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OPTIMIZATION OF NETWORK PARAMETERS AND SEMI-SUPERVISION IN GAUSSIAN ART ARCHITECTURES
Title
OPTIMIZATION OF NETWORK PARAMETERS AND SEMI-SUPERVISION IN GAUSSIAN ART ARCHITECTURES.
Creator
Chalasani, Roopa, Georgiopoulos, Michael, University of Central Florida
Abstract / Description
In this thesis we extensively experiment with two ART (adaptive resonance theory) architectures called Gaussian ARTMAP (GAM) and Distributed Gaussian ARTMAP (dGAM). Both of these classifiers have been successfully used in the past on a variety of applications. One of our contributions in this thesis is extensively experiments with the GAM and dGAM network parameters and appropriately identifying ranges for these parameters for which these architectures attain good performance (good...
Show moreIn this thesis we extensively experiment with two ART (adaptive resonance theory) architectures called Gaussian ARTMAP (GAM) and Distributed Gaussian ARTMAP (dGAM). Both of these classifiers have been successfully used in the past on a variety of applications. One of our contributions in this thesis is extensively experiments with the GAM and dGAM network parameters and appropriately identifying ranges for these parameters for which these architectures attain good performance (good classification performance and small network size). Furthermore, we have implemented novel modifications of these architectures, called semi-supervised GAM and dGAM architectures. Semi-supervision is a concept that has been used effectively before with the FAM and EAM architectures and in this thesis we are answering the question of whether semi-supervision has the same beneficial effect on the GAM architectures too. Finally, we compared the performance of GAM, dGAM, EAM, FAM and their semi-supervised versions on a number of datasets (simulated and real datasets). These experiments allowed us to draw appropriate conclusions regarding the comparative performance of these architectures.
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Date Issued
2005
Identifier
CFE0000474, ucf:46373
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0000474
A FRAMEWORK TO ALIGN STRATEGY, IMPROVEMENT PERFORMANCE, AND CUSTOMER SATISFACTION USING AN INTEGRATION OF SIX SIGMA AND BALANCED SCORECARD
Title
A FRAMEWORK TO ALIGN STRATEGY, IMPROVEMENT PERFORMANCE, AND CUSTOMER SATISFACTION USING AN INTEGRATION OF SIX SIGMA AND BALANCED SCORECARD.
Creator
Rodriguez, Adriana, Malone, Linda, University of Central Florida
Abstract / Description
This dissertation investigated the development, implementation, and evaluation of a management methodology founded on the alignment among the strategy, performance, and customer to bring value to any organization. A case study/action research in a service organization, called Institution "Z," provided the opportunity to assess the effects of the proposed Six Sigma Scorecard (SSS) methodology in the productivity indicators (measured by cycle time, line capacity, and number of errors). The Case...
Show moreThis dissertation investigated the development, implementation, and evaluation of a management methodology founded on the alignment among the strategy, performance, and customer to bring value to any organization. A case study/action research in a service organization, called Institution "Z," provided the opportunity to assess the effects of the proposed Six Sigma Scorecard (SSS) methodology in the productivity indicators (measured by cycle time, line capacity, and number of errors). The Case study/action research was conducted in three phases: Model and Concepts Design, Data Collection, and Findings. During the research, validity was pursued by using triangulation and theory to help maintain the case under research control. The observation of the SSS methodology in a real organization allowed the researcher to describe the merging process between Balanced Scorecard and Six Sigma methodology and their relationships to each other. The SSS methodology allowed identification of improvement projects that contribute to organizational strategy, implementation of strategies and provide feedback to the top level of management establishing alignment at three organizational levels – corporate, business, and functional. The results of the implementation of the SSS methodology in Institution Z showed a 40% improvement of the cycle time of the auto credit process, a 500% increase in the capacity of the process, and 65% decrease in the number of non-added value activities. During the same period of time, the BSC indicators showed a positive impact, specifically one financial indicator known as Level of Intermediation or GIC grew from 30% to 42% as it was expected by the end of the SSS implementation. The demonstration of the SSS framework in a Case study justifies the need for a combined methodology that aligns strategy, performance improvement and organizational outputs in a feedback loop. More research in this area is needed, especially investigations that include assessment studies where different management approaches are used alone and combined with strategic tools, and investigations that measure the relationship between level of coherence in the three merging points of the SSS and the results reached at the performance of the organization.
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Date Issued
2008
Identifier
CFE0002191, ucf:47903
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002191
SAFETY IMPROVEMENTS ON MULTILANE ARTERIALS A BEFORE AND AFTER EVALUATION USING THE EMPIRICAL BAYES METHOD
Title
SAFETY IMPROVEMENTS ON MULTILANE ARTERIALS A BEFORE AND AFTER EVALUATION USING THE EMPIRICAL BAYES METHOD.
Creator
Devarasetty, Prem Chand, Abdel-Aty, Mohamed, University of Central Florida
Abstract / Description
This study examines the safety effects of the improvements made on multi-lane arterials. The improvements were divided into two categories 1) corridor level improvements, and 2) intersection improvements. Empirical Bayes method, which is one of the most accepted approaches for conducting before-after evaluations, has been used to assess the safety effects of the improvement projects. Safety effects are estimated not only in terms of all crashes but also rear-end (most common type) as well as...
Show moreThis study examines the safety effects of the improvements made on multi-lane arterials. The improvements were divided into two categories 1) corridor level improvements, and 2) intersection improvements. Empirical Bayes method, which is one of the most accepted approaches for conducting before-after evaluations, has been used to assess the safety effects of the improvement projects. Safety effects are estimated not only in terms of all crashes but also rear-end (most common type) as well as severe crashes (crashes involving incapacitating and/or fatal injuries) and also angle crashes for intersection improvements. The Safety Performance Functions (SPFs) used in this study are negative binomial crash frequency estimation models that use the information on ADT, length of the segments, speed limit, and number of lanes for corridors. And for intersections the explanatory variables used are ADT, number of lanes, speed limit on major road, and number of lanes on the minor road. GENMOD procedure in SAS was used to develop the SPFs. Corridor SPFs are segregated by crash groups (all, rear-end, and severe), length of the segments being evaluated, and land use (urban, suburban and rural). The results of the analysis show that the resulting changes in safety following corridor level improvements vary widely. Although the safety effect of projects involving the same type of improvement varied, the overall effectiveness of each of the corridor level improvements were found to be positive in terms of reduction in crashes of each crash type considered (total, severe, and rear-end) except for resurfacing projects where the total number of crashes slightly increased after the roadway section is resurfaced. Evaluating additional improvements carried out with resurfacing activities showed that all (other than sidewalk improvements for total crashes) of them consistently led to improvements in safety of multilane arterial sections. It leads to the inference that it may be a good idea to take up additional improvements if it is cost effective to do them along with resurfacing. It was also found that the addition of turning lanes (left and/or right) and paving shoulders were two improvements associated with a project's relative performance in terms of reduction in rear-end crashes. No improvements were found to be associated with a resurfacing project's relative performance in terms of changes in (i.e., reducing) severe crashes. For intersection improvements also the individual results of each project varied widely. Except for adding turn lane(s) all other improvements showed a positive impact on safety in terms of reducing the number of crashes for all the crash types (total, severe, angle, and rear-end) considered. Indicating that the design guidelines for this work type have to be revisited and safety aspect has to be considered while implementing them. In all it can be concluded that FDOT is doing a good job in selecting the sites for treatment and it is very successful in improving the safety of the sections being treated although the main objective(s) of the treatments are not necessarily safety related.
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Date Issued
2009
Identifier
CFE0002723, ucf:48148
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002723
A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School
Title
A Study of Approaches to Improve Advanced Placement Social Studies Examination Student Performance in One Urban Florida High School.
Creator
Laser, Sabine, Taylor, Rosemarye, Ceballos, Marjorie, Baldwin, Lee, Fritz, Ronald, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional...
Show moreThe purpose of this study was to investigate the efficacy of two instructional approaches, practice examinations and beyond-school-day tutoring, in improving Advanced Placement (AP) examination scores in AP U.S. History and AP World History in one urban Florida high school. AP U.S. History and AP World History examination scores of students who did and who did not participate in AP practice examination and AP beyond-school-day tutoring were analyzed to determine if the two instructional approaches to improving student examination performance were effective. Because the instructional approaches were implemented in one school within the school district of study, a purposive sample was used. Data collected included practice examination participation data, beyond-school-day tutoring attendance data, and AP U.S. History and AP World History examination scores for students enrolled in AP U.S. History and AP World History at the school of study (FHS) and the matched high school (MHS).
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Date Issued
2019
Identifier
CFE0007669, ucf:52479
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007669
EVELYN OFFSCREEN: AN APPLICATION OF INTERACTIVE PERFORMANCE METHODSIN ALTERNATE REALITY GAMING
Title
EVELYN OFFSCREEN: AN APPLICATION OF INTERACTIVE PERFORMANCE METHODSIN ALTERNATE REALITY GAMING.
Creator
Borglund, Dawn, Wirth, Jeff, University of Central Florida
Abstract / Description
For my thesis project for the Masters of Fine Art in Film and Digital Media, I designed and produced Evelyn Offscreen, an alternate reality game (ARG) that was facilitated by interactive performance. The goal was to create an interactive experience that allowed several players to collaboratively create story across numerous media within the field of alternate reality gaming. The approach used in Evelyn Offscreen was intended to provide a degree of creative freedom to the players that has not...
Show moreFor my thesis project for the Masters of Fine Art in Film and Digital Media, I designed and produced Evelyn Offscreen, an alternate reality game (ARG) that was facilitated by interactive performance. The goal was to create an interactive experience that allowed several players to collaboratively create story across numerous media within the field of alternate reality gaming. The approach used in Evelyn Offscreen was intended to provide a degree of creative freedom to the players that has not been demonstrated in other ARG experiences and to use digital media to capture information about the relative effectiveness of the different techniques that were employed. During the month of October 2009, Evelyn Offscreen invited players to participate in an overarching story as characters. The game existed simultaneously through several media platforms such as Ning, twitter, and blogger as well as scenes located in Central Florida where players could embody their character in a real world setting. The results revealed insights into techniques for massive collaboration of story and player reactions to this hybrid form of alternate reality gaming and interactive performance.
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Date Issued
2010
Identifier
CFE0003059, ucf:48321
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003059
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Title
Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator
Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description
This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued
2016
Identifier
CFE0006285, ucf:51585
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006285
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards
Title
A Case Study Exploring the Relationship between Culturally Responsive Teaching and a Mathematical Practice of the Common Core State Standards.
Creator
Howse, Tashana, Dixon, Juli, Haciomeroglu, Erhan, Andreasen, Janet, Adams, Thomasenia, University of Central Florida
Abstract / Description
This collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support...
Show moreThis collective case study explores the nature of the relationship between teachers' use of culturally responsive teaching (CRT) practices and students' engagement in constructing viable arguments and critiquing the reasoning of others (SMP3). This study was informed by the Common Core State Standards Initiative related to developing mathematically proficient students through the use of student engagement practices consistent with the standards for mathematical practice. As a means to support teachers' facilitating specific student engagement practices, professional development was provided. This study is situated in the growing body of research associated with student engagement and cultural identity. The case of two teachers was defined from interviews, classroom observations, journal prompts, and student artifacts. Data was collected before, during, and after professional development following a cross-case analysis. Four themes emerged: (a) shift in teacher practice; (b) depth and breadth of the knowledge of culturally responsive teaching and standard for mathematical practice three; (c) teacher reflection and reception; and (d) classroom management. The findings suggest that the shift in teacher practice can be supported by professional development focused on reflective practice. This shift is impacted by classroom management and teachers' depth and breadth of their knowledge of CRT and SMP3.
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Date Issued
2013
Identifier
CFE0005005, ucf:50009
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005005
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms
Title
Evaluating Improvisation as a Technique for Training Pre-Service Teachers for Inclusive Classrooms.
Creator
Becker, Theresa, Hines, Rebecca, Beverly, Monifa, Hopp, Carolyn, Hamed, Kastro, University of Central Florida
Abstract / Description
Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little...
Show moreImprovisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and..., mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student.Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
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Date Issued
2012
Identifier
CFE0004516, ucf:49273
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004516