Agricultural Information Needs and Food Access in the Stann Creek District of Belize

The purpose of this study was to describe agricultural information sources available to farmers and to describe food access and availability for the people of Dangriga, Stann Creek, Belize. This study used descriptive survey research methods with convenience sampling of the general public (n=22) and of farmers (n = 38) in the summer of 2017. Farmers use a variety of agricultural information sources with the extension service cited most often, followed by friends and fellow farmers. Weather, lack of information, pests, and inadequate access to capital were of primary concern for farmers. Face-to-face meetings were used most often by extension officers for disseminating agricultural information. Smallholder farmers and the general public have very similar levels of food access and availability. No significant difference was foundbetween the smallholder farmers and the general public on food insecurity with both groups reporting mild to severe food insecurity. Recommendations focused on practical operational strategies for the local Department of Agriculture, as well as the Belize Ministry of Agriculture to eradicate hungerand increase overall food access and availability throughout Belize

Bodies of Knowledge, Kinetic Melodies, Rhythms of Relating and Affect Attunement in Vital Spaces for Multi-Species Well-Being: Finding Common Ground in Intimate Human-Canine and Human-Equine Encounters

In this paper, we bring together two separate studies and offer a double similitude as it were, in finding “common ground” and “common worlds” between dog–human and horse–human interactions. Appreciation of the process and mechanism of affect (and affect theory) can enable a greater understanding of child–animal interactions in how they benefit and co-constitute one another in enhancing well-being and flourishing. Studies have thus far fallen short of tapping into this significant aspect of human–animal relationships and the features of human flourishing. There has been a tendency to focus more on related biological and cognitive enhancement (lowering of blood pressure, increase in the “feel good” hormone oxytocin) such as a dog’s mere “presence” in the classroom improving tests of executive function and performance. Study A details an affective methodology to explore the finer nuances of child–dog encounters. By undertaking a sensory and walking ethnography in a North East England Primary School with Year 6 (aged 10 and 11 years) and Year 4 (aged 7 and 8 years) children (60 in total), participant observation enabled rich data to emerge. Study B involves two separate groups of young people aged between 16 and 19 years who were excluded from mainstream education and identified as “vulnerable” due to perceived behavioural, social or emotional difficulties. It used mixed methods to gather and examine data from focus groups, interviews and statistics using the Rosenberg Self-Esteem Scale. Photo elicitation was an additional source of information. This equine intervention facilitated vital spaces for social and emotional well-being. The important significance of touch to children’s and young people’s well-being suggests a need for “spaces” in classrooms, and wider society, which open up this possibility further and challenge a “hands-off” pedagogy and professional practice

Bearing Witness to the Beauty of Enactive Kinesthetic Empathy across Species in Canine-Human and Equine-Human Interactions: Participant-Observation Ethnographies

Through observations from ethnographic fieldwork the authors seek to highlight the significance of equine-human and canine-human communication to the fields of both human- animal studies and eudaimonia theories of human well-being. As we shared our insights through academic conversations about our respective research findings, we realized that both studies explore the enigmatic and significant concept of kinesthetic empathy in communication and relationship building between horses and young people and between dogs and young children. The canine-child setting (Study A) is a primary school and classroom in which the children voted to share their environment with a school dog, and the equine-adolescent setting (Study B) is an intervention program for young people experiencing social and emotional challenges because of being excluded from the mainstream education system. Observations revealed that the notion of kinesthetic empathy is apparent across species and plays a key role in the well-being of both animal and human. These observations are described and animated through rich descriptions from field notes and photographs taken from both settings. Both studies bring to light the significance of touch, movement, and attunement in human-animal communication to further add to this emerging field. Marrying these concepts together, as we have attempted here, could prove a major step forward in strengthening this field, as the need for robust methodologies is purported. This paper will be of interest to professionals across disciplines such as education, social work, health care, sociology, and human-animal studies

The political preference of Arkansas farmers and ranchers

Access to information is critical to improving production efficiency, but little is known about how farmers are informed on the policy or issues influencing programs related to farming. This research sought to determine the sources of communication used by farmers and ranchers to form opinions about agricultural policy and candidates, identify the issues important in voting, and their level of participation in the political process. Face-to-face interaction was the preferred form of communication in farm organization meetings, with friends, or farm agencies. Magazines were the preferred source of print communication, and university/extension websites were preferred for internet sources. Broadcast media and social media were the least preferred sources for policy information, yet were consulted more often for information about candidates. Friends and family were also the preferred source used to gather information about candidates, along with meet-the-candidate events. The Farm Bureau was the most frequently preferred source of published information. Farmers and ranchers have higher than average levels of voter turnout and typically prefer to take political action by writing letters to their elected representatives. The candidate’s values were the most important characteristic when choosing to support a candidate. While farm advocacy groups are producing information on policy and candidates, this information is frequently shared through friends. Additional research is needed to determine the trusted opinion-leaders who convey the information from community meetings or publications to other producers through face-to-face interactions

Competencies Needed to be Successful County Agents and County Supervisors

This study describes the competencies that county agents and county supervisors in Arkansas believe are important for future success. Participants identified 57 core competencies, with character traits being the top-rated items. Having a farm background and 4-H experience were not ranked as highly important. The competency area Faculty/Staff Relations was rated as the most important for both agents and supervisors. Management Skills were ranked more important for supervisors, while Public Relations and Work Habits were rated more important for agents. Training should be provided to increase agent and supervisor competencies in those areas identified as very important

Improving Access to Children\u27s Mental Health Care: Lessons from a Study of Eleven States

Implementation of the Patient Protection and Affordable Care Act (ACA) is well underway, creating long-overdue opportunities for growing the capacity of child and adolescent mental health systems and meeting children’s pressing needs. The good news is that as of January 1, 2014, coverage of mental health conditions and substance use disorders will be required as part of the broad Essential Benefits package of services under the ACA. While states will determine specific benefits, it is widely accepted that mental health and substance abuse coverage will substantially increase, though the details remain to be determined.1 Additionally, as a result of this new law, funding for prevention, early intervention, and treatment services and programs will likely expand. A challenge to capitalizing on the ACA opportunity, however, is the underdeveloped state of children’s mental health services across the United States. Unlike children’s physical health services, for which there is a robust private and publicly funded functioning system, management and delivery of mental health services are much less well developed or coherent. From significant disconnects among the multiple institutions that serve children and their families to chronic financial instability, the children’s mental health system is fragile and at-risk. Realizing the promise of the ACA for children and adolescents will require acknowledging systemic barriers that often lead to significant disparities and gaps in care. The following research, conducted by the George Washington University Center for Health and Health Care in Schools (CHHCS), identifies the systemic challenges to ensuring children’s access to mental health care common among many states and points to encouraging examples of success. The bright spots can serve as a guide for those responsible for implementing the ACA or developing other policies that strengthen children’s mental health. Support for this publication was provided by a grant from the Robert Wood Johnson Foundation

Developing a Business Plan for Sustaining School Mental Health Services: Three Success Storiess

Imagine an America where children arrive at their school desks, ready to learn and succeed. They have coping skills to address their everyday worries, concerns and stressors, as well as the more difficult challenges life may present. They have social skills to establish positive relationships with their peers, teachers and parents. They make healthy choices that allow them to focus on their education and prepare for future success. And if a problem arises, they have access to early intervention and treatment. Now, imagine having sustainable funding to make all of this a reality. Currently, however, barriers, particularly financing issues, restrict the expansion of existing programs and limit the growth of new ones that offer mental health and treatment services to students in a school setting. To shed light on successful models for sustaining school mental health services, the Center for Health and Health Care in Schools at George Washington University looked at three school mental health programs – in Pennsylvania, Washington, DC and Minnesota – that have crafted financial policies and processes that support their work. Their strategies include putting systems in place for billing Medicaid and other third-party payers and supplementing these patient-care revenues with public and private grant dollars and in-kind contributions. In short, they have developed and executed business plans that ensure longterm availability of services.] The hope is that by highlighting these three programs and sharing their business plans, we will shed light on some best practices that should be considered in searching for strategies to sustain school mental health services. Support for this publication was provided by a grant from the Robert Wood Johnson Foundation

Assessing Extension Agents\u27 Nematology Knowledge Needs and Related Resource Preferences: Implications for Trainings on Complex Agricultural Topics

Plant pathology researchers have identified a need to expand knowledge of nematology, and nematode control options in Arkansas are limited. Thus, relevant in-service trainings are warranted. In response to the plant pathology researchers\u27 findings and findings promoting the use of technology in training Extension agents, we explored agricultural agents\u27 nematology-related knowledge needs and their perceptions and preferences regarding relevant resources and training delivery methods. We found that county agents in Arkansas need nematology training and resources, have positive perceptions of existing training methods and materials, and are comfortable with job-related technologies, such as the Internet, computers, smartphones, and tablets. These results provide support for developing technology-based training to address nematology and other complex agricultural production topics