Lone Star College–North Harris

Abstract We use ground-penetrating radar (GPR), terrestrial laser scanning (TLS), cemetery records, and oral histories to locate and characterize unmarked burials at the Mueschke Cemetery in Houston, Texas. We employ TLS surveying for the reconnaissance of the various types of burials in the cemetery. Concrete burials were used after 1940 while wooden burials were common before 1940. Strong correlations of TLS shallow surface mounds and depressions with known burials provide substantial motivation to follow-up with a detailed investigation with GPR. To calibrate the GPR survey, we undertook excavation and lab experiments to measure relative dielectric constant (3 − 10), moisture content (14%–21%), and electrical conductivity (0.36–0.38 S/m) of the location's soil. Grain-size experiments indicated that the soil at the survey location is reasonable for GPR, which was subsequently reinforced by the high quality GPR images with a depth of penetration of about 2.5 m and a vertical resolution of 6 cm. Numerical modeling provided a signature of a concrete burial with a flat rectangular top while a wooden burial resembles a typical hyperbola shape. 2D GPR template surveys over concrete and wooden burials show strong response and follow the numerical modeling findings. Three methods were used to estimate the soil radar velocity: CMP, two-way travel time (TWTT), and hyperbola fitting. These techniques yielded a soil velocity of about 0.055–0.067 m/ns. 3D GPR surveys produced anomalies that were consistent with headstones, cemetery records, and oral histories. Taking GPR depth slices overlain on the TLS elevation profile and cemetery records strongly indicated the location of two suspected unmarked graves including the oldest burial (1875) of James West.

In this investigation, we examined the numbers and percentages of Hispanic college students enrolled in Texas two-year colleges and the numbers and percentages of Hispanic students who obtained associate degrees from Texas two-year colleges for the 2000 through the 2011 academic years. Hispanic student enrollment and educational attainment increased from 2000 to 2011. Statistically significant increases were revealed in both the numbers of Hispanic students attending Texas community colleges and in the percentages of enrollment comprised of Hispanic students from 2000 to 2011. Also revealed were statistically significant increases in the numbers of Hispanic students obtaining associate degrees and the percentages of Hispanic students obtaining associate degrees from Texas community colleges from 2000 to 2011. Implications of these findings and recommendations for future research are provided.

New nurse internships or residency programs represent one evidence-based strategy to increase new nurse recruitment and readiness for practice. This qualitative study examined the phenomenon of being a new nurse in an internship program and explored ways that concernful practices (Diekelmann & Diekelmann, 2009) present themselves in that program. Heideggerian phenomenology was used to structure the study of seven nurse interns. Transcripts were made from audiotaped conversations of each new nurse and the primary investigator. Hermeneutic analysis was used to identify study themes across narratives. Sequential transcript analysis was used to connect individual excerpts to create a converging conversation of new nurses' lived internship experiences. Three study themes defined the meaningfulness of the preceptor-new nurse relationship. A converging conversation of new nurse stories linked themes, concernful practices (patterns), and interpretation of the experience of being a new nurse in an internship program. This study amplifies the importance of the new nurse-preceptor relationship that supports new nurses' transition to practice.

Jim Bakker: Miscarriage of Justice? By James A. Albert. Chicago, Ill.: Open Court Publishing Co., 1998. 532 pp. np. Get access Susan M. Willis Susan M. Willis North Harris CollegeHouston, Texas Search for other works by this author on: Oxford Academic Google Scholar Journal of Church and State, Volume 42, Issue 3, Summer 2000, Pages 595–597, https://doi.org/10.1093/jcs/42.3.595 Published: 01 July 2000

Abstract There's a whole lot of movement going on out there! This paper looks at the theme of movement in the human landscape as it is expressed by the phenomenon of temporary buildings. Temporary buildings, for whatever their use, come and go like the wind. But they contain a signature that nearly always conveys information about who made them and why. Through their composition or structural appearance, clues can be derived about the people who construct them and the intentions for their use. The article may serve as a guide for teachers interested in researching temporary structures with their students. It poses a simple inquiry model that can be used to identify the main characteristics of temporary buildings and provide a scaffold for further study. Location and environmental interaction play robust role in understanding the nature of these structures. Temporary structures are wonderfully ubiquitous! From the moveable all-aluminum espresso bar and the lemonade stand on the beach to the bright red plastic port-a-potty out by the new highway construction site to the Fourth of July fireworks stand; we even build our houses with a temporal idea in mind, these structures are everywhere. The recent National Geography Standards encourage students to observe the human landscape and interpret how geography is expressed in the manipulation of environments. The teacher is encouraged to consider looking at the wandering geographic nature found so interestingly expressed in these structures. A word of caution however, do your observations and analysis quickly, because tomorrow your building may be gone!

Abstract The article presents an analysis of six semester‐long computer conferences moderated by university students to discover how students perceived and used the conferences. The two purposes of the conferences were to provide a meaningful, authentic context for preservice teachers to learn about technology and collaborative learning and to provide an opportunity for graduate students to learn to moderate computer conferences in an authentic context. A qualitative analysis of the conference data yielded the following findings: 1) student moderator roles reflect the influence of both instruction and personal communication styles, and 2) participants adopted behaviors that fostered communication in a text‐based environment and led to positive attitudes about computer conferencing. We conclude by identifying the critical tasks of moderators and participants in student‐moderated computer conferences.

This study aims to refine our understanding of inequalities in wealth and power, by examining sociolinguistic codes and social relations in daycare settings populated by children of four different social fractions. In developing this analysis we seek to include daycare settings along with workplaces, family settings, and school contexts as relevant foci for studies of social and cultural reproduction, resistance, and change. Such a broadening of focus is particularly salient in light of the dramatically increased use of daycare facilities, in the United States at least, by families of almost all social groups (Kammerman, 1983). At the same time we argue that the relationships between social class, social relations, and sociolinguistic codes are more complex than has been suggested by the familiar dichotomy of class versus Each of the four daycare centers that we studied was populated predominantly by a different social fraction working class, lower or traditional middle class, upper middle or professional/managerial class, and executive elite or capitalist class. Our observations suggest that particular forms of social relations and attendant social control mechanisms do not have a oneto-one correspondence with particular sociolinguistic codes. In our investigation we also sought to study the links between gender relations and social class. We thus examine the extent to which gender serves as a category of differentiation in the social relations constructed in the four settings.

(1977). An Alternative Shorthand System. The Journal of Business Education: Vol. 52, No. 5, pp. 209-210.