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Eight fluorescent indicators were evaluated for their ability to detect the corrosion of aluminum metal substrates. The fluorophore Rhodamine-salicylaldehyde (RSA) was selected as a candidate for further study based on its ability to bind and detect aluminum ions at low concentrations, its selectivity for aluminum ions, its long-term stability, its solubility in our solvent-based epoxy formulation, and its compatibility with our testing method. A recent publication suggested that an alternative method of fluorescence activation was possible—an acid-promoted ring opening that occurred in the absence of metal ions. To prove the capability of RSA to bind aluminum ions, thorough 1H and 27Al nuclear magnetic resonance spectroscopy, mass spectrometry, and fluorescence analysis was conducted. It was found that RSA bound aluminum ions, with a preferred binding stoichiometry of 2:1 RSA/Al. Long-term immersion and salt spray corrosion studies were conducted to investigate the ability of RSA to detect corrosion on aluminum substrates. Aluminum panels were coated with epoxy coatings that contained the fluorescent indicator. Following optimization, a linear relationship between corroded area and time of immersion/exposure to salt fog was observed.

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The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. Research has shown chronic student absenteeism is highest among high school students (Stronge and Associates, 2019; U.S. Department of Education, n.d.), and effects may include low academic achievement, possible high school dropout, and poor outcomes in adulthood (Elias, 2019; Ready, 2010; Stronge and Associates, 2019; Virginia Department of Education [VDOE], n.d.). Chronic student absenteeism is one measure of school performance in Virginia and therefore, a responsibility of the school principal to monitor, maintain, or improve (VDOE, n.d). This study sought to answer the following research questions: 1. What strategies and interventions do high school principals indicate they utilize and implement to reduce chronic student absenteeism? 2. What are the perceptions of high school principals regarding the effectiveness of strategies and interventions they utilized and implemented in order to reduce chronic student absenteeism? This study included a survey of 8 Virginia high school principals whose school experienced a reduced rate of chronic absenteeism between 2016-2017, 2017-2018, and 2018- 2019. The Virginia Department of Education (VDOE) reported chronic absenteeism as a measure of school accountability beginning in 2016. Additionally, this study included semi-structured interviews with 3 of the high school principals. The survey and interview questions aimed to determine various strategies and interventions high school principals implement to reduce chronic student absenteeism, along with the effectiveness of each. Principals in this study reported communication, involving school stakeholders, creating a positive school culture, and utilizing accountability practices as means to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions utilized in order to reduce chronic student absenteeism, while data collection and management were considered to be least effective. The study suggests principals could engage in those practices perceived as effective in reducing chronic student absenteeism, but also school divisions could provide job embedded professional development to enhance the knowledge and skills of principals related to the topic. / Doctor of Education / The purpose of this study was to identify what high school principals indicate are effective strategies and interventions to reduce chronic student absenteeism. This study also explored how effective principals perceived each strategy or intervention was in regard to reducing chronic student absenteeism. The study included Virginia high school principals whose school experienced a reduced rate of chronic student absenteeism between 2016-2017, 2017- 2018, and 2018-2019. Principals participated in a survey and individual interview; the survey and interview instruments were designed by the researcher (see Appendix G and Appendix H). The study results indicated high school principals are utilizing communication as a strategy or intervention to reduce chronic student absenteeism. Additionally, principals also reported involving various school stakeholders, creating a positive school culture, and utilizing accountability practices in order to reduce chronic student absenteeism. Principals perceived communication and engaging instruction to be effective strategies or interventions, while data collection and management was perceived to be least effective. Future actions could include principals' continued efforts to engage families in practices to reduce chronic absenteeism. Principals could also monitor and support teacher instruction for student engagement. Additional implications and future research to decrease chronic student absenteeism are shared.

The goals of the present study were to determine whether any or all scales of the Myers-Briggs Type Indicator (MBTI) are susceptible to response distortion, and whether certain personality types are more proficient at distorting these scales. A 4 (temperament type) X 3 (level of information) X 3 (intelligence group) factorial design was used to examine the experimental hypotheses. Subjects were asked to respond to the MBTI twice, once reporting their honest preferences, and once faking a role polar opposite to their own preferences. Results indicated all MBTI scales’ are susceptible to response distortion to varying degrees. Subjects were able to create accurate faking profiles on the MBTI with relatively little information on the role to be faked. Certain temperaments, particularly NFs, are better at distorting their responses to these scales than others. Intelligence may also play a role in subjects’ ability to fake their responses. Level of information given on the MBTI scales did not affect subjects’ ability to distort their responses to the individual scales. Because of its susceptibility to response distortion, it was suggested that the MBTI not be used as part of the organizational selection process. Implications for these results on other organizational applications of the MBTI and suggestions for future research are also discussed. / Ph. D.

A number of studies have concluded that the Myers-Briggs Type Indicator (MBTI) measures four general dimensions of personality; however, their findings also suggest that the MBTI's scales could benefit from improvements in their measurement precision. The degree to which the addition of newly constructed items to the Form F item pool would improve the measurement precision of the four primary MBTI scales was assessed. Using item response theory (IRT) to quantify each scale's performance, findings indicate that the new items substantially increased the test information functions (TIFs) and decreased the standard errors of measurement (SEM), especially in the critical area around the type cutoff scores (e.g., SEMs for scales containing the original plus new items were approximately half the size produced by the original MBTI items). The potential benefits of this increased measurement precision were discussed with respect to a number of applied testing issues. / Master of Science

Chronic absenteeism is a growing concern nationwide. Millions of students are absent from school, with the number summing to one month's worth of absences per student per year. As a result of Every Student Succeed Act (ESSA), many states have included chronic absenteeism as part of their school quality indicator. For the 2018-2019 school year, attendance was included in standards of accreditation. Reducing chronic absenteeism has long been a goal for many public principals at each grade level nationwide. The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. A qualitative research design was used with semi-structured interviews to determine principals' perceptions of interventions and strategies to decrease chronic absenteeism. Participants were principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Findings from the research revealed that principals in this district are implementing interventions and strategies that include: positive behavioral interventions and supports, parent contacts, community partnerships, district supports, and professional development to decrease chronic absenteeism. The findings also suggested that interventions and strategies that help build relationships between the school, students, and parents are being most effective in decreasing chronic absenteeism in this district. Implications for continued decrease in chronic absenteeism at all level of practice are recommended and suggestions for future research / Doctor of Education / The purpose of this study was to identify what interventions and strategies principals were implementing to decrease chronic absenteeism. This study further identified principals' perceptions of the interventions and strategies with the greatest and least effect on decreasing chronic absenteeism. The study included principals from secondary schools in one urban school district, located in the Southeastern region of Virginia. Principals were interviewed using interview questions designed by the researcher (see Appendix E). The research findings identified principals are implementing positive behavior interventions and supports in their schools to decrease chronic absenteeism. They are also implementing parent contacts, community partnerships, district supports, and professional development. The interventions and strategies principals find most effective in decreasing chronic absenteeism are interventions and strategies that help build relationships with students and parents. Future interventions and strategies should include additional efforts to contact parents, an increase in staff to make home visits and students being able to recover or buy back time lost from school due to absenteeism. Implications for practice in the continued decrease of chronic absenteeism are recommended, as well as suggestions for future research.

As the impacts of human activities increase sediment transport by aquatic systems the need to accurately quantify this transport becomes paramount. Turbidity is recognized as an effective tool for monitoring suspended sediments in aquatic systems, and with recent technological advances turbidity can be measured in-situ remotely, continuously, and at much finer temporal scales than was previously possible. Although turbidity provides an improved method for estimation of suspended-sediment concentration (SSC), compared to traditional discharge-based methods, there is still significant variability in turbidity-based SSC estimates and in sediment loadings calculated from those estimates. The purpose of this study was to improve the turbidity-based estimation of SSC. Working at two monitoring sites on the Roanoke River in southwestern Virginia, stage, turbidity, and other water-quality parameters and were monitored with in-situ instrumentation, suspended sediments were sampled manually during elevated turbidity events; those samples were analyzed for SSC and for physical properties; rainfall was quantified by geologic source area. The study identified physical properties of the suspended-sediment samples that contribute to SSC-estimation variance and hydrologic variables that contribute to variance in those physical properties. Results indicated that the inclusion of any of the measured physical properties, which included grain-size distributions, specific surface-area, and organic carbon, in turbidity-based SSC estimation models reduces unexplained variance. Further, the use of hydrologic variables, which were measured remotely and on the same temporal scale as turbidity, to represent these physical properties, resulted in a model which was equally as capable of predicting SSC. A square-root transformed turbidity-based SSC estimation model developed for the Roanoke River at Route 117 monitoring station, which included a water level variable, provided 63% less unexplained variance in SSC estimations and 50% narrower 95% prediction intervals for an annual loading estimate, when compared to a simple linear regression using a logarithmic transformation of the response and regressor (turbidity). Unexplained variance and prediction interval width were also reduced using this approach at a second monitoring site, Roanoke River at Thirteenth Street Bridge; the log-based transformation of SSC and regressors was found to be most appropriate at this monitoring station. Furthermore, this study demonstrated the potential for a single model, generated from a pooled set of data from the two monitoring sites, to estimate SSC with less variance than a model generated only from data collected at this single site. When applied at suitable locations, the use of this pooled model approach could provide many benefits to monitoring programs, such as developing SSC-estimation models for multiple sites which individually do not have enough data to generate a robust model or extending the model to monitoring sites between those for which the model was developed and significantly reducing sampling costs for intensive monitoring programs. / Master of Science