Growth and gas exchange responses of Brazilian pepper (Schinus terebinthifolius) and native South Florida species to salinity

Schinus terebinthifolius Raddi (Schinus) is an invasive exotic species widely found in disturbed and native communities of Florida. This species has been shown to displace native species as well as alter community structure and function. The purpose of this study was to determine if the growth and gas exchange patterns of Schinus, under differing salinity conditions, were different from native species. Two native upland glycophytic species (Rapanea punctata and Randia aculeata) and two native mangrove species (Rhizophora mangle and Laguncularia racemosa) were compared with the exotic. Overall, the exotics morphologic changes and gas exchange patterns were most similar to R. mangle. Across treatments, increasing salinity decreased relative growth rate (RGR), leaf area ratio (LAR) and specific leaf area (SLA) but did not affect root/shoot ratios (R:S). Allocation patterns were however significantly different among species. The largest proportion of Schinus biomass was allocated to stems (47%), resulting in plants that were generally taller than the other species. Schinus also had the highest SLA and largest total leaf area of all species. This meant that the exotic, which was taller and had thinner leaves, was potentially able to maintain photosynthetic area comparable to native species. Schinus response patterns show that this exotic exhibits some physiological tolerance for saline conditions. Coupled with its biomass allocation patterns (more stem biomass and large area of thin leaves), the growth traits of this exotic potentially provide this species an advantage over native plants in terms of light acquisition in a brackish forested ecosystem.

Waking the sleeping giant: Beliefs of Brazilian and *American teachers concerning liberation curriculum

The school curriculum is a matter mandated by the educational system rather than determined by the school stakeholders of a community, as Freire (1993) suggests. At the present time, one significant vision of school is challenging the current order of curriculum practice. It focuses on school as a liberating agency grounded on the belief that the abilities to access information and to think critically about it will educate an individual capable of making independent decisions. This dissertation investigates teacher's beliefs concerning curriculum. It was assumed that there is a discrepancy between what has been the position proposed by critical theorists including Freire (1998a, 1993); Apple (1979); Giroux (1998), and the position on curriculum which school systems are typically advancing. ^ There were four purposes of this study. The major purpose of this study was to determine whether or not Brazilian and American Teachers believe that a school curriculum based on Freirean principles could be implemented in the schools in which they worked. Also, this study sought to determine the differences found between teachers' beliefs in the Brazilian and American contexts. Another purpose was to determine how Brazilian and American teachers justify their beliefs and actions when these may represent conflicting values. Finally, this study sought to determine if these teachers believe that the curriculum is in need of change or if they accept the current curriculum as adequate. This study consisted of quantitative and qualitative data collection through multiple methods involving surveys and interviews. The study involved 171 teachers (88 Brazilian and 83 American) from multiple settings with the majority working for public systems. Overall, it seems that Brazilian and American teachers believe that a curriculum based on Freirean principles of education can be implemented in their schools, if ongoing education is provided. The majority of Brazilian teachers believe a curriculum change is necessary while half of the American teachers believe a curriculum change is needed and the other half seems to believe curriculum is adequate. Teachers explain that it is hard to implement a curriculum they believe to be most appropriate for students because the current curriculum is mandated by the school system or by national guidelines. The majority of Brazilian teachers and those American teachers who believed a curriculum change is necessary explained their rationale for change in terms of social justice, problem-solving, collective work, student-centered and context-based curriculum. American teachers, who believed that the curriculum is adequate, explained that they are satisfied with their student's achievements. They stated that their students are doing well on tests and are learning what is required. ^

A scalable multimedia content processing framework with application to TV shopping

The advent of smart TVs has reshaped the TV-consumer interaction by combining TVs with mobile-like applications and access to the Internet. However, consumers are still unable to seamlessly interact with the contents being streamed. An example of such limitation is TV shopping, in which a consumer makes a purchase of a product or item displayed in the current TV show. Currently, consumers can only stop the current show and attempt to find a similar item in the Web or an actual store. It would be more convenient if the consumer could interact with the TV to purchase interesting items. ^ Towards the realization of TV shopping, this dissertation proposes a scalable multimedia content processing framework. Two main challenges in TV shopping are addressed: the efficient detection of products in the content stream, and the retrieval of similar products given a consumer-selected product. The proposed framework consists of three components. The first component performs computational and temporal aware multimedia abstraction to select a reduced number of frames that summarize the important information in the video stream. By both reducing the number of frames and taking into account the computational cost of the subsequent detection phase, this component component allows the efficient detection of products in the stream. The second component realizes the detection phase. It executes scalable product detection using multi-cue optimization. Additional information cues are formulated into an optimization problem that allows the detection of complex products, i.e., those that do not have a rigid form and can appear in various poses. After the second component identifies products in the video stream, the consumer can select an interesting one for which similar ones must be located in a product database. To this end, the third component of the framework consists of an efficient, multi-dimensional, tree-based indexing method for multimedia databases. The proposed index mechanism serves as the backbone of the search. Moreover, it is able to efficiently bridge the semantic gap and perception subjectivity issues during the retrieval process to provide more relevant results.^

Curriculum development in a heritage language community-based school: A Qualitative inquiry regarding a Brazilian-Portuguese program in South Florida

This research aimed to describe, understand, and discuss the curriculum development process of a Brazilian-Portuguese heritage language community-based school in South Florida. This study was guided by the following research questions: (a) What roles does this HL community-based school aim to play for its students? This investigation was also related to the subsidiary question: (b) How does this HL community-based school organize its curriculum development process? In order to explore these research questions, I observed and interviewed teachers and coordinators based on a qualitative research approach. I analyzed the interviews’ transcripts, and the program’s website with a central focus of describing and understanding their curriculum development process. Hopefully, the findings will help Brazilian and other HL community schools toward discussing and elaborating their own curriculum development, as well as to look for specific teacher training courses.

Preposition Stranding in Heritage Speakers of Brazilian Portuguese

Influential bodies of work in language acquisition studies single out heritage bilingualism as a discrete acquisition process within the bilingualism continuum. In regards to the acquisition of WH-/QU- interrogatives containing prepositional phrases (PP), the present study examined whether heritage speakers (HS) of Brazilian Portuguese (BP) produce preposition stranding (P-stranding) constructions in their heritage language, in contrast to monolingual and adult speakers of BP, where prepositions are pied-piped to form the interrogative. Participants were HS of BP born in the USA and in Brazil, monolinguals, and late bilingual adults. The experiment consisted of an elicited production task and a grammaticality judgment task, both carried out in BP and then in English. Results showed that HS born in the USA use P-stranding in QU- interrogatives productively and systematically, in contrast to the other three groups. Moreover, no evidence of protracted acquisition was found in this group. No signs of attrition were detected among bilinguals.