Higher Education Commons^™

What Have We Learned From Process Models Of Conversion? An Examination Of Ten Case Studies, David Rudy

Faculty Research at Morehead State University

Many attempts to understand the conversion process have been guided by Lofland and Stark's (1965) "process-mode." We examine ten case studies of the conversion process in diverse groups in order to specify the conditions under which the Lofland-Stark model applies. Several components of the model are rejected for conceptual reasons. Other components are to be found in some types of groups but not in others. Only "formation of affective bonds with group members" and "intensive interaction with group members" seem to be indispensable prerequisites for conversion. Thus, any group which is to successfully convert people must be structured so as …

Appalachian Kentucky's Economy During The Mid 70'S And Early 80'S, Douglas Dotterweich

Faculty Research at Morehead State University

The 49 Appalachian counties of Kentucky have undergone significant economic changes in recent years. This research examines recent economic performance of both Appalachian Kentucky as a whole and its component area development districts. Topics covered include: population, employment, income, retail sales, and education.

Geologic Structure And Mine Roof Falls In Selected Coal Beds Within Appalachia, David Hylbert

Faculty Research at Morehead State University

This study investigated stratigraphic and structural causes of roof falls in room-and-pillar drift coal mines in nine mines in eastern Kentucky and the Dunkard Basin of West Virginia and Pennsylvania.

Perceptions Of Northwest Vocational Agriculture Instructors Regarding Knowledge Of Microcomputers And Value Of Proposed Microcomputer Programs In Agriculture, James A. Church, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Church, 1982) was to identify microcomputer topics that might be of value as part of the instructional programs of secondary vocational agriculture in Idaho, Washington, and Oregon. The specific objectives were to:

1. Determine the knowledge possessed by Northwest vocational agriculture instructors regarding microcomputer usage and capability.
2. Determine the need for inservice training in microcomputer usage for Northwest vocational agriculture instructors.
3. Determine which microcomputer systems were most readily available to Northwest vocational agriculture instructors.
4. Analyze the value placed by Northwest vocational agriculture instructors on selected microcomputer topics for use in the curriculum.

The Importance Of Selected Activities Affecting The Role Of Vocational Agriculture Instructors As Perceived By Vocational Agriculture Instructors, Principals, And Superintendents In Idaho, Michael G. Rush, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Rush, 1982) was to evaluate differences in how vocational agriculture instructors and their administrators viewed the importance of selected activities of vocational agriculture instructors. Views of principals and superintendents regarding the importance of the duties and responsibilities of the vocational agriculture instructor were also compared.

1. To identify the differences between vocational agriculture instructors and administrators in their perceptions of the importance of selected activities of vocational agriculture instructors.
2. To identify the amount of time vocational agriculture instructors and administrators believe the vocational agriculture teacher should spend carrying out responsibilities of the job.
3. To identify …

Perceptions Of Northwest Vocational Agriculture Instructors Regarding Knowledge Of Microcomputers And Value Of Proposed Micrcomputer Programs In Agriculture, James A. Church, Richard M. Foster

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

The primary purpose of this study (Church, 1982) was to identify microcomputer topics that might be of value as part of the instructional programs of secondary vocational agriculture in Idaho, Washington, and Oregon. The specific objectives were to:

1. Determine the knowledge possessed by Northwest vocational agriculture instructors regarding microcomputer usage and capability.
2. Determine the need for inservice training in microcomputer usage for Northwest vocational agriculture instructors
3. Determine which microcomputer systems were most readily available to Northwest vocational agriculture instructors.

4. Analyze the value placed by Northwest vocational agriculture instructors on selected microcomputer topics for use in the curriculum.

A Comparison Of The Attitudes Of School Superintendents, Agriculture Teachers, Advisory Council Chairpersons, Vocational Agricultural Graduates, And Their Employers, Of The Nebraska Vocational Agriculture Core Curriculum, Roy D. Dillon

Department of Agricultural Leadership, Education, and Communication: Faculty Publications

During the academic year 1976–1977, a new Vocational Agriculture Core curriculum was implemented in Nebraska (Nebraska, 1977). This new curriculum, patterned from the Oklahoma Vocational Agriculture Core Curriculum, was prepared at the University of Nebraska during the summer of 1976 (Oklahoma, 1974). During the 1976–1977 academic ·year, the Core Curriculum was implemented through district workshops for vocational agriculture teachers.