O gênero Mikania (Asteraceae, tribo Eupatorieae) apresenta aproximadamente 450 espécies, muitas delas especialmente importantes por seu uso em medicina tradicional. Para a análise quimiotaxonômica, um banco de dados acerca da composição micromolecular de Mikania foi criado. Foram elaboradas análises de agrupamento e de componentes principais, bem como o cálculo de parâmetros evolutivos usados em quimiotaxonomia. O perfil químico e a análise estatística multivariada demonstraram que diterpenóides, lactonas sesquiterpenoídicas e cumarinas são os marcadores químicos mais importantes para este gênero. A presença de dicotomia entre a produção de lactonas sesquiterpenoídicas e diterpenóides não foi estritamente confirmada para o gênero, embora esteja claro que a produção de um interfere negativamente na do outro. As relações SH/(AC+IPP) e FV/FL foram compatíveis com o posicionamento de Mikania na família Asteraceae. As análises de componentes principais (PCA) e de agrupamento forneceram informações que correlacionam caracteres morfológicos e geográficos com dados químicos. As espécies distribuídas predominantemente no Brasil são consideradas muito mais ricas em diterpenos do tipo kaurano, assim como tendem a apresentar inflorescências tirsóides. Por outro lado, espécies não-brasileiras tendem a acumular lactonas sesquiterpenoídicas e apresentar preferencialmente inflorescências do tipo corimbosa. / The genus Mikania (Asteraceae, tribe Eupatorieae) encompasses around 450 species, many of which especially important due to their use in folk medicine. A database of the micromolecular composition of Mikania was generated for a chemotaxonomic analysis. Clustering and Principal Components Analysis (PCA) were performed, as well the calculation of evolutive parameters used in chemotaxonomy. The chemical profile and the statistical multivariate analysis demonstrated that diterpenes, sesquiterpene lactones and coumarins are the most important chemical markers in this genus. The presence of dicotomy between the production of sesquiterpene lactones and diterpenes was not strictly confirmed for the genus, although it is clear that the production of one interferes negatively with the other. The SH/(AC+IPP) and FV/FL ratios are compatible with the positioning of Mikania in the Asteraceae family. The PCA and clustering analysis provided information correlating morphological characters and geographical patterns with chemical data. The species distributed predominantly in Brazil are considered very rich in kaurane diterpenes quite prone to present thyrsoid inflorescences. In contrast, non-Brazilian species trend to accumulate mostly sesquiterpene lactones, preferentially presenting the corymbose inflorescence type.

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O trabalho teve como objetivo analisar a função da diretora no âmbito da Educação Infantil. Além disso, buscou-se compreender como as políticas educacionais podiam interferir na instituição, quais eram as formas de provimentos dos cargos dos gestores e as atribuições legais desses profissionais e como era a atuação de uma diretora de uma escola pública de educação infantil. Trata-se de uma pesquisa qualitativa, desenvolvida por meio de um estudo de caso. A pesquisa ocorreu em uma instituição de um município que faz parte da microrregião de Ribeirão Preto e atendia crianças de dois anos e meio a cinco anos. Os procedimentos metodológicos envolveram a observação participante com a anotação em caderno de campo, análise documental e entrevista semiestruturada com a diretora. Constatou-se com o estudo que a falta de identidade da Educação Infantil fazia-se muito presente na EMEI que possuía práticas que são questionáveis até mesmo no Ensino Fundamental, tais como as filas, contenção dos movimentos das crianças, mobiliário, sinal sonoro, possibilidade de levar lanche à escola e castigos às crianças na sala da diretora. No início do ano letivo verificaram-se algumas ações que não proporcionavam uma acolhida significativa às crianças, como por exemplo, a indefinição dos papéis de cada profissional, a ligação para os responsáveis buscar a criança caso ela chorasse, a proibição da entrada das famílias à instituição, entre outras que demonstravam que havia algumas estratégias por parte da SME para que o número de crianças na lista de espera diminuísse. Não eram proporcionados momentos de participação às crianças e elas não possuíam os direitos de se expressarem e de brincarem. Quando não obedeciam às regras impostas, eram proibidas de brincar e obrigadas a permanecerem sentadas na sala da diretora. A diretora não compreendia as formas de aprendizagem e desenvolvimento das crianças, atuava sozinha na gestão da EMEI e não sabia exatamente qual era a função que deveria desempenhar, pois a SME não definiu quais seriam as atribuições dos profissionais que atuavam na gestão das instituições de Educação Infantil. A diretora utilizava o seu tempo planejando e organizando atividades que tinham como tema central as datas comemorativas. Estas eram realizadas pelas professoras, sem a participação das crianças, que só recebiam as produções prontas, não participavam do desenvolvimento e não eram o centro do planejamento curricular. Além disso, a participação das famílias era restrita, restando-lhes somente a opção de perguntarem no portão sobre a educação dos seus filhos e essa prática era recomendada até mesmo pela SME. Dessa forma, conclui-se que as práticas da diretora careciam de fundamentação teórica e legal, bem como faltava um suporte por parte da SME para que fosse oferecida formação continuada para a diretora e as professoras e para que mecanismos de participação fossem efetivados na instituição, tais como APM e o Conselho de Escola. / The goals of this study were to analyze the role of a principal of a child education school; to understand how educational policies could interfere with the institution, how managers were chosen and which their legal duties were and how the performance of a principal of a public school kindergarten was. It was a qualitative research based on the study case. The study took place at one of the institutions in the area of Ribeirão Preto where the students were two-and-a-half year- old to five-year- old children. Methodological procedures were participant observation with notes on a field notebook, documentary analysis and semi-structured interview with the principal. The study showed that the municipal child education school applied some practices which were not characteristic of the early childhood education such as lines, restriction of childrens movement, furniture, bell, permission to take snacks to school and the punishment in the principals room. At the beginning of the school year some actions did not welcome the children such as the role of each professional was not specified, the call so that the families could come and pick the child up if he/she cried, parents or the responsible relatives were not allowed to enter the institution and others which were strategies to decrease the number of children in the waiting list. Moreover, the children were not allowed to participate, they could not express themselves or play. When they did not obey the rules they were forbidden to play and they were forced to stay in the principals room, thinking about what they had done. The principal did not know about different kinds of child learning and development, she was the only one managing the school and she did not know which exactly her role was because the Municipal Secretary of the Education has not established the duties of the professionals who work at the management of child education institutions. The principal spent her time on planning and organizing activities to celebrate commemorative dates. Those activities were prepared by the teachers with no childrens help. The children did not use to participate in the preparation of the activities and they were not the focus of the curriculum planning. The participation of the families was limited, they could only ask about the education of their children at the gate of the school and that was suggested by the Secretary of the Education. Thus, it is possible to conclude that the principals actions needed some theoretical and legal knowledge and the Secretary of Education should offer continuing education for the principal and the teachers and they should actualize some departments at school such as the Affiliation of Parents and Teachers and the School Counseling.

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Most research indicates that effective principals usually involve teachers in some of the decision-making processes that take place in a school. When teachers feel they have a voice in decisions, they are more likely to take ownership in their school. Great leaders have the power to change their school either for the advancement of the establishment, or they can bring about negativity in the workplace. The purpose of this study was to determine if there were differences on the 5 dimensions of the Kouzes-Posner Leadership Practices Inventory (Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart) between teachers’ scores and their principal’s score for participants in this study, and to determine if a relationship existed between teachers’ scores on the Purdue Teacher Opinionaire and their principal’s Leadership Practices Inventory score. For this research data were collected from 10 schools in a school system in East Tennessee that contained kindergarten through eighth grade. These schools are classified in 3 categories: kindergarten through eighth grade, third through fifth grade, or sixth through eighth grade. There were 208 participating teachers in the school system who teach kindergarten through eighth grade. One-sample t-tests were used to compare the principal’s Leadership Practice Inventory score to teachers’ Leadership Practice Inventory scores at each of the 10 participating schools. Scores for teachers and their principal were not significantly different for any of the 5 dimensions for Schools 1, 2, 9, and 10. School 8 displayed a significant difference for 3 of the 5 dimensions. The means were significantly different for Schools 3, 4, 5, 6, and 7 on all 5 of the dimensions. The relationship as measured by Pearson correlation coefficients between the Leadership Practices Inventory and the Purdue Teacher Opinionaire for teachers at the 10 participating schools displayed similar mixed results.

Information Technology systems generate system log messages to allow for the monitoring of the system. In increasingly large and complex systems the volume of log data can overwhelm the analysts tasked with monitoring these systems. A system was developed that utilizes Principal Component Analysis to assist the analyst in the characterization of system health and events. Once trained, the system was able to accurately identify a state of heavy load on a device with a low false positive rate. The system was also able to accurately identify an error condition when trained on a single event. The method employed is able to assist in the real time monitoring of large complex systems, increasing the efficiency of trained analysts.

Safe drinking water is paramount to a healthy society. Close to a hundred contaminants are regulated by the government. Utilities are using chloramines to disinfect water to reduce harmful byproducts that may present themselves with the use of chlorine alone. Using chlorine and ammonia to disinfect, ammonia oxidizing bacteria can present themselves in an unsuspecting utilities distribution network. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2019. / FAU Electronic Theses and Dissertations Collection

ABSTRACT As Gentilucci and Muto (2007) proposed, Principals need to find strategies and tactics to have direct, positive effects on Students. Little research has been done which takes the key stakeholder perspective, the Student, into account. Students’ perspectives may be critical as they are the focus educational services delivered, and may have insights into how they might best be served. The primary focus of this exploratory research was to examine Students’ perspectives on effective Principal leadership behavior. This subjectivist research paradigm, or “insider perspective” (Gentilucci, 2004; Gentilucci & Muto, 2007) was important in determining the effectiveness of Principal leadership. The secondary purpose of the study was to examine perceptions from Educators’ and Students’ perspectives; and, thirdly, to determine the congruence between these perspectives. This mixed-methods research work involved completion of the Vanderbilt Assessment of Educational Leadership (VAL-ED), by 31 Educators at four schools to collect Educators’ ratings of their Principal’s effective Principal leadership behaviors. Twenty Grade 5 Students participated in one-on-one interviews, to provide Students’ perspectives, which were analyzed through a phenomenological approach. Key findings which emerged: uncovering Educators’ and Students’ perspectives of the effective leadership behavior of the participating principals; the lack of congruence between Educators’ and Students’ perspectives; and four themes revealed through an analysis of Students’ interview data were found in contemporary models of effective Principal leadership behaviors. Student voices identified leadership behaviors which improve student achievement.

Public schools have increasingly transformed throughout the years, and the growth in suburban areas has brought many diversified schools that sometimes mirror schools in an urban setting (Kneebone and Berube,2013). Building principals, particularly those in charge of Title I schools, face numerous challenges each day within their buildings (Kahlenberg, 2001). Not only have the demands of high-stakes testing increased over the years, other external factors also present challenges within the school setting. While the school stakeholders play an integral role in how the school is shaped, the building principal’s behaviors ultimately serve as the overarching guide in shaping how the school is run (Stone-Johnson, 2013). Existing research is abundant in identifying leadership variables that can potentially influence student achievement, from leadership behaviors (Daresh & Lynch, 2010) to school culture (Deal & Peterson, 2009); from teachers’ feelings of self-efficacy (Collie, Shapka, & Perry, 2012) to teacher effectiveness (Meyers & Pianta, 2008); from teacher-student relationships (Hamre & Pianta, 2006) to student attitudes (Hopson & Lee, 2011). However, there is a dearth of research that examines the possible relationships between several interacting components; especially, in terms of stakeholders’ perceptions. This case study aims to begin filling this gap. What is also unique about this study, aside from the setting in a specific Title I suburban school, is its use of appreciative inquiry that aims to tease out the most positive attributions, rather than focusing on the negative.

In the Denver metropolitan area, many elementary school principals have been focused more on management than on instructional leadership issues, even though school administrators have been charged with overseeing academic achievement based on state and federal standards. According to research, participating in these 2 disconnected roles hinders principals' ability to achieve the academic and social success of their students. Guided by Bandura's self-efficacy theory and Hallinger's distributed leadership theories, this qualitative study explored factors that influenced 6 principals' adoption of the instructional leadership role to learn how principals might shift from managing the school to becoming its instructional leader. The selection criteria for the participants were that each principal was based in a linguistically and culturally diverse, low-income community and led successfully as noted in the School Performance Framework. Data from individual interviews and a focus group were triangulated with observational data (3 observations of participants in their work role at their individual school sites) and researcher field notes. Data analysis used open coding, from which 3 core themes emerged: voice, focus, and alignment of resources. Based on these findings, the proposed project, presented as a position paper, recommends the development of a district-level policy directed toward the building of a school-site infrastructure that supports elementary principals in the role of instructional leader. The implications for positive social change at the local level include providing recommendations that might enable administrators as the instructional leader to develop and oversee an infrastructure conducive to the academic and social success of the students they serve, thus increasing the number of successful schools throughout the district study site.