In order for land to best serve the present and future generations it should be put into the use for which it is best adapted. To determine the proper use of land, the factors which influence its use, such as soil, climate, and location, should be studied. Then the land should be classified as to its most economic use, based on these factors. In Cache County there is much work to be done toward a classification of the land. An ideal study; not limited by time nor expense; would include a complete study of all the factors associated with land-use. From this study an economic classification of the land in the county could be made. This present study was very limited as to time and expense. Its scope included only a study of those factors, principally soil and irrigation water, associated with the productivity of cropland. Productivity was defined to be the power of the land to produce crops. The objectives of this study were: (1) to develop a method for determining productivity, adaptable to the cropland in Cache County, Utah, and (2) to collect the necessary data and classify the cropland in Cache county according to productivity.

This research project presents data on practitioner profiles and practice patterns for marriage and family therapists living in Utah . A sample of 77 clinical members and six associate members of the American Association for Marriage and ramily Therapy living in Utah gave descriptive facts on their demographics , training , years of experience , and specific information about their practice of marriage and family therapy. The findings indicate tha t marriage and family therapists in Utah are a mostly male , Caucasian , and highly educated group of practitioners compared to marriage and family therapists practicing in other states . The findings also indicate that marriage and family therapists living in Utah treat a wide range of serious mental health problems in a relatively short amount of time for a reasonable fee .

This study examined the relationship between areas of cognitive autonomy and adolescent development. Differences in cognitive autonomy between age groups were analyzed. Students attending Grades 7, 9, and 11, and college students in Northern Utah participated in this study. Three hundred and ninety-six participants responded to the Cognitive Autonomy and Self-Evaluation(CASE) inventory, which examined the subcategories of evaluative thinking, voicing opinions, comparative validation, decision making, and self-assessment. Scores were compared by grade and by gender. Results showed that college students scored significantly higher in three of the five areas of cognitive autonomy. Additionally, females in both ninth grade and college scored themselves significantly higher in two areas of cognitive autonomy. Areas of academic grades, time watching television, time spent reading, and weekly computer use were also analyzed. Implications of these findings for future programs and future research are also discussed.

This study examined parental and teacher expectations of kindergarten readiness of Latino children. The perceptions ofLatino mothers, Latino fathers, and kindergarten teachers were analyzed and compared. Specifically, parents' and teachers' responses were compared in three areas: perceptions of what parents can do to prepare children for kindergarten, priorities for requisite kindergarten entry skills, and rankings of the importance of specified skills to be emphasized in kindergarten. Differences between kindergarten teachers' expectations for nonnative English-speaking children and native English-speaking children were also examined. The parent sample consisted of 35 Latino mother/father pairs. AJI were parents of children who entered kindergarten Fall, 2000. The teacher sample consisted of 33 kindergarten teachers from two large school districts in a western state. Major findings indicate that some differences do exist between teachers' and Latino parents' priorities for requisite kindergarten entry skills as well as their rankings of the importance of specified skills to be emphasized in kindergarten. Supporting previous research, both mothers and fathers rated academic concepts such as counting, reading, and writing higher than teachers. By contrast, teachers rated more developmentally appropriate concepts higher. All groups agreed that parents could do more to prepare children for kindergarten, but parents and teachers differed in their responses of what parents could specifically do to encourage this preparation. Teachers mentioned reading to children, enriching the child 's environment, and communication more often than both mothers and fathers. Parents were more likely to mention emotional support and discussing school with their children as ways parents could foster kindergarten preparation. Teachers expected native English-speaking children to know how to follow directions upon kindergarten entry more than they expected it for nonnative English speaking children. Furthermore, teachers who had training in ESL education placed more emphasis on incorporating speaking skills in nonnative children's kindergarten curricula than did teachers without multicultural training. Also included in the study are concrete examples of concerns Latino parents have as their child enters school, challenges teachers face in having linguistic diversity in their classroom, as well as teacher suggestions for improving ESL kindergarten preparation. Implications of these findings for parents, schools, and children are discussed. Suggestions for future research are then offered.

Language is important for children to succeed in school. Language development begins early in a child's life and can be facilitated by a supportive language environment. Shared book reading is an important aspect of the language environment a child experiences. This study utilized data from twenty children living in low-income families. These children are part of the Rural Utah Child Development Head Start and receive weekly visits from home visitors. Two home visits were videotaped and coded for parental and home visitor language facilitation behaviors. A parent interview was also completed to obtain participant demographic information and measure child and parent language ability. Relations between parental language facilitation, home visitor language facilitation, and child language ability were examined.

Geriatric depression reduces older adults' quality of life, yet few will seek formal help. Older adults often seek help for emotional distress from informal helpers, which appears to have a therapeutic benefit for them. This qualitative study was designed to investigate older adults' perceptions of helping relationships that they used when faced with emotional difficulties or concerns, characteristics that facilitated their approaching helpers, and what they perceived as helpful in those relationships. This study also looked at older adults ' perceptions of professional mental health practitioners and barriers to seeking help. Semistructured qualitative interviews were conducted with 8 older adults between the ages of 78-91 , all of whom were participants of the Cache County Study on Memory, Health, and Aging. All participants had been identified in previous interviews as depressed according to study criteria. The interviews took place in the participants' homes and the participants were asked about their experience seeking help with emotional difficulties or concerns. Participants in this study reported using informal helpers (e .g., family and friends) more than formal helpers. Characteristics of those from whom help was sought were consistent with the literature on the therapeutic helping alliance, and included understanding, caring, trust, acceptance, and availability. Behaviors that were found to be helpful included listening, problem solving, normalizing, and understanding. Older adults generally did not trust or have confidence in professional helpers. Overall, the participants preferred working through emotional concerns on their own or with the help of family and friends. This study supports the literature concerning older adults ' use of social support networks for emotional support and provides suggestions for both informal and formal helpers as well as implications for policy and research.

The incidence of acquired immunodeficiency syndrome (AIDS) is on the increase across the world. The purpose of this study was to explore young children's awareness, knowledge, and understanding of AIDS in Bahrain, in the Arabian Gulf region. This was done within the framework of Jean Piaget's theory of cognitive development, which spans development across time. Ninety-nine children aged 6 through 12 were administered a standardized interview to ascertain their knowledge about AIDS, its causes, outcomes, and prevention. The study explored whether knowledge about AIDS was related to age, gender, and parental education. It also examined the sources of children's knowledge. Correlational analyses, 1 tests, and frequency distributions were used to explore the questions. Knowledge about AIDS was related to age and gender, with older children having more knowledge than younger children, and girls having more knowledge than boys. The media and teachers were the significant sources of information about AIDS for the children.

Many factors influence preschool children's expectations for parental discipline. Parent characteristics such as personality, values, social class, and disciplinary methods can affect the expectations children have for parental discipline. Children's ability to understand and interpret parental messages can also influence how they will respond. All of these factors need to be taken into consideration in order for effective communication between parents and children to occur. In this study, preschool children's expectations for parental discipline were examined by using puppets to reenact three different types of disciplinary situations: prudent, moral, and social-conventional. Children, acting as their mother, used puppets to role play six disciplinary puppet vignettes. Their responses to each vignette were then categorized. Mothers' views on child-rearing issues were also garnered by their responses to the Parental Authority Questionnaire. Forty children (20 males, 20 females), ranging in age from 4-l to 66 months. along with their mothers ili = 40). participated in the study. The children were currently attending the Child Development Laboratory at Utah State University An analysis of variance test (child's gender [2) x child 's response to puppet vignette [3 or 4)) for each maternal PAQ subscale (permissive, authoritarian, authoritative) for each puppet vignette was performed (three subscale scores x six puppet vignettes). A statistically significant relationship between mothers' scores on the authoritative subscale and children's responses to the lighting matches vignette was revealed. The second statistically significant difference emerged between PAQ scores for mothers of boys and mothers of girls on the authoritarian sub scale for the bedtime vignette. The adjusted mean score was significantly higher for mothers of boys than for mothers of girls. Finally, a chi-square analysis was computed comparing children's responses to prudent, moral, and social-conventional vignettes. A statistically significant relationship emerged between children's responses to the prudent, moral, and socialconventional puppet vignettes. Correctional responses were used most freq uently for the prudent and moral vignettes, and positive responses were used most frequently for the social-conventional vignettes.

Erikson's (1980) conceptualizations of the adolescent developmental task of identity development as operationalized by Marcia (1966) into four statuses (identity achieved, moratorium, foreclosure and diffusion) have been measured by both interviews and questionnaires. Research using Marcia's (1966) Ego Identity Interview and studies incorporating the Adams and colleagues' Extended Objective Measure of Ego Identity Status (EOM-EIS) questionnaire have been reported as having acceptable levels of reliability and validity. However direct status-to-status comparisons of the OM-EIS and the Marcia interview identity status classifications have shown only moderate agreement. This study re-examined the internal consistency and construct validity of the EOM-EIS and the Marcia interview and contrast several strategies of assessing concurrent validity. A convenience sample of 61 16-year-old adolescents were utilized to address these issues. The major findings included: (a) both instrumentations showed acceptable to sound estimates of internal reliability, internal validity and construct validity, (b) congruence between classification schemes is moderate, (c) most of the convergence between the EOM-EIS and the semis01Jctured interview exists in ideological exploration, and (d) the EOM-EIS displayed superior estimates of predictive validity. The primary conclusion of this study is, while the EOM-EIS displayed the best overall match with Eriksonian theory, considering the long-term acceptance and usage of the semis01Jctured interview strategy and the limitations of this particular study, that the EOM-EIS and the semistructured interview are approximately equally capable (or incapable) of assessing the underlying psychological processes involved in ego-identity formation. Also some considerations for ego-identity ins01Jmentation are offered and a cubic model of ego-identity classification is proposed.

Self-esteem has been defined by James as a ratio of one's successes to one's pretensions. There are two formulas which have been utilized to calculate self-conception disparity. These formulas are the subtraction-absolute value formula and the ratio formula, which was derived from James. Stuart compared and contrasted these two formulas utilized to calculate self-conception disparity. THe purpose of this study was to replicate the work of Stuart, utilizing the same construct scales and statistical methodology, adding to the Moos Family Environment Scale, and taking into account the age and gender of the respondent. The results of this study indicate, as the two formulas are compared, there isa difference in the amount of variance accounted for when the age and gender of the subject are taken into consideration. Two of the concerns that have been identified as a result of this study are 1) in relationship to the construct-related scales which were utilized int his study, are the two disparity formulas measuring the females and in each age group?; and 2) why did age and gender have such an impact on the amount of variance accounted for between the two formulas for calculating self-conception disparity?