J-2X, The Engine of the Future

My project was two-fold, with both parts involving the J-2X Upper Stage engine (which will be used on both the Ares I and V). Mainly, I am responsible for using a program called Iris to create visual represen tations of the rocket engine's telemetry data. Also, my project includes the application of my newly acquired Pro Engineer skills in develo ping a 3D model of the engine's nozzle

Gail Smith to Mr. Meredith (13 October 1962)

https://egrove.olemiss.edu/mercorr_pro/1019/thumbnail.jp

Rhetoric and Composition Constructs “The Veteran”: An Examination of the Student Veteran Identity as Found in \u3cem\u3eCCC\u3c/em\u3e And \u3cem\u3eTETYC\u3c/em\u3e Since September 11, 2001

Drawing on David L. Wallace’s assertion that the field of rhetoric and composition needs to interpret and present our research into cultural communities in ways that no longer tacitly assume our rhetorical choices are neutral, I present a critique of 19 articles from College Composition and Communication and Teaching English in the Two-Year College that contained one or more instances of five keywords and direct references to student veterans. Using a theoretical framework built from theory by James Berlin, Thomas Huckin, and Marguerite Helmers, I expose various stereotypical and problematic tropes we rely on and re-create in our scholarly writing about student veterans. Additionally, my research reveals the ways in which the data indicates that our field consistently constructs student veterans from a position that places them outside the academy, leaving them without the respect of their instructors and peers, without inclusion in the classroom community, and without our efforts to recognize them as individuals and as students. As Thomas Huckin asserts, “Sociolinguistic research has shown that communities are created and maintained largely by their language-using practices” (85), and so the ways in which we construct the student veteran identity from an undesirable position in our printed scholarship has the effect of maintaining that construction. This practice can keep our viewpoints from evolving to acknowledge and respect our student veterans’ backgrounds and working to create pedagogical theories that assist them in their educational goals. By looking closely at how we describe student veterans through our published research, we can begin to recognize the ideological lenses we all carry, how those lenses view student veterans, and how those lenses subtly or overtly influence our perceptions of the student veterans we teach

Aesthetics for a working environment

None provided

Survey of physical activity in elementary school classrooms in the state of Virginia

Elementary school age children engage in levels of physical activity that are well below recommended guidelines. It has been suggested that classroom teachers can assist in remedying the problem by providing physical activity breaks and physical activity embedded in instruction. This study utilized the instrument, Physical Activity in the Classroom, to investigate the level of physical activity used in classrooms and to discover whether teachers differed in the amount of activity based on grade level and their own perceived level of personal fitness. It explored academic and behavioral benefits related to incorporating physical activity in the classroom and discovered what supports teachers report they need to incorporate more physical activity during the school day.;The 31-item instrument was tested on a random cluster sample of 393 K-5 elementary school teachers Findings revealed that teachers incorporated low levels of physical activity during their lessons. Math was identified as the subject area where they are most likely to incorporate a physical activity component. The K-5 teachers endorsed academic and behavioral benefits of including physical activity throughout the school day.;They maintained willingness to accept responsibility for including more physical activity but need support from administration and professional development to accomplish the goal. A factor analysis of the study instrument indicated that further refinement is needed to improve construct validity

Life Cycle Assessment across the Food Supply Chain

The environmental impact is one of the major pillars of concerns when addressing the sustainability of food production and sustainable food consumption strategies. To assess to what extent food production affects the environment, one needs to choose a proper environmental assessment tool. Different types of assessment tools have been developed to establish environmental indicators, which can be used to determine the environmental impact of livestock production systems or agricultural products. The environmen¬tal assessment tools can be divided into the area based or product based (Halberg et al., 2005). Area-based indicators are, for example, nitrate leached per hectare from a pig farm, and product-based indicators are, for example, global warming potential per kg pork (Dalgaard, 2007). The area-based indicators are useful for evaluating farm emissions of nutrients such as nitrate that has an effect on the local environment. On the other hand, when considering the greenhouse gas emissions from the agricultural production, the product-based indicators are useful for evaluating the impact of food productions on the global environment (e. g., climate change) and have the advantage that in addition to emis-sions from the farms, emissions related to the production of input s (e.g., soybean and artificial fertilizer) and outputs (e.g., slurry exported to other farms) are also included. In that way it is easier to avoid pollution swapping, which means that the solving of one pollution problem creates a new (Dalgaard, 2007)