The purpose of this exploratory study was to examine and describe the learning projects of a selected sample of small business owners in a community in the Southeastern United States. The study included the revision and modernization of Tough’s (1971) Learning Project Interview Schedule. A total of 35 small business owners were interviewed using a modified version of Tough’s Learning Project Interview Schedule. The schedule consisted of 10 learning project and seven demographic items that were adapted or created by a collaborative research team at the University of Tennessee using Tough’s (1971) Interview Schedule. Data revealed that participants had a mean of 6.8 learning projects conducted over the previous 12-months. The learner was the primary planner of 55.9% of all learning projects with a mix of planners used in 22.7% of cases. This study found that African-Americans identified the learner as the primary planner in 71.9% of learning projects, higher than the overall mean. Demographic information revealed that a large majority (88.6%) of participants had at least an intermediate computer skill level. This was reflected in the use of technology for learning projects. The Internet was indicated as a resource in 43.3% of learning projects and was second only to print sources (54.2%). Technology played a key role in the learning projects of small business owners as it acted as both a primary source of information and as a secondary source for finding additional resources including content experts, print sources, and multimedia. Recommendations for further research include the need for additional studies on the preferences for, and impact of using technology for conducting learning projects. Specifically, research may explore the learner’s perception of benefits of various forms of technology for conducting learning projects.

The purpose of this study was to identify the key educational components of agritourism in Tennessee. The study strived to identify if knowledge of the agricultural industry increased due to agritourism experiences and if perception of the agriculture industry changed due to the experience. Additionally, the research sought to describe visitor demographics and characteristics.Following a pilot study in 2009, three agritourism venues throughout the state of Tennessee were used to collect surveys to create a pool of respondents and to identify their original knowledge of perceptions of the agriculture industry for the 2010 study. Additional data was gathered through an extensive post survey that gathered demographic information and respondents’ knowledge and perception levels based on several five point Likert scale questions. The responses were coded and entered by the primary investigator. The information was analyzed using means, standard deviations, and frequencies.The study revealed that respondents to agritourism venues do think that they experience are educational. The visitors expected an educational experience. Experiences at agritourism venues tend to increase consumer confidence slightly. Many respondents agree that they learn best through the hands on experience provided through the agritourism venues. Additionally, all respondents agreed that they would recommend the experience to others.

Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

Aim: This paper is a report on a study that explored the professional development of intensive care unit nurses in journal clubs. Background: Evidence-based practice is important in nursing care (Krom, Batten, & Bautista, 2010). However few nurses feel comfortable using evidence to guide their practice (Pravikoff, Tanner, & Pierce, 2005). Journal clubs are a way to establish science as conversation (Wright, 2004) and foster knowledge translation for evidence-based nursing practice (Goodfellow, 2004). Methods: Monthly journal club meetings were held with the participation of a total of 71 healthcare professionals (65 nurses, 2 physicians, 2 pharmacists, 1 physiotherapist, and 1 respiratory therapist), who worked in two intensive care units of an Ontario hospital. After six months of meetings, 21 individual interviews were conducted with nurses, physicians, pharmacists, and nurse educators. Additional data collection included two focus groups, surveys, a review of staff meeting minutes, and researcher field notes. Findings: Journal clubs provided nurses with incentive to read research articles, improved nurses’ confidence in reading research, created a community of peers who worked collaboratively to improve clinical practice, provided a structure for nurses to reflect-on-practice, and led to reported changes in clinical practice. However, the data suggests that any gains in competence of nurses with the critical appraisal of research articles were probably modest. Barriers to participating in journal clubs and evidence-based practice are also identified. Conclusion: Journal clubs can foster knowledge translation and evidence-based practice through creating a community of practice and by providing nurses with motivation, structure, and confidence to read research articles. However, nurses reported a lack of critical appraisal skills and uncertainty about how to implement evidence into practice. Journal clubs may have a greater impact when implemented alongside other knowledge translation strategies such as working with clinical nurse specialists in order to enhance evidence-based practice.

The influences of self-directed readiness and learning satisfaction to the intention of continuing study- The examples of Open Universities in Kaohsiung Area Meng-Fan Chang Abstract Teaching delivery has been inspired by information technology and derived it from traditional face-to-face teaching (or teacher directed learning) to multi-channel learning model, providing a better interactive learning environment within the scope of teaching and learning. This study aims to explore if the intention of continuing study is affected by self-directed learning readiness and learning satisfaction. The relationship between demographic variables and self-directed readiness, learning satisfaction and the intention of continuing study were also discussed. 1055 valid respondents of 1085 students were from the National Open University and the Open University of Kaohsiung. Descriptive statistics, ANOVA one-way, Pearson correlation and multiple regressions were executed to examine the relation among variables. The results of data analysis are shown in the following: 1. Female students of National Open University show less creative learning than males. Nevertheless, they enjoy themselves in learning and have stronger motivation in learning.Aging students show greater self-motivated learning and learning motivation than the young. Students with higher educational background have best performance on self-directed learning readiness. 2.The data demonstrates that enjoy in learning is major factor concerning to teachers¡¦ teaching. 3.Enjoy in learning and self-motivated learning have the highest influence on academic administration service and good incentive respectively. 4.Learning satisfaction plays an important mediating role to self-directed learning readiness and intention of continuing study. Suggestions to educators and directions of this future work are also given in the study. Key words: Self-directed learning readiness, Learning satisfaction, Intention of continuing study, Open University

Abstract Our industrial structure has been changed with the impact of competition recently. The structure of labor has been changed dramatically by the influence of industrial structure. No matter what it is related to industrial upgrade or economic development of knowledge, they all need allocate the human resources. So the corporation can keep its competitive advantage. However, the most important in the corporation is management who can take good care of resources and talent in the firm. They make the entry barrier, so the valuable property in the firm can¡¦t be easily imitated by competitors. The management of talent and its development is positive for the operation of organization. The management has gotten rid of the image of falling behind and bogging down and refusing to change. Now, it turns out to be the strategy driving and interface and continuous innovation after promotion of the self-competition. The research subjects the intention of self-learning of management if it can upgrade the talent of management and show the job performance. Besides, the research subjects perceived organization supporting if it can affect the willing the self-learning. Therefore, the research studies the middle level of management in industries of Taiwan. The methodology uses random sampling. The questionnaires sent out by 403 and effective questionnaires are 200. analyzed by statistics methods of t-test analysis of independence, analysis of variance (ANOVA), Pearson¡¦s product-moment correlation, and multiple regression. The result confirms several important discoveries as follows: 1. As the relation on self-directed learning readiness and management competency and job performance, it can be summarized below: (1).The greater self-directed learning readiness, the greater is the degree of management competency. (2).The greater management competency, the greater is the degree of job performance. (3).The greater self-directed learning readiness, the greater is the degree of job performance. 2. There is a positive correlation in the self-learning and effective learning of self-directed learning readiness and job performance, and it also has high prediction 3. The management competency about professional capability and social communication and leadership is positive correlation to job performance. The most importance is professional capability. 4. Management competency has mediating effect between the self-directed learning readiness and job performance. 5. According to the moderating effect of the perceived organization supporting between the self-directed learning readiness and management competency in the study found that the management should be in favor of learning by effective leading. It can promote the professional capability.

The purpose of this study was to investigate the post-conflict reconciliation, consolation, solicited affiliation, stress and redirection in the captive Formosan macaques¡]Macaca cyclopis¡^in the Taipei Zoo. I used the post-conflict and matched-control (PC-MC) method to calculate the conciliatory tendency (CCT) and the triadic contact tendency (TCT) in adult macaques. The mean CCT for kin (83.33%) was significantly higher than that for non-kin (0.36%), and victims initiated reconciliation toward aggressors in higher rank classes significant more than both of them were in the same rank. The mean TCTs of aggressors and the victims were similar toward different triadic contact opponents (opponent¡¦s kin, own kin, unrelated individual). The ratio of the attracted pairs of victims who reconciled with aggressors by sociosexual behavior (15.23%) was significant higher than dispersed pairs (non-exist). In addition, the ratio of attracted pairs of victims who reconciled with unrelated third party by affiliation (46.72%) was significant higher than the dispersed pairs (21.76%). The similar situation also occurred in sociosexual behavior (28.68% verse 1.75%). However, aggressors and victims had similar chance to take the initiative affiliation after conflict (P > 0.05) The frequency of self-directed behavior (SDB) of Formosan macaques was slightly higher in the first 4 minutes in PC. The frequency of SDB after reconciliation (14.6 bouts/100 min) was not significantly lower than that before reconciliation (23.2 bouts/100 min) or when affiliation behavior did not occur (22.3 bouts/100 min). When the conflict opponents were kin, the SDB frequency (16.1 bouts/100 min) was not significantly lower than non-kin (24.1 bouts/100 min). The targets of redirect aggression were mostly unrelated individuals (82.61%). The mean CCT of the victims (16.50%) did not significant differ from the mean consolation TCT of the victims (48.81%), which indicated that reconciliation and consolation played similar critical roles after conflict. The sociosexual behavior performed by victims only occurred in PC (34.85%), which indicated the purpose of sociosexual behavior in reconciliation was to prevent further attack from aggressors. The chance of victims did not involve reconciliation and consolation, but solicited affiliation with a third party in PC was 23.32%. This indicated that the solicited affiliation might function to exchange the aggressive supports from the third party in the following conflicts.

Innovation is a necessity, not a nicety - but many companies still think of innovation as being important rather than urgent. For innovation to be successful, it requires different behaviours and new ways of thinking. It is fundamentally a human activity; hence the people that make innovation a reality are the inner workings of this process. In this study, a measurement tool has been designed to assess the different types of personalities that exist in new product development teams. A model has also been proposed. This model classifies the different personalities according to their dominant traits. It was derived from a tool that is well known within many innovation driven organisations: the model for assessing brand personalities that is very similar to the Heylen model. Using this model, a new model is proposed for the assessment of individual personalities. The individual personality types were established and the overall team structure was examined to determine if diverse personality innovation teams have any correlation with the perceived output of innovation. This study served the purpose of determining if this relationship exists as well as introducing a new model for the classification of different personality types. Three companies within the Durban region were selected and upon investigation it was learned that there does exist a relationship between diverse personality innovation teams and the perceived output of the process. It was learned that diversity does contribute to the measured innovation output. There were four different personality types classified. It was established that too many of one or more type of personality (e.g. originators or effectors) or the lack of other types (in this case motivators) in a new product development team hinders the optimal output of the process i.e. it effectively delays innovation and a valuable market offering since the abundant personality types dominate with their respective functions and inhibit other critical functions for the innovation journey to run smoothly. Effective innovation is about each personality type adding his/her contribution to the process. In this study it was established that not many motivators were identified in teams and an increase in originators and effectors correlated with a decrease in perceived innovation output. Each team member exists in a team at the opportunity cost of another, and it is essential that the right mix of personalities be present for effective innovation. / Thesis (MBA)-University of Natal, 2003.

Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel daar te stel om genoemde vaardighede te verbeter. Om hierdie doel te bereik is ‘n literatuurstudie onderneem ten einde a) leer te omskryf volgens die behavioristiese, sosiaal–kognitiewe, inligtingverwerkings, konstruktiwistiese teorieë en volwasse leerteorieë; b) selfgereguleerde leer te omskryf vanuit die behaviouristiese, fenomenologiese, Vygotskiaanse, kognitief–konstruktivistiese en sosiaal–kognitiewe beskouinge, met die klem op laasgenoemde beskouing en c) afstandsleer en die vereistes wat afstandsleer en selfgereguleerde leer aan afstandsleerders stel, te beskryf. Vanuit literatuur is bepaal dat effektiewe leer gedefinieer word vanuit die navorser se oriëntasie tot leer sowel as die aard van leer in ‘n spesifieke konteks. Die verskillende leerteorieë beklemtoon verskillende aspekte van leer en hou verskillende implikasies in vir programontwerp, rolle van onderriggewers, leermetodes en assessering. Verder dui literatuur op ‘n positiewe verband tussen selfgereguleerde leer en akademiese prestasie. Terselfdertyd dui bestaande literatuur daarop dat suksesvolle afstandsleerders selfregulerend moet kan leer en dus oor sodanige vaardighede moet beskik. Die navorsingspopulasie het bestaan uit BEd Honneurs oopafstandsleerders van Noordwes–Universiteit asook fleksieleerders van die Noordwes–Universiteit, Potchefstroomkampus wat alreeds eksamen afgelê het in die Leerperspektiewe module. Die teikengroep het bestaan uit leerders wat reeds vroeër eksamen afgelê het in die module LEON 611 en tydens kontaksessies in 2010 by spesifieke kontaksentrums en vakansieskole bygewoon en die vraelyste voltooi het (n=264). ‘n Multi–metode ontwerp is geïmplementeer waar ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsing aangewend is om die navorsingsprobleem beter te verstaan. Kwantitatiewe data is ingesamel aan die hand van vier vraelyste waarná aanvullende kwalitatiewe data–insameling met semi–gestruktureerde onderhoude gevolg het. Kwantitatiewe navorsing het geskied aan die hand van ‘n ex post facto–benadering en data is statisties ontleed deur middel van a) faktoranalise, b) meervoudige regressie–analise, c) stapsgewyse regressie–analise en d) effekgroottes. Kwalitatiewe data is met behulp van ATLAS.ti.6.0 - ‘n rekenaarondersteunde stelsel, ontleed. Resultate van die ondersoek dui daarop dat deelnemers nie voldoen aan al die vereistes vir effektiewe afstandsleer nie. Bereiking van leerdoelwitte is in ‘n groot mate afhanklik van die steun van onderriggewers en porture. Hul beskik nie oor inligtingstegnologiese vaardighede nie en kan nie effektief leer waar nie–moedertaalonderrig ter sprake is nie. In teenstelling met bestaande literatuur dui kwantitatiewe en kwalitatiewe resultate op ‘n lae verband bestaan tussen afstandsleerders se selfgereguleerde leervaardighed en hul akademiese prestasie. Deelnemers maak selde gebruik van selfgereguleerde leervaardighede soos ter sprake tydens die voorafdenkfase maar meer tydens die wilsbeheer– en selfreaksiefases. ‘n Model is ontwikkel vir die verbetering van selfgereguleerde leervaardighede van oopafstandsleerders, inbegrepe deurlopende ontwikkeling van akademiese taalvaardigheid en inligtingstegnologiese vaardighede. Aanpassings in studiemateriaal en verandering van onderrigstrategieë en terugvoer is belangrike aspekte van die model. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.

Die doel met hierdie navorsing was om ‘n analise van die selfgereguleerde leervaardighede van leerders in die BEd Honneurs Oopafstandsleerprogram te doen en ‘n onderrigmodel daar te stel om genoemde vaardighede te verbeter. Om hierdie doel te bereik is ‘n literatuurstudie onderneem ten einde a) leer te omskryf volgens die behavioristiese, sosiaal–kognitiewe, inligtingverwerkings, konstruktiwistiese teorieë en volwasse leerteorieë; b) selfgereguleerde leer te omskryf vanuit die behaviouristiese, fenomenologiese, Vygotskiaanse, kognitief–konstruktivistiese en sosiaal–kognitiewe beskouinge, met die klem op laasgenoemde beskouing en c) afstandsleer en die vereistes wat afstandsleer en selfgereguleerde leer aan afstandsleerders stel, te beskryf. Vanuit literatuur is bepaal dat effektiewe leer gedefinieer word vanuit die navorser se oriëntasie tot leer sowel as die aard van leer in ‘n spesifieke konteks. Die verskillende leerteorieë beklemtoon verskillende aspekte van leer en hou verskillende implikasies in vir programontwerp, rolle van onderriggewers, leermetodes en assessering. Verder dui literatuur op ‘n positiewe verband tussen selfgereguleerde leer en akademiese prestasie. Terselfdertyd dui bestaande literatuur daarop dat suksesvolle afstandsleerders selfregulerend moet kan leer en dus oor sodanige vaardighede moet beskik. Die navorsingspopulasie het bestaan uit BEd Honneurs oopafstandsleerders van Noordwes–Universiteit asook fleksieleerders van die Noordwes–Universiteit, Potchefstroomkampus wat alreeds eksamen afgelê het in die Leerperspektiewe module. Die teikengroep het bestaan uit leerders wat reeds vroeër eksamen afgelê het in die module LEON 611 en tydens kontaksessies in 2010 by spesifieke kontaksentrums en vakansieskole bygewoon en die vraelyste voltooi het (n=264). ‘n Multi–metode ontwerp is geïmplementeer waar ‘n kombinasie van kwantitatiewe en kwalitatiewe navorsing aangewend is om die navorsingsprobleem beter te verstaan. Kwantitatiewe data is ingesamel aan die hand van vier vraelyste waarná aanvullende kwalitatiewe data–insameling met semi–gestruktureerde onderhoude gevolg het. Kwantitatiewe navorsing het geskied aan die hand van ‘n ex post facto–benadering en data is statisties ontleed deur middel van a) faktoranalise, b) meervoudige regressie–analise, c) stapsgewyse regressie–analise en d) effekgroottes. Kwalitatiewe data is met behulp van ATLAS.ti.6.0 - ‘n rekenaarondersteunde stelsel, ontleed. Resultate van die ondersoek dui daarop dat deelnemers nie voldoen aan al die vereistes vir effektiewe afstandsleer nie. Bereiking van leerdoelwitte is in ‘n groot mate afhanklik van die steun van onderriggewers en porture. Hul beskik nie oor inligtingstegnologiese vaardighede nie en kan nie effektief leer waar nie–moedertaalonderrig ter sprake is nie. In teenstelling met bestaande literatuur dui kwantitatiewe en kwalitatiewe resultate op ‘n lae verband bestaan tussen afstandsleerders se selfgereguleerde leervaardighed en hul akademiese prestasie. Deelnemers maak selde gebruik van selfgereguleerde leervaardighede soos ter sprake tydens die voorafdenkfase maar meer tydens die wilsbeheer– en selfreaksiefases. ‘n Model is ontwikkel vir die verbetering van selfgereguleerde leervaardighede van oopafstandsleerders, inbegrepe deurlopende ontwikkeling van akademiese taalvaardigheid en inligtingstegnologiese vaardighede. Aanpassings in studiemateriaal en verandering van onderrigstrategieë en terugvoer is belangrike aspekte van die model. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2011.