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Commentary

All I Need to Know and Didn't Learn in Kindergarten: I Learned from Working in Extension

Graham, Cathy Lowery
All I Need to Know and Didn't Learn in Kindergarten--I Learned from Working in Extension is a revision of the famous "Kindergarten" essay by Robert Fulghum. Working in Extension provides many lessons on life that are full of wit, insight, and feeling. Understanding these basic lessons can increase the effectiveness of all Extension workers.

Feature Articles

Perceptions of County Faculty of the Professional Development Needs of Specialists

Baker, Matt Villalobos, Heisil
State specialists provide vital linkage between local clientele and new technological developments in most state Extension systems. The purpose of this study was to identify critical professional development needs of specialists as perceived by county directors. Fifty-nine of Florida's 67 county Extension directors completed a survey instrument designed to identify critical needs.

Programming Parameters for 5-to-8-Year-Old Children in 4-H

Scheer, Scott D.
Many states today have 4-H programming for 5-to-8-year-olds, often called "Cloverbuds," "Cloverkids," or "4-H Prep." The need to develop clear, research-based information for use with Ohio's "Cloverbud" program led to the development of 10 fundamental parameters based upon preadolescents' needs as well as educational design research. The purpose of these parameters is to help 4-H Extension professionals make decisions regarding programming. They are consistent with the "K-3 Youth in 4-H: Guidelines for Programming" (National 5-8 Curriculum Task Force, 1991) and the National Association for the Education of Young Children's position statement on developmentally appropriate practice in the primary grades, serving 5-through 8-year-olds.

Joint Council of Extension Professionals: Transition to the Future

Maxa, Ed
The beginning, purpose, and current programs of the Joint Council of Extension Professionals (JCEP) are outlined. Future areas of work described. Current members listed.

Research in Brief

Plausible Uses and Limitations of Videoconferencing as a Tool for Achieving Technology Transfer

Hiel, Edwin R. Herrington, David
An investigation into the utilization of videoconferencing at a Texas Agricultural Research and Experiment Station (Center) was conducted. End users of videoconferencing were identified and how well their interests were being served was ascertained. The purpose of this case study was to present the successes and limitations of videoconferencing as experienced during a three-and-a-half year period. Recommendations for improving the use of videoconferencing technology in the attainment of the Center's mission include support services and on-line scheduling.

Ideas at Work

Celebration of Youth: Creativity in Textiles

Tondl, Rose Marie Niemeyer, Shirley Buss, Judy
Celebration of Youth: Creativity in Textiles is a program providing a yearly juried exhibition for 15 4-H youth in the Textiles, Clothing and Design Gallery on the University of Nebraska East Campus. Exhibits are selected from outstanding clothing and home environment Nebraska State Fair entries. Youth are honored at an opening reception, recognized for their achievements, and are asked to share their unique, creative abilities with the general public. Impact of this program was measured by a survey from 22 youth and 22 parents. Youth and parents indicated that self-confidence was increased and self-esteem was strengthened.

Creating Extension and Public/Private Partnerships through Agricultural and Resource Outlook and Planning

Lee, Linda K.
This paper describes a state-wide program in Connecticut that integrated university research, Extension, state agencies, private commodity groups, and individual farmers and businesses into a process of planning and developing strategies for future change in agriculture and rural resources. The outcomes included a planning conference and a published report that reached beyond the partnerships to policy makers and the general public.

Jest for the Health of It...Laughaerobics

Cripe, Bob Hoover, Cynthia R.
There's a growing body of scientific evidence showing that humor and laughter benefit health in measurable ways. Studies indicate that preschool children in the United States laugh over 400 times a day while the average American adult laughs only 15 times a day. "Jest for the Health of It . . . Laughaerobics" teaches seminar participants techniques to lighten-up and laugh-a-lot. It's time to rid yourself of that odd disease, Terminal Professionalism, the prevalent idea that silliness precludes seriousness or that humor is unprofessional. Learn to live longer through laughter. . .Jest for the Health of It!

Tools of the Trade

Utilizing Quizzes to Teach Agricultural Literacy

Mechling, Mark
Agricultural Extension educators receive numerous requests to talk about agriculture. Utilizing quizzes is a simple yet effective means of teaching agricultural literacy to diverse audiences. The quiz provides for the active participation of the audience. Questions about global, national, state, and local aspects of agriculture are distributed, with time given to answer the 15 questions. The Extension educator leads the group in answering the questions and provides additional information. Questions are created from Ohio State University Extension publications and the Annual Report of the Ohio Department of Agriculture.

A Tool for Towns in Transition

Conway, Flaxen D. L. Corcoran, Pat Duncan, Andy Ketchum, Lynn
Local, national, and global forces have unleashed a "torrent" of economic and social change in rural America. An educational package titled "Towns in Transition: Managing Change in Natural Resource-dependent Communities" provides tools that residents and leaders of those communities, including Extension agents, can use to cope. An award-winning video and companion study guide pinpoint transitional stages communities go through adapting to change. They offer strategies residents can employ during those stages. The video and study guide look at the real-life experiences of residents of three towns.

Book Review: Two New Extension Publications

Kohler, Christy E. Scholl, Jan
A comparative review of two recent publications about Cooperative Extension is shared. The publications are Education Through Cooperative Extension, published in 1997 and Agricultural Extension, published in 1996. The comparison takes the reader through each publication and discusses possible uses.

Dear Reader,

You're invited to stop by the Journal of Extension's exhibit at the Galaxy Summit in Cincinnati in October. Members of the board of directors, the chair of the editorial committee, and the editor will all be there to answer your questions.

Galaxy is under the sponsorship of JCEP or the Joint Council of Extension Professionals. If you don't know about JCEP, see the article by Ed Maxa in this issue of the Journal. Ed, as chair, wrote the article at our request to give people in the Extension system an idea of how JCEP came to be, its programs, and what the council is looking at for the future.

Other articles in this month's issue of the Journal range from a review of two recent books about Extension to a discussion of parameters for participation in 4-H by young children to maximizing the impact of the agricultural outlook work common to many states, and the importance of humor in the workplace.

Galaxy isn't the only conference looming on the horizon for Extension professionals. The Ohio State, Purdue, and Michigan State Extension services are sponsoring a conference next April to help Extension professionals increase educational effectiveness with Anabaptist communities, which include the Amish (new and old order), Mennonite, German Baptists, and Hutterite, among others.

Sponsors have issued a call for papers and posters, which will be blind reviewed by a panel of Extension peers. Abstracts are due no later than November 21 to Barbara H. James, Extension agent, community development/family and consumer sciences, Ohio State University Extension, P. O. Box 387, Burton, Ohio 44021, telephone 216-834-4656, or e-mail james186@agvax2.ag.ohio- state.edu.

Additional information about the conference and registration is available from Steve Engleking, Purdue, e-mail steve_engleking@ces.purdue.edu, or from Randall James, Ohio State, e-mail james 7@agvax2.ag.ohio-state.edu.

Len Calvert, editor

Extension Journal, Inc. is a quasi-official body of the National Association of State Universities and Land-Grant Colleges and the Extension Committee on Organization and Policy (ECOP). It is a nonprofit corporation organized for the purpose of publishing a journal for professional Extension staff, adult educators, and community developers.

Board of Directors:

Sorrel Brown, President, Iowa, North Central Directors
Emmett Fiske, Secretary, Washington, Member-at-Large
Janice Leno, Treasurer, Oregon, National Association of Home Economists
Tom Archer, Ohio, Editorial Committee Chair
Bill Braden, Texas, Epsilon Sigma Phi
Henry Brooks, Maryland, 1890 Institutions
Roger Crickenberger, North Carolina, Member-at-Large
John Crites, Indiana, National Association of Extension 4-H Agents
Judith Jones, Virginia, Southern Directors
Ken Krieg, Alaska, National Association of County Agricultural Agents
Mike Lambur, Virginia, Member-at-Large
Jim Lemon, Ohio, Agricultural Comunicators in Education
Jerry Schickedanz, New Mexico, Western Directors
Keith Smith, Ohio, Extension Committee on Organization and Policy
Joan Thomson, Pennsylvania, North East Directors
Satish Verma, Louisiana, Member-at-Large

Ex-officio:

Leonard Calvert, Oregon, Editor
Dirk Herr-Hoyman, Wisconsin, Technical Consultant
Patrick Robinson, Virginia, Technical Consultant

Editorial Committee:

Joyce Alves, Arizona
Tom Archer, Ohio, Committee Chair
Sue Buck, Oklahoma
Robert Christensen, Massachusetts
Henry Findlay, Alabama
Fred Herndon, Virginia
Terry Meisenbach, CSREES
Ron Meyer, Colorado
Joel Plath, California
Shirley Rouse, North Carolina
Janet Schmidt, Washington
Nicholas Smith-Sebasto, Illinois
Mary Ann Sward, Oregon
Ellen Taylor-Powell, Wisconsin
Judy Winn, Texas

All I really need to know about how to live, what to do, how to be and didn't learn in kindergarten, I learned from working in Extension. Wisdom does not always come just from Ricks Hall, but frequently from the volunteers and children playing in the sandpile.

These are the things I have learned:

• Play fair, carry your workload, be honest.
• Share everything--opinions, pencils, copier, secretaries, ideas, phone duty, and toilet tissue.
• Never forget Secretaries' Day, Bosses' Day, their birthdays, and Christmas, or their deadlines.
• Don't hit people or computers--be professional and learn to control your frustration; exception--hitting "D" for "delete."
• Put things back where you found them--publications, keys, equipment, paper, and especially your county Extension director's coffee mug and your secretary's files.
• Clean up your own mess; your mother is not on the Extension payroll.
• Say you're sorry when you hurt somebody--feelings do matter.
• Count 4-H staff as volunteers on ES-237, Accomplishment Reports, and ERS.
• Don't get caught surfing on the Internet looking at pictures of Brad Pitt and Brooke Shields--naked--and don't act like you haven't looked.

Also I learned:

• Don't take things that aren't yours--being trustworthy is truly valuable.
• Memorize the 4-year Plan of Work--word-for-word.
• Drive the state car.
• Brown eggs and white eggs taste the same.
• Some chickens can never be auctioned and pigs should be in pairs.
• Flush, flush, flush those files annually and of course the mailing lists...remove Mr. Jones since he died three years ago.
• Wash your hands before you eat and after you eat at 4-H Camp.
• Success stories--just do them!!
• Everyone flunked Mindreading 101.
• PPC&E means "Please Put Consideration on Excellence."
• Warm cookies and cold milk are good for you; family and consumer agents say, "Absolutely not... maybe one Snackwell and a Diet Coke." EFNEP staff say, "Breastmilk is better." Agricultural agents say, "Uhm, I haven't tried that; is it good with Oreos?" Extension administration says, "Oh Lord, that's disgusting!" Secretaries say, "Personally we prefer hot chocolate." Livestock agents say, "Just give me some goat milk." Four-H staff says, "Who cares--I'll take a pina colada and some Alka Seltzer."
• It doesn't matter what program area you work in, you must know how to take and read soil samples and get rid of fire ants.
• Rank does matter, self and family sometimes do not.
• Green construction paper is always out of stock.
• The boss would never see anyone goofing off in an Extension Center if the boss would just go home early.
• To work in Extension you must be a speaker, a marketer, a writer, a magician, a typist, an educator, a programmer, a budgeter, a manager, an evaluator, a planner, a trainer, an implementer, an innovator, a chaperon, a leader, an organizer, involved in the community, creative, energetic, flexible, effective, trilingual (English, Spanish, and computers), a resource developer, a wolf, a bulldog, a student, and a team player.

I also learned:

• Graduate school is an educational process of endurance.
• Some county commissioners should be hypnotized.
• Extension can be a breeding ground for workaholism.
• If work is the center of your life, you might be unbalanced -- consult with those around you--look in the mirror.
• Interdisciplinary work makes the load lighter.
• Grin and bear and share annual conference.

And:

• You must attend in-service training to the end of time and if you don't, your county Extension director will say, "Your buttocks are mine."
• Live a balanced life--learn some and think some; write, read, and type some; and play some everyday--district and county Extension directors say, "Work some too."
• Take a nap everyday--especially in the afternoon at 4-H Camp and every fourth Monday during Administrative Briefing and several cat naps during the week of new agent orientation.
• When you go out into the world Dr. Ort says, "It doesn't matter if you are EFNEP, ag, CRD, family and consumer, administration, or 4-H, watch out for traffic, hold hands, and stick together."

Studies reveal that specialists are among the major information sources consulted by county faculty (Radhakrishna & Thomson, 1996; Shih & Evans, 1991). Approximately 44% of the total personnel within Extension are specialists typically located in academic departments along with teaching and research faculty (Vines & Anderson, 1976). Effective specialists must understand the Extension education process (Gibson & Hillison, 1994).

Experts contend that budget reductions have negatively impacted the manner in which specialists perform their roles (Bartholomew, 1993; Gibson & Hillison, 1994). Such change can result in ambiguous responsibilities and roles, and cause disagreement as to the specific jobs of staff members. This creates the need for a continuous redefinition of Extension staff roles (Carroll, 1989).

Specialists often have dual appointments in research or teaching. This increases the uncertainty surrounding the roles of specialists (Wallace, 1982; Feller, 1984). While an important function of a land-grant system is to generate relevant technologies for farmers, the employee reward system mostly favors refereed research publications more than Extension programming support (Eponou, 1993).

The process of personnel development includes both informal and formal approaches to personnel effectiveness improvement. Development involves all activities aimed at improvement and growth in an individual's ability to perform assignments effectively. The need for personnel development programs is a continuous process for all personnel, and is closely related to institutional changes. Faculty must have a clear perception of what is expected of them in Extension. As a result, needs must be continuously assessed in order to provide meaningful staff development programs (Castetter, 1981). The purpose of this study was to determine the critical professional development needs of state specialists in the Florida Cooperative Extension Service (FCES).

The population for this descriptive study was all county directors in the FCES (N=67). A population census was utilized for data collection. The instrument consisted of 28 Likert-type statements measuring the following constructs: (a) Research Generation and Synthesis, (b) Program Development and Evaluation, and (c) Communication and Presentation. Participants were asked to respond to both the importance of ability and the degree to which current state specialists possessed the ability. In addition, several questions regarding demographic characteristics were included.

After the initial instrument development, an expert panel of state specialists, administrators, and district directors was used to establish face and content validity of the instrument. Cronbach's alpha reliability coefficients for the constructs ranged from r = 0.80 to r = 0.82. The packet was initially mailed to the 67 county directors on March 29, 1996. A total of 59 instruments were returned, resulting in a response rate of 88%.

Descriptive statistics consisting of means, standard deviations, percentages, and frequencies were used to describe the population. Critical needs were determined based upon the use of a matrix analysis as recommended by Witkin (1984). Grand means of importance and current abilities were calculated for each of the three constructs. A two-dimensional graph was then developed for each of the three constructs. Grand means were then plotted on a two-dimensional graph, resulting in the creation of four quadrants. Mean importance and current abilities for each ability within a construct were then plotted on the graph. Each individual ability was subsequently assigned into one of the four quadrants: (a) High-Level Successful Abilities (high levels of importance and obtainment), (b) Low-Level Successful Abilities (low levels of importance and high levels of obtainment), (c) Low -Level Needs (low levels of importance and obtainment), and (d) Critical Needs (high levels of importance and low levels of obtainment). The data were analyzed using the SPSS/PC+ statistical program.

County directors had been employed in Extension for an average of 16 years (M=16.02, SD=8.34), and had served as a county director for about 10 of those years (M=9.59, SD=7.10). Although the county directors represented five academic program areas, about 70% had academic backgrounds in Agriculture, 14% in Family and Consumer Science, and 9% in 4-H/Youth Development.

When asked to rank program areas in which county directors and their faculty had the greatest interaction with state specialists, Agriculture was ranked first, followed by Family and Consumer science, and 4-H/Youth Development. A great deal of variability was found between counties in terms of the number of state specialists involved in delivering county programs in the previous one-year time period (M=13.48, SD=15.26). Over 10% reported that state specialists were involved in 30 or more programs per year, while 59% revealed that state specialists were used in only 10 programs or less.

The matrix analysis used to assess needs resulted in categorizing the specific abilities (Likert-type statements) into four areas: (1) Critical Needs, (2) Low-Level Needs, (3) High- Level Successful Abilities, and (4) Low-Level Successful Abilities. Data reveals that in terms of research generation and synthesis, the ability to collaborate with county faculty in conducting demonstrations was identified as a critical need. In addition, the following low-level needs surfaced: (1) the ability to communicate client problems to researchers, and (2) the ability to view problems from different perspectives.

The following four critical needs emerged for the construct of program development and evaluation: (a) the ability to understand the needs of clients, (b) the ability to produce appropriate educational programming materials, (c) the ability to deliver appropriate in-service training to county faculty, and (d) the ability to evaluate state major programs. In addition, the following low-level needs were identified: (a) the ability to assist county faculty in planning programs, (b) the ability to identify funding sources for program development, and (c) the ability to assist county faculty in obtaining funding.

The findings indicate that only one critical need surfaced in the communication and presentation construct. The critical need was the ability to travel to counties at state expense. The following low-level needs also were discovered: (a) the ability to incorporate innovative teaching techniques into programs, (b) the ability to provide research summaries suitable for county newsletters, and (c) the ability to develop information on electronic data bases for county faculty distribution.

Participating county directors in this study could be described as experienced administrators primarily with agricultural backgrounds. They reported that many state specialists in agriculture are involved in county programming decisions.

Six critical professional development state specialists needs were identified as a result of this study. Four of the six related to program development and evaluation. County directors perceive that state specialists need assistance in understanding client needs. There appears to be a communication breakdown between client needs and the ability of specialists to provide leadership in addressing those needs. County directors also perceive that state specialists need assistance in understanding their role in the programming process, especially as it relates to materials development, delivering inservice training, and evaluating state major programs.

In addition, county directors identified critical needs related to the specialist's ability to collaborate with county faculty in conducting demonstrations and expenses related to travel. It appears that the county-level administrators who were surveyed would like to see more local presence from specialists. This may be reflective of budgetary problems in that specialist activities are budgeted at the departmental level. However, in this system, state-level programming is approached from an interdisciplinary design team perspective, where specialists with a broad range of backgrounds typically work together with representatives from counties to plan major state programs. Specialists have voiced a concern that effective programming happens as a result of design team planning, implementation, and evaluation, and that design teams should be provided a budget, rather than department chairs controlling the Extension budget.

County directors perceived that state specialists were very successful in nine areas. Broadly speaking, the successful areas involved the ability to utilize the research base in solving problems, interfacing with industry groups, and communication skills. It is clear that these findings should be factored into the equation when developing professional development programs for state specialists. It is not known how the perceptions of county directors will differ from county faculty and state specialists.

Bartholomew, H.M. (1993, Fall). Extension work by contract: A proposal. Journal of Extension 31(3).

Carroll, P.J. (1989). Determining staff development needs of field-based 4-H professionals in Pennsylvania: A professional paper in extension education. University Park: The Pennsylvania State University.

Castetter, W.B. (1981). The personnel function in educational administration (3th Ed.). Macmillan Publishing Co., New York.

Eponou, T. (1993). Partners in agricultural technology: Linking research and technology transfer to serve farmers (ISNAR Research Report No. 1). The Hague: International Service for National Agricultural Research.

Feller, I. (1984). Reconsideration of the agricultural transfer model. Journal of Technology Transfer.8(2), 47-32.

Gibson, J., & Hillison, J. (1994). Training needs of area specialized extension agents. Journal of Extension, 32(3).

Radhakrishna, R.B.,& Thomson, J.S. (1996). Extension agent's use of information sources. Journal of Extension, 34(1).

Shih, W., & Evans, J.F. (1991). Where field staff get information-- approaching the electronic times. Journal of Extension, 29(3), 16-19.

Vines, C., & Anderson, M. (1976). Heritage Horizons: Extension's commitment to people. Madson, WI: Journal of Extension.

Wallace, L.T. (1982). The changing professional role of the extension economist. American Journal of Agricultural Economics, 64(5), 879-883.

Witkin, B.R. (1984). Assessing needs in educational and social programs. San Francisco, CA: Jossey-Bass.

Many states today have started 4-H programming for five to eight year-olds, often called "Cloverbuds," "Cloverkids," or "4-H Prep." After communicating with other state specialists, it was evident that practical guidelines were needed in Ohio for Extension programming with young children. This need to develop clear, research-based information has led to the development of 10 fundamental parameters based upon preadolescents' needs as well as educational design research. A literature review of empirical research was conducted for developing these parameters.

The purpose of the 10 parameters is to help 4-H Extension professionals make decisions regarding developmentally age- appropriate programming. The parameters are consistent with the K -3 Youth in 4-H: Guidelines for Programming (National 5-8 Curriculum Task Force, 1991) and the National Association for the Education of Young Children's position statement on developmentally appropriate practice in the primary grades, serving 5- through 8-year-olds (1988).

The goal of 5-to-8-year-old programming is to promote healthy development in children by enhancing life skills (social- interaction, self-esteem, physical mastery, making choices, and learning to learn). Therefore, the primary question for Cloverbud program developers to ask themselves is: does the activity meet program objectives to promote healthy development as outlined in the parameters below?

1) Activity based:

Variety of short term experiences.

Cloverbud-aged children have short attention spans, especially if there are distractions around them (Enns & Akhtar, 1989). The time spent in each activity should be kept at 20 minutes or less to hold their attention.

2) Cooperative-learning centered:

Activities and curriculum are done in small groups as opposed to doing projects or activities alone.

More than 600 studies have been conducted during the past 90 years comparing the effectiveness of cooperative, competitive, and individualistic environments with humans of all ages. Especially in children, it has been clearly proven that cooperative learning produces higher achievement, social skills through positive relationships, and healthier psychological adjustment (self-esteem) than competitive or individualistic programs (Johnson, Johnson, & Smith, 1991).

3) Non-competitive:

Children are engaged in curriculum activities that are noncompetitive without setting-up categories or classes that create inequities.

Non-competitive activities and cooperative learning are directly related to one another. Children have a difficult time psychologically understanding winning and losing. Feeling and fact are often merged and when children lose, they relate negative feelings to their self-worth and identity (Minuchin, 1977). Competition is almost always connected to external awards and approval. Children in competitive settings, whether they win or lose, begin to define themselves extrinsically which is a weak foundation for their developing self-concepts. Children in non- competitive environments are more likely to develop confidence, creativity, and competence than do children in competitive situations (Ames, 1981; Dewey, 1916; Johnson & Johnson, 1989).

4) Fairs are open to participation for Cloverbuds, but for exhibit only:

Children can exhibit work completed in their Cloverbud clubs or groups. It is important to make sure that it is non- competitive and equal recognition is given to all participants. This does not mean that young children cannot be given advice or tips on how to improve their exhibit or work.

5) Activities are developmentally age appropriate:

The activity should be designed at their age level (5-to-8- years-old).

Cloverbud-aged children have limitations in what they can physically do, mentally understand, emotionally comprehend, and how they socially interact. These limitations exist because 5-to- 8-year-olds are still developing physically, mentally, emotionally, and socially. Some brief characteristics of 5-to-8- year-olds include deficiencies in: body control, eye-hand coordination, reaction time, endurance, sharing, taking turns, completing tasks, accepting criticisms, making decisions, understanding another person's point of view, attention span, being realistic, and thinking logically (Humphrey & Humphrey, 1989).

6) Activities are safe for children:

Special considerations must be given to ensure the safety of Cloverbud-aged children.

Many 5-to-8-year-olds are not aware of realistic dangers surrounding animals, kitchen appliances, and outdoor activities (bicycle riding, etc.). Children often do not understand adult instruction, nor the consequences associated with not following directions (Shutske, 1995). Therefore, Cloverbud activities must be low risk and safe, even if a child does not participate as directed.

7) Cloverbud activities are distinctly different from 9-to-19- year-old activities:

8) Curricula are success oriented:

Allow children to gain confidence and promote self-esteem by mastering Cloverbud activities.

Cooperative and non-competitive settings are ideal for children to experience success and be more optimistic about themselves. Self-esteem and optimism are by-products of doing well and being successful (Seligman, 1995).

9) Animals and animal subject matter should contribute to Cloverbud objectives and parameters:

Any animal activity should meet the above parameters and Cloverbud objectives such as promoting self-understanding (self- esteem) and social-interaction skills. Animals can serve as excellent subject material for Cloverbud curricula, although because of safety, liability, and competitive reasons some restrictions maybe necessary to maintain program objectives.

More specific reasons for being cautious with direct animal involvement are as follows: (a) children eight and under often lack the mental and physical skills for controlling and understanding the strength of large animals (Livestock Conservation Institute, 1994). Some children between the ages of 5 and 8 lack these abilities to be successful when involved with animals; (b) working with livestock and animals is the leading cause of injury in Ohio for children on the farm as compared to farm machinery, grain silos, etc. (Bean & Wojtowicz, 1993); and (c) Young children need to have the strength, balance, and attention span to adequately manage and ride animals (American Medical Equestrian Assn., 1993).

10) Activity is fun, positive, and focuses on the five general life skill areas through the experiential learning cycle:

The activity is enjoyable, not tedious. Attention should be given as to how the activity contributes to the life skills of self-understanding, social interaction, learning to learn, physical mastery, and decision making. Life skills are best attained through the five steps of the experiential learning cycle (Dewey, 1938): (a) experience - the group engages in some type of activity or experience; (b) share - the group shares reactions and observations; (c) process - the group discusses how questions are brought out by the exercise; (d) generalize - the group explores common ideas or truths about the experience; and (e) apply - the group talks about applications of the new information.

In exploring whether an activity is appropriate and fits Cloverbud Program philosophies and objectives, ask yourself the following yes-no questions:

1. Is it activity based and short termed?
2. Does it involve cooperative learning in which children work with and not against each other?
3. Is it non-competitive and are children equally recognized?
4. If Cloverbud children are involved in a fair, is it for exhibit only and are they not competitively judged?
5. Is the activity safe?
6. Is the activity developmentally age appropriate keeping in mind their physical, social, mental, and emotional characteristics?
7. Is the activity intended for Cloverbud children as opposed to members in the 9-to-19-year-old program?
8. Are the curricula success oriented? Can the children do the activities successfully?
9. Does the animal material contribute to Cloverbud objectives and parameters?
10. Is the activity fun, positive, and focuses on the five life skill areas through the experiential learning cycle?

If you answered yes to all of the questions then you probably have an excellent activity to use with the 4-H Cloverbud Program. If not, explore modifications and discuss them with other Extension professionals specializing in preadolescent education or youth development.

American Medical Equestrian Association. (1993). When can my child ride a horse? (Brochure). Waynesville, NC: Author

Ames, C. (1981). Competitive versus cooperative reward structures: The influence of individual and group performance factors on achievement attributions and affect. American Educational Research Journal, 18, 273-87.

Bean, T. L., & Wojtowicz, J. (1993). Farm safety for children: What parents and grandparents should know. Columbus, OH: The Ohio State University Extension.

Dewey, J. (1916). Democracy and education. New York: Macmillan.

Dewey, J. (1938). Experience and education. New York: Macmillan

Enns, J. T., & Akhtar (1989). A developmental study of filtering in visual attention. Child Development 60, 1188-1199.

Humphrey, J. N., & Humphrey, J. H. (1989). Child development during the elementary school years. Springfield, IL: Charles C. Thomas.

Johnson, D. W., & Johnson, R. T. (1989). Cooperation and competition: Theory and research. Edina, MN: Interaction Book Co.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (1991). Cooperative learning: Increasing college faculty instructional productivity. (ASHE-ERIC Higher Education Report No. 4). Washington, DC: The George Washington University School of Education and Human Development.

Livestock Conservation Institute. (1994). Youth & dairy cattle: A safe partnership. (Video). Bowling Green, KY: Author

Minuchin, P. (1977). The middle years of childhood. Monterey, CA: Brooks.

National Association for the Education of Young Children. (1988). NAEYC position statement on developmentally appropriate practice in the primary grades, serving 5- through 8-year-olds. Young Children. 64-84.

National 5-8 Curriculum Task Force. (1991). K-3 youth in 4- H: Guidelines for programming. Families, 4-H and Nutrition, Cooperative State Research, Education, and Extension Service. Washington, DC: US Department of Agriculture.

Seligman, M. E. (1995). The optimistic child. Boston: Houghton Mifflin.

Shutske, J. (1995). Is your child protected from injury on the farm? St. Paul, MN: Minnesota Extension Service.

The Joint Council of Extension Professionals (JCEP) has its roots in the Extension Committee on Organization and Policy (ECOP). Approximately eight years ago ECOP underwent a restructuring process that eliminated the sub-committee on agent associations. Members of each of the member associations/fraternity realized the importance of this structure and accompanying dialogue and in December 1989 JCEP was formed. The mission of JCEP is to promote communication, cooperation and professionalism among all Extension educators.

JCEP is a partnership of professional Extension organizations that focuses on strengthening the efforts of the member organizations and does what each cannot do individually. JCEP is composed of the president, past president and president- elect of the member organizations and a representative from ECOP and the Cooperative State Research Education and Extension Service - U.S. Department of Agriculture (CSREES-USDA).

During the last three years, JCEP has used the Framing the Future: Strategic Framework for a System of Partnerships as a guide. This guide, developed for ECOP and CSREES, lists JCEP as a supporting group of the following Implementation ideas.

• Recognize Extension professionals as lifelong education leaders
• Affirm commitment to issues programming and Extension/Research collaboration
• Initiate nationwide marketing efforts
• Recognize and work with organization paradoxes
• Create norms for balancing work, family and personal time

Excellent programming at the Public Issues/Leadership Development conferences held annually in Washington, D.C. focus on building the capacity of our members to better influence decision-makers at the local, state and national levels. The last two years, Disney University and the Brookings Institute have dealt with the areas of marketing your program and the changing political world respectively. Evaluation of the conferences have shown them to be on target and very useful to participants. In several instances, state teams have brought back action plans that have resulted in significant change. Because of these efforts, funding of additional team members by Extension directors/administrators is increasing.

JCEP, the sponsor of the Galaxy Summit Conference has provided guidance for the Galaxy planning committee. The theme of this conference, "Mission Possible: Uniqueness With Unity," will be realized when we come together in October at Cincinnati. In keeping with the mission of this conference, JCEP has initiated a Team Award. This award to be initiated at the Galaxy Summit Conference recognizes measured impact in interdisciplinary issues programming

JCEP has commissioned a study by The Ohio State University. This study will develop recommendations on how Extension educators can learn to balance their work, family and personal time. Participants in the study come from all regions, all program areas, and for the first time includes spouses or significant others of former employees. The results will be presented in a Super seminar at the Galaxy Summit Conference.

JCEP coordinates the annual regional workshops geared to the leadership of state associations. These workshops have included professional improvement topics such as Balancing Work Family and Personal time; Next-Age Leadership; Contract with America; and On Common Ground.

In addition, JCEP spends considerable time reviewing drafts and being updated on aspects such as legislative strategy, Government Performance Results Act (GPRA), Chaortic organizations, and Research, Education and Economics (REE) strategic planning. Each of these efforts are done to position Extension in the most favorable light possible

JCEP will continue to be member service driven. In June of 1997 JCEP identified three broad areas for exploration. These areas and their components are listed below.

JCEP will begin work in the areas of Contracted Services, Memorabilia and Insurance to determine strategies that will enable us to become more effective and efficient in serving our membership.

JCEP has been effective because we are able to keep turf issues to a minimum while focusing on the larger picture. We will continue to work to strengthen our relationship with ECOP and CSREES through continued dialogue on the issues facing us as as organization.

Current members of JCEP are Ed Maxa, past president, National Association of Extension 4-H Agents (NAE4-HA),Chair; Margaret Viebrock, past president, Epsilon Sigma Phi (ESP), Secretary; Jamie Jenkins, past president National Association of County Agricultural Agents (NACAA), Treasurer; Sharon Anderson, ECOP Representative; Tammara Beckham, president-elect, NEA4-HA; Pat Boyle, president, ESP; Donna Donald, past president, National Extension Association for Family and Consumer Science (NEAFCS); Don Drost, president-elect, NACAA; Joan Gill, CSREES representative; Madeleine Green, president-elect, ESP; Keith Martikainen, president, NAE4-HA; Donna Moramarco, president, NACAA; Emily Remster, president-elect, NEAFCS; and Barbara Tricinella, president, NEAFCS.

Joint Council of Extension Professionals. July 1996

Framing the Future: Strategic Framework for a System of Partnerships. February 1995. pp. 7-11.

If there was a way to describe the impact of an emerging tech-nology on society, it would have to be that today's novelty becomes tomorrow's convention (Keyes, 1995). Today videoconferencing technology is being introduced to a hopeful but wary public that is as fascinated by the novelty of videoconferencing technology as it is perplexed by its complexity. The way in which new technologies are developed and demonstrated can determine whether or not that technology is successfully adopted.

The demand for information from the Extension staff is tremendous and it is becoming more evident that they are not capable of providing all of the information requested by their clients using traditional contact methods such as farm visits, group meetings, and newsletters. In such situations, mass media methods are used to reach large numbers of people(Swanson, 1984). According to Wilson and Gallup (1955) mass media teaching loses some intensity when compared with personal contact, but the sheer numbers of people reached and the cost efficiency of mass media methods more than offsets the loss of intensity.

Videoconferencing and other distance learning technologies can facilitate and enhance the work carried out by scientists, professors, and other Extension personnel. For the most part, these professionals are in the business of technology transfer to address human needs in rural areas and, increasingly, in urban settings as well. Accordingly, the tools of distance education can allow a broader audience to be reached with a more direct flow of information.

The Trans Texas Videoconferencing Network (TTVN), is a system of two-way interactive compressed video that utilizes digital, high-speed telecommunications circuits. TTVN serves the Texas A&M University System, including universities, agricultural research and experiment stations, and the Texas Agricultural Extension Service (TAEX), connecting over 40 sites throughout Texas and a site in Mexico City.

This case study was conducted at a Texas Agricultural Research and Experiment Station, the Center, in South Texas. Major areas of research at the Center are citrus, vegetables, field crops, ornamental plants, irrigation and pest control.

The purpose of the current study was to ascertain the plausible uses and limitations of videoconferencing technology in furthering the mission of the Center and conducting Extension work.

The methodology employed in this case study was exploratory and will serve as a first step in developing a formative evaluation. Investigators spent two days visiting the Center, interviewing administrators, researchers, support staff and Extension agents. A semi-structured interview guide allowed the interviewers to pursue lines of inquiry that explored areas of recurring themes and also unanticipated issues that might emerge.

Interviews were arranged with the director of the Research Center and directors of the Extension Service's Agriculture and Family Consumer Science programs. Information obtained from them included examples of various uses of video-conferencing and names of individuals whose experiences could contribute to the study.

Questions about experiences with TTVN sessions for the purpose of collaborating on grant writing and conducting scientific exchanges were distributed to members of a Melon Research Group listserv via electronic mail. County Extension agents served by the Center were contacted by phone to obtain their perceptions on the uses of videoconferencing to accomplish their goals.

Additionally, the Center's videoconference schedule was obtained for the years since the Center began using TTVN (May, 1993 through the end of 1996). The information was analyzed by type of application.

According to the Center director, "the evolution of distance learning has been an experience in flying by the seat of our pants. When it started we really didn't know what to expect or what to anticipate. But we are learning." Three-and-a-half years after the initial transmission, patterns of use have begun to develop at the Center.

Analysis of the Center's Videoconference Schedule revealed the following uses of videoconferences: (a) university courses, (b) continuing education and staff development,(c) administrative activities,(d) TAEX outreach, (e) scientific collaboration, and (f) public special interest groups.

University courses included business, mathematics, agri- culture, and engineering. After the first year, university courses dominated the usage of TTVN at the Center, consistently accounting for over 60% of scheduled videoconference events.

Continuing education classes include professional develop- ment in business and health related fields. Staff development activities are offered in-house to Center staff and to Extension personnel. Continuing education opportunities actually dropped in the utilization of TTVN, falling from 68% during 1993, before college courses were offered, to 12% during the fourth year.

The use of TTVN to handle administrative duties remained fairly stable. Between 8% and 14% of scheduled videoconferencing sessions were administrative.

The fourth category represents outreach efforts of the Extension Service including 4-H, Master Gardener, and the Una Vida Mejor programs. These programs have accounted for a very small portion of the total TTVN use ranging from less than 1% in 1994 to 8% in 1995.

Scientific collaboration involved some joint grant writing efforts and the formation of a "brown bag" lunch meeting of melon researchers who used videoconferences as a way to exchange current research information. During 1993 scientific collaboration activities accounted for 3% of the scheduled use and fell to 0% when college courses began to be offered through TTVN. During the last two years research use has been just over 2% of total use.

Finally, a variety of public forum and special interest group activities that involved some individual initiative by community end users accounted for 5% of the use in 1993 and stayed at 4% through 1996.

Scheduling

Perhaps the area that generated the greatest concern at the Center was scheduling. Scheduling is a problem, especially with multi-site transmissions. An administrator told of some of her scheduling dilemmas: "When I chaired the committee, I coordinated and considered all schedules. I had to decide between having six individuals participate versus eight...and then to decide which individuals would be excluded, whose participation was critical. I had to find what sites were available and that also determined who would participate. It is a bubble that could burst at any time...and then I have to rebuild it again."

She also reflected on using the same system as the university and the tenuous feeling of never really knowing whether one's plans are secure or whether she could be bumped at a very late moment. "We have a partnership and we are a second class audience; priority is [university] classroom scheduling and sometimes that has to do with the room only, not the equipment."

It is this reported unreliability and the conflicts which have arisen that has resulted in the decline in usage of the TTVN for continuing education and staff development purposes. Meanwhile, university course delivery has proliferated.

Location

TTVN facilities are located at universities and research centers of the Texas A&M University System throughout the state. However, for many of the Extension agents and the rural clientele of many Extension programs, the closest facility is inconveniently located. Many agents mentioned the fact that they were fifty miles or more away from a TTVN site as a factor limiting their use of the system. Remarks such as "getting people to come to local programs is hard enough, but asking people to drive an hour in order to watch a presentation on TV is too much", suggest a need to improve the system's accessability. One of the researchers in the Melon Research Group responded "I would like to be able to use it [TTVN] for agent training and Master Gardener training, but there are just not enough sites located conveniently for all those who would want to attend."

Technology Use

The knowledge required to effectively use the TTVN equipment is not very great but it does require an introduction and some practice. In most cases, those who are using the system to accomplish programmatic goals, who are not teaching a regularly scheduled class, are not confident of their mastery of the technology. Some expressed their feeling as awkward. "Each time I use it I have to relearn the process for working the different cameras". Also, there is difficulty in troubleshooting, not knowing where the problem lies when a failure occurs.

Teaching Style

Distance education efforts should be learner focused, with teachers providing an environment for interactive learning. Our informants recognized the need to enhance their presentations, to become more polished, more animated, and to maintain a smooth camera image. This was seen as a chore and some noted, "Perhaps we should look to video production specialists for tips and training."

Several individuals expressed concern about the loss of personal contact with their clients and peers while conducting activities over TTVN. One Extension staff member lamented: " As an educator I feel that in isolating the teacher from the learners, the passion is lost, it's not the same." Extension agents stressed the importance of face-to-face contact and were in agreement that "... it is through working individually with the clientele that the Extension worker learns about the people of the area, how they think, what their needs are, and how they carry on their work ." (Swanson, 1984, p. 130)

Plan of Action

The lack of a mission statement calling for greater use of TTVN technology in Extension and research is evident. Current usage is by individual choice. While use of this technology is embraced by a few individuals who are willing to take risks, many others continue to work with traditional methods.

Extension personnel should be encouraged to assess each duty that they perform to determine whether it could be more economic- ally and efficiently accomplished when conducted through TTVN.

Regularly scheduled blocks of time for university courses severely limited the scheduling options available for other uses. It is foreseeable that in order to ensure an increase in Extension use of the TTVN system, including Extension outreach and scientific collaboration, another connection to support an additional ELMO document camera and monitor located in a second classroom must be provided.

The current scheduling system is unsatisfactory and does not allow for the needs of Extension or research priorities. A user friendly, on-line scheduling system that provides immediate feedback and confirmation should be designed and implemented to overcome system-wide scheduling headaches.

Short of establishing a second TTVN site, reservation of time slots should be made for non-university, Center activities to ensure that predictable blocks of time are available for scientific collaboration and Extension work. Reserved time slots should be based upon end user patterns and the systematic input of all potential end users.

The technical demands of TTVN technology and the amount of preparation and enhanced presentation skills required have an intimidating effect on potential end users. Adequate training must be provided for end users. Videoconference specialists need to be employed in order to assure on-hand technical support. Also, all sites on the TTVN system should be upgraded so that peripheral devices can be successfully used in presentations of detailed scientific slides.

A training program that will provide presenters with needed skills and confidence will enable them to make interesting presentations and conduct skillful interactions with other end users. Peer review could also provide suggestions to improve the learning environment on TTVN. Ideally the Center would model effective videoconference instructional design and methods within an interactive environment.

This study reveals that Extension and research work at this Texas Agricultural Experiment Station has only begun the first mile of the journey toward efficient use of videoconferencing technology. Nonetheless, the advantages of time and expense savings were noted without exception among informants. It was also clear to the informants that increased frequency of contact and opportunities for broader interaction outweighed the disadvantages of teaching with TTVN as encountered at the Center. The one exception was in the area of outreach where personal contact is predominantly preferred.

The Texas Agricultural Research and Experiment Station has changed due to the introduction of videoconferencing in 1993. Framing the context of the center's role Center Director Dr. Jose Amador stated "What you have to understand is that the Center is in the business of demonstrating technology and what it can do. And our role here at the Center is to provide the setting, the equipment, and the link, as well as handle some administrative and logistical tasks. Once people have seen the technology in action, it is up to them to develop the applications."

As a working model, the experience of the Melon Research Group and their "brown bag" lunch meetings have proven to be a very good use of TTVN. "The TTVN sessions have proven to be an excellent tool for exchange of current work in Texas, particularly for off-campus centers". Several researchers stressed the timeliness of the information exchange as in "knowing what melon diseases are threatening". Similar applications can be found wherever Extension professionals from different locations are engaged in common or like projects.

A Tropical Fruits class that was team taught by a faculty member at College Station and a scientist at the Center is a promising example of how complementary professionals can be brought together. This type of team work can be further developed with supportive administrative policies and planning.

In a broader application of TTVN, ways to integrate communications among all of the agricultural components of the Texas A&M University System can be achieved. Particular emphasis should be placed on facilitating the critical links between research and Extension activities.

Videoconferencing technology at the Center holds much promise for furthering the mission and goals of the Texas Agricultural Research and Experiment Station and the Texas Agricultural Extension Service. With timely adjustments and improved planning, the Center can move from promise to fulfill- ment, ensuring more efficient and effective service to the public.

Amador, Jose (1996, December 12). Personal interview.

Garza, Bertha (1996, December 12). Personal interview.

Jacques, Ubaldo (December 11,1996). Personal Interview.

Keyes, J. (1995). Technology trendlines. New York: Van Nostrand Reinhold.

Miller, Marvin (1996, December 11). Personal interview.

Swanson, B. E. (1984) Agricultural Extension: A resource manual. Urbana, IL: University of Illinois.

Swietlik, Dariusz (1996, December 11). Personal interview.

Texas Agricultural Research and Experiment Station (1996). Videoconference schedule (1993-1996). Weslaco, Texas.

Warren, Doyle (1996, December 12). Personal interview.

Willie, Celina (1996, December 12). Personal interview.

Wilson, M.C. & Gallup, G.(1955). Extension teaching methods. Washington, DC; Extension Service, U.S. Government Printing Office.

Recognition of one's work is important in the development of the self-esteem of youth. Self-esteem is a person's own attitude toward self (Joseph, 1994). It is shaped and reshaped as we interact with each other and our environment (Curry & Johnson, 1990). The Michigan Early Adolescent Survey reported that self- esteem is important to everything that people do and that developing and maintaining good feelings is an important developmental task for early adolescents. Parents indicated that their children gained self-esteem, subject matter knowledge and skills plus social and personal skills by belonging to a youth group (Keith & Hoopfer, 1983).

One 4-H youth activity created to increase recognition and strengthen self-esteem is the "Celebration of Youth: Creativity in Textiles" program conducted by the University of Nebraska Cooperative Extension staff in the Department of Textiles, Clothing and Design.

Rewarding youth for outstanding creative work provides inspiration for possible future creative designers. Youth aspiring to become artists/designers have limited access to a forum for exhibition and recognition of their work. Many enter their work in competition only at county and state fairs or school fairs. This program provides an opportunity for young creative designers to participate in a juried exhibition.

The Textiles, Clothing and Design Gallery provides an opportunity for a yearly juried exhibit for 4-H youth. During the past two years, 30 4-H youth have been invited to display their clothing or home environment state fair entries in the gallery on the University of Nebraska campus. The purposes for this gallery exhibition are to provide youth with opportunities to share their unique, creative abilities with the general public, to recognize their achievements, to provide a forum for talking about their accomplishments, and provide an opportunity for youth and their families to visit the University of Nebraska Campus and the textiles, clothing and design department at the exhibition opening.

Youth and their parents are invited for a weekend of activities in the Department of Textiles, Clothing and Design. Hands-on activities are provided by the faculty during the day and an evening banquet and speaker are highlights of the first day. An opening reception for the public to view the work of the youth is held on the second day. Each youth is given an opportunity to speak before the group to explain their creative work.

To determine the impact of this program during the past two years, youth and parent surveys were mailed to 29 youth and their parents in March 1996. Forty-four of the surveys (76%) were returned for both youth and parents. Educational activities and the opening reception were evaluated based on a scale of 1 (high- very worthwhile) to 5 (low-of little value). Other statements used were educational-not educational, learned a lot-learned very little, interesting-boring, and positive experience-negative experience.

A composite mean score of 1.49 from the youth survey on the first day indicated they felt positive, interested, and learned a lot by participating in worthwhile educational activities. Youth responses about the opening reception indicated they strengthened their self-esteem (a mean of 1.86), increased their self- confidence-1.77, valued being recognized for their achievement (1.05), and had a positive experience (1.23). Overall the youth rated the importance of this personal weekend experience a 1.59.

From the parent survey on the first day, the mean score of 1.37 indicated they felt the educational activities for their child were worthwhile, educational, interesting, and a positive experience. As a result of the opening reception, parents felt their children strengthened their self-esteem (a mean of 1.36), increased their self-confidence (1.27), had a positive experience (1.09), and having their child recognized (1.04). Parents rated the overall weekend experiences as a mean of 1.36.

"Celebration of Youth: Creativity in Textiles" has been successful in providing 4-H youth a way of presenting their design work to the public in a formal gallery setting while increasing their self-esteem and self-confidence through educational experiences and presenting their work to the public. This event is unique and fosters an interest in design. It has been exceptionally well received by the public and University faculty and administration. Area newspapers where the youth live were provided with pictures and stories by the university that brought additional recognition to them.

Examples of comments from youth taken from the surveys said: "Being given the honor to attend this weekend really helped me gain self-confidence, knowing that I do have talent in this area." "The reception and exhibition were great." "I enjoyed it a lot! My favorite part was working with the computers to create designs." Example of parent comments were as follows: "This was a very positive experience for my daughter, especially in the area of self-confidence and self-esteem. I think we sometime forget to recognize children and their efforts to the degree they deserve." "A very positive recognition activity for very creative young people!"

Curry, N. E. & Johnson, C. N. (1990) Beyond self-esteem: Developing a genuine sense of human value. (Research Monograph of the National Association for the Education of Young Children, Volume 4): Washington, DC

Joseph, J. M. (1994). The resilient child. New York: Plenum Press.

Keith, J. and Hoopfer, L. (1983). Michigan early adolescent survey (4-H 1338). East Lansing, MI. Michigan State University.

Connecticut's agricultural and natural resource sectors have experienced dramatic changes during the past decades. Land in farms, numbers of farmers, and traditional agricultural enterprises have undergone significant declines since the 1950s. Further dramatic changes are anticipated as we move into the 21st century. Yet, as agriculture adapts to an urban, populated environment, the sector continues to contribute significantly to Connecticut, both economically and in more difficult to quantify contributions to the quality of life.

The challenge for Extension is to provide leadership in planning and addressing the future needs of the agricultural and natural resource sectors while responding to constituent needs arising from the realities of a changing economic environment. Sector-wide planning and evaluation is needed, but this can only be successful with broad based partnerships of state and federal agencies, industry and commodity groups, individual farmers, and businesses.

The University of Connecticut recently undertook such a planning process. This state-wide program integrated University Extension and research, state agencies, private commodity groups, and individual farmers and businesses into a process of planning and developing strategies for future change in agriculture and rural resources. The outcomes included a planning conference and a published report reaching beyond the partners to policymakers and the general public. The objective of this paper is to identify the strategies and processes that created these partnerships.

Agricultural and resource outlook has been a traditional programming tool in Extension economics and policy arenas. Specialists in commodity and resource fields typically describe the current environment for a particular sector and project short -run trends in such factors as commodity demand, prices, or government policies. This type of program is often an annual event with shareholder participation limited to questions and program discussion. The University of Connecticut College of Agriculture and Natural Resources has a history of this type of outlook, but the current need was perceived as much broader than the traditional format would allow. Connecticut agriculture, having undergone extensive changes in recent decades, is facing challenges to adapt and reinvent itself in order to survive and prosper in the next century.

At the same time the University of Connecticut has adapted to a changing political and financial agenda and is attempting to achieve Extension goals with fewer staff and resources. Participants in both the private and public sectors had expressed the need for a longer-term look at the future of Connecticut agriculture and resources in order to better plan and develop private and public sector programs and strategies. The University of Connecticut Extension faculty were the logical coordinators of this planning process.

Stage One

The planning process was developed in two stages. In the first stage, a written document was prepared in the mode of traditional agricultural and resource outlook with some modifications. In Fall 1994 the planning committee met and key agricultural and resource sectors within Connecticut were broadly defined to include rural land, forests, and rural population as well as important agricultural industries such as dairy, poultry and eggs, greenhouse and nursery, crop production, and commercial marine fisheries.

Report chapters were developed by researchers, Extension faculty, and Extension field staff. Authors were asked to review past and present trends, identify factors that could initiate change, and project agricultural or resource trends 5-10 years into the future. A summary of key points was provided at the beginning of each report.

Authors were encouraged to work closely with industry and other public sector agencies in developing the data and assumptions used. Each report chapter was reviewed by university Extension and research faculty in other disciplines, industry and commodity group leaders, private farmers, and state and federal agricultural and natural resource experts. Where reviewers were critical, data, assumptions, and projections were re-thought and, when appropriate, revised.

The final report, completed in Fall 1995, clearly indicated the enormous changes in the structure and composition of Connecticut agriculture. Some non-traditional agricultural segments, such as greenhouse/nursery and aquaculture, are expanding and becoming more important to the state's agriculture and economy. Other traditional sectors, such as the dairy and egg industries, despite some consolidation, remain significant producers within the New England region.

The report also identified equally important but difficult to quantify contributions that rural land, forests, and the rural population make to the total fabric of Connecticut life. The final report clearly indicated that agriculture in Connecticut is a significant contributor to the state's economy in terms of jobs and income, even though traditional agricultural enterprises such as dairy and eggs are less visible than in the past.

Approximately 2000 copies of the final report, Connecticut Agriculture and Resources 2000, were printed and distributed in January 1996 within the state to commodity group leaders, public agencies, Extension field offices, and the press. The reaction was positive, with newspaper articles appearing around the state, including a feature article in the state's leading newspaper, The Hartford Courant, on the emerging greenhouse/nursery industry in the state.

Stage Two

The written report was not the ultimate goal of this project. Rather it was hoped that this report could be used to begin a dialog with major agricultural and resource participants in the private and public sectors to develop strategies to better identify and cope with future industry changes and needs. To achieve this goal a state-wide planning conference was held in April 1996 at the University of Connecticut. Over 100 attendees from the university, commodity groups, environmental organizations, state and federal agencies, and private businesses attended.

The format of the conference was discussion with participants dividing into six commodity and resource sector discussion groups to focus on forces of change within the sector and areas of potential cooperation between university Extension/research and the public and private sectors. Each group reported their findings to the larger audience who then had an opportunity to further comment and discuss the issues. Conference evaluation by participants was very positive.

Since the release of the report and the planning conference several important outcomes have emerged. First, the written report has been a significant factor in developing a more positive relationship with commodity and industry groups and agricultural and resource decisionmakers within the state. Policymakers now have a clearly defined picture of the different, but significant, face of agriculture and resources in the state. The report continues to be an important reference document for agricultural and resource policy within the state and is often cited in speeches and newspaper articles.

Secondly, new and strengthened relationships between university Extension and research faculty and commodity groups have emerged in some cases. An example is an on-going data collection effort funded by the nursery industry with Extension faculty involvement from plant sciences and agricultural and resource economics. In other areas, an on-going dialog has been created that may lead to future collaboration and partnerships between the university and private/public sectors.

Humor has been defined as that which amuses us, makes us laugh and smile. Humor gives us the ability to see the absurdity in our greatest fears. Studies indicate that preschool children in the United States laugh over 400 times a day while the average American adult laughs only 15 times a day.

Humor in the workplace? You don't have to be a comedian to use humor in the workplace. Nor do you have to wear a clown suit and throw pies to attract attention. Yet you may be surprised to know that it's really quite easy to affect your organizational culture through humor. Many researchers view humor in the workplace both as a way to lighten up and more importantly, a way to find solutions to complex problems. Humor can represent the ideal tool to humanize the workplace, or in other words, "to humorize is to humanize".

We're not talking about hiring a troupe of strolling comedians for your next annual conference, peppering your next annual report with one-liners, or exchanging jokes with other employees around the coffee pot. The goal isn't to be hilarious, but to communicate that your organization possess a sense of humor.

A recent study conducted by Robert Half International surveyed vice presidents and personnel directors at 100 of America's largest corporations. The results revealed that 84% thought employees with a sense of humor do a better job than people with little or no sense of humor.

According to the pioneering research of Abramis (1992), he studied 923 working adults in a wide variety of occupations and organizations. An extensive questionnaire was given to 678 of these people, and 347 were interviewed at length regarding humor in work. People who expressed more positive humor at work had higher mental health, job satisfaction, and job involvement. Similar research results found in his article "Fun at Work: Beyond Job Satisfaction," revealed that people who laugh more at work are less anxious, less depressed, and more satisfied with their jobs and with their lives in general.

Abramis identified six reasons that fun can improve work quality and mental health. They are: (a) Fun breaks up boredom and fatigue; (b) Fun fulfills human social needs; (c) Fun increases creativity and willingness to help; (d) Fun fulfills needs for mastery and control; (e) Fun improves communication; and (f) Fun breaks up conflict and tension.

"Jest for The Health of It...Laughaerobics" is a program designed to help participants learn to enhance their humor skills while increasing, both creativity and productivity. The program develops the ability to see the absurdity in many difficult situations and the ability to take oneself lightly while taking our work seriously. The program expands skills to strengthen personal and professional development by learning to lighten up and laugh a lot.

When experiencing the Laughaerobics program, participants develop the ability to take themselves lightly while taking their work seriously through a Laughaerobics First Aid Kit. By tailoring the contents of the kit to target audiences, participants are challenged to discover and apply "funraisers" in both the workplace and at home. The program has reached over 500 people which have included extension and business professionals, homemakers, administrative support staff, educators, civic groups and older 4-H youth.

Over thirty items are included in the kit. A sampling of the items are:

• Penny -- so you have enough sense to realize what a valuable asset you are;
• Giant Sun Glasses -- to shield your eyes from all the glare or open your eyes to all the possibilities;
• Tootsie Roll -- to help you roll with the punches;
• Pay Day candy bar -- to tide you over until the end of the month;
• Red Ink Pen -- to edit your correspondence when Spell Check fails;
• Coffee Bag -- a pick-me-up to get you going; and
• Dart -- to help "pin point" your problems and keep you on target.

Here are a few "funraiser" ideas for enhancing humor in the Extension workplace: create humorous office memos; use post-its with humorous sayings; set up an office bulletin board where employees contribute work-related cartoons, funny signs, anecdotes, and sayings; create your own humor file of suitable material for speeches, presentations, newsletters, etc.; create a section in your newsletter devoted to laughter; use creative and/or humorous quotes to lighten up your e-mail, voice mail, or fax messages; keep humor books, games and toys on your desk when you need a mental health break; and start a humor journal reflecting thoughts such as, "You Know You Are In Extension When ...".

Using humor is not without its' pitfalls. There are risks involved. Humor is hard work. There are two requirements: use good judgement and a sense of decency. Each individual must know where to draw the line between positive and negative humor and realize it may not be appropriate for all situations.

Laughter is and can be an effective and fun way to "reach out and touch someone," to boost morale at work, and to communicate serious messages with a light touch. It's time to rid yourself of that odd disease, Terminal Professionalism, the prevalent idea that silliness precludes seriousness, or that humor is unprofessional. Learn to live longer through laughter... Jest for the Health of It!

Abramis, D. (1992). Fun at work: Beyond job

Agricultural Extension educators receive numerous requests to speak about agriculture, providing an opportunity to increase agricultural awareness and knowledge among diverse community audiences. Teaching "agricultural literacy" has been identified by many local Extension advisory committees as an important issue. One simple method to teach agricultural facts is to create a quiz or list of questions for the audience to answer.

A quiz activley involves the audience. Quizzes are passed out at the beginning of the program for each person to complete. Ten-to-twelve minutes are given for participants to answer. The Extension agent goes over each question by asking for responses from the audience. Correct answers are given with background and additional information when appropriate. Transparencies using tables and graphs reinforce the answer when time and the room arrangements permit.

Questions selected examine both the "big picture" of agriculture as well as local impact. Questions involving international aspects of agriculture include the U.S.'s largest trading partners and countries that anticipate the greatest economic growth in the future. Of national relevance are questions about U.S. agricultural exports, types of meat consumed per capita in the U.S., and important agricultural commodities. Ohio's most important agricultural exports are included in the questions. The county's top agricultural commodities, examples of agri-businesses in the county, ranking of the county in the state for some specific commodities, and cash receipts for livestock and crops sold by county farmers are part of the quiz.

Several resources are used to develop the questions and answers. They include the Annual Report of the Ohio Department of Agriculture, the Ohio Farm Income Circular, produced annually by the Ohio State University Department of Agricultural Economics, and commodity outlook materials from OSU Extension specialists. Questions are maintained in a computer file and can be easily updated or changed when necessary.

This agricultural literacy quiz has been given to approximately three hundred individuals in the past six years. Audiences included community service clubs, educators, agricultural commodity groups, and agricultural agency personnel. Non-agricultural audiences reported that they developed a better awareness of the industry and its importance to the local economy. Farmer groups reported that they didn't realize how important exports were to agriculture. Agricultural groups were encouraged to pass this information to others.

Answering a quiz or list of questions allows the participant to be actively involved in the learning process rather than just hearing another speech. Any Extension educator could employ this simple technique as part of their teaching repertoire to increase an audience's knowledge about his or her subject matter area.

Extension professionals who lead, live, work, or support growing up in natural resource-based communities are keenly aware of the global, national, and local forces causing dramatic economic and social changes in many rural communities. Technological change, international competition, public policy decisions, endangered species, and other environmental concerns have all brought changes. When we look around, we see friends, families, countries, states, and other communities flowing in the "torrent of change" everyday (Theobald, 1987).

What is often needed are tools that neighbors and local leaders can use to learn together about how to "go with the flow," deal effectively with change at a personal and community level. Here's a tool that you'll want to add to your "educational tool box" - one that will help residents learn from one another and from the residents of three kindred communities. Although videotaped in the West, it is appropriate and valuable for any natural resource-dependent community in any part of the country.

The educational package, "Towns in Transition: Managing Change in Natural Resource-Dependent Communities," was created by an Oregon State University Extension Service and Agricultural Experiment Station team. The package consists of an award-winning 30-minute video and a companion study guide. The package shows how individuals, families, and communities all go through similar stages of the transition process when confronted with major change.

The model, based on work by Bridges (1980), frames the way people manage transitions in terms of "Endings," "Neutral Zone," and "New Beginnings." The transition process is viewed as a cycle of overlapping stages. The purpose of the video and study guide is to help people recognize in themselves and their neighbors where they are in the spectrum of managing change and how to move through the process in a healthy manner.

Fine production values (and narration by the bartender from the TV program "Northern Exposure") make the video watchable by a wide audience. It has been aired on PBS stations across the country and uplinked by A*DEC to Extension offices nationwide. It features interviews with residents and leaders of three communities captured in different stages of responding to significant changes. These communities generally reflect the stages of transition that all communities tend, and need, to go through when adapting to change.

In the early 1990s, the agricultural community of Tulelake, California is shown facing unprecedented restrictions on their use of irrigation water and pesticides, which threw residents into the "Endings" stage of transition. Forks, Washington is a timber town that experienced the worst of its reduction in timber jobs during the late 1980s. At the time of the video (1993) Forks was making its way through the "Neutral Zone" stage of transition. The residents of Forks had worked past feelings of denial and anger and were beginning to think about and create different ways to diversify their community's economy.

Astoria, Oregon is shown in the "New Beginnings" stage of transition. After a major fish processing plant closed in 1979, resulting in a loss of hundreds of jobs, the community worked its way through the early stages and now boasts an economy that has diversified over the years to include seafood marketing, tourism, film making, among other things. In short, this community learned ways to harness its creativity, beliefs, and ability to reshape their community in the face of change (Hakim, 1994)).

The companion study guide allows a viewer to move from an awareness of other people's circumstances to an understanding of how the transition model relates to their own lives and communities. Following the introduction and a synopsis of the video, Part 3 of the guide describes the model and how individuals and communities cope with transitions. Part 4 offers suggestions of ways community leaders and residents can help their communities effectively manage transitions.

The study guide outlines roles that Extension agents and other leaders can play and provides practical tools such as a list of resources/annotated bibliography, a community assessment tool, and a facilitator's checklist for running and evaluating a workshop(s) related to this topic.

The VHS video tape and study guide are available as a package for $30, including shipping and handling (VTP 025). Additional study guide copies are $2.50 each. To order, write: Publication Orders, Extension and Station Communications, Oregon State University, 422 Kerr Admin., Corvallis, OR 97331-2119. Make check or money order payable to OSU Extension Service, or call 541-737-3311 for additional information.

Bridges, W. (1980). Transitions: Making sense of life's changes. Reading, MA: Addison-Wesley.

Hakim, C. (1994). We are all self-employed: The new social contract for working in a changed world. (San Francisco, CA: Berrett-Koehler).

Theobald, R. (1987). The rapids of change: Social entrepreneurship in turbulent times. Indianapolis, IN: Knowledge Systems.

Two new publications focusing on Extension education have been published in the past few months:

Seevers, B., Graham, D., Gamon, J., Conklin, N. (1997). Education through Cooperative Extension, New York: Delmar. ($47.95)

van den Ban, A. & Hawkins, H. (1996) Agricultural Extension (Second edition). Ames: Iowa State Press ($25.95)

"Education Through Cooperative Extension" was written by a team of Extension educators and specialists from New Mexico, Arkansas, Iowa, and Ohio who have had county as well as state Extension experience.

"Agricultural Extension" is the second edition of a book by the same title originally published in 1988. The authors each have considerable experience in international settings as well as training in the United States. The book focuses on agriculture and provides information from authors all over the globe.

"Cooperative Extension" is much more of a hands-on guide than "Agricultural Extension," pulling together information from a variety of sources about the history of Extension in the United States and its programs, initiatives, and goals.

Common to both books are chapters on Extension methods, program planning, and evaluation as well as an extensive glossary.

The authors of "Cooperative Extension" provide an introductory text with a broad overview of educational processes in this non-formal educational program. They take Extension from the philosophy and mission of the organization through the societal and internal forces influencing recent and future changes. The book contains hundreds of references, detailed models and comparison charts. How-to's for setting up nominal group process, focus groups, concept mapping, and Delphi and other techniques are included in a step-by-step approach. Each chapter is well outlined, providing background information, a substantive summary, discussion questions, and references.

An added bonus is its extensive appendix that provides the original and amended Smith Lever Act, a chronological legislative history of the U.S. Cooperative Extension Service and land-grant university system, a profile of Extension staff hired from 1914- 1994, a list of the 105 land-grant colleges and universities and their locations (including the 1994 additions), and an organizational chart of the U.S. Department of Agriculture.

Information on international Extension is provided in a separate chapter, rather than throughout the text. The focus in this chapter is on models of Extension work in other countries. In describing Cooperative Extension's history, the authors include a quote from Strausberg (1989), "We do not want science floating in the skies; we want to bring it down and hitch it to our plows." And so, the authors also bring the educational processes needed for successful Extension programming to a practical level.

"Cooperative Extension", however, does not contain much information on career aspects, such as why people get involved in Extension work. Perhaps some mention could be made of its collegiality and its lore, such as, initiation ceremonies (Montana), and its humor (You know you're in Extension when...North Carolina.)

Many photos and charts are provided, but a picture of the National 4-H Center or the birthplace of the 4-H pledge, which is an actual historic site in Clarion, Iowa, might have been included. It also seems unusual that the authors did not include the 4-H motto (Make the Best Better) or the 4-H slogan (Learn by Doing) or talk about the early significance of training youth so they will in turn have influence on education within the family. A sample time-line might also be of use to newer workers.

Recent innovations, such as the 4-H PRK (Professional, research, knowledge) base, are highlighted, and yet no mention is made of the national jury process and curriculum consortium, which is changing the way many states are developing, selecting, and revising 4-H project materials in this youth program.

The book perhaps should have included information on such resources as the Extension Review, the 4-H Leader Magazine (historical), the Directory of Cooperative Extension Agents, and summary (abstracts) of research in Extension (Mississippi State). But these are minor considerations given the wealth of the book's information.

"Agricultural Extension" is well outlined, although much of the text describes the interaction between the Extension agent and the farmer. Most citations are from researchers in countries other than the U.S. The book is largely theoretical, but more "how-to's" are provided on writing and presenting information, including a comparison chart of group discussion vs. the lecture method.

A noted disadvantage is the section on women in agriculture, which indicates problems of being a woman farmer and Extension agent. This section would be markedly improved by sharing experiences of successful women and providing tips for women to use in the field. Though the authors attempt to be balanced in their perspectives of women, the book includes some sentences and examples, even within their context, that could be interpreted negatively by women and possibly promote discrimination. For example, "Many of the less innovative farmers, and especially many women, will come to a play, but would not come to hear a talk" (p. 67). Perhaps women in agricultural Extension is an area in need of further research. Another disadvantage is the lack of information included about programs for youth in agricultural Extension.

"Education Through Cooperative Extension" would be an extremely useful text for the university classroom, an in-service guide for new employees who wish to know more about Extension, and a handbook for agents who want to brush up on what they already know about Extension methods.

"Agricultural Extension" (second edition) is likely to be of greatest interest to agriculturists, especially those who work in other countries. Ideally, however, Extension offices, university libraries, and classrooms around the globe could benefit from investing in both books.

Strausberg, F. (1989) A century of research: Centennial history of Arkansas Agricultural Experiment Station. Fayetteville: University of Arkansas Agricultural Experiment Station: 9.

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