Integrating indigenous culture into a university residential community, Eileen Panigeo Maclean House

Master's Project (M.A.) University of Alaska Fairbanks, 201

Radiometric correction procedure study

A comparison of MSS radiometric processing techniques identified as a preferred radiometric processing technique a procedure which equalizes the mean and standard deviation of detector-specific histograms of uncalibrated scene data. Evaluation of MSS calibration data demonstrated that the relationship between detector responses is essentially linear over the range of intensities typically observed in MSS data, and that the calibration wedge data possess a high degree of temporal stability. An analysis of the preferred radiometric processing technique showed that it could be incorporated into the MDP-MSS system without a major redesign of the system, and with minimal impact on system throughput

SAR/LANDSAT image registration study

The author has identified the following significant results. Temporal registration of synthetic aperture radar data with LANDSAT-MSS data is both feasible (from a technical standpoint) and useful (from an information-content viewpoint). The greatest difficulty in registering aircraft SAR data to corrected LANDSAT-MSS data is control-point location. The differences in SAR and MSS data impact the selection of features that will serve as a good control points. The SAR and MSS data are unsuitable for automatic computer correlation of digital control-point data. The gray-level data can not be compared by the computer because of the different response characteristics of the MSS and SAR images

Online Conferencing--Tips and Tricks for Effective Use

Texas Cooperative Extension (TCE) continues to look for ways to extend professional development opportunities to employees through the use of technology. The most recent technology employed is online conferencing. This article describes programs that have been conducted using online conferencing, discusses specific teaching methodologies used to deliver these learning events, and shares lessons learned

Communicating Orally

Fall 2020 versionNote on accessibility: users must upload the zipped SCORM folder (M5_OnlineModule.zip) into a learning management system (e.g., Canvas, Blackboard, etc.) in order to view its contents. .Created at Texas A&M University as part of a grant sponsored by the USDAIncludes face-to-face instructional materials and online SCORM module prepared for for Module 5 of the Strengthening Communication Skills course packet. Also includes Instructions for both face-to-face and online course materials created by the USDA-NIFA HEC Grant "Strengthening Communication Skills of Agricultural Students: Using Real-World Examples to Meet Industry Employment Needs".Face to face materials include: Written Curriculum/Lesson Plans -- Lecture Slides -- Videos -- Assignments -- Quizzes -- Handout

Globalizing Leadership Curriculum: A Priority For The Development of International Leaders

Gaining perspective on how to deliver leadership education can be a daunting task. This paper provides a specific, yet powerful perspective to consider when attempting to engage students and develop leaders within formal leadership education. Moreover, this paper reports the findings of one objective within a multi-objective study to describe perspectives of global leadership priorities and accompanying competencies based on respondent perceptions. Insight on the development of global curricula form a qualitative perspective is provided in an effort to maximize the development of students within formal leadership degree programs. Based on respondents’ perceptions and the summary of the literature, it was determined that is essential for leadership educators to develop global perspectives and skills to empower student success in postgraduate leadership positions. The importance of a global perspective in leadership situations was noted by respondents as providing an indelible link between preparation of successful leadership professionals and a globalized curriculum

Expressions of Social Presence in Agricultural Conversations on Twitter: Implications for Agricultural Communications

Computer-mediated environments such as social media create new social climates that impact communication interactions in un-mediated environments. As computer-mediated communication (CMC) stimulates more social communities, many communication behaviors will evolve and adapt to the unique social environment created by CMC. This study examined social variables during two different synchronous conversations on Twitter through a qualitative document analysis that coded messages into affective, interactive, and cohesive categories. Categories were determined by indicators within each message such as emoticons, direct responses, and the use of individuals’ names. The researcher concluded that most social variables in the Twitter conversations fit into the interactive social presence category but that affective and cohesive responses supported personal connection and structure within the conversations. It was also found that the same category of responses could function differently in each conversation. However, both conversations in this study appeared to be successful. Therefore, agricultural communicators should feel comfortable using CMC that contains social presence dimensions to circulate agricultural information among populations across the globe. Additional research should be conducted to examine social presence among new topics, populations, and other forms of CMC

The Contribution of Selected Instructional Methods Toward Graduate Student Understanding of Crisis Communication

Providing quality instruction that meets students’ learning needs is an issue facing teachers of agriculture in higher education. A considerable amount of research has been devoted to assessing the effectiveness of various instructional methods, but the research is inconclusive in identifying a singular method of instruction that works well with all individuals. The purpose of this study was to examine students’ perceived value of instructional methods in contribution towards their understanding of and confidence in risk and crisis communication content and practices. This study also compared students (N = 30) from two semesters to determine if new instructional methods incorporating new technology (i.e., Second Life) impacted the knowledge, comprehension, and self-confidence of students. In this descriptive survey research, the data revealed that students did not identify one singular instructional method as being most beneficial and influential, but found a combination of instructional methods influenced their self-confidence. No significant differences were found in changes in students’ content knowledge scores or end-of-course degree of confidence scores

Participant Satisfaction Related to Social Presence in Agricultural Conversations using Twitter: Implications for Agricultural Communications

Communication has evolved from predominantly face-to-face environments to include greater use of computer-mediated environments such as social networking sites for sharing information, meeting new people, and learning. Aspects of computer-mediated communication related to perceptions of social presence impact the way communication occurs in un-mediated environments. This study examined perceived social presence, participant satisfaction, and relationships between social presence and satisfaction among Twitter users during streaming conversations. Data were collected through an online questionnaire that was created using qualtrics.com and made available to respondents over a one-week period. Two groups of survey respondents agreed with 10 of 21 and 13 of 21 statements about social presence and 10 of 13 and 12 of 13 statements about satisfaction. Findings indicated that positive and negative relationships exist between social presence and satisfaction. Participants felt they were in close virtual proximity with other participants, and social presence can be fostered through text-based variables, such as emoticons, to compensate for lack of nonverbal or face-to-face cues. Therefore, agricultural communicators should use techniques that foster social presence to support virtual relationships and circulate agricultural information through chatting, messaging, and blogging