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Title: Model of preventive maintenance, reliability and replacement analysis.
Creator: Saenz, George., Florida Atlantic University, Mazouz, Abdel Kader, College of Engineering and Computer Science, Department of Ocean and Mechanical Engineering
Abstract/Description: The main objective of this research is the development of a model that combines reliability engineering analysis with cost accounting techniques, for the automation of maintenance data analysis. A maintenance engineer will be able to estimate the time to schedule the next preventive maintenance, for any repairable system under consideration before failure occurs. The model performs replacement analysis between the system and similar equipment in order to select an alternative based on the...
Show moreThe main objective of this research is the development of a model that combines reliability engineering analysis with cost accounting techniques, for the automation of maintenance data analysis. A maintenance engineer will be able to estimate the time to schedule the next preventive maintenance, for any repairable system under consideration before failure occurs. The model performs replacement analysis between the system and similar equipment in order to select an alternative based on the reliability and maintenance history. This work develops the handling of the mathematical procedures and the analysis of statistical tests. A case study to apply the developed model uses the automotive environment. Because of the integration of the reliability and cost analysis under the same computer based model, a maintenance plan is derived considering the failure history of the equipment.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/15099
Subject Headings: Maintainability (Engineering)--Statistical methods, Replacement of industrial equipment--Statistical methods, Reliability (Engineering)--Statistical methods, Cost accounting--Data processing
Format: Document (PDF)

Title: Specific learning disability services: Benefit or risk?.
Creator: Braynen, Viva, Florida Atlantic University, Pisapia, John
Abstract/Description: The educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the...
Show moreThe educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the achievement of students with specific learning disabilities (SLD) in the standard diploma program in the Broward County School system. Students included in this study, were in the 10th grade during the 2003-2004 school year and were administered the 10th grade Sunshine State Standards (SSS) FLAT. They also were enrolled in the standard diploma program and had been diagnosed with a Specific Learning Disability. In addition, enrollment in the Broward County School system for a minimum of seven consecutive years was mandatory along with having FCAT SSS scores in both reading and math for three consecutive years. A sample of all of the students (N=278) that met the specified criteria was utilized. To investigate the relationship among the variables---achievement, ESE services, socioeconomic status, ethnicity, and gender---correlations, descriptive statistics, and regressions were used. Some of the findings were that students have a higher pass rate on the math achievement test (57 percent passed) than they do on the reading achievement test (32 percent passed). However, Black, Hispanic, and White students did not benefit equally from ESE services. Further, a statistically significant moderate correlational relationship exists between FCAT reading and FCAT math scores. This research explained less than a quarter of the variation in the achievement levels analyzed; therefore, further longitudinal research is needed to continue to evaluate the effectiveness of special education programs.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12184
Format: Document (PDF)

Title: The value relevance of accounting numbers and the implications for international accounting standards harmonization: Evidence from Saudi Arabia and Kuwait.
Creator: Alsalman, Ahmad M., Florida Atlantic University, Skantz, Terrance R.
Abstract/Description: This study examines whether accounting standards or institutional factors are the prime determinants of differences in value relevance of accounting numbers across countries. The motivation for this study arises from ongoing accounting harmonization efforts to increase the comparability of financial reporting across countries. Proponents of harmonization agree that investors support the need for comparability. Opponents, on the other hand, argue that efforts toward a common set of accounting...
Show moreThis study examines whether accounting standards or institutional factors are the prime determinants of differences in value relevance of accounting numbers across countries. The motivation for this study arises from ongoing accounting harmonization efforts to increase the comparability of financial reporting across countries. Proponents of harmonization agree that investors support the need for comparability. Opponents, on the other hand, argue that efforts toward a common set of accounting standards worldwide may not achieve comparability as long as economical, cultural, and political differences exist across countries. So, the question is whether the application of common accounting standards result in enhanced comparability of financial statements, given that firms operate in different countries with different regulatory and cultural influences. This study examines the relationship between reported financial figures and both stock prices and returns across Saudi, Kuwait, the U.S., and U.S. listed firms that use international accounting standards (IAS-sample) to determine whether there are differences in the value relevance of their accounting numbers. Saudi and Kuwait have similar environments. However, they use different GAAPs. Saudi uses U.S. GAAP and Kuwait uses IAS. As a benchmark, this study uses samples of firms that use U.S. GAAP, and that use IAS, with both samples listing in the U.S. capital market. To determine whether accounting standards play a large role in differences in value relevance across these countries, four comparisons are performed: (1) Saudi and the U.S.; (2) Kuwait and IAS-sample; (3) Saudi and Kuwait; and (4) the U.S. and IAS-sample. The results show that there are significant differences in the value relevance between countries that apply the same standards but have different institutional factors. On the other hand, there are no significant differences, in most cases, in the value relevance between countries that apply different standards but operate in a similar environment. Moreover, this study attempts to determine whether earnings conservatism differs across these countries. This study provides evidence that institutional factors affect the differences in earnings conservatism. The findings of this study suggest that international harmonization of accounting standards may not be easily accomplished because institutional factors play an influential role in information dissemination.
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Date Issued: 2003
PURL: http://purl.flvc.org/fau/fd/FADT12079
Subject Headings: Accounting--Standards, Financial statements--Standards, Investment analysis--Saudi Arabia, Investment analysis--Kuwait, International economic relations--Standards, Strategic alliances (Business)--Middle East
Format: Document (PDF)

Title: Teacher perspectives on the effect of the Florida Public Accountability System on the middle school classroom.
Creator: Roberts, Helen, Florida Atlantic University, Jurenas, Albert C.
Abstract/Description: The Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement...
Show moreThe Florida Public Accountability System and the Florida Comprehensive Assessment Test, FCAT, have been in use since 1996. Since that time, schools have received grades, rewards and sanctions for performance, promotion requirements have changed, and the results of the FCAT are published annually for public scrutiny. With testing required in grades 3 through 11, middle schools (grades 6--8) must test all the students in their schools. A literature review revealed that, although achievement studies, drop out studies, and other data had been analyzed, little research focused on the impact of the FCAT from the perspective of the classroom teacher. This study examines the impact of the Florida Public Accountability System and the FCAT on the middle school classroom from the teacher's perspective. A survey of 130 middle school teachers was conducted in the spring of 2004. The study included closed-ended questions and space for additional comments. The impact was measured based on three variables, the impact on instructional methodologies, the impact on the quality of education and the impact on job satisfaction. Each of these variables was further analyzed to see if the grade of the school in which the teacher works has an effect on their responses to the survey. Furthermore, an analysis was conducted to determine if the subject area which the teacher teaches affected responses to the survey. Results indicate that responses are split on the majority of questions relating to the impact of the FCAT and the Florida Public Accountability System on both the instructional methodologies in classrooms and on the quality of education. These results showing both positive and negative responses between individual teachers indicate a lack of agreement within the teaching profession and create an interesting dynamic for school leaders. The results indicate less disagreement on the effects on job satisfaction with teachers reporting little impact on their own personal job satisfaction however, more impact on staff morale. A school's grade did not appear to influence differences in responses. However, the subject areas that a teacher reported teaching did seem to influence teacher responses. With increasing emphasis on accountability in mind, including Federal No Child Left Behind requirements, further research in this area is recommended.
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Date Issued: 2005
PURL: http://purl.flvc.org/fcla/dt/12160
Subject Headings: Educational accountability--Florida, Educational tests and measurements--Florida, Academic achievement--Florida, Florida Comprehensive Assessment Test, Middle school education, Middle school teachers--Florida--Attitudes
Format: Document (PDF)

Title: Effects of the four pillars on statewide high school graduation rates.
Creator: Daniel, Harry M., Pisapia, John, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of...
Show moreThis study investigated the relationship of statewide high school graduation rates of student ethnic groups from 2002 to 2006 to the four policy pillars of the No Child Left Behind (NCLB) Act of 2001: Accountability for Results; Expanded Flexibility and Local Control; Expanded Options for Parents, Strengthening Teacher Quality. The quantitative, non-experimental, multivariate, correlational design addressed four research questions and six hypotheses. The research population was composed of high school students in all 50 states and the District of Columbia. The predictor variables were the four policy pillars themselves. Data were collected through archival reports from the Education Commission of the States (ECS) and State Accountability Report Workbooks provided by state departments of education to create an index of implementation to determine the extent to which the four policy pillars were implemented. The criterion variable was high school graduation rate split across student ethnic groups. Graduation rates of subgroup student populations were collected from the Average Freshman Graduation Rates archives for the ninth grade cohort entering in 2001 and exiting in 2006. Data were analyzed both by a one-factor correlational analysis of covariance with one covariate to determine the impact of each NCLB policy pillar, and by a four-factor analysis of covariance with one covariate to determine the impact of all NCLB policy pillars together. The study found that no significant relationships existed between any of the four NCLB policy pillars, singularly or between all four of the policy pillars together, and statewide high school graduation rates among any student racial or ethnic subgroups for the academic years covered in the study. Reasons for the lack of significant relationships are a source for further study. It is recommended that such studies examine the effect of policy implementation that currently allows: (a) each state to set its own test and measurement standards or its own criteria for teacher certification; (b) parents to keep their children in failing schools even if those children are also failing; and (c) each state to underfund mandates.
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Date Issued: 2014
PURL: http://purl.flvc.org/fau/fd/FA00004099, http://purl.flvc.org/fau/fd/FA00004099
Subject Headings: Academic achievement -- United States, Education and state -- United States, Educational accountability -- United States, Educational equalization -- United States, School improvement programs -- United States, United States -- No Child Left Behind Act of 2001
Format: Document (PDF)

Title: Administrative Discretion in Public Policy Implementation: The Case of No Child Left Behind (NCLB).
Creator: Angervil, Gilvert, Thai, Khi V., Florida Atlantic University, College for Design and Social Inquiry, School of Public Administration
Abstract/Description: This dissertation analyzes administrative discretion in public policy implementation in application of a new framework of integrative approach to administrative discretion developed from deficiencies of the citizen participation, representative bureaucracy, and private-interest groups democracy frameworks. The new framework holds that public agencies use discretion to integrate in decision making views of elected authorities, private-interest groups, public-interest groups, and other groups...
Show moreThis dissertation analyzes administrative discretion in public policy implementation in application of a new framework of integrative approach to administrative discretion developed from deficiencies of the citizen participation, representative bureaucracy, and private-interest groups democracy frameworks. The new framework holds that public agencies use discretion to integrate in decision making views of elected authorities, private-interest groups, public-interest groups, and other groups that seek to influence implementation. The No Child Left Behind (NCLB) policy is used as the case study, and the U.S. Department of Education (DOE) is the implementation setting. The dissertation answers the following question: How integrative of group views was DOE’s discretionary decision making in the implementation of NCLB? This research applies a structured content analysis method that consists of content analysis and a content analysis schedule (see Jauch, Osborn, & Martin, 1980). Using a Likert question, the dissertation developed six integration levels of DOE’s discretionary decision making from not at all integrative to extremely integrative and found that most decisions were very integrative.
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Date Issued: 2017
PURL: http://purl.flvc.org/fau/fd/FA00004808, http://purl.flvc.org/fau/fd/FA00004808
Subject Headings: United States.--No Child Left Behind Act of 2001., Education and state--United States--History--21st century., Administrative procedure., Administrative discretion., Public administration--Decision making., Educational accountability--Law and legislation--United States.
Format: Document (PDF)

Title: Factors related to time necessary for degree completion for the 1985-1986 freshman classes at Florida Atlantic University.
Creator: Butler, Cynthia W., Florida Atlantic University, MacKenzie, Donald G.
Abstract/Description: The purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p
Show moreThe purpose of this study was to identify factors that predict the length of time a student takes to complete a bachelor's degree. Multiple regression analysis was used to predict the criterion, number of semesters to graduation, from the 33 predictors derived from a questionnaire. Seventy-four percent of the variance in semesters to graduation (F(33,40) = 3.51, p < .0002) was accounted for by the predictors. A subset analysis revealed that 43% (F(9,94) = 7.95, p < .0001) of the variance in number of semesters to graduate was accounted for by the nine predictors judged to be best. These predictors were previous credits earned, change of major, effects of major change, enrollment status, social interaction with faculty, sense of belonging, perception of the academic experience, perception of performance, and expectation of time to graduate. Cross-validation of this subset of predictors yielded an R^2 of .148. This level of shrinkage was due to the small sample size in relation to the number of predictors.
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Date Issued: 1994
PURL: http://purl.flvc.org/fcla/dt/12370
Subject Headings: Florida Atlantic University--Degrees
Format: Document (PDF)

Title: The Florida Migrant Education Program: an analysis of programmatic and expenditure practices.
Creator: Murray, Robert W., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: The Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on...
Show moreThe Migrant Education Program was enacted by Congress in 1966 as an amendment to the Elementary and Second Education Act of 1965. Today Title 1, Part C, of the No Child Left Behind Act of 2001 provides funding to states and subsequently to local educational agencies (LEAs) to provide educational programs and services to children of migratory farm workers. These funds are intended to enable these unique children to have access to state standards-based curriculum and to find success on standards-based assessments. This study examined the LEA utilization of funds awarded to the State of Florida under Title 1, Part C, from AY2007-09, identified the specific activities implemented by LEAs to meet the unique educational needs of the migrant students, and analyzed the impact of total student membership, total migrant entitlement, and concentration of migrant students relative to the total LEA student membership on the utilization of the funding. The study demonstrated that the Federal Office of Migrant Education policies and rules promulgated by the State of Florida channel funding away from educational activities for the students to non-academic expenditures.
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Date Issued: 2010
PURL: http://purl.flvc.org/FAU/2683135
Subject Headings: Immigrants, Education, Economic aspects, Children of migrant laborers, Education, Economic aspects, Children of migrant laborere, Education, Social aspects, Migrant labor, Education, Economic aspects, Educational accountability
Format: Document (PDF)

Title: Florida's performance accountability system and the effectiveness of workforce education providers.
Creator: Cunningham, Richard G., College of Education, Department of Educational Leadership and Research Methodology
Abstract/Description: This study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the...
Show moreThis study investigated performance based accountability in Florida's system of workforce education in Florida's state colleges and school districts. In Florida, workforce education is governed by Florida State Statute (K-20 Education Code Chapter 1004). The purpose of this study was to determine the cost-effectiveness of Florida's performance accountability policy as applied to workforce education. Additionally, it analyzed the impact of performance accountability on performance by the providers of workforce education - state colleges and school districts, and the value for investment achieved by the policy over the time period. The study was guided by three questions: (a) What is the relationship between effectiveness and year? (b) Is the relationship between effectiveness and year moderated by each of the contextual variables? (c) To what extent does each of the contextual variables predict performance and effectiveness? This study utilized a non-experimental quantitative research design and a costeffectiveness analysis framework. The unit of analysis was the providers of workforce education in the State of Florida. This study was framed by the outputs and outcomes the workforce education service providers achieve and the alterable and unalterable variables which might influence the provision of workforce education. Performance was measured through two measures: quantity of outputs, and quality of outcomes. The alterable and unalterable variables included: the type of institution delivering the service, either state college or school district; the delivery model used in each delivery area, either single or dual-delivery; and population characteristics, the percentage of students economically disadvantaged, the percentage of minorities, and the percentage of males. The study used correlation and regression techniques to analyze the longitudinal impact of the performance accountability system.
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Date Issued: 2011
PURL: http://purl.flvc.org/FAU/3332176
Subject Headings: Evaluation, Evaluation, School districts, Evaluation, Postsecondary education, Evaluation, Adult education and state, Evaluation, Educational accountability
Format: Document (PDF)

Educational accountability (8)	+ -
Accounting (7)	+ -
Corporate governance (5)	+ -
Disclosure in accounting (5)	+ -
Financial statements (4)	+ -

Corporations (3)	+ -
Industrial management (3)	+ -
Investment analysis (3)	+ -
Academic achievement (2)	+ -
Accountants--Professional ethics (2)	+ -
Accounting--Moral and ethical aspects (2)	+ -
Accounting--Moral and ethical aspects. (2)	+ -
Accounting--Standards (2)	+ -
Accounting--Standards--United States (2)	+ -
Accrual Basis Accounting (2)	+ -
Auditors--Psychology (2)	+ -
Behaviorism (Psychology) (2)	+ -
Business Administration, Accounting (2)	+ -
Educational accountability--Florida (2)	+ -
Educational tests and measurements (2)	+ -
Evaluation (2)	+ -
Finance (2)	+ -
Financial services industry -- Management (2)	+ -
Portfolio management (2)	+ -
Public Company Accounting Oversight Board (2)	+ -
Academic achievement -- United States (1)	+ -
Academic achievement--Florida (1)	+ -
Accountants -- Professional ethics (1)	+ -
Accountants--Professional ethics. (1)	+ -
Accounting -- Decision making (1)	+ -

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Children with disabilities--Education--United States (1)	+ -
Degrees, Academic--Florida--Case studies (1)	+ -
Degrees, Academic--Florida--Statistics (1)	+ -

Education, Higher--Florida (1)	+ -
Educational accountability--Florida (1)	+ -
Educational accountability--Florida--Broward County (1)	+ -
Educational accountability--United States (1)	+ -
Learning disabled children--Education--United States (1)	+ -
Special education--United States--Evaluation (1)	+ -
Universities and colleges--Florida--Graduation requirements--Case studies (1)	+ -

Florida Atlantic University (38)	+ -
College of Business (21)	+ -
School of Accounting (18)	+ -
College of Education (7)	+ -
Department of Educational Leadership and Research Methodology (6)	+ -

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