The intent of this study was to investigate those artists in early Utah art history who played an important part in the development of water color painting.

The purpose of this study was to determine the attitudes, opinions, and beliefs of Utah residents concerning what role, if any, the L.D.S. Church should play in Utah politics; if they believe in the concept of a separation of church and state; whether they feel a separation of church and state exists in Utah; and how much influence they perceive the predominant faith of the state has on its politics. Thus, the four following hypotheses were designed: 1. Utah residents will perceive that churches should be involved in moral, but not political issues. 2. Utah residents will perceive that there should be a separation of church and state. 3. Utahns will perceive that a separation of church and state does not exist in Utah. 4. Utah residents will perceive that the predominant faith of this state has considerable influence on Utah politics. In order that these hypotheses could be tested, an instrument was designed and pre-tested; a random-systematic sample was drawn from all Utah telephone directories; interviews were conducted; responses were recorded and computerized and reported in this study.

The central part of Clarkston Mountain is located in northcentral Utah in the southern part of the Malad Range. It is northwest of Clarkston, Utah. The mapped area measures 2.5 mi. in the north-south direction and 6.5 mi. in the east-west direction. It is within the Basin and Range Province. The Ute Formation of Middle Cambrian age is the oldest exposed stratigraphic unit. Other Cambrian units, in ascending order, are: Blacksmith Formation, Bloomington Formation, Nounan Formation, and St. Charles Formation. These units consist predominantly of limestone, dolostone, and shale. Units of Ordovician age include the Garden City Formation and the Swan Peak Formation. They consist of limestone and orthoquartzite, respectively. The youngest Paleozoic unit is the Fish Haven-Laketown Formation of Ordovician-Silurian age. It is dolostone. Units of Quaternary age include colluvial deposits, Lake Bonneville Group, and alluvial deposits. West-dipping, low-angle normal faults generally trend north and northwest. They were originally thrust faults formed during regional compression. A bedding-plane thrust fault separates the Bloomington and Nounan Formations. Later reversed movement on the west-dipping, low-angle thrust faults changed the stratigraphic relationships across these faults to those characteristic of normal faults. High-angle normal faults trend northwest, north, and northeast. Major normal faults extend along the western and eastern sides of Clarkston Mountain and are responsible for the present topographic relief. The structural features of the mapped area are the result of two major tectonic events. The Sevier orogeny produced eastward directed thrust faults. It began in Late Jurassic and ended in early Eocene. Basin and Range normal faulting caused reversed movement on west-dipping thrust faults, formed by the Sevier orogeny, and also produced many high-angle normal faults. It began in early Eocene and has continued into historic time in the region.

During the last two decades, Utah's market milk industry has changed from one of local processing and distribution by small-scale plants to one of state-wide distribution by large-scale dairies. At presnt, four large producer cooperatives control most of the state's market milk and six large processing plants accounts for more than 80 percent of the state's fluid milk sales. Along with centralized processing and distribution has also come some centralization of production. Statistics recently published by Utah State University show that in 1957, 56 percent of the market milk produced in the state came from the five counties of Cache, Utah, Weber, Salt Lake, and Summit (13, p. 8)*. These same five counties accounted for over 50 percent of the increase in total production of market milk between 1948 and 1957 (13, p.9).

Development by man through the last half century has caused a number of changes in Bear Lake. These changes include the diversion of Bear River water into Bear Lake, the pumping of lake water back into the river, and the building of breakwaters and other obstructions along the shore of Bear Lake. The diversion of Bear River water into the lake has resulted in a yearly addition of an estimated 36,000 metric tons of calcium into the lake, which has caused the precipitation of an estimated minimum 90,000 metric tons of aragonite. The pumping of Bear Lake water back into the Bear River has resulted in an estimated yearly depletion of 10,900 metric tons of magnesium. This deficit may be compensated by the dissolution of detrital dolomite in the lake water. Equilibrated samples of sediment and distilled water had little resemblance to the composition of lake water. There was also no correlation between the composition of the equilibrated water and the cation exchange capacity or mineral composition of the sediment. A study of the dissolved oxygen content of littoral-zone waters indicated no development of vertical stratification of oxygen. There was also no statistically significant difference between the oxygen contents of waters on different sides of breakwaters.

The purpose of this study was to identify elementary teacher education programs within the State of Utah, to describe those parts of each program specifically designed to prepare prospective elementary school teachers for teaching social studies, and to determine the attitudes and opinions of various groups concerning the adequacy of the programs. This study was of descriptive research design. The subjects were selected to include all prospective 1967 graduates in elementary education in the state of Utah (a total of 603), all 1966-67 first-year elementary school teachers who had graduated from a Utah university or college (a total of 511), and a faculty respondent from each Utah university and college preparing elementary school teachers (a total of 6). The questionnaire was selected as the instrument to be used in the collection of basic data in this descriptive research. A preliminary questionnaire was constructed utilizing Guidelines for the Preparation of Elementary Social Studies Teachers (National Council for the SocialStudies, 1965) as the basic document for the identification of the several items. The questionnaire was submitted to experts in the field of social studies and teacher education for their comments and suggestions. The preliminary questionnaire was subsequently expanded to its final form. Appropriate mailing and follow-up techniques were used in administering the questionnaire. Three follow-up contacts yielded the following total respondent returns: prospective graduates, 305 respondents, 58 per cent; first-year elementary school teachers, 345 respondents, 68 per cent; and faculty representatives of the universities and colleges, 6 respondents, 100 per cent. Two different techniques were used to substantiate the data received in this study. One technique utilized a randomly selected population of 21 non-respondents in a follow-up survey 9 months after the initial contact. A second technique was concerned with respondent and nonrespondent stratification analysis. Both of these techniques and their resultant findings supported the utilization of data gathered on the original questionnaire return. Findings indicate that programs of Utah universities and colleges preparing elementary school teachers for teaching social studies are varied and different. There is little uniformity among the universities and colleges regarding these programs. Other important findings suggest that (1) sixty per cent of the graduates completing programs of preparation in elementary education within the state of Utah enroll in a social studies methods course; (2) most students enrolling in a social studies methods course rate their preparation for teaching elementary school social studies as "moderate" or '' little" preparation ; (3) university and college faculty representatives largely believe the methods courses are "very greatly" or "greatly"preparing their graduates to teach elementary school social studies; (4) students and former students report areas emphasized in the social studies methods courses as centering around "Unit Structure'' and related areas, they also reported "Critical Thinking" as an area of emphasis; (5) in the social sciences, prospective elementary school teachers are completing the greatest number of hours of course work in history, psychology, and geography, with the average student completing less than 1.5 hours of course work in any one of the following disciplines of anthropology, philosophy, general social science, and economics; and (6) students and former students believe courses best preparing them for teaching social studies to be those social science courses in which they complete the most hours of course work. It is concluded that the staff of the department or division of elementary education at each of the six institutions of higher learning within the state is primarily responsible for determining the program for preparing elementary school teachers for teaching social studies. Such changes as determined desirable by these groups would therefore seem possible with little opposition or difficulty in implementation.

Several aspects of natural-resources education were explored in this study. First, a statewide survey of science, social studies, and elementary teachers was conducted to determine the current form and extent of natural-resources education in Utah. Returns were received from 51% of the surveyed teachers. The percent of time devoted to natural resources, the factors affecting natural-resources instruction, and the need to improve that instruction were assessed. Utilizing that information, the Natural-Resources Curriculum Framework was developed. The Framework is designed to provide educators with the essential concepts to be included in a comprehensive natural-resources program. Finally, examples of classroom support materials were created as extensions of the Framework. These materials, specifically designed for geography teachers, cover a wide variety of concepts involving natural resources.

This thesis includes the narratives of three Burmese Muslim refugee mothers who made their homes in Logan, Utah, within three years of locating in the United States. Each woman’s life is written about in a different style of writing – journalism, ethnography and creative nonfiction –and is then followed by analysis looking at each piece in terms of representation

Wildlife management has been defined as lithe manipulation of wild populations of vertebrate animals in their relation to man and his interests" Wildlife management, then, could not exist in the absence ot either wildlife or humans. Converting this idea to the waterfowl situation, we can say that there are no waterfowl problems other than as they exist in the minds of men. (Wil1s, 1951) These words by the Chief of the IllinoIs Natural History Survey precede a plea for fundamental facts and a basic understanding of waterfowl upon which sound management can in turn be based. l"or only through sound management can the waterfowl problems created by and existing in the minds of men be solved. Furthermore, an analysis of the whole requires an understanding of its components. These ideas focus attention on the individual species of waterfowl and further narrow attention to specific problems and specific areas.

The ACT automated admissions system was adopted by t he Colleges and Universities in the Utah system of higher education in 1974 . The automated admission system was conceived at a time when College enrollment al l over the United States was decreasing, and thus was viewed by its proponents as a positive step in alleviating some of the ' articulation problems between post secondary institutions, high school counselors and prospective students. Educators who developed the program felt that it would be an advantage to prospective students by providing an admissions decision shortly after the ACT was taken. Automated admissions appears to be an advantage to high school counselors because i t eliminates the need for a high school transcript in the admissions process, and because it reduces the amount of time the counselor is involved in the mechanics of the admissions process. This study represents an effort to determine the impact of the Automated Admissions system on the high school counselor and on prospective college students. The results of this study indicate that a significant number of Utah high school counselors favor the Automated Admissions system as opposed to "traditional" admissions systems formerly in use, because of the reduction in clerical work required of the counselor .