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A Tribute to Nicholas Groves
Get PDFA tribute on the death of Nicholas Groves, a founder of the Burgon Society, scholar of academic dress, and frequent contributor to Transactions of the Burgon Society
Erratum: Small Farm Resource Centers as Informal Extension Hubs in Underserved Areas: Case Studies from Southeast Asia
Get PDFCorrection: The DOI of the article Bicksler, A., Trail, P., Bates, R. M., Burnette, R. R., & Thansrithong, B. (2022). Small Farm Resource Centers as Informal Extension Hubs in Underserved Areas: Case Studies from Southeast Asia. Journal of International Agricultural and Extension Education, 29(2), 74-90 was incorrect as published. The correct DOI is: 10.4148/2831-5960.106
Erratum: Exploring Profitability of Compost Micro Enterprises in Chimaltenango, Guatemala: A Case Study of Business Sustainability for International Development
Get PDFCorrection: The DOI of the article Silberg, T., Murphrey, T. P., Wingenbach, G., & Lombardini, L. (2013). Exploring Profitability of Compost Micro Enterprises in Chimaltenango, Guatemala: A Case Study of Business Sustainability for International Development. Journal of International Agricultural and Extension Education, 20(3), 58-70” was incorrect as published. The correct DOI is: 10.4148/2831-5960.143
Erratum: Development of Livelihood Skills through School-Based, Agripreneurship Projects Integrating Youth-Adult Partnerships: The Experiences of Youth Partners in Uganda
Get PDFCorrection: The DOI of the article Mukembo, S. C., Edwards, M. C., & Watters, C. E. (2020). Development of Livelihood Skills through School-Based, Agripreneurship Projects Integrating Youth-Adult Partnerships: The Experiences of Youth Partners in Uganda. Journal of International Agricultural and Extension Education, 27(4), 111-127” was incorrect as published. The correct DOI is: 10.5191//jiaee.2020.27411
Development of the Digital Field Experience Model to Engage Adult Extension Audiences Synchronously Online
Get PDFMobile technologies and the internet have greatly influenced how people create and consume information and the design and implementation of learning environments. Prior research indicated land grant universities should continue to adapt to the evolving Information Age, train Extension professionals to use ICTs, and leverage ICTs for innovative communication and education with diverse audiences to remain credible and relevant. The following professional development article introduces the digital field experience (DFE) model to engage adult Extension audiences through digital programs. The DFE parameters included: (a) digital delivery of the experience; (b) a component which must include a synchronous, live field experience; and (c) designed for adults as the target audience. In a pilot program, the lead author taught three UF/IFAS Extension agents about DFEs, adult learning, instructional design, and instructional and communication technologies. Throughout the training program the Extension agents developed and delivered their own DFE. The observational outcomes of the DFEs are shared below. The Extension agents adapted the content and the format of the DFE to fit their respective Extension programs, which included a cooking demonstration, the importance of beetles in the landscape, and a virtual beehive tour. Overall, the Extension agents seemed to be pleased with and excited about the experience. A digital experience with a live, hands-on (as they referred to it) component was something that they had been wanting to venture out and try, but they had not committed to doing yet
Understanding how Branding Influences Gen Z’s Behavioral Intent with Charitable Food Organizations
Get PDFFood security, also known as having proper access to food to live a healthy life, affects more than 10% of individuals in the United States. Marketing and communications, as well as brand identity, plays a role in how organizations combating food insecurity operate and raise awareness. However, these organizations’ communications are typically not as successful as for-profit corporations, and there is a gap in literature about the effectiveness of these charitable food organizations’ marketing efforts. The purpose of this study was to determine the effect of charitable food organization branding on college students’ support of charitable food organizations—specifically through volunteering, donating behavior, and advocacy efforts. This study used the Theory of Planned Behavior (TPB), color theory, and semiotics to craft treatments similar to social media images from charitable food organizations (CFOs). There were four treatment groups, all with the same verbiage, but all using either color or no color or with an icon versus an image. Findings suggested Treatment 3, the colorful treatment with a picture of two children, had the greatest impact on intent to support CFOs. While some of the other treatment models were significant, none included all significant TPB predictors as with treatment 3. This study’s results indicate that using a post with imagery and color can influence intent to support charitable food organizations. Future research should use qualitative methods to better understand this study and similar studies’ results
Effects of Added 25(OH)D3 With Varying Standardized Total Tract Digestibility of Phosphorus Levels on Nursery Pig Performance, Bone and Urine Characteristics, and Serum Vitamin D
Get PDFA total of 360 pigs (DNA 600 × 241; initially 12.8 ± 1.18 lb) were used in a 45-d growth study to evaluate the effects of added 25(OH)D3 with three levels of STTD P on nursery pig growth performance, bone and urine characteristics, and serum vitamin D. Pigs were weaned at approximately 19 d of age and randomly allotted to one of six dietary treatments. A total of 72 pens were used with five pigs per pen and 12 replications per treatment. Dietary treatments were arranged in a 2 × 3 factorial with main effects of 25(OH)D3 (0 or 50 μg/kg estimated to provide an additional 2,000 IU/kg of vitamin D3; Hy-D, dsm-firmenich, Plainsboro, NJ) and STTD P (70, 100, or 130% of the NRC requirement estimate on a dietary percentage basis). All diets contained 1,653 IU/kg of vitamin D3 provided by the vitamin premix, but the premixes did not contain additional 25(OH)D3. Diets were corn-soybean meal-based and fed in three phases. On d 45, one pig per pen was euthanized to collect the right fibula, metacarpal, and second and tenth ribs. Overall, increasing STTD P increased (quadratic, P \u3c 0.003) BW, ADG, ADFI, and improved F/G with minimal improvement above 100% of the NRC STTD P requirement. Added 25(OH)D3 had no effect (P \u3e 0.10) on growth performance. Pigs fed increasing STTD P had decreased urinary Ca concentration (linear, P \u3c 0.001 and quadratic, P = 0.078) and increased urinary P concentration (quadratic, P \u3c 0.001), with all pigs fed 70% of the NRC STTD P requirement having non-detectable levels of P in the urine. Added 25(OH)D3 had no effect (P \u3e 0.10) on urine Ca and P concentrations. A quadratic 25(OH)D3 × STTD P interaction (P = 0.032) was observed for serum 25(OH)D3. When pigs were fed added 25(OH)D3, serum 25(OH)D3 increased (quadratic, P = 0.005) as STTD P increased but no differences (P \u3e 0.10) were observed when no 25(OH)D3 was added and STTD P increased. A quadratic STTD P × 25(OH)D3 interaction was observed for 1,25(OH)2D3 concentrations (P = 0.002). When pigs were fed added 25(OH)D3, serum 1,25(OH)2D3 decreased (quadratic, P \u3c 0.001) as STTD P increased. When no 25(OH)D3 was included, no differences were observed (P \u3e 0.10). No STTD P × 25(OH)D3 interaction was observed for 24,25(OH)2D3. Pigs fed diets with added 25(OH)D3 had increased (P \u3c 0.001) serum 24,25(OH)2D3 concentration. Added 25(OH)D3 had no effect (P \u3e 0.10) on serum 1,25(OH)2D3 but concentrations decreased (quadratic, P = 0.001) as STTD P increased. Bone density of metacarpals increased (linear, P = 0.001) as STTD P increased, as did the fibulas and ribs (quadratic, P ≤ 0.055). The percentage bone ash and bone ash weight increased (quadratic, P ≤ 0.065) for all bones as STTD P increased. Added 25(OH)D3 had no effect on bone density or bone ash weight for any of the bones (P \u3e 0.10); however, the reduction in bone ash observed with reducing STTD P level tended to be less when 25(OH)D3 was provided (linear interaction, P = 0.098). In summary, added 25(OH)D3 had limited effect on growth performance, urine Ca and P, or bone characteristics; however, added 25(OH)D3 increased serum concentrations of 25(OH)D3 and 24,25(OH)2D3. Increasing STTD P to 100% of NRC (2012) requirement estimate increased growth and 130% of NRC maximized bone ash
Food is Medicine: A Review of Current Government School Lunch Policies Across America
Get PDFNutritious school meals play a critical role in children’s overall well-being along with several other factors like family consumption and peer influence. However, there are various problems associated with school lunches: the inability of low-income families to afford nutritious meals, insufficient funding for high-quality lunches, the need for more awareness about proper nutrition, and more. Although several national programs and governmental policies are promoting healthy lunches for child nutrition care, such as the National School Lunch Program (NSLP), School Breakfast Program (SBP), Special Milk Program (SMP), National Farm to School organization, and more, many public schools still do not provide nutritional meals and do not adhere to dietary guidelines, inevitably leading to substandard school food quality. Thus, there is a need for the federal government to consider allocating more funds to create an environment that promotes nutritious diets for youth while also providing oversight to the programs that already exist as they will improve the short-term and long-term health of students
Disparities in Suicide and Mental Health among Student Athletes of Ethnic and Racial Minorities compared to their White Non-Latinx Counterparts
Get PDFThe present paper reviews literature examining trends among suicide, suicidal ideation, and mental illness rates in ethnic and racial marginalized communities’ student-athletes. While the rates of suicide amongst student athlete populations are lower than rates of suicide seen in the general student populations, there remains a discrepancy amongst rates of suicide in student athletes with those identifying with racial and ethnic minority backgrounds endorsing higher rates of suicidal ideation. Data from the existing literature consisted of White, Black, Hispanic/Latinx, Asian/ Pacific Islander, Multiracial, and Native American student-athletes. Studies suggest that ethnic and racially marginalized students are more susceptible to suicide, depression, and other mental health concerns compared to their white counterparts. Across the literature, White student athletes appeared to have more social and academic support from fellow classmates, university administration and professors, and staff within their athletic departments. Student athletes who did not identify as White endorsed higher rates of loneliness, felt ethnically and racially underrepresented within their athletic department, and endorsed lack of appropriate medical treatment for injuries by athletic department medical staff. Additionally, non-White student athletes receive less peer support and must balance additional stressors such as discrimination in contrast to their White/non-Latinx peers. Recommendations for athletic departments and mental health providers supporting student athletes who identify as racial and ethnic minorities are discussed
Modeling and Encouraging Self-Care in Online Teacher Preparation: Lessons Learned During the COVID-19 Pandemic
Get PDFThe COVID-19 pandemic had significant impacts for both teachers and students at all levels. Instructional delivery had to be modified to respond to the need for social distancing. Even courses that were already fully online required adaptations to accommodate the needs of university students during COVID. One of the biggest changes that the authors made to their teaching and to their students’ learning was that of modeling and encouraging self-care. This article summarizes what two university faculty changed in their instruction to help promote self-care, as well as what they are doing now to continue utilizing what they learned