Browsing by Author "Nelson, Bardin H."
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Item An Analysis of 4-H Club Training and the Educational and Occupational Goals of 4-H Club Members.(Texas Agricultural Experiment Station, 1959) Nelson, Bardin H.; York, Gerald M.Item An analysis of economic and social adjustment patterns of rural families in a selected low-income county of Texas(1961) Whitson, Samuel Montgomery; Nelson, Bardin H.No AbstractItem An analysis of status mobility patterns among middle-class Mexican Americans in TexasTeske, Raymond Herman Charles; Nelson, Bardin H.; Kuvlesky, William P.; Richardson, Lester S.; Skrabanek, Robert L.The purpose of this investigation was twofold. First, an explanation was sought for the observed slow rate of upward mobility among Mexican Americans, Secondly, and the more salient focus of the investigation, was the identification of variables which might help explain differential assimilation rates among middle-class Mexican Americans. The data were collected from a random probability sample of 151 middle-class Mexican Americans residing in Waco, Austin, McAllen, and Lubbock, Texas. Occupational status was used to operationalize middle-class. The data were collected by trained interviewers using standardized interview schedules prepared by the investigators with the assistance of a panel of judges. The panel of judges consisted of five Mexican Americans who are active in, and knowledgeable of, the Mexican-American community in Waco, Texas. Three scales designed to measure various components of the assimilation process were developed using items abstracted from the interview schedules. Specifically, the scales were designed to measure interaction with the Mexican-American subculture, identification with the Mexican-American subculture, and Gemeinschaft-type interaction with Anglos. Variables were then selected for testing in order to determine their significance for explaining differential assimilation rates among middle-class Mexican Americans. These variables consisted of items Included in the interview schedule. The items fell into one of three categories: (1) situational socialization factors representing a discontinuous status sequence, i.e., socialization processes not part of the normative socialization patterns within the Mexican-American subculture; (2) post socialization factors; and (3) alternative factors, i.e., variables not covered by either of the other categories. ...Item Attitudes of Youth Toward Occupational Opportunities and Social Services in a Six-County Area of the Blacklands.(Texas Agricultural Experiment Station, 1960) Nelson, Bardin H.Item Attitudes of Youth toward Occupational Opportunities and Social Services in Cherokee County.(Texas Agricultural Experiment Station, 1957) Nelson, Bardin H.Item A comparison of equipment, materials and processes of the plastics industry with that of selected secondary schools(1968) Envick, Donald Dee; Glazener, Everett R.; Boone, James L.; Hawkins, Leslie V.; Hensarling, Paul R.; Nelson, Bardin H.; Richardson Lester S.Item Confidence regions for global optima in nonlinear programmingLiau, Ta-Lin; Hartley, H. O.; Moore, Bill C.; Nelson, Bardin H.; Ringer, Larry J.; Sielken, R. L.This dissertation is concerned with developing new statistical techniques for nonlinear optimization including nonconvex optimization. The approach is a statistical one and provides an upper confidence limit for the global maximum of a mathematical function g(x) of a vector x in a multi-dimensional 'feasible space', say S. Specifically the dissertation develops the statistical techniques for determining these confidence limits as well as algorithms implementing the techniques and computer programs executing the algorithms. From a statistical viewpoint the problem is one of determining an upper confidence limit for the upper limit of a finite range distribution given a sample from this distribution. The dissertation is therefore concerned predominantly with two issues: (a). the generation of the sample, and (b). the methods used to determine the upper confidence limit from the sample. Several techniques for generating the sample have been studied. In particular, we may single out the following sampling procedure. A random starting point, x?éÇ, lying in the 'feasible space', S, is selected and an ascent algorithm is followed for k iterative steps leading to a point x?éÇ[subscript k]. The corresponding 'sample value' generated is g?éü = g(x?éÇ[subscript k]). This stochastic process is repeated n times leading to the desired sample g[subscript t], t = 1, ..., n. Various modifications of this procedure have also been investigated. Notable among these is the use of a set of L systematically and deterministically selected values of g(x), say g[superscript (j)], j = 1, ..., L. In which case the t-th sample value, g[subscript (t)] is defined as the weighted average of these g[superscript (j)] and the t-th observation of g(x?éÇ[subscript k]). ...Item The effectiveness of three social studies teaching-learning situations in fostering affective and cognitive change(1968) Federici, James Anthony; Varvel, Martin A.; Barker, Donald G.; Hope, Lannes; Nelson, Bardin H.; Skrabanek, Robert L.Purpose The purpose of this study was to determine whether students exposed to three different instructional modes would learn different degrees of conceptual content and would reflect shifts in attitude related to a current social issue. Procedure This study attempted to resolve the following hypotheses: 1. There will be no significant difference in attitude change toward people living in a ghetto among three groups, each taught by a different instructional mods, i.e., lecture-discussion, simulation game-discussion, or film-discussion. 1a. There will be no significant difference in attitude change toward people living in a ghetto between those subjects taught by the lecture-discussion mode and those taught by use of a simulation game-discussion mode. 1b. There will be no significant difference in attitude change toward people living in a ghetto between those subjects taught by use of a simulation game-discussion mode and those taught by use of the film-discussion mode. 2. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto among three groups each taught by a different instructional mode, i.e., lecture-discussion, simulation game-discussion or film-discussion. 2a. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto between those subjects taught by the lecture-discussion mode and those taught by use of a simulation game-discussion mode. 2b. There will be no significant difference in the cognitive knowledge acquired about people living in a ghetto between those subjects taught by use of a simulation game-discussion mode and those taught by use of the film-discussion mode. ...Item The effects of swimming instructional method on selected aspects of physical fitnessDickson, Curtis Allen; Hensarling, Paul R.; Barker, Donald G.; Hubert, Frank W. R.; Martin, Lee J.; Nelson, Bardin H.; Randall, Robert S.Purpose The purpose of this study was to investigate the relationship between the method of swimming instruction and its effect on selected aspects of physical fitness. Procedure Sixty-six male swimmers were assigned to tow treatment groups. The subjects were considered to be a representative sample of the Texas A&M University intermediate swimming population. The primary differences between the two instructional methods were the intensity and duration of conditioning swims and the use or nonuse of supplementary weight training exercises. Group I participated in swimming only, using conditioning swim distances which progressed from 250 yards to 1000 yards. Group II performed a 5-minute swim for distance at the beginning of each class period. The swimming program of Group II was supplemented by a series of weight training exercises. Both groups received similar instructional and recreational opportunities. The subjects met for two 50-minute class periods each week during a college semester. The items included in the test battery utilized in this investigation were chosen as measurements of selected aspects of swimming proficiency and physical fitness. Tests of sprint swimming speed, distance swimming speed, and swimming safety skills were included as measurements of swimming proficiency. Dynamic upper body strength and muscular endurance was measured by a pull-up test. Static upper body strength was measured by the back lift test using a back and leg dynamometer. Abdominal strength and endurance was measured by a 2-minute sit-up test. The leg lift test involved the back and leg dynamometer was used to measure static leg strength. Cardiovascular endurance was measured by the Astrand-Ryhming test for predicted maximal oxygen uptake. The sit-and-reach test was used as a measure of extent flexibility. Percentage of body fat was measured by both the body density technique and the skinfold thickness technique. The test battery was administered at the beginning and end of a one semester physical activity program. ...Item An experimental analysis of industrial arts concerning the accomplishment of selected objectives(1966) Dennis, Ervin Allen; Glazener, Everett R.; Hawkins, Leslie; Stokes, William W.; Hope, Lannes; Nelson, Bardin H.Item Herzberg's two-factor motivation theory applied to a college undergraduate student population(1971) Walsh, Jennie Marie Russell; Jones, Earl; Barker, Donald G.; Nelson, Bardin H.; Phillips, Clinton A.; Reilley, Robert R.This study applied the Herzberg motivation/hygiene theory to college undergraduates. Students were asked to recall events in the college classroom during which they felt exceptionally good or exceptionally bad. One hundred ninety-four events were obtained. Students were asked to relate the event that led to their good or bad feelings, how it made them feel, and its subsequent effects. Statements were analyzed using content analysis. The Herzberg theory indicated that man has two separate sets of needs. One set of factors (hygiene) was based upon the need to minimize uncertainties in the environment. The second (motivation) was based on the need for self-actualization. Self-actualizing activities included elements related to accomplishment and growth. This study showed that the motivating factors were achievement, competency of the professor, recognition, and responsibility. Demotivating factors were professor incompetence, failure, class policies which fostered minimal student participation, and unfriendliness of professor. One motivator category--achievement--and one hygiene category--professor competence--worked as both satisfiers and dissatisfiers. The null hypothesis was rejected. There was a similarity between the motivation/hygiene theory of job motivation and the results of this research.Item The influence of some properties of flooded soils and the reduction of iron and manganese on the growth and yield of riceObordo, Romeo A.; Wooten, A. B.; Martin, J. R.; Nelson, Bardin H.; Wehrly, J. S.; Wootan, C. V.Item Investigation of an acceleration noise model with grades and trucks(1967) Humphreys, Jack Bishop; Drew, Donald R.; Keese, Charles J.; Nelson, Bardin H.; Pinnell, Charles; Stewart, Billy R.; Wortham, A. W.Item A market classification system for grease wool to facilitate marketing on an objective basisHolland, Robert Lee; Stelly, Randall; Chalk, Alfred; Kincannon, J. A.; Nelson, Bardin H.; Wooten, Alvin B.Item Maturity and personality growth in community college students(1976) Novosad, Jerome Benjamin; Reilley, Robert R.; Barker, Donald G.; Borman, Christopher A.; Nelson, Bardin H.Research in the area of personality and maturity growth in college students has been considerable since Jacob's controversial study in 1957, but the results are not conclusive and very little of this research has been conducted with community college students. The purpose of this study was to identify some maturity and personality differences among several subgroups of community college students, including freshman, sophomore, male, female, transfer, occupational and undecided students. A secondary goal was to evaluate a new instrument, the College Student Inventory, as a measure of college student maturity. The sample consisted of 253 students enrolled in Wharton County Junior College during the 1975-76 academic year. The freshman subjects were tested in September, 1975, and the sophomore subjects were tested in April, 1976. The instruments used to test for differences among the subgroups included the Sixteen Personality Factor Questionnaire (16 PF), the Rokeach Dogmatism Scale, and a new instrument designed at Texas A&M University, the College Student Inventory (CSI). The Personal Data Questionnaire (PDQ) was used to gather demographic data about each subject. An analysis of variance was used to test for differences among subgroups in the first phase of the study, and a multiple regression analysis was used to obtain correlations between the CSI and several predictors in the second phase of the study..Item A method for environmental evaluation of tourism region(1972) Worms, Allan Joseph; Gunn, Clare A.; Nelson, Bardin H.The purpose of this study was to develop an environmental analysis method for tourism regions and to apply it in an actual tourism region, that surrounding Corpus Christi, Texas. The method includes two principal com ponents: (1) a resource typology which functions as a comprehensive guide to collection of resource information both internal and external to the region; and (2) a procedure for interviewing persons knowledgeable of the regional resources. The resource information derived from use of the resource typology and the interview of knowledgeables is evaluated according to resource enhancement or limitation for tourism recreation activities by means of a resource evaluation matrix. Through application of the method to the exemplary region surrounding Corpus Christi, Texas, it was determined that Corpus Christi's cultural and natural resources are generally beneficial to the development of tourism. However, research of the region by use of the resource typology and the interview of knowledgeables within the method disclosed various ecological and sociological limitations to development. ...Item A method of network analysis using residual networks(1974) Seacat, Russell Holland; Stenning, Walter F.; Nelson, Bardin H.; Reilley, Robert R.Item Methods of determining inservice training needs of beginning county extension agents(1969) Clifton, O. B.; Barker, Donald G.; Knebel, Earl H.; Nelson, Bardin H.; Richardson, Lester S.; Wooten, Alvin B.The purpose of the study was to determine relative effectiveness of alternative methods of determining inservice training needs of beginning county extension agents. Nationally, Cooperative Extension Services employ approximately 2,000 new staff members each year. In Texas, about 75 new employees are brought into the extension service annually to staff new positions and to fill vacancies created through retirement and resignation. Inservice training bridges the gap between educational competencies possessed by new staff members and requirements of positions to which they are assigned. Specific objectives were as follows: 1. To test alternative methods of determining training needs: 2. To identify methods of determining training needs that may be more efficient than those previously used by the Texas Agricultural Extension Service; and 3. To develop recommendations for procedures that may be useful in determining training needs of newly employed extension personnel. All Texas county extension agents initially employed during 1966 and 1967 and still in extension in January 1969 were included in the study. Men and women were handled as distinct subgroups because of different requirements of the positions to which they are assigned and usual differences in educational background. A list of 27 major competencies all agents should possess by the end of their first year of employment was developed, drawing on preliminary work by the studies and training committee of the Texas Agricultural Extension Service and assistance by a jury of experts. Specific competencies were grounded under the following six broad areas of competence: the Cooperative Extension Service, program development, the educational process, social systems, communications, and technology. These six areas of competence and the related specific competencies provided the subject and ability areas for which agents' training needs were examined. ...Item An optical study of dislocation-induced anisotropy in alkali halide single crystalsZamecki, Edward Richard; Stelly, Randall; Chalk, Alfred; McNeely, John G.; Nelson, Bardin H.; Vanderzant, CarlA series of investigations was carried out on four KCl single crystals and LiF single crystal to determine how the observed optical anisotropy of the samples was related to the magnetic anisotropy of alkali halide crystals detected by other experimenters. [Superscript 1,2,4,5] The birefringent crystals were subjected to a variety of tests, including magnetization and X-irradiation treatments, and the behavior of the anisotropy noted. Optical studies were made with the sample between crossed Nicol prisms using a sensitive photomultiplier detector. A majority of the optical-anisotropy-producing defects were linked with the <110> direction in the KCl crystal samples, in agreement with the direction of the defects that produced the magnetic anisotropy. Results of this investigation showed that the dislocations were responsible for the optical anisotropy, but that electrons along the dislocation lines, which are thought to be responsible for the magnetic anisotropy, did not contribute to the birefringence.Item Provisions for older adults in lifelong educationAllard, Joy Knight; Cambell, Albert B.; Fellenz, Robert A.; Lutes, Candida; Nelson, Bardin H.This research was designed to study the provisions for older adults in lifelong education. Lifelong education implies concern with the entire life span. Older adults are America's fastest growing minority. The 1971 White House Conference on Aging named four specific needs of older adults, all of which might be met or ameliorated through education. Developmental highlights of lifelong education as proposed by the United Nations Educational Scientific and Cultural Organization are traced, as are efforts toward its implementation in the United States. The demographic status of older adult Americans is summarized. A documentary analysis of references was made in order to explore the provisions for older adults in lifelong education; implications, omissions, and involvements are noted. The findings reveal that although America is "graying" rapidly and ample provisions are made for older adults in the lifelong education concept, needs of older adults are not being met. Potentialities for the interaction of the lifelong education concept with this target population group are suggested, as is a role for adult educators.