June 2004
Volume 42 Number 3

Tools of the Trade

Collecting Research Data Online: Implications for Extension Professionals

Barbara O'Neill
Professor and Extension Specialist in Financial Resource Management
Rutgers University
New Brunswick, New Jersey
oneill@aesop.rutgers.edu

Internet-based education and research tools are here to stay. A recent Journal of Extension article (Edwards, McLucas, Briers, & Rohs, 2004) described the delivery of distance education programs for time-pressed Extension faculty. Three other articles (Peterson, Kratzer, Leech, Stadler, Roberts, & Sumner, 1999; O'Neill, 2003a and 2003b) describe Web-based self-assessment tools for consumers that generate data for research. This article describes the advantages and disadvantages of online data collection and suggested implementation strategies.

Finding the Time to Conduct Research

Extension educators frequently have "robust schedules" (Edwards et al., 2004). In states with tenure systems, there is an expectation that Extension faculty, including county-based field agents, conduct applied research and publish or present their findings to contribute to the body of knowledge of their discipline. So how does an Extension educator add applied research to an already overloaded schedule? What if funding and access to databases are limited and technical assistance is unavailable or located hours away at the land grant university? The answer is to "work smarter" using the Internet to collect research data.

Rutgers Cooperative Extension (RCE) currently offers nine "Personal and Family Wellness Assessment Tools" with five linked to research studies. These quizzes can be found at www.rce.rutgers.edu/fchs/assessmenttools.asp. Each assessment tool has two purposes: provide users with instant feedback on some aspect of their lives (e.g., finances) and generate data for ongoing empirical research about participants' current behavioral practices. Results are also used as a clientele needs assessment to inform future Extension programs.

Advantages and Disadvantages of Online Surveys

Advantages of collecting survey data online include: reduced cost (i.e., copying, postage, and labor), higher response rates, lack of geographical boundaries, and fewer respondent errors and omissions than paper surveys. The marginal cost of surveying is also reduced, making larger samples possible (Cude, 2004). As with any survey, response rates generally increase if messages and questions are concise (Lyons, Cude, Gutter, & Lawrence, 2003).

Disadvantages of online surveys include biases inherent in the data collection process. A portion of the U.S. population lacks Internet access and/or experience with electronic surveys. Many are older and minority household heads or those with modest incomes and education (Madden & Rainie, 2003). There may also be security and confidentiality issues involved. Finally, researchers may not be able to calculate response rates as is typically done with mailed surveys that are sent to a known number of respondents (Cude, 2004). A response rate cannot be determined unless the target audience for a Web-based survey is a known and finite group.

Online Research Tips

Extension educators should consider the following suggestions by Cude (2004) and Lyons, Cude, Gutter, and Lawrence (2003) to enhance online research effectiveness:

• Develop an introductory screen that is concise, motivational (e.g., describes the ease of responding) and clearly instructs respondents how to proceed.

• Make the first question easy to answer and fully visible on the first screen.

• Avoid differences in the visual appearance of questions.

• Use the same question and answer format found on paper questionnaires.

• Use drop down boxes sparingly, and identify them with a "click here" command.

• Don't require respondents to answer each question before they can answer subsequent questions.

• Allow respondents to scroll from question to question rather than one screen at a time.

• Provide "skip directions" to encourage clicking to the next applicable answer.

• Use "reminder e-mails" sparingly due to concerns about "spamming" and increased use of spam filtering software.

Web-based surveys can be constructed in cooperation with campus-based Web support personnel, technology consultants paid with external grant funds, or by using Web sites such as http://www.surveymonkey.com, http://www.surveypro.com, http://www.advancedsurvey.com, and http://www.zoomerang.com. If survey access needs to be limited to a specific target audience, a PIN number or password can be used, as is commonly done with online ballots for professional organizations. A good reference on Internet survey design is Dillman (2000).

Summary

Online surveys are a convenient way for Extension educators to conduct applied research inexpensively right from their offices. One benefit of conducting research online is the potential for large sample sizes (depending on how well the Web link is marketed). Another is the ease and low cost of data collection. For example, the Financial Fitness Quiz <http://www.rce.rutgers.edu/money/ffquiz/default.asp> and other Rutgers Cooperative Extension online self-assessment tools use a Microsoft Access database that is exported into Excel for subsequent statistical analysis.

Cautions include the need to clearly state the limited generalizability of survey findings from non-random, convenience samples and to obtain university Institutional Review Board (IRB) approval for the collection of data from human subjects. Generally, researchers must complete a form that describes the purposes and methodology of their study and attach samples of their online research instruments and informed consent instructions. Online respondents can be prompted to click an "I accept" [terms and conditions] box similar to those seen when software is installed.

References

Cude, B. (2004). Collecting research online: A primer for extension, research, and instruction. In J. Fox (Ed.), Proceedings of the Eastern Family Economics and Resource Management Association, 31-34.

Dillman, D. A. (2000). Mail and Internet surveys: The tailored design method. New York: John Wiley & Sons, Inc. [Chapter 11: Internet and interactive voice response surveys].

Edwards, M. C., McLucas, B., Briers, G. E., & Rohs, F. R. (2004). Educational interests of Extension agents: Implications for the delivery of educational programming at a distance. Journal of Extension [On-line], 42(1). Available at: http://www.joe.org/joe/2004february/a5.shtml

Lyons, A. C., Cude, B., Gutter, M., & Lawrence, F. (2003). Collecting consumer data using online surveys. Consumer Interests Annual, [On-line], 49. Available at: http://www.consumerinterests.org/public/articles/
index.html?cat=264

Madden, M., & Rainie, L. (2003, Dec. 22). America's online pursuits: The changing picture of who's online and what they do. Washington DC: Pew Internet and American Life Project. Available at: http://www.pewinternet.org/reports/pdfs/
PIP_Online_Pursuits_Final.pdf

O'Neill, B. (2003a). A preliminary assessment of financial practices: The financial fitness quiz. Journal of Personal Finance, 2(1), 22-28.

O'Neill, B. (2003b). Give your clients (and yourself!) an Identity Theft Risk Assessment. Journal of Personal Finance, 2(2), 26-38.

Peterson, R., Kratzer, C., Leech, I., Stadler, K., Roberts, T., & Sumner, M. (1999). A family check-up: A Web-based, self-assessment program in family life, financial management, nutrition, and food safety. Journal of Extension [On-line], 37(6). Available at: http://www.joe.org/joe/1999december/tt2.html

Using Web-Based Interactive Video to Enhance University of Florida IFAS Extension

Pete Vergot III
Associate Professor, District Extension Director
University of Florida/IFAS Extension
Quincy, Florida
vergot@ifas.ufl.edu

Introduction

University of Florida /IFAS Extension, faced with reduced budgets and increase demand for services from clientele, turned to the use of Web-based interactive video to enhance Extension seminars, day-to-day communications, and professional development for county Extension faculty and administrative operations.

The purpose of using Web-based interactive video use was to reduce the amount of travel time and expense for county faculty, state specialists, and Extension administrators. Web-based interactive video provided for increased state specialist participation during county program planning, workshops, and conferences and reduced costs of professional development training programs for county Extension faculty. As users became more comfortable with and confident of the new technology, other uses of Web-based interactive video increased, including uses for administrative meetings, interviews, and distance education for Extension.

Objectives

Reducing travel and expense and saving time were the underlying principles of the project. Some of the objectives of the project included:

• Reduced travel time and expense for county Extension faculty attending during professional development opportunities,

• Increased communication and reduced cost of collaboration between state specialists and county faculty,

• Increased contact of Extension administrators with county faculty,

• Reduced time of travel for Extension Administration,

• Increased multi-state Extension programming for clientele, and

• Enhanced and increased "Internationalizing Extension" activities.

• Extension clientele only having to commute to their local County Extension office to join with other clientele from across the state in simultaneous workshops, seminars, and discussions.

Methodology

A review was conducted of other state Extension systems' use of Web-based interactive video by discussing current use and types of equipment standards and reviewing the literature (Kessell & Miller, 2001; Hiel & Herrington, 1997). In addition to use and types of hardware used, the costs of Web-based interactive video hardware were reviewed. Leaders at the time in the use of interactive video were Extension systems at Texas A&M University, where a site is maintained that identifies video sites across the nation (Lippke, 2003), at Kansas State (Snyder, 2003), where interactive video has been used in Extension for many years, and South Dakota State.

Results

A review of university Extension systems in other states revealed that equipment should be based on the H.323 standard. In addition, based on ease of use, quality, and price, the vendor "Polycom®" was selected to ensure continuity across the interactive video system. Over 30 Extension sites have been set up with equipment, and people are being trained in the use of the new hardware.

The current uses for interactive video via the Web at University of Florida /IFAS Extension are:

• Delivery for professional development for county Faculty among campus, Research and Education Centers, and county Extension offices.

• Campus and Research Center state specialist joining county Extension faculty in program planning sessions held throughout the state at multiple sites.

• Campus-based Extension administrators increased opportunities for County Extension Director and District Faculty administrative meetings.

• Promotion and tenure workshops held remotely for county Extension faculty.

• Inter-District program planning between faculty located at Research and Education Centers and faculty located at county Extension offices.

• District Extension Directors at off-campus locations communicating during monthly Extension Administrative meetings held on campus in Gainesville, Florida.

• Interviews conducted for county Faculty positions between county offices and Gainesville campus locations.

• Increased daily communication between all administrative locations, reducing telephone costs for similar communications.

• Increased international communication between District Director office in Florida and EARTH University in Costa Rica.

• International training and teaching between the Gainesville campus at the University of Florida and EARTH University in Costa Rica.

Future Plans

As additional funding becomes available, University of Florida /IFAS Extension will continue to add Web-based interactive video at additional county Extension offices, Research and Education Centers, and departments on the Gainesville campus. Expansion will continue the current distance education offerings from the Gainesville campus with similar interactive video hardware. Extension continues to review Web-based management software for managing online Web-based workshops, presentations, and seminars (Webinars), and reviews new and improved hardware and software specifications to add items such as Web interactive cameras to microscopes to enhance remote digital diagnostics.

Costs and Resources

Major costs include high speed Internet access with a minimum of 384 K of bandwidth at each site. These costs vary based on current connections, ranging from $120 to $400 per month at a county Extension office location and are free to those county connections with current adequate bandwidth. Costs vary. A single desktop connection costs $450. Small conferences and teaching costs begin at $4,300 and go up for the conference/teaching interactive video unit, depending on types of additional equipment needed.

References

Hiel, E. R., & Herrington, D. (1997). Plausible uses and limitations of videoconferencing as a tool for achieving technology transfer. Journal of Extension [On-line], 35(4). Available at: http://www.joe.org/joe/1997august/rb1.html

Kessell, J., Miller. G., (2001). Desktop videoconferencing: An Effective tool for communication and instructional supervision. Proceedings - 28th Annual National Agricultural Education Research Conference, Volume XXVIII, (pp. 308-319). Available at: http://aaaeonline.ifas.ufl.edu/NAERC/2001/
Papers/program.HTM

Lippke, L. A. (2003). Video conference site inventory. College Station, Texas. Available at: http://vcsi.tamu.edu/

Snyder, G. (2003). Interactive Videoconferencing with Polycom® Information and Educational Technology. Kansas State University. Available at: http://www.oznet.ksu.edu/edtech/Polycom/welcome.htm

The Use of New and Innovative DVD Technology to Teach Competitive Youth Horse Judging Teams

David J. Denniston
Assistant Professor and Youth Horse Extension Specialist
Department of Animal Sciences
Colorado State University
Fort Collins, Colorado
ddennist@lamar.colostate.edu

Introduction

Competitive horse judging programs are present throughout the nation on several levels, including (but not limited to) 4-H, FFA, and Junior and Senior Collegiate. Traditionally, resources available to teach youth or college students to judge horses have been limited to printed material and traditional VHS video. Printed material contains very useful and informative information but lacks an interactive 3-dimensional, live component. Traditional VHS video lacks picture quality (particularly when paused) and takes time to maneuver (fast forward and rewind). To meet the rising demand for competitive horse judging resources, an interactive DVD was developed to allow for easy maneuverability and quality digital video footage. The objectives of the project reported here were:

1. To develop a competitive horse judging DVD with high quality digital video; and

2. To develop a competitive horse judging DVD that allows for easy and fast maneuverability.

Materials and Methods

Each year, the Rocky Mountain Horse Expo hosts a nationally competitive youth and collegiate horse judging contest. The 2003 Rocky Mountain Horse Expo Youth and Collegiate Horse Judging Contest contained 10 classes (four halter and six performance) of four horses each. In 2003, all persons providing horses for the horse judging contest were asked to sign a release affirming their voluntary participation in this project. Signed releases are kept on file in the office of the Colorado State Horse Extension Specialist.

Each of the 10 classes contained in the contest was filmed with two digital cameras. After completion of the contest, the digital video footage was compiled, edited, and produced. Split screens were implemented to allow the viewer to judge multiple horses at a single moment in time. Production of the final product was conducted by C-Torque Productions (2004).

After editing and production of the video footage was complete, several official judges were asked to judge and place the 10 classes. An official placing for each of the 10 classes is provided on the DVD. Next, collegiate students from a nationally competitive horse judging team were asked to view the 10 classes and prepare one sample set of oral reasons for each of the 10 classes. Each of the 10 sets of sample reasons was videoed with digital video cameras and is also provided on the DVD. Therefore, the DVD contains 10 classes of four horses, an official placing, and a sample set of oral reasons for each of the 10 classes.

Results

The resulting DVD is an easy-to-maneuver, all-encompassing horse judging workout. The DVD contains a main menu that lists the 10 classes of horses (Figure 1).

Figure 1.
2003 Rocky Mountain Horse Expo Horse Judging Contest Main Menu

Once the user selects the class he or she wishes to view, the class sub menu (Figure 2) offers three options: view the class, view the official placing, and view the sample set of reasons. From this menu the user should first view the class (or pattern if applicable).

Figure 2.
2003 Rocky Mountain Horse Expo Horse Judging Contest Reining Menu

Once the user has judged the class of horses, the user should then view the official placing. Next, the user has the option to view and listen to a sample set of oral reasons describing the official's reasons for placing the class (Figure 3).

Figure 3.
2003 Rocky Mountain Horse Expo Horse Judging Contest Sample Set of Reasons Still Photo

The DVD also contains a credits page and a menu providing directions for use.

The result of this project is an interactive DVD that provides the user with a great resource to learn how to effectively judge horses and give oral sets of reasons. The DVD contains educational classes to judge and is useful to all age groups. The sample sets of reasons provided by collegiate students help both youth and college students by providing numerous examples of sample terminology and delivery. Additionally, the easy-to-maneuver DVD will save time for coaches/teachers because they will not have to fast forward or rewind through a traditional VHS tape to find the class of horses they wish to judge.

The 2003 Rocky Mountain Horse Expo Horse Judging Contest DVD is currently available for purchase from the Colorado State University Department of Animal Sciences. For more information and order forms, please visit the Colorado State University Equine Extension Web site at http://www.equineextension.colostate.edu/.

References

C-Toque Productions, LLC. Multimedia Equine Marketing (2004). http://www.ctorque.com/

Rocky Mountain Horse Expo, Denver, Colorado. (2003). http://www.rockymountainhorseexpo.com/

Rocky Mountain Horse Expo Youth Judging Contest DVD (2003).  Available at: http://www.equineextension.colostate.edu/

Pediatric Overweight Practice Guidelines--Implications for Extension Educators

Sharon F. Robinson
Assistant Professor and Nutrition Specialist
Texas Cooperative Extension, Texas A&M University System
College Station, Texas
s-robinson@tamu.edu

Introduction

In the World Health Organization (2003) report, Diet, Nutrition and the Prevention of Chronic Disease , excess weight was cited as a health issue of global concern. The United States is not exempt (Mokdad et al., 1999; Ogden, Flegal, Carroll, & Johnson, 2002). The United States Department of Health and Human Services (2000) identified overweight and obesity, including pediatric overweight, as health issues in Healthy People 2010. Given the high profile of concern regarding overweight and obesity, it is not surprising that professional organizations have issued policy guidelines to help address prevention and treatment of these health concerns.

Extension educators incorporate practice guidelines and original research when developing exemplary science-based programming. The Cooperative State Research, Education, and Extension Service (CSREES, n.d.) identified Programs of Excellence, including the University of California program "Children and Weight: What Health Professionals Can Do About It."

Practice Guidelines

The American Dietetic Association (ADA) (1999a, 1999b, 2000, 2001, 2002, 2003) has several related position statements on child nutrition, child-care and school food environments, eating disorders, adult weight management, and child nutrition programs. The focus of dietary guidance for children has evolved from under-consumption of food and associated effects of nutrient deficiency to disease prevention and the development of healthful life-skills and behaviors. The professional organization for Registered Dietitians recognizes the importance of nutrition and nutrition education in safe, sanitary, supportive environments that promote health and the development of a lifelong commitment to healthful behaviors, including enjoyable eating practices and daily physical activity.

The American Academy of Pediatrics Committee on Nutrition (2003) released a policy statement and guidance on pediatric overweight. Prevention of pediatric overweight requires that physicians and other members of the health community recognize risk factors in order to identify those individuals who can benefit from early intervention. A survey (Barlow, Trowbridge, Klish, & Dietz, 2002) of health care providers, including pediatricians, pediatric nurse practitioners, and registered dietitians, identified interventions used to treat overweight children. Practitioners advised healthy eating and activity, and seldom endorsed highly restrictive diets or medications to control weight.

Similarly, the Society for Nutrition Education Weight Realities Division (2003) released guidelines for promoting healthy weight in children. The guidelines encourage a holistic health-centered approach. Interventions incorporating a "do-no-harm" approach may help prevent eating disorders, body hatred, size discrimination and inappropriate methods of weight management.

Integrating the prevention of obesity and eating disorders places disordered eating in a larger context (Irving & Neumark-Sztainer, 2002). Eating disorders occur across the body weight continuum and are the third most common chronic illness in adolescent teens (ADA, 2001). Children within highly restrictive eating environments where snacks or certain foods are prohibited may be more inclined to overeat in the absence of hunger (Birch, Fisher, & Davison, 2003). Eating without hunger is associated with binge eating disorder and increased body weight (Morgan, Yanovski, Nguyen, McDuffie, Sebring, Jorge, Keil, & Yanovski, 2002).

Children's Eating Environment

School food environments should enable choices consistent with the development of lifelong, healthy eating habits (ADA, 2002a). In addition to food policy, schools need a coordinated health curriculum that integrates nutrition education, professional training opportunities for faculty, program evaluation, and family/community involvement (Centers for Disease Control and Prevention, 1996). A recent report by the United States General Accounting Office (2003) recommends schools promote nutrition education.

Parents may need nutrition education intervention to better understand how children can be guided in the selection and enjoyment of healthy diets and lifestyles; the importance of modeling healthy food choices and physical activity; and the identification of personal and family behaviors that may be acting as barriers to change. Access and exposure to a wide range of healthful foods, such as fruits, vegetables, low-fat dairy products, whole grains, and lentils, are important for the development of a preference for these foods (Birch & Fisher, 1998).

Certain behaviors may increase the likelihood children will become overweight. Sedentary behavior, such as television viewing, is associated with increased risk for overweight (Proctor, Moore, Gao, Cupples, Bradlee, Hood, & Ellison, 2003). Children served large portions tend to eat more food than children served smaller age-appropriate servings (Fisher, Rolls, & Birch, 2003; McConahy, Smiciklas-Wright, Birch, Mitchell, & Picciano, 2002).

Components of successful pediatric overweight treatment interventions have been reported by the American Heart Association, Committee on Atherosclerosis, Hypertension, and Obesity in the Young (2002). They are:

1. Initiation of treatment prior to adolescence;
2. Willing participation by both child and family;
3. Family education about the medical complications of overweight;
4. Involvement of the entire family in treatment;
5. Emphasis on long- term permanent behavior change;
6. Establishment of small gradual goals;
7. Monitoring eating and physical activity behavior ; and
8. Empathy and encouragement.

Implications

What could be a response of the Extension educator?

• Network and collaborate with other state Extension specialists and agents. The CSREES (2002) collaborative project, "Reversing Childhood Obesity Trends: Helping Children Achieve Healthy Weights," provides resources and contacts.

• Because research into the prevention and treatment of overweight and obesity has accelerated, monitor position statements and health guidance from respected associations and health policy if you are unable to keep up with original research.

• Because weight loss by children and adolescents is seldom recommended, help to increase awareness that pediatric overweight is a health concern requiring medical diagnosis and intervention.

• Develop education materials that focus on health goals, not weight goals.

Long-term healthful behavior change may be achieved, in part, by education and skill-building that reinforces:

• Providing nurturing environments where healthful meals and snacks consisting of appropriate portions are enjoyed and modeled;

• Respecting a child's need to respond to hunger and satiety;

• Guiding children in the self-selection of foods by providing access to a variety of fruits, vegetables, whole grains and low-fat dairy foods;

• Promoting age-appropriate play that incorporates physical activity that engages family members, peers, and pets; and

• Encouraging the demonstration of love, affection, and nurture with the use of non-food items.

References

American Academy of Pediatrics, Committee on Nutrition. (2003). Prevention of pediatric overweight and obesity. Pediatrics, 112(2), 424-430.

American Dietetic Association (ADA). (1999a). Position of the American Dietetic Association: Dietary guidance for healthy children aged 2 to 11 years. Journal of the American Dietetic Association, 99(1), 93-101.

American Dietetic Association (ADA). (1999b). Position of the American Dietetic Association: Nutrition standards for child-care programs. Journal of the American Dietetic Association, 99(8), 981- 988.

American Dietetic Association (ADA). (2000). Position of the American Dietetic Association: Local support for nutrition integrity in schools. Journal of the American Dietetic Association, 100(1), 108- 111.

American Dietetic Association (ADA). (2001). Position of the American Dietetic Association: Nutrition intervention in the treatment of anorexia nervosa, bulimia nervosa, and eating disorders not otherwise specified. Journal of the American Dietetic Association, 101(7), 810-819.

American Dietetic Association (ADA). (2002). Position of the American Dietetic Association: Weight management. Journal of the American Dietetic Association, 102(8), 1145-1155.

American Dietetic Association (ADA). (2003). Position of the American Dietetic Association: Child and adolescent food and nutrition programs. Journal of the American Dietetic Association, 103(7), 887-893.

American Heart Association, Committee on Atherosclerosis, Hypertension, and Obesity in the Young. (2002). AHA scientific statement: Cardiovascular health in childhood. Circulation , 106(1), 143-160.

Barlow, S. E., Trowbridge, F. L., Klish, W. J., & Dietz, W. H. (2002). Treatment of child and adolescent obesity: Reports from pediatricians, pediatric nurse practitioners, and registered dietitians. Pediatrics, 110(1), 229-235.

Birch, L. L., & Fisher, J. O. (1998). Development of eating behaviors among children and adolescents. Pediatrics, 101:539-549.

Birch, L. L., Fisher, J. O., & Davison, K. K. (2003). Learning to overeat: Maternal use of restrictive feeding practices promotes girls' eating in the absence of hunger. American Journal of Clinical Nutrition, 78(2), 215-220.

Centers for Disease Control and Prevention (CDC). (1996). Guidelines for school health programs to promote lifelong healthy eating. Morbidity and Mortality Weekly Report, 45(9).

Cooperative State Research, Education, and Extension Service. (n.d.). Children and Weight: What Health Professionals Can Do About It. Retrieved October 6, 2003 from http://www.reeusda.gov/f4hn/nutrition/PgmExcellence/
Health/children_and_weight.htm#childrenweight

Cooperative State Research, Education, and Extension Service. (2002). Reversing childhood obesity trends: Helping children achieve healthy weights. Retrieved October 16, 2003 from http://www.reeusda.gov/f4hn/nutrition/childhood-obesity/
july2002.htm

Fisher, J. O., Rolls, B. J., & Birch, L. L. (2003). Children's bite size and intake of an entree are greater with large portions than with age- appropriate or self-selected portions. American Journal of Clinical Nutrition, 77(5), 1164-1170.

Irving, L .M., & Neumark-Sztainer, D. (2002). Integrating the prevention of eating disorders and obesity: Feasible or futile? Preventive Medicine, 34, 229-309.

McConahy, K. L., Smiciklas-Wright, H., Birch, L. L., Mitchell, D. C., & Picciano, M.F. (2002). Food portions are positively related to energy intake and body weight in early childhood. Journal of Pediatrics, 140(3), 340-347.

Mokdad, A. H., Serdula, M. K., Dietz, W. H., Bowman, B. A., Marks, J. S., & Koplan, J. P. (1999). The spread of the obesity epidemic in the United States, 1991-1998. Journal of the American Medical Association, 282(16), 1519-1522.

Morgan, C. M., Yanovski, S. Z., Nguyen, T. T., McDuffie, J., Sebring, N. C., Jorge, M. R., Keil, M., & Yanovski, J. A. (2002). Loss of control over eating, adiposity, and psychopathology in overweight children. International Journal of Eating Disorders, 31, 430-441.

Ogden, C. L., Flegal, K. M, Carroll, M. D., & Johnson, C. L. (2002). Prevalence and trends in overweight among us children and adolescents, 1999-2000. Journal of the American Medical Association, 228(14), 1728-1732.

Proctor, M. H., Moore, L. L., Gao, D., Cupples, L. A., Bradlee, M. L., Hood, M. Y., & Ellison, R. C. (2003). Television viewing and change in body fat from preschool to early adolescence: The Framingham Children's Study. International Journal of Obesity, 27, 827-833.

Society for Nutrition Education, Weight Realities Division. (2003). Guidelines for childhood obesity prevention programs: Promoting healthy weight in children. Journal of Nutrition Education and Behavior, 35(1), 1-4.

United States Department of Health and Human Services. (2000). Healthy people 2010: Understanding and improving health, (2nd ed.). Washington, DC: U.S. Government Printing Office.

United States General Accounting Office. (2003). School Lunch Program: Efforts needed to improve nutrition and encourage healthy eating. GAO-03-506.

World Health Organization (WHO). (2003). Diet, nutrition and the prevention of chronic disease: Report of a joint WHO/FAO expert consultation. WHO Technical Report Series, No. 916.

A Team Approach Enhances Statewide Water Issues Programming

Richard Koenig
Soil Fertility Specialist
Washington State University Extension
Pullman, Washington
richk@wsu.edu

Teresa Cerny-Koenig
Ornamental Horticulture Instructor
Washington State University Extension
Pullman, Washington

Rick Hefelbower
Washington County Horticulture Agent
Utah State University Extension
Logan, Utah
rickh@ext.usu.edu

Nancy Mesner
Water Quality Specialist
Utah State University Extension
Logan, Utah
nancym@ext.usu.edu

Kelly Kopp
Turfgrass/Water Conservation Specialist
Utah State University Extension
Logan, Utah
kellyk@ext.usu.edu

Robert Hill
Irrigation Specialist
Utah State University Extension
Logan, Utah
bobh@ext.usu.edu

Introduction

Water issues are ubiquitous in Utah State University Extension programming. Nearly every specialist and agent with an assignment in agriculture, natural resources, horticulture, or family and consumer science is involved in some aspect of water programming. With the current drought situation in the Intermountain West, the issues of water quantity, conservation, quality, and management have moved to the forefront. It is expected that water issues will remain important after the immediate drought situation ends. Continued urban development will place additional quality and quantity demands on what are already limited water supplies in western states.

In response to water programming needs and the drought situation, the Utah State University Extension Water Issues Team (WIT) was formed in March 2002. The WIT was composed of five specialists and six agents with these assignments:

• Soils
• Ornamental Horticulture
• Turfgrass
• Water Conservation
• Water Quality
• Irrigation Engineering

Issue-based programming should allow Extension to develop a more efficient response to emerging issues. The University of Wisconsin's College of Agriculture and Natural Resources was one of the first Extension groups to develop program teams (University of Wisconsin Extension, 2003). They currently have 14 issue teams working in the areas of agriculture and natural resources. Other universities have developed multi-disciplinary groups to address issues such as animal feeding operations (Seidl, 2003) and urban planning (Kotval, 2003). This article summarizes Utah State University Extension's WIT approach and provides guidance for future teams.

Overview

In March 2002, the WIT sent an e-mail poll to all county staff soliciting input on information needs and formats. The poll determined that a web site, publications, and specific support, including landscape irrigation auditing workshops, water testing, and assistance with water audits were needed.

Web Site

The first activity of the WIT was to gather all relevant drought content on a centralized Web site (http://www.extension.usu.edu/drought). The site was launched on May 22, 2002. In addition to Utah State University Extension publications on water conservation, the site includes a tip-of-the-day, frequently asked questions, and an extensive listing of links on home, landscape, and agricultural water use.

Extension Publications

Fifteen bulletins related to drought and water management/conservation in urban, agriculture, and home settings were completed. In addition, one special insert (five articles) on drought was prepared for the August 2002 edition of the Utah Farm Bureau News.

Water User's Workshops

A series of large water users' workshops was developed. The workshops were directed toward municipalities, park managers, and church and school districts. A total of 11 workshops were presented to 244 people in 2002.

Self Assessment of the Team Approach

At the end of 2002, the WIT met to evaluate successes and to identify opportunities for improving Team effectiveness in future activities.

Overview/Successes

• The drought provided a narrow focus for planning activities;

• The WIT contained the right discipline areas to address the varied aspects of drought;

• The team approach increased awareness of granting opportunities among Team members and increased grant success;

• Team discussion and planning avoided redundancy and facilitated an organized response;

• Positive competition encouraged Team members to be more productive;

• A small group size was efficient for scheduling meetings and discussions; and

• The Team leader kept the group moving forward and focused on clear goals.

Opportunities for Improvement

• More involvement from off campus personnel and other specialists is necessary;

• Other water areas, including indoor (home) water use and water quality, should be expanded;

• Personnel with specific assignments in water areas are needed. Because water is a priority issue, it needs to be recognized by administration to allow staff to focus efforts and reduce time in other areas;

• Team effort to organize and identify priorities for future publications should be increased; and

• Sub-teams for water conservation and water quality should be formed.

Future Goals

• Ensure that water programs are ongoing in an environment of changing staff;

• Assess how Team accomplishments impacted statewide water conservation and quality;

• Develop programs addressing emerging water issues, such as the use of marginal quality and gray water;

• Become more informed about the social/legal issues surrounding water use such as laws governing gray water use and local ordinances on low water use landscapes; and

• Develop new publications for worsening drought situation,

• Continue to develop and maintain the Web site.

Conclusions

The WIT believes that the issue-based approach has, in the short term, increased productivity over individually directed efforts. We are unable to measure long-term impacts of the team's efforts yet, but will continue to monitor their effectiveness as the program develops. Team approaches in Utah State University Extension have been expanded to include such topics as biosecurity, community development, and home horticulture.

References

Kotval, Z. (2003). University extension and urban planning programs: An efficient partnership. Journal of Extension [On-line], 41(1). Available at: http://www.joe.org/joe/2003february/a3.shtml

Seidl, A. (2003). Multi-tiered, multi-disciplinary work teams- The CSU CAFO work group tackles controversial public issues. Journal of Extension [On-line], 41(2). Available at: http://www.joe.org/joe/2003april/a2.shtml

University of Wisconsin-Extension, College of Agriculture and Natural Resources. (2003). Program Teams. Available at: http://www.uwex.edu/ces/ag/teams/

Empowering Grandparents Raising Grandchildren: A Training Manual for Group Leaders

Kristine Bjelde
Doctoral Student, Gerontology Program
Department of Human Development and Education
North Dakota State University
Fargo, North Dakota
Kristine.Bjelde@ndsu.nodak.edu

Grandparent Training Needed

There is a growing trend in the number of grandparents currently raising their grandchildren in the United States. This trend relates to a variety of social issues of the parent generation, including drugs, divorce, teen pregnancy, incarceration, death, and AIDS. In the United States, 2.4 million grandparents are responsible for most of the basic needs of over 3.7 million grandchildren in their own households (U.S. Bureau of the Census, 2003).

Thus, a demand has been created for professionals to provide some assistance so that grandparents can navigate their way through a variety of family issues, including legal and custody, financial, and parenting skills. Many of these grandparents have not been child caregivers for years, so an opportunity exists for Extension educators to provide some greatly needed education and training to those grandparents faced with the task of raising their grandchildren.

Helpful Resource

Empowering Grandparents Raising Grandchildren: A Training Manual for Group Leaders, by Carole B. Cox, provides a 14-session training workshop program for use with grandparents who are raising their grandchildren. Extension, family life, and parent educators will find this manual extremely helpful in train-the-trainer programs, support groups for grandparents, and other community education programs. The group leader is able to adapt or expand upon the topics covered in this manual to fit the needs of the particular audience he or she is working with or the time frame available, whether for one workshop or many.

Key Areas Included

Some of the topics in this manual include:

• Helping grandchildren build self-esteem
• Helping grandchildren learn how to deal with loss, abandonment and grief issues
• Communicating with your grandchildren about drugs, sex, and HIV
• Dealing with behavior problems
• Grandparents navigating the service system, legal and entitlement issues

Empowering Grandparents Raising Grandchildren covers key areas that most grandparents raising a grandchild would want to know. Each chapter is divided into sections with headings, some of which are in question form, followed by the information or a "how to" section.

For the group leader who might use this manual, each unit ends with an Activities Section. For example, the chapter on "Talking with Your Grandchildren About Drugs" offers three activity ideas to try with the group:

1. Role-play talking to a young child, a pre-teen, and a teenager about drugs
2. Discuss the importance of rules and how to establish them
3. Describe what to look for if you think your grandchild is using drugs or alcohol

In the chapter "Dealing with Behavior Problems," grandparents will appreciate the author's common-sense approach to dealing with a variety of issues that might arise in caring for their grandchildren. One section in this chapter, "A Few More Hints," deals with behavior problems and includes excellent advice for any parents, such as:

• Don't sweat the small stuff
• Pick your battles
• Try to cool down before you respond to anger
• Never belittle your grandchild or call him names
• Focus on specific behaviors that need to be changed

Near the end of the book, Cox includes a reference and resource list, as well as a contact list of national organizations that focus on the needs of grandparent caregivers and their grandchildren. The book even includes a segment on how grandparents can develop their own advocacy skills through effective letter-writing campaigns in their community or state.

Why Select This Resource?

It's a very comprehensive book that contains a virtual gold mine of information on a variety of topics for grandparent caregivers. All Extension educators or other professionals who are currently working with grandparent caregivers or considering developing an educational program or support group for them will want to add this valuable resource tool to their collections. This book also serves as an excellent resource for a lending library for individual grandparents to access. It is an "easy read" for most any reading level, and it is not filled with technical jargon to discourage a grandparent from reading it.

References

Cox, C. B. (2000). Empowering Grandparents Raising Grandchildren: A Training Manual for Group Leaders. New York, NY: Springer Publishing Company.

U.S. Bureau of the Census (2003). Retrieved November 7, 2003 from: http://www.census.gov/Press-Release/www/2003/cb03-ffl3.html

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