Dissertations / Theses on the topic 'Academic environment'
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Montgomery, J., Kerry Proctor-Williams, S. Wagner, and P. Prelock. "Re-wiring the CSD Academic Environment." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1819.
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Blose, Ralph J. "Effects of teachers school-level environment perceptions on changing elementary mathematics classroom environments /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20040331.142834.
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Sun, Hui, and 孫輝. "The built environment and children's academic performance." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42841252.
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Sun, Hui. "The built environment and children's academic performance." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42841252.
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De, Silva Lasandahasi. "Academic entrepreneurship in a resource constrained environment." Thesis, University of Manchester, 2012. https://www.research.manchester.ac.uk/portal/en/theses/academic-entrepreneurship-in-a-resource-constrained-environment(89a85efe-f5e8-4fae-a6b4-0c034586f716).html.
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Expectations regarding the contributions of academics to entrepreneurial activity in addition to their primary role of carrying out teaching and research have increased in recent years. Nevertheless, research on academic entrepreneurship has, to date, been carried out mainly in developed nations and there has been little emphasis on developing countries, particularly low income ones. Developing countries, when compared with developed nations, have been reported to face relatively high levels of resource scarcity that involve shortages of skills, finance, physical infrastructure, technology, and institutions needed for innovation and entrepreneurship. This gap in our knowledge leads to the main objective of this study, which is to investigate academic entrepreneurship in a resource constrained environment. Referring to the entrepreneurship and diversification literature, the current study argues that, as a strategy to extract value from a resource constrained environment, academic entrepreneurs may diversify their entrepreneurial engagements, which is named in this research as ‘plural activity’. In order to achieve the main objective, this thesis derives four specific objectives; namely, investigating the ‘plural activities’ of academic entrepreneurs, studying the motivations of academic entrepreneurs, examining the influence of multilevel causal factors on ‘plural activities’, and investigating the impacts of academic entrepreneurship on universities and wider economy. Sequential mixed methods were adopted in three stages; namely, an initial context specific data gathering stage, an on-line survey, and in-depth interviews. Initial context specific data were used to design two subsequent data collection phases. This approach was believed to improve the construct validity of the study. The main purpose of the on-line survey was to obtain a broad understanding of the entrepreneurial engagements of academics, while that of in-depth interviews was to obtain detailed context specific data, required to achieve research objectives. This sequential mixed method design of a survey being followed up by in-depth interviews was also considered to improve the internal validity of this research.The results suggested that entrepreneurial activity was a means of overcoming resource barriers in a resource constrained environment as opposed to resources are a means of becoming entrepreneurial in a resource rich environment. The majority of academic entrepreneurs had overcome resource and opportunity constraints by diversifying their entrepreneurial engagements. ‘Plural activity’ was found to generate synergies between multiple academic entrepreneurial activities. Diversifying into a greater number of different activities was found to generate more synergistic effects than diversifying into a limited number of similar activities. Nevertheless, there remained synergies between those who adopted different diversification strategies. Moreover, academic entrepreneurship was found to enable the overcoming of resource barriers to university teaching and research as well as deliver positive outcomes to universities and wider economy. Furthermore, it was evident that academics were initially motivated by ‘push’ motives and over time the influence of ‘push’ factors declined, while the impact of ‘pull’ motives increased. As a result of a lack of research capabilities of industry and funding for universities, there was a higher mutual interdependence between universities and industry. However, due to the unavailability of supportive mechanisms or formal institutional infrastructure to promote academic entrepreneurship, university-industry interactions were driven by individuals, and thus, were scattered and isolated. Policy implications and future research avenues were considered in conclusion.
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Brett, Caroline E. "Applying health psychology in an academic environment." Thesis, City University London, 2015. http://openaccess.city.ac.uk/13861/.
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Introduction. With an ageing population, the health and well-being of older adults is one of the most pressing issues facing the world today. Subjective well-being refers to the way people evaluate the objective conditions of their life and is widely thought to consist of both affective and cognitive appraisal components. It has been found to be associated with a wide range of outcomes, including health, functioning, mortality, income and coping. Understanding the determinants of subjective well-being and the underlying mechanisms of these relationships is vital in identifying potential targets for intervention. This is particularly relevant in older adults, who experience increasing functional decline as part of the ageing process. Adopting a life course approach enables the investigation of the bio-psycho-social factors influencing well-being throughout life. This study utilises a unique sample of individuals studied extensively in childhood and early adulthood and followed up in old age. It aims to investigate the structure and life course determinants of subjective well-being in older adults. Methods. The 6-Day Sample of the Scottish Mental Survey consists of 1208 individuals born on 6 days of 1936 and followed up from the age of 11 to 27. 174 members of this group were recruited into a follow-up study at age 77, completing a questionnaire and physical testing measures. Childhood measures included background demographic factors, personality, and educational and occupational ambitions and attainment. Old age measures included social mobility, personality, optimism, resilience, mood, sense of coherence, stress reactivity (cortisol) and three measures of subjective well-being (life satisfaction, mental well-being and mental health). Results. The three individual measures of well-being were found to load onto single traits with satisfactory to poor fit. A confirmatory factor analysis of all well-being items suggested a modest fit to a model incorporating two inter-related latent traits of affective and cognitive well-being. None of the early career or occupational goal attainment factors were associated with well-being, with the exception of goal change in women. Job instability was found to be associated with sense of coherence manageability in men and resilience and sense of coherence comprehensibility in women, although in opposite directions. There were no associations between measures of stress reactivity and well-being. Hierarchical regression analyses suggested that the strongest determinants of subjective well-being in this group are current anxiety, current depression, and sense of coherence, with significant contributions from the Big Five personality traits of extraversion, conscientiousness, and emotional stability. Conclusions. The results have implications for improving subjective well-being in older adults. Anxiety and depression are important targets for intervention in older adults as they are associated with increased mortality risk and cognitive decline. A strong sense of coherence is important in old age as it has been associated with a variety of positive health and well-being outcomes. The current study highlights the importance of these three factors and personality traits in determining well-being in old age, and illuminates some of the potential mechanisms for these relationships.
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Laituri, Melinda Jean. "Risk, equity and environment: A methodology for conducting an Environmental Equity Assessment." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186147.
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This dissertation examines the relationship between risk and equity as manifested in the environment--in particular, what is the relationship of risk to social, political and economic processes. To accomplish this, I have developed a methodology, an Environmental Equity Assessment (EEA), by which to examine disproportionate impacts of environmental stress. This research acknowledges the fact that problems of environmental pollution are linked not only to business and industry practices but to issues of social justice. This dissertation is designed to contribute to a better understanding of the relationships between risk and equity, environmental philosophy and social justice, and to devise alternative methods to define and analyze risk, and help create equitable policy options and considerations. The methodology is applied to a case study related to water quality in Tucson, Arizona. The case study is primarily illustrative; it brings into focus the relationship between risk, equity and environment, providing a venue for the implementation of an Environmental Equity Assessment (EEA).
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MARTIN, JANAEA. "STRESS IN AN ACADEMIC ENVIRONMENT: THE UNDERGRADUATE EXPERIENCE." Diss., The University of Arizona, 1985. http://hdl.handle.net/10150/188034.
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This work investigated stress in an academic environment for undergraduate students from both quantitative and qualitative perspectives. For Study One, a Student Life-Style and Attitude Survey was administered to 375 undergarduate students. Factor Analyses extracted a total of 27 factors which were utilized in subsequent analyses. Multiple Regression Analyses resulted in four, highly significant, five-step regression equations for perceived level of stress, student satisfaction, work satisfaction, and personal satisfaction (p < .001). Discriminant Function Analyses produced significant group classification functions for gender, non-working versus working students, grade level, and the academic majors of science and engineering, business, and liberal arts (p < .001). Hypothesized higher factor scores for students reporting higher levels of perceived stress, were supported only for significant, positive, univariate relationships with factors of academic work-overload, and tension (p < .001), but rejected in all other instances. All hypothesized lower factor scores associated with higher levels of stress were rejected. Predicted higher factor scores for women were statistically supported for a number of symptoms, academic concerns, time-utilization, and the coping strategy of social support seeking; however, there were no significant gender differences in overall perceptions of stress level. Predicted lower factor scores for women on self-esteem, and self-efficacy factors were rejected, as was the predicted non-significant relationship between gender and Type "A-like" behavior. Men in this study attained significantly higher factor scores for both Type "A-like" behavior, and sensate tension reduction than did women. Study Two used content analyses of interviews with 27 undergraduates to affirm, modify, and expand upon the relationships identified in Study One. Results emphasized the general relationship between perceptions of stress and experiences of depression, low self-esteem, and somatization. Increased physical activity was reported as a major form of "coping" as were a number of other "non-direct" strategies. The identification of several additional indicators of stress and coping raised serious questions about the biases, and limitations of scales currently used to measure those dimensions. Taken together, results from the two studies suggested that undergraduate stress may be best understood, and investigated through academic "life-cycle," and "sub-cultural" approaches examining similarities and differences in health, stress, and coping using both quantitative and qualitative methodologies.
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Shaddock, Bellamy Lucinda. "Classroom Environment: Content Analysis Examining Characteristics of Classroom Environments That Affect Students' Academic Achievement." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etd/3133.
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The purpose of this qualitative study was to extend the understanding of the characteristics of a classroom environment that impact students’ engagement in academics and therefore has the potential to positively impact student achievement scores. Data were collected through content analysis to analyze for reoccurring themes to assess how the characteristics of the classroom environment impact student’s achievement. Ten classrooms within the Kingsport City District were observed and analyzed for this study.
Six research questions guided this study, and qualitative data were analyzed for reoccurring themes. Findings from this study suggest that implementing certain characteristics in to the classroom environment can positively impact students’ academic success. The development and construction of classroom environments should include such characteristics as positive discipline, well laid out and organized classrooms, accountable talks, collaborative groups, positive teacher student interaction, and learning targets. As a result of this research a recommendation for practice is that districts support the development of classrooms that would positively impact student’s achievement.
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Ortiz, Yesenia. "The influence of perceived social support, academic self-concept, academic motivation, and perceived university environment on academic aspirations /." Available to subscribers only, 2007. http://proquest.umi.com/pqdweb?did=1404349151&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.
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Smith, Leonard Cowper. "The effect of selected academic development programmes on the academic performance of academic development students at a South African university : an empirical study." Doctoral thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11803.
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Includes abstract.Includes bibliographical references.
The case studies that make up this thesis cover the three largest academic development programmes at the University of Cape Town. A variety of statistical methods are used to estimate the effect of educational interventions in selected first- and second-year academic development courses on the academic performance of academic development students in these courses and through to graduation, relative to mainstream students. In general, research in this area in South Africa and internationally has been characterised by small sample sizes and a lack of statistical rigour. Few studies control for the range of independent variables that can affect students’ academic performance, in addition to the academic development programme or course, and the great majority ignore the sampleselection problem that arises in the selection of students for academic development and mainstream programmes. The theoretical rationale underpinning this thesis is informed by the postpositivist and evidence-based approaches to empirical investigation. Demographic, academic and other data for some 9000 students for the years 1999?2005 was obtained from the university’s data base and academic departments. Statistical techniques including multivariate analysis and propensity score matching are used in an attempt to finesse the problems associated with the use of non-experimental data as students are selected into different courses and programmes.
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Jiang, Yimin, and 蔣逸民. "Family environment and academic achievement in Nanjing secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244294.
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Alimohamadi, Bardia, and Nasrin Khorshidi. "Six Sigma Perspectives : In Academic World and Business Environment." Thesis, Högskolan i Borås, Institutionen Ingenjörshögskolan, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19644.
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In beginning of 1980s, a majority of business sectors were suffering from high operating costs and inefficiencies which were a big loss to these sectors. These inefficiencies and lack of effectiveness were consequently producing high levels of customer dissatisfactions as well. Six Sigma culture has been predominantly inspired and affected by Japanese business culture with a focus on total customer satisfaction. This had turned out to be an alert to Motorola that was not famous for its arrogant attitude toward their customers. Motorola has been a pioneer in developing and applying Six Sigma within their operations and processes. Six Sigma has been initially introduced as a response to Motorola’s problems in the mid-1980s. [15]The reason for crediting the Japanese business culture at that time was mainly the Japanese growing sales power in global competitive market. With gained efficiency through proper engagement of all employees and simpler designs, Japanese could become more efficient with higher levels of quality. [15]Six Sigma initiators learned enough from Japanese competitors and their own learning to create their vision and framework. [15]However Six Sigma has been officially launched in Motorola for the first time in 1987. Six Sigma has shown to be a successful management strategy since first time introduction and implementation. [15]Six key components or main lines of work required for successful upgrading from a non-Six Sigma company to a company with Six Sigma culture are as it comes in the following lines: Six Sigma cultural renovation, reward and credit system, training, unified measurement system, facilitators, communication and senior executive commitment. [15]Six Sigma is a wide covering issue that covers different aspects and sectors of a company. Six Sigma is considered as a project based strategy. [31]Framework for a Six Sigma organization is very important for them to start the journey in order to become a Six Sigma organization. In the establishment process of Six Sigma although it is necessary to use appropriate tools and techniques, it is also required to benefit from a comprehensive training system provided for everyone in the organization. [31]Hence, by proper application of quality management tools and statistical methods, Six Sigma is to remove source of errors and reduce variability in process outputs to a certain level. Variability can either be in business or production processes.However, nowadays, companies are using different Six Sigma training systems to better establish this strategy within their business. The implementation process is enabled with appropriate and relevant tool box with proper frame work and measurement techniques.2The issue is that the definition and application of Six Sigma in different sectors and companies may differ. This is a source of a controversy in this field area. Also the academic perspective towards Six Sigma may differ from the business perspective.In order to investigate these claims, we will try to collect definitions, methods and techniques by literature review and being used by different abovementioned parties to make a comparison between these perspectives.
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Wasserman, Megan B. "The changing competitive environment of the banking industry." Honors in the Major Thesis, University of Central Florida, 1997. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/20.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Business Administration
Finance
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Ayers, Douglas. "Monitoring human behavior in an office environment." Honors in the Major Thesis, University of Central Florida, 1998. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/21.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Computer Science
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Kolasinski, Eugenia M. "Prediction of simulator sickness in a virtual environment." Doctoral diss., University of Central Florida, 1996. http://digital.library.ucf.edu/cdm/ref/collection/RTD/id/19166.
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University of Central Florida College of Arts and Sciences ThesisSickness induced by Virtual Reality (VR) devices poses a genuine threat to the viability of this new technology and its potential products. If the occurrence or severity of sickness could be successfully predicted based on characteristics of an individual, at-risk users could be identified, properly warned, and, perhaps, trained in some way to reduce their risk. A Personal Computer-based VR system was used to address the prediction of simulator sickness. Phase I investigated four characteristics of an individual - age, gender, mental rotation ability, and pre-exposure postural stability - which were hypothesized to be predictive of sickness. Sickness measured as a function of the Total Severity score from the Simulator Sickness Questionnaire (SSQ) was successfully modeled on these characteristics using linear regression techniques, leading to three major findings. First, sickness - as measured by the SSQ - did, in fact, occur in association with exposure to VR. for 35% of the participants, this sickness involved lingering effects and/or possible delayed after-effects. Second, sickness was successfully modeled on characteristics of the individual. The developed model indicated a complicated relationship between predicted sickness and gender, age, mental rotation ability, and pre-exposure postural stability. Third, based on the model developed, sickness is not predicted to differ for gender directly but, rather, gender interacts with mental rotation ability in its effects on sickness. Phase II investigated the occurrence of ataxic decrements in postural stability. No such decrements were found to be associated with the 20-minute exposure. Thus, ataxic decrements do not appear to be associated with short exposures to low-end VR. This finding, however, may be limited to VR tasks of the type used in this study. Practical implications and areas for future research are discussed.
Ph.D.;
Psychology;
Arts and Sciences;
143 p.
xi, 143 leaves, bound : ill. ; 28 cm.
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Lanham, Susan. "Visually induced motion sickness in a virtual environment." Honors in the Major Thesis, University of Central Florida, 1994. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/129.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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Alfini, Richard Ralph. "Personal computer Local Area Network security in an academic environment." Thesis, Monterey, California. Naval Postgraduate School, 1989. http://hdl.handle.net/10945/27204.
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Ng, Wing Shui. "Interactive peer assessment of academic writing in a wiki environment." Thesis, University of Bristol, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.723459.
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Trout, Dawn. "Electromagnetic Environment in Payload Fairing Cavities." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5543.
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An accurate determination of a spacecraft's radio frequency electromagnetic field environment during launch and flight is critical for mission success. Typical fairing structures consist of a parabolic nose and a cylindrical core with diameters of 1 to 5 meters resulting in electrically large dimensions for typical operational sources at S, C and X band where the free space wavelength varies from 0.15 m to 0.03 m. These electrically large size and complex structures at present have internal fairing electromagnetic field evaluation that is limited to general approximation methods and some test data. Though many of today's computational electromagnetic tools can model increasingly complex and large structures, they still have many limitations when used for field determination in electrically large cavities. In this dissertation, a series of test anchored, full wave computational electromagnetic models along with a novel application of the equivalent material property technique are presented to address the electrical, geometrical, and boundary constraints for electromagnetic field determination in composite fairing cavity structures and fairings with acoustic blanketing layers. Both external and internal excitations for these fairing configurations are examined for continuous wave and transient sources. A novel modification of the Nicholson Ross Weir technique is successfully applied to both blanketed aluminum and composite fairing structures and a significant improvement in computational efficiency over the multilayered model approach is obtained. The advantages and disadvantages of using commercially available tools by incorporating Multilevel Fast Multipole Method (MLFMM) and higher order method of moments (HO MoM) to extend their application of MoM to electrically large objects is examined for each continuous wave transmission case. The results obtained with these models are compared with those obtained using approximation techniques based on the Q factor, commonly utilized in the industry, and a significant improvement is seen in a prediction of the fields in these large cavity structures. A statistical distribution of data points within the fairing cavity is examined to study the nature of the fairing cavity field distribution and the effect of the presence of a spacecraft load on these fields is also discussed. In addition, a model with external application of Green's function is examined to address the shielding effectiveness of honeycomb panels in a fairing cavity. Accurate data for lightning induced effects within a fairing structure is not available and hence in this dissertation, a transmission line matrix method model is used to examine induced lightning effects inside a graphite composite fairing structure. The simulated results are compared with test data and show good agreement.ID: 031001290; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Error in paging: p. ii is followed by p. ii-xix.; Adviser: Parveen Wahid.; Title from PDF title page (viewed February 28, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 201-217).
Ph.D.
Doctorate
Electrical Engineering and Computer Science
Engineering and Computer Science
Electrical Engineering
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Wong, Kah Wei. "NUS libraries in a virtual learning environment." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/106036.
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Providing collections of resources â books, journals, videos, CDs, papers â was and still is a major function of academic libraries to support learning. When resources were offered electronically, libraries responded proactively, integration was done naturally into a virtual environment of learning. Leveraging on the convenience and speed of technology to meet the information needs of students was a challenge that could not be ignored. This paper highlights user education initiatives that relate to the support of learning and teaching in the virtual environment.
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Yeh, Pamela Jean. "Evolution of a bird population following establishment in a novel environment /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2004. http://wwwlib.umi.com/cr/ucsd/fullcit?p3142459.
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Poon, Arthur Fu Yan. "Evolutionary consequences of the genetic environment on mutations in bacterial viruses /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 2005. http://wwwlib.umi.com/cr/ucsd/fullcit?p3170242.
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Gietz, Carmen. "Relations between student perceptions of their school environment and academic achievement." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/36632.
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This study examined the relation between student perceptions of their school environment (specifically safety and inclusion in the school, experiences being bullied, and clear expectations for behaviour) and academic achievement. Participants were students in 969 elementary schools and 73 middle schools who took part in a province-wide achievement test and student satisfaction survey. Hierarchical multiple regression analyses were conducted to determine the amount of variance in student achievement explained by student perceptions of the school environment when controlling for family poverty. Results showed that perceptions of the school environment were significantly associated with academic success, above and beyond that of family poverty. These results are discussed with regards to previous and future research, limitations, and the importance of enhancing the school environment to maximize academic achievement.
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Saba, Maggie Sami. "Writing in a New Environment: Saudi ESL Students Learning Academic Writing." Diss., Virginia Tech, 2014. http://hdl.handle.net/10919/54012.
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This qualitative case study sought to gain a deeper understanding of the obstacles that students from the Kingdom of Saudi Arabia face when learning English in a writing course that implements critical thinking and writing process pedagogy. The study took place over five months at the Virginia Tech Language and Culture Institute in spring 2012. While ten participants--six female and four male Saudi Arabian ESL students--participated in this study, these findings focus primarily on one male and one female student. The aim of this focus was to give a rich and in-depth description of the two students. Two main queries guided this study: 1) How do sex differences affect Saudi students' perception of their teachers' and peers' authority? 2) How do those perceptions affect their development as writers and critical thinkers when learning in an intensive writing course at the high intermediate level? The researcher documented data through three sources: classroom observation, interviews with ESL students and teachers, and student writing samples.Ph. D.
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Akridge, Cameron. "Intention Recognition in a Strategic Environment." Honors in the Major Thesis, University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/736.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Engineering and Computer Science
Computer Engineering
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Tong, Kar-man Karen, and 湯嘉文. "The relation of perceived classroom social environment to early adolescents' academic self-efficacy, engagement, school participationand academic achievement." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B45589562.
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Zhang, Xiya, and Jingen Zhou. "In-service training of librarians under the network environment [in Chinese]." School of Communication & Information, Nanyang Technological University, 2006. http://hdl.handle.net/10150/105284.
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Text in Chinese, with English abstractIn view of the reality that traditional libraries are changing to modern ones and the printed information environment is challenged by the networked environment, the evolution of librarian positions and required corresponding qualifications in American academic libraries is reviewed. The librarian positions and qualifications of Chinese academic libraries are examined. The structure of librarians of Chinese academic libraries is analysed. The practice of in-service training of librarians in Qian Xuesen Library is introduced and a discussion is given on the needs and means of in-service training of librarians for academic libraries.
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Nix, Rebekah Kincaid. "Virtual field trips : using information technology to create an integrated science learning environment /." Full text available, 2002. http://adt.curtin.edu.au/theses/available/adt-WCU20030331.133750.
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Cho, Tae Ho. "A hierarchical, modular simulation environment for flexible manufacturing system modeling." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186144.
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Computer simulation is one of the most widely used techniques in manufacturing systems study. The value of simulation increases constantly due to improvements in computing power. However models of large-scale systems tend to be very complex, and writing simulation programs to execute them can be an arduous task. Rapid modeling of such systems can play a significant role in the selecting manufacturing strategy. This dissertation deals with the design and implementation of tools that aid in such modeling activity by identifying some of the problems that occur frequently in the modeling of flexible manufacturing systems (FMS). This set of tools, collectively called the hierarchical modular modeling environment (HMME), is designed and implement by extending DEVS(Discrete EVent System Specification)-Scheme. The problems identified are in the field of model interconnections, embedding expert systems in models, model structuring and simulation display. An example, of operation overlapping strategy in a hierarchical FMS, demonstrates the utility of the environment. Although developed for FMS simulation, this modeling aid is applicable to many other domains of knowledge-based systems and intelligent control.
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Hays, Christopher Thomas. "An algebraic axiom environment for software testing (axenvironment)." Diss., The University of Arizona, 1993. http://hdl.handle.net/10150/186399.
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This dissertation describes the design and implementation of an algebraic axiom support environment for software testing. Since absolute software correctness is undecidable, "approximate" correctness is as good as software engineering can hope to do. The approximately correct behavior of a software system with respect to a specification can only be demonstrated incrementally, beginning with the modules of a system and finishing with the external interface. Software module specification in the form of algebraic axioms provides a base from which we can be complete and concise in developing and testing the behavior of modules. Algebraic axioms can also be useful for a variety of software issues such as reusability, completeness and consistency of a requirements specification, and the definition of abstract and hierarchical data types. The primary focus of this dissertation is that algebraic axioms can provide a complete and consistent means to record a specification with which to test a software system's behavior at the module level. A major aim of this research has been to specify and develop sufficient support software to demonstrate the viability of this approach in actual software development, making design for testability a development parameter. This research focuses on the following issues: (1) The relationship between algebraic axioms and other formal methods for specifying software behavior. (2) Extensions needed to make the algebraic axiom method encompass testing. (3) What software support is necessary to make algebraic specifications, with our extensions, useful for real-world software development. Results indicate that using the formal method of algebraic specifications can have a positive impact on software development when adequate and realistic support software is introduced into the process. The approach results in additional initial labor for a software system, but is shown to be economical in terms of testing completeness, maintenance, and potential reuse.
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Bissonnette, J. T. "Predicting academic achievement, the role of self-concept and the home environment." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0010/MQ52515.pdf.
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Nichols, Cassandra N. "Women's and men's achievement striving in an academic environment : a qualitative study." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1036816.
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This study explored the way women and men achieved and competed in an academic environment. Because of a lack in the literature of a conceptual framework from which to guide an investigation of achievement in the academic domain, an additional purpose of this study was to develop a grounded or data-derived theory of women's and men's achievement striving based upon their self-reported experiences. Results of this study demonstrated that both women and men achieve and that women and men appeared more similar than different in their achievement endeavors. Additionally, the results demonstrated a remarkable degree of variability among participants, suggesting that the desire to achieve is a highly individualistic phenomenon in which gender is only one possible variable that affects how individuals compete and cooperate. Closely associated with this high degree of variability was the observation that participants' perceptions, evaluations, and beliefs about achievement were often associated with situational variables. These situational variables (e.g., different contexts, importance of particular goals, relationship factors, type of preferred competition) had a mediating effect on whether or not participants competed or how they chose to compete. The results suggested that some women and men differed from one another in how they chose to compete according to various situational variables. These three interactive data-generated, theoretical elements (i.e., both women and men compete, achievement involved a high degree of variability, achievement was mediated by situational variables) combined to form a grounded theory known as the Expectancy Theory of Women's and Men's Achievement Striving. This theory suggests that women and men have a great deal in common with one another when striving to achieve, but that there may be some gender differences based upon the expectations about the process of achieving in the world of work. Some of these expectations in which women and men appeared to differ includedwomen's notion that other women were more difficult to compete with than were men. Also, men discussed the expectation that the world was a competitive place and was only going to get more competitive. Finally, both women and men expected that they world achieve the goal of having careers and families in the future, but men expected that they would achieve these goal shortly after they graduated while women expected that they would have to choose between which of these two goal they wanted first (family or career).Department of Counseling Psychology and Guidance Services
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Smith-Woolley, Emily Dawn. "Exploring individual differences in academic achievement : genetics, personality and the school environment." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/exploring-individual-differences-in-academic-achievement(70599bb7-919d-41c7-ae87-5cb4d8663ff3).html.
Full textAbstract:
Education is one of society’s biggest investments. It aims to equip students with the skills and knowledge necessary to make their way in the world. Students’ performance at school (educational achievement) can set them on very different life trajectories. Furthermore, differences in academic achievement are linked to variation in health, wellbeing, income and even mortality. Therefore, it is of societal importance to understand why individuals differ in academic achievement, and to explore their causes and correlates to improve education. Differences in educational achievement are often attributed to the environment, for example the quality of a school a child attends. However, decades of behavioural genetic literature has shown that achievement is also substantially influenced by genetic factors. In order to increase understanding of the genetic and environmental influences on academic achievement, this thesis explores: the extent to which genetic variants associated with educational attainment explain differences in personality, and their relationship with educational achievement (Chapter 2); average DNA and achievement differences between students attending selective and non-selective schools (Chapter 3); the influence of school quality on educational achievement and student wellbeing (Chapter 4); and the genetic architecture of attainment and achievement beyond compulsory education into university (Chapter 5). This thesis uses data from the Twins Early Development Study (TEDS). TEDS is a UK-representative sample of over 10,000 twin pairs followed longitudinally from age two to age 22, with a genotyped subsample of approximately 6,000 unrelated individuals. This thesis capitalises on both twin analysis and DNA-based methods to investigate the aetiology of achievement during secondary school and into university. This thesis provides evidence that: 1) genetic effects of educational attainment relate to personality and motivation, and explain part of the covariance between personality and achievement; 2) genetic and achievement differences between students attending different school types are primarily due to the heritable characteristics involved in pupil admission, including general cognitive ability, socioeconomic status and prior achievement; 3) independently-rated school quality has little influence on educational achievement or student wellbeing during secondary school; and 4) genetic influences on achievement and attainment extend beyond compulsory education into university. A discussion of these findings and their implications for teachers, policy-makers and parents is provided in the final chapter (Chapter 6), along with the conclusions that can be drawn from this body of work.
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Islam, N. "Managing interactions in the e-learning environment : technological support for academic staff." Thesis, Sheffield Hallam University, 2015. http://shura.shu.ac.uk/20168/.
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Over the last two decades the use of e-learning technology increased to such an extent that the role of the traditional academic has been forced to change. Focusing on academics’ views, this study examines their interactions in the e-learning environment and whether online learning applications have increased academic workload (Eynon, 2005; Olaniran, 2006). This study also identifies how their role has changed and the underlying factors which may cause negativity in their working environment. This understanding then generated the theory behind a prototype application, produced to be an addition to the current tools that academics use, with the intention to reduce academic efforts in creating content for teaching. Based on literature review, twelve interviews with academics and analysis of participant transaction logs suggests that online learning applications have increased workload. For some academics the use of e-learning technology in UK higher education can be a full time occupation. It is evident from the data that the drawbacks to current e-learning technology outweigh the number of benefits. A key concern is the high number of hours which are being spent on e-learning systems by academics. This research states unequivocally that the level of complexity for some academics is daunting, as well as frustrating. This study argues that managing expectations of academic staff is vital to the success of e-learning systems. A web-based prototype application was developed to extend the current functionality of e-learning systems, with a key objective to decrease the time spent by academics on elearning activities; functionality which has not yet been incorporated by other e-learning platforms such as Blackboard or Moodle. The prototype was tested by three academics who agreed that their overall experience was positive, effective and beneficial. Most importantly, they believed that the application would reduce the number of hours they spent on e-learning activities.
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Leonetti, Shannon Moon. "Adults as Students: Ego Development and the Influence of the Academic Environment." PDXScholar, 1989. https://pdxscholar.library.pdx.edu/open_access_etds/1391.
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This study was based on the premise that one outcome of education is ego development. The research was based on Jane Loevinger's theory that ego development is the central frame-of-reference through which people view themselves and their relationships with others. The study looked for evidence of ego development in adult students and for contributing factors, including academic environments. It compared the ego levels of students aged 35 to 55 at two higher education institutes and some experiences that are common to most colleges.
The variables compared were based on Loevinger's levels of ego development and theories of academic environments of Moos, Pace, and Knefelkamp. The variables used were: ego development, type of school, background characteristics, relations with faculty, enthusiasm about school, opinions about academic environment and estimates of gains.
The study was done in two stages. Five hundred forty students responded to a questionnaire on background characteristics and selected portions of Pace's Measuring the Quality of College Student Experiences. From this group, 150 students were mailed Loevinger's Sentence Completion Test and 85 were returned. Study findings provided an opportunity to expand the knowledge about the ego levels of adult students.
Statistical analyses included chi-square and ANOVA. No statistically significant change in ego levels was found. No statistically significant differences were found between the ego levels of the students by schools or background characteristics.
There were differences in how the two total populations responded to the questionnaire about school, environment and personal gains. Students attending the small liberal arts college indicated that they were more enthusiastic about college, felt that their school placed a stronger emphasis on both the subjective and objective outcomes of college. These students felt that their school placed a higher emphasis on interpersonal relationships.
The students from the small liberal arts college were more likely to say that they had gained the most personally. Personal gains included development of values and standards, understanding of self, and the ability to work with others. These are characteristics that are indicative of ego growth.
Recommendations included additional research into maximizing developmental environments of adult students and faculty education on adult development and learning styles.
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Ramos, Polly Castro. "Employee Retention Strategies for Executive Operation Leaders in an Academic Nursing Environment." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7181.
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Employee attrition affects organizations in the form of lower productivity, decreased profitability, and reduced sustainability. In 2014, business owners lost over $11 billion in tangible and intangible assets due to the inability to retain employees. Using the social exchange theory as the conceptual framework, the purpose of this multiple case study was to explore effective employee retention strategies used by business leaders in an academic nursing environment. The study encompassed participants from 3 of the United States: Texas, Kentucky, and Florida. Participants were purposefully selected because of their experience in implementing effective employee retention strategies. Data were collected via semistructured interviews with 4 business leaders. Data were analyzed using inductive coding of phrases, word frequency searches, and theme interpretation. Three themes emerged from the analysis of data: supportive leadership assisted in the retention of employees, growth and development opportunities for employees continued their commitment with the organization, and a robust and focused onboarding process was a critical component of creating the culture and commitment from the employee from the onset of their employment. This study might contribute to social change by providing business leaders in academic nursing environments with valuable insights related to employee retention that can lead to enhanced sustainability, improved organizational growth, and increased profitability, which might promote prosperity for local families and the community.
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Pearson, Robert William. "Academic identity in a performative and marketised environment : a comparative case study." Thesis, University of Nottingham, 2015. http://eprints.nottingham.ac.uk/30612/.
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This thesis reports a study of academic identity in two English universities of different type and status during the period 2012 to 2013. It explores the effects on academic identity of policy developments which have reconfigured the relationship between academics, students and government since the late 1970s. These developments have resulted in a change to the university working environment from one in which academics enjoyed relative autonomy in their academic practice, to one in which work is increasingly directed by externally imposed performative and marketised priorities. The most recent policy developments were introduced by the 2010 UK Conservative Liberal Democrat Coalition Government and included major changes to the funding of university education in England. This has resulted in the withdrawal of government funding for non-laboratory based disciplines, the tripling of tuition fees to £9,000 per annum, and the transferal of the burden of funding from the state to students. Within this context this thesis aims to provide insights into the impact of performative and marketised policies on academic identity. In-depth interviews were conducted with twenty academics in the arts and humanities disciplines at two contrasting English universities: a ‘new’ university, which was a teaching-intensive and locally focussed Post-1992 institution; and an ‘old’ university, which was a research-intensive and globally focussed Pre-1992 institution. These universities were chosen because they represented contrasting types of English university in a stratified system. Anthony Giddens’ theories of structuration and identity formation have been adopted as a theoretical framework to underpin the research design and subsequent analysis. His theory of structuration has been used because it allows investigation of the relationship between structure and agency in academic identity formation in the contemporary university. Several themes emerged from the interview data, highlighting common threads as well as divergences between the academics in the two different universities. It was found that all the academics are able to construct positive narratives of academic identity within the performative and marketised environment. These findings challenge a body of literature which presents a pessimistic view of the opportunities for academic identity formation in the contemporary environment. However, this positive identity is sensitive to environmental influences, with a key point of divergence for the two groups of academics being the freedom and opportunity to engage in scholarly research at their respective universities. Within this policy environment some academics in the teaching-intensive university were therefore faced with the choice of adapting their academic identity or of fostering a feeling of inauthenticity. These findings have important implications for universities and government in terms of the implications for academic practice, the relationship between academics and students, and conceptions of the purposes of higher education.
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Shea, Kevin Peter. "The effects of combat related stress on learning in an academic environment." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/6683.
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Doctor of EducationDepartment of Educational Leadership
Sarah Jane Fishback
This qualitative case study described the incidence of stress in the lives of Army officers, and its effect on their learning experiences at the Army‘s Command and General Staff College (CGSC). It described the experiences of officers who have completed multiple combat deployments and coped with the effects of combat related stress in an academic environment. The study further illuminated a number of issues surrounding combat related stress and learning, and framed them using the words of the eleven United States Army Command and General Staff College student participants. This qualitative case study combined the interviews of the eleven students with other members of the Fort Leavenworth, Kansas Army community to include an Army psychiatrist, a Department of Army civilian psychologist, a CGSC faculty focus group, and an Army chaplain. All of the Army officers in the study are combat veterans with an average of over 23 months of combat. This case study confirmed that being in an academic environment increased the stress levels of even combat veterans. This research further confirmed levels of anger, alcohol usage, and sleeplessness among CGSC students and its effect on their learning. It identified the impact of transitions, dual enrollment, and social functioning in family settings, as well as confirming that there is still a continued stigma associated with Soldiers seeking assistance for mental health. The stigma is exacerbated by inaccurate reporting and a culture that reflects a lack of support within certain levels of the service. This study contributes to the current body of knowledge and provides additional information and insights on the effects of combat related stress on learning. Finally, this study is relevant, germane, and timely given the number of Soldiers who have been repeatedly exposed to combat operations. This exposure to combat exponentially increases the incidence of combat related stress in their lives.
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Karakoti, Ajay. "Tuning the properties of nanomaterials as function of surface and environment." Doctoral diss., University of Central Florida, 2010. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/4688.
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It is demonstrated that in this PEGyltaed CNPs system, the PEG essentially forms a complex with CNPs in the presence of hydrogen peroxide to facilitate this electron transfer process. The superoxide dismutase (SOD) and catalase mimetic ability of CNPs is described and special emphasis is given to its biocompatibility. The second half of the thesis emphasizes the role of synthesis and surface modification in influencing the catalytic performance of cerium oxide modified titanium dioxide catalysts for decomposition of methanol. Noble metals supported on oxide nanoparticles have been an area of active research in catalysis. It is demonstrated that the modification of surface of the oxide nanoparticles by noble metals is a function of the synthesis process. By keeping the size of the nanoparticles constant, it was demonstrated that the differences in the oxidation state of noble metals can lead to change in the activity of noble metals. This contribution adds to the already existing controversy in the open literature about the role of the oxidation state of platinum in catalysis. The core level shifts in the binding energy of the 4f electrons of platinum was used as a guide to the gauge the oxidation state. Results from an in-house built catalytic reactor coupled to mass spectrometer and in-situ diffuse reflectance infra-red spectroscopy are used to quantify the catalytic performance and identify the mechanism of reaction as well as products of methanol decomposition.; Nanotechnology has shaped the research and development in various disciplines of science and technology by redefining the interdisciplinary research. It has put the materials science at the forefront of technology by allowing the researchers to engineer materials with properties ranging from electronics to biomedical by using materials as diverse as ceramics to just plain carbon. These exceptional properties are achieved by minimizing the dimension of particles in such smaller domains that the boundary between the individual atoms, ions or cluster of particles is very small. This results in a change in conventional properties of particles from continuum physics to quantum physics and hence the properties of nanoparticles can be tuned based upon their size, shape and dimensionality. One of the most apparent changes upon decreasing the particle size is the increase in surface area to volume ratio. Thus nanoparticles possess greater tendency to interact with the environment in which they are present and similarly the environment can affect the properties of nanomaterials. The environment here is described as the immediate solid, liquid or gaseous material in immediate contact with the external surface of the nanoparticles. In order to control the physico-chemical properties of nanoparticles it is important to control the surface characteristics of nanoparticles and its immediate environment. The current thesis emphasizes the role of tuning the surface of nanoparticles and/or the environment around the nanoparticles to control their properties. The current approach in literature uses nanoparticles as a platform that can be used for a myriad of applications by just changing the surface species which can tune the properties of nanoparticles. Such surface modification can provide nanomaterials with hydrophilic, hydrophobic, biocompatible, sensing, fluorescence and/or electron transfer properties.; The current thesis demonstrates the interaction between nanoparticles and the environment by changing the surface characteristics of nanomaterials through the use of oxide nanoparticles as examples. The first part of the thesis discusses the synthesis, modification and properties of cerium oxide nanoparticles (CNPs), a versatile material used in wide range of applications from catalysis to glass polishing, for their potential use in biomedical applications as a function of medium. The thesis starts by projecting the effect of environment on the properties of nanomaterials wherein it is shown that simple medium, such as, water can influence the optical properties of nanoparticles. It was shown that the strong polarizing effect of water on the non-bonding f electrons can cause a blue shift in the optical properties of CNPs as a function of increase in trivalent oxidation state of cerium in CNPs. This phenomenon, contradictory to existing literature in solid state where a red shift is observed upon increasing the trivalent oxidation state of cerium in CNPs, is purely attributed to the medium-inflicted change in properties of nanoparticles. This concept is built upon in the first half of thesis by increasing the colloidal stability of nanoparticles by surface and/or medium modification. It is shown that the narrow range of pH in which the colloidal CNPs are stable can be extended by changing the medium from water to polyhydroxy compounds such as glucose and dextran. The synthesis was designed specially to avoid the traditional precipitation and re-dispersion strategy of synthesis of nanoparticles to preserve the surface activity. The complex forming ability of cerium with polysaccharides was employed to synthesize the CNPs in a one step process and the pH stability of the NPs was extended between 2.0 to 9.5.; The difference in the complexing ability of the monomer - glucose and its anhydro glucose polymer - dextran is reflected in the ability of cerium to form super-agglomerates with the monomer while anhydro gluco polymer forms extremely disperse 3-5 nm nanoparticles through steric modification. It is shown that the antioxidant activity of nanoparticles remain unchanged by surface modification by demonstrating the cycling of the oxidation state of cerium in CNPs, with time, through hydrogen peroxide mediated transition of oxidation states of cerium. It is demonstrated that the polymeric coatings, generally considered as passive surface coatings, can also play an active role in tuning the properties of nanomaterials and increasing their biocompatibility as well as bio-catalytic activity. It is demonstrated that the antioxidant activity of CNPs can be increased as a function of polyethylene glycol (PEG) while the biocompatibility is unaltered due to the biocompatible nature of PEG. The antioxidant activity of CNPs involves an electron transfer (ET) from the CNPs to the reactive oxygen species or vice versa. This heterogeneous ET system is further complicated by the presence of surface adsorbed species. Interfacial charge/electron transfer (ET) between a particle and adsorbed (or covalently bonded) molecule presents significant complexity as it involves a solid state electron transfer over long distance. Unlike a free ion, in solid state, the conducting electrons can be temporarily trapped by the coupling lattice sites. Adsorption/attachment of surface species to nanoparticle can disturb the electronic levels by further polarizing the electron cloud thereby localizing the electron and facilitating the charge transfer. Such an interfacial electron transfer between NPs and adsorbed organic species can be compared to the single electron transfer carried by organometallic systems with a metal ion core modified with electron delocalizing porphyrin ligands.ID: 028732931; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Thesis (Ph.D.)--University of Central Florida, 2010.; Includes bibliographical references.
Ph.D.
Doctorate
Department of Mechanical, Materials and Aerospace Engineering
Engineering and Computer Science
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Michaelis, Jessica. "The Restorative Effects of Color and Environment Type on Cognitive Functioning." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5828.
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Although individuals have limited directed attention capabilities, it has been shown that exposure to natural environments elicit cognitive restoration (i.e. Berman, 2008). It has also been shown that individuals prefer blue and green colors because they are relaxing and prompt happy feelings (Guilford & Smith, 1959; Mahnke, 1996; Wexner, 1954). The question however, is what aspects of nature elicit these effects: is it the natural colors, the environmental setting, or both? The present experiment will examine the effects of color (Blue, Green, Black and White, & Natural) and environmental setting (Urban, Foliage, & Aquatic) on measures of attention, short term memory, and mood. Additionally, this study was designed to replicate the findings of Berman et.al 2008, all while rigorously controlling for the pictorial content of its manipulation. Due to the exploratory nature of this study, no specific hypotheses were made. However, the goal of this research was to “tease apart” the effects of color and environment on the restoration of cognitive abilities. One hundred and nineteen non-color blind individuals completed pre and post tests for the State Trait Anxiety Inventory (Form Y-1), Backwards Digit Span, and the Attention Network Task and viewed one of the twelve color/environmental setting picture sets between the pre and posttests. Results of the 2x3x4 Mixed ANOVAs do not support past research which suggests that natural environments are restorative in nature.M.S.
Masters
Psychology
Sciences
Modeling and Simulation
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Taylor, Grant S. "Comparing Types of Adaptive Automation within a Multi-Tasking Environment." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5527.
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Throughout the many years of research examining the various effects of automation on operator performance, stress, workload, etc., the focus has traditionally been on the level of automation, and the invocation methods used to alter it. The goal of the current study is to instead examine the utilization of various types of automation with the goal of better meeting the operator's cognitive needs, thus improving their performance, workload, and stress. The task, control of a simulated unmanned robotic system, is designed to specifically stress the operator's visual perception capabilities to a greater degree. Two types of automation are implemented to support the operator's performance of the task: an auditory beep aid intended to support visual perception resources, and a driving aid automating control of the vehicle's navigation, offloading physical action execution resources. Therefore, a comparison can be made between types of automation intended to specifically support the mental dimension that is under the greatest demand (the auditory beep) against those that do not (the driving automation). An additional evaluation is made to determine the benefit of adaptively adjusting the level of each type of automation based on the current level of task demand, as well as the influence of individual differences in personality. Results indicate that the use of the auditory beep aid does improve performance, but also increases Temporal Demand and Effort. Use of driving automation appears to disengage the operator from the task, eliciting a vigilance response. Adaptively altering the level of automation to meet task demands has a mixed effect on performance and workload (reducing both) when the auditory beep automation is used. However, adaptive driving automation is clearly detrimental, causing an increase in workload while decreasing performance. Higher levels of Neuroticism are related to poorer threat detection performance, but personality differences show no indication of moderating the effects of either of the experimental manipulations. The results of this study show that the type of automation implemented within an environment has a considerable impact on the operator, in terms of performance as well as cognitive/emotional state.ID: 031001412; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: James L. Szalma.; Title from PDF title page (viewed June 13, 2013).; Thesis (Ph.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 93-104).
Ph.D.
Doctorate
Psychology
Sciences
Psychology; Human Factors Psychology
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Swiden, Wick RoseAnn. "Personality and interpersonal aspects of the work environment." Honors in the Major Thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/917.
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Workplace arrogance has emerged as a research focus area for many industrial-organizational psychologists. Employees who demonstrate arrogance tend to demonstrate poor job performance, executive failure and poor overall organizational success. The present study investigates arrogance measured by the Workplace Arrogance Scale (WARS: Johnson et al., 2010) in relation to the Honesty Humility facet of the HEXACO Personality Index-Revised (HEXACO PI-R: LEE & Ashton, 2004). A total of 273 participants completed the WARS and HEXACO PI-R Honesty-Humility Facet of the HEXACO. Results show significant, strong negative correlations between the Honesty-Humility subfacets and the overall Honesty Humility facet score with the WARS scores. These findings indicate that workers high in arrogance lack important honesty-humility characteristics. Once we fully understand the complex mixture of personality traits that make up workplace arrogance, we can begin to screen for it in the hiring process and develop ways to better address it in the workplace.B.S.
Bachelors
Sciences
Psychology
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Cady, Julie. "The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools." Doctoral diss., University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5613.
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The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test&"174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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Buhl, Christian M. "Implementation and validation of physical control interfaces in a virtual environment." Honors in the Major Thesis, University of Central Florida, 2000. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/185.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Engineering
Computer Engineering
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Davis, Gloria Jean. "The Perceptions of Recent Business Graduates of The Transition Experience From The Collegiate Environment to The Work Environment." UNF Digital Commons, 2010. http://digitalcommons.unf.edu/etd/204.
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This qualitative study represents an examination of the perceptions of 18 recent business college graduates of their transition experiences from college to the workplace. The participant’s ages ranged from 23 to 28 years including 4 males and 14 females of diverse racial and ethic groups. One-on-one, semi-structured, open-ended interviews were the primary method for data collection. Using excerpts from the participants’ interviews, the data were examined and analyzed using content analysis (Patton, 2002) and educational criticism (Eisner, 1998). The data were organized into three main topics: the importance of organizational socialization, the complexity of mentoring in the workplace, and the continuation of young adult development. The findings include the newly hired graduates’ feelings regarding the support received from educators and employers in their transition into the workplace, what should be done to assist them in the transition process, and their continued optimism about their futures with their employers and their desire to succeed.
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Schluep, Samuel. "Modularization and structured markup for web-based learning content in an academic environment /." [S.l.] : [s.n.], 2005. http://e-collection.ethbib.ethz.ch/show?type=diss&nr=16062.
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Dietzman, Tina M. "The role of parental support in the home environment and student academic achievement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dietzmant.pdf.
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Elferjani, M. "Development of training programmes provided for academic staff of Libyan universities." Thesis, University of Salford, 2015. http://usir.salford.ac.uk/34878/.
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This study examines the implementation of Training Programmes (TPs) for the academic staff (AS) in Libyan Universities (LUs), where AS are key members of this community and supporting their continuing professional development to underpin excellence in learning and teaching is a high priority. A comprehensive analysis of the problems linked to the implantation of TPs in Libyan institutions is performed. It is obvious the pronounced TPs gap between Libya and the developed world due to social, political and economic conditions in an Arab countries where the primary delivery educational model is essentially traditional. Then possible ways of implementing successfully TPs in Libyan educational institutions by considering successful UK examples. This study identify the necessary factors for the affective implementation of training programmes in order to improve the performance of academic staff of Libyan universities. A single case study approach is adopted within one institution which is Tripoli University (UoT). The methodology used in the research had quantitative and qualitative. This study analyses data collected through a questionnaire with the holders of the Postgraduate Certificate in Higher Education (PGCHE) in select fourteen UK universities in order to investigate their opinion and perception about this Certificate, followed by four semi-structured interviews with the PGCHE holder in order to clarify their ideas and with three academic providers of such TPs to obtain more information from different viewpoints. In addition, semi-structured interviews undertaken with 31 AS from UoT in Libya. This study makes contributions to knowledge in: a) attempted to bridge the gap in knowledge within the HE sector by providing an empirical understanding of the phenomenon within this sector; b) the identification of barriers to the implementation of TPs which led to; narrowing the gap in the knowledge in the field of academic training about implementation-barriers in HE in general that has never been explored before ; c) identifies issues around the improvement of existing universities in Libya and the development of future Libyan universities; d) it also leads to the potential identification 2 of ways that could improve HE in Libya and lead to education quality improvements for Libyan society; e) The recommendations of this research could aid the Libyan government to identify changes necessary in the Libyan HEIs in general so that they achieve the level of their counterparts in the developed countries; f) identification of the key factors affecting the implementation of TPs in LUs has helped in preparing the framework provided by the researcher at the end of this thesis, which could be used towards remedying the problems affecting TPs in LUs.
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Boysen, Colby James. "Teachers and Cheating: The Relationship Between the Classroom Environment and High School Student Cheating." Digital Commons at Loyola Marymount University and Loyola Law School, 2007. https://digitalcommons.lmu.edu/etd/250.
Full textAbstract:
Academically dishonest behaviors pose a major threat to education. High rates of cheating have been reported at all levels of education, and by most accounts seem to be on the rise. Classroom environment research has demonstrated that environments created by classroom teachers have a significant impact on many aspects of education. Using a mixed methods approach, the current study investigated the relationship between cheating and the high school classroom environment. Quantitative data were collected from two surveys. The Academic Integrity Survey (AIS) asked students to self report cheating behaviors, and the Classroom Environment Scale (CES) asked students about their perceptions of the classroom environment. Qualitative data were collected from classroom observations and student interviews. The results of this study indicate that the classroom environment is significantly related to student cheating; the more positive the environment, the less students will cheat. Regression analyses indicated that 2 CES subscales, order and organization and involvement, were negatively related to student cheating and explained 40% and 23% of the variance respectively. The regression analyses also indicated that 3 other study variables, school sports participation, after school employment, and grade level were positively related to student cheating and explained 15%, 12%, and 11% of the variance, respectively. Qualitative analyses yielded 5 major findings. It was found that students cheat more in environments where students are not involved, that lack order and organization, and that lack teacher control. Students cheat more when their teachers are oblivious and are not respected, and larger systemic issues are related to student cheating behaviors. This study represents rare attempts to access the student perspective on cheating as well as to understand teachers’ role in student cheating. This study concludes that teachers can reduce the rates of cheating in their classes by improving their classroom environments, especially in the areas of order and organization and student involvement, and by increasing their use of authentic standards based assessments. However, most of these improvements will only impact students’ opportunity to cheat. Educators will have a difficult time affecting students’ desire to cheat until larger systemic problems with the current educational system are addressed.