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.

No description available.

No description available.

No description available.

Early identification of children with reading problems is a vital element of academic success at all grade levels. Thus, it is crucial that educators select and implement efficient reading assessments and procedures. The purpose of this study was to investigate third grade archival data of students over a 2-year period at one school to determine if a relationship existed between the DIBELS 3rd grade oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test. Archival data from 80 third grade African American students who were assessed with all three assessments was used to conduct this study. Pearson and Spearman statistical tests were performed on the data to examine the relationship between DIBELS (oral reading fluency) and the reading section of the Stanford Achievement Test and the reading section of the Alabama Reading and Math Test. The results indicated a relationship existed between DIBELS oral reading fluency scores and the reading scores on Stanford Achievement Test and the reading scores on the Alabama Reading and Math Test during the 2009-2010 school years.

No description available.

This study tested two key assumptions in developing regional biocriteria: (1) the accuracy of the ecoregion classification framework and (2) the accuracy of standardized qualitative sampling. Except for the Central Appalachians ecoregion, there was little or no correspondence of benthic macroinvertebrate distribution with the ecoregions or subregions of western Virginia. I found that it was more accurate to rearrange the subregions into three larger regions called bioregions: the forested hills and mountains (subregion 69a), valleys and plateaus (subregions 66c, 67a, and 67b), and the mountains (subregions 66a, 66b, 67c, and 67d). As an alternative to the ecoregion classification scheme, I classified my reference sites in biotic groups and then assessed the effect of several environmental variables on discriminating between the groups. There was a 69.8% correct classification rate using 14 environmental variables. Stepwise multiple discriminant analysis and graphical analysis showed that sampling date, slope, pH, habitat assessment score and distance to source were the best predictors of community structure. These environmental variables correctly classified 52.8% of the reference sites. These classification rates are comparable to rates published in similar studies. My study demonstrated that aggregations of subregions into bioregions and a biotic approach are more accurate classification schemes than ecoregions or subregions for biocriteria based on benthic macroinvertebrates. A second study evaluated the accuracy of a standardized qualitative sampling approach, commonly used in rapid bioassessments, in assessing the biological condition of lotic systems. I compared a typical standardized qualitative sampling method with subsampling with a typical quantitative sampling method on a stream with varying degrees of impairment. Although some metrics did respond to differences in sample abundance, overall the two methods made similar estimates of community composition. The two sampling methods made the same assessment an average 89% of the time using multimetric index developed for the Mid-Atlantic Region. I found no pattern showing one method was more accurate in making assessments of biological condition than the other. Given the greater time and costs associated with quantitative sampling methods, I conclude that standardized qualitative methods, are preferable for rapid bioassessment approaches to environmental assessment. / Ph. D.

With increased use of pallets constructed utilizing structural panel decks, there is a need for a standardized, reliability-based design system, PDS-PANEL, to assist in the design and manufacture of panel-deck pallets. The primary objective of this research was to develop finite element models which predict the static bending behavior of pallets with at least one panel deck. stringer and block pallets were modeled using plate elements to simulate deck behavior and were validated by comparing predicted deflections to experimentally measured deflections. Differences were considerably less than the allowable 15 percent for both stringer and block models. Sensitivity studies conducted with these models provided a rational basis to simplify models for use in the existing PDS-PANEL program developed at Virginia Polytechnic Institute & State University. Simplified models were required to have solution times of less than 2 minutes on a 286 type or more powerful personal computer (PC). / Ph. D.

The methods used to train actors can be modified to train standardized patients to simulate patient encounters with medical students. With some background in standardized patients and simulation, a member of Theatre Department can start a standardized patient program at their own institution. This is based on the pilot year of the VCU Standardized Patient Program which began in June, 2011.

Empathetic communication enhances the nurse-patient relationship and improves patient outcomes and needs to be taught and evaluated during simulated clinical experiences. Experience in healthcare education has shown students' empathy levels decrease over time. The purpose of this quasi-experimental pretest posttest, study was to compare nursing students' empathy levels, self-confidence, and satisfaction with simulation between the use of the high-fidelity manikin simulator (HFMS) and a standardized patient (SP) used during their simulated clinical experience. Kolb's experiential learning theory was used to guide the study through the four phases specific to simulation and learning. Convenience sampling was used to recruit 135 nursing students in the pre-simulation survey; 123 participants completed the post-simulation survey with 64 in the control group (HFMS) and 59 in the experimental group (SP). Data were analyzed using an independent t-test to determine if there were any mean differences between the HFMS and SP groups in terms of empathy, satisfaction, and self-confidence. Empathy was measured using the Jefferson Scale of Empathy-Health Professions Student and the NLN's Satisfaction and Self-Confidence Scales. Results revealed there were no significant difference in students' empathy levels, self-confidence, and satisfaction. Positive social change through prioritizing nursing students' empathetic communication in patient care may be enhanced in the simulated clinical environment with various approaches. Recommendations for future research are to determine what interventions best develop nursing students' empathy, satisfaction, and self-confidence in patient care .