Current Search: Intellectuals (x)
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- Title
- An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.
- Creator
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Jester, Lisa, Taylor, Rosemarye, Baldwin, Lee, Murray, Barbara, Little, Mary, University of Central Florida
- Abstract / Description
-
Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a...
Show moreThrough The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.
Show less - Date Issued
- 2016
- Identifier
- CFE0006333, ucf:51550
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006333
- Title
- THE LIFE EXPERIENCES OF WOMEN WITH AN INTELLECTUAL DISABILITY WHO WERE SEXUALLY ASSAULTED.
- Creator
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Schreffler, Jillian, Dieker, Lisa, Hines, Rebecca, Vasquez, Trey, Wolfe, Pamela, University of Central Florida
- Abstract / Description
-
The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with...
Show moreThe views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with ID. To improve sexual assault prevention skills, the researcher conducted a phenomenological study to identify the current status of sexual assault and sexual education, specifically for women with ID. Semi-structured interviews occurred with seven women with ID who were sexually assaulted. The outcome of this dissertation research provides information, derived from these women, as ways to better educate females with ID in relation to sexual education and sexual assault prevention.
Show less - Date Issued
- 2019
- Identifier
- CFE0007724, ucf:52445
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007724
- Title
- The effects of the combination of interview practice in a mixed-reality environment and coaching on the interview performance of young adults with intellectual disabilities.
- Creator
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Walker, Zachary, Wienke, Wilfred, Dieker, Lisa, Martin, Suzanne, Vasquez, Eleazar, Dukes, Lyman, University of Central Florida
- Abstract / Description
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The purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview...
Show moreThe purpose of this study was to identify if a functional relationship exists between a treatment combination of interview practice in a mixed-reality learning modality (TLE TeachLivETM) and the use of individualized coaching sessions on the interview performance of young adults with intellectual disabilities (ID). Student participants took part in live pre-interviews with the University of Central Florida (UCF) Office of Career Services measuring their current levels of employment interview performance. Student participants then engaged in interviews with avatars in the TLE TeachLivETM lab. After each treatment interview in the lab, student participants received individualized coaching sessions to assist them in improving their interview performance. Interview performance was rated in order to determine if the combination of interview practice and coaching increased student participant performance as measured on an interview rubric. Finally, student participants participated in live post-interviews with Office of Career Services to determine if the two-step instructional training intervention resulted in the improvement of interview performance in a natural, live setting. In addition, student participants, parents/primary caregivers, and an employee expert panel participated in a survey rating the goals, procedures, and outcomes of the study. Results indicated that the combination of interview practice in the TLE TeachLivETM setting and coaching was associated with immediate gains in the interview performance of student participants. Student participant performance also improved in live interview settings. Social validity data indicated that using this combination intervention was both valuable and appropriate in preparing individuals with ID for employment interviews.
Show less - Date Issued
- 2012
- Identifier
- CFE0004453, ucf:49340
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004453
- Title
- Computer Programming with Early Elementary Students with and without Intellectual Disabilities.
- Creator
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Taylor, Matthew, Dieker, Lisa, Vasquez, Eleazar, Hines, Rebecca, Nickels, Megan, University of Central Florida
- Abstract / Description
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Researchers suggest students at the preschool and kindergarten grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well documented, and positive results in robotics, computer programming, and coding are leading researchers and policy makers to introduce new standards in education. The purpose of this single case design study is to research the...
Show moreResearchers suggest students at the preschool and kindergarten grade levels are active learners and creators and need to be exposed to science, technology, engineering, and mathematics (STEM) curriculum. The need for student understanding in STEM curriculum is well documented, and positive results in robotics, computer programming, and coding are leading researchers and policy makers to introduce new standards in education. The purpose of this single case design study is to research the abilities of kindergarten students, with and without intellectual disabilities (ID), to learn skills in computer programming and coding through explicit instruction, concrete manipulatives, and tangible interfaces. While constructionist methodology is typically used to teach robotics, best practice for students with ID is explicit instruction. For this reason, a group of students with ID and a group of students without ID were taught to program a robot to move in a square, through explicit instruction, and by using the iPad application, Blockly. It was discovered that students in both groups were capable of programming the robot, though students learned at different rates. Introducing STEM to students with and without ID at an early age could prepare students for future STEM careers and encourage students with ID to pursue STEM-related paths.
Show less - Date Issued
- 2017
- Identifier
- CFE0006807, ucf:51802
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006807
- Title
- Effects of Mixed-reality Peer Interactions on Workplace Problem-solving of Individuals with Intellectual Disabilities.
- Creator
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Bukaty, Caitlyn, Dieker, Lisa, Marino, Matthew, Hines, Rebecca, Kohler, Paula, University of Central Florida
- Abstract / Description
-
Individuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to employment (Livermore (&) Goodman, 2009). The ability to provide appropriate verbal responses is critical to success in an inclusive workplace for people with ID (Alber, Heward, (&) Hippler, 1999). Foley and colleagues (2013) found individuals with ID with strong communication skills were more likely to be engaged in...
Show moreIndividuals with intellectual disabilities (ID) are known to have deficits in problem-solving skills within the realm of social communication, which may pose a barrier to employment (Livermore (&) Goodman, 2009). The ability to provide appropriate verbal responses is critical to success in an inclusive workplace for people with ID (Alber, Heward, (&) Hippler, 1999). Foley and colleagues (2013) found individuals with ID with strong communication skills were more likely to be engaged in independent employment than peers with weak communication skills. Furthermore, the Workforce Innovation and Opportunity Act (WIOA; 2014) mandated improved access to inclusive employment opportunities for people with disabilities. However, social communication for the workplace is a seldom addressed skill (Langford, 2013; Matsumoto (&) Hwang, 2013b).In an attempt to contribute to the research base surrounding workplace communication skills for individuals with ID the researcher conducted an experimental group design study to examine the effects of mixed-reality virtual peer interactions on workplace problem-solving. The Innovative Facilitation of Requisite Communication Skills for Employment (In-FORCE) intervention consisted of four 5-minute interactions with a virtual avatar playing the role of a peer in the TLE TeachLivE(TM) (TLE) virtual environment. Each participant in the treatment group completed the intervention. During interactions participants discussed workplace problem scenarios with the peer avatar, and received coaching and feedback from the avatar. Scenarios were based on a soft skills curriculum from the U.S. DOL (n.d.) and were validated by experts in the field of entry level employment. Problem-solving achievement was measured using a checklist. Checklist data were analyzed between pretest and posttest based on group assignment using a repeated measures analysis of variance (ANOVA) with one factor between.The results of the analysis indicated positive change between pretest and posttest for individual members of the treatment group, but the results were not statistically significant. A possible reason for this lack of significance is the minimal amount of time participants spent engaged in the intervention. The 20 minutes total intervention time was advantageous as it (1) required participants to spend minimal time away from regular daily activities; (2) controlled the emotional impact of the interactions, as 5 minutes in a simulator has been found to have to the emotional equivalence of 30 minutes of human interaction (Dieker, Hynes, Hughes, (&) Smith, 2008); and (3) it allowed the intervention to be delivered at the cost of $40 per participant. Despite controlling for time in this study, more time engaged in the intervention may have led to more noticeable results. Building upon potential changes and future implications the researcher discusses the findings, implications for problem-solving and employment skills training, and the reconceptualization of research practices for individuals with ID.
Show less - Date Issued
- 2016
- Identifier
- CFE0006272, ucf:51050
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006272
- Title
- Literate Citizenship: The Culture of Literacy in Inclusive Middle School Social Studies Classrooms and Students with Intellectual Disabilities.
- Creator
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Becht, Kathleen, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Zygouris-Coe, Vassiliki, University of Central Florida
- Abstract / Description
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As more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the...
Show moreAs more and more students with intellectual disabilities are included in the general education middle school setting, the culture and context of the literacy instruction they are receiving is severely limited in the existing literature. In this study, the researcher employed an ethnographic research design to observe the literacy culture of two middle school general education social studies teachers in the context of a district and school that had focused on more inclusive practices over the past five years. The learning environment and the general education teachers' perceptions and expectations of the nature of literacy for students with intellectual disabilities in the general education setting were observed over a nine week period using two theoretical frameworks; the culture of inclusion (Giangreco, Cloninger, Dennis, (&) Edelman, 1994) and socio-cultural literacy (Barton (&) Hamilton, 1998). The data gathered is reflective of the literacy practices used with the four students with intellectual disabilities who agreed to participate in the in-depth analyses, though nine were enrolled in the three general education classes. The themes of socialization for students with intellectual disabilities in general education classes, and the immersion in and isolation from literacy practices within the general education social studies literacy culture emerged and are discussed in detail. Implications for practice and recommendations for future research for students with intellectual disabilities in general education middle school settings are provided.
Show less - Date Issued
- 2015
- Identifier
- CFE0005763, ucf:50085
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005763
- Title
- EFFECTS OF THREE INSTRUCTIONAL SCHEDULES ON SKILL ACQUISITION AND GENERALIZATION IN THE USE OF TWO-WAY RADIOS TO REPORT TASK COMPLETION BY HIGH SCHOOL STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES.
- Creator
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Perez-Turner, Geraldine, Miller, Kevin, University of Central Florida
- Abstract / Description
-
Educators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best...
Show moreEducators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best instructional schedule. The current research investigated the effectiveness and efficiency of three instructional schedules in the skill acquisition and generalization of two-way radio usage to report task completion by high school students with moderate intellectual disabilities. The instructional schedules investigated were: (a) community-based instruction only (CBI), (b) community based instruction plus simulated instruction in the classroom-same day (CBISC) and (c) simulated instruction in the classroom only (SICO). A Multiple Probe Design across participants with intermittent probe trials within each instructional group, and an added generalization phase (Horner & Baer, 1978; Tawney & Gast, 1984; Alberto & Troutman, 2003) was employed in this study. Nine high school students with moderate intellectual disabilities, three in each instructional schedule, were taught to use a two-way radio to report task completion. The results of the study revealed that the CBI instructional schedule was the overall most efficient instructional schedule for skill acquisition. Two of the CBI participants required the least number of trials to learn to use a two-way radio to report task completion. The second most efficient schedule was the CBISC and the least efficient instructional schedule was the SICO. Based on Mean scores, learning efficiency appeared to be greater for the participants in the CBI and CBISC instructional schedule. These participants required the least number of intrusive prompts. Results indicated that the SICO instructional scheduled was more efficient for only one participant. This participant only required verbal prompts for acquisition of the skill. However, participant one on the SICO instructional schedule required the most intrusive prompts of all participants across groups. For generalization, the CBISC instructional schedule appeared to be the most effective. In this schedule, the two participants that concluded the study generalized the skill across three novel settings with 100% accuracy. The SICO schedule, also had two participants generalized the skill across three novel settings; however, one participant in that group failed to generalize the skill in two settings. The CBI instructional schedule appeared to be the least effective for skill generalization in this study. In this schedule, only one participant generalized the skill in all three novel settings.
Show less - Date Issued
- 2005
- Identifier
- CFE0000398, ucf:46322
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000398
- Title
- AN INVESTIGATION OF THE FACTORS RELATED TO DIRECT CARE STAFFS' KNOWLEDGE OF EFFECTIVE INSTRUCTIONAL STRATEGIES FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES.
- Creator
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Cook, Craig, Martin, Lawrence, University of Central Florida
- Abstract / Description
-
The Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people...
Show moreThe Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people with developmental disabilities have the responsibility to train direct care staff in the use of effective teaching strategies in order to realize the purpose of the Medicaid HCBS waiver. Direct care staff's knowledge of effective teaching strategies will afford people with mental retardation an opportunity for greater independence and help them achieve their maximum potential within the community. This study set out to evaluate what factors were related to direct care staff members' knowledge of effective teaching strategies. The factors investigated include agencies use of evidence based staff training practices, feedback as a performance management strategy, and Certified Behavior Analysts involvement with the training and support of direct care staff. A random sample of 294 direct care staff members who work in 55 different group homes throughout the State of Florida participated in the study. Direct care staff members' average score on the knowledge of effective teaching strategies quiz was 23.31 out of 50 questions. The maximum score achieved was 43. These findings indicated that the direct care staff members generally did not demonstrate knowledge of effective teaching strategies. The findings of this investigation demonstrated a statistically significant positive relationship between direct care staff members who received empirically derived staff training and knowledge of effective teaching strategies. Additionally, the investigation found a statistically significant positive relationship between the behavior analyst involvement and direct care staff members' knowledge about how to teach. The investigation failed to identify a statistically significant relationship between performance feedback and knowledge about how to teach. This research is important to policy formulation as it relates to the efficient and effective delivery of supports for people with developmental disabilities.
Show less - Date Issued
- 2009
- Identifier
- CFE0002832, ucf:48077
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002832
- Title
- Applied Software Tools for Supporting Children with Intellectual Disabilities.
- Creator
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Abualsamid, Ahmad, Hughes, Charles, Dieker, Lisa, Sims, Valerie, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
We explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and...
Show moreWe explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and behaviors. Research also shows that speech and language therapists utilize a manual approach to elicit and analyze language samples from children with special needs. While technology is utilized in augmentative and alternative communication, many caregivers utilize paper-based picture exchange systems, storyboards, and daily schedules when assisting their children with their communication needs. We developed and validated three software frameworks to aid language therapists, teachers, and caregivers in supporting children with cognitive disabilities and related special needs. The Analysis of Social Discourse Framework proposes that language therapists use social media discourse instead of direct elicitation of language samples. The framework presents an easy-to-use approach to analyzing language samples based on natural language processing. We validated the framework by analyzing public social discourse from three unrelated sources. The Applied Interventions for eXceptional-needs (AIX) framework allows classroom teachers to implement and track interventions using easy-to-use smartphone applications. We validated the framework by conducting a sixteen-week pilot case study in a school for students with special needs in Central Florida. The Language Enhancements for eXceptioanl Youth (LEXY) framework allows for the development of a new class of augmentative and alternative communication tools that are based on conversational chatbots that assist children with special needs while utilizing a model of the world curated by their caregivers. We validated the framework by simulating an interaction between a prototype chatbot that we developed, a child with special needs, and the child's caregiver.
Show less - Date Issued
- 2018
- Identifier
- CFE0006964, ucf:52908
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006964
- Title
- A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
- Creator
-
Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
Show less - Date Issued
- 2019
- Identifier
- CFE0007739, ucf:52452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007739
- Title
- "The Best and Worst of All That God and Man Can Do": Paternalistic Perceptions On the Intellectually Disabled at Florida's Sunland Institutions.".
- Creator
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Dickens, Bethany, Cassanello, Robert, Foster, Amy, Lindsay, Anne, University of Central Florida
- Abstract / Description
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Historians have studied mental institutions in the mid-20th century; however, few have discussed them within the context of the period's paternalistic social movements and perceptions. Florida's Sunland program provides a lens for studying the parental role the institutions and general public took toward the intellectually disabled. Specifically, administrators saw residents of the Sunland Training Centers and Hospitals as perpetual children, trapped in an (")eternal childhood.(") The...
Show moreHistorians have studied mental institutions in the mid-20th century; however, few have discussed them within the context of the period's paternalistic social movements and perceptions. Florida's Sunland program provides a lens for studying the parental role the institutions and general public took toward the intellectually disabled. Specifically, administrators saw residents of the Sunland Training Centers and Hospitals as perpetual children, trapped in an (")eternal childhood.(") The institution was presented as a family unit, abiding by 1950s ideals of the companionate household. When the Sunlands proved generally unsuccessful, Florida's communities began to supplement their efforts. The social movements of the 1960s inspired community care organizations and other special programs in lieu of institutionalization. Reports of neglect and abuse at the Sunlands contributed to the community's subsequent perception of residents as (")victimized children,(") deprived of a (")normal(") life. Such a view of the intellectually disabled continues to dominate discussions of the Sunlands, community care, and (")normalization.(") This study informs a broad understanding of the past while contributing to these contemporary considerations. Research into the Sunland Training Centers and Hospitals, as well as their surrounding communities, relies on subjective sources. The flagship training center, located in Gainesville, published an internally-circulated newsletter utilized in this work. Detailed studies of Florida's newspapers provide the perspective of Florida's community members, including women's clubs and civil rights activists. Finally, articles and books written on Sunland (")hauntings(") illustrate recent attempts to define and patronize the intellectually disabled. All of these sources point toward a liberal paternalism that dominated discussions of the intellectually disabled in the mid-20th century.
Show less - Date Issued
- 2014
- Identifier
- CFE0005156, ucf:50707
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005156
- Title
- Novel Computational Methods for Integrated Circuit Reverse Engineering.
- Creator
-
Meade, Travis, Zhang, Shaojie, Jin, Yier, Orooji, Ali, Zou, Changchun, Lin, Mingjie, University of Central Florida
- Abstract / Description
-
Production of Integrated Circuits (ICs) has been largely strengthened by globalization. System-on-chip providers are capable of utilizing many different providers which can be responsible for a single task. This horizontal structure drastically improves to time-to-market and reduces manufacturing cost. However, untrust of oversea foundries threatens to dismantle the complex economic model currently in place. Many Intellectual Property (IP) consumers become concerned over what potentially...
Show moreProduction of Integrated Circuits (ICs) has been largely strengthened by globalization. System-on-chip providers are capable of utilizing many different providers which can be responsible for a single task. This horizontal structure drastically improves to time-to-market and reduces manufacturing cost. However, untrust of oversea foundries threatens to dismantle the complex economic model currently in place. Many Intellectual Property (IP) consumers become concerned over what potentially malicious or unspecified logic might reside within their application. This logic which is inserted with the intention of causing harm to a consumer has been referred to as a Hardware Trojan (HT).To help IP consumers, researchers have looked into methods for finding HTs. Such methods tend to rely on high-level information relating to the circuit, which might not be accessible. There is a high possibility that IP is delivered in the gate or layout level. Some services and image processing methods can be leveraged to convert layout level information to gate-level, but such formats are incompatible with detection schemes that require hardware description language.By leveraging standard graph and dynamic programming algorithms a set of tools is developed that can help bridge the gap between gate-level netlist access and HT detection. To help in this endeavor this dissertation focuses on several problems associated with reverse engineering ICs. Logic signal identification is used to find malicious signals, and logic desynthesis is used to extract high level details.Each of the proposed method have their results analyzed for accuracy and runtime. It is found that method for finding logic tends to be the most difficult task, in part due to the degree of heuristic's inaccuracy. With minor improvements moderate sized ICs could have their high-level function recovered within minutes, which would allow for a trained eye or automated methods to more easily detect discrepancies within a circuit's design.
Show less - Date Issued
- 2017
- Identifier
- CFE0006896, ucf:51716
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006896
- Title
- Exploring Repurposing Across Contexts: How Adolescents' New Literacies Practices Can Inform Understandings about Writing-Related Transfer.
- Creator
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Mitchell, Cynthia, Wardle, Elizabeth, Rounsaville, Angela, Vie, Stephanie, Scanlon, Elizabeth, University of Central Florida
- Abstract / Description
-
This project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts.Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the...
Show moreThis project examines how middle school students engage in new literacies practices and how they repurpose across contexts. With the use of screencast software and interviews, this project analyzes six case study participants' new literacies practices and the way they use and change ideas and strategies across physical and digital contexts.Drawing from transfer methodology, this project looks at how broadening conceptions of transfer and contexts to include repurposing increases the possibilities for finding transfer in literacies practices. Applying new literacies theory, this project explores how literacies practices that are chronologically and ontologically new (Lankshear (&) Knobel, 2006) are often repurposed across contexts. In addition, employing rhetorical invention and arrangement theories, this project examines how contemporary invention is repurposing and how arrangement aids in meaning making in new literacies practices. It also explores concerns over increased repurposing across collapsed contexts for literacies.
Show less - Date Issued
- 2016
- Identifier
- CFE0006145, ucf:51160
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006145
- Title
- Communism's Futures: Intelligentsia Imaginations in the Writings of the Strugatsky Brothers.
- Creator
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Tammaro, Elizabeth, Solonari, Vladimir, Gannon, Barbara, French, Scot, University of Central Florida
- Abstract / Description
-
Arkady and Boris Strugatsky were the most popular science fiction writing duo in Soviet Russia from the 1960s through the 1980s. Examining their imaginative fictional worlds against the background of wider changes in the Soviet Union allows scholars to gain insights in the world of the Soviet intelligentsia, the educated bearers of culture. As members of this group, the Strugatskys expressed the hopes, frustrations and fears, of their peers, vindicating their intellectual and emotional life....
Show moreArkady and Boris Strugatsky were the most popular science fiction writing duo in Soviet Russia from the 1960s through the 1980s. Examining their imaginative fictional worlds against the background of wider changes in the Soviet Union allows scholars to gain insights in the world of the Soviet intelligentsia, the educated bearers of culture. As members of this group, the Strugatskys expressed the hopes, frustrations and fears, of their peers, vindicating their intellectual and emotional life. I support the argument that the Brothers occupied a middle ground between conformity and dissident, dubbed the (")lost(") intelligentsia by Lloyd Churchward. I demonstrate this state of being in Soviet society by providing context to popular Strugatsky works, and discussing the evolution of their perspective over time, as displayed in their literature. Featured prominently in Strugatsky works are themes of governmental authority and scientific development, therefore these are the key focuses of this research. The Strugatskys examination of the essential question of the meaning and attainment of happiness adds a new layer of insight to this argument. Studying the Strugatsky Brothers aligns with the greater trend in the field of cultural studies of the Soviet Union, as historians seek to gain greater understanding of how society experienced the communist government. The captivating writing of the Strugatskys, a mixture of foreboding, irony and humor, contributes to the narrative of Soviet history as the authors were culturally significant figures whose legacy remains influential today.
Show less - Date Issued
- 2017
- Identifier
- CFE0006919, ucf:51693
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006919
- Title
- RELATIONSHIP BETWEEN ADOLESCENT BEHAVIOR AND CIVIC ENGAGEMENT.
- Creator
-
Ernst, Michael, Murray, Barbara, University of Central Florida
- Abstract / Description
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Citizenship commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic...
Show moreCitizenship commitment to and participation in a political community - is the heart of constitutional democracy and a free society. Knowledge of the rights, responsibilities, and privileges are the electrical impulses that keep a steady beat. Without the participation of educated citizens, a democratic republic can not and does not function. This study analyzed the relationship between adolescent behavior and civic engagement. This task was accomplished by examining the amount of civic knowledge possessed by two groups within a population. The population examined, a high school in Flagler County, was composed of "at risk" students (those who had an Individualized Education Plan) and "regular" students (those that did not). The study uncovered the message that the amount of civic knowledge possessed by American youth was not as important as it was for them to be engaged in extracurricular activities. During the course of time, educators appear to have restricted their own ability to plan for and provide learning experiences that take in to consideration the physical characteristics; physical needs; patterns of growth and maturation; physiological changes; intellectual development; intellectual characteristics; learning preferences and styles; emotional development; personality development; and social development of each and every young adolescent attending school. When interesting, affordable activities are not made available, students become bored and get in to trouble during after school hours. Adolescent behaviors such as moral judgment and risk taking (or lack thereof) affect their decision to become civically involved.
Show less - Date Issued
- 2005
- Identifier
- CFE0000764, ucf:46585
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000764