A study was conducted to evaluate the properties of soils in the fog belt area of the Oregon Coast Range. Soils in the study were chosen to include only those belonging to Andepts or to andic subgroups. Samples were collected from eleven sites that were formed mostly from colluvial deposits of basaltic rocks, sedimentary rocks, and alluvium derived from volcanic and sedimentary rocks. The soils studied were characterized chemically and physically, and the mineralogy of the very fine sand and clay size fractions was determined. The eleven soils were classified on the assumption that Andisol is added in the Soil Taxonomy as the 11th order. Based on the low degree of profile differentiation shown by profile morphology, it was concluded that all of the soils studied are in an early stage of development. The soil structure is mostly granular in the surface and fine subangular blocky in the subsoil. Field texture and laboratory analyses indicate low percentage clay compared to silt throughout the profiles. Surface layers are mostly dark colored. All the soils have low bulk density, high water holding capacity at high suction (15 bar), high CEC, high organic carbon, high pH in NaF, high variable charge, and high phosphorus retention -all of which indicate a high proportion of amorphous materials in the clay fraction. Based on the mineralogy of the very fine sand fraction and field site observations, it was concluded that basaltic and volcaniclastic rocks were the major sources of the parent materials that have weathered to produce a dominance of amorphous materials in the soils studied. Chloritic intergrade dominates the crystalline clay size components of all the soils with minor amounts of smectite, mica, gibbsite, chlorite, halloysite, and kaolinite. It was concluded that three out of the eleven soils studied, have chemical characteristics of spodic horizons based on the amount of extractable Fe and Al measured, These soils were classified as Troporthods. Eight of the eleven soils were provisionally classified as Andisols. Seven of the eight Andisols were placed in the subgroup Typic Haplotropands and one under the subgroup Typic Haploborand. / Graduation date: 1983

The purpose of this research study was to examine the impact of the consulting teacher model on referral and verification rates to special education. A population of schools which implemented the model (N = 17) was compared with a randomly selected comparison group of schools which did not (N = 30). All schools were from the Portland, Oregon, Public School District. The research was designed to cover a three school year period of time (1987 to 1990). Three different types of data were collected: the number of children who were discussed at regular education pre-referral meetings, the number of children who were referred for special education assessment and the number of children who verified as eligible for special education services. Three primary research questions addressed (a) the impact of the consulting teacher model on the number of children in the process, (b) the longitudinal impact of the model on referral rate accuracy and (c) referral rate accuracy differences between the consulting teacher and comparison group schools. Results from the first question indicated a difference in the numbers of children discussed at the initial regular education pre-referral step; 17 more children were discussed in the consulting teacher schools. Differences were also found between the 1987-88 school year and every other year; seven more children were in the process in the first year of the study than in the later years. Results from the second question found that length of time on the model does have a significant effect on referral rate accuracy in the consulting teacher schools. Two differences were found in this question: an increase in referral rate accuracy between years three and four and a decrease in referral rate accuracy between years four and five. Results from the third question indicated no differences between the type of school and school year. Referral rate accuracy remained the same in both the consulting teacher and comparison group schools throughout all three years of this study. / Graduation date: 1992

A study was conducted at Yaquina Bay, Oregon, to determine the age-fecundity relationships in the striped seaperch Embiotoca lateralis. A questionnaire was sent to California, Oregon, and Washington to ascertain what regulations were in effect, and the value of the family Embiotocidae with regard to the sport and commercial harvest. The questionnaire revealed that no state maintained a systematic account of each species landed, and further life history data appeared desirable for sport and commercial species. Fish were collected from March 20 to August 21, 1960, with 140 females and 26 males being collected for analysis by hook and line or 125-foot experimental gill net. Scales were imprinted on cellulose acetate cards or mounted between glass slides, The catch was measured in centimeters of standard length and weighed in grams. From 123 females, 2, 654 embryos were obtained, and a maximum of 22 embryos per female was measured in millimeters of standard length. The estimated time of annulus formation in most scales was from March 15 to June 12. Second and third annuli were primarily laid down in March and April, with the probable peak of annulus formation for females of ages IV, V and VI in May. Length-frequencies were presented by age-class and sex. Eighty-one females of age-class III dominated the sample. Females of age-classes II and III attained greater average lengths than males. In age-class II, average weights for females were slightly greater than those for males. Both sexes generally mature for the first time in their third year of life. Length-weight, and length-number of embryos per female, for females of age-classes III-IV, were expressed by the regression equation Y[subscript c] = a+ b (X). High correlations for length-weight were ob- tained. Additional females were needed to evaluate that age when weights would digress. Females of age-class V produced the most embryos per unit increase in length; this rate declined in age-class VI. The largest number of embryos produced by an age class was 1, 431, in age-class III. The average number (in parentheses) of embryos produced per female of each age class, was: II ( 17); III (18); IV (21); V (30); VI (31) and VII (32). The most prolific female was seven years old and contained 45 embryos. Sixteen diminutive embryos were collected in 10 out of 128 mature females. Most older females were thought to have ovulated earlier than younger females, for their embryos were generally larger than embryos of younger females. However, embryos from younger females could reach the approximate mean size of embryos of older females, but at a later date. Birth of embryos began about June 12 and ended in late July. Embryos averaged about 50 mm in standard length at birth. Suggestions are given for management of the striped seaperch. / Graduation date: 1966

Graduation date: 1992

The purposes of this investigation were: (l) To attempt to determine how well programs of guidance services were felt to be functioning in meeting the needs of pupils through an analysis of guidance services in selected high schools in Oregon, and (2) To develop recommendations for improving programs of guidance services in secondary schools based upon the findings of this study. The investigation focused on eight major areas of the total guidance program in 46 Oregon high schools of three size-ranges: Type 1, l, 000 or more pupils; Type 2, 500 to 999 pupils; and Type 3, 499 pupils or less. The analysis was based upon data secured through rating scales and check lists. Rating scales were completed and returned by four groups of respondents from each of the schools. These four groups were: 44 principals for a 95 percent return; 113 vocational instructors for an 81 percent return; 103 counselors for a 90 percent return; 3, 720 senior boys and 3, 247 senior girls, a total of 6, 967 pupils representing approximately 92 percent of all the seniors in these schools. One hundred fourteen student rating scales were eliminated as not contributing to the study and were not included in the total shown. Check lists of guidance facilities and materials were completed for all 46 schools included in this study. From the 7, 227 respondents and the data from the checklists, the following findings were determined: 1. Type l schools rated their total programs of guidance services as functioning 11 good 11 while Type 2 and Type 3 schools gave a rating of "fair" to their total programs. 2. The findings showed the functioning of five of the eight major areas of the guidance program were ranked in the same order by all three types of schools. 3. The counselor-student ratio was found to be l: 382, 1:361, and 1:365 in schools of Type 1, Type 2, and Type 3 respectively. The counseling space provided was considered adequate in the schools of all three types. The clerical assistance for counselors was considered adequate by 75 percent, 50 percent, and 40 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Occupational and informational materials were generally considered adequate in the schools of all three types. 4. Either the Basic Norm (4 year) or Standard Norm (5 year) counselor certification is currently held by 55 percent, 48 percent and 27 percent of the counselors in schools of Type 1, Type 2, and Type 3 respectively. Recommendations 1. That schools utilize organizations within the community for their unique services to create a cooperative partnership and positive publicity and establish guidance committees to advise and coordinate the total team approach and up-grade this team through in-service programs. z. That schools recognize orientation as a continuous service provided for all pupils through pre- and post-admission practices. A council of committees should plan and coordinate these various activities. Group procedures should provide for needed learning experiences, led by qualified personnel utilizing activities and materials appropriate to the maturation of the pupils. 3. That schools follow a planned program of individual inventory through an accurate, current record, which contributes to understanding each pupil and maintaining a balance between testing and other data-collecting methods. Intensive testing, with accurate interpretation to individual pupils is preferred to extensive testing with insufficient personal interpretation. 4. That schools utilize all persons who possess competencies to give first-hand information to pupils, which is accurate and current, or who can provide contact-experiences in educational, occupational, and training opportunities. Placement assistance should be extended within and without the school for present pupils, school leavers, and graduates. 5. That schools pursue regularly scheduled studies of all former pupils. A suggested sequence would be at one, two, and five years following the pupil's departure. 6. That further research be undertaken to seek means of overcoming weaknesses determined by this study. Special attention should be given to follow-up services. The development of valid criteria for the qualitative assessment through follow-up could reveal inadequacies and suggest innovations for curriculum and guidance practices. / Graduation date: 1967

Thesis (M.A.)--University of Nebraska (Lincoln campus)--1933. / Title from title page image (viewed Aug. 5, 2003). Includes bibliographical references.

Graduation date: 1976

Graduation date: 1980

Graduation date: 1983

Graduation date: 1982