had the highest proportion of affirmatively responding principals as compared to any of the other strengths. Additionally, the relationship between principal strength and school enrollment resulted in for the strengths of Command and Developer at a significance level that was less stringent than the p = .002 dictated by the study; principals at schools that have a student enrollment of 151-200 ranked Command higher as compared to principals in schools of other sizes, whereas those with an enrollment of 150 or fewer students ranked Developer as a more preferred strength. In addressing principal strengths and gender, the results showcased males ranking Self-assuredness as their preferred trait more frequently than their female counterparts, who preferred Futuristic. Furthermore, the relationship of principal strengths and area of education resulted in the strengths of Activator, Maximizer, and Positivity as being ranked higher for principals who had a degree in education at the p = .05 level. The strengths of Empathy, Harmony, and Responsibility (p (<) .05) and Deliberative (p (<) .01) were ranked higher by principals who did not have a degree in education. Also, based on the average rankings of principal strengths, Achiever indicated the strongest association for principals with a degree in education and Deliberative for principals who did not. The results of the mean ranking of the strengths among principals of differing years of experience resulted in the ranking of Focus and Includer at higher levels for principals with 3-6 years of experience (p (<) .01). Furthermore, the average rankings showcased the strength of Achiever as the most strongly rated for principals with less than 3 years of experience, Focus for principals with 3-6 years of experience, and Analytical for principals with more than 6 years. Examination of principal strengths based on geographic location was conducted descriptively due to small group sizes. Among the five states of focus, average rankings of strengths indicated that Deliberative was the most preferred among California principals, Includer among Florida principals, Activator among Illinois respondents, Command among New York principals, and Analytical in Texas.
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Date Issued
2014
Identifier
CFE0005235, ucf:50601
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005235
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments
Title
An Analysis of the Readiness and Confidence of High School Administrators to Provide Instructional Leadership in Digital School Environments.
Creator
Shepherd, Andrew, Taylor, Rosemarye, Doherty, Walter, Johnson, Jerry, Border, Harold, University of Central Florida
Abstract / Description
The purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to...
Show moreThe purpose of this study was to analyze the perceived knowledge and confidence of high school administrators to lead in a digital school environment. This study utilized an exploratory mixed-methods case study analysis along with the 62-item Digital Instructional Leadership Readiness Instrument (DILRI)(&)copy; to measure school administrators' knowledge and confidence to lead in a digital school environment. High school administrators within the target school district were requested to complete the DILRI(&)copy; at two separate points in time: September 2016 and June 2017. Based on these two administrations, this study's six Research Questions were answered. Research Questions 1, 2, 3, 4, and 6 were addressed quantitatively using descriptive statistics, along with two MANOVA analyses for Research Question 6. Research Question 5 was answered qualitatively by examining open-ended responses found within the DILRI(&)copy;. Based on the data collected, Experience Supervising Others and Colleagues were two factors ranked highest by administrators as influencing their knowledge and confidence. Additionally, high school administrators perceive themselves to be knowledge and confident in recognizing Student Engagement and Student Collaboration, and in developing digital school culture factors of Leadership Teams, Empowering Teachers, and Shared Vision. Overall means increased for knowledge and confidence on each scale between the September 2016 and June 2017 DILRI(&)copy; administrations. Much research relating to the digital school environment has only focused on the preparation required of teachers; therefore, this study provides administrators, directors, school boards, superintendents, and other school district leaders with relevant information relating to the self-reported readiness of high school administrators to lead in a digital school environment.
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Date Issued
2017
Identifier
CFE0007295, ucf:52173
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007295