A comparison of assistance used by field-dependent and field-independent adults engaged in self-planned learning

The purpose of this investigation was to compare field-dependent and field-independent adult learners on the importance of assistance in self-planned learning. Fifty-seven adult learners were interviewed concerning the extent of their self-planned learning efforts. They were given the Embedded Figures Test, an instrument identifying tendencies toward field-dependent or field-independent cognitive style. They were also asked to complete three, researcher designed checklists examining the importance of assistance to self-planned learning;Checklist one listed 20 sources of assistance learners use in self-planned learning. Ten sources of assistance were categorized as human sources (involving interaction with people) and ten were categorized as nonhuman (interaction with materials or inanimate objects). Checklists two and three studied the types of assistance adults receive from human and nonhuman resources during their learning efforts;The study failed to reject eight hypotheses and rejected two. Field-dependent learners did report that nonhuman sources of assistance were more important to their learning than was reported by field-independent learners. The importance of nonhuman sources of assistance was found to be a predictor of reported satisfaction with self-planned learning. No significant difference between field-dependent and field-independent learners was found on the importance of human or nonhuman assistance during the process of choosing, planning, or implementing self-planned learning;The study identified areas needing further investigation including: a more precise examination of the behavior of self-planned learners when engaged in choosing, planning, and implementing learning projects; further study of those sources of assistance that aid or hinder self-planned learning; a more detailed comparison of the learning behavior of those adults possessing strong field-dependent or field-independent cognitive tendencies in lieu of studying the behavior of adults with varying degrees of field-dependence or field-independence

Enterprising Rural Families: Making It Work

Enterprising Rural Families (ERFTM) is an international course for the rural family in business. ERFTM teaches a process of finding success, resilience and satisfaction for rural families engaged in enterprises; including agriculture. Instructors from the United States, Canada and Australia have teamed together to offer this course that focuses on the three main components of a family business: individuals, the family unit and the business enterprise. This course also allows families in business to increase their awareness of cultural differences and similarities and improve their understanding of global issues. The course consists of written presentations, online chat sessions, threaded discussions, readings, videos, case studies and individual projects. Using these mechanisms, the online interaction provides rural families with both the tools and skills to resolve immediate family business issues and build a profitable business for the future.Consumer/Household Economics, Farm Management,

LABOR MANAGEMENT IN AGRICULTURE: A CRITICAL MANAGEMENT FUNCTION

Labor and Human Capital,

Risk Management for Ag Families: An Extension Model for Improving Family Business Success

A risky business environment for agricultural producers coupled with human risk elements unique to family businesses, points to the need for extension programs that integrate traditional risk management concepts into curriculums focused on the potentially unique educational needs of family farm management teams. Results in this paper indicate that a multi-state, grant funded program entitled "Risk Management for Ag Families" had impact and provides a model that traditional risk management education programs could benefit from.Risk and Uncertainty, Teaching/Communication/Extension/Profession,

Who Are Today’s Farmers and What are Their Educational Needs?

Labor and Human Capital, Teaching/Communication/Extension/Profession,

Risk Management for Ag Families: Evaluation of an Integrated Educational Program for Producers on the Northern Plains

This article analyzes the impact of a series of educational programs focusing on risk management for agricultural families structured as a series of short educational sessions coupled with hands-on learning activities. Responses of program participants to pre- and post-workshop questionnaires, series questionnaires, and a follow-up mail survey are analyzed using non-parametric statistics. Results indicate that this integrated format, focusing on areas of risk affecting agricultural family businesses, had a positive impact on knowledge levels and behavior. Overall, these results suggest this type of educational format may have merit as compared to more didactic approaches for delivering risk management education

Enterprising Rural Families: Making It Work

Enterprising Rural Families (ERFTM) is an international course for the rural family in business. ERFTM teaches a process of finding success, resilience and satisfaction for rural families engaged in enterprises; including agriculture. Instructors from the United States, Canada and Australia have teamed together to offer this course that focuses on the three main components of a family business: individuals, the family unit and the business enterprise. This course also allows families in business to increase their awareness of cultural differences and similarities and improve their understanding of global issues. The course consists of written presentations, online chat sessions, threaded discussions, readings, videos, case studies and individual projects. Using these mechanisms, the online interaction provides rural families with both the tools and skills to resolve immediate family business issues and build a profitable business for the future

Risk Management for Ag Families: An Extension Model for Improving Family Business Success

A risky business environment for agricultural producers coupled with human risk elements unique to family businesses, points to the need for extension programs that integrate traditional risk management concepts into curriculums focused on the potentially unique educational needs of family farm management teams. Results in this paper indicate that a multi-state, grant funded program entitled "Risk Management for Ag Families" had impact and provides a model that traditional risk management education programs could benefit from