Coastal Barrier Resources Act : hearings before the Subcommittee on Environmental Pollution of the Committee on Environment and Public Works, United States Senate, Ninety-seventh Congress, first and second sessions on S. 1018 ... August 13, 1981-Providence, R.I., October 21, 1981-Washington, D.C., February 3, 1982-Washington, D.C.

Item 1045-A, 1045-B (microfiche).

The effect of multimedia instruction on achievement of college history students

The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMR 2010 from exploration and discovery to 1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles, method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the .05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F (1, 52) = 16.88, p < .0005, and F = (1, 53) = 8.52, p < .005 for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 45) = .01, p < .940, F (1, 52) = .77, p < .385, and F (1, 53) =.17, p < .678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) = .31, p < .580, F (1, 52) = 1.44, p < .236, and F (1, 53) = .21, p < .645, respectively. ^

Florida International University Commencement Ceremony Summer August 14th 2012,Session 3

Florida International University Commencement Ceremony August 14th, 2012, at US Century Bank Arena. (Session 3)

Florida International University Commencement Ceremony Summer August 5th 2013 Session 3

Florida International University Commencement Ceremony, August 5, 2013 at the US Century Bank Arena. (Session 3)

Florida International University Summer August 5,2013 Commencement Ceremony Session 3

Florida International University Commencement Ceremony August 5,,2013 at US Century Bank Arena ( Session 3) Colleges graduated: College of Journalism and Mass Communication College of Arts and Sciences School of Hospitality Management and Tourism

The effect of multimedia instruction on achievement of college history students

The purpose of this study was to investigate the effect of multimedia instruction on achievement of college students in AMH 2010 from exploration and discovery to1865. A non-equivalent control group design was used. The dependent variable was achievement. The independent variables were learning styles method of instruction, and visual clarifiers (notes). The study was conducted using two history sections from Palm Beach Community College, in Boca Raton, Florida, between August and December, 1998. Data were obtained by means of placement scores, posttests, the Productivity Environmental Preference Survey (PEPS), and a researcher-developed student survey. Statistical analysis of the data was done using SPSS statistical software. Demographic variables were compared using Chi square. T tests were run on the posttests to determine the equality of variances. The posttest scores of the groups were compared using the analysis of covariance (ANCOVA) at the .05 level of significance. The first hypothesis there is a significant difference in students' learning of U.S. History when students receive multimedia instruction was supported, F = (1, 52)= 688, p < .0005, and F = (1, 53) = 8.52, p < .005for Tests 2 and 3, respectively. The second hypothesis there is a significant difference on the effectiveness of multimedia instruction based on students' various learning preferences was not supported. The last hypotheses there is a significant difference on students' learning of U.S. History when students whose first language is other than English and students who need remediation receive visual clarifiers were not supported. Analysis of covariance (ANCOVA) indicated no difference between the groups on Test 1, Test 2, or Test 3: F (1, 4 5)= .01, p < .940, F (l, 52) = .77, p < .385, and F (1,53) =.17, p > .678, respectively, for language. Analysis of covariance (ANCOVA) indicated no significant difference on Test 1, Test 2, or Test 3, between the groups on the variable remediation: F (1, 45) = .31, p < .580, F (1, 52) = 1.44, p < .236, and F (1, 53) = .21, p < .645, respectively.

Th-234 and Po-210 as POC flux proxies during the ARK-XXVII/3 expedition (August-October 2012)

The Arctic sea-ice extent reached a record minimum in September 2012. Sea-ice decline increases the absorption of solar energy in the Arctic Ocean, affecting primary production and the plankton community. How this will modulate the sinking of particulate organic carbon (POC) from the ocean surface remains a key question. We use the 234Th/238U and 210Po/210Pb radionuclide pairs to estimate the magnitude of the POC export fluxes in the upper ocean of the central Arctic in summer 2012, covering time scales from weeks to months. The 234Th/238U proxy reveals that POC fluxes at the base of the euphotic zone were very low (2 ± 2 mmol C/m**2/d) in late summer. Relationships obtained between the 234Th export fluxes and the phytoplankton community suggest that prasinophytes contributed significantly to the downward fluxes, likely via incorporation into sea-ice algal aggregates and zooplankton-derived material. The magnitude of the depletion of 210Po in the upper water column over the entire study area indicates that particle export fluxes were higher before July/August than later in the season. 210Po fluxes and 210Po-derived POC fluxes correlated positively with sea-ice concentration, showing that particle sinking was greater under heavy sea-ice conditions than under partially ice-covered regions. Although the POC fluxes were low, a large fraction of primary production (>30%) was exported at the base of the euphotic zone in most of the study area during summer 2012, indicating a high export efficiency of the biological pump in the central Arctic. This article is protected by copyright. All rights reserved.