The purpose of this study was to determine the current status of middle schools in Virginia. A questionnaire, validated by a panel of middle school authorities, was mailed to 110 principals of all public school organizations labeled as "middle" or "intermediate" which had at least three grade levels, including grades 6 and 7, but not grades 4 and 9. The response rate for this study was 78 schools (71 percent). Data gathered from the surveys and subsequent telephone interviews were considered representative of middle schools in Virginia. Data were described and reported through the use of frequencies and percentages. The middle school in Virginia is a recent phenomenon which has gained rapidly in popularity and numbers. According to the responses, over 75 percent of the schools have been organized since 1974. The predominant grade organizational pattern at the time of the study was 6-7-8 (80 percent). Reasons reported most frequently by principals for establishing middle schools were to provide a program specifically designed for children in this age group, to bridge better the elementary and high schools, and to try out various innovations or employ new curricula. Eliminating crowded conditions, aiding desegregation, and utilizing a staff who desire to be in a middle school were perceived less frequently as reasons for change. The disciplinary non-team approach or departmentalization was the most popular instructional organization. Only 37 schools had interdisciplinary team planning; and 40 schools had a common team planning period. Flexible and modular scheduling were used infrequently. Middle schools offered a variety of programs including guidance, career education, reading, volunteer, and orientation; however, teacher-advisor and special interest or mini-course programs were found in only 27 and 36 schools, respectively. The majority of teachers had no special training or certification in middle school education; only 27 percent had middle school certification. Larger percentages of teachers had either elementary certification (37 percent) or secondary school and/or subject area endorsements (37 percent). In-service programs were used frequently to prepare teachers. According to the opinions of middle school principals, parent contacts, faculty morale, pupil attendance, and school spirit increased after reorganization to middle schools. Discipline referrals and teacher turnover decreased after reorganization to middle schools. / Ed. D.

Historically, the organophosphate insecticide chlorpyrifos was used to protect peanuts (Arachis hypogaea L.) from soil-dwelling insect pests. In 2022, its registration was canceled by the Environmental Protection Agency (EPA) for all food crops. The southern corn rootworm, Diabrotica undecimpunctata howardi Barber (Coleoptera: Chrysomelidae) (SCR), was the major pest of developing peanut previously managed by chlorpyrifos and there are no known alternative insecticides for its control. The SCR larvae can cause economic damage by feeding on developing pods and pegs. Field condition is an important factor in SCR survival as the larvae rely on soil moisture to survive, and larvae cannot feed on fully developed pods. The dependency of SCR on soil moisture and host availability allows for cultural modifications (e.g., planting date, judicious irrigation practices, selecting fields based on soil characteristics) to reduce losses to this pest. Alternatively, or in addition to these strategies, identifying varieties with resistance to SCR can provide growers with non-chemical methods to mitigate losses. Therefore, this project was developed to identify sources of resistance in commercial cultivars and advanced breeding lines of Virginia type peanuts to SCR and examine whether early digging can reduce SCR injury. Implementing an effective integrated pest management (IPM) plan relies on a clear understanding of the pest life cycle in relation to the susceptible stage of the crop. We also evaluated SCR phenology in relation to peanut development. Replicated field trials were used to screen cultivars and investigate the effect, if any, of early digging in reducing pod injury. We monitored SCR adult populations over time using sticky traps. Our research will help manage a problematic pest in this region with limited, or no, reliance on insecticides. / Master of Science in Life Sciences / In 2022, the Environmental Protection Agency effectively banned the use of chlorpyrifos insecticide for food crops by revoking all food tolerances that had previously been set. In Virginia peanut, farmers were left with no alternatives to control subterranean insects that feed on the marketable portion of the crop, the pod. Virginia peanuts are grown in eight counties along the southern border of Virginia (Peanut Facts - Virginia-Carolina Peanut Promotions (aboutpeanuts.com)) and in 22 eastern North Carolina counties. My project focuses on the pod injuring of the southern corn rootworm (SCR), which were historically controlled by chlorpyrifos. Chlorpyrifos was applied at pegging as a granular product to protect peanut through the late-summer portion of the growing season. Larvae of SCR require moisture, usually in the form of moisture held in soil, to stay alive, and heavier soils and irrigated fields in our region are at higher risk for SCR. Injury is not seen until peanuts are dug for harvest. Host plant resistance would be a desirable non-chemical control alternative. In the following experiments, we evaluated cultivars and advanced breeding lines for SCR resistance, and adult populations were tracked to determine if infestation timing has changed since last documented in the growing season. Our goal is to provide peanut farmers with sustainable methods to manage a problematic below ground pest.

The study's purpose was to determine the job satisfaction level of Virginia Soil and Water Conservation District (SWCD) employees during fiscal year 2007-2008. Employee characteristics were identified; three measures of job satisfaction were attained (intrinsic, extrinsic, general satisfaction); and satisfaction levels on 12 specific job aspects were determined. The relationship between job satisfaction and four independent variables (age, gender, education level, primary job responsibility) was assessed. The instrument consisted of an employee characteristics survey, the Minnesota Satisfaction Questionnaire (MSQ) 1977 Short-Form, derived from the MSQ 1967 Long-Form (Weiss, Dawis, England, & Lofquist, 1967), and a modified 2002 Virginia Association of Soil and Water Conservation Districts (VASWCD) survey. Descriptive research statistics were utilized. A total of 185 employees participated, which was an 80% response rate. The majority of employees were characterized as: non-Hispanic, white, female, average age 41 years, married with no children 18 and under living in the home, bachelor's degree, average tenure of 6.52 years, full-time, permanent position, average hourly wage of $14.45 and annual salary of $36,373.54, primary job responsibility "technical." The MSQ found respondents generally and intrinsically satisfied. Greater satisfaction was expressed for variety and social services. Overall respondents were undecided about extrinsic job aspects. Advancement was an area of dissatisfaction. The modified VASWCD survey found respondents satisfied overall. Respondents were "very satisfied" with work schedule, type of work, and board relationships. Employees were less satisfied with health insurance benefits, new employee orientation, and compensation. They were "dissatisfied" with career advancement opportunities and life insurance. Differences in total intrinsic, extrinsic, and general job satisfaction, as measured by the MSQ, based on the independent variables were determined. A one-way ANOVA and Tukey's post-hoc test were utilized. Since the population of this study violated Levene's Test of Homogeneity, the ANOVA could not be performed for age and intrinsic and general job satisfaction. The ANOVA was performed for all other variables. There was not a significant difference in extrinsic satisfaction among respondents of the various age groups. There were no significant differences in intrinsic, extrinsic, or general job satisfaction for the variables of gender, education level, or primary job responsibility. / Ph. D.

The 35,882 former offenders released by Virginia's Department of Corrections during the period of July 1, 1998, through June 30, 2002, are profiled using data provided by Virginia's Department of Corrections and Department of Correctional Education as well as the Virginia Employment Commission. Demographic characteristics of recidivating and non-recidivating former offenders released during this period, with sub-groupings to include gender, race, age, employment status, earnings, employment stability, and educational completion, as defined in the operational definitions of the study, are detailed, and the researcher's observations are noted. / Ph. D.

Over the past several years, many state Cooperative Extension Services have taken inventory of their engagement with international issues, including barriers (real and perceived) to active participation in globalizing programs as well as staff needs for effective communication with diverse audiences. While Virginia Cooperative Extension (VCE) has actively involved 4-H youth in international exchange programs, they have not engaged in a coherent and proactive effort to globalize all program areas. The study purpose was to assess attitudes of VCE faculty toward globalizing their programming efforts. Also examined were information related to VCE faculty's current involvement in globally-focused activities and barriers to globalizing programming efforts. The survey instrument combined various sections of two surveys developed and employed by Barbara Ludwig in studies on Ohio Cooperative Extension. The web-based survey included four sections: 1) Employee Profile, 2) Involvement in International Activities, 3) Perception towards Global Issues, and 4) Perceived Barriers to Globalizing Extension Programs. The target audience included all VCE faculty members (N = 332). Two hundred six faculty members completed the on-line survey. This represents a return rate of 62%. Data revealed that 92% of the respondents were involved in international efforts within the past five years. On a scale of one to four, with four representing the highest level of engagement, campus administrators (mean = 2.66) and specialists (mean = 2.13) were the most involved in international programming effort; the least involved were the district directors (mean = 1.21). "Exchanged ideas with colleagues from other countries" and "hosted an international visitor" were the top two activities performed by faculty. Data also revealed an attitude mean score of 2.9 on a scale from one to four, with four being the most positive. Campus administrators (mean = 3) were the most positive of the four position categories; agents were the least positive (mean = 2.86). Furthermore, the top two barriers to globalizing VCE programs, as identified by respondents, were "lack of financial support" and "not a programming priority". Respondents also selected "Lack of time" as a major barrier. / Ph. D.

All states and the District of Columbia have embraced academic standards as a primary means for improving public education (Manzo, 2001). Virginia implemented the Standards of Learning assessments in 1998. These assessments are based on a set of standards set forth by the Virginia Board of Education, and as of 2004, these assessments played a role in determining whether students received a high school diploma and whether a school received accreditation. The purpose of this study was to review the efforts of one Virginia school system to develop and sustain its capacity to improve student achievement in response to increased accountability. Bronfenbrenner's (1979) ecological system framework provided a lens through which to study building capacity and improving a school system, a school, and individual classrooms. This multi-level perspective provided a means to study various aspects of school improvement in response to federal, state, and local policies. This researcher utilized qualitative research methods to investigate a school division that has been successful in building and sustaining capacity to improve its schools. The findings are presented in six major themes that describe how this system built and sustained the capacity to achieve state accreditation. These themes are (a) aligning curriculum to the state standards, (b) providing professional development, (c) fostering relationships, (d) promoting the use of technology, (e) building on strengths, and (f) sharing leadership. The six themes were evident across every subsystem n this school division, from classroom, to schoolhouse, to central office in response to state and federal policies of accountability. / Ed. D.

Osteopathic Manipulative Therapy (OMT) is underutilized in addressing lung function and symptoms in asthma patients. The objective of this study was to determine if a single session of OMT can improve lung function and symptoms in patients suffering from asthma, and if patients can be taught a self-administered home OMT protocol to control their symptoms, in order to develop a protocol by which physicians can apply OMT to address lung disease in patients. This was a purposive randomized controlled quasi-experimental study which took place in family practice, pulmonology, and asthma specialist offices in southwest Virginia. The intervention was a ten-minute semi-individualized OMT protocol and a self administered home OMT education session. Variable baseline, within-subject study design was utilized, allowing each person to serve as his or her own control. Pre and posttest measurements included: participant spirometry FEV1, FVC, and PEF; thoracic excursion upper and lower rib cage motion; and a five-question rating scale to determine current asthma symptoms. A ten-minute OMT session included an individualized thoracic and rib screening and treatment, suboccipital release, diaphragm release, and thoracic pump. Comparison between pre- and post-OMT lung function and symptoms portrayed change. For the second part of the study, the participants were divided into two groups with group two receiving a ten-minute home OMT education session and a handout of the home OMT techniques. All participants returned two weeks later for a follow up lung function assessment. Statistically significant (p<.05) improvements after initial OMT were documented for 8 of 10 measurements. Only two spirometry values, FEV1 and PEF, did not significantly improve. The group who participated in the home OMT education session had statistically significant improvements in 3 of 10 measurements, including the upper and lower thoracic excursion measurements and the overall asthma symptoms rating. With a simple, easy to repeat, 10 minute semi-individualized OMT session, researchers demonstrated improved lung function and symptoms in this group of participants in Southwest Virginia. The addition of a home OMT education session was demonstrated to be at least partially beneficial. Future studies should expand on this pilot study with the researchers recommending using a larger patient population including patients with lower pre-treatment spirometry values in order to accurately monitor potential for change. / Ph. D.

The purpose of this study was to ascertain important information that was lacking about current school/business collaborative activities in the Commonwealth of Virginia and to compare those activities to the findings of a study conducted by Larkin C. Phillips of school/business collaborative activities during the 1990-91 school year. This study used the same survey questions that were used by Phillips and was designed to provide the following information: (a) Common characteristics of school divisions in Virginia that conducted collaborative activities during the 1998-99 school year as compared to the 1990-1991 school year,(b) The types of collaborative activities conducted in Virginia during the 1998-99 school years as compared to the 1990-1991 school year,(c) Current resources used to manage collaborative activities as compared to the 1990-91 school year, and(d) Types of businesses that participated in collaborative activities in 1998-99 as compared to the 1990-91 school year.A survey was sent to all superintendents of public school divisions in the Commonwealth of Virginia. Superintendents from 99 school divisions, 76 percent of the school divisions in Virginia, returned the survey. The responses indicated that 72 percent of the responding divisions conducted school/business collaborative activities during the 1998-99 school year. This was an eight percent decrease from the 1990-1991 school year. Of the school divisions reporting no collaborative activity in this study 89 percent were located in rural areas. In contrast, more than 90 percent of the school divisions in cities and suburbs indicated collaborative activity with businesses. Small school divisions and less wealthy school divisions were less likely to conduct collaborative activities than were larger and wealthier school divisions.The most conducted collaborative activities in the typical Virginia school division at all grade levels were: providing career awareness activities; providing special awards for pupils, teachers or the school; donating or loaning equipment or materials; and sponsoring tutoring programs for pupils. As compared to the Phillips study, there were large increases in businesses providing tutoring at the elementary and middle/junior high school levels. And at the high school level there was a 22 percent increase in partners providing internships for students.During the 1998-1999 school year in Virginia the management of collaborative activities was most often managed totally at each participating school. The person most likely to initiate collaborative activity with business was the building principal.The most likely type of businesses involved in collaborative activities with school divisions was service, civic, manufacturing and retail. The mining industry was least likely to be involved in collaborative activities. / Ed. D.

This study sought to determine Virginia Public School principals' knowledge of school law as it related to the type, length/quantity, and recency of law preparation they received. Other variables measured included how their level of knowledge was associated with their length of administrative experience and with their description of the school community in which they worked.An on-line survey instrument was designed to collect demographic and professional information and to test knowledge of court cases and federal and state statutes. Three hundred and twelve principals completed the survey, representing all grade levels and all regions in the State of Virginia. The principals' knowledge of school law was measured by a forty item true-false test that addressed four key areas of school law selected by a panel of experts: student issues, teacher/administrator issues, tort liability, and church/state relations.The data were analyzed using analysis of variance and post hoc tests. The findings of this study indicated a significant difference of the means, &#940; =.05, between the principals' knowledge of school law in the category of tort liability and the recency of legal preparation. Principals who received their legal preparation over 10 years ago scored significantly lower on the tort section of the test than those who received their legal preparation only 5-10 years ago. Findings also indicated that principals across all categories of school law displayed only a fair knowledge of school law, earning a mean score of 29.359 out of 40 or 73.3%. The principals' weakest area of school law was in the category of church/state relations. These findings would provide valuable information for the design of principal preparation programs. They would also encourage state educational policymakers and local school divisions to strengthen the professional development of principals on legal matters. / Ed. D.

Each year approximately 7,500 low-income Virginia families are enrolled in the Expanded Food and Nutrition Education Program (EFNEP), administered through the Virginia Cooperative Extension (VCE). Chronic disease and health conditions cost society an estimated $250 billion each year in medical charges and lost productivity. It has been assumed that the numerous diet and food-related changes made by EFNEP participants will lead to a reduction in the risk of chronic disease among homemakers, and perhaps, other family members. Thus, the improved diets and behaviors resulting from EFNEP participation may result in substantial future savings in healthcare costs among participants. This study explores the possibility of potential economic benefits for the Virginia EFNEP participants. In 1996, the Virginia Cooperative Extension was awarded a grant from the Cooperative State, Research, Education, and Extension Service, United States Department of Agriculture (CSREES, USDA) to conduct a cost-benefit study of EFNEP in Virginia. Though computation of the cost-benefit ratio for the Virginia adult EFNEP includes both direct and indirect benefits, this study addressed only the assessment of the direct tangible benefits based on the savings from economic costs of avoided diseases. Existing EFNEP data for the 1996 fiscal year was used to identify optimal nutritional behaviors that can delay or prevent the onset of certain chronic diseases and health conditions. The economic costs of diseases were identified from scientific literature and translated as potential benefits. The administration costs of EFNEP were also compiled. The total direct tangible benefit for the diseases and conditions identified was estimated to be $17,770,722. Along with the indirect tangible benefits ($321,462), the total tangible benefits for the Virginia EFNEP was calculated to be $18,092,184. The direct tangible costs associated with the Virginia EFNEP in 1996 was $1,922,204. The benefit-cost ratio for the Virginia EFNEP for the 1996 fiscal year for the subset of the population practicing the optimal nutritional behaviors is calculated at $9.41/$1.00 (a $9.41 return for every $1 invested in EFNEP in Virginia). Also, a benefit of $2.45 to $1.00 was calculated when only 25% of those participants practicing optimal nutritional behaviors were assumed retain these behaviors through life. For a program of the magnitude of EFNEP, these results are very gratifying. / Ph. D.