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.

Registered Nurses comprise the largest group of healthcare professionals in the United States, and forecasts predict a nursing shortage of epic proportions on the horizon. Significant factors include approaching retirement of Baby Boomer RNs, increased demand for care for aging Baby Boomers in the population, approaching retirement of nurse educators, and rejection of qualified applicants secondary to enrollment restrictions in nursing programs. Nursing student attrition further contributes to the pending shortage. Successful retention programs promote best-practice utilization of scarce resources. Understanding student characteristics serves as a basis for effective selection and retention programs. This study described characteristics of nursing students in a diploma nursing program in the southern United States who graduated within the expected program length; a time frame non-inclusive of completion of 25 credit hours of specified prerequisite general education courses. Using secondary data from students enrolled between January 1998 and January 2008 yielded outcome data for cohorts graduating between December 1999 and December 2009 (or are projected to graduate in December 2010). This 11-year sample allowed description of students and graduates on demographic characteristics of age, race, gender, marital status during program enrollment, and number children. Further, program admission criteria required completion of the Nurse Entrance Test (NET®) with required minimum critical thinking scores for main idea of passage, inferential reading and predicting outcomes and a minimum composite percentile. Graduates are described according to NET® components, GPA for prerequisite courses and a program predictive GPA for specified prerequisite courses. The study describes the program Non-completers on academic and demographic characteristics and withdrawal factors. Further, comparison was made between program Completers and Non-completers. This comparison of admission criteria between the groups yielded statistically significant differences between the groups and provided support for admissions criteria utilized by the Admissions and Selections Committee. Comparison of retention among students experiencing interruption in enrollment was made using the same admission criteria. Admission criteria did not yield statistically significant differences between the groups. This lends support to the admission criteria being significant to overall selection; however, following readmission, unidentified variables may have a greater influence on the students ultimate retention in the program.

The purpose of this study was to determine the perceptions of board members of non-profit organizations in Louisiana on board development. According to the literature review, boards of directors play a pivotal role in the life of non-profit organizations. Thus, it is essential that they operate effectively. Provision of a continuous development program promotes board and organizational performance as board members augment their knowledge, skills and abilities of their roles and responsibilities, and cultivate board, staff, and stakeholder relationships. The target population for this study was board members of non-profit organizations in Louisiana. A total of 267 non-profit organizations were contacted with five board members from each organization to complete the survey. Of a survey sample of 1,335, 110 board members responded to the survey for a final response rate of 8.2%. Eighty-four respondents provided usable data; therefore, twenty-six respondents who provided unusable data were dropped from the study. Follow-up of non-respondents was not possible because the researcher did not have board members e-mail addresses. The Hollins Board Development Survey was a 52-item researcher-designed questionnaire, which consisted of a five-point anchored rating scale and multiple-choice items. Post hoc comparisons of board members responses on the size of the non-profit board were performed using the Tukey HSD test, which revealed a significant amount of variance on non-profit board size at the p<.05 level. Results suggested that larger boards of directors are more likely to have board development activities. A regression model with three independent variables, Size of the non-profit board - 5-9 members and 10-14 members, and Age of non-profit board member explained a significant portion of the variance of selected demographic traits on the Hollins Board Development Survey score.

The purpose of this study was to determine the influence of housing arrangement and selected personal and academic characteristics on the engagement of full-time university freshmen. A sample of 1,119 full-time freshmen was used in the study. A 14-item Likert-type scale, the Student Academic/Social Interaction Questionnaire, was used to measure the engagement level of the students. Housing information was also self-reported, but all ther demographic and academic information was obtained from the institutions registrars office. When compared to the overall mean engagement score, there were five significant findings. Significant differences were found between living off-campus, living off-campus with family, living on-campus in discipline-based residential colleges, and first-generation college attendance status and the overall mean. No significant differences were found between respondents gender or race when compared to the overall mean engagement score. Multiple regression analysis revealed an overall model of five predictors of engagement of freshmen students: ACT score, living off-campus, living off-campus with family, first-generation college attendance status, and living on-campus in discipline-based residential colleges. This model accounted for 6.6% of the variance in the level of engagement. Findings suggested that, overall, students are only mildly engaged, and mean scores from items on the Student Academic/Social Interaction Questionnaire revealed that students are engaged with their peers, but not with faculty and staff. There was no difference in the engagement level among the various on-campus housing arrangements. Whether or not students lived on-campus or off-campus was what made the difference in students engagement level.

This dissertation examines the influence of the state police law enforcement academy on the performance of commissioned officers in the field training officer (FTO) program in a state in the Southeastern region of the United States. The law enforcement training academy is paramount in preparing cadets for the roles, responsibilities, and activities that graduates assume independently in the field. As such, it is important to understand the value added to future performance in the field through adequate preparation in the training academy. This dissertation analyzes a sample of officers in the Southeastern region of the United States and explores the relationship between their performance as cadets in the academy and their performance as commissioned officers in the field training officer program. Further, this study examines the existence of differences in performance among the various troops of the selected state law enforcement agency. Through stepwise regression, the researcher concluded that the law enforcement training academy accounts for between 2.3% and 17.6% of the performance variance of newly commissioned officers in the field officer training program. Further, through an analysis of variance, the researcher concluded that there are significant differences in at least one of the performance variables selected throughout the troops of the agency. The researcher recommended further analysis of the law enforcement curriculum and of the field training officer program. This research should focus on the specific goals and objectives of the FTO program to ensure that the curriculum taught in the academy is properly aligned with the performance measures of the FTO program. Further, it was recommended that a systematic training methodology be implemented to ensure that all field training mentors are fully educated on the programs goals, objectives, and evaluation system. Finally, it was recommended that a structural equation model be developed to allow the agency to understand the unique contribution of their current recruiting, selection, and training programs to the performance of their officers in the field.

The United States of America was built on the foundation of a representative democracy. Citizens engage in various political activities to elect representation to create policies and programs that may benefit individuals, groups of individuals, and special interests. A citizens type of political engagement and level of political engagement may be influenced by the individual and group resources a citizen possesses, as well as the citizens level of trust in government to respond to their individual or group needs. This study contributes to the literature on political engagement by suggesting factors that predict political engagement in the United States. The goal of this study was to explore predictors of political engagement in the United States. Data from the National Politics Survey 2004 was used to analyze and interpret findings related to the nine hypotheses in this study. Survey items were selected from the survey to measure political trust, social capital, and political engagement. Citizen level of trust in the national government was used to measure political trust. Individual and group resource variables such as income, educational level, ethnic mix of friends, ethnic mix of neighborhood, closeness of ideas and interests to people, and maintaining or blending cultures were used to measure social capital. Three dependent variables were used to measure political engagement; voting, talking to others to persuade them to vote for or against a party or candidate, and attending a political rally in support of a particular candidate. Each dependent variable was measured separately against the independent variables in a hierarchical regression analysis. The results indicated that certain Socioeconomic Status variables, social capital variables, and the political trust variable failed to meaningfully predict citizen political engagement related to voting and attending political meetings or rallies, and had minimal meaningful predictability to talking to others to persuade citizens to vote for a specific party or candidate. The results also indicated noteworthy biases in the dataset that contributed to the models inability to meaningfully predict political engagement based on the variables suggested in this study.