Current Search: mediation (x)
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Title
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On Digital Doctrine: The Mediatization of Religious Culture.
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Creator
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Yebba, Celina, Jones, Natasha, Wheeler, Stephanie, Brenckle, Martha, University of Central Florida
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Abstract / Description
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Media is a constant feature in our modern lives, transforming and influencing society and culture. This study examined how increased participation in digital media has changed the nature of religious representation, culture, and practice. Data was collected from both secular websites and religious media spaces where people post information about religion. This discussion is a necessary step in determining how media has not only become embedded in religious culture but has influenced the...
Show moreMedia is a constant feature in our modern lives, transforming and influencing society and culture. This study examined how increased participation in digital media has changed the nature of religious representation, culture, and practice. Data was collected from both secular websites and religious media spaces where people post information about religion. This discussion is a necessary step in determining how media has not only become embedded in religious culture but has influenced the transformation of American religious culture.The first part of this analysis concentrated on uncovering rhetorical strategies in religious digital spaces. I assumed that organizational identification would be a common approach used on the Mormon.org member profiles. The data collected verified this assumption. The second part of this analysis compared collaboratively produced articles in wiki-spaces that described Roman Catholicism and Mormonism. The goal of this part of the analysis was to determine how faith organizations are represented in digital spaces that are situated outside church authority.
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Date Issued
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2017
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Identifier
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CFE0006824, ucf:51780
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006824
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Title
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"I'm Not Talking to Myself, I'm Having a Parent-Teacher Conference!": A Study of Literacy Practices and Mediation within Homeschooling Families.
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Creator
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Corlew, Joshua, Rounsaville, Angela, Roozen, Kevin, Pigg, Stacey, University of Central Florida
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Abstract / Description
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Homeschooling is a dynamic learning and living community producing a growing percentage of our nation's college-ready students. Serious academic studies of homeschooling remain scarce, and those that exist tend to come out of sociology and anthropology. Through an analysis of the literacy practices that constitute the work of homeschooling, this study offers findings and conclusions relevant to current discourses in the fields of literacy studies and rhetoric and composition. These include...
Show moreHomeschooling is a dynamic learning and living community producing a growing percentage of our nation's college-ready students. Serious academic studies of homeschooling remain scarce, and those that exist tend to come out of sociology and anthropology. Through an analysis of the literacy practices that constitute the work of homeschooling, this study offers findings and conclusions relevant to current discourses in the fields of literacy studies and rhetoric and composition. These include discussions on the ways technology is reshaping and individualizing traditional models of literacy learning and composing, as well as the growing research on the specific actions taken by literacy brokers when mediating mainstream literacy practices to novices.This study borrows theoretical and methodological concepts provided by the New Literacy Studies in order to understand the ways in which two homeschool families with high school students learn and practice various literacies. Data collection methods included interviews, observations, and participant-produced literacy logs. I took an ecological approach to data analysis that required identifying the specific literacy practices and events of the participants and attempting to situate them within the context of the homeschooling movement and culture at large.A primary finding of the study is that homeschool mothers' role in their students' literacy practices often resembles the work of what scholars term literacy brokers. These mothers actively mediate a wide variety of mainstream or institutional practices and values to their children. While current discussions of literacy brokers detail their actions of advocacy,guidance, and assistance, this study contributes to our understanding of literacy brokers by highlighting homeschool mothers' actions of delegation and customization within the mediation process.
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Date Issued
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2015
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Identifier
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CFE0005774, ucf:50053
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005774
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Title
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HEBREW AND COMPUTER-MEDIATED COMMUNICATION: THE EFFECTS OF A LANGUAGE MANIPULATION ON PERCEPTION, IDENTITY, AND PRESERVATION.
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Creator
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Nir, Tamar, Sims, Valerie K., University of Central Florida
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Abstract / Description
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This study aimed to explore the ways in which Hebrew is currently being manipulated online through a linguistic deviation called Fakatsa. In this study, participants were asked to rate random statements of frivolous or serious topics in either standard grammatical Hebrew or Fakatsa Hebrew conditions on specific judgment values. It was hypothesized that participants would rate the Fakatsa writer negatively on certain characteristics, such as intelligence, education, religiosity, and...
Show moreThis study aimed to explore the ways in which Hebrew is currently being manipulated online through a linguistic deviation called Fakatsa. In this study, participants were asked to rate random statements of frivolous or serious topics in either standard grammatical Hebrew or Fakatsa Hebrew conditions on specific judgment values. It was hypothesized that participants would rate the Fakatsa writer negatively on certain characteristics, such as intelligence, education, religiosity, and nationalism and positively on other characteristics, such as femininity and creativity. Twenty-four participants completed this experiment. Results showed that participants responded as expected for certain negative attributes typical of Fakatsa and deviations to computer-mediated communication and did not respond as expected for any the positive attributes typical of Fakatsa. The results showed that fluent Hebrew speakers viewed users of the Fakatsa manipulation differently than users of standard Hebrew and may suggest personal biases and perceptions when encountering computer-mediated communication.
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Date Issued
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2016
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Identifier
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CFH2000043, ucf:45531
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000043
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Title
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RELATIONSHIPS AMONG CHILD ABUSE EXPERIENCES, SOCIAL SUPPORT, AND ACADEMIC SUCCESS.
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Creator
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Havill, Amanda, Renk, Kimberly, University of Central Florida
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Abstract / Description
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Previous research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies...
Show morePrevious research indicated that childhood abuse experiences are important factors in determining the length and achievement of individuals' academic careers (Braver, Bumberry, Green, & Rawson, 1992). Several additional studies suggested that there is a relationship between childhood abuse experiences and social support (i.e., parental, peer, and teacher; Ezzell, Swenson, & Brondino, 2000; Goebbels, Nichols, Walsh, & De Vries, 2008). Although these relationships were documented, few studies examined the relationships between childhood abuse experiences, social support, and academic success in one comprehensive analysis. As a result, the current study examined the relationships among childhood abuse experiences, social support, and academic success. More specifically, the current study examined the mediational role of social support in the relationship between childhood abuse experiences and academic success. Participants completed four empirically validated questionnaires online. These questionnaires included a demographics questionnaire, the Student Perceived Availability of Social Support Questionnaire (SPASSQ; Vedder, Boekaerts, & Seegers, 2005), the Motivation to Achieve Academically Questionnaire (MAAQ; Waugh, 2002), and the Childhood Trauma Questionnaire (CTQ; Bernstein & Fink, 1998)). Using correlational analyses and regression analyses, results of the current study indicated that those individuals who reported childhood abuse experiences are more likely to have reported lower levels of parental support and that those who received a higher level of teachers' support are more likely to endorse academic success. Finally, childhood abuse experiences and social support generally were not significant predictors of academic success, and social support did not serve as a mediator in the relationship between childhood abuse experiences and academic success. Nonetheless, understanding the childhood experiences that individuals bring with them into their later lives still may be important in fostering the best possible academic outcomes.
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Date Issued
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2011
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Identifier
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CFH0003786, ucf:44715
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0003786
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Title
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THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
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Creator
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Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
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Abstract / Description
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The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
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Date Issued
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2008
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Identifier
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CFE0002203, ucf:47918
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002203
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Title
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DOMESTIC PARENT-CHILD INTERACTION PROBLEMS AND WORKING MEMORY: THE MEDIATING ROLE OF INATTENTIVE ADHD SYMPTOMS.
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Creator
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Mohan, Svetha, Rapport, Mark, University of Central Florida
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Abstract / Description
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The intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive...
Show moreThe intent of this thesis is to explore the mediating effects of ADHD Inattentive symptoms on domestic parent-child interaction problems and working memory. Inattentive symptoms in children with ADHD are known to cause forgetfulness, slow processing speed, and negative parent-child interactions. Working memory deficits in phonological short term memory and the central executive are also well-established in children with ADHD. However, it is currently unknown to what extent inattentive symptoms are responsible for home behavior problems in conjunction with phonological working memory deficits. The aims are tested using two validated, common clinical questionnaires: The Teacher Report Form and the Home Situations Questionnaire. Additionally, working memory and executive function are tested using a phonological letter-number sequencing task and a visuospatial dot-in-the-box task. Results show that inattentive symptoms mediate the relationship between working memory and parent-child interaction problems. Teacher reports of inattention affect the degree to which the child experiences behavior problems at home, and also affects the phonological working memory system implicated in this behavior. Future directions include using a more diverse sample, investigating a wider range of ADHD symptoms, investigating effects across multiple settings, and exploring possibilities of additional executive functioning mediators.
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Date Issued
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2017
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Identifier
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CFH2000161, ucf:45976
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH2000161
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Title
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THE FLORIDA JURY: TECHNICAL EVIDENCE AND BIAS.
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Creator
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Albaugh, Andrew, Cook, Kathy, University of Central Florida
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Abstract / Description
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The recent societal development of highly specialized evidence has brought new problems to the forefront of the jury system. Because of the constitutional right to jury trials citizens of the United States and Florida have, it is imperative that the problems facing juries be discussed and explored. The question of whether or not juries can be trusted to comprehend highly technical evidence must be answered for the Florida jury to move forward into modern era. The subsequent question of what...
Show moreThe recent societal development of highly specialized evidence has brought new problems to the forefront of the jury system. Because of the constitutional right to jury trials citizens of the United States and Florida have, it is imperative that the problems facing juries be discussed and explored. The question of whether or not juries can be trusted to comprehend highly technical evidence must be answered for the Florida jury to move forward into modern era. The subsequent question of what biases regarding highly specialized evidence have arisen must also be examined and addressed. Furthermore, solutions designed to increase a jury's comprehension and decrease their bias must be discussed and propagated. The purpose of this thesis is to explore the answers to those questions and provide potential solutions to the issues facing the modern Florida jury. Law journals, statutes, and case law all suggest that juror comprehension decreases substantially when faced with highly complex evidence. Biases are also commonly associated with these forms of evidence and are leading towards unfair verdicts. Despite these problems, there are solutions that are readily available in the areas of alternative dispute resolution. Further solutions may be created through a revision of the jury instruction process. This thesis seeks to raise awareness of the problems facing the Florida jury and contribute solutions that are practical and easily used.
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Date Issued
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2013
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Identifier
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CFH0004427, ucf:45098
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFH0004427
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Title
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A STUDY OF DIGITAL COMMUNICATION TOOLS USED IN ONLINE HIGH SCHOOL COURSES.
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Creator
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Putney, Nathan, Gunter, Glenda, University of Central Florida
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Abstract / Description
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The purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant...
Show moreThe purpose of this study was to determine the degree to which selected communication tools used by teachers who teach online are positively perceived by their students in improving feelings of self-efficacy and motivation, and which tools may be perceived to be significantly more effective than the others. Students from the Florida Virtual School, a leader in online course delivery for grades 6-12, were surveyed to find their perceptions about how their teachers' use of email, Instant Messaging, chat, the telephone, discussion area, whiteboard, and assignment feedback affected their motivation and success in an online high school course. Correlations were done to discover if there were any significant relationships between variables that relate to teacher interaction and motivation. In addition, distributions of student responses to survey questions about digital communication tools and demographics were examined. It was found that there is a high degree of correlation between frequency of teachers' use of digital communication tools and student's perception of their level of motivation. It was also found that the digital communication tools most frequently used by teachers in communicating with their students were email, the telephone, and assignment feedback, and that the students found these same tools the most helpful in their learning. In addition, no significant demographic differences were found in students' perception of teacher's use of tools to enhance learning and motivation in their courses except in the number of previous online courses taken. These findings can help direct online high school teachers in their selection of digital tools used to communicate with their students.
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Date Issued
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2008
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Identifier
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CFE0002333, ucf:47784
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002333
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Title
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From the top: Impression management strategies and organizational identity in executive-authored weblogs.
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Creator
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McLane, Teryl, Hastings, Sally, Weger, Harry, Musambira, George, University of Central Florida
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Abstract / Description
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This research examines impression management strategies high-ranking organizational executives employ to create an identity for themselves and their companies via executive authored Weblogs (blogs). This study attempts to identify specific patterns of impression management strategies through a deductive content analysis applying Jones' (1990) taxonomy of self-presentation strategies to this particular type of computer mediated communication. Sampling for this study (n=227) was limited to...
Show moreThis research examines impression management strategies high-ranking organizational executives employ to create an identity for themselves and their companies via executive authored Weblogs (blogs). This study attempts to identify specific patterns of impression management strategies through a deductive content analysis applying Jones' (1990) taxonomy of self-presentation strategies to this particular type of computer mediated communication. Sampling for this study (n=227) was limited to blogs solely and regularly authored by the highest-ranking leaders of Fortune 500 companies. The study revealed that executive bloggers frequently employed impression management strategies aimed at currying competency attributes (self-promotion), likeability (ingratiation), and moral worthiness (exemplification) to construct and shape a positive identify for themselves and their organization for their publics. Supplication strategies were used less frequently, while intimidation strategies were rarely used.
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Date Issued
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2012
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Identifier
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CFE0004411, ucf:49373
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0004411
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Title
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How does brief cognitive behavioral therapy work? Potential mechanisms of action for veterans with physical and psychological comorbidities.
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Creator
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Deavers, Frances, Cassisi, Jeffrey, Bowers, Clint, Eldridge, Gloria, University of Central Florida
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Abstract / Description
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Depression and anxiety are commonly comorbid among patients with chronic medical conditions. These comorbidities are associated with negative outcomes including poorer quality of life and worse physical functioning. Evidence that traditional cognitive behavioral therapy (CBT) is less effective for these populations has led to the development of brief CBT protocols that incorporate physical health self-management skills and are delivered in primary care. To continue refining treatment packages...
Show moreDepression and anxiety are commonly comorbid among patients with chronic medical conditions. These comorbidities are associated with negative outcomes including poorer quality of life and worse physical functioning. Evidence that traditional cognitive behavioral therapy (CBT) is less effective for these populations has led to the development of brief CBT protocols that incorporate physical health self-management skills and are delivered in primary care. To continue refining treatment packages, it is important to understand how brief CBT works. The present study used the transactional model of stress and coping as a framework for investigating potential mechanisms of action of brief CBT. Veterans with chronic obstructive pulmonary disease and/or heart failure and elevated symptoms of depression and/or anxiety were randomized to receive brief CBT (n =180) or enhanced usual care (EUC; n = 122). At 4-month follow-up, depression and anxiety symptoms were significantly lower in veterans who received brief CBT, compared to EUC. Multiple mediation analyses revealed that brief CBT was associated with higher self-efficacy and less avoidant coping at 4-month follow-up, which were in turn associated with less depression and anxiety symptoms. Illness intrusiveness was also a significant mediator of the relationship between brief CBT and anxiety symptoms, but not depression symptoms. In contrast, increases in active coping attributable to brief CBT were not associated with improvements in depression or anxiety symptoms. These results demonstrate the utility of the transactional model of stress and coping as a framework for understanding mechanisms of action of brief CBT in patients with comorbid physical and psychological conditions.
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Date Issued
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2017
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Identifier
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CFE0006733, ucf:51884
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0006733
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Title
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Message Prioritization in Computer-Mediated Communication: A Study of Mobile Device Use in the Classroom.
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Creator
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Wills, Paul, Malala, John, Hastings, Sally, Miller, Ann, University of Central Florida
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Abstract / Description
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College students are using their mobile devices during class and this research investigates different aspects of why college students feel so inclined to use these devices during class as well as by what means are students using to participate in computer-mediated communication while simultaneously engaging in classes. This research surveyed 146 students on their perceived use of their own mobile device use during class. The study compared how often different types of devices, such as mobile...
Show moreCollege students are using their mobile devices during class and this research investigates different aspects of why college students feel so inclined to use these devices during class as well as by what means are students using to participate in computer-mediated communication while simultaneously engaging in classes. This research surveyed 146 students on their perceived use of their own mobile device use during class. The study compared how often different types of devices, such as mobile phones, tablets, and laptops, and different types of social media outlets, like Facebook, Twitter, and other social media websites, were used during class. The study compares these devices and media outlets to students' perception of the levels of incivility of using these various means of communication during class and their perceptions of how they impact their ability to focus on the class. Mobile phones, Facebook, and Twitter use were negatively associated with the perception of the incivility of use in the classroom. This research found phone use was viewed as more uncivil than tablets and tablet use was viewed as more uncivil than laptop use. In addition, students' perceptions of instructors' tolerance of mobile phone and laptop use was negatively associated with their perception of the incivility of using those devices during class. All three tested mobile devices and all three tested social media outlets were positively associated with students' perception that its use affects their ability to focus on the class. This research found mobile phones use as more distracting than laptops and laptops use as more distracting than tablets. ?
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Date Issued
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2013
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Identifier
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CFE0005073, ucf:49958
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005073
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Title
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MYSPACE OR OURSPACE: A MEDIA SYSTEM DEPENDENCY VIEW OF MYSPACE.
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Creator
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Schrock, Andrew, Brown, Timothy, University of Central Florida
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Abstract / Description
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MySpace is a type of "social networking" website where people meet, socialize, and create friendships. The way MySpace members, particularly younger individuals, interact online underscores the changing nature of mass media. Media system dependency states that individuals become reliant on media in their daily life because of fundamental human goals. This reliance, termed a dependency, leads to repeated use. Media system dependency was applied in the current study to explain how and why...
Show moreMySpace is a type of "social networking" website where people meet, socialize, and create friendships. The way MySpace members, particularly younger individuals, interact online underscores the changing nature of mass media. Media system dependency states that individuals become reliant on media in their daily life because of fundamental human goals. This reliance, termed a dependency, leads to repeated use. Media system dependency was applied in the current study to explain how and why individuals became habitual MySpace users. To attain results a survey was administered to a convenience sampling of 401 adult undergraduates at the University of Central Florida. Members reported MySpace dependency had a moderate correlation to MySpace use, and they actively used the website an average of 1.3 hours of use per day. Results indicated members use MySpace to primarily satisfy play and interaction orientation dependencies. MySpace use was found to have a correlation with number of MySpace friends. "Number of friends created" in turn had a correlation with MySpace dependency, as people returned to interact with their friends. Individual factors were also found to be a source of influence in MySpace dependency. These individual factors were demographics, psychological factors related to use of the Internet, and psychological factors related to use of MySpace. Factors related to MySpace, extroversion and self-disclosure, were positively correlated with intensity of dependency. The influence of factors related to the Internet was partly supported; computer self-efficacy was not significantly related to MySpace dependency, while computer anxiety was significantly related to MySpace dependency. Speed of connection to the Internet and available time to use the Internet were not related to MySpace dependency. Additionally, significant differences were found between genders in overall dependency, extroversion, self-disclosure, computer anxiety, and computer self-efficacy. These findings provide evidence that MySpace members were little, if at all, constrained by factors related to use of the Internet, but were attracted to the websites for similar reasons as real-life relationships. Finally, MySpace is just one of the large number of online resources that are predominantly social, such as email, message boards, and online chat. This study found that through a "technology cluster" MySpace members use these other social innovations more frequently than non-members. However, members also used significantly more non-social innovations, which may indicate that MySpace members are part of a larger technology cluster than anticipated or perhaps are in the same category of innovation adopter.
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Date Issued
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2006
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Identifier
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CFE0001451, ucf:47057
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0001451
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Title
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EXAMINING INSTANT MESSAGING IMPACT ON LEARNING USING AN INTEGRATED WORKED-EXAMPLE FORMAT.
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Creator
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Nasah, Angelique, Hirumi, Atsusi, University of Central Florida
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Abstract / Description
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Instant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and...
Show moreInstant messaging with Internet-based software is a ubiquitous form of communication in industrialized nations. In fact, many educators are observing that students engage with instant messaging while simultaneously engaged in academic activity. Though this type of multitasking is pervasive, educational researchers have not examined how the practice of instant messaging impacts learning outcomes. This dissertation describes the background, empirical and theoretical foundations, methods and results of a study examining the impact of instant messaging activity on learning, where instant messaging and learning are simultaneous activities. The question posed is grounded in the related areas of instant messaging practices, the Generation M profile, Cognitive Load Theory, and integration of instant messaging in K-16 classrooms. This work presents empirical evidence pointing out the necessity of conducting empirical study regarding how instant messaging activity might impact learning. Quantitative methods used to conduct the study are presented including data collection instruments. The results of the study are discussed in broad terms related to Generation M and Cognitive Load Theory. Methodological limitations related to practice opportunities for the research sample as well as the performance measure used are detailed. In addition, implications of the results in relationship to those teaching members of Generation M in K-16 classrooms as well as those designing instruction for this population are discussed. The discussion concludes with recommendations for further research in this area.
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Date Issued
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2008
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Identifier
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CFE0002113, ucf:47540
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0002113
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Title
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A Value Sensitive Design Approach to Adolescent Mobile Online Safety.
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Creator
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Ghosh, Arup Kumar, ,, University of Central Florida
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Abstract / Description
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With the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215...
Show moreWith the rise of adolescent smartphone use, concerns about teen online safety are also on the rise. A number of parental control apps are available for mobile devices, but adoption of these apps has been markedly low. To better understand these apps, their users, and design opportunities in the space of mobile online safety for adolescents, we have conducted four studies informed by the principles of Value Sensitive Design (VSD). In Study 1 (Chapter 2), we conducted a web-based survey of 215 parents and their teens (ages 13-17) using two separate logistic regression models (parent and teen) to examine the factors that predicted parental use of technical monitoring apps on their teens' mobile devices. Both parent and teen models confirmed that low autonomy granting (e.g., authoritarian) parents were the most likely to use parental control apps. The teen model revealed additional nuances, indicating that teens who were victimized online and had peer problems were more likely to be monitored by their parents. Overall, increased parental control was associated with more (not fewer) online risks. In Study 2 (Chapter 3), we conducted a structured, qualitative feature analysis of 75 Android mobile apps designed for promoting adolescent online safety. We found that the available apps overwhelmingly supported parental control through restriction and monitoring over teen self-regulation or parental active mediation. In Study 3 (Chapter 4), we conducted a qualitative analysis of 736 reviews of 37 mobile online safety apps from Google Play that were publicly posted and written by teens. Our results indicate that teen ratings were significantly lower than that of parents with 76% of the teen reviews giving apps a single star. Teens felt that the apps were overly restrictive and invasive of their personal privacy, negatively impacting their relationships with their parents. For our final study (Chapter 5), we developed a mobile app prototype suggesting alternative designs for keeping teens safe online and conducted a user study which showed that parents and children (ages 10-17) both significantly preferred our new app design over existing parental control apps. Both parents and children reported that our VSD informed design is less privacy-invasive for children and would improve communication and trust relationship between them. Yet, more work needs to be done to improve approaches for risk detection and mediation that support online safety. In summary, this research will enable researchers and designers to create more effective solutions for teen online safety that will help promote more positive parent-teen relationships.
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Date Issued
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2018
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Identifier
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CFE0007181, ucf:52256
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0007181
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Title
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MULTI-MODAL READING FOR LOW LEVEL READERS.
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Creator
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O'Neal, Jamie, Dombrowski, Paul, University of Central Florida
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Abstract / Description
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The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These...
Show moreThe value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing studentsÃÂ' vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.
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Date Issued
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2010
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Identifier
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CFE0003306, ucf:48486
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0003306
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Title
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Reconciling Ex Ante Expectations with the Ex Post Reality: A Look at the Effectiveness of Third-Party Diplomatic Interventions in Civil Wars.
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Creator
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Benchimol, Matthew, Handberg, Roger, Kinsey, Barbara, Mousseau, Michael, University of Central Florida
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Abstract / Description
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Research has begun to focus on the role third-party diplomatic intervention plays in the length of civil conflicts. Diplomatic interventions by a third-party actor are assumed to help resolve or alleviate violence over time. Is this really the case? Hypotheses relating to these aspects of civil wars are proposed to test this long-standing assumption. This thesis uses statistical analysis to observe the relationship between diplomatic interventions and civil war duration and then observe the...
Show moreResearch has begun to focus on the role third-party diplomatic intervention plays in the length of civil conflicts. Diplomatic interventions by a third-party actor are assumed to help resolve or alleviate violence over time. Is this really the case? Hypotheses relating to these aspects of civil wars are proposed to test this long-standing assumption. This thesis uses statistical analysis to observe the relationship between diplomatic interventions and civil war duration and then observe the relationship between duration and civil war violence. The data incorporates approximately 150 civil wars from 1945 to 1999, 101 of which had outside interventions. This thesis finds that, contrary to ex ante expectations, diplomatic interventions are a significant contributing factor to civil war length. Furthermore, longer civil wars are not associated with more civil war intensity in the aggregate, suggesting that longer civil wars do not mean more violent or intense ones.
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Date Issued
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2015
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Identifier
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CFE0005578, ucf:50253
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005578
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Title
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Counterproductive Work Behaviors, Justice, and Affect: A Meta-Analysis.
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Creator
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Cochran, Megan, Joseph, Dana, Fritzsche, Barbara, Jentsch, Kimberly, University of Central Florida
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Abstract / Description
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Counterproductive work behaviors (CWBs) are an expensive phenomenon for organizations, costing billions of dollars collectively each year. Recent research has focused on justice perceptions as predictors of CWBs, but little research has been conducted on the specific types of counterproductive work behaviors (i.e., sabotage, withdrawal, production deviance, abuse, and theft) that result from specific organizational justice perceptions (i.e., distributive, procedural, interpersonal, and...
Show moreCounterproductive work behaviors (CWBs) are an expensive phenomenon for organizations, costing billions of dollars collectively each year. Recent research has focused on justice perceptions as predictors of CWBs, but little research has been conducted on the specific types of counterproductive work behaviors (i.e., sabotage, withdrawal, production deviance, abuse, and theft) that result from specific organizational justice perceptions (i.e., distributive, procedural, interpersonal, and informational) and the mediating effect of state affect. The current paper meta-analyzed the relationships between justice, CWB, and state affect and found that justice was negatively related to dimensions of CWB and state positive/negative affect were negatively/positively related to CWB dimensions, respectively. However, mediation of the relationship between justice and CWB by state affect was inconsistent across justice types and CWB dimensions. These findings suggests that, while managers should maintain an awareness of justice and state affect as individual predictors of CWBs, the current study does not necessarily support the claim that state affect explains the relationship between justice and counterproductive work behavior dimensions.
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Date Issued
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2014
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Identifier
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CFE0005151, ucf:50689
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Format
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Document (PDF)
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PURL
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http://purl.flvc.org/ucf/fd/CFE0005151