Using Kriging, Cokriging, and GIS to Visualize Fe and Mn in Groundwater

For aesthetic, economic, and health-related reasons, allowable concentrations of iron (Fe) and manganese (Mn) found present in drinking water are 0.3 mg/L and 0.05 mg/L, respectively. Water samples taken from private drinking wells in the rural communities within Buncombe County, North Carolina contain amounts of these metals in concentrations higher than the suggested limits. This study focused on bedrock geology, elevation, saprolite thickness, and well depth to determine factors affecting Fe and Mn. Using ArcGIS 10.2, spatial trends in Fe and Mn concentrations ranges were visualized, and estimates of the metal concentrations were interpolated to unmonitored areas. Results from this analysis were used to create a map that delineates the actual spatial distribution of Fe and Mn. The study also established a statistically significant correlation between Fe and Mn concentrations, which can be attributed to bedrock geology. Additionally, higher Fe in groundwater was concentrated in shallower wells and valley areas

Greeting from the president

Greeting for the second issue of South Carolina Libraries by the 2015 SCLA President, Crystal Johnson of Richland Library

Fragmentation in the Dual Enrollment Experience: The Importance of Students’ Self-Perceptions in Dual Enrollment First-Year Composition Students

Dual enrollment has become an embedded aspect of our writing programs yet is still an under-researched area within rhetoric and composition. One reason for this research gap is that many DE students experience their FYC courses on secondary campuses, liminal spaces that are more difficult to access for research. DE students within these spaces experience daily tensions between the collegiate expectations of FYC curriculum and the secondary social contexts in which their DE FYC courses are taught. These unique contextual experiences impact their perceptions of themselves as writers. This research is an attempt to step into this DE research gap and to give voice to the lived experiences of these students learning in liminal spaces of the neoliberal DE context. This qualitative study employs ethnographic methods to look at how DE FYC students perceive of themselves as writers and how the DE context may evoke conflicts within these perceptions. Data from student surveys, focus groups, interviews, artifact samplings, and observational notes highlighted the DE participants’ usage of metaphor to relay their lived experiences and to discuss abstract concepts like habits of mind. Results also showed a dualism between how these DE students perceived of their writing and of themselves as writers, a schism of “skills” and “mindset.” The DE participants also demonstrated an awareness of ambiguity in teachers’ expectations, so they used their lived experience as a form of cultural agency in seeking out help from other students, past and present. Findings also highlighted the emphasis on neoliberalism as the backdrop for the DE context, as courses are commonly marketed as an expedient means to get through college coursework. This neoliberal context elevated grades as a primary motivator for the DE participants within this study. These findings ultimately point to fragmentation in the DE experience. To lessen some of this fragmentation, this study calls for greater K-16 collaboration in professional learning; a more explicit unpacking of habits of mind as they relate to teacher expectations; and more time and space for reflective practice in DE FYC classrooms, as well as reflexivity in DE FYC instructors

An examination of the primary and secondary effects of cyber-bullying: development and testing of a cyber-bullying moderator/mediator model

This study examined cyber-bullying as a social transgression and the potentially negative effects it has on individuals, specifically adolescents and young adults from experiences recalled by college students. Findings established support for a moderator/mediator model, designed and tested for this study, that describes the psychological process prompted by a cyber-bullying message, which is moderated as well as mediated by several factors. This study examined the theoretical and practical value of the model in terms of being able to reflect the psychological process that individuals move through when exposed to a cyber-bullying message, and its ability to account for both primary and secondary effects of bullying. To accomplish these goals, a packet of standardized measurement tools were used and data were quantitatively analyzed. Findings support that adolescents and young adults who find themselves to be a target of a cyber-bullying message find that message to be negative and experience negative effects. Findings from this study add support to current cyber-bullying research and remind readers of the critically important nature of cyber-bullying in our society today

THE CORE WAY: THE CONGRESS OF RACIAL EQUALITY AND THE CIVIL RIGHTS MOVEMENT: 1942-1968

The Congress of Racial Equality (CORE) pursued a vision to bring racial harmony to a nation divided. CORE--regionally known as the Chicago Committee of Racial Equality--began in the spring of 1942 in Chicago through the work of James Farmer, George Houser, Bernice Fisher, Homer Jack, James Robinson, and Joe Guinn. This group of young idealists directed its attention to social action and according to August Meier and Elliott Rudwick applied Gandhian techniques of nonviolent direct action to the resolution of racial conflict in the United States. THE CORE WAY: THE CONGRESS OF RACIAL EQUALITY AND THE CIVIL RIGHTS MOVEMENT--1942-1968 reexamines CORE, its members, philosophies, and transitions. Chapter one, A New Reflection: Revisiting the Voices of CORE's Past--The Birth of CORE 1942, looks at the formation of the organization in 1942 and the development of its foundational principles and ideas. Chapter two, Reconciling the Journey of Reconciliation: The Revealing of the Congress of Racial Equality--1947, looks at the Journey of Reconciliation and how CORE put into practice nonviolent direct action--one of its main ideological principles. Chapter three, Until the Cup That We Drink from Is the Very Same: The 1961 CORE Freedom Ride, builds upon chapter two with a look at the Freedom Ride of 1961. It chronicles the overwhelming commitment of the organization to racial integration and harmony. Chapter four, We're Sick and Tired of Being Sick and Tired: The Transitional CORE Years--1960-1966, begins to highlight the fracturing of CORE and its transition away from some of its traditional initiative, campaigns, but more importantly foundational principles. Finally, chapter five, The Opening of Pandora's Box: CORE at a Crossroads, examines the shift away from the original goals of CORE and the creation of a new direction

Launch Complex 39 Observation Gantry Area (SWMU# 107) Annual Long-Term Monitoring Report (Year 1) Kennedy Space Center, Florida

This document has been prepared by Geosyntec Consultants, Inc. (Geosyntec) to present and discuss the findings of the 2014 and 2015 Long-Term Monitoring (LTM) activities that were completed at the Launch Complex 39 (LC39) Observation Gantry Area (OGA) located at the John F. Kennedy Space Center (KSC), Florida (Site). The remainder of this report includes: (i) a description of the Site location; (ii) summary of Site background and previous investigations; (iii) description of field activities completed as part of the annual LTM program at the Site; (iv) groundwater flow evaluation; (v) presentation and discussion of field and analytical results; and (vi) conclusions and recommendations. Applicable KSC Remediation Team (KSCRT) Meeting minutes are included in Attachment A. This Annual LTM Letter Report was prepared by Geosyntec Consultants (Geosyntec) for NASA under contract number NNK12CA13B, Delivery Order NNK13CA39T project number PCN ENV2188