View All Items

Title: On the design and performance of cognitive packets over wired networks and mobile ad hoc networks.
Creator: Lent, Marino Ricardo, Gelenbe, Erol, Engineering and Computer Science
Abstract / Description: University of Central Florida College of Engineering Thesis; This dissertation studied cognitive packet networks (CPN) which build networked learning systems that support adaptive, quality of service-driven routing of packets in wired networks and in wireless, mobile ad hoc networks.
Date Issued: 2003
Identifier: CFR0001374, ucf:52931
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFR0001374

Title: Using argument as a bridge between literacy and science: An intervention study in a science methods course for elementary preservice teachers.
Creator: Grysko, Rebeca, Zygouris-Coe, Vassiliki, Gao, Su, Roberts, Sherron, Fang, Zhihui, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an...
Show moreThe purpose of this study was to investigate the impact of an intervention on teaching science as argument within a science methods course on elementary preservice teachers' (PSTs') (a) understandings of the nature of science (NOS), (b) knowledge about argumentation, (c) complexity of their written explanations, and (d) ability to incorporate components of the framework for teaching science as argument to support students' literacy and science learning. This mixed-methods study utilized an embedded quasi-experimental design with a treatment (n = 20) and control group (n = 25). The treatment group instructor, who completed an eight-week professional development course, implemented the intervention protocol across a 12-week period. Throughout the intervention, emphasis was placed on three key components of teaching science as argument (i.e., argument structure, public reasoning, and the language of science). The control group instructor, who did not partake in any professional learning activities, implemented business-as-usual instruction. Results from a repeated measures MANOVA revealed that, although the intervention did not have a significant impact on PSTs' knowledge of argumentation, PSTs who received the intervention did demonstrate a significant increase in their understanding of the NOS and in the complexity of their written explanations, as compared to PSTs who did not receive the intervention. Furthermore, analysis of PSTs' written lesson plans revealed several themes (i.e., opportunities for students to collect and analyze data, use of scaffolds for helping students construct scientific explanations, emphasis on the use of text to support scientific inquiry, and attention to developing students' science vocabulary) consistent with the framework for teaching science as argument. These findings contribute to a growing body of evidence illustrating the effectiveness of intentionally designed teacher preparation experiences for developing PSTs' knowledge, beliefs, and practices for supporting students' engagement in scientific explanation and argument.
Show less
Date Issued: 2019
Identifier: CFE0007643, ucf:52477
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007643

Title: THE RELATIVE RECOVERABILITY OF DNA AND RNA PROFILES FROM FORENSICALLY RELEVANT BODY FLUID STAINS.
Creator: Parker, Charly, Ballantyne, Jack, University of Central Florida
Abstract / Description: Biological material (fluids or tissues) whether from the victim or suspect is often collected as forensic evidence, and methods to obtain and analyze the DNA found in that material have been well established. The type of body fluid (i.e. blood, saliva, semen, vaginal secretions, and menstrual blood) from which the DNA originated is also of interest, and messenger RNA typing provides a specific and sensitive means of body fluid identification. In order for mRNA profiling to be utilized in...
Show moreBiological material (fluids or tissues) whether from the victim or suspect is often collected as forensic evidence, and methods to obtain and analyze the DNA found in that material have been well established. The type of body fluid (i.e. blood, saliva, semen, vaginal secretions, and menstrual blood) from which the DNA originated is also of interest, and messenger RNA typing provides a specific and sensitive means of body fluid identification. In order for mRNA profiling to be utilized in routine forensic casework, RNA of sufficient quantity and quality must be obtained from biological fluid stains and the methods used for RNA analysis must be fully compatible with current DNA analysis methodologies. Several DNA/RNA co-extraction methods were evaluated based on the quantity and quality of DNA and RNA recovered and were also compared to standard non-co-extraction methods. The two most promising methods, the in-house developed NCFS co-extraction and the commercially available AllPrep DNA/RNA Mini kit, were then optimized by improving nucleic acid recovery and consistency of CE (capillary electrophoresis) detection results. The sensitivity of the two methods was also evaluated, and DNA and RNA profiles could be obtained for the lowest amount of blood (0.2 µL) and saliva and semen (1 µL) tested. Both extraction methods were found to be acceptable for use with forensic samples, and the ability to obtain full DNA profiles was not hindered by the co-extraction of RNA. It is generally believed that RNA is less stable than DNA which may prevent its use in forensic casework. However, the degradation rates of DNA and RNA in the same biological fluid stain have not been directly compared. To determine the relative stability of DNA and RNA, the optimized NCFS co-extraction protocol was used to isolate DNA and RNA from environmentally compromised stains. Dried blood, saliva, and semen stains and vaginal secretions swabs were incubated at set temperatures and outside for up to 1 year. Even at 56°C, DNA and RNA were both stable out to 1 year in the blood and semen stains, out to 3 months (DNA) and 1 year (RNA) in the saliva stains, and out to 6 months (DNA) and 3 months (RNA) in the vaginal secretions swabs. The recoverability of both nucleic acids was reduced when the samples were exposed to increased humidity, sunlight, and rain. In general, DNA and RNA stability was found to be similar with a loss in ability to obtain a DNA or RNA profile occurring at the same time point; however, there were instances where RNA body fluid markers were detected when a poor/no DNA profile was obtained, indicating that RNA in dried stains is sufficiently stable for mRNA body fluid typing to be used in forensic casework.
Show less
Date Issued: 2011
Identifier: CFE0003596, ucf:48849
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003596

Title: Probing Space: Formative Assessment in a Middle School Inquiry-Based Science Classroom.
Creator: Anderson, Clinton, Jeanpierre, Bobby, Gresham, Regina, Everett, Robert, University of Central Florida
Abstract / Description: This action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative...
Show moreThis action research thesis was performed to explore the research questions: How did the use of formative assessment affect student performance data in understanding the concepts of the Sun-Earth-Moon system?, How did the use of learning scales as formative techniques impact student self-assessment of their knowledge of the Sun-Earth-Moon system?, How did the implementation of formative assessment techniques affect student discourse on the topic of the Sun-Earth-Moon system? Formative assessment techniques including (")talk-friendly(") probes, sticky bars, and agree-disagree statements were used in the classroom to expose gaps in knowledge, to facilitate discourse, and promote self-assessment. A triangulation of data included a district-provided pre/post-test, teacher observation, written and oral student responses of formative assessment, self-assessment, discourse, and student self-assessment on a learning goal tracker. Data gathered from student responses to formative assessment techniques given during discourse, lab experiences, in written responses, and from the student learning scale tracker were analyzed to expose misconceptions and gaps in knowledge and guide classroom instruction. Data showed that student performance data improved overall and students narrowed gaps in knowledge of the Sun-Earth-Moon system. Improvement in student participation and skill of discourse was evident; however students needed more practice developing written explanations for phenomenon within the Sun-Earth-Moon system. Through the use of self-assessments students showed improvement in ability to self-assess and realized gained knowledge toward their learning goal.
Show less
Date Issued: 2012
Identifier: CFE0004285, ucf:49527
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004285

Title: NEW COMPUTATIONAL APPROACHES FOR MULTIPLE RNA ALIGNMENT AND RNA SEARCH.
Creator: DeBlasio, Daniel, Zhang, Shaojie, University of Central Florida
Abstract / Description: In this thesis we explore the the theory and history behind RNA alignment. Normal sequence alignments as studied by computer scientists can be completed in $O(n^2)$ time in the naive case. The process involves taking two input sequences and finding the list of edits that can transform one sequence into the other. This process is applied to biology in many forms, such as the creation of multiple alignments and the search of genomic sequences. When you take into account the RNA sequence...
Show moreIn this thesis we explore the the theory and history behind RNA alignment. Normal sequence alignments as studied by computer scientists can be completed in $O(n^2)$ time in the naive case. The process involves taking two input sequences and finding the list of edits that can transform one sequence into the other. This process is applied to biology in many forms, such as the creation of multiple alignments and the search of genomic sequences. When you take into account the RNA sequence structure the problem becomes even harder. Multiple RNA structure alignment is particularly challenging because covarying mutations make sequence information alone insufficient. Existing tools for multiple RNA alignments first generate pair-wise RNA structure alignments and then build the multiple alignment using only the sequence information. Here we present PMFastR, an algorithm which iteratively uses a sequence-structure alignment procedure to build a multiple RNA structure alignment. PMFastR also has low memory consumption allowing for the alignment of large sequences such as 16S and 23S rRNA. Specifically, we reduce the memory consumption to $\sim O(band^2*m)$ where $band$ is the banding size. Other solutions are $\sim O(n^2*m)$ where $n$ and $m$ are the lengths of the target and query respectively. The algorithm also provides a method to utilize a multi-core environment. We present results on benchmark data sets from BRAliBase, which shows PMFastR outperforms other state-of-the-art programs. Furthermore, we regenerate 607 Rfam seed alignments and show that our automated process creates similar multiple alignments to the manually-curated Rfam seed alignments. While these methods can also be applied directly to genome sequence search, the abundance of new multiple species genome alignments presents a new area for exploration. Many multiple alignments of whole genomes are available and these alignments keep growing in size. These alignments can provide more information to the searcher than just a single sequence. Using the methodology from sequence-structure alignment we developed AlnAlign, which searches an entire genome alignment using RNA sequence structure. While programs have been readily available to align alignments, this is the first to our knowledge that is specifically designed for RNA sequences. This algorithm is presented only in theory and is yet to be tested.
Show less
Date Issued: 2009
Identifier: CFE0002736, ucf:48166
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002736

Title: BAD PIXELS: CHALLENGES OF MICROBUDGET DIGITAL CINEMA.
Creator: Bowser, Alexander, Stoeckl, Ula, University of Central Florida
Abstract / Description: Bad Pixels is a feature-length, microbudget, digital motion picture, produced, written, and directed by Alexander Jon Bowser as part of the requirements for earning a Master of Fine Arts in Film & Digital Media from the University of Central Florida. The materials contained herein serve as a record of the microbudget filmmaking experience. This thesis documents the challenges confronted by a first-time feature filmmaker; an evaluation of both the theory and application of a dynamic...
Show moreBad Pixels is a feature-length, microbudget, digital motion picture, produced, written, and directed by Alexander Jon Bowser as part of the requirements for earning a Master of Fine Arts in Film & Digital Media from the University of Central Florida. The materials contained herein serve as a record of the microbudget filmmaking experience. This thesis documents the challenges confronted by a first-time feature filmmaker; an evaluation of both the theory and application of a dynamic microbudget approach to digital content creation. From script development to digital distribution, the thesis aims to reflect on technical and procedural decisions made and assess their impact on the overall experience and final product.
Show less
Date Issued: 2011
Identifier: CFE0003729, ucf:48767
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003729

Title: Team Interaction Dynamics during Collaborative Problem Solving.
Creator: Wiltshire, Travis, Fiore, Stephen, Jentsch, Florian, Salas, Eduardo, Wiegand, Rudolf, University of Central Florida
Abstract / Description: This dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve...
Show moreThis dissertation contributes an enhanced understanding of team cognition, in general, and collaborative problem solving (CPS), specifically, through an integration of methods that measure team interaction dynamics and knowledge building as it occurs during a complex CPS task. The need for better understanding CPS has risen in prominence as many organizations have increasingly worked to address complex problems requiring the combination of diverse sets of individual expertise to achieve solutions for novel problems. Towards this end, the present research drew from theoretical and empirical work on Macrocognition in Teams that describes the knowledge coordination arising from team communications during CPS. It built from this by incorporating the study of team interaction during complex collaborative cognition. Interaction between team members in such contexts has proven to be inherently dynamic and exhibiting nonlinear patterns not accounted for by extant research methods. To redress this gap, the present research drew from work in cognitive science designed to study social and team interaction as a nonlinear dynamical system. CPS was examined by studying knowledge building and interaction processes of 43 dyads working on NASA's Moonbase Alpha simulation, a CPS task. Both non-verbal and verbal interaction dynamics were examined. Specifically, frame-differencing, an automated video analysis technique, was used to capture the bodily movements of participants and content coding was applied to the teams' communications to characterize their CPS processes. A combination of linear (i.e., multiple regression, t-test, and time-lagged cross-correlation analysis), as well as nonlinear analytic techniques (i.e., recurrence quantification analysis; RQA) were applied. In terms of the predicted interaction dynamics, it was hypothesized that teams would exhibit synchronization in their bodily movements and complementarity in their communications and further, that teams more strongly exhibiting these forms of coordination will produce better problem solving outcomes. Results showed that teams did exhibit a pattern of bodily movements that could be characterized as synchronized, but higher synchronization was not systematically related to performance. Further, results showed that teams did exhibit communicative interaction that was complementary, but this was not predictive of better problem solving performance. Several exploratory research questions were proposed as a way of refining the application of these techniques to the investigation of CPS. Results showed that semantic code-based communications time-series and %REC and ENTROPY recurrence-based measures were most sensitive to differences in performance. Overall, this dissertation adds to the scientific body of knowledge by advancing theory and empirical knowledge on the forms of verbal and non-verbal team interaction during CPS, but future work remains to be conducted to identify the relationship between interaction dynamics and CPS performance.
Show less
Date Issued: 2015
Identifier: CFE0005907, ucf:50867
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005907

Title: Academic Performance among Homeless Students: Exploring Relationships of Socio-Economic and Demographic Variables.
Creator: Moore, Miriam, Bryer, Thomas, Zhang, Ning, Steen, Julie, Bai, Haiyan, University of Central Florida
Abstract / Description: This study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while...
Show moreThis study examines homeless student academic performance, types of temporary housing used among the homeless, degree of stability or instability for families with school-aged children, child needs for academic success, the importance of parental involvement in a child's academic growth, and other known factors in relations to child student academic performance, with a focus on grade level and racial differences. A multiple linear regression model is used to test the hypotheses while controlling confounding variables. Statistically significant relationships are reported between race and academic performance, and grade level and academic performance. Practical and policy implications are discussed, as well as limitations of the study and need for future research.
Show less
Date Issued: 2015
Identifier: CFE0005848, ucf:50910
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005848

Title: A Quasi-Experimental Study on the Impact of Explicit Instruction of Science Text Structures on Eighth-Grade English Learners' and Non-English Learners' Content Learning and Reading Comprehension in Three Inclusive Science Classrooms.
Creator: Rivera, Jelitza, Zygouris-Coe, Vassiliki, Nutta, Joyce, Witta, Eleanor, Ehren, Barbara, University of Central Florida
Abstract / Description: The focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading...
Show moreThe focus of this quasi-experimental study was to examine the impact of explicit instruction of science comparison and contrast macro text structures plus micro text structures on the content learning, sentence comprehension, and reading comprehension of eighth-grade English Learners (ELs) and non-English Learners (non-ELs) in three inclusive science classrooms. Although the results of this study did not show significant differences between groups in sentence comprehension, reading comprehension, or science content learning, the treatment group increased and maintained their science content learning scores over time, while the scores of the comparison group declined from post-test to delayed post-test. In addition, the researcher sought to determine whether sentence combination scores were a predictor of reading comprehension scores. The results showed that sentence combination scores were good predictors for reading comprehension.
Show less
Date Issued: 2015
Identifier: CFE0005875, ucf:50864
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005875

Title: Phase Transformations and Microstructural Evolution in the U-10 wt.% Mo Alloy with Various Zr Additions at 900C and 650C.
Creator: Eriksson, Nicholas, Sohn, Yongho, Challapalli, Suryanarayana, Coffey, Kevin, University of Central Florida
Abstract / Description: The Reduced Enrichment for Research and Test Reactor (RERTR) now known as the Material Minimization and Management Reactor Control program (MMMRC) seeks to replace the use of highly enriched uranium (HEU) fuels used in research and test nuclear reactors around the world. The low enriched uranium (LEU) fuels must have fissionable uranium densities comparable to the HEU fuels. After extensive investigation by various researchers around the world, the U-Mo alloys were selected as a promising...
Show moreThe Reduced Enrichment for Research and Test Reactor (RERTR) now known as the Material Minimization and Management Reactor Control program (MMMRC) seeks to replace the use of highly enriched uranium (HEU) fuels used in research and test nuclear reactors around the world. The low enriched uranium (LEU) fuels must have fissionable uranium densities comparable to the HEU fuels. After extensive investigation by various researchers around the world, the U-Mo alloys were selected as a promising candidate. The Mo alloyed with U allows for the stabilization of the face-centered cubic ?-U phase, which demonstrated favorable irradiation behavior. However, deleterious diffusional interaction between the fuel and the cladding, typically Al-base alloy, remain a challenge to overcome for application of U-Mo alloys as the LEU fuel. Zr has been identified as a potential diffusion barrier between monolithic U-10 wt.% Mo (U10Mo) metallic fuel and AA6061 cladding alloys for the development of a LEU fuel system. However, interdiffusion and reaction between the Zr barrier and U10Mo fuel can produce phases such as Mo2Zr, and promote the destabilization of ?-U phase into ?'-U (U2Mo) and ?-U. In order to better understand this phenomenon, this study examined the phases that are present in the U10Mo alloys with varying Zr concentration, 0, 0.5, 1.0, 2.0, 5.0, 10.0, 20.0 wt.% at room temperature after heat treatment at 900(&)deg;C for 168 hours and 650(&)deg;C for 3 hours. These two temperatures are relevant to fuel plate fabrication process of homogenization and hot-rolling, respectively. Scanning electron microscopy and X-ray diffraction were employed to identify and quantitatively document the constituent phases and microstructure to elucidate the nature of phase transformations. For U10Mo alloys containing less than 1.0 wt.% Zr, there was no significant formation of Mo2Zr after 900?C homogenization and subsequent heat treatment at 650?C for 3 hours. The ?-U phase also remained stable correspondingly for these alloys containing less than 1.0 wt.% Zr. For U10Mo alloys containing 2 wt.% or more Zr, a significant amount of Mo2Zr formation was observed after 900?C homogenization and subsequent heat treatment at 650?C for 3 hours. For these alloys, destabilization of ?-U into ?'-U (U2Mo), UZr2 and ?-U was observed. The alloy containing 20 wt.% Zr, however, did not demonstrate ?-U decomposition even though Mo2Zr was observed after heat treatments. The formation of Mo2Zr effectively reduced the stability of the metastable ?-U phase by depleting the ?-stabilizing Mo. The destabilization of ?-U phase into the ?-U phase is not favorable due to anisotropic and poor irradiation behavior of ?-U phase. Therefore the formation of Mo2Zr at the interface between U10Mo fuel and Zr diffusion barrier must be carefully controlled during the fabrication of monolithic LEU fuel system for successful implementation.
Show less
Date Issued: 2015
Identifier: CFE0005943, ucf:50812
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005943

Title: Scientific transformations: a philosophical and historical analysis of cosmology from Copernicus to Newton.
Creator: Castillo, Manuel-Albert, Jones, Donald, Dandrow, Edward, Garbayo, Luciana, University of Central Florida
Abstract / Description: The purpose of this thesis is to show a transformation around the scientific revolution from the sixteenth to seventeenth centuries against a Whig approach in which it still lingers in the history of science. I find the transformations of modern science through the cosmological models of Nicholas Copernicus, Johannes Kepler, Galileo Galilei and Isaac Newton. Since of the enormous content, I shall only pay particular attention to Copernicus and Newton in which the emerging sciences transformed...
Show moreThe purpose of this thesis is to show a transformation around the scientific revolution from the sixteenth to seventeenth centuries against a Whig approach in which it still lingers in the history of science. I find the transformations of modern science through the cosmological models of Nicholas Copernicus, Johannes Kepler, Galileo Galilei and Isaac Newton. Since of the enormous content, I shall only pay particular attention to Copernicus and Newton in which the emerging sciences transformed the cosmos on what Alexandre Koyr(&)#233; calls from a (")closed world to infinite universe(").As an interdisciplinary approach, I used the methods and inquiries from philosophy and history to explain the cosmological transformation in the sciences. The first part deals on the philosophic content of Michel Foucault and Thomas Kuhn which help to provide insight though their systematic thoughts are incompatible. The second part deals in the historic contents from Copernicus' doctrine, De revolutionibus, to Newton's mechanics, Principia. My ultimate outcome is to demonstrate the multi-perspective dimension of knowledge in which interdisciplinary studies shows transformation of the sciences and its effects on history
Show less
Date Issued: 2017
Identifier: CFE0006862, ucf:51738
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006862

Title: Optimizing Laboratory Pyrolysis Methods to Compliment Real World Fire Debris.
Creator: Coulson, Richard, Sigman, Michael, Bridge, Candice, Yestrebsky, Cherie, Campiglia, Andres, University of Central Florida
Abstract / Description: Forensic analysts are tasked with determining the presence of ignitable liquid residue in fire debris. Analysis of fire debris allows the analyst to understand how the fire occurred. However, the presence of some substrates can potentially impact the identification of ignitable liquid residue and classification of a sample as positive or negative for the presence of ignitable liquid. Pyrolysis of building materials and furnishings (substrates) lead to background interference within the...
Show moreForensic analysts are tasked with determining the presence of ignitable liquid residue in fire debris. Analysis of fire debris allows the analyst to understand how the fire occurred. However, the presence of some substrates can potentially impact the identification of ignitable liquid residue and classification of a sample as positive or negative for the presence of ignitable liquid. Pyrolysis of building materials and furnishings (substrates) lead to background interference within the resulting chromatographic profile. To combat misclassification of a sample as positive for ignitable liquid residue, knowledge of the pyrolysis products from individual substrates is of utmost importance. However, unburned reference samples from a fire scene can be difficult to obtain. The use of a database in conjunction with the analysis of the samples can lead to a more complete analysis of fire debris. Within this research, four different burn methods (modified destruction distillation method, top heat, bottom heat, and tube furnace) were utilized in burning eight different flooring substrates (polyester, nylon, and olefin carpeting, carpet padding, vinyl flooring, laminate flooring, yellow pine, and plywood) to obtain pyrolysis/combustion product profiles. Each burn method was performed at three different burn times for a total of twelve different burns of each substrate. Standard methods, ASTM E1412-12 and ASTM E1618-14, were used in the extraction and interpretation of the laboratory burn products. Principal component analysis (PCA) was used to relate the laboratory burn results to neat ignitable liquid/substrate and large scale burn data sets.Laboratory burn data projected into the PCA space displayed that the laboratory burn data is similar to the data contained within the ILRC and Substrate databases. Differences observed within laboratory burn data projections illustrated the variability of the laboratory burn methods. The composition of the substrate dictated the pyrolysis/combustion products produced. While this research only focuses on flooring substrates, an increase in the number of different types of materials in the Substrate Database can aid analysts in identifying common pyrolysis/combustion products observed in fire debris.
Show less
Date Issued: 2017
Identifier: CFE0006578, ucf:51357
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006578

Title: The Relationship Between Extracurricular STEM Activities and Performance on the Florida Science Assessment.
Creator: Fisher, Karin, Marino, Matthew, Dieker, Lisa, Hines, Rebecca, Basham, James, University of Central Florida
Abstract / Description: Students with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth ...
Show moreStudents with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth (Business-Higher Education Forum [BHEF]/Act Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2015). If Florida is to continue to grow and prosper, all students, including students with disabilities must be prepared for the economy they will inherit. The purpose of the current study was to determine if informal science learning activities offered in Florida school districts impact students with disabilities (SWD) performance on the 8th Grade Florida science assessment.The researcher posed four research questions. The first research question determined whether a statistically significant difference existed between students with disabilities and their non-disabled peers on the 8th Grade Florida Science Assessment. The researcher found a statistically significant difference of students without disabilities outperforming their peers with disabilities. The second and third research questions were analyzed using survey responses from STEM personnel in each Florida district. The questions evaluated the percentage of SWD who participate in STEM activities. Findings indicated most districts do not track the number of SWD who participate in STEM activities. The third research question determined the type of SWD who participated in STEM activities. The largest category represented in STEM activities was students with learning disabilities. The last research question asked if there was a correlation between the number of STEM activities offered in a district and the results of the 8th Grade Statewide Science Assessment for SWD. Results indicated a small positive correlation. The researcher identified areas for future research, as well as recommendations and implications of the results from the study.
Show less
Date Issued: 2016
Identifier: CFE0006299, ucf:51594
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006299

Title: Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator: Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description: ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
Show less
Date Issued: 2013
Identifier: CFE0004840, ucf:49709
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004840

Title: Selective Multivariate Applications in Forensic Science.
Creator: Rinke, Caitlin, Sigman, Michael, Campiglia, Andres, Yestrebsky, Cherie, Kuebler, Stephen, Richardson, Martin, University of Central Florida
Abstract / Description: A 2009 report published by the National Research Council addressed the need for improvements in the field of forensic science. In the report emphasis was placed on the need for more rigorous scientific analysis within many forensic science disciplines and for established limitations and determination of error rates from statistical analysis. This research focused on multivariate statistical techniques for the analysis of spectral data obtained for multiple forensic applications which include...
Show moreA 2009 report published by the National Research Council addressed the need for improvements in the field of forensic science. In the report emphasis was placed on the need for more rigorous scientific analysis within many forensic science disciplines and for established limitations and determination of error rates from statistical analysis. This research focused on multivariate statistical techniques for the analysis of spectral data obtained for multiple forensic applications which include samples from: automobile float glasses and paints, bones, metal transfers, ignitable liquids and fire debris, and organic compounds including explosives. The statistical techniques were used for two types of data analysis: classification and discrimination. Statistical methods including linear discriminant analysis and a novel soft classification method were used to provide classification of forensic samples based on a compiled library. The novel soft classification method combined three statistical steps: Principal Component Analysis (PCA), Target Factor Analysis (TFA), and Bayesian Decision Theory (BDT) to provide classification based on posterior probabilities of class membership. The posterior probabilities provide a statistical probability of classification which can aid a forensic analyst in reaching a conclusion. The second analytical approach applied nonparametric methods to provide the means for discrimination between samples. Nonparametric methods are performed as hypothesis test and do not assume normal distribution of the analytical figures of merit. The nonparametric permutation test was applied to forensic applications to determine the similarity between two samples and provide discrimination rates. Both the classification method and discrimination method were applied to data acquired from multiple instrumental methods. The instrumental methods included: Laser Induced-Breakdown Spectroscopy (LIBS), Fourier Transform Infrared Spectroscopy (FTIR), Raman spectroscopy, and Gas Chromatography-Mass Spectrometry (GC-MS). Some of these instrumental methods are currently applied to forensic applications, such as GC-MS for the analysis of ignitable liquid and fire debris samples; while others provide new instrumental methods to areas within forensic science which currently lack instrumental analysis techniques, such as LIBS for the analysis of metal transfers. The combination of the instrumental techniques and multivariate statistical techniques is investigated in new approaches to forensic applications in this research to assist in improving the field of forensic science.
Show less
Date Issued: 2012
Identifier: CFE0004628, ucf:49942
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004628

Title: Five School District Mentor Models for Secondary Mathematics and Science Teachers in a Job Embedded University Teacher Preparation Program.
Creator: Karcinski, Lisa, Taylor, Rosemarye, Swan, Bonnie, Doherty, Walter, Baldwin, Lee, Wilson, Corbet, University of Central Florida
Abstract / Description: Mentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences...
Show moreMentoring was a component of the Resident Teacher Professional Preparation Program (RTP3), a Race to the Top (RTTT) program funded project. RTTT funded efforts reward states that have demonstrated success in raising student achievement and have the best plans to accelerate learning in the future (U.S. Department of Education, 2014). Five Florida school districts implemented different variations of the RTP3 mentor model and due to the unique needs of each school district, context differences in effectiveness may have emerged. The purpose of the study was to determine the differences among the five mentor models, the extent to which these differences may relate to variances in mentoring effectiveness, and the impact on persistence of the resident teachers in teaching. School district designee interviews were conducted and mentor and resident teacher surveys were administered. Interview and survey data were analyzed using the grounded theory approach (Glaser (&) Strauss, 1967) and open coding (Strauss (&) Corbin, 1990) to determine mentor and resident teacher perceptions of the effectiveness of the RTP3 mentoring support.The findings of the research suggest that the decisions of the five partner school districts to add additional targeted supports to their mentor models had an impact on increased persistence rates and decreased rates of resident teachers leaving the field of teaching. The majority of mentors perceived that common professional learning increased their capacity as a mentor to a moderate or large degree. The findings suggest that resident teachers who had school-based mentors perceived that their mentors were somewhat to very influential in assisting them in being more effective teachers. There were limitations to this study. Five school districts in the state of Florida were used in the study, and the sample of survey and interview participants were limited. Therefore results may not be able to be generalized to other school districts in Florida or other states. Additionally, the objectivity of survey and interview participants may be questioned because the participants were employees of the school district. However, it was assumed that participant's responses to the survey and interview questions were candid.Further research is recommended that would examine variations in school district mentor preparation and selection processes. Further recommendations would include evaluating different mentor models within the same context to better examine the impact of specific components of mentoring programs and considering the effectiveness of the mentee based on not only mentee perception of increased effectiveness, but effectiveness as determined by the school district-adopted evaluation system. Another avenue for future research to broaden and support the findings in this study would be to access whether effective mentoring models differ depending on the context and based on the needs and experiences of the beginning teachers.?
Show less
Date Issued: 2015
Identifier: CFE0005639, ucf:50231
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005639

Title: A Case Study of the Self-efficacy of High School Aged Underrepresented Minority Women Entering the Medical Pipeline.
Creator: Dames, Jennifer, Jeanpierre, Bobby, Butler, Malcolm, Hopp, Carolyn, Beverly, Monifa, University of Central Florida
Abstract / Description: This study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study...
Show moreThis study focused on the self-efficacy and experiences described by a purposively sampled case (n = 8) of high school-aged underrepresented minority women (URMW) as they entered the medical career pipeline through their participation in a formal medical pipeline program. The study was framed by three theories: intersectionality, positionality, and self-efficacy. Research questions were analyzed qualitatively, using case study methods, and quantitatively, using a paired sample t-test. Study data revealed that participants came into the program with high levels of self-efficacy in several self-efficacy factors. Yet, participants in the pipeline program made significant improvements in their self-assertive efficacy.Analysis of other data revealed that students remained motivated and persisted in the pursuit of their aspirations in spite of challenges they encountered because of their ethnicities and gender. Also, students described a lack of engagement with science courses, indicated poor relationships with science instructors, and revealed inadequate understanding of important high science content that, along with ethnic and gendered factors, caused them to negatively position themselves in science. This study provides valuable information to K-12 science educators, medical education institutions, and policy makers concerned with extending science education and healthcare-related career opportunities to minority women.
Show less
Date Issued: 2014
Identifier: CFE0005321, ucf:50522
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005321

Title: Explaining State Crisis Behavior Using the Operational Code.
Creator: George, William, Schafer, Mark, Dolan, Thomas, Vasquez, Joseph, University of Central Florida
Abstract / Description: Does the operational code of a state's leadership have an effect on its behavior during foreign policy crises? Specifically, do states with more conflictual operational codes opt for a more conflictual response to crises, or do systemic and structural variables intervene to limit their significance? While the study of individual level psychology in international relations has been gaining momentum, the causal links between beliefs and behavior have yet to be solidified. This study used...
Show moreDoes the operational code of a state's leadership have an effect on its behavior during foreign policy crises? Specifically, do states with more conflictual operational codes opt for a more conflictual response to crises, or do systemic and structural variables intervene to limit their significance? While the study of individual level psychology in international relations has been gaining momentum, the causal links between beliefs and behavior have yet to be solidified. This study used ordered logistic regression across three models to determine the effect of the operational code on state crisis behavior while controlling for key domestic and crisis dimension variables. Predicted probabilities were also used to better demonstrate the variables' substantive effects. The 50 cases used in this research are drawn from the International Crisis Behavior Dataset composed by Brecher and Wilkenfeld, and they focus on the United States as the major crisis actor. Operational code data were derived from computer-based content analysis using the Verbs In Context System (Walker, Schafer, and Young 1998). The theoretical goal of this paper was to explain variance in state crisis behavior through variations in the operational codes of US Presidents. The results demonstrate that the operational codes of leaders do affect state crisis behavior. Specifically, the operational code indices P1 and I1 show that a leader with a more conflictual view of the nature of the political universe and a conflictual direction of strategy is more likely to employ escalatory crisis behavior.
Show less
Date Issued: 2014
Identifier: CFE0005336, ucf:50528
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005336

Title: An exploration of secondary science grade teachers' written artifacts about their experiences with an online professional development in reading research and instruction: A grounded theory study.
Creator: Woodhall, Carmen, Zygouris-Coe, Vassiliki, Jeanpierre, Bobby, Lambie, Glenn, Swan, Bonnie, Haggerty, Dorothy, University of Central Florida
Abstract / Description: Classroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school...
Show moreClassroom teachers deal with numerous pressures in their classrooms including students' difficulty with reading at the middle and high school levels. Often, teachers can identify the problems, but are often unable to rectify them because of a lack of understanding and support in incorporating reading as part of their content area instruction. This research was conducted to investigate the impact of a sustained, online reading professional development on the teaching practice of middle school and high school science teachers who took the 14-week course. This grounded theory research used the reflective assignment, a comprehensive, 10-week, job-embedded assignment of 62 science teachers, to generate categories and themes about the reading challenges they perceived in their own classrooms, what strategies and tools they chose to remedy those challenges, and the perceived changes they saw in their students and themselves. The theory that was derived from the data speaks to how effective, job-embedded reading professional development can impact the knowledge, motivation, and instructional practice of science teachers in the classroom.
Show less
Date Issued: 2012
Identifier: CFE0004618, ucf:49932
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004618

Title: The perceived effectiveness of mixed reality experiences in a master of arts in teaching (MAT) program for science, technology, engineering, and mathematics degreed individuals.
Creator: Speir, Chana, Taylor, Rosemarye, Baldwin, Lee, Doherty, Walter, Mitchell, Paul, University of Central Florida
Abstract / Description: The purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of...
Show moreThe purpose of this study was to examine the perceived effectiveness of mixed reality experiences on resident teachers who successfully completed an undergraduate Science, Technology, Engineering, or Mathematics (STEM) degree and were enrolled in a Master of Arts in Teaching (MAT) degree program as part of RTP3 at a large research university in Orlando, Florida. The population for this study consisted of those selected to be in the RTP3, which included being in the Masters in the Art of Teaching (MAT) and becoming a middle or high school science, mathematics, or engineering teacher. The resident teachers experienced mixed reality as a method of practice on two occasions. The first was to introduce a lesson with avatar middle school students and a second time to conduct a parent conference with an avatar parent. This study was focused on the resident teachers' perceptions of (a) the effectiveness of mixed reality in the lesson experience and parent conference, (b) the coach's helpfulness after the lesson introduction experience and the parent conference experience, and (c) the extent to which the resident teachers believe that their confidence was increased and they were prepared for future classroom instruction and parent interactions through the use of mixed reality.Data were gathered with a feedback form with Likert-type items and open ended items completed immediately upon completion of each experience, as well as an additional open response document completed at a later time after reflection on the entire experience. The researcher analyzed the two qualitative data sources independently to determine trends and themes. Findings in this study were that the mixed-reality laboratory experience did have a positive effect on the perceptions of the resident teachers regarding their level of preparedness. They were more confident and comfortable teaching a lesson and conducting a parent conference after practicing both experiences with the avatars. Resident teachers overwhelmingly responded that the mixed reality experiences should remain a part of the MAT pedagogy and that they gained insight and confidence through the mixed reality practice. ?
Show less
Date Issued: 2015
Identifier: CFE0005718, ucf:50127
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005718

science (27)	+ -
Academic (24)	+ -
Dissertations (23)	+ -
Academic -- Arts and Sciences (22)	+ -
Arts and Sciences -- Dissertations (22)	+ -

science education (19)	+ -
Forensic Science (8)	+ -
inquiry (7)	+ -
Science (5)	+ -
elementary education (5)	+ -
political science (5)	+ -
STEM (4)	+ -
education (4)	+ -
elementary science (4)	+ -
forensic science (4)	+ -
higher education (4)	+ -
science fiction (4)	+ -
technology (4)	+ -
Computer Science (3)	+ -
Materials Science (3)	+ -
Science Education (3)	+ -
cognitive science (3)	+ -
elementary (3)	+ -
media (3)	+ -
mentoring (3)	+ -
multivariate statistics (3)	+ -
problem solving (3)	+ -
professional development (3)	+ -
self-efficacy (3)	+ -
ESOL (2)	+ -

ETD Collection (145)	+ -
Honors Collection (23)	+ -
UCF Florida Heritage (2)	+ -
PRISM: Political & Rights Issues & Social Movements (1)	+ -

text (2)	+ -
bibliography (1)	+ -
book (1)	+ -

English (171)	+ -
eng (2)	+ -

Search In

Pages

Pages

Sort Results By:

Narrow results by:

Topical Subject

Collection

Geographic Subject

Temporal Subject

Genre

Type of Resource

Language

Creator

Format

Owner

Document (PDF) (169)	+ -
E-book (2)	+ -