RETHINKING COTTON PROMOTION

Crop Production/Industries, Marketing,

Hatch latch mechanism for Spacelab scientific airlock

The requirements, design tradeoff, design, and performance of the Spacelab scientific airlock hatch latching mechanisms are described. At space side the hatch is closed and held against internal airlock/module pressure by 12 tangential overcenter hooks driven by a driver. At module side the hatch is held by 4 hooks driven by rollers running on a cammed driver

Divine Voice: Christian Proclamation and the Theology of Sound (Book Review)

Reviewed Title: Webb, Stephen H. The Divine Voice: Christian Proclamation and the Theology of Sound. Grand Rapids, Michigan, Brazos Press, 2004. 244 pages. ISBN 9781587430787

Ways of Wisdom

In the section of Proverbs that we read for today, the Lord calls us to listen and act on His invitation to come to His table. This invitation comes in many forms. Posting about God\u27s gift of wisdom ­­­­­­­­from In All Things - an online journal for critical reflection on faith, culture, art, and every ordinary-yet-graced square inch of God’s creation. http://inallthings.org/ways-of-wisdom

Colored Independence of Cycle Graphs and Finite Grids

Colored independence is a way in which we can understand scheduling/storage problems where events that cannot occur together are modeled by vertices connected by edges, and events that must occur together are modeled by vertices that have the same color. This research will be looking specifically at colored independence on cycles and grids. The number we strive to describe on said graphs is the independence partition number. The independence partition number can be defined as the minimum of the maximum independent set that exists on each partition of a graph G. This research will be able to contribute to the relatively small amount of research in this subject which will add to the amount of problems that can be modeled using this techniqu

Lent: They Put the Cross on Him

Perhaps Lent is a season of opportunity. A season in which we could, like Simon, be \u27pulled\u27 from the crowd and reminded of the sacrifice of the cross. Posting about ­­­­­­­­Simon of Cyrene carrying Jesus\u27 cross from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/lent-they-put-the-cross-on-him

Sabbath Intentions

I found myself continually challenged and increasingly convicted that I needed to change my personal Sabbath practices. Posting about ­­­­­­­­understanding Sabbath rest from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/sabbath-intentions

Task and Role of Theatre

This paper is part of a larger work, “Four Year Articulation Paper,” which chronicles Dr. Teresa TerHaar’s faith and academic journey

Raging Waters of Advent

Our baptism into Christ frees us and challenges us to move through the torrent of a broken world. Posting about living under grace from In All Things - an online hub committed to the claim that the life, death, and resurrection of Jesus Christ has implications for the entire world. http://inallthings.org/the-raging-waters-of-advent

The Social Interaction of Mainstreamed High School Students: An Ethnographic Inquiry

This ethnographic study examined the social interaction of mainstreamed and nondisabled learners at McArthur High School. The researcher studied the relationship between social interaction and context and the meanings held by McArthur students and teachers. Participant observation, structured and unstructured interviews, and artifact collection were the methods used to obtain these descriptions. The study was divided into three phases, each focused on a specific component of social interaction: peer interaction, reported standards which shape interaction, and standards negotiated in action, standards in action. For each of the phases, descriptions were provided and comparisons were made between mainstreamed and nondisabled learners. In Phase One (Peer Interaction), various types of peer interaction were identified. Mainstreamed and nondisabled learners were found to be similarly engaged in noninteraction, entertainment, ridicule, criticism, and praise. Some differences were noted. More mainstreamed learners were involved in helping with schoolwork and sharing possessions. A comparison was made of the peer interaction of target mainstreamed learners in regular and resource class settings. Target students tended to be more outgoing and talkative in resource settings. Since peer interaction was embedded in context, salient contextual variables were explicated. In Phase Two, the standards students reported they used in judging social interaction were examined. Findings demonstrated that both groups of learners were similar in their reported standards. Standards were categorized as Idealized Do\u27s, Negotiable Do\u27s and Don\u27t\u27s, and Unconditional Don\u27t\u27s. Most of the reported standards belonged in the negotiable category. In Phase Three, Standards in Action, the reported standards were verified with observations. Elements essential to the negotiation of standards were identified. Comparisons of standards in action between mainstreamed and nondisabled learners yielded more similarities than differences. Similarities consisted of aggressive acts and threats, getting on someone\u27s case, acting goofy, bragging, mixing with people from other groups, acting twofaced, and acting snobby. Differences involved a higher percentage of mainstreamed learners who joked about social taboos and offensive topics; more mainstreamed students were also criticized for acting goody-goody. In conclusion, few differences were found between the interaction and standards of mainstreamed and nondisabled learners. The findings contradict the notion that mainstreamed students are socially deficient