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- Title
- Risk Factors Associated with the Arrest for Adolescent to Parent Abuse.
- Creator
-
Cicale, Coleen, Yegidis, Bonnie, Burg, Mary Ann, Gryglewicz, Kimberley, Fisher, Kristina Childs, University of Central Florida
- Abstract / Description
-
This study explored risk factors associated with the arrest for adolescent to parent abuse (ATPA) when compared to arrest for a similar violent misdemeanor against a non-parent. The phenomenon of ATPA is widely under-researched and there is little in terms of prevention policy or treatment. Using 18,548 risk assessment screens performed with adolescents (12-17) arrested in Florida for a violent misdemeanor, and guided by previous literature and social ecological and social bond theories, this...
Show moreThis study explored risk factors associated with the arrest for adolescent to parent abuse (ATPA) when compared to arrest for a similar violent misdemeanor against a non-parent. The phenomenon of ATPA is widely under-researched and there is little in terms of prevention policy or treatment. Using 18,548 risk assessment screens performed with adolescents (12-17) arrested in Florida for a violent misdemeanor, and guided by previous literature and social ecological and social bond theories, this analysis explored the relationship between risk factors (categorized as individual characteristics, beliefs, behavior, commitment and involvement and attachment) and arrest for ATPA versus arrest for a violent misdemeanor against a non-parent. Of the 17 hypothesized risk factors, 9 risk factors were found to be significant risk factors associated with the arrest for ATPA versus the arrest for a violent misdemeanor against a non-parent. Age and ethnicity/race were both found to be associated with ATPA arrests. Risk factors found to increase the likelihood of being arrested for ATPA included a history of mental health problems, the adolescent witnessing domestic violence, the adolescent being a victim of abuse, and adolescents' normative beliefs in resolving conflict. The findings of this study add to the current body of literature and can be used to inform the creation of new policies and interventions in the realm of ATPA and family violence.
Show less - Date Issued
- 2018
- Identifier
- CFE0007165, ucf:52285
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007165
- Title
- EVALUATING AN ONLINE PERSONALIZED FAMILY-BASED INTERVENTION TO PROMOTE HEALTHY LIFESTYLE CHANGES.
- Creator
-
Hayes, Sharon, Tantleff-Dunn, Stacey, University of Central Florida
- Abstract / Description
-
The current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback...
Show moreThe current study evaluated the initial feasibility, efficacy, and acceptability of a motivationally-tailored family-based intervention designed to promote the adoption of healthy lifestyle behaviors associated with physical activity and nutrition. Parents (N=132) of children 6 to 11 years old were randomly assigned to the intervention or control condition, and they completed a series of online questionnaires. Intervention participants (n=61) received a single motivationally-tailored feedback report via e-mail. Control participants (n=71) completed measures and immediately received information about a free online resource that provides information about healthy lifestyle behaviors (www.mypyramid.gov). Feasibility data indicate that an online feedback program has high dissemination potential (parents from 31 states participated). However, the current methodology is not sufficient in reaching families who are at greatest risk for developing chronic health conditions associated with obesity or low activity level. In general, the intervention was acceptable to parents. Outcome data revealed that the intervention and control groups did not differ significantly on most variables at one month follow-up. Exploratory analyses provided additional evidence for the importance of including parents and targeting parent-child interactions in the context of pediatric nutrition and physical activity interventions. Limitations and future directions are discussed.
Show less - Date Issued
- 2010
- Identifier
- CFE0003359, ucf:48438
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003359
- Title
- SUPPORTING HISPANIC MOTHERS WITH PRESCHOOL CHILDREN WITH SPEECH AND/ OR LANGUAGE DELAYS VIA DIALOGIC READING AND COACHING WITHIN THE HOME.
- Creator
-
Dopson, Natalie, Cross, Lee, University of Central Florida
- Abstract / Description
-
Young children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading...
Show moreYoung children who are Hispanic, from low-income homes and have developmental delays are at a disadvantage for not having the basic early literacy foundation to become successful readers later in school (Ballantyne, Sanderman, D'Emilio, & McLaughlin, 2008; Hammer, Farkas, & Maczuga, 2010; Ezell & Justice 2005; McCardle, Scarborough, & Catts, 2001). These challenges can be addressed in several ways. Early intervention including parent education and collaboration along with shared book reading are considered best practices and critical to improving child outcomes (NELP, 2008). In addition, children who have a solid foundation in early literacy skills including vocabulary development in their native language will later transfer to the development of vocabulary in English (Ballantyne et al., 2008). Yet, research on shared book reading practices within the home of Hispanics is minimal (Hammer and Miccio, 2006). It is necessary to expand the literature on how to adapt best practices to meet the needs of Hispanic families who are economically disadvantaged. The purpose of this study was to investigate the impact of parent training and coaching of dialogic reading strategies in Spanish on mothers' implementation of the strategies and total vocabulary expressed by the child during shared book reading within the home environment. In addition, the researcher explored parent receptiveness towards shared book reading strategies. The research design for the study was a single-subject multiple baseline across three mother-child dyad participants. The independent variable was the intervention which consisted of parent training video on dialogic reading, parent handouts, and researcher coaching. The dependent variables were the mother's implementation of dialogic reading strategies and the children's total expressed words during shared book reading. The mother-child dyads, originally from Mexico, lived in settled migrant community in central Florida. The three children regularly attended a local federally funded preschool and received services for speech and/or language. The results indicated that the mothers' implementation of dialogic reading increased after training and coaching and the children's expressed total vocabulary words also increased. Dyad's interests in the selected books, mother responsiveness during shared book reading, and duration of shared book reading may have impacted some of the variability in the results. Furthermore, mothers were unaware of the dialogic reading strategies prior to the intervention and reported positive feedback and a desire to learn more ways to help their children at home. Implications for research and practice include the need for parent education to support caretakers of young children with speech and/or language delays, involvement of parents in the intervention planning process including coaching options, adaptation of intervention to expand upon parent's funds of knowledge, complexity of code-switching and language differences, and greater collaboration between school and home.
Show less - Date Issued
- 2011
- Identifier
- CFE0003961, ucf:48713
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003961
- Title
- Preparing for the Inevitable: Sensemaking in Parent-Child Discussions of Death.
- Creator
-
Wartmann, Carrie, Hastings, Sally, Musambira, George, Weger, Harry, University of Central Florida
- Abstract / Description
-
Death is something everyone will eventually encounter, yet American society has a tendency to avoid or deny death in everyday life and language. Death makes people uncomfortable, and many view it as a topic too complex for children to understand. Children, however, witness big and little deaths in their lives: of pets, relatives, plants, and favorite fairy tale characters. When a child experiences a death, he or she may have questions for parents or other trusted adults which our current...
Show moreDeath is something everyone will eventually encounter, yet American society has a tendency to avoid or deny death in everyday life and language. Death makes people uncomfortable, and many view it as a topic too complex for children to understand. Children, however, witness big and little deaths in their lives: of pets, relatives, plants, and favorite fairy tale characters. When a child experiences a death, he or she may have questions for parents or other trusted adults which our current avoidance-geared society does not prepare adults for.Children exist in a specific cultural context, and learn rules and expectations of society from an early age. How society views a subject like death will influence how it is talked about, experienced, and learned. Parents and families serve as the primary means of socialization for young children and hold a position of expertise within the parent-child dynamic. Both socio-cultural and personal beliefs about death will influence how a parent approaches death education with his or her child.Through examination of the sensemaking and sensegiving accounts of parent participants, this study sought to understand what the process is like for parents who are discussing the subject of death with their children, what goals and concerns parents have, what information a parent privileges as important within the social and historical context of the conversation, and what resources he or she accesses, if any, to assist with communication. By framing the participants' experiences as (")making sense(") of a social environment after an interruption, this study was able to investigate the processes of sensemaking and sensegiving in an interpersonal context between parent and child, the roles of Weick's (1995) characteristics of sensemaking, implicit and explicit messages relayed to children about death, and the influence of social scripts on both processes.Twelve semi-structured, in-depth interviews were conducted to gather accounts in context of parents who had previously discussed death with their children. Interviews were analyzed based on a modified constructivist grounded theory approach (Charmaz, 2006). The study was designed to remain as close to the relayed experience of the participants as possible with hope that information from the participants' experiences will be useful for both academics and parents as a future resource for preparing for parent-child communication about death.
Show less - Date Issued
- 2016
- Identifier
- CFE0006415, ucf:51459
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006415
- Title
- Seven-up.
- Date Created
- 1909
- Identifier
- DP0015484
- Format
- Set of related objects
- PURL
- http://purl.flvc.org/ucf/fd/DP0015484
- Title
- Structural Identification through Monitoring, Modeling and Predictive Analysis under Uncertainty.
- Creator
-
Gokce, Hasan, Catbas, Fikret, Chopra, Manoj, Mackie, Kevin, Yun, Hae-Bum, DeMara, Ronald, University of Central Florida
- Abstract / Description
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Bridges are critical components of highway networks, which provide mobility and economical vitality to a nation. Ensuring the safety and regular operation as well as accurate structural assessment of bridges is essential. Structural Identification (St-Id) can be utilized for better assessment of structures by integrating experimental and analytical technologies in support of decision-making. St-Id is defined as creating parametric or nonparametric models to characterize structural behavior...
Show moreBridges are critical components of highway networks, which provide mobility and economical vitality to a nation. Ensuring the safety and regular operation as well as accurate structural assessment of bridges is essential. Structural Identification (St-Id) can be utilized for better assessment of structures by integrating experimental and analytical technologies in support of decision-making. St-Id is defined as creating parametric or nonparametric models to characterize structural behavior based on structural health monitoring (SHM) data. In a recent study by the ASCE St-Id Committee, St-Id framework is given in six steps, including modeling, experimentation and ultimately decision making for estimating the performance and vulnerability of structural systems reliably through the improved simulations using monitoring data. In some St-Id applications, there can be challenges and considerations related to this six-step framework. For instance not all of the steps can be employed; thereby a subset of the six steps can be adapted for some cases based on the various limitations. In addition, each step has its own characteristics, challenges, and uncertainties due to the considerations such as time varying nature of civil structures, modeling and measurements. It is often discussed that even a calibrated model has limitations in fully representing an existing structure; therefore, a family of models may be well suited to represent the structure's response and performance in a probabilistic manner.The principle objective of this dissertation is to investigate nonparametric and parametric St-Id approaches by considering uncertainties coming from different sources to better assess the structural condition for decision making. In the first part of the dissertation, a nonparametric St-Id approach is employed without the use of an analytical model. The new methodology, which is successfully demonstrated on both lab and real-life structures, can identify and locate the damage by tracking correlation coefficients between strain time histories and can locate the damage from the generated correlation matrices of different strain time histories. This methodology is found to be load independent, computationally efficient, easy to use, especially for handling large amounts of monitoring data, and capable of identifying the effectiveness of the maintenance. In the second part, a parametric St-Id approach is introduced by developing a family of models using Monte Carlo simulations and finite element analyses to explore the uncertainty effects on performance predictions in terms of load rating and structural reliability. The family of models is developed from a parent model, which is calibrated using monitoring data. In this dissertation, the calibration is carried out using artificial neural networks (ANNs) and the approach and results are demonstrated on a laboratory structure and a real-life movable bridge, where predictive analyses are carried out for performance decrease due to deterioration, damage, and traffic increase over time. In addition, a long-span bridge is investigated using the same approach when the bridge is retrofitted. The family of models for these structures is employed to determine the component and system reliability, as well as the load rating, with a distribution that incorporates various uncertainties that were defined and characterized. It is observed that the uncertainties play a considerable role even when compared to calibrated model-based predictions for reliability and load rating, especially when the structure is complex, deteriorated and aged, and subjected to variable environmental and operational conditions. It is recommended that a family-of-models approach is suitable for structures that have less redundancy, high operational importance, are deteriorated, and are performing under close capacity and demand levels.
Show less - Date Issued
- 2012
- Identifier
- CFE0004232, ucf:48997
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004232
- Title
- Pore Lil Mose: He buys his mammy a hat.
- Creator
-
Outcault, Richard F.
- Date Created
- 1901
- Identifier
- DP0015470
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015470
- Title
- Pore Lil Mose: He has a touch of homesickness.
- Creator
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Outcault, Richard F.
- Date Created
- 1901
- Identifier
- DP0015469
- Format
- Image (JPEG)
- PURL
- http://purl.flvc.org/ucf/fd/DP0015469
- Title
- STORY LINES: MOVING THROUGH THE MULTIPLE IMAGINED COMMUNITIES OF AN ASIAN-/AMERICAN-/FEMINIST BODY.
- Creator
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Choudhury, Athia, Park, Shelley, University of Central Florida
- Abstract / Description
-
We all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly...
Show moreWe all have stories to share, to build, to pass around, to inherit, and to create. This story - the one I piece together now - is about a Thai-/Bengali-/Muslim-/American-/Feminist looking for home, looking to manage the tension and conflict of wanting to belong to her family and to her feminist community. This thesis focuses on the seemingly conflicting obligations to kinship on the one hand and to feminist practice on the other, a conflict where being a good scholar or activist is directly in opposition to being a good Asian daughter. In order to understand how and why these communities appear at odds with one another, I examine how the material spaces and psychological realities inhabited by specific hyphenated, fragmented subjects are represented (and misrepresented) in both popular culture and practical politics, arguing against images of the hybrid body that bracket its lived tensions. I argue that fantasies of home as an unconditional site of belonging and comfort distract us from the multiple communities to which hyphenated subjects must move between. Hyphenated Asian-/American bodies often find ourselves torn between nativism and assimilationism - having to neutralize, forsake, or discard parts of our identities. Thus, I reduce complicated, difficult ideas of being to the size of a thimble, to a question of loyalty between my Asian-/American history and my American-/feminist future, between my familial background and the issues that have become foregrounded for me during college, between the home from which I originate and the new home to which I wish to belong. To move with fluidity, I must - in collaboration with others - invent new stories of identity and belonging.
Show less - Date Issued
- 2012
- Identifier
- CFH0004200, ucf:44974
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004200
- Title
- Social Disorganization and Florida Public High School Academic Performance.
- Creator
-
Kanaan, David, Wan, Thomas, Wolf, Ross, Stevenson, Robyne, Mitchell, David, University of Central Florida
- Abstract / Description
-
Failing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social...
Show moreFailing public high schools are a perpetual limitation to community sustainability. Conversely, economically disadvantaged communities more often produce schools with reduced academic performance. Unfortunately, comprehensive community-based remedies are generally outside the scope of a school district's control. Social disorganization theory attributes variations in crime and delinquency to a breakdown in communal structure and relationships. Applied in a similar manner, social disorganization has also been associated with lower student achievement.This research examined how social disorganization is associated with Florida public high school academic performance in a two phase analysis at the community and school district levels. In addition, the research tested a potential moderating effect of receiving the Five Star School Award, recognizing family and community involvement, and Florida public high school academic performance with social disorganization factors simultaneously considered. In the first phase, the study used a cross-sectional, non-experimental design analyzing secondary data by structural equation modeling (SEM) at the community-level. For the second phase, the study used a cross-sectional, non-experimental design analyzing aggregated secondary data in multiple linear regressions assessing statistically significant associations between social disorganization predictors and school academic performance variables at the school district-level. SEM analysis found a statistically significant and large negative association between the social disorganization factors residential mobility, single-parent households, socio-economic status and percentage of divorced or separated persons, and Florida public high school academic performance at the community-level. Also at the community-level, results showed that receiving the Five Star School award for satisfying family and community involvement criteria had a statistically significant but small positive association with Florida public high school performance when social disorganization factors were simultaneously considered. At the district or county level, multiple regression analyses found relevant negative associations between social disorganization predictors low median income and ethnic heterogeneity and school district average FCAT scores and Adequate Yearly Progress (AYP) percentages. The study results reinforce existing neighborhood deprivation and social disorganization literature and articulate the need for a community-based approach to improve high school academic performance. Finally, the research suggests prominent education policy reforms may exacerbate social disorganization in communities and proposes alternative policy implementations.
Show less - Date Issued
- 2016
- Identifier
- CFE0006335, ucf:51548
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006335
- Title
- When Coquis Sing: Introducing Young Audiences to Death and Bereavement Through An Original Play.
- Creator
-
LoRicco, Michelle, Thomas, Aaron, Boyd, Belinda, Freeman, Emily, University of Central Florida
- Abstract / Description
-
This thesis documents the play development process of When Coquis Sing, an original play for young people that introduces the death of a parent on stage. Through the analysis of research from leading child psychologists and practical instruction from the Dougy Center, the National Center for grieving children and their families, this research defines important terms and demystifies language surrounding death to aid caregivers in having clear and concise conversations with children about death...
Show moreThis thesis documents the play development process of When Coquis Sing, an original play for young people that introduces the death of a parent on stage. Through the analysis of research from leading child psychologists and practical instruction from the Dougy Center, the National Center for grieving children and their families, this research defines important terms and demystifies language surrounding death to aid caregivers in having clear and concise conversations with children about death.The purpose of this document is to counter the American cultural perception of death as a taboo topic for children. Hosting open conversations about death leads to healthier child development, which can help children cope with the loss that everyone will inevitably face in life. Theatre has been proven to work as a catalyst for conversations and create empathy for young audiences. Themes of death can be seen in all forms of storytelling for children , but this study implores the use of theatre to not only reflect experiences of grieving children on stage, but also create preemptive dialogue on the topic, so when tragedy strikes, children can have a tangible example to point back to.The arguments in this document thwart misconceptions of using Piaget's stages of cognitive development and K(&)#252;bler-Ross's five stages of grief as measurements of how all human beings should grieve. Instead of placing grieving children in stages and age groups that exclude important variables, this study focuses on the individual stories that are shared through reflective journals on the investigator's experiences and conversations as a grief facilitator, tutor, and artist in the field of Theatre for Young Audiences. The original play, When Coquis Sing, has been designed to induce conversations on death through the telling of a young protagonist's story of loss, grief, and victory.
Show less - Date Issued
- 2018
- Identifier
- CFE0007041, ucf:52008
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007041
- Title
- EFFECTIVE SCHOOL CHARACTERISTICS AND STUDENT ACHIEVEMENT CORRELATES AS PERCEIVED BY TEACHERS IN AMERICAN STYLE INTERNATIONAL SCHOOLS.
- Creator
-
Doran, James, Allen, Kay, University of Central Florida
- Abstract / Description
-
The purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8...
Show moreThe purpose of this study is to investigate the relationships between effective school characteristics and norm referenced standardized test scores in American-style international schools. In contrast to schools in traditional effective schools research, international schools typically have middle to high SES families, and display average to above average achievement. Eleven effective school characteristics were identified and correlated with standardized test scores for grades 4, 6, and 8 and high school SAT scores. Data was gathered from an online teacher questionnaire designed for this study. All eleven characteristics were present in high performing international schools while frequent analysis of student progress, high academic expectations and positive school environment were more prominent. Positive school environment, high academic expectations, strong instructional leadership and cultural diversity were chosen as important characteristics of an effective international school. Learning time is maximized was the only characteristic that was significantly correlated with achievement and only in grades 4, 6 and 8. There was no statistically significant relationship found between norm referenced test scores and the aggregate effective school characteristics score.
Show less - Date Issued
- 2004
- Identifier
- CFE0000245, ucf:46244
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000245
