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- Title
- AN INVESTIGATION OF STUDENT SUCCESS BETWEEN ASSOCIATE OF ARTS AND NON ASSOCIATE OF ARTS TRANSFER STUDENTS.
- Creator
-
D, LeeAnn, Tubbs, Levester, University of Central Florida
- Abstract / Description
-
This dissertation investigates the possible association between admission with an Associate of Arts (AA) degree or no-AA degree, gender, and ethnicity with graduation GPA, probation, and persistence of community college transfer students admitted to the University of Central Florida in the 2001-2002 academic year (N = 5283). The literature review found that the majority of studies related to transfer student success compared transfer students to native university students. Little evidence of...
Show moreThis dissertation investigates the possible association between admission with an Associate of Arts (AA) degree or no-AA degree, gender, and ethnicity with graduation GPA, probation, and persistence of community college transfer students admitted to the University of Central Florida in the 2001-2002 academic year (N = 5283). The literature review found that the majority of studies related to transfer student success compared transfer students to native university students. Little evidence of an association between success rates of transfer students as compared to native university students was indicated in the literature. The literature also did not indicate an association between gender and success rates or ethnic group and success rates. The results of this study suggest that admission degree, gender and ethnicity all had little to no impact on the success rates of the transfer students in the sample. The data for the students in the AA admission group indicated that receipt of an AA degree is related to student persistence. However, the test results indicated that this relationship was very weak. Due to the ever-increasing numbers of transfer students in this country, this study can be an informational tool for administrators at community colleges and universities in relation to transfer student success.
Show less - Date Issued
- 2005
- Identifier
- CFE0000458, ucf:46398
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000458
- Title
- AN INVESTIGATION OF STUDENTSÃÂÃÂÃÂÃÂ' PROBLEM SOLVING SKILLS IN AN INTRODUCTORY PHYSICS CLASS.
- Creator
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McDonald, Frank, Jeanpierre, Bobby, University of Central Florida
- Abstract / Description
-
The purpose of this study was to document the specific errors that introductory physics students make in each phase of the solution of Force and Motion problems. A mixed methods design was used to identify those errors, and it was determined that the errors which students made the most frequently were the omission of mgcosθ , mgsinθ, and the lack of a clearly defined coordinate system as part of the free-body diagram. Additionally, there was a negative statistically significant...
Show moreThe purpose of this study was to document the specific errors that introductory physics students make in each phase of the solution of Force and Motion problems. A mixed methods design was used to identify those errors, and it was determined that the errors which students made the most frequently were the omission of mgcosθ , mgsinθ, and the lack of a clearly defined coordinate system as part of the free-body diagram. Additionally, there was a negative statistically significant relationship between the quality of the free-body diagram and the quality of equations that were produced to describe the objectÃÂÃÂÃÂÃÂ's motion. The results indicate that students do not have a full understanding of the role of a free-body diagram or its relationship to the system of equations that are generated as a result of the application of NewtonÃÂÃÂÃÂÃÂ's Second Law to the free-body diagram.
Show less - Date Issued
- 2010
- Identifier
- CFE0003456, ucf:48407
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003456
- Title
- An Investigation of the Academic Impact of the Freshman Transition Course at One Urban Central Florida High School.
- Creator
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Flynn, Timothy, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Bradshaw, Leigh, University of Central Florida
- Abstract / Description
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The purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a...
Show moreThe purpose of this research was to identify the extent to which a high school freshman transition program aligned with research based recommendations and to determine the extent to which the intervention impacted persistence to the tenth grade, on-track-to-graduation status, and academic success. Documents relevant to the program were collected and analyzed for research based themes. Students in the program at the target school were compared to students in a similar high school and a historical cohort of students who attended the target school. The impact of the course was statistically significant for persistence to the tenth grade, on-track to graduation status, and academic success; however ANOVA found statistical significance favored Algebra 1 EOC and not FCAT Reading. Effect size statistics revealed little to no effect among Freshman Experience and the dependent variables. These findings will help school-level and district administrators design research-based transition interventions which encourage academic success and graduation.
Show less - Date Issued
- 2016
- Identifier
- CFE0006684, ucf:51902
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006684
- Title
- An Investigation of the Appropriateness of the English Language Learner Accountability Mark Established by the Every Student Succeeds Act of 2015.
- Creator
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Rivera, Francisco, Johnson, Jerry, Nutta, Joyce, Doherty, Walter, Pace, Debra, University of Central Florida
- Abstract / Description
-
This quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance...
Show moreThis quantitative study sought to disclose and describe differences in academic performance between English language learners (ELLs) and non-English language learners (non-ELLs) in grades sixth, seventh, and eighth during the two-year period of 2016 (-) 2018. A two-year period was utilized because of the two-year ELL accountability mark established by the Every Student Succeeds Act (ESSA) of 2015. The study used i-Ready diagnostic data, in both mathematics and reading, as the performance measures, and used ACCESS for ELLs (WIDA) tier scores (i.e., WIDA Tier A, WIDA Tier B, and WIDA Tier C) to identify the level of English language acquisition of the ELL students for use in making comparisons among ELL students with varying levels of English proficiency.The results indicated that WIDA Tier C (i.e., ELL students with the highest English language proficiency) students outperformed the ELL students in the other WIDA tiers (i.e., WIDA Tier A and WIDA Tier B), in both mathematics and reading. Moreover, while WIDA Tier A students had lower mean scale scores, they made the largest gains from administration to administration in both subjects. Additionally, the results obtained from a two-way ANOVA indicated that ELL students are making greater gains than non-ELL students over the two-year period, in mathematics and reading. The extant literature on second language acquisition asserts that it takes an ELL student longer than two years and up to seven years to acquire academic language proficiency (Collier, 1995; MacSwan (&) Pray, 2005; Hakuta, 2011; Kieffer (&) Park, 2016). The ANOVA results also indicated that high-SES ELL students showed a higher mean gain score, in both mathematics and reading, than low-SES ELL students. Non-ESE ELL students showed a larger mean gain score than ESE ELL students in both subjects as well. Furthermore, the results of the ancillary analysis (i.e., a hypothetical additional year) indicated that non-ELL students outperformed ELL students in both mathematics and reading suggesting that it is unlikely that one additional year would make a difference.The results of the study will aid the academic decision-making of the school district studied when determining the appropriate level of supports for ELL students in the different WIDA tiers or in the different stages of language acquisition. In addition, the results of the effects of socioeconomic status (SES) and of exceptional student education (ESE) in ELL students, should support the school district when planning interventions to help mitigate these factors. Lastly, the study provides further evidence that two years is not enough time for an ELL student to acquire academic language proficiency; and expecting this subgroup of the public-school population to do so, negatively affects the academic results of the students, schools, and school districts they attend.
Show less - Date Issued
- 2019
- Identifier
- CFE0007715, ucf:52413
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007715
- Title
- AN INVESTIGATION OF THE AUTOIGNITION OF POWER GENERATION GAS TURBINE FUEL BLENDS USING A DESIGN OF EXPERIMENTS APPROACH.
- Creator
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de Vries, Jaap, Petersen, Eric, University of Central Florida
- Abstract / Description
-
Natural gas has grown in popularity as a fuel for power generation gas turbines. However, changes in fuel composition are a topic of concern since fuel variability can have a great impact on the reliability and performance of the burner design. In particular, autoignition of the premixed fuel and air prior to entering the main burner is a potential concern when using exotic fuel blends. To obtain much-needed data in this area, autoignition experiments for a wide range of likely fuel blends...
Show moreNatural gas has grown in popularity as a fuel for power generation gas turbines. However, changes in fuel composition are a topic of concern since fuel variability can have a great impact on the reliability and performance of the burner design. In particular, autoignition of the premixed fuel and air prior to entering the main burner is a potential concern when using exotic fuel blends. To obtain much-needed data in this area, autoignition experiments for a wide range of likely fuel blends containing CH4 mixed with combinations of C2H6, C3H8, C4H10, C5H12, and H2 were performed in a high-pressure shock tube. However, testing every possible fuel blend combination and interaction was not feasible within a reasonable time and cost. Therefore, to predict the surface response over the complete mixture domain, a special experimental design was developed to significantly reduce the amount of 'trials' needed from 243 to only 41 using the Box-Behnkin factorial design methodology. Kinetics modeling was used to obtain numerical results for this matrix of fuel blends, setting the conditions at a temperature of 800 K and pressure of 17 atm. A further and successful attempt was made to reduce the 41-test matrix to a 21-test matrix. This was done using special mixture experimental techniques. The kinetics model was used to compare the smaller matrix to the expected results of the larger one. The new 21-test matrix produced a numerical correlation that agreed well with the results from the 41-test matrix, indicating that the smaller matrix would provide the same statistical information as the larger one with acceptable precision. iii After the experimental matrix was developed using the design of experiments approach, the physical experiments were performed in the shock tube. Long test times were created by "tailoring" the shock tube using a novel driver gas mixture, obtaining test times of 10 millisecond or more, which made experiments at low temperatures possible. Large discrepancies were found between the predicted results by numerical models and the actual experimental results. The main conclusion from the experiments is that the methane-based mixtures in this study enter a regime with a negative temperature coefficient when plotted in Arhennius form. This means that these mixtures are far more likely to ignite under conditions frequently encountered in a premixer, potentially creating hazardous situations. The experimental results were correlated as a function of the different species. It was found that the effect of higher-order hydrocarbon addition to methane is not as profound as seen at higher temperatures (>1100 K). However, the ignition delay time could still be reduced by a factor two or more. It is therefore evident that potential autoignition could occur within the premixer, given the conditions as stated in this study.
Show less - Date Issued
- 2005
- Identifier
- CFE0000817, ucf:46684
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000817
- Title
- An Investigation of the Biomechanical Implications of Lower Limb Fractures and Leg Length Disparity.
- Creator
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Mills, Elizabeth, Dupras, Tosha, Williams, Lana, Starbuck, John, University of Central Florida
- Abstract / Description
-
One of the primary goals of biological anthropology is to develop an accurate understanding of human anatomy, health, disease, and injury in both modern and archaeological populations. Paleopathological analyses are a fruitful means of identifying disease and injury in skeletal assemblages, but the individual long-term biomechanical effects associated with pathological conditions have not yet been adequately explored in the literature. Leg fractures are a common pathological condition in both...
Show moreOne of the primary goals of biological anthropology is to develop an accurate understanding of human anatomy, health, disease, and injury in both modern and archaeological populations. Paleopathological analyses are a fruitful means of identifying disease and injury in skeletal assemblages, but the individual long-term biomechanical effects associated with pathological conditions have not yet been adequately explored in the literature. Leg fractures are a common pathological condition in both modern and archaeological populations, the effects of which may alter the biomechanics of gait. A growing body of clinical literature demonstrates that abnormal ambulatory function may have far-reaching effects in the rest of the body.To assess the long-term consequences of pathological conditions of the lower extremities, the relationship between lower limb long bone fracture occurrence, incidence of leg length disparity (LLD), and temporomandibular dysfunction (TMD) was analyzed. A total of 56 adult individuals (29 fractured, 27 unfractured) from the Hamann-Todd Osteological Collection (HTOC) at the Cleveland Museum of Natural History (curated between 1912 and 1938) were examined in this study. In total, the sample consisted of 37 males and 19 females (ages 25-76) of either black or white ancestry. LLD was assessed by taking standardized measurements of the lower limb long bones. TMD was analyzed by scoring the presence and severity of osteoarthritis of the temporomandibular joint (TMJ OA), dental attrition, and antemortem tooth loss. Kendall's Tau correlation statistics were used to assess morphological integration between all unique pairwise combinations of lower limb and jaw measurements among unfractured and fractured groups. Results indicate that several measures of LLD and jaw dysfunction are correlated differently in the unfractured and fractured groups. Comparisons of the All Unfractured and All Fractured groups most often showed higher absolute correlation values in unfractured individuals. Samples were also subdivided and compared based on known sex. Significant differences in patterns of morphological integration were observed between male and female sub-samples. Significant correlation values were almost always higher in the unfractured sample than in the fractured sample. Females, however, demonstrated both significant increases and significant decreases in absolute correlation values when comparing fractured and unfractured samples. Thus, patterns of significant differences in morphological integration between the lower limbs and jaw differ for males and females, with fairly consistent decreases in integration strength in the former and a mixed pattern of integration strength increases and decreases in the latter, when a leg fracture is involved. It is argued that these differences are explained by fundamental sexually dimorphic morphological and kinematic differences between males and females, such that fractures resulting in LLD affect the two sexes differently. Gendered lifetime social experiences and activity patterns may also explain the different male and female patterns identified in the analysis. These insights are applied to larger anthropological questions of social identity and the long-term injury experience.
Show less - Date Issued
- 2016
- Identifier
- CFE0006694, ucf:51917
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006694
- Title
- AN INVESTIGATION OF THE ECONOMIC VIABILITY AND ETHICAL RAMIFICATIONS OF VIDEO SURVEILLANCE IN THE ICU.
- Creator
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Bagge, Laura, Heglund, Stephen, University of Central Florida
- Abstract / Description
-
The purpose of this review of literature is to investigate the various roles of video surveillance (VS) in the hospital's intensive care unit (ICU) as well as its legal and ethical implications. Today, hospitals spend more money on the ICU than on any other unit. By 2030, the population of those 65 and over is expected to double. 80% of older adults have at least one chronic diseases (Centers for Disease Control and Prevention, 2013). As a consequence, the demand for ICU services will likely...
Show moreThe purpose of this review of literature is to investigate the various roles of video surveillance (VS) in the hospital's intensive care unit (ICU) as well as its legal and ethical implications. Today, hospitals spend more money on the ICU than on any other unit. By 2030, the population of those 65 and over is expected to double. 80% of older adults have at least one chronic diseases (Centers for Disease Control and Prevention, 2013). As a consequence, the demand for ICU services will likely increase, which may burden hospital with additional costs.. Because of increasing economic pressures, more hospitals are using video surveillance to enhance quality care and reduce ICU costs (Goran, 2012). Research shows that VS enhances positive outcomes among patients and best practice compliance among hospital staff. The results are fewer reports of patient complications and days spent in the ICU, and an increase in reported hospital savings. In addition, VS is becoming an important tool for the families of newborns in the neonatal ICU (NICU). The belief is that the VS can facilitate parent-baby bonding. In the United States of America, privacy rights impose legal restrictions on VS. These rights come from the U.S. Constitution, Statutory law, Regulatory law, and State law. HIPPA authorizes the patient to control the use and disclosure of his or her health information. Accordingly, hospitals are under obligation to inform patients on their right to protected health information. It is appropriate that hospitals use VS for diagnostic purposes as long as they have obtained patient consent. According to modern day privacy experts Charles Fried and Alan Westin, a violation of a person's privacy equates a violation on their liberty and morality. However, if a physician suspects that a third party person is causing harm to the patient, than the use of covert VS is justifiable.
Show less - Date Issued
- 2013
- Identifier
- CFH0004475, ucf:45138
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004475
- Title
- AN INVESTIGATION OF THE EFFECTIVENESS OF COMPUTER-ASSISTED BIOFEEDBACK FOR STUDENTS DIAGNOSED AS HAVING AUTISM SPECTRUM DISORDER: THE RELATIONSHIP BETWEEN THE USE OF COMPUTER-ASSISTED BIOFEEDBACK AND ON-TASK BEHAVIOR.
- Creator
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Aguinaga, Nancy, Cross, Lee, University of Central Florida
- Abstract / Description
-
Using a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and...
Show moreUsing a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and percentage of time on-task during an academic activity. A 15-second momentary time sampling procedure was used for a 5 minute session each day of the week for a five week period to measure the participant's engagement. In the intervention phase, the participants completed a three to four minute computer-assisted biofeedback session prior to the academic activity and collection of data on engagement. In addition, data were collected on performance level of the academic activity. Data were also collected on educator and parent perception of generalization of self-regulation of behavior. The data suggest: (a) speed to engagement increased when using a computer-assisted biofeedback program for all participants; (b) time on-task improved over baseline conditions for all participants; (c) academic achievement was impacted by computer-assisted biofeedback for one participant; and (d) educators perceived a generalization of self-regulation of behavior, while parents did not indicate any generalization of self-regulation of behavior occurred in the home environment.
Show less - Date Issued
- 2006
- Identifier
- CFE0001260, ucf:46888
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001260
- Title
- An Investigation of the Effects of Neurofeedback Training on Attention Deficit-Hyperactivity Disorder (ADHD) Symptoms, Depression, Anxiety, and Academic Self-Efficacy in College Students.
- Creator
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Harris, Shaywanna, Lambie, Glenn, Hundley, Gulnora, Kelchner, Viki, Bai, Haiyan, University of Central Florida
- Abstract / Description
-
College students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased...
Show moreCollege students diagnosed with Attention Deficit-Hyperactivity Disorder (ADHD) are at an increased risk of depression, anxiety, and lower academic self-efficacy as compared to college students not diagnosed with ADHD. Additionally, college students with ADHD diagnoses struggle to obtain effective treatment options for their ADHD symptoms. Specifically, pharmacological interventions are effective in mitigating ADHD symptoms; however, adverse effects of stimulant medications (i.e., increased/decreased appetite, headache) impact medication adherence in college students with ADHD. Neurofeedback is a non-invasive, drug-free intervention that uses the theories of biofeedback and cybernetics to increase self-regulation of brain functions. The purpose of this dissertation study was to examine differences in college student participants' scores on inattention, hyperactivity, impulsivity, self-concept, depression, anxiety, and self-efficacy measures over time when exposed to the neurofeedback intervention. The researcher employed a quasi-experimental, one group, time series design to explore differences in levels of symptomology in 11 participants over four assessment points. The results identified participants' scores in inattention (p = .016), hyperactivity (p = .017), self-concept (p = .008), depression (p = .004), and anxiety (p = .018) significantly decreased of the course of the intervention (16 neurofeedback sessions). Moreover, the participants' self-reported levels of academic self-efficacy increased significantly over time (p (<) .001). The findings for the current study provide practical, professional, and public policy implications, expanding the neurofeedback training and ADHD literature.
Show less - Date Issued
- 2017
- Identifier
- CFE0006600, ucf:51271
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006600
- Title
- AN INVESTIGATION OF THE EFFECTS OF SPEAKERS' VOCAL CHARACTERISTICS ON RATINGS OF CONFIDENCE AND PERSUASION.
- Creator
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Montrey, John, Pryor, Albert, University of Central Florida
- Abstract / Description
-
This experiment furthered previous research on perceptions of speakers as a function of various vocal characteristics. A low relevance passage was recorded by male and female speakers, simulating voices of orotund, thin, thoaty, flat, breathy, as well as rate and pitch variations, so as to determine effects on persuasiveness and confidence. Main effects were found regarding gender across all vocal characteristics. While an orotund voice produced predominately positive effects of ratings of...
Show moreThis experiment furthered previous research on perceptions of speakers as a function of various vocal characteristics. A low relevance passage was recorded by male and female speakers, simulating voices of orotund, thin, thoaty, flat, breathy, as well as rate and pitch variations, so as to determine effects on persuasiveness and confidence. Main effects were found regarding gender across all vocal characteristics. While an orotund voice produced predominately positive effects of ratings of speakers' confidence and persuasiveness, a breathy effect elicited negative ratings. The male speaker was judged more harshly than the female speaker when the vocal characterization departed from the norm.
Show less - Date Issued
- 2005
- Identifier
- CFE0000902, ucf:46750
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000902
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Grillo, Kelly, Dieker, Lisa, University of Central Florida
- Abstract / Description
-
The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
Show less - Date Issued
- 2011
- Identifier
- CFE0003972, ucf:48662
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003972
- Title
- AN INVESTIGATION OF THE EFFECTS OF USING HANDHELDS TO INCREASECOMPUTATIONAL SPEED BY ENHANCING WORKING MEMORY FORSECONDARY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Kinney, Marcey, Hines, Rebecca, University of Central Florida
- Abstract / Description
-
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.
Show less - Date Issued
- 2008
- Identifier
- CFE0002317, ucf:47869
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002317
- Title
- AN INVESTIGATION OF THE EFFICACY OF THE TEXT TALK STRATEGY ON PRE-SCHOOL STUDENTS' VOCABULARY ACQUISITION.
- Creator
-
Batchelder, Heather, Cross, Lee, University of Central Florida
- Abstract / Description
-
ABSTRACT Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy...
Show moreABSTRACT Using a single subject Multiple Baseline design, this study examined the efficacy of the Text Talk vocabulary acquisition strategy with regard to the use of new vocabulary by pre-kindergarten students in an inclusive classroom within a public charter school. Five pre-school students participated in the study. Students with varying exceptionalities as well as students with typical development were included in the study. Three classroom teachers implemented the Text Talk strategy utilizing eight books and vocabulary scenario models during an interactive story time that included the direct instruction of vocabulary in the study. During the baseline and intervention phases data collection occurred during story time and during a word chart activity. Data were collected as to whether the participants used the new vocabulary when prompted and demonstrated the meaning of new vocabulary during activities embedded in the direct instruction of vocabulary within the context of story time. A pre and post assessment was utilized during baseline and following the intervention. The data suggest that all participants exhibited an increase in the use of new vocabulary and demonstration of meaning of new words during story time. The increase in scores from the pre assessment to the post assessment may indicate that immersion in activities with new vocabulary and opportunities to represent the new words phonologically may have led to the acquisition of new vocabulary by all student participants. The teachers perceived the implementation to be effective and manageable within the classroom setting.
Show less - Date Issued
- 2008
- Identifier
- CFE0002345, ucf:47780
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002345
- Title
- AN INVESTIGATION OF THE EVOLUTION OF THE MINIMALIST SHOETHROUGH A REVIEW OF RESEARCH LITERATURE.
- Creator
-
Sommarvong, Samantha, Fisher, Thomas, University of Central Florida
- Abstract / Description
-
As an investigation of the evolution of the minimalist shoes, the purpose of this thesis was to examine popularity trends of the rise and fall of the minimalist movement. By evaluating the history and research behind the designs of the minimalist shoes, this thesis viewed the peak in popularity when minimalist shoes first made their debut. Initially, footwear sales skyrocketed upon its introduction. Its popularity grew due the prospective effects of improving athletic performance and the...
Show moreAs an investigation of the evolution of the minimalist shoes, the purpose of this thesis was to examine popularity trends of the rise and fall of the minimalist movement. By evaluating the history and research behind the designs of the minimalist shoes, this thesis viewed the peak in popularity when minimalist shoes first made their debut. Initially, footwear sales skyrocketed upon its introduction. Its popularity grew due the prospective effects of improving athletic performance and the possibility of decreasing the prevalence of running-related injuries. To understand the sales trends of the footwear industry, various shoe examples from the different categories of footwear padding were also examined. Hence, after learning more about each type of footwear, it is crucial to understand how to transition safely and without injury. Injury prevalence has been suggested to be associated with the change in biomechanics involved with changing a runner's footwear. Through the review of research literature on the subject, 33 sources of peer-reviewed studies, found via Google Scholar or EBSCOHost using select key word searches, were taken into account. After reviewing the results and conclusions, a common finding suggest that more research is needed to come to clear consensus. There is not enough evidence to suggest that the use of minimalist shoes either lowered the risk of injury or improved performance. Hence, the decline of minimalist movement may have been due to the unfulfilled benefits that were proposed. After consumers did not reap the benefits of transitioning to minimalist shoes, sales trends continued to fall.
Show less - Date Issued
- 2015
- Identifier
- CFH0004905, ucf:45495
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004905
- Title
- AN INVESTIGATION OF THE FACTORS RELATED TO DIRECT CARE STAFFS' KNOWLEDGE OF EFFECTIVE INSTRUCTIONAL STRATEGIES FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES.
- Creator
-
Cook, Craig, Martin, Lawrence, University of Central Florida
- Abstract / Description
-
The Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people...
Show moreThe Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people with developmental disabilities have the responsibility to train direct care staff in the use of effective teaching strategies in order to realize the purpose of the Medicaid HCBS waiver. Direct care staff's knowledge of effective teaching strategies will afford people with mental retardation an opportunity for greater independence and help them achieve their maximum potential within the community. This study set out to evaluate what factors were related to direct care staff members' knowledge of effective teaching strategies. The factors investigated include agencies use of evidence based staff training practices, feedback as a performance management strategy, and Certified Behavior Analysts involvement with the training and support of direct care staff. A random sample of 294 direct care staff members who work in 55 different group homes throughout the State of Florida participated in the study. Direct care staff members' average score on the knowledge of effective teaching strategies quiz was 23.31 out of 50 questions. The maximum score achieved was 43. These findings indicated that the direct care staff members generally did not demonstrate knowledge of effective teaching strategies. The findings of this investigation demonstrated a statistically significant positive relationship between direct care staff members who received empirically derived staff training and knowledge of effective teaching strategies. Additionally, the investigation found a statistically significant positive relationship between the behavior analyst involvement and direct care staff members' knowledge about how to teach. The investigation failed to identify a statistically significant relationship between performance feedback and knowledge about how to teach. This research is important to policy formulation as it relates to the efficient and effective delivery of supports for people with developmental disabilities.
Show less - Date Issued
- 2009
- Identifier
- CFE0002832, ucf:48077
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002832
- Title
- An Investigation of the Help-Seeking Behaviors of Women Student Veterans.
- Creator
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Armstrong, Tanya, Cox, Dr. Thomas, Whiteman, JoAnn, Hopp, Carolyn, Grauerholz, Liz, University of Central Florida
- Abstract / Description
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Women with military experience are attending colleges and universities across the United States. It is important to understand how they describe their experiences as students and how their help-seeking behaviors impact their success (DiRamio (&) Jarvis, 2011; Baechtold (&) Da Sawal, 2009). Using Schlossberg's Adult Transition Theory (1981, 1984) as a framework, this qualitative phenomenological study explored the help-seeking behaviors of women student veterans. In addition, the events that...
Show moreWomen with military experience are attending colleges and universities across the United States. It is important to understand how they describe their experiences as students and how their help-seeking behaviors impact their success (DiRamio (&) Jarvis, 2011; Baechtold (&) Da Sawal, 2009). Using Schlossberg's Adult Transition Theory (1981, 1984) as a framework, this qualitative phenomenological study explored the help-seeking behaviors of women student veterans. In addition, the events that caused them to seek help and the resources they utilized are described. The research questions were: (1) Does the prior military experience of women student veterans influence their willingness to seek help? (2) What are the events that cause women student veterans to seek help? And (3) What are the resources that women student veterans utilize? Using Smith, Flowers and Larkin's (2009) Interpretative Phenomenological Analysis (IPA), this two-phase mixed method design employed a sequential descriptive strategy employing a profile questionnaire and individual semi-structured interviews (N=9). The research identified six themes using Schlossberg's framework (1981, 1984). These six themes were: military influence, transitions, times of distress, tailored support, traditional support and support 'from my own'. The findings of this study provide researchers, student personnel professionals, and military educational constituencies with a foundation for policy and programming that account for the help seeking behaviors women student veterans' exhibit as they transition from the military to college.
Show less - Date Issued
- 2017
- Identifier
- CFE0006560, ucf:51313
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006560
- Title
- AN INVESTIGATION OF THE IMPACT OF SANDPLAY THERAPY ON MENTAL HEALTH STATUS AND RESILIENCY ATTITUDES IN MEXICAN FARMWORKER WOMEN.
- Creator
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Mejia, Ximena Elizabeth, Grant Hayes, B., University of Central Florida
- Abstract / Description
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This study investigated the impact that sandplay therapy sessions had on Mexican farmworker women's mental health status and resilience attitudes. The participants of this study were 40 women who were born in various states in Mexico and presently reside in rural Central Florida. Twenty women participated in the control group and twenty women participated in the treatment group. The impact sandplay therapy has on participants' mental health status was measured by Outcome Questionnaire (OQ-45)...
Show moreThis study investigated the impact that sandplay therapy sessions had on Mexican farmworker women's mental health status and resilience attitudes. The participants of this study were 40 women who were born in various states in Mexico and presently reside in rural Central Florida. Twenty women participated in the control group and twenty women participated in the treatment group. The impact sandplay therapy has on participants' mental health status was measured by Outcome Questionnaire (OQ-45), which assesses progress in therapy; and Resiliency Attitudes Scale (R.A.S.), which determines resiliency attitudes. The study also includes twenty participants' transcriptions of their individual sessions to illustrate the experiences of Mexican farmworker women with sandplay therapy. Pre and post-tests revealed a significant impact on mental health status and resiliency attitudes on the treatment group. In addition, participants also reported their own conceptualization of resilience that points to the integration of social networks, community resilience, solidarity, and hope.
Show less - Date Issued
- 2004
- Identifier
- CFE0000037, ucf:46139
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000037
- Title
- An Investigation of the Impacts of Face-to-Face and Virtual Laboratories in an Introductory Biology Course on Students' Motivation to Learn Biology.
- Creator
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Reece, Amber, Butler, Malcolm, Boote, David, Chini, Jacquelyn, Fedorka, Kenneth, University of Central Florida
- Abstract / Description
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The objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and...
Show moreThe objective of this study was to evaluate and compare the effects of face-to-face and virtual laboratories in a large-enrollment introductory biology course on students' motivation to learn biology. The laboratory component of post-secondary science courses is where students have opportunities for frequent interactions with instructors and their peers (Seymour (&) Hewitt, 1997; Seymour, Melton, Wiese, (&) Pederson-Gallegos, 2005) and is often relied upon for promoting interest and motivation in science learning (Hofstein (&) Lunetta, 2003; Lunetta, Hofstein, (&) Clough, 2007). However, laboratory courses can be resource intensive (Jenkins, 2007), leading post-secondary science educators to seek alternative means of laboratory education such as virtual laboratories. Scholars have provided evidence that student achievement in virtual laboratories can be equal to, if not higher than, that of students in face-to-face laboratories (Akpan (&) Strayer, 2010; Finkelstein et al., 2005; Huppert, Lomask, (&) Lazarowitz, 2002). Yet, little research on virtual laboratories has been conducted on affective variables such as motivation to learn science.Motivation to learn biology was measured at the beginning and end of the semester using the Biology Motivation Questionnaire (&)copy; (Glynn, Brickman, Armstrong, (&) Taasoobshirazi, 2011) and compared between the face-to-face and virtual laboratory groups. Characteristics of the two laboratory environments were measured at the end of the semester by the Distance Education Learning Environment Survey (Walker (&) Fraser, 2005). Interviews with 12 participants were conducted three times throughout the semester in the phenomenological style of qualitative data collection. The quantitative survey data and qualitative interview and observation data were combined to provide a thorough image of the face-to-face and virtual laboratory environments and their impacts on students' motivation to learn biology.Statistical analyses provided quantifiable evidence that the novel virtual laboratory environment did not have a differential effect on students' motivation to learn biology, with this finding being supported by the qualitative results. Comparison of the laboratory environments showed that students in the face-to-face labs reported greater instructional support, student interaction and collaboration, relevance of the lab activities, and authentic learning experiences than the students in the virtual labs. Qualitative results indicated the teaching assistants in the face-to-face labs were an influential factor in sustaining students' motivation by providing immediate feedback and instructional support in and out of the laboratory environment. In comparison, the virtual laboratory students often had to redo their lab exercises multiple times because of unclear directions and system glitches, potential barriers to persistence of motivation. The face-to-face students also described the importance of collaborative experiences and hands-on activities while the virtual laboratory students appreciated the convenience of working at their own pace, location, and time. According to social cognitive theory (Bandura, 1986, 2001), the differences in the learning environments reported by the students should have had ramifications for their motivation to learn biology, yet this did not hold true for the students in this study. Therefore, while these laboratory environments are demonstrably different, the virtual laboratories did not negatively impact students' motivation to learn biology and could be an acceptable replacement for face-to-face laboratories in an introductory biology course.
Show less - Date Issued
- 2015
- Identifier
- CFE0005872, ucf:50876
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005872
- Title
- An investigation of the influence of cyber-sexual assault on the experience of emotional dysregulation, depression, post traumatic stress disorder, and trauma guilt.
- Creator
-
Holladay, Kelley, Hagedorn, W. Bryce, Butler, S. Kent, Barden, Sejal, Boote, David, University of Central Florida
- Abstract / Description
-
Over the past decade, cyber-sexual assault (also known as (")nonconsensual pornography(") or (")revenge porn(")) has gained the attention of legal experts, the media, and most recently, the counseling profession. Whereas this nonconsensual sharing of sexually explicit images online, through social medial, or other forms of technology has been demonstrated to have significant impacts on victims, researchers have focused heavily upon the legality of these actions (i.e. should there be...
Show moreOver the past decade, cyber-sexual assault (also known as (")nonconsensual pornography(") or (")revenge porn(")) has gained the attention of legal experts, the media, and most recently, the counseling profession. Whereas this nonconsensual sharing of sexually explicit images online, through social medial, or other forms of technology has been demonstrated to have significant impacts on victims, researchers have focused heavily upon the legality of these actions (i.e. should there be consequences for posting nude/semi-nude photos of non-consenting adults to the internet), but there has been a lack of attention to the mental health consequences of cyber-sexual assault on victims. The purpose of this study was to provide empirical support to how the psychological aftermath of cyber-sexual assault mirrors that of sexual assault and thus should be taken as seriously as sexual assault (clinically and legally).This study was conducted to investigate the direction and strength of relationships among latent variables associated with trauma symptomology (i.e., emotional dysregulation, trauma guilt, post-traumatic stress disorder, and depression) in a sample of survivors of cyber-sexual assault. This investigation specifically tested whether modeling latent variables emotional dysregulation as measured by the Brief Version of the Difficulties in Emotion Regulation Scale [DERS-16] (Bjureberg et al., 2015) or trauma guilt as measured by the Trauma-Related Guilt Inventory [TRGI] (Kubany et al., 1996) as the independent variable, where the remaining latent variables of post-traumatic stress disorder as measured by the Impact of Events Scale Revised [IES-R] (Weiss (&) Marmar, 1996) and depression as measured by the Center for Epidemiologic Studies Depression Scale Revised [CESD-R] (Eaton et al., 2004) were modeled as dependent variables, was a good fit for data collected from cyber-sexual assault survivors. Furthermore, the secondary analysis investigated whether modeling the latent variables of emotional dysregulation and trauma guilt as mediating variables on the direction and strength of relationship on the dependent variables of post-traumatic stress disorder and depression was a good fit for data collected from cyber-sexual assault survivors.To test the hypotheses that cyber-sexual assault survivors would show increased trauma symptomology similar to physical sexual assault survivors a structural equation model was developed. The results of the structural equation model (SEM) analyses identified trauma guilt contributed to 14% of the variance of emotional dysregulation; which then served to mediate the outcome variables most significantly. In fact, Emotional Dysregulation contributed to 67% of the variance in the levels of PTSD symptomology, and 44% of the variance in the levels of Depression.
Show less - Date Issued
- 2016
- Identifier
- CFE0006462, ucf:51417
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006462
- Title
- An Investigation of the Information Practices of Education Doctoral Students.
- Creator
-
Bishop, Corinne, Gunter, Glenda, Boote, David, Vitale, Thomas, Robinson, Edward, University of Central Florida
- Abstract / Description
-
Academic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of...
Show moreAcademic libraries are increasingly re-envisioning their services to provide expanded outreach and segmented programming for specific user groups. Many academic libraries offer segmented services and programming for undergraduate groups such as first-year experience programs and general education programs. Currently, academic libraries are also identifying and expanding their services and programming to meet the unique needs of graduate groups. In conjunction with this focus, the roles of academic librarians are also expanding in the area of outreach. In essence, academic librarians are becoming more directly involved in aligning library services and programming with academic programs and promoting change within their institutions. Faced with the challenges of outreach and promoting change it is essential that librarians gain deeper insights about the perspectives and needs of graduate programs and graduate groups to effectively plan and align library services.The purpose of this design research study was to explore the organizational factors that influence how library services and library instruction are utilized in two doctoral programs in education at the University of Central Florida (UCF). Using a sequential mixed methods approach, quantitative data was collected in an online survey and qualitative data was collected in audio recorded interviews conducted with students enrolled in two doctoral programs in education, as well as program faculty, and academic librarians. Findings from this study were then used to describe a conjecture for an asynchronous online learning resource that applies elements outlined in Sandoval's (2014) conjecture map model. Findings were also used to make recommendations about future planning for library outreach and the utilization of library services in the doctoral programs.
Show less - Date Issued
- 2015
- Identifier
- CFE0005580, ucf:50248
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005580