Weekly report of the Texas Crop and Livestock Reporting Service on broiler chick numbers in Texas and compared with other states. It includes compiled statistics across six consecutive weeks, from the week ending November 24 to the week ending December 29, during 1983 and 1984 for broiler eggs set, chicks hatched, and chicks placed.

Weekly report of the Texas Crop and Livestock Reporting Service on broiler chick numbers in Texas and compared with other states. It includes compiled statistics across six consecutive weeks, from the week ending December 1 to the week ending January 5, during 1983, 1984, and 1985 for broiler eggs set, chicks hatched, and chicks placed.

Weekly report of the Texas Crop and Livestock Reporting Service on broiler chick numbers in Texas and compared with other states. It includes compiled statistics across six consecutive weeks, from the week ending December 8 to the week ending January 12, during 1983, 1984, and 1985 for broiler eggs set, chicks hatched, and chicks placed.

Weekly report of the Texas Crop and Livestock Reporting Service on broiler chick numbers in Texas and compared with other states. It includes compiled statistics across six consecutive weeks, from the week ending March 2 to the week ending April 6, during 1984 and 1985 for broiler eggs set, chicks hatched, and chicks placed.

Weekly report of the Texas Crop and Livestock Reporting Service on broiler chick numbers in Texas and compared with other states. It includes compiled statistics across six consecutive weeks, from the week ending March 9 to the week ending April 13, during 1984 and 1985 for broiler eggs set, chicks hatched, and chicks placed.

The problem of this study was to determine which of a list of forty-seven art competencies designed by the North Carolina Department of Public Instruction for K-12 art specialists were most essential for early childhood and intermediate elementary classroom teachers. Four-point Likert-type scaled instruments were designed and sent to three types of North Carolina educators: (a) 200 elementary classroom teachers, stratified into two equal subgroups of early childhood and intermediate teachers; (b) 100 K-12 art specialists; and (c) all art teacher educators employed at colleges and universities with state approved programs in art education. These subjects were asked to respond to the relevance of each competency for the elementary classroom teacher.