Online Master of Agricultural and Life Sciences
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The Online Master of Agricultural and Life Sciences (OMALS), http://www.cals.vt.edu/online/, is uniquely positioned to meet the evolving and dynamic needs of today’s agricultural professionals. The program offers concentrations in the areas of agribusiness, applied animal behavior and welfare, applied nutrition and physical activity, education, environmental science, food safety and biosecurity, and leadership studies, as well as plant science and pest management. In addition to engaging classes, students benefit from the opportunity to work on-on-one with well-respected faculty in Virginia Tech's College of Agriculture and Life Sciences to complete a rigorous final project, using what they've learned and developing real-world research and communication skills. This collection showcases final projects completed by current and former OMALS students.
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Browsing Online Master of Agricultural and Life Sciences by Content Type "Presentation"
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- Career Development for Teens Through the Southern Virginia Workforce Readiness and Preparedness SummitDolan, Amanda M. (Virginia Tech, 2019-08-30)A 2019 needs assessment distributed by the Pittsylvania County unit of Virginia Cooperative Extension indicates that professional development is among the top five priority issues for youth in the county. Despite an economics and personal finance course being a requirement for all Virginia public high school students, youth still do not receive adequate exposure to the elements of career readiness before graduation. Using the experiential learning model as the foundation, this project aims to immerse high school students in a non-traditional classroom environment to learn and develop soft skills such as a proper handshake, the importance of eye contact when communicating, the value of networking, and a general overview of proper etiquette. Additional project goals include teaching students how to write resumes and cover letters, how to prepare for a variety of interview styles, and how to present themselves as polished professionals. An evaluation of this program indicated that participants feel more prepared for their futures/careers, know what to expect in an interview, know how to write a resume, have improved their communication skills, and have learned how to dress professionally.
- Conservation Programs and White-tailed Deer EcologyRoyeen, David D. (Virginia Tech, 2019-05-07)White-tailed deer have reached historical numbers since nearly being wiped out due to overhunting and habitat loss. This paper seeks to review the rebound of white-tailed deer populations, specifically analyzing the role conservation practice and habitat management have played. A brief history of private land contracts in the United States is established before relating deer ecology to habitat availability. The importance of deer from the perspective of humans as well as the ecosystem is highlighted in an effort to encourage and promote conservation and habitat preservation efforts. This work seeks to answer the question “How do conservation programs influence white-tailed deer behavior and what steps can land managers take to protect wildlife on their property?”. A list of recommendations for land owners is given to share best-practice policies for governing a healthy population of white-tailed deer. Lastly, study limitations and constraints of this paper are analyzed to promote transparency and identify areas of concern with data collection.
- The Foundation of Food SafetyBaron, Geoffrey (Virginia Tech, 2021-03-26)A presentation educating the American food production worker on the science behind Current Good Manufacturing Practices
- Plant Health Safeguarding Continuum in the United StatesJennings, Shenell F. (Virginia Tech, 2010-12-02)Every traveler and all goods entering our country’s borders is a potential pathway for harmful exotic plant pests. Plant pests include plant feeding insects, mites, snails, slugs, and plant pathogens capable of causing millions of dollars in damage to U.S. agriculture and natural resources. Here in the U.S. with the increasingly high volume of human-facilitated movement of goods and travelers, the magnitude of the task of minimizing the risk of invasive pests entering the country and managing pest incursions is challenging. This course will familiarize individuals with current issues, policies, and existing safeguards to prevent the spread of invasive pests. The course consist of eight lesson contained in two modules: (1) Introduction to Plant Protection and Quarantine and (2) Framework for Plant Protection and Quarantine. The first module (Intro to PPQ) consists of: (1) Plant Protection and Quarantine (2) Federal Government Role in PPQ (3) Legal Authority and (4) International Obligations. The second module (Framework for PPQ) consists of: (1) Prevention (2) Preparedness (3) Response (4) Recovery.
- Recovery and Distribution of Anthribus nebulosus, a scale predator introduced into Virginia in 1981Muhleman, Carrie E.; Schultz, Peter B. (Virginia Tech, 2016-04-28)Anthribus nebulosus Forster (Coleoptera: Anthribidae) is a scale predator native to Eurasia that was imported from Hungary in the 1970s and released in Virginia Beach, VA, in 1981 as a potential biological control against soft scale insects. First recovery of A. nebulosus in Virginia Beach occurred in 2010, 29 years after release. Subsequent surveys of soft-scale infested oaks over a 3-year period indicated that A. nebulosus had spread up to 32km from the initial site in multiple cities and directions, but further spread was limited by geographic barriers.
- Workshop on the Impact of Credit Education & Loan Worthiness with a Goal of HomeownershipHopkins, Crysti B. (Virginia Tech, 2016-03-04)My project began with the purpose of conducting a workshop on the impact of credit on loan worthiness. The workshops focused on credit and how to improve it to help one’s ability to obtain loan approvals for life’s wants and needs (homes, vehicles, etc.). The participants were individuals working with the local Habitat for Humanity organization in hopes of one day owning a home. In order to receive a home through Habitat, a requirement is to have completed a homeownership education class. I have taught each of these three series of classes in Louisa County, VA. The participants started the classes after deciding for themselves that they wanted to work with Habitat for Humanity. The credit workshops consisted of five out of twelve sessions of the course. Participants were previously interviewed by the Habitat director to make sure they fit into the Habitat program’s guidelines. Participants were provided the education to be able to understand credit and budgeting. The participants’ self-efficacy beliefs and changes in planned behavior brought them to this point. These working mothers had to arrange their work schedules, children’s pick up times from child care in the evenings, transportation to classes among other challenges to be able to attend the classes. No one missed a class without calling ahead of time to say why they were not able to attend. Arrangements were made with those needing another time to meet. Due to the evening time meetings, usually light dinners were provided. Also, the room was large enough for children to be able to come if necessary. Through the knowledge gained in class, participants were able to see a light they had not known existed. The light represented credit management strategies that were used to avoid negative financial impacts. They now have the ability to establish good credit, improve on past problem credit, and to budget for savings. These participants had decided before classes started that they were going to be successful at whatever it took to own a home for their family.