The purpose of this study was to reconsider the five factor structure of the Teach Concern Checklist (TCC) currently being utilized by the teacher Preparation Evaluation Program (TPEP) at Western Kentucky University. The problem was to replicate the three factor solution of the TCC proposed by George (1978) and to further explore the progression of teacher concerns with experience to lend support to the self-task-impact concern theory proposed by Fuller (1969) Two hundred and sixty-five pre-service and in-service teacher participating in TPRP completed the TCC. These teachers represented the different experience levels of student. First, third and fifth year of teaching. Factor analysis technique revealed three concern factors similar to those of Fuller and George. Three additional factors also emerged that remained consistent with Fuller’s concern theory, however, they distinct from those reported by George (1978). Two self concern factor, one representing evaluation by peers and supervisors and the second representing evaluation by pupils, emerged in contrast to the one self concern factor identified by George. Two task factors also emerged, one involving instructional task concerns (similar to George) and one involving classroom discipline. Impact concerns were also represented by two separate factors, one involving academic impact and the second environmental impact concerns. The analysis of variance procedures supported the teacher concerns theory of a progression from most to least concern for self concerns; however, evidence strong enough to support the progression theory was not produced for the task and impact factors. Teachers of all experience levels were found to share a similar magnitude of concern for the task and impact factors.

The “Useful Field of View” (UFOV) is the entire area in which information can be gathered without moving the eyes or head (Ball, Beard, Roenker, Miller & Griggs, 1998). Previous research has demonstrated that the UFOV shrinks with age (Scialfa, Kline & Lyman, 1987; Plude & Doussard-Roosevelt, 1987: Ball et al., 1988). With decrement in the UFOV, everyday activities, such as driving and walking can be limited. If the area in which information is received is smaller, then objects seem to appear suddenly and here is little time to react to them. One example of an everyday activity that would be affected by this decrement is driving. Driving involved simultaneously attending to a number of different elements at the same time, for example, speed, oncoming traffic, traffic signals and signs and pedestrians. A decrement of the UFOV would adversely affect driving performance. Only two studies have looked at training to increase the deficit in the UFOV (Sekuler & Ball, 1986: Ball, et al., 1988). Given this paucity of data, many questions have been left unanswered. This study addresses three of these questions: (a) Does target uncertainty affect older adults more adversely than younger adults?, (b) Does a recognizable pattern affect UFOV? and (c) What is the most effective training method to increase the UFOV? Two experiments were conducted to answer these questions. In the first experiment, a reduced presentation field was designed to test the uncertainty question. Along with this reduction in the presentation, two patterns (organized pattern vs. unorganized pattern) were designed to test the effects of a restricted presentation pattern on the UFOV. These two reduced patterns were compared with the full field presentation. Although the UFOV, in general, was smaller for older participants than younger individuals, there was no effect for full field versus reduced field presentation nor an organized versus unorganized condition effect. The second experiment addressed the efficacy of two training methods: Full field or telescoping rings. The telescoping ring training method began with presenting the targets on the edge of the field. As the participant improved his/her performance in locating the targets, the presentation ring was moved outward. The full field presentation presented targets in a full 30° radius. Analyses indicated a significant relationship between training method and UFOV. Specifically, both training method were effective in increasing the UFOV. However, no significant difference between the two training methods was observed. Both training conditions increased the field size; however, individuals in the ringer condition were more willing to continue the training. This seems to demonstrate that the telescoping method may cause less frustration for the participants than the full field.

There is very little literature pertaining to the Public School Music curriculas of the state teachers colleges in the United States. Various questions, however, have arisen in each institution relative to the required music courses and to the number of hours that should be required of a public school music major. Music teachers disagree as to the text to be used in music courses. Of all the various public school music texts available it is difficult to find any one text that is most worthy of recognition as there seem to be many of equal value. Not only is there disagreement concerning this phase of teacher training but also a lack of agreement as to what subjects other than music courses should be required of the public school music major. There is general agreement among educators that public school music teachers should have broad general academic training. It is impossible to determine definitely the number of hours in the various subjects that should be required in education than any other subject with the exception of music itself. There is quite a lack of agreement as to applied music requirements for such a major. One purpose of this study is to determine whether or not a public school major should be required to take piano, voice, brass, woodwind, string and percussion instruments. Formerly it was thought children should be taught music only individually in order to obtain desired results. Now it seems that equally valuable instruction may be given in groups. Group piano is today becoming very prevalent among the methods of giving musical instruction. This method of teaching has proved itself to be a very efficient one. Group instruction is more economical, and is conducive to a cooperative spirit which is one of the desirable outcomes of all educational procedures. Today in the best school systems group instruction is given not only in piano but also in brass, woodwind, percussion and string instruments. Some think that the individual majoring in public school music should be required to take one or more semester of chorus, while others believe it unnecessary. Some teachers restrict glee clubs, both male and female, to the best voices only. Others think it should be required of all public school and applied music majors. Opinion on all phases of the requirements for music majors varies and we can determine only in a measure these answers by discovering the various institutional practices in respect to music curricula. In the light of these considerations the problem is undertaken. It is the purpose of this study to determine the requirements of the teacher training institutions of the United States for public school music majors in (1) music courses, (2) education courses, and (3) content subjects.

The potential of Barsoy barley (Hordeum vulgare L.) as a silage crop was studied at Western Kentucky University in 1970-1971. The field study was conducted at two locations. Barley was seeded at the rate of 107.5 kg/ha in a Pembroke silt loam soil at both locations in September, 1970. At the time of planting the soil was fertilized with 7.5, 32.4 and 33.1 kg/ha of nitrogen, phosphorus, and potassium, respectively. Plants at location 2 received an additional 23.7 kg/ha of nitrogen in February, 1971. Whole barley plants were harvested at weekly intervals from March 11 through June 3 at Location 1 and from April 22 through June 3 at Location 2. Based upon the results for dry matter yield, chemical composition, and dry matter percentage, the dough stage of maturity was found to be the most desirable stage for ensiling barley plants. At this stage dry matter yields were 5.4 and 12.4 metric tons per hectare for Locations 1 and 2, respectively. Dry matter percentages were 32.5 for plants at Location 1 and 33.0 for plant at Location 2. Chemical composition percentages for plants at Location 1 were: crude protein 8.3, crude fiber 28.8 nitrogen free extract 54.7, ether extract 1.1, and ash 7.1. Chemical composition percentages for plants at Location 2 were: crude protein 11.5, crude fiber 33.8, nitrogen free extract 47.0, either extract 0.5, and ash 7.2.

The effect of ultraviolet (UV) radiation in the wavelength region 230 nm to 302 nm on the ability of an irradiated mammalian cell to reactivate UV-irradiated mammalian virus was tests. An action spectrum for radiation enhanced reactivation (RER) Is presented. The shape of the action spectrum points to a combined nucleic acid protein target for UV radiation effects on this cellular parameter. An analysis of the results of others involving the biochemical and photobiological events involved in the RER does not allow the identification of the macromolecule which is the major contributor to this effect. Studies involving an analogous phenomenon in bacteria (Weigle reactivation) imply that RER and WR may involve similar mechanisms.

Twenty naïve male and female hooded rats were randomly divided into four groups of five subjects each. The Observe Helpless group was allowed to observe Helpless subjects receive signaled, inescapable electric shock, after which they were tested for effective escape response acquisition. Subjects in the Observe Naïve group were allowed to observe Naïve subjects being given escape-avoidance training using signaled presentations of electric shock, after which the Observe Helpless group was given similar escape-avoidance training. Results indicate that there were significant differences in the acquisition of effective escape responses between the Observe Helpless group and the other two groups. Possible explanations for these differences, as well as implications for further research, are discussed.

A floristic survey was made of the vascular plants of Barren County, Kentucky. A total of 1190 specimens were collected which represent 603 species, 351 genera and 103 families. The Asteraceae had the largest number of species of any family, a total of 85. The next largest families were Poaceae and Fabaceae, with 54 and 35 species, respectively. The genus Carex was represented by 24 species, the largest number for any genus. A description and discussion of the vascular flora of specific sites as well as the county in general is given. An annotated list of species is also presented.

This study presents the results of a comparison of traditional grass-twist backstops frequently used on indoor ranges with one of corrugated cardboard design. The findings indicate that the corrugated cardboard design is substantially superior. The four factors selected for testing were: Arrow pass-through levels and subsequent arrow repair costs Arrow penetration levels, tested over several distances and using several bow weights Arrow-stopping potential with beginning and inexperienced archers Storage Testing showed the first three factors supporting the corrugated cardboard design. The last factor, storage, was found to be about equally supportive of both designs. Several recommendations are made. These recommendations include the adoption of the corrugated cardboard backstop design for use on indoor ranges and the use of shorter distances in the instruction of beginning and inexperienced archery students.

The purpose of this study was to add supportive evidence to the construct validity of the Coopersmith Self-Esteem Inventory (SEI). The study was conducted using the Sabers-Whitney (1976) model which investigated (a) convergent validity, (b) discriminant validity, (c) sensitivity to change, (b) internal consistency, and (e) any other factors which may contribute evidence to be a measure’s construct validity. The SEI Children’s Self Concept Scale (CSCS), and Children’s Social Desirability Scale (CSDS) were administered to all fifth grade students enrolled in an elementary school within a public school district in the northeastern United States. The self-concept assessments were conducted within the students’ regular classrooms by their regular classroom teachers. The Behavior Academic Self Esteem (BASE) scale was completed for each student by his/or classroom teacher. Multiple regression analysis was used to investigate the relationship among the SEI, CSCS, CSDS, and BASE. A stepwise procedure indicated that the CSCS and the BASE accounted for a significant amount of the SEI score variance. The relationship between the SEI and the CSDS was nonsignificant. Multiple regression analysis was also used to investigate the sensitivity of the SEI to differences in achievement, age, and gender. Results indicated a positive relationship between achievement and self-concept Main effects for age in months and gender were non-significant. Internal consistency coefficients were established for the SEI’s total score and five subscales, viz., general self, home-parents, school-academic, social self-peers, and the lie scale. The coefficients revealed that the SEI measures essentially one trait, which consists of five factors. Intr-and inter-rater reliability coefficients were computed for the BASE using a percent agreement and average reliability coefficient respectively. The results revealed that the BASE, used by individual raters, provides a consistent observational measure over a specified period of time. The measure is also consistent across raters.

The primary purpose of this study is to examine the present programs of physical education in Kentucky colleges; to determine the degree to which they meet the competitive sports needs of college women; and to explore the possibilities for enriching the program and to make recommendations for correcting inadequacies. In considering the inclusion of a program of intercollegiate sports competition for college women, three questions are basic. First, what criteria should be used for evaluating present programs and determining the developing of an intercollegiate program for women? Second, what is the status of Kentucky colleges with regard to these pertinent criteria? Third, what is the direction Kentucky colleges can take in intercollegiate sports competition for women?