The implantable cardioverter defibrillator (lCD) is the most effective treatment available for terminating potentially life-threatening ventricular fibrillation and ventricular tachycardia. The lCD detects and attempts to correct these arrhythmias by pacing, cardioversion, and defibrillation thereby providing lifesaving therapy to patients at risk for sudden cardiac death. Currently, 150,000 Americans receive ICDs each year. Although most lCD recipients are men, more women are now qualifying for insertion (Stutts, Cross, Conti, & Sears, 2007). Despite its established health benefits, lCD implantation is accompanied by psychological factors which merit research attention. This study investigated the experiences of women who live an lCD. The homogenous, purposeful sample consisted of 15 women who had an lCD that was implanted within the last three years and were receiving follow-up treatment at the same north Florida clinic. Data collection was accomplished through a semi-structured interview specific to the areas of pre-implantation, immediate post-implantation, and discharge home. Results were transcribed verbatim and then analyzed. Five core themes emerged from the transcripts along with multiple subcategories. The main themes included: Psychological Reactions, Physical Comfort, Procedural Issues, Body Image, and Feelings Regarding a Shock. Information obtained from this research is beneficial to nurses providing care to women with ICDs and to primary care advanced nurse practitioners in order to improve the overall health outcome and ongoing care of these women.

This pilot study examined the feasibility of computer aided instruction (CAI) as supplemental interactive nutrition education for patients requiring chronic dialysis. The CAI prototype was developed using Gagne's Model of Instructional Design and the Theory of Planned Behavior. Forty-two patients were enlisted from a chronic dialysis clinic and assigned randomly to either treatment or comparison group. All subjects completed pre- and post-test questionnaires regarding their phosphorus-rich food consumption habits. Each group received the usual phosphorus control education adjunct to the monthly lab review. The experimental group also received supplemental education by CAI. Serum phosphorus lab results were assessed for change after use of the CAI. Near significance was observed between the study group's phosphorus lab results difference means, t = 1.79, df= 40, p = .08. Comparison of pre-test and post-test data assessed changes in the dependent variables, attitude, perceived control, intent and behavior. The differences for the behavioral dependent variables means were not significant as determined by t-tests. The CAI was well accepted (m = 1.47 ± 0.95) by the subjects without respect to gender or age. Interactive CAI nutrition education was acceptable. Replication with a larger sample would allow opportunity to determine the significance of differences.

Disparity in access to health care and preventive services places a heavier burden of morbidity on those with limited access and resources. Underserved populations with decreased access to appropriate health screening and therapeutic interventions often present with increased risks for peripheral arterial disease. Some patients with peripheral arterial disease are asymptomatic and may defer treatment while others present with occlusive disease requiring immediate therapy. Delaying diagnosis and treatment reduces quality of life and functional status. The prevalence of peripheral arterial disease has been extensively studied in the elderly population but the prevalence in the high-risk underserved population is unknown. The purpose of this study was to identify the prevalence of peripheral arterial disease in an underserved, high-risk, predominantly African American population and to determine if providers using an electronic blood pressure machine could accurately measure the ankle-brachial index. The sample population of forty adult residents at a homeless shelter in northeast Florida was screened for peripheral arterial disease. Inclusion criteria consisted of a diagnosis of hypertension, hyperlipidemia, diabetes or a history of smoking. The ankle-brachial index was assessed using the vascular Doppler method and an electronic blood pressure machine though the latter was found to be an insensitive screening tool. The ankle-brachial index, the San Diego Claudication Questionnaire and a physical assessment were used in this crosssectional study to determine the prevalence of peripheral arterial disease. An abnormal ankle-brachial index value (≤ 0.90), indicating a high suspicion of peripheral arterial disease, was assessed in 22.5% of the sample population, all of whom were found to have a history of smoking crack cocaine.

The goal of ecological restoration is to return degraded or altered ecosystems to their pre-disturbed state with respect to ecosystem structure, function, and composition. In the current study the research objective was to reestablish high levels of biodiversity on two restored pine plantations as well as restore a native pine flatwoods ecosystem. Managed, even-aged pine flatwoods are now the most extensive ecosystem in North Florida, comprising approximately 70% of the forested landscape. Slash pine trees were thinned in the experimental plots to restore the natural slash pine density of native ecosystems. In addition to the thinning treatments, experimental plots have been clear-cut and all vegetation removed from the plots. Arthropods were sampled by employing pitfall traps, sticky traps and sweep netting. This study assesseed the success of the restoration techniques employed by looking at biodiversity with a fine-resolution, taxonomically narrow approach by identifying the arthropods down to the taxonomic level of family and determining the number of morphospecies. Species were also subdivided into functional groups based upon the ecosystem services that they provide and their trophic level. Analyses revealed that arthropod species and guild diversity was not significantly affected by treatments in both 2008 and 2009. The experimental treatments were able to recover to pre-disturbance levels after two years following restoration. This indicates that these arthropod communities are fairly resilient and are able to recover fairly quickly following perturbation. Interestingly, community similarity measures revealed that although the experimental treatments were no more diverse than control plots the community species composition was fairly dissimilar between treatments, with plots becoming more dissimilar from 2008 to 2009. More long term data should reveal if these plots are proceeding along different successional trajectories in terms of community species composition and also will allow us to gain more insight into the long term effect of the treatments on biodiversity.

Many educators argue that the environment to which a child is exposed every day of his school career can and will have a lasting effect on that child. The physical environment of a classroom setting encompasses many areas, according to this point of view. If this physical environment is inviting, colorful, and gives off a "positive" feeling, then the student will begin to develop more positive feelings toward school and, potentially, more positive attitudes about himself.In the teaching-learning setting, student and teacher attitude are assumed to work closely together. When both are pleased and happy with their own physical surroundings, it can be argued that they will be better adjusted mentally. With a better mental adjustment, the student will be able to have a better attitude about himself and his work, and thus will be more likely to prosper and succeed. Due to these physical surroundings, and better attitudes it is assumed that the teacher likewise will prosper and succeed.As educators we need to supply a physical environment that will produce all these conditions. Studies show that an environment that creates a stimulus for learning is possible in any classroom setting, either large or small. Basic changes can be made to improve the physical environment of any classroom which can turn a nonstimulating environment into one that is inviting and positive and can stimulate learning.Many teachers often do not know how to create a stimulating physical environment. Due to the lack of resources and materials and, most important, the lack of time and money, teachers feel as if they can not accomplish this task. Therefore, a guide will be designed to illustrate to teachers how an inviting, positive, environment can be formed within a typical classroom arrangement. With basic tools and supplies, instructions will be provided to teachers to help them design an environment that will stimulate their students and themselves.Specifically, a handbook, "Improving the Physical Environment of Your Classroom," will be designed for voluntary use by teachers in Clay County Elementary Schools with limited funding. This guide, which will focus on modification of wall furnishings, furniture, and floor coverings, will be used and tested mainly in open-concept classrooms, but may also be applicable in self contained classroom settings.

Nonverbal communication was not considered a science until 1950, after Ray Birdwhistell conducted extensive nonverbal research. Thus, the research on nonverbal communication in the classroom is still in it's pioneer stage. The purpose of this project was to increase kindergarten teachers’ awareness of nonverbal communication and its effect upon students. This pilot study emphasized four specific nonverbal behaviors: eye contact, touch, smile and proxemics. Research has found these behaviors to be true indicators of one's psychological state at the given time. It was believed that by increasing a teacher's nonverbal behaviors he could change students' immediate responses toward school.

Text specific reading/learning strategies that reflect recent theoretical research in the reading process were incorporated into the 10th grade world history curriculum. These methods were intended to afford success for a specific group of students who had a history of failure and so lead those students toward independent reading and learning. They were also intended to motivate the world history teachers to use procedures that are congruent with the findings of research in reading and learning.

One purpose of this paper was to determine the teaching strategies and opinions of parents who home-school their children in Florida and south Georgia. Another purpose was to define the typical day of the children involved, and elicit their opinions and feelings about home-schooling. A multiple choice questionnaire was designed for the parents with twenty-six items, and a nine-item questionnaire was designed for the children. The findings of the study showed that children can receive a quality education in places other than schools, and the majority of parents involved in this study are well educated and concerned. The children spend typical days in an environment which is flexible, loving, and supportive. Their achievement on standardized testing indicates the high quality of education they are receiving. As a result of this study, school boards are encouraged to cooperate with the families and to offer resources to them as needed. Universities are also encouraged to support the home-schooling movement, and to conduct further research on learning in the home.

The purpose of this project was to research and develop a robotics curriculum appropriate to junior high school students. Specifically, this project developed a two-week, ten-hour robotic curriculum to introduce eighth-grade students to basic robotic concepts. After a careful examination of the related literature and after an evaluation of current trends in robotic education, objectives were developed. The objectives integrated content from industrial arts, science, college-level courses on robotics, and very basic concepts used in elementary schools as an introduction to robotics. Lessons were developed which used a multisensory approach and activities emphasized hands on experiences for students. Conclusions which were drawn after a review of related literature, development of the curriculum, and pilot testing are included along with recommendations for possible improvement and expansion of this project. The importance of keeping pace with developing technologies is stressed throughout the curriculum which was developed.

The advent of powerful computers has brought about the randomization technique for testing statistical hypotheses. Randomization tests are based on shuffles or rearrangements of the (combined) sample. Putting each of the I samples "in a bowl" forms the combined sample. Drawing samples "from the bowl" forms a shuffle. Shuffles can be made with or without replacement. In this thesis, analysis of means type randomization tests will be presented to solve the homogeneity of variance problem. An advantage of these tests is that they allow the user to graphically present the results via a decision chart similar to a Shewhart control chart. The focus is on finding tests that are robust to departures from normality. The proposed tests will be compared against commonly used nonrandomization tests. The type I error stability across several nonnormal distributions and the power of each test will be studied via Monte Carlo simulation.