"Since FHA is now an integral part of each home economics class in Florida, the home economics teacher serves an important role by co-ordinating the FHA activities with the learnings of the subject being taught. It is the purpose of this research study to survey the attitudes and opinions home economics teachers have toward this new innovation in the program and to FHA in general. Ways in which teachers are integrating FHA into the total home economics program will also be identified"--Introduction. / "August, 1976." / Typescript. / "Submitted to the Department of Home Economics Education in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Violet Moore, Professor Directing Paper. / Includes bibliographical references (leaves 51-52).

Objectives: An important issue in the field of librarianship is what we will look like in the future. Prognosticators’ predictions range from doomsday to utopia. This poster seeks to identify what the perceptions of the future of libraries are from the published literature. The future of medical libraries in particular will be examined. Methods: This research will analyze the literature published in the field of library science. The literature will then be qualitatively analyzed to determine themes about the perceptions of the future of libraries and librarians. NVIVO qualitative analysis software will be utilized to analyze the data for themes and trends. Three coders will independently code the data. Results and Conclusions: A review of the literature paints a cautiously optimistic picture of the future of medical libraries and librarians. The general perception appears to be an ever increasing involvement in the community outside the walls of the medical library. With expanding collaborative technologies, medical librarians have both the challenges and opportunities to evolve to fill a great need in medical knowledge management and point-of care resources.

Part of this research focused on the predecessors of the FFA by outlining the history and purposes of agricultural organizations formed since the late 1700s. The past two centuries of American agricultural history is rich with efforts to educate and improve agricultural practices through organized groups of farmers and other rural leaders. Early in the development of agricultural societies, experimentation and successful practices were shared with others in the local organization and works were often published in journals or newspapers for educational and informational purposes. Regular meetings and fellowship were also a major focus of the early groups. The national organizations that formed later such as the Grange, included the fraternal, social, and educational aspects while maintaining a focus on the economics of farming. The boys’ and girls’ club movement provided opportunities for youth to meet, learn, and participate in agricultural competitions. The center of activities for youth organizations quickly shifted from community groups to agricultural education programs in the public schools. Clubs that formed within agricultural education programs in Virginia soon united to create the Future Farmers of Virginia. The FFV and FFA that followed initiated the use of certain symbols, colors, and ritual ceremonies that can be traced directly to the agricultural societies. This research identified many agricultural societies and youth clubs that had a profound influence on the development of the National FFA Organization. The major purpose of this study was to describe the establishment of the Future Farmers of American and to document the accomplishments of Virginia FFA members at the state and national levels. The objectives of the study were: To describe the historical events and circumstances that led to the establishment of the Future Farmers of Virginia and the Future Farmers of America, To document Virginia FFA history by recording achievements of members and chapters at the state level, To document the achievements of Virginia FFA members and chapters at the national level, and To provide a history of the Virginia FFA Association from 1925 to the present. The Virginia FFA Association is rich with historical information that ranges from the formation of the Future Farmers of Virginia in 1925, the forming of a national organization in 1928, and 75 years of accomplishments by Virginia FFA members. / Ph. D.

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This study focuses on at-risk students entering 9th grade in Cambridge, MA and ways to increase their connectedness and science learner identity. At-risk students were invited to participate in a research-based, summer intervention program called Rise Up for four weeks prior to entering 9th grade in the fall. Students were grouped into three categories, at-risk students who participated in the program, Rise Up Participants (RUPs), at-risk students who were Eligible Non-Participants (ENPs), and students who were not considered at-risk based on their 7th grade MCAS scores, Proficients. The study found the RUPs were performing lower on standardized tests compared to the ENPs prior to the intervention. Secondary measures of academic success such as attendance and behavior showed no significant difference. By the end of the first semester freshmen year, the RUPs were statistically the same as the ENPs in terms of grades. RUPs’ attendance and behavior records were found to fall in between the higher-achieving Proficients and the lower-level ENPs. Science grades for RUPs during the first semester were higher than the ENPs but any degree of higher achievement was diminished by the end of the year. RUPs demonstrated consistent to increasing degrees of academic connectedness from the summer through freshmen year. ENPs and Proficients showed decreased academic connectedness from the beginning to the end of freshmen year. One posited explanation for the RUPs steady connectedness scores may be adjusted expectations for freshmen year. This theme emerged from the focus group interviews with RUPs and ENPs in the fall and in the spring. All three groups, RUPs, ENPs, and Proficients, showed a strong correlation between academic connectedness and science learner identity. Similar to attendance and behaviors, RUPs started freshmen year demonstrating science learner identity in between the Proficients and the ENPs. RUPs with higher scores than ENPs diminished throughout the course of freshmen year. Other demographic variables were investigated. Science learner identity in the fall showed no significant difference based on race regardless of participation in the summer intervention. However, by the end of freshmen year, interest in science showed stratification between overrepresented and underrepresented populations. Grades showed a widening divide between Proficients and at-risk groups throughout freshmen. Possible causes and recommendations are discussed.

<p> International financial regulation has increasingly focused on 'risk-based' management over the last decade. In general, risk is a term embodied with the notion of an uncertain future and a belief that the use of rational and calculative practices can reveal, measure, and manage these potential futures. This dissertation argues that at the macro level financial governance is permeated with a tension between two overarching discourses of risk-risk as an economic necessity and risk as a danger or threat. These two macro-discourses influence and/or legitimize various courses of action in a general way that in some respects is similar to the role played by ideas in other approaches. However these macro-discourses do not only guide the regulatory actors involved. By drawing out the links between these discourses and the performative risk practices they constitute, this dissertation reveals how risk discourses operate in an ongoing way through the practical implementation of regulatory strategies, which implicitly or explicitly play one macro-discourse off the other. Moreover, the risk practices created, which include mundane, routine, and highly technical activities, work to construct the everyday performance offinancial governance and the identities of those actors included and excluded from the system.</p> <p> To examine this relationship, the dissertation looks at the international governance efforts of three financial areas: banking capital adequacy requirements, reinsurance and collective investment schemes. In the process, it reveals that the focus on risk in regulation creates some generalities across the realm of financial governance, but also that the micro-practices, identities and power produced in each arena are distinctive. It argues that by interrogating the macro-discursive constructions of risk and the practices and identities constituted through them, key tensions are revealed which, at least in part, explain the structure and goals of international financial regulation.</p> / Thesis / Doctor of Philosophy (PhD)

This dissertation takes up the question of the social function of philosophy. Popular accounts of the nature and value of philosophy reinforce long-standing perceptions that philosophy is useless or irrelevant to pressing societal problems. Yet, the increasingly neoliberal political-economic environment of higher education places a premium on mechanisms that link public funding for research to demonstrations of return on investment in the form of benefitting broader society. This institutional situation presents a philosophical problem warranting professional attention. This project offers a diagnosis of the problem and develops a way forward from it. Drawing from Foucauldian archaeological methods, my analysis focuses on the interplay of institutional structures and intellectual practices. Since the early 20th century, departments of philosophy on college and university campuses have been the center of gravity for professional philosophy in the US. Establishing this institutional ‘home' for philosophers drove the adoption of disciplinary practices, norms, and standards for inquiry. But the metaphilosophical assumptions underpinning disciplinarity have become problematic, I argue: they are poor guides for navigating the situation of higher education in the 21st century. Several movements within the profession of philosophy during the 1960s and 70s sought to reverse philosophers' general retreat from public affairs. Applied philosophy, environmental philosophy, and bioethics each offer a case study in attempts to address the problem of societal relevance. However, surveys of the journal literature in each field uncovered few reflections on whether or not individual projects, or the field as a whole, had any impact on the societal problems to which those philosophers turned their attention. This suggests a need for further thinking about implementation – how to institutionalize alternative practices of philosophy that do demonstrate societal relevance. By way of conclusion, I offer some of the necessary groundwork toward a philosophy of implementation, in the form of discussing significant questions and challenges confronting philosophers who aim for societal relevance both in principle and in practice.