Principles of mining: valuation, organization and administration; copper, gold, lead, silver, tin and zinc,

Mode of access: Internet.

On a passing frontier; sketches from the Northwest,

In the name of friendship.--Was Chet Smalley honest?--The medicine keg.--The throw-away dance.--Jake Hoover's pig.--A gun trade.--The whiskey peddler.--The post-office at Wolftail.--Jew Jake's Monte.--At the bar.--Pap's pinto.--The bullet's proof.--The Indian's god.--Bravery.--What followed a sermon.--Cranks.--The flying Dutchman.

University of Michigan aerial view

Probably news service photo taken same time as bl001845. Taken from Hoover and Hill area looking northeast.

M.U. [University of Michigan] World War I

Hoover Avenue; On verso: S.S. Bleed R&B. M"A"; Return Promptly to Michigan Alumnus Alumni Memorial Hall Ann Arbor, Michigan

School of Nursing Class of 1997

Top Row: Shelly Adkins, Nikki Alexadner, Amy L. Ancona, Adem Arslani, Noel Baldwin, Lea Bell, Michelle Bellah, Nicole Bills, Sarah Boyle, Rebekah Brandstatter, Margitt Brigant, Matthew Brooks, Julie Campbell, Lea Clemmons

Row 2: Iracema M. Crawford, Amy Decker, Danielle Terry, Jennifer McGeown, Megan Lindsey Tvaska, Molly McIntyre, Sharon M. Hoover, Mary Beth Pohanka, Jennifer Nelson, Jennifer Carney, Katheryn E. Huffman, Toria Dial, Mary Dooley

Row 3: Pamela Earl, Stacy Ekelman, Jennfier Emery, Robert Farrell, Stephanie R. Faudel, Amy Fischer, Rochelle Fountain, Diane Fox

Row 4: Tina Garcia, Monica Gatica, Meredith Giles, Karla Giminez, Emily Goodsell, Barbara Gurd, Keren Kay Hahn, Beth Hosmer, Shana N. Howard, Cina Jackson-Hanner

Row 5: Kristy Jakubiak, Rebekah Johnson, Stephanie T. Johnson, Jennifer Jorissen, Richard W. Redman, Beverly Jones, Ada Sue Hinshaw, Nola Pender, Susan Boehm, Renee Kaplan, Angela Kendrick-Newing, Emily Kerschbaum, Donulae Knuckles

Row 6: Diane Kramer, Alyce Krause, Krista L. Kuczewski, Lori LaCrone, Melissa E. Lorencen, Sarah Lyons, Melissa Magante, Kathleen Mahon, Christy Mayes, Joseph Morris, Elizabeth Morrow, Tamala Myers, Michele Nextico

Row 7: Jacquelyn Nino, Denise Noto, Catherine Orser, Elizabeth Palad, Ann Peterson, Joshua Pietsch, Pati Putt, Lisa Reinhart, Jamie C. Renken, Amy Robbins, Ernest Saxton, Amy Schafer, Joelle Schroeder, Matthew Seiler

Row 8: Sarah Bellestri Shih, Kristen Sisson, Shalonda Smith, Kathleen Stewart, Jeannine Sutter, Jamie Swan, Arita Ann Sywenkyj, Julie Talbott, Diana Thorrez, Natasha Tokarz, Whitney Tonkin, Rea Tsatsanifos, Tina Urbanski

Row 9: Maricar Uy, Dana Van Singel, Tanya D. Venton, Christina Vitucci, Samuel Walsh, Susan Warren, Tiana Washington, Yvette White, Judy M. Wilson, Cerise Wotorson, Bella Yagolkovskaya, Karen Zalenko, Susan M. Zucal

An audit of America;

A summary of the Report of the Committee on recent economic changes, of the President's Conference on unemployment, Herbert Hoover, chairman, including the reports of a sepcial staff of the National bureau of economic research, inc.

Reduction of noise levels in vaccum cleaners

The work described in this thesis is directed towards the reduction of noise levels in the Hoover Turbopower upright vacuum cleaner. The experimental work embodies a study of such factors as the application of noise source identification techniques, investigation of the noise generating principles for each major source and evaluation of the noise reducing treatments. It was found that the design of the vacuum cleaner had not been optimised from the standpoint of noise emission. Important factors such as noise `windows', isolation of vibration at the source, panel rattle, resonances and critical speeds had not been considered. Therefore, a number of experimentally validated treatments are proposed. Their noise reduction benefit together with material and tooling costs are presented. The solutions to the noise problems were evaluated on a standard Turbopower and the sound power level of the cleaner was reduced from 87.5 dB(A) to 80.4 db(A) at a cost of 93.6 pence per cleaner.The designers' lack of experience in noise reduction was identified as one of the factors for the low priority given to noise during design of the cleaner. Consequently, the fundamentals of acoustics, principles of noise prediction and absorption and guidelines for good acoustical design were collated into a Handbook and circulated at Hoover plc.Mechanical variations during production of the motor and the cleaner were found to be important. These caused a vast spread in the noise levels of the cleaners. Subsequently, the manufacturing processes were briefly studied to identify their source and recommendations for improvement are made.Noise of a product is quality related and a high level of noise is considered to be a bad feature. This project suggested that the noise level be used constructively both as a test on the production line to identify cleaners above a certain noise level and also to promote the product by `designing' the characteristics of the sound so that the appliance is pleasant to the user. This project showed that good noise control principles should be implemented early in the design stage.As yet there are no mandatory noise limits or noise-labelling requirements for household appliances. However, the literature suggests that noise-labelling is likely in the near future and the requirement will be to display the A-weighted sound power level. However, the `noys' scale of perceived noisiness was found more appropriate to the rating of appliance noise both as it is linear and therefore, a sound level that seems twice as loud is twice the value in noys and also takes into consideration the presence of pure tones, which even in the absence of a high noise level can lead to annoyance.

The impact of a family home-learning program on levels of parental/caregiver efficacy

This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/caregivers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

The Impact of a Family Home-learning Program on levels of Parental/Caregiver Efficacy

This study sought to determine if participation in a home education learning program would impact the perceived levels of parental self-efficacy of parents/caregivers who participate in the completion of home-learning assignments and increase their levels of home-learning involvement practices. Also, the study examined the relationship between the parental involvement practice of completing interactive home-learning assignments and the reading comprehension achievement of first grade students. A total of 146 students and their parents/caregivers representing a convenience sample of eight first grade classes participated in the study. Four classes (n=74) were selected as the experimental group and four classes (n=72) served as the control group. . There were 72 girls in the sample and 74 boys and the median age was 6 years 6 months. The study employed a quasi-experimental research design utilizing eight existing first grade classes. It examined the effects of a home-learning support intervention program on the perceived efficacy levels of the participating parents/care¬givers, as measured by the Parent Perceptions of Parent Efficacy Scale (Hoover-Dempsey, Bassler, & Brissie, 1992) administered on a pre/post basis. The amount and type of parent involvement in the completion of home assignments was determined by means of a locally developed instrument, the H.E.L.P. Parent Involvement Home-learning Scale, administered on a pre/post basis. Student achievement in reading comprehension was measured via the reading subtest of the Brigance, CIB-S pre and post. The elementary students and their parents/caregivers participated in an interactive home-learning intervention program for 12 weeks that required parent/caregiver assistance. Results revealed the experimental group of parents/caregivers had a significant increase in their levels of perceived self-efficacy, p<.001, from the pre to post, and also had significantly increased levels of parental involvement in seven home-learning activities, p<.001, than the control group parents/caregivers. The experimental group students demonstrated significantly higher reading levels than the control group students, p<.001. This study provided evidence that interactive home-learning activities improved the levels of parental self-efficacy and parental involvement in home-learning activities, and improved the reading comprehension of the experimental group in comparison to the control.

Proyección y política cultural estadounidense en argentina (1928-1941)

El objetivo del artículo es analizar algunos aspectos de los orígenes de la “política cultural” estadounidense en Argentina. La atención se concentrará en el pasaje desde las declaraciones del presidente Hoover, que contribuyeron a favorecer un clima útil y propicio a la intensificación de los intercambios, a los primeros pasos concretos realizados en el periodo de la presidencia de Roosevelt. Se tratará, en particular, de individualizar las características de la cooperación establecida entre organismos estadounidenses y argentinos para favorecer la proyección cultural estadounidense en el país y el intercambio cultural entre Estados Unidos y Argentina, donde se iba intensificando la difusión de un sentimiento anti-imperialista, y que era entonces objetivo de formas de propaganda particularmente agresivas por parte de los regímenes totalitarios.

Audiovisual Storytelling and Ideological Horizons : Audiences, Cultural Contexts and Extra-textual Meaning Making

Abstract: Audiovisual Storytelling and Ideological Horizons: Audiences, Cultural Contexts and Extra-textual Meaning Making In a society characterized by mediatization people are to an increasing degree dependent on mediated narratives as a primary means by which we make sense of our experience through time and our place in society (Hoover 2006, Lynch 2007, Hjarvard 2008, Hjarvard & Lövheim 2012). American media scholar Stewart Hoover points to symbols and scripts available in the media environment, what he call the “symbolic inventory” out of which individuals make religious or spiritual meaning (Hoover 2006: 55). Vernacular meaning-making embedded in everyday life among viewers’ dealing with fiction narratives in films and tv-series highlight a need for a more nuanced understanding of complex audiovisual storytelling. Moving images provide individuals with stories by which reality is maintained and by which humans construct ordered micro-universes for themselves using film as a resource for moral assessment and ideological judgments about life (Plantinga 2009, Johnston 2010, Axelson 2015). Important in this theoretical context are perspectives on viewers’ moral frameworks (Zillman 2005, Andersson & Andersson 2005, Frampton 2006, Avila 2007).This paper presentation will focus on ideological contested meaning making where audiences of different cultural background engage emotionally with filmic narratives, possibly eliciting ideological and spiritual meaning-making related to viewers’ personal world views. Through the example of the Homeland tv-series I want to discuss how spectators’ cultural, religious, political and ideological identities could be understood playing a role in the interpretative process of decoding content. Is it possible to trace patterns of different receptions of the multilayered and ambiguous story depicted in Homeland by religiously engaged Christians and Moslems as well as non-believers, in America, Europe and Middle East? How is the fiction narrative dealt with by spectators in the audience in different cultural contexts and how is it interpreted through the process of extra-text evaluation and real world2understanding in a global era preoccupied with war on terror? The presentation will also discuss methodological considerations about how to reach out to audiences anchored in different cultural context.