June 2007
Volume 45 Number 3

Ideas at Work

4-H Delivery to Homeschool Audiences

Mike Knutz
Assistant Professor and Extension 4-H Agent
OSU Extension Service - Polk County
Oregon State University
mike.knutz@oregonstate.edu

Introduction

4-H Professionals can increase the scope of their program and meet the needs of a growing segment of youth in their community through outreach to homeschoolers. Homeschooling constitutes the largest educational trend in the country. According to the National Home Education Research Institute (2005, NHERI), approximately 1.7 to 2 million students were being homeschooled during the 2001-2002 school year. More children are in homeschool than in charter schools and public voucher programs combined. The number of home-educated students is growing in the United States at an estimated rate of 10% to 15% a year (Ray, 2005). This growing audience presents an opportunity for 4-H programs to assist homeschool families in reaching their educational goals, while increasing the reach of 4-H.

What Is a 4-H Homeschool Program?

A 4-H Homeschool Program involves coordinating enrichment classes and field trips for homeschool families. Enrichment classes use 4-H curriculum taught by volunteers, partners, and/or 4-H staff during the school day. Popular life skill classes taught in Polk County, Oregon include: Computers, Cooking, Sewing, Digital Photography, GPS, and Natural Science. Homeschooling parents teach these classes, held one afternoon a week for a 6- to 8-week series. Classes are offered to age-appropriate divisions, like grades K-1, 2-3, 4-6, and 7-9. Students may pay a fee to cover the cost of materials or are asked to bring materials outlined by the instructor. This allows each volunteer to organize his or her class and get materials without the 4-H professional having to worry about financial details.

Knowing Your Audience

As with any new audience, the best way to start is by asking them what they want. Start with families that are already involved in 4-H. According to a NHERI study, 14% of all homeschoolers are involved in 4-H. Before you open the lines of communication, make sure you start with an understanding of this target audience. Building a trusting relationship with homeschoolers will depend largely on your ability to respect their choice to educate their children at home (Mirochnik & McIntire, 1991). Next, it is helpful to understand parents' motivations for teaching their children at home, which is depicted in Figure 1 (Bielick, Chandler, & Broughman, 2001).

Figure 1.
Why They Homeschool

According to Ray, "Contrary to common belief, the decision to homeschool is not limited to religious individuals or members of "fringe" groups--homeschooling parents across the country represent all income brackets, education levels, races, and political and religious affiliations" (2005). These parents are willing to collaborate in some capacity to provide children with quality educational opportunities. With this in mind, you can start gathering information.

Getting Started

Before you launch a 4-H Homeschool Program, find what opportunities exist in your area for homeschoolers. You may be able to partner with others by offering curricula and other resources. If few programs exist for homeschoolers, begin to assess the need for one by contacting homeschool families through local school districts, education service districts, or homeschool networks, newsletters, and support groups. State homeschool organizations can connect you to local families. The following are national homeschool organizations:

• Homeschool Legal Defense Association <http://www.hslda.org/>
• National Home Education Network <http://www.nhen.org/>
• Homeschool Central <http://homeschoolcentral.com/hsorg.htm>

Organizing a field trip is a great tool for getting acquainted with the homeschool audience in your area. This involves coordinating a tour to a museum, science center, zoo, or other site or event. Many of these destinations offer programs targeted to homeschoolers. Families are eager to provide these types of experiences to their children, especially when it comes with a group discount. And there is no need to worry about transportation as parents do their part there. You can advertise through the local homeschool organization's newsletter or email network. Having them sign up through the Extension office will give you the beginning of an address list for future programs.

Finding volunteers is a challenge most 4-H professionals face. A couple of motivated volunteers brought this program from the ground up. Our first program started with only three classes, taught by a 4-H staff member and two 4-H leaders who were homeschooling parents. Subsequent events grew from this initial program, as parents were eager to volunteer to broaden the age range and class offerings.

Curriculum trainings in Project WILD, Project WILD Aquatic, and Project Learning Tree were offered to parents in addition to general 4-H leader training. These trainings were made available during the homeschool program, thus youth and parents were both engaged, and childcare was not a barrier for parents to attend the training. Curriculum training sessions allowed the more reluctant parents to feel comfortable volunteering.

As with every 4-H program, partners are essential. A community college allowed the use of their lab for computer classes. The county fairgrounds, a church, and an arboretum have allowed the homeschool program to use their facilities at no charge. The Soil and Water Conservation District taught natural science and water quality classes. The Audubon Society taught classes on bird nest box building. You can rely on the curriculum and resources that are at your camps, afterschool programs, and school enrichment programs to be successful with your homeschool audience. 4-H professionals can rely on their cadre of resources and partners to support their efforts in offering a homeschool program.

Conclusion

The grassroots approach to starting a homeschool program has developed a sense of community with the families involved and has contributed to its sustainability.

Don't be afraid to start small. The first homeschool program included 33 youth and has grown to over 100. 4-H membership has increased by 24% from 2003 to 2005, and Homeschoolers account for 43% of that increase. The number of 4-H volunteers has increased from the influx of homeschooling parents. The 4-H Homeschool Program has served a need in the community and increased the scope of 4-H in Polk County, Oregon.

References

Bauman, K. J. (2002, May 16). Homeschooling in the United States: Trends and characteristics. Education Policy Analysis Archives, 10(26). Retrieved 12/16/04 from: http://epaa.asu.edu/epaa/v10n26.html

Bielick, S., Chandler K., & Broughman, S. P., (2001). Homeschooling in the United States: 1999 (NCES 2001-033). U.S. Department of Education. Washington, DC: National Center for Education Statistics.

Mirochnik, D.A., & McIntire, W.G. (1991). Homeschooling: Issues for administrators (Occasional Paper Series No. 12). Orono, ME: Maine University, College of Education. (ERIC Document Reproduction Service No. ED 336 853)

Ray, B. (2005). Worldwide guide to homeschooling. Salem, OR: National Home Education Research Institute.

4-H Teen Russian/American International Leadership (T.R.A.I.L.): The Use of Youth/Adult Partnerships in Global Education and Leadership Development

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

Background

With the demise of the Soviet Union in the early 1990's, Russia in all her vastness and splendor became part of the free world. Out of step with the Western world, but not without her resources, Russia is a proud and ancient country looking to take her place in the global community. In a drastic change of position from the cold war Soviet era, the Russian Federation states that "relations with the United States are one of the priorities . . . seen as an important factor of international stability. The objective . . . is to enhance areas of correlating interests and to narrow down the areas of disputes through compromise and respect for mutual interests" (2002).

Hence, the Russian schools that teach English are inundated with requests from middle class Russians eager to have their children learn English as a way to provide them with quickly developing advantages in new Russia. As a result, English summer camps are popping up all over Moscow to meet the demands. Language camp programs in Russia are eager to host American educators for Russian youth to learn English from native speakers during their 2-week programs. Meanwhile, in the rest of the world, 4-H and related programs exist in over 80 countries worldwide, according to National 4-H Headquarters (2006). However, there is currently no 4-H or related program in existence in the former Soviet Union.

Encouraged by the Russian government's openness to the United States and the desire of Russian citizens to learn English, the 4-H Teen Russian International Leadership program (T.R.A.I.L.) was formed by American teens and adults to address this issue. This unique program combines global education and leadership development skills for Russian and American youth, which gives this international program a clearly defined focus and avoids one of the key barriers to participation in international programming that Etling (1993) found in a study that identified a "lack of a clearly defined project" as a barrier.

In fact, the program has a very succinct project focus: to establish 4-H clubs in Russia that meet the needs of Russian youth, while increasing the leadership skills of Russian and American teens. Other goals that are met through this program include: increasing awareness and understanding of the two cultures and societies, developing lasting relationships among American and Russian youth, and creating an opportunity for Russian youth to visit the U.S. and American youth to visit Russia.

In 2003, the author was contracted to teach English to Russian youth in a camp setting for 10 days of a 14-day trip outside of Moscow. In 2004, the first American teen members of the TRAIL program traveled to the town of Bijsk, Siberia. Both Russian host agencies recruited Russian youth participants, secured the camp location, organized and trained Russian camp counselors, and provided room and board for American educators.

In both years, American educators provided the hands-on cooperative learning activities that encourage Russian youth to communicate panGliski (in English). In addition to these adventure-programming activities, lessons in American culture, 4-H, and American traditions were offered. Baseball and Capture the Flag are popular activities. In-depth descriptions of activities used are beyond the scope of this article; however, derivations of many of the activities used are found in Karl Rohnke's books, Cow Tails & Cobras II, Quick Silver, and Silver Bullets, as well as Activities that Teach by Tom Jackson. These resources assist American teen and adult educators in building a solid foundation of activities Russian youth enjoy.

During the camp, Russian youth are divided by age into 4-H clubs, where they select a club name democratically. Clubs then make banners that are displayed throughout the 2-week camp. Americans are responsible for teaching two 2-hour lessons a day. Russian counselors are responsible for youth during the evenings, nights, at meals, and between lessons as well as act as interpreters for youth with limited English speaking skills.

To prepare for the TRAIL program experience, American youth are trained in the ages and stages of youth development, Russian culture, 4-H 101, and teambuilding/leadership adventure activities.

Program Outcomes and Impacts

In 2004, five American teens were trained for the TRAIL program. Four of the five teens were selected to travel to Russia. Upon return to the U.S., all five teens trained in the U.S. were surveyed about their youth/adult partnership experience with TRAIL, whether they traveled to Russia or not. Regarding their youth-adult partnership experience:

• 100% of youth stated they learned teamwork, problem solving, planning, communication, organization, and critical thinking skills.


• 100% of youth "often" or "almost always" felt their thoughts, ideas, and suggestions were taken seriously by the other team members.


• 100% felt their thoughts, ideas, and suggestions were "almost always" listened to.


• 80% of youth stated they were "almost always" given the chance to share feelings and ideas about things that mattered.


• 80% felt youth "often" or "almost always" had an equal voice in the decision-making process.


• 80% felt that since joining the team, they had established a strong positive relationship with an adult on the team.


• 80% felt a sense of personal fulfillment in working to improve the community and that they learned new skills.


• 100% of the youth felt that the project is "definitely!" working.

In addition to the youth/adult partnership survey, the four teens who traveled to Russia responded to a survey 8 months after their Russian teaching experience. 100% of the teens:

• Have a better understanding of problems and issues that affect people throughout the world.


• Are more willing to put themselves in someone else's place when making judgment.


• Are more willing to try new things.


• Are more confident when meeting new people.


• Are able to maintain their sense of humor in difficult situations.


• Know more about another culture.


• Have a great interest in traveling to other international destinations.

75% of the American teens reported:

• They are more responsible.


• They have a greater willingness to face problems and try to solve them.


• They have a greater respect and appreciation for their own family.


• They are able to learn about people and situations by listening and observing.


• They feel more confident about the decisions they make.


• They understand more fully their own strengths and weaknesses.


• They can see their own problems in a broader, more realistic context.


• They have a better understanding of the values and lifestyles of their own community.

102 Russian youth were surveyed using the Rutgers Cooperative Extension Older Youth Evaluation forms translated into Russian. As a result of the 4-H programming offered in 2003 and 2004:

• 81% of teens and younger youth are more interested in learning about American culture.


• 91% of teens and 75% of younger youth stated that they would change their eating habits after learning about healthy eating using the food pyramid.


• 82% of all teens and younger youth planned to share what they learned from the Resolving Differences Democratically Session.


• 75% of younger youth stated they would change the way they think, act, or feel after participating in the Cooperative Trust Session.


• 89% of teens participating in the Goal Setting Workshop stated they planned to use or share what they learned.


• 92% of teens stated that the information given at the Resisting Negative Peer Pressure Session was useful, and 75% said they planned to use or share what they learned.

Conclusion

Because of Russia's newly opened society, American 4-H has an opportunity to share democratic leadership styles with Russian youth. In addition, a global education and leadership development project such as TRAIL promotes profound changes in American teens. Research has shown that a lack of a clearly defined project becomes as barrier for international programming, and the TRAIL program's structure breaks through this barrier.

References

Embassy of the Russian Federation (2002). Russian-American relations. Available at: http://www.russianembassy.org/

Etling, A., Reaman, K., & El Sawi, G. (1993) Overcoming barriers to a global outlook in 4-H. Journal of Extension, [On-line]. 31(2) Available at: http://www.joe.org/joe/1993summer/intl2.html

Jackson, T. (1993). Activities that teach. Cedar City, UT, Red Rock Publishing

National 4-H Headquarters (2006). http//www.national4-hheadquarters.gov/about/4h_world.htm

Rohnke, K., & Butler, S. (1995). Quick silver. Dubuque, IA: Kendell/Hunt Publishing Co.

Rohnke, K. (1989). Cowtails and cobras II. Dubuque, IA: Kendell/Hunt Publishing Co.

Rohnke, K. (1984). Silver bullets. Dubuque, IA: Kendell/Hunt Publishing Co.

Exploring the Challenges for Extension Educators Working in Urban Communities

Nicole Webster
Assistant Professor
nsw10@psu.edu

Patreese Ingram
Associate Professor
pdi1@psu.edu

The Pennsylvania State University
State College, Pennsylvania

Urban Programming Focus in Extension

The traditional basis of Extension programming was founded on delivering programs to rural communities and families. For many educators, the ease and adaptability of programming in these communities was based on their familiarity with the community, longstanding relationships with families, and an understanding of the norms and values that existed in the community. As communities begin to change, due to expansion and shifts in populations, so does Extension programming (Borich, 2001; Schafer, Huegel, & Mazotti, 1992). This shift requires a major change in the way Extension educators approach and program in various communities. One type of community that has become increasingly important is the inner city. Yet many Extension educators have little or no experience working in such communities.

The inner city is a mixture of cultures, attitudes, norms, and beliefs, which have all become intertwined, creating a distinctive culture. A myriad of individuals with different backgrounds and beginnings exists in locations marked with cultural, economic, and political strife and harmony. The US Census Bureau reported in 2000 that over 80% of the population lived in metropolitan areas and that this would continue to be an upwards trend in the next 10 years. Increasingly, Extension educators will need to enter and work in these types of communities.

It is important for the Extension educator to understand the perspectives of urban communities and the historical, political, economical, and social nuances that have helped shaped them. If an individual is seeking to program and work with individuals to improve the quality of life, a basic understanding of how people live and operate is very important to the success of the program and the acceptance of the program deliverer.

Key Points to Entering and Working in Inner City Communities

During the course of a 3-year service learning project, select Penn State University researchers and Extension programmers have worked in several inner city communities within Philadelphia. While each community has its own nuances, several guiding points have been used to enter and work successfully within each of the communities.

Establishing Initial Rapport

• Do not expect to enter an inner city community and have programs start immediately.


• It can take time to build meaningful relationships before you can begin to talk about the logistics of the program. Plan plenty of time for listening and learning about the needs of the community.


• The rapport and foundation that one builds is fundamental to starting and sustaining Extension programs. If trusting relationships are not fully developed, there can be negative results on the quality of the program and the reputation of the Extension educator.

Realize There Are Differences Among Ethnic Groups

• Not all ethnic minorities are the same, nor do they all share the same types of experiences or values because they live in the same community.


• Find an advocate from each ethnic group you may potentially work with in order to ensure equal representation and voice.

Communication

• Understand that the vernacular used within the inner city does not reflect the intelligence of community members.


• Some of your most influential and informative individuals in the inner city may not have a formal education but posses a knowledge of the people and culture that surpasses that of many individuals.


• Incorporate appropriate local vernacular within the context of the program. The use of local terms may be received more positively and understood by the participants.


• Avoid moving too quickly to a first-name basis with community members. Address adults with an appropriate title, such as Mr., Mrs., or Miss. Addressing people by their first name too quickly can be interpreted as a sign of disrespect.


• When at all possible, hold meetings in the local community rather than at the Extension office or other locations outside of the community. Some community members may lack transportation to travel to other locations. Others may feel uncomfortable outside of the familiar city setting.


• Be cognizant of appropriate dress for special meeting locations. For example, women wearing slacks are not permitted to enter some churches. When in doubt, ask.

Building Community Ownership

• Include community input early on--at the planning and development stages of programming efforts. Strike a balance between community priorities and Extension mission.


• Provide leadership training that encourages community members to assume leadership roles. Set a goal to develop and strengthen the leadership capacity of members of the community.


• Make adjustments to educational materials that were not designed specifically for low-income, urban audiences. Inner city audiences may have difficulty relating in meaningful ways to examples in teaching materials that were designed for middle class, rural, or suburban audiences. Ask members of the community to review materials and offer suggestions for examples to which inner city audiences are more likely to relate.

Avoid the Missionary Mentality

• If you are new to urban communities, realize that you will be viewed as an outsider. Many times individuals who enter urban communities come in with a "helper" or "missionary" mentality that can be seen as condescending and obtrusive.

Working with individuals in the inner city can make for an exciting and challenging experience. Embrace the reciprocal learning that will take place, the new partnerships that will form, and the invited insight into the lives of others.

Most important, when working with people in the inner city, be open-minded, flexible, and "go with the flow."

References

Borich, T. (2001). The Department of Housing and Urban Development and Cooperative Extension: A Case for urban collaboration. Journal of Extension [On-line], 39(6). Available at: http://www.joe.org/joe/2001december/a2.html

Schafer, J., Huegel, C., & Mazzotti, F. (1992). Expanding into the urban area. Journal of Extension [On-line], 30(2). Available at: http://www.joe.org/joe/1992summer/a2.html

U.S. Census Bureau; Population by race and Hispanic or Latino origin, for all ages and for 18 years and over, for the United States: 2000. Retrieved, March 5, 2006 from http://www.census.gov/population/cen2006

Experiential Learning in Workforce Preparation--An Application for Success

Jennifer Lobley
4-H Youth Development Extension Educator
Washington County Extension Office
Machias, Maine
jlobley@umext.maine.edu

Marjorie Peronto
Extension Educator
Hancock County Extension Office
Ellsworth, Maine
mperonto@umext.maine.edu

University of Maine

Introduction

Low bush blueberries are the largest agricultural crop produced in Washington County, Maine. Traditionally this crop has been harvested by hand with small, specialized rakes. Local residents, including youth and Mexican migrant workers, are the predominant labor force for the 1-month harvest season. Over the last decade, blueberry-processing companies started using tractor-powered mechanized harvesting equipment. U.S. Department of Labor regulations do not allow companies to hire youth under the age of 16 to work on such equipment without first completing a safety certification course.

Prior to 2003, Cherryfield Foods, Inc. hired 16- and 17-year-old youth who would typically work for one season, and then upon graduation from high school, leave the local area. UMCE was approached by the company, requesting help to devise and offer a safety training program. By training youth as young as age14, the company anticipated being able to retain them as productive employees for several consecutive harvest seasons.

Program Delivery

The educational focus of this program was based on positive youth development principles that would incorporate critical safety aspects and specific job-related skills while emphasizing the practical application of knowledge, development of skills, and acquiring a sense of responsibility, initiative, and self-worth.

The 20-hour Blueberry Harvester Safety Course, the first of its kind, moved youth away from a dry textbook-focused tractor safety course into a learning environment that combined a variety of hands-on activities with practical individualized driving instruction on both tractors and mechanical harvesters. Participants did more than just listen to a firefighter talk about different fire extinguishers--they actually used them to put out a small contained fire. Youth didn't just read statistics and stories of farm injuries--they experienced what it would be like to lose a limb or be paralyzed. Simulations included tying their shoes while their thumb was taped down, making peanut butter sandwiches with their dominant arm inside their shirt, and sitting perfectly still with the exception of head movement for 60 seconds. They met and talked with a local community member who lost his arm in a PTO shaft. They worked in teams to identify and correct potential safety hazards in simulated scenarios.

To take students beyond simply reading about safety checks, an equipment safety checklist was developed and performed each day before driving instruction started. In addition to driving tractors, participants spent time on mechanical harvesters, learning about specific safety issues and practicing harvesting-related skills. Youth received earplugs, safety eyewear, and work gloves and learned how to read UV protection labels for sunglasses and sunscreens. Worker Protection Standards (pesticide safety) certification was integrated into the training as well. A game show-style review of key concepts that would be included on the written test actively engaged learners and helped to alleviate anxiety before the final exam.

Key Components

Experiential learning was the key to this program's success. In order for the participants to internalize the learning, they needed to go beyond just attending the course. They needed the opportunity to process what they were learning in the classroom and the opportunity to self-correct and learn from the experiences. The final step in the process involved applying their knowledge and skills to a real-life situation. Cherryfield Foods, Inc. played a critical role in providing the opportunity for application by guaranteeing a job during the harvest to any youth who successfully completed the course.

Research tells us that the level of mastery is dependent on the developmental ability of the individual youth (Kress, 2004). Extension educators selected appropriate study materials and created activities that would enhance participants' development and learning. In addition, they made sure driving instructors had an understanding of developmentally appropriate practices and were using techniques to provide a learning environment conducive to such standards.

Impacts Achieved

1. All 31 youth who have taken the harvester safety training since its inception in 2003 have passed the driving exam and the written exam with a score of 91% or higher. Three quarters of the course participants had never operated a tractor prior to the course.


2. Twenty-eight of the 31 youth trained were employed during the blueberry harvest immediately following their certification. To date, no injuries have been reported.


3. Cherryfield Foods, Inc. reported 75% of the youth participants they hired in 2003 and 2004 were rehired for the 2005 harvest.


4. During the 2003 and 2004 harvest, youth reported earning an average of $3,000 to $5,000 each. One youth harvested an unprecedented 19 pallets of blueberries (a total of 37,050 pounds of berries) in 1 day!


5. Cherryfield Foods, Inc. estimated that each youth working on a single-head mechanical blueberry harvester was able to harvest an average of 250,000 pounds of blueberries per season. Without qualified laborers to work on the back of these harvesters, at an average price of 0.47 per pound, the estimated crop loss could be $117,500 per harvester.


6. As a direct result of the successful youth training program, Cherryfield Foods, Inc. asked for a similar training for Mexican migrant workers. In June 2005, eight Spanish-speaking employees successfully completed a daylong blueberry harvester safety course.


7. As a result of one youth participating in the 2004 training, Wyman's Blueberry, another large blueberry processing company in Washington County, changed their policy of not hiring youth under the age of 18 to work on the mechanical harvesters, to hiring youth age 14 and older, provided they have received certification through this Blueberry Harvester Safety Course.

Conclusion

This innovative collaboration between Extension and Cherryfield Foods, Inc. was successful at many levels. The program provided youth in the most impoverished county in Maine with an experiential learning opportunity to develop workforce preparation skills. Safety skills learned are applicable to a multitude of real-life situations, and most important, youth were able to apply what they had learned in a high-paying, challenging summer job once they successfully completed the program. The Blueberry Harvester Safety Course received the 2005 Northeast Extension Directors' Program of Excellence Award.

References

Kress, C. (2004). The Youth Development Conceptual Framework, USDA Publication, National 4-H Headquarters. Retrieved November 2, 2005 from: http://www.4h.wsu.edu/ws4h/elements_distillation.pdf

Extension Master Gardeners: Helping the Homeless to Heal

Linda M. Seals
Brevard County Horticulture Extension Agent
University of Florida-IFAS
Palm Bay, Florida
lseals@ifas.ufl.edu

Cathy A. Pierce
Graduate Student
University of Tennessee
Knoxville, Tennessee
cpierce1@utk.edu

Introduction

"My kids and I enjoy the garden because it gives us a chance to do things together and spend time doing stuff that we enjoy."

"I feel the garden is a beneficial aspect of the community. I look forward to being able to attend with your group."

These comments from homeless women with children highlight benefits of their participation in an innovative program developed by the Palm Beach County Extension Master Gardeners at a homeless shelter. Residents learned how to grow vegetables, herbs, fruit trees, and ornamental plants; how to harvest the crops; and how to cook with them.

There are at least 727,304 homeless people nationwide; families with children comprise 40% of this population (U.S. Conference of Mayors, 2004). Most homeless families are headed by single females and reside in homeless shelters rather than on the streets (Haber & Toro, 2004). Loss of one's home, conditions of shelter life, and the physical abuse that often precipitates homelessness result in psychological trauma (Goodman, Saxe, & Harvey, 1991). A core element of such trauma is a diminished sense of self-efficacy and self-worth (Figley & McCubbin, 1983; Walker, 1978). Homeless adults with low self-efficacy are more likely to remain in shelters, whereas individuals with high self-efficacy more actively pursue employment and housing and remain at shelters for a shorter duration (Epel, Bandura, & Zimbardo, 1999).

Some studies (e.g., Hoffman, Trepagnier, Thompson, & Cruz, 2003; Myers, 1998; Zimmerman, 2000) suggest participation in gardening has positive effects on self-esteem and self-efficacy. "An increase in positive feelings about oneself" (Miller & Keys, 2001, p. 349) promotes a sense of dignity among homeless individuals. Participation in gardening has positive effects on psychological well-being (Gauvin & Spence, 1996). It also improves memory and concentration, reduces stress and anger, teaches responsibility, eases emotional pain due to bereavement or abuse, encourages social interaction, cultivates nurturing feelings, and enhances productivity and problem solving (Worden, Frohne, & Sullivan, 2004).

Method

Residents worked in the shelter's community garden under the guidance of Palm Beach County Master Gardeners. The Master Gardeners conducted 12 weekly hour-long sessions at the shelter. Specific projects and class content included mulching, composting, fertilizing, soil testing, irrigation, planting techniques, pruning, integrated pest management, citrus care and management, palm care and fertilization, and butterfly gardening.

A special feature of the garden was the pizza wheel shown in Figure 1. A pizza wheel is a decorative way to grow herbs and vegetables and a great way to show children how to grow plants that might be found on a pizza, such as basil, onions, peppers, tomatoes, parsley, and oregano.

Figure 1
A Pizza Wheel Demonstrating Various Plants That Can Be found on Pizza

Results

Many shelter residents talked about their positive experiences of participating in the gardening program. Jeanne said although she didn't get to spend much time in the garden, "the times I did spend there were meaningful and peaceful." Frances was not able to attend much due to her school schedule but said, "I fully enjoy growing and tending to plants . . . and look forward to being able to attend in the future." Rita felt working in the garden "just gives you that relaxed, satisfying feeling." Katrina said, "I feel good about doing this activity with my child. I feel it also creates the quality of patience and there is an anticipation of things to come." Shelter residents also enjoyed working in the garden at times other than the regular Master Gardener education sessions and the benefits of having homegrown produce to eat.

Conclusions

This project highlights the importance of horticultural programs as a means to mitigate psychological trauma associated with homelessness and help homeless individuals develop a restored sense of dignity. Based upon this experience, we believe that Extension Master Gardeners can play an important role in helping homeless families by instituting community gardening programs at other homeless shelters. Such programs can provide meaningful leisure activities that encourage self-esteem, self-efficacy, and self-sufficiency among residents of homeless shelters and lend support to their efforts to escape from homelessness.

References

Epel, E. S., Bandura, A., & Zimbardo, P. G. (1999). Escaping homelessness: The influences of self-efficacy and time perspective on coping with homelessness. Journal of Applied Social Psychology, 29(3), 575-596.

Figley, C. R., & McCubbin, H. I. (Eds.) (1983). Stress and the family, volume II: Coping with catastrophe. New York: Brunner/Mazel.

Gauvin, L., & Spence, J. (1996). Physical activity and psychological well-being: Knowledge base, current issues and caveats. Nutrition Reviews, 54(4), 53-65.

Goodman, L., Saxe, L., & Harvey, M. (1991). Homelessness as psychological trauma. American Psychologist, 46(11), 1219-1225.

Haber, M. G., & Toro, P. A. (2004). Homelessness among families, children, and adolescents: An ecological-developmental perspective. Clinical Child and Family Psychology Review 7(3), 123-164.

Hoffman, A. J., Thompson, D., & Cruz, A. (2004). Gardening, self-efficacy and self-esteem. The Community College Enterprise. Retrieved August 24, 2004, from: http://www.findarticles.com/p/articles/mi_qa4057/is_200404/ai_n9348846

Miller, A. B., & Keys, C. B. (2001). Understanding dignity in the lives of homeless persons. American Journal of Community Psychology, 29(2), 331-354.

Myers, M. (1998). Empowerment and community building through a gardening project. Psychiatric Rehabilitation Journal, 22(2), 181.

U. S. Conference of Mayors (2004). Sodexho hunger and homelessness survey 2003. Retrieved November 27, 2004, from: http://www.usmayors.org/uscm/us_mayor_newspaper/documents/01_12_04/hunger_homeless.asp

Walker, L. E. (1978). Battered women and learned helplessness. Victimology, 2(3-4), 525-534.

Worden, E. C., Frohne, T. M., & Sullivan, J. (2004). Horticultural therapy. Gainesville: Environmental Horticulture Department, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. Retrieved August 24, 2005, from: http://edis.ifas.ufl.edu/EP145

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25, 82-91.

Teaching Livestock Producers to Use Handheld Computers

Jefferson S. McCutcheon
Extension Educator, Ag & NR
Mt. Vernon, Ohio
mccutcheon.30@osu.edu

Stephen L. Boyles
State Extension Beef Specialist
Columbus, Ohio
boyles.4@osu.edu

Ohio State University Extension

Background

The National Animal Identification System (NAIS) has been a hot topic of discussion among livestock producers. Initial questions from producers focused on how a national identification (ID) program would affect their operation and what additional cost they would incur. In Ohio, beef producers have been asking these questions since 2001, when public discussions about Country of Origin Labeling (COOL) began.

From those many discussions about COOL, it was clear that any type of national animal ID program would require livestock information to be reported in electronic format. Although the NAIS is "technology neutral," it has the goal of 48-hour trace-back (USDA, 2005). This implies that livestock producers will have to move toward an electronic record-keeping system. Regardless of the technology used for animal ID, the single most important piece of equipment producers will need to participate in NAIS is a computer.

Originally, laptop computers were considered a tool to collect livestock information when Extension worked with producers in the field. While more producers now own computers than in previous years, they are not necessarily portable models (NASS, 2005). Also, many producers do not have electricity located near their livestock handling facilities and may not feel comfortable having an expensive laptop in an outdoor environment.

A handheld computer like a personal data assistant (PDA) is a feasible alternative. Regardless of the technology used for animal ID, the animal's number could be transmitted to a handheld computer as easily as to a laptop computer. Other data pertinent to the operation could also be collected in the field directly on the handheld computer. This would keep all of the producer's records in electronic format and alleviate data entry errors while typing in records collected on paper.

Methodology

To help producers adopt this technology for use in their operation, OSU Extension developed a program called "Handheld Data Management for Beef Cattle." This was a 2-day intensive training to increase the proficiency of cattle producers in using a handheld computer to manage the data from their herd. The goal was to improve cattle producers' record-keeping ability and eventually assist with animal-tracking tasks.

The 2-day program included a Palm Pilot™, lunches, and refreshments. Space was limited to 50 participants. The program started by familiarizing participants with how to interface with the handheld computer, i.e., how to turn it on, run programs, synchronize it to a computer, and enter information into programs. Participants were then taught a variety of ways a handheld computer could be a useful tool in their operations. In addition to the handheld data management training, there were also sessions on the current proposals for the national identification program and a presentation on a current vertically coordinated, Ohio based program for raising and marketing cattle.

There were 51 participants in the training, including 34 beef producers, nine employees of beef operations, and eight individuals from supporting businesses. The number of beef cows represented by this group was 6,323 cows, 491 bulls, and 1,595 stocker cattle. End-of-program evaluations indicated that 99% of the participants would be willing to use a handheld computer for record keeping/data management on their farm.

Results

In an effort to evaluate this program, a follow-up, survey was mailed to participants 1 year after the training. The response to this survey was 70%. The results are shown in Figures 1-4, respectively. One year after the "Handheld Data Management for Beef Cattle" program, 83% of the respondents still found the training valuable or very valuable. The handheld computer was found to be useful or very useful by 63% of the participants and the same percentage found the handheld computer easy or very easy to use. Sixty-eight percent of the participants indicated they use the handheld computer either daily or weekly.

Figure 1.
Follow-Up Evaluation Responses to the Question, "How Valuable to Your Operation Were the Skills You Learned at the Program?"

Figure 2.
Follow-Up Evaluation Responses to the Question, "How Useful Have You Found Your Handheld Computer?"

Figure 3.
Follow-Up Evaluation Responses to the Question, "How Easy Has the Handheld Computer Been to Use?"

Figure 4.
Follow-Up Evaluation Responses to the Question, "How Often Do You Use Your Handheld Computer?"

The wording of one question was similar on both the end-of-training evaluation and the follow-up survey mailed 1 year latter. Table 1 compares the responses to that question from both evaluations. Immediately following training 99% of the participants thought the handheld computer would make their record keeping/data management task easier. One year after the training, only 57% of participants indicated that the handheld computer had made their record keeping/data management task easier.

The only consistent suggestion from respondents regarding future trainings was that more time should be spent on actual record keeping programs.

Conclusions

As the United States moves toward a national animal ID program, there are plenty of opportunities for Extension to meet the educational needs of our clientele. One role could be helping producers adapt existing technology to their operation. Handheld computers can be a useful tool to assist livestock producers with their record-keeping task. At future trainings, significant time should be devoted to actual recordkeeping programs.

References

National Agricultural Statistics Service. (2005). Farm computer usage and ownership. National Agricultural Statistics Service - USDA, Washington, D.C., July.

USDA. (2005). National Animal Identification System (NAIS) draft program standards. Retrieved April 21, 2006 from: http://animalid.aphis.usda.gov/nais/about/pdf/NAIS_Draft_Program_Standards_42505.pdf

Building the "Rust Fast Track System" for Identifying Asian Soybean Rust in Iowa

Alison Robertson
Assistant Professor and Extension Field Crops Pathologist
alisonr@iastate.edu

Gregory L. Tylka
Professor and Extension Nematologist
gltylka@iastate.edu

Iowa State University
Ames, Iowa

Introduction

Asian soybean rust (ASR) is a leaf disease of soybeans caused by the fungus Phakopsora pachyrhizi. The disease causes serious crop losses in Africa and South America. There are more than 10 million acres of soybean grown in Iowa, contributing almost $3 billion annually to the state's economy. Consequently, ASR is a serious threat to the economy of the state.

In August 2003, the Iowa Soybean Rust Team was formed to prepare for the anticipated arrival of ASR in Iowa. At that time, the disease had not yet been found in the continental US. The Iowa Soybean Rust Team consists of personnel from Iowa State University (ISU), the Iowa Soybean Association (ISA), the United States Department of Agriculture (USDA) Animal and Plant Health Inspection Service (APHIS), and the Iowa Department of Agriculture and Land Stewardship (IDALS).

According to US federal guidelines, the first discovery of ASR in any state can only be confirmed when:

1. A soybean sample suspected of being infected with P. pachyrhizi is submitted to the plant disease clinic at the land-grant university in the state.


2. The sample is logged into the National Plant Diagnostic Network system.


3. The sample is sent to a designated USDA laboratory in Beltsville, Maryland, for molecular confirmation of infection by P. pachyrhizi.

Successful management of ASR requires rapid identification and timely application of fungicides to prevent further infection. But fungicides are costly and should not be applied unnecessarily. There are several foliar diseases of soybean that occur in Iowa that could be confused with ASR. So the Iowa Soybean Rust Team created the "Rust Fast Track System" to facilitate rapid identification and accurate communication when this disease arrives in the state.

The Rust Fast Track System is a unique, formal partnership between the Iowa Soybean Rust Team and hundreds of private agricultural professionals. Soybean samples suspected of being infected with ASR are evaluated by successive layers of individuals with increasing expertise and training on soybean leaf disease identification (Figure 1). A grower who thinks he or she may have an outbreak of ASR takes a sample of suspected infected soybean leaves to a First Detector. All First Detectors are trained on how to distinguish common soybean leaf diseases from ASR. First Detectors are agricultural professionals; many are certified crop advisors or certified professional agronomists. Most First Detectors work for grain elevators, cooperatives, and seed and chemical companies, but some are independent crop consultants.

Figure 1.
Sequence of Sample Submission in the Iowa Soybean Rust Fast Track System

If a First Detector cannot determine for certain that a soybean leaf suspected to be infected with ASR is not ASR, the sample is taken immediately to a member of the Triage team. The Triage team comprises ISU Extension field staff who have received advanced training about identification of common soybean leaf diseases and ASR.

If the Triage team member cannot determine for certain that the suspect sample is not ASR, the sample is taken immediately to the ISU Plant Disease Clinic for examination by two full-time plant diagnosticians. ISU Department of Plant Pathology personnel carry a beeper during non-business hours in case a Triage team member cannot deliver a suspected ASR sample to the Plant Disease Clinic during normal hours.

The Rust Fast Track System expedites evaluation of suspected ASR-infected soybean samples by reducing the number of samples that must be critically evaluated by the two full-time ISU Plant Disease Clinic personnel. First Detectors and Triage team members filter out suspected ASR samples that are actually other common soybean leaf diseases.

There is no charge for soybean samples that are sent through the Rust Fast Track System. However, this system will only determine presence or absence of ASR. For full diagnosis of diseases other than ASR, soybean samples must be submitted to the ISU Plant Disease Clinic through regular channels and the normal fee must be paid.

Building the Iowa Soybean Rust Fast Track Identification System

Between June 2004 and June 2005, more than 600 agricultural professionals were trained to be First Detectors, and more training sessions are planned. First Detectors attended two workshops as part of their training. In the spring of 2004, 40 ISU Extension field personnel were trained to be members of the Triage team. Training sessions were organized by ISU, and representatives from ISA and IDALS and faculty from the ISU Department of Plant Pathology conducted the training.

Training Objectives

The objectives of First Detector and Triage team workshops included to:

• Understand biology and epidemiology of P. pachyrhizi,


• Distinguish between ASR and other look-alike diseases,


• Understand regulatory issues pertaining to ASR, and


• Introduce the National Plant Diagnostic Network (NPDN).

Additional objectives for Triage team members included to:

• Understand crop insurance issues related to ASR and


• Learn about Iowa research on ASR and its management.

A list of First Detectors and Triage members can be found on the Iowa Soybean Rust Team Web site (http://www.soybeanrust.info). The names of First Detectors in a particular county are found easily by clicking on the county of interest in a map. County Extension offices help growers who do not have Internet access obtain this information.

Supporting the Iowa Soybean Rust Fast Track Identification System

To support the Iowa Soybean Rust Fast Track System, four separate publications were created, one each for the general public, Iowa soybean growers, First Detectors, and Triage team members (Anonymous, 2004; Robertson & Yang, 2004; Robertson, 2005; Robertson & Tylka, 2004b). Each publication provides user-applicable information on soybean rust and the Iowa Soybean Rust Fast Track System.

Conclusions

In November 2004, ASR was first discovered in the continental U.S. (Robertson & Tylka, 2004b), but ASR had not yet been found in Iowa as of May 2006. Only three soybean samples suspected of being infected with ASR were submitted to the ISU Plant Disease Clinic during the 2005 growing season, and none had the disease. We believe the small number of suspect ASR samples submitted to the ISU Plant Disease Clinic indicates that common soybean leaf disease samples are being diagnosed by First Detectors and Triage team members.

References

Anonymous. (2004). Identifying, diagnosing, and managing Asian soybean rust in Iowa. SP 257, Iowa State University Extension, 2 pp.

Robertson, A. (2005). Identification guide of common soybean leaf diseases and Asian soybean rust for Iowa First Detectors. Pm-1992, Iowa State University Extension, 2 pp.

Robertson, A., & Tylka, G. L. (2004a). Asian soybean rust confirmed in the continental United States. p. 129-130. Integrated Crop Management Newsletter IC-492 (22), Iowa State University, Ames, IA.

Robertson, A., & Tylka, G. L. (2004b. Common soybean leaf diseases and Asian soybean rust. Pm-1989, Iowa State University Extension, 2 pp. Available at http://www.extension.iastate.edu/Publications/PM1989.pdf

Robertson, A., & Yang, X. B. (2004). Triage identification guide for Asian soybean rust and look-alike diseases. Pm-1985, Iowa State University Extension, 2 pp.

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