Hydraulic Fracturing: Yay or Nay?

The Texas Orato

IBM PC Data Acquisition and Processing Software Evaluation

Commercially available software packages for IBM PC-compatibles are evaluated to use for data acquisition and processing work. Moss Landing Marine Laboratories (MLML) acquired computers since 1978 to use on shipboard data acquisition (Le. CTD, radiometric, etc.) and data processing. First Hewlett-Packard desktops were used then a transition to the DEC VAXstations, with software developed mostly by the author and others at MLML (Broenkow and Reaves, 1993; Feinholz and Broenkow, 1993; Broenkow et al, 1993). IBM PC were at first very slow and limited in available software, so they were not used in the early days. Improved technology such as higher speed microprocessors and a wide range of commercially available software made use of PC more reasonable today. MLML is making a transition towards using the PC for data acquisition and processing. Advantages are portability and available outside support

Introduction to MLML_DBASE Programs

The MLML DBASE family of programs described here provides many of the. algorithms used in oceanographic data reduction, general data manipulation and line graphs. These programs provide a consistent file structure for serial data typically encountered in oceanography. This introduction should provide enough general knowledge to explain the scope of the program and to run the basic MLML_DBASE programs. It is not intended as a programmer's guide. (PDF contains 50 pages

Student Retention: Impacts of an Agricultural Economics First Year Seminar Course

As universities seek to enhance student retention, a positive first year experience is critical for student success. The objective of this research is to determine whether an agricultural economics first-year seminar course improves retention rates of its undergraduate students. This course provides a unique opportunity for students to learn about the agricultural economics discipline, and also gain insights into what it takes to be a successful college student. Analysis examines whether departmental retention and graduation rates improve after course implementation in 1998, and compares departmental retention and graduation rates to those of the college and university. Qualitative analysis using student evaluations, senior exit interviews and student surveys also assess the impact of this course on student success. Results show that retention and graduation rates improve following course implementation. Retention, four-year graduation rates and five-year graduation rates for the Department exceed those for the College of Agriculture and Life Sciences and exceed the four-year graduation rates for the university.first year seminar, first year experience, student retention, graduation rates, student success, Teaching/Communication/Extension/Profession,

Identification of dependent nursing procedural information in selected references

Thesis (M.S.)--Boston Universit

TOBACCO'S IMPORTANT ROLE IN THE ECONOMY OF SOUTHSIDE VIRGINIA

Community/Rural/Urban Development, Crop Production/Industries,

Learning And Living While Black: Black Students, White Universities, And The Age Of Post-Affirmative Action And Post-Racialism

ABSTRACT LEARNING AND LIVING WHILE BLACK: BLACK STUDENTS, WHITE UNIVERSITIES, AND THE AGE OF POST-AFFIRMATIVE ACTION AND POST-RACIALISM by ROSALIND REAVES May 2013 Advisor: Karen L. Tonso Major: Educational Evaluation and Research Degree: Doctor of Philosophy With Critical Race Theory (CRT) and social justice serving as complementary conceptual frames, this ethnographic study investigates the learning and living experiences of ten African American students of a predominantly White university in the Midwest. While several studies have investigated Black students\u27 experiences at PWIs, most notably Feagin, Vera and Imani (1996), much of this research was conducted pre-2000, prior to two important and notable social developments: the systematic dismantling of post-secondary affirmative action policies and the increasingly popular, but highly contentious, ideology of post-racialism. Thus, the purpose of this study was to understand how Black students are faring present-day, in the wake of efforts to dismantle affirmative action in higher education, and to characterize the United States as post-racial, as having moved beyond considerations of race. The following questions guided this study and served to deepen understanding of the learning and living experiences of African American students: What figured into Black students\u27 decision to choose to attend a predominantly White university? How do Black students describe their own experiences learning and living in a predominantly White university? To what extent might such experiences impact Black students\u27 sense of well-being and academic achievement? In what ways might Black students cope and deal with learning and living at a predominantly White university? To what extent might race be implicated in the experiences of Black students at PWIs, and how do students conceptualize, describe, and make sense of race/racism? What is the range of educational opportunities afforded Black students, and to what extent might these opportunities be perceived as being on par with those afforded White students? To what extent might the learning and living experiences of Black students exemplify different forms of oppression? Overall, findings indicate that race remains a salient factor for Black students at a predominantly White university, thus debunking the notion of post-racialism. Black students also perceive disparities in the educational opportunities them and their White counterparts. Lastly, exploitation, marginalization, powerlessness, cultural imperialism, and violence (i.e. five faces of oppression, Young, 1990) were found to be in evidence