This book chapter describes the efforts of University of North Texas Libraries to organize data relevant for assessing subject-based collections.

This is the second chapter for the CZARA.

This chapter addresses categories of sources of nonpoint pollution from marinas and recreational boating that affect coastal waters.

This chapter addresses six major categories of sources of urban non point pollution that affect surface waters. Each category is given a management measure.

This chapter addresses three categories of sources of nonpoint pollution from hydromodification activities that affect coastal waters.

A chapter which specifies management measures to protect coastal waters from silvicultural sources of non point pollution. Contains ten management measures that address various phases of forestry operations.

This chapter contains management measures that address multiple categories of nonpoint source (NPS) pollution that affect coastal waters. These pollutants include sediment, nitrogen, phosphorus, and temperature.

This book chapter discusses predicting subjectivity orientation of online forum threads.

Book chapter defining descriptive linguistic fieldwork, explores tasks that fall under this definition, outlines goals of descriptive linguistic fieldwork, and identifies aspirations and limitations of linguistic fieldworkers.

Chapter from the National Action Plan for Energy Efficiency documenting key findings from energy efficiency programs that have been successfully operating for many years.

This chapter describes monitoring methods that can be used to measure changes in pollutant loads and water quality.

This book chapter reports on a case study on the activities, findings, and lessons learned during a project that replaced the legacy Digital Asset Management (DAM) system of The Portal to Texas History at the University of North Texas Libraries with an open source system.

Book chapter examining how unequal access to the internet and technology impacted the school context including teachers, students, parents, and administrators, and how English Learners from immigrant backgrounds navigated this experience. Implications apply to education stakeholders to reduce inequities in online learning contexts.