Research-based information, resources, and tips for families, consumers, and educators; provided by the faculty of the University of Florida/IFAS Department of Family, Youth and Community Sciences.
Carolyn S. Wilken, Ph.D., M.P.H., Associate Professor, Extension Specialist, Gerontology
When you hear that a hurricane may be approaching, quickly check on your medications to be sure you have enough to last for several days. When the Governor issues a "Declaration of Emergency" you can go to the pharmacy and have your prescriptions refilled -even if it is early.
Podcast: Teenagers Binge Drinking
Written by: Suzanna Smith and reviewed by Donna Davis
Raising teenagers is a tough job. I know I’m not the only mom who worries about the challenges our children face, including the issue of teenage drinking.
There are many reasons to be concerned: Youth who use alcohol are at greater risk for unprotected sexual intercourse, coerced sexual activity, use of marijuana, and poor academic performance (Child Trends). Alarmingly, in 2002, nearly a third of all traffic deaths among youth ages 15 to 20 were alcohol-related. And then there are the long term health problems of binge drinking--including cancer, liver, pancreatic and cardiovascular diseases, gastrointestinal problems, neurological disorders and reproductive system disorders” (Child Trends).
The good news is that recent studies show that binge drinking has been declining among eighth and tenth graders, “from 15 percent of eighth graders in 1999 to 11 percent in 2005 and [from] 26 percent of tenth graders in 2000 to 21 percent in 2005.” However, “the rate for twelfth graders has remained at 28 percent.” (Child Trends).
Parents who are concerned about their teenager’s drinking can monitor teen’s drinking behavior and be aware of their friends drinking behavior as well. They can communicate with their teens about the risks of drinking and make their views clear. Parents may also need to look at their own drinking behavior and see what it communicates to their teens, as “parents' drinking behavior and favorable attitudes about drinking have been positively associated with adolescents' initiating and continuing drinking” (National Institute on Alcohol Abuse and Alcoholism, 1997)
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at
familyalbumradio.org.
Podcast: Struggles & Solutions for Sexual Minority Youth (Part I: Schools)
Written by: Christine Regan and Kate Fogarty
All adolescents share the same developmental tasks and struggles, many of which are not affected by issues of sexual orientation. However, lesbian, gay, bisexual, and transgender adolescents face a variety of challenges that heterosexual teens do not. For example, according to the Gay, Lesbian, Straight, Education Network (2005), high school students can hear up to twenty-five anti-gay remarks a day,39% of sexual minority students report being physically harassed because of their sexual orientation, and 29% of them report missing at least one entire day of school in the past month because they felt unsafe.
The majority of these students also claim that a teacher or professional was aware of these remarks and did nothing to correct the situation. Homophobic remarks are probably hurting more sexual minority adolescents than their peers or teachers realize.
Some schools are addressing the issues facing sexual minority adolescents by:
(1) creating roles for heterosexual support, for example, educating school counselors to decrease homophobic attitudes;
(2) developing gay-straight alliances or other in-school support groups for sexual minority youth;
(3) displaying “safe space” rainbow stickers in offices or on doors;
(4) developing resource materials such as pamphlets for both sexual minority and heterosexual youth and adults; and
(5) advocating for change in the organizational climate, curriculum, and, ultimately, policy that positively affects the lives of sexual minority adolescents by reducing risky behaviors and improving health outcomes in an already challenging period in youth development.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of the University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.com.
Anthanases, Steven Z. & Larrabee, Timothy G. (2003). Toward a consistent stance in teaching for equity: Learning to advocate for Lesbian- and Gay-identified youth. Teaching and Teacher Education, 19, 237-261.
Gay, Lesbian, Straight Education Network. (2005). The 2003 National Climate Survey. Retrieved February 11, 2005.
Leck, G.M. (2000). Heterosexual or homosexual? Reconsidering binary narratives on Sexual identities in urban schools. Education and Urban Society, 32(3). 324-348.
Little, J.N. (2001). Embracing gay, lesbian, bisexual, and transgendered youth in school-based settings. Child & Youth Care Forum, 30(2), 99-110.
Mufioz-Plaza, C., Quinn, S.C., Rounds, K.A. (2002). Lesbian, gay, bisexual and transgender students: Perceived social support in the high school environment. The High School Journal, Apr/May 2002, 52-63.
Nesmith, Andrea A., Burton, David L. & Cosgrove, T.S. (1999). Gay, lesbian, and bisexual youth and young adults: Social support in their own words. Journal of Homosexuality, 37(1), 95-109.
Schneider, M.E. & Owens, R.E. (2000). Concern for lesbian, gay, and bisexual kids. Education and Urban Society, 32(3), 349-367.
The American Psychological Association's Healthy Lesbian, Gay, and Bisexual Students Project works with schools to help prevent risky behaviors and improve health outcomes for lesbian, gay, and bisexual youth
The Gay, Lesbian, and Straight Educators Network combats harassment and discrimination of gay students and school personnel.
The NEA's “Strengthening the Learning Environment: An Education Employee's Guide to Gay and Lesbian Issues”
Parents and Friends of Lesbians and Gays
Gay and Lesbian National Hotline
American Academy of Child and Adolescent Psychiatry
American Psychological Association
American School Counselor Association
Association of Gay and Lesbian Psychiatrists
National Association of School Psychologists
National Education Association
National Gay and Lesbian Task Force
National Mental Health Association
Affirmation: (Latter Day Saints)
Affirmation: (United Methodists)
Association of Welcoming and Affirming Baptists
Friends for LGBTQ Concerns (Quakers)
Integrity (Episcopalian)
Presbyterians for LGTBQ Concerns-
Soul Force (All faiths)
Truth Sets Free (All faiths)
Podcast: The good, the bad and other effects of childcare
Written by Pat Bartlett & Donna Davis
Reviewed by Kate Fogarty
Results from a recent study of almost 15,000 children– from the National Institute of Child Health and Human Development, —reveal both positive and negative effects of organized childcare and preschool, both immediate and long-term.
According to the study, day care has a positive effect on intellectual development. The children benefit from their exposure to mathematics, vocabulary and memory skills, and those acquired skills persist at least into the third grade. Benefits were greatest among children from the poorest families.
However, children in day care lag behind children with stay-at-home moms, when it comes to social development. Children with a lot of time in day care centers also have more problems with mother-child conflict and school conduct.
Yet aggressive behavior, including conflict, that had been found in previous studies of young children who received full-time care outside the home turned out to be temporary, fading by the time the children reached the third grade. Another surprising result was a difference between the daycare and non-daycare groups which doesn’t show up for years: In the third grade it was found that children who spent the most time in day care had poor school work habits compared to their peers in stay-at-home or part-time day care.
In making the decision when and where to put a child in a childcare setting, parents must understand the potential impacts of childcare. By being informed of the pros and cons as well as short and long-term outcomes, parents can better prepare for their child’s next important leap into kindergarten and elementary school.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.com .
Jacobson, Linda. Studies find payoff, drawbacks persist for pupils in preschool and child care. EdWeek, Nov. 2, 2005.
Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.
Listen to the Podcast: Child Care Safety
Parents who both work outside the home have a difficult decision—how to care for their young children while they are at work. Parents often worry about their child’s safety as they evaluate various childcare options.
New research offers a comparison of the risks of injury and death in different childcare settings. According to a study published in the American Sociological Review, childcare centers might be safer than private homes. Researchers caution that overall, child care is “quite safe,” and overall
is even safer than care within children’s own families.
Researchers from the City University of New York found that between 1989-2003 fatalities were seven times more likely to occur in family day care, than in center care. Most deaths in private homes involved babies, who died from being shaken “by a caregiver stressed by constant crying” (p. 2). The work place itself may be a crucial difference--family day care providers have less support from other adults who can step in to help or monitor their work, have less training, and more isolated than center providers have. These findings provide more support for the importance of the providers’ training, licensing and support to ensure that children are safe.
Certainly, parents need to take a number of factors into account when making their decision about child care, such as the location of care, cost, and group size. “No one type of care is uniformly ‘better’ than another” for all families (Wrigley and Drebly quoting NICHD, p. 740), and high-quality family day care can provide a warm and responsive environment, especially for infants.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of the University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.
Lewin, T. (2005). Three new studies assess effects of child care. The New York Times, November 1, 2005. Retrieved November 4, 2005 from http://www.nytimes.com.
Wrigley, J. & Dreby, J. (2005). Fatalities and the organization of child care in the United States, 1985-2003. American Sociological Review, 70, 729-757.
Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.
Almost 13 of the 18 million children younger than five years of age in the U.S. (U.S. Census, 2002) are in some form of regular childcare. This means that millions of parents are finding ways to help their children adjust to being away from mom or dad and get used to a new routine and situation. Child development experts recommend a number of strategies, particularly in the early weeks of care.
Parents can help their child prepare for care by talking about what the child will do during the time in care, and when they will see the child next. An older toddler may like to pretend she or he is the parent taking you to child care. With younger children, “play disappearing/reappearing games such as peek-a-boo and hide-and-seek” (Zero to Three). These games show your child that while “things and people may go away, they come back. Emphasize the message that ‘Mommy [or Daddy] may go away, but [they] always [come] back.’” Children’s books about children in care can also be helpful.
The goodbye time is very important. When it's time to leave, “don't linger or show worry” (Zero to Three). Usually, “when parents say a brief, upbeat good-bye, their children stop crying and adjust more quickly” (Zero to Three). Have a special routine to help your child feel secure and the transition easier. This might be exchanging a big hug and kiss and saying, “’See you later alligator’” (Zero to Three)
To keep things going smoothly in care, stay involved with the childcare provider (Child Care Aware, 2001-2006). Meet regularly and ask questions to make sure that things are going well. The more confident you are, the more relaxed your child is likely to be.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth at familyalbumradio.org.
American Academy of Pediatrics. Separation anxiety. Retrieved June 6, 2006.
Child Care Aware a (2001-2006). 5 steps to choosing quality child care. Retrieved June 6, 2006.
Child Care Aware b (2001-2006). A parent’s guide to choosing safe and healthy child care. Retrieved June 6, 2006
Overturf Johnson, Julia. Who’s Minding the Kids? Child Care Arrangements: Winter 2002,Current Population Reports, P70-101. U.S. Census Bureau, Washington, DC, 2005.
Zero to Three (n.d.). I'm going back to work and sending my 12-month-old to day care. I'm worried that she'll have trouble adjusting. How can I get her ready? Retrieved June 6, 2006l
Zero to Three (n.d.) Matching your infant's or toddler's style to the right child care setting. Retrieved June 6, 2006
Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.
Many parents have suffered the heart wrenching moment of dropping their baby at a new child care setting, only to have them cling and cry.1 If your child is starting child care, you can help make the transition easier by following a few guidelines from child development experts to help you and your child prepare for this change (American Academy of Pediatrics, n.d; Zero to Three, n.d.).
After you have selected your child care, visit the caregiver several times with your child. If possible, leave your child for short periods of time to begin to get used to these new surroundings and to learn to trust these other caring adults. Increase the time in care gradually, especially if your child hasn’t been apart from you before. This may make the transition less stressful for you, as well (Zero to Three, n.d).
You and the caregiver are partners now in the care of your child, so help the caregiver get to know your child. If possible, pick a setting that matches your child’s style and ways of doing things (Zero to Three, n.d.). Although it may not be an easy transition, good communication can help! “Show your child that you like and trust the caregiver” (AAP). Relax, talk, and laugh together. It’s even OK to call from time to time, especially in the first few days while you AND your child are adjusting to new routines.
When your child enters child care for the first time, “you're likely to experience a range of emotions related to separating from your child and sharing [his or] her care with others.” Be aware of your feelings and be certain to take care of yourself during this time of change.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.
American Academy of Pediatrics. Separation anxiety. Retrieved June 6, 2006 from
Zero to Three (n.d.). I'm going back to work and sending my 12-month-old to day care. I'm worried that she'll have trouble adjusting. How can I get her ready? Retrieved June 6, 2006 form
Zero to Three (n.d.) Matching your infant's or toddler's style to the right child care setting. Retrieved June 6, 2006
Written by: Suzanna Smith, Ph.D. and reviewed by Donna Davis, M.S.Shortly before each of my children were born, the last thing I wanted to think about was leaving my baby in someone else’s care. However, as a working mom I needed some time to decide which type of care would be best for my babies and family, and to visit several different facilities and caregivers. Like most parents, I needed to know that my children were safe, healthy, happy--and learning, too. Certain factors are especially important in choosing the right child care for your child (see NACCRRA, 2003; U.S. Department of Health and Human Services, 2002).
In addition to making the adult to child ratio is appropriate for your child’s age group, check out the caregivers’ education and training in childcare and child development. Caregivers need to be trained in first aid, cleanliness and safety standards, and emergency procedures. Caregivers with training, education and experience in working with children understand what children need to grow and learn. (American Academy of Pediatrics, 2002; Child Care Aware b, 2001-2006; NAEYC, 2006).
Ask about staff turnover. Children do better when they can get to know their caregiver, and changes interrupt the developing relationship. Check how long caregivers have been at the center or providing care from their homes (NACCRRA, 2003; U.S. Department of Health and Human Services, 2002).
A high quality program has activities and materials geared to the age of the children, a daily schedule, indoor and outdoor play every day, and warm and responsive relationships with caregivers (American Academy of Pediatrics, n.d.; NAEYC, 2006). The facility or home itself should also be safe and secure, clean, and well maintained. (National Resource Center for Health and Safety in Child Care, 2005).
Several checklists are available to help you select quality child care. See our Web site for details or contact your local child care resource and referral agency or Child Care Aware (1-800-424-2246; http://www.childcareaware.org/en/) (Child Care Aware b, 2001-2006).
Administration for Children and Families.
American Academy of Pediatrics (n.d.). Child care—Finding high-quality care. Accessed May 31, 2006.
Child Care Aware a (2001-2006). 5 steps to choosing quality child care. Retrieved June 6, 2006
Child Care Aware b (2001-2006). A parent’s guide to choosing safe and healthy child care. Retrieved June 6, 2006
National Association for Education of Young Children. (2006). Quality programs nurture relationships to enhance young children's learning. Retrieved June 6, 2006.
National Resource Center for Health and Safety in Child Care. (2005). Caring for our children: National health and safety performance standards: Guidelines for out-of-home child care (2nd edition). Retrieved June 6, 2006.
National Resource Center for Health and Safety in Child Care. (n. d). A parent’s guide to choosing safe and healthy child care. Aurora CO: University of Colorado. Retrieved June 6, 2006.
NACCRRA (Nation’s Network of Child Care Resource and Referral), 2003. A guide for dads: Give your child an early lead in life…quality child care. Retrieved June 6, 2006.
U.S. Department of Health and Human Services. (2002). 13 indicators of quality child care: Research update. Retrieved June 6, 2006.
Listen to the podcast: Curing Summer Boredom
Written by: Suzanna Smith, Ph.D. and Donna Davis, M.S.
When my children were young, it became the clarion call of the summer. When school lets out and the lazy days of summer roll in, children welcome more freedom—at least for a while. But after the novelty of summer vacation wears off, parents may hear the familiar refrain as younger children try to figure out what to do with unstructured time (Jansek).
Parents may be inclined to solve this problem for their children, but having unscheduled time
and even being bored seem to push children to think on their own and learn to be resourceful (Carlson, 2004; Tufts, n.d.). Educators suggest that, as much as possible, parents let summer be a time for children to play hard, be creative, and explore.
Parents can provide a setting for children to play and express themselves,
while still making sure that their children are safe. If your children are at home during the summer, consider the following:
Summer activities don’t have to be costly or extravagant to cure the summer doldrums!
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.
Carlson, K. (2004). Why can’t this kid find something to do? Minneapolis: Center for Early Education and Development, University of Minnesota. Retrieved June 8, 2006.
Jamsek, M. (n.d.) Beating summer boredom. Yout-T, Austin: University ofTexas.Kaiser, M. (n.d.). Beat summer boredom. Parenting Again, 32. University of Illinois Extension. Retrieved May 3, 2005 from www.extension.uiuc.edu.
Weiss, M. (2001, August). The new summer break. American Demographics. [Electronic version]. Retrieved June 13, 2005.
Carlson, K. (2004). Why can’t this kid find something to do? Minneapolis: Center for Early Education and Development, University of Minnesota. Retrieved June 8, 2006.
DeGaetano, G. (n.d.) What to do about boredom. Seattle: Lincoln Park Preschool.
Donovan, D. How to banish summer boredom. iVillage.co.uk.
Goff, K. G. (2001, August). Banishing boredom. The Washington Times.Jamsek, M. (n.d.) Beating summer boredom, You-T. Austin: University of Texas.
Buddy2 (a cool site for kids). Top 10 ways to prevent summer boredom. Retrieved June 14, 2005.Listen to the podcast: Keeping Teens Out of Summer Trouble!
Written by: Rosemary V. Barnett ,Ph.D. and Donna Davis, M.S.
Summer is a time when teenagers are especially a challenge to manage. School’s out; parents are at work, school-based clubs and organizations don’t meet, and there are fewer opportunities to find jobs due to age or transportation restrictions. For many teens, this adds up to a long, hot summer with nothing to do except spend time with their friends and possibly get into trouble.
A recent study conducted in palm beach county examined crimes committed by juveniles processed through youth court (Barnett, Mulkerrin & Jackson, 2004). By comparing arrests by month across a three-year span (2000-2003), it was found that first arrest rates in june for the most recent year were about one and a half times what they were the year prior.
It’s important for parents and youth workers to think about what these arrest trends tell us and how to best deal with potential problems. During summer months, parents can help steer their teens in a positive direction -- encouraging involvement in hobbies, sports or volunteer activities that they may not have the time to explore during their school year.
It’s also a good idea to open a discussion with your teen so they know you understand that they may sometimes have difficulty making the right decision. It is important to make them aware, however, that a poor decision may have long-term serious effects. By heightening their awareness, when a decision arises about a potentially risky behavior, it may make them think twice before acting on it.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.
Barnett, R.V., Mulkerrin, K.H. & Jackson, T.L. (2004). A Research Based Evaluation of Palm Beach County Youth Court. Gainesville, FL: Dept. of Family, Youth and Community Sciences, IFAS, University of Florida.
Daniel F. Perkins and Kate Fogarty, "Active Listening: A Communication Tool" Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. http://edis.ifas.ufl.edu/HE361, Revised: June 2005.
Listen to the podcast: Hurricane Preparation
Written by: Mary Harrison
Floridians experienced one of the most dramatic hurricane seasons on record in 2004. Few residents would likely want to think about preparing for the next hurricane season, but waiting until the storms are forming could be too late.
One of the best preparations for any storm is to inspect the trees in your yard. What is their condition? Are there limbs that should be removed because they are weak or hang too low over a roof?
Spring is the best time to prepare trees for storm season. It’s the ideal time to call a reliable, licensed tree service for an inspection. With leaves off many trees, it’s a good time to see the condition of the trunk and limbs. Dead, dying and diseased trees cause severe damage during hurricanes and severe storms. During last summer’s hurricanes, trees falling on rooftops, cars and utility limbs caused millions of dollars in damages.
Tree pruning and removal should be done by a licensed tree service with adequate liability insurance. Get written estimates from two or more services and a description of work to be done before hiring anyone. Remember to include cleanup and trash removal. Never pay for work before it’s completed and you are satisfied with the work.
Giving attention to trees before they become a problem can save a family hundreds, maybe thousands of dollars; and what can potentially become months of stressful cleanup and recovery.
Listening, learning and living together, it’s the science of life. “Family Album” is a co-production of University of Florida IFAS Extension, the Department of Family, Youth and Community Sciences and of WUFT-FM. If you’d like to learn more, please visit our website at familyalbumradio.org.
Mary N. Harrison, "Handling Money: Renter's Insurance," EDIS, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida. http://edis.ifas.ufl.edu/FY815 (Revised: December 2005)
Disaster Preparedness and Recovery, Solutions for Your Life, Florida Cooperative Extension Service, Institute of Food and Agricultural Sciences, University of Florida.
By Suzanna Smith, Ph.D. Reviewed by Donna Davis, M.S.
My daughter was born during the summer months and as we gradually spent more and more time outside, I wondered how best to protect her from the hot summer sun. Like all babies, her skin was sensitive and could have easily been damaged and burned. Even a few minutes in the bright sunshine can burn unprotected skin (CDC, 2000), and sunburn can be especially painful and serious for babies (Health Canada, n.d.).
If you have a new baby or child of any age, you don’t need to stay home to keep her or him safe from the sun. Being outdoors offers fresh air and exercise for overall health. But do take precautions to protect children from the sun’s harmful rays.
Protecting Babies from Sun
Your baby can’t tell you the sun is too hot or too bright, and can’t move out of the sunlight. So, you will need to make sure your baby is out of the sunshine and covered in other ways.
Health experts recommend that parents take the following steps to prevent sunburn and skin damage as well as dehydration that may come from too much heat.
Protecting Children from Sun
While enjoying the beautiful outdoors, parents also need to protect their children, and themselves, from the sun’s damaging rays. “Just a few serious sunburns” or even too much tanning over long periods of time, can dramatically “increase your child’s risk of skin cancer later in life” (CDC, 2000, p. 1; Maguire-Eisen, Rothman, & Demierre, 2005). One sunburn may double a child’s risk for developing melanoma, the deadliest form of skin cancer (Maguire-Eisen, Rothman, & Demierre, 2005).
Unfortunately, every year more than one million Americans, including children, are being diagnosed with skin cancer (Maguire-Eisen, Rothman, & Demierre; Sun Safety Alliance, 2005), and more than 10,000 (more than one per hour) will die from the disease. This is “more than all other types of cancer combined” (Sun Safety for Kids, 2001). Even as skin cancer is becoming more common in children, only about one third to one half of children and their parents are taking even basic steps to prevent sun damage (CDC, 1999; Maguire-Eisen, Roghman, & Demierre; Sun Safety Alliance, 2005).
Health care experts recommend that parents take precautions to protect their toddlers, preschoolers, and older children from too much sun.
Parents, you are a role model for your child, so protect your own skin as well. Many parents take the steps to protect their children but not themselves (Dermatology Nursing, 2005). Your children learn basic health habits from you, including sun safety.
References
American Academy of Pediatrics. (2006). Summer safety tips part I. Retrieved May 30, 2006 from
Centers for Disease Control. (2000). Play it safe in the sun: A guide for parents. Retrieved May 30, 2006.
Centers for Disease Control (1999). Preventing skin cancer. Atlanta, GA: CDC [Online version]. Retrieved May 31, 2006
Dermatology Nursing. (2005). Skin cancer news: Survey finds parents aren’t using proper sun protection. Dermatology Nursing, 17, 387.
Health Canada. (n.d.). A parent’s guide to sun protection. Retrieved May 30, 2006.
Maguire-Eisen, M., Rothman, K., & Demierre, M. F. (2005). The ABCs of sun protection for children. Dermatology Nursing, 17, 419-433.
Sun Safety Alliance (2005). Sunscreen use down and skin cancer rates increase. Press Release from June 6, 2005. Retrieved May 30, 2006
Sun Safety Alliance (n.d.). The facts about getting too much sun. Retrieved May 31, 2006.
Sun Safety for Kids (2001). Sun safety for kids. Retrieved May 31, 2006.
For thousands of Florida’s senior citizens, understanding the new Medicare Part D prescription drug coverage plan could be a little easier – thanks to counseling available through the University of Florida’s Extension service.“If you don’t like canned spinach now,” she said, “you won’t want to eat it when your roof is leaking and a tree is down in your yard.”
If there’s no power or running water for cooking, a steady diet of candy, chips and take-out fast food might seem appealing – not to mention easy – but focusing on healthy foods will help you weather the crisis better, said Linda Bobroff, a professor with UF’s Institute of Food and Agricultural Sciences.
“Good nutrition is especially important when you’re recovering from a disaster,” Bobroff said. “To cope with high levels of physical activity and discomfort, you need to provide your body with appropriate amounts of all the nutrients, including water, protein, fat, carbohydrates, vitamins and minerals.”
It’s important to find healthy items your family likes, Bobroff said. If you’re not sure whether to include a food in your disaster supplies, try serving it for dinner first.
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