Periodic collections were obtained from Sloan’s Crossing Pond, Mammoth Cave National Park, for one year to analyze, quantitatively and qualitatively, the periphyton community and determine patterns of periodicity. Productivity was measured by dry and ash-free dry weights and chlorophyll a content. Productivity was lowest during the winter months and highest between July and September. Dry weight showed a range of 3.0-243 mg/m­2/day, the peak occurring in August. Ash-free dry weight also reached its annual peak in August at 92 mg/m2/day. Chlorophyll a followed the pattern of dry weight except its peak was obtained in July at 584 mg/m2/day. This difference was attributed to the fact that in July blue-green algae were dominant while in August diatoms became subdominant. Therefore, biomass was higher in August, but chlorophyll a content was lowered. Low productivity in the winter was due to low light and temperature which caused reduced growth. Diversity was poorest during the winter months, January and February, due to low productivity, and richest in April. During the summer months when the nutrient levels were low and the temperature was high, variety again reached a minimum. In fall, it increased and then dropped for the winter. The Chlorophyta, represented primarily by Chlorococcales, Mougeotia sp., Chlorella vulgaris, and Chlamydomonas sp., appeared in their greatest numbers during the spring and fall. The Chrysophyta showed the same basic pattern, except that their relative abundance was approximately 10% lower. Naviculoid spp. and Synedra ulna were the most abundant members of the Chrysophyta. The Cyanophyta, especially Oscillatoria sp., O. Subbrevis, and O. tenuis, dominated the summer flora and also appeared in great abundance in December. Euglenophyta, especially Euglena sp. and Trachelomonas volvocina, were highest in frequency in January and November and lowest during the summer.

A sample of high school graduate, first year technical school students was measured for retention improvement of underlined textual material under the treatment condition of no review versus review. The sample of 61 students was divided into two groups, more able and less able, subsequent to the first treatment condition of no review to provide a within group measure in the final analysis. The reading material consisted of 14 brief typewritten passages of which the core content was underlined. The criterion measure consisted of 7 multiple choice questions derived from the core content. The experiment consisted of presenting the same experimental materials to the same students on two occasions separated by a five day interval. Students were allowed to review the material, prior to testing, only in the second presentation. Under the experimental conditions both groups of students were able to improve retention of the core content. Results indicate that significant gains were made from no review to review conditions for both more and less able subjects when practice effect was not controlled for.

The Barren River was sampled twice monthly for one year to obtain data on aquatic yeasts. Sites upstream and downstream of the Bowling Green sewage plant, as well as the sewage effluent, were sampled to ascertain if the effluent had any effect on the yeast population of the river. Sporadic yeast counts were obtained which averaged 40 CFU/ml for the effluent, while the river averaged 15 CFU/ml. A total of 318 yeasts were isolated and identified during the study, including 16 different genera with Cryptococcus being the most common. Cryptococcus laurentii occurred most frequently of the 67 different species identified. The sewage effluent was not found to contribute significantly, either in number or in particular species, to the river yeast flora, although the effluent flora differed from the yeast flora in the river. Statistical analysis suggested relationships between yeast counts and several environmental parameters, particularly chlorine, turbidity, nitrate and phosphate levels. Some yeast pathogens of low virulence were isolated, but the probability of the river being a vector of mycotic disease was not found to be great. No seasonal variation was noted in yeast counts. The pathogenic yeast, Candida albicans, was not isolated. Two commercial yeast identification systems were tested. Neither system could be recommended for identifying aquatic yeasts.

Representative specimens of O. immunis and O. pellucidus were brought to the laboratory in order to investigate the influence of light on the occurrence of the symbionts encountered during the preliminary field study. After one week of acclimating the crayfishes they were distributed among environments control chambers that permitted exposure of the hosts and symbionts to 1) continuous light (C.L.), 2) a daily cycle of 12 hours of light and 12 hours of darkness (12L-12D) and 3) continuous darkness (C.D.).

A sample was taken from a self-directed statistics/experimental psychology class to investigate the relationship between locus of control orientation of the students and their academic performance. Self-directed study was defined as student oriented learning with few lectures and the use of contingency points (points earned for work completed) as reinforcement for completing work packets and projects. (The null hypothesis was that there is no relationship between grades and locus of control in the self-directed class.) It was found that internals progress through a self-directed class setting at a significantly faster rate than do externals.

The Book of Hebrews has been interpreted from at least three religion historical angles: the Gnostic interpretation, the platonic/Philonic interpretation, and the apocalyptic interpretation. Since 1970, however, the apocalyptic interpretation is strongly favored. A study of the understanding of the writer of the book of Hebrews as pertaining to history (timo, the unity of history, the emphasis on the eschaton, the two-age motif), the concept of rest (katapausis), alleged Platonic dualism, Messianism, and angelology literature is the primary extra-biblical locus from which the writer of the Book of Hebrews draws.

There has been some concern recently about the ability of technicians to accurately measure and rank prospective replacement heifers and herd bulls for pelvic area. Two studies were conducted to determine the repeatabilities between and within technicians with varying levels of experience in measuring pelvic areas. In both studies, virgin yearling heifers were measured for pelvic height and width to determine pelvic area. In each study, technicians included a veterinarian with several years experience in reproductive physiology practice and Western Kentucky University students with varying levels of experience in rectal examinations. In the first study , the veterinarian used both the “Krautmann-Litton” pelvimeter and the “Rice” pelvimeter, but in the second study, the veterinarian used only the “Krautmann-Litton” Pelvimeter. In both studies, the students used a “Rice” pelvimeter. Coefficients of correlation and Spearman’s coefficients of rank correlation were calculated to determine repeatabilities between and within technicians. In the first experiment, the correlations between technicians for pelvic area ranged from .66 to .92 and Spearman’s rank correlations between technicians ranged from .65 to .92. In the second experiment, the correlations between and within technicians for pelvic area ranged from .78 to .97 and Sparman’s rank correlations between and within technicians ranged from .77 to .95. The results of these studies show clearly that cattle breeders can become proficient at measuring the pelvic area of heifers and bulls and in ranking them for selection purposes.

The purpose of this study was to investigate the relationships between specific cognitive variables and classroom achievement among a gifted population. The participants included 389 students in grades five eight enrolled in the Gifted and Talented Education program in a Southcentral Kentucky School district. An experimenter-developed teacher rating scale was used to document classroom achievement, the criterion variable. The predictor variables were (a) locus of control, as measured by the Intellectual Achievement Responsibility Scale; (b) the ability to clearly express thoughts and the elaboration, fluency, flexibility, originally, and organization of those thoughts, as measured by the Prose Quantification System; (c) knowledge of reading, mathematics, and language art, as measured by the Comprehensive Tests of Basic Skills; and (d) academic aptitude, as measured by the Test of Cognitive Skills. The first hypothesis stated that these cognitive variables were related to classroom achievement among the gifted. The second hypothesis stated that these relationships would rank from strongest to weakest in the following order: (a) knowledge of reading, mathematics, and language arts; (b) locus of control; (c) the ability to clearly express thoughts and the elaboration, fluency, flexibility, originality, and organization of those thoughts: and 9d0 academic aptitude. Stepwise Multiple Regression procedures identified knowledge of mathematics as the single best predictor model of classroom achievement (r=.29, p<.001). Zero Order Correlation coefficients were computed and indicated that the following variables were significantly related to classroom achievement: (a) knowledge of reading (r=.15, p<.05); (b) knowledge of mathematics (r=.23, p< .05). According to the Zero Order Correlation coefficients the first hypothesis was only supported in part. The lack of significant relationships may have been due to (a) limitations of the instruments used; (b) the questionable validity of teacher-assigned grades used to measure classroom achievement 9c0 nonlinear bivariate distributions of the data; 9d0 the restriction in range evidenced by classroom achievement, PQS scores, and TCS scores. The second hypothesis was also only supported in part. As predicted the strongest relationship was between classroom achievement and knowledge of reading (r=.15, p<.05). The next strongest relationship was between academic aptitude and classroom achievement (r=.10, p> .05). Which was predicted to be ranked last. The weakest relationships were between locus of control and classroom achievement (r=.07. p> .05): and the ability to express thoughts and the elaboration, fluency, flexibility, originality, and organization of those thoughts and classroom achievement (r=.07, p>.05). The failure of the last three variables to be ranked in the predicted order was likely due to chance factors, since all of these relationships were nonsignificant. It was recommended that future research (a) utilize instruments that were standardized and commonly used with the gifted; (b) increase the variability of the scores of the cognitive measures and classroom grades by using more grade levels and identified achievers and underachievers; (c) examine the validity of teacher-assigned grades; and (d) explore in depth the relationship between academic aptitude and classroom achievement to develop more reliable and valid predictors of giftedness and classroom achievement.

Of all the plant nutrients, nitrogen has been subjected to the most extensive study. The amount of inorganic nitrogen in the soil is small while the quantity needed annually by crops is comparatively large. Of the macronutrients usually applied in commercial fertilizers, nitrogen seems to have the quickest and most pronounced effect on plant growth. In applying the nitrogen fertilizer for crop use, one must be concerned with placement, form, and availability, and with keeping the fertilizer where it is placed throughout the critical part of the growing season. The nitrogen supply molded by non-leguminous plants is of extreme importance and its availability is complicated by the fact that nitrogen in soils is easily converted into forms which are more or less mobile and available. The time of application of nitrogen fertilizer can significantly affect its availability. It commonly is applied in either the spring or fall in row crop culture. Under our climatic conditions, nitrogen applied in the fall tends to be lost by denitrification and leaching over the winter period, and the practice is not economical. There are also disadvantages associated with spring application of nitrogen. Application is needed at a time when the farmer is extremely busy and where the soil may be too wet to support the application equipment. No-tillage farming, which is relatively new, apparently increases the rate of nitrogen movement through the soil profile. No-tillage results in a mulch of dead plant material on the surface. The mulch tends to keep more moisture in the soil. This extra moisture can be beneficial to the crop but it also permits the nitrogen to move more rapidly through the soil. The present student was initiated to study the effects of tillage practice and time of nitrogen application on the movement of nitrate through a Pembroke silt loam soil. This soil is typical of the well-drained limestone soils found in Southern Kentucky.

The purpose of this study was to investigate the relationship of six selected volleyball skill tests to actual volleyball game performance. The six skill test items were administered to 64 subjects, who were all members of a college level introductory volleyball course. Based on the ratings of a panel of experts, subjects were rated during game play as good, average, or poor performers. The stepwise discriminant analysis was used to analyze the relationship between skill tests and game performance. Four of the six skill tests were identified as significantly contributing to group membership. These tests, in order of the magnitude of their standardized discriminant function coefficients were: 1. Brumbach Serve Test, 2. AAHPER Wall Volley test, 3. AAHPERD Wall Spike Test, and 4. AAHPERD Serve Test. It was concluded that a volleyball skill test battery consisting of these four items would objectively measure volleyball playing ability and discriminate between players of various skill levels. The results of this test battery could be used for classification, diagnosis, motivational purposes, and grading.