Many faculty on campus at UCF are actively engaged in SoTL Research. Below are some highlights of ongoing projects and a list of recent publications from faculty on campus doing SoTL work. E-mail the Faculty Center at email@example.com if you’d like your research to be featured here.
Dr. Mindi Anderson’s program of research focuses on the development and application of simulation and technology, which contributes to the advancement of the science of nursing. Her cumulative body of work surrounding simulation/technology relates to best practices. Much of her twelve years of research focuses on examination of outcomes of the use of simulation and technology in nursing education. Her multifaceted approach to best practices is based in the fundamentals of simulation which includes multiple simulation types/technologies: manikin-based, standardized or simulated patients (SPs), hybrid, computer-based/virtual/augmented reality, and distance/telehealth. Her goal is to determine and set the best practices in education through evaluation of participant outcomes (i.e., knowledge, confidence, effective nurse/patient/team communication, critical thinking, psychomotor skills, etc.). Comparison of one type of simulation over another and intra/interprofessional simulation are additional foci. Her research also includes aspects of the simulation experience, such as realism or debriefing, and care of vulnerable populations, as well as faculty development/standards in simulation. Her research has also led to the development of multiple tools applicable to the implementation and outcome evaluation of simulation pedagogy.
Dr. Jacqueline Towson’s scholarship of teaching and learning centers on building the capacity of individuals working with young children experiencing language impairments and those considered at-risk through empirical evaluation of innovative interventions and professional learning models. This research is focused on preparing practitioners to work in educational settings for children birth to five years. As early delays in language skills manifest in persistent difficulties in later reading, writing, and oral language, accompanied by the ongoing shortage of speech-language pathologists (SLPs), it is critical to establish innovative approaches and technologies to educate pre-service speech-language clinicians to work collaboratively with other stakeholders to implement evidence-based practices to improve outcomes for children. Given that children identified with language impairments and developmental delays and those at-risk present with unique profiles and environmental factors, it is critical to evaluate instructional methods best suited to prepare preservice SLPs and educators to deliver evidence-based practices across a variety of settings.
Dr. Towson’s first path of inquiry is through the examination of differentiated instruction and innovative technology (e.g., mixed reality simulation, Content Acquisition Podcasts) to allow students to be prepared to integrate essential knowledge and skills to impact positive change for children with language impairments and those at-risk. Second, Dr. Towson is developing and validating professional learning protocols for practitioners (pre/in-service) to implement effective interventions with fidelity. Third, she is interested in understanding the unique factors that predict success for graduate students in speech-language pathology programs and how those factors can best be quantified to improve the graduate admissions process in her field. In support of her work, Dr. Towson received the New Investigator Award through the American Speech-Language-Hearing Foundation and a grant from the Central Florida Foundation 100 Women Strong Giving Circle.
Dr. Su-I Hou’s scholarship of teaching and learning has focused on the impact of integrating service-learning pedagogy into student assessment, especially in core public health competencies areas such as program planning, implementation, and evaluation. Course-based service-learning pedagogy, providing valuable hands-on real-world experience, can deepen learning and before students enter internship or capstone phases. Dr. Hou has developed a number of validated instruments to measure the infusion of service-learning on student competency-based learning outcomes, including The Service-Learning Self-Efficacy Scale on Program Planning Competencies (SL-SEPP) and Program Development and Implementation Competencies (SL-SEPDI) (Hou, 2009; Hou, 2017). Dr. Hou has also conducted service-learning research among faculty in higher education. Her pioneer work of the web-based Faculty Service-Learning Belief Inventory (wFSLBI), published by the Michigan Journal of Community Service Learning, has been used by scholars internationally. This much needed measurement tool assesses adoption stages, as well as perceived pros and cons towards service-learning pedagogy for tailored faculty development programs (Hou, 2010).
Rates of anxiety and depression are on the rise among undergraduates and have become a concern among colleges and universities. My research focuses on how anxiety and depression affect students’ experiences in college science learning environments, such as active learning classrooms and undergraduate research experiences. In one study, we explored student anxiety in active learning science classrooms where students engage in their own learning through activities and discussion. We found that active learning can decrease student anxiety when students perceive that they learn better through active learning activities, but it can also increase student anxiety regarding social situations such as interacting with other students during groupwork or speaking out in front of the whole class. In another study, we explored how undergraduate research experiences affect students with depression. We found that students’ social connections, failing in science, getting help, receiving feedback, and the demands of research affected students’ depression. The goal of this work is to identify ways to make college science learning environments more inclusive for students with anxiety and depression.
Large classes tend, out of necessity, to be lecture-driven, which can make student engagement difficult. Digital learning can enhance student engagement in various ways. For example, small online discussions can increase interaction and participation. In one study, we compared the benefits of small group, large class, and online discussions and found that small-group discussions tend to have higher perceived benefits than large-class discussions and show some indicators of “democratizing” the classroom. In a separate study, we investigated the effect of preceptors on critical thinking skills in online classes and found that high-quality postings early on in a discussion have a positive effect on subsequent postings. Our work in this area was recognized by the Information Technology & Politics Section of the American Political Science Association with a Best Research Paper prize.
Kerstin Hamann, Hutch Pollock, Bruce Wilson
Faculty engaged in SoTL may receive recognition for their work by applying for the UCF-SoTL award. Information on applying for the award and the associated rewards is available on the Faculty Excellence website.
UCF Faculty SoTL Work
Many faculty members at UCF across a range of departments are doing SoTL research. Check out references for recent SoTL publications and presentations below.
Akiyama, Y., & Woodill, S. (2020). Integrating User-Centred Design Approaches for a Course Design Framework for Interdisciplinary Studies Teaching and Learning. Journal of Teaching and Learning, 14(1), 93-107.
Beile, P., deNoyelles, A., & Raible, J. (2020). Analysis of an open textbook adoption in an American History course: Impact on student academic outcomes and behaviors. College & Research Libraries, 81(4), 721-736. https://crl.acrl.org/index.php/crl/article/view/24437/32266
Hou, S.-I. (2020). Evaluating online courses via course-related competencies – A mixed-methods quasi-experiment evaluation study of an HIV Prevention Webcourses among college students. Journal of the Scholarship of Teaching and Learning, 20(1). https://doi.org/10.14434/josotl.v20i1.24645
Hou, S. (2020). Evaluating the effectiveness of an HIV Prevention Webcourses on reaching HIV related competencies – A mixed-methods quasi-experiment study among college students. Journal of Scholarships of Teaching and Learning, 20(1).
Reyes-Foster, B., & deNoyelles, A. (2020). Using Photovoice as a critical pedagogical tool in online discussions. Teaching and Learning Anthropology. https://escholarship.org/content/qt8t33s63b/qt8t33s63b_noSplash_0108a861410e49afea3916130984fa7d.pdf?t=qm4ita
Fung, C.H., Yin, J.J., Pressley, K., Duke, C., Chen, M., Liang, H., Fu, K., Tse. T.H., & Hou, S. (2019). Pedagogical demonstration of Twitter data analysis: A case study of World AIDS Day, 2014. Data 4, 84. https://www.mdpi.com/2306-5729/4/2/84.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2019). Age, gender, and student success: Mixing face-to-face and online courses in political science. Journal of Political Science Education. DOI: 10.1080/15512169.2018.1515636.
Glazier, R., Hamann, K., Pollock, P., & Wilson, B. (2019). What drives student success? Assessing the combined effect of transfer students and online courses.” Teaching in Higher Education. DOI: 10.1080/13562517.2019.1686701.
Hou, S. & Fetters, M.D. (2019). Mixed methods in public health research in Taiwan – Using visual diagrams to communicate complex design procedures, Health Care for Women International, 40 (5),515-526. DOI: 10.1080/07399332.2018.1516769. https://www.ncbi.nlm.nih.gov/pubmed/30484750.
Keiffer, M. (2019). Nurse practitioner student clinical placements: A rural community immersion. The Journal for Nurse Practitioners, 16(1), 1–4. DOI: 10.1016/j.nurpra.2019.10.002
Krsmanovic, M., Cox, T., & Johnson, D. J. (2019). Who improves most? The differences in first-year students’ learning attitudes and behaviors measured by college success factor index. Journal of the Scholarship on Teaching and Learning.
Mendez, J.P., Johnson, J.D., Azizova, Z.T. & Clark, M.H., & Krsmanovic, M. (2019). Widening the pathway to a degree: The impact of first-year seminar courses at an emerging Hispanic serving institution. Journal of First-Year Experience and Students in Transition.
Ortiz, E., Eisenreich, H., & Tapp, L. (in press, 2019). Physical and virtual manipulative framework conceptions of undergraduate pre-service teachers. International Journal for Mathematics Teaching and Learning, 20(1). http://www.cimt.org.uk/journal.
Stephens, S.H. (2019) “A narrative approach to interactive information visualization in the digital humanities classroom.” Arts and Humanities in Higher Education, 18(4), 416–429. DOI: 10.1177/1474022218759632
Zemack-Rugar, Y., Corus, C., & Brinberg, D. (2019). The academic response-to-failure scale: Predicting and increasing academic persistence post-failure. Journal of Marketing Education, Online First.
Donnelly, J., & Hernández, F. E. (2018). Fusing a reversed and informal learning scheme and space: student perceptions of active learning in physical chemistry. Chemistry Education Research and Practice, 19(2), 520-532.
Feldmann-Jensen, S., Hackerott, C., Knox, C.C., Ramsay, J., McEntire, D.A. (In Press). The Scholarship of Teaching and Learning in Emergency Management and Homeland Security: Trends, Gaps, Barriers, and Opportunities. Journal of Emergency Management.
Haupt, B., & Knox, C.C. (2018). Measuring Cultural Competence in Emergency Management and Homeland Security Higher Education Programs. Journal of Public Affairs Education, 24(4), 538–556.
Hou, S. (2018; online first 26 Oct 2017). A Taiwan Study Abroad program on Aging, Culture, & Healthcare. Educational Gerontology, 44(1), 18-27. https://doi.org/10.1080/03601277.2017.1386353
Hou, S. (2018). Using Social Media to Enhance Lessons Learned and Reflection on a Public Health Study Abroad Program to Taiwan. Proceedings of the 2018 International Conference on Education, Psychology, and Organizational Behavior, p.46-64 (ISBN 2521-7445).
Fetters, M.D., & Hou, S.* (2018). Mixed Methods Research: State of the Art Integration Procedures. Taiwan Journal of Public Health, 37(4), 360-365. [In Chinese] Access at: https://doi.org/10.6288/TJPH.201808_37(4).107033 * corresponding author.
Hou, S., Kelly, A., Niec, G., Cao, X., Rosenthal, M.P., & Ekanauake, R. (2018) A mixed-method study on aging-in-place factors among older adults in two villages in Florida, USA. Proceedings of the 2018 ICBTS International Multidiscipline Research Conference, p.74-79. ISBN: 978-616-406-855-6.
Hou, S. & Williams, D. (2018). Digital storytelling projects combined with social and ecological framework applications to examining health disparities among vulnerable groups. Proceedings of the 2018 ICBTS International Multidiscipline Research Conference, p.1-8. ISBN: 978-616-406-855-6.
Katt, J., Sivo, S., Miller, A. N., Brown, T., Scott, A., & Neel, S. (2018). Refinement of the Classroom Citizenship Behavior scale. Communication Research Reports, 35, 282-291. doi:10.1080/08824096.2018.1467832.
Knox, C.C., Emrich, C., & Haupt, B. (In Press). Advancing Emergency Management Higher Education: Importance of Cultural Competence Scholarship. Journal of Emergency Management.
Regalla, M., Davies, A., Grissom, D., & Losavio, A. (2018). Classroom to Communities of Practice: Benefits for English Learners and Teacher Candidates Through Partnerships. Multicultural Perspectives, 20(1), 25-32.
Reyes-Foster, B., & deNoyelles, A. (2018). Using the photovoice method to elicit authentic learning in online discussions. Journal of Teaching and Learning with Technology, 7(1), 125-138. Retrieved from https://scholarworks.iu.edu/journals/index.php/jotlt/article/view/23596
Sousa, S. (2018). The benefits of role play in Portuguese language and culture classes. Portuguese Language Journal, 12, 22-39.
Towson, J. A., Taylor, M. S., Tucker, J., Paul, C., Pabian, P., & Zraick, R. I. (2018). Impact of Virtual Simulation and Coaching on the Interpersonal Collaborative Communication Skills of Speech-Language Pathology Students: A Pilot Study. Teaching and Learning in Communication Sciences & Disorders, 2(2).
Yrisarry, N., Neuberger, L., & Miller, A. N. (In press). Instructor response to uncivil behaviors in the classroom: An application of politeness theory. Journal of Scholarship of Teaching and Learning.
Chen, B., deNoyelles, A., Patton, K., & Zydney, J. (2017). Creating a community of inquiry in large-enrollment online courses: An exploratory study on the effect of protocols within online discussion. Online Learning, 21(1), 165-188. Retrieved from https://olj.onlinelearningconsortium.org/index.php/olj/article/view/816/258
Hahs-Vaughn, D. L., Acquaye, H., Griffith, M. D., Jo, H., Matthews, K., & Acharya, P. (2017). Statistical literacy as a function of online versus hybrid course delivery format for an introductory masters statistics course. Journal of Statistics Education, 25 (3), 112-121. http://www.tandfonline.com/doi/pdf/10.1080/10691898.2017.1370363?needAccess=true
Hou, S. (2017). Measuring social media active level (SMactive) and engagement level (SMengage) among professionals in higher education. International Journal of Cyber Society and Education, 10(1), 1-16. doi: 10.7903/ijcse.1520
Hou, S., Pereira, V. (2017). Measuring the infusion of service-learning (SL) on student outcomes – Validating an assessment suite on Program Development and Implementation Competencies (SL-SEPDI). Journal of Experiential Education, 40(2), 170-186.
Katt, J., Miller, A. N., & Brown, T. (2017). Testing the Classroom Citizenship Behaviors Scale: Exploring the association of classroom citizenship behaviors and student traits. Communication Education, 66(2), 229-235. doi: 10.1080/03634523.2016.1245860
Kinnally, W., Miller, A. N., Robertson, L., & Montano, E. (2017). Media journaling: A quantitative comparison of approaches to youth media diary reporting. Communication Research Reports, 34, 171-179. doi: 10.1080/08824096.2016.1224172
Ortiz, E. (2017). Pre-Service Teachers’ Ability to Identify and Implement Cognitive Levels in Mathematics Learning. Issues in the Undergraduate Mathematics Preparation of School Teachers, 3, 1-14.
Cao, X., Trairatananusorn, R., & Hou, S. (2020). Cultural learning and reverse cultural shock in a Taiwan study abroad program: A mixed methods study. Paper presented at the 2020 Sunshine State Teaching and Learning Conference, Daytona, FL.
Hou, S. (2020). Interdisciplinary Service-Learning Projects for Community Partnership Building and Engaged Learning. Paper presented at the 2020 Sunshine State Teaching and Learning Conference, Daytona, FL.
Krsmanovic, M. (February, 2020) Course redesign: Implementing project-based learning to improve students’ self-efficacy. Annual Conference on First-Year Experience and Students in Transition. Washington, DC.
Azizova, Z.T., Clark, M.H., Krsmanovic, M., Johnson, J.D., & Mendez, J.P. (October, 2018). The impact of a first-year seminar on retention and academic achievement of students of color. Annual conference meeting of the Association for the Study of Higher Education (ASHE), Tampa, Florida.
Cares, A.C., Fisher, B.S., & Growette Bostaph, L. (2019, November). Criminal justice and criminology faculty use of trigger warnings. Paper presented at the annual meeting of the American Society of Criminology, San Francisco, CA.
Drum, L., Sualp, K., & Hou, S. (2019). Evaluating the long-term impact of a Taiwanese study abroad program on participants’ career choice. Paper presented at the 2019 Sunshine State Teaching and Learning Conference, Daytona, FL.
Hou, S. (2019). Asian Open Forum: The state of mixed methods research in China and Taiwan. Panelist session presented at the 2019 Asia Regional MMIRA Conference / 5th JSMMR International Conference, Hamamatsu, Shizuoka, Japan.
Hou, S. (2019). A convergent mixed methods study on career impact and individual development among college students participating a Taiwan public health study abroad program: The roles of first study abroad and first Asia experience. Paper presented at the 2019 Asia Regional MMIRA Conference / 5th JSMMR International Conference, Hamamatsu, Shizuoka, Japan.
Hou, S. (2019). Invited workshop speaker, Service-Learning Faculty Development Workshop, Chung-Shan Medical University, Taichung, Taiwan.
Sanguiliano, J., Alidina, T. & Hou, S. (2019). Traveling abroad and within: Cultural competency and flexibility – Lessons learned from a study abroad program using a mixed methods approach. Paper presented at the 2019 Sunshine State Teaching and Learning Conference, Daytona, FL.
Ortiz, Enrique (2019, February). Preservice Teachers’ Participation in a Virtual Classroom Simulator Involving Mathematics Diagnostic Tasks. Presented at the Association of Mathematics Teacher Educators (AMTE) Annual Conference. Orlando, FL.
Krsmanovic, M., Cox, T., & Johnson, J. (February, 2019). College factors that improve student success within the first-year seminar. Annual First-Year Experience conference. Las Vegas, Nevada.
Krsmanovic, M., & Johnson, J. (February, 2019). First-year seminars and the impact on international student success. Annual First-Year Experience Conference. Las Vegas, Nevada.
Viau, J. (2019, March) ‘every living creature’ – Teaching the flood narrative at a public university in Florida. To be presented at the Annual Meeting of the Southeastern Commission for the Study of Religion. Greenville, NC.
Hackerott, C., Feldman-Jensen, S., Knox, C.C., McEntire, D., O’Connor, M. (2018, June). Scholarship of Teaching and Learning Methods Workshop. FEMA Higher Education Conference, Emmitsburg, MD.
Hou, S. (2018). Digital storytelling projects combined with social and ecological framework applications to examining health disparities among vulnerable groups. Paper presented at the 2018 International Business Education Social Sciences & Technology (IBEST) Conference: The International Academic Multi-disciplines Research Conference in Oslo, Norway. (2018 IBEST Edu T&L)
Hou, S. (2018). Using Social Media to Enhance Lessons Learned and Reflection on a Public Health Study Abroad Program to Taiwan. Paper presented at the 2018 International Conference on Education, Psychology, and Organizational Behavior (ICEPO), Taipei, Taiwan.
Hou, S. (2018). Two business models of developing new culture-health-aging study abroad programs in higher education. Paper presented at the 44th Annual Meeting of Association for Gerontology in Higher Education (AGHE), Atlanta, GA.
Hou, S. (2018). Introduction of mixed methods research in Taiwan. Opening keynote presentation at the 2018 International Conference on Education, Psychology, and Organizational Behavior (ICEPO), Taipei, Taiwan.
Katt, J., Brown, T., Miller, A., Sellnow, D., & Sivo, S. (2018, November). The association of online learning climate with student motivation, affect toward course, affect toward instructor, and perceived cognitive learning. Manuscript presented at the annual conference of the National Communication Association: Salt Lake City.
Knox, C.C. & Ramsay, J. (2018, March). Emergency Management and Homeland Security Scholarship of Teaching and Learning Focus Group Update. Paper presented at the American Society for Public Administration Conference, Denver, CO.
Ortiz, E. (2018, May). Use of Mixed Reality Simulation to Assess Diagnostic Competence Self-efficacy. Presented at the 6th Annual TeachLive Conference. Orlando, FL.
Zaurin, R. (2018, January) Active Learning: Preparing the Engineering Student for Success. Presented at the Sunshine State Teaching and Learning Conference, St. Pete Beach, FL.
Zaurin, R. (2018, February) Sharing my IDEAS Project for Large Size Classes: Preparing Engineering Students For Success! Presented at the National Students Success Conference. Tampa Bay, FL.
Zaurin, R. (2018, March). Leaders Up Close. Invited Speaker to the Spring 2018 Seminar Series at The Engineering Leadership & Innovation Institute, University of Central Florida.
Zaurin, R. (2018, April) Project-Based Active Learning Homework (PBH)” Improving Student Success. Presented at the Colloquium on Teaching & Learning Innovation. DeLand, FL.
Zaurin, R. (2018, September) Project-Based Learning Presented at the Florida Active Learning Expo, Hutchinson Beach Resort, Jensen Beach, FL.
Hou, S. (2017). Evaluating the effectiveness of an HIV Prevention Webcourses on reaching HIV related competencies – A mixed-methods quasi-experiment study among college students. Paper presented at the the 2nd Mixed Methods International Research Association Regional Conference, Caribbean, Montego Bay, Jamaica, W.I.
Kuo, T., & Hou, S. (2017). Outcomes of study exchange programs on global aging between Taiwan and USA. Poster presented at the 43rd Annual Meeting of Association for Gerontology in Higher Education, Miami, FL.
Hou, S. (2017). Global Gerontology Education – Five-year lessons learned from a Taiwan Study Abroad program on Aging, Culture, & Silver Healthcare. Paper presented at the 43rd Annual Meeting of Association for Gerontology in Higher Education (AGHE), Miami, FL.
Katt, J., Miller, A. N., Brown, T., Scott, A., Neel, S., & Sivo, S. (2017, November). Classroom citizenship behaviors and instructor communication. Paper presented at the annual conference of the National Communication Association: Dallas, TX.
Katt, J., Miller, A. N., Brown, T., & Sivo, S. (2017, March). Refinement and validation of the classroom citizenship behaviors scale. Paper presented at the annual conference of the Eastern Communication Association: Boston, Massachusetts.
Knox, C. C. & Haupt, B (2017, February). Cultural Competency Skills in Emergency Management Education. Paper presented at the Florida Emergency Preparedness Association Annual Meeting in Orlando, FL.
Knox, C.C. & Haupt, B. (2017, March). Are We There Yet?: Culturally Competent Administrators for a Bold and Noble Public Service. Paper presented at the American Society for Public Administration Conference, Atlanta, GA.
Knox, C.C. & Harris, A. (2017, May). Integrating Team Work with a Community Partner: Hands-on Experience in an Emergency Operations Center. Paper presented at UCF Summer Faculty Conference in Orlando, FL.
Knox, C. C. (2017, June). Cultural Competency in Emergency Management and Homeland Security Higher Education: Where Are We on the Cultural Competency Continuum? Paper presented at the FEMA Higher Education Conference, Emmitsburg, MD.
Kourova, A. (2017, November). STARTALK at UCF–third year. Workshop: “Student Experience as Cultural teaching Tools through Digital Storytelling.” National STARTALK conference, Portland, OR.
Kourova, A. (2017, February). Using Digital Stories in the Language Classrooms, Presentation at the American Association of Teachers of Slavic and East European Languages, an affiliate of the Modern Language Association of America, San-Francisco, CA.
Ortiz, E., Eisenreich, H., and Tapp, L. (2017, April). Pre-service teachers’ conceptions of virtual manipulatives. Research paper presentation at the National Council of Teachers of Mathematics (NCTM) 2017 Research Conference. San Antonio, TX.
Ortiz, E., Eisenreich, H., and Tapp, L. (2017, April). Pre-service Teachers’ Implementation of Cognitive Levels in Mathematics. Research roundtable presentation at the 2017 American Educational Research Association (AERA) Annual Meeting. San Antonio, TX.
Viau, J. (2017, November). In and out of one another’s closets: Notes on form, fashion, and freedom in the classroom. Paper presented at the Annual Conference of the American Academy of Religion. Boston, MA.
Zaurin, R. (2017, February). Participant on the Round Table: Improving STEM Education- as part of Helmsley Grant. ” Presented at the Sunshine State Teaching and Learning Conference, St. Pete Beach, FL.
Knox, C.C., & Haupt, B. (Eds.). (2020). Cultural competency for emergency and crisis management: Concepts, theories and case studies. Abingdon, England: Routledge.
Hou, S. (Editor-in-Chief). (2017). Service learning: Perspectives, goals and outcomes. (Hardcopy). Hauppauge, NY: Nova Science Publishers, Inc. (ISBN: 978-1-53610-879-8). https://novapublishers.com/shop/service-learning-perspectives-goals-and-outcomes/
Hou, S. (Editor-in-Chief; 2017). Service learning: Perspectives, goals and outcomes. (eBook). Hauppauge, NY: Nova Science Publishers, Inc. (ISBN: 978-1-53610-903-0).
Hou, S., & Wilder, S. (2017). Age, gender, career track, and rank on faculty service-learning beliefs. In Hou, S. (Eds.), Service learning: Perspectives, goals and outcomes. (Hardcopy). Hauppauge, NY: Nova Science Publishers, Inc. (ISBN: 978-1-53610-879-8).
Hou, S., & Wilder, S. (2017). Age, gender, career track, and rank on faculty service-learning beliefs. In Hou, S. (Eds.), Service learning: Perspectives, goals and outcomes. (eBook) (Chap. 2: pp.21-44). Hauppauge, NY: Nova Science Publishers, Inc. (ISBN: 978-1-53610-903-0).