Master of Science / Department of Hotel, Restaurant, Institutional Management & Dietetics / Elizabeth Barrett / This research created an interactive, multimedia, food safety education program on CD/ROM for fourth through sixth grade school children. The project was divided into three stages: 1) a survey to assess children's needs, 2) program development, and 3) Beta-testing the program with content experts and the targeted audience. A needs assessment survey was administered to children, 9 to 12 years of age, who were members of a 4-H, Boys and Girls Clubs, or after school program. The survey collected demographic data, food handling frequencies/practices, handwashing habits, and computer usage/media preferences. Children were found to be active in food handling/preparation and stated they knew the definition of food safety. Many, however, were unsure of the meaning of cross-contamination, how to use a thermometer, and were inconsistent with safe handwashing practices. Almost 92% of respondents reported using the computer daily, weekly, or monthly and 91% liked using the computer for learning. To facilitate design of the food safety education program, current food safety education programs were reviewed. At the time, there were limited numbers of programs directed at children and even fewer computer-based. A multimedia specialist assisted in the creation of the food safety education program on CD/ROM titled, "Kid Chef and the Clean Kitchen Crew." The program was divided into four chapters: 1) food safety and foodborne illness, 2) handwashing importance and handwashing techniques, 3) foodborne pathogens, and 4) food safety practices from purchase to cooking to serving. Interactive and multimedia components were used throughout the program. Beta-testing with experts from food safety, multimedia, education, extension, and technology ensured that the program was factual and appropriate for fourth through sixth grade students. Additional Beta-testing with ten children in the targeted age group illustrated acceptance, ease of understanding, and navigation. Changes were made prior to each subsequent critique. The reviewers and target audience indicated the CD format was acceptable for presenting food safety education. Recommendations included increasing the amount of animation, video clips, questions, and translation into Spanish. It is further suggested that the program be tested for effectiveness via a pre/post test design.

Doctor of Philosophy / Department of Economics / Dong Li / The dissertation examines empirical issues related to health and labor economics. It has long been debated whether breastfeeding leads to a higher intelligence quotient (IQ) and greater scholastic achievement. The first study empirically examines the issue. Many past studies fail to take into account the possible endogeneity of the breastfeeding decision and thus falsely identify the correlation between breastfeeding and IQ as a causal relationship. We attempt to distinguish the causation and correlation between the two variables. Our results show that, after controlling for possible endogeneity, breastfeeding has no significant impact on IQ or scholastic achievement. The second essay examines the link between breastfeeding and childhood obesity. Heath economics researchers view breastfeeding as a determining factor as to whether a child becomes obese. There are many theories, involving both biological and psychological factors, as to why breastfeeding is negatively linked to childhood obesity. This essay argues that the breastfeeding decision is not an exogenous one, so estimation technique such as ordinary least squares is not the correct way to estimate the relationship between breastfeeding and childhood obesity. Instruments are used to generate exogenous variations in the breastfeeding variable. After correcting for any estimation bias due to the breastfeeding variable being endogenous, this study documents the benefits of breastfeeding. The third essay analyzes 19 semesters of student evaluations at Kansas State University. Faculty fixed effects are sizable and indicate that, as assessed by students, the best principles teachers also tend to be the best non-principles teachers. OLS estimates are biased because principles teachers are drawn from the top of the distribution and because unmeasured faculty characteristics are correlated with such variables as the response rate and student effort. Student ratings are lowest for new faculty but stabilize quickly. Expected GPA of the class is not an important determinant of student ratings, but equitable grading is; and the rewards for equitable grading appear larger for principles classes. The lower ratings in principles classes are fully accounted for by greater class size.