Theme 1: Quality of Life

Quality of Life for Maryland’s children, youth, families, and communities

Quality of Life is defined as "Living and working in an environment that enables individuals and families to attain their basic needs and provides the opportunity for personal and community development."

Quality of life involves everything impacting our daily lives from our environment and socio-economic position to communication and personal growth in family, work, and social interactions. Although to achieve one’s life goals is a continued pursuit by most, not everyone is as fortunate as others and some individuals and their communities still require basic services for their education, health, and welfare. Abraham Maslow’s motivational theory regarding the hierarchy of needs is most relevant here. It provides the building blocks behind the motivation for achieving personal satisfaction and feeling a sense of worth and accomplishment.

In the pursuit of a "Quality of Life" it is necessary for MCE to develop and implement educational programs to help people sustain and improve their quality of life by better achieving their physical, psychological and materialistic needs, and a safe and secure home.

1) Nutrition, Wellness, and Prevention of Chronic Disease

Situation: The Centers for Disease Control and Prevention informs us that overweight and obesity have reached epidemic proportions in the U.S. and are recognized as the leading health problem facing adults and children. In the U.S. approximately 60 percent of adults are either overweight or obese and 16 percent of children are overweight. Overweight children are more likely to remain overweight as adults, and to be at increased risk for coronary heart disease, high blood pressure, type 2 diabetes mellitus, gallbladder disease, and some cancers. This epidemic, which causes about 300,000 premature deaths each year, also accounts for approximately 9 percent of national healthcare expenditures.

Program Description: Addressing chronic disease associated with obesity and overweight will require not only changes in personal behavior but changes in public policy. Health services professionals struggle with this increasing phenomena. Schools and localities are feeling the impact. Elected school and government officials are challenged to find viable solutions. Yet seldom do citizens, health professionals, and elected officials come together to consider what is in the public interest and where there is common ground for action. Using guided deliberations on the topic can lead to changes in systems that surround and impact individuals and families. MCE will review existing programs and educational materials addressing nutrition and food safety issues in light of the 2005 Dietary Guidelines and MyPyramid recommendations. Identify appropriate programs for use by MCE, EFNEP, and FSNE. Plan, implement, and evaluate programs in consultation with focus team members and other partners. Conduct trainings for county educators and identify educational materials and professional training opportunities in Maryland and state, regional and national workshops, and conferences. Offer, or support, forums where citizens, including youth and adults, health and education professionals, and elected or appointed officials can together explore obesity as a public policy issue using the Sizing Up America materials.

Target Audience: Maryland youth and adults, EFNEP and FSNE program eligible participants, health service professionals, school officials, elected and appointed officials, community volunteers.

Goals: Maryland families will gain knowledge and skills related to healthy eating, healthy food choices, improved skill in preparation of healthy foods, and increase awareness and knowledge of the benefits of physical activity. In relation to changes in nutrition behaviors and practices, Maryland residents will utilize the MyPyramid in planning healthy meals; and learn how to consume appropriate portion sizes to maintain optimal weight; consume foods rich in whole grains, fruits and vegetables; exercise daily; read food labels for fat, trans fat, and sugar content; and voice their opinions regarding desired public policy to support health.

2) Food Safety

Situation: Food-borne illness is a major and continuing public health problem in Maryland and in the nation, and is also a concern with respect to bioterrorism, food security, and emergency preparedness. Millions of people become sick every year after eating food contaminated with pathogenic bacteria or their toxins, or through personal contact with people exposed to food-borne pathogens. Most cases of food-borne illness can be prevented through hygienic practices such as hand washing and by routinely following proper food handling and preparation recommendations. It is fundamentally important that consumers learn how to properly wash their hands before handling food and that they understand the reasons for proper hand washing. Food-borne illness is especially a concern in two settings: (1) Special events such as church dinners, fairs, community events, camps, and other functions where food is prepared and served by occasional food handlers, including volunteers and paid staff; and (2) Child care centers, where children, because of a general lack of immunity, are vulnerable to food-borne illness.

Program Description: Work with DHMH and MDA to identify and implement statewide educational needs. Identify appropriate materials or programs for use by MCE. Plan, implement, and evaluate programs in consultation with focus team members and other partners. Conduct at least one statewide in-service training in food safety for approximately 20 extension educators each year. Provide web-based information and resources to clientele. Write or update at least 1 MCE publication each year. Purchase and distribute educational materials. Conduct programs emphasizing proper hand washing techniques using Neighborhood Grime Watch, Grime Watch Mini Cam, and other resources. Conduct programs emphasizing the prevention of food-borne illness using existing MCE materials, including "Feeding the Community Safely" and "Feeding the Children Safely," and identify other appropriate programs for use by MCE. Seek opportunities to conduct food safety programs for food processors, including training in Hazard Analysis and Critical Control Points (HACCP) and Sanitation Standard Operating Procedures (SSOP).

Target Audience: Maryland residents, including youth; food science professionals from Maryland and other states; local state and federal cooperating partners such as DHMH, MDA, Joint Institute for Food Safety & Applied Nutrition (JIFSAN), Center for Food, Nutrition and Ag Policy (CFNAP), Clean Hands Coalition, and MD Association of Ag Fairs and Shows; local boards of education; child care centers; camps; volunteers.

Goals: Individuals will increase their knowledge of issues that relate to proper hand washing, preparing foods safely, avoiding food-borne illnesses, and emergency preparedness. In particular, individuals will gain awareness and knowledge of how to handle foods safely, particularly with respect to recognizing perishable foods, practicing good personal hygiene including proper hand washing, cooking foods adequately, avoiding cross-contamination, keeping foods at safe temperatures, and avoiding foods from unsafe sources. Participants and clientele will adopt or maintain behaviors that result in food being safe to eat. There will be a lower incidence of food-borne illness in Maryland, or a reduction in morbidity and mortality from food-borne pathogens that approach or meet the goals described in "Healthy People 2010."

3) Environmental Science Education

Situation: To be good stewards of the environment, we must first understand it. Connecting students and educators with current research and methods for scientific inquiry defines the focus of Maryland Sea Grant Extension’s efforts for elementary, middle and high school students, teachers, and adult learners. Environmental science has become a growing focus in Maryland and nationwide as an integral part of K-12 science education. Specifically, state and national standards have been developed for environmental science that has put it at the forefront as a core content area in science education today. Locally, the Chesapeake Bay Agreement (2000) expands upon the need for experiential environmental education for all students and professional development for teachers to promote a greater awareness and stewardship of their local environment. In the background of this renewed movement in environmental science is the diversity of research being performed among universities. One of the challenges today is the interpretation of this research into an understandable, practical and applied resource for classroom teachers and students. The Maryland Sea Grant Extension Program (SGEP) has become a well-connected and respected source of information and resources concerning issues in environmental science education and in the application of current research in the classroom.

Program Description: Conduct 2 fellowship programs, 2 graduate course in Chesapeake Bay ecology, 8 workshops in aquaculture, water quality and invasive species, and 6 seminar programs in various marine and estuarine topics. Enhance interactive elements of the ESEP website (www.esep.umces.edu) and make available teacher-developed PowerPoint presentations and 5E lessons that will help link science research and hands-on classroom application.

Conduct an Aquaculture in Action network survey (via a meeting) on accomplishments, awards, additions to curriculum, impacts on enrollment etc. related to their aquaculture projects at school.

Develop a pilot DVD (Chesapeake Science Series) for classroom teachers and other informal education users on oysters based upon successful web based materials. CHESPAX Oyster gardening and Restoration Program - development of a new 5th grade county-wide program focused on oyster biology, oyster restoration and oyster bar communities and incorporates community involvement in restoration activities Produce the Maryland Sea Grant Schools Network News newsletter (twice yearly) designed to give K-12 educators an opportunity to share their work with their peers in Maryland and the Mid-Atlantic region via the Internet.

Interactive Marine Education on the Web - A survey will be sent out to a segment of teachers that have downloaded the lessons to gain feedback and insight on how they are used, frequency of use, and number of students impacted. Interactive Marine Education on the Web - web lesson downloads will continue to be updated (Oyster Anatomy Lab- June 06) and tracked.

To assist and collaborate with Adventure Productions, Inc. Aqua Kids TV show in identifying new content and connections with research scientists for new episodes. .To assist with the identification and development of appropriate Ocean Sciences related materials with the MD State Department of Education for piloting courses in Oceanography and Marine Science

Target Audience: K-12 educators and students

Goals: Student incorporation of research science into their classroom projects and science fair. Students return to UMCES education program and research laboratories as interns. Teachers involved in teacher profession development programs will return to their classrooms with resources and content confidence to successfully integrate materials into their curriculums. Teachers will present/train other educators with lessons developed and incorporate their work into curriculum at the county level. Products will be developed appropriate for classroom application and meet curriculum needs (web, print, multi-media). Products developed incorporated into classroom and county lessons and curriculum. Expansion of the distribution of ESEP products and the number of teachers participating in programs. Development of grants with teachers and other non-profit groups based on appropriate feedback. Successful implementation of awards that impact teacher and student performance in the classroom and enhance curriculum. Citizens of Maryland will become stewards of the environment and will seek out various venues to participate in research, restoration or education activities.

4) Strengthening and Expanding the 4-H Club Program

Situation: The Maryland 4-H program’s core mission is to help youth reach their fullest potential as individuals through the development of life skills. For most 4-H members, these life skills are practiced and developed throughout the year by participating in club and county activities such as record keeping, demonstrations, leadership, and the exhibition of completed 4-H projects. The 4-H club program is part of an educational program designed to improve techniques of agriculture, environmental, and human sciences; promote high ideals of civic responsibility, provide training for community leadership, and foster international understanding. The New York 4-H Club study indicated that participation in 4-H Clubs contributes to positive youth development. The results indicated that youth who belong to 4-H clubs "do better in school, are more motivated to help others, and are developing skills in leadership, public speaking, self-esteem, communication and planning, and are making lasting friendships." Thus, the 4-H Club has been proven to be an outstanding delivery method for the development of youth.

Program Description: Conduct an assessment to determine the need for resource materials and training to support club development/management; this includes a review of existing materials from 4-H programs across the nation. Conduct interviews with leaders, review survey results, and personal observations by the educator to determine if participation in the 4-H club program and concomitant activities such as the county fair help prepare youth for meaningful and constructive lives.

Establish priorities for creating and/or updating materials that will assist volunteers in developing club programs that will retain our current members and recruit new members. Ensure resource materials are easily accessible via multiple media sources. Develop and conduct trainings for Faculty, Staff, and Volunteers on effective club management strategies on the state and local level. Develop a process to share "Effective Practices" in Enhancing and Strengthening 4-H Clubs. Develop Maryland 4-H Youth Development promotional materials. Develop a self-assessment tool for measuring effectiveness of 4-H clubs. Assess enrollment trends and community club program quality. Identify and/or develop tools to determine and document desired educational outcomes and life skills assessments and develop pre- and post-event evaluation tools. Reward and recognize faculty, staff, and volunteers for effective club programming practices. Use new technologies to shape 4-H developmental and learning opportunities.

Target Audience: MCE staff; faculty, teen and adult volunteers; community partners including schools and other youth organizations.

Goals: The 4-H club experience provides the eight essential elements of youth development. 4-H members become aware of and/or learn subject matter. 4-H members become aware of and/or learn life skills. Parents/guardians are more aware of the 4-H club experience and potential benefits of the club experience and/or develop a more favorable attitude toward the 4-H program. Increase youth participation in Maryland 4-H clubs. Increase knowledge and skills of extension faculty, staff and volunteers. Improve understanding and reporting of 4-H club member enrollment data. Increase number of 4-H clubs available within the Maryland 4-H Program. Volunteers model experiential learning and "eight essential element" strategies when programming. 4-H members demonstrate subject-matter skills (including marketable skills). 4-H members demonstrate healthy life skills behavior (self-responsibility, decision making, social skills). 4-H members get involved in community and volunteer activities in and outside of the 4-H club experience. 4-H members re-enroll in the 4-H club program. Youth are successful, healthy, productive, contributing members of their communities (leadership, citizenship, life skills; academic success; workforce prep). Stakeholders (parents/guardians, community members, etc.) recognize the local 4-H club as an environment for positive youth development (member retention rates, funding, parent/guardian involvement, community support). The Maryland 4-H club program is viewed as a model quality youth development delivery method that enables youth to become competent, caring, and contributing members of today’s society. 4-H club alumni return as MCE volunteers.

5) 4-H Outreach to Underserved Youth and Communities in After-school and Out of School Time

Situation: In 2005 Maryland 4-H reached nearly 50,000 youth with positive youth development programs. The programming efforts focused primarily on 4-H club and school enrichment programs. Many youth throughout the state, particularly youth in need of after-school and out of school time care, those at risk for low academic achievement and/or those whose parents are on active duty or reserve military, or those who are not involved in 4-H or connected to the resources of the 4-H youth development program.

Youth, families, and communities need access to community resources that offer high quality youth development experiences. Maryland 4-H creates high quality youth development opportunities for culturally diverse audiences that embrace the essential elements of 4-H and contribute to positive youth development for all children and youth.

Program Description: Two program priorities have been identified: (1) Outreach to children and youth through 4-H after-school program initiatives that incorporate the essential elements of 4-H-- belonging, mastery, independence, and generosity; and, (2) Outreach to children and youth of active duty and reserve military units throughout the state by engaging them in 4-H and other youth development programs.

Target Audience: Maryland families; youth ages 5-19; 4-H volunteers; community partners of 4-H, including military child and youth services staff; and school officials.

Goals: Maryland 4-H Youth Development will build capacity to expand and improve after-school and 4-H/military programming efforts, in partnership with other youth-serving agencies, to provide education, training, curriculum resources, and 4-H club experiences that result in positive youth development outcomes for underserved military and non-military youth in after-school and out of school settings across the state.

6) Volunteer Development

Situation: Volunteers are persons who perform unpaid activities for Maryland Cooperative Extension who are screened, trained, and appointed. There are not enough trained and mentored volunteers to extend the 4-H program into more Maryland local communities. In 2002, there were 3,565 4-H adult volunteers, but only 3,048 in 2005. Current volunteers do not represent the diversity of Maryland communities and families. Families do not live where they work and lack a sense of commitment to community. Families perceive 4-H as a rural farm-based organization. Family structure, jobs, perception of time, and priorities interfere with the willingness to volunteer. Maryland requires a 1-10 ratio of MCE volunteers to youth for programming.

Program Description: Apply current volunteer development and management research and assessment information to evaluate techniques used to recruit and maintain volunteers. Recruit, screen, train, appoint, evaluate, and recognize MCE volunteers concentrating on club development for the under-served. Collect, manage, and evaluate local volunteer enrollment statistics to target under-served and under-represented communities in the 4-H program. Develop outcome-based training for event management by volunteers. Integrate technology into communication, teaching, and evaluation for volunteers. Provide risk management policies and procedures to volunteers to use in 4-H programming. Demonstrate youth and adult partnerships in local and state programming on advisory boards and committees.

Target Audience: MCE faculty and staff, current and potential adult and teen volunteers, staff in collaborating agencies and organizations, Maryland 4-H Volunteer Association, Maryland 4-H All-Stars, Volunteer Development Curriculum Committee.

Goal: Maryland 4-H Youth Development will increase, diversify, and train the MCE volunteer base to extend the 4-H program into more communities across the state.

For more information, contact Jim Hanson

Last updated: 09/27/2006

In Memoriam
Internationally known dairy cattle judge and dairy youth supporter Dr. J. Lee Majeskie of Centreville died suddenly on Friday, August 22, at the University of Maryland Hospital. He was the loving and devoted husband of Judy Alexander Majeskie. - posted Aug 29, 2008

Back to School for Cascade Users!
Students are heading back to school, so perhaps it’s time for you to brush up on your Cascade Server skills. - posted Aug 26, 2008

Attention 4-H'ers! A special invitation to the Maryland State Fair
4-H'ers are invited to visit with AGNR Academic Programs staff to learn more about the College of AGNR at the University of Maryland. Games, prizes, and more! - posted Aug 25, 2008

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