The purpose of this study was to explore and determine the level of readiness for lifelong learning of volunteers affiliated with a 4-H youth development program in the southern United States. Based on a literature review, readiness for lifelong learning was conceptualized as incorporating aspects of response to triggers for learning, self-directed learning readiness, and a readiness to overcome deterrents to participation in learning. The Readiness for Lifelong Learning Survey, a 75 item Likert-type scale, was developed and administered online to 1815 adult volunteers who had provided usable emails in a enrollment database system. The final response count was 277 representing a 15.3% response rate. The overall readiness for lifelong learning score fell within the high readiness category on an interpretive scale developed by the researcher. There were significant differences in the overall readiness for lifelong learning mean score based on marital status, yearly net income and preferred format for learning. No significant differences in readiness for lifelong learning mean score was observed based on gender, ethnicity, and highest level of education completed, presence of children at home, employment status, and occupational category, and whether current employment requires continuous certification. A regression model with four demographic variables found that explained a significant portion of the variance in the overall readiness for lifelong learning score. Preference for web-based/online training and divorced marital status increased the overall readiness for lifelong learning score, while earning more than $100,000 in yearly net income and being single never married reduced the overall readiness for lifelong learning score.

The professional nurses role focuses on two distinct provisions of expert care involving the science and art of caring for patients. Nurses must attain and maintain a high level of scientific, clinical expertise. In addition, nurses must continuously seek to understand, relate to and connect with the patients with whom they work whether it is at the hospital bedside or in other arenas where healthcare services are provided. The nurse plays a critical role in supporting patients through their most vulnerable times by empathizing and understanding where they are and where they want and need to be from a physiological and emotional health perspective. Empathy allows the nurse to better understand the unique challenges faced by patients and implement strategies to address their concerns. The primary purpose of this study was to compare the level of empathy of registered nurses who received instruction on the development of effective empathy with nurses who did not receive this instruction at a hospital in a metropolitan area of Louisiana. The researcher reviewed the concept of empathy and outlined an approach to teach empathy to nurses with the goal of increasing nurse empathy levels. This quasi-experimental study utilized a Solomon Four-Group-Like Design and incorporated empathy training and pre and post-training empathy measurements of participants. Empathy scores were measured utilizing the Mehrabian Balance Emotional Empathy Scale (1996). Based on the findings, empathy scores did not increase following the participants completion of the particular empathy training course provided during the study. Further exploration of strategies to teach empathy to nurses would enhance the nurse patient relationship and produce positive patient care outcomes.

Research on teacher learning styles and teaching styles have explained that teachers inadvertently mirror their own styles as they teach (Sternberg, 1994; Zhang, 2002) and as such apply teaching strategies that fit personal preference. With this one-style-fits-all approach, students individual differences are often ignored and teaching methods are rarely varied to accommodate (McKeachie, 1995) the student. This relationship between ones preferred style and his or her teaching style may also influence student learning (Zhang, 2001) based on findings which pointed out that students who had similar styles like those of their instructors were more comfortable with the techniques the instructor applied when teaching. Hoogasion (1971) and Lange (1972), as cited by Lutz (1983) inferred that students, who were style-similar to their professor, did better in those classes and the instructor was more positively perceived by the students who matched the instructors style. The students who did not share the instructors style, a study by Oxford and Lavine (1992) suggested, felt greater anxiety and responded negatively to the instruction. Should this issue be ignored, other adverse consequences including learning-associated emotional problems (Sitler, 2009) and physically health-related problems (Pritchard & Wilson, 2003) could be aggravated. Furthermore, if relationships existed between differences of cognitive style and coping behavior, would it not be also useful if this study were to discover findings of positive coping behaviors associated with the cognitive style gap between a student and his or her instructor? In order to promote diversity in learning, Prashnig (1998) and Rayner (2000) supported research on dissimilar learning styles in relation to learning strategies and coping behavior. Rayner (2007) advocated for aids which may help educators better meet individual learning needs in the classroom. The findings of this study may provide suggestions to the teaching practitioner regarding productive study strategies used by students, among other beneficial aids. This study may augment the sparse body of research which has demonstrated how cognitive style gap related to practical coping and learning strategies used by students. Further, it is intended to be another study extending Kirtons theory and challenging its application to and sustainability in the classroom environment.

The primary purpose of this study was to compare the academic achievement, as measured by scores on the English and math portions of the Graduate Exit Examination (GEE), of public high school students in Louisiana by whether or not they were identified as business education students. The GEE is a high-stakes test that is administered to high school students in Louisiana. Students must pass specific portions of the test to obtain a diploma. Academic achievement data on the GEE was obtained from the Louisiana Department of Education. The sample for the study was all 10th and 11th grade students enrolled in public high schools in Louisiana during the 2008-2009 school year who were initial testers and who were not classified as special education, 504, or Limited English Proficiency. Data acquired from the Louisiana Department of Education was recorded in a computerized recording document. Academic achievement, as measured by math and English scores on the GEE, was described and correlated with selected demographic characteristics. In addition, achievement was compared by whether or not the students were classified as a business education student. Demographic findings of the study showed that the largest groups of subjects were of the White race and female gender. In addition, more students were found to be in the socioeconomic group that was defined by receiving free lunch in school. Findings of the study indicated that business education students scored higher than non-business education students on all math and English measures examined. Additionally, business education students were found to have achieved at higher GEE classifications than non-business education students in both English and math areas. The researcher concluded that business education students perform better academically than non-business education students. Another conclusion of the study was that business education is no longer a female dominated program. The researcher recommended that state level administrators of educational programs in Louisiana develop new courses that would integrate academics and business education courses that would be approved for high school graduation credit. Some of these courses might include: business technical writing, applied mathematics, applied technology, research in careers and math for business decisions.

The beef cattle industry continues to be the second largest animal production industry in Louisiana. In 2007, there were 860,000 head of cattle and calves in Louisiana and 14,100 farms and ranches engaged in cattle production Beef production is virtually statewide, with 63 of 64 parishes generating income from beef production. The Master Cattle Producer Program is designed as a follow-up to the Master Farmer Program. It is a commodity-specific program to enhance the profitability of beef producers by teaching them research-based recommendations on all aspects of beef production. The purpose of this study was to assess the effectiveness of the Louisiana Master Cattle Producer Program as perceived by those individuals who completed all components of the Louisiana Master Cattle Producer Program. The significant increase in the adoption score of program completers from their self-reported implementation of the practice before participation in the program and the implementation of these practices after completing the Louisiana Master Cattle Producer Program indicates that this program is effective. The practice adoption score was not related to any of the personal and descriptive demographic characteristics of the completers of the Louisiana Master Cattle Producer Program.

The primary purpose of this study was to identify the influence of computer user knowledge as measured by the Computer User Knowledge Survey (CUKS), and the personal demographic characteristics of Gender, Age, and Race on academic achievement as measured by the Graduation Exit Examination-21 (GEE-21), among high school seniors in public schools in a parish in South Louisiana. The CUKS and the Gender and Race data were collected from the self-perceived CUKS survey administered to 295 seniors registered in English IV classes at a school in South Louisiana. The academic achievement data and the ages of the student subjects were retrieved from the Louisiana Department of Education GEE-21 data base. Each of the six CUKS sub-scales, Basic Knowledge CUKS, Windows CUKS, Word Processing CUKS, Internet CUKS, Multimedia CUKS, and Computer Games CUKS, and the Overall CUKS score were correlated with each of the four GEE-21 academic achievement categories, Math, English, Science, and Social Studies. The results showed that Multimedia CUKS (r = .16; p = .018) and Basic Knowledge CUKS (r = .04; p = .037) were significantly related to English scores. No other significant relationships were found among the CUKS subscales and the GEE-21 scores. Regression analysis was used to determine if models existed which explained a significant portion of the variance in academic achievement scores. The regression models showed that Multimedia CUKS explained 2.3% of the variance in English scores; Gender explained 3.8% and Hispanic explained 1.9% of the variance in Science scores; and Gender explained 5% and Multimedia CUKS 1.9% of the variance in Social Studies scores. Conclusion included: 1) the racial make-up of the sample was very atypical for public schools in South Louisiana; 2) there was little or no correlation between computer user knowledge and academic achievement; 3) the scores of the student participants were exceptionally high on the self-perceived CUKS; 4) sample students typically scored in higher achievement levels than students statewide, and outstandingly so in Math. Recommendations included finding and using more objective computer knowledge assessments in future studies to reduce the possibility of student response error in similar studies.

The importance of academic courses taken during high school has been well documented. It could determine the students achievement in high school, affect the students ability to transition to postsecondary education and expand the students choice of postsecondary majors and degree options (Laird, Chen, & Levesque, 2006). This study examined whether enrollment in business education is related to achievements in high school core subjects. The rationale for the study is to determine if business education contributes to the academic achievement of high school students. This study used the data from the National Assessment of Educational Progress (NAEP) High School Transcript Study (HSTS) collected in 2005. Nationally representative samples of over 26,000 public and private school students were assessed. The study described the graduating high school students by age, gender, ethnicity, the highest level of parental education, public or private school students, and whether or not they are business education students. The study also described the performance of the students on the mathematics, English, social studies, and science as measured by their GPAs in these respective subjects. The study compared academic achievement of business education students with that of non business education students in these core subjects. The study determined if differences exist in student academic achievement based on students personal demographic characteristics. These comparisons revealed that although there were statistically significant differences in GPA scores in all core subjects, the effect size of each of these areas was either small or moderate. Several selected variables explained statistically significant portions of the variance in high school student achievement as measured by GPA scores in the mathematics, English, social studies, and science. These variables were age, gender, ethnicity, socioeconomic status, public or private school status and business or non business education status. Demographic factors played important role in determining students academic achievement. The multiple regression models had either small or moderate effect sizes. Overall, non business education students had a statistically significant superior academic achievement than business education students academic achievement. However, the statistically significant differences only translated into small effect sizes.

The primary purpose of this study was two-fold: 1) to determine if a relationship exists between proactive personality and social entrepreneurial intentions among African American and Hispanic undergraduate students; and 2) to determine if hope moderates the relationship between proactive personality and social entrepreneurial intentions. The findings demonstrated that there was indeed a positive relationship between having a proactive personality and social entrepreneurial intentions among students; these findings supported the conclusions made by Crant (1996) which demonstrated that proactive students tend to have intentions to become entrepreneurs. Also, the findings demonstrated that hope did not moderate the relationship between proactive personality and social entrepreneurial intentions. This was surprising, however, it may be that African American and Hispanic undergraduate students need more than hope to increase their desire to become social entrepreneurs. The researcher concluded that it is likely that the moderated relationship was not supported because some students may not yet possess the knowledge, skills, and abilities necessary to create social enterprises. Future research should consider other possible moderating mechanisms involved in the proactive personality and social entrepreneurial intentions relationship. It is possible that entrepreneurial parents, entrepreneurial self-efficacy, socio-economic status, and other variables may moderate the relationship between proactive personality and social entrepreneurial intentions. Researchers and practitioners may have to conceptualize frameworks that can aid in training and developing social entrepreneurs. Critical pedagogy and the Center of Creative Leaderships Assessment, Challenge, and Support (ACS) model can be utilized.

The purpose of this study is to determine the relationships and collaborations that have been established between a southern Louisiana parish Cooperative Extension Service and a low socio-economic school and its community as measured by the number of collaborations created and new programs launched, that has created a school and community partnership with the school with the planning, implementing and planting of a school garden. A qualitative study using the interview method was used to gather data. Analysis consisted of examining data for themes and discriminate cases. Guiding questions that centered on specific data were developed. Personal interviews were conducted with the principal and first grade teachers who were chosen because of their involvement with the garden project from its development and implementation. Participants remained anonymous. A digital voice recorder was used to ensure precise answers were obtained. The results of the study found that the garden project was a positive experience for all involved. The students who took part in this project experienced learning in a variety of ways. It was a positive connection between teachers and parents because it provided teachers the opportunity to speak to parents about their childs willingness to try more foods as well as present teachers with the occasion to discuss with parents other aspects of their childs learning. And finally, it provided an opportunity for the local cooperative extension service and local community to give a low socio-economic school in the parish a sustainable, educational project that benefited its students. Cooperative Extension agents have long been known for their implementation of programs in the parishes (counties) where they work to deliver researched-based information that can innovate, educate and improve lives. Their ability to coordinate has helped establish relationships that lead to collaborations in their community that have enabled their work to be magnified by the available resources of the collaborators. Collaborations were made through dialogue and hard work and resulted in positive outcomes for all involved. Established dialogue led to trust and buy-in from stakeholders and collaborators. This was essential in developing and building relationships that facilitated and sustained this valuable project.

The purpose of this study is to determine if there are any effects of school gardens on low socio-economic first grade classroom located in the Southern Region of the United States. It is crucial for students to understand food sources and where it originates. Data was gathered through interviews using qualitative research methods. Analysis consisted of examining data from themes and discriminate cases. Personal interviews were done with teachers and students involved in the garden project. Permission was received to interview the students at school. All participants will remain anonymous. The results of the study found that the garden project did provide the participants with a positive new experience and hands on learning. Academic effects were not measured due to the age and developmental stage of the first graders. School gardens provide students with an opportunity to learn not only what they should eat, but also obtain a greater appreciation for how food is grown. Garden projects at school are a great way to make classroom subjects more interesting and significant to students.