December 2003
Volume 41 Number 6

Tools of the Trade

Using a Family Memory Book to Strengthen Families

Alayne Torretta
County 4-H Agent
Rutgers Cooperative Extension of Warren County
Belvidere, New Jersey
Internet Address: Torretta@aesop.rutgers.edu

Families who meet any of USDA's poverty risk factors typically have children who are susceptible to a number of negative outcomes such as child abuse and neglect, substance abuse, crime, teenage pregnancy, violence, poor health, underachievement, and various other outcomes (Sherman, 1998). Strengthening families becomes key in reducing these risk factors and increasing protective factors (USDJ, 1998).

A Family Memory Book (Torretta, 2003a) is a useful tool designed to facilitate communication among family members. It is an ideal supplemental activity for family-strengthening programs. Many parents and grandparents today want their families to bond or simply get along better. The memory book is most effective as a supplemental activity in a structured family-strengthening program where goals are increasing healthy communication. It encourages communication among family members and allows parents to communicate their hopes and dreams for their children. It also provides for youth to share what they enjoy about being a member of the family.

As a part of a family-strengthening program, the memory book assists members in internalizing concepts of acceptance, family values, and trust explored during the program. Family members are also less likely to be defensive or mask their feelings for fear of ridicule after participating in activities where the emphasis lies in trust, bonding, and communication.

When all family members participate in the completion of the book, it acknowledges the importance of each member in the family unit and reinforces that each member has something positive to contribute to the family. While the family memory book has room for pictures, it is much more. It is a collection of feelings and thoughts from each family member. Putting these thoughts and feelings in an attractive book gives the family a precious keepsake.

Using a three-ring binder encourage families to add pages through the years. After the family completes pages of the book, they insert into three-hole clear plastic covers for inclusion in the binder. It is important to select a notebook with a clear plastic cover so that families can create individualized covers. Rutgers Cooperative Extension has created starter pages and a User's Guide (Torretta, 2003b) that includes tips on how to make the family more comfortable about sharing feelings. Following is a description of the contents of the Family Memory Book and how they are used.

Contents and Use of the Family Memory Book

Cover

The cover is an 8.5 x 11 sheet of paper with a blank renaissance shield divided into four fields. This is for the family to create their own family crest. Inside each field, families indicate their values. When exploring values in a strengthening families program, consider the six pillars of good character from the Character Counts!™ movement listed on the Families of Character page. The values can be drawn or written in the shield. If a 1.5 ë 2 inch space at the top for the family name(s) is left, it becomes the title of the book. The 8.5 x 11 size paper fits into the clear plastic cover of the three-ring notebook.

Family Creed Page

This page contains the family creed from Iowa Cooperative Extension's Iowa Strengthening Families (Molgaard, Kumpfer, & Fleming, 1997), which reads: We are strong families who care about each other and have fun together." The framing of the creed is flowers. There is another frame below for inserting a photo of the family.

101 Ways to Praise Your Child

This is a page for supplementing the adults' vocabulary in praising their children. It enhances previous discussions about the value of positive reinforcement and provides adults with verbal tools necessary to reinforce positive behavior. It acts as a pleasant reminder for parents to take home.

For You My Child, I Hope

This page is to be completed by parent/grandparent/guardian of child. There should be one for each child in the family. Adults can reflect on their hopes and dreams for children in their care. By focusing on the long-term goals of child rearing, this page has the potential to open the adults' minds to where they would like to see their children in adulthood. Adults can work together to discuss how they would like to complete the sentence.

We Have Fun Together

This decorative page is for each youth in the family. The design of this page is an open-ended statement to be completed by the child, which states: I like it when my family _____ because _______. Youth can express such concepts as "gets along" or more simply "watches TV together." The important thing is for children to think about and voice the positives regarding their family and for the adults to see what their children value in their family.

Family Jewels

This page likens family values to jewels, something to keep safe and protect. It is used in conjunction with the adventure game, Family Jewels, which is played with more than one family. Families agree upon and write their values on a scrap of paper. The facilitator puts the "jewels" of one family in a small velvet jewel bag for safekeeping and places it on the floor in the center of the room.

The family must protect the bag by surrounding it, but they cannot touch it. They may only tag other families who attempt to steal their jewels to freeze them in their tracks. Other families must then attempt to swipe the jewels and avoid being tagged. Their values may be similar to those on the cover.

Families of Character

This page provides family members with working definitions of the Josephson Institute's six pillars of good character:

• Trustworthiness,
• Respect,
• Responsibility,
• Fairness,
• Caring, and
• Citizenship.

Family Treasure Chest

This page, adapted from Building Family Strengths (Thames & Thomason, 1999), allows members of the family to reflect on what matters most to each at the current time. Each member of the family completes this page. It becomes a "snap shot" of what the family and its members were like on the date it is completed.

Family History

This page, also adapted from Building Family Strengths (Thames & Thomason, 1999), allows the family to discuss at least the one thing they have in common: their heritage. The family completes this page together, discussing their ancestors, where their family came from, and where they settled in the U.S.

References

Molgaard, V., Kumpfer, K., & Fleming, E. (1997). Strengthening families program. Iowa Cooperative Extension, Iowa State University, Ames, IA.

Sherman, A. (1998). Poverty matters: The cost of child poverty in America. Children's Defense Fund, [Online]. Available at: http://www.childrensdefense.org/fs_povmat.php

Thames, B., & Thomason, D. (1999). Building family strengths. Clemson University Cooperative Extension Service, Clemson University, Clemson, SC.

Torretta, A. (2003). Family memory book 4H260. Rutgers Cooperative Extension.

Torretta, A. (2003). Family memory book user's guide. Rutgers Cooperative Extension.

United States Department of Justice, Office of Juvenile Justice Delinquency and Prevention Juvenile (1998). Effective family strengthening interventions. (Juvenile Justice Bulletin). Washington D.C.: Kumpfer, K.L., & Alvarado, R.

Colorado Distance Horse Bowl Tournament

Lindsay L. Walls
Short Course Coordinator
Equine Teaching & Research Center
Internet Address: lwalls@holly.colostate.edu

Dave Denniston
Youth Horse Extension Specialist
Internet Address:: ddennist@lamar.colostate.edu

Colorado State University
Fort Collins, Colorado

Introduction

The Colorado 4-H Horse Program has several facets, including horse showing, judging, horse bowl, hippology, public speaking, and demonstration. Horse bowl is one of the most popular activities among Colorado 4-H horse project members. The traditional horse bowl program allows youth to participate on a team with three other members from their home county. Each contest consists of both individual and team toss-up questions.

To participate in the traditional program, youth must travel to the contest's host county. With the rising costs and burden of travel, participation by some youth has become prohibitive. Also, there is a high-pressure environment surrounding each traditional competition. With this in mind, our goal was to create an online horse bowl program to allow youth to participate wherever access to the Internet was available.

The objectives of the Colorado Distance Horse Bowl Tournament (DHBT) were to:

1. Allow a greater number of 4-H youth to participate in the horse bowl program without traveling long distances,
2. Increase participation in the Colorado 4-H Horse Project, and
3. Increase equine knowledge in Colorado 4-H horse project members.

Method of Instrumentation

The Web-based program WebCT was used to implement the Colorado DHBT. WebCT Inc. is the leading provider of integrated e-learning systems for higher education. Over 27 colleges and universities across North America use some type of WebCT system. WebCT is used primarily for online quizzes, readings, assignments, and to post grades.

Participants in the Colorado DHBT were required to be currently enrolled in the Colorado 4-H Horse Project. Once properly registered, participants received a personalized login name and password to access the three online contests. Communication among team members and use of equine resources during the contest was prohibited. Youth competed as individuals or on a team of four. One very unique feature of the Colorado DHBT is that youth were allowed to form teams with members from any Colorado county, unlike the traditional program in which team members were required to be from the same county.

• Three contests (constituting one tournament) were held in the spring of 2003.
  
  
• Each contest had a specific start and end date and time.
  
  
• Each contest consisted of 40 multiple-choice, true/false, and fill-in-the-blank questions.
  
  
• Many questions had pictures and diagrams associated with the question (another unique feature of the DHBT).
  
  
• WebCT randomly drew the 40 questions used for each contest from a question bank of 80 questions.
  
  
• There was a different question bank per contest.
  
  
• Participants were allotted 60 minutes to complete each contest.
  
  
• Questions were derived from various equine sources such as the Colorado 4-H Horse Project Manual and Rule Book, equine resource texts, and on-line sources.

Results

Thirty-six participants registered for the program, 14 juniors and 22 seniors. There were two complete junior and senior teams formed. Participants came from eight counties across the state of Colorado.

Program Analysis

Participants were asked to fill out an online survey prior to completion of the third contest. The survey consisted of twelve multiple-choice questions in a format similar to a Likert scale. The survey was used to measure the success of the tournament and to provide input for future years. Twenty-one of the 36 registered participants completed the survey.

• Majority of participants (72%) access the Internet from home.
  
  
• Majority of participants (95%) own a computer and use the Internet 0-5 hrs./wk (57%).
  
  
• Majority of the participants found the contest navigation easy (84%) and the questions not too difficult (52%).
  
  
• Majority of those surveyed participate in other horse bowl programs (67%).
  
  
• Colorado DHBT did increase equine knowledge in most youth (57%).
  
  
• Colorado DHBT is a good alternative for the traditional horse bowl program (90%).

The Colorado DHBT is a great opportunity for 4-H youth to increase their equine knowledge while learning important decision making skills. The Colorado DHBT will encourage participation in the 4-H Horse Project while participants save money, learn more about horses, and have fun with their peers.

Reaching the Hispanic "Green Industry" Workforce: Experiences and Practical Tools for Extension Professionals

Alfredo D. Martinez-Espinoza
Assistant Professor
Department of Plant Pathology
Internet Address: martinez@griffin.uga.edu

Marco Fonseca
Master Gardener State Coordinator
Internet Address: mfonseca@uga.edu

Willie Chance
Agricultural and Natural Resources Agent
University of Georgia Extension Service
Internet Address: wchance@uga.edu

University of Georgia

Introduction

There are 38.8 million Hispanics in the U.S., and now they constitute 13% of the nation's population (U.S. Census Bureau, 2003; Haya El Nasser, 2003). In Georgia, there are approximately 500,000 Hispanics. State industries, including construction, manufacturing, restaurant, green industry, agriculture, and agribusiness employ Hispanics as the backbone of their workforce.

The Green Industry is one of the fastest growing industries in Georgia and has an impact of $2.56 billion to the state's economy. Approximately 90% of all Georgia landscape, greenhouse, and nursery companies employ Hispanics as their primary labor force (Martinez-Espinoza, 2002). Language and cultural barriers hamper productivity, efficiency, and safety in the industry. There is a widely recognized need to develop training programs and publish information in Spanish while the English skills of these workers improve. Delivery of information in the primary language will facilitate learning of information and widespread use of safety practices in the workplace.

In Georgia, a series of statewide trainings in Spanish have been implemented. The programs were aimed to improve cultural awareness and to improve productivity and workplace safety. Based on analyses of these programs we present some useful considerations and hints to establish successful trainings tailored specifically for Hispanic audiences in the green industry.

Considerations, Recommendations, and Rationale

Program Content and Delivery

Use classroom settings combined with hands-on components, computer aided lectures using clear examples, numerous pictures, and understandable text. Highlight important messages or key statements. Use of bilingual content gives an added value to lectures, increasing industry subject vocabulary in both languages.

In our training programs we found out that combining lecture with hands-on components was widely preferred. Practical examples and do-it-yourself exercises had a significant impact on learning new skill and were preferred by the participants, especially exercises held outdoors. Computer-enhanced lectures, especially with pictures and underlined remarks, had wider preference. Although content in Spanish was preferred, bilingual content was well received. Bilingual content not only helped the participant understand the subject matter but also helped in learning English. Similar observations have been noted by other professionals (Watson, 2001; Hoorman, 2002; Bairstow, Berry, & Driscoll, 2002).

Printed Material

Prepare handouts and important printed technical materials for attendees to take home or workplace.

Printed technical materials were useful, especially for future reference. Participants stated they would use the materials at work and teach co-workers or friends and family about the subject. Feedback from managers indicates that attendees become instructors and disseminators of information in the workplace.

Registration

Have a bilingual professional handle registration.

English-speaking owners or managers inquired regularly about the programs. Additionally, a considerable number of Spanish-speaking participants inquired about the program directly. The availability of a bilingual individual was essential to handle the registration.

Advertising

Advertise widely to companies directly, using printed advertisement, calling directly, or sending e-mails to Extension clients and group lists. Announce the program on Hispanic newspapers. Use bilingual advertisements.

Company contact appeared to be the most efficient way to reach participants. The second was through Hispanic newspapers. Bilingual advertisement was preferred over all-Spanish or all-English advertisement.

Contacting the Company

Emphasize the importance of the training program to company owners or managers.

Company involvement was one of the most important determinants in the training programs' success. 85% of the participants received company support in time allotted, payment of fees, and providing transportation.

Travel Distance

Plan for and expect participants from a 90-mile radius.

Analyses of data indicated that the travel distance varied depending on the subject and place of training program. Most participants were willing to travel considerable distances (average of 90 miles) if subject and nature of the program were of interest, especially if they received company support. This data could be important in selecting the region, place, and time of year to perform the training.

Group size

Expect a group of 35 participants.

Data from our surveys indicated that the average number per training was 35 participants, although the number of participants varied depending on the type, place, and advertisement of the training program. The average number of participants is important for planning future programs in the green industry and can help to determine costs, handout materials, location of training, materials and equipment needed, etc.

Characteristics of Attendees

Expect young participants of mostly Mexican background.

Analyses of surveys indicate that the Green Industry's Hispanic workforce is younger than 30 years old. Knowing the age group of participants can help to tailor the programs accordingly. Ethnic background of most participants was Mexican (73%). Knowing the ethnic background is especially helpful for selection of terminology to be used per training program as well as to point out differences in policies and safety, pesticide or other regulations between the U.S. and other countries.

Partnerships

Develop partnerships with county Extension agents and/or local agencies.

County faculty and staff participation was crucial to the training success, and agents performed an invaluable job in local advertising. Evidence suggests that county Extension agents effectively communicated with local companies, emphasizing the importance of programs to management.

Recognition for attendees

Prepare certificates of attendance. Use bilingual "diplomas."

Participants wanted written "recognition" for their participation in the training. Therefore certificates of participation were given to most participants.

References

Bairstow, R., Berry, H., & Driscoll, D. M. (2002). Tips for teaching non-traditional audiences. Journal of Extension [On-line], 40(6). Available at http://www.joe.org/joe/2002december/tt1.shtml

Haya El Nasser (2003). 39 million make Hispanics largest U.S. minority group. USA Today, June 19-2003.

Hoorman, J. J. (2002). Engaging minority and culturally diverse. Journal of Extension [On-line], 40(6). Available at http://www.joe.org/joe/2002december/tt2.shtml

Martinez-Espinoza, A. D. (2002). Development of training programs and published materials for the Georgia green industry Hispanic workforce. Available at: http://apps.caes.uga.edu/impact/viewstatement.cfm?stmtid=632

U.S. Census Bureau (2003). Hispanic population reaches all-time high of 38.8 million, new Census Bureau estimates show. Available at: http://www.census.gov/pubinfo/www/multimedia/ LULAC.html

Watson W. S. (2001). Translating Extension publications into Spanish: Practical hints for Extension professionals. Journal of Extension [On-line], 39(6). Available at: http://www.joe.org/joe/2001december/tt2.html

Worksheets That Work for Measuring and Assessing Farm Financial Performance

Freddie L. Barnard
Professor and Extension Economist
Internet Address: barnardf@purdue.edu

Michael Boehlje
Professor and Extension Economist
Internet Address: boehljem@purdue.edu

Department of Agricultural Economics
Purdue University

Introduction

Agricultural lenders usually desire and often expect agricultural borrowers to provide complete and accurate financial information. Guidelines developed by the Farm Financial Standards Council (FFSC) provide recommendations on how to prepare a comprehensive set of financial statements. A key recommendation of the FFSC is an accrual-adjusted income statement to accurately report agricultural income.

However, a challenge faced by many agricultural lenders is how to get borrowers to provide financial statements recommended by the FFSC, particularly an accrual-adjusted income statement. Many borrowers have neither the training to prepare financial statements nor the time to receive that training. Others have received the training, but the statements are prepared so infrequently it is difficult to retain that knowledge from year to year. On the other hand, many agricultural lenders understand how to prepare the statements, but lack the time to provide assistance to individual borrowers.

Worksheet 1 Collects and Organizes the Data

A tool developed by Extension Economists at Purdue University has proven to be useful for a number of agricultural lenders and their borrowers. It is discussed in an Extension publication Farm Business Management for the 21^st Century: Measuring and Assessing Farm Financial Performance. With that publication is a set of four worksheets that provide a step-by-step procedure for reporting financial information. In addition, instructions are provided on how to calculate recommended financial ratios.

The first worksheet is used to collect and organize information from beginning and ending balance sheets, Schedule F, and, if needed, Form 4797 from the Federal Income Tax return. Each line on Worksheet 1 is labeled with a letter. For example, the first line is labeled "a" and reports the cost of livestock sold. Next, instructions are provided to assist the user in locating that information (i.e., Schedule F, line 2). Lines "a" through "f" report information collected from the Schedule F of the Federal Income Tax return. Lines "g" through "s" record information from beginning and end-of-year balance sheets. Lines "t" through "v" are used to record other information (e.g., Form 4797, family living expenses, etc.).

Once this data is summarized, adjustments to calculate an accrual-adjusted income statement are performed by following the instructions on the worksheet. Completion of Worksheet 1 results in an accurate estimate of accrual-adjusted net farm income.

Worksheets 2 and 3 Provide the Analysis

Worksheets 2 and 3 are used to calculate the ratios and measures recommended by the FFSC. All the data needed to calculate the ratios are found on Worksheet 1. Worksheet 2 calculates the solvency, liquidity, profitability, and efficiency ratios. Also provided on Worksheet 2 is a place to include benchmarks for the ratios. These benchmarks can come from farm records programs or other sources. A lender and/or borrower can then compare the financial condition and performance for the operation to other operations. This comparison enables the user to identify business strengths and weaknesses.

Worksheet 3 is used to calculate the repayment capacity measures recommended by the FFSC. These measures involve several steps and are often difficult to calculate. As with Worksheet 2, the task is simplified by providing instructions to transfer numbers from Worksheet 1 to Worksheet 3. The measures are calculated by again following the instructions on Worksheet 3.

In addition, when term debt repayment margin is calculated, a user can estimate the additional debt the current margin could service. An amortization table is provided to enable users to divide the margin by the amortization factor corresponding to the interest rate and number of years the user may want to consider. The result is the maximum amount of additional debt the operation could service.

Worksheet 4 Lets the User Do "What-if Analysis"

A fourth worksheet (Worksheet 4) is provided to complete a detailed profitability analysis. The analysis is based on the relationship that exists among three key financial ratios:

• Operating profit margin,
• Asset turnover, and
• Leverage (calculated by dividing total farm assets by owner's equity).

When the three ratios are multiplied together and an interest cost adjustment is made, the result is rate of return on farm equity. The user completes the worksheet using information reported on the previous worksheets. Then the user can perform as many simulations as desired by changing the balance sheet and income statement entries collected on Worksheet 1 and rerunning the analysis.

Experiences and Benefits

The authors teach financial reporting and analysis at several lending schools and seminars and at producer workshops. The response has been very positive. Agricultural lenders view the worksheets as a practical way for borrowers to provide the information needed to perform a comprehensive analysis on an agricultural business, without having to commit numerous hours to individual consultations focused on "how to complete the forms". Instead, that time can be spent on discussing results and considering alternatives. Borrowers can provide the information requested by the lender by using financial statements already in their possession. Furthermore, they can do much of the financial analysis and identify possible alternatives before meeting with the lender.

How to Receive a Copy of the Worksheets

The authors of the publication and worksheets encourage users to copy and use the worksheets. To review and print a copy of the worksheets, go to www.agecon.purdue.edu/extension/programs/fbm21/Worksheets.pdf or contact Freddie Barnard at barnardf@purdue.edu.

References

Financial Guidelines for Agricultural Producers: Recommendations of the Farm Financial Standards Council (Revised). (July 1995).

Boehlje, M., Dobbins, C., Miller, A., Miller, D., & Barnard, F. (1999). Farm Management for the 21^st Century: Measuring and Analyzing Farm Financial Performance. Available at: http://www.agecon.purdue.edu/extension/programs/fbm21/Ec712entry.htm

Tractor Safety Using the SC ROPS Program

Charles V. Privette, III
Extension Associate/Farm Safety & Health
Clemson University Cooperative Extension Service
Clemson, South Carolina
Internet Address: privett@clemson.edu

Henry P. Cole
Professor, Preventive Medicine & Environmental Health
University of Kentucky
Lexington, Kentucky
Internet Address: hcole@uky.edu

Background

The South Carolina ROPS Project was a joint effort among Clemson University, South Carolina State University, and the University of Kentucky. The project's goals were to increase awareness of safety issues associated with tractor rollovers and tractor-vehicle collisions, provide education on the safe operation of tractors, and to determine if the program developed at the University of Kentucky could be adapted to other states.

One of the first criteria was to develop a notebook specifically for South Carolina. The five components were, "Mr. Good Egg Farmer," "Photos of Fatal and Non-Fatal Tractor Overturns," "How to Get a ROPS," "Agricultural Safety PSAs," and "Facts about Tractor/Motor Vehicle Collisions." "Mr. Good Egg," "Photos," "How to Get a ROPS," and the "PSAs" exercises were slightly modified to include South Carolina injury and fatality data rather than that of Kentucky. "Facts about Tractor/Motor Vehicle Collisions" was not modified. An evaluation for the "Photos" exercise was also developed because no formal evaluation was previously developed by Kentucky.

The "Mr. Good Egg Farmer" simulation exercise uses a simple apparatus, scale model tractors and raw hens' eggs (simulates tractor operators) to demonstrate the consequences of overturns without a ROPS and the protection provided by ROPS and seat belts. "Photos of Fatal and Non-Fatal Tractor Overturns" exercise uses a set of ten 8 X 10-inch color photos of overturned tractors. People are asked to examine the photos, describe what happened, and discuss the consequences. Brief factual information is provided for each event depicted in the photographs.

"Facts About Tractor/Motor Vehicle Collisions" is a collection of facts and stories about highway collisions between tractors and motor vehicles. Large graphs and charts show the most common types of collisions and when they occur. True stories reveal the circumstances and consequences of the collisions and the protection provided by ROPS and seat belts.

Inservice training on the SC ROPS Program was conducted for county agents from Clemson University and South Carolina State University. The material developed in the SC ROPS notebook was presented and discussed. The three interactive programs were demonstrated and discussions followed on how to use this information at county meetings. The other two programs, "How to Get a ROPS" and the "PSAs," were also discussed as to how they could be used within the county and at county meetings.

Results

Thirteen meetings were held during the evaluation stages of the SC ROPS Project. The total number of individuals who were directly exposed to the SC ROPS Program was approximately 500 people, ranging from agricultural education students to elderly farmers (Table 1.)

Impact

SMV emblems were installed on the tractors used in the various agricultural programs in the schools from this work. The teachers in the schools commented that this material would be a great addition to the existing agricultural safety lessons. The 4-H Camp upgraded to get a tractor already equipped with a ROPS to replace the non-ROPS tractor because of this project and the interest in tractor safety.

One agent's comment was "We ought to practice what we preach." One agent reported that 8-10 farmers replaced or added new SMV (slow moving vehicle) emblems to their equipment after attending one of the meetings. A farmer who attended a meeting on "Tractor/Motor Vehicle Collisions" went back to his farm and replaced the damaged and broken lighting on his tractor. A tractor rollover death occurred during the course of the project in the Aiken County area and made a strong impression on the participants in that community.

A female participant at one meeting asked the question "How many of us wear our seat belts while on ROPS equipped tractors?" Not one hand was raised. The evaluations show that some now will begin to use seat belts after participating in this activity. Other comments included:

• "I will attempt to convince the men to get ROPS and wear their seat belts." (Female)
  
  
• "I will wear my seat belt from now on. I do use my car seat belt all the time." (Female)

  Discussion

The program achieved its original goals based on the comments received from both the county agents working on this project and the participants in the program activities. The program provided awareness and educational instruction as to how to operate a tractor safely and what one can do to insure the well being of the operator of a tractor:

• Equip tractors with ROPS,
• Wear seatbelt on ROPS equipped tractors, and
• Equip tractors with proper markings when operating equipment on roadways.

The program was viewed as a well packaged program that is a valuable resource for all counties and can save lives. Plans are underway to take the SC ROPS Program statewide based on suggestions from the participating agents. This is a program that can be easily modified for any state.

The agents regarded the "Mr. Good Egg Farmer" exercise as one more suitable for youth. They did not feel comfortable using it with adult groups. "Photos of Fatal and Non-Fatal Tractor Overturns" was the most used component. The agents used this program for both oral presentations and displays at county meetings. This program has made its way into surrounding counties due to other agents' interest.

Acknowledgments

We wish to thank the following agents for their contributions: Eddie Agbodjan, Willis Banister, Marion Barnes, Ernest Locke, Terry Mathis, Murray Nesmith, Heidi Newton, and Ishmel Washington.

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