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Genetic variation was examined in bluehead wrasse, Thalassoma bifasciatum, populations along the Florida Keys. Interpretion of mean heterozygosity (H), percent polymorphic loci per population (P), genetic similarity, and F and G statistics demonstrated a clear division of wrasse populations into "northern" and "southern" groups. Correlation and cluster analyses indicated the six reefs can be grouped in a similar fashion based on genetic and environmental data. The conclusion from this analysis of wrasse populations in the Florida Keys is that substantial population subdivision occurs in response to differing selective pressures created by heterogeneous environments.

Hydrogen sulfide is commonly found in many Florida potable groundwater supplies. Removing sulfur species, particularly hydrogen sulfide is important because if left untreated, sulfide can impact finished water quality, corrosivity, create undesirable taste and odor, and oxidize to form visible turbidity and color. This document presents the results of a study designed to investigate the removal efficiencies of a variety of tray aerators in Central Florida in order to develop a predictive mathematical model that could be used to determine tray effectiveness for sulfide removal. A literature review was performed that indicated there was limited information regarding the removal of hydrogen sulfide using conventional tray aerators, and no information regarding the removal of total sulfide from tray aerators. There was significantly more information available in the literature regarding the usefulness of sulfide removal technologies from water supplies. Consequently, the lack of literature regarding sulfide removal using tray aerators suggested that there was a need for additional research focused on sulfide removal from water flowing thru tray aerators. Several water purveyors that relied on tray aerators as a part of their water treatment operations were contacted and requested to participate in the study; three water purveyors agreed to allow the University of Central Florida (UCF) to enter their secured sites to collect samples and conduct this study. The three facilities included the UCF‘s water treatment plant located in Orlando and situated in eastern Orange County, the City of Lake Hamilton‘s water treatment plant located in west-central Polk County, and the Sarasota-Verna water treatment plant located in western Sarasota County. An experimental plan was developed and field sampling protocols were implemented to evaluate sulfide removal in commonly used tray aerators at the three drinking water treatment facilities. Total iv sulfide concentrations passing through the trays were determined in the field at each site using a standard iodometric analytical technique. In addition, other water quality parameters collected included dissolved oxygen, pH, temperature, conductivity, turbidity, alkalinity, hardness, total dissolved solids and total suspended solids; these samples were collected and analyzed either in the field or at the UCF laboratory. A first-order empirical model was developed that predicted sulfide removal in tray aerators. The model‘s constant was evaluated with respect to the water‘s proton concentration [H + ], the tray aerator‘s surface area, and hydraulic flow rate thru the trays. The selected model took the form of Cn=C0 (10-kn ) where Cn is the sulfide remaining after aeration in mg/L, C0 is the sulfide entering the distribution tray in mg/L, n is the number of tray stages in the aerator, and . From the empirical model, it was shown that sulfide removal was negatively impacted as the proton concentration (H+ ) decreased, and flow increased. Conversely, it was observed that increased sulfide removal occurred as the available tray aerator surface area increased. The combined parameters of proton concentration, flow rate, and area were statistically evaluated and used to develop an empirical constant that could be used in a first order model to predict sulfide removal in tray aerators. Using a site-specific derived experimental (empirical) constant, a water purveyor could use the developed model from this work to accurately predict sulfide removal in a tray aerator by simply measuring the total sulfide content in any raw groundwater supply and then providing the desired number of tray stages available for treatment.

The purpose of this study was to measure the extent to which educators in Florida public high schools perceived the Florida Media Literacy Standard to be implemented within their schools. This study also identified strategies that school leaders were using to successfully implement the Florida Media Literacy Standard and any perceived barriers to the implementation process. The Florida Media Literacy Standard was designed to address decision-making and critical thinking skills with regards to research, evaluation, and communication with various types of media. The standard was introduced in Florida public schools in 2007 with its inclusion in the Next Generation Sunshine State Standards. High school principals and Language Arts Curriculum Leaders (LACLs) in the English/ Language Arts area were participants in this research because of their role in determining curriculum goals in Florida public schools. The Media Literacy Standard Questionnaire was sent to the principal and the department head of the English department in each participating school district. The results of this study suggested that those high school principals and LACLs that completed the Media Literacy Standard Questionnaire perceived the Florida Media Literacy Standard to be implemented in their schools. Over 80% of principals and LACLs reported ―strongly agree‖ or ―agree‖ with statements that reflected active implementation processes in school classrooms. Principals and LACLS reported use of the school Media Specialist, attendance at iv professional development and learning sessions, and making use of Professional Learning Communities as valuable strategies toward implementing the Florida Media Literacy Standard. Time and access to technology were two of the most commonly cited perceived barriers to the implementation process. Principals and LACLs both reported limited Media Center access for teachers due to standardized testing practices in Florida public high schools. Although many principals and LACLs reported that they perceived the Florida Media Literacy Standard to be implemented in their schools, the low response rate of 24.18% and conflicting data with regards to perceived barriers raise questions about the extent to which the results of this study can be generalized to the population of Florida public high schools. Further research is recommended to clarify the conflicting responses related to perceived barriers to implementation such as interviewing participants.

The primary purpose of this study was to examine the leadership practices of high school principals in the state of Florida who improved student achievement in schools with a 30% or greater economically disadvantaged student rate. The secondary purpose of this study was to examine principal and student demographics of the identified schools and determine what relationship existed between student demographics, principal demographics, and principal practices. The results of this study offered guidance for principals across the state of Florida who struggled to close the achievement gap between economically advantaged and disadvantaged students. To achieve the purpose of the study, a 53 item survey instrument was distributed to principals in high schools that met the characteristics of a 30% economically disadvantaged student population that had shown growth on the 10th grade FCAT Reading test over three years from 2007 – 2009. 50 principals in 10 school districts were contacted. 18 of those principals responded to the online survey, and 5 principals participated in a follow-up phone interview. The survey instrument gathered quantitative data in four subdomains of principal practices: Implementing a Standards Based Coherent Instructional Program; Providing Teacher Support and Encouraging Teacher Collaboration; Engaging Families; and Using Assessment to Improve Student Achievement and Instruction. Quantitative data regarding principal demographics was also collected through the survey instrument. Qualitative data concerning principal practices was gathered through three open-ended response questions on the survey instrument as well as through follow-up phone interviews. iv The descriptive statistics gathered from responses to the survey instrument showed the highest mean averages for principal practices associated with the following items: Clear vision on student learning outcomes; Set high standards for student learning; Expect teachers to take responsibility for student achievement; and Expect staff to adjust instruction based on various data. The lowest mean averages for principal practices were associated with the following practices: Model exemplary instructional practices; Remove teachers not committed to improving student achievement; Ensure families are engaged in subject-area events; and Use assessment data to determine professional development. In addition to the survey responses, research question one was addressed through the open-ended survey responses and the follow-up phone interviews. The qualitative data collected found the most self-reported best practices under the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. The most prevalent practices that emerged as a result of the interviews were fostering personal relationships with students and celebrating student success; conducting classroom walkthroughs in a meaningful and purposeful manner; implementing Professional Learning Communities; and reviewing assessment data with teachers to inform instruction. The results of the Mann-Whitney statistical procedure found a significant difference between male and female respondents in the subdomain of Providing Teacher Support and Encouraging Teacher Collaboration. Males scored significantly lower than females. The Spearman correlations found a significant negative correlation between practices in the Teacher Support subdomain and the percentage of disadvantaged students v at a school. In other words, the lower the percentage of disadvantaged students in a school, the higher the principal rated Teacher Support as an important practice. The low number of respondents in this study (N = 18) limited the findings as well as the generalizability to schools with similar populations inside and outside of Florida. However, the results may provide guidance for principals in Florida high schools with high economically disadvantaged student populations. The results of this study placed emphasis on the need for principals to have a clear vision for their school and communicate high expectations for their students. According to the results of this study, principals should also find ways to connect with students and celebrate their successes, create avenues for teacher collaboration, and use assessment data to work with teachers in order to inform instructional decisions.

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