TY - JOUR TI - Energy transformation: Teaching youth about energy efficiency while meeting science essential standards AU - Kirby, S.D. AU - Chilcote, A.G. T2 - Journal of Extension DA - 2014/// PY - 2014/// VL - 52 IS - 1 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84894618795&partnerID=MN8TOARS ER - TY - JOUR TI - Tracing temperature patterns of cut leafy greens during service in north carolina school food service AU - Thomas, E.M. AU - Chapman, B. AU - Jaykus, L.-A. AU - Phister, T. T2 - Journal of Food Protection AB - Contaminated fresh produce has been increasingly identified as a cause of foodborne illnesses. Because of concerns about pathogen growth on these food items at retail, the 2009 U.S. Food and Drug Administration Food Code established that cut leafy greens (lettuce, spinach, spring mix, cabbage, arugula, and kale) must have time and temperature controls for safety and hence should be kept at refrigerated temperatures (5°C or lower). The purpose of this study was to determine the temperature profiles of cut leafy greens in single-serving clamshell containers provided as part of the North Carolina School Lunch Program and to compare the two policies that North Carolina has in place to control the temperature of these products (the 3-day rule and time in lieu of temperature). Temperatures were recorded with data loggers in 24 schools during a 3-day period. In all cases, substantial temperature variability was found for these products, including temperatures above 5°C for at least 1 h on each of the 3 days. In some cases, temperatures reached above 5°C for more than 3 h throughout the serving time. The results demonstrate the importance of developing a protocol for continuous temperature monitoring of leafy greens served in school lunch programs. DA - 2014/// PY - 2014/// DO - 10.4315/0362-028X.JFP-14-121 VL - 77 IS - 9 SP - 1495-1500 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84906969253&partnerID=MN8TOARS ER - TY - JOUR TI - Sanitation in classroom and food preparation areas in child-care facilities in North Carolina and South Carolina AU - Wohlgenant, K.C. AU - Cates, S.C. AU - Fraser, A. AU - Chapman, B. AU - Jaykus, L.-A. AU - Chen, X. T2 - Journal of Environmental Health DA - 2014/// PY - 2014/// VL - 77 IS - 4 SP - 20-27 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84928774446&partnerID=MN8TOARS ER - TY - CHAP TI - Conclusions and recommendations AU - Jacob, C.J. AU - Chapman, B.J. AU - Powel, D.A. T2 - The Produce Contamination Problem: Causes and Solutions: Second Edition PY - 2014/// SP - 451-456 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84905997219&partnerID=MN8TOARS ER - TY - CHAP TI - FFA AU - Croom, DB T2 - Foundations of Agricultural Education PY - 2014/// ET - 3rd ed. SP - 387-412 PB - Pearson ER - TY - JOUR TI - Head Start Administrator and Teacher Perceptions of Parental Influence on Preschool Children AU - Babatunde, Oyinlola AU - Wilkerson, K.N. AU - Lisson, S.E. AU - Carraway-Stage, V. AU - Babatunde, O.T. T2 - Journal of Nutrition Education and Behavior AB - The purpose of this study was to explore parental influence on preschool children's nutrition education from the perspective of Head Start administrators and teachers. Beginning September 2011 through May 2012, researchers conducted 63 in-depth, structured interviews with North Carolina-based (NC) Head Start Health/Nutrition Coordinators (n=31) and teachers (n=32). Researchers recorded interviews via digital audio format and transcribed them verbatim. Through open-coding, researchers identified four primary, emergent themes related to parental influence. Following a grounded theory approach, themes were then broken down to develop a substantive-level model. Outcomes revealed parent interaction involvement (e.g. parent meetings), educational opportunities offered through Head Start (e.g. parent education classes), community support programs (e.g. public funding, private organizations), and factors related to a parent's own background (e.g. socio-economic status, food preferences) were principal parent related-components that Head Start staff reported as being influential to preschooler's nutrition education. Initial findings suggest more training and education opportunities for parents may be needed to overcome their own nutrition-related knowledge and perceptions. Yet, participants often reported a lack of parental involvement as a barrier to educational opportunities offered to families through Head Start. Despite barriers, teachers and local community partners should continue supporting parents in efforts to reinforce positive nutrition messages among preschool children. However, in order to better understand the impact of parent-related factors (e.g. involvement, influence) on children's nutrition education, researchers should also explore these issues from the perspective of Head Start parents. DA - 2014/7// PY - 2014/7// DO - 10.1016/j.jneb.2014.04.103 VL - 46 IS - 4 SP - S135 ER - TY - JOUR TI - Teacher and Administrator Perceptions of Nutrition Education During Mealtime in Head Start Preschools AU - Carraway-Stage, Virginia AU - Bechar, N. AU - Goodell, S.L. AU - Carraway-Stage, V. T2 - Journal of Nutrition Education and Behavior AB - ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools.Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31).Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model.ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education.Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children.FundingNone ObjectiveMealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Mealtime in the preschool classroom represents a unique opportunity for teachers to provide nutrition education; however, research suggests that teachers are often overwhelmed during this time, making the provision of quality education difficult. The purpose of this study was to examine the factors impacting the provision of nutrition education during mealtime in North Carolina-based Head Start preschools. Study Design, Setting, Participants, and InterventionResearchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Researchers conducted 63 in-depth, structured interviews between September 2011 and May 2012 with Head Start teachers (n=32) and administrators (n=31). Outcome, Measures and AnalysisTranscribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. Transcribed interviews were coded and analyzed to identify emergent themes. Following grounded theory, researchers identified and condensed 13 inter-related themes within a substantive-level model. ResultsFindings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Findings indicated that time constraints (e.g. scheduling time, kindergarten readiness), mealtime barriers (e.g. chaos of mealtime, quality of meals, peer influence), teacher factors (e.g. modeling, resistance), and availability of resources (e.g. educational resources, teacher training) were all contributing factors to the provision mealtime nutrition education. Conclusions and ImplicationsImplementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children. Implementing nutrition education during mealtimes in Head Start centers may alleviate complications associated with scheduling time for formal instruction and funding constraints. Mealtime education may also enhance the learning processes for children by appealing to children's learning styles, senses, and interests. However, in order to ensure quality education is provided, teachers may need additional support through additional training and educational materials sensitive to the challenges within the mealtime environment. Further research is needed to determine the barriers, facilitators and overall effectiveness of providing mealtime based nutrition education to preschool age children. DA - 2014/7// PY - 2014/7// DO - 10.1016/j.jneb.2014.04.125 VL - 46 IS - 4 SP - S144 ER - TY - JOUR TI - Understanding the State of Nutrition Education in the Head Start Classroom: A Qualitative Approach AU - Carraway-Stage, V. AU - Henson, S.R. AU - Dipper, A. AU - Spangler, H. AU - Ash, S.L. AU - Goodell, L.S. T2 - American Journal of Health Education AB - Background Early education is important for establishing healthy eating behaviors among young children; however, the literature describing nutrition education in the preschool environment is limited. Purpose The purpose of this study was to explore teacher experiences related to the incorporation of nutrition education in Head Start preschool classrooms. Methods Between September 2011 and May 2012, investigators conducted 74 in-depth, structured interviews (31 health/nutrition coordinators, 11 center directors, and 32 teachers). Participant interviews were recorded in digital audio format and transcribed verbatim. Results Researchers condensed identified interrelated themes into 4 categories within a substantive-level model. Outcomes revealed that teacher training/education, funding, and policies/regulations were the core factors influencing the quality and quantity of nutrition-related instruction. Discussion The proposed model establishes a framework for understanding the state of nutrition education in the preschool environment. Teachers need more opportunities for training/education in instructional methods and nutrition content; financial support for materials; and clear, supportive policies/regulations. Translation to Health Education Practice Teachers and administrators can use the proposed framework as an objective guide to identify the presence of these barriers in their organizations and to facilitate their ability to work together to improve the quality of nutrition education in the preschool environment. DA - 2014/// PY - 2014/// DO - 10.1080/19325037.2013.853000 VL - 45 IS - 1 SP - 52-62 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84892414052&partnerID=MN8TOARS ER - TY - JOUR TI - Evaluation of a pictorial method to assess liking of familiar fruits and vegetables among preschool children AU - Carraway-Stage, V. AU - Spangler, H. AU - Borges, M. AU - Suzanne Goodell, L. T2 - Appetite AB - Research suggests fruit and vegetable (FV) preferences greatly influence on FV intake. Methods for assessing children's FV preference in a reliable and valid manner are needed. The purpose of this study was to develop a practical, reliable, and valid method for evaluating FV liking among preschool-aged children using photographs. Authors formatively assessed a series of digital FV photographs and hedonic scales to develop content for the liking measure. The measure for assessment included 20 high-quality, digital photographs presenting 13 FVs. A non-gendered 5-point face scale (super yummy to super yucky) was chosen to determine level of liking. We used this measure to establish reliability (i.e., test re-test) and concurrent validity (i.e., photograph versus tasting experience) of the pictorial method. Data were analyzed using Spearman's Rho Correlation Coefficients and Wilcoxon signed-rank tests. The measure demonstrated varying levels of reliability/validity for individual FV items and the fruit scale; however, the vegetable scale and collapsed FV scale were determined to be valid measures. Authors recommended the removal of one weak pictorial fruit item (halved peach) from the fruit and FV scales to improve validity. The final recommended measure included 19 high-quality, digital photographs presenting 12 FVs. The pictorial FV measure and subscales may be useful for assessing FV liking among groups of preschool-aged children within the studied population. Additional research is needed to further validate the use of the pictorial FV measures in a larger, more generalizable sample. DA - 2014/// PY - 2014/// DO - 10.1016/j.appet.2013.12.011 VL - 75 SP - 11-20 UR - http://www.scopus.com/inward/record.url?eid=2-s2.0-84892474658&partnerID=MN8TOARS KW - Preference KW - Fruit KW - Vegetable KW - Preschool KW - Picture KW - Evaluation ER - TY - JOUR TI - FoodMASTER Middle Grades: Development and Pilot Evaluation of an Integrative Food-based Science Curriculum AU - Carraway-Stage, Virginia AU - Bala, S. AU - White, M.L. AU - Roseno, A. AU - Duffrin, M.W. T2 - Journal of Nutrition Education and Behavior AB - ObjectiveThe purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science.Study Design, Setting, Participants, and InterventionResearchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year.Outcome, Measures and AnalysisTeachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities.ResultsFeedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation.Conclusions and ImplicationsOutcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development.FundingNIH ObjectiveThe purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science. The purpose of this research was to develop and evaluate the fidelity of Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Middle (FMM), a 6-8th grade curriculum that uses food as a tool to teach science. Study Design, Setting, Participants, and InterventionResearchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year. Researchers developed a 12-unit curriculum for middle grades featuring 25 labs and 12 health-focused extension activities. Five 7th-grade NC science teachers/classrooms were recruited to implement FMM and provide feedback over the 2012-2013 academic year. Outcome, Measures and AnalysisTeachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities. Teachers completed formative written evaluations for each unit and a summative 45-60 minute structured interview. Feedback included, but was not limited to, descriptions of how FMM was integrated into the classroom, student engagement, implementation barriers, and recommendations for improving labs/activities. ResultsFeedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation. Feedback indicated high implementation rates of FMM units. The majority of teachers reported they were willing to repeat (87%) and recommend (90%) the labs/activities to other teachers. Teachers also commented positively about the curriculum's ability to integrate health-related knowledge/skills with academic standards. Teachers recommended the revised curriculum should include improved lab background information; instructional plans to guide implementation; shortened, group-based lab activities; and visual aids (e.g. photographs, videos) to support lab preparation. Conclusions and ImplicationsOutcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development. Outcomes indicated FMM was well received by teachers. Specifically, teachers were excited to introduce food-based labs/activities that highlighted the real-life application of content emphasized in 7th-grade science classrooms. Reviewing the lessons learned from the development and initial evaluation of FMM will serve as a resource to those interested in curriculum development. DA - 2014/7// PY - 2014/7// DO - 10.1016/j.jneb.2014.04.124 VL - 46 IS - 4 SP - S144 ER - TY - JOUR TI - A Gourd Smorgasbord Offers Second Grade Students Sensory Exposure to a Variety of Squash While Teaching Science AU - Carraway-Stage, Virginia AU - Hammond, J. AU - Duffrin, M.W. T2 - Journal of Nutrition Education and Behavior AB - To share the layout and design of an activity called Gourd Smorgasbord, illustrate the activity alignment to Next Generation Science Standards, and discuss the implementation of the activity. Second grade students. The Food, Math, and Science Teaching Enhancement Resource (FoodMASTER) Initiative uses food as a tool to teach mathematics and science. This project was a partnership with a teacher to enhance an existing thematic curriculum about pumpkins. Curriculum developers created an activity that offered second grade students sensory exposure to butternut, acorn, and spaghetti squash. Students rotated through 3 stations observing, predicting, and recording information. Curriculum developers and the classroom teacher monitored students and facilitators progression through the activities. Student engagement, implementation techniques, and recommendations for improving the activity were considered. The activity engaged students in the learning process and facilitated sensory exposure to a variety of squash. Some or all of the squash varieties were a new exposure for a majority of students. Sensory descriptors posed the greatest challenge for students. The classroom teacher suggested the addition of word banks to assist students with nomenclature. The activity could easily be adjusted to multi-day lessons and/or demonstration-lecture format. Continued educational research evaluating food and nutrition scientific knowledge gains is warranted. DA - 2014/7// PY - 2014/7// DO - 10.1016/j.jneb.2014.04.123 VL - 46 IS - 4 SP - S143-S144 ER - TY - CONF TI - An Analysis of the Professional Development Needs of Induction and Non-Induction Phase Agriculture Teachers in Oregon AU - Sorensen, T.J. AU - Lambert, M.D. AU - McKim, A.J. T2 - Western Region Agricultural Education Research Conference C2 - 2014/// C3 - Proceedings of the Western Region Agricultural Education Research Conference CY - Kona, HI DA - 2014/// PY - 2014/// SP - 30–46 ER - TY - CONF TI - An Analysis of Teachers' Perceived Competence and Situated Motivation at the Oregon Delta Conference AU - Elliott, K.M. AU - Lambert, M.D. T2 - 2014 Western Region Agricultural Education Research Conference C2 - 2014/// C3 - 2014 Western Region Agricultural Education Research Conference CY - Kona, HI DA - 2014/// PY - 2014/// SP - 407–409 ER - TY - CONF TI - A Qualitative Examination Comparing Preservice Teachers' Written and Oral Reflections AU - Lambert, M.D. AU - Sorensen, T.J. AU - Elliott, K.M. T2 - Southern Region Agricultural Education Research Conference C2 - 2014/// C3 - Proceedings of the Southern Region Agricultural Education Research Conference CY - Dallas, TX DA - 2014/// PY - 2014/// SP - 549– 564 ER - TY - CONF TI - Are you Questioning your Questioning? AU - Lambert, M.D. AU - Stewart, J. AU - Sorensen, T.J. T2 - OVATA Fall Conference 2014 C2 - 2014/10// CY - Redmond, OR DA - 2014/10// PY - 2014/10// ER - TY - CONF TI - Using music in the classroom AU - Lambert, M.D. T2 - OVATA Summer conference C2 - 2014/6// CY - Ontario, OR DA - 2014/6// PY - 2014/6// ER - TY - SOUND TI - Exploring agricultural education as a career AU - Lambert, M.D. AU - Thompson, G.W. AU - Sorensen, T.J. AU - McKim, A.J. AU - Henderson, T.M. AU - Stewart, J. DA - 2014/// PY - 2014/// ER - TY - CONF TI - An Examination of Teachers' Professional Development Experiences at the Delta Conference AU - Elliott, K.M. AU - Lambert, M.D. T2 - Western Region Agricultural Education Research Conference C2 - 2014/// C3 - Proceedings of the Western Region Agricultural Education Research Conference CY - Kona, HI DA - 2014/// PY - 2014/// SP - 340–353 ER - TY - CONF TI - Exploring Oregon Agriculture Teachers' Perceptions and Integration of Common Core Standards AU - McKim, A.J. AU - Lambert, M.D. AU - Sorensen, T.J. AU - Velez, J.J. T2 - Western Region Agricultural Education Research Conference C2 - 2014/// C3 - Proceedings of the Western Region Agricultural Education Research Conference CY - Kona, HI DA - 2014/// PY - 2014/// SP - 309–322 ER - TY - JOUR TI - Examining Oregon Agriculture Teachers' Professional Development Needs by Career Phase AU - Sorensen, T.J. AU - Lambert, M.D. AU - McKim, A.J. T2 - Journal of Agricultural Education AB - Agriculture teachers face challenges at every stage of their career, creating a need for professional development to meet their individual needs. Additionally, research suggests the need for periodic needs assessments to be conducted within individual states. The purpose of this study was to identify and describe, using the Borich needs assessment model, the inservice needs of agriculture teachers in Oregon by career phase. A list of 49 agricultural education competencies were developed from existing research, and responses were analyzed using mean weighted discrepancy scores (MWDS). We found induction-phase teachers (0-5 years of experience) had the highest inservice needs for the following competencies: (a) writing grant proposals for external funding, (b) utilizing a local advisory committee, and (c) utilizing the AET record book system. Non-induction phase agriculture teachers (6 or more years of experience) were most in need of: (a) balancing priorities to make time for career and family/personal life, (b) utilizing the AET record book system, and (c) utilizing techniques and skills to stay organized. Additionally, differences and similarities between inservice needs of induction and non-induction teachers were identified and discussed. Implications of these findings and recommendations are presented. DA - 2014/// PY - 2014/// DO - 10.5032/jae.2014.05140 VL - 55 IS - 5 SP - 140–154 ER - TY - JOUR TI - What is the teachers' experience when implementing the Curriculum for Agricultural Science Education? AU - Lambert, M.D. AU - Velez, J.J. AU - Elliott, K.M. T2 - Journal of Agricultural Education AB - This multiple case study was designed to understand the experience of implementing the Curriculum for Agricultural Science Education (CASE) for five teachers at four high schools. All teachers were in their first year of implementing CASE. Through the use of weekly journals, semistructured interviews and a focus group, researchers attempted to gain insight into how the teachers were implementing CASE as well as their perceptions of the curriculum’s impact on their program and students. Five themes emerged from the study: a) some teachers adapted more easily to the student-centeredness of the curriculum; b) teachers enjoyed having content available, but none of them made it all the way through the material; c) the materials and equipment were essential to the successful implementation of CASE; d) teachers saw attending the CASE training institute as vital to their implementation of the curriculum; and, e) implementing CASE allowed the teachers to refocus. Additionally, researchers used the Concerns Based Adoption Model as a framework for this study and determined each teacher’s level of use, stage of concern and innovation configuration. Recommendations are included for classroom teachers, teacher educators, as well as the CASE developers. DA - 2014/// PY - 2014/// DO - 10.5032/jae.2014.04100 VL - 55 IS - 4 SP - 100–115 ER - TY - JOUR TI - A Comparison and Analysis of Preservice Teachers' Oral and Written Reflections AU - Lambert, M.D. AU - Sorensen, T.J. AU - Elliott, K.M. T2 - Journal of Agricultural Education AB - Teacher reflection continues to be a key component of many preservice teaching programs across the United States. In Agricultural Education, reflection begins in the early field experience and continues throughout the teacher education program as an important opportunity to assess students’ proficiency of teaching concepts, thought process, and growth over time. The purpose of this study was to examine the topics of preservice teachers’ reflections and compare the effectiveness of written and reflective interviews. We examined the written and reflective interviews of four preservice teachers over three reflection cycles, comparing themes, levels of reflection, and completeness to determine the benefit of multiple methods of reflection. Applying the theory of preservice teacher concerns, we found participants tended to report more task reflection than self-concerns or impact concerns when given open-ended reflection prompts. Moreover, written reflections tended to be more summative in nature, while reflective interviews provided more support and detail. The findings indicate reflection across multiple methods may provide a more complete assessment of student proficiency. Teacher education programs could benefit from these findings by analyzing their means of facilitating preservice teacher reflection. DA - 2014/// PY - 2014/// DO - 10.5032/jae.2014.04085 VL - 55 IS - 4 SP - 85–99 ER - TY - SOUND TI - Techniques for improved student engagement and handling misbehavior AU - Warner, W.J. AU - Marshall, J.M. DA - 2014/3// PY - 2014/3// ER - TY - SOUND TI - Engaging students AU - Warner, W.J. AU - Marshall, J.M. DA - 2014/4// PY - 2014/4// ER - TY - SOUND TI - Supervision of Field Experiences in Agricultural Education AU - Morgan, J.E. AU - Warner, W.J. DA - 2014/7// PY - 2014/7// ER - TY - SOUND TI - Celebrating the Awesome AU - Warner, W.J. DA - 2014/9// PY - 2014/9// ER - TY - CHAP TI - The Psychology of Learning AU - Warner, W.J. AU - Morgan, J.E. PY - 2014/12// ER - TY - CONF TI - Shuffling Values: Using Agriculture Teacher Values Rummy in the Development of Teaching Philosophies AU - Wood, M.M. AU - Warner, W.J. AU - Jones, D.W.W. T2 - National AAAE Research Conference C2 - 2014/// CY - Snowbird, UT DA - 2014/// PY - 2014/5// ER - TY - CONF TI - Is Student-to-Student Interaction Needed in Distance Education Classes? What the Students Say AU - Moore, G.E. AU - Warner, W.J. AU - Jones, D.W.W. T2 - NC State Teaching and Learning Symposium C2 - 2014/4// CY - Raleigh, NC DA - 2014/4// PY - 2014/4// ER - TY - CONF TI - Diffusion of the edTPA: What Information do Student Teachers Need? AU - Lunsford, A.R. AU - Warner, W.J. AU - Park, T.D. AU - Marshall, J.M. T2 - National CTE Research and Professional Development Conference C2 - 2014/11// CY - Nashville, TN DA - 2014/11// PY - 2014/11// ER - TY - SOUND TI - What’s in Your Backpack? AU - Warner, W.J. DA - 2014/6// PY - 2014/6// ER - TY - CONF TI - Expectations of Graduate Students Regarding Student-to-Student Interaction in Distance Education Classes AU - Moore, G.E. AU - Warner, W.J. AU - Jones, D.W.W. T2 - National CTE Research and Professional Development Conference C2 - 2014/11// CY - Nashville, TN DA - 2014/11// PY - 2014/11// ER - TY - SOUND TI - Apps in Ag Ed: The Sequel AU - Warner, W.J. AU - Morgan, J.E. AU - Holloman, C. DA - 2014/11// PY - 2014/11// ER - TY - CONF TI - Teachers’ Perceptions of Common Core State Standards in Agricultural Education AU - Stair, K.S. AU - Culbertson, A. AU - Warner, W.J. T2 - National CTE Research and Professional Development Conference C2 - 2014/11// CY - Nashville, TN DA - 2014/11// PY - 2014/11// ER - TY - SOUND TI - Beg, Borrow, and Steal: Technology Integration Style AU - Warner, W.J. AU - Holloman, C. DA - 2014/11// PY - 2014/11// ER - TY - CONF TI - Does Learning Run Through Student-to-Student Interaction in Graduate Distance Education Classes? AU - Moore, G.E. AU - Warner, W.J. AU - Jones, D.W.W. T2 - North American Colleges and Teachers of Agriculture Conference C2 - 2014/6// CY - Bozeman, MT DA - 2014/6// PY - 2014/6// ER - TY - CONF TI - Teachers Connecting, Learning, and Networking Online Using Social Media AU - Jones, D.W.W. AU - Warner, W.J. AU - Jones, J. T2 - North American Colleges and Teachers of Agriculture Conference C2 - 2014/6// CY - Bozeman, MT DA - 2014/6// PY - 2014/6// ER - TY - CONF TI - How Does Learning Run Through Collaborative Groups? AU - Warner, W.J. AU - Wood, M.M. T2 - North American Colleges and Teachers of Agriculture Conference C2 - 2014/6// CY - Bozeman, MT DA - 2014/6// PY - 2014/6// ER - TY - JOUR TI - Very Important Teen Parent Program AU - Allen, K. AU - Guin, A. DA - 2014/// PY - 2014/// ER - TY - SOUND TI - Very Important Teen Parent Program AU - Allen, K. AU - Guin, A. DA - 2014/// PY - 2014/// ER - TY - CONF TI - Program planning: Needs assessment to evaluation AU - Guin, A. T2 - NC Center for Afterschool Programs 2014 Leadership Institute C2 - 2014/// CY - Raleigh, NC DA - 2014/// PY - 2014/9/22/ ER - TY - CONF TI - Ann integrative Adlerian approach to creating a teen parenting program AU - Allen, K. AU - Guin, A. T2 - Adolescent Parenting Prevention Coalitions of North Carolina Conference C2 - 2014/// CY - Greensboro, NC DA - 2014/// PY - 2014/5/15/ ER - TY - CONF TI - An Integrative Adlerian Approach to Creating a Teen Parenting Program AU - El-Beshti, R. AU - Allen, K. AU - Guin, A. T2 - Family Science Association Conference C2 - 2014/// CY - Waikiki Beach, HI DA - 2014/// PY - 2014/6/5/ ER - TY - CONF TI - Using technology with young parents: Integrative Adlerian approaches to parenting AU - Allen, K. AU - Jolly, C. AU - Guin, A. T2 - South Carolina Conference on Adlerian Psychology C2 - 2014/// CY - Myrtle Beach, SC DA - 2014/// PY - 2014/9/27/ ER - TY - CONF TI - Assessment of the energy transformation curriculum: Changes in knowledge and practice for participating youth AU - Kirby, S. AU - Guin, A. AU - Chilcote, A. T2 - Housing Education and Research Association Conference C2 - 2014/// CY - Kansas City, MO DA - 2014/// PY - 2014/10/6/ ER - TY - JOUR TI - An Integrative Adlerian Approach to Creating a Teen Parenting Program AU - Allen, Kimberly AU - El-Beshti, Rasha AU - Guin, Autumn T2 - The Journal of Individual Psychology AB - Adlerian theory is a foundation used by numerous parent education programs, and it is also defensibly an unyielding theoretical foundation for teen parent educational programs. Teen programs can be supported and enhanced by the inclusion of ad- ditional theoretical approaches to serving youth. In this article, the authors discuss how integrating relationship education, life skill development, and educational at- tainment, as well as speci fi c approaches to program engagement and delivery, can enhance the learning environment for young parents. This theoretical overview is designed to showcase a representation of principles and practices that are important for developing quality teen parenting programs. DA - 2014/// PY - 2014/// DO - 10.1353/jip.2014.0006 VL - 70 IS - 1 SP - 6-20 J2 - The Journal of Individual Psychology LA - en OP - SN - 2332-0583 UR - http://dx.doi.org/10.1353/jip.2014.0006 DB - Crossref ER - TY - JOUR TI - Accessibility and Usage of Technology by North Carolina Agriculture Teachers AU - Williams, Maegan R. AU - Warner, Wendy J. AU - Flowers, James L. AU - Croom, D.Barry T2 - Journal of Agricultural Education AB - This study examined the integration of technology into the instructional process in North Carolina agricultural education classrooms. The study used survey research methodology to collect information on the availability of instructional technology and the frequency of instructional technology use by North Carolina agriculture teachers. The study found most teachers had access to digital projectors and digital cameras. Agriculture teachers also had convenient access to a teacher desktop computer and teacher laptop computer. The most commonly used software included Internet browsers and software for managing student records. Use of technology by agriculture students was less frequent and commonly consisted of Internet searching and use of reference materials on CD-ROMs. It is recommended the findings of this research study be used to inform future professional development offerings. Also, there should be additional investigation of appropriate learner-centered approaches to technology integration and continued research on the availability and utilization of educational technology in agriculture classrooms over time. DA - 2014/10/30/ PY - 2014/10/30/ DO - 10.5032/jae.2014.04191 VL - 55 IS - 4 SP - 191-206 J2 - JAE OP - SN - 1042-0541 UR - http://dx.doi.org/10.5032/jae.2014.04191 DB - Crossref ER - TY - JOUR TI - Teaching with Technology: North Carolina Agriculture Teachers’ Knowledge Acquisition, Attitudes, and Identified Barriers AU - Williams, Maegan R. AU - Warner, Wendy J. AU - Flowers, James L. AU - Croom, D. Barry T2 - Journal of Agricultural Education AB - In order for agricultural education teachers to adapt to an ever-changing educational environment, they must possess the skills necessary to integrate technology into their classrooms. The purpose of this study was to examine the factors that influence North Carolina agriculture teachers’ ability to integrate educational technology. This study examined the identification of sources contributing to agriculture teachers’ technological knowledge, their attitudes towards technology integration, and barriers to the inclusion of technology in agriculture classrooms. Agriculture teachers acquired technology skills to a moderate extent from personal trial and error and interaction with other faculty/staff. Teachers felt technology allowed students to be creative, allowed students to access course materials easily, appealed to the learning styles of students, and provided opportunities for individualized instruction. The expense of technology was identified as the greatest barrier to technology integration. DA - 2014/12/31/ PY - 2014/12/31/ DO - 10.5032/jae.2014.05001 VL - 55 IS - 5 SP - 1-15 J2 - JAE OP - SN - 1042-0541 UR - http://dx.doi.org/10.5032/jae.2014.05001 DB - Crossref ER - TY - JOUR TI - Sociological Answers to “What’s the Matter with Rural____" AU - Schulman, M.D. T2 - Sociological Forum DA - 2014/// PY - 2014/// VL - 29 IS - 1 SP - 241–244 ER - TY - JOUR TI - Evaluation of Food Safety Risk Messages in Popular Cookbooks AU - Levine, K. AU - Chapman, B. T2 - Journal of the Academy of Nutrition and Dietetics AB - Participants will be able to critically evaluate food safety guidance provided in popular cookbook recipes and create recipe language for proper food safety behaviors. DA - 2014/9// PY - 2014/9// DO - 10.1016/J.JAND.2014.06.188 VL - 114 IS - 9 SP - A58 J2 - Journal of the Academy of Nutrition and Dietetics LA - en OP - SN - 2212-2672 UR - http://dx.doi.org/10.1016/J.JAND.2014.06.188 DB - Crossref ER - TY - JOUR TI - Corrigendum to “Educational needs assessment and practices of grocery store food handlers through survey and observational data collection” [Food Control 34 (2013) 707–713] AU - Robertson, Lynn A. AU - Boyer, Renee R. AU - Chapman, Benjamin J. AU - Eifert, Joseph D. AU - Villalba, Abigail AU - Franz, Nancy K. T2 - Food Control DA - 2014/10// PY - 2014/10// DO - 10.1016/J.FOODCONT.2014.04.007 VL - 44 SP - 284 J2 - Food Control LA - en OP - SN - 0956-7135 UR - http://dx.doi.org/10.1016/J.FOODCONT.2014.04.007 DB - Crossref ER - TY - JOUR TI - Identification of current proficiency level of Extension competencies and the competencies needed for Extension agents to be successful in the 21st century AU - Lakai, D. AU - Jayaratne, K.S.U. AU - Moore, G. AU - Kistler, M.J. T2 - Journal of Human Sciences and Extension DA - 2014/// PY - 2014/// VL - 2 IS - 1 SP - 71–89 UR - http://media.wix.com/ugd/c8fe6e_53ea61c582994033af7c961b1c4fcd7d.pdf ER - TY - JOUR TI - Scholarship perceptions of academic department heads: Implications for promoting faculty community engagement scholarship AU - Sobrero, P. AU - Jayaratne, K.S.U. T2 - Journal of Higher Education Outreach and Engagement DA - 2014/// PY - 2014/// VL - 18 IS - 1 SP - 123–151 ER - TY - JOUR TI - Engaging learners through collaborative learning: Leadership development of County Extension Directors and lessons learned AU - Sobrero, P. AU - Jayaratne, K.S.U. T2 - Journal of Extension DA - 2014/// PY - 2014/// VL - 52 IS - 2 UR - http://www.joe.org/joe/2014april/a2.php ER - TY - JOUR TI - Extension educators’ perceptions about the NC 10% Local Food Campaign: Impacts, challenges, and alternatives AU - Ingerson, K. AU - Jayaratne, K.S.U. AU - Wymore, T. AU - Creamer, N. T2 - Journal of Extension DA - 2014/// PY - 2014/// VL - 52 IS - 2 UR - http://www.joe.org/joe/2014april/a7.php ER - TY - JOUR TI - Teaching basic cooking skills: Evaluation of the North Carolina Extension Cook Smart Eat Smart Program AU - Dunn, C. AU - Jayaratne, K.S.U. AU - Baughman, K. AU - Levine, K. T2 - Journal of Family and Consumer Sciences DA - 2014/// PY - 2014/// VL - 106 IS - 1 SP - 39–46 ER - TY - JOUR TI - Use of demonstration gardens in Extension: Challenges and benefits AU - Glen, C.D. AU - Moore, G.E. AU - Jayaratne, K.S.U. AU - Bradley, L.K. T2 - Journal of Extension DA - 2014/// PY - 2014/// VL - 52 IS - 4 SP - 4-6 UR - http://www.joe.org/joe/2014august/a6.php ER - TY - JOUR TI - Characteristics and motivational factors of effective Extension advisory leaders: Implications for building strong Extension advisory councils AU - Kish, J. AU - Jayaratne, K.S.U. AU - Flowers, J. AU - Kistler, M.J. T2 - Journal of Human Sciences and Extension DA - 2014/// PY - 2014/// VL - 2 IS - 3 SP - 32–44 UR - http://media.wix.com/ugd/c8fe6e_e058fa5a17b548969a55005aa78dfffa.pdf ER - TY - JOUR TI - Not Just the Farm Wife: Perceptions and Needs of North Carolina Farm Women AU - Tutor-Marcom, Robin AU - Bruce, Jacklyn AU - Greer, Annette T2 - Journal of Agromedicine AB - The objective of this study was to determine self-perceived social-emotional issues and need for coping strategies or support services among North Carolina farm women. If needed, women were asked t... DA - 2014/4/3/ PY - 2014/4/3/ DO - 10.1080/1059924X.2014.892855 VL - 19 IS - 2 SP - 246-247 J2 - Journal of Agromedicine LA - en OP - SN - 1059-924X 1545-0813 UR - http://dx.doi.org/10.1080/1059924X.2014.892855 DB - Crossref ER - TY - JOUR TI - Creative Solutions in Nutrition Education: Adapting and Evaluating an Intervention in Food Pantry Settings AU - Hardison-Moody, Annie AU - Jones, L. AU - Sheldon, M. AU - Bloom, J.D. AU - Bowen, S. T2 - Journal of Nutrition Education and Behavior AB - ObjectiveTo evaluate the effectiveness of nutrition education at food pantries.DescriptionThree Expanded Food and Nutrition Education Program classes were offered at two food pantries.Evaluation11 people (out of 22 enrolled) completed all 6 classes in the series. 100% of participants reported a positive change in consumption of at least one food group at exit. 73% of participants reported no longer running out of food at the end of the month.Conclusions and ImplicationsChallenges included variability in client turnout and inadequate teaching space. Creative adaptations, particularly those aimed at helping clients manage food resources (e.g., grocery store tours), can have a positive impact.FundingUSDA Grant #2011-68001-30103 ObjectiveTo evaluate the effectiveness of nutrition education at food pantries. To evaluate the effectiveness of nutrition education at food pantries. DescriptionThree Expanded Food and Nutrition Education Program classes were offered at two food pantries. Three Expanded Food and Nutrition Education Program classes were offered at two food pantries. Evaluation11 people (out of 22 enrolled) completed all 6 classes in the series. 100% of participants reported a positive change in consumption of at least one food group at exit. 73% of participants reported no longer running out of food at the end of the month. 11 people (out of 22 enrolled) completed all 6 classes in the series. 100% of participants reported a positive change in consumption of at least one food group at exit. 73% of participants reported no longer running out of food at the end of the month. Conclusions and ImplicationsChallenges included variability in client turnout and inadequate teaching space. Creative adaptations, particularly those aimed at helping clients manage food resources (e.g., grocery store tours), can have a positive impact. Challenges included variability in client turnout and inadequate teaching space. Creative adaptations, particularly those aimed at helping clients manage food resources (e.g., grocery store tours), can have a positive impact. DA - 2014/7// PY - 2014/7// DO - 10.1016/J.JNEB.2014.04.184 VL - 46 IS - 4 SP - S190 J2 - Journal of Nutrition Education and Behavior LA - en OP - SN - 1499-4046 UR - http://dx.doi.org/10.1016/J.JNEB.2014.04.184 DB - Crossref ER - TY - JOUR TI - Dietary Intake of Key Food and Beverage Groups Among a Diverse Sample of Low-Income and Food-Insecure Mothers AU - Johnson, Cassandra AU - Elliott, S. AU - Hardison-Moody, A. AU - Bowen, S. T2 - Journal of Nutrition Education and Behavior AB - To describe baseline food insecurity and dietary intake for a diverse sample of low-income mothers in North Carolina. Baseline data came from participants in the Voices into Action (VIA) project, who were primary caretaker of at least one child (2-8 years). This analysis included mothers with complete data for sociodemographics, food security status, and dietary recalls (n=101). Participants had household incomes <200% of the federal poverty line, and were racially and ethnically diverse (41% black, 34% white, 25% Latina). Within-person means of dietary variables (servings/day) were calculated across individual recalls (3 recalls per participant). We examined differences in dietary variables by sociodemographics and food insecurity status. More than half of mothers were food insecure; 19% were very food insecure. Average intake of healthful foods—whole fruits, whole grains, seafood and plant proteins—were somewhat low (0.5, 1.0, and 0.8 servings/day, respectively). Yet, average intake of less healthful foods—salty snacks and sweets—were also fairly low (0.4 and 0.8 servings/day, respectively). Calorically sweetened, non-dairy beverages were somewhat high (2.5 servings/day). There were differences by food insecurity status. Low-income and food-insecure populations are often described as relying on low-cost, energy-dense foods for nutritional needs. However, few studies have examined comprehensive dietary intake data for this population. These findings question the assumption that low-income, food-insecure mothers are relying heavily on nutritionally poor, energy dense foods, and suggest that mothers' higher intake of sweetened beverages might be a compensatory behavior related to food insecurity. DA - 2014/7// PY - 2014/7// DO - 10.1016/J.JNEB.2014.04.170 VL - 46 IS - 4 SP - S162 J2 - Journal of Nutrition Education and Behavior LA - en OP - SN - 1499-4046 UR - http://dx.doi.org/10.1016/J.JNEB.2014.04.170 DB - Crossref ER - TY - JOUR TI - Assessing the Feasibility of a Virtual Tumor Board Program: A Case Study AU - Shea, Christopher M. AU - Haynes-Maslow, Lindsey AU - McIntyre, Molly AU - Weiner, Bryan J. AU - Wheeler, Stephanie B. AU - Jacobs, Sara R. AU - Mayer, Deborah K. AU - Young, Michael AU - Shea, Thomas C. T2 - Journal of Healthcare Management AB - EXECUTIVE SUMMARY Multidisciplinary tumor boards involve various providers (e.g., oncology physicians, nurses) in patient care. Although many community hospitals have local tumor boards that review all types of cases, numerous providers, particularly in rural areas and smaller institutions, still lack access to tumor boards specializing in a particular type of cancer (e.g., hematologic). Videoconferencing technology can connect providers across geographic locations and institutions; however, virtual tumor board (VTB) programs using this technology are uncommon. In this study, we evaluated the feasibility of a new VTB program at the University of North Carolina (UNC) Lineberger Comprehensive Cancer Center, which connects community-based clinicians to UNC tumor boards representing different cancer types. Methods included observations, interviews, and surveys. Our findings suggest that participants were generally satisfied with the VTB. Cases presented to the VTB were appropriate, sufficient information was available for discussion, and technology problems were uncommon. UNC clinicians viewed the VTB as a service to patients and colleagues and an opportunity for clinical trial recruitment. Community-based clinicians presenting at VTBs valued the discussion, even if it simply confirmed their original treatment plan or did not yield consensus recommendations. Barriers to participation for community-based clinicians included timing of the VTB and lack of reimbursement. To maximize benefits of the VTB, these barriers should be addressed, scheduling and preparation processes optimized, and appropriate measures for evaluating impact identified. DA - 2014/5// PY - 2014/5// DO - 10.1097/00115514-201405000-00005 VL - 59 IS - 3 SP - 177-193 J2 - Journal of Healthcare Management LA - en OP - SN - 1096-9012 UR - http://dx.doi.org/10.1097/00115514-201405000-00005 DB - Crossref ER - TY - JOUR TI - Food Insecurity in Rural America AU - Piontak, Joy Rayanne AU - Schulman, Michael D. T2 - Contexts AB - Sociologists Joy Rayanne Piontak and Michael D. Schulman explore spatial inequalities in food insecurity in the United States, specifically the problems of hunger and food access in non-metropolitan and rural localities. DA - 2014/8// PY - 2014/8// DO - 10.1177/1536504214545766 VL - 13 IS - 3 SP - 75-77 J2 - Contexts LA - en OP - SN - 1536-5042 1537-6052 UR - http://dx.doi.org/10.1177/1536504214545766 DB - Crossref ER - TY - JOUR TI - Moving beyond the program: Incorporating healthy living behaviors throughout 4-H AU - Franck, K.L. AU - Donaldson, J.L. AU - Toman, J. AU - Moody, T. T2 - Journal of Extension DA - 2014/// PY - 2014/// IS - 52 SP - 4 UR - http://www.joe.org/joe/2014august/comm2.php ER - TY - JOUR TI - Sugar Free with Justin T AU - Thomas, J.B. AU - Donaldson, J.L. T2 - Journal of Extension DA - 2014/// PY - 2014/// IS - 52 SP - 6 UR - http://www.joe.org/joe/2014december/iw6.php ER - TY - RPRT TI - Eat Local. Eat Healthy. AU - Bloom, J. Dara AU - Lelekacs, Joanna M. DA - 2014/// PY - 2014/// ER - TY - JOUR TI - Price, Nutrition, Time, and Other Trade-Offs: A Web-Based Food Value Analysis Application to Compare Foods at Different Levels of Preparation and Processing AU - Muth, Mary K. AU - Karns, Shawn A. AU - Zmuda, Michal AU - Coglaiti, Michaela C. AU - Koyanagi, Mark AU - Duffey, Kiyah AU - Dunn, Carolyn AU - Jensen, Helen H. AU - Gregory, Christian T2 - Nutrition Today AB - Consumers choose to eat different forms of foods based on a wide variety of factors such as price, taste, nutrition, and convenience and, in doing so, make trade-offs among them. A Web-based application for use by nutrition educators was developed to help individuals compare foods prepared from home recipes with those for other forms of food (eg, frozen, canned, dry mix). Foods with a home-recipe form in US Department of Agriculture databases were selected to represent a range of commonly consumed entrées, baked goods, side dishes, fruits, vegetables, desserts, and beverages. Multiple US Department of Agriculture and commercial databases along with other public data sources were used to construct prices, nutrient values, food groups and components, preparation and cooking times, shelf life, and food safety concerns for foods in the database. Per-serving and per-100-g values were constructed for 100 individual foods with a home recipe and 1 or more other forms. The data are available in a Web-based application, located at http://www.foodvalueanalysis.org, allowing comparisons of individual foods or a daily diet constructed from foods in the database. Nutrition educators can use the application to advise individuals in selecting foods to consume to meet dietary guidelines while taking into consideration cost, preparation time, food preparation skills, and individual preferences. For example, the application can be used to evaluate differences in prices of fresh or processed foods, whether home recipe or processed foods are less costly when taking into consideration the value of preparation time, and the differences in nutrients across different forms of foods. DA - 2014/// PY - 2014/// DO - 10.1097/NT.0000000000000039 VL - 49 IS - 4 SP - 176-184 SN - 0029-666X UR - http://dx.doi.org/10.1097/NT.0000000000000039 ER - TY - JOUR TI - African American women's perceptions of cancer clinical trials AU - Haynes-Maslow, Lindsey AU - Godley, Paul AU - Dimartino, Lisa AU - White, Brandolyn AU - Odom, Janice AU - Richmond, Alan AU - Carpenter, William T2 - Cancer Medicine AB - Abstract Cancer clinical trials are important for resolving cancer health disparities for several reasons; however, clinical trial participation among African Americans is significantly lower than Caucasians. This study engaged focus groups of 82 female African American cancer survivors or cancer caregivers, including those in better resourced, more urban areas and less resourced, more rural areas. Informed by an integrated conceptual model, the focus groups examined perceptions of cancer clinical trials and identified leverage points that future interventions may use to improve enrollment rates. Study findings highlight variation in community knowledge regarding cancer clinical trials, and the importance of community education regarding clinical trials and overcoming historical stigma associated with clinical research specifically and the health care system more generally. Study participants commented on the centrality of churches in their communities, and thus the promise of the church as loci of such education. Findings also suggested the value of informed community leaders as community information sources, including community members who have a previous diagnosis of cancer and clinical trial experience. The sample size and location of the focus groups may limit the generalizability of the results. Since the women in the focus groups were either cancer survivors or caregivers, they may have different experiences than nonparticipants who lack the close connection with cancer. Trust in the health system and in one's physician was seen as important factors associated with patient willingness to enroll in clinical trials, and participants suggested that physicians who were compassionate and who engaged and educated their patients would build important trust requisite for patient participation in clinical trials. DA - 2014/6/6/ PY - 2014/6/6/ DO - 10.1002/cam4.284 VL - 3 IS - 5 SP - 1430-1439 J2 - Cancer Med LA - en OP - SN - 2045-7634 UR - http://dx.doi.org/10.1002/cam4.284 DB - Crossref KW - African Americans KW - cancer KW - clinical research KW - racial disparities KW - recruitment ER - TY - JOUR TI - Exploring the Impact of the E-Conservation Residential Energy Audit Program AU - Kirby, Sarah D. AU - Guin, Autumn H. AU - Langham, Laura AU - Chilcote, Amy T2 - Housing and Society AB - Residential home energy assessments, also known as home energy audits, are comprehensive evaluations of a home’s energy use conducted by certified home energy raters. Energy assessments help consumers identify areas in their home where significant energy savings can be made. Energy assessments also identify occupant behaviors that contribute to overall energy use. The E-Conservation Consumer Energy Education Program successfully utilized home energy audits to help consumers identify building structure and occupant behaviors that contributed to high energy use in their homes. Examining impacts of the audits revealed that those homeowners who were able to implement suggestions from the energy audits realized home energy savings. Examination also revealed that time, cost, and lack of information served as barriers to making home energy efficient improvements. DA - 2014/1// PY - 2014/1// DO - 10.1080/08882746.2014.11430622 VL - 41 IS - 1 SP - 71-88 J2 - Housing and Society LA - en OP - SN - 0888-2746 2376-0923 UR - http://dx.doi.org/10.1080/08882746.2014.11430622 DB - Crossref ER - TY - CHAP TI - Lessons Learned from Distance Workforce Training Applications AU - Chapman, Benjamin AU - Kirby, Sarah D. AU - Levine, Katrina T2 - Remote Workforce Training AB - North Carolina Cooperative Extension (NCCE) depends on the skill set and subject matter competency of its field faculty to deliver quality, credible education to North Carolina citizens. In order to maintain and enhance field faculty competency, NCCE uses distance technology to provide training to field faculty located in offices across the state. Although not the only method of training, distance training allows NCCE to maximize resources by reducing the cost of travel and protecting valuable professional time. This chapter’s case studies identify areas in which NCCE utilizes distance education to train employees for on-going competency development, crisis response, program development and implementation, and program evaluation. PY - 2014/3/12/ DO - 10.4018/978-1-4666-5137-1.ch008 SP - 150-168 OP - PB - IGI Global SN - 9781466651371 9781466651388 UR - http://dx.doi.org/10.4018/978-1-4666-5137-1.ch008 DB - Crossref ER - TY - JOUR TI - Agricultural Leadership Education: Past History, Present Reality, and Future Directions AU - Velez, Jonathan J. AU - Moore, Lori L. AU - Bruce, Jacklyn A. AU - Stephens, Carrie A. T2 - Journal of Leadership Studies AB - Abstract The article explores the past, present, and projected future of agricultural leadership education. Beginning with roots in youth leadership development and grounded in land‐grant universities, agricultural leadership education has undergone a shift from working primarily with rural youth to a new focus on also educating undergraduate and graduate students to empower community members and create change. The renewed focus has encouraged recent growth and in the last 10 years, the profession has added three leadership majors, six leadership minors, seven leadership focus areas, seven undergraduate leadership programs, and four graduate leadership programs. Research exploring the student impact of agricultural leadership education revealed that nationwide a total of 7,904 students are exposed to 208 agricultural leadership education courses. As the discipline continues to mature, recommendations are made for continued program development. Discussion highlights prior research examining potential courses to include types of experiences, program objectives, and career connectedness relating to agricultural leadership education. Programs have ample opportunity for future growth and recommendations are made to continue the development of innovative leadership opportunities and consistent pedagogical practices across institutions. DA - 2014/2/18/ PY - 2014/2/18/ DO - 10.1002/jls.21312 VL - 7 IS - 4 SP - 65-70 J2 - J Ldrship Studies LA - en OP - SN - 1935-2611 UR - http://dx.doi.org/10.1002/jls.21312 DB - Crossref ER - TY - JOUR TI - “It's Complicated”: Collective Memories of Transgender, Queer, and Questioning Youth in High School AU - Johnson, Corey W. AU - Singh, Anneliese A. AU - Gonzalez, Maru T2 - Journal of Homosexuality AB - Using the qualitative participatory action methodology, collective memory work, this study explored how transgender, queer, and questioning (TQQ) youth make meaning of their sexual orientation and gender identity through high school experiences. Researchers identified three major conceptual but overlapping themes from the data generated in the transgender, queer, and questioning youth focus group: a need for resilience, you should be able to be safe, and this is what action looks like! The researchers discuss how as a research product, a documentary can effectively "capture voices" of participants, making research accessible and attractive to parents, practitioners, policy makers, and participants. DA - 2014/1/30/ PY - 2014/1/30/ DO - 10.1080/00918369.2013.842436 VL - 61 IS - 3 SP - 419-434 J2 - Journal of Homosexuality LA - en OP - SN - 0091-8369 1540-3602 UR - http://dx.doi.org/10.1080/00918369.2013.842436 DB - Crossref KW - transgender KW - queer KW - questioning KW - collective memory work KW - documentary ER - TY - JOUR TI - Potential of social media as a tool to combat foodborne illness AU - Chapman, Benjamin AU - Raymond, Benjamin AU - Powell, Douglas T2 - Perspectives in Public Health AB - The use of social media platforms, such as Facebook and Twitter, has been increasing substantially in recent years and has affected the way that people access information online. Social media rely on high levels of interaction and user-generated context shared through established and evolving social networks. Health information providers must know how to successfully participate through social media in order to meet the needs of these online audiences. This article reviews the current research on the use of social media for public health communication and suggests potential frameworks for developing social media strategies. The extension to food safety risk communication is explored, considering the potential of social media as a tool to combat foodborne illness. DA - 2014/7// PY - 2014/7// DO - 10.1177/1757913914538015 VL - 134 IS - 4 SP - 225-230 J2 - Perspect Public Health LA - en OP - SN - 1757-9139 1757-9147 UR - http://dx.doi.org/10.1177/1757913914538015 DB - Crossref KW - social media KW - health risk KW - food safety KW - risk communication KW - foodborne illness KW - behavior change ER - TY - RPRT TI - E-Basics online training in program evaluation for youth professionals AU - Silliman, B. A3 - National 4-H Council via Noyce Foundation. DA - 2014/// PY - 2014/// PB - National 4-H Council via Noyce Foundation. ER - TY - JOUR TI - Energy transformation: Teaching youth about energy efficiency and conservation while meeting essential standards AU - Kirby, S.D. AU - Chilcote, A.G. T2 - Journal of Extension DA - 2014/// PY - 2014/// VL - 52 IS - 1 ER - TY - CHAP TI - Move More Scholars Institute AU - Rhew, L. AU - Thomas, C. AU - Peach, K. AU - Dunn, C. AU - Newkirk, J. AU - Ward, D. AU - Vaughn, A. T2 - Implementing Physical Activity Strategies A2 - Pate, R. A2 - Buchner, D. PY - 2014/// PB - Human Kinetics ER - TY - JOUR TI - Stakeholder arguments in access to healthy food state-level legislation in newspapers and bill hearings, 2010-2012 AU - Haynes-Maslow, L. AU - Schramm, D. AU - Mark, B. AU - Ammerman, A. AU - Silberman, P. T2 - Journal of Science Policy and Governance DA - 2014/// PY - 2014/// VL - 5 IS - 1 ER - TY - CHAP TI - Evaluation of Integrated Pest Management Interventions: Challenges and alternatives AU - Jayaratne, K.S.U. T2 - Integrated Pest management: Pesticide problems A2 - Pimentel, D. A2 - Peshin, R. PY - 2014/// VL - 3 SP - 433–470 PB - Springer ER - TY - JOUR TI - A framework for integrating and managing expectations of multiple stakeholder groups in a collaborative partnership AU - Diaz, J.M. AU - Jayaratne, K.S.U. AU - Bardon, R. AU - Hazel, D. T2 - Journal of Extension (Online) DA - 2014/// PY - 2014/// VL - 52 IS - 3 UR - http://www.joe.org/joe/2014june/iw6.php ER - TY - JOUR TI - Motivational Factors of Effective Extension Advisory Leaders: Implications for Building Strong Extension Advisory Councils AU - Kish, J. AU - Jayaratne, K.S.U. AU - Flowers, J. AU - Kistler, M.J. T2 - Journal of Human Sciences and Extension DA - 2014/// PY - 2014/// ER - TY - JOUR TI - Appraising the appraiser: Extension agents’ and county directors’ perceptions of their appraisers AU - Donaldson, J.L. T2 - Journal of Extension DA - 2014/// PY - 2014/// IS - 52 SP - 2 UR - http://www.joe.org/joe/2014april/rb2.php ER - TY - JOUR TI - Utility of a New Food Value Analysis Application to Evaluate Trade-offs When Making Food Selections AU - Kretser, Alison AU - Dunn, Carolyn AU - DeVirgiliis, Ray AU - Levine, Katrina T2 - Nutrition Today AB - Consumers face a wide variety of options when selecting foods to feed themselves and their households, and they must balance a host of factors, including cost, preparation time, nutrition, taste, cooking skills, shelf life, food waste, and food safety. Each of these factors adds or subtracts value and helps determine the true cost of a food item based on an individual’s personal value system. If a single variable, such as cost, is examined, it may provide an incomplete picture of the true value of that food. A new Web-based application, Food Value Analysis, permits nutrition educators to evaluate relative costs as well as monitor adherence to dietary recommendations when consumers select one version of a food over another. This analysis demonstrates how the application can be used to compare differences among similar foods of different levels of processing. Nutrition professionals can use the application to help consumers make appropriate trade-offs and reach dietary goals, while accommodating differences in cooking skills as well as time and budgetary constraints. DA - 2014/// PY - 2014/// DO - 10.1097/NT.0000000000000040 VL - 49 IS - 4 SP - 185-95 J2 - Nutrition Today LA - en OP - SN - 0029-666X UR - http://dx.doi.org/10.1097/NT.0000000000000040 DB - Crossref ER - TY - JOUR TI - Determining the Effects that the Order of Abstraction and Type of Reflection have on Content Knowledge When Teaching Experientially: An Exploratory Experiment AU - Baker, Marshall A. AU - Brown, Nicholas R. AU - Blackburn, J. Joey AU - Robinson, J. Shane T2 - Journal of Agricultural Education AB - The purpose of this experimental study was to determine the effects of order of abstraction and type of reflection on student knowledge acquisition. Students were assigned randomly to one of four treatment combinations in the completely randomized 2x2 design which included either abstraction prior to or directly after an experience, and either reflection-in-action or reflection-onaction. A Lab-Aids® inquiry-based kit, centered on the principles of biofuels, served as the content for the treatment. The findings of this study indicate that order of abstraction does not have a statistically significant effect on knowledge acquisition scores, but that reflection-in-action did have a statistically significant effect on increasing students’ knowledge of the selected biofuel concepts. It is recommended that teachers at both the secondary and university level focus on effective strategies of reflection-in-action to draw deeper, more enduring learning from students’ experiences in agricultural education. The study was exploratory in nature, and recommendations were suggested for full-scale replications of the study. DA - 2014/6/30/ PY - 2014/6/30/ DO - 10.5032/jae.2014.02106 VL - 55 IS - 2 SP - 106-119 J2 - JAE OP - SN - 1042-0541 UR - http://dx.doi.org/10.5032/jae.2014.02106 DB - Crossref ER - TY - JOUR TI - A Look at What Influences the Leadership of Agricultural and Extension Education Department Heads AU - Ingerson, Kati AU - Bruce, Jackie AU - Jayaratne, Jay AU - Kistler, Mark T2 - Journal of Leadership Education AB - Through the study of leadership, the concept of leadership effectiveness and its importance has emerged.Effective leadership contributes to successful organizations (Amagoh, 2009;Leithwood, Jantzi, & Steinbach, 1999).According to Gordon & Yukl (2004), because of constantly changing environments, it is important to continue research in the leadership and leadership effectiveness fields, especially when it comes to leadership in academia.Using Seiler and Pfister's (2009) Dynamic Five-Factor Model of Leadership as the theoretical frame, a qualitative study of leadership effectiveness influencers of Agricultural and Extension Education department heads was completed.The research looked at both internal and external influential factors. Introduction/Contextual FrameThoughts of leadership have transformed since formal theories of leadership were first developed in the 1950s (Conger, 1999).People's desire for leadership that reflects an organization's work in a unique manner has lead to increased studies of leadership at different levels of power (Fiedler, 1981;Burns, 1978).Leadership has also been studied to understand the influential process that happens when a person engages other people to accomplish tasks including goal attainment (Vardiman, Houghston, & Jinkerson, DA - 2014/1/1/ PY - 2014/1/1/ DO - 10.12806/V13/I1/R5 VL - 13 IS - 1 SP - 57-74 J2 - JOLE OP - SN - 1552-9045 UR - http://dx.doi.org/10.12806/V13/I1/R5 DB - Crossref ER - TY - JOUR TI - Grazing Winter Rye Cover Crop in a Cotton No-Till System: Yield and Economics AU - Schomberg, H. H. AU - Fisher, D. S. AU - Reeves, D. W. AU - Endale, D. M. AU - Raper, R. L. AU - Jayaratne, K. S. U. AU - Gamble, G. R. AU - Jenkins, M. B. T2 - Agronomy Journal AB - Winter annual cover crop use is limited in conservation management systems in the United States. Grazing cover crops could encourage cover crop adoption if returns offset establishment costs without reducing crop yields. A 4‐yr field experiment was conducted near Watkinsville, GA, in which a rye ( Secale cereale L.) cover crop was grazed by cattle or roller‐crimped before planting cotton ( Gossypium hirsutum L.). Cattle consumed about 2.4 Mg ha −1 of forage annually but amounts were variable due to weather conditions. Rye residue remaining at cotton planting averaged 6.7 Mg ha −1 for non‐grazed compared with 1.7 Mg ha −1 for grazed treatments. Cotton yields tended to be better in the non‐grazed treatment but were significantly different only in 2009 when yields were reduced in the grazed treatment due to soil compaction. Four‐year average lint yield was 120 kg ha −1 greater for the non‐grazed treatment. Cotton fiber quality parameters were generally better in the non‐grazed treatment but not enough to change crop price. Differences between grazed and non‐grazed returns ranged from $–26 to $355 and averaged $81 ha −1 when based on market year prices. The difference in average return increased to $110 ha −1 when based on 2012 market year prices. Although negative effects of soil compaction were observed the final year, returns from grazing have the potential to offset establishment costs of a rye cover crop and increase profits for cotton producers in the Southern Piedmont of the United States. DA - 2014/// PY - 2014/// DO - 10.2134/agronj13.0434 VL - 106 IS - 3 SP - 1041 LA - en OP - SN - 0002-1962 UR - http://dx.doi.org/10.2134/agronj13.0434 DB - Crossref ER - TY - JOUR TI - Using Synchronous Distance-Education Technology to Deliver a Weight Management Intervention AU - Dunn, Carolyn AU - Whetstone, Lauren MacKenzie AU - Kolasa, Kathryn M. AU - Jayaratne, K.S.U. AU - Thomas, Cathy AU - Aggarwal, Surabhi AU - Nordby, Kelly AU - Riley, Kenisha E.M. T2 - Journal of Nutrition Education and Behavior AB - To compare the effectiveness of online delivery of a weight management program using synchronous (real-time), distance-education technology to in-person delivery.Synchronous, distance-education technology was used to conduct weekly sessions for participants with a live instructor. Program effectiveness was indicated by changes in weight, body mass index (BMI), waist circumference, and confidence in ability to eat healthy and be physically active.Online class participants (n = 398) had significantly greater reductions in BMI, weight, and waist circumference than in-person class participants (n = 1,313). Physical activity confidence increased more for in-person than online class participants. There was no difference for healthy eating confidence.This project demonstrates the feasibility of using synchronous distance-education technology to deliver a weight management program. Synchronous online delivery could be employed with no loss to improvements in BMI, weight, and waist circumference. DA - 2014/11// PY - 2014/11// DO - 10.1016/j.jneb.2014.06.001 VL - 46 IS - 6 SP - 602-609 J2 - Journal of Nutrition Education and Behavior LA - en OP - SN - 1499-4046 UR - http://dx.doi.org/10.1016/j.jneb.2014.06.001 DB - Crossref KW - adult KW - body mass index KW - Internet KW - obesity KW - overweight ER - TY - JOUR TI - Family Coaching: An Emerging Family Science Field AU - Allen, Kimberly AU - Huff, Nichole L. T2 - FAMILY RELATIONS AB - Although there is a rich history of collaboration and distinction among family practitioners, to remain progressive, the domains of family practice must continue to evolve based on the current practices of family professionals. Recently, family coaching (FC) has captured the professional attention of practitioners as another collaborative yet distinct field in family science. FC seeks to foster the achievement of family-identified goals through a process-driven relationship between a family and professional coach. In this article, the authors introduce FC and explore it as an extension to the domains of family practice model. In addition, the authors offer results from a nationwide sample of family practitioners (N = 180) regarding their experiences and opinions of FC to further substantiate the field's progression. DA - 2014/12// PY - 2014/12// DO - 10.1111/fare.12087 VL - 63 IS - 5 SP - 569-582 SN - 1741-3729 KW - coaching psychology KW - domains of family practice KW - family case management KW - family coaching KW - family life education KW - family therapy ER - TY - JOUR TI - Civil Society in Hybrid Governance: Non-Governmental Organization (NGO) Legitimacy in Mediating Wal-Mart's Local Produce Supply Chains in Honduras AU - Bloom, J. Dara T2 - SUSTAINABILITY AB - This paper challenges the notion that the incorporation of actors from civil society into hybrid governance arrangements improves outcomes and legitimacy. Multi-stakeholder collaborations are a popular hybrid governance approach to development, including NGOs’ work to integrate smallholder farmers into supermarket supply chains. As a result, NGOs’ service provision role has expanded to include market facilitation, often necessitating NGOs act as market intermediaries. This paper explores how this new role may jeopardize NGOs’ organizational legitimacy in the eyes of their constituents, other development organizations, and supermarket partners, and therefore ultimately affect their ability to represent civil society in hybrid governance arrangements. Drawing on qualitative data collected in the Central American country of Honduras, this paper focuses on NGOs’ role organizing producer associations to facilitate access to Wal-Mart supermarkets. Findings suggest that a lack of supply chain transparency, NGOs’ negotiation between commercial and aid-oriented goals, and the potential to exclude producers from development projects threaten NGOs’ legitimacy. These findings illustrate the difficulties of embedding philanthropic activities in market-based systems, and demonstrate how multi-stakeholder collaborations may be influenced more by commercial priorities than the elements of a partnership. Ultimately, development NGOs are products of neoliberal, hybrid governance, even as their activities are expected to ease the transition of small-scale producers into this system. DA - 2014/10// PY - 2014/10// DO - 10.3390/su6107388 VL - 6 IS - 10 SP - 7388-7411 SN - 2071-1050 KW - market-based development KW - supermarket retailers KW - Latin America KW - multi-stakeholder collaborations KW - organizational legitimacy KW - Wal-Mart ER - TY - JOUR TI - Visualizing financial success: planning is key AU - Bird, Carolyn L. AU - Şener, Arzu AU - Coşkuner, Selda T2 - International Journal of Consumer Studies AB - Abstract Recent economic troubles in the US and abroad highlight the importance of family financial capability, including an understanding of financial markets. Financial capability is the foundation for desired financial behaviours, such as saving, budgeting, using credit wisely and planning. Study participants, a subsample of respondents to a T urkish university financial literacy survey ( n = 374), who reported uninterrupted income for a 3‐year period were grouped as ‘planners’ and ‘non‐planners’. These groupings allowed examination of the relationships between planning, financial management decisions, and differential outcomes in daily household financial well‐being. The practice of preferred financial management behaviours was predictive of debt. This research makes a unique contribution to the literature, demonstrating the importance of uninterrupted income over income amount in support of the planning process. Findings of this study have implications for professionals in the family and consumer sciences field and other practitioners assisting consumers with improving financial management outcomes. DA - 2014/9/26/ PY - 2014/9/26/ DO - 10.1111/ijcs.12141 VL - 38 IS - 6 SP - 684-691 J2 - International Journal of Consumer Studies LA - en OP - SN - 1470-6423 UR - http://dx.doi.org/10.1111/ijcs.12141 DB - Crossref KW - Financial planning KW - financial management KW - financial behaviour KW - financial capability ER - TY - JOUR TI - North Carolina Farm Women: Opportunities for Support and Farm-Related Education AU - Tutor-Marcom, Robin AU - Bruce, Jacklyn AU - Greer, Annette T2 - JOURNAL OF AGROMEDICINE AB - ABSTRACTABSTRACTThe stress that farming visits upon male farmers has been acknowledged for decades. Stress- and work-related injuries among nonmigrant farm women is well documented from 1980 through the mid-1990s. A void of literature concerning nonmigrant farm women exists since that time. One possible explanation for this deficit is that United States Department of Agriculture Census of Agriculture data only consider the contributions of women on the farm if they are reported as farm operators. From 2002 to 2007, the number of women farm operators in North Carolina (NC) increased by 3%, and currently 13% of the state’s farms are operated by women. These numbers emphasize the importance of understanding the self-perceived needs of women farmers. A qualitative research project was conducted to investigate the social-emotional needs of NC farm women. Semistructured interviews were conducted with 15 women with whom the NC Agromedicine Institute had previously worked in collaboration on farm health and safety. Key themes from interviews were (1) chameleonic, (2) inseparable connectedness, (3) farm sword, (4) women of a feather, and (5) one size doesn’t fit all. Participants reported multiple roles, difficulty separating from the farm, preferring the farm over any other place, and viewing themselves as misperceived farm professionals. Participants need opportunities to interact with other farm women for support and sharing farm-management techniques. Future study recommendations include (1) inventory existing programs for farm women; (2) further investigate the support and educational needs of farm women; and (3) examine how farm women are perceived by nonfarm individuals.KEYWORDS: Behavioralfarm womenhealthsafetysocial DA - 2014/// PY - 2014/// DO - 10.1080/1059924x.2014.886540 VL - 19 IS - 2 SP - 191-200 SN - 1545-0813 KW - Behavioral KW - farm women KW - health KW - safety KW - social ER - TY - JOUR TI - EFNEP Graduates' Perspectives on Social Media to Supplement Nutrition Education: Focus Group Findings From Active Users AU - Leak, Tashara M. AU - Benavente, Lisa AU - Goodell, L. Suzanne AU - Lassiter, Annie AU - Jones, Lorelei AU - Bowen, Sarah T2 - JOURNAL OF NUTRITION EDUCATION AND BEHAVIOR AB - To identify ways to effectively use social media to communicate nutrition-related information to low-income populations.The authors conducted 4 focus groups with female Expanded Food and Nutrition Education Program graduates who used social media at least twice a week (n = 26 total). Transcripts were analyzed using the constant comparative method to identify key themes.For participants, page content, page maintenance, and networking opportunities with others were important aspects of a nutrition education social media page. Trust emerged as a central theme, because participants expressed a need for reliable information from known, credible sources and safe places to share ideas.Using social media to provide nutrition-related messages may be an effective way to encourage sustained positive behavior changes resulting from educational programming and to engage participants beyond class time. Establishing the trustworthiness of the social media site is essential to its use among low-income participants. DA - 2014/// PY - 2014/// DO - 10.1016/j.jneb.2014.01.006 VL - 46 IS - 3 SP - 203-208 SN - 1878-2620 KW - social media KW - nutrition education KW - EFNEP ER - TY - JOUR TI - Protecting Rural Church-Going Immigrant Women from Family Violence AU - Hancock, Tina U. AU - Ames, Natalie AU - Behnke, Andrew O. T2 - JOURNAL OF FAMILY VIOLENCE DA - 2014/4// PY - 2014/4// DO - 10.1007/s10896-014-9581-x VL - 29 IS - 3 SP - 323-332 SN - 1573-2851 KW - Latino immigrants KW - Family violence KW - Culturally sensitive practice KW - Community based social services ER - TY - JOUR TI - 30 lessons for living: Tried and true advice from the wisest Americans AU - Bearon, L. T2 - Gerontologist DA - 2014/// PY - 2014/// VL - 54 IS - 2 SP - 327-329 ER -