Sediment and soil organic matter source assessment as revealed by the molecular distribution and carbon isotopic composition of n-alkanes

The assessment of organic matter (OM) sources in sediments and soils is a key to better understand the biogeochemical cycling of carbon in aquatic environments. While traditional molecular marker-based methods have provided such information for typical two end member (allochthonous/terrestrial vs. autochthonous/microbial)-dominated systems, more detailed, biomass-specific assessments are needed for ecosystems with complex OM inputs such as tropical and sub-tropical wetlands and estuaries where aquatic macrophytes and macroalgae may play an important role as OM sources. The aim of this study was to assess the utility of a combined approach using compound specific stable carbon isotope analysis and an n-alkane based proxy (Paq) to differentiate submerged and emergent/terrestrial vegetation OM inputs to soils/sediments from a sub-tropical wetland and estuarine system, the Florida Coastal Everglades. Results show that Paq values (0.13–0.51) for the emergent/terrestrial plants were generally lower than those for freshwater/marine submerged vegetation (0.45–1.00) and that compound specific δ13C values for the n-alkanes (C23 to C31) were distinctively different for terrestrial/emergent and freshwater/marine submerged plants. While crossplots of the Paq and n-alkane stable isotope values for the C23n-alkane suggest that OM inputs are controlled by vegetation changes along the freshwater to marine transect, further resolution regarding OM input changes along this landscape was obtained through principal component analysis (PCA), successfully grouping the study sites according to the OM source strengths. The data show the potential for this n-alkane based multi-proxy approach as a means of assessing OM inputs to complex ecosystems.

The Five Essentials of Private Club Leadership

The authors examine underlying dimensions of private club leadership using principal components analysis. The data were collected between 1996 and 2003 from 702 club managers or club chief operating officers who are members of the Club Managers Association of America (CMAA). Five factors - innovation, vision, inner values, stewardship, and communication - were identified as essentials of private club leadership.

A Q factor analysis of college undergraduate students' study behaviors

The purpose of this study was to better understand the study behaviors and habits of university undergraduate students. It was designed to determine whether undergraduate students could be grouped based on their self-reported study behaviors and if any grouping system could be determined, whether group membership was related to students’ academic achievement. A total of 152 undergraduate students voluntarily participated in the current study by completing the Study Behavior Inventory instrument. All participants were enrolled in fall semester of 2010 at Florida International University. The Q factor analysis technique using principal components extraction and a varimax rotation was used in order to examine the participants in relation to each other and to detect a pattern of intercorrelations among participants based on their self-reported study behaviors. The Q factor analysis yielded a two factor structure representing two distinct student types among participants regarding their study behaviors. The first student type (i.e., Factor 1) describes proactive learners who organize both their study materials and study time well. Type 1 students are labeled “Proactive Learners with Well-Organized Study Behaviors”. The second type (i.e., Factor 2) represents students who are poorly organized as well as being very likely to procrastinate. Type 2 students are labeled Disorganized Procrastinators. Hierarchical linear regression was employed to examine the relationship between student type and academic achievement as measured by current grade point averages (GPAs). The results showed significant differences in GPAs between Type 1 and Type 2 students at the .05 significance level. Furthermore, student type was found to be a significant predictor of academic achievement beyond and above students’ attribute variables including sex, age, major, and enrollment status. The study has several implications for educational researchers, practitioners, and policy makers in terms of improving college students' learning behaviors and outcomes.

A model of school managerial control : the systematic analysis of managerial behaviors, processes, and indicators

The theoretical construct of control has been defined as necessary (Etzioni, 1965), ubiquitous (Vickers, 1967), and on-going (E. Langer, 1983). Empirical measures, however, have not adequately given meaning to this potent construct, especially within complex organizations such as schools. Four stages of theory-development and empirical testing of school building managerial control using principals and teachers working within the nation's fourth largest district are presented in this dissertation as follows: (1) a review and synthesis of social science theories of control across the literatures of organizational theory, political science, sociology, psychology, and philosophy; (2) a systematic analysis of school managerial activities performed at the building level within the context of curricular and instructional tasks; (3) the development of a survey questionnaire to measure school building managerial control; and (4) initial tests of construct validity including inter-item reliability statistics, principal components analyses, and multivariate tests of significance. The social science synthesis provided support of four managerial control processes: standards, information, assessment, and incentives. The systematic analysis of school managerial activities led to further categorization between structural frequency of behaviors and discretionary qualities of behaviors across each of the control processes and the curricular and instructional tasks. Teacher survey responses (N=486) reported a significant difference between these two dimensions of control, structural frequency and discretionary qualities, for standards, information, and assessments, but not for incentives. The descriptive model of school managerial control suggests that (1) teachers perceive structural and discretionary managerial behaviors under information and incentives more clearly than activities representing standards or assessments, (2) standards are primarily structural while assessments are primarily qualitative, (3) teacher satisfaction is most closely related to the equitable distribution of incentives, (4) each of the structural managerial behaviors has a qualitative effect on teachers, and that (5) certain qualities of managerial behaviors are perceived by teachers as distinctly discretionary, apart from school structure. The variables of teacher tenure and school effectiveness reported significant effects on school managerial control processes, while instructional levels (elementary, junior, and senior) and individual school differences were not found to be significant for the construct of school managerial control.