A study of the feasibility of lagoon-intermittent sand filter treatment of dairy wastewaters from the Utah State University dairy was performed from 1978 through 1980. The report also includes an analysis of alternative dairy wastewater treatment systems utilizing a computer model. A simple and inexpensive method of dairy wastewater treatment is needed so that the small (50- 300 cows) dairy farmer can meet the 30 mg/ ~ of BODs federal effluent standard and still earn a profit. The influent to the USU dairy treatment system, the lagoon effluent and the filter effluent were sampled during the summers of 1978 and 1979 for BOD s , suspended solids and volatile suspended solids . The data show t hat removal efficiencies over 90 percent were achieved by the lagoon-intermittent sand filter system, but the effluent BODs and suspended solids concentrations did not meet the federal standards. The high effluent concentrations were a. result of the lagoon being overloaded. The treatment system's construction allowed runoff, groundwater and milking center washwater to enter the lagoon causing greater than expected hydraulic and organic mass loading rates. Despite high influent concentrations the intermittent sand filters consistently removed 80 percent of the suspended solids from the lagoon effluent. If the quality of the lagoon effluent were improved by reducing the organic mass loading rate, the effluent from lagoon intermittent sand filter treatment of dairy wastewaters would meet the federal standards.

Through the vantage point of institutions of higher learning, Utah's distinction as a politically conservative state dominated by the Church of Jesus Christ of Latter-day Saints is examined during the Vietnam War era. The three universities in the study-Brigham Young University, University of Utah, and Utah State University- are the three oldest and most populous universities in the state. This thesis concentrates on these three institutions and less on the politics of the state at the time. Studies showed that the universities, to varying degrees, exhibited antiwar sentiment Still, the campuses were less active in opposing the war, drawing only a very small percentage of students to demonstrations. Brigham Young University's President, Ernest L. Wilkinson (1951-1971), vigorously guarded against signs of antiwar activity. He was involved in the 1966 spy ring, which organized students for surveillance of supposedly liberal faculty. Students who appeared to be antiwar were also scrutinized. Despite the negative sanctions on such students, a minority of pupils did oppose the war and Wilkinson's tactics. The University of Utah produced the highest number of protesters, largely because of its more diverse and urban population. Many of the demonstrators at the U of U continued as activists in the Salt Lake Valley into the 1990s. Utah State University echoed the U of U, but to a lesser extent. Still, underground newspapers and an organized antiwar political party showed that USU also had a movement against the war. The administrations of the two schools figure into the text less powerfully than BYU's Wilkinson because they failed to become as involved in the debate. Oral interviews dominate this thesis. Subjects were chosen according to their involvement in particular events or movements. Student newspapers and underground newspapers were also utilized. This thesis attempted to recreate a tumultuous and turbulent time in American history. Utah's unique cultural slant showed that the Beehive State could not isolate itself from international events but also responded in its own way.

Aptitude and achievement data of students detained at the Utah State Industrial School were studied in order to establish occupational aptitude patterns to serve as guidelines in the formation of a vocational educational curriculum at the institution. Based on scores attained on the California Achievement test, the total group sample was found to be retarded 3.7 years in achievement level, compared to norms established by this instrument. Based on the scores attained on the General Aptitude Test Battery, the total group sample was found to be significantly below the norms established by this instrument in aptitudes relating to intelligence, verbal, numerical, and clerical perception, and above average norms in manual dexterity and form perception. Occupational aptitude patterns were established from the General Aptitude Test Battery, and it was determined that 60 percent of the student sample group could qualify for seven of these occupational aptitude patterns. Based on established occupational aptitude patterns and other extenuating factors, the type of vocational education curriculum which was suggested for the Utah State Industrial School was a general vocational curriculum with stress on vocational guidance and a well defined work experience program.

The American College Testing Program's Institutional Self-Study Survey was used in this study to consider USU students' goals, achievements, and evaluations of their collegiate experience. Goals included were students' educational majors, vocational plans, final college degree sought, and the relative importance attached to attaining Vocational, Academic, Social, and Non-Conventional goals. Achievements studied were both intellectual and nonacademic out-of-class accomplishments, and students' perceived progress in achieving Intellectual-Humanistic, Group-Welfare, Scientific-Independent, and Practical-status outcomes of their collegiate experience. Student evaluations of instructors, college services, selected policies, practices, facilities, and required courses were also studied. National normative data were compared with USU data in all areas of the study. Compared with the national norms, USU student goals were found to be directed toward attaining specific vocational skills and less toward postgraduate training. USU students were generally found to have more achievements in both intellectual and non-academic areas. They rated college services, rules governing students, and academic facilities highly; instructors comparable to other universities; and cultural programs and recreational facilities relatively low.

In 1891, Utah State University began offering a two-year business course to its students. With this early beginning, Utah State Claims the second oldest business school west of the Mississippi River. In 1900, the School of Commerce was organized. It was not until 1956, the beginning year for this study, that the College of Business and Social Studies came into being. Prior to 1956, the only majors available to business students were Business Administration and Business Management. In 1957, Accounting, Industrial Management, and Merchandising majors were offered. The department began to expand and diversify the curriculum. Changes were made to modernize the department and bring it closer to the structure of leading business schools throughout the nation. The major of Business Administration was dropped in 1960, since it was felt that this course of study was too general for today's business student. The year 1960 also saw the course offerings in Merchandising become streamlined. Some courses were dropped and new courses added, and the name of this major was changed to marketing. In 1961, the majors of Business Management and Industrial Management were dropped from the curriculum and the new major of Production Management replaced them in 1962. In 1962, Finance and Personnel majors were also added to bring the department to its present form.

The purpose of this study was to analyze the word processing procedures in the offices of the President and Provost at Utah State University. Seven secretaries participated in the survey by completing a questionnaire and keeping a record of all typing and nontyping tasks performed during two nonconsecutive weeks. A combined total of 9035 lines (average 12 words per line) of typing was completed by all workers. Ninety-nine percent of the typing was classified as text in format and originated in one of several ways including: copy type, shorthand, revision, self composition, machine dictation, and longhand. Recommendations based on the data collected were made regarding the word processing system analyzed. Recommendations included the implementation of a semi-consolidated word processing system and the addition of standardized dictating equipment and a magnetic medium typewriter.

The data used for the following thesis were collected from tape-recorded interviews of a sample of U. S.U . faculty, and from a course evaluation list which each of these participating faculty members were asked to fill out. Thirty-six faculty members were selected for the in-depth interviews, which was slightly more than five percent of the faculty. The study was done in conjunction with the Provost's General Education Evaluation Committee, as part of a larger evaluation of general education at U.S.U. Thirty-four of the U.S.U. professors were interviewed and 28 of these completed the course evaluation lists. This thesis evaluates faculty conceptualizations of general education at three levels: the philosophic, the objective-oriented and the curricular. It also examines faculty interest in and satisfaction with the current U.S.U. program. It was found that at the philosophic level of definition, there was almost complete consensus. Faculty members thought that general education should be a broadening experience, giving the student a general, well-rounded view of the world. At the objective-oriented level, the respondents displayed considerable agreement as to the academic skills and areas in which students should show proficiency. The agreement was more complete, however, when the instructors were first presented with lists of these skills and areas, rather than asking them to identify them themselves. This seemed to indicate that the faculty members had not given a great deal of thought to general education objectives. At the curricular level, two different general education philosophies were shown to exist. Broad fundamentalists felt that general education should be a basic sampling of all of the major areas of knowledge, while diverse specialization advocates reasoned that general education should involve proficiency in various specialized areas outside of the major. Thus, while broad fundamentalists recognized only lower-level courses with basic-sounding titles as fit for general education, diverse specialization advocates felt that almost any course had merit for general education, as long as it was outside of a student's major area. A residual group of respondents, labeled as independents, showed less tendency toward either mode of thought than those in the other two groups. Faculty response overall displayed a preference for lower level classes for general education curriculum. As class level went up the ratings given the courses went down. It was found that the faculty as a whole was not greatly interested in or even acquainted with general education at Utah State University. Faculty members become acquainted with the program mainly because of their advisory responsibilities. Faculty satisfaction with the program seemed noncommital, the disinterest in the program led many to be only mildly satisfied or mildly dissatisfied, or to have no opinion.

Introduction The present study attempted to identify the strengths and limitations of the Utah State University teacher preparation program, Recommendations of improvements and changes in the program were based on the evaluations of graduates of the teacher preparation program. Information was gathered to determine if any difference in graduate evaluations of the program would be found based on the graduate's sex, age at graduation, community size teaching in, number of years of teaching experience, secondary major area of preparation, and the college graduated from. Method A questionnaire was developed to survey the evaluations of the graduates of the teacher preparation program who had graduated between June, 1968 and June, 1970 and who had one, two, or three years of teaching experience. A random sample of 305 graduates was drawn and from that sample 219 useable questionnaires were returned or 71.4 percent. Data from the questionnaire, Section II, The Undergraduate Teacher Preparation Program; Section III, The Student Teaching Experience; and Section IV, Adequacy of Instruction in the Preparation Program were analyzed using the analysis of variance test to identify statistically significant items. Response frequencies and percentages were further employed in the data analysis. Findings 1. Graduates evaluated the course of "General Elementary Psychology" (Psychology 53) and "Educational Psychology" (Psychology 106) as the least helpful in preparing them to teach. 2. Special methods courses in the graduate's major preparation area and the student teaching experience were judged to be the most helpful in preparing graduates to teach. 3. Graduates evaluated that they received inadequate assistance from their cooperating teachers while student teaching in the areas of: (1) setting overall teaching goals and objectives, (2) relating theory to practice, and (3) assessing the learning needs of their students. 4. The evaluations of graduates indicated that they received inadequate assistance from their university supervisors while student teaching in the areas of: (1) observing students more objectively and subjectively, (2) selecting appropriate media and methods, (3) visiting you sufficiently to make a valid observation of your teaching, and (4) acted as a resource person in locating and utilizing teaching materials. 5. Graduates evaluated the instruction in the following teacher preparation content areas was "not considered" or "inadequately considered" in the program: (1) techniques for communicating with parents, (2) understanding how various school services affect the life of a student, (3) techniques for developing self-discipline among students, (4) applying research writings to teaching, (5) discipline (classroom management), (6) techniques for studying group processes, (7) social and cultural backgrounds of students, (8) understanding the teacher's role in the school with regard to the extra-curricular activities. 6. Respondents indicated that the following teacher preparation content areas were "adequately considered" or "highly emphasized" in the teacher preparation program: (1) adolescent growth and development, (2) a desire to be innovative, (3) skills in developing teaching materials, (4) evaluating pupil progress, and (5) theories about how learning takes place. 7. Graduates indicated that there were three significant experience areas other than professional education classes which helped prepare them to teach: (1) church work with such related activities as sunday school teaching, youth groups, and missions; (2) experience with teachers while attending high school; and (3) experiences in college course work exclusive of education classes. 8. There was no significant difference in the evaluations of the teacher preparation program regardless of the sex of the graduate, of the age of the graduate at time of graduation, of the size of community teaching in, of the number of years of teaching experience, or of the college graduated from at Utah State University. 9. There was a significant difference at the .01 level in the evaluations of the teacher preparation program with regard to the major area of study of the graduates. Graduates in academic major preparation areas of social science; English, speech, drama; mathematics; science; and foreign language perceived the program more critically than did graduates in the non-academic major preparation areas of physical education, health; and industrial arts, home economics. 10. Graduates of the preparation program evaluated the program significantly different at the .05 level when compared to the middle value score of the instrument. Graduates evaluations were more critical of the program when compared with the middle value score.

A large number of students have entered Cache County to attend Utah State University. These students are of economic significance to Cache County in two ways. First, they are buyers of consumer goods in the Cache County in two ways. First, they are buyers of consumer goods in the Cache Trade Area. Second, they represent a part of the labor forces in Cache County. The magnitude and nature of the economic activity of Utah State University students in Cache County have never been adequately measured. It is the purpose of this study to develop marketing and economic facts concerning Utah State University students' income and spending patterns. It will provide information about the spending patterns of an important segment of the Cache County population. It will also supply empirical data which will be useful in further analytical studies of consumer's economic behavior in the development of student income and expenditure theory.

A Rayleigh-scatter lidar has been in operation at Utah State University (41. 7° N, 111.8 ° W) starting in September 1993 until the present (October 2003). The return profiles from the atmosphere have been analyzed to provide temperature measurements of the middle atmosphere from 45 to 90 km. Various methods of averaging were used to construct a temperature climatology of the region based on these observations. The data analysis algorithm has been critically analyzed to find possible sources of error, and has been compared to an independently derived technique. The resulting temperatures have been compared to other mid-latitude lidars with good agreement. Comparisons were made with temperatures from other ground-based instruments at Bear Lake Observatory. Additional comparisons were carried out with two satellite-based instruments, WINDII and SABER The comparison of individual nights with the SABER instrument produced surprisingly good agreement considering the difference in the two methods. With the basic analysis of the temperature climatology completed in this work, an outline is given for future research and upgrades to the facility.