VTechWorks Repository :: Browsing by Author "Moore, David M."

Browsing by Author "Moore, David M."

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2014 Virginia On-Farm Corn Test Plots
Balderson, T. Keith; Chappell, Glenn F.; Flanagan, Roy; Lawrence, Watson; Maxey, Laura Michele; Moore, David M.; Romelczyk, Stephanie; Slade, Glenn; Toulson, Landre; Thomason, Wade E. (Virginia Cooperative Extension, 2014-12-11)
These demonstration and replicated studies provide information that can be used by Virginia corn growers to make better management decisions on their farms. Refer to individual results for more details.
2015 Virginia OnFarm Soybean Test Plots
Balderson, T. Keith; Broaddus, Mike; Clarke, Taylor; Deitch, Ursula; Flanagan, Roy; Hopkins, Steve; Jones, Bruce; Jones, Trent; Lawrence, Watson; Long, Theresa; Moore, David M.; Norton, Nikki; O'Keefe, Christine; Reiter, J. Scott; Romelczyk, Stephanie; Siegle, Laura; Slade, Glenn; Tucker, Lindy; Holshouser, David L. (2016-01-25)
These demonstration and research plot results are a collaborative effort of Virginia Cooperative Extension (VCE) Agents and Specialists, area producers, and agribusiness. The purpose of this publication is to provide research based information to aid in the decision making process for soybean producers in Virginia. It provides an unbiased evaluation of varieties, management practices, and new technologies through on farm replicated research using producer equipment and time. These experiments enable producers to make better management decisions based on research and provide greater opportunities to improve yields and profits, which improves quality of life for them and their families.
Adapting Television Cultivation Theory Variables to determine the effects of P.E.TV on Middle School Viewers' attitudes toward Physical Activity
Roussell, John Mathieu (Virginia Tech, 1996-04-01)
Physical Education Television (P.E.TV) is a curriculum supplement package, consisting of a series of 10-12 minute long videos and a teachers' support manual, for use in physical education and health classes in middle and high school. The program has been distributed to over 13,000 schools across the United States. The creators of P.E.TV have stated that they intend the program to influence adolescents' attitudes toward physical activity, and to encourage wellness. Reports from a national survey of educators have shown that teachers believe that their students' attitudes are being affected by the program. This experimental study examined if that is the case for 7th graders in a rural Southwestern Virginia Junior High School. Four intact 7th grade physical education/health classes were selected for the study. The students were randomly assigned to the classes by school administrators. The classes were randomly assigned to treatment and control groups. The treatment group (two 7th grade classes) viewed 10 P.E.TV shows over a period of 9 weeks. The same teacher taught all four classes. All participating students filled out a questionnaire consisting of the "Weekly Activity Checklist" and a television cultivation exposure questionnaire, at the beginning of the 9 weeks to determine their activity levels and viewing habits before the experiment. Students were categorized into groups based on activity level, amount of television normally viewed, and predominant type of television show viewed to allow for attribute-treatment-interaction analyses. A post-test only design was used to find out if P.E.TV influenced the students' attitudes toward physical activity. The Children's Attitudes Toward Physical Activity scale was used to assess the students' attitudes. Three hypotheses were tested using a one-way Analysis of Variance and two hypotheses concerning attribute-treatment-interactions were tested using a two-way Analysis of Variance for each. Levels of significance were set at .05. The analyses indicated that there were no statistically significant differences in attitudes toward physical activity between treatment and control groups as well as no statistically significant differences within the treatment groups concerning attribute-treatment-interactions.
An analysis of the perceptions of institutional goal priorities of college-wide and campus administrators among the five multi-campus community colleges of the Virginia Community College System
Creager, Cheryl Wax (Virginia Tech, 1976-05-15)
The survey instrument was developed through a factor analysis based upon the original 42 VCCS Management by Objectives goals as identified and developed by the VCCS Task Force on Management by Objectives. The reliability was established through a test/retest within the Virginia Community College System which produced a correlation coefficient of .98 between the two administrations of the instrument. Face validity was established based upon the development of the Management by Objectives goals specifically for the Virginia Community College System institutions by the VCCS Task Force on Management by Objectives. The findings of this study indicated that no statistically significant difference existed for either of the eight null hypotheses tested utilizing the SAS REGR analysis of variance procedure. The program produced overall multivariate analyses of variance for all but one comparison. Univariate analyses of variance were concomitantly produced per goal statement for each comparison. Statistical tests of ‘significance were conducted utilizing the .01 level of significance. Based upon the results of the data analysis, it was concluded that goal consonance existed between and among college and campus administrative groups (college-wide/central office and campus administrators) of the five Virginia multi-campus community colleges.
The Assessment Agent System: Assessing Comprehensive Understanding Based on Concept Maps
Liu, Jianhua (Virginia Tech, 2010-09-10)
This dissertation explores the feasibility of employing software agent technology to support large-scale assessment. The research included the design, development, and evaluation of the Assessment Agent System for assessing comprehensive understanding based on concept maps. The system was designed by following an agent-oriented software design method. The Assessment Agent System is composed of five types of software agents: instructor agent, student agent, management agent, assessment agent, and reporting agent. Each of these agents was designed to possess different capabilities. Software agents in the system, through communication and cooperation, collectively provide the functionalities of user-system interaction, user management, task authoring and management, assessment delivery, task presentation, response collection, automatic assessing with feedback, and reporting. Through the process of design, development, and evaluation of the Assessment Agent System, this study demonstrates an approach that employs an agent-oriented software design method to produce sophisticated educational software applications. Furthermore, this study explored the concept map assessing method for the Assessment Agent System. When node terms and linking phrases are provided, assessing student concept maps can be automated by comparing student concept maps with assessment criteria, proposition by proposition. However, the usefulness of the proposition-comparing method depends heavily on the accuracy and thoroughness of the criterion propositions. Therefore, assessment criteria need to be continually refined and improved through examining student-created propositions.
An Assessment of the Status of the Diffusion and Adoption of Computer-Based Technology in Appalachian College Association Colleges and Universities
Carter, Carolyn Walsh (Virginia Tech, 1998-08-05)
This descriptive study examines the status of the diffusion and adoption of computer-based technology in the 33 Appalachian College Association schools and universities. The study was conducted in two phases. In Phase I a survey instrument was sent to six hundred randomly selected Appalachian College Association full-time faculty. This survey instrument was used to determine the frequency with which faculty use computer-based technology in the curriculum of the ACA liberal arts colleges and universities. The results of this survey were compared to those of the same survey administered to 59 full-time faculty at Milligan College. In Phase II, in-depth interviews were conducted with sixteen Milligan College faculty members to determine why computer-based technology is or is not being used, how often it is being used, and with what results. An analysis of the results of the study show that word processing software, e-mail, and WWW resources at school are the most frequently used computer-based technologies. Other technologies are occasionally used and, still others, rarely or never used. Faculty gave only anecdotal evidence that the use of computer-based technology in the classroom was effective, but they were able to describe instances where they felt computer-based technology was effective and instances where its use should be avoided. In addition, these interviews provided insight about faculty attitudes toward the use of computer-based technology in the teaching/learning process, support and resources that are available, faculty training and professional development preferences, and anticipated future uses of computer-based technology. The survey instrument and interview questions are included with the document.
Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction
Zaldivar, Marc Robert (Virginia Tech, 2008-10-28)
This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype of the environment was then developed. Two series of formative evaluations, one with a group of subject-matter experts (teachers, linguists, and instructional designers) and one with a group of students, were run against the instruction. Overall, it was found that a database-driven website employing user-defined variables to customize the instruction for each individual user was a useful way to achieve the goals of the study.
A Case Study of Adoption and Diffusion of an Existing Asynchronous Distance Learning Program
Schauer-Crabb, Cheryl Anne (Virginia Tech, 2002-04-11)
This case study examines an asynchronous distance learning program to identify characteristics critical to the diffusion and adoption process necessary for effective implementation. These attributes extrapolated from the review of literature and case study examination are both insightful and timely, since many educational institutions are currently implementing distance learning programs without a formal plan or vision. The study specified how an asynchronous program dealt with the diffusion and adoption process by providing a thorough examination of secondary documentation and archival record review, coupled with program interviews. Media for communicating information has expanded from simple print, voice, and face-to-face communications to include fax, voice mail, computer-assisted instruction, email, video and other technologies. These technologies are central to the mission of education. Institutions have entered the distance learning arena with the intent of capturing and attracting nontraditional students, as defined by age, marital status or employment status, to the academic market. Adoption and diffusion mechanisms focus on societal and customer needs. At institutions of higher learning, students are the customers and their academic needs should come first. The corporate sector is indirectly shaping education by hiring students who have acquired the skills needed to compete in the information age. Distance education must have an integrated strategic plan that successfully aligns all vital programs to support academic, industry and societal needs. Students and faculty must have easy access to information resources, support services, policies and procedures for distance education. The information resulting from this examination may facilitate adoption and diffusion of asynchronous distance learning programs. Based upon identified characteristics, the ancillary product of this case study was a compiled list and discussion of lessons learned, composed from the review of literature and case study examination. Key recommendations from the study, and substantiated in the review of literature, follow: • The case study had an adaptable infrastructure that changed with the times. • The purchase and use of distance learning technology was consistent with the strategic plan. • Participants had easy access and training to distance learning technology.
A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface
Turner, Sherri Guilliams (Virginia Tech, 1998-10-30)
A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. The main purpose of this study was to augment the formative evaluation process of instructional design through the incorporation of scenario-based design tools and strategies that focus on interface design. The test population was students from undergraduate "human development" courses at Virginia Tech, approximately 250 students. One prototype of a course web interface was tested and revised based on data collected during the formative evaluation process. The scenario data provided rationale for redesign considerations.
Commercial Pesticide Applicator Certification Core Review
Lawrence, M. W.; Moore, David M. (2016-01-20)
A review class for Registered Technicians taking the Commercial Pesticide Category1A test.
Community College Students Taking Online Courses: The Student Point-of-View
Harbeck, Julia Dedrich (Virginia Tech, 2001-01-24)
This study is a qualitative examination of community college students' experiences taking on-line courses. The study addresses the research question, "How do community college students construct their on-line experiences?" In order to answer this question, the following foci were examined: What are the characteristics of students taking online courses?, Why are they taking on-line courses?, What are facilitative or debilitative dimensions or features that promote or inhibit success in on-line courses?, and, How does the community college infrastructure support students taking web-based courses? The results of the study were grouped into 4 categories: Interpersonal Support, Student Characteristics, Course Issues, and Infrastructure Support. All but 2 of the findings of the PRCC Study are supported by research. The first factor not mentioned in the literature is that some students choose to take a course on-line if they are not interested in the content of the class. The second finding not implicated in the research is that electronic distractions of Instant Messaging™ and the lure of surfing the Web seem to be more debilitating than interruptions from other sources such as family and work. Other implications of this study involve concerns that are common to both on-line and on-site instruction, as well as the connection between constructivism and on-line learning. Facilitative and debilitative dimensions or features that promote or inhibit success in on-line courses imply that faculty and institutions need to be adapting to the demands of teaching and learning on the Web. Implications of the Study examine improvements to the study and ideas for future research.
A comparison of microcomputer simulations and hands-on laboratory experimentation for the remediation of alternative conceptions in field-dependent vs. field-independent high school students
Buckwalter, Dennis E. (Virginia Tech, 1992-09-10)
Students come to science class with intuitive theories and ideas how the natural world works. These theories may conflict with accepted scientific concepts and can make subsequent learning in science very difficult. Since people differ in cognitive functioning, the nature of the remedial approach to these alternative conceptions is very important. In this study, high-school students used computer simulations or hands-on experimentation as a remedial approach to their alternative conceptions. It explored the effects of the remediation in the context of the learning style of field-dependence-independence. Also, the use of the instrument (the embedded figures test) for defining field-dependence-independence was explored as a diagnostic tool for determining students who possess alternative conceptions. An Analysis of Covariance was used to determine the main effects and interactions between the treatments (mode of remediation) and field-dependence-independence. The results of this study indicated that computer simulations and hands-on experimentation were both effective means for the remediation of the alternative conceptions of force and gravity. Also, the hands-on experimentation was shown to be more effective than the computer simulations. However, the study failed to show any evidence of the differential effects of field-dependence-independence on remediation of the alternative conceptions. There was also no indication of interactions between the independent variables. Although a relationship was shown to exist between the test for alternative conceptions and the instrument for determining field-dependence-independence, due to the low correlation and the expense of administration, the Group Embedded Figures Test was not recommended for the diagnosis of alternative conceptions in high school students.
A comparison of teams-games-tournaments (TGT) and traditional classroom methods in high school biology
Dechow, Rebecca Ross (Virginia Polytechnic Institute and State University, 1983)
Since 1970, researchers at Johns Hopkins University have studied the effects of a game technique called the tearns-games-tournament method on the achievement scores, attitudes, and classroom process of elementary and junior high students. Their findings raised many questions about the applicability of team-games to affect achievement at the high school level or in subject areas other than math and English. In 1980, the National Science Foundation allocated funds for the creation of TGT materials for seventh-grade science, even though research of its effectiveness for science courses had not been conducted. This study was designed to provide answers to the following questions: Would high school students playing teams-games-tournaments have greater academic achievement in a high school biology course than students in classes using traditional classroom methods? Would high school students in TGT classes have greater retention of knowledge after a delayed period of time than those students in classes using traditional classroom methods? Would high school students in TGT classes have more positive attitudes toward the subject of biology than students in classes using traditional classroom methods? Would high school students like TGT better as a means for studying chapter material than traditional methods? Eight biology classes were involved in the seven-week treatment period. Analysis of variance was used to compare control and experimental groups for (1) pre-test cognitive knowledge, (2) post-test cognitive knowledge, (3) delayed post-test cognitive knowledge, (4) pre-test attitudes towards biology, and (5) post-test attitudes towards biology. Analysis of covariance was computed using I.Q. and pre-test scores as covariates for post-test cognitive means and delayed post-test cognitive means. A dependent t-test was computed for attitudes of experimental classes towards team-games. TGT had no significant effect on the biology achievement scores or attitudes towards biology of high school students in this study. Experimental classes did like team-games and sustained their attitudes towards them for the duration of the study.
Competencies needed by teachers of developmental English in two-year colleges
Smith, Margaret Little (Virginia Tech, 1977-10-15)
The two-year college system operates primarily under an open-door admission policy which admits many students who are academically deficient in their writing skills. To meet the needs of these students, many colleges have designed and implemented developmental English courses which, unfortunately, have not always shown a high degree of success. Many studies have been made to identify characteristics of the developmental student, but research is limited in the area of competencies needed by those who instruct students taking developmental writing courses. It was the purpose of this study to identify these competencies, and the method chosen to do this was the Delphi Technique. A panel of fifty-three experts listed what they perceived to be needed competencies for teaching developmental composition. They listed forty-two competencies which were itemized into three categories: rhetorical, pedagogical, and human interaction. The panel members then rated these according to their perceived importance. The investigator ranked them in order of importance by using a weighted score.
Contractile Performance and Energy Utilization of Skeletal Muscle; Creatine Kinase and Acto-myosin ATPase
Melnyk, Jason Alexander (Virginia Tech, 2009-01-23)
Creatine kinase (CK) primarily serves as an energy buffer assisting in regulating ATP homeostasis through synthesis of ATP from ADP and phosphocreatine (PCr). This enzyme is bound in the sarcomere near sites of ATP consumption via acto-myosin ATPase (A‧M‧ATPase) and research in cardiac muscle has found that PCr can alter contractile performance (maximal isometric force and Ca²⁺ sensitivity). Based on this evidence, CK and A‧M‧ATPase may be coupled in skeletal muscle. Therefore the purpose of this investigation was to determine the influence of the CK system on contractile performance and energy utilization in skeletal muscle. When skinned fibers (membrane removed) were provided a limited supply of [ATP] (0.1 mM), this resulted in increased Ca²⁺ sensitivity. The addition of PCr to low ATP solutions restored Ca²⁺ sensitivity and allowed normal isometric force generation across a range of [Ca²⁺] via ATP synthesis by CK. This was also possible with only CK reaction substrates (ADP, PCr) in the absence of ATP. Based on these findings, endogenous CK activity in glycerol skinned skeletal muscle fibers is sufficient to permit normal function of the contractile apparatus. Energy utilization was studied by indirect assessment of ADP production. Decreased net ADP production as measured by NADH fluorescence revealed endogenous CK was able to convert ADP produced by A‧M‧ATPase to ATP in skeletal muscle across a range of both [Ca²⁺] and [ATP]. This was confirmed directly via high-performance liquid chromatography measurements of ATP and ADP by showing that skinned skeletal muscle bundles have sufficient endogenous CK activity to produce ATP from substrates (ADP, PCr) and the ability to maintain low [ADP] in the presence of PCr. This study adds to the evidence for specific compartmentation of CK near sites of ATP utilization and contributes to the body of knowledge on contractile performance in skinned skeletal muscle fibers. By showing how changing demands on skeletal muscle (through increased Ca²⁺) alters force production and Ca²⁺ sensitivity, these findings lend support for the importance of endogenous CK as a pathway of ATP regeneration in skeletal muscle.
Crime that is organized: A Case Study on Gangs in Chicago's Impoverished Ghetto
Moore, David M. (Virginia Tech, 2016-12-21)
In this paper, I argue for a paradigm shift against general social groupings of organized criminal groups operating throughout the United States. Using Social Constructionism to drive a literature review conducted by way of Discourse Analysis, I spotlight ways in which broad characterizations of "organized crime" led to a mis-handling of gang issues today. Through relying on federally-originating definitions and characterizations, law enforcement and welfare agencies are unequipped for understanding the origins of and motives behind modern gangs and their agendas. The second half of this paper is a case study highlighting the different ways in which gangs may develop and operate despite, in the case of Chicago's Black Gangster Disciples Nation and its splinters, a shared history. If we are to reduce the hold these groups have over urban societies, we must first seek to understand each group individually, pulling out the root issues that drive their actions and how they identify as a form of modern organized crime, that is, "crime that is organized."
Deep Tillage Prior to No-Till Corn: Research and Recommendations
Thomason, Wade E.; Grisso, Robert D.; Balderson, T. Keith; Davis, Paul H.; Johnson, Sam; Lawrence, Chris; Lewis, Matthew A.; Moore, David M.; Alley, Marcus M. (Virginia Cooperative Extension, 2019-03-29)
Compares cultivation of corn by no-till and deep tillage and notes ways to reduce soil compaction, using deep tillage if soil compaction has effected crop growth and yield.
Deep Tillage Prior to No-Till Corn: Research and Recommendations
Thomason, Wade E.; Grisso, Robert D.; Balderson, T. Keith; Davis, Paul H.; Johnson, Sam; Lawrence, Chris; Lewis, Matthew A.; Moore, David M.; Alley, Marcus M. (Virginia Cooperative Extension, 2009)
Compares cultivation of corn by no-till and deep tillage and notes ways to reduce soil compaction, using deep tillage if soil compaction has effected crop growth and yield.
A descriptive study of the process post-secondary military institutions use to adopt, implement and train for use of new instructional technologies
Miller, William David (Virginia Tech, 2010-04-14)
The purpose of this descriptive case study was to identify the strategies used by post-secondary military institutions to adopt, implement and train faculty for the use of new instructional technologies in the learning environment. Termed the Innovation Migration Process, it includes: 1) the adoption decision (selection of the innovation), 2) strategies for implementation and, 3) how faculty are trained on its use. The study was a two phased, explanatory, mixed-methods design beginning with a quantitative survey, followed by twelve qualitative interviews conducted at two exemplary institutions. The study identified two strategies are used to adopt new technology: 1) authoritative decisions from the "top-down" and 2) a bottom-up strategy where new technology is first used by innovators who work with a central organization to adopt the change. Five strategies were identified to implement the innovation: 1) centralized training; 2) leadership commitment; 3) tapping expertise; 4) well defined support for pedagogy and technical issues; and 5) a robust infrastructure. Four strategies were found for training faculty: 1) tapping expertise (indicating training and implementation are interwoven); 2) formal training; and 4) dedicated training time. The fourth strategy, incentives and rewards, was used successfully by one of the two exemplary institutions, but few of the other institutions offered either of these for training. Suggested guidelines for post-secondary, military institutions include: create a culture of innovativeness; demonstrated commitment by the leadership; follow Ely's Eight Conditions for Implementation; develop a centralized training organization; develop a robust technical support organization; invest in the infrastructure; seek out and support innovators; use a formal faculty development program.
The Design and Development of a Theory Driven Process for the Creation of Computer-Supported Collaborative Learning in an Online Environment
Black, Aprille Noe (Virginia Tech, 2009-04-02)
Educators are struggling to meet the ever-increasing challenges of preparing students to meet the demands of a global society. The importance of collaboration and social interaction in online education has been well documented (Berge, 1998; Brown, Collins & Duguid, 1989, Fulford & Zhang, 1993; Gunawardena & McIssac, 2003; Kanuka & Anderson, 1998; Kearsley & Schneiderman, 1999; Sardamalia & Bereiter, 1994). Teachers and instructional designers are struggling to change the academic environment to meet the needs of millennial learners. The purpose of this study is to develop a theory driven process for designing computer-supported collaborative learning in an online environment. A careful analysis of the process for creating collaborative online instruction is conducted and a design strategy for the process is developed. The study provides suggested guidelines for practitioners to create collaborative online instruction. The design procedures emphasize social interaction to allow learners opportunities to explore, discover, and negotiate meaning in an authentic context. Online instruction requires the coupling of multiple areas of expertise to be successful. Although the pedagogical principles are the same, the global implications of "flat world" technology require an important weaving of collaborative interaction, graphic design, and pedagogy. Technology provides the transportation for achieving a collaborative environment; and, quality pedagogical practices provide the GPS (guidance positioning system) to direct collaborative instruction to its ultimate destination–knowledge building.

Browsing by Author "Moore, David M."

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