A 2,500-year record of environmental change in Highlands Hammock State Park (Central Florida, U.S.A.) inferred from siliceous microfossils

Analysis of siliceous microfossils of a 79 cm long peat sediment core from Highlands Hammock State Park, Florida, revealed distinct changes in the local hydrology during the past 2,500 years. The coring site is a seasonally inundated forest where water availability is directly influenced by precipitation. Diatoms, chrysophyte statospores, sponge remains and phytoliths were counted in 25 samples throughout the core. Based on the relative abundance of diatom species, the record was subdivided into four diatom assemblage zones, which mainly reflect the hydrological state of the study site. An age-depth relationship based on radiocarbon measurements of eight samples reveals a basal age of the core of approximately 2,500 cal. yrs. BP. Two significant changes of diatom assemblage composition were found that could be linked to both, natural and anthropogenic influences. At 700 cal. yrs. BP, the diatom record documents a shift from tychoplanktonicAulacoseira species to epiphytic Eunotia species, indicating a shortening of the hydroperiod, i.e. the time period during which a wetland is covered by water. This transition was interpreted as being triggered by natural climate change. In the middle of the twentieth century a second major turnover took place, at that time however, as a result of human impact on the park hydrology through the construction of dams and canals close to the study site.

A comparison of the teacher efficacy and performance of traditionally and alternatively certified first -year teachers

The purpose of this study was to compare the efficacy and performance evaluations of alternatively certified first-year teachers to traditionally certified first-year teachers. The participants were 25 first-year teachers in the Broward County Public School District (FL) who completed the Transition to Teaching alternative certification program and a comparison group of 32 first-year teachers in the same school district who completed a traditional university teacher preparation program. ^ The study was a mixed methods design (Creswell, 2003; Tashakkori & Teddlie, 1998). The quantitative data were collected during the 2002–2003 school year using the Teachers' Sense of Efficacy Scale (Tschannen-Moran & Hoy, 2001) and the Florida Performance Measurement System formative and summative instruments. The qualitative data consisted of focus group interviews that were conducted at the end of the 2002–2003 school year. ^ Data were analyzed using independent samples t tests to compare the means of the two populations on their efficacy scores and performance evaluations. Paired samples t tests and analysis of covariance (ANCOVA) were used to compare the efficacy scores for each certification type at the beginning of the school year to the efficacy scores at the end of the school year. A repeated measures analysis of variance (ANOVA) was used to compare the change in the efficacy scores of the teachers from the beginning of the school year to the end of the school year. Focus group interviews were conducted and transcribed, and the content was analyzed and categorized based on the four sources of self-efficacy described by Bandura (1986, 1997). ^ The results of this study revealed that no statistically significant differences existed between the two groups of teachers in their teacher efficacy or performance evaluations and that they reported similar sources of their efficacy. These findings add to the research base that supports alternative certification as a viable and effective pathway into teaching. ^

Students' recollections of participating in a first year residential learning community experience

The purpose of this qualitative study was to gain an understanding of what participation in a first year residential learning community meant to students 2-3 years after their involvement in the program. Various theories including environmental, student involvement, psychosocial and intellectual, were used as a framework for this case study. Each of the ten participants was a junior or senior level student at the time of the study, but had previously participated in a first year residential learning community at Florida International University. The researcher held two semi-structured interviews with each participant, and collected data sheets from each. The narrative data produced from the interviews were transcribed, coded and analyzed to gain insights into the experiences and perspectives of the participants. Member checking was used after the interview process. A peer reviewer offered feedback during the data analysis. The resulting data was coded into categories, with a final selection of four themes and 15 sub-themes, which captured the essence of the participants' experiences. The four major themes included: (a) community, (b) involvement, (c) identity, and (d) academics. The community theme is used to describe how students perceived the environment to be. The involvement theme is used to describe the students' participation in campus life and their interaction with other members of the university community. The identity theme is used to describe the students' process of development, and the personal growth they underwent as a result of their experiences. The academics theme refers to the intellectual development of students and their interaction around academic issues. The results of this study showed that the participants valued greatly their involvement in the First Year Residents Succeeding Together program (FYRST) and can articulate how it helped them succeed as students. In describing their experience, they most recall the sense of community that existed, the personal growth they experienced, the academic development process they went through, and their involvement, both with other people and with activities in their community. Recommendations are provided for practice and research, including several related to enhancing the academic culture, integrating faculty, utilizing peer influence and providing further opportunities to create a seamless learning environment.

Stable-isotope ratios and accumulation rates of four firn cores from the Dronning Maud Land, Antarctica

Four firn cores were retrieved in 2007 at two ridges in the area of the Ekström Ice Shelf, Dronning Maud Land, coastal East Antarctica, in order to investigate the recent regional climate variability and the potential for future extraction of an intermediate-depth core. Stable water-isotope analysis, tritium content and electrical conductivity were used to date the cores. For the period 1981-2006 a strong and significant correlation between the stable-isotope composition of firn cores in the hinterland and mean monthly air temperatures at Neumayer station was (r=0.54-0.71). No atmospheric warming or cooling trend is inferred from our stable-isotope data for the period 1962-2006. The stable-isotope record of the ice/firn cores could expand well beyond the meteorological record of the region. No significant temporal variation of accumulation rates was detected. However, decreasing accumulation rates were found from coast to hinterland, as well as from east (Halvfarryggen) to west (Søråsen). The deuterium excess (d) exhibits similar differences (higher d at Søråsen, lower d at Halvfarryggen), with a weak negative temporal trend on Halvfarryggen (0.04 per mil/a), probably implying increasing oceanic input. We conclude that Halvfarryggen acts as a natural barrier for moisture-carrying air masses circulating in the region from east to west.

A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective

A constructivist philosophy underlies the Irish primary mathematics curriculum. As constructivism is a theory of learning its implications for teaching need to be addressed. This study explores the experiences of four senior class primary teachers as they endeavour to teach mathematics from a constructivist-compatible perspective with primary school children in Ireland over a school-year period. Such a perspective implies that children should take ownership of their learning while working in groups on tasks which challenge them at their zone of proximal development. The key question on which the research is based is: to what extent will an exposure to constructivism and its implications for the classroom impact on teaching practices within the senior primary mathematics classroom in both the short and longer term? Although several perspectives on constructivism have evolved (von Glaserfeld (1995), Cobb and Yackel (1996), Ernest (1991,1998)), it is the synthesis of the emergent perspective which becomes pivotal to the Irish primary mathematics curriculum. Tracking the development of four primary teachers in a professional learning initiative involving constructivist-compatible approaches necessitated the use of Borko’s (2004) Phase 1 research methodology to account for the evolution in teachers’ understanding of constructivism. Teachers’ and pupils’ viewpoints were recorded using both audio and video technology. Teachers were interviewed at the beginning and end of the project and also one year on to ascertain how their views had evolved. Pupils were interviewed at the end of the project only. The data were analysed from a Jaworskian perspective i.e. using the categories of her Teaching Triad of management of learning, mathematical challenge and sensitivity to students. Management of learning concerns how the teacher organises her classroom to maximise learning opportunities for pupils. Mathematical challenge is reminiscent of the Vygotskian (1978) construct of the zone of proximal development. Sensitivity to students involves a consciousness on the part of the teacher as to how pupils are progressing with a mathematical task and whether or not to intervene to scaffold their learning. Through this analysis a synthesis of the teachers’ interpretations of constructivist philosophy with concomitant implications for theory, policy and practice emerges. The study identifies strategies for teachers wishing to adopt a constructivist-compatible approach to their work. Like O’Shea (2009) it also highlights the likely difficulties to be experienced by such teachers as they move from utilising teacher-dominated methods of teaching mathematics to ones in which pupils have more ownership over their learning.

Utilizing Traditional Cognitive Measures of Academic Preparation to Predict First-Year Science, Technology, Engineering, and Mathematics (STEM) Majors' Success in Math and Science Courses

For the past several years, U.S. colleges and universities have faced increased pressure to improve retention and graduation rates. At the same time, educational institutions have placed a greater emphasis on the importance of enrolling more students in STEM (science, technology, engineering and mathematics) programs and producing more STEM graduates. The resulting problem faced by educators involves finding new ways to support the success of STEM majors, regardless of their pre-college academic preparation. The purpose of my research study involved utilizing first-year STEM majors’ math SAT scores, unweighted high school GPA, math placement test scores, and the highest level of math taken in high school to develop models for predicting those who were likely to pass their first math and science courses. In doing so, the study aimed to provide a strategy to address the challenge of improving the passing rates of those first-year students attempting STEM-related courses. The study sample included 1018 first-year STEM majors who had entered the same large, public, urban, Hispanic-serving, research university in the Southeastern U.S. between 2010 and 2012. The research design involved the use of hierarchical logistic regression to determine the significance of utilizing the four independent variables to develop models for predicting success in math and science. The resulting data indicated that the overall model of predictors (which included all four predictor variables) was statistically significant for predicting those students who passed their first math course and for predicting those students who passed their first science course. Individually, all four predictor variables were found to be statistically significant for predicting those who had passed math, with the unweighted high school GPA and the highest math taken in high school accounting for the largest amount of unique variance. Those two variables also improved the regression model’s percentage of correctly predicting that dependent variable. The only variable that was found to be statistically significant for predicting those who had passed science was the students’ unweighted high school GPA. Overall, the results of my study have been offered as my contribution to the literature on predicting first-year student success, especially within the STEM disciplines.

Gaining Insight into Teaching: The Lived Experiences of Teachers of the Year

What qualities describe outstanding teachers? Many stakeholders in education argue that student achievement indicates teacher quality. Ten Teachers of the Year participated in this qualitative study, showing their lives as outstanding teachers personify four roles and two phenomena. Findings indicate the need to investigate the moral dimension of teaching.

A 5 million year reconstruction of sea level, temperature, and sea water d18O

Marine sediment records from the Oligocene and Miocene reveal clear 400,000-year (400-kyr) climate cycles related to variations in orbital eccentricity. These cycles are also observed in the Plio-Pleistocene records of the global carbon cycle. However they are absent in the Late Pleistocene ice-age record over the past 1.5 million years. Here, we present a simulation of global ice volume over the past 5 million years with a coupled system of four 3-D ice-sheet models. Our simulation shows that the 400-kyr long eccentricity cycles of Antarctica vary coherently with d13C records during the Pleistocene suggesting that they drive the long-term carbon cycle changes throughout the past 35 million years. The 400-kyr response of Antarctica is eventually suppressed by the dominant 100-kyr glacial cycles of the large ice sheets in the Northern Hemisphere (NH).

Aboveground plant community and species-specific vegetation cover from the Jena Experiment (Main Experiment, year 2009)

This data set contains information on vegetation cover, i.e. the proportion of soil surface area that is covered by different categories of plants per estimated plot area. Data was collected on the plant community level (sown plant community, weed plant community, dead plant material, and bare ground) and on the level of individual plant species in case of the sown species. Data presented here is from the Main Experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. In 2009, vegetation cover was estimated twice in May and August just prior to mowing (during peak standing biomass) on all experimental plots of the Main Experiment. Cover was visually estimated in a central area of each plot 3 by 3 m in size (approximately 9 m²) using a decimal scale (Londo). Cover estimates for the individual species (and for target species + weeds + bare ground) can add up to more than 100% because the estimated categories represented a structure with potentially overlapping multiple layers. In 2009, in addition to the four community level cover estimates, cover of the moss layer was estimated.

Aboveground plant community and species-specific vegetation cover from the Jena Experiment (Main Experiment, year 2010)

This data set contains information on vegetation cover, i.e. the proportion of soil surface area that is covered by different categories of plants per estimated plot area. Data was collected on the plant community level (sown plant community, weed plant community, dead plant material, and bare ground) and on the level of individual plant species in case of the sown species. Data presented here is from the Main Experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. In 2010, vegetation cover was estimated twice in May and August just prior to mowing (during peak standing biomass) on all experimental plots of the Main Experiment. Cover was visually estimated in a central area of each plot 3 by 3 m in size (approximately 9 m²) using a decimal scale (Londo). Cover estimates for the individual species (and for target species + weeds + bare ground) can add up to more than 100% because the estimated categories represented a structure with potentially overlapping multiple layers.

Aboveground plant community and species-specific vegetation cover from the Jena Experiment (Main Experiment, year 2013)

This data set contains information on vegetation cover, i.e. the proportion of soil surface area that is covered by different categories of plants per estimated plot area. Data was collected on the plant community level (sown plant community, weed plant community, dead plant material, and bare ground) and on the level of individual plant species in case of the sown species. Data presented here is from the Main Experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. In 2013, vegetation cover was estimated twice in May and August just prior to mowing (during peak standing biomass) on all experimental plots of the Main Experiment. Cover was visually estimated in a central area of each plot 3 by 3 m in size (approximately 9 m²) using a decimal scale (Londo). Cover estimates for the individual species (and for target species + weeds + bare ground) can add up to more than 100% because the estimated categories represented a structure with potentially overlapping multiple layers.

Aboveground plant community and species-specific vegetation cover from the Jena Experiment (Main Experiment, year 2008)

This data set contains information on vegetation cover, i.e. the proportion of soil surface area that is covered by different categories of plants per estimated plot area. Data was collected on the plant community level (sown plant community, weed plant community, dead plant material, and bare ground) and on the level of individual plant species in case of the sown species. Data presented here is from the Main Experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. In 2008, vegetation cover was estimated twice in May and August just prior to mowing (during peak standing biomass) on all experimental plots of the Main Experiment. Cover was visually estimated in a central area of each plot 3 by 3 m in size (approximately 9 m²) using a decimal scale (Londo). Cover estimates for the individual species (and for target species + weeds + bare ground) can add up to more than 100% because the estimated categories represented a structure with potentially overlapping multiple layers.

Aboveground community and species-specific plant biomass from the Jena Experiment (Main Experiment, year 2009)

This data set contains aboveground community biomass in 2009 (Sown plant community, Weed plant community, Dead plant material, and Unidentified plant material; all measured in biomass as dry weight) and species-specific biomass from the sown species of the main experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. Aboveground community biomass was harvested twice in 2009 just prior to mowing (during peak standing biomass in early June and in late August) on all experimental plots of the main experiment. This was done by clipping the vegetation at 3 cm above ground in three rectangles of 0.2 x 0.5 m per large plot. The location of these rectangles was assigned prior to each harvest by random selection of coordinates within the core area of the plots (i.e. the central 10 x 15 m). The positions of the rectangles within plots were identical for all plots. The harvested biomass was sorted into categories: individual species for the sown plant species, weed plant species (species not sown at the particular plot), detached dead plant material (i.e., dead plant material in the data file), and remaining plant material that could not be assigned to any category (i.e., unidentified plant material in the data file). All biomass was dried to constant weight (70°C, >= 48 h) and weighed. Sown plant community biomass was calculated as the sum of the biomass of the individual sown species. The data for individual samples and the mean over samples for all biomass measures are given. Overall, analyses of the community biomass data have identified species richness as well as functional group composition as important drivers of a positive biodiversity-productivity relationship.

Aboveground community and species-specific plant biomass from the Jena Experiment (Main Experiment, year 2010)

This data set contains aboveground community biomass in 2010 (Sown plant community, Weed plant community, Dead plant material, and Unidentified plant material; all measured in biomass as dry weight) and species-specific biomass from the sown species of the main experiment plots of a large grassland biodiversity experiment (the Jena Experiment; see further details below). In the main experiment, 82 grassland plots of 20 x 20 m were established from a pool of 60 species belonging to four functional groups (grasses, legumes, tall and small herbs). In May 2002, varying numbers of plant species from this species pool were sown into the plots to create a gradient of plant species richness (1, 2, 4, 8, 16 and 60 species) and functional richness (1, 2, 3, 4 functional groups). Plots were maintained by bi-annual weeding and mowing. Aboveground community biomass was harvested twice in 2010 just prior to mowing (during peak standing biomass in early June and in late August) on all experimental plots of the main experiment. This was done by clipping the vegetation at 3 cm above ground in two rectangles of 0.2 x 0.5 m per large plot. The location of these rectangles was assigned prior to each harvest by random selection of coordinates within the core area of the plots (i.e. the central 10 x 15 m). The positions of the rectangles within plots were identical for all plots. The harvested biomass was sorted into categories: individual species for the sown plant species, weed plant species (species not sown at the particular plot), detached dead plant material (i.e., dead plant material in the data file), and remaining plant material that could not be assigned to any category (i.e., unidentified plant material in the data file). All biomass was dried to constant weight (70°C, >= 48 h) and weighed. Sown plant community biomass was calculated as the sum of the biomass of the individual sown species. The data for individual samples and the mean over samples for all biomass measures are given. Overall, analyses of the community biomass data have identified species richness as well as functional group composition as important drivers of a positive biodiversity-productivity relationship.

Aboveground plant biomass from the Jena Experiment (Monocultures, year 2003)

This data set contains aboveground plant biomass in 2003 (Sown plant community, Weed plant community, and Dead plant material; all measured in biomass as dry weight) of the monoculture plots of a large grassland biodiversity experiment (the Jena Experiment). In the monoculture plots the biomass of the sown plant community contains only a single species per plot and this species is a different one for each plot. Which species has been sown in which plot is stated in the plot information table for monocultures (see further details below). The monoculture plots of 3.5 x 3.5 m were established for all of the 60 plant species of the Jena Experiment species pool with two replicates per species. These 60 species comprising the species pool of the Jena Experiment belong to four functional groups (grasses, legumes, tall and small herbs). Plots were sown in May 2002 and are since maintained by bi-annual weeding and mowing. Aboveground plant biomass was harvested twice in 2003 just prior to mowing (during peak standing biomass in early June and in late August) on all experimental plots of the monocultures. This was done by clipping the vegetation at 3 cm above ground in 2 rectangles of 0.2 x 0.5 m per plot. The location of these rectangles was assigned prior to each harvest by random selection of coordinates within the core area of the plots (i.e. excluding an outer edge of 0.5 m). The positions of the rectangles within plots were identical for all plots. The harvested biomass was sorted into categories: sown plant species, weed plant species (species not sown at the particular plot), and detached dead plant material (i.e., dead plant material in the data file). All biomass was dried to constant weight (70°C, >= 48 h) and weighed. The data for individual subsamples (i.e. rectangles) and the mean over samples for all biomass measures are given.