Infant mortality is a public health concern in the United states. We concentrate on neonatal mortality for its high accountability of infant mortality. In this paper we study the neonatal mortality of Florida's 1989 live birth cohort. The data has been analyzed for two major causes of deaths: perinatal conditions and congenital anomalies. We use the KAPLAN-MEIER method to estimate the survival probabilities. For each cause, data were fit to the Weibull models and Extreme Value models to estimate the parameters of the survival curves. The results indicate that primary factors for each cause of neonatal deaths are very low birth weight, prior pregnancies of the mother, and late initiation of prenatal care when the variables are considered separately. The conclusion still remains the same for perinatal conditions when the interaction effects of the factors are considered, but we do not conclude similarly for the congenital anomalies at the same interaction level.

The United States government created America's third coastal defense system during the early-to-mid nineteenth century based upon the recommendations of the Board of Engineers of 1816. The engineers of 1816 believed the most economical means of protecting America was the construction of large, permanent forts along key areas of America's coast. Union forces under Brigadier General Quincy Gillmore seized Fort Pulaski in April of 1862. Pulaski was one of the most formidable forts built under the third system. Gillmore required two months to install the weapons used against Pulaski; most of the time was spent installing smoothbore Columbiads, the standard breaching weapon of the day. Yet the weapons that destroyed Pulaski were lighter, rifled guns. Gillmore attributed the fort's destruction to rifled weapons, and found the smoothbore guns practically worthless during the engagement. All forts built by Southern engineers prior to the fall of Pulaski, prior to the proof of the superiority of rifled weapons over permanent works, were earthen forts. Masonry's obsolescence was not a factor in the decision to build earthen works. The South needed forts immediately, for it faced an enemy that had invaded its soil and established a base on its shores. The change in construction material from masonry to earth was not in response to the recognition of a new threat, the rifled weapon, but because the Confederacy lacked the time and resources to build forts like Pulaski. Earthen forts like Fort McAllister, Georgia, were able to withstand repeated attacks by the United States Navy and emerged unscathed. The largest guns in Federal service, 15" Columbiads, were used on several occasions against McAllister. The fort did not fall until assaulted by a greatly superior land force. Although the lessons provided by earthen forts did not change the immediate future of coastal defenses, they did have an impact later in the nineteenth century. Under the Endicott system of the 1880s, engineers constructed coastal forts as one-tier works with dispersed batteries. The materials used were earth and reinforced concrete. By the tum of the century the impressive forts of the third system were abandoned in favor of the Endicott forts.

This study investigated the effects of conceptual instruction on conceptual understanding and algorithmic performance as well as the student's ability to relate the two. The sample consisted of 83 fifth grade students, divided into four classes. A total of 44 were in the experimental group and 39 served as the control group. Both groups were taught the concept of area. The experimental group received conceptual instruction and the control group received traditional instruction. Two regular classroom teachers implemented the experiment, each taught one experimental group and one control group. A pretest/posttest design was used to collect the data. Analysis of covariance was the statistical analysis used to test the three null hypotheses with a significance level at

Nonmonosexuality invisibility in the scientific literature is explored as well as opposing historical viewpoints of nonmonosexuality's origins and nature. A focus group was used to explore the sexual identities of self-identified nonmonosexual women, their own journeys toward sexual identity formation, and the extent to which society has impacted their ability to express these identities. Using Consensual Qualitative Methodology (C. E. Hill, S. Knox, B. J. Thompson, E. N. Williams, S. A. Hess, & N. Ladany, 2005; C. E. Hill, B. J. Thompson, & E. N. Williams, 1997), several themes emerged: (a) defining one's identity; (b) social consciousness; (c) experiences of marginalization; and (d) strategies for managing one's identity in the face ofbiphobia. Results are discussed in light of focus group dynamics and benefits. Keywords: qualitative analysis, focus group, bisexual, women, identity formation, social structure

This research used a trait-based impression formation task to explore the effect of instructional set and opportunity for thought on inconsistency discounting. It was predicted that attitude polarization would be attenuated, regardless of opportunity for thought, when discounting incongruent information was difficult. When discounting incongruent information was easy, attitude polarization was expected to increase as opportunity for thought increased. The relationship between discounting and opportunity for thought was expected to be accentuated when individuals are low in tolerance for ambiguity. The results did not support these predictions. Explanations for the results are discussed and directions for future research are proposed.

The purpose of this study was to explore the effectiveness of the arts magnet high school in preparing its graduates for college readiness from the threshold of college admission (high school grade point average and achievement scores) through matriculation to the type of baccalaureate degree awarded. The setting was 15 public arts magnet high schools and 15 randomly-selected public traditional high schools and the Florida State University System of 11 postsecondary institutions. The research population was four 6-year cohorts of graduates of the 30 high schools in the present study (N = 8,967). Logistic and linear regression techniques, college admission data (grade point average and achievement scores) and college participant data (number of terms to degree, changes in college major, college GPA) were used to predict college success. The results of logistic regression (N = 8,967) showed no statistically significant difference in achievement test scores and grade point average between arts magnet graduates and the comparison group. The present study found no evidence of instrumental value to the arts experience as measured in standardized test scores and grade point average. The findings of the present study were congruent with the results of other arts magnet high school research studies repmied in the literature. The majority of Florida's arts magnet high schools when compared to high schools in their respective districts present lower dropout and absenteeism rates and higher graduation rates. The results of chi-square test of independence indicated that arts magnet high school graduates who chose arts-based college majors were more likely to remain stable in their choice through baccalaureate degree than any other subgroup in the research sample including both traditional high school graduates and arts magnet graduates choosing other majors (p < .001). It follows that for the years studied in this research, arts magnets brought great diversity to the State University System. By ethnicity, minorities represented 47.4% (n = 1,826) of arts magnet research sample (n = 3,846). A chi-square test of independence indicated that Black males graduating from arts magnet high schools were more likely to complete to a college degree (p < .001) than those in traditional high schools. Overall, the demographic analysis of the present study provides strong evidence that arts magnet high schools have achieved the education diversity goals of the magnet concept. The findings of the present study support effectiveness of arts magnet schools as a public policy vehicle of school choice, equity, quality, and accountability. Arts magnet schools represent a paradigmatic shift in how public schools offer choice to parents. The present study found that graduates of arts magnet high schools are equally prepared for competitive college admission into state universities with a value-added component of an intensive arts curriculum and positive secondary school climate.

There is little doubt that anxiety is prevalent in today's world, and that students in school experience and are affected by anxiety. School is an evaluative experience and, as such, provides a wide variety of situations in which students are pressured to meet certain standards. Junior high school students, specifically, face an almost constant barrage of personal, social and academic situations new to them but with which they are expected to cope. Some students are able and willing to express their feelings of anxiety verbally to guidance counselors and others; some students exhibit these feelings physically in such activities as fidgeting, daydreaming or direct confrontation with the perceived threat. Still other students refuse to acknowledge their anxieties and either mentally or physically "drop out" of school. And, there are some students who appear to thrive on the daily challenges presented to them.While there is much discussion, and even argument, relating to the purposes of education today, there does appear to be agreement that transmission of knowledge is and should be a major goal of education. Our school systems are judged on their ability to transmit knowledge primarily in terms of the academic achievement of their students. Academic achievement is primarily determined by the ability to perform, most often in the form of a written test. Many decisions affecting students are based on such performance; honors, program placements, career opportunities, college selection all reflect a student's achievement, as exhibited by his performance. Thus, if achievement is an important goal and if anxiety does exist, a further understanding of the relationship between these factors would be of value to educators in order to enhance the learning process. In addition to their concern about performance levels, educators must also consider what kind of achievement is being measured. Marton and Saljo (1976) conclude that learning should be described in terms of content because there is great diversity in what is learned or how different students apprehend the Same information. Fransson (1976) states that for instructional purposes and for greater understanding of the learning process, a description of what a student learns is preferable to a description of how much he learns. In order to formulate such a description, one IDuSt consider the content of the learning. In addition, our society is becoming increasingly concerned with the school's ability to develop students who can comprehend and think in more than a literal fashion. Students who have been trained to acquire knowledge through analysis of data gathered from their environment appear to be better equipped to meet the challenges of our technological, rapidly-changing world than are those without this capability. One area of recent research in both psychology and education has focused on the relationship between anxiety and performance. The subjects in most of this research have been college students. Ninth grade students are quite different from college undergraduates in their developmental maturity. We need to know whether anxiety is as important a factor in performance with this age group as it is with older, more mature students. The purpose of this study is to examine the relationship between anxiety and the ability of ninth grade students to process information found in differing content forms. Specifically, two differing anxiety levels were induced with two randomly assigned groups of ninth grade students at Julington Creek School through external stress stimuli presented by the researcher. Academic achievement was measured by student performance in a written test designed to measure ability to acquire facts, concepts, and generalizations after reading a passage of material of general interest.

This project presents a six-hour inservice component for elementary teachers dealing with the sexual abuse of children. The program focuses on the three pertinent areas of: the effects on the child; detection, reporting and intervention; and counseling strategies. The program presents content knowledge followed by exercises to build confidence. Exercisesinclude case studies, small and large group discussion, question and answer task sheets and small group activities. The review of related literature includes the effects of sexual abuse on the child; detection, reporting and intervention procedures; and counseling strategies.

Heart Failure is a growing and costly problem in the United States. There have been advancements in medical therapy, but unfortunately patients continue to have frequent exacerbations and hospital readmissions. The reason for this may be inadequate Heart Failure self-care, which is the most important aspect of disease management. Literature strongly encourages self-care, but there is minimal research focusing on the use of a Heart Failure diary. The study was a one group pretest/posttest design. The intervention included individualized education, provision of the Heart Failure Diary, and weekly follow-up for a total of four weeks. The Heart Failure Diary was developed specifically for this study for recording daily self-care maintenance activities which includes weight monitoring, fluid intake, salt intake, swelling, shortness of breath, and medication adherence. In order to determine the effects of using the diary on self-care and quality of life, the Self-Care of Heart Failure Index (SCHFI) and Minnesota Living with Heart Failure Questionnaire (MLHFQ) responses were compared pre and post intervention. The difference between the SCHFI pretest-posttest scores demonstrated a non-significant improvement in self-care maintenance, n = 14, 2.616 (12.942), SE = 3.459, p = .463, t = - .756, 95% CI [-10.089, 4.856]. The difference between the MLHFQ pretest-posttest scores demonstrated a non-significant improvement in quality of life, n = 14, -5.500 (18.851), SE = 5.038, p = .295, t = 1.092, 95% CI [-5.384, 16.384]. The effect size of the SCHFI, d = .20, and the MLHFQ, d = .29, are both small and most likely due to the small sample size. The study concluded that using the diary did not have a statistically significant effect on the self-care or quality of life of these patients with heart failure.

Let A = {an}∞n = 1 be a sequence of positive integers. There are two related sequences Pn and Qn obtained from A by taking partial convergents out of the number [0; a1, a2, ..., an, ...], where Pn and Qn are the numerators and denominators of the finite continued fraction [0; a1, a2, ...,an]. Let P(n) be the largest positive integer k , such that Pk ≤ n. The sequence Q(n) is defined similarly. • A known result of Barnes' Theorem states that P ( n ) = o ( n ) and Q ( n ) = o ( n ). • In this paper we improve this result as P ( n ) = O (log n) and Q ( n ) = O (log n), where it follows that P ( n )= o ( nε ) and Q ( n ) = o ( nε ) for any ε >0.