Analysis of White Latex Paints using Laser Induced Breakdown Spectroscopy for Forensic Applications

The analysis of white latex paint is a problem for forensic laboratories because of difficulty in differentiation between samples. Current methods provide limited information that is not suitable for discrimination. Elemental analysis of white latex paints has resulted in 99% discriminating power when using LA-ICP-MS; however, mass spectrometers can be prohibitively expensive and require a skilled operator. A quick, inexpensive, effective method is needed for the differentiation of white latex paints. In this study, LIBS is used to analyze 24 white latex paint samples. LIBS is fast, easy to operate, and has a low cost. Results show that 98.1% of variation can be accounted for via principle component analysis, while Tukey pairwise comparisons differentiated 95.6% with potassium as the elemental ratio, showing that the discrimination capabilities of LIBS are comparable to those of LA-ICP-MS. Due to the many advantages of LIBS, this instrument should be considered a necessity for forensic laboratories.

The White Ibis and Wood Stork as indicators for restoration of the everglades ecosystem

Large numbers of colonially nesting herons, egrets, ibises, storks and spoonbills were one of the defining natural phenomena of the historical Everglades. Reproduction of these species has been tracked over at least a century, and some clear responses to dramatic anthropogenic hydrological alterations have been established. These include a marked decline in nesting populations of several species, and a movement of colonies away from the over-drained estuarine region. Ponding in a large portion of the freshwater marsh has favored species that hunt by sight in deep water (egrets, cf. 25–45 cm), while tactile feeders (ibises and storks) that depend on concentrated prey in shallow water (5–25 cm) have become proportionately much less common. There has been a marked increase in the interval between exceptionally large breeding aggregations of White Ibises (Eudocimus albus). Loss of short hydroperiod wetlands on the margins of the Everglades have delayed nest initiations 1–2 months by Wood Storks (Mycteria americana) resulting in poor nesting success. These responses are consistent with mechanisms that involve foraging, and the availability and production of prey animals, and each of the relationships is highly dependent on hydrology. Here, we define a group of characteristics about wading bird dynamics (= indicators) that collectively track the specific ecological relationships that supported ibises and storks in the past. We suggest four metrics as indicators of restoration success: timing of nesting by storks, the ratio of nesting ibises + storks to Great Egrets, the proportion of all nests located in the estuarine/freshwater ecotone, and the interval between years with exceptionally large ibis nestings. Each of these metrics has historical (e.g., predrainage) data upon which to base expectations for restoration, and the metrics have little measurement error relative to the large annual variation in numbers of nests. In addition to the strong scientific basis for the use of these indicators, wading birds are also a powerful tool for public communication because they have strong aesthetic appeal, and their ecological relationships with water are intuitively understandable. In the interests of communicating with the public and decision-makers, we integrate these metrics into a single-page annual “traffic-light” report card for wading bird responses. Collectively, we believe these metrics offer an excellent chance of detecting restoration of the ecosystem functions that supported historical wading bird nesting patterns.

Schools and the formation of Black identity during the Civil Rights Movement: Change and resistance in Holly Springs, Mississippi, 1964--1974

Desegregation of social and public spaces was the most visible result of the Civil Rights Movement. After 1960, the integration of schools in Mississippi became a source of conflict. The social change of Civil Rights attacked the social order of White Resistance that supported the state superstructure. The public schools were a place for the discovery of identity for Blacks. The integrated on of the schools caused many Whites to leave rather than be integrated with Blacks. Desegregation of schools was also a slow process because the local and state government could not enforce the decisions of the US Courts, leading Blacks to realize their place in American society could only be secured through individual action. ^ This work explains the role of schooling during the integration of the Holly Springs Separate School System. The process of forging a new identity by local Blacks is examined against the forces of social change and resistance. I addition, this work examines the perils for the Blacks as they faced the uncertainty of change in the crucial Civil Rights years between 1964 and 1974. ^ This work analyzes how the Black community dealt with the problems triggered by the desegregation of the school system in Holly Springs, of a constructed social condition, a psychological state of being, the realities of racism and segregation, and the change and resistance between the individual and the collective. It is based on six months of field work investigation. Although the schools were a crucial aspect of community life for Blacks and Whites, Blacks did form their identity in them. Other institutions, such churches were more crucial. Second, the aspect of politeness and belief in law made the experience in Holly Springs unique to that place, and thus, warrants further study to determine its place within the Civil Rights Movement. Finally, while the political and economic control of Holly Springs remained with Whites, desegregation led to the resegregation of the public schools: as Whites left to private schools. ^

A Historical Overview of the Challenges for African Americans K12 through College Education in America

The early American education system developed around the segregation of White and African American students. These differences in learning environment have led to inferior education for African Americans and can be linked to challenges still facing minorities in the current American education system.

Forging professional public health nursing in a southern state: Florida's public health nurses, 1889-1934

From 1889 to 1934, Florida's nurses belonging to a new group of professional women ushered in a pioneering phase of public health nursing in Florida. During this era, the nurses' ability to confront health and professional issues varied a great deal but in quiet and forceful ways they tackled cultural and environmental problems to assist people who were ill or help prevent people from becoming ill. This dissertation places the development of professional public health nursing in its social context by uncovering the relationships public health nurses formed with clubwomen, the medical profession, city leaders, midwives, and others. In 1888, there were few graduate nurses in the state, no state board of health and no organized nursing service to respond to Jacksonville's great yellow fever epidemic. By 1934, national and state leaders of public health nursing had built up the profession to become an essential part of the State Board of Health's service to the community. Between these milestones, in the era of white supremacy and Jim Crow, public health nurses combined their professional training with a pioneer spirit of innovation and risk-taking. In the predominately rural state, the public health nurses' resolve to overcome environmental hazards and cultural obstacles stands out as they attempted to reach those who were unserved or underserved by modern medicine.

What Google Maps can do for Biomedical Data Dissemination: Examples and a Design Study

Background: Biologists often need to assess whether unfamiliar datasets warrant the time investment required for more detailed exploration. Basing such assessments on brief descriptions provided by data publishers is unwieldy for large datasets that contain insights dependent on specific scientific questions. Alternatively, using complex software systems for a preliminary analysis may be deemed as too time consuming in itself, especially for unfamiliar data types and formats. This may lead to wasted analysis time and discarding of potentially useful data. Results: We present an exploration of design opportunities that the Google Maps interface offers to biomedical data visualization. In particular, we focus on synergies between visualization techniques and Google Maps that facilitate the development of biological visualizations which have both low-overhead and sufficient expressivity to support the exploration of data at multiple scales. The methods we explore rely on displaying pre-rendered visualizations of biological data in browsers, with sparse yet powerful interactions, by using the Google Maps API. We structure our discussion around five visualizations: a gene co-regulation visualization, a heatmap viewer, a genome browser, a protein interaction network, and a planar visualization of white matter in the brain. Feedback from collaborative work with domain experts suggests that our Google Maps visualizations offer multiple, scale-dependent perspectives and can be particularly helpful for unfamiliar datasets due to their accessibility. We also find that users, particularly those less experienced with computer use, are attracted by the familiarity of the Google Maps API. Our five implementations introduce design elements that can benefit visualization developers. Conclusions: We describe a low-overhead approach that lets biologists access readily analyzed views of unfamiliar scientific datasets. We rely on pre-computed visualizations prepared by data experts, accompanied by sparse and intuitive interactions, and distributed via the familiar Google Maps framework. Our contributions are an evaluation demonstrating the validity and opportunities of this approach, a set of design guidelines benefiting those wanting to create such visualizations, and five concrete example visualizations.

A relationship between the Florida Comprehensive Assessment Test 2.0 mathematics scores and racial and ethnic concentration when considering socio-economic status, ESOL student population, and school climate

From the moment children are born, they begin a lifetime journey of learning about themselves and their surroundings. With the establishment of the No Child Left Behind Act of 2001, it mandates that all children receive a high-quality education in a positive school climate. Regardless of the school the child attends or the neighborhood in which the child lives, proper and quality education and resources must be provided and made available in order for the child to be academically successful. The purpose of this ex post facto study was to investigate the relationship between the FCAT 2.0 mathematics scores of public middle school students in Miami-Dade County, Florida and the concentrations of a school's racial and ethnic make-up (Whites, Blacks, and Hispanics), English for Speakers of other Languages (ESOL) population, socio-economic status (SES), and school climate. The research question of this study was: Is there a significant relationship between the FCAT 2.0 Mathematics scores and racial and ethnic concentration of public middle school students in Miami-Dade County when controlling SES, ESOL student population, and school climate for the 2010-2011 school year? The instruments used to collect the data were the FCAT 2.0 and Miami-Dade County Public Schools (M-DCPS) School Climate Survey. The study found that Economically Disadvantaged (SES) students socio-economic status had the strongest correlation with the FCAT 2.0 mathematics scores (r = -.830). The next strongest correlation was with the number of students who agreed that their school climate was positive and helped them learn (r = .741) and the third strongest correlation was a school percentage of White students (r = .668). The study concluded that the FCAT 2.0 mathematics scores of M-DCPS middle school students have a significant relationship with socio-economic status, school climate, and racial concentration.