This study provides a description of the writing done by Freshman English students in classes other than English at The University of Arizona. The study involved three aspects of observation and documentation of writing habits: a Questionnaire administered to 1,442 students, a Writing Checklist completed by twenty-three students over a one week period, and case study interviews of five students. All three aspects were considered in the findings for the following research questions: (1) What kinds of writing tasks are students doing in classes other than English? (2) How frequent are these tasks? (3) What quantities of writing are being done? (4) To what audiences are the students writing? The population for the study is representative of the university. The task of Taking notes was the most frequently occurring by far. Journals and Creative writing were the least frequent, also by a wide margin. Students felt that teachers were more concerned with content than with presentation. Little in-class time was spent on pre-writing activities. The highest responses were to questions about students' values and attitudes concerning writing. More school writing seems to take place on Monday and Wednesday, with Friday the lowest week day work response. Little work in writing occurs on the weekend. All three aspects point to similar conclusions: students are not writing very much, they are not writing in very many different modes, they are not getting very much guidance in their writing, and they are not getting very much affirmation for writing as a valid cognitive skill in the classroom. Some students are receiving some of these benefits, but the majority of university students are not. Little research has been done on university students to determine how much and what kinds of writing they are doing in classes other than English. If our society continues to value writing as an important skill, universities must re-examine the role of writing in college classes. Without the process of discovery that occurs when writing, the student's education and cognitive growth are greatly limited. Writing is a valuable cognitive aid that must be used in all departments.

Irrigation uniformity, efficiency, leaching fraction, salt and water ages, and evapotranspiration rate were estimated from subsoil salinity data for three cotton fields in Arizona. The estimation of these parameters was based on the assumption of steady-state water and salt flow through the crop root zone. The levels of salt concentration in the irrigation water were 21.3, 11.5, and 11.6 meq/L for Fields 1, 2, and 3, respectively. Two of these fields were furrow irrigated, and the third was subsurface drip irrigated. Each field was sampled for salt concentrations to a depth of 1.5 m at 10-15 sites. A total of 514 soil samples were collected. Significantly lower salt concentrations were observed in the soil profiles in Fields 1 and 2 compared to Field 3, but lower variations in the salt concentrations were observed in Field 3 compared with Fields 1 and 2. These variations in salt concentration could be due to restricted water movement within the soil profile caused by stratified soil. Since a soil-water extract model indicated little or no chemical precipitation of salt within the soil profile, there was no need to correct the data for chemical effects. The calculated irrigation uniformity was highest in Field 3 and lowest in Field 1. This may be related to more accurate land leveling in field 2 than Field 1. The irrigation efficiencies were 83.0%, 89.0%, and 80.0% for Fields 1, 2, and 3, respectively. The correlation coefficient between the ages of salt and water was 0.98, 0.99, and 0.97 for Fields 1, 2, and 3, respectively. Leaching fraction was highest in Field 3 and lowest in Field 2. Mean actual ET calculated from the Blaney-Criddle method were 372, 314, and 308 mm for Fields 1, 2, and 3, respectively. Mean ET calculated from the salinity data were 1,250, 1,590, and 1,140 mm for Fields 1, 2, and 3, respectively. Statistically significant correlation coefficients were, however, found between both methods of estimating ET. These values were 0.97, 0.86, and 0.93 for Fields 1, 2, and 3, respectively.

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No description available.

Since the end of World War II many Scandinavians have emerged as important choral music composers. This study focuses on two Norwegian composers, Knut Nystedt and Egil Hovland. Two works by Nystedt, "Thou O Lord," and "Praise to God," and one work by Hovland, Missa Misericordiae, are analyzed to determine the most important features of the compositional styles of Nystedt and Hovland. The analysis reveals that factors such as the Norwegian national romantic movement of the late nineteenth and early twentieth century, ancient music styles such as Gregorian chant, twentieth century techniques such as neoclassicism and dodecaphony, and recent reforms in Norwegian Church music have influenced the compositional style of both men. The evidence suggests that although Nystedt and Hovland have many similarities in compositional style both men have developed a highly individual musical language that is accessible yet challenging to the listener, conductor, and choir.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.