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The use of cooperative organizations in vocational agriculture training in VirginiaMcGhee, Samuel B. January 1947 (has links)
Increased interest and growth in cooperative activities is indicated in vocational agricultural instruction by the fact that thirty-seven percent of the cooperative participating classes, as reported in the questionnaire replies, started their cooperatives during the forties. Additional need and interest was further indicated in that thirty percent of the reporting schools expressed intention of sponsoring new or additional cooperative services in the near future.
Furthermore, since eighty-four percent of the reporting agricultural teachers expressed a desire of having cooperative material presented during their summer short course, a positive interest and growth trend is shown. This indicates either a growing cooperative interest at present or an expected growth when our production catches up with demand and prices drop. It further indicates that cooperative interest is starting at the bottom with the future farmers, farmers, and agriculture teachers. This is believed to be the successful starting point.
It is concluded that the need for additional organized services in the school communities is abundant as was indicated by eighty-two percent of the reporting teachers. Also that it is possible for cooperatives to supply a large percentage of these needed organized services according to the belief of ninety out of 103 teachers who answered this question. After studying the problems mentioned in summary statement number 32, the writer concurs with the belief of the agriculture teachers in that it is possible for cooperatives to supply a large portion of the needed organized services in agricultural school communities. / M.S.
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The construction of individual instruction or job sheets in farm mechanics for the use of students and teachers in vocational education in agriculture in VirginiaScott, Joseph Kyle January 1940 (has links)
M.S.
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A study of the occupational status of former students of vocational agriculture in VirginiaMcCann, W. Harrison January 1942 (has links)
M.S.
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Parents' aspirations for their children's education and vocations as measured by a sample of Virginia familiesFarrier, Shirley Copenhaver 09 November 2012 (has links)
This investigation is a study of educational and vocational goals of a selected sample of rural youth; relationship of the parents' goals for their children to the childrens' goals; and a study of the relationships of sex, farm residence, membership in certain youth organizations, and level of living to these goals.
Subjects were 49 ninth and tenth grade boys and girls and their parents, living in the Appalachian region of Virginia. The sample of families were chosen by criteria for selection of youths rather than parents. According to student classification types 24 were boys, 25 were girls; 26 were members of the 4-H Club, Future Farmers or Future Homemakers of America; 19 were classes in the high, 21 in the middle, and 9 in the low level of living groups; and 20 lived on farms.
Schedules relating to vocational and educational goals were administered to the students and their parents. Parents were asked to complete the questionnaire as they hoped their ninth or tenth grade child would answer.
Results of the data collected revealed that plans for a college education were higher for girls, for non-farm, non-membership, and higher level of living youths. Most students had not decided what to study in college; and home economics and agriculture ranked low in popularity for high school and college. Educational and vocational goals of the youths were lower than their parents' goals for them, and there was often conflict between goals of parents and children. / Master of Science
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Virginia Agribusiness Council members' perceptions of basic skills for high school graduatesPerry, Jeffrey Allen 22 October 2009 (has links)
A survey of the Virginia Agribusiness Council members was conducted to identify the basic and technical skills that are important for high school graduates to develop prior to seeking entry-level employment in the agricultural industry. Available entry-level positions were categorized and the mean years of experience at each position identified.
Skills were ranked in order of decreasing importance based on mean scores of the survey respondents. Overall, basic skills ranked higher than technical skills. The top five skills in order of importance were: a positive work attitude, self-motivation, the ability to follow directions, safe equipment operation, and working without supervision. Data were analyzed by firm category as utilized by the Virginia Agribusiness Council. Contrary to the skill ranking of the other firm categories, the producer category ranked the ability to follow directions as the most important skill.
The entry-level positions identified could be classified into the following categories: management, laborer, skilled operator, sales, and clerk/office employee. The most frequent entry-level jobs identified were in the laborer and management training classifications. The mean years of work experience for all positions, across all categories, was seven years.
Basic and technical skills are both essential elements for high school graduates seeking entry-level employment in agriculture. Neither area should be emphasized over the other in preparation for work at the high school level. A firm foundation of basic and technical skills needed in the agricultural industry is recommended for students’ successful transition from school to work. / Master of Science
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A study of factors influencing participation in the program of vocational agriculture as the basis of developing an adult farmer program in the Haysi area of Dickenson CountyMullins, Erdman 07 November 2012 (has links)
In this study eighty farmers were interviewed. As far as the writer was able to determine, this number represented over fifty per cent of the farmers who received one-half or more of their income from the farm as cash or family food. If the number interviewed may be considered to constitute a valid study, several conclusions are formulated. / Master of Science
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Financial returns to human capital development: a case study of former students of agriculture at Virginia TechAlmero, Maria Cristina P. 22 June 2010 (has links)
The objective of this thesis was to identify and measure the effect of factors that influenced income earnings of former agricultural students. Data were obtained from a questionnaire mailed to former Virginia Tech students, all of whom were enrolled in the College of Agriculture and Life Sciences during 1977. An analysis of the 243 respondents was conducted with emphasis on educational profiles, labor market entry and participation, and personal characteristics. Models based on human capital and labor market principles were developed to explain differences in individual incomes.
Earned income models were estimated for the first job after leaving college, for the job held in 1985, and for the 1985 job in a lagged formulation. Analysis of covariance was used to estimate the empirical models. Model results for the first job starting income indicated positive returns to education and the provision of profit sharing benefits. Significantly higher starting incomes were also found for males and for those who considered pay as important or very important. In contrast, the year of job entry exhibited an inverse relationship with starting income. No significant differences in first job income were found for college major, type of placement services used, state location of the job, nature of the job (whether agricultural or not), and provision of housing benefits.
Model results for the 1985 income, as in the starting income model, indicated positive returns to the provision of profit sharing benefits. Significantly higher incomes were also associated with married respondents, urban residents, and those who ranked oral communication skills as much needed or essential. In contrast, lower incomes were associated with those who ranked a technical skill to be much needed or essential and with those who held more previous jobs. Insignificant variables in the 1985 income model included level of education, college major, state location of the job, nature of the job, personal assessment of the importance of pay, provision of housing benefits, ranking of the need for knowledge of agricultural policy, and gender.
Results for the lagged formulation of the 1985 income model were similar to results for the 1985 income model. In addition, prior income was found to be a positive and significant determinant of 1985 incomes. Implications for academic support areas, curricula, and students were presented and discussed / Master of Science
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An analysis of the responsibilities of the district supervisor in the field of vocational education in agriculture, 1946-1947Lewis, Marsh Martin January 1947 (has links)
M.S.
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The effects of vocational agricultural instruction on the selection of occupations by high school studentsKay, Ashby Weldon January 1926 (has links)
no abstract provided by author / Master of Science
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A follow-up study of graduates receiving the Bachelor of Science degree in Agricultural Education from Virginia Polytechnic Institute, 1959- 1969Michael, LeRoy Arnold January 1970 (has links)
Problem
The problem for this study was to determine the occupations entered by graduates of the agricultural education department at Virginia Polytechnic Institute from 1959-1969, their advancements, and the effectiveness of their training.
Purposes
The specific purposes of the study were to determine: the employment record of the graduates, their mobility, the effectiveness of their training, their financial advancement, their educational advancement, and certain of their other achievements.
Method
The study was based on data secured by mailing a questionnaire to the 245 graduates. The questionnaire was completed and returned by 179 (73.l percent) of the graduates.
Findings
There were 134 (74.9 percent) of the reporting graduates who began employment in the agricultural education field. In 1970 there were 96 (53.6 percent) of the reporting graduates who were still employed in the agricultural education field. The 104 (58.l percent) of the graduates who reported that they had changed occupations listed 39 reasons for changing occupations.
The graduates reported a need for more courses in business and management. The graduates also reported a need for more training in the specialized areas of the agricultural education curriculum. The average beginning salary for the reporting graduates was $5,650.00. The average 1970 salary was $9,439.00. There were 41 (22.9 percent) of the graduates who held advanced degrees beyond the Bachelor of Science degree. There were 110 (61.5 percent) of the graduates who reported special achievements. / Master of Science
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