University Of Wisconsin-Stout Research Articles

Correction to: Editorial Transitions for Journal of Materials Engineering and Performance

In the editorial originally published online, all journal editors were listed as authors of the editorial affiliated with University of Wisconsin-Stout.

Awareness, Availability, and Usage of Probiotic Foods by Local Food Pantry Participants

Abstract Objectives The purpose of this research is two-fold: first, we have surveyed food pantry participants to assess their knowledge and selection of probiotic-containing foods; and second, we have evaluated and compared the availability and viability of probiotic cultures in the cheese and yogurts available at a local food pantry, in a retail market, and in fresh, homemade food products. Methods This study examined the availability, awareness, and usage of probiotic-containing food by food pantry participants. The study consisted of two parts. The first part examined the awareness and usage of probiotic foods by the food pantry participants that were evaluated by a validated survey. The survey was conducted with participants from four different food pantries in Wisconsin in September-October 2017. Survey data were analyzed by using the Statistical Program for Social Sciences (SPSS, version 24.0, 2016, SPSS Inc., Chicago, IL). Descriptive statistics, t-tests, and Pearson Chi-Squared analyses were used to examine the awareness and usage of probiotics by the participants. The second part analyzed the viability of probiotic bacteria in various kinds of yogurt and cheese available in a local food pantry as well as store-bought, high-quality cheese and yogurt, and homemade yogurt in the laboratory. Lactobacillus app. in the cheese and yogurt samples were isolated by MRS agar. The special formula was used to calculate the number of Lactobacillus app. in the samples. Results The results show 82.9% of survey participants (n = 205) reported that they heard the word probiotics, but only 44% of those are knowledgeable on probiotics. Importantly, knowledge of probiotics correlates to increased consumption of yogurt but not pickles and cheese. Lactobacillus viability did not vary significantly between expensive and cheap yogurt brands but was absent in processed yogurt and cheese. Conclusions Probiotics could be found in the food pantries but only in a limited quantity and frequency. Thus, nutrition education and interventions are needed to educate the food pantry directors on the importance of probiotic foods, especially dairy products. Also, there is a need to educate food pantry participants about probiotics. Funding Sources Student Research Grant; Research Services, University of Wisconsin-Stout.

The University of Wisconsin-Stout Asynchronous Learning Network Case Study Options: Using Technology to Remove Learning Barriers

The University of Wisconsin-Stout Asynchronous Learning Network (ALN) project, funded by the Alfred P. Sloan Foundation, represents an effort to expand the boundaries of the traditional campus. The purpose of this project was to offer learning opportunities to both traditional students and industry professionals either on campus or away from the campus. The asynchronous method of delivery will allow learners to participate from any place at any time. This paper will review how the University of Wisconsin-Stout is using technology to remove learning barriers and provide students with learning options. The focus of this paper is to provide a detailed explanation of the process the University of Wisconsin-Stout used to implement an Asynchronous Learning Network. It will describe the history and background of the project, design and development issues, results and proposed next steps for this campus.

Is Being the Most Trusted Profession a Good Thing?

Is Being the Most Trusted Profession a Good Thing?

Improving employee performance using Innovative L&D Interventions

This study aims to present innovative practices in Learning and development which can help to improve employee performance in organizations leading to enhanced employee commitment and retention. As we all know, retention of valuable employees is a global challenge today. Organizations are constantly dueling with the task of retaining employees, and substantial evidence suggest that retention of skilled employees has become a serious concern to managers as they face ever increasing high rate of employee turnover (Arthur, 1994; Budhwar & Mellahi, 2007). Scholars have clearly established the direct linkage between job satisfaction and organizational commitment on employee retention. (Budhwar & Mellahi, 2007, Dole & Schroeder, 2001). Various studies have proved that among other factors training and development opportunities can significantly enhance the organizational commitment and satisfaction of employees (Meyer & Smith, 2000). It has been clearly found that if employees are given training and development opportunities, they will be more likely to remain in the environment. (Huselid, 1995). Lisa Holden Rovers, CHRP in her study published in the e-Source for the Human Resources Institute of Alberta in May 2007 states that in-house learning strategies have a positive effect on engagement and retention. In house initiatives which are based on cost effective innovative ideas are identified to be valuable for businesses as they are seeking to embrace training and development opportunities in cost conscious manners. The author states that by engaging employees to share their knowledge, organizations can expect to increase the knowledge base of employees, control costs and retain talent. Susan M Heathfield in her article in http://humanresources.about.com in 2007 cites opportunities for growth as a key factor in employee motivation and retention. This author states that apart from traditional classroom or blended learning approaches the following in house initiatives will enhance development. • Involve employees in establishing goals, standards, priorities, and measurements. • Assign employees to lead projects and teams. • Assign employees to train other employees • Provide learning materials on the Intranet, an internal company website. Karen Shelton in her study titled THE EFFECTS OF EMPLOYEE DEVELOPMENT PROGRAMS ON JOB SATISFACTION AND EMPLOYEE RETENTION conducted at the University of Wisconsin-Stout in May 2001 asserts that Employee development programs clearly leads to employee satisfaction, which in turn leads to employee retention. People, who receive relevant and useful training, are generally happier in their jobs. When training is carried to the next level and becomes overall development, employees tend to feel even more valued by their employers. Organizations that provide employee development programs enjoy increased employee satisfaction and lower turnovers than those that do not. Since it is imperative that employees are developed and grown, Organizations have to ensure that their Learning and Development initiatives are aligned with their Performance management methods. L&Dinterventions must lead to performance improvements that can be measured and tracked by the Performance improvement systems. Otherwise there will be a disconnect between what is provided and what is expected. This will defeat the whole purpose and will lead to L&D interventions having no effect on performance improvements, rewards and recognitions, growth and thereby commitment, satisfaction and retention. As an L&D specialist, the researcherhas seen such disconnects in many organizations that he has studied. Performance management systems have Competencies as their core. Many of the competency modelsadopted are very generic and doesn't reflect the specific requirements of the job to be performed. Moreover the interventions offered by L&D doesn't relate directly to these competencies. Hence theinterventions don't lead to improvements in areas that can be measured by performance management systems. This study aims to provide solutions to this crucial problem. Based on the study of various organizations it proposes 6 innovative interventions that can bridge this gap between L&D offerings and Performance improvements as measured by Performance Management systems. The adoption of these interventions can lead to making L&D offerings more effective. They can provide a better linkagebetween interventions, development, growth, commitment and thereby retention.

Informing Information Ethics

This fall 2011 issue of JIE presents the words of nine writers who each prompt us to explore our understandings, assumptions, and presumptions about the field of information ethics. Advocacy is a term that surfaces in many of the contributions. The body of work presented raises questions about library and information (and related) rhetoric, practice, activism, and neglect. The scholarship begins with the musing of an information ethics pioneer, Dr. Martha M. Smith, in which she looks back to the early years of information ethics from the perspective of her new career as a hospice chaplain in the USA. Marti also discusses several IE models she developed and her first education in biblical studies and ministry, offers thanks to those people who influenced her work, and makes suggestions for future areas of inquiry. The journal issue closes with a thought piece by a next generation, equally formidable information ethicist, Dr. Elizabeth Buchanan, who encourages and invites new and critical contributors to the field in her role as Director of the newly minted Center for Applied Ethics at the University of Wisconsin-Stout. Between these two remarkable contemplations are nestled a series of short to long essays in which some authors set their sights on information ethics more or less squarely; one contributor, in part, writes off information ethics; several others come at it quite unconsciously. A short introduction to each article is presented below.From Canada, a well traveled and new member of the library profession, Jane Robertson Zaiane, analyzes ten current English-language codes of ethics published by national library associations in the context of information ethics in library and information science. Jane identifies select elements of each iden- tified as significant in an ethics code representing a national professional organization, including human rights, intellectual freedom, technology, privacy, definitions, and professional development. She brings to light the relevance of cultural context, professional intent, breadth of interpretation, necessity, and function with regard to ideal ethics as illustrated in these library statements. Of note, nine of the codes seemingly base the moral and ethical statements on humanist and philosophical ideals, while Indonesia's code appears in phrasing, purpose, and character to be guided by nationalist ideals. Jane's work makes a strong case for the value of intercultural and global understanding in the task of information ethics scholarship more broadly. Moving forward into the everyday ethics of language use, from the United States, academic librarian Emily Drabinski draws on contact zone theory and work on language equity in composition studies to advocate a reorientation of library instruction away from teaching the specifics of library language and toward teaching library research as a process of struggle and translation at the site of the database search interface. As promoters of equitable access to information, she asserts, information literacy instructors should learn to invite users into our discourse without the additional requirement that they dump their own discursive realities at our classroom doors.Because Emily's work delves into knowledge organization and the power of naming responsibly it bridges naturally to fellow American academic librarian K.R. Roberto's subversive ethics treatment of how traditional library cataloging models and hierarchical taxonomic and classification structures are used to describe bits of information. Such schemas, he suggests, lack methods to acknowledge people's sometimes vague and often flexible identities. K.R.'s article specifically treats Library of Congress-based cataloging practices, including classification, and their role in putting into effect normative boundaries for queer sexualities and gender. K.R. concludes that through the use of inaccurate language in the Library of Congress Subject Headings and problematic classification schemes, library catalogers often unsuspectingly play a role in the production of library environments that are passively unfavorable to transgender users. …

A Case Study: Teaching Engineering Concepts in Science

This study was conducted to describe a high school engineering curriculum, identify teaching strategies used to increase math and science literacy, and discover challenges and constraints that occur during its development and delivery, as well as what strategies are used to overcome these obstacles. Semi-structured interviews were conducted with the engineering instructor. In addition, students were observed and curriculum documents, teacher lesson plans, and teacher resources were examined. Concepts created the platform for delivery, curricular trial and error was at work, science and engineering competitions were leveraged as a basis for learning activities, and project based learning and teaching was critical. There was a clear emphasis on creative thought and work. Assessment of student learning was dubious and elusive and stakeholders tended to be uneasy with this new pedegogy. Financial and instructional support through business partnership and administrative support were found to be critical strategies used to overcome obsticles identified. David Stricker is an Assistant Professor at University of Wisconsin-Stout. He can be reached at strickerd@uwstout.edu 64 JOURNAL OF STEM TEACHER EDUCATION A Case Study: Teaching Engineering Concepts in Science The focus on improving science, technology, engineering, and mathematics (STEM) education for America’s children can be traced back to the days of Sputnik and beyond. However, compared with advancements then, it has been argued that today technological development and industrial growth are increasing at an exponential rate with expanding global application (Brophy, Klein, Portsmore, Rogers, 2008). Consequently, amid concerns that the United States may not be able to compete with other nations in the future due to insufficient investment today in science and technology research and STEM education, funding initiatives such as the American Recovery and Reinvestment Act (U.S. Department of Education, The American Recovery and Reinvestment Act of 2009: Saving and Creating Jobs and Reforming Education) and “Race to the Top” competitive grants have been enacted in 2009 in an effort to offer substantial federal support for such initiatives (U.S. Department of Education. President Obama, U.S. Secretary of Education Duncan Announce National Competition to Advance School Reform). The support structure for STEM education does not end with tax dollars. Large private companies such as Time Warner Cable have committed $100 million in media time, and the MacArthur Foundation is supporting “National Lab Day” that will include, among other initiatives, a year-long effort to expand hands-on learning methods throughout the country. Specifically, within the STEM focus, engineering education supports the attainment of a wide range of knowledge and skills associated with comprehending and using STEM knowledge to achieve real world problem solving through design, troubleshooting, and analysis activities (Brophy, et. al., 2008). The arguments for including A Case Study: Teaching Engineering Concepts 65 engineering education into the general education curriculum are well established. Some are motivated by concerns regarding the quantity, quality, and diversity of future engineering talent (American Society for Engineering Education, 1987; National Academy of Engineering, 2005; National Research Council, 1996; International Technology Education Association, 2002) and others by the basic need for all students, in their pursuit of preparing for life, work, and citizenship in a society inundated with technology, to possess a fundamental understanding of the nature of engineering (Welty, 2008). In an attempt to address this issue, there have been a number of curricula designed to infuse engineering content into technology education courses (Dearing & Daugherty, 2004). Each of these programs proposes teaching engineering concepts or engineering design in technology education as a vehicle to address the standards for technological literacy (International Technology Education Association, 2000/2002). Similarly, the National Academy of Engineering (NAE) publication Technically Speaking (Pearson and Young, 2002) emphasizes the need for all people to become technologically literate to function in the modern world. However, despite this clear need, within the technology education profession itself, the appropriate engineering curriculum required for implementation, particularly at the high school level, remains unclear. Indeed, engineering curricula exist that have been designed for implemetation, not in technology education, but rather in math and science classrooms. As a result of the choices available to teachers and school administrators, the extent to which the most effective way of delivereing engineering content to high school students remains unclear. 66 JOURNAL OF STEM TEACHER EDUCATION

On-Campus Activism

news and views on-campus activism Some say that campus activism, especially feminist activism, is dead. But news of thefollowing instances of campus activism puts the lie to the myth that those in the university exist in an ivory tower where idle theorizing occurs without a commitment to real-world problems. University of Southern California students walked out of class on April 4 to protest what they described as misogyny, racism, classism, and homophobia on their campus. According to an article published in the university newspaper, the Daily Trojan, the demonstration was prompted by an e-mail allegedly sent by a Kappa Sigma fraternity member to other fraternity members. The Daily Trojan, quoting from the e-mail, reported that to its author women should be viewed as "targets": "They aren't actual people like us men. Consequently, giving them a certain name or distinction is pointless." The e-mail reportedly urged the author's fraternity brothers to have sex with as many women as possible, specifically naming various ethnicities as "targets" (excluding, however, "middle eastern targets," invoking what he called "patriotism" and "pride" as his reasons). The e-mail also stated that "non-consent and rape are two differ ent things." Corey Arterian, a USC senior majoring in English and a member of the USC Coalition for a Safer Campus and Community, said that one goal of the protest is for the administration to see that the e-mail represents a larger problem. In another example of feminist activism, sixteen Yale University current and former students fileda complaint withtheU.S. Department ofEducation'sOffice of Civil Rights, alleging that the university has failed to eliminate a hostile sexual environment, which violates Title IX. The complaint includes personal testimonies from five students, one of which is an account of a sexual assault, and many public instances of misogyny on the campus. The complaint also cites the following public incidents: in 2005, fraternity members stole T-shirts from the Clothesline Project; in 2007, a petition signed by 150 students in the medical school asserted that there was sexual harassment by professors and peers, including groping, intimida tion, verbal abuse, and rape; inJanuary 2008, a group of pledges from thefraternity Zeta Psi surrounded the entrance to the Yale Women's Center with signs reading "We love Yale Sluts"; in September 2009, an e-mail was circulated among a group of male students ranking 53 incoming first-year women students by name and "how many beers it would take to have sex with them"; and in October 2010, there was a Delta Kappa Epsilon fraternity pledge event where members gathered on campus jeering at first-year students while chanting "Fucking sluts!" and "No means yes! Yes means anal!" Students have reported that the Yale admims 213 214 News and Views tration's response to these incidents has been tepid, sending the message that these kinds of behaviors will be tolerated. In additional examples of university-related feminist activism, we present a report written by Professor Stephanie Gilmore of Dickinson College describing a March 4 action by students to protest sexual violence and the college's handling of sexual assault cases on campus. The protest, according to Gilmore's thoughtful analysis, was spurred on by students who reported that they used tools for appropriate, responsible, and effective activism that they learned about from their academic studies. We also present a second instance of campus-generated activism, the text of a public statement on the Budget Repair Bill proposed by Wisconsin Governor Scott Walker, written and signed on to by seventeen university professors throughout Wisconsin. The statement, abbreviated here, delineates the ways that the bill would be disproportionately and particularly detrimental to Wisconsin women. Glenda Jones, Women and Gender Studies Program Director at the University of Wisconsin-Stout, first contacted Helen Klebesadel, Director, University of Wisconsin Women's Studies Consortium, regarding the impact of the proposed bill on women. Jones wrote, "It strikes me that Walker's bill will disproportionately impact women since we are the majority of teachers, social workers, nurses, and lowest paid professors. I know he's trying to bust the unions, but he's protecting the unions dominated by men." Klebesadel proposed writing...

Journal Writing in the Physics Classroom

J. Johanna (Jo) Hopp is an assistant professor of physics at the University of Wisconsin-Stout, where she teaches both a one-semester calculus-based introductory course and a conceptual-based course. She received her doctorate from the University of Washington Department of Physiology and Biophysics.

A college lesson study in calculus, preliminary report

Lesson Study is a process by which a team of instructors works collaboratively to plan, teach, observe and revise one particular lesson. A successful lesson study will not only result in a student-focused lesson plan that maximizes student understanding, but will also encourage teaching-centered collaboration among colleagues and increase the participants’ understanding of student learning. A group of four instructors from the University of Wisconsin-Stout participated in a lesson study for Rolle's Theorem and the Mean Value Theorem beginning in the spring of 2007. This article summarizes the process of lesson study, the lesson itself, observations from the first round of teaching and possible revisions to the lesson. Included as an appendix are all of the materials of the preliminary lesson plan, as well as materials for the lesson study itself.

Rubrics: Tools for Making Learning Goals and Evaluation Criteria Explicit for Both Teachers and Learners

Introduction of new teaching strategies often expands the expectations for student learning, creating a parallel need to redefine how we collect the evidence that assures both us and our students that these expectations are in fact being met. The default assessment strategy of the typical large, introductory, college-level science course, the multiple- choice (fixed response) exam, when used to best advantage can provide feedback about what students know and recall about key concepts. Leaving aside the difficulty inherent in designing a multiple-choice exam that captures deeper understandings of course material, its limitations become particularly notable when learning objectives include what students are able to do as well as know as the result of time spent in a course. If we want students to build their skill at conducting guided laboratory investigations, developing reasoned arguments, or communicating their ideas, other means of assessment such as papers, demonstrations (the “practical exam”), other demonstrations of problem solving, model building, debates, or oral presentations, to name a few, must be enlisted to serve as benchmarks of progress and/or in the assignment of grades. What happens, however, when students are novices at responding to these performance prompts when they are used in the context of science learning, and faculty are novices at communicating to students what their expectations for a high-level performance are? The more familiar terrain of the multiple-choice exam can lull both students and instructors into a false sense of security about the clarity and objectivity of the evaluation criteria (Wiggins, 1989 ) and make these other types of assessment strategies seem subjective and unreliable (and sometimes downright unfair) by comparison. In a worst-case scenario, the use of alternatives to the conventional exam to assess student learning can lead students to feel that there is an implicit or hidden curriculum—the private curriculum that seems to exist only in the mind's eye of a course instructor. Use of rubrics provides one way to address these issues. Rubrics not only can be designed to formulate standards for levels of accomplishment and used to guide and improve performance but also they can be used to make these standards clear and explicit to students. Although the use of rubrics has become common practice in the K–12 setting (Luft, 1999 ), the good news for those instructors who find the idea attractive is that more and more examples of the use of rubrics are being noted at the college and university level, with a variety of applications (Ebert-May, undated; Ebert-May et al., 1997 ; Wright and Boggs, 2002 ; Moni et al., 2005 ; Porter, 2005 ; Lynd-Balta, 2006 ).

Leadership Development: Implementation of a Pilot Program for Dietetic Students at the University of Wisconsin-Stout

Leadership Development: Implementation of a Pilot Program for Dietetic Students at the University of Wisconsin-Stout

Cancer Patients' and Patient Advocates' Perspectives on a Novel Information Source: A Qualitative Study of The Art of Oncology, When the Tumor Is Not the Target

Kristin S. Vickers, Section of Patient Education and Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN Julie C. Hathaway, Section of Patient Education, Mayo Clinic, Rochester, MN Christi A. Patten and Matthew M. Clark, Department of Psychiatry and Psychology, Mayo Clinic, Rochester, MN Teresa L. Britt, Nursing Research, Mayo Clinic, Rochester, MN Sherry A. Looker, Department of Medical Oncology, Mayo Clinic, Rochester, MN Phaedra T. Johnson, Department of Psychology, University of Wisconsin-Stout, Menomonie, WI Charles L. Loprinzi, Department of Medical Oncology, Mayo Clinic, Rochester, MN

Sand Diver

A few years ago, I was preparing to teach a summer enrichment program for middle school students at the University of Wisconsin-Stout. With swimming on the minds of most kids during the summer, I thought buoyancy would be a fun topic to discuss. An interesting way to introduce this concept is by discussing the beer-drinking balloonist who, in a lawn chair, floated to 11,000 feet above Los Angeles in 1997. However, I needed a hands-on project and was not about to go purchase some lawn chairs to duplicate this experiment. A simple submersible called the “Sand Diver” was designed and is now used as a hands-on activity for my introductory physics course.

Scientific Review: New Software for Neutron Scattering Data Visualization

New software for neutron scattering data visualization, reduction, and analysis is being developed at IPNS through collaboration between IPNS and the University of Wisconsin-Stout. Recent advances in this Integrated Spectral Analysis Workbench (ISAW) package include: 1) a data analysis package for Single Crystal Diffractometers, 2) a data reduction package for small angle scattering, 3) wizards-a new method of operation which allows the user to step through a series of input forms to do a complete analysis, and 4) a newly designed set of viewers which work with basic data arrays and thus do not require the more complex data objects used for the first generation of viewers.

Attention to Food Safety Should not Wait for a Crisis

Mary Abbott Hess, LHD, MS, RD, FADA is president of Hess & Hunt, Inc, Nutrition Communications; past president of The American Dietetic Association; Steenbock Chair, University of Wisconsin-Stout; and chair of the new Food & Culinary Professionals dietetic practice group (DPG). Her keen interest in foodservice issues encompasses the types of food safety protocols she discusses below.

Spring break student travel: a longitudinal study

Spring break travel is a unique North American youth tourism phenomenon, generating millions of dollars for the tourism industry. This longitudinal study surveyed students at the University of Wisconsin-Stout, USA, over a four-year period. It examines the changes that have occurred in spring break travel patterns over the years of 1991 to 1994. Implications for marketers, tour operators and destinations are presented.

Spring Break Student Travel-An Exploratory Study

The college spring break tourism phenomenon conjures up images of outrageous student behavior on hot sandy beaches. This study begins to examine the reality of what students actually do over spring break as opposed to the popular myths. The exploratory study reports on the characteristics and travel patterns of the spring break travel market at the University of Wisconsin-Stout.

Trends Affecting the Application of Technology in Vocational Curriculums

Christopher A. Smith ~~ the Independent Living Skills Evaluator with the Center for Independent Living at the University of W~~consin-Stout. He also performs specialized computer interface switching assessments as a rehabilitation technologist for the Center for Rehabilitation Technology, also at the University of Wisconsin-Stout. Mr. Smith has published 30 monograph.s and papers on various rehabilitation service topics and has consulted with school systems and state agencies on the development of curricular strategies. Christopher A. Smith, MS

1990: Twenty-Second Annual National Council on Family Relations Media Awards Competition

Julie Anson, Judy Brenholt, Bruce Cunningham, Anne Frantz-Cook, Sandra Gill, Bette Hanson, Jan Hare, Judy Herr, Priscilla Huffman, Judy Jax, Candace Jordan, Jan Keil, Leslie Koepke, Yvonne Libby, Marian Marion, Judith Rommel, Robert Salt, Denise Skinner, Nancy Van Beest, John Williams, and Karen Zimmerman** The 1990 annual National Council on Family Relations (NCFR) Media Competition was hosted by the Human Development, Family Living and Community Educational Services Department, University of Wisconsin-Stout, Menomonie, Wisconsin, the week of April 9-13, 1990, for the videotape entries and April 30-May 4, 1990, for filmstrip and film entries. The purpose of the annual competition is to evaluate quality and endorse excellence in the production of videotapes, filmstrips, and films with themes relevant to family issues, to promote the effective use of these resources, and to encourage high standards in the development of creative learning opportunities. Entries solicited were placed in onq of the following 12 categories: Human Development Across the Life Span; Parenting Issues; Nontraditional Family Systems; Marital and Family Issues and Communication; Sexuality and Sex Role Development; Abuse/Addiction; Human Reproduction and Family Planning; Stress, Transition, and Crisis Management; Contemporary Social Issues; Families with Special Needs; Abuse and Neglect; Sexuality. NCFR entry guidelines included: Submissions must be first-time entries to this competition and must carry a release date no earlier than January 1, 1988. All entries must be nationally available for purchase, rental, or loan. Producer/distributors may submit only one entry per competition category in each format-A maximum of one videocassette, one filmstrip, and one film per category. Acceptable formats were: 1/2 videocassette, 35mm sound filmstrip (or filmstrips captioned with audiocassette or record), 16mm optical sound. A total of 110 entries were received (98 videotapes and 12 films or filmstrips). Although producer/distributors selected the category for their entry, competition coordinators reserved the right to modify categories or to change the category of an entry. You will note two changes from last year: Category 6 was renamed Substance Abuse/Addiction and a Category 12, Teenage Sexuality, was created, due to the significant number of entries in this area. In a change from previous judging procedures, videotapes were judged separately from films and filmstrips. All entries in a given category were evaluated by the same panel of judges to ensure an equitable judging process. The judging panel included university faculty and students (graduate and undergraduate), media specialists, parents, family services staff, family and individual counselors, social workers, public health nursing staff, and professionals working in the area of child abuse and neglect. Following the viewing of each entry, each judge independently completed an evaluation form on the entry. The evaluation form allowed for numerical ratings on the basis of content (20 possible points), artistic quality (20 possible points), and matching stated goals (20 possible points). Media were required to receive an average minimum score of 51 points (85%) to be declared Category Winner or RunnerUp and an average minimum score of 45 points (75%) to be awarded Honorable Mention status. The following listing indicates Winners, Runners-Up, and Honorable Mentions by category in both videotape and filmstrip/film format. The synopsis of each entry was provided by the producer/director and does not necessarily reflect the opinion of NCFR, the competition coordinators, or the judges.