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1
Overbay, Andrew Edward. "Career Values and Perceptions of Agricultural Careers of Gifted and Talented Students in the Virginia Governor's School for Agriculture." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29560.
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Career choice is governed by what individuals value and their perception of the realities that exist in a given field. Agriculture career education of gifted and talented students, therefore, must begin with an assessment of the values of the students, their assumptions regarding fields within the agriculture industry, and factors that influence their career decisions. This descriptive study summarized values and perceptions held by participants in the 2006 Virginia Governor's School for Agriculture (VGSA). Originally, the VGSA hosted 98 students; one student withdrew from the program. The results of the study confirmed that there is still much controversy and misunderstanding about agriculture and careers in the agriculture arena.
The testing process included a survey of career values called the Values Scale. This instrument was developed by Dorothy Nevill and Donald Super and last updated in 1989. The 106-question survey measured 21 personal career values of participants. Follow-up data were collected gauging the students' thoughts on agriculture careers, agriculture companies, their individual career goals, and the influences that shaped their career decisions.
The career values of the VGSA Class of 2006 were surprisingly similar to high school student data collected in 1989. There were slight decreases in the value placed on economic rewards and security, but many of the other values mirrored past national data. Most students (n=73) were able to name five agriculture careers with "farmer" garnering most of the responses; however, 29 students did not name a single agriculture company.
A majority of the students (n=56) stated that they had made a career decision; however, most of these (n=32) also stated their career was not in the field of agriculture. Half of those having a career goal made their decision prior to their sophomore year in high school.
Parents were named by the students as the greatest single influence on career decision among ten choices. School experiences, work experiences, and people who work in the field were also high among influences. Suggestions for further research include identifying effective methods of agricultural career exploration within VGSA and value comparisons between gifted students and the general student population.Ph. D.
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Warner, Wendy Jacklyn. "Career experiences of novice urban agriculture teachers." [Gainesville, Fla.] : University of Florida, 2006. http://purl.fcla.edu/fcla/etd/UFE0015607.
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Woodruff, Debra. "Young Scholars: What Career Choices Really Mean." College of Agriculture, University of Arizona (Tucson, AZ), 1991. http://hdl.handle.net/10150/295698.
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Hoover, Brittany Alexandria. "Factors That Influence How Participants of Virginia's Governor's School for Agriculture Think About, Perceive, and Engage With Agriculture and Agricultural Careers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97951.
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The world is facing significant challenges as a result of societal practices. Many of those challenges are agricultural in nature and include worldwide food insecurity, intensified greenhouse gas emissions resulting in climate change, major losses in biodiversity, substantial pressure on natural resources, and increasingly antimicrobial-resistant pests and diseases. To address these challenges, the workforce of the agricultural system must continue improving, collaborating, innovating, and transforming at a global scale. The diversity of agricultural challenges calls for a diverse workforce with science skills as well as cultural competencies.
Agricultural educators and practitioners are consistently concerned with strengthening the relationship of youth and agricultural career choice. The field of agricultural education is also working to ensure that youth who choose agriculture have the knowledge, skills, and competencies necessary to address agricultural challenges. However, youth have steadily chosen careers outside of agriculture, leaving thousands of jobs available.
Researchers have explored many reasons why youth may not choose agriculture, though few have considered aspects of identity or have explored factors that impact perceptions and thoughts of agriculture in depth. The overall purpose of this research was to explore how aspects of identity, including occupational identity status, inform agricultural career interest and choice; and to understand youth perceptions and thoughts of agriculture within a four-week agricultural education program. The purpose was achieved using research questions and objectives for each individual study. Data were collected using inventories, surveys, group interviews, and blog post assignments to describe participants. Data analysis included thematic analysis and descriptive statistical analysis. Findings show that the participants often had a more negative perception of agriculture prior to the program and expanded their view of agriculture after learning more about the industry. There are many factors that shape perceptions of agriculture, including identity characteristics, learning experiences, and contextual factors. The findings have implications for the field of agricultural education and the entire agricultural industry. At the conclusion of each study within this research, recommendations for agricultural educators, practitioners, and researchers were made. The recommendations include developing and implementing agricultural education programs that serve underrepresented populations in agriculture and conducting research to investigate ill-explored areas that emerged as findings from the research.Doctor of Philosophy
The world is facing many problems in the agricultural industry. These problems relate to food, land, and climate – amongst others. These problems must be addressed; and to do so, there must be a workforce in the agriculture industry that is skilled and competent. Agricultural educators and practitioners are tasked with preparing the agricultural workforce and have a continuous mission to encourage youth to choose agricultural careers. A problem is that youth are largely not choosing agricultural careers, and many jobs in agriculture go unfilled. Researchers have explored reasons why youth largely choose careers in other industries; the reasons include different factors such as opinions of parents and the exposure to agricultural careers. This research explores additional reasons why youth may not choose a career in agriculture and explores previously known reasons in the context of the 2019 Virginia's Governor's School for Agriculture program. The overall purpose of this research is to explore additional reasons for career choice in agriculture, including aspects of identity. The overall purpose of this research was also to explore youths' perceptions and thoughts of agriculture in-depth. The purpose was achieved by asking a series of research questions and by stating a series of objectives. The research questions and objectives were addressed using data collection methods of group interviews, blog post assignments, inventories, and surveys. The data that was collected was analyzed using thematic analysis and descriptive statistical analysis. The findings from this research show that there are many reasons why youth who were participants of the 2019 Virginia's Governor's School for Agriculture program think about and perceive agriculture. The reasons relate to identity characteristics, learning experiences, and contextual factors. These reasons also influence how youth choose to be involved in agriculture. The findings have implications for the field of agricultural education and the entire agricultural industry. For each article within this research, recommendations for agricultural educators, practitioners, and researchers were made. These include expanding the reach of agricultural education and further exploring findings that emerged from the research.
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Boardman, Deanna Sue Garton Bryan L. "An investigation of the perceptions held by FFA members of employability skill development associated with agriculture career development events." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/5769.
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The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Title from PDF of title page (University of Missouri--Columbia, viewed on September 16, 2009). Thesis advisor: Dr. Bryan L. Garton. Includes bibliographical references.
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Johnson, Earle McClain. "Factors influencing secondary students' attitudes towards agriculture in New Providence, The Bahamas." Thesis, University of Reading, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321881.
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Potts, W. H. C. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists /." View thesis, 1993. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031128.141720/index.html.
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Blackburn, John Joseph. "AN ASSESSMENT OF TEACHER SELF-EFFICACY AND JOB SATISFACTION OF EARLY CAREER KENTUCKY AGRICULTURE TEACHERS." UKnowledge, 2007. http://uknowledge.uky.edu/gradschool_theses/473.
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The United States is currently facing a shortage of qualified teachers; specifically, agricultural education has recorded shortages for several years. Many agriculture teachers will leave the profession well before retirement. Those teachers who leave the profession are often dissatisfied with their chosen career and exhibit low levels of teacher self-efficacy and job satisfaction. The purpose of this census study was to describe the current level of teacher self-efficacy and job satisfaction among all early career Kentucky agriculture teachers (N = 80). The study also sought to determine if a relationship existed between teacher self-efficacy and job satisfaction among early career Kentucky agriculture teachers. Teacher self-efficacy was measured through three constructs: student engagement, instructional practices, and classroom management. It was concluded that early career agriculture teachers in Kentucky are efficacious and generally satisfied with teaching. A variety of relationships were found to exist between each construct and overall job satisfaction between each group of teachers.
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Thielen, Sharon Leanne. "Factors influencing urban students to major in agriculture." Diss., Kansas State University, 2012. http://hdl.handle.net/2097/15044.
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Doctor of PhilosophyDepartment of Curriculum and Instruction
Steven Harbstriet
Colleges of agriculture across the country are challenged to produce more graduates in order to meet the increase in employment opportunities in the areas of agriculture, food, and renewable natural resources. To attract students from areas with the most growth, urban communities, this study identified factors such as exposures to agriculture, college factors, and career aspirations that influenced urban students to major in agriculture and enroll in the College of Agriculture at Kansas State University (KSU). The accessible sample consisted of 125 students currently majoring in the College of Agriculture (agriculture students) and 18 students no longer majoring in the College of Agriculture (non-agriculture students) who completed the online questionnaire. Students from both groups were predominately female, non-minority students from the state of Kansas who entered KSU as incoming freshmen. The majors most represented were animal sciences and industry, pre-veterinary medicine, and food science and industry. The mean ACT score for agriculture students was 26.23 and 24.81 for non-agriculture students. For both groups of students, having a relative who worked in a field related to agriculture (grandparents, parent/guardian, aunt and uncle) was influential when they chose their academic major. A higher percentage of agriculture students had a relative who worked in a field related to agriculture or in production agriculture, compared to non-agriculture students. Career opportunities for graduates, hands-on-learning opportunities, friendly atmosphere in the College of Agriculture, visit to campus, quality and reputation of college faculty, availability of academic programs, and affordability of KSU were college factors most influential among the sample of students. Least influential factors were interaction with alumni, agriculture related camps and competitive events on campus, and ability to take online courses. Agriculture students were more influenced by career aspirations specific to career interests, such as working with people and animals, being able to use their creativity, or work with their hands. Non-agriculture students were influenced by broader career aspirations, such as having a job they enjoyed or being able to advance in their career.
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Shayo, Asha Habibu. "The Role Of Education System In Preparing Youth For Agricultural Career Decisions And Aspirations: Exploring Ways To Attract More Youth To Engage In Agriculture And Agricultural Entrepreneurship in Tanzania." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97369.
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Youth intention to pursue a career in agriculture and entrepreneurship is influenced by the knowledge they acquire through formal, informal, and nonformal settings. Changing youth perception of agriculture is essential for agriculture and youth development. The purpose of the study was to examine current youth perceptions of agriculture, solicit Tanzanian leaders' views of agriculture, and youth entrepreneurship. Understand youth intention and aspirations to choose a career in agriculture and agricultural-related fields, and the influence of the education system in shaping youth career decisions and entrepreneurship in agriculture. This study utilized a multi-method approach to examine youth and leaders perception of agriculture and the role of education systems on youth decisions on a career. The Theory of Planned Behavior (TPB) and the Social Cognitive Career Choice (SCCC) were used as the theories involve the human intention and motivation to create knowledge, which may result in changing behavior. Self-efficacy, environment, culture, and critical reflection are essential when constructing knowledge, contribute to youth decision making process and meaning-making. The Theory of Planned Behavior Constructs was used to develop a survey to understand youth intentions to choose a career in agriculture and career the influence of education pathways in youth development. Through the lens of the Theory of Planned Behavior and Social Cognitive Career Choice, unstructured interviews were used to understand (i) the influence of previous background, and the need to teach agriculture to youth at a younger age for agriculture development and (ii) the community perception (leaders, teachers, youth, etc.), on youth career in agriculture and agricultural-related fields, teaching agriculture in schools, perception of agriculture and agricultural entrepreneurship. From the stepwise linear regression analysis, the model predicts 48% of the variance in student intention to choose an agricultural career. The results show that the three predictors' attitudes, perceived behavior control, and subjective norms have an influence on youth pursuing a career in agriculture. From the interviews, participants tabled their concerns about the existence of community negative perception of agriculture, very few have the idea of the agricultural curriculum in schools. Many believed that the education system does not prepare youth in decision making or facing the world challenges when they graduate.
For the country's development, Tanzania needs more youth to engage in all kinds of agricultural practices for food security and poverty reduction, such as a career in agriculture and entrepreneurship. Youth can easily adopt new and improved agricultural knowledge due to their aggressiveness, eagerness, creativity, and ability to learn innovations. Motivation, creativity, critical thinking, and taking risks is essential in changing youth perception of agriculture. People they trust will influence their perception, intention, and attitude towards agriculture. Through youth programs, formal education, educators' knowledge, experience, effectiveness, preparation, encouragement, and interaction training youth on new or improved agriculture innovations can influence youth high level of achievement and success in agricultural practices.Doctor of Philosophy
Very few primary and secondary schools teach agriculture subjects; therefore, many youths lack agricultural knowledge at a younger age. The formal education system in Tanzania allows students to choose Technical and Vocational Education Training (TVET) after the completion of their primary and secondary education. However, in most cases, students who are selected to attend TVET, especially agricultural training institutions, are those primary and ordinary level-secondary school students who did not get good grades to go for further studies. Such as advanced level- secondary school or university. Hence it makes agriculture viewed as the last option for students and works well for those who failed. Non Formal education has the potential to contribute to youth intention to career decisions and aspirations in agriculture. Youth programs and apprenticeship can provide skills needed for youth development and entrepreneurship in agriculture. It is essential for agriculture to be treated as a respectable profession and not for failures, retirees, or as a last result. It is my desire, in collaboration with others, to keep working with communities such as schools, youth programs, extension agents, and others in Tanzania to change people's perceptions about agriculture. The sustainability of social change requires leaders to involve diverse stakeholders that can contribute to the success of a common goal. Kuenkel (2016) Posit that "stakeholder collaboration is a form of co-creation" (p. 2). Engage youth in development programs to learn more about agriculture, youth engage in decision-making and participate in trade unions. Also, to attract more youth to become entrepreneurs and invest in agriculture. I desire to see more youth engage in agriculture and pursue a career in agriculture and agricultural-related fields. To see more youth are employed in the agricultural sector and well paid like other professionals. To see a change in policies and programs that will attract youth, especially girls, to study STEM at a younger age. To see leaders pioneer in building a positive perception of agriculture to the community, but also the education policy to change and give prestige agriculture profession by putting requirements like Medicine, Pharmacy, Engineering professions.
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Rocka, Timothy Dee. "Future agricultural systems competencies of beginning Texas agricultural science teachers as determined by agricultural education professionals and administrators of agricultural education programs a Delphi study /." Diss., Texas A&M University, 2003. http://hdl.handle.net/1969/174.
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Potts, W. H. C. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists." Thesis, View thesis, 1993. http://handle.uws.edu.au:8081/1959.7/422.
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Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.
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Thomas, Ryan H. "IMPACT OF TRANSFORMATIONAL LEADERSHIP: EXPLORING THE TRANSFORMATIONAL LEADERSHIP QUALITIES OF SELECTED SECONDARY AGRICULTURE TEACHERS." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/7.
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The purpose of this study is to determine if transformational leadership styles of agriculture teachers in Jessamine County has an impact on successful transitions of program completers. To be more specific, the focus was to look at agriculture teachers at Jessamine Career and Technology Center (JCTC) to see if they exhibit components of transformational leadership. If so, does transformational leadership of those teachers assist students with successful transitions after graduation? Successful transition is deemed by the Kentucky Department of Education as students that seek post-secondary education, employed full-time or enlist in a branch of armed services.
The population for this study consists of graduates from Jessamine County between the years of 2010-2012. All participants were program completers in the agriculture career major. All participants also meet the criteria of successfully transitioning.
The participants in the study indicated agriculture teachers at JCTC did exhibit all components of transformational leadership. Participants also indicated transformational leadership utilized by the agriculture teachers assisted them in successfully transitioning after high school. Relationships between participants and agriculture teachers at JCTC were an indicator of why transformational leadership was a successful leadership style of the agriculture teachers.
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Brown, Arogeanae Ronterria Dinita. "Reframing AgriCULTURAL Experiences, Narratives, and Careers for African American Youth: A Study of Community-based Programs Leaders' Motivations and Educational Space." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/84495.
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To uncover experiences specific to African Americans youth in agricultural and STEM (science, technology, engineering, mathematics) career explorations and to understand why African Americans are missing from agriculture and STEM, a systematic literature review and empirical study were conducted. Literature covering the current and past African American perceptions of agriculture and STEM discipline, and narratives and experiences of African Americans in agriculture, were reviewed to explain their influences on African American youth perceptions and interest to pursue careers in agriculture and STEM. However, literature also explained the role of agricultural programs in STEM and agricultural literacy. In one paper, Social Cognitive Career Theory was used to frame the career interest development process of the individual learner to reference African American Youth. This review captured African American's negative connotations of agricultural and STEM despite the knowledge and work African Americans have contributed to Agriculture and STEM since the formation of America. In addition, to address how to deter the negative connotations youth have, an empirical study was performed interviewing eight program leaders of community-based organizations that are engaging African American youth in agricultural and STEM education. Program leaders described their motivations and purpose as an act of service to the youth and the community as a way to provide youth with opportunities or capital as described by Bourdieu.Master of Science in Life Sciences
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Frazier, Leslie Jean. "A qualitative study of technology-based training in organizations that hire agriculture and life sciences students." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5917.
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Technological advances have created unlimited opportunities in education.
Training and technology have merged to create new methods referred to as technology-based
training. Technology-based training, for the purpose of this study, was defined as
training that is delivered via the Internet, CD-ROM, or video conferencing either at a
distance or in a local setting. A variety of forms of technology-based training were
found throughout educational and workforce settings.
The purpose of this study was to identify organizations that hire agriculture and
life sciences students for positions involving technology-based training and identify
competencies required for these positions from the perspective of the identified
organizations. This study described the technologies that the identified organizations
were using to design and deliver technology-based training, the audience to which the
organizations were providing training, and the competencies that the identified
organizations were seeking in potential employees.
Findings from this study revealed a need for individuals with specialization in
creating and providing technology-based training. Data suggested seven key skills and
competencies needed to work in technology-based training: 1) instructional design, 2) technology/computer skills, 3) the ability to conduct a needs assessment, 4) interpersonal
skills, 5) writing skills, 6) planning and organizational skills, and 7) evaluation skills.
The identified skills and competencies related to technology-based training mirror those
reported in previous research. Based on analysis of the data, it was concluded that
students with expertise in these skill and competency areas are more marketable in
organizations that hire agriculture and life sciences students.
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Potts, W. H. C., of Western Sydney Hawkesbury University, Faculty of Agriculture and Rural Development, and School of Horticulture. "A systems analysis undertaken to improve employer awareness of and career opportunities for Hawkesbury agriculturalists." THESIS_FARD_HOR_Potts_W.xml, 1993. http://handle.uws.edu.au:8081/1959.7/422.
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Beginning in 1978, the learning paradigm of the Faculty of Agriculture at the (now) University of Western Sydney - Hawkesbury was progressivly altered from the classical didactic approach to, by 1985, a student self-directed, experiential learning environment. This entailed shifting from a faculty-perceived narrow agricultural production perspective to one of a multi-discplinary rural development focus. The focus of this systems inquiry is that of a marketer examining a well-established faculty task (function), with the objective of determining how well that task is being performed, and what (if any) remedial action is indicated. The inquiry indicates that there has been a failure to maximise potential in the faculty subsystem that is responsible for communication with concerned publics. The failure is general, in that it was not confined just to communication with employers of faculty outputs. All publics were involved; the faculty's separate messages were not being sensibly delivered to employers, prospective students, undergraduates, academic peers, and government. Analysis of the issues led to the development of a marketing (information) strategy that recognises the need to re-order the faculty's information-formulation and delivery subsystem. A series of proposals is advanced for consideration and debate by the Action Research Team as to which of these several actions should be considered as desirable and feasible for implementation. The estimated costs of implementation of the plan are presented on an item by item basis.Master of Science (Hons)
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Shokane, Zolisa Amanda. "The development of women in the National Department of Agriculture DoA of South Africa a case study approach /." Diss., Pretoria : [s.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-06292009-131825/.
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Clark, Andrea Rae. "Effects of Integrating Mathematical Concepts Into An Animal Science Curriculum." DigitalCommons@USU, 2013. https://digitalcommons.usu.edu/etd/1950.
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Nationwide, mathematical scores have been a topic of concern among elementary and secondary educators for many years. Decreasing math skills are also trickling into post-secondary education, requiring universities to provide additional remedial math instruction in colleges and universities. Studies have been conducted to discover the most effective pedagogical methods of teaching math. Teaching contextualized math has been found to be effective and includes providing a direct application to real-life scenarios rather than teaching linear equations and algebraic principles outside of their application. A study was conducted measuring the effects of integrating mathematical skills in an animal science curriculum. Eight Utah schools participated in the research study. Students received a pretest measuring their existing mathematical skills and self-efficacy in math. All students were taught a unit of instruction about animal nutrition and feeding. The control group received a typical nutrition unit and the treatment group received the same unit of instruction with the addition of mathematical skill integration. Students were taught to use the Pearson Square to calculate feed rations as well as solve basic equations to balance rations. Following the unit of instruction, students completed a posttest survey, which included a math attitudinal scale, posttreatment self-efficacy scale, and posttreatment math skills quiz. There was no statistically significant difference in math self-efficacy or math skills between the control group receiving a typical nutrition unit and the treatment group which received the math-enhanced unit of instruction. Correlational statistics were gathered and showed a strong positive relationship between students' self-efficacy and math skills. Gender, grade level, highest completed math class, and grade received in highest-level math class were not found to be statistically significant predictions of math skills. Highest level of math completed and overall grade point average were statistically significant factors in predicting math self-efficacy.
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Svacina, Leslie. "Preparing industry leaders : an evaluation of former AFA participants' workplace skills." Thesis, Manhattan, Kan. : Kansas State University, 2009. http://hdl.handle.net/2097/1349.
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Armstrong, Peggy Lynn. "Increasing Student Interest in Poultry Science Careers Through 4-H." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1528.
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The demand for poultry science graduates to fill available positions in the poultry industry continues to increase. At the same time, there are not enough graduates to fill the positions. The purpose of this study was to investigate the implementation of the poultry curriculum in the 4-H program and student recruitment through the 4-H program into the Poultry Science Department. The targeted populations were 4-H leaders who implement the poultry curriculum and university students who were currently studying poultry. Career development theories suggest that previous experiences during adolescence can be a major influence in future vocation choice. A mixed methods formative evaluation design was used to gather data from 4-H leaders and university students. Data were collected through Likert-type surveys from 79 of the 158 4-H leaders across the state who indicated that they implement the poultry curriculum. A purposeful sampling technique was used to select 13 university students who are majoring in poultry science for structured interviews. The survey data were analyzed using descriptive statistics and the interview data were coded for emergent themes. Key findings from the survey indicated that 48% of the 4-H leaders considered their poultry curriculum training and implementation inadequate. The majority of university students chose to major in poultry science in response to prior experience. Positive social change for an increase of graduates in poultry science may be achieved through the professional development project career awareness training for 4-H leaders and the supportive follow-up training through the network of the professional learning community to improve student recruitment.
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Romero, Edward Wayne. "Identifying, examining, and validating a description of the agriculture industry." Thesis, [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2631.
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Murray, Kathryn Anne. "Georgia Agricultural Teachersâ Perceived Ability to Balance Family and Career." NCSU, 2010. http://www.lib.ncsu.edu/theses/available/etd-03102010-140121/.
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The purpose of this study was to examine the issue of career and family balance for Georgia agricultural teachers by gender. The research objectives included describing career and family responsibilities, exploring barriers to fulfilling career and family responsibilities, and perceived abilities of teachers to maintain the balance of career and family expectations. The study was conducted as a census of all Georgia agricultural teachers on an extended day/extended year contract via an online survey. It was determined that Georgia agricultural teachers are working an average of 57 hours per week and 39 days per summer, with both genders being similar in the amount of time spent on the job. Teachers carried out traditional gender roles in family responsibilities, with females handling the majority of the housework and childcare and males handling the majority of farm and yard work. Both males and females viewed their job responsibilities to be significant barriers to fulfilling family responsibilities and one third of respondents found it was always difficult to balance career and family. It was concluded that Georgia agricultural teachers are feeling torn between meeting job expectations and spending adequate time with their families, with females feeling the strain slightly more than males.
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Baker, Ab Rahim bin. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1249491939.
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Ibn, Bakar Ab Rahim. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu148777943984849.
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Bakar, Ab Rahim bin. "Youth organization and supervised agricultural experience program participation as predictors of agricultural education student career maturity /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1249491939.
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Brand, Thomas H. "Non-technical skills and traits needed to be career ready graduates as perceived by agribusiness employers and recruiters." Morgantown, W. Va. : [West Virginia University Libraries], 2005. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3915.
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Thesis (M.S.)--West Virginia University, 2005.Title from document title page. Document formatted into pages; contains x, 85 p. Vita. Includes abstract. Includes bibliographical references (p. 51-54).
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Russell, Rebecca A. "PERCEPTIONS OF SECONDARY AGRICULTURAL EDUCATION PROGRAMS, THE NATIONAL FFA ORGANIZATION, AND AGRICULTURAL CAREERS OF STUDENTS NOT ENROLLED IN A HIGH SCHOOL AGRICULTURAL COURSE." UKnowledge, 2016. http://uknowledge.uky.edu/cld_etds/27.
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Secondary agricultural education programs provide students an opportunity to gain a wide variety of knowledge about agriculture, as well as, the career opportunities within agriculture. The National FFA Organization is available for all youth enrolled in a secondary agricultural education program with a mission to make a positive difference in the lives of students by developing their potential for premier leadership, personal growth, and career success. In order to continue to have youth interested in agricultural colleges and the potential for pursuing agricultural careers, students must be educated about those program areas. Student perceptions of these program areas can greatly influence their motivation enroll in secondary agricultural education programs, join the National FFA Organization, and pursue agricultural career. This study used a survey method to determine the perceptions of students not enrolled in a high school agricultural program of secondary agricultural education programs, the National FFA Organization, and agricultural careers, as well as, determine the demographic characteristics of those students.
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Gowans, Kristina. "Effects of Animal Science Agricultural Education Course Completion on Urban High School Students' Career Choice." DigitalCommons@USU, 2014. https://digitalcommons.usu.edu/etd/2063.
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This study focused on testing the effects of agricultural education on urban high school students’ career choices. It looked into how students view agriculture, how they perceive their peers view agriculture, how their demographics are related to career choice, and if their career choice was changed to a different career upon completion of the study. The study showed a positive relationship between completing an agricultural education class in animal science and interest in going into an agricultural career. Further, females in the study were more likely to choose an agricultural career. After the completion of a school-based agricultural education program, both students and their peers had a more positive outlook on agriculture and its possibilities as a career. Students also increased their career self-efficacy score during the completion of an animal science agricultural education course. They became more confident in their ability to make decisions related to their future career.
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Miller, John H. "Equine Subject Matter in Virginia's Secondary Agricultural Education Programs: Course Offerings Compared to Career Development Event Participation." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/29716.
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Agricultural education has to alter its curriculum in order to remain in step with the changes in rural and urban lifestyles. It must continue to change and expand its offerings as society develops. As an industry grows large enough to offer a variety of careers, students need to be more aware of opportunities and gain the necessary skills to enter that job market. The equine industry qualifies as an important and viable part of not only Virginia’s economy, but also the national economy.
Career Development Events (CDEs) are designed to help prepare students for careers in agriculture. Classroom instruction comes alive as students demonstrate their skills in a competitive setting. CDEs test the abilities of individuals, as well as teams, in 28 major areas of agricultural instruction (National FFA, 2006). The basic core of agricultural education program consists of three components:
1. classroom instruction,
2. FFA, including Career Development Events, and
3. Supervised Agricultural Experience (SAE) programs.
The FFA is a co-curricular organization representing one-third of the total agricultural education program. As such, FFA activities should reflect the instruction provided in the agricultural education classroom and laboratory. The concern facing the profession relates to why there were 40 Virginia FFA chapters with a CDE horse judging team in 2005, but that only 12 programs offered an equine management course.
The purpose of my research was to assess the perceptions of Virginia’s secondary agricultural education teachers toward the benefits of offering an equine management course, within the secondary agricultural education programs that have CDE horse judging teams. The survey of 40 agricultural teachers who had a horse judging team at the 2005 state CDE event showed that 14 (22%) of the teachers did teach an equine course or unit within another course, 21 (63%) did not, and five (15%) did not respond.
Based on the findings of this study, teachers’ perceptions were that an equine management program and participation in equine Career Development Events are necessary. Teachers agreed the event improved their students’ overall academic performance, increased their acceptance of responsibility, and increased their self-confidence.Ph. D.
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Teagle, Robert James. "Land, Labor, and Reform: Hill Carter, Slavery, and Agricultural Improvement at Shirley Plantation, 1816-1866." Thesis, Virginia Tech, 1998. http://hdl.handle.net/10919/35283.
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As one of antebellum Tidewater's most prominent planters, Hill Carter and the world he and his slaves made at Shirley occupy an important place in Virginia history. Few scholars, however, have analyzed their roles adequately. Previous studies' overwhelming concentration on the architectural and material culture history of the plantation has left Carter's role as one of Virginia's preeminent agricultural reformers virtually unexplored. Assuming ownership of Shirley in 1816, Carter quickly established himself as a leading proponent of agricultural improvement, both embracing and building on the ideas of other reformers like John Taylor and Edmund Ruffin. He diversified his crops and changed their rotations, used new equipment and improved methods of cultivation, reclaimed poor or unproductive lands, and employed a variety of fertilizers and manures to resuscitate his soils. Significantly, Carter efforts to improve Shirley transformed not only the physical landscape of the plantation. The changes produced in the work and lives of his slaves also were considerable. This study, then, investigates the relationship between agricultural reform and slavery. Instead of looking at reform in terms of how slavery affected (or inhibited) it, this work argues that reform must also be understood in relation to how it affected slavery, for changes manifested in attempts to improve lands had important ramifications on slave work routines, which, in turn, affected slave life in important ways.Master of Arts
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AKUAMOAH-BOATENG, Samuel. "Innovative B.Sc. Agricultural Extension Program for Mid-career Extension Staff at University of Cape Coast, Ghana." 名古屋大学農学国際教育協力研究センター, 2003. http://hdl.handle.net/2237/8906.
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Clark, Travis Scott. "Influences of aspirations and expectations on contest performance at the National FFA Agricultural Mechanics Career Development Event, 2001-2006." [College Station, Tex. : Texas A&M University, 2007. http://hdl.handle.net/1969.1/ETD-TAMU-2411.
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Adams, Randy J. "IDENTIFYING RISK AND PROTECTIVE FACTORS OF PREPARATORY AND NON-PREPARATORY STUDENTS IN AGRICULTURAL EDUCATION PROGRAMS OF A RURAL KENTUCKY HIGH SCHOOL." UKnowledge, 2013. http://uknowledge.uky.edu/cld_etds/6.
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Today there is an increased demand for secondary agriculture education programs to prepare students to be college and career ready through a program of study. The purpose of this study was to identify risk and protective factors of preparatory and non-preparatory students within an agriculture education program at Anderson County High School in Lawrenceburg, Kentucky. The results of this study did not determine that there was a difference in risk and protective factors between preparatory and non-preparatory students within agriculture education courses. The study concluded that students among both categories were equally exposed to risks such as family conflict and peers that abused alcohol and/or drugs. The study also concluded that both preparatory and non-preparatory students could benefit from increased protective factors such as understanding the relevance of coursework within agriculture education courses, increased parent involvement in schoolwork, and having contact with peers who are involved in CTSO’s such as the FFA. It is recommended that agriculture education researchers at post-secondary institutions conduct further research on retention within career pathways from various theoretical frameworks.
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Kyazze, Florence Birungi. "Perceptions towards a mid-career adult educational program the case of the bachelor of agricultural extension education (BAEE) at Makerere University, Uganda /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1142558532.
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Turley, Courtney A. "Examining Cultural Proficiency Among Secondary Agricultural Education Youth Through Intercultural Effectiveness and Global Experiences." UKnowledge, 2017. http://uknowledge.uky.edu/cld_etds/34.
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This work seeks to examine the relationship between intercultural effectiveness and the number of global experiences among secondary agricultural education youth in Kentucky. The study utilizes Mere Exposure Theory and considers the importance of global experiences in increasing their levels of global competence and their performance on the Intercultural Effectiveness Scale (IES). The results indicate that students with a higher number of global experiences and exposures are more open to other cultures and score higher on the IES. In addition, these students are more likely to be self-aware and interested in exploring new cultures and making connections with individuals who are culturally different from them.
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Kyazze, Florence B. "Perceptions towards a mid-career adult educational program: the case of the bachelor of agricultural extension education (BAEE) at Makerere University, Uganda." The Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=osu1142558532.
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Musa, Siti Fatimahwati Pehin Dato. "Young people and their career aspirations with respect to employment in the agricultural sector : a case study of Brunei Darussalam." Thesis, University of Newcastle upon Tyne, 2016. http://hdl.handle.net/10443/3425.
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This research aims to address the issue of occupational aspirations and attitudes of the young people towards the agricultural sector and a career in agriculture in Brunei. Brunei's history of a rich oil and gas country has made it possible to 'leap-frog' typical development stages leading to the relative neglect of agriculture in supporting economic growth. However, with declining oil reserves and the global environment of food insecurity, Brunei is currently striving to achieve self-sufficiency in rice and food security. One of the key constraints in achieving this goal is the shortage of skilled labour and one aspect of this appears to be the lack of interest shown by young people towards the agricultural sector. No research has been done to investigate this problem of youth attitudes towards agriculture as a career. Building upon an established theory of occupational aspirations, this study applies a sequential exploratory mixed method research design employing both qualitative and quantitative methods. The first phase involves a qualitative exploration of the reasons behind the lack of young people's involvement in the agricultural sector and the relationship to career aspirations. In-depth interviews with policymakers in the agricultural sector, education sector and agri-entrepreneurs were conducted to determine the institutional factors. Focus groups were carried out with 1) young people of different age groups and education levels and 2) parents. Four common themes emerged across policymakers, young people and parents namely "institutional barriers", "challenges of agricultural education", "rentier attitude of young people", and "the role of parents and family" in determining career choice. The findings from the qualitative study were then used for the development of a survey for the subsequent quantitative phase. A total of 407 questionnaires were collected from the target population consisting of young people aged 15-30 years. Factor analysis and ordinal regression were used to further refine the factors to produce a quantified analysis that can be generalised to a larger population. The findings imply that in order to promote the agricultural sector, there needs to be a clear vision for the development of modern agriculture which can generate secure income and that carries the same level of status as other respected jobs to meet the occupational aspirations of young people. There needs to be collaborative development between the government, industry and the education sector to change the agricultural landscape of Brunei in to one that is modernised, mechanized and focusing more on off-farm which can create more employment opportunities for the young people.
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Jagger, Carla Beth. "Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.
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Workman, Eric R. Sr. "Historical Study of Burke's Garden High School: 1915 to 1960." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/28484.
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Burke's Garden High School was a small school established in 1915 that was located in a fertile farming community in the Appalachian Mountains of Southwest Virginia. The uniqueness of the geography of the area promoted a communal-based society whose citizens worked together for educational prosperity. This historical study documents the establishment of public education in Virginia, the demand for a public school in Burke's Garden, the establishment, operation, and closing of the school, as well as identifies the two career and technical education programs offered at the school, agricultural and home economics education.
The remoteness of the community presented challenges to operating a school. Issues such as maintaining student enrollment numbers as well as qualified teachers required the school system and the community to work with neighboring communities for the benefit of the school and community. The practice of boarding students and teachers was employed to increase the number of students as well as to provide additional support for teachers. Eventually, due to improved transportation methods, construction of a new high school in the neighboring community of Tazewell, Virginia, and the modernization of the farming industry, there were fewer children in Burke's Garden, which led to the closing of the high school in 1960.
Burke's Garden High School was one of five high schools operated in Tazewell County Public Schools from 1915 to 1960. Tazewell County, Virginia, has two distinct areas of economic dominance, the mining of coal and the production of agricultural products. Two historical studies of public schools in Tazewell County outline the relationship between specific communities and their schools: A Historic Coal Mining Community and Its School: A Study of Pocahontas High School 1908-1991, by Thomas Brewster (2000) and A Coal Camp and Its Classroom: A Historical Study of a Virginia Coal Camp and Its School 1888-1987, by Terry Mullins (1996). The two schools in these studies were both located in coal mining communities compared to Burke's Garden High School that was located in the agricultural section of Tazewell County.Ed. D.
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McAdoo, Charlie Edward II. "The Identification and Prioritization of the Professional Development Needs for Teachers of Career, Technical, and Agricultural Subjects within Georgia Metropolitan Area School Systems." Thesis, Valdosta State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10930416.
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The purpose of this research study was to identify and prioritize the professional development needs for teachers of CTAE subjects within metropolitan Atlanta school systems. The methodology was primarily relational with descriptive components that relied on quantitative data. The administered survey called for participants to self-report demographic groups (i.e. Experience Level, School Type, and School Population). Secondly, participants completed online surveys yielding data that identified professional development needs relative to demographic variables. A modified Borich (1980) Needs Assessment Model was used to identify the perceived importance and perceived competency of 20 competencies prescribed by the Georgia Teacher Assessment of Performance Standards (TAPS). Once analyzed, the researcher identified and described professional development needs relative to demographic variables.
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Temple, Daniel Howard. "Human biological variation during the agricultural transition in prehistoric Japan." Columbus, Ohio : Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1179521050.
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Swan, Benjamin Grant. "The relationship between the 2004 Ohio State University Agricultural Education student teachers' learning style, teacher heart, and teacher sense of efficacy." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1115835729.
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Jones, Laikhe Tanyara. "Academia and industry perspectives on leadership and human resource development competencies required for agricultural leadership graduate students pursuing industry careers." [Gainesville, Fla.] : University of Florida, 2004. http://purl.fcla.edu/fcla/etd/UFE0001294.
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Lanfranco, Luis Nicanor Pezo. "Reconstrução de padrões paleopatológicos dentais em agricultores incipientes e desenvolvidos do litoral dos Andes Centrais." Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/41/41131/tde-12052010-142447/.
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A introdução da agricultura tem sido reconhecida como uma das mais importantes mudanças no modo de vida da humanidade. Indicadores osteológicos e dentais são utilizados pela arqueologia para avaliar mudanças no padrão subsistencial associado com alterações na organização social. No entanto, a multiplicidade de meio-ambientes e a grande variabilidade dos processos culturais, tornam a reconstrução de subsistência um assunto complexo. Assim, ainda não é clara a caracterização dos perfis paleopatológicos dentários de populações com estratégias mistas de obtenção de recursos alimentares. Neste trabalho avaliam-se, desde uma perspectiva comparativa, mudanças e continuidades de indicadores paleopatológicos orais (cárie dental, doença periodontal e padrões de desgaste dental) de quatro populações assentadas no litoral dos Andes Centrais. Três das populações pertencem ao Período Formativo (2500-1 a.C), durante o qual se acredita ter ocorrido o início da agricultura e a complexificação social. A quarta população assume o papel de grupo controle, uma vez que pertence ao Período de Desenvolvimentos Regionais Tardios (PDRT,1000-1440 d.C), caracterizado pelo auge do desenvolvimento agrícola e uma organização social hierarquizada. Estes quatro grupos prestam-se bem a testes de hipótese sobre qual o impacto que mudanças alimentares causam na dentição, pois a subsistência do primeiro e do último deles é bem conhecida. Assim, o grupo mais antigo constitui-se de pescadores-horticultores, enquanto o último é formado por agricultores plenos. Os demais grupos apresentam subsistência intermediária. Testam-se seis hipóteses, que, com o aumento do desenvolvimento agrícola acarretariam em: 1) um incremento na freqüência e prevalência de cárie e AMTL; 2) um aumento na velocidade de desenvolvimento das lesões de cárie; 3) uma mudança na localização de cáries (de oclusais para extra-oclusais); 4) um incremento na prevalência e gravidade da doença periodontal; 5) uma diminuição do desgaste dental e 6) a presença de hábitos de mascar coca e consumir chicha no período mais tardio. Como não há diferenças significativas entre as freqüências de lesões cariosas e AMTL entre os grupos, rejeita-se a hipótese 1. Por outro lado, a profundidade da cárie aumenta, assim como se verifica uma mudança de cáries oclusais para extra-oclusais. Entretanto, hipóteses 2 e 3 só podem ser corroboradas levando-se em consideração o desgaste dental. A hipótese 4 foi parcialmente confirmada e finalmente, as hipóteses 5 e 6 foram totalmente confirmadas. Dentre os indicadores estudados, as cáries de dentina e as extra-oclusais são os que refletem de maneira mais confiável a cariogenicidade. Os modelos paleopatológicos inferidos para cada grupo acusam diferenças significativas entre os períodos iniciais (com dietas em trânsito à agricultura) e os dois mais tardios (com dietas predominantemente compostas de vegetais cultivados). Os resultados obtidos são discutidos do ponto de vista biológico e sociocultural, com apoio em dados arqueológicos, etnohistóricos e etnográficos. As diferenças são atribuídas principalmente à mudanças na tecnologia de preparo de alimentos e à introdução de novos produtos e hábitos.Agriculture has been recognized as one of the most important factors that changed human life style. Osteological and dental markers have been used to evaluate subsistence shifts, paleodiets, technological development and social organization. However, the main problem that persists in reconstructing subsistence in ancient populations is the multiplicity of environments and the great variability of cultural processes. Consequently, the characterization of the dental paleopathological profiles of populations with mixed diet needs further investigation. This thesis aims at comparing the oral pathology among four pre-Columbian groups with different degrees of agricultural and socio-cultural development, but comparable ecological conditions who lived at the coastal desert of Peru. Three of the groups belong to the Formative period (2500-1 BC.), a critical time for understanding the development of agriculture and social complexity, while the fourth group is assigned to the Late Regional Development period (1000-1470 AD), when agriculture had its apogee and society was highly stratified. These groups represent a unique possibility to test hypotheses on the impact of dietary changes on the dentition, since the subsistence pattern of the earliest and latest periods are well known. Accordingly, the first were fisher-horticulturalists, whereas the last one subsisted on a well established irrigation agriculture. The remaining groups presented intermediate paleodietary profiles. Six hypotheses were tested, according to which an increase in agricultural development would lead to: 1) an increment of the frequency and prevalence of carious lesions and antemortem tooth loss (AMTL); 2) an increase in the caries depth; 3) a shift from occlusal to extra-occlusal caries; 4) an increase in the prevalence and severity of periodontal disease; 5) a decrease in dental wear, and, finally 6) the presence of coca chewing and chicha drinking habits in the most recent period. As there are no significant differences between the caries and AMTL frequencies among the groups, hypothesis 1 is rejected. On the other hand, caries depth increases, and there is a shift from occlusal to extra-occlusal caries. Hypotheses 2 and 3, thus, are corroborated, but only if considering dental wear. Finally, hypotheses 4 is partially confirmed, and hypotheses 5 and 6 are completely confirmed. Among the markers studied, dentin and extra-occlusal caries best reflect cariogenicity. The paleopathological profiles inferred for each group show considerable differences between the two initial periods (with incipient agriculture) and the two later periods (with diets based on domesticated plants). The differences seen are attributed mainly to shifts in preparation techniques and the introduction of new, more cariogenic foodstuffs and habits. The results obtained are discussed in the light of biological, sociocultural, archaeological and ethnographic evidences.
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Swigert, Tamra Ann. "A comparative evaluation of the influence the Boys & Girls Club and Keystone Club programs had on alumni in regards to career and life experiences." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2633.
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Erazo, Rafael de Lima. "Os sistemas de produção da agroindústria artesanal da mandioca na região do lago Janauacá, Careiro (AM)." Instituto Nacional de Pesquisas da Amazônia, 2017. http://bdtd.inpa.gov.br/handle/tede/2308.
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Fundação de Amparo à Pesquisa do Estado do Amazonas - FAPEAM
The Amazon region is certainly a region where family farming is manifested in the most different forms: riverine, extractive, quilombolas, etc., where a great diversity of natural resources is found capable of providing the productive and alimentary base of these farmers. The objects that made up the research universe were the family production units associated with the production and commercialization circuits of the floating "flour houses" of the Janauacá lake region, Careiro (AM). The objective was to analyze the limiting factors and the economic opportunities internal to the family units that influence the social relations and the socioeconomic strategies of production in the informal artisanal agroindustry of cassava. We proposed an exploratory, descriptive and explanatory research with qualitative and quantitative bias. To obtain primary data, the collection techniques used were the interviews and the direct observations in the field of ethnographic and agronomic character. In this way, it was tried to apprehend the social strategies of the farmers, in their relation with the complexity and diversity of the environment. Data collection took place during the month of August 2016. Nonprobabilistic sampling by quotas was used using the "snowball" strategy. The sample consisted of 79 interviews: 33 farmers on land, 23 owners of floating "flour houses" and 23 day laborers. The dynamics of water is an integral part of the life and culture of the residents, so their survival is directly influenced by the river regime, leading them to acquire strategies to overcome the challenges posed by changes in the environment. The low technological index characterized the system of production of cassava and derivatives. The work with cassava flour and gum involves hundreds of people, thus revealing its importance as an economic activity for the maintenance of several families. The division of family labor depends on the formation of the family, because regardless of age or gender, everyone works. Although the children have not had the same opportunity of access to land that their parents had, they reproduce the same trajectory of work, that is, the sale of labor in crisis situations and the search for better living conditions in other production spaces. The strategy of families choosing to produce gum in floating facilities is justified as a way to fully exploit the terrestrial phase of wetlands as the raw material can be processed during the aquatic phase of the system. In addition, the higher profitability of the work in the beneficiation phase allows the families to process and to cultivate a greater volume of raw material, when compared to the manufacture of the flour. The advantages of the artisanal production of gum in relation to the artisanal production of flour are: the highest labor income (quantity produced by working time is ten times greater) and profitability (greater liquidity and price). Thus, in the case of the Janauacá families, the choice between flour production near the production sites or the extraction of gum in floating "flour houses" is related to limitations of access to areas for land-based cultivation and processing. Thus, there is a need for programs to strengthen and enhance this productive chain, especially training and social organization, with the aim of contributing to its better structuring. As a result, farmers in Janauacá seem to be doing more than just accommodating to the prevailing demands. These social actors are capable not only of accommodating themselves to floating markets, but also of organizing and reproducing themselves in the new conditions encountered.
A Amazônia é, seguramente, uma região onde a agricultura familiar se manifesta das mais diferentes formas: ribeirinha, extrativista, quilombolas etc., e onde se encontra uma grande diversidade de recursos naturais capazes de prover a base produtiva e alimentar desses agricultores. Os objetos que compuseram o universo da pesquisa foram as unidades familiares de produção associadas aos circuitos de produção e comercialização das “casas de farinha” flutuantes da região do lago Janauacá, Careiro (AM). Objetivou-se analisar os fatores limitantes e as oportunidades econômicas internas às unidades familiares que influenciam as relações sociais e as estratégias socioeconômicas de produção na agroindústria artesanal informal da mandioca. Propusemos uma pesquisa de cunho exploratório, descritivo e explicativo com viés qualitativo e quantitativo. Para a obtenção de dados primários, as técnicas de coleta empregadas foram as entrevistas e as observações diretas em campo de caráter etnográfico e agronômico. Desse modo, pretendeu-se apreender as estratégias sociais dos agricultores, em sua relação com a complexidade e diversidade do ambiente. As coletas de dados ocorreram durante o mês de agosto de 2016. Foi utilizado o método de amostragem não probabilístico por cotas mediante a estratégia do tipo “bola de neve”. A amostra foi composta por 79 entrevistas, sendo: 33 agricultores em terra firme, 23 proprietários de “casas de farinha” flutuantes e 23 diaristas. A dinâmica da água é parte integrante da vida e cultura dos moradores, assim a sua sobrevivência recebe influência direta do regime fluvial, conduzindo a adquirirem estratégias para vencer os desafios apresentados pelas transformações no ambiente. O baixo índice tecnológico caracterizou o sistema de produção de mandioca e derivados. O trabalho com a farinha e goma de mandioca envolve diversas famílias, revelando assim sua importância como atividade econômica. A divisão do trabalho familiar depende da formação da família, pois independentemente da idade ou gênero todos trabalham. Embora os filhos não tenham tido a mesma oportunidade de acesso à terra que seus pais tiveram, eles reproduzem a mesma trajetória de trabalho, isto é, venda de mão de obra em situações de crise e procura de melhores condições de vida em outros espaços de produção. A estratégia das famílias que optam pela produção de goma em instalações flutuantes se justifica como uma forma de explorar ao máximo a fase terrestre das áreas alagáveis uma vez que o beneficiamento da matéria prima pode ser realizado durante a fase aquática do sistema. Além disso, a maior rentabilidade do trabalho na fase de beneficiamento permite as famílias processarem e cultivarem um maior volume de matéria-prima, se comparado com a fabricação da farinha. As vantagens da produção artesanal de goma em relação à produção artesanal da farinha são: o maior rendimento do trabalho (quantidade produzida por tempo de trabalho é dez vezes maior) e a rentabilidade (maior liquidez e preço). Assim sendo, no caso das famílias de Janauacá, a escolha entre a fabricação de farinha próximo aos locais de produção ou a extração da goma em “casas de farinha” flutuantes está relacionada com limitações de acesso às áreas para cultivo e processamento em terra-firme. Deste modo, há a necessidade de programas para fortalecer e valorizar essa cadeia produtiva, sobretudo a formação e a organização social, visando contribuir para sua melhor estruturação. Com isso, os agricultores de Janauacá parecem estar fazendo mais do que apenas se acomodando às demandas prevalecentes. Esses atores sociais são capazes não apenas de se acomodar aos mercados flutuantes, mas também de se organizar e se reproduzir nas novas condições encontradas.
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Knobloch, Neil A. "Exploration of Effects Caused by the First Ten Weeks of the School Year on Teacher Efficacy of Student and Beginning Teachers in Ohio Agricultural Education." The Ohio State University, 2002. http://rave.ohiolink.edu/etdc/view?acc_num=osu1025577870.
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Stompe, Annelie. "Sozialisatorische Voraussetzungen von Statuspassagen Jugendlicher auf dem Lande in Ostdeutschland." Doctoral thesis, Humboldt-Universität zu Berlin, Philosophische Fakultät IV, 2002. http://dx.doi.org/10.18452/13833.
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Die Arbeit analysiert den sozioökonomischen Wandel auf dem Lande in Ostdeutschland und seine Folgen für die Sozialisation und die Statuspassagen der Jugendlichen, besonders auf dem Hintergrund der sozialökonomischen Lage ihrer Familien. Gegenstand der Untersuchung ist der Übersetzungsprozess der grundlegenden Transformation der Arbeits- und Lebensverhältnisse auf dem Lande in die familialen und weiteren Sozialisationskontexte von Jugendlichen sowie dessen Niederschlag in ihren Handlungsmustern, Wertorientierungen, Lebensentwürfen und Statuspassagen. Untersucht wurden auf der Basis repräsentativer schriftlicher Befragungen sowie einer Auswahl mündlicher Interviews Jugendliche, die sich am Ende ihrer Normalschulzeit befinden, und deren Eltern. Ihren besonderen Reiz erfährt die Untersuchung durch einen Vergleich zu einer Untersuchung, die Ende der 70er Jahre zu Lebensbedingungen und zur Lebensweise von Schuljugendlichen auf dem Lande in der DDR durchgeführt wurde.This habilitation is examined the radical socioeconomic change in agrarian districts of East Germany and the impact of this modernisation process on the working and living conditions of families, and especially the young people. The study scrutinises the status passage of the young generation (16 to 18 year old school leavers) on the backround of the socioeconomic situation of their families. It takes into account the familial and life world context of the socialisation process and looks at the status passage from school to work as a process of translating the changing social conditions into patterns of value orientation, life course planning, and biography construction. Representative questionings and interviews of the young people and their parents are the empirical basis for this study. The special charm of this research project is the historical comparison with studies on life conditions and ways of life of young people in the GDR during the 70s.
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Waknine, Jessica. "A Case Study of Student Cognitive Responses to Learning with Computer-Assisted Modular Curriculum." Thesis, Virginia Tech, 2010. http://hdl.handle.net/10919/43864.
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Little is known about how students learn when using computer-assisted modular curriculum, if such curriculum truly promotes self-regulated learning, or if the cognitive principles of teaching and learning are integrated throughout the design of the modules. The purpose of this study was to investigate the phenomenon of student cognitive responses to learning with computer-assisted modular curriculum, based on the Phases and Subprocesses of Self-Regulation. This triangulation mixed methods case study connected qualitative and quantitative data derived from curriculum content analysis, student course evaluations, participant observations, and interviews. Thirty-six middle school students enrolled in an agricultural education course designed with computer-assisted modules served as the case study group. Data were transcribed, coded, and analyzed, leading to the emergence of six common themes. Overall, the design and content of the computer-assisted modules lack integral principles of teaching and learning. Participants prefer a mix of traditional and computer-assisted instruction because of the variety of instruction, opportunities for social learning, and the hands-on activities. When integrated properly, computer-assisted modules do not inhibit interactions among the teacher and the students. The activities associated with the modules do not encourage self-regulatory processes. However, self-regulation is innate and students engage in self-regulation at different levels during the learning experience. Despite intrinsic interest or value for a particular topic, participants felt it was always important to pay attention in school. Thus, when learning with computer-assisted modules, students engage in social learning with their peers and desire hands-on learning experiences, with or without the modules.Master of Science in Life Sciences
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Cunha, Clausewykson Ribeiro da, and 92-99145-2538. "Agrobiodiversidade dos sistemas agroflorestais na Comunidade São Francisco na costa da terra nova em careiro da Várzea-Am." Universidade Federal do Amazonas, 2017. http://tede.ufam.edu.br/handle/tede/6170.
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The Amazonian agrobiodiversity has peculiar characteristics that differentiate it from the other Brazilian regions, due to the specific forms of conservation of natural resources and due to the expressiveness of the Amazonian environmental knowledge, generated and pervaded by hundreds of generations. In this sense, the objective of this research was to characterize the agrobiodiversity of the agroforestry systems of the São Francisco community, located in Careiro da Várzea municipality, in the state of Amazonas through the identification of the main species cultivated in agroforestry systems, a description of the management and conservation of vegetal resources by the local populations and the analysis of the use value of the species through the perception of the family farmers of the local flora. It was used the methodology of application of forms and semistructure interview as subsidy in the search of data. The modeling was the qualitative analysis where the plant species found were categorized by the value of use: food, medicinal, aromatic, spice, handmade, timber and others (sale). Fifty family farmers participated in the survey. The data collected were analyzed quantitatively. The geographic coordinates of the points obtained from the study area were georeferenced using GPS (Global Position System) model Garmin Etrex 10 and processed in the Quantun Gis Program. The statistical analysis was based on the value of use of the plant species and the importance value of biodiversity, and also the dominance and diversity of the species was evaluated using the Simpson index. A total of 41 plant species were identified, distributed in 24 families, where the vegetable species were the most productive, with about 72%, followed by medicinal and fruit species. In the management of the vegetal resources was observed in the familiar farmers use of techniques of weeding, heaping and the thinning in the production areas. The conservation of plant species was carried out by storing the seeds and vegetative parts of the plants that will be cultivated for the next year in the dry season. And in the full season the cultivations were carried out with the technique of suspended beds, maintaining the vegetal species in the community. There was also consumption of small, medium and large animal species such as fish, chicken and cattle for in food security in the community.
A agrobiodiversidade amazônica possui características peculiares que a diferenciam das demais regiões brasileiras, devido às formas específicas de conservação dos recursos naturais e devido à expressividade do saber ambiental amazônico, gerado e perpassado por centenas de gerações. Nesse sentido, o objetivo desta pesquisa foi caracterizar a agrobiodiversidade dos sistemas agroflorestais da comunidade São Francisco, localizada no município Careiro da Várzea, no estado do Amazonas através da identificação das principais espécies cultivadas nos sistemas agroflorestais, a descrição do manejo e conservação dos recursos vegetais pelas populações locais e a análise do valor de uso das espécies por meio da percepção dos agricultores familiares da flora local. Foi utilizada a metodologia de aplicação de formulários e entrevista semiestrutura como subsidio na busca de dados. O estudo teve como modelagem a análise qualitativa onde as espécies vegetais encontradas foram categorizadas pelo valor de uso: alimentar, medicinal, aromática, condimentar, artesanal, madeireiro e outros (venda). Participaram da pesquisa 50 agricultores familiares. Os dados coletados foram analisados quantitativamente. As coordenadas geográficas dos pontos obtidos da área de estudo foram georreferenciados por meio de GPS (Global Position System) modelo Garmin Etrex 10 e processados no Programa Quantun Gis. A análise estatística foi referenciada pelo valor de uso das espécies vegetais e o valor de importância da biodiversidade, e também, se avaliou a dominância e diversidade das espécies por meio do índice de Simpson. Foram identificadas 41 espécies vegetais, distribuídas em 24 famílias, onde se destacaram as espécies hortícolas representando a maior atividade produtiva, com cerca de 70%, seguido das espécies medicinais e frutíferas. No manejo dos recursos vegetais foi observado nos agricultores familiares utilização de técnicas de capina, amontoa e o desbaste nas áreas de produção. A conservação das espécies vegetais foi realizada através do armazenamento das sementes e partes vegetativas das plantas que serão cultivadas para o próximo ano no período de seca. E no período de cheia os cultivos são realizados com a técnica de canteiros suspensos, mantendo a espécie vegetal na comunidade. Também houve o consumo de espécies animais de pequeno, médio e grande porte como peixe, frango e gado para a segurança alimentar na comunidade.