Theses and Dissertations at Montana State University (MSU)
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Item The selection of native plants for use in the Montana landscape: selection criteria, aesthetic, cultural and environmental evaluation(Montana State University - Bozeman, College of Agriculture, 1985) Bruce, Shelly Marie Engler; Chairperson, Graduate Committee: Richard K. PohlDuring the past 15 years the landscape industry has experienced increased pressure to use native plants as ornamentals. Although a demand for natives in general exists there has been a relunctance on the part of the industry to offer native species because of the economic risks involved. An ornamental scorecard was developed as an evaluation tool for comparing native plant species with plant species currently available on the ornamental market. The scorecard evaluated 24 native Montana plant species and 20 exotic ornamentals commonly used in the landscape industry in Montana. The aesthetic scorecard rated six visual characteristics using color photographs. Scored were form/habit, flower, fruit, bark, leaf, and seasonal characteristics. The thirteen environmental factors evaluated by the environmental scorecard were transplantability, lifespan, propagation, maintenance/cleanliness, soil texture and pH, moisture regime adaptability (both drought and flood tolerance), exposure tolerances (temperature, light, and wind), insect resistance, and disease resistance. Species were scored by a panel of professional evaluators in the botany, horticulture, nursery and landscape design/architecture fields. These scores allow selection of native plant species with visual and/or functional qualities that are of equal or greater value than those exhibited by plants already available on the retail market, and thus exhibit competitive marketing potential.Item Montana criminal justice personnel attitudes toward the mentally retarded offender(Montana State University - Bozeman, 1987) Christensen, Marsha Ann; Chairperson, Graduate Committee: Richard L. HainesItem Model business plan for a retail specialty store(Montana State University - Bozeman, College of Business, 1988) Thorson, Lorene Mai; Chairperson, Graduate Committee: Norman L. Millikin"An estimated 80% of new businesses fail in their first two years, most often because their owners were undercapitalized and didn't have a well-conceived business plan" (Rock 1984, 83). There are formats for business plans in numerous books and pamphlets - no two alike. But, a majority only provide information on what needs to be done, not how to do it or where to find the information. There is a need for a thorough business plan whose process does not intimidate prospective entrepreneurs from completing the task, but one that is thorough, easy to follow and helpful in providing details on where to obtain the information that a business plan calls for.Item A follow-up study for business education at Bozeman Senior High School(Montana State University - Bozeman, College of Business, 1987) Ross, Margaret Saxman; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to evaluate the business education program at Bozeman Senior High School, Bozeman, Montana by conducting a follow-up study of graduates from the classes of the past five years--1981 through 1985. Graduates were asked to answer questions in four major areas: (1) appropriateness of course content, (2) necessary standards of performance, (3) adequacy of preparation for entry-level positions, and (4) ranking of overall business education program. At the high school level, we wanted to determine the adequacy of instruction as it related to the goals of the high school graduates, the appropriateness of course content and instructional equipment, the nature of the entry jobs of graduates, and choices of graduates in post-high school education.Item Reasons for increased suspensions and probations in the department of business education and office systems(Montana State University - Bozeman, College of Business, 1986) Sulgrove, John Lyall; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to investigate possible reasons for increased student suspensions from the Department of Business Education and Office Systems in the College of Business at Montana State University. The sources of data for this study were obtained from student records on file at the College of Business, Montana State University. Additional student record data and information was obtained from the Montana State University Office of Admissions and from Montana State University Testing Services. When all information had been gathered, the findings were compiled and analyzed. The results were then set up in tables for clarity. A written description and an analysis of the data supplement the tables. The conclusions were (1) the Department of Business Education and Office System's main concern over suspensions should be with the Administrative Assistant Program as evidenced by the large-majority (67 percent), of suspended students in that program, (2) below average stanine scores (less than 4) should immediately be an indicator that a student may have problems, (3) the university calculated high school grade point average for the students and the student's rank in high school class are strong indicators of future performance, (4) of the total number of suspended students, over half, 51 percent, were on probation from 2 to 3 quarters, (5) students enrolled in the Department, knowing they must meet minimum requirements in a pre-requisite type program as freshmen and sophomores in order to advance into the main program as juniors and seniors, will be less likely to encounter academic problems, and (6) the accounting course, BUAC 224, Principles of Accounting, remains the single largest stumbling block for students enrolled in the Department of Business Education and Office Systems. Some of the recommendations were (1) review any unique environmental and institutional factors so as to enhance capabilities for retaining students who may encounter academic problems, (2) prediction profiles should be developed and tested for freshmen as soon as a working profile is completed, and (3) since an overwhelming majority of the suspended students were enrolled in the Administrative Assistant program, a preparation program unique to students enrolled in this area should be instituted.Item A survey of students at the Community Vocational Centre, Slave Lake, Alberta to determine relevancy of the microcomputer to required job skills(Montana State University - Bozeman, College of Business, 1986) Eiserman, Annellen Marie; Chairperson, Graduate Committee: Norman L. MillikinAs the business world plays such a dominant role in the life of every individual, it is important that business education supply the computer literacy needed by all students. It is important to look at what students think is needed in the business world, what business education is actually teaching and do students have what is needed when they are actually out in the work force.Item The special techniques for developing competencies in word processing taught in the typing class(Montana State University - Bozeman, College of Business, 1986) Krein, Laurence Frederick; Chairperson, Graduate Committee: Daniel G. HertzThe purpose of this study was to determine the techniques to be used in a typewriting class that would develop competencies in word processsing. The study was done to identify techniques and drills that relate to typing to improve competencies in word processing. To gather the data and information needed to complete the study, questionnaires were developed and completed by students in Intermediate Typing, Advanced Typing and Word Processing classes at Ronan High School. Fifty-one students responded to the questionnaire. The data collected were presented in tabular form so the responses could be compared and interpreted. The conclusions were: 1) a majority of the respondents surveyed rated all the techniques as above average of importance; 2) a significant number indicated more stress should be placed on speed and accuracy; 3) when doing production skill development, over two-thirds indicated more emphasis is needed on practice material that is similar to the job and to correct errors; 4) sixty percent indicated that proofreading was important for success in terms of the overall ability to make a good typist; 5) the ability to spell, punctuate, and capitalize was rated very important by 77 percent of the respondents; 6) competence in listening and following directions emerges as being of primary importance by almost three-fourth of the respondents. The writer made the following recommendations in regard to the study: 1) business teachers need to continue to emphasize correct technique at the typewriter, especially the home row, eyes on your copy, and the position of the body including the fingers; 2) teachers at all levels of learning need to place more emphasis on speed and accuracy; 3) business teachers need to place more emphasis on proofreading in the typewriting class to include reading the material for content, grammar, numbers, and statistics; 4) business teachers need a through mastery of grammar, punctuation, capitalization, and the use of rules for writing numbers, dividing words, so they can incorporate them into a typewriting class; 5) it is recommended that this study be replicated with business teachers, and secretaries to determine their preceptions on this topic.Item Software applications on microcomputers in secondary marketing education programs(Montana State University - Bozeman, College of Business, 1985) Painter, John E.; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of the study was to identify the ways that secondary Marketing/Distributive Education Programs are using computers and the specific software employed. The survey instrument was mailed to 180 National DECA member Marketing/DE Programs which represented 50% of the member programs in the states of MI, ND, SD, WA, VA, and OR. Ninety usable returns were received on which sixty-six instructors indicated that they were utilizing computers in some way. These replies were tabulated and analyzed. From this data and a review of literature it was concluded that computers are a very new part of the majority of Marketing/DE programs in the states surveyed. The amount of time that most students use a computer for Marketing classes was reported as less than one hour per week. The most common computers in Marketing are the Apple II series (II, II+, IIe, and IIc ) and the software designed to run on these machines. Word Processors, spreadsheets, and simulations are the most common types of software being utilized. The following programs were the most frequently mentioned by name as being used successfully: Appleworks and Applewriter by Apple, the DECA contest series, Enterprise Sandwich Shops from Gregg/McGraw-Hill, Gadgetronics from Southwestern, Jeans Factory from Phillips Petroleum Company, the CDEX training programs, and Free Enterprise from SRA Software. The recommendations made by the researcher include the following: that provision be made for students to have more hands-on-time, machine purchases for Marketing should reflect the ownership patterns of the local busines community and not be based solely on what a school district has or on price, a national clearinghouse should be established to exchange information about computers and software in Marketing, and the types of usage should be expanded. It is also recommended that additional studies be conducted to establish if there is a correlation between usage of computers and enrollment in Marketing classes.Item Montana high school model offices(Montana State University - Bozeman, College of Business, 1985) Little, Patricia Marie; Chairperson, Graduate Committee: Norman L. MillikinThe purpose of this study was to determine what Montana high school business educators perceive as the advantages and disadvantages of offering a simulated model office course as part of their curriculum. Other major areas of interest include evaluation techniques, equipment used, follow-up studies, reasons for not using a model office, and needed improvements. A questionnaire and cover letter were mailed to 171 public high school business education instructors in Montana. The number of people returning the questionnaire was 126, equalling 74 percent. Thirty-five or 27.78 percent of the respondents have model offices. Ninety-one or 72.22 percent do not have model offices in their schools. Many Montana high schools are small, thus both enrollment and curriculum limitations pose a problem. Many of the schools use up-to-date equipment in their model office, with the exception of microcomputers. Microcomputers can be expensive and this may be one reason that few of the schools have them. Another explanation is that model office packages are not always designed to include the use of a computer. The most popular means of evaluating students in the model office is through grading the work produced. Generally, the instructors use more than one method of evaluation. The most common problems encountered in the use of a model office include student absences and shortage of time for completion of student assignments. The advantages, however, far outweigh the problems. The instructors had many positive comments to make concerning the model office. Follow-up studies are conducted by only 37.17 percent of schools with a model office. This is an important area that instructors are overlooking, perhaps due to a lack of time and knowledge about follow-up studies. In conclusion, the instructors with model offices are very pleased and would recommend the use of a model office to other instructors. The schools without model offices need more information on how to implement this form of simulation. With this information, it is likely that many more Montana schools would use the model office as a teaching tool.Item An assessment of the opinions of Montana business personnel regarding non-technical skills of employees that are secondary school business education completers(Montana State University - Bozeman, College of Business, 1985) Jacobsen, Cynthia Jane; Chairperson, Graduate Committee: Norman L. MillikinIn order to develop more complete long-range goals for vocational programs, it is very important to first make an evaluation of current programs. Opinions of the employers of the graduates of the program should be part of the program evaluation. The employer's point of view can add greatly to the information on the vocational education program. Once this information is collected, it can be used to improve the total program. The data would indicate where the program needs to be improved, enabling students to better fill the positions in the market place. The different areas to explore are: verbal skills, broad educational skills, specific occupational or technical skills, and general occupational or non-technical skills.