This study was conducted to examine the statistical relationship between problem solving and critical thinking to guide future teaching and research for agricultural educators using the problem-solving approach. Students enrolled in an undergraduate genetics course in the College of Agricultural and Life Sciences at the University of Florida were prompted to use their criticalthinking skills while answering a problem in the context of biotechnology. Students' criticalthinking skills were assessed through content analysis of a think-aloud protocol. Other cognitive factors assessed included problem-solving style, problem-solving level, and critical-thinking disposition. A path analysis was used to examine how these trait-based variables and use of critical-thinking skills contribute to solving a problem. Of these cognitive factors, only problemsolving level, critical-thinking disposition, and use of critical-thinking skills were included in the revised model. The authors argue that although correlations were significant, they were low and indicated that critical thinking and problem-solving may be more independent than previously thought. Limitations of this study require more research to better understand how these cognitive factors are employed by the learner to solve problems.

Food safety in restaurants is an increasing concern among consumers. A primary population segment working in foodservice is receiving food safety information through new media channels such as video social network websites. This research used content analysis to examine the purpose and messages of food safety‐related videos posted to YouTube. A usable sample of 76 videos was identified using “food safety” in the YouTube search function. Results indicate that videos must be artfully developed to attract YouTube users while conveying a credible and educational message. Communicators must also monitor new media for competing messages being viewed by target audiences and devise strategies to counter such messages. This one‐time snapshot of how food safety was portrayed on YouTube suggests that the intended purpose of videos, whether educational or entertainment, is not as relevant as the perceived purpose and the message being received by viewers. PRACTICAL APPLICATIONS Findings from this study inform food safety educators working with young adults about existing messages in emerging communications channels. Many youth are moving to new social networking and online resources for entertainment and education. These findings characterize food safety information youth can currently access on one such site. By knowing what complementary and competing messages exist, educators, food safety experts and communicators can more strategically develop messages for this medium, which, in turn, helps achieve their communication or educational objectives.

Animal rights movements continue to be a threat to the livestock industry in the United States. In 2008 California voters passed a proposition (2) which outlawed the use of battery cages for laying hens, gestation crates for sows, and veal crates for veal calves by 2015. Similar measures have previously been passed in Florida, Arizona, Colorado, and Oregon. As animal rights activists continue to pressure the livestock industry, it is important to look at their information outlets, especially those targeted toward young voters. The researchers used content analysis to determine the message content and campaign for Proposition 2 posted on YouTube. By using the search term "proposition 2 California," a usable sample of 103 videos were identified. Results indicate that when dealing with political legislation, agriculture has very little web presence on YouTube. In addition, it indicates that those in favor of the proposition use appeals and biased examples to deliver their message. In order to be relevant to young voters, agriculture advocates must begin using technology to reach non-agriculture audiences. Educators must also be preparing future communicators to embrace such technology in campaigns.

The influences of cognitive styles have been the focus of research on problems in education for quite some time (Witkin, Moore, Goodenough, & Cox, 1977). In fact, agricultural educators are rapidly increasing the amount of research and education focused on understanding and utilizing cognitive function in an attempt to improve educational programs. The purpose of this study was to describe the relationships between three measures of cognitive function: critical thinking disposition, problem solving style, and learning style when participants are encouraged to engage in their natural cognitive tendencies by being placed in an intense environment. These three cognitive styles/dispositions were measured and analyzed for correlations. Substantial relationships were discovered. Cognitive abilities and preferences are repeatedly taken in to account when creating and revising educational programs to enhance student learning. With a greater understanding of how cognitive dispositions relate to one another, a clearer vision of student preferences and abilities can be taken in to account when creating educational curricula and activities.

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