Computers are an ever changing facet of everyday life; almost all businesses, including schools, are dependent on technology, from research to information delivery. With the rapid advances in computer technology made every year combined with the increasing availability of computers to students, it is important to continually investigate how secondary agriscience teachers' and students' use and view computer technology, both personally and educationally, in order to effectively utilize this advancing educational tool for the benefit of both groups. The purpose of this study was to describe agriscience teachers' and students use, attitude toward, knowledge and perceptions of computers and technology tools in order to better understand how secondary agriscience teachers use computers in their instruction and how agriscience students use computers for school and social purposes. This study explored both teacher and student opinions about school assignments that require computer use and how often both groups utilize the computer for work and entertainment.

This descriptive survey research aimed to describe what agriculture educators found to be the most effective recruitment topics in urban programs in Arizona, as well as describe demographic data to provide educators with a baseline of information to evaluate their recruitment efforts. All urban agriculture teachers were given a web-based questionnaire and instructed to select the topics used during recruitment activities, then rank their effectiveness using a five-point Likert scale. Results indicate that a wide range of topics are utilized during recruitment and that McClelland's Acquired Needs serves as a strong framework for recruitment with all topics being ranked at moderately effective or higher. Achievement is perceived as more effective than power or affiliation. It is recommended that agriculture educators continue to use topics under all three needs, but be sure to emphasize achievement based topics.

The purpose of this study was to determine if secondary agricultural education courses provide students with more experiential learning opportunities than other science-based courses in the high school curriculum. An ex post facto research design was employed for the study. A researcher created instrument was distributed to a sample of Alabama agriscience teachers (23), science teachers (35), and agriscience students (909). Based on the responses of 8 agriscience teachers, 12 science teachers, and 103 students, there was a statistically significant difference in the percentage of class time students spent participating in experiential learning activities. Teachers and students indicated that agriscience classes allowed students to spend a greater percentage of class time participating in service learning projects, and a lesser percentage of class time participating in teacher-centered activities and standardized test preparation and completion. Teachers and students also indicated that agriscience classes presented more opportunities for participation in service learning projects.

The purpose of this descriptive study was to analyze the LifeKnowledge® skills development within North Carolina agriscience education programs as viewed by veteran agriscience teachers, agriscience education students, and students' employers. The survey population consisted of 54 veteran agriscience education teachers, of whom 49 (91%) responded. One hundred sixty-two agriscience education students, of whom 115 (71%) responded and 162 employers, of whom 95 (59%) responded. Seventy-four LifeKnowledge® skills items and the 16 LifeKnowledge® precepts were evaluated by teachers to determine how often they provided instruction and experiences related to the development of employability skills development for students. The same 74 items and 16 precepts were evaluated by students to determine the extent to which they thought participating in their agriscience education programs and FFA increased their employability and personal skills development. Employers were asked to evaluate how often they witnessed agriscience education students exhibit the LifeKnowledge® 74 items and 16 precepts within the workplace. The major findings for this study included that teachers, students, and employers were generally consistent, with a few exceptions, in their perceptions of the development and demonstration of the LifeKnowledge® skills and abilities. Statistically significant differences were found among the three groups on select LifeKnowledge® skills items and precepts. A majority of teachers reported that they regularly or often provided students instruction and experiences related to the LifeKnowledge® skills. Students reported that regularly or often their participation in their local agriscience education programs and FFA had increased their employability and personal skills development. The employers reported that often, with a few regular observations, they witnessed students exhibiting the LifeKnowledge® skills within the workplace. One of the major recommendations for this study is that LifeKnowledge® lessons be implemented for pre-service and in-service teachers and findings shared with the National FFA Organization. Another suggestion is that an employability skills curriculum should be developed for use across all career and technical education programs and core courses to develop students' employability skills in response to business and industry demands. Finally, research should be conducted to determine how 4-H, career and technical student organizations, and other youth groups develop LifeKnowledge® skills. / Ph. D.

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The purpose of this study was to determine the attitudes of administrators, counselors, agriscience teachers, and students towards the high school agriscience programs in Mississippi. It was also to determine the average scores of students on a criterion-based exam, and to determine if there was a correlation between the attitude scales of the agriscience teachers, counselors, administrators, students, and the student scores on the exam. The study used a descriptive survey and a descriptive-correlational design. Three different surveys were sent out to 356 agriscience teachers, counselors, and administrators at schools with either a Concepts of Agriscience Technology course or an Introduction to Agriscience course. Superintendents were asked for their permission, and subsequently, 14 teachers agreed to let their students be surveyed and tested on a criterion-based exam created by the Research and Curriculum Unit. The surveys asked the teachers, counselors, and administrators about their attitudes towards the two agriscience programs using four scales: science integration into the agricultural curriculum, the agricultural industry and agriscience courses in general, standardized testing in agricultural programs, and science credit for completion of agriscience courses. The students were surveyed about their attitudes towards agriscience programs in general. Based on 201 usable surveys from the agriscience teachers, counselors, and administrators, and 156 student surveys and test scores, data were analyzed by descriptive statistics and Pearson Product Moment correlations. It was determined that there were statistically significant correlations between the attitude scales of the teachers, counselors, and administrators. There was only one statistically significant correlation to the student test scores and that was the administrator attitude scale about science integration. This relationship was determined to be of a moderate negative relationship based on Davis’ (1971) conventions.

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Master of Agribusiness / Department of Agricultural Economics / Arlo Biere / The investors I am representing would like to know if they can be successful in the seed industry. They have certain skills and abilities along with industry experience that provides them with certain advantages that would allow them to succeed in the industry. The thesis or study will provide them with a detailed study of the possibilities and the challenges that are before them. To gain insight into positioning a firm in the industry, one must find a tool to help us to discover the answers to the question. I will use "Strategic Visioning in Cascade", this model outlines area of interest such as; a strategic overview, a value proposition, a market analysis, a functional analysis, financial projection and exit strategy in its total. The focus of the study will provide insight into the value proposition and market analysis. The value proposition will follow Michael Porter's Competitive Strategy analogy of cost leadership, differentiation and focus strategies. The market analysis will follow Thompson and Strickland's seven questions that lead to understanding of the selected industry.

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