This thesis is an analysis of certain factors associated with school progress of students of the graduating class of the Hillsboro Junior High School for 1940. The study is limited to considering the effect of age, attendance, environment, and economic status on progress during four years that these students attended junior high school.

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In the Portland, Oregon, metropolitan area, suburban cities such as Hillsboro are projected to grow as people seek affordable housing near a rapidly growing metropolis. This thesis examines the combined impact of'c1imate change and urban development on both neighborhood and municipal scale residential water demand in Hillsboro, Oregon. I use two models, a surface energy balance model, Local-scale Urban Meteorological Parameterization Scheme (LUMPS), and a system dynamics model, CCDomestic, to investigate changes in residential water demand in the 2040s at two distinct spatial scales, the neighborhood and the municipality. I calibrate and validate each model to the reference period and then simulate the future (2030-2059) under three statistically downscaled global climate models and two urban development scenarios. The findings of this study indicate that climate change and urban development will not evenly affect water consumption in neighborhoods across a city. Instead, the current land cover and residential density of a neighborhood exert an important influence on the response. Heavily vegetated neighborhoods exhibit large increases in water demand under urban sprawl and warming scenarios, while neighborhoods dominated by impervious surfaces decrease water consumption under sprawl scenarios and show little change in water consumption under combined sprawl and warming scenarios. At the municipal scale findings suggest that water demand is highly sensitive to urban design and management and that the combination of urban densification and water conservation regulations could mitigate increases in water consumption from population growth and climate change.

The evolution of the small towns that originated in Oregon's settlement communities remains undocumented in the literature of the state's history for the most part. Those accounts that do exist are often amateurish, and fail to establish the social and economic links between Oregon's frontier towns to the agricultural communities in which they appeared. The purpose of the thesis is to investigate an early settlement community and the small town that grew up in its midst in order to better understand the ideological relationship between farmers and townsmen that helped shape Oregon's small towns.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2007. / Abstract and vita. Includes final project proposal. Includes bibliographical references (leaves 139-142, 56-57).

This research is a quantitative content analysis and qualitative rhetorical analysis of U.S. Mennonite women’s rhetoric in two prominent Mennonite publications, The Gospel Herald and The Mennonite, between 1963 and 1977. During this time period 150,000 Mennonites considered themselves members of the church. The context of each paper was identified through content analysis Women who chose to submit articles to the church press faced enormous obstacles when promoting gender equality. Gender equality was a direct challenge to Mennonite’s traditional view of "divine order," which is a hierarchy of God, man, then woman. Due to the these obstacles Mennonite female authors who were supportive of gender equality took on a facilitating tone and a double identity persona comprised of both Mennonite and feminist. Mennonite women who supported a more traditional view of gender roles had an instructional tone and a "selfhate" persona. Invitational rhetorical theory helps to explain the rhetorical choices made my female rhetors during this time period. / Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences, the Elliott School of Communication / Includes bibliographic references (leaves 85-99) / "May 2006."

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2007. / Abstract and vita. Includes final project proposal. Description based on Print version record. Includes bibliographical references (leaves 139-142, 56-57).

This thesis presents findings made during an examination and comparison of the individualized unit and traditional group methods used to teach ninth grade algebra in Hillsboro, Texas.