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- Title
- ENTERPRISE BUSINESS ALIGNMENT USING QUALITY FUNCTION DEPLOYMENT, MULTIVARIATE DATA ANALYSIS AND BUSINESS MODELING TOOLS.
- Creator
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GAMMOH, DIALA, Elshennawy, Ahmad, University of Central Florida
- Abstract / Description
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This dissertation proposes two novel ideas to enhance the business strategy alignment to customer needs. The proposed business alignment clock is a new illustration to the relationships between customer requirements, business strategies, capabilities and processes. To line up the clock and reach the needed alignment for the enterprise, a proposed clock mechanism is introduced. The mechanism integrates the Enterprise Business Architecture (EBA) with the House of Quality (HoQ). The relationship...
Show moreThis dissertation proposes two novel ideas to enhance the business strategy alignment to customer needs. The proposed business alignment clock is a new illustration to the relationships between customer requirements, business strategies, capabilities and processes. To line up the clock and reach the needed alignment for the enterprise, a proposed clock mechanism is introduced. The mechanism integrates the Enterprise Business Architecture (EBA) with the House of Quality (HoQ). The relationship matrix inside the body of the house is defined using multivariate data analysis techniques to accurately measure the strength of the relationships rather than defining them subjectively. A statistical tool, multivariate data analysis, can be used to overcome the ambiguity in quantifying the relationships in the house of quality matrix. The framework is proposed in the basic conceptual model context of the EBA showing different levels of the enterprise architecture; the goals, the capabilities and the value stream architecture components. In the proposed framework, the goals and the capabilities are inputs to two houses of quality, in which the alignment between customer needs and business goals, and the alignment between business goals and capabilities are checked in the first house and the second house, respectively. The alignment between the business capabilities and the architecture components (workflows, events and environment) is checked in a third HoQ using the performance indicators of the value stream architecture components, which may result in infrastructure expansion, software development or process improvement to reach the needed alignment by the enterprise. The value of the model was demonstrated using the Accreditation Board of Engineering and Technology (ABET) process at the Industrial Engineering and Management Systems department at the University of Central Florida. The assessment of ABET criteria involves an evaluation of the extent to which the program outcomes are being achieved and results in decisions and actions to improve the Industrial Engineering program at the University of Central Florida. The proposed framework increases the accuracy of measuring the extent to which the program learning outcomes have been achieved at the department. The process of continuous alignment between the educational objectives and customer needs becomes more vital by the rapid change of customer requirements that are obtained from both internal and external constituents (students, faculty, alumni, and employers in the first place).
Show less - Date Issued
- 2010
- Identifier
- CFE0003298, ucf:48506
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003298
- Title
- (&)nbsp;Bridging the Gap between ESOL and Native English Speakers in a Digital Collaborative Classroom.
- Creator
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Samuels, Shalander, Hopp, Carolyn, Pratt Marrett, Caroline, Nutta, Joyce, Kaplan, Jeffrey, University of Central Florida
- Abstract / Description
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The purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that...
Show moreThe purpose of this dissertation in practice was to explore how to bridge the gap between ESOL students and native English speaking students in a collaborative learning environment in a middle school in Tangerine Florida. The gap in performance was highlighted because ESOL students failed to meet the same levels of academic achievement (based on the Florida Standard Assessment Test) as their native English-speaking counter parts. The intent of the dissertation was to design a framework that would meet the pedagogical needs of ESOL students and teachers who teach them. A pilot study was completed that included teachers both ESOL-endorsed and those who were not to determine their needs in terms of professional development that would lead to increased achievement among ESOL students. The study focused on digital schools within one school district. A qualitative research approach was used because it was found to be rigorous, reliable and valid (Morse, Barrett, Mayan, Olson (&) Spiers (2002). Results of the pilot study were intended to inform teachers and school administrators about how to ultimately improve ESOL student performance. The data used in the pilot study were drawn from focus groups as well as information retrieved from reflective teacher and student tools. The conceptual framework that focused the pilot study included socio-cultural theory (Vygotsky, 1986; Mercer, 2007), self-efficacy theory (Bandura, 1997a; Pajares, 1997) culturally responsive teaching theory (Ladson-Billings, 2006; Freire 2000), situated learning theory (Davin (&) Heineke, 2016) and second language acquisition theories (Chomsky, 1965; Ellis, 1997).The findings from the teacher focus groups suggested ways to bridge the gap between the ESOL students and native English speakers. A proposed framework to counter the problem and bridge the gap was designed as a pedagogical intervention (professional development) that would provide the information teachers lack about how to teach ESOL students effectively. The framework also served as a platform to connect and collaborate with other ESOL instructors as a resource and support throughout the school year. Additionally, a teacher-proposed idea was a middle school technology transition (MST2) beginner course for students entering a digital school to give them practice and build their self-efficacy on how to use the necessary applications for each core (FSA tested) class. The results also support the idea that concurrent ongoing professional development and a student introductory technology course throughout the school year could produce more favorable achievement scores of ESOL students, and reduce gaps between ESOL students and native English speaking students.
Show less - Date Issued
- 2017
- Identifier
- CFE0006789, ucf:51808
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006789
- Title
- E.A.I. Anxiety: Technopanic and Post-Human Potential.
- Creator
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Mandell, Zachary, Brenckle, Martha, Jones, Natasha, Scott, Blake, University of Central Florida
- Abstract / Description
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Robots have been a part of the imagination of Western culture for centuries. The possibility for automation and artificial life has inspired the curiosity of thinkers like Leonardo Da Vinci who once designed a mechanical knight. It wasn't until the 19th century that automated machinery has become realized. The confrontation between human and automation has inspired a fear, referred to as (")technopanic("), that has been exacerbated in tandem with the evolution of technology. This thesis seeks...
Show moreRobots have been a part of the imagination of Western culture for centuries. The possibility for automation and artificial life has inspired the curiosity of thinkers like Leonardo Da Vinci who once designed a mechanical knight. It wasn't until the 19th century that automated machinery has become realized. The confrontation between human and automation has inspired a fear, referred to as (")technopanic("), that has been exacerbated in tandem with the evolution of technology. This thesis seeks to discover the historical precedence for these fears. I explore three modes of knowledge (Philosophy, Economics, and Film Theory) to examine the agendas behind the messages on the topic of Artificial Life, specifically Robots. I then advocate for an alternative philosophy called Post-Humanism. I argue that what is needed to alleviate the fears and anxieties of Western culture is a shift in how humanity views itself and its relation to the natural world. By structuring my thesis in this way, I identify the roots of Western humanity's anthropocentric ontology first, explore the economic implications of automation second, analyze the cultural anticipations of artificial life in Western media third, and finally offer an alternative attitude and ethic as a way out of the pre-established judgments that do little to protect Western culture from E.A.I.
Show less - Date Issued
- 2018
- Identifier
- CFE0007049, ucf:52022
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007049
- Title
- Fanfiction Reviews and Academic Literacy: Potential Impacts and Implications.
- Creator
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Weiler, Regina, Katt, James, Musambira, George, Butler, John, University of Central Florida
- Abstract / Description
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This study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links...
Show moreThis study is meant to elucidate how fanfiction-related activities can incorporate many types of critical review, to call attention to what has been overlooked as significant forms of learning, and to understand and take advantage of the opportunities fanfiction's unconventional writing affords in lieu of more deliberate learning environments. This thesis was undertaken due to the significant gap in work done by aca-fan (-) a portmanteau of academic and fan(-) scholars who have strong links to the fanfiction community and culture. The aspects explored are the technical writing skills and techniques demonstrated in fanfiction reviews, the influence of the nontraditional online learning environment, the rhetorical strategies that reviewers use to give feedback, the significant categories of things that reviewers comment on, and the value of skills taught peer-to-peer in this manner. The results of my research suggest that peer review in a relaxed, non-academic context leads to improved confidence and skill among a wide demographic range. This thesis proposes that fanfiction writing, reading, and reviewing supports learning. The evidence suggests that it be incorporated where applicable in formal classroom learning to supplement traditional understandings of grammar, syntax, tone, and the use of universal tropes.
Show less - Date Issued
- 2019
- Identifier
- CFE0007553, ucf:52603
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007553
- Title
- Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
- Creator
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Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
- Abstract / Description
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Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Show less - Date Issued
- 2012
- Identifier
- CFE0004516, ucf:49273
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004516
