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Title: Influencing students to become stewards of the Earth's ocean through a residential marine camp experience.
Creator: Rembert, Jenifer, Dixon, Juli, Andreasen, Janet, Everett, Robert, University of Central Florida
Abstract / Description: ABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided...
Show moreABSTRACTThe purpose of this action research study was to document 8th grade students' experiences at a residential marine learning facility as they discovered the interconnections between life on Earth and its dependency on ocean health. My goal was for students to take their new knowledge and share it with others in a quest to become educated and caring stewards of the Earth's ocean. Students in this study participated in open peer and instructor discussions, performed full and guided inquiry activities, and snorkeled among the shallow water habitats that transition from mangroves toward coral reefs to discover the interconnections among shallow water marine habitats and the critical necessity of biological diversity among habitats.The processes used to collect data for this action research study were a pre/post knowledge assessment about coral reefs, videotaped conversations among peers and instructors, photographs documenting student engagement in activities, and interviews conducted at the conclusion of the trip. The themes that emerged included a mindset of ocean stewardship, deep engagement in inquiry-driven activities while interacting among peers, the ability to clearly articulate the effects of human impact on biological diversity and the need to maintain sustainable shallow water ecosystems that are biologically diverse.Although this study was only conducted over a three day weekend, the emergent themes highlight the value of providing students with opportunities to interact with nature. Experiential learning not only contributes to the various ways of knowing but such experiences help students develop a stronger sense of self perception and values as they begin formulating their sense of relationship to and responsibilities toward their own communities and the larger, natural world.
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Date Issued: 2012
Identifier: CFE0004588, ucf:49198
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004588

Title: A COMPARISON OF STUDENT PERCEPTIONS OF LEARNING IN THEIR CO-OP AND INTERNSHIP EXPERIENCES AND THE CLASSROOM ENVIRONMENT: A STUDY OF HOSPITALITY MANAGEMENT STUDENTS.
Creator: Lee, Scott, Tubbs, LeVester, University of Central Florida
Abstract / Description: This study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to...
Show moreThis study analyzed hospitality management student perceptions of learning both inside the classroom environment and student perceptions of learning in their experiential learning assignments outside the classroom. There were 681 students attending the Rosen College of Hospitality Management at the University of Central Florida who participated in this study. A modified version of the Predicting Learner Advancement through Cooperative Education (P.L.A.C.E.) instrument was used in order to collect data for the study. The P.L.A.C.E. instrument was developed to be a standardized instrument measuring pre-graduation learning outcomes in the following four areas: (a) career development, (b) academic functions achievement, (c) work skills development, and (d) personal growth/development (Parks et al., 2001). This study attempted to add to the literature regarding learning outcomes by contrasting learning in the classroom environment and cooperative education learning assignments. Many leading hospitality curriculums currently incorporate an experiential learning component into their curriculums. Some of the documented benefits of experiential learning or cooperative education programs include: (a) improved student self confidence, self-concept, and improved social skills (Gillan, Davies, & Beissel, 1984). (b) increased practical knowledge and skills (Williams et al. (1993), and (c) enhanced employment opportunities (Clark, 1994; Sharma, Mannel & Rowe, 1995). This study confirmed all of these previously documented benefits of experiential learning, and identified new learning outcomes or benefits for students who participate in experiential learning, such as an increased understanding of how organizations function, increased ability to view career expectations realistically, an increased network of professional contacts, increased ability to take initiative, increased ability to adapt to change, increased leadership skills and increased financial management skills. Unlike many other studies, this study investigated student perceptions of learning in both their classroom environments and their experiential learning assignments at the same time. This allowed the researcher a unique opportunity to compare and contrast each learning environment and identify specific benefits for each.
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Date Issued: 2006
Identifier: CFE0001284, ucf:46911
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001284

Title: USING NARRATIVE TO IMPROVE REFLECTION IN TECHNICAL COMMUNICATION.
Creator: Brkich, Carrie, Flammia, Madelyn, University of Central Florida
Abstract / Description: This thesis explores why instructors should use narrative intentionally and effectively with reflection to better understand adult students' perceptions of experiential learning activities in technical communication. The frequent use of narrative in technical discourse reminds us that the tone of technical texts is often appropriately informal, personable, and reflective. A closer analysis of narratives provides instructors with valuable opportunities to learn more about the motivations for...
Show moreThis thesis explores why instructors should use narrative intentionally and effectively with reflection to better understand adult students' perceptions of experiential learning activities in technical communication. The frequent use of narrative in technical discourse reminds us that the tone of technical texts is often appropriately informal, personable, and reflective. A closer analysis of narratives provides instructors with valuable opportunities to learn more about the motivations for and barriers to learning for adult students and to better understand how these students situate themselves in larger social and cultural narratives. Narrative serves many purposes in technical communication. Not only does narrative add a human element to technical discourse, but it also invites interrogation and inquiry into the technical communicator's decision-making process. For these reasons, narrative is commonly paired with reflection exercises in experiential learning programs as a way for students to make sense of their learning experiences. If instructors can capture the essence of how adult students make sense of their learning experiences, they can determine if experiential learning is an effective pedagogical approach to teaching technical communication to adult students. Using examples of ongoing, initial and summative, and alternative reflection exercises, I illustrate how narrative can be used to facilitate the learning process in adult students and gain access to these students' perceptions of experiential learning activities in technical communication.
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Date Issued: 2011
Identifier: CFE0003695, ucf:48827
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003695

Title: Teachers' Utilization of Field Trips: A Comparative Study.
Creator: Kenna, Joshua, Russell, William, Hewitt, Randall, Kaplan, Jeffrey, Witta, Eleanor, University of Central Florida
Abstract / Description: Field trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an...
Show moreField trips are visits to an out-of-school setting designed for educational and academic purposes whereby as a result students gain firsthand knowledge and experiences. Historically, it was the potential for student learning that motivated teachers to utilize field trips. However, there is reasonable suspicion among scholars today that teachers are utilizing field trips less since the start of the new millennia; the common reasons being cited among others include a slumping economy, an increase in accountability due to high-stakes testing, and rising fuel costs. Unfortunately, there is no empirical evidence that can confirm or deny this suspicion. Therefore, the purpose of this survey research study is twofold. The first goal is to investigate what proportion of Florida K-12 public school teachers, within the field of social studies, science, mathematics, and language arts utilized a field trip during the 2012-13 academic school year; along with investigating the total number and frequency in which they used those field trips. The second goal is to identify if there were any significant differences in the number of field trips that those teachers utilized based on four independent variables (a) the grade level at which the teachers teach, (b) teachers' years of teaching experience, (c) the content focus of the field trips, and (d) whether teachers graduated from a teacher preparation program or not. The study utilized a non-experimental causal-comparative research design to conclude that there were some significant differences in the number of field trips teachers utilized as a result of two of the independent variables.
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Date Issued: 2014
Identifier: CFE0005359, ucf:50488
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005359

Title: FALCONET: FORCE-FEEDBACK APPROACH FOR LEARNING FROM COACHING AND OBSERVATION USING NATURAL AND EXPERIENTIAL TRAINING.
Creator: Stein, Gary, Gonzalez, Avelino, University of Central Florida
Abstract / Description: Building an intelligent agent model from scratch is a difficult task. Thus, it would be preferable to have an automated process perform this task. There have been many manual and automatic techniques, however, each of these has various issues with obtaining, organizing, or making use of the data. Additionally, it can be difficult to get perfect data or, once the data is obtained, impractical to get a human subject to explain why some action was performed. Because of these problems, machine...
Show moreBuilding an intelligent agent model from scratch is a difficult task. Thus, it would be preferable to have an automated process perform this task. There have been many manual and automatic techniques, however, each of these has various issues with obtaining, organizing, or making use of the data. Additionally, it can be difficult to get perfect data or, once the data is obtained, impractical to get a human subject to explain why some action was performed. Because of these problems, machine learning from observation emerged to produce agent models based on observational data. Learning from observation uses unobtrusive and purely observable information to construct an agent that behaves similarly to the observed human. Typically, an observational system builds an agent only based on prerecorded observations. This type of system works well with respect to agent creation, but lacks the ability to be trained and updated on-line. To overcome these deficiencies, the proposed system works by adding an augmented force-feedback system of training that senses the agents intentions haptically. Furthermore, because not all possible situations can be observed or directly trained, a third stage of learning from practice is added for the agent to gain additional knowledge for a particular mission. These stages of learning mimic the natural way a human might learn a task by first watching the task being performed, then being coached to improve, and finally practicing to self improve. The hypothesis is that a system that is initially trained using human recorded data (Observational), then tuned and adjusted using force-feedback (Instructional), and then allowed to perform the task in different situations (Experiential) will be better than any individual step or combination of steps.
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Date Issued: 2009
Identifier: CFE0002746, ucf:48157
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002746

Title: A Correlational Study of Emerging Modalities of Developmental Education and Learning Styles in a Florida State College.
Creator: Britt, John, Cox, Dr. Thomas, King, Kathy (Kathleen), Vitale, Thomas, Penfold Navarro, Catherine, University of Central Florida
Abstract / Description: Developmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research...
Show moreDevelopmental education course modalities in Florida were drastically changed in 2013 with the passage of Senate Bill 1720. These courses can no longer be offered in a traditional 16-week format as other postsecondary courses are offered. Developmental education courses must now be offered in a compressed, contextualized, or corequisite instruction modality; or direct enrollment into a gateway course (1720-Education, 2013). This changes the student's experience in the courses. This research was framed by Kolb's experiential learning theory, which states that people learn through their experiences (Kolb, 1984). Chi-Square correlational tests were conducted to examine the relationship between students' learning types and their final grades in an accelerated developmental math course and in a combined developmental math course. The results indicate no statistically significant relationships between the variables in both modalities of developmental math. Furthermore, students were surveyed on their preferences of the developmental math modalities. The results showed positive preferences toward both modalities of developmental math. With the limited amount of research in the area of developmental math modalities, this research helps to further understand the area and provides a basis for future research.
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Date Issued: 2016
Identifier: CFE0006445, ucf:51473
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006445

Title: COOPERATIVE EDUCATION AS A PREDICTOR OF BACCALAUREATE DEGREE COMPLETION.
Creator: Pacheco, Amanda, Tubbs, LeVester, University of Central Florida
Abstract / Description: Baccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the...
Show moreBaccalaureate degree completion statistics are surprisingly low. National four-year graduation rates hover around 38%, and six-year graduation rates have remained steady at approximately 63% (Berkner, He, & Cataldi, 2002). At the University of Central Florida, as at many public research institutions, the numbers are even lower. Literature has emerged, however, which suggests that students who participate in cooperative education programs may experience increased motivation to continue the formal education process (Avenoso & Totoro, 1994; Schambach & Dirks, 2002; Somers, 1986). This study investigated the effect of co-op participation on undergraduate degree completion in the context of several risk factors for attrition. The population for this study was the cohort of full-time, bachelor's degree-seeking undergraduate students who entered the University of Central Florida as first-time-in-college (FTIC) students in the fall semester of 1999. Group One (Co-op Students) consisted of full-time FTIC students who successfully participated in the University of Central Florida Cooperative Education program and Group Two (Non-Participants) included full-time FTIC students with at least 20 credit hours completed and consistent grade point averages of at least 2.5 who did not participate in the University of Central Florida Cooperative Education program. The additional parameters on the Non-Participant group were included to control for any potential differences between the two groups due to increased requirements for participation in the co-op program. The two groups arrived at the University of Central Florida with nearly identical high school grade point averages and standardized test scores, and also were remarkably similar in age, ethnic composition, and college at entry. Results indicated that students who graduated within four years seemed to do so regardless of co-op participation, but for those who took longer, there was a correlation between co-op and degree completion. There was also some evidence to suggest that internships are associated with degree completion as well. Further, some of the known risk factors for attrition (lower high school grade point average, male gender, and non-White/non-Asian ethnicity) may be mitigated by the student's participation in their institution's co-op program, though additional research in this area is suggested.
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Date Issued: 2007
Identifier: CFE0001856, ucf:47354
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001856

Title: Academic Engagement through Experiential Learning: Building Transferable Skills within Undergraduate Education.
Creator: Lee, Shara, Cintron Delgado, Rosa, Laureano Fuentes, Gloria, Boyd, Karen, Okumus, Fevzi, Dressler, Sheri, University of Central Florida
Abstract / Description: Presently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry....
Show morePresently, there is a national focus on the industry-benefitting skills developed through undergraduate education. The purpose of this study is to examine the effectiveness of an experiential learning course on building three ability-based transferable skills: communication, emotional intelligence, and professional qualities. These skills have been determined to be important components to the skill set of graduates intending to enter any career, including one within the hospitality industry. Results from an examination of three related instruments led to conclusions that an experiential learning course positively impacts self-perceived skill development among the three aforementioned skills as well as perception of overall performance. In addition, it was determined that experiential learning courses benefitted interns irrespective of self-reported learning style preference and that such courses may aid in narrowing the perceived gap between intern and employer perceptions of intern skill levels and thereby prepare graduates with increasing success for societal productivity.
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Date Issued: 2012
Identifier: CFE0004568, ucf:49189
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004568

Title: A Comprehensive Study of the Learning Styles of Student Athletes and Academic Advisors at Three Institutions in the American Athletic Conference and the Tools and Resources Used to Ensure Academic Success of Student Athletes.
Creator: Lampitt, Dianna, King, Kathy (Kathleen), Cox, Dr. Thomas, Xu, Lihua, Preston, Michael, University of Central Florida
Abstract / Description: Collegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes...
Show moreCollegiate athletics plays an important role in higher education. As a result of this importance student athletes also play a significant role in higher education. However, due to their athletic responsibilities they face a number of challenges while enrolled in a college or university. An academic advisor for student athletes is responsible for not only helping the student athletes with their academics, they also play an important role in ensuring the eligibility of college student athletes so they are able to compete. As a result, academic advisors for student athletes use a number of tools and resources that help ensure the academic success of the student athletes. This study examined the use of these tools and resources from three institutions in the American Athletic Conference by 14 participants and how they related to the Graduation Success Rate of each institution. In addition, this study highlighted and examined the learning styles of not only the student athlete but also the academic advisor using Kolb's Learning Style Inventory (LSI). The study was quantitative in nature using survey research to answer five research questions. A Chi-Square analysis revealed there was significance between the number of tools and resources used and the Graduation Success Rate. A second Chi-Square revealed there was no significance between the student athletes learning style and the tools and resources used by academic advisors and learning specialists. The study also identified that of Kolb's four learning styles, the student athletes were mainly Accommodators and Divergers.The results of this study suggest that academic advisors and learning specialists should use more tools and resources when working with student athletes to ensure a higher Graduation Success Rate. This study was one of the first to examine the tools and resources used by academic advisors and learning specialist, as well as, the learning styles of student athletes. Future research should continue to investigate the tools and resources used by academic advisors use and the role of the academic level of the student athlete.
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Date Issued: 2017
Identifier: CFE0006614, ucf:51299
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006614

Title: WHAT IS THE EFFICACY OF PEER PRESENTATION FOR ENGLISH LANGUAGE LEARNERS?.
Creator: Roy, Courtney, Ezell, Dan, University of Central Florida
Abstract / Description: This study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment...
Show moreThis study investigates whether the learning strategy of Peer Presentations may positively influence an English Language Learner's (ELL's) relationship with peers, and personal perspectives with pertinence to the sciences, public discourse, and their institution. Data collection in-struments included a developed pre- and post-sociometric survey to quantitate each classroom's social status, and a pre- and post-qualitative oral interview to acquire individual perceptions concerning enjoyment and contentment of academic topics. Three ELLs from two learning environments participated with the eight day intervention, comprising of 45 minute instructive sessions to become proficient with demonstrating an arrangement of invigorating yet harmless scientific experiments. After the Peer Presentation, analysis of pre- and post-sociometric results demonstrated an overall increase of more intimate friendships. Examination of the ELLs' oral interview responses indicated growth of enjoyment regarding their institution and public discourse. Overall recommendations and suggestions of utilizing Peer Presentations are discussed for those involved with educating students.
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Date Issued: 2014
Identifier: CFH0004665, ucf:45266
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004665

Title: DESIGNING AN EXPERIENTIAL WEB-BASED LEARNING MODEL TO DELIVER THE ACQUISITION AND APPLICATION OF KNOWLEDGE TO HOSPITALITY EVENT MANAGEMENT STUDENTS USING ROLE-PLAY SIMULATIONS.
Creator: Hogg, James, Gunter, Glenda, University of Central Florida
Abstract / Description: ABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application...
Show moreABSTRACT Most hospitality institutions have increasingly moved classes online but are concerned about migrating classes and instructional content online. The concern is most Web-based models are designed to deliver the acquisition of knowledge but lack the ability to transform that knowledge into applied career skills for practical use in the industry. The purpose of this study was to test a new Web-based instructional model. The model supported delivering both the acquisition and application of knowledge. Educators, researchers, and practitioners can utilize the new model to enhance the application of career skills and enhance organizational objectives by providing just-in-time training. The new Web-based instructional model can be delivered through multiple platforms including computers, electronic devices, wireless devices and mobile devices. The application of knowledge was delivered through experiential role-play exercises delivered live to the comparison group and virtual, inside Second Life, to the treatment group. An Analysis of Co-Variance (ANCOVA) revealed a significant difference between groups with higher application scores for the students who received the role-play live compared to virtual. In addition, an analysis was conducted to explore factors to consider when examining the cost effectiveness of Web-based instructional content. Factors determined to be important were developmental costs, delivery costs, and reusability of the Web-based instruction.
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Date Issued: 2010
Identifier: CFE0003044, ucf:48341
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003044

Title: Farm to Fork: A Culinary- and Farm-Enhanced Nutrition Education Program.
Creator: Ray, Vivian, Hopp, Carolyn, Lue, Martha, Stout, Jeffrey, Thomas, Lionel, University of Central Florida
Abstract / Description: With obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education...
Show moreWith obesity in adolescents becoming a major health problem in the United States, there has been an expansion in the use of nutritional education programs as intervention. Effective nutrition education can decrease the incidence of obesity and other diet-related chronic diseases, type-2 diabetes, cardiovascular disease, and hypertension. This dissertation in practice proposes to design a nutrition education program, integrating farm and culinary activities into a nutrition education curriculum. The program is designed as a stand-alone program, but for this practice, implementation integrates the nutrition education program into the Film @ 6 after-school program (-) a STEM-focused program designed to assist sixth graders in their first year of middle school (-) at Southeast Middle School in Salisbury, Rowan County, North Carolina (NC). This experiential nutrition education program will provide instruction and activities in order to increase nutritional knowledge, improve culinary techniques, and increase consumption of fruits, vegetables, and minimally processed foods of sixth grade students as a means to address the overweight and obesity risks of middle school children. Children and adolescents are considered the priority population for intervention strategies because 70% of obese adolescents become obese adults and it is difficult to reduce excessive weight once established (Dehghan, Akhtar-Danesh, (&) Merchant, 2005).
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Date Issued: 2015
Identifier: CFE0005871, ucf:50866
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005871

experiential learning (7)	+ -
Experiential Learning (3)	+ -
Hospitality (2)	+ -
cooperative education (2)	+ -
Academic Achievement (1)	+ -

Academic Advising (1)	+ -
Academic Advising for Student Athletes (1)	+ -
BMI (1)	+ -
Classroom (1)	+ -
Co-op (1)	+ -
Coaching (1)	+ -
Correlations (1)	+ -
Developmental Education (1)	+ -
ELL (1)	+ -
ESOL (1)	+ -
Education (1)	+ -
Field trip (1)	+ -
Florida (1)	+ -
Genetic Algorithms (1)	+ -
Genetic Programming (1)	+ -
Haptics (1)	+ -
ISD (1)	+ -
Instructional Learning (1)	+ -
Instructional Systems Design (1)	+ -
Internship (1)	+ -
Just-in-time training (1)	+ -
K-12 (1)	+ -
Kolb Experiential Learning Theory (1)	+ -
Kolb's Experiential Learning Theory (1)	+ -
Kolb's Learning Style Inventory (1)	+ -

ETD Collection (11)	+ -
Honors Collection (1)	+ -

University of Central Florida (12)	+ -
Cox, Dr. Thomas (2)	+ -
King, Kathy (Kathleen) (2)	+ -
Tubbs, LeVester (2)	+ -
Andreasen, Janet (1)	+ -

Boyd, Karen (1)	+ -
Britt, John (1)	+ -
Brkich, Carrie (1)	+ -
Cintron Delgado, Rosa (1)	+ -
Dixon, Juli (1)	+ -
Dressler, Sheri (1)	+ -
Everett, Robert (1)	+ -
Ezell, Dan (1)	+ -
Flammia, Madelyn (1)	+ -
Gonzalez, Avelino (1)	+ -
Gunter, Glenda (1)	+ -
Hewitt, Randall (1)	+ -
Hogg, James (1)	+ -
Hopp, Carolyn (1)	+ -
Kaplan, Jeffrey (1)	+ -
Kenna, Joshua (1)	+ -
Lampitt, Dianna (1)	+ -
Laureano Fuentes, Gloria (1)	+ -
Lee, Scott (1)	+ -
Lee, Shara (1)	+ -
Lue, Martha (1)	+ -
Okumus, Fevzi (1)	+ -
Pacheco, Amanda (1)	+ -
Penfold Navarro, Catherine (1)	+ -
Preston, Michael (1)	+ -

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