The study examines factors which influence primary heads' decisions whether or not to include sex education in the curriculum. This is done using a questionnaire of 83 statements based on factors thought likely to discriminate between heads who support sex education and those who do not. The questionnaire was developed using statements from a small group of primary heads who were asked whether or not they had sex education in their schools and their reasons for this. These statements together with others from the literature were examined and analysed, reduced from a pool of about 170 to the final 83, and presented to a larger group of heads In another area. Influences upon heads' sex education decision-making were identified from the responses to these statements. The study was undertaken in 1990 in The North Kent Area where all 77 heads of all primary schools were invited to contribute. 54 heads did so, (response rate of 70.1%). 26 schools were junior, 28 were Junior mixed and infant. 37 were county schools, 11 Church of England and 6 Roman Catholic. 31 schools included sex education, 21 did not and 2 gave no indi, cation of status. 16 heads were women, 34 were men and 4 remained anonymous. The main hypothesis is that heads are main; y influenced by a few factors from the whole possible range which are said to influence curriculum development, and these will be close to, or within the school, in terms of their strength of influence. These will include factors which are personal to the head, with others relating to the staff and school, parents and families and the head's perception of children's needs and development. Two methods of analysis were applied to the data. The main method was by factor analysis, together with the use of cross-tabulation analysis. These methods combined to identify 33 statements in the questionnaire which discriminated between Sex Education and Ron-Sex Education heads. The main hypothesis was supported, that heads were influenced by factors in or close to the school. Heads regard themselves as occupying a significant position of influence over sex education decisions and expect theirs and the governors' decisions to be the sane. Sex Education Heads were more consistent in responding as anticipated and displayed higher levels of agreement/disagreement with the statements than Non-Sex Education Heads. Non-Sex Education Heads displayed a higher degree of ambivalence and ambiguity in their responses, Sex Education Heads showed greater personal commitment to their position compared with Non-Sex Education Heads. The 33 discriminating statements have been used to form a 'Sex Education Inventory' which could have various applications. It shows that many of the reasons for-against sex education in the literature have little influence on heads' decisions. It identifies those factors which are influential. It informs the sex education debate of the basic factors which need to be addressed to gain heads' support. It provides a means of determining where heads are on the for-against sex education continuum. It gives a sound starting point to those providing training, advice or support for the introduction, implementation and development of primary school sex education. The study provides a conceptual analysis of the factors which influence and shape sex education decisions.

<p> The purpose of this basic qualitative study was to explore the experiences of nursing faculty members who taught in associate degree nursing programs and how they implemented the hidden curriculum. The hidden curriculum is referred to as the subtle messages relayed to students either verbally or nonverbally. In higher education, it is understood that the hidden curriculum is used to socialize students into professional roles, but, the process of how to socialize individuals varies. The sample consisted of 12 nursing faculty members who taught in associate degree programs in the Pacific region of the United States. Research on the hidden curriculum in nursing education has focused on the student&rsquo;s perspective. Upon reviewing the literature, a gap existed in regards to the experiences of nursing faculty with the hidden curriculum. Information was gathered through semistructured interviews to learn how these faculty members implemented the hidden curriculum. Data analysis revealed four reoccurring themes on how nursing educators implement the hidden curriculum in their practice. The first two themes uncovered how nursing faculty members described themselves as mentors and role models to their students to help students become successful in school and later in the workforce. Another theme revealed how nursing faculty members saw themselves as experts who could demonstrate skills and explain procedures. Lastly, nursing faculty members saw themselves as implementing the hidden curriculum by being advocates who could help students troubleshoot problems, as well as assisting them to navigate the nursing program. After interviewing the nursing faculty members, it became apparent that they used the hidden curriculum to provide a pathway for success for their students. The findings also highlight the need for the hidden curriculum to be included in faculty professional development workshops and seminars, and perhaps, the need to bring the hidden curriculum out from hiding.</p><p>

The purpose of the study was to determine if the allocation of faculty salary expenditures has an influence on first-time, full time freshmen retention rates. The population for this study was all public degree granting undergraduate four-year postsecondary institutions accredited by the Southern Region Education Board in the 16 member states with information reported to the U.S Department of Educations Integrated Postsecondary Education Data System database. An inverse relationship exists between first-time, full time student retention and average undergraduate student age. A model exists to predict student retention rates using the regional comparable wage index to suggest this variable can predict first-time, full-time freshmen retention rates in public four-year universities in the Southern United States. Other financial variables related to faculty salaries are salary and fringe benefit outlays, instructional expenses as a percent of total core expenses, and total amount spent on core institutional expenses but did not create a predictive model for student retention rates. The results of this study found a model exists explaining variance in student retention rates and the non-financial institutional characteristics of total number of undergraduate students, average undergraduate student age, ratio of full time instructional faculty to all employees, percentage of full time male instructional faculty, and percentage of undergraduate male student enrollment combined. As the average undergraduate student age and total number of undergraduate students decreases, student retention rates increase. As the ratio of full time instructional faculty to all employees and percentage of male faculty and undergraduate male students increase, student retention rates increase. As the regional comparable wages increase, the student retention rates increase slightly. Excluded variables include undergraduate student enrollment by race or ethnicity and full time instructional faculty by ethnicity. However, the review of literature indicates student and faculty ethnicity plays an important role in student retention rates, therefore, the model should not be used to improve student retention rates in public four-year universities in the southern United States since this data is excluded. Recommendations for further research include using weighted averages to discover an effective model to improve freshman student retention rates.

The purpose of this study was to measure the safety climate, safe behaviors, and EMR, of construction companies in southeastern Louisiana, and to measure selected demographic variables of construction workers employed at these companies. Two hundred and eight workers from twenty nine construction companies agreed to participate in the study. The Safety Climate Survey (SCS) was utilized to measure the safety climate level and safe behaviors of participants and collect selected demographic variables. Additionally, companies were asked to provide their Experience Modification Rates and North American Industry Classification System codes. A six-item Likert-type scale was utilized to measure safety climate perceptions and safe behavior experiences. Responses suggest that participants overall perceptions of their companies safety climates were good and that this did correlate to safe behavior at their respective companies. A small negative correlation was detected between education levels and Experience Modification Rates. A multiple regression analysis revealed that the variables safe behavior and safety coordinator explained 36.2% of the variance in safe behavior. A second multiple regression analysis revealed that the variable of education level explained 4.4% of the variance in Experience Modification Rates.

The primary purpose of this study was to determine the influence of selected personal and professional demographic characteristics on the attitudes toward and perceptions of selected mental health issues among currently employed faculty of four year public universities. Faculty members at two universities in Southeastern Louisiana were invited to participate in an online survey designed by the researcher to assess attitude toward mental health, willingness to help students with mental health issues, ability to identify students with mental health issues, ability to help students with mental health issues, along with a variety of personal and professional demographic characteristics. A total of 281 faculty members participated in the study and 261 provided usable responses. Overall, faculty members in this study demonstrated positive attitudes towards mental health and a willingness to help students with mental health issues. Also, this study found that previous mental health training was significantly, positively correlated with attitude toward mental health, willingness to help students with mental health issues, ability to identify students with mental health issues, and ability to help students with mental health issues. Furthermore the majority of participants indicated that they did not believe that their university was doing enough to address student mental health concerns or to ensure faculty members were aware of mental health services available to students. Based on these findings the researcher concluded that faculty members are willing to participate in addressing student mental health concerns and those that are trained are best able to help. The researcher recommends that universities invest in developing training programs for faculty members covering various mental health topics. Although at least a portion of this training should be part of an annual requirement for all faculty members, universities should also give faculty access to additional, online mental health training which they can choose to utilize. Furthermore, the researcher recommends that universities develop a hotline for faculty members so that they are able to reach university mental health professionals at all hours in the event of student mental health emergencies.

Mormon missionaries face numerous challenges throughout the course of their mission. They serve in multiple capacities; they provide numerous types of services; and they work an average of 12 hours a day, six days a week. Missionaries encounter nearly constant rejection and hostility. In most cases, these missionaries serve in areas that are unfamiliar to them and they have limited contact with their family and friends. Despite these challenges, most missionaries not only successfully complete their mission, but they also have a positive view of their mission. According to Bjorck and Kim (2009), not much research has been conducted in the area of coping styles of religious missionaries. This study is an attempt to contribute to this area of knowledge. This project also relied on qualitative research methods in order to describe the lived experiences of returned Mormon missionaries, to identify daily stressors and coping responses to these stressors, and to identify any additional support received while in the field. The framework used in this study relied on semi-structured informal interviews that were audio-recorded. It was determined that data saturation occurred with the tenth interview. This study used Moustakas's modified van Kaam method during the data analysis process. The following themes emerged from the data: attitudes toward mission; changes, growth, and development; success and efficacy; and protective factors, motivation, and coping. An implication from this study include the need for organizations that train missionaries to offer consistency among people who are charged with training missionaries. Returned missionaries in this study reported a disparity between the image that they had been given of missionary work and the true nature of missionary work. As a result of this disparity, missionaries encountered feelings of anxiety and disillusionment with the work. Missionary training centers should also provide missionaries-in-training with education on burnout, including the identification of successful coping strategies and potential sources of support. Though the study yielded information on the coping skills of male missionaries who are in their early 20s, it did not focus on the coping styles of female missionaries, missionaries who identify as ethnic minorities, and senior missionaries. Future research should also seek to determine if coping strategies of missionaries employed in religious organizations differ from their counterparts in non-religious organizations.

The purpose of this sequential explanatory mixed method study was to assess the need for a one-stop shop disaster management mobile application. This was done by identifying the perceptions and utilization of current disaster preparedness resources in the southern region of the United States. The perceptions and utilization levels were measured by obtaining statistical, quantitative results from the Leingang Disaster Preparedness and Utilization survey. Individuals at four universities in the Southern disaster prone area of Louisiana were surveyed. The survey yielded a preparedness score for each survey participant. The preparedness score was achieved based on subsequent scores in three categories: knowledge, usage, and technology. Knowledge was defined as simply knowing about that the preparedness resource available. Usage was defined as participants knowing that the resources existed and whether they chose to use it or not. Technology was identified as any medium the participant used to assist in their hurricane preparedness efforts. This included anything from printed resources to mobile applications. Respondents that identified they were available for more in-depth interviews that had the highest and lowest scores at each institution were contacted to further explore their survey results. The availability of a one-stop shop disaster management mobile application that is utilized before, during, and after a disaster would allow Louisiana residents to have one place to access the various emergency preparedness resources that are available for them. This study found that residents would be interested in utilizing a one-stop shop mobile application during disasters and therefore the researcher recommend modifying current disaster management mobile applications in order to meet this need.

The purpose of this phenomenological qualitative research study was to examine in great detail the experiences of members of an active postvention team for survivors of suicide. This team is referred to as the Local Outreach to Suicide Survivors (LOSS) team in Baton Rouge, Louisiana. This study also assesses potential benefits and detriments of being an active member of this team. In this phenomenological research study, seven participants meeting the following criteria were interviewed: 1) Participant is a survivor of suicide 2) Participants loss by suicide was at least one year prior to the beginning of this study 3) Participant is/was a member of the Baton Rouge, Louisiana Local Outreach to Suicide Survivors (LOSS) team within two years from the beginning date of the research study 4) Participant is/was an active member of the Baton Rouge, LOSS team for at least one year. The modified version of van Kaams methods for organization, analysis, and synthesis of data presented in Moustakas (1994) was used. The participants in this research study clearly indicated that the active postvention services of the LOSS team were an essential part of their grieving and healing process and enabled them to continue to live their lives. These individuals truly believe that without the survivors of suicide support group and the LOSS team, they would not be where they are today. These individuals strongly believe in the importance of providing newly bereaved survivors of suicide with an instillation of hope. This is one of the many reasons why they continue their volunteer efforts. Although few detriments to being a member of the LOSS team were introduced, there are safeguards in place for each of them to ensure the mental stability of the LOSS team members.

The purpose of this study was to examine the use and determine the preferred method of social media among 4-H alumni in Louisiana. Based on a review of literature, communicating with youth through social media has become a major trend and necessity, especially among 4-H Youth Development and Cooperative Extension Service professionals. The Zammit Social Media Questionnaire, a 24-item instrument that includes multiple choice, multiple answer, open-ended, ranking, and Likert scale questions, was developed and administered online to 161 Louisiana 4-H alumni who received the 2011 Louisiana 4-H Senior Honor Cord and provided usable e-mails. The final response count was 32, representing a 19.9% response rate. The overall preferred method of social media among Louisiana 4-H alumni was Facebook and text messaging. A majority of 4-H alumni use their smart phones or personal computers to utilize social media. Some of the primary reasons that 4-H alumni use social media are to communicate friends, view photographs, and become updated with current events. Less than 13% of surveyed 4-H alumni use blogs, less than 7% use Google Circles or discussion boards, and less than 4% use Flickr. Overall, 100% of surveyed 4-H alumni use some form of social media. Majority of the respondents were Caucasian, females, lived in rural areas, and have completed or are enrolled in a 4-year college program. They participated in 4-H for 9 years and were not a member of a parish 4-H Junior Leadership Club.

This study compared College of Agriculture (COA) alumni of a research university (RU/VH) in the Southern U.S. on selected demographic characteristics and contact information by whether or not the alumni are donors to the university. The target population was COA graduates from 1862 Land Grant Universities located in the Southern portion of the United States. The accessible population was Louisiana State University (LSU) COA alumni graduates. The sample was alumni who completed their degree program from the years 1950 through 2000. The instrument used was the Tiger Advancement Information Lookup System (TAILS) database. Universities have become burdened by financial instability due to the increasing number of students enrolled in college and state budget cuts to higher education. Alumni donations acquired through fund raising efforts have been put in the forefront of raising money to support and sustain the mission of higher education. Targeting alumni is a way to increase funding and endowments for support to higher education. Alumni have become an integral component in the fund raising scheme of higher education. The methodology of this descriptive exploratory study involved downloading alumni data from the university foundation database. The study found that alumni donors and nondonors were different on a number of demographic characteristics. Additionally, models were found explaining number of donations, largest donation, total amount of donation, and total donations specific to agriculture. In addition, a logistical model was identified that correctly classified 84.1% of alumni on donor status. The researcher concluded that non-employment university affiliation and total number of contacts were important explanatory factors. Recommendations included establishment of more affiliation opportunities and increased frequency of contacts with alumni. The researcher recommended increasing non-traditional methods of contact and involving alumni through various forms of affiliation by creating new types, especially within areas identified by this study in the states with cluster groups of 50 or more alumni. Furthermore, the researcher recommended studies on contact information, and non-employment university affiliation be conducted in an effort to increase the percentage of classifying alumni donor status. The researcher recommends student involvement through club affiliation in an effort to build relationships prior to graduation.