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  • All fields: Conservation
(346 results)



Display: 20

    • 1956_001 36

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    • ' . '·· CEDAR CITY, UTAH A minimum of 14 credits in the following courses: Botany 24 and 25 Zoology 2, 3 and 4 Bacteriology 10 and 70, 71 Physiology 4 31 (See various department course requirements in this group. Zoology 1, and Botany 1, and...
    • Page 31

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    • · t \f 'lJistinguislied Service YI.ward \ · !Jiar[ 'E. Judd Harl E. Judd completed a 33-year career in edu­cation at Southern Utah University before retiring one year ago. During that time he taught mathematics and engineering courses and served as...
    • 1956_001 40

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    • ,, CEDAR CITY, UTAH 35 116. MARKETING LIVESTOCK AND LIVESTOCK PRODUCTS. A class designed to study production and marketing factors as -they relate to the marketing of livestock and livestock products with special reference to Utah conditions. Three...
    • Page 411

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    • 1 Installation of a storm sever on Main Street and entendrng it to . Altmira Avenue an 75 East Street. 2 Extensive Cat work was done in Coal Creek to widen and straighten the . channel. 3 The banks of Coal Creek were raised and reinforced with the...
    • Page 14

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    • 10 Students understand the tremendous energy released in nuclear reactions is a result of small amounts of matter being converted to energy. P3.p1 Conservation of Energy (prerequisite) When energy is transferred from one system to another, the...
    • 1958 26

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    • 16 Agriculture 3. Technical Courses .. . students planning to do graduate work or entering employment in which technical training is required. Technical courses are provided in each of the following: Agricultural Economics, Agricultural...
    • Page 22

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    • 18 Utah Standard III The third Utah Standard states: "Students will understand chemical bonding and the relationship of the type of bonding to the chemical and physical properties of substances" (Utah State Office of Education, 2003, p. 29). This...
    • Page 23

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    • 19 concept addresses conservation of energy in chemical interactions. It does not address the concept of increase in disorder. This is a concept missing from the Utah Core and will be discussed later in the literature review. This standard is...
    • Page 24

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    • 2 1 6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and that are basic to a...
    • 1957 25

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    • 25 He must also complete the following: Mathematics 34, or 35 Chemistry 10, 11 and 12 or 3, 4 and 5 (Majors in agricultural economics may substitute Physical Science 31 and 32 and another 5 hours of exact science for 15 hours of chemistry.) A...
    • 1957 30

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    • 30 DIVISION OF AGRICULTURE 103. FORAGE CROPS. Alfalfa, clover, grasses, and other farm forages; classification and methods of production, harvesting and storage; meadow and pasture management, are discussed. Attention is given to the place of...
    • Page 35

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    • 31 The researcher determined these standards were well developed and focused on many Core concepts which were necessary for students to gain understanding in preparation for further study in chemistry. This determination came after an extensive...
    • Page 40

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    • 36 *Elements, Compounds, and Chemical Reactions A student will: a. Differentiate elements and compounds. b. Define chemical change. c. Compare and contrast substances and mixtures. d. Explain the reasoning behind the use of symbols for elements. e....
    • 1954_001 37

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    • 36 CoLLEGE OF SouTHERN UTAH BRANCH OF U. S. A. C. A minimum of 14 credits in the following courses: Botany 24 and 25 Zoology 2, 3 and 4 Bacteriology 10 and 70, 71 Zoology 1 or Botany 1 Physiology 4 (See various department course requirements in...
    • Page 42

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    • 39 Appendix D Student Interest Career Topic Examples Agricultural and Natural Resources Careers: Careers/jobs, which involve farming, landscaping, and the development and conservation of resources (such as water, food, coal, etc). Example Jobs:...
    • Page 8

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    • 5 America’s colleges and universities. The participants present suggested the following recommendations: • Colleges and universities should encourage students to participate in community service, help to make sure that academic learning is a part...
    • 1910, page 54

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    • 54 FARM LECTURES To be Given at the State High Schools by Members of the Extension Staff Agricultural College of Utah 1910-1911 MONDAY MORNING. 1. Lecture on Farm Animals. (a) The live stock industry in Utah. (b) Composition of foods....
    • 1958 29

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    • 56. Introductory Soils. (5 :S) Prerequisite: Inorganic Chemistry. 103. Forage Crops. (4:S) Alfalfa clover, grasses, and other farm forages; classification and meth­ods of production, harvesting and storage. Attention is given to ro­tation, soil...
    • 1957 68

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    • 68 DMSION OF FOREST, RANGE, AND WILDLIFE MANAGEMENT SUMMER CAMP Most four-year forestry schools require summer camp training between the sophomore and junior years. Students at the College of Southern Utah who wish to transfer to the USU at Logan...
    • 1957 69

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    • 69 COURSES IN FOREST, RANGE, AND WILDLIFE MANAGEMENT I. FOREST MANAGEMENT: SuRVEY AND ORIENTATION. A survey of the profession of forest management, and relation of conservation and multiple uses of wild land resources to the welfare of the state...

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