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Sincerely,

Lynda Harriman
Associate Dean/Assistant Director

Resource Update Objectives

To strengthen the professional and personal competence of Family and Consumer Sciences Extension Educators by providing information on:

research and its implications for Extension clientele
regulatory information, legislative and consumer update
videos, teaching materials, lesson descriptions, books, and computer software
upcoming conferences and professional events
grant/contract opportunities

Fox, G. L. and Chancey, D. (1998). Sources of economic distress: Individual and family outcomes. Journal of Family Issues, 19(6), 725-749.

In working with individuals and families, it is important to understand the variety of factors that may have an impact on their well-being, economic, psychological, and physical. This study examines how economic well-being is a factor in psychological health. It provides some guidance into what factors are significant and how those factors vary between genders.

The U. S. economy continues to undergo large-scale changes. Today information and service businesses have over taken the manufacturing and industrial industries in contributions to the economy. This has meant changes in the types and kinds of jobs available. Both blue-collar and white-collar jobs have been affected. Today workers are more likely to feel the effects of employment uncertainty as workers are displaced. New skills are being demanded. Even those individuals not faced with a loss of a job are affected as they see little wage growth and flattened career paths.

Along with the issue of a changing economy is the issue of an increasing labor force participation of women. Families have grown accustomed to both adults working in the household. The lifestyle of the family is based on two incomes. The same employment uncertainty issues affect women. The authors of this study were interested in examining the levels economic distress being experienced and to determine if the same factors affected men and women similarly.

A telephone survey of 366 individuals, 221 women and 145 men, was conducted in a metropolitan Southern state. Individuals were asked about their level of employment instability (having been or were currently laid off) and employment insecurity (the anticipation of keeping one's current job). If a second adult resided in the household, an attempt was made to gather this information from he or she also. If the second adult was not available or would not answer the questions, then the first respondent was asked about the likelihood of continued employment but not about level of job worry. The employment insecurity factor was derived from three questions that asked about the stability of the person's own job as well as all jobs within the company.

Two other variables examined the level of economic well-being in the household. The first measure was economic deprivation or sufficiency. This measure was an objective measure of total household income. The second measure, perceived economic well-being, was a purely subjective measure. It also was a composite of three questions: difficulty in living on current income, degree of security felt about the financial situation, and a description of the current financial situation. Finally the authors examined a variety of psychological dependent variables that are suggested to be influenced by one's feeling of economic well-being. Those indicators include the individual's psychological distress, degree of self-affirmation, family accord, family conflict, and, if married, satisfaction with marriage.

Average individual income was $32,500 with men averaging $37,500 and women $27,500. Twenty-nine percent of the households were near or at poverty. Over the past 3 years, 28% of the respondents indicated that their income had decreased, 23% had a decreased savings amount, and 34% indicated that debt had increased.

Nineteen percent of respondents had experience a job loss in the last 3 years with an additional 17% of spouse's having a job loss. More than one-third, 36%, indicated that their company was laying off people and 39% had some worry about their own job. Such feelings may have been a reason for the 19% who indicated that they were not secure about their financial situation. Already 58% of the respondents indicated that they did not have enough money to meet monthly expenditures.

When examining one's psychological health by the economic indicators, men and women were quite different. For women, income was not significant in any psychological indicator. For men however, it did impact their levels of distress. Economic well-being impacted self-affirmation and accord for men. For women, it affected health, accord, satisfaction and potential of a split-up between the spouses. Only for women did job insecurity impact family accord. Men found the partner's job instability more distressing affecting distress, self-lie, and conflict while women found the partner's job insecurity more distressing affecting accord, conflict and split-up.

The possibility of job insecurity will continue to be a factor in today's U. S. economy. That insecurity is found to be a factor in a variety of factors of one's psychological health. As noted in the study, men and women react differently to these fears. Women in the study appear to be more affected overall and specifically noted economic well-being and partner's job insecurity as having a large impact. For men, economic well-being also was important as was the partner's actual job loss or job instability.

Tigges, L. M. and Green, G. P. (1994). Small Business Success Among Men- and Women-Owned Firms in Rural Areas. Rural Sociology, 59(2), 289-310.

IMPLICATION FOR COOPERATIVE EXTENSION. Often rural men and women look for opportunities that will allow them to increase their level of economic well-being. Rural women often are limited in their options. One option often chosen is to start a business. In part this option is chosen because of the lack of other opportunities. In helping people understand their options, it is important that the possible outcomes be discussed. This study offers information from one study regarding an entrepreneurial choice.

The selection of available jobs in many rural communities is often quite limited and, depending upon the overall economic health of the community, may in fact be decreasing. According to the authors, the selection for women is even less adequate than those available for men. Women's unemployment, and, more importantly, underemployment (where a person is employed in a job that does not utilize his or her full capacity) can be as high as 38% greater than urban women and 42% greater than rural men.

One strategy employed by many rural women to overcome this issue of limited employment in "good" jobs is to start a business. Overall, female ownership of businesses in the United States is exploding. In the last 20 years, the number of women-owned firms has increased by over 700%. This segment represents the fasting growing area of small businesses. Women today own approximately 35% of firms.

Yet as in the labor force, women-owned businesses often are less successful in terms of sales, income and survival than are firms owned by men. This discrepancy increases when only rural firms are evaluated. One hypothesis for this occurring has been that women have less managerial experience, have more limited access to key resources and are not as integrated into the business networks. This article examines these gender differences in relation to the three hypothesized factors.

The study evaluated nearly 1500 small businesses from a southern state. A small business was originally defined as one with less than 500 employees. After completing the survey, the largest business had only 300 employees and 96% had less than 50 employees.

Success was based on gross sales. The firm characteristics evaluated included firm size in number of employees, industry type (service, manufacturing, etc.), age of the business, and legal structure. It was hypothesized that larger, manufacturing, older, and incorporated firms would do better. Women were predicted to operate smaller, service firms that in general show less profitability. To evaluate business networks, owners were asked if they received formal assistance (bankers, attorneys, accountants) and/or informal (family and friends). It was predicted that owners using formal sources would experience greater success and that women would use more informal sources. The final variable was access to credit with the expected outcome that women would have less access to financial resources. This suggestion arose from historical views as well as the anticipation that their firms would be smaller and thus less eligible for higher levels of credit.

As expected gross sales of women- and men-owned firms was significantly different as were most other variables. Only for the number of men and women who operated retail or financial/insurance/real estate firms nor was any difference noted in the use of accountants or access to credit was no difference noted.

The next step was to analyze these variables to determine if the characteristics were gender-related and would account for the differences in sales. This analysis found that women-owned firms had significantly lower gross sales than firms owned by men. Overall all of the firm characteristics and use of an attorney were significant in predicting gross sales. For women-owned firms, the number of employees, being a sole proprietor, and involvement in finance/insurance/real estate were more significant in predicting gross sales. Significant variables for men were identical to those noted overall. The analysis found no difference in use of credit.

This study suggests that gender has a significant effect on rural business success. While certain other factors can increase or decrease these differences, overall women-owned firms were less likely to earn as much in gross sales. Although the authors did not examine it, the difference in gross sales would probably also show in reduced profit levels for women-owned businesses. Overall women in this study averaged only 19% of the sales that men-owned firms received.

Rural women face formidable barriers to economic success and security. While entrepreneurship may be a desirable option that offers noneconomic factors such as flexibility or accessibility, women seem to be at a disadvantage. Focused assistance and help can increase their chances but may not totally overcome the impact of other variables.

Peters, S. (2001). The civic mission question in land grant education. In D. W. Brown & D. Witte (Eds.), Higher Education Exchange (pp. 25-37). Dayton, OH: Kettering Foundation.

IMPLICATIONS FOR COOPERATIVE EXTENSION. In this article, author Scott Peters emphatically states that land grant institutions, including the Cooperative Extension Service, have a civic mission in a democracy. But he asks the question "What exactly is this mission, and how - through what kinds of work - should it be pursued?"

The civic mission of a land grant institution is often framed in terms of economics, but that perspective is inadequate. Rather, Americans "aspire to be citizens in a democracy, not just consumers in the marketplace". The civic mission question is linked to the long-standing view that land grant institutions have a special commitment not just to economics, but also to democracy.

The idea of sustainability is central to the discussion of civic mission. In any discussion of sustainability, it is important to clarify:

Answering these questions is difficult, not only because it's difficult to determine what the relevant facts are, but because it involves assessing and trading off values and beliefs.

Using agriculture as an example, the sustainability challenge in agriculture is not merely a technical challenge, it's also a political and cultural challenge.

A real-world-example. In Minnesota in 1989, a battle erupted in Rice County (a rural county about 40 miles south of the Minneapolis-St. Paul metro area) over the regulation of feedlots. At that time, state and local regulations and zoning laws did not require public notification of or input into the construction of such facilities.

Residents of a lake area development one mile southwest of the hog feedlot site learned about it after construction began. Alarmed and angered, they formed an association and declared themselves in opposition.

After many twists and turns in the story, nearly 400 news articles/editorials/letters to the editor, and years of public debate and study, the Rice County Board voted in 1996 to adopt a restrictive feedlot ordinance. The battle ended or harmed friendships, split families, and heightened tensions.

In the Rice County situation, some said that the responsibility for making a decision should be turned over to scientific experts - unbiased people with technical expertise. But another perspective was also offered - the idea that the regulation of feedlots must not simply be viewed as a technical or economic matter, but as a political and/or ethical matter involving rights, power, justice and moral principles.

So what does this suggest? The work that needed to be done was the work of coming to public judgment about what ought to be done. This choice work can and should be done by Extension.

Public scholarship asks how a land grant educator's work of constructing and communicating knowledge might contribute to:

It is insufficient to say that the Extension educators' role is to contribute by translating the findings of scientific studies into understandable language and bringing them to the decision-making table, along with occasionally playing a "neutral" facilitating role at public forums. To say this is to diminish the role of the county Extension educator because: 1) it encourages us to frame the solutions to situations like the one in Rice County only in technical terms, and 2) it limits the role of Extension educators to neutral information providers and meeting facilitators.

Rather, Extension has a key role to play in the complex political negotiation and organizing work that is inescapably embedded in situations like the one in Rice County.

Scott Peters is an assistant professor at Cornell University, with an appointment in teaching and Extension.

Yost, A. (1999). "city of firsts" turning classrooms inside out. Communities & Schools Working Together Making After School Count. vol.2, no.3.

Several CES professionals have collaborated with local schools this spring to prepare proposals for as 21st Century Community Learning Centers (21st CCLC). This is a very commendable effort that has the potential for improving the lives of individuals and families and making many Oklahoma communities better places to live. One important aspect of these projects is documenting the impact of collaborative efforts to improve the well being of people served. The Charles Stewart Mott Foundation based in Flint, Michigan (http://www/mott.org) has done extensive impact assessment of 21st CCLC across the United States. The results of this research will provide guidance as Oklahoma 21st CCLC projects are developing and implementing evaluation strategies. Further data documenting the impact of 21st CCLC projects can be used to support the need for similar projects in Oklahoma. The following study provides some key findings that support the need for community-wide support for community-based school reform. Although these data were collected in a large urban school district, and report a comprehensive school reform effort, the findings certainly apply to small, rural schools similar to the to the ones CES professionals are supporting through 21stCCLC collaborations. Use these data to support your local efforts and to determine the kind of story you want to tell in your area.

This impact assessment was conducted in Philadelphia and documents the experience involving a myriad of partnerships between and among the district's 215,000 students, 13,000 teachers and administrators, thousands of parents, and hundreds of community businesses and organizations. The Philadelphia School District is one of the largest urban districts to attempt such a comprehensive school reform plan. The community adopted its "Children Achieving" blueprint in 1994. At that time the system was an antiquated, failing system in the largest low-income district, where more than 50 percent of the students received public assistance and 74 percent are children of color.

The reform agenda documented in this report is based upon raising academic expectations for all children. It includes providing supports, both academic and nonacademic to help students achieve those standards. It supports and encourages extended learning opportunities and aggressive recruitment of community involvement. Fundamental to the plan was changing the way people view children, education, the school, the community and their role in preparing children for life success. The program calls for all children to gain proficiency in reading, math, science, health, arts, world languages, social studies, communications, problem solving, school-to-career skills, multicultural competency and technology literacy.

Community-based education is the heart of this educational approach. The school is a central part of the community but in this approach, the community has to have the capacity to manage everything that is going on in the lives of their children.

Learning in this Philadelphia example has blossomed into a vibrant, colorful, multidimensional experience involving a myriad of partnerships between and among teachers and administrators, thousands of parents, and hundreds of community business and organizations.

Ten principles for success were identified as a result of analyzing the results of this community-based school reform effort.

Many of the principles that were identified as the foundation for success for the reported example are consistent with the objectives of 21st CCLC and the mission of OCES. Consider the principles as 21st CCLC projects are planned, implemented and evaluated.

Abstract
Preschoolers' Knowledge about Strategies in Coping with
Other's Disgust Evoked by Immoral Action

Kojima, Y. and F. Matsuda. (2000, August). Preschoolers' knowledge about strategies in coping with other's disgust evoked by immoral actions. Psychological Reports, 87:1, 133-138.

IMPLICATIONS FOR COOPERATIVE EXTENSION. Preschool children of the same age as those targeted for the Character Critters program were able to consider another's emotions, intentions, and coping strategies. These findings suggest that young children can become capable of peacefully managing their own conflicts. They might be able to judge fairness from more than one perspective. They are capable of respecting another's feelings and intentions. The findings suggest that even young children can peacefully consider and respond to another's disgust at the misbehavior they directed to that other person.

The 40 preschoolers, mean age 5:11, viewed video taped pictures with short narrations. In each story one person felt disgusted by another's behavior. In one set of stories shown to one set of children the action was immoral. The children were asked how they would behave if they had been the one doing the immoral action. About 80% of their responses were pro-social and non-violent. In the second experiment, sometimes the misdeed was intentional; sometimes it was an accident. Almost 100% of the responses were pro-social.

Over 30% of the children gave reasons for their answers of how they would respond pro-socially. The young children considered the recipients feelings even when the action was immoral and intentional. These findings show that preschoolers have knowledge of how one copes with a person, the victim's, disgust at their misbehavior.

Abstract
The Effects of Service-Learning on Middle School Students'
Social Responsibility and Academic Success

P. C. Scales, D. A. Blyth, T. H. Berkas, and J. C. Kielsmeier. (2000, August). The effects of service-learning on middle school students' social responsibility and academic success. Journal of Early Adolescence, 20:3, 133-138.

IMPLICATIONS FOR COOPERATIVE EXTENSION. As we enter the second phase of the Character Critters program the focus is on working with teachers and volunteers to implement the curriculum ideas. This study joins many others in reporting positive effects of service-learning, suggesting that youth, even junior high youth would do well as volunteer teachers or assistants in the Character Critters activities with preschool children and their parents. It is important to note that benefits were greater for girls and when the service-learning experience included substantial hours, a lot of reflection, and high motivation. Extension educators can ensure that substantial hours are scheduled and build reflection and motivation into the in-service sessions. Students involved in service-learning have a stronger sense of personal power to help others. They seek and value personal development. These are valuable findings for youth and consistent with 4-H program involvement.

A large, racially and socio-economically diverse sample of students in grades 6 through 8 were enrolled in 3 middle schools. The students who participated in service-learning were compared for one year with students who did not participate in service-learning. The study focused on the students' social responsibility and academic success.

Those involved in service-learning maintained their concern for others' social welfare. Control students declined on those concerns. Service-learning students, especially girls, declined significantly less than did controls in their frequency of talking with their parents about school. Compared to other students, students with substantial hours of service-learning, a lot of reflection, and a high degree of motivation attributed to service learning, significantly increased their belief in the efficacy of their helping behaviors. They maintained their pursuit of better grades and their perception that school provided personal development opportunities. They decreased less in their commitment to class work. The results indicate that service learning can positively affect students' social responsibility and academic success.

Abstract
Don't Run with the Scissors: Young Children's
Knowledge of Home Safety Rules

Morrongiello, B.A., Midgett, C., and Shileds, R. (2001, March). Don't run with the scissors: Young children's knowledge of home safety rules. Journal of Pediatric Psychology, 26:2, 105-115.

IMPLICATIONS FOR COOPERATIVE EXTENSION. In character education, following safety rules can be an indicator of all six pillars: trustworthiness, respect, responsibility, fairness, caring, and citizenship. It is important that parents and teachers understand how children perceive and obey their safety rules. The findings indicate that children do not understand, remember or follow their rules and that accidents are related to supervision. The subjects of this study were 4- to 6-year-old children and their parents, the same as the target audience for Character Critters. We can help parents develop a few easily remembered rules consistent compliance. This study reminds us that knowledge alone does not change a child's behavior or protect a child from injury. Parents and teachers must gain the child's compliance with the rules and carefully supervise the child. Our interventions must go beyond making, teaching, and remembering rules. We must stress the importance of following the rules and then supervise children to make following the rules a part of their behavior.

The study examined 4- to 6-year old children's memory of their parents' home safety rules and to identify predictors of children's home injuries. In an interview, parents listed their specific home safety rules and rated their child's compliance with each rule. They also explained why they did not have certain rules. The parents described maternal supervision and the frequency of their child's injuries.

Children spontaneously recalled 50% of their parents' home safety rules. Prompting lead to their remembering 40% more of the rules. However knowledge of these rules did not reduce injuries. The best predictors of children's home injuries were the children's compliance with the home safety rules and the extent of parental supervision. In order to reduce injuries interventions must go beyond safety knowledge to maintain consistent compliance and supervision.

Carpendale, Jim. (2000, June). Kohlberg and Piaget on stages and moral reasoning. Developmental Review, 20:2, 181-205.

IMPLICATIONS FOR COOPERATIVE EXTENSION. This review of two theories, Kohlberg's theory of moral development and Piaget's theory of cognition, investigates the relationship between ages and stages and reasoning and perspective taking in solving a moral dilemma. Character education for preschoolers must respect the child's developmental level and abilities. Children develop best by thoroughly exploring each stage. Teachers and parents must resist the urge to teach children by rote memorization concepts they cannot grasp. This article gives substantial defense of the need to respect a child's process of development.

Kholberg's theory of moral development predicts a greater consistency in moral reasoning than has been observed. Kholberg's conception of the stages of moral development views the reasoning process involved in applying a moral principle to a dilemma to derive a solution. His view of stages is inconsistent with the importance of perspective taking in moral reasoning.

Piaget's theory views moral reasoning as a process of coordinating all perspectives involved in a moral dilemma. This ideal process is constrained, restricting an individual's ability to fully consider all perspectives. Because the child can not see all sides to an issue, the moral reasoning is inconsistent.

Children's Defense Fund
www.childrensdefense.org/signup
Children's Defense Fund has developed a section on its Web page entitled "Sign Them Up for Free and low Cost Health Insurance." This section provides information on states' child health programs, in an easy to understand format.

Center on Budget
www.cbpp.org
The Center on Budget and Policy Priorities is a nonpartisan research organization and policy institute that conducts research and analysis on a range of government policies and programs, including information on links between child care and children's health insurance.

Covering Kids
www.coveringkids.org
Covering Kids is a national health access initiative for low-income, uninsured children.

Head Start
www2.acf.dhhs.gov/programs/hsb
The Head Start program has a long tradition of delivering comprehensive and high quality early education experiences designed to foster healthy development in low-income children.

Insuring Kids Now
www.insurekidsnow.gov
Insure Kids Now is a federal initiative that provide state-specific information about Children's Health Insurance Programs and Medicaid.

National Child Care Information Center
www.nccic.org
The National Child Care Information Center (NCCIC) promotes child care linkages and supports quality, comprehensive services for children and families.

Abstract
Familial Approach to the Treatment of Childhood Obesity: Conceptual Model

1) Golan, M. and Weizman, A. (2001). Familial approach to the treatment of childhood obesity: Conceptual Model. J Nutr Educ. 33(2):102-107.

IMPLICATIONS FOR COOPERATIVE EXTENSION. Childhood obesity is a serious health problem that affects Oklahoma's children. A new model for managing childhood obesity is presented that uses a family based approach. As the prevalence of obesity increases among children, cooperative extension educators may be increasingly faced with parents concerned with obesity in their children. The familial model can be used as a means of addressing childhood obesity.

Researchers suggest that strategies focusing on parental involvement may be more effective than traditional strategies that focus on the child as the primary agent of change in the treatment of childhood obesity. This model is unique in the complete lack of inclusion of the child in the educational process and the focus on the entire family unit with the parent serving as a source of authority and role model for the obese child. Reasoning for excluding the child from the treatment model stems from the fact that it is the home environment where children first acquire their eating habits.

In the familial model, parent and environmental factors are changed which result in healthier eating for the entire family unit. The components of this model focus on the parent as agents of change. The process begins with a change in the parents' cognition which enables them to change the family environment and to serve as a source of authority and as a role model for the obese child.

This model has been most effective in children 6 to 11 years of age and may not be appropriate for adolescents since parents tend to have a less influence over adolescents than they do younger children. Three components of the familial model are outlined below with a brief discussion of each.

1. Parental cognitive and behavioral change. This component focuses on increased nutrition and parenting skills. Parents are motivated to change through a process that helps them acknowledge their ability to change their own eating patterns which increases self-efficacy and enables them to believe that they are capable of modeling good eating habits and providing positive family environments for their children.

2. Environmental change. This component of the model focuses on modifying the home environment and encourage a healthy eating rather than a focus on the child and regulation of food intake. Inappropriate foods are kept out of sight, out of reach, or out of the home.

3. Modeling. One way that children learn is by imitation. It is up to parents to model healthy eating habits and to engage in regular physical activity if children are to be healthy.

The components of the familial model have a reciprocal relationship with one another. Parental presence is a must for this model to work. As parents become empowered with skills necessary to make healthy lifestyle changes for themselves, they in turn are able to induce environmental changes and promote healthy habits in their children.

IMPLICATIONS FOR COOPERATIVE EXTENSION. Water is an essential nutrient for life. Increased physical activity leads to increased heat production by the body. Heat production can be 15 to 20 times higher during intense activity than at rest. The body cools itself by sweating. Loss of water through sweat increases the risk of dehydration. Dehydration of as little as 2% loss of body weight results in impaired physiological and performance responses. County Extension Educators can promote adequate fluid intake for physical fitness, and athletic performance to their county clientele. This update provides County Extension Educators with a review of current fluid recommendations for physical fitness and athletic performance.

Adequate water intake is one of the most important nutritional requirements for physical activity. Water is the most abundant compound in the body and is essential for life, because the body's requirement for water is greater than its ability to produce it. Water plays a major role in the digestion, absorption, transportation, and use of nutrients. Water participates in chemical reactions in the body, and is necessary for the safe removal of toxins and waste products. Water has a major role in regulating body temperature. In fact, there is no system in the body that does not depend on water.

Increased physical activity results in increased heat production by the body. The body's heat production can be 15 to 20 times higher during intense activity than at rest. The body cools itself by sweating. Loss of water through sweat increases the risk of dehydration.

Dehydration is a condition in which the body's water output exceeds the input. Dehydration may develop either from an inadequate water intake or from excessive water loss. Dehydration resulting from as little as a 1% to 2% loss of body weight can impair physiological and performance responses. Symptoms can include thirst, fatigue, weakness, and loss of appetite. Dehydration resulting from a 3% to 4% loss of body weight can further impair physical performance. Symptoms can include dry mouth, reduced urine output, flushed skin, impatience, and apathy. Dehydration resulting from a 5% to 6% loss of body weight can result in heat exhaustion. Symptoms may include difficulty in concentrating, headache, irritability, and sleepiness. Dehydration resulting from a 7% to 10% loss of body weight can result in heat stroke and death. Symptoms may include dizziness, spastic muscles, and loss of balance, delirium, exhaustion, and collapse. Symptoms of dehydration can progress rapidly from thirst, to weakness, to exhaustion and delirium and end in death if fluids are not consumed.

To prevent dehydration, water must be replaced at a faster rate than it is lost. Some individuals can lose 6 to 8 pounds of sweat per hour during strenuous activity. Thirst is the body's primary way of indicating a need for water. Unfortunately, the onset of thirst lags behind the body's need for water. Thirst occurs when a person has already lost 0.8% to 2% of body weight. Water loss that develops slowly can turn on thirst in time to prevent serious dehydration, but water loss that develops quickly such as with physical activity may not. To ensure that lost fluid is replaced, body weight should be measured before and after activities. For each pound lost 1 pint (2 cups) of fluid should be consumed to replace water lost. Consume fluids before, during, and after physical activities so that body weight remains relatively constant.

Fluid consumption during physical activities includes 2 cups fluid two hours before the activity, followed by another 2 cups fluid approximately 15 to 20 minutes before the activity. In hot humid conditions, frequently drink 4 to 6 ounce servings of plain cool water, or other rehydration beverage every 15 minutes for the duration of the activity. Followed by 2 cups fluid after the activity.

For most people participating in physical activities less than one hour in moderate temperature, plain cool water is an appropriate fluid replacement. Plain water is rapidly absorbed and it cools the body from the inside out. If participating in physical activities lasting longer than one hour and/or in extreme high temperature conditions, consumption of a sports beverage may be appropriate. Activities lasting longer than one hour, sport beverages replace water lost through sweating, and provide a source of carbohydrate to supplement the body's limited glycogen storage. Carbohydrate depletion brings on fatigue, but excessive water loss can be life threatening and replacing fluids should be the first priority.

Many commercial sports drinks contain electrolytes to enhance absorption and supply calories. A beverage with 6% to 8% glucose, glucose polymer, or sucrose with a small amount of sodium in a hypotonic or isotonic solution are all absorbed quickly, and help maintain blood glucose levels during physical activity. Beverages with fructose as the major carbohydrate source may cause gastric distress and require more time before the muscles can use it as an energy source, because fructose must be converted to glucose.

Alcoholic beverages, coffee, tea, and sodas are not good substitutes for water. Alcohol and caffeine act as diuretics, causing the body to lose fluids.

When a person sweats small amounts of electrolytes; sodium, potassium, chloride, and magnesium are lost along with water. Electrolyte losses are greater for untrained athletes, and electrolyte loss decreases with training. To replace electrolytes lost eat a regular diet that meets calorie and nutrient needs. The typical American diet provides enough sodium, potassium, chloride, and magnesium to replace losses from sweat. In extreme physical activities lasting longer than three hours, sports drinks maybe advised to replace fluids and electrolytes. Salt tablets are not recommended. Salt tables worsen dehydration, impair performance, increase potassium losses, irritate the stomach, and cause vomiting.

IMPLICATIONS FOR COOPERATIVE EXTENSION. Water is an essential nutrient for life. To be well hydrated, the average sedentary adult man must consume at least 12 cups fluid per day, and the average sedentary adult woman at least 9 cups fluid per day in the form of noncaffeinated, nonalcoholic beverages, soup, and food. Dehydration of as little as 2% loss of body weight results in impaired physiological and performance responses. County Extension Educators can promote adequate fluid intake to their county clientele. This update provides County Extension Educators with a review of current water recommendations.

Water is the most abundant compound in the body and is essential for life. Water is essential because the body's requirement for water is greater than its ability to produce it. Water plays a major role in the digestion, absorption, transportation, and use of nutrients. Water participates in chemical reactions in the body, and is necessary for the safe removal of toxins and waste products; and has a major role in regulating body temperature. In fact, there is no system in the body that does not depend on water.

Water makes up about 60 percent of an adult's body weight and an even higher percentage of a child's body weight. Lean body tissue contains a higher percentage of water than body fat. As a result, the amount of lean body tissue affects how much of the body's weight is water. In general, men have a higher amount of lean body tissue than women do, and the amount of lean body tissue tends to decline with age. As a result, on average females and older adults have a lower proportion of body water.

Thirst is the body's primary way of indicating a need for water. Unfortunately, the onset of thirst lags behind the body's need for water. The onset of thirst occurs when a person has already lost 0.8% to 2% of body weight. Water loss that develops slowly can turn on thirst in time to prevent serious dehydration, but water loss that develops quickly may not. In addition, a person must pay attention to thirst and drink fluids. The person participating in physical activity, the gardener in hot weather, the child busy playing, and the older adult whose thirst sensation may be blunted may develop serious dehydration if they fail to drink fluids in response to their thirst.

Dehydration is a condition in which the body's water output exceeds water input. Dehydration may develop either from an inadequate water intake or from excessive water loss. Dehydration resulting from as little as a 1% to 2% loss of body weight can impair physiological and performance responses. Symptoms can include thirst, fatigue, weakness, and loss of appetite. Dehydration resulting from a 3% to 4% loss of body weight can further impair physical performance. Symptoms can include dry mouth, reduced urine output, flushed skin, impatience, and apathy. Dehydration resulting from a 5% to 6% loss of body weight can result in heat exhaustion. Symptoms may include difficulty in concentrating, headache, irritability, and sleepiness. Dehydration resulting from a 7% to 10% loss of body weight can result in heat stroke and death. Symptoms may include dizziness, spastic muscles, and loss of balance, delirium, exhaustion, and collapse. Symptoms of dehydration can progress rapidly from thirst, to weakness, to exhaustion and delirium and end in death if fluids are not consumed.

Because dehydration can be devastating, the body attempts to restore water balance as promptly as possible, by adjusting both water intake and excretion. Obvious dietary sources of water are water itself and other beverages, but nearly all foods also contain water. Most fruits and vegetables contain up to 90 percent water. The body also produced water as a product of body metabolism. Water from these three sources averages about 2 1/2 liters or roughly 2 1/2 quarts per day. One way the body looses water is in the form of urine. The body must excrete a minimum of about 2 cups of water each day as urine to remove body wastes. Above this amount, water is excreted to balance with fluid intake. If a person drinks more water, the urine becomes more dilute. In addition to urine, water is lost from the lungs as vapor, from the skin as sweat and some is lost in feces. Water loss from all of these sources averages about 2 1/2 liters a day.

Water needs are highly variable, depending on ones diet, level of physical activity, and temperature and humidity conditions. As a result, a general water recommendation is difficult to set. Water recommendations for adults are proportional to calories expended under average temperature and humidity conditions. The National Research Council recommends 1 cup of fluid for every 240 calories expended for adults under normal average temperature and humidity conditions. Thus, to be well hydrated the average sedentary adult male (2,900 calories/day) needs at least 12 cups fluid per day, and the average sedentary adult female (2,200 calories/day) needs at least 9 cups fluid per day, in the form of noncaffeinated, nonalcoholic beverages, soups, and foods. Solid foods contribute approximately 4 cups of water per day. Increased physical activity, high temperature and/or humidity conditions, and increased fluid losses are factors that may further increase water requirements. During physical activity or outdoor activities one of the best way to estimate the amount of water needed to replace water lost through sweat is to measure body weight before and after the activity. For each pound lost 1 pint (2 cups) of fluid should be consumed to replace water lost.

Fluid needs are best met by water, but milk and juices can account for part of the day's recommended intake. In addition to their high water content, these beverages also provide valuable nutrients. Alcoholic beverages and those containing caffeine, such as coffee, tea, and sodas; however, are not good substitutes for water. Both alcohol and caffeine act as diuretics, causing the body to loose fluids.

Throughout the course of my daily activities, I come across nutrition websites that I draw from quite frequently. Below you will find some websites that may also be useful to you.

http://www.nutrition.gov/home/index.php3
NUTRITION.GOV provides easy access to all online federal government information on
nutrition. This national resource makes obtaining government information on nutrition, healthy eating, physical activity, and food safety, easily accessible in one place for many Americans. Providing accurate scientific information on nutrition and dietary guidance is paramount to this website.

http://lancaster.unl.edu/food/archives.htm
FOOD REFLECTIONS is a FREE monthly e-mail newsletter from the University of Nebraska Cooperative Extension in Lancaster County and is also archived on the Internet. FOOD REFLECTIONS provides a "how-to" message on food, nutrition, or food safety for health professionals, educators, and consumers.

http://fcs.okstate.edu/cnep/
Visit the OCES-Community Nutrition Education Programs website. Click on "Ask the Specialist" to get answers to those pressing nutrition questions and see what others are asking. Also, visit the "NEA News" section of the site where you will find up-to-date reliable nutrition information that may help you in planning upcoming presentations. Another popular area of our website is the links to toll free nutrition and health information. If you are in need of recipes or would like to share a recipe, visit the "Recipe Corner" and see if something there suits your needs.

Stillwater-According to the National Osteoporosis foundation, osteoporosis is responsible for 1.5 million fractures each year. That's 4,110 fractures every day and one every 20 seconds. Fractures due to osteoporosis can lead to chronic pain, loss of independence and, in the case of hip fractures, it can be life-threatening.

Preventing osteoporosis is very important because there is currently no cure. Lifestyle factors that increase risk include: low calcium and vitamin D intake, physical inactivity, smoking and excess alcohol consumption.

Getting enough calcium is an important part of an overall prevention or treatment program. Including three or more servings of calcium rich products in your daily meal plan can be easy if you try and work it into your daily routine. The American Dietetic Association recommends these tips to increase calcium in your diet:

Some people cannot get enough calcium from their diet and are advised to take calcium supplements. If your doctor has asked you to take calcium supplements, keep these tips from the American Dietetic Association in mind:

The best defense against developing osteoporosis and keeping bones strong is a healthy lifestyle. Make a commitment to yourself today and be on your way to osteoporosis prevention. For more tips and information on osteoporosis prevention visit this website: http://www.eatright.org/feature/0501.html or call ADA's Consumer Nutrition Information Line (800/366-1655).

{STILLWATER}---September 9-11, 2001 is the date set for a Public Policy Institute to be held on the Oklahoma State University Stillwater Campus. This institute is designed to teach citizens how to convene, moderate and report public forums. You will learn how to bring your family, friends and other members of the community together to consider ways of solving some of the problems facing your community. This process is called Public Deliberation and it has been successfully used across the country to help communities solve some of their most pressing problems such as land use issues, quality of public schools, violent kids, privacy on the internet, racial and ethnic tensions and many more.

The Public Policy Institute is an outstanding opportunity for concerned citizens seeking a better way to address important issues in their community. Private citizens seeking an alternative to adversarial debate during group meetings will find the deliberative process productive. Community leaders facing conflict around local issues will be able to put this process to use immediately. Public officials who want to promote meaningful dialogue between citizens and government can use this process as they make important policy decisions.

For more information and registration forms contact (insert county Extension contact here) or contact Renee Daugherty 405-744-5776 or Sue Williams 405-744-6825.

A new Federal law allows Medicare beneficiaries to access information about mistakes made by doctors who treated them for an illness of injury. In the past, Medicare has required a "peer review" by fellow doctors of all complaints made by patients, but the findings were rarely revealed. The reason being that any information revealed about a complaint required the "consent of the doctor." Under new rules that would no longer be the case and all beneficiaries who make a complaint will be able to learn the results of the "peer review" report even if the doctor objects.

This change in the rules came about following the death of a person in Florida hospital and her son being unable to learn the cause of death. The "peer review" group who investigated the case refused to release any findings in the case, citing the "doctor-consent clause." Therein, the son contacted the Public Citizen Litigation Group, a nonprofit law firm, which brought a lawsuit against the government. This lawsuit resulted in the immediate release of the "peer review" group's report that indicated that services provided the beneficiary did not meet professionally recognized standards of quality. Another example - long promoted by senior advocates - was the rule change favoring freedom of information in health care. Now, when doctors or other health care providers fail to provide professionally recognized standard of quality care or make errors, the secret cannot be kept hidden.

(Stillwater)---Dehydration is a major risk for older adults, especially the institutionalized. Dehydration is responsible for 6.7% of hospitalizations. Water is the most abundant compound in the body, making up about 60 percent of an adult's body weight. Water is essential for life, and plays a major role in digestion, absorption, transportation, and use of nutrients. Water participates in chemical reactions in the body, and is necessary for the safe removal of toxins and waste products. Water plays a major role in regulating the body temperature. In fact, there is no system in the body that does not depend on water.

Many factors contribute to the increased risk of dehydration for older adults. One reason older adults are at increased risks for dehydration; is that the amount of lean body tissue tends to decline with age. Lean body tissue contains a higher percentage of water than body fat. As a result, on average older adults have a lower proportion of body water. Total body water decreases as people age, even mild stresses such as fever or hot weather can cause rapid dehydration in older adults.

Another factor that contributes to the risk of dehydration for older adults is that the thirst sensation tends to become blunted with age. As a result, many older adults do not feel thirsty or notice mouth dryness. Thirst is the body's primary way of indicating a need for water. Unfortunately, the onset of thirst lags behind the body's need for water. The onset of thirst occurs when a person has already lost 0.8% to 2% of body weight.

Other factors that also contribute to increased risk of dehydration with age include decreased ability of the kidney's to concentrate the urine, and medication side effects. Older adults who have mobility problems or arthritic pain may find it difficult to get a drink, or to get to a bathroom. Older adults who have no control of their bladder are afraid to drink too much water. Dehydrated older adults are more susceptible to swallowing difficulties, constipation, urinary tract infections, pneumonia, pressure ulcers, confusion, disorientation, and death.
Dehydration resulting from as little as a 1% to 2% loss of body weight can impair, physiological and performance responses. Dehydration resulting from a 5% to 6% loss of body weight can result in heat exhaustion, and dehydration resulting from a 7% to 10% loss of body weight can result in life threatening heat stroke.

Water needs are highly variable, depending on ones diet, level of physical activity, and temperature and humidity conditions. As a result, a general water recommendation is difficult to set. Water recommendations for adults, including healthy older adults, under average temperature and humidity conditions is proportional to calories expended. The National Research Council recommends 1 cup of fluid for every 240 calories expended. Thus, to be well hydrated the average sedentary adult male (2,900 calories/day) needs at least 12 cups fluid per day, and the average sedentary adult female (2,200 calories/ day) needs at least 9 cups per day, in the form of noncaffeinated, nonalcoholic beverages, soups, and foods. Solid foods contribute approximately 4 cups of water per day. Increased physical activity, high temperature and/or humidity, and increased fluid losses are factors that may further increase water requirements.

According to recent surveys commissioned by Prevent Child Abuse America, nearly one-half of Americans with children believe parents find themselves in situations where they are afraid they might abuse or neglect their child more than just occasionally. In terms of their own personal behavior, 43 percent of American parents report spanking or hitting their child within the last 12 months, 37 percent report insulting or swearing at their child, and two percent report having kicked, bit or punched their child. Additionally, 45% reported not paying attention to the emotional needs of their children.

One-third fewer parents are reporting use of physical punishment and repeated yelling and swearing today than did so in 1988. Further, the use of alternatives to these behaviors, such as denying privileges or confining a child to a room or other "time out" strategies, has been consistent or has increased slightly over this same period.

Initiated in 1988, the national public opinion polls have sought to identify shifts in public attitudes and behaviors with respect to child abuse and its prevention. Each survey involved a representative telephone survey of 1,250 randomly selected adults across the country of which approximately 36 to 38% are parents with children under 18 living at home.

Nationwide, more than 3 million children are annually reported to child protective service agencies as alleged victims of child abuse or neglect, and approximately 1 million of these reports were confirmed. In addition, approximately three children die each day in the United States from abuse or neglect. A growing body of evidence links child abuse and neglect with many harmful consequences including drug and alcohol abuse, teen pregnancy, youth violence, and chronic health problems.

Public commitment to and involvement in the prevention of child abuse is high. When observing an act of abuse or neglect, over half of the general public and almost two-thirds of all parents would take some action to reduce the child's risk of further harm.

	UPCOMING STATE EVENTS - 2001
June 14	Childcare Initiative In-Service, Oklahoma City, Contact: Elaine Wilson
July 6-7	4-H Leadership Development Conference, Stillwater, Contact: Tracy Branch
July 9-10	OHCE State Meeting, Oklahoma City - Clarion Hotel, Contact: Lynda Harriman/Diane Cathey
August 15	NW District In-Service, TBA, Program: 4-H Food Science Leader Training presented by Barbara Brown, 1:30 p.m. to 3:30 p.m.
August 17	SE District In-Service, McAlester, Program: 4-H Food Science Leader Training presented by Barbara Brown, 1:30 p.m. to 3:30 p.m.
September 9-11	Public Policy Institute In-Service, OSU Student Union, Contact: Renee Daugherty or Sue Williams
September 14-30	State Fair of Oklahoma, Oklahoma City, Contact: Billie Chambers
September 27	In-Service, Oklahoma County Extension Office - Oklahoma City, Program: Fatherhood: Staying Involved in Children's Lives presented by Beulah Hirschlein, 9:00 a.m. to Noon, Contact: Glenna Williams
September 27	In-Service, Oklahoma County Extension Office -Oklahoma City, Program: Coping with Divorce presented by Linda Robinson, 1:00 p.m. to 5:00 p.m., Contact: Glenna Williams
September 27-October 7	Tulsa State Fair, Tulsa, Contact: Billie Chambers

	UPCOMING NATIONAL EVENTS - 2001
June 30-July 3	American Association of Family & Consumer Sciences Annual Meeting, Providence, RI, Contact: 1555 King Street, Alexandria, Virginia 22314, (703) 706-4600
July 19-21	Association of Leadership Educators Annual Meeting, Minneapolis, MN, Contact: Renee Daugherty (405) 744-5776