This paper deals with the seasonal distribution, relative abundance, and location of the different species of birds which visit or live on the Brigham Young University campus from late summer to early spring, with a brief account of their activities. The upper campus, where this investigation was carried on, covers an area of 201 acres and is situated on a bench at the foot of the Wasatch Mountains. The study was continued from July 13, 1955 to April 15, 1956. A total of 173 hours was devoted to census work and to studying the general ecology of the area. Four to five censuses were taken in each month of study. In order to measure the relative abundance, the total number of each species seen per hour was calculated. The location of each species found during this study was plotted on an outline map of the campus. Fifty-five different kinds of birds were seen on the campus during this study. The Western Robin, English Sparrow, California Quail, Song Sparrow and Red-shafted Flicker were seen constantly in every month of study. The Red Crossbill and Sage Hen, two most uncommon species in this area, were observed. The maximum number of species was found in July, and the minimum in December. Nests of House Finch, Western Robin, Blackheaded Grosbeak, Song Sparrow, Long-tailed Chat, California Quail, Mourning Dove, Pine Siskin, Starling and English Sparrow were found in this study area. New arrivals were noticed in every month. The majority of these species, as well as individuals, were located in the tree area bordering the canal. From this study it was found that the Brigham Young University campus provides a very suitable habitat for many species of birds. Ample cover, food, and water are available, and firearms are prohibited. The movement of students and other traffic about the campus does not seem to hamper the birds in their normal activities to any appreciable degree.

This paper presents a two-level morphological description of Tagalog for use in PC-Kimmo and a mechanism created for updating the results output from PC-Kimmo in order to meet the standards for current database and natural language processing applications. There are two main research tasks presented in this paper which constituted this project. First, a complete morphological engine for Tagalog is presented. Next, a tool is introduced that takes the morphological engine output and stores it in XML format.

This study attempted to find if there were a significant difference in the academic achievement in B.Y.U. religion courses between L.D.S. seminary graduates and students who had not attended L.D.S. seminaries.

“The Memory and The Legacy: The Whittlin' Whistlin' Brigade–The Young Company 1974-2001,” is a history of the children's theatre of Brigham Young University. The Whittlin' Whistlin' Brigade–The Young Company acts as a training ground for graduate students working in theatre for young audiences. When directing a production for the Whittlin' Whistlin' Brigade–The Young Company, students are instructed to perform all functions required of a professional company. As the Whittlin' Whistlin' Brigade–The Young Company (WWB–TYC) spends much of its performance time on tour, those responsibilities are relegated to the student.Developed and headed by Dr. Harold R. Oaks of Brigham Young University, WWB–TYC produced children's theatre for local, regional, national and international audiences. The history includes production photos, budgets and business plans. A survey of former company members was conducted assessing the long-term affect on participants in relationship to their personal and professional life.

This is a study of certain high school and college students to the thirteen Fireside Programs given under the direction of the General Authorities of The Church of Jesus Christ of Latter-day Saints in the first three months of 1960. The purposes of this study are twofold: (1) to study the reactions to the fireside program and (2) to study the change in conduct of the audience through the addresses and discussions.

This thesis is a textbook designed to assist LDS missionaries studying the Samoan language both in a two-month intensive language-learning school (the Missionary Training Center) and in individual study in the Samoan Islands. The thesis is prefaced with a rationale for and explanation of the Missionary Training Center language program and the design and purposes of the text itself.The textbook contains fifty Samoan language lessons, divided into ten units of five lessons each. At the end of each unit is a review module, or test. Except for two overview lessons (designed to introduce grammatical terms and pronunciation), each of the fifty lessons is either a grammar lesson (consisting of presentation and practice of grammar rules sequenced from simple to complex) or a Speak Your Language lesson (consisting of presentation and practice of phrases, patterns, and vocabulary required for competence in particular notions and situations, sequenced according to the communicative needs of the missionaries). Supplementary material included at the end of the book includes Extra Mile Lessons (additional information on grammar, phrases, patterns, and vocabulary) and two appendices (Samoan songs and a bibliography).

Turbine engine efficiency modeling depends on many parameters related to fluid dynamics and heat transfer. Many of these parameters change dynamically once the engine enters service and begins to experience surface degradation. This thesis presents a validation of the design and operation of an accelerated testing facility for the study of foreign deposit layers typical to the operation of land-based gas turbines. It also reports on the use of this facility in an effort to characterize the change in thermal resistance on the surface of turbine blades as deposits accumulate. The facility was designed to produce turbine deposits in a 4-hour test that would simulate 10,000 hours of turbine operation. This is accomplished by matching the net foreign particulate throughput of an actual gas turbine. Flow Mach number, temperature and particulate impingement angle are also matched. Validation tests were conducted to model the ingestion of foreign particulate typically found in the urban environment. The majority of this particulate is ceramic in nature and smaller than 10µm in size, but varies in size up to 80µm. Deposits were formed for flow Mach number and temperature of 0.3 and 1150°C respectively, using air plasma sprayed (APS) thermal barrier coat (TBC) material coupons donated from industry. These conditions are typical of a modern, first stage nozzle. Investigations over a range of impingement angles yielded samples with deposit thicknesses from 50 to 200µm in 4-hour, accelerated-service simulations. Above a threshold temperature, deposit thickness was dependent primarily upon particle concentration. Test validation was achieved using direct comparison with deposits from service hardware. Deposit characteristics affecting blade heat transfer via convection and conduction were assessed. Surface topography analysis indicated that the surface structure of the generated deposits were similar to those found on actual turbine blades. Scanning electron microscope (SEM) and x-ray spectroscopy analyses indicated that the deposit microstructures and chemical compositions were comparable to turbine blade deposit samples obtained from industry. A roadmap for the development of a theoretical model of thermal resistance using the SEM scan is presented. Thermal resistance experiments conducted with deposit samples indicate that a general decrease in thermal resistance occurs as the samples are exposed to operating conditions in the accelerated testing facility. This is likely due to sintering effects within the TBC dominating any thermal resistance increase arising from deposition. Recommendations for future research into the interaction between TBC sintering and deposit evolution are presented.

This thesis brings a much-needed focus on the quality and scholarship of teaching as it pertains to educational and faculty development. The main purpose of this paper is to outline what more than 200 faculty members across a wide variety of disciplines have focused on over a three-year period to make significant (a 1.5 standard deviation increase or higher in online student ratings) and sustained improvements in their teaching. The top three factors of improvement include active/practical learning, teacher/student interactions, and clear expectations/learning outcomes. The researcher also discusses how institutions and faculty communities of practice, research, and faculty personality contribute to teaching performance. The findings of this research build upon the literature review on the scholarship of teaching. The researcher provides vignettes of faculty who have gone through a change process to improve their teaching, highlights important teaching areas for faculty to focus on in each college, provides practical application for change, and concludes by providing suggestions for future research. This thesis is full of hope and encouragement for all faculty and administrators, regardless of their personality, their current skill level at teaching, or the subject matter they teach.

The place of the research paper in first-year composition (FYC) courses is often debated in composition forums. Many argue that the a-disciplinary nature of FYC doesn't allow instructors to teach the research paper in a way that will be transferable to disciplinary writing tasks, while others say that it is possible, as long as we have a thorough understanding of the kinds of writing tasks students will face in the disciplines and specifically teach writing skills that will be transferable. To identify these more generalizable writing skills to be emphasized, I interviewed 14 professors at Brigham Young University from different disciplines about the research papers they teach within their upper-division disciplinary courses and the kinds of researching and writing skills they expect students to have mastered before enrolling in these courses. I collated the results of the interviews and categorized 22 skills into four categories: writing process knowledge, genre knowledge, rhetorical knowledge, and researching knowledge, finding correlation between the 22 skills I identified with skills identified by both John Bean and Carra Leah Hood, lending credence to the value of my identified skills as worthwhile to be focused on in FYC. I draw on Amy Devitt's idea that the school genres we teach in FYC are antecedent genres to assert that teaching a research paper in FYC outside of the constraints of any one discipline can provide a viable and valuable learning experience, provided that it is taught with an emphasis on these writing skills that are most valued across the disciplines, and provided it is taught as a step along the way to later mastery of disciplinary genres.

Language anxiety is a form of anxiety that can negatively affect language learners by disrupting their cognitive processing, by rendering their learning experience unpleasant, and by reducing the quantity and quality of their language production. The language anxiety research contains many suggestions for anxiety reduction, one of these being the use of metacognitive language learning strategies. The purpose of this study was to examine the effects of a self-monitoring, metacognitive strategy called ASWE on the language anxiety levels of young male and female missionaries in the intensive language learning program at the Missionary Training Center in Provo, Utah. The ASWE strategy includes four questions that the missionaries ask themselves during language learning activities: What am I trying to accomplish? What strategy am I using? How well is it working? What else could I do? The results of this study showed that ASWE use did reduce language anxiety, though the missionaries were resistant to using the strategy. This resistance stemmed from the missionaries' perception of ASWE as irrelevant since its effects are indirect. Despite this resistance, ASWE use gradually increased over the course of the study as the missionaries became more comfortable using it. The results of the study also showed that language anxiety was not affected by the amount of time spent in the MTC, which indicates that language anxiety does not decrease simply because of increased exposure to the language learning process.