Current Search: training (x)
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Title
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THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION.
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Creator
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Vaccaro, Nicole, Lambie, Glenn, University of Central Florida
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Abstract / Description
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ABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N =...
Show moreABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.
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Date Issued
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2009
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Identifier
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CFE0002511, ucf:47681
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002511
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Title
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THE RELATIONSHIP BETWEEN SELF-DISCLOSURE, SELF-EFFICACY, AND THE SUPERVISORY WORKING ALLIANCE OF COUNSELOR EDUCATION PRACTICUM AND INTERNSHIP STUDENTS.
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Creator
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March, David, Young, Mark, University of Central Florida
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Abstract / Description
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A primary goal of clinical supervision in counselor education programs is to develop trainees who express a level of self-awareness, competence, and self-efficacy from which to further develop as a counselor. A vital component of this process is for supervisees to disclose their thoughts and feelings about their clients, their self as a person, their work as a counselor, and experiences with their supervisor. However, current research suggests that it is common for supervisees to hold back...
Show moreA primary goal of clinical supervision in counselor education programs is to develop trainees who express a level of self-awareness, competence, and self-efficacy from which to further develop as a counselor. A vital component of this process is for supervisees to disclose their thoughts and feelings about their clients, their self as a person, their work as a counselor, and experiences with their supervisor. However, current research suggests that it is common for supervisees to hold back personal and professional information from their supervisor leading to missed learning and growth opportunities. Through self-disclosure, trainees receive positive and negative supervisor feedback. It is important to examine how this may influence trainee confidence. It is hypothesized that self-efficacy will be threatened by low levels of supervisee self-disclosure. This study explored the relationship that exists between supervisee self-disclosure and supervisee self-efficacy, and what role the working alliance plays in the relationship. A total of 71counselor education students at three CACREP accredited institutions in Florida participate in the study. All participants had experienced at least one full semester of practicum or internship. A sub-sample of the 71, comprised of 32 participants, was also selected based on their responses to an abridged version of one of the three instruments used in the study. Both samples received equal statistical analyses. Overall, the results suggest that counselor education practicum or internship student self-disclosure was not able to explain their self-efficacy. Furthermore, when the participants' perception of the supervisory working alliance was added to their level of self-disclosure, the statistical results were mixed depending on the sample used.
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Date Issued
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2005
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Identifier
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CFE0000509, ucf:46450
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000509
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Title
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INSTRUCTIONAL PRACTICES IN ATHLETIC TRAINING EDUCATION PROGRAMS: "WHAT METHODS ARE OF MOST WORTH?".
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Creator
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Cummings, Nancy, Boote, David, University of Central Florida
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Abstract / Description
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This study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by...
Show moreThis study sought to understand effective and ineffective instructional practices in clinical settings and to identify problem-solving strategies used by students and instructors. Three research questions were addressed: where in the undergraduate athletic training education program do students learn, or fail to learn, particular skills; "what instructional methods are of most worth" in teaching these skills, as perceived by the students; and what are the problem-solving strategies used by novice, experienced non-expert, and expert athletic trainers when confronted with novel situations. The subjects were nine students ("novices") and ten Approved Clinical Instructors (ACI's) from three programs in the Southeast United States. Five ACI's were categorized as "experienced non-experts" and five as "experts". All subjects were videotaped while performing various tasks. Each subject was required to think-aloud while they performed typical tasks expected of an entry-level certified athletic trainer, as designated by the NATA Education Council. Subjects then performed a stimulated-recall session, with analysis adapted from Ericsson and Simon (1993). The main findings of this study supported the well-respected teaching notion of "first teach them, then show them, then have them do it". Most concepts were first taught via lecture in the classroom; however, participants believed the "method of most worth" to be hands-on strategies displayed in clinical settings and labs. This study confirmed and disconfirmed aspects of prior research on problem solving. Experts: offered the most verbal comments, used their self-talk to stay on task, displayed intimate rapport with the models, and used various problem-solving strategies based upon the task at hand. Experienced non-experts: tended to drift in their verbal comments, felt the need to justify their answers, spoke mostly with verbal commands, and used several problem solving strategies. Novices: provided the fewest verbal comments, apologized throughout their sessions, often found the problem statement to be the problem itself, and used basic problem solving strategies. Demographics revealed that close relationships, balanced with manageable ACI's and clinical sites, created the most successful programs. Based on the findings of this study, future research must focus on how to best design the curriculum to take advantage of these "methods of most worth".
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Date Issued
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2004
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Identifier
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CFE0000269, ucf:46217
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000269
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Title
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TRANSFORMING LEARNING INTO A CONSTRUCTIVE COGNITIVE AND METACOGNITIVE ACTIVITY:USE OF A GUIDED LEARNER-GENERATED INSTRUCTIONAL STRATEGY WITHIN COMPUTER-BASED TRAINING.
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Creator
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Cuevas, Haydee, Bowers, Clint, University of Central Florida
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Abstract / Description
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This study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level...
Show moreThis study explored the effectiveness of embedding a guided, learner-generated instructional strategy (query method), designed to support learners' cognitive and metacognitive processes, within the context of a computer-based complex task training environment (i.e., principles of flight in the aviation domain). The queries were presented as "stop and think" exercises in an open-ended question format that asked learners to generate either simple (low-level elaboration) or complex (high-level elaboration) sentences from a list of key training concepts. Results consistently highlighted the benefit of presenting participants with low-level elaboration queries, as compared to the no-query or high-level elaboration queries. In terms of post-training cognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly more accurate knowledge organization (indicated by similarity to an expert model), better acquisition of perceptual knowledge, and superior performance on integrative knowledge assessment involving the integration and application of task-relevant concepts. Consistent with previous studies, no significant differences in performance were found on basic factual knowledge assessment. Presentation of the low-level elaboration queries also significantly improved the training program's instructional efficiency, that is, greater performance was achieved with less perceived cognitive effort. In terms of post-training metacognitive outcomes, participants presented with the low-level elaboration queries exhibited significantly greater metacomprehension accuracy and more effective metacognitive self-regulation during training. Contrary to predictions, incorporating the high-level elaboration queries into the training consistently failed, with only a few exceptions, to produce significantly better post-training outcomes than the no-query or the low-level elaboration query training conditions. The results of this study are discussed in terms of the theoretical implications for garnering a better understanding of the cognitive and metacognitive factors underlying the learning process. Practical implications for training design are presented within the context of cognitive load theory. Specifically, the increased cognitive processing of the training material associated with the high-level elaboration queries may have imposed too great a cognitive load on participants during training, minimizing the cognitive resources available for achieving a deeper, integrative understanding of the training concepts and hindering successful performance on the cognitive measures. The discussion also highlights the need for a multi-faceted approach to training evaluation.
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Date Issued
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2004
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Identifier
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CFE0000265, ucf:46221
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000265
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Title
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SUBSTITUTING LIVE TRAINING WITH VIRTUAL TRAINING BY MEANS OF A COMMERCIAL OFF THE SHELF, FIRST PERSON SHOOTER COMPUTER GAME AND THE EFFECT ON PERFORMANCE.
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Creator
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Kneuper II, George, Williams, Kent, University of Central Florida
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Abstract / Description
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This research measures the change in Army ROTC cadets' tactical performance when up to 75% of their tactical live training is replaced with training done on a computer. An ROTC instructor from any of the 270 programs across the nation can take this research and implement a training plan utilizing a relatively cheap off the shelf computer game and save their program: cadet and cadre time, training dollars, and transportation/equipment/training area resources, while seeing no degradation in...
Show moreThis research measures the change in Army ROTC cadets' tactical performance when up to 75% of their tactical live training is replaced with training done on a computer. An ROTC instructor from any of the 270 programs across the nation can take this research and implement a training plan utilizing a relatively cheap off the shelf computer game and save their program: cadet and cadre time, training dollars, and transportation/equipment/training area resources, while seeing no degradation in their cadets' performance. Little research has been done on the effect of replacing live simulation with virtual simulation. With this in mind, six groups of individuals were run through the experiment for over five months at various levels of virtual/live training and scored across 16 leadership skills. These results were then formulated into a guideline defining how much training should be virtual training and how much live, to optimize an individual's performance.
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Date Issued
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2006
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Identifier
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CFE0000962, ucf:46692
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0000962
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Title
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EXPLORING TACIT KNOWLEDGE IN ORGANIZATIONS.
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Creator
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Plazas, Andrea, Salas , Eduardo, University of Central Florida
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Abstract / Description
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There has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it...
Show moreThere has been a growing prevalent interest to explore the role of knowledge in organizations. Bhardwaj and Monin (2006) identified the knowledge of individuals' as a valuable source of competitive advantage. An organizations well-rounded institutional memory- the organizations collective experiences (Rothwell & Poduch, 2004), fosters competitive advantage. There is a prevailing need to scrutinize the role of tacit knowledge in organizations and how it's hard to articulate nature makes it difficult for organizations to acquire and preserve institutional memory value. The aim of this review is to illustrate that tacit knowledge contributes significantly to the institutional memory value, expansion and preservation. In an effort to simplify this relationship between tacit knowledge and institutional memory, a comprehensive literature search was performed. I first discuss the role of knowledge in organizations and use the literature on tacit knowledge as a guide to explain the importance of its elicitation for institutional memory expansion and preservation. I then propose: (1) the use of tacit knowledge elicitation as a mediator, and (2) recommend training and a learning organization environment as moderators, for the contribution to take place. Finally, I suggest that organizations: (a) Elicit tacit knowledge sharing at their human capital development training programs (b) develop and implement this trainings at managerial levels, and (c) a "know-why" method to elicit and capture tacit knowledge in a reference guide, to consequently add value to the institutional memory, I conclude with a discussion of implications and limitations for the proposed perspective, and provide suggestions for future research.
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Date Issued
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2013
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Identifier
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CFH0004492, ucf:45062
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004492
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Title
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PERCEPTIONS OF PRESERVICE TEACHER CANDIDATES TOWARDS GIFTED EDUCATION TRAINING AND OBTAINING THE GIFTED EDUCATION ENDORSEMENT CERTIFICATE IN FLORIDA.
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Creator
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Laschober, Zachary, Eriksson, Gillian, University of Central Florida
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Abstract / Description
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According to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of...
Show moreAccording to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of training in gifted education for educators. Of the 100 respondents, 79% agreed or strongly agreed with the need for specialized training for educators working with gifted students. 60.6% of respondents agreed or strongly agreed with outcomes with gifted students being positively influenced by research of and experiences with gifted students. The data showed a statistically significant, positive correlation between attitudes towards giftedness within education and agreement with outcomes with gifted students being positively influenced by research of and experiences with gifted students. Results suggest teacher candidates recognize a value in training in gifted education but do not see themselves as gifted educators and are unaware of how to be trained in gifted education.
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Date Issued
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2012
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Identifier
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CFH0004277, ucf:44940
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004277
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Title
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MULTIMEDIA COMPUTER-BASED TRAINING AND LEARNING: THE ROLE OF REFERENTIAL CONNECTIONS IN SUPPORTING COGNITIVE LEARNING OUTCOMES.
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Creator
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Scielzo, Sandro, Jentsch, Florian, University of Central Florida
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Abstract / Description
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Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such...
Show moreMultimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought fourth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naïve participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.
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Date Issued
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2008
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Identifier
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CFE0002224, ucf:47899
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002224
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Title
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An investigation of the relationship between visual effects and object identification using eye-tracking.
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Creator
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Rosch, Jonathan, Schoenfeld, Winston, Likamwa, Patrick, Wu, Shintson, Vogel-Walcutt, Jennifer, University of Central Florida
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Abstract / Description
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The visual content represented on information displays used in training environments prescribe display attributes as brightness, color, contrast, and motion blur, but considerations regarding cognitive processes corresponding to these visual features require further attention in order to optimize the display for training applications. This dissertation describes an empirical study with which information display features, specifically color and motion blur reduction, were investigated to...
Show moreThe visual content represented on information displays used in training environments prescribe display attributes as brightness, color, contrast, and motion blur, but considerations regarding cognitive processes corresponding to these visual features require further attention in order to optimize the display for training applications. This dissertation describes an empirical study with which information display features, specifically color and motion blur reduction, were investigated to assess their impact in a training scenario involving visual search and threat detection. Presented in this document is a review of the theory and literature describing display technology, its applications to training, and how eye-tracking systems can be used to objectively measure cognitive activity. The experiment required participants to complete a threat identification task, while altering the displays settings beforehand, to assess the utility of the display capabilities. The data obtained led to the conclusion that motion blur had a stronger impact on perceptual load than the addition of color. The increased perceptual load resulted in approximately 8-10% longer fixation durations for all display conditions and a similar decrease in the number of saccades, but only when motion blur reduction was used. No differences were found in terms of threat location or threat identification accuracy, so it was concluded that the effects of perceptual load were independent of germane cognitive load.
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Date Issued
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2012
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Identifier
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CFE0004591, ucf:49219
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004591
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Title
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TESTING THE IMPACT OF TRAINING WITH SIMULATED SCENARIOS FOR INFORMATION SECURITY AWARENESS ON VIRTUAL COMMUNITY OF PRACTICE MEMBERS.
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Creator
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Tidwell, Craig, Reilly, Charles, University of Central Florida
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Abstract / Description
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Information security has become a major challenge for all private and public organizations. The protection of proprietary and secret data and the proper awareness of what is entailed in protecting this data are necessary in all organizations. This treatise examines how simulation and training would influence information security awareness over time in virtual communities of practice under a variety of security threats. The hypothesis of the study was that security-trained members of a virtual...
Show moreInformation security has become a major challenge for all private and public organizations. The protection of proprietary and secret data and the proper awareness of what is entailed in protecting this data are necessary in all organizations. This treatise examines how simulation and training would influence information security awareness over time in virtual communities of practice under a variety of security threats. The hypothesis of the study was that security-trained members of a virtual community of practice would respond significantly better to routine security processes and attempts to breach security or to violate the security policy of their organization or of their virtual community of practice. Deterrence theory was used as the grounded theory and integrated in the information security awareness training with simulated scenarios. The study provided training with simulated scenarios and then tested the users of a virtual community of practice over an approximately twelve-week period to see if the planned security awareness training with simulated security problem scenarios would be effective in improving their responses to the follow-up tests. The research subjects were divided into four groups, the experimental group and three control groups. The experimental group received all of the training and testing events throughout the twelve-week period. The three control groups received various portions of the training and testing. The data from all of the tests were analyzed using the Kruskal-Wallis ranked order test, and it was determined that there was no significant difference between the groups at the end of the data collection. Even though the null hypothesis, which stated that there would be no difference between the groups scores on the information security awareness tests, was not rejected, the groups that received the initial training with the simulated scenarios did perform slightly better from the pre-training test to the post-training test when compared with the control group that did not receive the initial training. More research is suggested to determine how information security awareness training with simulated scenarios and follow-up testing can be used to improve and sustain the security practices of members of virtual communities of practice. Specifically, additional research could include: comparing the effect of training with the simulated scenarios and with training that would not use the simulated security scenarios; the potential benefits of using adaptive and intelligent training to focus on the individual subjects' weaknesses and strengths; the length of the training with simulated scenarios events, the time between each training event, and the overall length of the training; the demographics of the groups used in the training, and how different user characteristics impact the efficacy of the training with simulated scenarios and testing; and lastly examining how increasing the fidelity of the simulated scenarios might impact the results of the follow-up tests.
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Date Issued
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2011
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Identifier
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CFE0003566, ucf:48923
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003566
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Title
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TEXT VERSUS VERBAL REAL-TIME FEEDBACK DURING SIMULATION-BASED TRAINING OF HIGHER-ORDER COGNITIVE SKILLS.
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Creator
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Fiorella, Christopher, Shumaker, Randall, University of Central Florida
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Abstract / Description
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A crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based...
Show moreA crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based environments. Consequently, this study aims to apply findings from the literature on instructional information presentation to drive decisions for how to most effectively provide real-time feedback during training of simulated decision-making tasks. Research has shown that presenting text information in an auditory mode during direct instruction of operational tasks enhances learning and reduces the probability of learners experiencing cognitive overload. Similar effects have been found regarding the presentation modality of feedback during operational tasks. In the current study, this principle was extended by comparing text versus verbal real-time feedback presentation during learning of higher-level cognitive skills in a virtual environment. Participants were instructed on how to perform a simulated decision-making task, while receiving text, verbal or no instructional feedback in real-time, based on their performance. Participants then completed an assessment scenario in which no feedback was provided to any group. It was hypothesized that a linear relationship would exist across each of the three conditions, with the verbal group making the best decisions, followed by the text group, and then by the control group. Additionally, reduced cognitive load was expected throughout the instructional process for those receiving verbal feedback prompts compared to those receiving text prompts and the control. Analyses revealed several significant linear trends across conditions regarding measures of knowledge acquisition and application. The results provide support for the hypothesis that verbal real-time feedback is more effective than text during training of primarily visual tasks for the acquisition of higher-order cognitive skills such as decision making. There were no significant linear trends regarding the amount of cognitive load subjectively reported during training and assessment. The results of this study indicate that instructional systems intended to train primarily visual tasks should present real-time feedback in verbal rather than text form.
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Date Issued
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2010
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Identifier
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CFE0003555, ucf:48915
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003555
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Title
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A Mixed-Methods Approach to Examining the Memphis Crisis Intervention Team (CIT) Model: An exploratory study of program effectiveness and institutionalization processes.
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Creator
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Magers, Megan, Potter, Roberto, Rosky, Jeffrey, Adams, Kenneth, Lin, Hefang, University of Central Florida
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Abstract / Description
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The present study utilized a mixed-methods strategy to examine the effectiveness, diffusion, and institutionalization of the Memphis Crisis Intervention Team (CIT) model. To evaluate the effectiveness of the training component of the CIT model, a panel research design was employed in which a sample of 179 law enforcement officers and 100 correctional officers in nine Florida counties were surveyed on the first day of training (pretest), the last day of training (posttest), and one month...
Show moreThe present study utilized a mixed-methods strategy to examine the effectiveness, diffusion, and institutionalization of the Memphis Crisis Intervention Team (CIT) model. To evaluate the effectiveness of the training component of the CIT model, a panel research design was employed in which a sample of 179 law enforcement officers and 100 correctional officers in nine Florida counties were surveyed on the first day of training (pretest), the last day of training (posttest), and one month following their completion of CIT training (follow-up). These surveys measured the extent to which CIT training achieved several officer-level objectives, including increased knowledge of mental illness and the mental health referral process, improved self-efficacy when responding to mental health crises, and enhanced perceptions of verbal de-escalation skills, mental health services in the community, and the mental health referral process. The results of these surveys revealed officers experienced a statistically significant increase on every measure of training effectiveness between the pretest and posttest data collection points. However, a significant decline was found among the 117 officers that responded to the follow-up survey on the measures associated with self-efficacy and perceptions of verbal de-escalation, which points to a measurable decay in the effectiveness of the training in the intermediate timeframe with regard to these two measures. To examine the extent to which the diffusion of the CIT model resembles a social movement in the field of criminal justice and to explore the impact of CIT institutionalization on the organizational structure of criminal justice agencies, an online survey was distributed to 33 representatives of law enforcement and correctional agencies known to participate in the CIT program in the nine Florida counties in which officers were surveyed. The results of this survey indicate interagency communication and external pressure from mental health providers and advocates largely contribute to the decision of criminal justice agencies to adopt the CIT model. In addition, the findings of this survey suggest criminal justice agencies modify their organizational structure in a number of different ways to internalize and institutionalize the CIT model. By coupling a training program evaluation with an assessment of diffusion and institutionalization, this study makes a unique contribution to organizational and evidence-based literature.
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Date Issued
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2013
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Identifier
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CFE0004884, ucf:49671
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004884
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Title
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A MODEL OF FLOW AND PLAY IN GAME-BASED LEARNING: THE IMPACT OF GAME CHARACTERISTICS, PLAYER TRAITS, AND PLAYER STATES.
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Creator
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Pavlas, Davin, Salas, Eduardo, University of Central Florida
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Abstract / Description
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In this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that...
Show moreIn this dissertation, the relationship between flow state, serious games, and learning was examined. Serious games, which are games that convey something other than enjoyment (e.g., learning), are increasingly popular platforms for research, training, and advertisement. The elements that make serious games useful to researchers, trainers, and practitioners are closely linked to those that make up the positive psychology construct of flow state. Flow state describes an optimum experience that is encountered when a variety of factors are met, and is characterized by high focus, engagement, motivation, and immersion. While flow state is often discussed in the serious games literature, in-depth empirical examinations of flow state remain elusive. In this dissertation I addressed this need by conducting a thorough literature review of flow, serious games, and game-based learning in order to propose a new model of flow in games. Two studies were conducted in support of this model. The first experiment consisted of the creation and validation of a play experience scale. Based on the data from 203 Study 1 participants, the Play Experience Scale was validated for use with video games. The 14-item version of the Play Experience Scale was composed of the components of freedom, lack of extrinsic motivation, autotelic experience, and direct assessment of play. The scale was reliable, with a calculated alpha of .86. In the second study, the newly developed scale was used alongside an immune system serious game to examine the impact of play, in-game performance, and emotional experience on flow in games. In an effort to provide a more symmetrical version of the scale, two items were added to the scale, resulting in a 16-item revision. Based on the empirical results obtained from Study 2ÃÂ's 77 participants, the proposed model of flow in games was revised slightly. Though Study 2 only examined a subset of the overall model of flow in games, the evidence suggested the model was a good theoretical match. Further, the two added items of the Play Experience Scale were valid, providing a final 16-item version of the scale. Play and in-game performance were key predictors of game-based learning. Additionally, play, video game self-efficacy, and emotional experience exhibited a reciprocal relationship with flow state. Implications for serious game development, scientific research into games and learning, and industry testing of game playability were provided. Following these implications, conclusions were presented alongside suggestions for further research.
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Date Issued
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2010
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Identifier
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CFE0003425, ucf:48394
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003425
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Title
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EMPIRICAL EVALUATION OF THE EFFECTIVENESS OF EYE TRACKING-BASED SEARCH PERFORMANCE DIAGNOSIS AND FEEDBACK METHODS.
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Creator
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Carroll, Meredith, Mouloua, Mustapha, University of Central Florida
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Abstract / Description
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In todayÃÂ's complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase...
Show moreIn todayÃÂ's complex combat environments, troops are often faced with increasingly challenging tasks different from those experienced in the past. Warfighters must be trained in adaptive perceptual skill sets, such as search strategies that enable them to detect threats across any number of environmental, cultural, and situational conditions. The goal of the present study was to explore how advanced technology, specifically eye tracking, can be used to increase understanding of perceptual processes such as search and detection and provide tools that can be used to train search skills. Experiment 1 examined a method of diagnosing perceptual performance in order to be able to identify the perceptual root cause of target detection deficiencies and how these impact overall target detection performance. Findings indicate the method can be used to pinpoint where in the perceptual process a target miss originated, whether due to ineffective search strategy, inability to detect the subtle cues of the threat or inability to recognize these cues as indicative of a threat. Experiment 2 examined the training effectiveness of providing trainees with process level tailored feedback which incorporates elements of expert and trainee scan patterns. Findings indicate that providing trainees with elements of either expert or trainee scan patterns has the ability to significantly improve the search strategy being employed by the trainee. This work provides strong support for the use of eye tracking based perceptual performance diagnosis methods and training strategies in improving trainee search performance for complex target detection tasks.
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Date Issued
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2010
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Identifier
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CFE0003100, ucf:48302
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003100
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Title
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THE EFFECT OF BRIEF TRAINING IN MOTIVATIONAL INTERVIEWING ON CLIENT OUTCOMES AND TRAINEE SKILL DEVELOPMENT.
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Creator
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Young, Tabitha, Hagedorn, Bryce, University of Central Florida
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Abstract / Description
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Motivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÃÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÃÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and...
Show moreMotivational Interviewing (MI) is an evidence-based practice that focuses on working through client ambivalence and increasing clientsÃÂ' motivation to change. The purposes of this study were to investigate the effect that a unique student-based training in MI had on counselor traineesÃÂ' ability to perform MI, and on client outcomes. This training program consisted of one initial four-hour training session, two hours of follow-up supervision, and formal feedback via MITI 3.0 scores. Counselor-trainee skill was assessed via the MI Knowledge Questionnaire, the Helping Responses questionnaire, and the Motivational Interviewing Treatment Integrity code 3.0. In addition, the following instruments were used to assess client outcomes ; attendance via observation assessments, the Session Summary, the Outcome Questionnaire-45.2, and the Client Satisfaction Questionnaire. The sample consisted of 43 graduate-level counselor trainees in their first or second semesters of practicum and 81 adult clients being seen in a university-based graduate student-training counseling clinic. Participants were purposefully assigned to either a treatment or control group. The counselor trainees in the treatment group received the unique training program, follow-up supervision, and feedback whereas the participants in the control group received a four-hour orientation to the student-training counseling clinic. There were four primary hypotheses proposed for analysis within this study (a) How does a brief training in Motivational Interviewing given to counselor trainees affect their ability to accurately perform MI?, (b) How does a brief training in Motivational Interviewing given to counselor trainees affect client functioning?, (c) How does a brief training in Motivational Interviewing given to counselor trainees affect client adherence?, and (d) How does a brief training in Motivational Interviewing given to counselor trainees affect client satisfaction with treatment? The statistical analysis of these variables yielded significant findings. Specifically, counselor-trainee skill in MI significantly improved in the treatment group as compared to the control group as assessed by the MITI with regard to the following variables: evocation, collaboration, autonomy/support, empathy, direction, MI non-adherent giving information, closed questions, simple reflections, complex reflections, total reflections, global scores, ratio of open questions, ratio of reflections, and ratio of MI adherent behavior. In addition, analysis revealed significant between group differences with client attendance. Specifically, between group-differences suggested that clients in the MI treatment group attended more sessions, missed fewer sessions, and completed therapy more frequently than clients in the control group. Detailed procedures and results as well as implications for the counseling profession and future research are explored within this study.
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Date Issued
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2010
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Identifier
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CFE0003054, ucf:48361
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003054
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Title
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EFFECTS OF 3D STEREOSCOPY, VISUO-SPATIAL WORKING MEMORY, AND PERCEPTIONS OF SIMULATION EXPERIENCE ON THE MEMORIZATION OF CONFUSABLE OBJECTS.
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Creator
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Keebler, Joseph, Jentsch, Florian, University of Central Florida
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Abstract / Description
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This dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low...
Show moreThis dissertation investigated the impact of active stereoscopic 3-dimensional (3D) imagery equipment and individual differences in visuo-spatial working memory (VSWM) capacity on retention of a set of similar, novel objects (i.e., armored military vehicles). Seventy-one participants were assessed on their visuo-spatial working memory using the Visual Patterns Test (Della Sala, Gray, Baddeley, & Wilson, 1997). They were then assigned to one of four different conditions (3D high VSWM, 3D low VSWM, 2D high VSWM, 2D low VSWM) based upon their visuo-spatial working memory. Participants were then trained to identify military vehicles using a simulation that presented the training stimuli in one of two dimensionalities, i.e. two dimensional (2D) or active stereoscopic three-dimensional (3D). Testing consisted of a vehicle memory training assessment, which challenged participants to choose the correct components of each vehicle immediately after studying; a measure of retention for military vehicles which asked participants to categorize the alliance and identify previously studied vehicles; and a transfer measure using video footage of actual military vehicles. The latter measures depicted military vehicles in an array of combat situations, and participants were asked to decide on whether or not to shoot each vehicle, as well as identify the vehicles. Testing occurred immediately after training. The moderating, as well as main effects, of VSWM were assessed. The mediating/moderating effects of several experiential factors were measured as well, including: immersion, presence, engagement, flow state, and technology acceptance. Findings indicate that perceptions of the simulation experience and VSWM are strong positive predictors of performance, while 3D was not predictive, and in some instances, significantly worse than the 2D condition. These findings indicate that individual differences in visual memory and user experiences during the SBT both are predictive factors in memory tasks for confusable objects. The SBT designed in this study also led to robust prediction of training outcomes on the final transfer task.
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Date Issued
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2011
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Identifier
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CFE0003939, ucf:48702
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003939
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Title
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Use of Integrated Training Environments to Sustain Army Warfighting Proficiency in an Era of Constrained Resources: Understanding What's Required to Win the First Battle of the Next Conflict.
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Creator
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Lerz, Edward, Proctor, Michael, Nickerson, David, Goodwin, Gregory, University of Central Florida
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Abstract / Description
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This research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive (-) Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued...
Show moreThis research investigates the current state and ability of homestation training infrastructure (TADSS, networks, and facilities) and framework for training (scenarios, databases, and training support packages) to support a Live Virtual Constructive (-) Integrating Architecture (LVC-IA) delivered Integrated Training Environment (ITE). As combat operations in Central and Southwest Asia come to a close the Army is faced with extreme post-conflict budget cuts and force reductions. Continued evolution of Army training methodology is required to overcome limited resources and maintain force readiness in the anticipated (")era of persistent conflict("). A LVC-IA delivered ITE promises to be the next step in the evolution of training. Interoperation of live, virtual, and constructive simulations in a persistent and consistent manner can collectively train brigade and below units on combined arms tasks in a resource constrained homestation environment. However, LVC-IA cannot act alone in establishing the ITE. Prior to the fielding of LVC-IA, local installations must already possess a training infrastructure that optimizes training resources as well as a framework for training that meets Operational Adaptability training requirements. To measure the perceived state and ability of homestation training infrastructure and framework for training to support a LVC-IA delivered ITE, a survey was conducted of homestation training community members at the 18 Army installations scheduled for LVC-IA fielding. Additionally, perceptions regarding the role of LVC-IA in establishing the ITE and emerging resources, useful in the development of local framework for training were sought. Findings, conclusions, limitations, lessons learned, and recommendations for future research are presented.?
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Date Issued
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2013
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Identifier
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CFE0005104, ucf:50755
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005104
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Title
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Exploring the Multi-touch Interaction Design Space for 3D Virtual Objects to Support Procedural Training Tasks.
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Creator
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Holderness, Sarah, Laviola II, Joseph, Hughes, Charles, Sukthankar, Gita, Hatchett, Martin, University of Central Florida
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Abstract / Description
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Multi-touch interaction has the potential to be an important input method for realistic training in 3D environments. However, multi-touch interaction has not been explored much in 3D tasks, especially when trying to leverage realistic, real-world interaction paradigms. A systematic inquiry into what realistic gestures look like for 3D environments is required to understand how users translate real-world motions to multi-touch motions. Once those gestures are defined, it is important to see...
Show moreMulti-touch interaction has the potential to be an important input method for realistic training in 3D environments. However, multi-touch interaction has not been explored much in 3D tasks, especially when trying to leverage realistic, real-world interaction paradigms. A systematic inquiry into what realistic gestures look like for 3D environments is required to understand how users translate real-world motions to multi-touch motions. Once those gestures are defined, it is important to see how we can leverage those gestures to enhance training tasks.In order to explore the interaction design space for 3D virtual objects, we began by conducting our first study exploring user-defined gestures. From this work we identified a taxonomy and design guidelines for 3D multi-touch gestures and how perspective view plays a role in the chosen gesture. We also identified a desire to use pressure on capacitive touch screens. Since the best way to implement pressure still required some investigation, our second study evaluated two different pressure estimation techniques in two different scenarios.Once we had a taxonomy of gestures we wanted to examine whether implementing these realistic multi-touch interactions in a training environment provided training benefits. Our third study compared multi-touch interaction to standard 2D mouse interaction and to actual physical training and found that multi-touch interaction performed better than 2D mouse and as well as physical training. This study showed us that multi-touch training using a realistic gesture set can perform as well as training on the actual apparatus.One limitation of the first training study was that the user had constrained perspective to allow for us to focus on isolating the gestures. Since users can change their perspective in a real life training scenario and therefore gain spatial knowledge of components, we wanted to see if allowing users to alter their perspective helped or hindered training. Our final study compared training with Unconstrained multi-touch interaction, Constrained multi-touch interaction, or training on the actual physical apparatus. Results show that the Unconstrained multi-touch interaction and the Physical groups had significantly better performance scores than the Constrained multi-touch interaction group, with no significant difference between the Unconstrained multi-touch and Physical groups. Our results demonstrate that allowing users more freedom to manipulate objects as they would in the real world benefits training. In addition to the research already performed, we propose several avenues for future research into the interaction design space for 3D virtual objects that we believe will be of value to researchers and designers of 3D multi-touch training environments.
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Date Issued
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2017
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Identifier
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CFE0006603, ucf:51287
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006603
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Title
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The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments.
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Creator
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Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
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Abstract / Description
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The collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for...
Show moreThe collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Resultsof the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of theassisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
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Date Issued
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2014
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Identifier
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CFE0005161, ucf:50714
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005161
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Title
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Understanding the Capabilities and Limitations of Advanced Interactive M(&)S: A Cricothyroidotomy Simulation Case Study.
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Creator
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Campbell-Wynn, Lillian, Proctor, Michael, Kincaid, John, Crumpton-Young, Lesia, Liu, Alan, Burgess, Deborah, University of Central Florida
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Abstract / Description
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Simulation for surgical education and training is increasingly perceived as a valuable contribution to traditional teaching methods providing a structured learning experience. Surgical simulations allow surgeons to practice tactics, techniques and procedures numerous times without the cost, limitations and ethical problems of using cadaver-based models. The goal of this research is to advance the use of modeling and simulation in support of emergency medical training. This research explores...
Show moreSimulation for surgical education and training is increasingly perceived as a valuable contribution to traditional teaching methods providing a structured learning experience. Surgical simulations allow surgeons to practice tactics, techniques and procedures numerous times without the cost, limitations and ethical problems of using cadaver-based models. The goal of this research is to advance the use of modeling and simulation in support of emergency medical training. This research explores questions identified through a case study of two different modeling and simulation techniques (-) virtual reality and mannequins - in the support of combat emergency medical education and training. To reduce the scope to a manageable dissertation, the research focuses on CricSim as representative form of virtual reality simulation and HapMed as a form of mannequin simulation both with haptic-enabled capabilities. To further narrow the scope, the research focuses on training of a medical technique common to both simulation systems, which for this research was the cricothyroidotomy airway management technique. The U.S. Army expressed interest in training of combat medics in the cricothyroidotomy airway management technique and offered to support experimentation with both facilities and trained combat medics as the sample population. An experiment supporting this research took place at Fort Indiantown Gap, a National Guard Training Center located in Annville, Lebanon County, Pennsylvania and is the home of the Medical Battalion Training Site. An advanced airway management course is augmented with combat medics receiving training and evaluation on performing the cricothyroidotomy procedure using CricSim and HapMed with system experts provided by each respective developer. The NASA Task Load survey is used to collect participants' assessment of workload in terms of Mental Demand, Physical Demand, Temporal Demand, Level of Effort, Performance and Level of Frustration based on four primary tasks of the cricothyroidotomy. Additionally, the Technology Acceptance Model survey is used to provide insight into participant's assessment of usability. Professional trainers also provide their assessment of the virtual simulators suitability in support of the combat medics in performing their tasks based on their standards. The results of the participants' assessment of each virtual simulator take the form of a comparison study. To improve the advancement of medical simulation in the training of cricothyroidotomy procedure, a summary of findings, generalized conclusions, lessons learned and recommendations for future research are illuminated. The dissertation team is comprised of medical experts within the U.S. Air Force Education and Training Command, U.S. Army Research and Medical Command, and the Uniformed Services University of the Health Sciences as well as simulation subject matter experts from the University of Central Florida.
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Date Issued
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2013
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Identifier
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CFE0005142, ucf:50705
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005142
Pages