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Title: Training your air navy.
Author: Naval Air Station Pensacola (Fla.), PALMM (Project)
Date Issued: [1957], 1957, 1957
Identifier: AAB0748QF00005/18/200401/13/200516465BfamIa D0QF, ONIWF192- 6, FHP S WF 2004-05-18, FCLA url 20040602, WF00000162, 2612932, uwf:16222
Format: E-book

Title: The impartial inquirer: being a candid examination of the conduct of the President of the United States, in execution of the powers vested in him, by the act of Congress of May 1, 1810, to which is added, some reflections upon the invasion of the Spanish territory of West-Florida.
Author: Lowell, John, PALMM (Project)
Identifier: 07014139, AAA6374QF00005/28/200301/27/200414241BfamI D0QF, BN2517 - 56973, FCLA url 20030609, FHP C WF 2003-05-28, WF00000122, 2601927, uwf:11046
Format: E-book

Title: Grant of lands to the state of Florida: February 16, 1900, committed to the Committee of the Whole House on the state of the Union and ordered to be printed : Mr. Kleberg, from the Committee on the Public Lands, submitted the following report : 56th Congress, 1st session, report no. 345.
Author: United States, PALMM (Project)
Date Issued: 1900>, 1900, 1900
Identifier: AAA1475QF00011/17/200007/18/200319523BnamIa D0QF, FCLA url 20010918, FHP C WF 2000-11-17, WF00000032, 2588826, uwf:46935
Format: E-book

Title: A reminiscent story of the great civil war First second paper : a personal experience: Volume II: Second Paper: First paper : a personal experience.
Author: Baker, Henry H., PALMM (Project)
Date Issued: 1911
Identifier: AAA4672QF00007/10/200208/28/200313216BnamIa D0QF, FHP C WF 2002-07-10, FCLA url 20020730, SNWF000008_0002_000, 2422735, uwf:16615
Format: E-book

Title: A reminiscent story of the great civil war First second paper : a personal experience: Volume I: First Paper: First paper : a personal experience.
Author: Baker, Henry H., PALMM (Project)
Date Issued: 1911
Identifier: AAA4672QF00007/10/200208/28/200313216BnamIa D0QF, FHP C WF 2002-07-10, FCLA url 20020730, SNWF000008_0001_000, 2422680, uwf:16590
Format: E-book

Title: Rube Burrow of sunny Alabama: the true story of the prince of train robbers to capture whom the Southern Express Company spent $20,000 and kept an army of detectives in three states for four years.
Author: Ward, William., PALMM (Project), Arthur Westbrook Company
Date Issued: [1900?], 1900, 1900
Identifier: AAA5005QF00008/30/200203/20/200315117BnamIa D0QF, FHP C WF 2002-09-26, FCLA url 20020926, WF00000106, 2594460, uwf:7254
Format: E-book

Title: Morning report of the Sixth Florida Regiment, C.S. Army, commanded by Colonel J.J. Finley.
Author: Finley, J. J., PALMM (Project)
Abstract/Description: The entries are dated from May 27 to November 18, 1862. The regiment was first stationed at the Appalachicola Arsenal, Chattahoochee, Fla., then was sent to Camp Kirby Smith, Knoxville, Tenn., arriving on June 30, 1862. On September 3, the regiment was in Richmond, Kentucky and proceeded to a camp near Frankfort (September 14) and Salvisa, Kentucky (October 7), Blamscoop Road,Eastern Tennessee (October 28) and a camp near Cumberland Gap (November 8).
Date Issued: 1862
Identifier: AAA0775QF00012/01/199910/01/200222791BnamIa D0QF, FCLA url 20010517, FHP C WF 1999-12-01, WF00000007, 2586284, uwf:1166
Format: E-book

Title: Letters, 1862-1864.
Author: Bludworth, Timothy W., Bludworth, Hester Ann Brigman., PALMM (Project)
Abstract/Description: Letters of Timothy W. Bludworth written to his wife Hester Ann Brigman Bludworth of Walton County, Florida, from battle sites in Chattanooga, Tennessee and Petersburg, Virginia. Floridians in the Civil War. Some letters have been transcribed, some may need to be. Part of William Henry Watson Family.
Date Issued: 1862, 1864
Identifier: AAA0776QF00012/02/199910/01/200222790UnpmIa D0QF, FCLA url 20010315, FHP C WF 1999-12-02, WF00000001, 2585484, uwf:921
Format: E-book

Title: The purchase of Florida: its history and diplomacy.
Author: Fuller, Hubert Bruce, PALMM (Project)
Date Issued: 1906
Identifier: 06032122, AAA6370QF00005/28/200301/27/200414264BfamI D0QF, FHP C WF 2003-05-28, FCLA url 20030609, WF00000125, 2602843, uwf:11483
Format: E-book

Title: Two wars: an autobiography of General Samuel G. French : Mexican War : war between the states, a diary : reconstruction period, his experience : incidents, reminiscences, etc.
Author: French, Samuel Gibbs, PALMM (Project)
Date Issued: 1901
Identifier: AAA1477QF00011/22/200007/18/200318477BnamIa D0QF, FCLA url 20011120, FHP C WF 2000-11-22, WF00000041, 2590353, uwf:3350
Format: E-book

Title: Increasing reading motivation among fourth-grade students in Title I elementary schools.
Author: Blake-Griffin, Crystal Dawn
Abstract/Description: Children's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the...
Show moreChildren's motivation to read decreases as they advance in grade level to upper elementary school. Only 35% of America's fourth-grade students achieved reading proficiency. There is a need for increased reading motivation; teachers can influence students' motivation to read with certain instructional practices. This qualitative interpretive case study explored how teachers increased students' reading motivation by implementing specific instructional strategies based on the constructs of the self-determination theory (SDT): autonomy, competence, and relatedness. According to Deci and Ryan (1985b), satisfying these three SDT constructs fulfills the basic psychological needs of students and determine their behavior as well as their motivation to complete tasks such as reading. The researcher conducted this qualitative interpretive case study in three Title I schools in one school district in the Southeastern United States. Participants were three fourth-grade teachers selected for exemplary implementation of motivational, instructional practices while maintaining achievement standards. The researcher collected qualitative data using two interviews with each teacher and two observations of instructional practices in each classroom. The researcher found that the a-priori strategies that addressed autonomy were choice, authentic tasks, and providing a rationale. Strategies that addressed relatedness were collaborative learning and relationships, and those that addressed competence were positive feedback, providing appropriate challenges with scaffolds, and time for self-selected reading. The emergent strategies were technology and reading, which addressed all three constructs. The researcher believes additional studies are necessary to learn more about how technology can address students' needs for relatedness, autonomy, and competence to motivate students to read.
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Date Issued: 2020, 2020
Identifier: 1233323326, WFE0000750
Format: Document (PDF)

Title: Nonnative accent bias in high school: an interpretative phenomenological analysis.
Author: Roberts, Sarah Kay
Abstract/Description: A problem exists in the inequitable opportunities experienced by nonnative accented students in terms of academics, belongingness, and self-efficacy because of accent bias in the United States high schools. The purpose of this qualitative interpretative phenomenological analysis was to explore accent bias for nonnative-accented students in a high school located in the Southeastern United States. Social identity theory was used as a framework to organize and understand aspects of accent bias...
Show moreA problem exists in the inequitable opportunities experienced by nonnative accented students in terms of academics, belongingness, and self-efficacy because of accent bias in the United States high schools. The purpose of this qualitative interpretative phenomenological analysis was to explore accent bias for nonnative-accented students in a high school located in the Southeastern United States. Social identity theory was used as a framework to organize and understand aspects of accent bias for students. Six high school seniors who self-identified as speaking English with a Haitian Creole accent or a Spanish accent were chosen to participate in observations, individual interviews, and journal writing to explore accent bias experiences in this study. Based on its commitment to context and idiographic detail, interpretative phenomenological analysis (IPA) was chosen to be the methodological subtype to make sense of the participants' experiences. The first conclusion was that the participants subscribed to common accent myths which placed a disproportionate amount of responsibility and blame for poor communication on them. Another major conclusion from this study was that these nonnative-accented students perceived explicit forms of accent bias more easily than implicit forms and often denied the existence of both. Third, the participants responded to accent bias through silence. The three major findings that may relate to accent may be an observable characteristic that is to categorize individuals and compare social groups. This research study illuminates new and varied opportunities for future research on accent bias in educational contexts.
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Date Issued: 2020, 2020
Identifier: 1233323062, WFE0000749
Format: Document (PDF)

Title: Instructor intent to integrate online collaborative activities: a case study.
Author: Valaitis, Karen Lynn
Abstract/Description: Online higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative...
Show moreOnline higher education has expanded over the last decade to meet workforce needs for job placement in areas such as healthcare. Collaborative activities are a method used in higher education to develop the higher-order skills that students need to succeed in today's workforce. However, instructors have continued to make the integration of online collaborative activities a low priority. The purpose of this qualitative case study was to explore instructor intent to integrate collaborative activities in online undergraduate courses preparing students in the field of healthcare. Participants were a purposefully selected sample of 10 undergraduate instructors in healthcare who were not integrating online collaborative activities at the time of the study. The sources of data were one-on-one interviews, a focus group interview, and document research. The theory of planned behavior provided the framework to align the purpose of the study and the research questions. The theory of planned behavior assumes a person's intentions accurately predict a corresponding behavior, and the factors influencing their intent include personal attitude, subjective norms, and perceived behavioral control. The findings demonstrate that instructors had a negative intent to integrate online collaborative activities, and the primary areas of influence were personal attitude and subjective norms. Major conclusions include the fact that instructors believe collaborative activities do not achieve the intended outcomes and are more difficult for instructors to manage online than in face-to-face courses. Future research should explore whether strategies directed at changing these beliefs alter the intent to integrate online collaborative activities.
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Date Issued: 2020, 2020
Identifier: 1202267738, WFE0000725
Format: Document (PDF)

Title: New Jersey PK-12 principals' sensemaking of their experiences with environmental sustainability efforts.
Author: Mendez, Cluny Christine
Abstract/Description: Environmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made...
Show moreEnvironmental sustainability is a growing concern around the world and an issue in many organizations. In schools, many principals have implemented environmental sustainability programs for students. However, it is unclear if the principals have created successful environmental sustainability programs while managing their demands and responsibilities. The purpose of this qualitative descriptive case study was to explore how select PK-12 school principals from a New Jersey school district made sense of their experiences with environmental sustainability efforts in their schools. The qualitative case study methodology enabled the researcher to develop a holistic portrayal of the bounded phenomenon of environmental sustainability efforts in education. The study had a theoretical framework of the sensemaking theory by Karl Weick. The sensemaking theory's seven constructs were the means of structuring the research questions: constructing identity, retrospective, enactment, social, ongoing, extracted cues, and plausibility. Semistructured interviews with five principals from the selected New Jersey PK-12 school district and document analysis were the data collection methods. Scholars and policymakers could use the study's findings to inform theory, policy, and practice. The study could contribute to the enlistment of people passionate about environmental sustainability, starting with small initiatives; spread environmental sustainability efforts through collaborative activities; and integrate ongoing environmental sustainability efforts in schools. Future researchers could look to gain the perspectives of other stakeholders, such as teachers and students, on this topic.
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Date Issued: 2020, 2020
Identifier: 1233864730, WFE0000754
Format: Document (PDF)

Title: Transformative learning within social work diversity education: a mixed methods study.
Author: Anzaldo, Lauren Marie
Abstract/Description: Recent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of...
Show moreRecent societal shifts underscore the importance of preparing social work students for effective practice with diverse populations. Lack of cultural competence among social workers is a problem that can negatively impact communities (Sue et al., 2009). Diversity education is thus a fundamental component of accredited social work graduate programs. The purpose of this convergent mixed methods study was to explore the transformative impact of diversity education on the cultural competence of graduate social work students at a public university in the Southeastern United States. Transformative learning theory, which addresses the change process in education (Mezirow, 1991), offered a framework to explore emergent cultural competence for one cohort of 49 full-time social work students selected as a case study. A convergent mixed methods design with an embedded case study approach offered a multifaceted understanding of participant experiences. Extant field assessment data served as a quantitative data source. Classroom observation and interviews provided qualitative data. Data sets were analyzed then merged and compared. A paired-samples, two-tailed t test indicated a statistically significant difference in mean cultural competence scores on the field assessment between midterm (M = 41.43, SD = 8.12) and final (M = 47.18, SD = 9.63); t(27) = -5.9, p < .01, d = 0.65. Thematic analysis of qualitative data revealed themes of developing cultural competence as well as constructs and phases that are associated with transformative learning. Integration and interpretation of quantitative and qualitative data offered an expanded understanding of emergent cultural competence within social work diversity education.
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Date Issued: 2020, 2020
Identifier: 1233653956, WFE0000753
Format: Document (PDF)

Title: Postgraduation residency plans of sub-saharan African doctoral students in the United States.
Author: Ayivor, Sandra
Abstract/Description: The international student population in the U.S. is rising annually. Upon graduation, the students make postgraduation residency decisions to remain in the U.S., return to their home countries, or move to a new destination. Research on international students' postgraduation plans points to various factors that influence a stay or go decision. However, research on postgraduation plans has not focused on doctorate recipients from sub-Saharan Africa. Consequently, educational, business, and...
Show moreThe international student population in the U.S. is rising annually. Upon graduation, the students make postgraduation residency decisions to remain in the U.S., return to their home countries, or move to a new destination. Research on international students' postgraduation plans points to various factors that influence a stay or go decision. However, research on postgraduation plans has not focused on doctorate recipients from sub-Saharan Africa. Consequently, educational, business, and government leaders lack information about this population that is crucial to address the effects of brain drain. This quantitative study adopted Lee's push-pull theory, which explains the push, pull, intervening, and personal factors that influence migration, to examine the postgraduation residency plans based on sex, age, marital status, dependent status, field of study, and economic classification of country. The responses to the Survey of Earned Doctorates (SED) were analyzed using Chi-square and logistic regression tests to answer the research questions. The results indicate that, on average, 60% of all sub-Saharan African doctorate recipients plan to reside in the U.S. postgraduation. Furthermore, the variables were statistically significantly associated with postgraduation residency plans. Age, marital status, dependent status, and economic classification of the country of origin were significant predictors of postgraduation residency plans of sub-Saharan African doctorate recipients. Leaders in sub-Saharan Africa and the United States can use the results for student support services and employment-related decisions. Future research should consider employing longitudinal research, mixed methods designs, and include other variables that may provide comprehensive knowledge of the factors that influence postgraduation residency plans.
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Date Issued: 2020, 2020
Identifier: 1201541186, WFE0000710
Format: Document (PDF)

Title: The barriers to obesity prevention or elimination in Libya: A phenomenological analysis.
Author: Elrashid, Abubaker Moh
Abstract/Description: Obesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose...
Show moreObesity prevalence in Libya has dramatically increased in the last three decades from 12.6% in 1984 to 30.5% in 2009 and from 36.10% in 2010 to 47.4% in 2019. High rates of obesity put Libyans at risk for contracting diseases, including cardiovascular disease, liver disease, diabetes, and cancer. These obesity-related health conditions ultimately affect national development as the Libyan government allocates much of the healthcare budget to the treatment of obesity comorbidities. The purpose of this qualitative phenomenological study is to explore the perceptions of select U.S. Libyan immigrants about the barriers to preventing or eliminating obesity in Libya. The researcher framed the study using the health belief model (HBM; Hochbaum, 1958; Rosenstock, 1974a). The HBM has six main concepts. Perceived barriers, a concept of the model, guided the development of the research questions. The researcher collected interview data from 10 Libyan immigrants in the United States. The study's findings include a perceived inability of current health education to create awareness about addressing the barriers to obesity prevention or elimination among Libyans. Per the findings, health education regarding obesity is not a priority for Libyans because they do not consider obesity to be a disease. The findings of this study have implications for raising awareness about obesity through primary healthcare. The study may also influence policies relative to the adoption of health education programs that will enforce prevention or elimination rather than treatment of health conditions such as obesity in Libya.
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Date Issued: 2020, 2020
Identifier: 1202001229, WFE0000713
Format: Document (PDF)

Title: An examination of ethnocultural empathy in campus policing.
Author: Vaughn, Stefan Wayne
Abstract/Description: The quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police...
Show moreThe quantitative study examined diversity training and police service differences on levels of ethnocultural empathy among Florida's public university campus police officers. Enrollment in Florida's public universities has increased markedly along all social, cultural, and racial lines during the last decade (State University System of Florida [SUS], 2017). As such, campus police officers must interact more routinely with members of various minority groups. Relationships between police officers and minority members have long been strained by a myriad of social, political, and economic issues (Clayton, 2018). As a result, campus police officers must maintain cultural competence to promote positive relationships within these diverse campus communities (Moule, 2012). The researcher used the model of ethnocultural empathy (MEE) as a conceptual lens to examine the topic (Wang et al., 2003), along with the Scale of Ethnocultural Empathy (SEE) to collect data relating to ethnocultural empathy levels (Wang et al., 2003) among a small sample (n = 37) of police officers from five public universities in Florida. Ethnocultural empathy is the model's singular concept. Statistical testing compared group differences using independent samples t-tests. The results identified a statistically significant difference relating to an ancillary factor but not in relation to diversity training or police service. The conclusions drawn from the study infer heightened supervisor interest in diversity training development, demographic underrepresentation in Florida's campus police departments, and the need to standardize diversity training curriculum for campus police officers in Florida. The study has implications for researchers, campus police administrators, police trainers, and campus stakeholders.
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Identifier: 1130061083, WFE0000679
Format: Document (PDF)

Title: Effects of 4-H youths' prosocial development on academic achievement in north Florida counties.
Author: Hancock, Emily Baxter
Abstract/Description: Placing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's...
Show morePlacing youths' academic achievement over prosocial skill development is stunting youths' social and emotional growth. Research shows that the 4-H youth organization promotes prosocial skill development in youth. The purpose of this cross-sectional correlational study was to examine the relationship between the intensity of participation in a 4-H youth program and the development of prosocial behavior in nine to 12-year-olds in three North Florida counties. The research is framed by Arnold's 4-H thriving model which operationalizes the outcome variables that contribute to positive youth development. The researcher used Bronfenbrenner's ecological systems theory to support Arnold's model. The researcher sampled public school, 4-H youth from three North Florida counties between the ages of nine and 12. A convenience sample of 4- H youth (N = 72) completed the Bridge-PYD survey to evaluate their presentation of positive development while the 4-H leaders and corresponding classroom teachers completed the Child Trends Survey to reveal youths' prosocial presentation in the two environments. Included in the data collection are measures of youths' most recent reading and math scores on the Florida Standards Assessments (FSA). Moderation analysis demonstrated a significant moderation effect, p < .001, indicating that the relationship between prosocial development and academic achievement is moderated by the intensity of 4-H participation. The results conclude that North Florida 4-H youths presented high prosocial skill development in addition to academic success as measured by the FSA. This study serves as a resource for youth development practitioners and an examination of current education mandates.
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Date Issued: 2020, 2020
Identifier: 1202024515, WFE0000715
Format: Document (PDF)

Title: Exploring the concepts of critical pedagogy in a university in Western Africa.
Author: Nkansah, Joan Nkansaa
Abstract/Description: Quality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university...
Show moreQuality education and appropriate training that students need to become relevant to society are lacking in many Ghanaian universities. The instructional delivery techniques in these universities do not expose students to critical thinking and the development of critical consciousness. However, studies have established that when students possess critical consciousness, they improve themselves and take actions that serve the best interest of society. The identified case is a private university in Ghana that has prioritized cultivating critical thinking skills and developing critical consciousness within students. The strategies for teaching and learning at this university bear similarity with the principles of critical pedagogy. These strategies do not only set the institution apart from other universities but reflect in students' academic and career excellence. The purpose of this qualitative descriptive case study, therefore, was to explore how the concepts of critical pedagogy inform the instructional delivery methods in the university. The study employed critical pedagogy as the conceptual framework with research questions emerging from the concepts (i.e., problem-posing education, teacher and student roles, praxis, dialogue) as well as the study's problem and purpose. Eleven purposefully selected participants provided an in-depth illumination of the subject matter. The study's findings revealed that the concepts of critical pedagogy inform the instructional delivery methods in the institution through problem-based curricula content, entrepreneurial skill development, collaborative education, and leadership skill development. The study has policy implications. The findings provide resourceful information to educational leaders on future curriculum and instructional design that are appropriate for individual and national development.
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Date Issued: 2020, 2020
Identifier: 1202267438, WFE0000724
Format: Document (PDF)

UWF Dissertations (15)	+ -
PALMM Florida Heritage Collection - UWF (10)	+ -
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Dissertations (9)	+ -
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