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Acute Toxicity of Arsenate and Arsenite in Two Scleractinian Coral Species: Acropora cervicornis and Orbicella faveolata
No full textInorganic arsenic (As), specifically arsenate (As(V)) and arsenite (As(III)) are well-documented toxicants to a range of marine organisms. However, their specific impacts on coral reef species remain largely unstudied. This study is the first to assess the acute and subacute toxicity of inorganic arsenic on two threatened scleractinian coral species, Acropora cervicornis and Orbicella faveolata. Corals were exposed for 96 hours to five analytically verified concentrations and a negative control of either arsenate or arsenite. Toxicity was evaluated through three endpoints: mortality (LC50), coral condition (EC50), and photosynthetic efficiency (IC50). The lethal concentrations to result in 50% mortality (LC50) were 0.0367 mg L-1 (95% CI 0.0342-0.0393 mg L-1) arsenate and 0.111 mg L-1 (95% CI 0.09992-0.131 mg L-1) arsenite for A. cervicornis and 0.315 mg L-1 (95% CI 0.304 -0.326 mg L-1) arsenate and 0.235 mg L-1 (95% CI 0.223-0.250 mg L-1) arsenite for O. faveolata. Additionally, significant adverse effects were observed with the subacute endpoints in both coral species and inorganic arsenic exposures. Orbicella faveolata exhibited significantly greater sensitivity to arsenite, whereas Acropora cervicornis showed greater sensitivity to arsenate, indicating species-specific responses that challenge the prevailing assumption of universally higher toxicity of arsenite across taxa. Species sensitivity distributions were developed highlighting the lower LC50 values for these corals compared to previously reported marine organisms’ LC50s. These findings underscore the ecological risk that inorganic arsenic poses to coral reef ecosystems and offer critical data to inform sediment quality guidelines and environmental management strategies, particularly in anticipation of coastal dredging activities
The Disengagement of Black High School Students in English Language Arts Classrooms
No full textThis applied dissertation explored how high school English Language Arts (ELA) teachers understand and respond to the disengagement of Black students. Racial disparities in literacy achievement persist across the United States. Despite reform efforts, many Black students continue to experience academic and emotional disconnection in ELA classrooms. Few studies have centered on teachers’ perspectives to understand the classroom-level conditions contributing to this disengagement. This qualitative study addressed that gap by examining the beliefs, practices, and experiences of four veteran ELA teachers in the southeastern United States.
Using Interpretative Phenomenological Analysis, the study examined how teachers make sense of Black student disengagement. Participants identified multiple factors, including culturally irrelevant curriculum and deficit-based assumptions. Teachers emphasized that disengagement often appears as quiet resistance rather than disruption.
Findings revealed ten themes across five research questions, including: curriculum disconnect and cultural irrelevance; deficit assumptions and low expectations; early academic gaps and systemic barriers; disengagement as quiet resistance; technology as both a barrier and a bridge; relationship-building and student motivation; instructional adaptation and cultural relevance; spillover effects of disengagement; teacher response and emotional regulation; and the creation of safe, inclusive learning environments.
This study contributes to the field of educational equity by elevating teacher voice and offering practical strategies for improving engagement among Black students. The findings have implications for professional development, curriculum reform, teacher preparation, and school leadership focused on creating inclusive, student-centered learning environments
Effects of Oil Spill Response Agents on Scleractinan Corals Acropora cervicornis and Porites divaricata
No full textCoral reefs are biodiverse coastal ecosystems at risk of exposure to spilled oil; spills reaching shorelines can damage corals, mangroves, and many other species in nearshore shallow-water tropical environments. Efforts to remediate such spills have evolved over the years through the introduction of various chemical response agents that efficiently and effectively control the spread of oil. Chemical herding agents and dispersants, which can contain and control the oil spread, are promising additions to the spill response toolbox as potential alternatives to other response methods. These response agents are designed to be biodegradable and minimize potential harm to aquatic ecosystems. However, the oil spill response community needs data about the aquatic toxicity of these agents to assess their usefulness in sensitive ecosystems such as coral reefs, where other chemical agents, such as dispersants, are not typically authorized for use. To address this need, the acute toxicity of the herder Thickslick 6535 and the dispersant Corexit 9500 to two species of shallow water Atlantic scleractinian corals (Acropora cervicornis and Porites divaricata) was assessed using 96-hour static renewal tests. The 96-hour acute herder exposure thresholds (LC50) were 285.1 mg/L for Acropora cervicornis and 329.5 mg/L for Porites divaricate and the acute dispersant exposure thresholds were 9.52 mg/L for Acropora cervicornis and 27.08 mg/L for Porites divaricate. These results provide new data on the effects of herders on shallow-water corals to support spill-response decision-making and inform Net Environmental Benefit Analysis (NEBA)/Spill Impact Mitigation Assessment (SIMA)
Professional Development Needs of American Teachers Serving Military-Connected Students Overseas
No full textThis quantitative, correlational research design study examined the perceptions of overseas Department of Defense Education Activity (DoDEA) teachers regarding the quality, relevance, and impact of professional development (PD) programs, particularly College and Career Ready Standards (CCRS) and Continuous School Improvement (CSI) PD sessions. The purpose of the study was to determine the extent to which current PD offerings supported teachers in improving instructional practices and meeting the needs of military-connected students.
A 26-item online survey was distributed to overseas DoDEA teachers using nonprobability convenience sampling. A total of 72 educators participated in the study, representing diverse grade levels, content areas, and years of teaching experience. The survey collected demographic data, PD satisfaction levels, perceived self-efficacy, and preferences for future PD content and delivery formats. Descriptive statistics and Pearson correlation analyses were used to examine the relationships between PD participation, self-efficacy, and perceived instructional outcomes.
Results indicated that most participants were dissatisfied with the current CCRS and CSI PD. While respondents reported strong instructional self-efficacy, many expressed low confidence in the usefulness and classroom applicability of PD content. Weak and nonsignificant correlations were found between session attendance and perceived instructional improvement. Teachers favored in-person workshops and asynchronous online modules over synchronous formats and identified differentiated instruction, social emotional learning, and support for military-connected students as top PD priorities.
Findings suggest a misalignment between PD design and teachers’ instructional needs. Recommendations include incorporating teacher input into PD planning, offering differentiated content and flexible formats, and prioritizing relevance to military connected students. Implications for policy, leadership, and future research are discussed
Wearable Single-Channel Electroencephalography, Brain Activity, and Putting Performance in Collegiate Golfers
No full textWearable Electroencephalography (EEG) is a noninvasive method for assessing brain activity. Outside of the context of a traditional medical or laboratory setting, this technology may provide insight into the study of brain activity during activity or sport. In golf, for example, similar research revealed associations in skilled golfers between activity in the alpha brain wave and conscious control of motor activity during putting. The purpose of this research was to further investigate the association between brain-wave activity and athlete performance using a wearable single-channel EEG device during putting in collegiate golfers. Male and Female golfers (n = 11) from a National Collegiate Athletic Association (NCAA) Division II Program participated in an Institutional Review Board approved research project for which golfers were asked to complete 10 putts at 5 varied hole distances, totaling 50 putts, on an outdoor putting surface. Putting success percentages ranged from 32% to 65% with a mean success percentage of 44%. Hierarchical linear modeling relating brain activity across three wavelengths to putting success while controlling for inter-golfer individual differences indicated no significant relationship between putting success and alpha wave spectral density. Additionally, activity in the beta and theta ranges was significantly associated with multiple consecutive putting failures
Improving Staff Morale for a Nonprofit Organization\u27s Sustainability: A Strategic Research Project
No full textImproving Staff Morale for a Nonprofit Organization\u27s Sustainability: A Strategic Research Project. Gina O. Barrios, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: family planning, staff morale, motivation, psychological safety, safety net, sexual and reproductive health
This strategic research project was designed to provide a viable strategy and action plan for the sustainability of a nonprofit organization facing financial and operational challenges due to changes in the funding landscape. A thorough evaluation of the organization’s current internal and external environments aided by a strengths-weaknesses-opportunities-threats analysis highlighted an imminent risk to the long-term sustainability of this organization. After identifying several significant challenges, together with the history, purpose, mission, and vision of the organization, the problem of low staff morale was selected from the identified weaknesses. Addressing this problem will be critical to supporting the work ahead for the organization; from encouraging participation in decision making to supporting creativity and innovation.
Utilizing the quantitative strategic planning matrix tool to evaluate the attractiveness of strategies for addressing the problem, cultivating psychological safety was selected as the most appropriate strategy. This strategy received the highest overall total attractiveness score of 4.50 when rated for its appeal, low cost, and potential impact for improving staff morale and enlisting their commitment and support. Consequently, an action plan for implementing the strategy was developed, which included (a) securing buy-in from leadership, (b) assessing the current level of psychological safety, (c) actions and interventions for instilling and cultivating psychological safety practices, and (d) organization-wide post-engagement assessment.
The literature reviewed for this research project, as well as the literature on psychological safety, provide strong support for the implementation of this strategy. An important recommendation is for leaders to evaluate the level of employee participation and engagement as they implement the strategy. As employees perceive more psychological safety, they will be more invested in supporting team innovation and creative work. The sustainability of nonprofit organizations may be approached not only from a financial perspective, but also from that of improving staff morale
A Strategic Plan for Building Sustainable Teacher Support Systems through Mentorship and Professional Learning
No full textExecutive Summary
A Strategic Plan for Building Sustainable Teacher Support Systems
through Mentorship and Professional Learning. Kasha L. Giddins, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: staff retention, mentorship, leadership development, professional learning, teacher attrition, sustainable workforce.
This strategic research project was designed to address the critical challenge of teacher retention within Union County Public Schools (UCPS). The district has experienced rapid growth and increased diversity, while also navigating leadership turnover and the absence of clear mission, vision, and value statements to guide systemwide alignment. These foundational gaps, combined with low salaries, inconsistent policies, and limited retention strategies, have contributed to persistent staff attrition and declining morale.
This project employed a mixed methods approach. Quantitative tools, including the Internal Factor Evaluation (IFE), External Factor Evaluation (EFE), and the Quantitative Strategic Planning Matrix (QSPM), were used to assess the relative impact of organizational challenges and evaluate the attractiveness of possible solutions. The qualitative component of the study was grounded in a comprehensive literature review that synthesized recent research to guide the selection of evidence-based strategies. Among four options, structured peer mentorship emerged as the most feasible and sustainable approach. This strategy was chosen for its ability to be scaled with existing resources, support new and struggling teachers, and promote a culture of internal leadership and collaboration.
The final recommendations include a year-long rollout of the mentorship initiative, inclusive of mentor training, stakeholder engagement, and continuous evaluation. By aligning leadership development with culturally responsive support systems, UCPS can reduce attrition, strengthen instructional quality, and build a more stable workforce. This SRP affirms the need for district-wide, data-informed strategies that are grounded in both research and local realities to advance meaningful change
Reducing the Impact of World Instability on a Complex Global Organization
No full textReducing the Impact of World Instability on a Complex Global Organization. Terry L. Hampton, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: external factor evaluation, human-made disasters, internal factor evaluation, natural disasters, quality assurance, SWOT analysis
This strategic research project was designed to provide insight and understanding of the types of natural disasters and human-made events that can negatively affect global organizations often without warning. Natural disasters include earthquakes, tsunamis, hurricanes, floods, extreme temperature fluctuations, and pandemics. Human-made events include war, terrorism, acts of violence, civil unrest, and cybercrime. These types of events can destroy infrastructures and negatively impact organizations by inhibiting and disrupting business operations and the people and the environment in which they conduct business. This strategic research project was conducted based on 40 factors: strengths, weaknesses, opportunities, and threats that can impact a global organization through the lens of a quality assurance professional.
Furthermore, a quantitative strategic plan matrix comprised of the internal factor evaluation of strengths and weaknesses and the external factor evaluation of opportunities and threats was employed to distinguish the most from the least significant factors from factors among the 40 factors and develop alternative solutions. The solution selected for combatting these types of events and reducing the risks of negative impacts on business operations include employing additive manufacturing and remanufacturing strategies. These strategies include reusing, recycling, repurposing, and reconfiguring an organization’s current existing asset such as land, buildings, equipment, materials, labor, and other resources for new uses. Moreover, additive manufacturing and remanufacturing methodologies make the organization flexible, innovative, profitable, and sustainable by repurposing and moving processes and operations away from volatile and vulnerable locations to safer and more stable places in the world. Finally, a 5-step action plan was developed to implement the solution
Implementation of Professional Learning Communities to Enhance Science, Technology, Engineering, and Mathematics Instruction in a Large Southern Public School District
No full textStrategic Assessment of a Large Southern Public School District. Souvenise Macajoux, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: accreditation, diversity, English language learners, exceptional student education, free and reduced-price lunch program, inclusion
This strategic research project was designed to enhance science, technology, engineering, and mathematics instruction within a K-12 public school district by leveraging the implementation of a professional learning community as a strategy for continuous professional development. Despite the district’s longstanding accreditation and strong academic performance, challenges with shifting demographics, under-enrollment, and achievement gaps were relevant.
This project applied a comprehensive research approach including strengths, weaknesses, opportunities, and threats (SWOT) analysis, internal and external factor evaluations, and the use of a Quantitative Strategic Planning Matrix to identify gaps and opportunities for instructional improvement. Four solution possibilities were considered including professional development, curriculum enhancement, community partnerships, and integrating student voices. Professional development was selected as the preferred strategy with a professional learning community being the ideal tool to foster collaboration, improve instruction, and emphasize continuous professional growth.
The action plan created for this project provides a structured approach for the implementation of professional learning communities across the school district that will be supported by leadership development, stakeholder engagement, and effective resource allocation. Identified evaluation strategies include key performance metrics connected to both student achievement and educator feedback loops. Overall, this project contributes to the field by demonstrating how strategic planning and collaborative professional learning communities can address systemic educational inequities and improve instructional outcomes. Recommendations for future research include focusing on different professional learning community frameworks and evaluation models to ensure the effectiveness and impact of professional development is as intended