The primary purpose of this study was to determine the influence of selected demographic characteristics on the reading ability of fourth grade students in Louisiana. The dependent variable for this study was reading ability of fourth grade students. Independent variables were demographic characteristics as measured by reading achievement (overall reading score and subscale reading score on the LEAP assessment). The Louisiana Educational Assessment Program (LEAP) exam is a high-stakes test that is administered to fourth grade students in Louisiana. Students must pass specific portions of the test to be promoted to fifth grade. Academic achievement data on the LEAP test were obtained from the Louisiana Department of Education. The sample for the study was all fourth grade students enrolled in public elementary schools in Louisiana during the 2008-2009 school year who were not classified as special education, 504, or Limited English Proficiency. Academic achievement, as measured by Reading, Math and English Language Arts scores on the LEAP, was described and correlated with selected demographic characteristics. Demographic findings of the study showed that the largest groups of subjects were of the Caucasian race and female gender. Findings of the study indicated that African American students scored lower than all other students on all Reading, Math and English Language Arts measures examined. The researcher concluded that the interaction factor between Socioeconomic Status and African American racial status was highly significant in the achievement of fourth grade students. Another conclusion of the study was that the Caucasian race is no longer the majority of fourth grade students in public schools in Louisiana. The researcher recommended that state-level administrators of educational programs in Louisiana develop new courses that would provide more remedial help for low socioeconomic African American students to help them to close the gap that is currently apparent with the other racial groups.

The dissemination of information related to agronomic crop production is crucial to the success of the agriculture industry in Louisiana. This information is distributed by various sources and through multiple methods. The primary purpose of this study was to determine the preferences of Louisiana agronomic crop producers and crop consultants in regards to acquiring information related to their agricultural operations. A secondary purpose was to determine how agronomic crop producers perceived selected LSU AgCenter information sources on accuracy, awareness and frequency of use. Data for the study were obtained through surveys completed by 176 agronomic crop producers and 32 crop consultants. The data were analyzed to determine the two groups perceptions of various information sources on issues of usefulness, frequency of use and the preference of particular sources. The participants perceptions of selected LSU AgCenter information sources were also analyzed for awareness, frequency of use and accuracy. The majority of agronomic crop producers were white (99.4%). Their average age was 48.6 years old, and they had been farming agronomic crops for an average of 25.2 years. The majority of the crop consultants in the study were white (100%), male (96.9%) and were college graduates (96.9%). The findings indicated that both groups actively used many of the information sources featured in the study. Consultants were the most preferred source for agronomic crop producers followed closely by sources affiliated with the LSU AgCenter. For consultants, LSU AgCenter personnel were the most preferred source followed closely by other crop consultants and LSU AgCenter print materials. Both groups had a similar preference toward interpersonal information sources. Mass media sources were scored lower by both groups. Because both groups had a preference toward interpersonal communication, organizations that plan to communicate with these two groups should include an interpersonal communication component in any information campaigns. Additionally, it is important for a source to be perceived by agronomic crop producers as a source that disseminates accurate information. According to producers, accuracy is a crucial characteristic in terms of the usage of an information source.

The purpose of this study was to determine the awareness and knowledge of Celiac Disease/Gluten Intolerance (CD/GI), among clients of a medical facility in the southern portion of the United States. A researcher-designed awareness/knowledge instrument was used to study a random sample of clients of a medical facility. Data were collected from 404 clients at the medical facility. Data collected included whether or not participants were aware of the disease, a 30-item knowledge instrument, and their demographic characteristics. Exploratory factor analysis revealed four identifiable subscales in the knowledge instrument: Symptomology, Diagnosis, Treatment, and Interaction with Other Conditions and Overall Knowledge Score. Multiple Regression analysis was used to determine the amount of variance in the knowledge subscales explained by the demographic characteristics. Results showed that a majority of the participants (53.2%) was unaware of CD/GI. The majority of participants did not know or inaccurately responded to 18 of the 30 statements in the knowledge of CD/GI instrument. Variables related to Awareness included Ethnicity, Marital Status, Highest Level of Education, Annual Family Income, and Physical Examination by their Primary Care Physician (PCP). Variables related to one or more knowledge subscales were Gender, Whether or Not Participants had Children, Highest Level of Education, Physical Examination by their PCP, and Distance Traveled from Home to Medical Facility. The variances explained in the knowledge subscale scores and the overall knowledge score from selected demographic variables ranged from 18.2%-22.4%. It was concluded from the study that there is a lack of awareness and minimal knowledge of CD/GI among the clients of the medical facility. Also, knowledge of CD/GI is a multi-factor concept which offers future research and application opportunities. Recommendations included research on designing and implementing more robust knowledge assessment instruments, education and publicity programs to increase awareness of CD/GI among the general public and enabling physicians to improve their diagnostic skills. The study was considered significant because the results could enable medical and health professionals and nonprofit organizations to direct their education and research efforts to address the many issues that arise from the disease, from heightening awareness, to amelioration, to treatment, to drug therapy.

Organizational leaders seek monetary returns on their investments (ROI). Thus, making decisions to invest in human capital, such as in leadership development interventions, are often difficult due to the lack of research demonstrating monetary returns on development investment (RODI). Further, little research has been conducted on the diffusion effects of leadership development intervention, or returns on leadership diffusion (ROLD). This research expands on previous research conducted by Avolio, Avey & Quinsenberry (2010), which was the first attempt to estimate RODI using utility analysis. This study is unique in that it uses computer simulation modeling along with current research data to generate random distributions of each utility analysis variable to estimate RODI. Comparisons of RODI methods are conducted. Further, the study incorporates a logistical growth model based on exponential growth theory and Diffusion of Innovation theory to estimate the returns from leadership diffusion.

There is a great need in education to find innovative ways to increase the amount of instructional time spent in classrooms. One way this can be accomplished is by improving the school climate through the use of Positive Behavior Interventions and Support (PBIS). Teachers can improve upon their own behaviors towards students, so that student problem behaviors do not escalate to the point of suspensions and expulsions. The PBIS philosophy embraces the idea that while humanistic values should not replace empiricism, these values should inform empiricism. Science tells us how we can change things, but values tell us what is worth changing (Carr, 1996; Carr & Durand, 1985). PBIS represents a melding of values and technologies which are judged not only with respect to efficacy (a technological criterion), but also with respect to their ability to enhance personal dignity and opportunities for choice (a values criterion). Thus, the approach eschews the use of strategies that members of the community judge to be dehumanizing or degrading (Horner et al., 1996). The present study examines faculty and staff perceptions of the Leadership Team and the PBIS process as it functions in their school. Faculty and staff utilized for this study were employed in primary and secondary schools in Louisiana that had implemented PBIS at least six months prior to survey completion. The PBIS Staff Satisfaction Survey and the Team Process Survey are the two surveys utilized for the purpose of this study. Participants were surveyed about their satisfaction of school-wide positive behavior support on their school campus and the team process survey was given to all school-wide leadership team members to determine how their team is functioning as a school-wide positive behavior support team.

Orientation programs, while unique in their own design and implementation across campuses, offer incoming students the opportunity to become acquainted with the institutional environment. A particularly important element of orientation programs is the component of orientation leaders who serve as peer mentors and guides to incoming students. These students fulfill several responsibilities of the institution and develop a lasting rapport with incoming students. Orientation leaders have the opportunity to personally develop and gain valuable skills as a result of working the orientation program. Kolbs experiential learning model provides a framework that explains an orientation leaders personal development. Kolbs model consists of a spiral of four modes of learning concrete experience, reflective observation, abstract conceptualization, and active experimentation. Individuals learn by cycling through each of the four phases. Throughout the summer orientation program, orientation leaders in this study had the opportunity to work seven sessions where they encountered a concrete experience, reflected on those experiences, conceptualized those experiences within group discussions, and actively experimented with new ideas and techniques. In this study, the researcher found that working the orientation program had a significant impact on the personal development of orientation leaders. Themes that emerged corresponded with Chickerings seven vector model of student development. During times in higher education when budgets are tight and funding is limited, it is important to know the lasting effects that orientation programs can have on the orientation leaders. Therefore, colleges and universities must continue to utilize and understand the role of orientation leaders in orientation programs.

Recent tragedies are causing hospitals to more intensively review their strategies and broaden their approach to emergency preparation. The Gulf Coast storms of 2005 and 2008 and other catastrophic events nationwide have illustrated the central role hospitals can and should play in a communitys disaster recovery infrastructure. Given the unpredictability of the world today, with the possibility of a mass casualty crisis constantly threatening, there is an urgent need to seek and achieve higher levels of readiness. If a hospital organization is not investing in emergency preparedness on a continuous basis, that facility and its community are placed at higher risk. After bearing the brunt of several major, damaging storms for the past five years, hospitals along the coast in Louisiana, Mississippi and Texas have heightened their involvement in their own and their communities recoveries, rebuilding their respective facilities and human resources so they can offer quality healthcare services to their communities. This study sought to answer the following research question: What strategies are hospitals in coastal Louisiana, Mississippi and Texas using in their emergency preparedness plans five years since Hurricanes Katrina and Rita to facilitate their ability to respond more effectively under crisis conditions and to maintain critical patient care operations? The researcher took an in-depth look at the many lessons learned by nine Gulf Coast region hospitals during their experiences with Hurricanes Katrina, Rita, Gustav and Ike by interviewing hospital administrators and emergency preparedness personnel. These interactions revealed strategies that the hospitals have implemented and what has yet to be done. Study participants provided an evaluation of their emergency policies and plans, practices and implementation as well as improvements, evacuation versus shelter-in-place strategies, training and drills, supplies, reimbursement, communication and human resource issues. The study sought to identify trends and best practices being used by coastal healthcare facilities and to determine which of these have been put into practice. Finally, the study identified opportunities for future research in hospital emergency preparedness.

The intelligence community is responsible for providing competent analysis and assessments pertaining to the many significant geo-political situations that may potentially or do effect the nations interests. The intelligence community has always experienced challenges living up to that charge, and while it may merely be a case of the nature of the profession, there are always lessons that can be learned and processes that may improve the analytical processes. Critical thinking is a cognitive process that may be able to provide that improvement to the analytical processes, and when an analytical framework is built by applying these cognitive skills, the analytical effort may become more focused and meaningful. This study examined an intelligence analysis framework that was built using specific cognitive critical thinking skills. It was demonstrated that intelligence analysis did improve, specifically with the novice analysts that participated, and there was demonstrated specificity in the respondents analyses. A panel of experts provided insight and content assurance that demonstrated the intelligence analysis and products produced were valuable for operational usage. Finally, successful historical counterinsurgencies were examined in relationship to the analytical framework that was utilized in order to understand how this analysis can lead to operational success.

Challenging economic times and increasingly complex social contexts intensify the demand for organizations to focus on areas of human resource development that positively contribute to developmental relationships of employees. One such method is the implementation of a formal mentoring program. Mentoring is especially important for 4-H youth educators. Youth educators are usually specialized in program development among other areas and plan, implement, and evaluate programs with the intent of bettering the quality of life for youth. The dynamics of working with todays youth mandate effective professional development and developmental relationships for career enhancement. This study was developed for the researcher to take an in-depth look into mentoring relationships for new 4-H youth educators. The following research questions were investigated: How do Extension educators perceive the value of mentoring Extension educators in Louisiana? How do Extension educators perceive the value of formal and informal mentoring programs in Louisiana? Seven 4-H youth educators, hired within the past one to five years, participated in this study and were interviewed by the researcher. This communication and interaction provided details and explanations regarding the formal mentoring program and tendencies for new 4-H youth educators within the organization to find informal mentors. The participants shared personal and professional expectations, hopes, and needs as novice 4-H youth educators. Several components that contribute to successful, professional developmental relationships were found to be lacking with formal mentors among participants despite finding these elements in developmental relationships with informal mentors. The findings of this study contributed to suggestions for an effective and efficient formal mentoring program for 4-H youth educators. In addition, the researcher concluded there are numerous implications that reinforce the need for the development and implementation of a revised formal mentoring program in the organization.

Many job satisfaction studies have been done on faculty in higher education, but very little research has focused on science, technology, engineering, and mathematics (STEM) faculty. Through these studies, very little consensus has been reached on the satisfaction levels of male and female faculty. The purpose of this quantitative study was to examine the job satisfaction of tenured and tenure-track male and female STEM faculty at research institutions in six states. Moreover, the study sought to examine the relationship between STEM faculty job satisfaction and potential explanatory factors: gender, rank, tenure, salary, family status, whether or not there are children living in the home, number of children living in the home, and work-family conflict. The instruments used in the study were the Job Satisfaction Survey and the Work-family Conflict Scale, both of which are six item Likert-type scales. A negative statistically significant relationship existed between work-family conflict and job satisfaction. Faculty who reported lower work-family conflict reported significantly higher job satisfaction than faculty with high work-family conflict. In addition, a negative statistically significant relationship existed between work interference with family (WIF) and job satisfaction. The correlation between WIF and job satisfaction shows that as work interference with family increases, job satisfaction decreases. Multiple regression analysis revealed that two factors, work interference with family and family status (married or not married), accounted for 13.6% of the variance, which indicates that there are other factors that affect university STEM faculty job satisfaction than the ones that were identified in this study. The results of this study can be used by administrators to aid in making organizational decisions that may lead to increased STEM faculty job satisfaction. Some of these decisions might include implementing family-friendly policies and programs to increase the supportiveness of the work-family culture.