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Title: Role of Cardiac Catecholamines in Embryos and Adults Under Stress.
Creator: Baker, Candice, Ebert, Steven, Bossy-Wetzel, Ella, Siddiqi, Shadab, Lambert, Stephen, University of Central Florida
Abstract / Description: Cardiovascular disease is responsible for the loss of one life every 38 seconds and accounts for 26.6 percent of all infants that die of congenital birth defects. Adrenergic hormones are critically important regulators of cardiovascular physiology in embryos and adults. They are key mediators of stress responses and have profound stimulatory effects on cardiovascular function, and dysregulation of adrenergic function has been associated with many adverse cardiac conditions, including...
Show moreCardiovascular disease is responsible for the loss of one life every 38 seconds and accounts for 26.6 percent of all infants that die of congenital birth defects. Adrenergic hormones are critically important regulators of cardiovascular physiology in embryos and adults. They are key mediators of stress responses and have profound stimulatory effects on cardiovascular function, and dysregulation of adrenergic function has been associated with many adverse cardiac conditions, including congenital malformations, arrhythmias, ischemic heart disease, heart failure, and sudden cardiac death. Despite intensive study, the specific roles these hormones play in the developing heart is not well-understood. Further, there is little information available regarding how these important hormones mediate stress responses in adult females (before and after menopause) in comparison to males. My thesis thus has two major foci: (1) What role(s) do catecholamines play in the embryonic heart?, and (2) Do catecholamines differentially influence cardiac function in aging male and female hearts? Initially, we sought to uncover the roles of adrenergic hormones in the embryonic heart by utilizing an adrenergic-deficient (Dbh-/-) mouse model. We found that adrenergic hormones influence heart development by stimulating expression of the gap junction protein, connexin 43, facilitating atrioventricular conduction, and helping to maintain cardiac rhythm. As development progresses, cardiac energy demands increase substantially, and oxidative phosphorylation becomes vital. Adrenergic hormones regulate metabolism in adults, thus we hypothesized they may stimulate energy metabolism during the embryonic/fetal transition period. We examined ATP, ADP, oxygen consumption rate, and extracellular acidification rates and found these metabolic indices were significantly decreased in Dbh-/- hearts compared to Dbh+/+ controls. We employed transmission electron microscopy of embryonic cardiomyocytes and found the mitochondria were significantly larger in Dbh-/- hearts compared to controls, and had more branch points. Taken together, these results suggest adrenergic hormones play a major role mediating the shift from predominantly anaerobic to aerobic metabolism during the embryonic/fetal transition period.Since there are known differential cardiac responses due to sex, age, and menopause to stress, we used echocardiography to measure left ventricular (LV) function in adult (9, 18 and 21 month) male and female mice (pre and postmenopausal) in response to epinephrine, and immobilization stress to investigate the roles of these factors. My results show 9-month premenopausal female mice display significantly decreased LV responsiveness to epinephrine compared to males, and an increased response to epinephrine due to age, especially in the premenopausal females. Similar LV function was also observed between postmenopausal females and males, and this pattern persisted after immobilization stress. I also investigated anatomical differences in the distribution of adrenergic cells within the heart comparing age, sex, and menopausal status. Notably, the density of cells derived from an adrenergic lineage in the heart was significantly increased in postmenopausal mice compared to age-matched males and cycling females. The selective re-appearance of adrenergic cells in the heart following menopause may provide an explanation for the differential stress responses observed in our system, and could have important clinical ramifications for stress-induced cardiomyopathies.
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Date Issued: 2014
Identifier: CFE0005458, ucf:50373
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005458

Title: THE EFFECTS OF DEVELOPMENT ON POLICIES IN THE PREVENTION OF INTERNATIONAL HUMAN TRAFFICKING.
Creator: Szczerba, Christopher, Sadri, Houman, University of Central Florida
Abstract / Description: Governments and leaders across the globe almost universally agree that human trafficking is a modern atrocity that has harshly negative effects for individuals, communities, entire states and the international community. Nevertheless, they are not in agreement on how best to investigate cases and provide aid to victims. Many states lack the resources to effectively create and implement policies. Governments must act to protect their citizens and people within their borders. Policies are...
Show moreGovernments and leaders across the globe almost universally agree that human trafficking is a modern atrocity that has harshly negative effects for individuals, communities, entire states and the international community. Nevertheless, they are not in agreement on how best to investigate cases and provide aid to victims. Many states lack the resources to effectively create and implement policies. Governments must act to protect their citizens and people within their borders. Policies are necessary to correctly identify victims, investigate accusations, bring cases to trial and prevent vulnerable populations from becoming victimized through awareness. This thesis asserts that there is a link between the development level of a state and its ability to limit the grotesque crimes of trafficking that occur within its borders. Using the United Nation's annual report which details the development ranking of individual states, it is possible to comparatively analyze the ability of these states to comply with international standards established by the United States of America in the protection of victims of human trafficking. Special attention is paid to the challenges that societies face when there are drastic changes to states' economic activity or political stability and how these affect the frequency of trafficking occurrences and a government's ability to respond.
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Date Issued: 2014
Identifier: CFH0004579, ucf:45158
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004579

Title: A Study of the Relationship Between Trade Liberalization and Human Development in Sub-Saharan Africa's Least Developed Countries.
Creator: Rash, Stephanie, Sadri, Houman, Morales, Waltraud, Kinsey, Barbara, University of Central Florida
Abstract / Description: The purpose of this study is to examine the relationship between trade liberalization, measured using the Heritage Foundation's Trade Freedom indicator, and human development, measured using the United Nations Development Program's Human Development Index, in sub-Saharan Africa's Least Developed Countries between 1990 and 2011 as data allows. In addition to exploring the relationship between these two variables, alternative factors that influence human development are examined in bivariate...
Show moreThe purpose of this study is to examine the relationship between trade liberalization, measured using the Heritage Foundation's Trade Freedom indicator, and human development, measured using the United Nations Development Program's Human Development Index, in sub-Saharan Africa's Least Developed Countries between 1990 and 2011 as data allows. In addition to exploring the relationship between these two variables, alternative factors that influence human development are examined in bivariate correlations with human development as well as used as control variables in a multiple regression analysis. Namely, this study includes government effectiveness, the percentage of the labor force employed in the agricultural sector, the percent of Gross Domestic Product made up of the sale of agricultural products, geography, and armed conflict as control variables.By conducting a cross-national bivariate correlation analysis as well as a cross-national multiple regression analysis for the years between 1990 and 2011, this study highlights how, when included in a model with control variables, trade liberalization goes from being a statistically significant predictor of human development index scores to losing its significance altogether. The results from this study indicate that trade liberalization, government effectiveness, and geography, more specifically being landlocked or not, do not have statistically significant effects on human development for LDCs in the region. However, this study finds that for every unit increase in the percentage of the labor force working in agriculture as well as the percentage of GDP made up by agricultural products, a lower human development score can be expected. Armed conflict also has a statistically significant, negative effect on human development.
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Date Issued: 2012
Identifier: CFE0004427, ucf:49362
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004427

Title: BUSINESS CASE STUDIES IN SUSTAINABILITY PRACTICES.
Creator: Lynch, Sheri L, Combs, James G., University of Central Florida
Abstract / Description: Protecting the environment for future generations is crucial. Although businesses are under strong pressure to support sustainability, many leaders find it challenging to meet the environmental needs of the present without negatively impacting their economic goals. This paper describes some methods that businesses have adopted to effectively manage environmental issues and offer an opportunity for competitive advantage. In particular, three case studies show ways that the companies have...
Show moreProtecting the environment for future generations is crucial. Although businesses are under strong pressure to support sustainability, many leaders find it challenging to meet the environmental needs of the present without negatively impacting their economic goals. This paper describes some methods that businesses have adopted to effectively manage environmental issues and offer an opportunity for competitive advantage. In particular, three case studies show ways that the companies have embraced and integrated sustainability into their strategic planning process, which helped them achieve growth and success in the context of social and environmental concerns. The paper shows how these businesses have chosen to embrace sustainability to minimize the negative impact in our environment, society, and economy. The case studies can help managers define and prioritize their sustainability goals, achieve social and economic value, and transform these environmental investments into sources of competitive advantage. This paper can be beneficial to other businesses who desire to move beyond compliance of the law and become proactive in helping our environment for future generations.
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Date Issued: 2016
Identifier: CFH2000100, ucf:45523
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000100

Title: Closing the Gaps in Professional Development: A Tool for School-based Leadership Teams.
Creator: Sampayo, Sandra, Boote, David, Hayes, Grant, Vitale, Thomas, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: The field of professional learning in education has been studied and added to extensively in the last few decades. Because the importance of learning in authentic contexts through professional dialogue has become so important, high quality, school-based professional learning is vital to building capacity at the school level. Unfortunately, the literature on professional development (PD) does not provide much guidance on how to bridge theory and practice at the school level, creating a gap....
Show moreThe field of professional learning in education has been studied and added to extensively in the last few decades. Because the importance of learning in authentic contexts through professional dialogue has become so important, high quality, school-based professional learning is vital to building capacity at the school level. Unfortunately, the literature on professional development (PD) does not provide much guidance on how to bridge theory and practice at the school level, creating a gap. With the goal of PD ultimately being to improve teacher performance and student learning, the problem with this gap is that school-level professional development is arbitrarily planned, resulting in variable outcomes. I propose the reason for this is schools lack a comprehensive framework or tool that guides the design of a quality professional learning plan. This problem was identified in Orange County Public School and this dissertation in practice aims at developing a solution that accounts for the district's specific contextual needs. My proposed solution is the design of an integrative tool that school leaders can use to guide them through the professional development planning process. The School-based Professional Learning Design Tool incorporates the professional development standards in planning, learning, implementing, and evaluating outlined in the Florida Professional Development System Evaluation Protocol. It also guides leaders in taking an inventory of the culture and context of their school in order to plan PD that will be viable given those considerations. The components of the Tool guide teams through assessing school teacher performance and student achievement data to help identify focus groups; determining gaps in learning through root cause analysis; creating goals aligned to gaps in performance; and selecting strategies for professional learning, follow-up support, and evaluation. The development of the Tool was informed by the extant literature on professional development, organizational theory, state and national standards for professional development, and principles of design. The Tool is to be completed in four phases. Phases one and two, the focus of this paper, include the literature review, organizational assessment, design specifications, and the first iteration of the Tool. In the next phases, the goals are to solicit feedback from an expert panel review, create a complete version of the Tool, and pilot it in elementary schools. Although the development of the Tool through its final phases will refine it considerably, there are limitations that will transcend all iterations. While the Tool incorporates best practices in professional development, the lack of empirical evidence on the effectiveness of specific PD elements in the literature renders this Tool only a best guess in helping schools plan effective professional development. Another limitation is that the Tool is not prescriptive and cannot use school data to make decisions for what strategies to implement. Taking these limitations into consideration, the use of this Tool can significantly impact the quality and effectiveness of professional development in schools.
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Date Issued: 2015
Identifier: CFE0005883, ucf:50889
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005883

Title: HUMAN DEVELOPMENT AND INSTITUTIONAL DESIGN: THE COMPARATIVE PERFORMANCE OF PRESIDENTIAL REGIMES.
Creator: Hristakopoulos, Michael, Wilson, Bruce, University of Central Florida
Abstract / Description: Measures of human development, no matter their specific methodology, have always placed Costa Rica substantially higher than its neighbor, Nicaragua, but no apparent governmental, resource, or historical discrepancy can account for this gap. This thesis uses two case studies to examine this phenomenon from three different theoretical perspectives, and conclude which has the greatest explanatory power to account for the disparity between these two particular governments. Political scientists...
Show moreMeasures of human development, no matter their specific methodology, have always placed Costa Rica substantially higher than its neighbor, Nicaragua, but no apparent governmental, resource, or historical discrepancy can account for this gap. This thesis uses two case studies to examine this phenomenon from three different theoretical perspectives, and conclude which has the greatest explanatory power to account for the disparity between these two particular governments. Political scientists have noted that parliamentary systems lend themselves to better governance when compared with their presidential countersystems. Shugart and Carey (1992) cite peculiarities within some presidential models which may account for lower rates of human development. Another approach, offered by Tsebelis (2002) produces a more generalized explanation of this phenomenon, while Lawrence Harrison (1985) offers an entirely different, culture-based explanation. This thesis seeks to examine the validity of these claims, using Costa Rica and Nicaragua as case studies. Limiting the thesis to these two presidential governments will highlight the variation that exists within the presidential model, and possibly shed light on the most significant variables.
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Date Issued: 2011
Identifier: CFH0003801, ucf:44777
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003801

Title: ASSESSING THE IMPACT OF UNIVERSITY TECHNOLOGY INCUBATOR PRACTICES ON CLIENT PERFORMANCE.
Creator: O'Neal, Thomas, Kulonda, Dennis, University of Central Florida
Abstract / Description: This research is designed to distinguish and describe or explain incubator practices that affect the performance of incubator clients of university technology incubator programs. The research focuses on understanding which practices significantly contribute to increasing job creation for the firms located in university based technology incubators. An increasing number of communities are embracing economic development strategies that target the high tech sector with high wage, high value jobs...
Show moreThis research is designed to distinguish and describe or explain incubator practices that affect the performance of incubator clients of university technology incubator programs. The research focuses on understanding which practices significantly contribute to increasing job creation for the firms located in university based technology incubators. An increasing number of communities are embracing economic development strategies that target the high tech sector with high wage, high value jobs as a way to diversify their economies and boost local and regional economies. New economic development strategies include the notion of a creation strategy or "growing your own" instead of relying on recruiting of existing companies from other regions. In 1999-2000 (according to the most recent data), small businesses created three-quarters of U.S. net new jobs (2.5 million of the 3.4 million total). The small business percentage varies from year to year and reflects economic trends. Over the decade of the 1990s, small business net job creation fluctuated between 60 and 80 percent. Moreover, according to a Bureau of the Census working paper, start-ups in the first two years of operation accounted for virtually all of the net new jobs in the economy. The study is broken into three parts: (1) a review of the literature on incubation, focusing on its history, best practices, technology incubation, networking theory, and previous empirical studies (2) a review of previous data collected in a recent national survey and (3) case studies of the top performing incubators in the country based on employment growth of client firms contracted with case studies from non-top ten programs. The literature suggests that the study of incubation must be considered in the context of a larger enterprise development system of which the incubator will fill gaps in the larger regional enterprise development system. This notion is explored. In general, there is a great need for more empirical research into best practice of incubation. It is a non trivial task however as the nature of the industry limits the ability to obtain traditional, statistically defendable, measures.
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Date Issued: 2005
Identifier: CFE0000434, ucf:46404
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000434

Title: PROFESSIONAL DEVELOPMENT ACTIVITIES AND JOB SATISFACTION AMONG COMMUNITY COLLEGE ADJUNCT FACULTY.
Creator: Bosley, Michael, Kysilka, Marcella, University of Central Florida
Abstract / Description: This study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to...
Show moreThis study was designed to examine the relationship between participation in specific professional development activities and the adjuncts' level of job satisfaction. Data was gathered from previous and current professional development activities at Valencia Community College in Orlando, Florida. Research in the area of professional development activities for adjunct faculty is emerging; however, there is a scarcity of research in the area of professional development activities as a means to increase job satisfaction. The data produced by this study were reviewed to determine, the level of job satisfaction of those adjuncts who attended professional development activities; the degree to which adjunct faculty members attended professional development activities; the reasons why adjuncts attended professional development activities; and how attendance at professional development activities has enhanced adjuncts' teaching performance. Findings showed that adjuncts who attended professional development activities at Valencia Community College were generally satisfied with their jobs. Adjuncts were also satisfied with the professional development activities they attended and many attended more than one activity.
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Date Issued: 2004
Identifier: CFE0000241, ucf:46319
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000241

Title: CHARACTERISTICS ASSOCIATED WITH THE EFFECTIVENESS OF RESOURCE DEVELOPMENT PROGRAMS AT FLORIDA COMMUNITY COLLEGES.
Creator: Morgan, Nancy, Bozeman, William, University of Central Florida
Abstract / Description: As educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify...
Show moreAs educational funding from traditional sources decreases and the cost of operating educational programs increases, community colleges are seeking ways to diversify funding streams and increase revenue. For many 2-year colleges, resource development, particularly the procurement of government grants and contracts, represents a viable source of revenue. The purpose of this research was (a) to establish a profile of grant development programs in Florida community colleges and (b) to identify factors associated with successful grant development. A cross-sectional survey design was used to collect information about grant development programs at the 28 publicly-supported community colleges in the state of Florida. Twenty-six colleges completed the survey. The grant success rate, return on investment, and organizational and operational integration of institutional advancement functions of the respondent colleges were incorporated into linear mathematical models to predict grant development success. Although no statistically significant predictive relationships were determined, organizational and operational integration of institutional advancement functions can not be considered to be without some influence on a college's ability to generate grant revenue. The potential for community college efforts to yield increasing grant funding will continue to transform higher education. The study of the components and characteristics that allow for predicting successful grant acquisition is of continuing research interest and mounting practical importance to community college presidents, administrators, trustees, and resource development professionals.
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Date Issued: 2005
Identifier: CFE0000352, ucf:46282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000352

Title: IMPROVING METACOMPREHENSION AND LEARNING THROUGH GRADUATED CONCEPT MODEL DEVELOPMENT.
Creator: Kring, Eleni, Salas, Eduardo, University of Central Florida
Abstract / Description: Mental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing...
Show moreMental model development, deeper levels of information processing, and elaboration are critical to learning. More so, individuals' metacomprehension accuracy is integral to making improvements to their knowledge base. In other words, without an accurate perception of their knowledge on a topic, learners may not know that knowledge gaps or misperceptions exist and, thus, would be less likely to correct them. Therefore, this study offered a dual-process approach that aimed at enhancing metacomprehension. One path aimed at advancing knowledge structure development and, thus, mental model development. The other focused on promoting a deeper level of information processing through processes like elaboration. It was predicted that this iterative approach would culminate in improved metacomprehension and increased learning. Accordingly, using the Graduated Concept Model Development (GCMD) approach, the role of learner-generated concept model development in facilitating metacomprehension and knowledge acquisition was examined. Concept maps have had many roles in the learning process as mental model assessment tools and advanced organizers. However, this study examined the process of concept model building as an effective training tool. Whereas, concept maps functioning as advanced organizers are certainly beneficial, it would seem that the benefits of having a learner examine and amend the current state of their knowledge through concept model development would prove more effective for learning. In other words, learners looking at an advanced organizer of the training material may feel assured that they have a thorough understanding of it. Only when they are forced to create a representation of the material would the gaps and misperceptions in their knowledge base likely be revealed. In short, advanced organizers seem to rely on recognition, where concept model development likely requires recalling and understanding 'how' and 'why' the interrelationships between concepts exist. Therefore, the Graduated Concept Model Development (GCMD) technique offered in this study was based on the theory that knowledge acquisition improves when learners integrate new information into existing knowledge, assign elaborated meanings to concepts, correct misperceptions, close knowledge gaps, and strengthen accurate connections between concepts by posing targeted questions against their existing knowledge structures. This study placed an emphasis on meaningful learning and suggested a process by which newly introduced concepts would be manipulated for the purpose of improving metacomprehension by strengthening accurate knowledge structures and mental model development, and through deeper and elaborated information processing. Indeed, central to improving knowledge deficiencies and misunderstandings is metacomprehension, and the constructing of concepts maps was hypothesized to improve metacomprehension accuracy and, thus, learning. This study was a one-factor between-groups design with concept map type as the independent variable, manipulated at four levels: no concept map, concept map as advanced organizer, learner-built concept map with feedback, and learner-built concept map without feedback. The dependent variables included performance (percent correct) on a declarative and integrative knowledge assessment, mental model development, and metacomprehension accuracy. Participants were 68 (34 female, 34 male, ages 18-35, mean age = 21.43) undergraduate students from a major southeastern university. Participants were randomly assigned to one of the four experimental conditions, and analysis revealed no significant differences between the groups. Upon arrival, participants were randomly assigned to one of the four experimental conditions. Participants then progressed through the three stages of the experiment. In Stage I, participants completed forms regarding informed consent, general biographical information, and task self-efficacy. In Stage II, participants completed the self-paced tutorial based on the Distributed Dynamic Decision Making (DDD) model, a simulated military command and control environment aimed at creating events to encourage team coordination and performance (for a detailed description, see Kleinman & Serfaty, 1989). The manner by which participants worked through the tutorial was determined by their assigned concept map condition. Upon finishing each module of the tutorial, participants then completed a metacomprehension prediction question. In Stage III, participants completed the computer-based knowledge assessment test, covering both declarative and integrative knowledge, followed by the metacomprehension postdiction question. Participants then completed the card sort task, as the assessment of mental model development. Finally, participants completed a general study survey and were debriefed as to the purpose of the study. The entire experiment lasted approximately 2 to 3 hours. Results indicated that the GCMD condition showed a stronger indication of metacomprehension accuracy, via prediction measures, compared with the other three conditions (control, advanced organizer, and feedback), and, specifically, significantly higher correlations than the other three conditions in declarative knowledge. Self-efficacy measures also indicated that the higher metacomprehension accuracy correlation observed in the GCMD condition was likely the result of the intervention, and not due to differences in self-efficacy in that group of participants. Likewise, the feedback and GCMD conditions led to significantly high correlations for metacomprehension accuracy based on levels of understanding on the declarative knowledge tutorial module (Module 1). The feedback condition also showed similar responses for the integrative knowledge module (Module 2). The advanced organizer, feedback, and GCMD conditions were also found to have significantly high correlation of self-reported postdiction of performance on the knowledge assessment and the actual results of the knowledge assessment results. However, results also indicated that there were no significant findings between the four conditions in mental model assessment and knowledge assessment. Nevertheless, results support the relevance of accurate mental model development in knowledge assessment outcomes. Retrospectively, two opposing factors may have complicated efforts to detect additional differences between groups. From one side, the experimental measures may not have been rigorous enough to filter out the effect from the intervention itself. Conversely, software usability issues and the resulting limitations in experimental design may have worked negatively against the two concept mapping conditions and, inadvertently, suppressed effects of the intervention. Future research in the GCMD approach will likely review cognitive workload, concept mapping software design, and the sensitivity of the measures involved.
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Date Issued: 2004
Identifier: CFE0000312, ucf:46311
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000312

Title: DEVELOPMENTAL TRAJECTORY OF AGGRESSIVE BEHAVIOR IN CLINICALLY REFERRED BOYS: A RASCH ANALYSIS.
Creator: LaFond, Scott, Rapport, Mark, University of Central Florida
Abstract / Description: A majority of research investigating aggression and its development in children has relied upon the use of rating scales such as the Child Behavior Checklist (CBCL). These scales are typically developed using a conventional factor analytic approach for the selection and retention of scale items, but may not contain sufficient numbers of items to adequately assess the unidimensional construct or developmental trajectory of aggressive behavior in youths. The present study evaluates specific...
Show moreA majority of research investigating aggression and its development in children has relied upon the use of rating scales such as the Child Behavior Checklist (CBCL). These scales are typically developed using a conventional factor analytic approach for the selection and retention of scale items, but may not contain sufficient numbers of items to adequately assess the unidimensional construct or developmental trajectory of aggressive behavior in youths. The present study evaluates specific psychometric properties of CBCL Aggressive and Delinquency Problems clinical syndrome scale items to determine the degree to which they reflect the breadth and established developmental trajectory of aggressive behavior in youth.
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Date Issued: 2008
Identifier: CFE0002487, ucf:47683
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002487

Title: SUPERVISION EXPERIENCE AND EGO DEVELOPMENT OF COUNSELING INTERNS' SITE SUPERVISORS AND SUPERVISEES' LEVEL OF EGO DEVELOPMENT AND OCCUPATIONAL STRESS.
Creator: Walter, Sara, Lambie, Glenn, University of Central Florida
Abstract / Description: The primary purposes of this study were (a) to investigate the relationship between counseling interns' site supervisors' experience and training in supervision and their own levels of ego development and (b) to investigate the relationship between supervisors' levels of ego development and the ego functioning and occupational stress of their intern-supervisees. The theoretical framework for this investigation included cognitive developmental models of supervision (e.g., Blocher,...
Show moreThe primary purposes of this study were (a) to investigate the relationship between counseling interns' site supervisors' experience and training in supervision and their own levels of ego development and (b) to investigate the relationship between supervisors' levels of ego development and the ego functioning and occupational stress of their intern-supervisees. The theoretical framework for this investigation included cognitive developmental models of supervision (e.g., Blocher, 1983; Stoltenberg, 1981), ego development (Loevinger, 1976, 1997) and the Person-Environment Fit theory of occupational stress (French, Rogers, & Cobb, 1974). The findings of this study contribute to an understanding of (a) the levels of ego development and post-degree clinical supervision experiences of internship site supervisors in different areas of counseling specialty; (b) the relationship between social-cognitive developmental levels and levels of perceived occupational stress in counseling interns; and (c) cognitive development theory and counseling supervision. Ninety-six counseling internship students in three master's level counseling programs accredited by the Council for Accreditation for Counseling and Related Educational Programs (CACREP) in Central Florida as well as 58 (73% response rate) of their internship site supervisors participated in the study. The site supervisors completed the Supervisors Experience Questionnaire (Walter, 2008) and the Washington University Sentence Completion Test--Form 81 (WUSCT; Hy & Loevinger, 1996). The participating counseling internship students completed a demographics questionnaire, the WUSCT--Form 81, and the Occupational Stress Inventory – Revised (OSI-R; Osipow, 1998). The statistical procedures used to analyze the data included chi-square, ANOVA, simultaneous multiple regression, and MANOVA procedures. The primary research hypotheses for the study were (1) that formal training in supervision and participation in post-graduate clinical supervision would predict supervisor ego development and (2) that supervisor ego development would predict supervisee ego development and occupational stress levels; these were not supported for these data. However, the results identified statistically significant relationships between supervisor participation in post-graduate clinical supervision and area of counseling specialty, with school counselor supervisors less likely to have participated in supervision than other supervisors. Additionally, the findings identified a negative correlation between interns' levels of perceived occupational stress and their ego development levels (14.6% of the variance explained), as well as a negative correlation between interns' levels of satisfaction with their internship site supervision and their levels of occupational stress (40% of the variance explained). The data from this investigation suggested that school counseling interns experienced higher levels of occupational stress due to occupational roles and lower levels of personal resources than interns in other counseling tracks, with the track accounting for 25.6% of the variance in the occupational stress levels. Implications for counseling supervisors and counselor educators are presented, along with areas for future investigation.
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Date Issued: 2009
Identifier: CFE0002540, ucf:47664
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002540

Title: ACCURACY OF PARENTAL REPORT ON PHONOLOGICAL INVENTORIES OF TODDLERS.
Creator: Teske, Kristin, Carson, Cecyle, University of Central Florida
Abstract / Description: Considering the diminishing availability of professional resources, increasing costs, and time requirements involved in early childhood mass screenings, parents are an essential source of information. In this study, the Survey of Speech Development (SSD) (Perry-Carson & Steel, 2001; Steel, 2000) was used to determine the accuracy of parents in reporting the speech sound inventories of their toddlers. Parents of 30 children, who were between the ages of 27 to 33 months old, completed the SSD...
Show moreConsidering the diminishing availability of professional resources, increasing costs, and time requirements involved in early childhood mass screenings, parents are an essential source of information. In this study, the Survey of Speech Development (SSD) (Perry-Carson & Steel, 2001; Steel, 2000) was used to determine the accuracy of parents in reporting the speech sound inventories of their toddlers. Parents of 30 children, who were between the ages of 27 to 33 months old, completed the SSD prior to a speech and language assessment session. Based on assessment results, the children were classified as normal developing or language delayed. A 20-minute play interaction between the parent and child was recorded during the assessment and was transcribed later for analysis. Speech sounds (consonants) were coded as present or absent and comparisons were made between the parents results on the SSD and data from the 20-minute speech sample. A point-by-point reliability analysis of the speech sounds on the SSD compared to those produced in the speech sample revealed an overall parental accuracy of 75%. Further, no differences were found between parent reports and transcribed accounts for total number of different consonants. This was true for parents of both language delayed and language normal toddlers. Results suggest that if given a systematic means of providing information, parents are a reliable source of information regarding sounds their toddlers produce.
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Date Issued: 2005
Identifier: CFE0000676, ucf:46543
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000676

Title: PLANT CITY, FLORIDA, 1885-1940: A STUDY IN SOUTHERN URBAN DEVELOPMENT.
Creator: Kerlin, Mark, Leckie, Shirley, University of Central Florida
Abstract / Description: This study investigates the development of Plant City, Florida as a railroad town developing on the Southwest Florida frontier from 1885-1940. The study chronicles the town's origins and economic, political, and social development in relationship to the broader historical theories of southern urban development, specifically those put forward in David Goldfield's pioneering work, Cotton Fields and Skyscrapers: Southern City and Region 1607-1980. Goldfield contended that southern cities...
Show moreThis study investigates the development of Plant City, Florida as a railroad town developing on the Southwest Florida frontier from 1885-1940. The study chronicles the town's origins and economic, political, and social development in relationship to the broader historical theories of southern urban development, specifically those put forward in David Goldfield's pioneering work, Cotton Fields and Skyscrapers: Southern City and Region 1607-1980. Goldfield contended that southern cities developed differently than their northern counterparts because they were not economically, politically, philosophically and culturally separated from their rural surroundings. Instead, they displayed and retained the positive and negative attributes of southern society and culture, including a commitment to maintaining a biracial society until the 1960s, an affinity for rural lifestyles and values among urban residents, and an economic dependence on outside markets and capital. Since Goldfield derived his findings from research that centered on the cotton producing regions of the Old South, this study sought to determine whether the tenets of his thesis applied to the urbanization process in the frontier areas of Florida, a region often considered an anomaly to the greater South. In the end analysis it was determined that Goldfield's theory generally fits Plant City with some exceptions derived from regional differences found in Florida.
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Date Issued: 2005
Identifier: CFE0000617, ucf:46503
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000617

Title: A HOLISTIC MODEL OF THE INTERPLAY OF PARENT-ADOLESCENT INTERACTION VARIABLES: OUTCOMES AS A RESULT OF CONFLICTUAL PROCESSES.
Creator: McKinney, Cliff Blake, Renk, Kimberly, University of Central Florida
Abstract / Description: Many variables have been analyzed in order to understand parent-adolescent interactions and outcomes for adolescents. These variables must be integrated into a model that demonstrates the holistic interplay of parent-adolescent interaction variables so that a more comprehensive understanding of parent-adolescent interactions is achieved. Variables included in the model proposed here were parenting, family environment, expectations, conflict, and outcomes. Parenting, family environment, and...
Show moreMany variables have been analyzed in order to understand parent-adolescent interactions and outcomes for adolescents. These variables must be integrated into a model that demonstrates the holistic interplay of parent-adolescent interaction variables so that a more comprehensive understanding of parent-adolescent interactions is achieved. Variables included in the model proposed here were parenting, family environment, expectations, conflict, and outcomes. Parenting, family environment, and conflict were associated with outcomes for adolescents. When the variables were analyzed simultaneously with structural equation modeling, however, the relationship of parenting and adolescent outcomes was mediated wholly for male-father, male-mother, and female-father relationships but remained significant for female-mother relationships. Overall, the holistic interplay of parent-adolescent interaction variables and the need to examine parent-adolescent dyads individually were demonstrated.
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Date Issued: 2004
Identifier: CFE0000006, ucf:46144
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000006

Title: RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
Creator: Ernst, Michael, Murray, Barbara, University of Central Florida
Abstract / Description: Citizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship – commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
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Date Issued: 2005
Identifier: CFE0000764, ucf:46585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000764

Title: COMMUNITY COLLEGE LEADERSHIP IN THE 21ST CENTURY.
Creator: Van Dusen, Laurie, Bozeman, William, University of Central Florida
Abstract / Description: The purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents...
Show moreThe purpose of this study was to explore with community college presidents of 292 Southern Association of Colleges and Schools Level 1 institutions their perceptions as to the extent to which selected leadership styles presently required in the performance of presidential duties may be required in the future. Also investigated were leadership succession planning and professional development initiatives aimed at identifying and developing future leaders. A total of 209 (71.6%) presidents completed a researcher designed survey. Data analysis resulted in the following major findings. The presidents indicated a high level of support for each of the five leadership styles for current presidents as well as for future leaders. A consultative style of leadership was deemed to be the most important form of leadership for current leaders and increasing in importance for future leaders. Participative leadership was ranked second and could be considered as a transitional alternative for new presidents. The delegative and negotiative leadership styles were cited as the third and fourth most important forms of leadership for current and future leaders. Fifth ranked was the directive or autocratic style of leadership. Three-fourths of community college presidents indicated that they were actively engaged in the identification and development of potential leaders. Presidents were highly supportive of six developmental areas (budgeting, financial management, fund raising, governing boards, internal governance, and politics/relationships) but perceived politics and relationships as being the most critical area of development for future presidents. Presidents, with less than 10 years of service, were more actively engaged in identifying potential future leaders than their longer tenured counterparts. Those planning to retire within the next 6 years indicated the highest level of engagement. Institutional leaders who had been identified for advancement in a succession plan during their careers were more likely to have a succession plan in place in their institution; however, succession planning was largely informal.
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Date Issued: 2005
Identifier: CFE0000850, ucf:46664
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000850

Title: A STUDY OF SOUTHWEST FLORIDA HIGH SCHOOL READING TEACHERS AND THE IMPLMENTATIONOF SCIENTIFICALLY BASD READING RESEARCH INSTRUCTION.
Creator: Harper, Virginia, Zygouris-Coe, VIcky, University of Central Florida
Abstract / Description: The literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida...
Show moreThe literacy mandates of the No Child Left Behind Act (2001) swiftly and directly have an impact on reading teachers. The literacy directives of the act constitute a paradigm shift in reading reform, especially at the secondary level. Literacy directives require state and district level administrator's to focus on secondary reading teacher pre and in service training. Effecive secondary reading teachers must be well versed in the foundation sof Scientifically Based Reading Research. Florida is among the first states to implement six comptencies of professional development that leads to endorsement in the teaching of reading. Florida teachers of secondary reading are required to earn a reading endorsement. Professional development founded in Scientifically Based Reading Research is a knowledge-driven process. The process requires teachers to be actively engaged in action research that links theory to practice. School districts are to train teachers to implement recommended strategic teaching tools in their classrooms. learning the teaching strategies of reading requires educators to commit time and mental energy to complete a robust professional development track With concern for the success of reading teachers, this qualitative study utilized case studies and the interpretive approach to investigate the question: Will secondary reading teachers implement Scientifically Based Reading Research in the classroom? The research examined the attitudes, reactions, and classroom practices of eight teachers who were assigned to teach secondary reading. data gathering spanned two semesters and an intervening summer in an urban Southwest Florida school district. The results of this dissertation are encouraging but mixed. The researcher discovered that secondary teachers of reading who experienced at least one class of reading professional development were discovering a climate of collaboration, a body of research, and inconstant implementation success. The research also uncovered teacher perspectives of the negative factors of mandated professional development: time pressures, curriculum frustrations, needs for follow-up collaborations and assumptions about administrator neglect.
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Date Issued: 2006
Identifier: CFE0001169, ucf:46847
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001169

Title: AN EXAMINIATION OF COMPETENCIES, ROLES, AND PROFESSIONAL DEVELOPMENT NEEDS OF COMMUNITY COLLEGE DISTANCE EDUCATORS WHO TEACH MATHEMATICS.
Creator: Williams, Falecia, Kaplan, Jeffrey, University of Central Florida
Abstract / Description: This study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty...
Show moreThis study describes the perceptions of both distance education administrators and faculty who teach mathematics online in a Florida community college setting with regard to the relative importance of core competencies and roles in teaching online courses and the need for professional development that is supportive of these competencies and roles. The perceptions of administrators and online faculty for level of importance indicated for core competencies and skill area needs for faculty development when teaching an online course were examined. Results of these perceptions by group were re-examined in relation to gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. The Survey of Competencies for Teaching an Online Course, a 23-item instrument designed by the researcher, was mailed to 28 distance education administrators with membership to the Florida Distance Learning Consortium (FDLC) and 100 faculty teaching mathematics or statistics online during spring term 2006. Twenty administrators and fifty-two online faculty returned surveys, for a usable response rate of 71% and 52%, respectively. Results from the study suggested: (a) distance education administrators and online faculty ascribed a similar level of importance to core competencies and roles for teaching an online course; (b) providing grades and feedback, facilitating online activities to support learning, and creation of online assignments and tasks were perceived to be the most important competencies and roles for online instruction; (c) distance education administrators and online faculty ascribe varying levels of importance to skill areas needed for faculty development to support a fully Web-based course; (d) knowledge of distance education instructional techniques and planning and instructional design skills were perceived to be the most important skill area need to target for faculty development; and (e) neither gender nor age had any bearing on distance education administrator and online faculty perceptions of the need for faculty development to support online instruction. The results further indicate that although the perceived importance of core competencies and roles for teaching online were similar for distance education administrators and online faculty, the levels of importance for each competency and role varied within each group based upon gender, age, ethnicity, years of community college teaching experience, and years of online community college teaching experience. For example, male faculty, more so than female faculty, viewed greater relevance for production of new and relevant knowledge as competency. Distance education administrators between the ages of 30 and 40, more so than administrators between 49 and 55 years old, consider facilitating to understand course content a high priority competency. Recommendations for further study included conducting a parallel study by varying the faculty subject area, the institution type, geographic location, or level of accreditation. Further research is also suggested to examine ethnic minority representation within distance learning. For this study, the distance education administrator sample was just above 5%, and it was only 10% among the online faculty as it relates to ethnic minorities. Further research is needed to analyze the factors contributing to overall under-representation of ethnic minorities, particularly African-Americans.
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Date Issued: 2006
Identifier: CFE0001066, ucf:46806
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001066

Title: FILLING THE HOUSE: ENGAGING A MILLENNIAL PERFORMING ARTS AUDIENCE.
Creator: Schreck, Sarah, Dodd, Melissa, University of Central Florida
Abstract / Description: The purpose of this research is to identify best practices for public relations professionals when engaging with a Millennial performing arts audience, focusing on Hon and Grunig's relationship management theory (1999) and Kent and Taylor's theory of dialogic communication (2014) to build interactivity in a digital space. Performing arts organizations have successfully engaged with previous generations, but are facing new challenges when communicating with millennial audiences. Changing...
Show moreThe purpose of this research is to identify best practices for public relations professionals when engaging with a Millennial performing arts audience, focusing on Hon and Grunig's relationship management theory (1999) and Kent and Taylor's theory of dialogic communication (2014) to build interactivity in a digital space. Performing arts organizations have successfully engaged with previous generations, but are facing new challenges when communicating with millennial audiences. Changing demographics have led to a stagnation and decline of performing arts attendance as the millennial generation has come of age. This massive population has new priorities for spending and consumption of entertainment, and social media is their preferred channel of communication as opposed to print and broadcast media. The researcher distributed a survey to patrons of the Orlando Shakespeare theatre to identify their perspectives of current public relations practices. Results from 148 respondents indicated that the Orlando Shakespeare Theatre maintains strong relationships with Millennials (N=6) and non-Millennials alike, as made evident by their practice of Baumgarth's cultural consumer behaviors (2014). However, a larger sample of Millennial patrons is necessary to determine best practices for the specific population. The primary product of this research is the creation of a theory-driven survey that can be used to effectively measure the depth of a performing arts organization's relationship with its patrons, and a case study exemplifying a successful organization.
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Date Issued: 2018
Identifier: CFH2000309, ucf:45725
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000309

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