Tools of the Trade

Thinking in Multimedia: Research-Based Tips on Designing and Using Interactive Multimedia Curricula.

Introduction

Unlike educators in traditional educational institutions, community educators often do not have the luxury of having students who are a captive audience. Thus, an important part of community education programming is attracting people to participate in programs and engaging them once they are there. Due to the sophisticated marketing the public sees these days, this is becoming an increasingly difficult task.

As program participants are exposed to interesting and exciting presentations on the Internet and on TV, the bar is being raised for Extension professionals to develop educational resources and materials that are attractive and engaging. Using and developing interactive multimedia curricula can be one way to help community educators stay competitive now and into the future. Community educators, however, must view interactive multimedia curricula as critically as any other educational method.

For some time, educational theorists have argued for more interactive, learner-directed methods (Hannifan & Land, 1997). Some educational researchers have found that interactive multimedia curricula (IMC) can promote a shift to a more learner-directed education style, thus increasing the learner's sense of control and motivation to learn (Katims, Diem, & Carlson, 1997). Ideally, IMC uses multiple media (text, graphics, animation, sound, and video) in an interactive design (Shavinina & Loarer, 1999). Typically, interactive multimedia is distributed via a CDROM, DVD, or viewed on the Internet.

For example, a user who is learning about how a catalyst works can read text about the definition of a catalyst and then click to view an animated version of this reaction with an audio explanation. A user also might click to see a video clip of an actual reaction. The user also might be prompted to piece together the components of a reaction in order to cue an animated reaction. Although this example is from a classroom setting, IMC is also being used in training and prevention education (e.g., Castaldini, Saltmarch, Luck, & Sucher, 1998).

Research evaluating the efficacy of IMC is just beginning to catch up with the methodological developments in this field. Research studies report that interactive multimedia curricula, when compared to more traditional methods, are significantly more likely to increase learners' knowledge (Epstein & McGaha, 1999), achievement (Erwin & Rieppi, 1999), higher-order learning skills (Taylor, Renshaw, & Jensen, 1997), and positive behavior change (Campbell, Hones-Morreale, Farrell, Carbone, & Brasure, 1999).

Even though these and other findings are encouraging, many questions remain about the use of IMC as an educational tool. Still, as access to and knowledge of technology broadens, methods such as interactive multimedia curricula may be an important tool for community educators.

What Makes Interactive Multimedia Effective?

Although IMC seems to have great promise, it is necessary to critically evaluate what factors in particular make IMC successful and to investigate how it can be used most effectively with Extension audiences. To date, preliminary research on the use of interactive multimedia curricula has revealed some important clues. The following are some research-based suggestions for the design and use of interactive multimedia curricula.

One Medium at a Time for Explanations

When a new concept is presented in IMC, a single medium should explain the new concept. Studies have found repeatedly that text and auditory explanations presented simultaneously promoted significantly less learning than either text or auditory explanations alone (Kalyuga, Chandler, & Sweller, 1999; Moreno & Mayer, 1999). The message here is that presenting multiple media all at once can be confusing to a learner. So, it is important to keep it simple, providing visual-based text and auditory explanations at different points in the curricula.

Gender-Neutral Themes

If presentations are designed to appeal to both males and females, or boys and girls, the presentation should not have a gender-stereotyped theme. For example, research has found that girls learned significantly more information when the theme was gender neutral as opposed to a theme that was more male-oriented (Littleton, Light, Joiner, Messer, & Barnes, 1998). So IMC that has more male-oriented themes, like fighting, kings, or soldiers, should be avoided.

Interactivity

The temptation with multimedia curricula is to simply transfer traditional text information into a more visually appealing format like a CDROM book. This approach, however, does not realize the full potential offered by this technology. Both theory and research suggest that when a learner interacts more with information, his or her interest in and understanding of the information increases (Shavinina & Loarer, 1999). Creating curricula that encourage a user to respond to questions and dilemmas is very challenging. It is this interactivity, however, that is instrumental in the success of ICM (Hannafin & Land, 1997).

Participant Involvement in IMC Design

As is important in any curriculum development process, gaining input from the potential audience is critical. In my own work designing IMC targeted at a youth audience, youth involvement and ideas have been extremely beneficial. Many of the best ideas for our current project have been generated by youth.

IMC Combined with Non-Computer-Based Learning Experiences

Interactive multimedia curricula can be most effective when it is combined with cooperative learning experiences (Boling & Robinson, 1999). Giving participants a CDROM and asking them to complete it on their own might be missing an important educational opportunity. The same CDROM can be completed by groups of students or prompt a group discussion. IMC should not be used to replace other educational methods; instead, it should be used to enhance them (Boling & Robinson, 1999).

Conclusion

Clearly, there is great promise for the use of interactive multimedia curricula in a community-based educational setting. By using empirical research as a guide for this technology, community educators can adopt and develop IMC in a thoughtful and measured way. Extension professionals in particular, with our commitment to research-based approaches to community issues, should be well informed about research in this area. Moreover, it is important for Extension professionals to begin considering how they might take advantage of this new and exciting educational method.

References

Boling, N. & Robinson, D. (1999). Individual study, interactive multimedia, or cooperative learning: Which activity best supplements lecture-based distance education. Journal of Educational Psychology, 91, 169-174.

Campbell, M., Hones-Morreale, L., Farrell, D. Carbone, E., & Brasure, M. (1999). A tailored multimedia nutrition education pilot program for low-income women receiving food assistance. Health Education Research, 14, 257-267.

Castaldini, M., Saltmarch, M., Luck, S., & Sucher, K. (1998). The development and pilot testing of a multimedia CD-ROM for diabetes education. Diabetes Educator, 24, 285-296.

Epstein, J. & McGaha, (1999). ATOD-TV: Evaluation of a multimedia program designed to educate the public about substance abuse. Computers in Human Behavior, 15, 73-83.

Erwin, D. & Rieppi, R. (1999). Comparing multimedia and traditional approaches in undergraduate psychology classes. Teaching in Psychology, 26, 58-61.

Hannafin, M. & Land, S. (1997). The foundations and assumption of technology-enhanced student-centered learning environments. Instructional Science, 25, 167-202.

Katmis, D., Diem, R., & Carlson, P. (1997). Technological interventions and student attitudes: A case study of secondary students identified as at risk. The High School Journal, 80, 95-101.

Kalyuga, S., Chandler, P., & Sweller, J. (1999). Managing split-attention and redundancy in multimedia instruction. Applied Cognitive Psychology, 13, 351-371.

Littleton, K., Light, P., Joiner, R., Messer, D., & Barnes, P. (1998). Gender, task scenarios and children's computer-based problem solving. Educational Psychology, 18, 327-340.

Moreno, R. & Mayer, R. (1999). Cognitive principle of multimedia learning: The role of modality and contiguity. Journal of Educational Psychology, 91, 358-368.

Shavinina, L. & Loarer, E. (1999). Psychological evaluation of educational multimedia applications. European Psychologist, 4, 34-44.

Taylor, H., Renshaw, C., & Jensen, M. (1997). Effects of computer-based role playing on decision-making skills. Journal of Educational Computing Research, 17, 147-164.

How to Design Better Programs: A Staff-Centered Stakeholder Approach to Program Logic Modeling

What Is Program Design?

Program Design is both a product and a process. The process results in a theoretical framework for describing the effects and consequences of a program as they are related to its development and implementation.

The process employs two main concepts:

1. Program logic modeling and
2. Stakeholder viewpoints.

In the former, models are developed in schematic form of key aspects of how the program plan will be carried out in a sequential manner, by what staff, and with what consequences. In the latter, viewpoints are obtained from persons who have a special interest in or influence over the problem area being addressed in order to better inform the modeling process.

These two concepts are implemented through the efforts of a team of 6 to 15 persons who have expertise in developing and delivering programs related to the problem area of interest. This is called a "staff-centered approach." It has proven especially useful in bringing together and developing a consensus among persons who are separated due to boundaries established by geography, organization, disciplines, and, in some cases, even personalities.

This staff-centered approach is activated by a group facilitator(s) who directs and moderates the efforts of the group as they work their way through a sequence of disciplined steps in a series of workshop sessions spaced over a period of days, weeks, or months. The products from these sessions are codified and put in more readable form by an organizational contact person. Unlike the design team participants, the facilitator(s) does not need to be an expert in the subject matter under consideration. Indeed, such expertise might conflict with the conduct of his or her duties.

These efforts result in a program plan that is an agreed-to product of the design team's efforts based on their collective knowledge and experience. It enhances the likelihood of success of what will be done because those who are part of the team and/or their colleagues–those who must carry out the plan–have an explicit, agreed-to guide to action.

What Does the Process Entail?

Typically, two, 2-day sessions are required, with most of the work being done during the work group sessions However, with some complex topics such as Water Quality, Youth Development, or Leadership Development, a third or even fourth session might be required. The design team might also elect to hold a verification session in which program providers and subject matter specialists who were not part of the team are brought in to see how the modeling results conform to their thinking and experience.

Selection of the Design Team

The selection of design team members is an absolutely critical decision that will affect the success of the entire effort. The decision has two aspects: who and how many.

There is no hard and fast number for the latter. For experience and organizational mixture, 6 to 12 persons are usually involved. It is an absolute requirement that some of the members, preferably a majority, are program providers who work directly with clientele or potential clientele, in the topical area under consideration.

The remainder of the group is comprised of subject-matter specialists for the topic of concern and administrative staff. The involvement of an upper-level administrator may demonstrate the importance attached to the effort and hence motivate of the design team even more (provided, of course, that his or her presence does not inhibit the group's functioning). The program providers on the group serve as "reality filters" to ensure that what is proposed is practical or "do-able."

Finally, a person should be selected to serve as the workshop facilitator. This person should be experienced in the program design process and preferably have some training and/or experience in program evaluation. The facilitator must be a third party to the topic of concern and preferably should be a third party to the organization itself. Experience has shown that work group members are more inclined to attend to the tasks at hand if the facilitator is not "one of their own." Then, too, by being a non-expert, the facilitator can ask many "dumb" questions that can be revealing or even challenging without threatening the design team members. (Two facilitators reduce fatigue and increase variety for the team.)

Initiation of Activities

Once the design team has been convened, the activities are initiated. A handout of materials is used by the facilitator to introduce the group to the process. The first sheet contains an agenda for the entire workshop and is discussed by the facilitator in sufficient detail to provide some clarification and incentive.

Next, major concepts are introduced and explained through illustrations of actual and generic models, stakeholder identification and generic questions, interview guidance, etc. A brief history of the program design process and benefits of the process is presented. An actual example report is then given, also as a handout, that serves to familiarize the group with one of the major products.

The steps involved in program modeling are as follows.

1. A set of major or main events can be identified that comprise the program, its effects, and consequences, and that are sequentially and causally related to one another so that if one event fails to occur, then all of those succeeding it in the causal chain also fail to occur (the program logic model).
2. For each main event of the program, a set of activities with a corresponding set of resources, can be identified that must be accomplished in order for the main event to occur (the functional component).
3. For each activity in the functional component, one or more sources of evidence of the occurrence of that activity can be identified (the indicator component).
4. Things happen that can perturb or disrupt the causal relationships (barriers) but can perhaps be overcome by special efforts (barrier reductions).
5. Things happen once the program effects have occurred that perturb or prevent the consequences from taking place and are difficult or impossible to overcome by special efforts (intervening events); and.
6. For the occurrence of each main event in the program logic model, unplanned effects may also occur that can be positive or negative, known or unknown (spinoffs).

In order to inform this modeling process as well as other aspects of the program design process, information is collected from a judgmental sample (Patton, 1990; Henry, 1990) of stakeholders concerning their views about the nature of the problem, issue, or need and how it should be addressed, and by whom.

Once the preceding concepts have been discussed, the facilitator introduces the concept of stakeholders and gives a working definition, "an individual or group who has a special interest in or influence over the topic or program-to-be and who can provide information that will be useful for the design, development, implementation, and evaluation of the program," and asks the group to identify some general categories of stakeholders. This helps map the environment or delineate spheres of influence/concern for the topical area or program-to-be. It usually produces too many categories, some of questionable relevance or utility. The facilitator usually waits until later when some of the modeling has been completed and the group has a better sense of what they are about.

Matrix of Educational Effects

The modeling is initiated by starting with the development of the Matrix of Educational Effects. The group identifies the target audience(s) for the program to be and systematically completes the cells of the matrix, using categories from the Bennett hierarchy (1979) of: Knowledge, Attitudes, Skills, Aspirations, and Behavior (or practice) change. This matrix of effects (E) is then used as the basis for identifying their consequences (C) and antecedents (A). That is, what events logically follow as a result of E and what events must logically precede E in order to insure that E occurs, depicted as:

and read:

Once all of these events have been identified, the activities/resources are identified for the A events, and the indicators are identified for all of the events in the program logic model.

The modeling process is interrupted in order to deal in more detail with stakeholders. Some generic questions are reviewed and adapted, or new, more appropriate ones are developed. These may be further refined or tailored to different categories of stakeholders once they have been identified. A list of specific stakeholders is then identified. A contact letter and other interview procedures are developed.

Relevant documents, such as task force reports, evaluation studies of related topics, program plans, etc., are identified at this point. If there is a need to review them, some members of the group should be given the assignment of orally reporting them at their next meeting so that the results can be used by the group in their deliberations. Upon completion of this step, the team resumes the modeling process until it is time to recess.

The recess period usually lasts 6 to 12 weeks, during which time the organizational contact person sees to it that the interviews are conducted and transcribed. The length of this period is usually determined by the need for time to complete the stakeholder interviews and by the calendars of the group members.

On meeting again, the group divides up the interview results into groups of stakeholders, with at least two members reviewing each of the subgroups, discussing them with one another to reach agreement on their meaning, and making some cryptic summary notes. These summaries are then reported to the full group and entered into a matrix format of question answers by stakeholder groups (on banner paper posted on the wall) by the facilitator[s]).

After reviewing and discussing these summaries, the group makes some general thematic observations about their results and implications. The group then reviews and completes the modeling started in the first session. Finally, the group makes some conclusions and recommendations for administration, and a report of all the group's work is prepared, usually by the organizational contact. A briefing of the top-level administrator(s) by the team may be included in these efforts. Among other uses, this report serves as the "blueprint" for program development and implementation

What Are the Benefits from the Program Design Process?

The results of this process increase the likelihood that later efforts will be successful by:

• Involving staff in the process by giving them the time and the opportunity to meet together and reach a consensus on the "blueprint";
• Providing an explicit causal framework for articulating the program's nature, effects, and consequences;
• Identifying things that can go wrong and what might be done about them before they occur;
• Identifying unplanned results from carrying out the program in a particular way;
• Specifying sources of evidence that can be examined and/or obtained to judge adequacy of program implementation and degree of program impact;
• Involving persons of influence with respect to the topic and obtaining guidance from them before the program is developed; Clarifying to administration the nature of their commitment, especially with regard to resources;
• Increasing the likelihood of resource commitment through an explicit, agreed-upon plan that encompasses stakeholder viewpoints;
• Providing an effects oriented guide for program development;
• Providing a framework to communicate the program to others;
• Providing an agreed-upon "blueprint" for future action;
• Increasing the acceptance of measured effects once the program is implemented.

The process also has some direct benefits to the staff in terms of improving their program-planning and evaluation skills. In addition, the process can benefit the organization by increasing its visibility with stakeholders for the topic of concern.

References

Bennett, C. (1975) Up the hierarchy. Journal of Extension 13(2) pp. 7-12.

Henry, G. (1990) Practical sampling. Newbury Park, CA: Sage.

Mayeske, G. & Lambur, M. How to design better programs: a staff centered stakeholder approach to program logic modeling. Crofton, MD.: The Program Design Institute

Patton, M. (1990) Qualitative evaluation & research methods. Newbury Park, CA: Sage.

Begin With a Family Tree When Working with Family Finances

Introduction

Working with clientele is part of everyday life for most Extension agents and specialists. There are many advantages to sketching a "Family Tree" to begin a family meeting on in-depth family matters. It is especially useful and important when helping a family with financial management and planning, including:

• Budgeting,
• Planning major purchases or sales,
• Guiding business decisions, and
• Estate and business succession planning.

The necessity and wisdom of this approach was brought to my attention very abruptly one afternoon many years ago. I had spent an hour and a half with a 73-year-old widow, with property worth $750,000 or so, discussing her estate planning alternatives. We were finishing our discussions and starting to rise from our chairs when she stated matter-of-factly, "My 93-year-old father is still alive and plans to leave me a 300-acre farm. Will that make any difference?" I was flabbergasted! Absolutely astonished! How could I have possibly overlooked this obviously important information? Of course her father and his farm made a difference!

I was young, and she was 73, which I naively thought was old, so I never thought to ask about her parents. I vowed to never again make the mistake of overlooking a family member! But I needed a way to quickly collect and organize family information for up to 20 to 25 family members in three or four generations.

Several years later I "discovered" a simple methodology for organizing family information at a seminar. The speaker illustrated her talk by drawing a simple family tree of the people involved in the relationships she was discussing. She put the men's names in rectangles and women's names in ovals and connected them logically to draw a "family tree." Each generation was placed together below the previous generation (see below). If a person was deceased or divorced, she used an "X" to signify the break. The widow's family tree included 18 members and looked something like this:

It was simple. In a few minutes she graphically illustrated family relationships for a large family. She also wrote ages and little notes beside some names to provide further insight into the individuals and how they fit into the family. I immediately realized the potential for using this simple tool when meeting with families.

As an economist and CPA, I have a natural tendency to focus on financial information. It is easy to get distracted by financial information and make premature recommendations based on the numbers while overlooking the crucial issue of FAMILY. I now use a simple, effective, four-step interview strategy for working with farm families who want advice on family financial issues. I collect information about the three "Fs": family, farm, and finances--in that order. The fourth item, "Getting a clear statement and understanding of what the family wants from me," may occur at anytime.

Whether you are meeting with one family member or are involved in a family meeting with a dozen people from three or four generations, it almost always pays to "Begin With a Family Tree." Family members are frequently curious, but no one has ever objected or questioned the relevance of the family tree.

16 Benefits of Beginning With a Family Tree

1. It is usually a successful beginning for the meeting. This is especially important when there may be family tension or a high probability for disagreement. It quickly puts family members at ease. The focus shifts from their problems or concerns to my getting their family tree drawn accurately. They come expecting to discuss serious financial matters and find themselves telling me about their family, which is usually non-threatening.
2. It breaks the ice and helps get everyone in attendance involved in the conversation. Extroverted husbands who normally speak for the family quickly defer to their wives to provide information about their children and grandchildren. This allows me to naturally bring wives and children into the conversation and makes it easier and more natural for them to participate later.
3. The family tree isn't complete until everyone including the "black sheep" in the family are identified and recorded. Frequently family members volunteer helpful information about "black sheep" and other family members.
4. "Special needs" family members with physical and mental handicaps are identified, along with their special circumstances and needs.
5. It frequently uncovers divorces, remarriages, and deaths that may have a bearing on decision-making.
6. It tells me at a glance who is in the bloodline and who is an in-law. This is very important in most family's decision-making processes and in their decisions.
7. It gives me a very handy reference when family members start talking about "Susie" or "Sam." I can look at their family tree and quickly see where they fit in the family and follow the discussion without interrupting the family's conversation. If they talk about someone not on the chart, I know to ask how they fit in.
8. It helps me quickly remember the details of their situation if family members should contact me later.
9. Drawing a family tree makes productive use of our time while we wait for the almost inevitable "tardy" family member to get to our meeting.
10. When family member arrive late, they are usually quickly "put at ease" when I briefly review the family tree with them. They can see we have been productively discussing information they are already familiar with, and they have no reason to think they were left out or that we have been talking about them in their absence.
11. Asking for family information is professionally appropriate and necessary. It is difficult to provide appropriate family counsel if you don't know who is in the family, as I found out with the 73 year-old widow.
12. It is very quick, efficient, and accurate. The "family" will usually make sure you record family relationships accurately.
13. When drawing a family tree takes more than a few minutes, it is usually because someone is sharing family information, history, and background they consider important but whose relevance to you as an advisor may or may not be apparent.
14. It organizes in one simple-to-read chart names, ages, and family information that would be very difficult to remember, especially at a subsequent meeting.
15. I can quickly look at the family tree and make sure we have adequately considered all family members in our discussion. For example, it might lead to the following type of question, "How are you providing for Larry and Sandy, who will not inherit the farm?
16. It puts the focus on "family," where many family members feel it belongs.

Development and Use of a Stocker Cattle Market Workshop in Extension Ranch Management Programming

Introduction

Cow-calf producers market their product into the lowest level of a derived demand system that eventually provides beef in many different forms, along with other by-products, to domestic and international markets. Because of that initial position in the marketing chain, calf producers are subject to large changes in prices over a cattle cycle. Large changes in calf prices and production uncertainty make price risk management important to cow-calf producers. Marketing plans that take into account seasonal and cyclical price movements with sound price targets can ameliorate the negative impacts of price risk on cow-calf producing firms.

Data and Methods

This workshop described here introduces calf producers to price risk management techniques by incorporating local market conditions, production practices, and production risk. The workshop begins by distributing a scenario that provides a participant with the financial and production information necessary to develop a marketing plan.

This scenario includes information on the timing of the exercise's production cycle and the size of the cow herd used in the exercise. Pregnancy percentage and pregnancy loss percentage and expected weaning weights for steers and heifers are supplied. Average cost of production per cwt of weaned calf is provided. This background information is based on measures calculated with the National Cattlemen's Beef Association Standardized Performance Analysis (SPA) for South Texas cooperators (Falconer, et al., 1999).

Risk is incorporated by making weaning weights and cost of production dependent on weather, which is determined for each participant by a drawing. Twenty-five percent will experience a drought, 50% normal conditions, and 25% excellent pasture conditions. Cost of production and weaning weights are adjusted based on average changes in cost and production levels in Texas SPA cooperator data in 1993, 1996, and 1998 (Falconer, et al., 1999). Price differentials for the calves are established over the three states of nature. A price "slide" mechanism with an upward adjustment in price for the drought state of nature and downward adjustment in price for the excellent state of nature is used.

Participants are then given a description of the CME Stocker cattle futures contract specifications (Chicago Mercantile Exchange, 1998). During this section of the workshop, pricing strategies that utilize futures and options are reviewed. These strategies stress using futures to short hedge, hedging with at-the-money puts, out-of-the-money puts, and using "fence" strategies.

Participants are provided a historic basis table, which is the last information needed to prepare a marketing plan. These marketing plans can include selling directly into a cash market, short hedging with futures and options, as well as forward cash contracting.

Market information is supplied in six intervals in which participants may execute any portion of their marketing plan. The market information includes a description of the "current" cattle market situation, a price chart of the October stocker cattle futures contract, the "current" October stocker cattle futures price quote, a cash forward contract bid, and "current" option premiums for October stocker cattle futures put and call options.

The market situation and general price action were modeled from the 1993-1994 period. The general market situation presented in each period is paraphrased from various issues of Livestock, Dairy and Poultry Outlook for the 1993-1994 time frame (U.S. Department of Agriculture). This period was selected for a strong seasonal pattern and relatively attractive flat price levels.

Daily futures prices were generated using a random walk process bounded by the daily CME trading limits and adjusted for the monthly seasonal price pattern seen in the 1993-1994 period. These calculations were generated with a MicroSoft Excel spreadsheet using the @Risk (Palisade Corporation) add-in program. Option premiums were based on the generated futures prices using the Black-Scholes option pricing model (Brigham, 1985). Forward cash bids were formulated so participants could focus on a strategy including futures or options. Participants record any pricing action taken at each period on their individual Futures and Options Gains Calculation sheet.

Before receiving the final market situation update, participants draw for their state of nature. The drawing is conducted by having each participant manually select a ticket that contains a particular state of nature, along with summary production and cost of production information that is carried over to the Summary Marketing sheet. The Summary Marketing sheet serves as a mechanism to gather individual performance on the use of futures and options pricing activity and cash price and production information to calculate profitability of the participant's marketing plan as executed.

Participants are then separated by states of nature and asked to provide the entire group with an explanation of how their marketing plan was developed and executed. The participant with the largest return for each state of nature gets a cash prize. The final part of the workshop is an evaluation by participants.

Discussion

The use of simulation has been an effective teaching tool in Extension programming for South Texas clientele. This workshop includes local production and market price behavior so that workshop participants are able to relate quickly to the production and market factors, thereby having more focus on risk management concepts being presented. This workshop has been used in multi-county Extension programming as well as with a statewide Extension program in Texas.

Participants gave the workshop a very favorable rating for being well organized and informative, but they thought that the workshop was complex. Handout materials were rated as being highly useful and effective. The majority of workshop participants indicated that the experience increased their knowledge and interest in using price risk management tools for calves.

The workshop materials are available at http://agfacts.tamu.edu/~lfalcone/llfmasterframeset.html. The workshop materials can be easily adapted to fit other cattle producing regions throughout the country by modifying the document using a word processing package. The authors believe that the use of hands-on teaching methods in conjunction with workshop materials related to specific production regions is an effective method for teaching price risk management concepts to Extension clientele. The authors welcome any questions regarding the workshop materials and their use.

References

Brigham, E.F. (1985). Financial Management: Theory and Practice, Fourth Edition. New York: The Dryden Press.

Chicago Mercantile Exchange. (1998). CME Stocker Seminar Workbook. Chicago, IL: Chicago Mercantile Exchange:.

Chicago Mercantile Exchange. (2000) CME Rule Book, Chapter 95. Chicago IL: Chicago Mercantile Exchange. [On-line]. Available: http://www.cme.com/rulebook

Falconer, L.L., Parker, J.L., & McGrann, J.M. (1999, December). Cost of production analysis for the Texas cow-calf industry. Texas Journal of Agriculture and Natural Resources, 12:7-13.

Palisade Corporation. (1996). Guide to Using @Risk. Newfield, N.Y.: Palisade Corporation.

U.S. Department of Agriculture. Livestock Dairy and Poultry. Economic Research Service. Several issues.

Empowering Cooperative Extension Educators for Heart Health Education

Introduction

Among the diseases feared the world over are those involving the heart and blood vessels, also called "cardiovascular diseases" (CVD). Heart or coronary artery disease is a form of CVD that accounts for more deaths in the United States, than cancer, unintentional injuries, and other diseases combined.

The ever-expanding role of the Cooperative Extension professional and his or her proximity to grass-root clientele make this professional one of the most valuable interventionists in reducing the risk factors of heart disease, eliminating related disparities, and improving the quality of lives for Americans. Knowledge of the etiology and risk factors of heart disease is crucial in empowering the Cooperative Extension professional to partner with other agencies to reduce the risk factors of heart disease among Americans.

Etiology and Risk Factors of Heart Disease

Heart problems are either acquired at birth (congenital) or acquired later in life. Those acquired later in life are often due to one or more of the following anatomical or physiological alterations:

• Narrowing or blockage of the coronary artery that nourishes the heart muscle, as seen in angina and heart attacks.
• Compromising of the muscles and valves of the heart-lung system, which leads to weakening of the heart muscle, as seen in congestive heart failure and heart-valve disorders.
• Compromising of the electrical activities of the heart, leading to forms of heart-rhythm alterations, or arrhythmias.

Understanding health risk factors of heart disease and practicing heart-healthy behaviors can significantly reduce heart diseases. Health risk factors are behaviors or conditions that increases one's chance of having a specific health condition or problem. Heart disease risk factors can be classified as controllable and uncontrollable. Controllable risk factors are lifestyle-related and include cigarette smoking, high blood pressure, high blood cholesterol, obesity, physical inactivity, stress, and diabetes.

Tobacco Use

Tobacco contains nicotine, tar, and other ingredients. The use of these ingredients causes an increase in blood pressure and heart rate, displaces oxygen, damages linings of arteries, and reduces beneficial levels of high density fats and thus contributes to heart disease.

High Blood Pressure

This is caused by hardening of the arteries, and it leads to a higher than normal pressure exerted against the walls of arteries. When this occurs, the heart has to work harder, enlarges, and eventually weakens.

High Blood Cholesterol

Cholesterol is a waxy substance and member of the fat family. It is obtained in food and also produced in the body and performs the following functions in the body:

• Digests fat,
• Helps the skin produce Vitamin D,
• Helps develop adrenal and sex hormones, and
• Insulates nerve tissue in the brain and spinal cord.

In excess, cholesterol can clog arteries and increase risk of CVD. Cholesterol is conveyed through the body as lipoproteins and can either be low or high in density.

Low Density Lipoprotein (LDLs) carries cholesterol from the liver to organs and tissues that require it. It is also called "bad cholesterol" because it clogs arteries.

High Density Lipoprotein is called "good cholesterol" because it carries unused cholesterol back to the liver for recycling. A total blood cholesterol level below 200 milligrams per deciliter (mg/dl) indicates a relatively low risk of CVD. Levels over 240 mg/dl indicate a high risk of CVD. Lowering blood cholesterol levels reduces heart attack risk and helps to clean out diseased arteries.

Obesity

Body weight of more than 30% over recommended weight contributes to high cholesterol level and high blood pressure, and increases the strain on the heart. The pattern of fat distribution is an indicator of heart disease risk, because fat collected in the upper body is more dangerous than that collected around the hips.

Diabetes

This is a condition that results in an increase of blood sugar level and the body's inability to use glucose for energy. Diabetes is a heart disease risk factor partially because it increases cholesterol levels in the blood.

Psychological and Social Factors

High levels of stress, hostility, cynicism, and anger are heart disease risk factors because these feelings add stress on the heart and blood vessels. Depression, anxiety, social isolation, low socioeconomic status, and low educational attainment are also risk factors of heart disease.

Protecting Yourself Against Heart Disease

1. Follow a heart-healthy diet to reduce coronary artery disease risk.
2. Limit total fat consumption to no more than 30% of total calories, and limit intake of fat from animal sources.
3. Increase intake of dietary fiber. This helps prevent cholesterol production and may interfere with the absorption of dietary fat.
4. If you are a salt-sensitive individual, limit your intake of salt.
5. Increase intake of fruits, vegetables, and low-fat dairy products.
6. Increase physical activity to 20-30 minutes per session for three or more times per week.
7. Avoid smoking, other forms of tobacco, and exposure to environmental tobacco smoke.
8. Monitor blood pressure at least once a year, or as advised by a health care provider
9. Monitor blood cholesterol level annually, and manage or treat cholesterol-related problems as advised by a health care provider.

Conclusion

Extension professionals can be among the most valuable interventionists in reducing the risk factors of heart disease. But this can only happen if they acquaint themselves with the basic facts about heart disease, heart disease risk factors, and protective behaviors so that they can incorporate this information into their programming as appropriate.

This article is online at http://joe.org/joe/2001june/ent-tt.html.

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