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Bootstrapping Cognitive Radio Networks
Title
Bootstrapping Cognitive Radio Networks.
Creator
Horine, Brent, Turgut, Damla, Wei, Lei, Boloni, Ladislau, Sukthankar, Gita, Garibay, Ivan, University of Central Florida
Abstract / Description
Cognitive radio networks promise more efficient spectrum utilization by leveraging degrees of freedom and distributing data collection. The actual realization of these promises is challenged by distributed control, and incomplete, uncertain and possibly conflicting knowledge bases. We consider two problems in bootstrapping, evolving, and managing cognitive radio networks. The first is Link Rendezvous, or how separate radio nodes initially find each other in a spectrum band with many degrees...
Show moreCognitive radio networks promise more efficient spectrum utilization by leveraging degrees of freedom and distributing data collection. The actual realization of these promises is challenged by distributed control, and incomplete, uncertain and possibly conflicting knowledge bases. We consider two problems in bootstrapping, evolving, and managing cognitive radio networks. The first is Link Rendezvous, or how separate radio nodes initially find each other in a spectrum band with many degrees of freedom, and little shared knowledge. The second is how radio nodes can negotiate for spectrum access with incomplete information.To address the first problem, we present our Frequency Parallel Blind Link Rendezvous algorithm. This approach, designed for recent generations of digital front-ends, implicitly shares vague information about spectrum occupancy early in the process, speeding the progress towards a solution. Furthermore, it operates in the frequency domain, facilitating a parallel channel rendezvous. Finally, it operates without a control channel and can rendezvous anywhere in the operating band. We present simulations and analysis on the false alarm rate for both a feature detector and a cross-correlation detector. We compare our results to the conventional frequency hopping sequence rendezvous techniques.To address the second problem, we model the network as a multi-agent system and negotiate by exchanging proposals, augmented with arguments. These arguments include information about priority status and the existence of other nodes. We show in a variety of network topologies that this process leads to solutions not otherwise apparent to individual nodes, and achieves superior network throughput, request satisfaction, and total number of connections, compared to our baselines. The agents independently formulate proposals based upon communication desires, evaluate these proposals based upon capacity constraints, create arguments in response to proposal rejections, and re-evaluate proposals based upon received arguments. We present our negotiation rules, messages, and protocol and demonstrate how they interoperate in a simulation environment.
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Date Issued
2012
Identifier
CFE0004546, ucf:49240
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004546
INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS
Title
INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS.
Creator
Long, Kim, Miller, Ann, University of Central Florida
Abstract / Description
ABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student...
Show moreABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in ToulminÂÂÂÂ's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or ToulminÂÂÂÂ's model iii of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.
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Date Issued
2010
Identifier
CFE0003407, ucf:48423
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003407
An Examination of Serial Arguing and Marital Satisfaction in Premarital Cohabiters and Direct Marriers
Title
An Examination of Serial Arguing and Marital Satisfaction in Premarital Cohabiters and Direct Marriers.
Creator
Reymann, Rachel, Weger, Harry, Hastings, Sally, Neuberger, Lindsay, University of Central Florida
Abstract / Description
Negative communication behaviors that occur prior to marriage often continue into marriage without proper intervention (i.e. marriage counseling). One such communication behavior is the serial argument (i.e. an argument that occurs and reoccurs over time). The topics that married couples argue about offer a unique insight to the health of one's relationship. The present study examined differences between 124 individuals, 93 who cohabited with their spouse prior to marriage and 31 who did not,...
Show moreNegative communication behaviors that occur prior to marriage often continue into marriage without proper intervention (i.e. marriage counseling). One such communication behavior is the serial argument (i.e. an argument that occurs and reoccurs over time). The topics that married couples argue about offer a unique insight to the health of one's relationship. The present study examined differences between 124 individuals, 93 who cohabited with their spouse prior to marriage and 31 who did not, in both the topics and frequency of serial arguments and overall martial satisfaction. The results indicated that there was no difference in frequency (number of topics, within each topic, overall frequency) of serial arguments between both groups. However, individuals who did not live with their spouse prior to marriage experienced lower levels of marital satisfaction when engaged in conflict regarding certain topics than did premarital cohabiters.
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Date Issued
2016
Identifier
CFE0006167, ucf:51154
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006167
A STUDY OF THE IMPACT OF INVOLVEMENT AND SEQUENCE IN NARRATIVE PERSUASION
Title
A STUDY OF THE IMPACT OF INVOLVEMENT AND SEQUENCE IN NARRATIVE PERSUASION.
Creator
Lane, Rebekah, Miller, Ann, University of Central Florida
Abstract / Description
The purpose of this research was to look more closely at the relationships between narrative and non-narrative persuasive messages, and to begin to determine how and why these message formats might work together. I situated this study within Rogers' roadmap for future theoretical work on entertainment education (E-E), and specifically addressed Slater and Rouner's call for more research on the impact of epilogues in E-E. Synthesizing components of the elaboration likelihood model with recent...
Show moreThe purpose of this research was to look more closely at the relationships between narrative and non-narrative persuasive messages, and to begin to determine how and why these message formats might work together. I situated this study within Rogers' roadmap for future theoretical work on entertainment education (E-E), and specifically addressed Slater and Rouner's call for more research on the impact of epilogues in E-E. Synthesizing components of the elaboration likelihood model with recent theorizing regarding persuasion through narrative, I made predictions regarding the effect of transportation and character identification on perceived salience, attitudes, behavioral intention, and behavior in narrative, argument, and narrative + argument conditions. Undergraduate students were asked to watch one of seven videos. After watching the videos participants were asked to respond to questions reflecting their views of the subject matter in the videos, their experience while watching the videos, and their opinion of the video quality. The questionnaire included scales measuring transportation into the narrative and character development, measures of perceived issue relevance, and persuasion toward the topic of mandatory H1N1 vaccinations. Findings showed no relationship between the narrative format and transportation or perceived salience, however, transportation did predict perceived salience in messages combining both argument and narrative + argument formats. Recommendations were made for modification and future applications of the instruments used in the study and for continued research in the various stages of persuasion through narrative, argumentative, and combined format messaging.
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Date Issued
2011
Identifier
CFE0004044, ucf:49149
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004044
INTERSECTIONAL INVISIBILITY: A COMPARISON AMONG CAUCASIAN, AFRICAN-AMERICAN, AND LATINO MEN AND WOMEN
Title
INTERSECTIONAL INVISIBILITY: A COMPARISON AMONG CAUCASIAN, AFRICAN-AMERICAN, AND LATINO MEN AND WOMEN.
Creator
Reeves, De'Siree, Chin, Matthew, University of Central Florida
Abstract / Description
The objective of this thesis was to investigate intersectional (categorical/social) invisibility and the extent to which this phenomenon occurs in a comparison of dominant (i.e., Caucasian), and non-dominant (African-American and Latino) social/ethnic groups. It has been found that intersectional invisibility occurs among African-American women with respect to Caucasian men and women, and African American men (Sesko & Biernat, 2010), but little of this research has been done regarding Latinas...
Show moreThe objective of this thesis was to investigate intersectional (categorical/social) invisibility and the extent to which this phenomenon occurs in a comparison of dominant (i.e., Caucasian), and non-dominant (African-American and Latino) social/ethnic groups. It has been found that intersectional invisibility occurs among African-American women with respect to Caucasian men and women, and African American men (Sesko & Biernat, 2010), but little of this research has been done regarding Latinas. Thus, this experiment aims to not only examine whether Latinas are also subject to intersectional invisibility among dominant (i.e., Caucasian) and non-dominant (i.e., African American and/or Latino) groups, but to determine whether the theory can be extended to perceptions between non-dominant groups such as African-Americans and Latinos. Determining whether intersectional invisibility occurs among Latinas, moreover, may provide theoretical and practical insights of what advantages/disadvantages Latinas may particularly endure as members of the rapidly growing Latino population in the U.S.
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Date Issued
2015
Identifier
CFH0004819, ucf:45436
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004819
Talking Back: Mathematics Teachers Supporting Students' Engagement in a Common Core Standard for Mathematical Practice: A Case Study
Title
Talking Back: Mathematics Teachers Supporting Students' Engagement in a Common Core Standard for Mathematical Practice: A Case Study.
Creator
Sotillo Turner, Mercedes, Dixon, Juli, Ortiz, Enrique, Gresham, Gina, Dieker, Lisa, University of Central Florida
Abstract / Description
The researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This...
Show moreThe researcher in this case study sought to determine the ways in which teachers support their students to create viable arguments and critique the reasoning of others (SMP3). In order to achieve this goal, the self-conceived classroom roles of two teachers, one experienced and one novice, were elicited and then compared to their actualized roles observed in the classroom. Both teachers were provided with professional development focused on supporting student engagement in SMP3. This professional development was informed by the guidelines that describe the behaviors students should exhibit as they are engaged in the standards for mathematical practice contained in the Common Core State Standards for Mathematics. The teachers were observed, video recorded, and interviewed during and immediately after the professional development. A final observation was performed four weeks after the PD. The marked differences in the teachers' characteristics depicted in each case added to the robustness of the results of the study. A cross-case analysis was performed in order to gauge how the novice and experienced teachers' roles compared and contrasted with each other. The comparison of the teachers' self-perception and their actual roles in the classroom indicated that they were not supporting their students as they thought they were. The analysis yielded specific ways in which novice and experienced teachers might support their students. Furthermore, the cross-case analysis established the support that teachers are able to provide to students depends on (a) teaching experience, (b) teacher content and pedagogical knowledge, (c) questioning, (d) awareness of communication, (e) teacher expectations, and (f) classroom management. Study results provide implications regarding the kinds of support teachers might need given their teaching experience and mathematics content knowledge as they attempt to motivate their students to engage in SMP3.
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Date Issued
2014
Identifier
CFE0005553, ucf:50275
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005553