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Industrial socialism
Title
Industrial socialism.
Creator
Haywood, Big Bill, Bohn, Frank
Date Issued
c1911
Identifier
334777, CFDT334777, ucf:5178
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/334777
The bourgeois revolution: The political birth of capitalism
Title
The bourgeois revolution: The political birth of capitalism.
Creator
Plekhanov, Georgiĭ Valentinovich, Kahn, Henry, Aveling, Eleanor Marx
Date Issued
1955
Identifier
2683396, CFDT2683396, ucf:5075
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/2683396
Capital and labor
Title
Capital and labor.
Creator
Petersen, Arnold, Socialist Labor Party
Date Issued
1946
Identifier
370518, CFDT370518, ucf:5518
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/370518
THE RELATIONSHIP BETWEEN SUBSTANCE USE AND SOCIAL CLASS AMONG COLLEGE STUDENTS
Title
THE RELATIONSHIP BETWEEN SUBSTANCE USE AND SOCIAL CLASS AMONG COLLEGE STUDENTS.
Creator
Little, Kelcey, Wright, Chrysalis L., University of Central Florida
Abstract / Description
Alcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires...
Show moreAlcohol and substance use among a college population has become a norm for our society. Even more intriguing are the possible factors that may lead to use and abuse of alcohol and substances. The purpose of the current study was to examine the relationship between multiple participant characteristics (i.e., ethnicity, gender, year in college, socioeconomic status) and alcohol and substance use. A total of 902 participants from the University of Central Florida answered multiple questionnaires via the Sona system. Items in the questionnaires included topics such as demographic variables, social class variables, and items regarding alcohol and substance use in the past thirty days. The majority of participants were white females with an average age of 21.58. This study hypothesized that participants who identify as white males, those classified as a junior or senior in class standing, as well as those in a higher socioeconomic status would be more likely to report alcohol and substance use when compared to other participants. The current study also sought to assess how these different factors combine to best predict alcohol and substance use among a college sample. Data in the study was analyzed using SPSS in which correlations, t-tests, and an ANOVA were used to determine how participant characteristics and alcohol and substance use among college students are related. Linear regression analyses were conducted as well to determine how different participant characteristics can combine to best predict alcohol and substance use among college students. Results indicated that those participants whom identify as being white males, participants in a higher socioeconomic status, and, participants in later years of college are more likely to partake in alcohol and substance use. Results also indicated that the main factors that predicted alcohol and substance use are social class and year in college.
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Date Issued
2016
Identifier
CFH2000019, ucf:45579
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000019
Collegiate Concerted Cultivation: The Influence of Class and Family on Higher Education
Title
Collegiate Concerted Cultivation: The Influence of Class and Family on Higher Education.
Creator
Weyant, Meghan, Wright, James, Gay, David, Grauerholz, Liz, Joyner, Laurie, University of Central Florida
Abstract / Description
The 1966 Coleman Report and subsequent research identifies social class as an important determinant of educational outcomes, but after decades of research it is still unclear exactly why. This study purports to explore one possible explanation, collegiate concerted cultivation. The focus of this study was to explore the existence of collegiate concerted cultivation as a sociological concept. Collegiate concerted cultivation provides a theoretical framework to more deeply explore the...
Show moreThe 1966 Coleman Report and subsequent research identifies social class as an important determinant of educational outcomes, but after decades of research it is still unclear exactly why. This study purports to explore one possible explanation, collegiate concerted cultivation. The focus of this study was to explore the existence of collegiate concerted cultivation as a sociological concept. Collegiate concerted cultivation provides a theoretical framework to more deeply explore the relationships between social class, family factors, and familial support of education in order to better understand differential outcomes in achievement in higher education. Using a mixed method approach, the study examined the effects of socioeconomic indicators, institutional and demographic factors on collegiate concerted cultivation. In addition, this study analyzed student experiences of collegiate concerted cultivation in order to establish the archetype characteristics of the new concept. Results of this study indicate that collegiate concerted cultivation does exist, includes a series of defining characteristics, and is influenced by parental socioeconomic indicators.
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Date Issued
2015
Identifier
CFE0005737, ucf:50090
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005737
THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS
Title
THE RELATIONSHIP BETWEEN MOTIVATION AND ONLINE SOCIAL PRESENCE IN AN ONLINE CLASS.
Creator
Tao, Yedong, Gunter, Glenda, University of Central Florida
Abstract / Description
The purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in...
Show moreThe purpose of this study was to investigate the relationship between the level of student motivation and perceived online social presence in an online course. Better understanding of the relationship between online social presence and motivation would assist researchers to identify and develop effective instructional strategies for the success of students' online learning experience. This study was conducted during the Fall 2007 semester at the University of Central Florida (UCF) in Orlando, Florida. Data for this study were collected from participating students enrolled in three online sections of EME 2040, Introduction of Educational Technology. In this course, pre-service teachers learn how to use technology and, more importantly, how to integrate it into their courses and their future classrooms. Three instruments were used in this study to obtain students' demographic information and to measure students' online social presence feeling, students' motivation levels, and instructors' verbal immediacy behaviors. Data were analyzed using repeated measure and multiple linear regression analysis. Seventy-four students from three online sections of EME 2040 responded to the study. Results suggested that students' level of online social presence increased significantly from the beginning of the semester to midterm and then dropped back to the original level from midterm to the end of the semester. However, the level of student motivation significantly increased only from the beginning of the semester to midterm and remained at same level for the rest of the semester. There were significant correlations between online social presence and student motivation across the semester. The regression analysis indicated that verbal immediacy affected online social presence significantly. Further research should be conducted with a larger sample and with different types of online courses in different academic settings and course management systems. Causal relationship between online social presence and student motivation should be explored. Instructional strategies should be established to enhance students' online social presence.
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Date Issued
2009
Identifier
CFE0002542, ucf:47662
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002542
German Fascism and the workers
Title
German Fascism and the workers.
Creator
Berlin, Leo
Date Issued
1933
Identifier
363263, CFDT363263, ucf:5288
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/363263
" Which road for American workers, Socialist or Communist?": Norman Thomas vs Earl Browder
Title
" Which road for American workers, Socialist or Communist?": Norman Thomas vs Earl Browder.
Creator
Thomas, Norman, Browder, Earl
Date Issued
1936
Identifier
369316, CFDT369316, ucf:5416
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/369316
The Moral Oppression of the Teaching Profession: Learning to Transcend
Title
The Moral Oppression of the Teaching Profession: Learning to Transcend.
Creator
Smith, Rebecca, Hewitt, Randall, Carter, Shannon, Terzian, Sevan, University of Central Florida
Abstract / Description
This thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which...
Show moreThis thesis is both descriptive and philosophical, and at its core, it justifies the need for social foundations of education courses and programs in the university setting. It begins by analyzing the meaning of oppression and the part knowledge plays in confining the individual. The analysis then draws upon Patricia Hill Collins' theory of intersecting oppressions to get at the complexities and restrictions of working in the public schooling institution. It works through the ways in which sexist, classist, and racist practices afflict everyone in the institution through the bureaucratic mechanism and collateral oppression. The four components that make up the wires on the cage (gender, class, race, and bureaucracy) not only confine; they cause varying degrees of direct and indirect harms (psychological, emotional, moral, financial) to those on the inside. The concept of the institutional cage is then merged with Rodman Webb's work on schools as total institutions. Through an analysis on the characteristics of total institutions, it becomes apparent that standardization, technological developments, and the influence of venture philanthropy have brought schools more in-line with the total institution. The study then clarifies the ways in which corporatic, bureaucratic, and technocratic mentalities infect the institution, where they intersect, and how they restrict those within. The components coalesce into the conceptualization of moral oppression: the act of being coerced to ignore and suppress one's morality, moral impulses, and moral way of knowing. The remainder of the study explores the meaning of moral action and suggests some ways educators can let go of the ways of thinking and acting that may be keeping them from confidently doing what they know to be good and just.
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Date Issued
2013
Identifier
CFE0004940, ucf:49621
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004940
An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class
Title
An Investigation of Online Tools and Teaching, Social, and Cognitive Presence in a Large Hybrid Online Class.
Creator
Rath, Victoria, Gunter, Glenda, Boote, David, Holt, Larry, Hornik, Steven, University of Central Florida
Abstract / Description
The purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep...
Show moreThe purpose of this research study was to explore the impact of specific Web 2.0 tools on students' experience of teaching, social, and cognitive presence and motivation when enrolled in a very large hybrid course. With online course enrollments continuing to grow at a higher rate than traditional enrollments in higher education (Allen (&) Seaman, 2011) and universities increasing class sizes as a way to meet this demand with fewer fiscal resources, it is imperative to find ways to keep students engaged and motivated when enrolled in very large classes. This study used the Community of Inquiry framework (Garrison, Anderson (&) Archer, 2000) to examine the effect of specific Web 2.0 tools (asynchronous discussion, streaming lectures, multimedia lecture demonstrations, Twitter, and the Second Life virtual world) on teaching, social, and cognitive presence and motivation. The sample population for this study (n = 567) consisted of undergraduate students enrolled in a very large hybrid accounting course in the fall of 2010 at the University of Central Florida. The total enrollment for the course was 943 students. Students could attend face-to-face (f2f) class sessions in a large lecture room that seated 285 students or they could view a streaming video capture of the lectures online. Students were not required to attend the f2f class sessions and could complete the course entirely online.Data were analyzed using one-way analysis of variances (ANOVA), and results of the statistical analyses indicated that students who frequently used the Web 2.0 tools had statistically significant higher mean motivation scores than students who did not use the tools as frequently. Additionally, students who frequently attended the f2f sessions had statistically significant higher mean social presence scores compared to students who attended sometimes or not at all. Attending the f2f sessions, however, did not result in higher mean scores of teaching or cognitive presence.When examined for the impact of the specific Web 2.0 tools, analysis of the ANOVA results indicated that students who used the discussion, streaming lectures, multimedia lecture demonstrations, and Twitter all of the time had significantly higher mean scores of teaching, social, and cognitive presence compared to those students who used the tools less frequently. Further research should be conducted on large hybrid and online courses in different content areas and on those that use different types of learning approaches.
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Date Issued
2012
Identifier
CFE0004638, ucf:49890
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004638
Class struggles in America
Title
Class struggles in America.
Creator
Simons, A. M. (Algie Martin)
Date Issued
c1906
Identifier
212130, CFDT212130, ucf:4923
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/212130
Marx and America
Title
Marx and America.
Creator
Wolfe, Bertram David
Date Issued
1934
Identifier
890962, CFDT890962, ucf:5615
Format
Document (PDF)
PURL
http://purl.flvc.org/FCLA/DT/890962