December 2004
Volume 42 Number 6

Ideas at Work

Gardening in the Zone: A Collaborative Effort Between Iowa State University Extension and Mass Media Outlets

Ann Marie VanDerZanden
Associate Professor
vanderza@iastate.edu

Cynthia Haynes
Assistant Professor
chaynes@iastate.edu

Department of Horticulture
Iowa State University
Ames, Iowa

Gardening in America is important as both a leisure activity and as a revenue-generating segment of the economy. According to the National Gardening Association (2004) in 2003, 84 million people (78% of the U.S. population) participated in one or more types of do-it-yourself indoor and outdoor lawn and garden activities, with men and people 45 and older accounting for a significant portion of this group. Further, the 84 million consumers spent $38.4 million in retail sales for lawn and garden products, or an average of $465 per household. Finding a way to further educate this large consumer group, often through the Master Gardener program, is a program component of many state Cooperative Extension Services.

For gardeners, following the local weather forecast is an important part of their avocation. Yet gardeners aren't the only people watching the local television news to get the latest forecast. Over 80% of the viewers who watch the news do so for the weather report (NEETF, 2001). Additionally many viewers are in a "learning mode" when they watch the weather because they are prepared to see, hear, and internalize complex scientific information related to the weather (StormCenter.com, 2004). Because of these factors, offering educational programming before or after the weather segment of the local news provides a unique way to reach a potentially large audience of gardeners and non-gardeners alike.

Gardening in the Zone Television Segments

The project described here is a collaborative effort among Iowa State University Extension, a regional gardening magazine, and several regional television stations in Iowa. Each member of the group brings something unique to the project. ISU Extension provides the horticulture content experts and the video production personnel for filming and post-production editing. The existing relationship between the magazine and the initial television station provided the avenue to deliver the educational programming, as well as the personnel to market the segments to additional stations.

The first television station to broadcast these segments commands a significant market share for all of their news programming in central Iowa, and the 5 p.m. newscast is watched in nearly twice as many homes as the nearest competitor (TheIowaChannel.com, 2004). Additionally, this station has twice as many viewers in the 25-54 demographic category as other stations in the designated market area (TheIowaChannel.com, 2004). The addition of two other television stations in major market areas of the state led to approximately 90-95% coverage of the state, as well as reaching viewers in southwestern Wisconsin, northwest Illinois, and eastern Nebraska.

Project Design

A team of horticulture Extension specialists and the magazine publisher developed a list of 32 2-minute segments based on subject matter and timeliness throughout the growing season. Segments are aired weekly from April through the end of October during the 5 o'clock news.

The segments are hosted by a broadcast professional from the magazine and done in a question and answer, or demonstration type format. Each segment includes an introduction, content on the particular topic, and a close. To close the segment the host refers viewers to the ISU Extension Gardening in the Zone Web site <http://129.186.89.193/gardening/> and the magazine Web site, which appear on the screen. Extension's Gardening in the Zone Web site has a still image captured from each video clip and a link to the full-length clip. Segments are displayed in the order in which they air. In addition to the video clip, there are links to Extension publications relevant to that week's topic.

ISU Extension communications personnel worked with the initial television station to determine the necessary production values. Two pilots were developed for the station to review and approve, before additional segments were created. In addition to the filming and post-production editing, the Extension communications personnel developed the animated opening and graphics for the segments.

Project Benefits

The benefits of this collaboration to the ISU Extension Service are many fold. A key benefit is the opportunity to disseminate research-based information to a large audience, many of whom are involved in some way in gardening. Television provides access to an audience Extension might otherwise not reach. In so doing, the television segments introduce Extension to people who may not be familiar with the quality of educational programming available through the organization.

Each 2-minute segment provides a minimum of three potential contacts with the viewer. The first is the real-time broadcast of the segment. At the end of the segment, the viewer is directed to the ISU Extension Gardening in the Zone Web site, where they can view the segment for a second time. A third point of contact is links to associated Extension publications that appear next to the archived video segment. From this initial gardening related Web site visit, viewers may then explore the variety of other educational programming available through the ISU Extension Service.

References

National Gardening Association. 2003. National Gardening Association's 2003 Gardening Survey. National Gardening Association, South Burlington, VT.

National Environmental Education and Training Foundation, Inc. (NEETF). 2001. New program combines broadcast meteorology with environmental education and reporting. [On-line]. Available at: http://www.neetf.org/Adult/watershed2.shtm

StormCenter.com. 2004. [On-line]. Available at: http://www.stormcenter.com

TheIowaChannel.com. 2004. KCCI News Channel 8 sweeps February ratings. [On-line]. Retrieved April 22, 2004. http://www.theiowachannel.com/kcci/2983246/detail.html

The Pendleton Community Garden Project--More Than Just Planting Seeds

Alice Voluntad
Assistant Professor
Extension Family & Community Development
Oregon State University Extension
Myrtle Point, Oregon
alice.voluntad@oregonstate.edu

Patricia Dawson
Associate Professor
Extension 4-H Youth Development
Oregon State University Extension
Pendleton, Oregon
patricia.dawson@oregonstate.edu

Mary Corp
Associate Professor
Extension Crop & Soil Science
Oregon State University Extension
Pendleton, Oregon
mary.corp@oregonstate.edu

Introduction

The Pendleton Community Garden Project (PCGP) is more than just planting seeds. It is about planting ideas, growing skills, and nurturing leadership and self-esteem in participants. Umatilla County Extension Family & Community Development, 4-H Youth Development, and Agriculture faculty provided leadership in bringing together 22 local agencies to work with at-risk youth, senior citizens, and community volunteers to turn a vacant lot into a community garden. Established in 2001, the PCGP continues to provide produce to food bank recipients and homebound seniors. Both senior citizens and youth participants have benefited from this intergenerational partnership.

Providing at-risk youth with constructive, positive activities has been a long-term dilemma for rural communities such as Pendleton, Oregon. Many communities lack the amenities to keep youth stimulated and engaged in positive activities.

In 1998 Congress revealed that approximately 75% of youth offenders are high school dropouts lacking basic literacy and life skills, possess little or no job experience, and lack marketable skills. Researchers have suggested that in order to avoid further criminal activity, thus reducing recidivism, more programs should be developed to teach youth life skills.

Also, findings suggest that almost all of these youths will return to a life of crime upon release if not involved with educational programs while incarcerated, (Congressional Findings 1998). In fact, each year's class of high school dropouts will cost the nation approximately $260 billion in lost earnings and unpreventable taxes during their lifetime (Cohen, 1995). Additionally, youth who are institutionalized in the justice system have a greater likelihood of becoming incarcerated adults. In adulthood, juvenile delinquents are more likely to rely on welfare, become chronically unemployed and turn to alcoholism. (Kazdin, 1992).

Program Purpose

The intent of the PCGP was to provide a positive venue for constructive activities to steer youth away from risky behavior, such as substance abuse, suicide, and sexual activity. A recent study conducted by the Umatilla County Commission on Children and Families found that nearly 27% of local 11th graders sometimes felt hopeless and 18% had considered suicide (Commission on Children & Families, 2002).

The PCGP was designed to help alleviate these problems and engage at-risk youth with experiential, community-action activities. Partnering youth participants with senior adult mentors was included to enhance communication skills, teamwork and self-esteem.

Program Objectives

• Provide educational tool to improve intergenerational relationships.

• Support positive, community-based educational programming for at-risk youth.

• Provide fresh food for food banks and homebound seniors.

• Develop leadership, teamwork, citizenship, community-service, and horticulture skills.

Program Design and Delivery

The PCGP was granted use of a city-owned vacant lot near a local city park. Over 100 volunteers and businesses donated expertise, time, products, and equipment to the PCGP. Several small grants assisted in the purchase of additional supplies.

Under the direction of Extension faculty and Master Gardener volunteers, at-risk youth were able to work in the community garden from seeding to harvest. Through their efforts, food bank recipients and homebound seniors were provided garden produce, resulting in an increase in fresh vegetable consumption and leading to a healthier diet. Participants received educational support addressing gardening techniques, nutrition and health tips utilizing fresh produce, leadership skills and communication techniques. The project used 4-H, Master Gardener, and nutrition education curricula. Additionally, the youth had the opportunity to foster community development, cohesiveness, and intergenerational skills while working at the garden site.

Marketable Skills

The PCGP helped plant self-confidence, community service, and citizenship in the minds of at-risk youth. Youth learned life skills, including decision-making, and the farm-to-table concept. By maintaining daily journals, youth became grounded in their reading, writing, listening, and time-management skills. Involvement of senior citizens as mentors provided a positive intergenerational opportunity.

Evaluation

Evaluation of the PCGP included testimonials by youth participants and quantitative measurable outcomes that recorded pounds of produce delivered to needy families, service group participation, and hours of volunteer service. Also, the evaluation process included an Institutional Review Board (IRB)-approved instrument measuring pre- and post- knowledge and skills. This instrument consisted of a five-part Likert type scale and showed significant gains in leadership, communication, and horticulture skills. Results included:

• 35 at-risk youth worked with local seniors and 22 service groups to develop and maintain a community garden.

• 2,400 hours were donated annually to maintain the garden.

• 3,000 pounds of produce were distributed to the needy and homebound seniors.

• Most youth gained skills in leadership, horticulture, and communication techniques.

• Most youth and seniors learned to work together in developing and maintaining a community project.

Anecdotes from their journals included the following.

• "I would like to thank you for giving us the opportunity to be part of the community. Not only did I learn a lot about plants, but I also learned how to give something back to the community."

• "Thank you for allowing us kids to participate in the community garden. I feel this opportunity showed us that if we come together we all can do something successful and feel proud about what we have done."

• "I thought going to the garden was fun because most of the time it required teamwork."

Extension's Commitment

Community leaders and volunteers provide a link for practical leadership, while developing an infrastructure within their community, leading to improved self-sufficiency. The PCGP demonstrates that idea by providing an opportunity for at-risk youth, seniors, and community volunteers to work together on a common project. The PCGP highlights Extension's leadership role in creating advantageous partnerships within communities.

References

Cohen, M. (1995). The monetary value of saving a high-risk youth. Journal of Quantitative Criminology. 14(1) 5-33.

Commission on Children and Families (2002). Survey of Umatilla County Oregon students.

Congressional Findings. Higher Education Amendments of 1998. Available at: http://www.ed.gov/policy/highered/leg/hea98/sec821.html

Kazdin, A. E. (1992). Child and adolescent dysfunction and paths toward maladjustment: Targets for intervention. Clinical Psychology Review, 12(8) pp. 795-817.

Getting the "Yes" to Sponsorships

Robin Galloway
4-H Youth Development Faculty
Oregon State University Extension - Albany
robin.galloway@oregonstate.edu

Introduction

Extension programs and events are expensive to conduct. This article addresses how to find and keep sponsors for activities. The author believes almost any "no" can be turned into a "yes" with the right approach.

In "On the Hunt for 'Fiscal Fuel,'" (Stiehl, Bessey, & Schmall, 1992) recognized that Extension staff must be trained to acquire and administer private and new public funding resources. Businesses need to advertise, so constantly listen to marketing ideas. Extension Services provide valuable programming, which may be logically linked with specific businesses. We can help businesses recognize that partnerships with Extension will enhance their image in the community.

Sponsorship Support Has Many Forms

Be open to whatever the business will provide, for example:

• Cash
• Product donations (a tax advantage)
• Labor (an "in-kind" donation)
• Advertising
• Educational window displays
• Promotional posters
• Word of mouth

Do Your Homework

Be knowledgeable about the business before making a request. What is the decision-maker's name and title? What do they do? Who are their customers? Are sponsorship decisions made locally or elsewhere? For example, local Wal-Mart stores handle smaller donations, while major financial decisions are made at national headquarters.

Think Like the Business

In "When To Look a Gift Horse in the Mouth" (Jackson & Johnson, 1999) point out that sponsors want to know the advantage for them. When you take their money, you are obligated to meet their expectations. Create a simple written agreement outlining who will provide what by when. For example: OSU Extension will provide instructors, advertising, and meeting space. The business will provide $1000 for materials, due June 1, and distribute flyers through their location starting May 1.

Attract Their Interest

In the initial contact with a decision-maker, it's imperative to attract their interest, response, and participation. Managers are flooded with requests and endeavor to invest wisely. Educate the business about the value of your program. Tell the potential sponsor what you are offering that they cannot do for themselves. Compare the value of your program offer with those of other organizations. For an after-school program, point out that 4-H conducts education-based experiential learning, not childcare. The difference is why a company should donate to Extension 4-H, a non-profit organization.

Tap the Cooperative Advertising Funds

An innovative idea is to tap into a store's cooperative advertising funds ("coop"). Merchandise manufacturers allocate coop advertising dollars to retail stores, to help the store do more advertising featuring the manufacturer's products. Brand name exposure benefits the vendor and helps a company keep its name in front of the buying public. Most stores don't use all their annual coop balance. Partner with the store to use their coop to support your event. It's free money for them, and it helps you.

Ad dollars are determined by the store's purchases from one manufacturer. For example, the manufacturer offers to coop 5% for every $1,000 in merchandise purchased. When the store advertises a specific product from that manufacturer, the manufacturer pays 70% of the advertising bill for the store. That's $50 in coop that could be invested towards an Extension activity.

Here are more tips.

• Watch for new product lines or Grand Openings. Vendors give extra money and merchandise to stores for advertising.

• Ask for samples or unwanted merchandise. Company representatives always have product samples they give away. These are valuable awards and incentives.

• Ask stores for discontinued merchandise--hard to sell items. Offer to take it away, and provide a tax write-off letter.

• Contact national companies directly, and ask for free products. Premium pet food companies are generous with donating bags of food.

• Develop relationships with store managers, and have your volunteers support local businesses. Become regular customers whom store management recognizes. The old adage, "it's not what you know, it's who you know," is valid when asking for sponsorships.

Prepare Ahead to Get the "Yes"

Role-playing is one useful method for practicing asking before going to potential sponsors. Here are some basic concepts to getting the "yes" by asking right--and guaranteed ways to fail.

• Confidently state your request, giving reasons how they will benefit. Winners approach sponsors with a positive attitude.

• You wouldn't ask a 4-H agent to help with something unrelated during their county fair. Similarly, don't show up at an accountant's office on April 14th expecting them to be receptive to giving you free services!

• Plan ahead for business budget cycles. Extension Services have a fiscal year different than the calendar year common to businesses.

• Be prepared with facts about the activity when you make your the sales pitch. Leave clear written information with the contact person's name, phone, and e-mail address.

• Make giving easy. You're representing a non-profit organization, so provide a tax deduction letter.

Conclusion

Every company has three voices to the outside world: advertising, sales promotion, and public relations. Make your request meet all of these needs. Satisfy the businesses' needs. When they're happy with the results, ask for and get a "yes" for future sponsorships. Show them how sponsoring Extension programs help them connect with and serve their important customers.

References

Bessey, B., Schmall, V., & Stiehl, R. (1992) On the Hunt For "Fiscal Fuel." Journal of Extension [On Line], 30(4). Available at: http://www.joe.org/joe/1992winter/a3.html

Jackson, D., & Johnson, L. (1999) When to Look a Gift Horse in the Mouth. Journal of Extension [On Line], 37(4). Available at: http://www.joe.org/joe/1999august/comm2.html

Active Assessment for HACCP Training: Integrating Pedagogical Reasoning with Primary Trait Analysis

Y. Martin Lo
Associate Professor and Extension Specialist, Food Processing and Safety
Department of Nutrition and Food Science
University of Maryland
College Park, Maryland
ymlo@umd.edu

Kazuko Fukushima
Research Associate, Food Safety
Department of Nutrition and Food Science
University of Maryland
College Park, Maryland
fkazuko@wam.umd.edu

Thomas E. Rippen
Senior Extension Specialist
Sea Grant Extension Program
Maryland Cooperative Extension
University of Maryland Eastern Shore
Princess Anne, Maryland
terippen@mail.umes.edu

Susan L. Gdovin
Associate Director
Center for Teaching Excellence
University of Maryland
College Park, Maryland
sg91@umail.umd.edu

Tae-Shik Hahm
Visiting Scientist
Department of Nutrition and Food Science
University of Maryland
College Park, Maryland
thahm@umd.edu

Introduction

The Hazard Analysis Critical Control Point (HACCP) programs specific to the processes involved in food production offer the food industry a comprehensive and science-based approach to enhance food safety. In addition to ensuring proper sanitation operation, assessing the likelihood of hazard occurrence, establishing critical limits, and assessing program validity, the success of HACCP lies in proper training of employees on the production floor and in quality control.

As the only higher education institution in the Mid-Atlantic area offering HACCP training to regional poultry and seafood processors, the University of Maryland has committed its resources across the state to promote effective HACCP education. However, much of the learning in the training workshops inherently has been rote, relying solely on intensive lectures and handout materials. To effectively convey important yet complicated information to the students, we believe that the training mechanism for HACCP workshops needs to be transformed so that emerging food safety issues can be adequately addressed.

Pedagogical research shows that the more students become involved with "real life" situations, the more they learn. This forms the foundation for problem-based learning (PBL), which emphasizes that the problem is encountered first by students and that learning takes place in response to the students' attempts to resolve the problem. It has been shown that, with PBL approach, complex, real problems motivate students to identify and research concepts and principles needed to solve the problems. Moreover, proactive approaches that encompass both cognitive and motivational goals must become the core emphasis of educational experiences. It is believed that such experiences will assist the students in meeting the content and process skills expected by the industry.

However, to prove the effectiveness of HACCP trainings, it is critical to establish an active mechanism to properly assess student performance. This article describes the establishment of an interactive HACCP training program based on Primary Trait Analysis (PTA) and the six aspects of a pedagogical reasoning model: comprehension, transformation, implementation, evaluation, reflection, and new comprehension.

Interactive HACCP Training Program

To reinforce critical thinking, our training focuses on breakout sessions to ensure students can control the processes, know the critical points, and properly use available tools. Equally important is how the students are guided to extend scientific principles during discussions. The HACCP problem scenarios are defined in collaboration with industrial supervisors based on three knowledge base components: subject matter knowledge, knowledge of learner, and knowledge of educational purposes and values.

Fundamental to the problem scenarios is the knowledge of the subject matter. Because most of the students have started their job and are familiar with the processes, this component comes first. Knowledge of the learner is often neglected in the design of a problem scenario. However, we've moved from information dissemination to a situation where learning is student-centered, with students exerting more control over the learning to be completed. The knowledge of educational purposes and values enables the instructor to interweave the HACCP scenario with students' job-specific interests.

Use of Primary Trait Analysis (PTA) is a key to the design of our problem scenarios. Basically, once the student identifies a process of interest, the factors or traits that would count for grade (such as "comprehension," "solution identification," and "control of variables") are selected. A five-point scale using descriptive statements on that trait is constructed. Depending on the process, most problems are designed based on one or two traits. For example, "comprehension" is a good trait for students working in Quality Assurance. For the scenario "What happens when the same bacteria contamination repeatedly occurs?" a typical five-point scale is:

1. Student merely identifies the problem (acknowledging safety concerns);

2. Student describes the problem (knowing the severity of the hazards);

3. Student explains the problem (associating with processing conditions);

4. Student analyzes the problem (understanding suitable preventative measures);

5. Student synthesizes the problem (knowing control criteria and proper reactions).

A list of traits that we use in the HACCP workshops is provided in Table 1. It is important to note that the scale is not additive or subtractive. Each level represents a different skill in pedagogical reasoning, a valuable tool for student assessment.

Tools for Active Assessment

Evaluation and grading on student performance is more challenging for a training workshop than for any classroom testing. The grade on student performance is calculated based as follows: (1) 60% on problem scenario analysis during breakout, (2) 30% on quiz containing technical questions, and (3) 10% on closing interview.

At the beginning of working on a particular problem, the students, to be successful need to comprehend both the science content and available resources as the first part of their report to the class (Level 1). In the second or third breakouts, the students have to consider the potential pitfalls and determine the most appropriate approach, i.e., transforming the information for accomplishing the task. In this process, the students are expected to integrate the content knowledge required for this task (Level 2). After the students enter the implementation process (Level 3), they evaluate and reflect on various outcomes of the situation (Level 4) and are expected to develop new comprehension of the topics (Level 5).

In addition, a 5-minute closing interview is conducted. Prior to the interview, students are given a hypothetical product a food company is about to launch, with the availability of processing capacities similar to the company that they work for. Desirable quality measures are provided along with potential challenges. During this interview, students are asked to present how they would ensure product safety and why.

Similar grading criteria based on the PTA five-point scale are used (Table 2). During the academic years of 2000 to 2002, at least 60 students completed this HACCP training program with a grade average of 80.4 ± 3.1, better than the 72.2 ± 4.5 from previous years (1998 to 1999). Through direct conversations with the participants, both students and their supervisors found this program enjoyable and successful.

Maintaining Healthy Boundaries When Working with At-Risk Audiences

Alayne Torretta
County 4-H Agent
Rutgers Cooperative Extension
Belvidere, New Jersey
torretta@aesop.rutgers.edu

Since 1991, the Land-Grant University Extension Services have received funding from CSREES for community-based programs for at-risk children and their families. Since then, Extension has supported programs in more than 600 communities in all states and territories (CYFAR, 2003). Sustainability mandates that Extension professionals serve these communities as well as new communities in the future. To be effective in making positive, healthy changes with at-risk audiences and meeting expected outcomes, Extension professionals must maintain and reinforce healthy boundaries.

In traditional 4-H programs, many Extension professionals maintain permeable boundaries with volunteers and youth; however, many at-risk clients lack interpersonal skills and have seemingly endless needs that may burn out the most diligent of people. In some cases, Extension professionals may have difficulty recognizing poor boundaries. The professional may feel that he or she is effective only when boundaries are broken. This approach adds to the problem by enabling the client not to change unhealthy behavior.

Healthy boundaries, on the surface, may not appear to meet the needs of the savvy at-risk clients who manipulate to get their own needs met, which may be different than programmatic outcomes. Extension professionals traditionally ask for feedback from clients, then program to their needs. However, savvy at-risk clients are proficient at avoiding what they need because it is uncomfortable and are invested in maintaining the familiar unhealthy behavior. Therefore, the Extension professional must redirect the manipulative behavior so that programmatic outcomes are not compromised.

Stressful life conditions, such low income, undermine an individual's emotional state (McLoyd, 1990) as well as foster maltreatment of children and punitive parenting styles (McLoyd, Jayaratne, Ceballo, & Borquez, 1994). Children who have experienced parental rejection or maltreatment tend to have hostile attribution biases and social problem-solving deficits (Dodge, Bates, & Pettit (1990). The capacity for self-regulation of emotions and behavior, and expectations about the meaning of interpersonal relationships of those reared in stressful conditions are influenced (Gilliom, Shaw, Beck, Schonberg, & Lukon, 2002; Kopp, 1989; Siegel, 1999).

Children in this environment also learn to anticipate rejection and generalize this anticipation to interpersonal relationships beyond the maltreating adult, which they will actively seek to avoid (Downey & Feldman, 1996). Therefore, individuals raised in such conditions, may not have the ability to set appropriate limits. Whitfield (1993) maintains that healthy boundaries build trust, which is crucial for nearly all relationships.

A boundary or limit is how far people can go with comfort in a relationship (Whitfield, 1993). According to Paine-Gernee and Hunt (1990), interaction with others occurs at boundaries, where one person's end and the other's begin.

Boundary Types

Physical Boundaries

Physical boundaries refer to the area around a person (personal space), which is generally 2.5 to 3 feet (Crisis Prevention Institute, 2001). Healthy boundaries respect personal space and include the act of touching. Although physical contact conveys a sense of acceptance and helps to modify a profoundly negative self-image (Breckenridge, 2000), Maroda (1999) describes the complexity of the appropriateness of touch in a professional relationship.

Kogan (2003) finds that the request for physical contact has many different meanings and that the answer to the question of "to touch or not to touch" lies in the adequate understanding of the [client's] request and the [professionals] emotional response to it. Major, Schmidlin, and Williams (1990), when considering whether to touch or not, take into consideration the setting, context, and relationship. If in doubt, professionals can strive to convey messages of empathy with words and facial expressions that let the clients know they care without having to touch.

Mental Boundaries

Mental boundaries include many important aspects of life: beliefs, thoughts, decisions, and choices (Whitfield, 1993). Mental boundaries also include the ability to learn and process information. Socioeconomic status does not indicate intelligence. Professionals may send a message of inferiority as well as rob clients of a chance to master new skills by doing "too much" for them.

Boundaries blur if the Extension professional talks down to clients or over their heads. Recruiting participants for parenting or workforce preparation programs may appear as though the professional is intimating that clients lack the ability to nurture, raise children, or to hold down a job. This can elicit a hostile response. Instead, the Extension professional must focus on the strengths of a parent or family and build upon them. This approach establishes trust.

Emotional Boundaries

Emotional boundaries refer to a person's self-esteem and feelings. Name calling or labeling a person can have negative effects, even in jest. Humor is a powerful tool, and it should be used wisely and never to hurt. Playfulness can facilitate communication on several levels, enhance rapport, build trust, and serve as the focus of an interaction or as a catalyst for new experiences (Ehrenberg, 1991; Kilgore, 2003), but Sands (1984) emphasizes that the effects of humor depend on contingencies that are often hard to control and that strategies involving humor should be used with caution. Professionals should always be aware of other clients in the group who "playfully" joke or tease--even parents.

Signs of Unhealthy Boundaries

The following anonymously written signs of unhealthy boundaries have circulated among groups such Alcoholics Anonymous, Al-Anon, Ala-Teen, etc., for many years and have been modified, in part, for relevance to Extension professionals.

• Tells all
• Talks at an intimate level at first meeting
• Falls in love with an acquaintance
• Takes as much as possible regardless of need
• Gives as much as he/she can give for the sake of giving
• Believes others should anticipate his/her and fulfill their needs
• Falls apart so someone will take care of them
• Self-abuse
• Goes against personal values or rights to please others
• Allows people to take advantage of him/her
• Food and chemical abuse
• Sexual and physical abuse

Signs that staff working with at-risk clients have unhealthy boundaries:

• Giving your home phone number to clients and/or telling them to call anytime
• Giving intimate information about yourself to clients
• Believing that only you can "save" this person(s)
• Believing that the "system" doesn't understand, but only you do, therefore you must intervene.
• Believing that colleagues don't understand when you discuss/defend your behavior with clients
• Lending clients money
• Physical abuse
• Taking sides in an argument between clients
• Considering yourself "part of the family" with clients
• Experiencing stress induced illnesses such as asthma, angina, back pain, migraines, etc., when involved in interactions with clients

Establishing and Reinforcing Healthy Boundaries

Whitfield (1993) states that individuals must know themselves in order to establish healthy boundaries. The Crisis Prevention Institute (2001) teaches professionals the use of rational detachment to let go of the outcome, without overreacting or acting inappropriately. Extension professionals must find positive outlets for the negative energy a situation creates for them personally to foster a rationally detached view of an unpleasant situation. Szabo (2003) finds that humor induces positive psychological changes that are at least comparable if not superior to the effects of exercise. Extension professionals should make use of talking with and involving colleagues, confidentially, to releases stress and provide feedback and support in successfully setting of boundaries.

Following is some advice about managing healthy boundaries.

1. Distinguish which type of boundary is unhealthy, and discuss with the client how the behavior is inappropriate and how to avoid this in the future.

2. Offer a substituted behavior in place of the inappropriate behavior.

3. Set firm limits with the client, and be prepared to reinforce them. Redirect to the substituted appropriate behavior as necessary.

4. Refer the client to the proper social service agency personnel trained to meet their needs.

5. If the above does not alleviate the situation or the client refuses redirection, inform the client that the professional relationship no longer meets their needs, and withdraw contact.

Establishing healthy boundaries is crucial in working with at-risk audiences because it protects the self through setting limits with clients and increases the effectiveness of carefully planned programs. Extension professionals should continually work to reinforce and develop their own professional boundaries to increase effectiveness and reduce stress as they work with at-risk audiences.

References

Breckenridge, K. (2000). Physical touch in psychoanalysis: A closet phenomenon? Psychoanalytic Inquiry, 20, 2-21.

Crisis Prevention Institute (2001).

CYFAR Children, Youth and Families at-Risk (2003). Available at: http://www.reeusda.gov/4h/cyfar/overview.htm

Dodge, K. A., Bates, J. E., & Pettit, G. S. (1990). Mechanisms in the cycle of violence. Science, 250, 1678-1683.

Downey, G., & Feldman, S. (1996). Implications of rejection sensitivity for intimate relationships. Journal of Personality and Social Psychology, 70, 1327-1343.

Ehrenberg, D. B. (1991). Playfulness and humor in the psychoanalytic relationship. Group. Vol. 15(4), 225-233.

Gilliom, M., Shaw, D. S., Beck, J. E., Schonberg, M. A., & Lukon, J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38, 222-235.

Kilgore, L. (2003). Humor in clinical therapy with children, chapter in Humor in children's lives: A guidebook for practitioners, pp 33-46. Praeger Publishers/Greenwood Publishing Group, Westport, CT.

Kogan, I. (2003) When words are used to touch. Psychoanalytic Psychology. Vol 20(1) 117-130.

Kopp, C. B. (1989). Regulation of distress and negative emotions: A developmental view. Developmental Psychology, 25, 343-354.

Major, B., Schmidlin, A. M., & Williams, L. (1990). Gender patterns in social touch: The impact of setting and age. Journal of Personality & Social Psychology. Vol 58(4), 634-643.

Maroda, K. J. (1999). Therapeutic necessity or malpractice? Physical contact reconsidered. In Seduction, surrender and transformation: Emotional engagement in the analytic process (pp. 141-159). Hillsdale, NJ: Analytic Press.

McLoyd, V. C. (1990). The impact of economic hardship on Black families and children: Psychological distress, parenting, and socioemotional development. Child Development. Vol 61(2), 311-346.

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Developing a Heritage Festival

Robert F. Brzuszek
Assistant Extension Professor
Department of Landscape Architecture
Mississippi State University
Mississippi State, Mississippi
rbrzuszek@lalc.msstate.edu

Introduction

According to Gale (2000), "It is well known that over the past two centuries the United States has evolved from a rural society with almost all the population engaged in farming to a predominantly urban society." This remarkable shift from rural to urban life does not come without social consequences, as many of the learned skills and trades associated with farming and rural life are now becoming lost to the majority of the U.S. population. One way of continuing traditional knowledge and skills is by offering hands-on demonstrations through a community heritage festival.

Recognizing that rural Mississippi's natural and cultural histories were disappearing, a Heritage Planning Committee was formed in southern Mississippi. Initiated and coordinated by county staff of the Mississippi State University Extension Service, the team solicited area residents who had an interest in antiques, cultural organizations, and craft guilds to comprise the committee. For a community-based heritage program, it was deemed important that the local residents develop the content and play an active role of the conduction of the program.

The group researched and visited similar festivals in the region and contacted regional cultural arts organizations for development information. Based upon the information gathered, the committee concluded that it was important to teach today's public about the pioneer skills that earlier generations of Piney Woods people employed. These living traditions are best learned informally by word of mouth, observation, and/or imitation, so a variety of hands-on teaching demonstrations of skills and crafts were deemed to be important (Forbes, 1985). A local native plant arboretum, which had adequate facilities for parking, restroom use, indoor display space, covered outdoor shelter, and utilities, was selected for the festival site.

A search was conducted in the surrounding community to find residents who could display and demonstrate a variety of traditionally handcrafted items and skills. Area church groups and the local radio station were visited to find performers of gospel, bluegrass, and country music forms. For American Indian presentations, a regional Indian Heritage association was contacted for referrals of traditional craftsmen and performers.

Members of the planning committee provided the administration of the event, and the arboretum facility staff and other volunteers provided for admissions, parking, setup, and maintenance needs.

Conducting the Event

At the first Piney Woods Heritage Festival, 35 traditional craftsmen, musicians, and performers volunteered their services for the 2-day event. Organized into three separate areas for the three different themes, demonstrations and performances were presented continuously in each focus area. In the music pavilion, gospel groups, blues and bluegrass bands, country musicians, and storytellers performed. In the American Indian Heritage area, 10 exhibitors provided continuous demonstrations on indigenous crafts and skills. In the traditional crafts area, there were presentations and demonstrations of pioneer life and products. For the children, there were hands-on demonstrations of making wooden toys and an "archaeological dig" (Crosby Arboretum, 1999). Exit surveys were prepared and distributed to attendees following the event.

Evaluation and Results

Over 1,100 people attended the first 2-day event. The exit surveys showed that most of the visitors lived within a 50-mile range of the exhibition, yet the event also attracted visitors from nearby states. The surveys showed an overall high level of satisfaction for the event, and attendees felt "that it was important for these disappearing skills to be presented" (Crosby Arboretum, 1999).

The positive response to this event identified a demand for further programming, and monthly heritage craft workshops were scheduled for the following year. These expanded workshops were well attended and demonstrated the positive impact of the festival in the community. Although the economic benefit was not measured, several local businesses were supportive of sponsoring future heritage festivals.

The Piney Woods Heritage Festival became an annual event held every second weekend in November. Over 90% of the exhibitors, musicians, and craftsmen returned each year for the event and continued to volunteer their time. Since the majority of the presenters were elderly, some were unable to attend subsequent festivals due to health or other reasons. There was a request to create more learning interactions for children, and a free 1-day event for area schools was added to subsequent festivals. Storytelling, square dancing, and craft presentations designed specifically for children have attracted more than 700 schoolchildren annually.

The success of the Piney Woods Heritage Festival has been due to the strong leadership provided by Extension personnel and the organizing committee's ability to find quality and willing local talent. By identifying and inviting area groups with similar interests to serve on the committee, the event was perceived as a community effort instead of a single organization's program.

One problem that occurred after the first festival is that some of the original planning committee did not feel the need to stay involved to help coordinate subsequent festivals. Maintaining involvement by the festival committee may include providing specific roles or duties to members.

Conclusion

A cultural heritage festival can provide the continuance of the cultural traditions and historical knowledge of a community. For a heritage festival to be successful, it is important to have active involvement from local residents, with representatives from a variety of area groups. Involving the community assists in the process to find the right people to conduct programs, to assist or sponsor the event, and to promote the event within the region. Using local talent ensures a good community effort and gives a distinct "sense of place" for historical regional accuracy.

Heritage programs may also be conducted with individual workshops. Ready and willing audiences for these types of programs may be found at senior citizen centers, retirement homes, and elementary schools. Training programs for volunteers in heritage craft making could be established to provide more area instructors and could be organized similar to Extension Master Gardener programs.

Folklife programs are best presented by word of mouth, by observation, or by direct imitation through hands-on demonstrations; rather than formal lectures, brochures, or classes (Forbes, 1985). With each passing year, there is an increasing challenge to find local people who are not only skilled in traditional craft making, but who are able and willing to demonstrate their crafts to the general public. Skilled commercial artisans often attend shows to sell their product, not necessarily to demonstrate their techniques.

References

Crosby Arboretum (1999). Piney woods heritage festival. Crosby Arboretum News Journal, 17(3), 3.

Forbes, B.y (1985). Folklore in the classroom. Indiana Historical Bureau.

Gale, F. (2000). Overview: Nonfarm growth and structural change alter farming's role in the rural community. Rural Conditions and Trends 10(2). Economic Research Service, U.S. Department of Agriculture.

Development of a Task Force to Provide Education and Leadership to an Emerging Industry

Jeff Fisher
Pike County ANR Agent and Assistant Professor
fisher.7@osu.edu

L. Tony Nye
Clinton County ANR Agent and Assistant Professor
nye.1@osu.edu

David Mangione
Center for Livestock Entrepreneurship and Associate Professor
mangione.1@osu.edu

Ohio State University Extension

Background

Interest in meat goats has grown rapidly over the past 10 years. Goat is the most frequently consumed meat in the world. In the United States, meat goat production is increasing because of goats' economic value as efficient converters of low-quality forages into quality meat, milk, and hide products for many specialty markets. Preference for goats is growing in populations of health conscious, ethnic, and faith based consumers. National estimates indicate current demand for meat goats is nearly 500,000 head deficient. Goats are growing in popularity as a youth project, and many are raising meat goats for breeding or show.

These interests are leading to viable, commercial, value-added enterprises. Where resources are limited, meat goats may be a livestock that a small farmer can raise efficiently and profitably, enabling them to become self-sufficient.

Engaging Resources

While meat goat production has been increasing, this enterprise did not have supporting infrastructure relative to a commodity-based organization, university-sponsored education and research, or well-known marketing channels. To address these needs, a task force has been formed and directed by personnel of The Ohio State University Extension that consists of producers, multi-disciplinary OSU faculty, ethnic and faith-based community leaders, other state universities and colleges, Allied Industry, and other interested persons. The mission of the Ohio Meat Goat Industry Task Force is to enhance the production and marketing of meat goats through education and practical experience.

The objectives of the Ohio Meat Goat Industry Task Force are:

• Identify and access emerging ethnic markets having a preference for goat meat in their diet.

• Develop producer networks, alliances, and/or cooperatives to meet the demands of emerging markets.

• Provide leadership for education and research.

Extension members of the task force have been instrumental in developing educational materials and events. County agents published the Ohio Meat Goat Production and Budgeting Fact Sheet, which has been adopted by over 400 producers, as a guide for establishing this value-added enterprise. Agents have designed and conducted regional workshops, seminars, and on-farm tours to transfer knowledge to over 800 participants. Extension personnel led producers on a study tour of eastern Pennsylvania and New York State markets. Several task force members have participated in a collaborative multi-state initiative for marketing and production of meat goats.

The need for current information prompted the development of the Buckeye Meat Goat Newsletter that is received by 500 producers. A Web site is being developed to enhance the exchange of production and marketing information to allow greater access to emerging ethnic populations having a preference for goat meat <http://south.osu.edu/cle/>.

Building Leadership Capacity

Leadership development has been a primary objective of the Ohio Meat Goat Task Force. Producer members have been instrumental in the formation of the Buckeye Meat Goat Association. This group has developed by-laws and articles of incorporation for the purpose of promoting and marketing commercial meat goat producers in Ohio.

Three producer-driven marketing networks have been established to initiate the infrastructure and marketing of fresh chevon. Task force members have lead roles in on-farm research and demonstrations. Producers have been instrumental in securing grant funds and teaching at field days. The task force has enhanced their effectiveness by partnering with agencies such as the Ohio Cooperative Development Center, Ohio Tobacco Foundation, Heifer International, Somalia and East African Organization, Jewish Family Services, and Institute for Social And Economic Development.

This task force is taking a unique approach to building infrastructure of the meat goat industry by using a social approach to market development within emerging ethnic and faith based consumers. This foundation infrastructure will create value-added opportunities for refugees in our urban centers and small farms in Ohio. Additionally, economic development in the creation of agricultural jobs will do much for community development in the rural/urban interface.

Developing an Industry

The task force has successfully pursued and received $63,000 in research and Extension grants. This funding is being used to conduct ongoing feasibility studies of ethnic markets, Ohio's processing infrastructure, and development of farmer/consumer cooperatives. A statewide survey revealed a 10-fold increase in the adoption of meat goats as a value-added income-generating enterprise and provided baseline data on production demographics and marketing strategies. On-farm meat goat research encompasses breed comparisons, forage utilization, and developing benchmark data. Research and data analysis is accomplished through partnerships with multiple colleges and universities.

Progress continues in the ability to market a fresh and safe product directly to emerging ethnic and faith-based consumer populations to capture the most value. Behavioral changes include an increase in farmers producing for emerging markets, an increase in communication abilities between producers and markets, and coordination for consumers, retailers, and producers through functional marketing partnerships that fit the social and ecological paradigm.

There is a real opportunity for farmers to network through co-ops or other ventures to build the meat goat industry. As with any commodity, capturing niche markets can add value. Producers on the Ohio Meat Goat Task Force can serve as examples for other developing enterprises. As the saying goes "If you build it; they will come." Meat goats just may be a "Field of Dreams" for animal agriculture.

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