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Dissertations / Theses on the topic 'The University of Arizona'

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Published: 4 June 2021

Last updated: 1 February 2022

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1

Johnson, Michelle, and Brian Paull. "University of Arizona Curriculum Mapping." The University of Arizona, 2010. http://hdl.handle.net/10150/623888.

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Class of 2010 Abstract
OBJECTIVES: The purpose of this study was to determine the relative amount of time committed to each content area of the ACPE guidelines for curricular content and the three “outcomes expected of graduates” domains of the University of Arizona College of Pharmacy and to identify potential areas of weakness within the current curriculum. METHODS: Course coordinators were emailed and asked to fill out a questionnaire that addressed the amount of time that was spent on a given topic during lectures. The questionnaire included all topics necessary for the education of all pharmacists according to the ACPE guidelines. Questionnaires were collected from all required courses in the Doctor of Pharmacy program curriculum. Each course coordinator was asked to respond to every section with a numerical value of 0-3, indicating the amount of time spent on each topic. RESULTS: Surveys were completed by all 37 course coordinators for required courses. 42 subsections were recommended to be reviewed by the curriculum committee. CONCLUSIONS: There is a need for revision to the ACPE guidelines. A detailed description of the time and depth of each content area that should be covered within the curriculum would provide further guidance to colleges of pharmacy. Since this is not currently available, the data collected should be used as a tool to determine possible areas of deficiency within the University of Arizona Doctorate of Pharmacy curriculum. These areas need to be addressed by the curriculum committee.

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Arizona, Associated Students of the University of. "1987 Desert, University of Arizona Yearbook." University of Arizona, 1987. http://hdl.handle.net/10150/231952.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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3

Arizona, Associated Students of the University of. "1988 Desert, University of Arizona Yearbook." University of Arizona, 1988. http://hdl.handle.net/10150/231953.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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4

Arizona, Associated Students of the University of. "1986 Desert, University of Arizona Yearbook." University of Arizona, 1986. http://hdl.handle.net/10150/231954.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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5

Arizona, Associated Students of the University of. "1985 Desert, University of Arizona Yearbook." University of Arizona, 1985. http://hdl.handle.net/10150/231972.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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6

Arizona, Associated Students of the University of. "2005 Desert, University of Arizona Yearbook." University of Arizona, 2005. http://hdl.handle.net/10150/231991.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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7

Arizona, Associated Students of the University of. "1992 Desert, University of Arizona Yearbook." University of Arizona, 1992. http://hdl.handle.net/10150/231993.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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8

Arizona, Associated Students of the University of. "2004 Desert, University of Arizona Yearbook." University of Arizona, 2004. http://hdl.handle.net/10150/232011.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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9

Arizona, Associated Students of the University of. "1994 Desert, University of Arizona Yearbook." University of Arizona, 1994. http://hdl.handle.net/10150/231992.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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10

Arizona, Associated Students of the University of. "1991 Desert, University of Arizona Yearbook." University of Arizona, 1991. http://hdl.handle.net/10150/579087.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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11

Arizona, Associated Students of the University of. "1989 Desert, University of Arizona Yearbook." University of Arizona, 1989. http://hdl.handle.net/10150/579118.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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12

Arizona, Associated Students of the University of. "1990 Desert, University of Arizona Yearbook." University of Arizona, 1990. http://hdl.handle.net/10150/579119.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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13

Arizona, Associated Students of the University of. "1995 Desert, University of Arizona Yearbook." University of Arizona, 1995. http://hdl.handle.net/10150/579120.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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14

Arizona, Associated Students of the University of. "1996 Desert, University of Arizona Yearbook." University of Arizona, 1996. http://hdl.handle.net/10150/579121.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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15

Arizona, Associated Students of the University of. "1997 Desert, University of Arizona Yearbook." University of Arizona, 1997. http://hdl.handle.net/10150/579122.

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The University of Arizona Yearbook is an annual publication that documents student activities, and campus life. The yearbook contains photographs and information about the university including: homecoming, graduating class, athletic events, student organizations and faculty.

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16

Arvayo, Alberto Leyva. "University of Arizona solar car vehicle design." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192260.

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17

Wilson, Mitchell James. "UNIVERSITY OF ARIZONA SOLAR CAR PHOTOVOLTAIC ARRAY." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/197289.

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18

Hutchins, Carolyn Anne. "UNIVERSITY OF ARIZONA SOLAR CAR VEHICLE DESIGN." Thesis, The University of Arizona, 2009. http://hdl.handle.net/10150/192486.

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19

Kopec, David M., Jeff J. Gilbert, Mohammed Pessarakli, and Steve Nolan. "2006 2007 Fairway Overseeding Trials University of Arizona." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2009. http://hdl.handle.net/10150/216662.

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Forty nine seeded entries were overseeded into Tifway bermudagrass maintained at 5/8" inch. Improved annuals showed better turf performance in most categories than GULF annual, while hybrid(intermediate ryegrasses) showed great improvement over original release material. Annuals and hybrids were more vigorous in plot establishment after emergence until late November/early December, when perennial types increased plot cover. Poa trivilais was slower to emerge than other grasses, but had excellent performance in the coldest parts of the winter season, only to decline early in the spring for overall turfgrass quality. Turfgrass color scores were greatest on 17 February and 27 March. On 17 February, the mean color scores ranged from a low value for Gulf annual (4.0), to the Jacklin blend which averaged 8.5 (Table 3). Other darker entries included the PHD blend (8.0), B-5.1095 ryegrass (8.0), B-6.1523 ryegrass (8.0) Pick EJ ryegrass (8.0), B-6.1523 (8.0), Brea ryegrass (7.8), Pavilion ryegrass (7.8), RX ryegrass blend (7.8), Acapella ryegrass (7.8) Ringer II (7.8) and PM 102 ryegrass (7.8). Physical mowing stress was evident on 2 May, in which grasses exhibited leaf tip shredding and elongated flowering culms. Gulf and Panterra annual aul ryegrass showed the least favorable mowing response. STR 4NV (intermediate ryegrass ) had mow stress-type symptoms similar to perennial ryegrass, which was much less than that of the annual types. On 19 June, bermudagrass plot cover ranged from 17.5% (Laser PT) to 100% cover on several other entries. The Rx ryegrass blend, Bar LM TL annual ryegrass, Leaguemaster blend, and Heat PR all had 100% bermudagrass cover. The non-overseeded checks had 95% bermudagrass on 19 June. There were nine entries with 90% or more bermudagrass, ten entries that had 80-85% bermuda, four entries that had between 85-90% Bermuda, and sixteen entries with 75% or less bermudagrass on 19 June. The Champion Fine mixture had 55% bermudagrass. PHD had 63%. Pavilion had 63% bermuda as well. The Poa trivialis entries had the least amount of bermudagrass present. Entries which had high quality scores on average throughout the entire test period (early November to July 12 included the entries, Champion RB (mixture of creeping red fescue and perennial ryegrass) (6.8) ; Champion GC (mixture of fine fescue and perennial rygrass) (6.8) ; the experimental ryegrass B-6.1523 (6.7) ; Jackilin Blend A (6.7) ; the experimental ryegrass B-6.1091 (6.9) ; and B-6.0756 (6.8) ; Entries which had generally throughout the entire season had good quality and high amounts of bermudagrass on 19 June included Heat (100%), STR 4TPC (93%), STR 4QT (90%), RX (100%), Jacklin Blend A (88%), B-6.1095 (95%), and Champion STF (98%). Other entries had a quicker transition, but had lower mean quality scores otherwise, while others had high quality scores, but a slower transition.

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Kopec, David M., Jeff J. Gilbert, Mohammed Pessarakli, and Phillip Evans. "USGA Distichlis Report University of Arizona Summer 2003." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/216547.

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The U/A twenty-one clone saltgtrass accession nursery received a mowing height of 7/8" (or less) in 2003. In spring of 2003, clonal accessions C-8, A51, A53, and A138 produced the quickest green-up in early April. Accessions with good quality turf performance in spring/early summer included A138, A51, C-8, A65, A48, and A53. Starting in July, all plots were split with a rolling treatment (850 lb. roller, 2 passes, 2-3 times weekly) up until early October. The main effect of rolling caused increased positive responses for certain clonal accessions, others showed no response, while yet others showed decreased performance from the rolling treatment. Rolling increased positive turf responses among turf clones with showed good turf quality when not rolled. This occurred for nine of the twenty-one clones in this test, all when mowed 3 times weekly at 7/8". Accumulated rolling increased turf performance to enhanced and acceptable levels of quality (6.0 or greater) by the end of September. This was true for nine of the twenty-one clones as well. Accessions, which produced good quality turf (after rolling started in June) throughout the summer, included the following: A138, A65, A86, A137, A48, A51, and A40. Accessions which produced the best quality turfs when unrolled included A138. Likewise, turf density visual scores produced similar accession X rolling interactions. Eleven of the twenty-one clones produced a denser appearing turf after rolling, nine of which had mean visual density scores within the range of 6.3 - 8.7, when rolled. This enhanced response to rolling improved the overall appearance (turf quality) of select clonal accessions over their unrolled counterparts. Initial response to repeated rolling and lower mowing heights showed a favorable response among certain clonal accessions.

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21

McGinnis, Jo Kathryn Dittmar. "Computers in composition at the University of Arizona." Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184660.

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The University of Arizona Composition Program has demonstrated that computers can be integrated successfully into composition instruction. Administrators and instructors are preparing to offer students in second-semester Freshman Composition (English 102) a computer-integrated course of instruction as the equipment and facilities become available. Chapter I relates how current research shows that computers offer support to current theories in composition and that they can be utilized in all the various processes involved with producing university writing. It explores the problems program directors and university administrators face in providing computer technology to undergraduates in writing courses. Chapter II compares the reactions of Southern Arizona Writing Project teacher-participants with freshman students in a pilot section of English 102 at the University of Arizona and with comparable undergraduates at other universities as they learn to use word processors as a tool for writing. Some differences between the older SAWP participants and the undergraduates were observed, especially a greater computer anxiety and a greater of urgency to learn about computers. The SAWP participants had less time to become proficient computer writers than did the freshmen. All these factors probably contributed to their lower success rate as computer writers. Nevertheless, a large majority of all ages of computer writers recognize the benefits of using word processors for writing and even those SAWP participants who made only limited progress expressed a sense of satisfaction at having mastered the machine. Chapter III describes ways that computer writing and strategies of collaborative learning and peer review were adapted to the syllabus of English 102 in a pilot class at the University of Arizona. Students reacted favorably to both computers and to the teaching strategies. However, the vision of total computer integration resulting in a paper-free writing course cannot be achieved without either restructuring the syllabus or acquiring substantially improved computer facilities, especially through networked workstations and computerized classrooms.

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McGinley, Susan. "Archiving Ecosystems: The University of Arizona Campus Herbarium." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/622189.

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23

Kerna, Ashley, Jeffrey Vautour, Linda Houtkooper, Vanessa A. Farrell, Lauren McCullough, Scottie Misner, and Dari Duval. "The University of Arizona Cooperative Extension Nutrition Network’s Contribution to the Arizona Economy in 2014." College of Agriculture, University of Arizona (Tucson, AZ), 2017. http://hdl.handle.net/10150/625293.

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6 pp.
The Arizona Nutrition Network (AzNN) is a public/private partnership engaged in a statewide effort to encourage healthy eating, increase physical activity, and achieve appropriate caloric balance for healthy body weights. The AzNN programmatic activities target people in low-income households that receive or are eligible to receive Supplemental Nutrition Assistance Program (SNAP) benefits. An integral partner in this statewide effort is the University of Arizona Cooperative Extension Nutrition Network (UANN), one of several local implementing agencies (LIAs) that conduct Supplemental Nutrition Assistance – Education (SNAP-Ed) programming throughout the state. The UANN receives funding from the AzNN to deliver nutrition and physical activity education programs to Arizona communities and implement policy, systems, and environmental approaches for obesity prevention.

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24

Gubernick, Samuel. "The Lost Opportunity: The University of Arizona. 1941-1951." Thesis, The University of Arizona, 2011. http://hdl.handle.net/10150/144323.

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Green, Erika. "Employer Assisted Housing: Implications for the University of Arizona." Thesis, The University of Arizona, 2006. http://hdl.handle.net/10150/190381.

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The nation’s affordable housing shortage affects millions of households as well as businesses and regional economies. This report presents one solution to the affordable housing deficiency: employer assisted housing. Specifically, it provides initial guidelines and research for implementing a housing program at the University of Arizona in Tucson, Arizona. This document includes a review of employer assisted housing literature, covering both general employer assisted housing publications as well as information specifically relating to universities. Four affordable housing models that could potentially provide a framework for the University of Arizona are also included. Additionally, university case studies are presented that could assist the University of Arizona in implementing a faculty and staff housing program. Finally, recommendations are made, based on the literature and case studies, for a potential faculty and staff housing program.

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Randle, Devin Brooke. "Sexual Offender Notification within the University of Arizona Community." Thesis, The University of Arizona, 2012. http://hdl.handle.net/10150/244490.

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When a sexual offender is released from jail or prison, certain guidelines and rehabilitative goals must be met. In large part, this is exercised through the Sexual Offender Notification System. This study seeks to obtain empirical data surrounding the University students reaction to the Sexual Offender Notification System, specifically that of the undergraduate population. Data on one hundred and ninety-six undergraduate participants' prior experiences with and exposure to sexual offenders have been collected along with their affective and behavioral reactions that may occur upon receiving a Sexual Offender Notification. In total, there were 476 acts of prior exposure, 41 acts of which were deemed "personal exposure". The highest endorsed emotions were disgust, anger, and distrust, and the most common behavioral reactions were increasing home security, educating cohabitants, and installing a new alarm system, with females being more likely to discuss safety, install an alarm, and take a self-defense course. Surprisingly, there was no correlation between prior exposure to sexual offenders and affective or behavioral reactions upon receiving a notification.

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Davis, Patricia Dean. "Incunabula at the University of Arizona a descriptive catalogue /." Diss., The University of Arizona, 1992. http://books.google.com/books?id=4o7gAAAAMAAJ.

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Serido, Joyce, Jeff Harrison, and Susan McGinley. "Arizona Pathways to Life Success for University Students (APLUS)." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2010. http://hdl.handle.net/10150/622079.

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College, of Law University of Arizona, and John Kenneth Nichols. "The University of Arizona College of Law, 1915-1987." College of Law, University of Arizona (Tucson, AZ), 1987. http://hdl.handle.net/10150/611538.

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30

McGinley, Susan. "University Distinguished Professor Dennis Ray Makes Significant Impact." College of Agriculture, University of Arizona (Tucson, AZ), 2004. http://hdl.handle.net/10150/295860.

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31

OLESEN, CHRISTINA L. "DESIGN FOR A RESIDENCE HALL AT THE UNIVERSITY OF ARIZONA." Thesis, The University of Arizona, 2000. http://hdl.handle.net/10150/555272.

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32

Tran, Thuyvi, and Quang Nguyen. "Curriculum Map of the University of Arizona College of Pharmacy." The University of Arizona, 2017. http://hdl.handle.net/10150/624208.

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Class of 2017 Abstract
Objectives: To describe the content of the currently enacted curriculum and confirm that the University of Arizona doctor of pharmacy degree program meets all required elements defined by the Accreditation Council for Pharmacy Education (ACPE) appendix 1. Methods: A curriculum map that lists courses taken by each class years and the 2016 ACPE appendix 1 elements was developed. Course syllabi were then evaluated for class sessions that fit within specific ACPE required elements. Each 50 minutes class session was classified as a lecture unit (lu) and the total number of lu were recorded on the map. Furthermore, the redundancy of categorized sciences (biochemical, pharmaceutical, social/administrative/behavioral sciences) were evaluated with the map. Lastly, diabetes contents taught within each course and corresponding assessment tools were collected to gauge opportunities for progression of knowledge. This was done by confirming that different factors of the disease were taught within different courses. Results: Each required ACPE element was covered by at least one lu within the curriculum. The 1st, 2nd, and 3rd year covered 67.5%, 54.1%, and 40.5% of ACPE required elements, respectively. The subject of diabetes was covered with 24 lu, 4 lu, and 14 lu within the 1st, 2nd, and 3rd years, respectively. Progression of knowledge in diabetes was seen in the course materials. Conclusions: The enacted curriculum covers all ACPE required contents. The 1st year of the program teaches the largest percentage of required elements. All categorized sciences were reemphasized and the opportunity for progression of knowledge was shown.

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33

Brown, Paul W., Teles Machibya, and Bruce Russell. "Wind Flow Patterns at the University of Arizona Agricultural Centers." College of Agriculture, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/310802.

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CHAU, JACQUELINE KHIET. "CAMPUS CLIMATE ON SEXUAL ASSAULT AT THE UNIVERSITY OF ARIZONA." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/612621.

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Sexual assault is an issue that is growing drastically and a particularly pertinent issue on the university campus level. Statistics indicate that approximately one in five women will suffer from sexual assault during their college career. It has always been an important issue but even more so currently due to numerous universities being placed under scrutiny for their lack of support or compliancy for dealing with sexual assault. The Association of American Universities (AAU) Survey was conducted to gauge the campus climate of sexual assault specifically at the University of Arizona. Results indicate that sexual assault is a significant issue on campus, and certain groups are more affected than others. Student awareness of resources at the University of Arizona for sexual assault varied depending on the resource, but overall the survey shows that there needs to be a vast improvement in the accessibility of on-campus resources. In order to combat sexual violence on campus, the University of Arizona needs to hold perpetrators accountable, implement comprehensive primary prevention programming, and provide a plethora of resources readily available and accessible for survivors of sexual assault.

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VO, KARYN BAO AN. "EXPLORING THE UNIVERSITY OF ARIZONA STUDENT POPULATION THROUGH DATA VISUALIZATION." Thesis, The University of Arizona, 2016. http://hdl.handle.net/10150/613756.

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What makes some students change their majors often, while other students choose a major and stick with it for the entirety of their college life? In order to answer this question, we created a number of interactive data visualizations using data provided by the University of Arizona’s office of analytics and institutional research. The programs we wrote allow users to explore the academic careers of the student population at the University of Arizona. Data visualizations are visual representations of a dataset, instead of presenting the user with lists of numbers, visualizations attempt to create renditions of the data that are richer and easier to read. The interactive features we implemented let users filter the dataset, “zooming in” on specific aspects of interest such as demographic features of the dataset. We used the d3.js library to build these visualizations. In this document, we discuss some of the design choices, their consequences, and show some of the findings from this dataset.

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RIFFE, TERRI DEAN. "A HISTORY OF WOMEN'S SPORTS AT THE UNIVERSITY OF ARIZONA (ATHLETICS)." Diss., The University of Arizona, 1986. http://hdl.handle.net/10150/183782.

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The intercollegiate athletic program for women at the University of Arizona evolved from a rich heritage of activities of dedicated sportswomen. The first provision for physical pursuits on the University of Arizona campus was made in 1895 when President Howard Billman hired Gertrude Hughes to teach physical culture. From that foundation in 1895, a fully developed intercollegiate athletic program for women has developed. This study focuses on the people and events which have shaped that program. Chapter Two provides a survey of the development of women's athletics programs in both institutions of higher education and the society at large with some attention to the history of women in America in order to form a context and comparative format for the Arizona program. Chapters Three and Four center on the administrative leadership of physical education and athletics for women at the University of Arizona. The influences of Ina Gittings, Marguerite Chesney, Mary Pilgrim, and Donna Miller are presented. Chapter Five focuses on the transition period from women's club sports to an intercollegiate athletic program for women, the impact ot Title IX on the development of that program, the merging of women's athletics with men's, and the role that Mary Roby has played in the development of the University of Arizona's women's intercollegiate athletic program. From its fledgling beginning, due to the contribution of people and events, the program has developed into one of the nation's finest from which highly successful individuals and teams have emerged. The present program offers to current highly skilled female athletes at the University of Arizona the opportunity for a qualitative athletic experience in which they can maximize their capabilities both as students and athletes.

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37

McGinley, Susan. "The University of Arizona Campus Arboretum: Plant Collection Offers Research Opportunities." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2002. http://hdl.handle.net/10150/622251.

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Mohler, Megan Ashley. "UA Pay to Play The Evolving NCAA Landscape: University of Arizona." Thesis, The University of Arizona, 2015. http://hdl.handle.net/10150/579301.

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The NCAA is currently involved in at least three separate lawsuits that threaten imminent change to the current model of intercollegiate athletics. Although these suits could change the sports landscape, they are ultimately trying to give student-athletes more rights as individuals and determine if they should be compensated in addition to athletic scholarships. There is much ongoing debate over whether these possible changes will benefit the athletes or hinder them. This thesis explores the viewpoints of these current issues from three types of authorities: university athletic administrators, NCAA representatives, and athletes of past and present. Each section contains the pertinent interviews with each authority for the purpose of unique insight on how the lawsuits will affect policies, Title IX, economics, and student-athletes.

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39

Voigt, Robert L., Fred M. Carasso, and Carl L. Schmalzel. "Commerical Hybrid Grain Sorghum "Yuma Root Rot" Disease Reactions and Agronomic Evaluations at University of Arizona Yuma Agricultural Center 1983." College of Agriculture, University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/200527.

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McGinley, Susan. "Asking Questions: The University Addresses the Public's Agricultural and Environmental Concerns." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 1995. http://hdl.handle.net/10150/622373.

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41

McGinley, Susan. "Herring Hall Begins Its Second Century: the University of Arizona Rededicates Historic Building." College of Agriculture, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/295872.

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RICHARDS, FAYANA NICOLE. "PERCEPTIONS OF HURRICANE KATRINA RELIEF EFFORTS IN UNIVERSITY OF NORTH CAROLINA-CHAPEL HILL AND UNIVERSITY OF ARIZONA STUDENTS." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/192208.

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43

Yeung, Sau-Ying 1959. "Stressors and coping strategies of Taiwanese students attending the University of Arizona." Thesis, The University of Arizona, 1991. http://hdl.handle.net/10150/558161.

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44

To, Kham Hong, Hilla Hascalovici, Spencer Bateman, Edward Recchion, Charles Recchion, Kham Hong To, Hilla Hascalovici, Spencer Bateman, Edward Recchion, and Charles Recchion. "2017 Chicago Quantitative Alliance Investment Challenge: University of Arizona CQA Investment Strategy." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625228.

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The CQA challenge is a 6 month competition that starts in October and ends in March. In this competition, student teams from 54 universities across the world are competing to build a long-short, market neutral equity portfolio that would generate the most risk-adjusted return in the given time horizon while operating under a few specific portfolio constraints. Each team is ranked against each other based on risk-adjusted return and sharpe ratio. Our team consisted of 5 senior finance students at the University of Arizona. Together, we developed our own unique market outlook and portfolio strategy in order to successfully invest $1,000,000 in (hypothetical) capital. We used industry tilts towards financials, energy, and consumer discretionary sectors and factor tilts towards momentum and value stocks as our main drivers of return while minimizing market exposure by keeping our beta between -0.25 and +0.25. The University of Arizona finished the competition in first place in overall portfolio ranking with a return of 12.23% and in fifth place for sharpe ratio at 1.43.

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Bowers, Janice E. "The Making of a Flora for Arizona, 1901-1951, or, Why Arizona Flora is Published by the University of California." University of Arizona (Tucson, AZ), 1985. http://hdl.handle.net/10150/609083.

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Thompson, Rex, and Jamie Bobula. "Bread Wheat, Barley and Durum Wheat Evaluated for Double Cropping with Cotton at the University of Arizona Maricopa Agricultural Center in 1986." College of Agriculture, University of Arizona (Tucson, AZ), 1986. http://hdl.handle.net/10150/200547.

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Palmateer, Kyle, Zande M. Alejandra Vande, and Sam Wingersky. "Why Students Exercise Regularly: a Focus Group on the Characteristics Shared by Arizona Health Sciences Students at The University of Arizona." The University of Arizona, 2007. http://hdl.handle.net/10150/624407.

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Class of 2007 Abstract
Objectives: To identify the characteristics shared by Arizona Health Sciences students who exercise regularly and the effects of exercise on their lives. Methods: This was a descriptive, cross-sectional study. Three focus groups were held to collect data on the participants’ history and pattern of regular exercise, reasons for engaging in physical activity, educational background on the importance of physical activity, views on role models, and level of productivity. Demographic data were collected on age, gender, marital status, weight, and height. Results: The AHS students who participated in the focus groups had a history of regular exercise, often since childhood, an ability to adapt their schedules to make time for exercise, and the use of exercise as a recreational or social activity. Stress reduction and health benefits were major motivators for participating in regular physical activity. However, only about 50 percent of the participants saw themselves as potential role models for their patients. Conclusions: The training of pharmacy and public health students may need to be revisited to include the promotion of physical activity and the importance of serving as role models. Focusing on how regular physical activity reduces stress and improves health may be more successful marketing techniques, as all of the participants listed these benefits as important. Because the other reasons varied between men and women, the marketing strategies may need to focus on different approaches for each gender; for example, the appearance benefits for men and the sleep and socializing benefits for women.

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Bateman, Spencer Michael, and Spencer Michael Bateman. "2017 Chicago Quantitative Alliance Investment Challenge: University of Arizona CQA Team – Investment Strategy." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/624913.

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In order to complete my honors thesis in finance, I joined a team of five finance students in participating in the 2017 Chicago Quantitative Alliance Investment Challenge. The challenge required teams to create $2,000,000 market-neutral investment portfolios utilizing both long and short equity positions. From November 8th until March 31st, our team actively managed our equity portfolio by selecting stocks from a 1,000 stock investment universe, while 53 other teams from universities around the world competed against our portfolio using measures of absolute return, risk-adjusted return, and a team video explaining our performance and investment strategy. By utilizing a strategy contingent on both industry bets and style exposures to value and momentum, the University of Arizona team has achieved an absolute return of 12.23% and a Sharpe Ratio of 1.43.

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Chen, Kristen, Mimi Tat, and Jodi Watanabe. "Factors Influencing Students' Decisions to Choose the University of Arizona College of Pharmacy." The University of Arizona, 2011. http://hdl.handle.net/10150/623581.

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Class of 2011 Abstract
OBJECTIVES: To examine what factors influence students to enroll at the University of Arizona College of Pharmacy versus other schools. METHODS: This descriptive, cross-sectional study surveyed students attending the University of Arizona College of Pharmacy in the fall of 2010. The independent variable was out-of-state students versus in-state students. The primary dependent variables were students’ rating the importance of factors that influenced them to choose the University of Arizona College of Pharmacy. Demographic variables included age, class, year, and residency status. RESULTS Surveys were completed by 308 students of a total of 385 students (79%) enrolled in the fall of 2010 in one of the four classes . Overall, school rank and cost of tuition were equally important to residents (P=0.089) and rank was the most important factor to non-residents (P=0.045). All students rated class size (p = 0.005), campus size (p = 0.012), diversity of students (p = 0.019), availability of campus housing (p = 0.025), availability of campus clubs (p = 0.004), and safety of campus (p = 0.015) as important factors. First year students rated financial aid offer (p=0.002) as significantly more important than second and third year students; cost of living (p=0.013) as significantly more important than second year; influence of family (p=0.035) as significantly more important than third and fourth year students; and presence of friends or relatives who attended this College of Pharmacy was significantly more important than fourth year students (p=0.012). CONCLUSION: School rank and cost of tuition were equally important for residents, however, for non-residents school rank was the most important factor when deciding to attend the University of Arizona College of Pharmacy.

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Richardson, Alison Mae, and Alison Mae Richardson. "Relationships Between Lifestyle Behaviors, Stress, and Weight in University of Arizona Sorority Women." Thesis, The University of Arizona, 2017. http://hdl.handle.net/10150/625133.

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The objective of this study was to determine the relationship between lifestyle behaviors, stress, and weight in University of Arizona sorority women. The lifestyle behaviors that were identified that have a potential relationship included physical activity and alcohol consumption. The study population consisted of a convenience sample of 82 sorority women at the University of Arizona. Study participants were invited to complete an online survey that contained questions regarding demographic information and lifestyle behaviors and their respective frequencies. They were also asked to complete a Perceived Stress Scale and a Food Frequency Questionnaire. Many participants reported gaining weight during their college career, with a weight fluctuation between 0 and 10 pounds. The study population reported high alcohol consumption, low physical activity, moderate stress, and a diet lacking fruit and vegetable consumption. It was concluded that these lifestyle behaviors have a direct relationship as a predictor for weight gain in college sorority women. The combination of lifestyle behaviors represented in the study population help to explain why this weight change may be occurring. Interventional studies are needed to help reverse the negative health effects experienced by this population to improve weight and provide the basis for healthy weight management.

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