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HBB 3.2
6/02
Abstract
Community Sentiment and Rural Retail Spending
Prepared by:
Glenn Muske
Home-Based and Micro Business Specialist
Oklahoma Cooperative Extension Service
135 HES, Oklahoma State University
Stillwater, OK 74078
(405) 744-5776
muske@okstate.edu
Miller, N. J. (1998). Local consumer spending: A reflection of rural community
social and economic exchange. Journal of the Community Development Society,
29(2), 166-185.
Implications for Cooperative Extension. Retail business activity can make significant contributions to the local economy of rural communities. Yet while some communities have a strong retail trade others find they lose customers to other cities and towns. Pull factors, an economic analysis tool, can identify which communities are successful at attracting and retaining consumers. This study provides evidence that the pull factor is, in part, determined by various social and psychological factors such as community sentiment, reciprocity, social and moral motivations, and satisfaction with local retail stores. This information can be useful in rural community development efforts.
Overview. Rural communities have, and will continue to be, under pressure as the agriculture economy of rural America continues to diminish as a force in the economic system. These economic changes manifest themselves in a diminishing number of farms which, in turn, transforms the local community structure and with it, the local community business base. Agriculture economists have studied the rural community marketplace examining how well each community compares in per-capita sales to an overall statewide average. This comparison, or pull factor, provides the community with an idea of whether or not the community has sales that are greater or less than other communities. These pull factors provide a benchmark in community retail assessment.
A community’s pull factor provides an excellent gauge against which a community can judge its current and future performance. Yet while providing a source of data, little effort has been taken to examine what psychological and sociological factors are factors in determining whether or not people shop locally or go outside of the community for their goods and services. Using exchange theory, Miller examines the idea that consumers are influenced by a business owner’s social, economic, and moral contributions to the community in determining whether or not they will shop locally. This exchange, in terms of costs and benefits, is labeled reciprocity. Miller argues that the social environment outside of a retail store, or even community, can enhance or inhibit customer spending within a specific store or even within the overall community. The purpose of the study was to examine if reciprocity; community sentiment; moral, social and economic motivations; satisfaction with local retail stores; and intention to shop locally affected consumer spending behavior as measured by a community’s pull factor (low - < 1, fair – 1 to 1.5, high - > 1.5).
Findings. Eleven hundred consumers in three different communities provided survey information regarding their intended purchase of
apparel and home furnishings. As hypothesized, for all variables, except for economic (price) motivations, the consumers in communities with a higher pull factor were more likely to feel better about the community in terms of satisfaction, local sentiment, the intention to shop locally, and the need to reciprocate the social and moral support of the local merchants to the community by buying locally. In general theses feelings were held by both men and women although men were less likely to be influenced by community sentiment and satisfaction with local retail facilities and were more influenced by price (economic) differences.
Discussion.
From the analysis of the
data, pull factor scores were found to be a fair proxy for many personal
exchanges that occur within a community as well as for the local
consumer/retailer exchanges that occur within the local marketplace. Miller
hypothesizes that the similar feelings that men and women have towards the
community supports the idea that a primary assets of many rural communities is
that people desire to live there and will work to make it possible. The
findings suggest that the addition of psychological factors can contribute to an
overall analysis of a community. This supports earlier work (Fisher & Woods,
1987) that encouraged the use of consumer opinion surveys when developing rural
economic revitalization programs. Similarly educational programs can and should
focus on importance of the role of reciprocity and exchange to both business
owners and local consumers. Community developers must consider developing the
exchange relationships in working towards a sustainable community.
HBB 2.1
6/02
Abstract
Financial Success and Small Business Ownership
Prepared
by: Glenn
Muske
Home-Based and Micro Business Specialist
Oklahoma Cooperative Extension Service
135 HES, Oklahoma State University
Stillwater, OK 74078
(405) 744-5776
muske@okstate.edu
Dennis, W. J., and Fernald, L. W., Jr. (2001). The chances of financial
success (and loss) from small business ownership. Entrepreneurship Theory
and Practice, 26(1), 75-83.
Implications for Cooperative Extension. The odds of forming a profitable business venture are a critical factor in the decision to start a business. Little research has examined if small business ownership will impact the owner’s personal financial status. While more businesses were found to operate at a profit than at a loss that profitability does not necessarily create more personal wealth for the owner. Overall this study found that most businesses operate near break-and have limited direct impact on the owner’s personal financial condition.
Overview.
“Small
business owners generally open their firms flush with optimism over their
chances of success.” They often anticipate great sales and the corresponding
profits. Sales often fall short of expectations and profits do not reach the
levels desired. The owner’s goals are unrealistic and impractical. In
reality only 25 to 40% of new businesses will survive for 5 years and only 3
to 4% will achieve the high growth status the owner’s anticipate.
Yet most business closings do not end in bankruptcy and few provide any loss
to creditors. However an unanswered question is “what effect does a small
business have during its life on the owner’s financial condition?” Do they
improve the owner’s financial condition or does the business utilize more
resources than the business contributes back to the owner? A second issue is
what variables improve the capacity of the business to generate a revenue
stream that improves the owner’s financial status?
Findings. Research on these questions has been hampered by several constraints. First most companies are privately held meaning that their financial data is not available to the public. The second problem is that available data is more often firm and not individual owner data. Firm existence and the time that a particular owner controls the firm are not the same. Firm longevity is, on average, 60% greater than an individual’s attachment to the business. Another confusing factor is additional household income streams from a spouse or a second job.
Wells Fargo Bank in 1997 through 1999 developed a study that allows for the examination of the two research questions. Using a random sample of households, 783 previous business owners were asked how the business had affected their personal financial situation. A matrix of possibilities was developed looking at the owner’s financial status (better-off, no change, worse-off) and lifetime firm profitability (profitable, break-even, unprofitable).
Overall 32% of business owners found business ownership increased their own financial status.
Financial Success and Small Business Ownership
An additional 54% said that the business had no affect on their personal financial status. In examining firm profitability, 44% of owners reported the firm was profitable, 27% broke-even, and 29% lost money.
Of the 32% of owners who said that the business increased their financial status, 17% operated profitable businesses, 7% operated break-even businesses, and 8% were in businesses that lost money. For the 14% of owner’s who indicated that the business hurt their personal financial situation, only 3% were in firms that made money, 5% were in break-even firms and 6% came from firms that lost money. Finally for the 54% of owners with no change in their personal financial status, 24% operated profitable businesses, 15% operated break-even businesses, and 15% operated businesses that lost money.
Looking at the associated characteristics and profitability, the longer firms were in business the greater the chances were of being profitable. Yet while a change was also seen in the owner’s financial status, it was not as great as was the increase in the chance for profitability. Also, having employees had a large impact on profitability and on the owner’s positive change in financial status. Finally, the way the firm ended, by sale, closing or simply becoming inactive, found transferred or sold firms as being more profitable and more likely in providing the owner with a positive change in financial status.
The data gathered allowed firms that became inactive to be picked out, a variable that is often not captured but theoretically represents many firms. Inactive firms resembled firms that simply closed with just over one-third realizing a profit and 20-30% of owner’s finding the firm had increased their financial status. Overall slightly more inactive owner’s considered themselves a winner when asked about firm ownership’s contribution to personal wealth than did those owner’s who had officially closed down the business.
Discussion. So is the formation of a business a financially risky endeavor? Based on this survey, the answer would seem to be generally “no.” However the opposite question, does the formation of a business produce significant personal wealth for the owner, also would be answered with a “no.” What the data seems to indicate is that these small businesses largely operated at or near the break-even point with only modest or minimal profit or loss.
Certain elements such as having employees and years in business enhanced the possibility of the firm adding to the owner’s personal wealth. However these two items are typically correlated with years in business the controlling factor. Thus personal gain from a business is, in part, determined by the ability to develop a business that meets a niche market need and that the owner has the passion to see it through. Passion and preparation then seem key elements in business and thereby personal financial success.
A note of caution is
necessary in reviewing this study. The study looked at the change in
financial status of the owner at the close of the business. The study did not
consider the interchange of what others call “hectic times and hectic dollars”
during the life of the business. That is when does money and time flow back
and forth to cover the needs of the other system. Also the loss of one’s time
and money that the development and operation of a business demands was not
considered. Those resources, time and money, could have been used in other
endeavors that may have provided a better return if invested elsewhere. Here
the owner must balance maximizing a return on resources, time and money, in
comparison to achieving that which is often one’s dream, control and
independence through business ownership.
HBB 3.2
6/02
Prepared
by: Glenn
Muske
Home-Based and Micro Business Specialist
Oklahoma Cooperative Extension Service
135 HES, Oklahoma State University
Stillwater, OK 74078
(405) 744-5776
muske@okstate.edu
How to Survive When You’re Being Hundred-Dollared to Death: Expert Advice for Handling Donation Requests – WCR 961. Rural business owners, in particular retail, are often flooded with donation requests. This leaflet provides some good tips on how the business owner can control the amount and to whom he or she decides to provide donations. It would be helpful for any business owner as they try to balance the usually tight budget.
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Web Resources
The following are useful Internet sites. The information comes from The Internet TOURBUS (www.tourbus.com). If you want you can take a ride on the bus twice a week (by subscribing to an email service) to a variety of Internet sites. The ride is often fun and you never know what hidden treasure you might find.
1. Google (www.google.com), Google Directory (directory.google.com) and Google Image Search (images.google.com) – Searches over 2 billion pages plus PDF files, MS Word documents, and MS PowerPoint files. Provides hits based on how popular a site is. The directory is considered the largest, most comprehensive, human-edited Web directory. The image search is an excellent way to look for specific images. Site contains a setting for a mature content filter.
2. Yahooligans (www.yahooligans.com) – Yahoo for children ages K-7.
3. Search Engine Watch (www.searchenginewatch.com) – The best place to learn everything you need to know about search engines, which ones are considered most inclusive, and how to maximize your web search.
4. Gateway to Educational Materials (www.thegateway.org) – The US Dept. of Education’s meta-search engine for high quality lesson plans, curriculum units and other educational resources. At least count it searched 24,480 different sources.
5. NY Times Learning Network (www.nytimes.com/learning/) – Daily news stories, quizzes and lesson plans for 6th through 12th grade. Check out www.nytimes/college/ for directory of articles organized by academic major.
6. Bartleby (www.bartleby.com) – Searchable free site the offers information from the Columbia Encyclopedia, World Factbook, American Heritage Dictionary, Roget’s Thesaurus, Bartlett’s Familiar Quotes, Gray’s Anatomy, and more.
7. Ref Desk (www.refdesk.com) – Considered by some as the Internet’s best reference directory linking to dictionaries, encyclopedias, news organizations, etc.
8. Webopedia (www.webopedia.com) – The ultimate on-line technical dictionary
9. Intellicast (www.intellicast.com) – One of the best weather sites on the web. Great radar imagery. May be slow.
10. Get Net Wise (www.getnetwise.org) – Center for online child safety. Provides links to a variety of helpful sites and support groups.
11. Urban Legend Reference Pages (www.snopes.com) – Have you every received an email about some great offer or that a company is giving away free products, etc. Probably the best site on the Web to check out this information for accuracy.
12. Internet Archive (www.archive.org) – Looking for a site that no longer is available. Check out the 10 billion pages stored from 1996 to the present as well as 1000+ educational movies, and television broadcasts.
HBB 3.2
06/02
Resources
Prepared
by: Glenn
Muske
Home-Based and Micro Business Specialist
Oklahoma Cooperative Extension Service
135 HES, Oklahoma State University
Stillwater, OK 74078
(405) 744-5776
Top Ten List for Successful Tourism Promotion - Oklahoma Tourism and Recreation Department.
1. Marketing Plan - Determine your target audience and how to reach them. What makes your attraction or community special?
2 Brochures/publications - Attractions need brochures that are attractive and informative. A key to generating traffic is the visibility and availability of brochures. Think about Oklahoma’s 10 Welcome Centers with their 1.3 million visitors.
3. Publicity - Create press releases that are simple and informative about your business. Remember the media receives many requests each week. Give them a reason why they should attend your event.
4. Advertising - Be creative. Know your customer to determine where and when to run ads. Integrate advertising with marketing, publicity, and public relations.
5. Tour operators/Group travel - An important audience that may bring 30-45 people at one time. Contact the Travel and Tourism Department for advice.
6. Familiarization tours - Host media, tour operators, Chamber officials and members, local and regional officials, etc. to introduce your facility or event. Work cooperatively with other community tourism sites.
7. Signage - Help people find you.
8. Public relations plan - Have a program that communicates news, influences public response and meets marketing goals.
9. Education - Educate your local area and community.
10. Resources - Contact the Oklahoma Tourism and Recreation Department for assistance. You may also want to contact the Oklahoma Department of Commerce and the State Chamber of Commerce.
FR 7-22
6/02
Abstract
Prospects for Expanded Parent Education Services for
Divorcing Families with Children
Prepared by: Elaine Wilson
Parenting Specialist
Cooperative Extension
Stillwater, OK 74078-6111
(405) 744-7186
emwilso@okstate.edu
fcs.okstate.edu/parenting
Cookston, J. T., Braver, S. L., Sandler, I., & Genalo, M.
T. (2002). Prospects for expanded parent education services for divorcing
families with children. Family Court Review: An Interdisciplinary
Journal, 40 (2), 190-203.
Implications for Cooperative extension. As we consider whether or not to expand our co-parenting classes, it is useful to look at the research findings from many counties across the country. This study found that funding and parent attendance were more important factors than the quality or effectiveness of the classes. This article offers a succinct review of the co-parenting program evaluation literature. As we review the findings in this study, we find that the results nationwide are similar to what we experience in Oklahoma. The efficacy of school based coping programs for youth suggests an application to our 4-H school enrichment or after school partnerships. This sort of program has been repeatedly requested by divorcing parents. Curricula are available from OSU Central Mailing Services and 4-H Publications.
The number of counties providing co-parenting classes has nearly tripled from 541 in 1994 to 1,516 in 1998. Family courts have not emphasized implementing programs that research has demonstrated to be efficacious. The majority of courts do not evaluate their programs. The consumer satisfaction survey is the primary evaluation tool. Nationwide, only five programs have assessed how child functioning was affected by program participation and even those counties did not use control groups. Where control groups are used, findings are mixed. We are yet to know about co-parenting programs’ impact on parent-child interaction, interparental conflict, child adjustment, or litigation rates, the primary objectives of such programs.
Several randomized, experimental evaluations have demonstrated the efficacy of children’s multiple-session, school-based coping programs. Positive effects have been found for extensive programs, 11 to 14 sessions more than two hours each combined with individual sessions, designed for either custodial or non-custodial parents. Longer programs offer parents the opportunity to develop support networks among participants, trial and error learning of coping strategies and parenting skills, and cover many aspects of divorce and co-parenting.
The purpose of this study was to describe the factors that influence whether or not a county court would be interested in adopting a lengthier program to promote positive adjustment of children of divorce. In the diffusion of innovations literature, this issue is termed the readiness of the adopting organization. The subjects were counties already offering divorcing parent education programs, specifically the individuals involved in the county’s programming. The focus was on champions and barriers within the family court system.
Prospects for Expanded Parent Education Services for Divorcing Families with Children (continued)
The procedure began with dividing all 3,140 counties in the United States into four groups based on population size for a random, stratified sample. The expectation was that larger counties would experience more divorces and be more likely to implement divorce education programs. Counties were defined as large, n=30, > 1 million; 124 medium-sized, n=124, 300,000 – 1,000,000; and small, n=306, 100,000 – 300,000. All 2,680 counties with a population of < 100,000 were excluded because they were probably too small to have the necessary case flow. An intensive screening process identified a key informant. Only counties with a divorcing parent education course of 1 – 8 hours were included. See Table 1 Screening Results.
Planned changes included: making the program mandatory, 10 counties; adding a child/adolescent support group or program, 29 counties; adding a parent/caregiver support group or program, 27 counties; and improve quality of current, 1 - 8 hour program, 31 counties. See Table 2 Programs Counties Are Currently Offering and Programs Counties Are Considering.
The results for the perceived barriers to the implementation of lengthier divorcing parent education programming showed funding (71% of counties) and attendance (53%) to be the most common. Interestingly there were no significant differences by county population size. See Figure 1 Graph of perceived barriers to the implementation of lengthier divorcing parent education program.
Attitudes of key stakeholders toward longer prevention programs were positive. Most agreed that longer parenting programs would be helpful for families (95%), would find support from judges (80%), were the responsibility of the court (69%), and should be done in their county (74%). The concrete example presented to the respondents occurred four times a year lasting 10 weeks, taught by 2 trained therapists with 10 parents in each group. There is strong emerging evidence of efficacy for such programs and are a natural extension of currently offered short parenting programs. Again, county size yielded no differences. See Table 3
Prospects for Expanded Parent Education Services for Divorcing Families with Children (continued)
Table
4 reflects respondents’ as to whether certain groups would support or oppose
the implementation of a longer program. See Table 4 Champions for the
Implementation of Lengthier Parent Education Programs.
Respondents were asked what type of longer, proven program would be court supported if the only cost were your $12,000 personnel fee. Although many counties were not considering lengthier programs for divorcing families, more than 60% indicated it was likely their county would adopt such programs for both custodial and non-custodial parents. See Table 5 Adoption of a Tested and Proven Program.
More than 60% of the counties offering co-parenting classes plan to change their current program within the next 3 years. About one-third will improve their current 1-8 hour classes or add programming for children and adolescents. Cost and attendance were the most common barriers to lengthening the current programs. Need, effectiveness, and public support may overcome the cost problems. Parents who attend brief, mandated classes may initially be unhappy about the requirement but they report high levels of satisfaction after attending. Also, they are more likely to later voluntarily attend parenting classes.
It may be that not all families need or benefit from extended programs. Children who are experiencing more severe conduct problems receive the most benefit from the more intensive parenting programs. More than half of the family courts nationwide offer services for divorcing families, yet few of the programs have been tested.
FR 7-19
6/02
Prepared by:
Elaine Wilson
Parenting Specialist
Cooperative Extension
Stillwater, OK 74078-6111
(405) 744-7186
emwilso@okstate.edu
fcs.okstate.edu/parenting
Early Childhood-Head Start Task Force. (2002).
“Teaching Our Youngest: A Guide for Preschool Teachers and Child Care and
Family Providers.” U.S. Department of Education & U.S. Department of Health &
Human Services.
ImplicationS for cooperative extension. Cooperative Extension Service has long promoted reading aloud to children. Current programs in Character Education, in-service education for early childhood teachers and providers, and parenting and co-parenting classes strongly encourage reading aloud to children. 4-H publication No. 745, “Child Care: Reading with Children” and the CES fact sheet T-2371 “Children and Books” offer specific, practical guides to choosing books and techniques for reading aloud to children individually and in small and large groups. Extension Educators are seeking partnerships for the “Character Begins at Home” literacy program in English and Spanish. The OSU parenting web site lists many excellent books for children on character traits: trustworthiness, respect, responsibility, caring, citizenship, and fairness.
In the landmark 1986 review, Becoming a Nation of Readers, the Commission on Reading called reading aloud to children "the single most important activity for building the knowledge required for success in reading." The best time to begin reading books with children is when they are infants-babies as young as six weeks old enjoy being read to and looking at pictures. By age two or three, children begin to develop an awareness of printed letters and words. They see adults around them reading, writing, and using printed words for many purposes. Toddlers and preschoolers are especially ready to learn from adults reading to and with them.
Reading aloud to young children is important because it helps them acquire the information and skills they need to succeed in school and life. Through reading aloud children gain a knowledge of printed letters and words and the relationship between sound and print. Reading aloud helps children build larger vocabularies. Children’s books assist parents in explaining difficult words and concepts in ways that children and youth can understand and manage. Reading aloud is an especially beneficial way to talk with children during a crisis such as divorce and accept children’s feelings and concerns.
Books become an important source of information to children when adults read aloud to and with them about the world in which they live and a diversity of places and experiences throughout the world. The children learn the differences and similarities among different languages and between written language and everyday conversation. Most importantly, the children experience the pleasure of reading and sharing the experience with someone who cares.
Parents are advised to make reading books an enjoyable experience. Choose a comfortable place where the children can sit near. Help them feel safe and secure. Be enthusiastic about reading. Show the children that reading is an interesting and rewarding activity. When children enjoy being read to, they will grow to love books and be eager to learn to read.
Children should be read to frequently. Child care providers should read to the children in their care several times a day, establish regular times for reading during the day, and finding other opportunities to read. Families and individuals are advised to start or end the day with a book. Parents may encourage children to read books before sleeping, if they awake during the night and early in the morning. At these times, reading is a valuable and quiet alternative to television. Teachers and child care providers are instructed to read to children after a morning play period which also helps settle them down. Many child care programs include reading aloud individually, in small groups, or to the total group during snack time or before nap time.
* Help children to learn as you read. Offer explanations, make observations, and help the children to notice new information. Explain words that they may not know. Point out how the pictures in a book relate to the story. If the story takes place in an historic era or in an unfamiliar place, give children some background information so that they will better understand and enjoy the story. Talk about the characters' actions and feelings. Find ways to compare the book that you are reading with what the children have been doing in the classroom or at home.
* Ask children questions as you read. Ask questions that help children connect the story with their own lives or that help them to compare the book with other books that they have read. Ask questions that help the children to notice what is in the book and ask them to predict what happens next.
* Encourage children to talk about the book. Have a conversation with the children about the book you are reading. Answer their questions. Welcome their observations, and add to what they say. Continue to talk about the book after you have read it. Invite the children to comment on the story. Ask them to talk about their favorite parts and encourage them to tell the story in their own words. Mention the story as it relates to things.
* Read many kinds of books. Children need to be read different kinds of books. Storybooks can help children to learn about times, cultures, and peoples other than their own; stories can help them understand how others think, act, and feel. Informational books can help children learn facts about the world around them. These books also introduce children to important concepts and vocabulary that they will need for success in school. Read books that relate to the children's backgrounds: their experiences, cultures, languages and interests. Read books with characters and situations both similar and dissimilar to those in the children's lives so they can learn about the world.
* Choose books to help you teach. Use alphabet books to help you teach the names of the letters and the sounds that each letter represents and use counting books to teach children how to count and to recognize numbers. Use poetry or rhyming books to support your teaching of phonological awareness. Use big books (oversized books that your children can easily see) to point out letters, words, and other features of print and to teach book handling. Choose stories that help children learn about social behavior, for example books about friendship to help children learn to share and cooperate. Also choose stories that show children how the world around them works for example, what is happening with the eggs that are hatching in your science area.
* Reread favorite books. Children love to hear their favorite books over and over again. Hearing books read several times helps children understand and notice new things. For example, they may figure out what an unfamiliar word means when they have heard the story several times. They may notice repeated sound patterns. If you point out some letters and words as you read the book repeatedly, children also may pick up specific words that are easily recognized and specific letter-sound relationships.
FR 7-4
6/02
Prepared
by: Elaine Wilson
Parenting Specialist
Cooperative Extension
Stillwater, OK 74078-6111
(405) 744-7186
emwilso@okstate.edu
fcs.okstate.edu/parenting
From the Department of Education. A 28-page booklet for parents of newborns and a 38-page guide for preschool teachers and child care providers were distributed at an April 30 summit on early childhood cognitive development as part of the Department's effort to make sure that no child is left behind. The booklet, guide, and summit presentations are at http://www.ed.gov/offices/OESE/earlychildhood/. Both publications can be ordered from ED Pubs, the Department's online ordering system: http://www.ed.gov/about/ordering.jsp.
“Healthy Start, Grow Smart: Your Newborn” --
Prepared by U.S. Department of Agriculture, U.S. Department of Education, and
U.S. Department of Health & Human Services, 2002. Table of contents:
|
* Congratulations on Your New Baby! |
* Changing Baby's Diaper |
“Teaching Our Youngest: A Guide for Preschool Teachers & Child Care & Family Providers” -- Prepared by the Early Childhood-Head Start Task Force, U.S. Department of Education & U.S. Department of Health & Human Services, 2002. Table of contents:
|
* Reading Aloud to Children |
* Teaching about Numbers &
Counting * Checking Children's Progress * Communicating with Parents & Caregivers * Some Helpful Terms to Know * Suggested Reading |
FR 7-4
6/02
Prepared by: Elaine Wilson
Parenting Specialist
Cooperative Extension
Stillwater, OK 74078-6111
(405) 744-7186
emwilso@okstate.edu
fcs.okstate.edu/parenting
“Predictors of Youth Violence” (NCJ 179065) is available free from JJC in a medium to suit your needs. Please use the document number when ordering. Hardcopies can be ordered by sending an e-mail request to puborder@ncjrs.org or writing JJC at P.O. Box 6000, Rockville, MD 20849-6000. You may also call JJC at 800-638-8736 to speak with a publications specialist to request that the document be mailed to you.
This Bulletin is also available online at http://ojjdp.ncjrs.org/pubs/violvict.html#179065. For full-text publications, information on OJJDP or JJC, and other juvenile justice information, visit the following:
OJJDP World Wide Web page at
http://ojjdp.ncjrs.org
NCJRS World Wide Web page at
http://www.ncjrs.org
This 11-page Bulletin summarizes the research on effectively predicting which youth are prone to commit violent acts and at which stage in their development such delinquency is most likely to erupt. This information significantly strengthens our efforts to prevent juvenile violence. The bulletin describes a number of risk and protective factors, including individual, family, school, peer-related, community/neighborhood, and situational factors.
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What Can You Do To Reduce Violence In Your Community? What can we do to stop the parade of violence affecting our children's lives? The Children's Defense Fund has prepared a booklet to help you. It is appropriate for parents, caregivers, teachers, congregations and mentors of all kinds and is available free of charge.
Highlights include: 10 Steps to Stop Violence in America; Myths & Realities about Guns; Resources for After-School Programming, Conflict Resolution; Violence Prevention, School Safety, Gun and Media Violence.
To receive free booklets, email mbutler@childrensdefense.org. Include your name, address, phone number, and the number of brochures you would like to receive. Or, call 1-800-CDF-1200 and leave your information in Message Box 5. Brochures are available on a first come/first served basis.
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Right from Birth: Building your child’s foundation for life. Mississippi Educational Television 2001, M. Annjo Lemons, 601-432-6370. Parents, grandparents and childcare providers attend the six-week video workshop to improve the emotional, social, and intellectual skills of children birth to 18 months. Caregivers receive a 50-page booklet based on Right from Birth: Building our Child’s Foundation for Life by Drs. Craig and Sharon Ramey.
FR 7-12
Prepared by: Elaine Wilson
Parenting Specialist
Cooperative Extension
Stillwater, OK 74078-6111
(405) 744-7186
emwilso@okstate.edu
fcs.okstate.edu/parenting
National PTA’s Spanish Resources. Check out this collection of resources in Spanish to promote parent involvement in a variety of areas. The National PTA offers Spanish language publications on understanding standards, talking to teens about AIDS, fighting discrimination, and creating healthy children and families. www.pta.org/parentinvolvement/spanish/index.asp
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Parenting Wisely was developed to teach parents of children and adolescents important parenting skills in an entertaining, efficient and inexpensive manner. These skills prevent or arrest the development of serious problems such as: delinquency, academic failure, substance abuse, violence, irresponsible and reckless behavior, chronic family conflict, and depression. For more information or for a product order form visit their website www.parentingwisely.com or contact Family Works, Inc., Innovation and Technology Center, 20 E. Circle Drive, Suite 190, Athens, Ohio 45701; toll free 866-234-WISE (9473); phone 740-593-9505.
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FR 7-22
Are Children from high conflict families at greater risk? What can educators to do? Parental conflict is the single best predictor of poor adjustment in children of divorce. The best solution is for mom and dad to resolve their issues and end the conflict. Until they can do this, they must shelter the children from exposure to their fights. Conflict between parents rarely begins upon divorce. Most often problems have been festering for years, resulting in long histories of children witnessing the results of chronic anger and hostility.
Order the 5th edition of What about the Children? a booklet for parents with new material on conflict. Call Feri at 740-594-7173 for a free sample copy and/or to order in quantity for parent packets for the Co-Parenting through Divorce classes. Call the same number for a PowerPoint slide show to use in your classes. The floppy disk is free with a $5.00 postage and handling fee. The slide show guides teachers and parents through a discussion of divorce and its effects on children.
Another set of slides is designed for use with the Children in the Middle Parent’s version video. There is also a set of slides to use in a special topic presentation on high conflict families. In addition, you may also request a curriculum for a shortened version of the children’s version of the Children in the Middle program.
Source: www.divorce-education.com
6/02
Abstract
A Cost-Analysis of Adopting a Healthful Diet in a
Family–based Obesity
Treatment Program
Prepared by:
Barbara Brown, Ph.D., R.D./L.D.
Food Specialist
321 HES/NSCI
CE-FCS
Stillwater, OK 74078-6141
(405) 744-6824
bbrown@okstate.edu
IMPLICATIONS FOR COOPERATIVE EXTENSION. The sensory characteristics of food (taste, quality, freshness) and the cost of food are the two most influential factors on food choices. Many people believe that healthful food taste bad and cost more than the higher fat, less nutritious dense foods they normally eat. These then become barriers to adopting more healthful diets. This research found that a healthful diet does not increase dietary costs over time. County educators can use this information, coupled with their ability to teach clientele to prepare good tasting lower-energy, nutrient-dense foods; to help families reduced the incidence of overweight and obesity in both children and adults.
Despite government and medical recommendations to reduce the amount of fat and to increase servings of fruits and vegetables in the diet, most Americans, and Oklahomans, continue to consume a diet high in fat an to eat fewer than five servings of fruits and vegetables daily.
Factors that affect food choices include nutrition knowledge, sensory preferences, costs, availability, of foods, and cultural practices. Of these, sensory characteristics (taste, texture, etc.) and cost seem to be the most influential factors. They may become barriers to adopting healthful diets because consumers believe that healthful food doesn’t taste good and it costs more.
Participants in the 20-week behavior modifications study were selected from a larger group of families with obese 8-12 year old children. Twenty families completed the program. Education emphasized increasing nutrient-density in the diet. Dietary cost data were collected at the beginning of the 20-week study and after at 6 and 12 month.
Prices used to calculate food costs were obtained from a supermarket chain. Two to six prices were sampled for each food item to determine a mean cost per serving; based on serving sizes in the Food Guide Pyramid. Sale prices were not used to determine food costs.
The Traffic Light Diet was used to teach the concept of nutrient density. Green foods (mostly fruits and vegetables) were very high in nutrients, and low in fat consisting of only 0 to 1g of fat per serving. Yellow foods were higher in energy than Green foods, containing 2 or 5g of fat per serving, and included staples of the diet needed to meet current recommendations. Red foods were higher in energy than those in the other groups, containing more than 5g of fat per serving, and/or were lower in nutrient density. Modified foods from the fats, oils and sweets group of the Food Guide Pyramid were also considered to be Red foods, even if their fat and/or energy content were low. These foods contributed few nutrients to the diet, and competed with more healthful foods. Combination foods such as pizza, hamburgers, etc., were considered to be Red foods if the serving of the combination food contained at least one half serving of a Red food; for example a lean hamburger topped with mayonnaise.
Results showed total cost of the diet significantly decreased over time. Costs were significantly lower at one year, than at the beginning of the study. There was a significant reduction in the cost for Red food serving over the year. The greatest change that occurred in the family’s diets was a reduction in servings of Red foods. This increased the nutrient density of the diets. At the twelve-month follow-up there was a significant decrease in total dietary cost and cost for Red food servings.
The results suggest that a change to a more healthful diet was not more expensive than a less healthful diet. The cost of Green foods stayed fairly constant throughout the study. The cost of the less healthful Red foods had the greatest impact on total dietary costs. As the study progressed, there was a reduction in cost from those that resulted in a reduction in diet costs.
FOR RELEASE: JUNE 2002
TITLE: QUENCH YOUR THIRST WITH WATER
(Stillwater)--- Except for air, water is the most vital element for life. Water is more critical to life than food. About 60% of an adult's body weight and even more of a child's body weight is water; in fact water is in every body cell. All the chemical processes that occur in the body require water. The body uses water for almost all its functions; including digestion, absorption, circulation, excretion, transporting nutrients, building tissues, maintaining blood volume, and maintaining body temperature.
Thirst lags behind a person's need for water. People usually underestimate how much water they need to refill body stores. Indicators of dehydration include altered body temperature, impaired body performance, fatigue and dizziness, decreased urinary output and lowered blood pressure.
Body water comes from three sources. First, the body makes water and the rest comes from food and beverages. Liquids are an easy-to-recognize source of water, but solid foods also contain water. Meats, fruits, and vegetables provide water. Adults need at least six to eight cups of water each day. Water can be taken in many forms such as water, fruit juice, milk, soups, coffee, tea or soft drinks. Because caffeine is a diuretic and can cause water loss, fluids that do not contain caffeine are recommended instead of caffeinated fluids.
On hot summer days, water is especially important because dehydration can be a major life-threatening problem. While the body can stand to loose much of its fat and carbohydrate stores, a loss of only 5% of body water can result in some signs of heat exhaustion. A 10% loss of body water can lead to heat stroke and circulatory collapse.
A one pound loss of water through perspiration requires one pint (2 cups) of water to replace body fluids. A two-pound weight loss requires one quart of water to replace body fluids.
During hot weather or physical activity, plain cool or cold water is best for replacing body water because it is quickly absorbed. Juices, soft drinks and other liquids containing more than 2.5 percent sugar take longer than water to leave the stomach. Drinks containing sugar also pull body fluids into the stomach and intestine to dilute the sugar. This takes fluids away from other parts of the body, and could result in light-headedness if combined with heavy activity. The best recommendation is to spread fluid replacement out, drinking fluids before, during and after physical activity or time in the sun.
Prepared by:
Janice R. Hermann
315 HES
Cooperative Extension Service
Stillwater, OK 74078-6111
Phone: (405) 744-6824
Fax: (405) 744-3538
jrher@okstate.edu
FOR RELEASE: JUNE 2002
TITLE: SUMMER – A GREAT TIME TO START 5-A-DAY
Although fruits and vegetables provide many health benefits most Oklahomans, including children, eat fewer servings of fruits and vegetables than are recommended. The Centers for Disease Control and Prevention (CDC) report that only 18 percent of Oklahomans eat the recommended number of fruit and vegetable servings a day.
To promote your health, eat a variety of fruits and vegetables-at least 2 servings of fruits and 3 servings of vegetables each day. A serving may be smaller than you think. A serving is defined as:
Eating a variety of fruits and vegetables is important because different fruits and vegetables are rich in different nutrients. Some fruits and vegetables are excellent sources of carotenoids, including those which form vitamin A, while others may be rich in vitamin C, folate, or potassium. Fruits and vegetables, especially dry beans and peas, also contain fiber and other substances that are associated with good health. Dark-green leafy vegetables, deeply colored fruits, and dry beans and peas are especially rich in many nutrients. Most fruits and vegetables are naturally low in fat and calories and are filling. Some are high in fiber, and many are quick to prepare and easy to eat.
Eating 5 or more servings of fruits and vegetables each day is one of the most important things you can do for good health.
Of course, setting a goal and reaching it can be two different things. But there are things you can do to make eating more fruits and vegetables easier.
Prepared by:
Janice R. Hermann
315 HES
Cooperative Extension Service
Stillwater, OK 74078-6111
Phone: (405) 744-6824
Fax: (405) 744-3538
jrher@oksta
FOR RELEASE: JUNE 2002
TITLE: PRE-DIABETES – THE TIME TO PREVENT DIABETES
Updated statistics show 17 million Americans have diabetes, an increase of 8% from previous estimates, and 16 million more Americans have pre-diabetes. A major factor related to the increase in diabetes is the increasing incidence of obesity. In the United States, nearly 60 percent of adults are now considered significantly overweight, and in adolescents the prevalence of obesity has nearly tripled in the past 20 years.
Pre-diabetes sharply raises the risk for developing type 2 diabetes, and increases the risk of heart disease by 50 percent. Studies have shown that most people with this condition go on to develop type 2 diabetes within 10 years, unless they make modest changes in their diet and level of physical activity, which can help them reduce their risks and avoid the debilitating disease.
The ADA and HHS recommend overweight people age 45 and older are screened for pre-diabetes and diabetes. If you have pre-diabetes, you need to know, so you can learn about the high risk of developing diabetes and the steps you can take to prevent it. If you already have diabetes, you need to be treated early to prevent complications. They also recommend adults younger than age 45 are screened, if they are significantly overweight and have one or more of the following risk factors:
·
Family history of
diabetes
·
Low HDL cholesterol and
high triglycerides
·
High blood pressure
·
History of gestation diabetes or gave
birth to a baby weighing more than 9 pounds
·
Belong to a minority group
(African-Americans, American Indians, Hispanic Americans/Latinos, and Asian
American/Pacific Islanders are at increased risk for type 2 diabetes).
These recommendations resulted from several major studies that evaluated strategies to prevent type 2 diabetes, including the HHS Diabetes Prevention Program. The Diabetes Prevention Program found that diet and physical activity resulting in a 5 to 7 percent weight loss lowered the incidence of type 2 diabetes by 58%. Participants lost weight by cutting fat and calories in their diet, and by exercising (most chose walking) at least 30 minutes a day, 5 days a week.
Prepared by:
Janice R. Hermann
315 HES
Cooperative Extension Service
Stillwater, OK 74078-6111
Phone: (405) 744-6824
Fax: (405) 744-3538
jrher@okstate.edu
FOR RELEASE: JUNE 2002
STILLWATER---For children of all ages, summer can bring new opportunities for fun, relaxation and developing new skills. Yet, some of these activities, particularly those outdoors, can result in injury or other tragedies. The American Academy of Pediatrics and the Automotive Coalition for Traffic Safety offers the following tips to make sure the summer is a safe one:
· Avoid inflatable swimming aids such as "floaties". They are not a substitute for approved life vests and can give children a false sense of security.
Fun
in the Sun
·
Babies under 6 months of age should be kept out of the direct
sunlight. Move your baby to the shade or under a tree, umbrella, or the stroller
canopy.
·
Dress babies in lightweight clothing that covers the arms and legs
and use brimmed hats.
·
Apply sunscreen at least 30 minutes before going outside, and use
sunscreen even on cloudy days. The sun protection factor (SPF) should be at
least 15.
·
Try to keep children out of the sun between 10 am and 4 pm -
that's when the sun's rays are strongest.
