Certain Factors of Mortality From College as Determined by a Study of the 1925 Freshmen Class at the Utah State Agricultural College and Replacements as Determined by an Analysis of the 1929 Graduating Class

Administrators and University professors who have a vital interest in young people and who believe that a four year\u27s college course is good preparation for life\u27s activities today are wondering why so many students leave college. These teachers and administrators bewail the small percentage of upper classmen on the campus and the supefluity of first and second year men. They want to know why it is that so many students leave and what can be done about it

Progress Report on Studies of Hydraulic Geometry of Large Bed Element Streams

This study developed a general method for estimating runoff rates and associated confidence limits of a given recurrence interval for ungaged small urban watersheds. The utility of the method developed was demonstrated through its application to a southeast region of Texas. Some 200 historical rainfall-runoff events from 40 watersheds in the Houston, Austin, Dallas, and Fort Worth urban areas were analyzed. Watershed data such as drainage area, percent of urbanized area channel length, average channel slope, land slope, and soil type are documented. Total rainfall amounts, intensities, durations, and mass-time distributions were determined for each storm and used to develop a rainfall generating model. Peak runoff, total runoff volume, and runoff duration were also determined. Statistical analyses were performed to develop regression models to relate peak runoff and total runoff volume with rainfall and watershed characteristics as independent variables. An urban watershed runoff model, abased on the Utah Simulation Model, was used to identify the model parameters for each watershed by reproducing the historical storms. Relationships between model parameters and measured watershed runoff model, peak runoff rates and total runoff volumes for different conditions were generated for chart construction

Integrating a Social Justice Perspective in Economics Education: Creating a Distinctly Catholic Education

This paper suggests a way of creating a distinctly Catholic economics education by integrating a social justice perspective into the curriculum through writings from Catholic Social Thought (CST). In so doing, we argue that students of economics will gain a more thorough understanding of the economics discipline. Moreover, a grounding in CST will help business and economics students better negotiate the conflicting view of markets they encounter in the “disconnect” between business courses and humanities/social science core courses. The thesis of the paper is that CST can be a useful mechanism by which to instill a social justice perspective in economics education and to motivate educators to be clear and complete in discussing assumptions that underlie economic theory. We explore reasons economics educators have been reluctant to use tools such as CST to inform their discussion of economic theory. We use the subdiscipline of welfare theory and in particular assumptions regarding the common good, preference satisfaction, and individual and social utility to distinguish between perspectives from CST and what is taught as modern economic theory. Finally we offer some simple curricular changes that can be accomplished with little cost, which can lead to three bold accomplishments: creating a distinctly Catholic economics education, improving students’ understanding of their discipline, and diminishing the frustration and confusion students feel when they encounter disconnected messages about the effects of markets and the promotion of social justice