The Hispanic population in the United States already constitutes the fastest growing minority group in the United States and by the year 2050 this group will constitute 24% of the total population and one fourth of the national workforce. Because this is a very young population whose median age is 27.2 years old, the education of this group is pivotal to the future of this nation. The purpose of this study was to examine the perceived importance of personal and external factors found in the literature as significant in Hispanic college success for a sample of 137 Hispanic college seniors from four public higher education institutions in Florida. This mixed method study used an instrument containing 13 demographic variables, 61 quantitative items, and 5 qualitative questions. The information gathered from the demographic items revealed a relevant data characterizing the participants as first, second, and third generation immigrants or Hispanic Americans with a diverse Hispanic background. They also belonged to middle and upper income households with at least one college educated parent. The results from the descriptive analysis of the quantitative data from the survey indicated the students in the study had a strong desire to succeed, perceived a strong parental support and a supportive campus environment, and had a strong academic preparation to attend college. All these factors were corroborated by the qualitative results. The recommendations for future studies and practices should include a greater understanding of the important role a supportive family and institution play in the academic success of Hispanic students. More research is recommended on the family-student relationship and its effect on students. Reaching out to Hispanic parents and families and ensuring their participation in campus events, as well as increasing institutional support with the outreach and hiring of Hispanic faculty are two specific recommendations worthy of consideration in the effort to ensure greater success for Hispanic students.

The purpose of this concurrent mixed methods study was to explore how well Florida's 2+2 articulation agreement and transfer student services meet the needs of students. Phase I employed quantitative methodology to compare the academic success and persistence to graduation of a single cohort (n = 2,612) of Florida public community college Associate in Arts graduates (n = 1,738) and native (n = 874) juniors (60-to-70 credit hours) who entered the same universities as FTIC. Discriminant analysis results yielded statistically significant differences in the academic success and persistence of community college transfer and native student graduates and dropouts. On average, native students graduated with twice as many lower level credit hours and cumulative credit hours than community college transfers. Discriminant analysis results did not yield appreciable differences in the final grade point averages of student graduates, indicating that community college transfer students performed just as well academically as native students. However, the results of the chi -square tests of independence indicated that a greater percentage of native students graduated and a greater percentage of community college transfer students dropped out of academic degree programs. These findings support the conclusion that community college students are as academically capable as native students but may benefit from services that promote student engagement. The qualitative component provided a context for enhancing the interpretation of quantitative findings and for addressing the structure of articulation services, availability of transfer student services, compliance with the statewide articulation agreement, and advocacy of transfer students on each campus. Interviews with 15 current and previous administrators led to the identification of three significant issues related to the rapidly evolving universities and their primary feeder community colleges.

The purpose of this study was to investigate the effect that heuristics instruction for certain strategies and skills used in the solution of non-routine mathematical problems would have on problem solving behavior. It was conjectured that subjects given compressed but explicit instruction in problem solving strategies would exhibit higher achievement than subjects who did not receive such explicit instruction. Subjects were elementary education student volunteers from the University of North Florida. They were randomly assigned to experimental and control groups for instruction. A pretest and a posttest were administered to collect the data to evaluate this experimental design. The null hypothesis that there would be no difference in the mean gain scores between the experimental and control groups could not be rejected at the .05 level of significance. The results of this study indicate that successful generalization of complex concepts should not be expected following such a short instructional period.

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.