A questionnaire containing 69 curriculum areas for a vocational agricultural program in Utah County, Utah, and a proposed rating scale was mailed to 720 students who had graduated in vocational agriculture from eight high schools; to 14 agricultural teachers, and to 22 secondary school administrators and supervisors from Utah County; and to 28 other agricultural teachers selected at random in the state. Each person was asked to evaluate each curriculum area according to four suggested rating values: no value, has value, recommended, or essential. The rating from each respondent was tabulated for each curriculum area by total points by numerical rating sequence. All respondents approved all curriculum areas as having value, but they differed as to degree of acceptability. Four areas received a rating of (1-12) by all respondents. Forty-three areas received total point ratings between 13-56. Eleven curriculum areas were rated low (57-69) in acceptability by three or four groups of respondents. It is recommended that graduates from vocational agricultural programs, vocational agricultural teachers, administrators, and supervisors in secondary schools be involved in curriculum planning to correlate the agricultural program with interests of students and the needs of the communities and that data, such as revealed in this study, be considered in vocational agriculture curriculum planning.

Emissions of methane, non-methane hydrocarbons (NMHC), and carbon dioxide (CO2) at 27 natural gas well pads, 11 non-well locations in oil and gas fields, and 7 hydrocarbon-bearing outcrops in eastern Utah between 2013 and 2016 were measured using a dynamic flux chamber (DFC) in effort to answer the following questions: What effect does the development of oil and gas have on the observed air quality (increased ozone, CO2, volatile organic compounds (VOCs), and/or methane emissions) in northeastern Utah? What percentage of these gases is due to natural background emissions, and what percentage is due to oil and gas development in the region? Methane emissions were the focus of this study, but emissions of other compounds were also measured to better understand the sources and characteristics of emissions. Background methane fluxes were all (mg) meter (m)-2 hour (h)-1. Methane emissions from well pad soils were commonly higher closer to the wellhead, though exceptions existed. Methane fluxes from well pad soils ranged from -5.6 to 70,000 mg m-2h-1. Based on analysis of NMHC emissions data, emissions from 68% of the sampled well pad soils were due to leaks of raw natural gas, whereas the remaining emissions were likely from a combination of raw gas leaks, liquid hydrocarbon spills, and/or methanogenic processes. CO2 emissions were higher than methane emissions 92% of the time at well sites, possibly due to CO2 in natural gas, and/or CO2 emitted from bacterial decomposition of soil organic matter and/or fossil hydrocarbons. Total combustible soil gas concentrations were measured at 21 wells. In summer 2015, soil properties were also analyzed to better understand well leakage. Wells categorized as shut-in had the highest average methane fluxes. Measured methane soil emissions were scaled-up for the entire Uinta Basin to estimate the overall emission from well pad soils, and to compare soil emissions with other natural gas-related sources. Producing and shut-in gas wells were estimated to emit 16.1 ± 4.3 and 8.6 ± 3.2 (90% confidence interval) t y-1 (tonne/year) of methane in the Uinta Basin, respectively, which is

The problem was that teaching competencies had been developed but these competencies had not been tested to determine if different competencies were needed for business teachers of skill and basic business subjects. The purpose was to determine teaching competencies which are important to and utilized by selected Utah high school business teachers. The major hypothesis tested was that there would be no differences between the comparative responses of selected teachers when analyzing the importance and frequency of use of items in the fourteen teaching skill areas as related to basic business and skill subjects. The population involved in the study consisted of high school business education teachers in Utah who taught in grade levels 10, II, and 12. Two questionnaires were used for the study. Teaching Questionnaire was designed to gather information regarding the teaching of shorthand and transcription, typewriting, off ice machines, office practice, and notehand. Teaching Questionnaire II was designed to gather information regarding the teaching of accounting, economics, business law, taxes, credit, and business organization. The null hypothesis was tested by the "t" test. The Pearson product-moment correlation was used to measure the relationship between the responses of the selected teachers to each statement on Teaching Questionnaire I and Teaching Questionnaire II. The .05 level of significance was the criterion for rejecting or failing to reject the null hypothesis. A critical value of .344 which represented the .05 level of significance for the Pearson (r), was used to determine significant correlations. The following findings were reported: The following competency statements were found to have a significant difference favoring the teaching methodology of basic business classes: Involve students in large and small group work; use field trips, guest speakers and special materials as instructional tools, contract for grades; and use wall charts, flow charts, and unit outlines to clarify student perceptions. The following competency statements were found to have a significant difference favoring the teaching methodology of skill classes: Use the student's interests as a means of helping the student develop self-growth; use repetition of learning concepts; encourage students to participate in extracurricular activities as they pertain to the course work; use positive reinforcement in class activities. Additional findings may be found in the dissertation. The major recommendations were: 1. The following competencies shou ld be particularly empha s ized in methods classes for pre-service and in-service teachers of basic business classes: involve students in small and large group work; coordinate field trips and establish a reference list of guest speakers and special materials; prepare wall charts, flow charts, and unit outlines; and formulate a philosophy and plan for contracting for grades. 2. The following competencies should be particularly emphasized in methods classes for pre-service and in-service teachers of skill classes: recognize, record, and utilize student interests as a means of student self-growth; use repetition as a means of l earning concepts; involve students in Future Business Leaders of America or Office Education Association clubs (implement a club if none exist) and relate those club activities to courses of study; understand the concepts of positive reinforcement, behavior modification techniques, and how these activities can be utilized in the class room. 3. Pre-service business education students should be required to teach basic business as well as skill subjects during their student teaching experience or practicum.

In November 1977 Congress established the Nutrition Education and Training Program (NETP) with the passage of Public Law 95-166. Section 227.37 of the NETP Regulations (1978) mandates that each state establish a plan of action for the use of any federally appropriated funds earmarked for "nutrition education" , and further, the plan should contain a proposal to instruct all students in the state about the nutritional value of foods as well as the relationship between food , nutrition, and health. Section 19 of Public Law 95- 166 stipulates a "needs assessment" as one of the components of NETP and that each state conduct such assessments. The purpose of this study is to furnish the Utah State Office of Education Nutrition Specialist information about the "Licensed Group Day Care Centers" regarding: l. the nutrition concepts taught; 2. the methods and strategies used; 3. the educational level of day care personnel; 4. the State Office of Education Nutrition Specialist's role in day care; 5 . the day care center's cooperation for nutrition inservicing of the faculty; and, 6. the day care center's cooperation with secondary/university training programs. A review of literature indicates that little has been done to evaluate day care programs with regard to "nutrition education". Before the establishment of Public Law 95- 166 Federal and State licensing, guidelines were vague and did not stipulate "education" in their nutrition regulations. Results of a mail survey show that 89 . 1% of the responding centers teach some nutritional concepts. Cooking and tasting experiences, along with pictures and stories, were the main activities used by the centers. The most requested teaching aides we r e puppet and flannel board stories , songs , pictures , and food recipes. This survey shows the majority of the teachers are college educated and have some nutritional training.

The United States Government controls about 359 million acres of land in the 11 Western States. This vast acreage produces recreation for vacationers, timber for lumbermen, water for city and rural consumption, forage for livestock and wildlife, and minerals for miners. In many cases, the users of these products are competing and are clamoring for a large share of this land. Consequently, land use is continually changing. Since 1941, the amount of timber cut has tripled, recreation has doubled, watersheds now yield a better quality of water (Clawson, 1957), forage for wildlife has increased but forage for livestock use has decreased. The public agencies (especially the U.S. Forest Service and the Bureau of Land Management) that administer this federally controlled land are vitally concerned about being able to effectively and fairly allocate its use. In order that decisions may be made in the light of economic criteria, these agencies are promoting studies in the area of each of the land uses listed above. In cases where society demands other than the greatest economic good, the costs of satisfying the "right" use needs to be determined.

Utah prairie dogs were transplanted onto the site of a former colony located on Jones Bench in the northwestern corner of Capitol Reef National Park. Shrubs on Jones Bench were significantly taller than those found on active colonies of Ut ah prairie dogs located nearby on the Awapa Plateau. Therefore, the Jones Bench site offered an opportunity to test the hypothesis that shrub height is a major inhibitory factor on occupation of sites by prairie dogs. Four sites of 5 ha each were delimited on Jones Bench prior to the transplanting o~ animals. Vegetation treatments were carried out on three of the sites and the fourth was used as a nonmanipulated control . Mechanical treatments by rotobeating and railing were accomplished in late August, 1978. A herbicidal treatment (2,4-D) was done on the third site in the spring of 1979. Shrub height and percent cover were significantly reduced on all three treatment sites. Post-treatment effects on the vegetation during the first year showed that the greatest percent moisture in herbage was found on the railed site, followed by the herbicide, rotobeaten, and control sites. Herbage production was approximately three times greater on the rotobeaten and railed sites than on the control and herbicide sites. Measurements of the visual obstructions of prairie dogs showed that the rotobeaten site had the greatest visibility followed by the railed, herbicide, and control sites. Prior to release of prairie dogs on the study area, 200 artificial burrows arranged in a matrix, were dug with an enginepowered post-hole auger on each site. In late June and early July, 1979, 200 Utah prairie dogs were live-trapped near Loa, Utah. A total of 50 immature males, immature females, mature males, and mature females were released on each site. The animal's fur was dyed with a specific mark representing their respective transplant site before their release. The transplanted animals were monitored daily for 23 consecutive days following the release of the first animals and biweekly thereafter throughout the summer and early fall. Significant differences were found in the number of animals reestablished on each site except between the herbicide treatment and control site. The majority of all animals transplanted moved onto the rotobeaten site; the railed, herbicide, and control sites were selected in decreasing order. Results indicated that when transplanting animals onto sites of former colonies, particularly sites that are overgrown with shrubs, the chances of a successful transplant could be increased by first reducing shrub height and density. Proof of reestablishment at the Jones Bench site will be evident if reproduction is observed in the spring of 1980.

The purpose of this study was to examine housing, demographic, and economic characteristics that are present in neighborhoods with high rates of mortgage default. In addition, the effect of minority percentage was studied in neighborhoods with high rates of default. Defaulted properties recorded in 2003-2004 in Weber County were geo-coded and assigned into one of 42 census tracts in Weber County. Descriptive statistics then profiled the characteristics of the census tracts. Correlations were used to determine which characteristics had statistical significance with mortgage default rates as well as minority percentage. Logistic regression was conducted to create a model describing the characteristics of neighborhoods that have high rates of default. The findings from the analysis show that mortgage defaults in Weber County occurred mostly in two well-defined housing markets. The first housing market is found in census tracts with low minorities, newer homes, higher priced homes, more use of second mortgages and home equity loans, more self-employed households, more dependents, and more vacant homes. The second housing market is described as census tracts with high minority percentages, fewer number of dependents, older and lower value of homes, and fewer second mortgages and home equity loans. The results show that the two housing markets that experienced mortgage default in 2003-2004 are different in their needs and possible prevention strategies. Educators can use this information to help target at-risk neighborhoods for education on horneownership and pre-purchase counseling, therefore strengthening communities.

Education, like any other profession, is responsible for constant improvement. The professional teacher education institutions are constantly looking for ways of improving professional teacher education programs. The course sequence of the teacher education program is an area for continual improvement. Every teacher educator has a theory as to what is the best teacher education program and what is the best sequence for this theory program. The literature has revealed very little in the area of a sequence for the teacher education program.

This study deals with a comparison between rural, urban, and metropolitan students as to their migration intentions and factors associated with their migration intentions. The study is based on the initial stage of a larger longitudinal panel study of 2,500 high school seniors in public high schools in the state of Utah in 1975. Survey research was the principal method of investigation. Stratified random sample was used for choosing the students and administered questionnaire was used to collect the information. Proportions and crosstabulations were the statistical techniques used in the analysis with chi square and gamma as the statistics for measuring differences and associations. As to plans, career preference, migration intentions, and the factors associated with migration intentions, it was observed that there are more differences than similarities between the rural, urban, and metropolitan students. With respect to plans after graduation, it was found that the majority of the students intended to go to college. The majority of the students also indicated that professional work is their long-run career preference . Metropolitan students chose college and professional careers slightly more than rural and urban students. With respect t o migration intentions after graduation, a larger proportion of rural respondents intend to migrate followed by urban and then metropolitan. Intrastate migration intentions are the pattern of the rural respondents, while interstate are the pattern for the metropolitan students. For those who intend to migrate within state, intrametropolitan counties are the pattern for the metropolitan respondents, while inter-counties are the pattern f or the rural and urban students. With respect to long-run migration intentions, it was observed that students' choice of residence after graduation may not be the same as that place where they intend t o live most of the remainder of their lives. Several factors were hypothesized to be associated with students' migration intentions. Some of these factors were found to have higher degrees of associations with students' migration intentions than others. Also, the degree and direction of association for most of the factors were observed to vary with respect to the students' area of residence. This indicates that most of these factors are conditionally associated with the students' migration intentions. In other words, the place of residence-- rural, urban, metropolitan--seems to play a major part in influencing the degree , significance, and direction of association between these factors and students' migration intentions.

In the present-day world of change, every time we pick up the paper we read of something new in our society. We now have new rockets, new satellites, new computers, and new methods or destruction. There are also many "new" things in the field of education. One of these is federal aid to education. As yet, there seems to be no consensus on the merits or this supposedly new approach to educational finance. Some view it as a kind or plague; others see it as an unmixed blessing. Actually, federal aid to education is quite old and quite common.