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Title: Establishing Difference: The Gendering and Racialization of Power in Genocide.
Creator: Welsh, Erin, Morales, Waltraud, Winton, Mark, Sadri, Houman, University of Central Florida
Abstract / Description: This thesis is designed to delve deeper into perceptions of identity, specifically gender and racial identity, the power relationship that emerges as each of these switches is reached in the progression towards genocide, and the effects of these perceptions during and after the genocide takes place. The primary question addressed is whether the power relationship that emerges as a result of these pre-genocidal stages becomes gendered and racialized due to perceptions rooted in a male...
Show moreThis thesis is designed to delve deeper into perceptions of identity, specifically gender and racial identity, the power relationship that emerges as each of these switches is reached in the progression towards genocide, and the effects of these perceptions during and after the genocide takes place. The primary question addressed is whether the power relationship that emerges as a result of these pre-genocidal stages becomes gendered and racialized due to perceptions rooted in a male-dominated hierarchy and a belief in the superiority of one ethnicity over another. The primary goal of this thesis is to analyze the power relationship in the pre-genocide and genocide stages between the perpetrator and the victim on the macro or group level and the micro or individual level. Using the case studies of the Balkan genocides, the Sudanese genocides of Nuba and Darfur, and the 1994 Rwandan genocide, this thesis will attempt to illustrate the idea that the identities of both perpetrator and victim are constructed in order for one to wield power over the other. Within each case study, genocidal tools such as genocidal rape, gendercide, propaganda and indoctrination are addressed in their relation to the gendering and racializing of power relationships in genocide. The effects of the Balkan, Sudanese, and Rwandan genocides are still felt by both survivors and perpetrators, and continue to play a role in how the groups relate to one another, and the case of the Sudanese genocides is still ongoing.
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Date Issued: 2012
Identifier: CFE0004297, ucf:49491
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004297

Title: Is Experiential Avoidance a Factor in Maternal Overprotection?.
Creator: Nieves, Melissa, Beidel, Deborah, Cassisi, Jeffrey, Rapport, Mark, University of Central Florida
Abstract / Description: The current study examined experiential avoidance (EA) as an explanation for parental overprotectiveness, a behavior often found among parents of anxious children. EA parenting theory posits that parents engage in overprotective behaviors in order to reduce their own anxiety. In order to test the theory, mothers' electrodermal activity (EDA) and blindly-coded overprotective behaviors were examined when a child with SAD was engaged in a reading performance task. In line with EA theory, it was...
Show moreThe current study examined experiential avoidance (EA) as an explanation for parental overprotectiveness, a behavior often found among parents of anxious children. EA parenting theory posits that parents engage in overprotective behaviors in order to reduce their own anxiety. In order to test the theory, mothers' electrodermal activity (EDA) and blindly-coded overprotective behaviors were examined when a child with SAD was engaged in a reading performance task. In line with EA theory, it was hypothesized that EDA levels would increase before an overprotective behavior (OB) occurred and decrease afterwards as a result of decrease in anxiety. The sample consisted of mothers with a child diagnosed with SAD (n=5) and mothers with a child with no diagnoses (n=5). Each mother-child dyad participated in an ABAB design protocol consisting of a baseline period, two 10-minute reading tasks, and a recovery period between the two tasks. Although mothers of both groups displayed OBs, mothers of children with SAD displayed OBs more often. In addition, mothers of children with SAD displayed more promotion of avoidance while mothers of normal control children displayed higher frequencies of control over the reading task. The EDA activity that surrounded the first occurrence of any coded OB was examined. Contrary to the hypothesis, all mothers (regardless of child's anxiety status) displayed similar trends in their EDA data, with levels increasing but then decreasing shortly before an OB behavior occurred, rather than afterwards. However, one mother with an elevated social anxiety score revealed an EDA pattern similar to what was hypothesized. Possible explanations for these alternate findings are discussed and include a multidisciplinary conceptualization. The study's findings hold theoretical and practical implications, particularly for parent training in the treatment of childhood anxiety disorders. Limitations such as small sample size and directions for future research are discussed.
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Date Issued: 2013
Identifier: CFE0004902, ucf:49676
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004902

Title: Governmental Responses to Terrorism: Creating Costs and Benefits.
Creator: Klose, Kenneth, Dolan, Thomas, Schafer, Mark, Mirilovic, Nikola, University of Central Florida
Abstract / Description: This thesis assesses four governmental responses to terrorism: conciliation, denial, legal restriction, and violence, each of which may be focused on an organization or its leaders. The theory makes predictions on the resulting frequency and severity of terrorism. Unlessresponses reduce an organization's capacity or desire to attack, the frequency of attacks may be reduced, while the severity continues to increase. The theory is tested using a time series regression analysis of the effects of...
Show moreThis thesis assesses four governmental responses to terrorism: conciliation, denial, legal restriction, and violence, each of which may be focused on an organization or its leaders. The theory makes predictions on the resulting frequency and severity of terrorism. Unlessresponses reduce an organization's capacity or desire to attack, the frequency of attacks may be reduced, while the severity continues to increase. The theory is tested using a time series regression analysis of the effects of government action on terrorism in Algeria and thePhilippines. In general, the results show that conciliation may led to increases in terrorism in the short term while suggesting potential reductions in the long term. Denial and legal restriction often led to increases in terrorism, while the effects of violence often depended upon whether the response was applied to organizations or their leaders.
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Date Issued: 2013
Identifier: CFE0004872, ucf:49670
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004872

Title: Applied problem solving in children with ADHD: The mediating roles of working memory and mathematical calculation.
Creator: Friedman, Lauren, Rapport, Mark, Beidel, Deborah, Vasquez, Eleazar, University of Central Florida
Abstract / Description: The difficulties children with ADHD experience solving applied math problems (i.e., word problems) are well documented; however, the independent and/or interactive contribution of cognitive processes underlying these difficulties is not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children's ability to solve applied math problems: working memory (WM) and math calculation ability (i.e., the ability to utilize specific facts,...
Show moreThe difficulties children with ADHD experience solving applied math problems (i.e., word problems) are well documented; however, the independent and/or interactive contribution of cognitive processes underlying these difficulties is not fully understood and warrant scrutiny. The current study examines two primary cognitive processes integral to children's ability to solve applied math problems: working memory (WM) and math calculation ability (i.e., the ability to utilize specific facts, skills, or processes related to basic math operations stored in long-term memory). Thirty-six boys with ADHD-combined presentation and 33 typically developing (TD) boys aged 8-12 years old were administered multiple counterbalanced tasks to assess upper (central executive [CE]) and lower level (phonological [PH STM] and visuospatial [VS STM] short-term memory) WM processes, and standardized measures of mathematical abilities. Bias-corrected, bootstrapped mediation analyses revealed that CE ability fully mediated between-group differences in applied problem solving whereas math calculation ability partially mediated the relation. Neither PH STM nor VS STM was a significant mediator. When modeled together via serial mediation analysis, CE in tandem with math calculation ability fully mediated the relation, explained 79% of the variance, and provided a more parsimonious explication of ADHD-related deficits in applied math ability. Results suggest that interventions designed to address applied math difficulties in children with ADHD will likely benefit from targeting basic knowledge of math facts and skills while simultaneously promoting the active interplay among these skills and CE processes.
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Date Issued: 2017
Identifier: CFE0006593, ucf:51300
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006593

Title: Meeting Student, Instructor, and Institutional Expectations in Online Writing Courses.
Creator: Proulx, Emily, Vie, Stephanie, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to...
Show moreResearch in online writing instruction often focuses on student perceptions of learning and best practices of online pedagogy (Boyd, 2008; Dziuban, Moska, Kramer, (&) Thompson, 2013; Hewett (&) Warnock, 2015; Pigg (&) Morrison, 2016; Roby, Ashe, Singh, (&) Clark, 2013; Warnock, 2009). At the University of Central Florida, online learning research is especially important due to the increasing volume of both online and hybrid courses across the university (which is itself in response to increasing numbers of students enrolling but limited classroom space with which to teach). The current push from many university administrators for increased enrollment in online classes focuses on access and convenience; however, there is not as much of a conversation asking if the learning in the class is affected by the online course, or the different avenues for learning that these courses present. In this study, I noted that while scholarship discussed students', teachers', and institutions' roles in online courses, there was a lack of alignment in those areas.To investigate this lack of alignment, I interviewed four students enrolled in online courses and three instructors currently teaching online courses through the Department of Writing and Rhetoric at the University of Central Florida. Through a grounded theory analysis (Charmaz, 2006; Strauss (&) Corbin, 1998), I identified areas of agreement and dissonance in both the creation of and implementation of online courses. Overall, students and instructors seemed to focus both their positive and negative perceptions and expectations around discussions as sites of learning, expectations of time/effort, feedback, and classroom community. These are common sites of benefits and disadvantages of online writing courses, which make this investigation important to the continuing conversation of how we better align our perceptions and expectations to improve student learning in online writing courses.The conclusions from this study address the importance and difficulty of transparency in online courses and the need for consistency across the institution, the instructors, and the students. This research provides suggestions for implementing the findings of this research at the classroom and department levels.
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Date Issued: 2017
Identifier: CFE0006644, ucf:51255
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006644

Title: Pioneer of Self: An Intimate Retrospective.
Creator: Diienno, Juliet, Buyssens, Ryan, Mills, Lisa, Price, Mark, University of Central Florida
Abstract / Description: Reality is ever changing, and as we gain experience, our perceptions of it transform. Plato's allegory of the cave addresses the way one person's journey from darkness into daylight transforms his reality. My own body of work can be described through this extended metaphor, similarly benefiting from effects of education, self-reflection, and experience dramatically altering my perceptions of myself and my artwork. As projected by Plato, I was forced through an arduous confrontation with my...
Show moreReality is ever changing, and as we gain experience, our perceptions of it transform. Plato's allegory of the cave addresses the way one person's journey from darkness into daylight transforms his reality. My own body of work can be described through this extended metaphor, similarly benefiting from effects of education, self-reflection, and experience dramatically altering my perceptions of myself and my artwork. As projected by Plato, I was forced through an arduous confrontation with my lack of understanding of the human condition, reshaping my ideas to comprehend and adapt to the metaphorical daylight. With new understanding, I return to give a secondary assessment of my identity and previous body of work.
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Date Issued: 2017
Identifier: CFE0006585, ucf:51260
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006585

Title: Inattentive behavior in boys with ADHD during classroom instruction: The mediating role of working memory processes.
Creator: Orban, Sarah, Rapport, Mark, Beidel, Deborah, Cassisi, Jeffrey, University of Central Florida
Abstract / Description: Children with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom...
Show moreChildren with ADHD exhibit clinically impairing inattentive behavior during classroom instruction and other cognitively demanding contexts. However, there have been surprisingly few attempts to validate anecdotal parent/teacher reports of intact sustained attention during 'preferred' activities such as watching movies. The current investigation addresses this omission, and provides an initial test of how ADHD-related working memory deficits contribute to inattentive behavior during classroom instruction. Boys ages 8-12 (M=9.62, SD=1.22) with ADHD (n=32) and typically developing children (TD; n=30) completed a counterbalanced series of working memory tests and two videos on separate assessment days: an analogue math instructional video, and a non-instructional video selected to match the content and cognitive demands of parent/teacher-described 'preferred' activities. Objective, reliable observations of attentive behavior revealed no between-group differences during the non-instructional video (d=-0.02), and attentive behavior during the non-instructional video was unrelated to all working memory variables (r=-.11 to .19,ns). In contrast, the ADHD group showed disproportionate attentive behavior decrements during analogue classroom instruction (d=-0.71). Bias-corrected, bootstrapped, serial mediation revealed that 59% of this between-group difference was attributable to ADHD-related impairments in central executive working memory, both directly (ER=41%) and indirectly via its role in coordinating phonological short-term memory (ER=15%). Between-group attentive behavior differences were no longer detectable after accounting for ADHD-related working memory impairments (d=-0.29, ns). Results confirm anecdotal reports of intact sustained attention during activities that place minimal demands on working memory, and indicate that ADHD children's inattention during analogue classroom instruction is related, in large part, to their underdeveloped working memory abilities.
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Date Issued: 2017
Identifier: CFE0006633, ucf:51290
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006633

Title: Understanding the Dynamics of Peer Review and Its Impact on Revision.
Creator: Kopp, Julie, Roozen, Kevin, Rounsaville, Angela, Hall, Mark, University of Central Florida
Abstract / Description: Research in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam;...
Show moreResearch in writing studies has focused on what happens as students, and often their teachers, talk about student writing. This line of inquiry has identified several strategies for productive peer interactions, including spontaneous talk (Danis; Dipardo and Freedman; Johnson, The New Frontier; Bruffee; Lam), a flexible environment (Dipardo (&) Freedman; Johnson, (")Friendly Persuasion(")), positive rapport (Rish; Thompson; Wolfe), feedback and support (Barron; Covill; Flynn; Grimm; Lam; Yucel, Bird, Young, and Blanksby; Zhu), and reflection (Yucel, Bird, Young, and Blanksby). However, research invested in understanding the extent to which such interactions result in better revisions or make students better writers has been slower to emerge. To address this gap in the existing scholarship, this thesis involved case studies of two first-year undergraduates as they navigated multiple peer review interactions throughout one semester of ENC 1101. Data collection for this inquiry included observations of three peer review sessions, retrospective interviews with each participant, and participants' end of semester e-portfolios. Using conversation analysis as a lens (Black; Ford and Thompson; Kerschbaum), this project explores the extent to which peer interactions inform students' revision of their writing. The analysis of the data suggests that the amount of interruptions and control during peer interactions influences the amount of comments a student takes up in the revision process. The results of conversation analysis identify a power structure within peer interactions that are developed and constantly changing. Those power structures also show the relationship between social interaction and revision. Teachers can use this study to motivate students to use the comments given during peer review toward revising their papers. Also, with the development of more diverse case studies, researchers would be able to identify if these phenomena show up more consistently.
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Date Issued: 2017
Identifier: CFE0006613, ucf:51284
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006613

Title: Tracing Literacy Practices of Multilingual Writing Tutors.
Creator: Nieves, Somaily, Rounsaville, Angela, Hall, Mark, Pinkert, Laurie, University of Central Florida
Abstract / Description: Research in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand...
Show moreResearch in writing studies has focused on multilingual writers and the rhetorical affinity they gain from shuttling between multiple languages (Lorimer Leonard, 2014; Guerra, 2004) Writing center studies have focused on multilingual writing tutors and have argued the need to use more tutors who are literate in more than one language because they possess skills that can be useful in writing centers (Lape, 2013; Thonus, 2014). However, not much research has been conducted to better understand what literacy practices these multilingual writing tutors develop that make them better equipped in writing center tutoring sessions. This thesis focuses on a case study of a multilingual writing tutor and traces her literacy practices through the collection of a literacy history interview, three video-recordings of tutoring sessions, and a stimulated recall interview in which segments from the sessions are the focus of the interview. The thesis employs New Literacy Studies (Barton and Hamilton, 1998; Heath, 2001) and Canagarajah's (2013) translingualism as a lens to identify literacy practices that stem from a multilingual upbringing and the ways they manifest in tutoring sessions. The findings of this study reveal two main literacy practices that are prevalent in the tutor's tutoring strategies, empathy and rhetorical attunement. More importantly, the study reveals the complexities of tracing literacy practices across time. Through data analysis, I claim that the participant's rhetorical attunement may have derived from her multilingual upbringing as many researchers suggest (Lorimer Leonard, 2014; Guerra, 2004). Ultimately, my research also argues that these practices were amplified by other factors in her life that helped foster her rhetorical learning and led to a metacognitive practice. I assert that through her exposure to rhetorical education in the tutor training course, the Writing and Rhetoric major, and the continual training and practice of tutoring, her rhetorical affinity is developed into a metacognitive practice in which she thinks critically about the moves she is making in her tutoring session, rather than simply reacting to changes in the session; she thinks of the various effects her decisions may have on the learning occurring in the session. The results of this study demonstrate the complexities of tracing literacy practices over time and argue for a less linear approach to tracing literacy practices. By understanding the ways informal and formal education affect the development of those practices, we can better trace those practices from its origin through its progression in order to understand how those practices are enhanced through various domains. Although this study begins to address the literacy practices that are distinct to multilingual writing tutors, it is limited due to the number of participants that took part in this study. More research needs to be conducted to study the literacy practices of multilingual writing tutors.
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Date Issued: 2017
Identifier: CFE0006631, ucf:51285
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006631

Title: Gamification of Visual Search in Real World Scenes.
Creator: Hess, Alyssa, Neider, Mark, Szalma, James, Bohil, Corey, Paulson, Daniel, University of Central Florida
Abstract / Description: Gamification, or the application of game-like features in non-game contexts, has been growing in popularity over the last five years. Specifically, the successful gamification of applications (such as Waze, Foursquare, and Fitocracy) has begun a spike in gamification of more complex tasks, such as learning to use AutoCAD or Photoshop. However, much is unknown about the psychological mapping of gamification or how it translates to behavioral outcomes. This dissertation aims to compare three...
Show moreGamification, or the application of game-like features in non-game contexts, has been growing in popularity over the last five years. Specifically, the successful gamification of applications (such as Waze, Foursquare, and Fitocracy) has begun a spike in gamification of more complex tasks, such as learning to use AutoCAD or Photoshop. However, much is unknown about the psychological mapping of gamification or how it translates to behavioral outcomes. This dissertation aims to compare three distinct styles of gamification (avatars, points and feedback, and leaderboards) onto the three basic psychological needs (autonomy, competence, and relatedness). It will assess behavioral outcomes on a visual search task when gamification styles are used separately, compared against all three styles used in concert. The task chosen is a camouflage visual search task. This task was selected because it is both boring (as indicated by the Flow Short Scale) and difficult (as indicated by previous work). These features make it the ideal task to gamify. Results indicated that only in the full gamification condition was response time significantly faster than in the control condition, or no gamification. However, ANOVA evaluating differences in enjoyment, motivation, and stress indicated differences among the groups, suggesting that gamification may elicit psychological outcomes that may not necessarily manifest into behavioral outcomes. ANCOVA were used to evaluate group differences using relevant survey measures as covariates. These tests indicated differences among groups in all behavioral measures, though these differences were most pronounced in response time measures. Future directions involving gamification based on personality type, as well as suggestions on best practice for gamification in the future are discussed.
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Date Issued: 2017
Identifier: CFE0006601, ucf:51264
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006601

Title: A Jew from Nebraska: An Actors Attempt at Stand-up Comedy.
Creator: Nathan, Jeffrey, Niess, Christopher, Brotherton, Mark, Helsinger, James, University of Central Florida
Abstract / Description: Stand-up comedy has been a major influence on American culture and has given the (")Everyman(") the ability to laugh at ourselves. Stand-up comedians have been performing in nightclubs, bars, clubs, and, most importantly, theatres for the past 60 years. Stand-up comedy can take many forms: a monologue of entertaining incidents that form a story, or a string of one-liners, or a succession of jokes. This performance project and thesis is an examination and an attempt at the art form that we...
Show moreStand-up comedy has been a major influence on American culture and has given the (")Everyman(") the ability to laugh at ourselves. Stand-up comedians have been performing in nightclubs, bars, clubs, and, most importantly, theatres for the past 60 years. Stand-up comedy can take many forms: a monologue of entertaining incidents that form a story, or a string of one-liners, or a succession of jokes. This performance project and thesis is an examination and an attempt at the art form that we call stand-up comedy. It will answer the question of what is the best approach to writing comedy for an actor finishing his graduate acting program. It will also challenge the idea of simple joke-telling versus storytelling and examine the following question: Can anyone be a standup comedian? A research of the history, an analysis of the practitioners, and training from graduate studio work will support the discovery of a practical approach to writing and performing a stand-up comedy routine.
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Date Issued: 2015
Identifier: CFE0006046, ucf:50978
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006046

Title: The Mothers: An Exploration of Memory and Secondary Knowledge.
Creator: Battle, Taylor, Raimundi-Ortiz, Wanda, Harris, Christopher, Price, Mark, University of Central Florida
Abstract / Description: I consider the experiences of past generations of women in my family and my relationship to them. This body of work began with Bessie, a portrait of my father's mother. I painted it after attending her funeral. I did not have a meaningful relationship with either of my grandmothers. This led me to consider my right to portray them. My need to admit my incomplete memory and avoid the objectification of my subjects caused me to question my perspective. I wanted to memorialize these women to...
Show moreI consider the experiences of past generations of women in my family and my relationship to them. This body of work began with Bessie, a portrait of my father's mother. I painted it after attending her funeral. I did not have a meaningful relationship with either of my grandmothers. This led me to consider my right to portray them. My need to admit my incomplete memory and avoid the objectification of my subjects caused me to question my perspective. I wanted to memorialize these women to avoid their erasure. Through the progressive abstraction of these women's figures, I chase an honest representation of my understanding.
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Date Issued: 2016
Identifier: CFE0006072, ucf:50947
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006072

Title: Mutable Means: An Exploration of Communication and Identity Through Visual and Verbal Deconstruction.
Creator: Castellanos, Reina, Price, Mark, Adams, JoAnne, Harris, Christopher, University of Central Florida
Abstract / Description: Increasingly defined by my status as a Nonimmigrant Alien, I have lived longer in the United States than in my native Venezuela. Knowing my stay in this country will be temporary, I examine feelings of uncertainty about my future by deconstructing communication(-)both visual and verbal. Through ambiguity I express anxieties on my personal circumstances and retain objectivity in regard to my process through intellectual inquiry. I layer words, images, and sound to mirror my frustrations, and...
Show moreIncreasingly defined by my status as a Nonimmigrant Alien, I have lived longer in the United States than in my native Venezuela. Knowing my stay in this country will be temporary, I examine feelings of uncertainty about my future by deconstructing communication(-)both visual and verbal. Through ambiguity I express anxieties on my personal circumstances and retain objectivity in regard to my process through intellectual inquiry. I layer words, images, and sound to mirror my frustrations, and project the conflict of my internal dialogue.
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Date Issued: 2016
Identifier: CFE0006086, ucf:50949
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006086

Title: Expansive Learning in FYC: Using Linguistic Discourse Analysis to Measure the Effects of Threshold Concepts in Facilitating Generalization.
Creator: Morrow, Allison, Wardle, Elizabeth, Roozen, Kevin, Hall, Mark, University of Central Florida
Abstract / Description: This study examines how and if threshold concepts enable expansive learning and generalization. Expansive learning and generalization are part of the highly contested conceptions of transfer, and these specific conceptions offer a more complex conception of transfer that deals with knowledge transformation (Tuomi-Gr?hn and Engestr?m, Beach). One way that we can see expansive learning and generalization transform knowledge is through the teaching of threshold concepts. In the last decade,...
Show moreThis study examines how and if threshold concepts enable expansive learning and generalization. Expansive learning and generalization are part of the highly contested conceptions of transfer, and these specific conceptions offer a more complex conception of transfer that deals with knowledge transformation (Tuomi-Gr?hn and Engestr?m, Beach). One way that we can see expansive learning and generalization transform knowledge is through the teaching of threshold concepts. In the last decade, there has been a movement toward using threshold concepts in FYC's that take up writing studies as their curricula (Wardle and Downs, Dew). Even though using threshold concepts seems to be one interesting way of specifically studying expansive learning and generalization, we have no studies examining whether or not teaching threshold concepts encourages expansive learning. The studies we do have do not seem to offer any methodologies that would enable us to study threshold concepts and generalization. Past methods, such as case studies, interviews, and surveys have included small sample sizes to collect their data from (Wardle, Dively and Nelms, Nowacek). A lot of the transfer data does not actually focus on the writing or the texts themselves or the reoccurring moves that students use in those texts. Linguistic discourse analysis offers a promising avenue for examining the generalization of threshold concepts. Using research methods like linguistic discourse analysis in marriage with the best qualitative methods of transfer, like case studies or interviews, could allow for a larger sample size of data collection and allows for us to see how students use these threshold concepts in their writing. Through linguistic discourse analysis and interviews, this study suggests that students' perceptions of writing change after being introduced to some threshold concepts from the Writing About Writing curriculum. The threshold concepts that students are presented to in the Writing About Writing curriculum at UCF tackles misconceptions and helps students change how they view writing. Once they can change this view, they are able to generalize the knowledge they have into their own writing. If students do not use the exact terminology from the curriculum, they are able to generalize those threshold concepts through using their own language or even through analogies. ?
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Date Issued: 2015
Identifier: CFE0005849, ucf:50937
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005849

Title: A Delphi Study to Construct a Script Concordance Test for Spiritual and Religious Competence in Counseling.
Creator: Christmas, Christopher, Young, Mark, Hagedorn, William, Bai, Haiyan, Carson, David, University of Central Florida
Abstract / Description: The need to address spiritual and religious issues is well established in the counseling literature and in accreditation standards, however, many graduates counseling students do not feel prepared to address these issues. In the United States, the vast majority of clients consider themselves to be spiritual or religious, so counselors who lack competence in addressing spiritual and religious issues in counseling are likely to offer ineffective or perhaps unethical care to clients. Counselor...
Show moreThe need to address spiritual and religious issues is well established in the counseling literature and in accreditation standards, however, many graduates counseling students do not feel prepared to address these issues. In the United States, the vast majority of clients consider themselves to be spiritual or religious, so counselors who lack competence in addressing spiritual and religious issues in counseling are likely to offer ineffective or perhaps unethical care to clients. Counselor educators must improve education and assessment in this critical specialty area of counseling. Of primary concern is a student's ability to demonstrate spiritual competence in counseling. The 2009 ASERVIC Spiritual Competencies offer the most comprehensive standard of spiritual competence in counseling in any mental health profession, however there is no reliable and standardized assessment that measures demonstrated spiritual competency. Competency can best be measured when the examinee makes choices in a context that is similar or the same as that in which he or she will practice, therefore an effective competency measurement must include client cases. The purpose of this study was to investigate whether a case based assessment for measuring clinical judgment in situations of uncertainty, called a Script Concordance Test, could be constructed by experts using the Delphi Method. This instrument was based on the 2009 ASERVIC Spiritual Competencies as the standard for demonstrated competence. The results of this study indicated that expert practitioners and educators could come to consensus on appropriate cases, appropriate competencies to measure in each case, items to assess competency in each case, and an instrument that included items assessing all 14 of the 2009 Spiritual Competencies. Additionally, the constructed instrument demonstrated excellent test retest reliability and adequate internal reliability.There are several implications for counselor education. First, this study provides evidence that expert practitioners and educators can come to consensus to construct a highly contextual instrument to measures clinical decision making about spiritual competence in counseling. Second, a promising new type of instrument with excellent reliability and strong content validity has been introduced to the field of counselor education. Third, with appropriate assessment, counselor education programs can begin to measure student competence, in terms of clinical judgment, on addressing spiritual and religions issues in counseling over time because this instrument is appropriate for use at different intervals throughout professional development. Fourth, the format of this instrument is also useful for educational purposes and reflective practice. Finally, the theoretical foundations of the Delphi Method and script concordance tests are compatible with one another and with instrument development. The researcher recommends that future studies to construct script concordance tests for other specialty areas of competence employ and refine this method.
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Date Issued: 2013
Identifier: CFE0005149, ucf:50695
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005149

Title: Halloween Horror Nights And/Or Visceral Theatre.
Creator: Braillard, Patrick, Niess, Christopher, Brotherton, Mark, Listengarten, Julia, University of Central Florida
Abstract / Description: Visceral [vis-er-uh l]-adj1. of, relating to, or affecting the viscera2. characterized by intuition or instinct rather than intellect((")visceral,(") def. 1-2)The above words speak to define far more than merely the word (")visceral.(") They speak to also embody and classify a previously untitled form of theatre. Visceral Theatre: A form of theatre that uses the instinctual awareness of the audience- the audiences' perception of popular culture, societal contexts both historical and...
Show moreVisceral [vis-er-uh l]-adj1. of, relating to, or affecting the viscera2. characterized by intuition or instinct rather than intellect((")visceral,(") def. 1-2)The above words speak to define far more than merely the word (")visceral.(") They speak to also embody and classify a previously untitled form of theatre. Visceral Theatre: A form of theatre that uses the instinctual awareness of the audience- the audiences' perception of popular culture, societal contexts both historical and geographical, as well as their instinctual-physical aversion to danger- to cause physiological and emotional responses through the overstimulation of the senses in a non-tactile attack.For the past eight years I have been intimately involved with the creation of Halloween Horror Nights, an annual event held each September/October at the Universal Orlando Resort. The basis of the event is the celebration of the holiday of Halloween by creating Shows, Street Experiences, and Thematic Mazes in which to fully immerse hundreds of thousands of guests in various environments.This thesis will use the example of Halloween Horror nights to frame the discussion of Visceral Theatre. It will be presented through the lens of creator, designer, director, and collaborator of the entertainment offerings within the experience. It is my hope to answer the question: What is Visceral Theatre, and how HHN, as it is commonly referred to, earns the right to be defined as such. What makes this experience Theatre?
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Date Issued: 2014
Identifier: CFE0005138, ucf:50711
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005138

Title: The Design, Implementation, and Refinement of Wait-Free Algorithms and Containers.
Creator: Feldman, Steven, Dechev, Damian, Heinrich, Mark, Orooji, Ali, Mucciolo, Eduardo, University of Central Florida
Abstract / Description: My research has been on the development of concurrent algorithms for shared memory systems that provide guarantees of progress.Research into such algorithms is important to developers implementing applications on mission critical and time sensitive systems.These guarantees of progress provide safety properties and freedom from many hazards, such as dead-lock, live-lock, and thread starvation.In addition to the safety concerns, the fine-grained synchronization used in implementing these...
Show moreMy research has been on the development of concurrent algorithms for shared memory systems that provide guarantees of progress.Research into such algorithms is important to developers implementing applications on mission critical and time sensitive systems.These guarantees of progress provide safety properties and freedom from many hazards, such as dead-lock, live-lock, and thread starvation.In addition to the safety concerns, the fine-grained synchronization used in implementing these algorithms promises to provide scalable performance in massively parallel systems.My research has resulted in the development of wait-free versions of the stack, hash map, ring buffer, vector, and a multi-word compare-and-swap algorithms.Through this experience, I have learned and developed new techniques and methodologies for implementing non-blocking and wait-free algorithms.I have worked with and refined existing techniques to improve their practicality and applicability.In the creation of the aforementioned algorithms, I have developed an association model for use with descriptor-based operations.This model, originally developed for the multi-word compare-and-swap algorithm, has been applied to the design of the vector and ring buffer algorithms.To unify these algorithms and techniques, I have released Tervel, a wait-free library of common algorithms and containers.This library includes a framework that simplifies and improves the design of non-blocking algorithms.I have reimplemented several algorithms using this framework and the resulting implementation exhibits less code duplication and fewer perceivable states.When reimplementing algorithms, I have adapted their Application Programming Interface (API) specification to remove ambiguity and non-deterministic behavior found when using a sequential API in a concurrent environment.To improve the performance of my algorithm implementations, I extended OVIS's Lightweight Distributed Metric Service (LDMS)'s data collection and transport system to support performance monitoring using perf_event and PAPI libraries.These libraries have provided me with deeper insights into the behavior of my algorithms, and I was able to use these insights to improve the design and performance of my algorithms.
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Date Issued: 2015
Identifier: CFE0005946, ucf:50813
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005946

Title: Deadly Premonition: Does Terrorist-Leader Psychology Influence Violence Lethality?.
Creator: Besaw, Clayton, Schafer, Mark, Jacques, Peter, Mousseau, Michael, University of Central Florida
Abstract / Description: This thesis seeks to address a theoretical and empirical gap within terrorism studies, and more specially the study of terrorist-group lethality. This research updates a model of terrorist-group lethality by including terrorist-leader psychology as an individual-level variable in predicting terrorist-group lethality. Terrorist-leader statements were analyzed by using two novel coding schemes called Operational Code and Leadership Trait Analysis to create quantified measurements of leader...
Show moreThis thesis seeks to address a theoretical and empirical gap within terrorism studies, and more specially the study of terrorist-group lethality. This research updates a model of terrorist-group lethality by including terrorist-leader psychology as an individual-level variable in predicting terrorist-group lethality. Terrorist-leader statements were analyzed by using two novel coding schemes called Operational Code and Leadership Trait Analysis to create quantified measurements of leader cognitive beliefs and personality traits. The empirical portion of this study utilizes pooled cross-sectional time-series data within the framework of fixed effects and multi-level estimation models. The results find that terrorist-leader psychology, and more specifically Instrumental (Strategic) Beliefs and Distrust, are significant predictors of subsequent group-lethality.
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Date Issued: 2014
Identifier: CFE0005132, ucf:50679
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005132

Title: On the security of NoSQL cloud database services.
Creator: Ahmadian, Mohammad, Marinescu, Dan, Wocjan, Pawel, Heinrich, Mark, Brennan, Joseph, University of Central Florida
Abstract / Description: Processing a vast volume of data generated by web, mobile and Internet-enabled devices, necessitates a scalable and flexible data management system. Database-as-a-Service (DBaaS) is a new cloud computing paradigm, promising a cost-effective and scalable, fully-managed database functionality meeting the requirements of online data processing. Although DBaaS offers many benefits it also introduces new threats and vulnerabilities. While many traditional data processing threats remain, DBaaS...
Show moreProcessing a vast volume of data generated by web, mobile and Internet-enabled devices, necessitates a scalable and flexible data management system. Database-as-a-Service (DBaaS) is a new cloud computing paradigm, promising a cost-effective and scalable, fully-managed database functionality meeting the requirements of online data processing. Although DBaaS offers many benefits it also introduces new threats and vulnerabilities. While many traditional data processing threats remain, DBaaS introduces new challenges such as confidentiality violation and information leakage in the presence of privileged malicious insiders and adds new dimension to the data security. We address the problem of building a secure DBaaS for a public cloud infrastructure where, the Cloud Service Provider (CSP) is not completely trusted by the data owner. We present a high level description of several architectures combining modern cryptographic primitives for achieving this goal. A novel searchable security scheme is proposed to leverage secure query processing in presence of a malicious cloud insider without disclosing sensitive information. A holistic database security scheme comprised of data confidentiality and information leakage prevention is proposed in this dissertation. The main contributions of our work are:(i) A searchable security scheme for non-relational databases of the cloud DBaaS; (ii) Leakage minimization in the untrusted cloud.The analysis of experiments that employ a set of established cryptographic techniques to protect databases and minimize information leakage, proves that the performance of the proposed solution is bounded by communication cost rather than by the cryptographic computational effort.
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Date Issued: 2017
Identifier: CFE0006848, ucf:51777
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006848

Title: Jail Mental Health Innovations: Factors Influencing Mental Health Services Innovations for Jails.
Creator: Clayton, Orville, Wan, Thomas, Anderson, Kim, Winton, Mark, Zhang, Ning, University of Central Florida
Abstract / Description: ABSTRACTThe U.S. is recognized for uniquely high incarceration rates. Over recent decades, there has been a concurrent dramatic increase of jail detainees with mental disorders. Provision of adequate mental health services for jail inmates is constitutionally mandated, and has legal, ethical, quality of care, and fiscal implications for jails, families, communities, and detainees. Significant variation exists in the provision of mental health services across jails, and increased understanding...
Show moreABSTRACTThe U.S. is recognized for uniquely high incarceration rates. Over recent decades, there has been a concurrent dramatic increase of jail detainees with mental disorders. Provision of adequate mental health services for jail inmates is constitutionally mandated, and has legal, ethical, quality of care, and fiscal implications for jails, families, communities, and detainees. Significant variation exists in the provision of mental health services across jails, and increased understanding of the factors that influence the adoption of such services may help guide jails to implement beneficial services, and ensure that such services reflect, reflect quality standards. This study used a mixed methods strategy to examine the influence of theoretically determined variables on the adoption of jail mental health services, and the quality assessment of such services. Data was gathered by survey instrumentation, secondary data review, and in-depth interviews with jail leaders. The study found that isomorphism has a significant effect on the structural adequacy of jail mental health services, innovation characteristics have a negligible relationship to structural adequacy and process integrity, structural adequacy mediates the effects of isomorphism on process integrity, and jail size has a significant effect on structural adequacy. This study advances the knowledge base in its specification of the roles of internal, external, and demographic factors in the adoption of jail mental health services, and in the testing and application of Donabedian's healthcare model to assess the quality of such services.
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Date Issued: 2017
Identifier: CFE0006866, ucf:51755
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006866

ADHD (14)	+ -
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counselor education (7)	+ -
PTSD (4)	+ -
XML (4)	+ -

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counseling (4)	+ -
theatre (4)	+ -
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Painting (3)	+ -
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Working Memory (3)	+ -
art (3)	+ -
narrative (3)	+ -
operational code (3)	+ -
photography (3)	+ -
rhetoric (3)	+ -
Abstraction (2)	+ -
Acting (2)	+ -
Anti communist movements (2)	+ -
Attention-deficit/hyperactivity disorder (2)	+ -
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Computer Vision (2)	+ -
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ETD Collection (200)	+ -
Honors Collection (14)	+ -
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University of Central Florida (212)	+ -
Rapport, Mark (27)	+ -
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