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Artículos de revistas sobre el tema "Clubs 4-H"

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Publicado: 25 de julio de 2024

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1

Bunnell, JoLene y Robert Pate. "4-H Afterschool – Making an Impact". Journal of Youth Development 1, n.º 1 (1 de junio de 2006): 78–84. http://dx.doi.org/10.5195/jyd.2006.401.

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4-H Afterschool is making a positive impact on youth, families, and their communities. Utah State University Extension has implemented a 4-H Afterschool club at four elementary schools in low-income neighborhoods. At each of the sites, 4-H offers sixteen different project clubs. Survey results indicate that the 4-H Afterschool program is building positive social skills in the youth, providing positive alternatives to idleness and antisocial behavior, and supporting parents in the primary role of care giving. The Afterschool clubs incorporate project activities, a service learning component, and a final showcase for the parents. Youth development professionals, using the experiential learning model of 4-H, can affect positive change within their communities by implementing a 4-H Afterschool program.

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Guion, Lisa A. y Blanca E. Rivera. "A Descriptive View of the 4-H Club Experience Through the Lens of 4-H Youth". Journal of Youth Development 3, n.º 3 (1 de diciembre de 2008): 23–37. http://dx.doi.org/10.5195/jyd.2008.285.

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4-H like other youth development programs should be generally marked by the presence of three features of optimal youth programming: 1. youth participation and leadership, 2. positive adult-youth relationships, and 3. skill building activities (Lerner, 2004). This paper reviews a study which examined the extent to which 4-H youth felt they had “opportunities” to engage in different learning experiences, and provide leadership to those experiences within their clubs. The study also examined the youth’s perceptions about whether their experience in the 4-H Club helped them spend more time with their parents, have a positive relationship with another adult and do things independently. An examination of whether there is a difference in life skill development in 4-H based on certain key demographic variables is also discussed. The results of this study are shared as well as implications for practice and recommendations for further research.

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Spero, Vanessa. "School-Based 4-H Programming Series: Setting Schools Up for Success". EDIS 2019, n.º 5 (25 de septiembre de 2019): 4. http://dx.doi.org/10.32473/edis-4h405-2019.

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Success at school-based sites to form 4-H clubs and programs will depend on utilizing the developmental practices of positive youth development and incorporating a set of principles known as the Essential Elements. Youth benefit from feeling like they belong, mastering a skill, gaining independence, and exhibiting generosity. The 4-H club atmosphere provides a setting for youth to achieve lifelong skills as long as they are given the opportunity to learn them. This new 4-page publication of the UF/IFAS 4-H Youth and Development Program was written by Vanessa Spero-Swingle. https://edis.ifas.ufl.edu/4h405

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Clark, Brent, Elaine Bowen, Chad Higgins, Zona Hutson, Gina Sharps y Tracy Waugh. "West Virginia’s Response to the Rotten Truth about Oral Health". Journal of Youth Development 3, n.º 3 (1 de diciembre de 2008): 164–70. http://dx.doi.org/10.5195/jyd.2008.295.

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West Virginia University Extension Service has taken steps to increase the awareness and practices of good oral health. Significant barriers exist for optimal dental health and preventive care for youth in West Virginia. The 4-H Health Initiative strengthens community 4-H clubs through joint commitment to improve the Health “H,” club reliance on youth leadership, responsiveness to youth voices, and involvement of community health resources. These efforts bring oral health education and services to school-age youth. Evaluation data suggest that the model may impact oral health behaviors.

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Jordan, Joy. "Exploring Citizenship Unit III: My Clubs and Groups". EDIS 2018 (12 de diciembre de 2018): 20. http://dx.doi.org/10.32473/edis-4h017-2018.

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The 4-H Citizenship Project offers you the opportunity to help 4-H members relate all of their 4-H projects and experiences to the world around them. They will learn to care for and share with others through the skills and talents they’ve developed. The 4-H Citizenship manuals will serve as a guide for 4-H Citizenship experiences. To be truly meaningful to the real life needs and interest of your group, your contribution is essential. Each person, neighborhood, and community has individual needs that you can help your group identify. Your challenge is to make Citizenship a real life experience for your group. This 20-page fact sheet is a minor revision prepared by the Southern Regional 4-H Citizenship Literature Committee through a grant from the Coca-Cola Company. Published by the 4-H Youth Development Program, November 2018. 4HCIM12/4H017: Exploring Citizenship Unit III: My Clubs and Groups (ufl.edu)

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Busing, Kyle. "Perceptions of Empowerment of Participants within Youth Development Programs". Journal of Youth Development 6, n.º 1 (1 de marzo de 2011): 69–78. http://dx.doi.org/10.5195/jyd.2011.199.

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Highlighted in this paper is a study designed to investigate perceptions of empowerment among young 4-H club members. Participants included 90 boys and girls (mean age 10.61). Perceptions of the autonomy supportive nature of 4-H leaders and the general climate of 4-H clubs were assessed. MANCOVA analyses revealed participants perceived 4-H leaders and the general climate to be empowering. Although the young participants in this study confirmed some of the positive views found elsewhere in the literature, considerable disparities in their responses to various surveys were noted. There appeared to be uncertainty or misunderstanding among youngsters when asked to respond to questions about these concepts. The need for more useful quantitative measures of programmatic impact was accentuated.

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Bender, Georgene, Tracy Tesdall y Judith Levings. "Volunteer Training Series: Recognizing Young People". EDIS 2016, n.º 1 (16 de febrero de 2016): 5. http://dx.doi.org/10.32473/edis-4h370-2015.

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Developing a sense of belonging is one of the Essential Elements of a positive youth development experience. Creating an inclusive environment in your 4-H club programs and activities can help you achieve this goal. Providing many forms of recognition for all, not just for those who excel in competition with other youth, also supports this sense of belonging. This 5-page fact sheet discusses recognition of participation, progress toward goals, standards of excellence, peer competition, and cooperation in the context of 4-H Clubs. Written by Georgene Bender, Tracy Tesdall, and Judith Levings, and published by the UF Department of 4-H Youth Development, November 2015. 4H370/4H370: Volunteer Training Series: Recognizing Young People (ufl.edu)

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D’Onofrio, Carol N., Joel M. Moskowitz y Marc T. Braverman. "Curtailing Tobacco Use Among Youth: Evaluation of Project 4-Health". Health Education & Behavior 29, n.º 6 (diciembre de 2002): 656–82. http://dx.doi.org/10.1177/109019802237937.

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This article reports the development and evaluation of Project 4-Health, a theory-driven, research-based program to prevent tobacco use among youth enrolled in 4-H clubs throughout California. Additional goals were to involve youth in discouraging others’tobacco use and to develop youth leadership for tobacco control. To assess program effectiveness, 72 clubs were matched and randomly assigned to the program or control condition. Of 1,853 eligible club members, 88.6% completed the pretest. Of these, 79.5% completed a posttest 4 months after conclusion of program delivery, and 77.6% completed a second posttest 2 years later. Short-term effects were found on 7 of 24 outcome measures, indicating changes in knowledge, attitudes, and behavioral intention, but not in social influence variables or behaviors. No long-term effects were observed. Discussion considers how the challenges of designing, delivering, and evaluating the intervention influenced results and implications for preventing tobacco use through community-based youth groups.

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Worker, Steven, Maria Fábregas Janeiro y Kendra Lewis. "Youth in 4-H Latino Initiative programs achieve similar outcomes to youth in 4-H community clubs". California Agriculture 74, n.º 1 (enero de 2020): 40–45. http://dx.doi.org/10.3733/ca.2019a0027.

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Ellison, Stacey E. y Tracy Tesdall. "Guide to the Florida 4-H Council". EDIS 2018 (27 de noviembre de 2018): 11. http://dx.doi.org/10.32473/edis-4h315-2018.

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The 4-H Program utilizes many tools or methods to provide educational experiences for youth. The 4-H Council (or other relevant named group) at county, district, and state levels is one of these tools. A Council is an elected representative group of 4-H members who meet, discuss, plan, and assist in carrying out 4-H programs and activities in the interest of the total membership. The Council provides a link between local clubs or groups and County 4-H Programs, between County Programs and District 4-H Programs, and between District Programs and State 4-H Programs. This 11-page fact sheet is a minor revision written by Stacey E. Ellison and Tracy Tesdall, and published by the 4-H Youth Development Department, July 2018. 4H GCM 12/4H315: A Guide to the Florida 4-H Council (ufl.edu)

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Guion, Lisa A. y Blanca F. Rivera. "Statistical Testing of a Measure of Youth’s Perceived Improvement in Life Skills". Journal of Youth Development 1, n.º 2 (1 de septiembre de 2006): 86–94. http://dx.doi.org/10.5195/jyd.2006.389.

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This article presents findings from the statistical test of an instrument designed to measure youth’s perceptions of the life skills that were improved as a result of their participation in 4-H Clubs. The questionnaire was administered to 126 4-H club members in Florida. The 19-item self-rating Life Skills Improvement Scale was examined for face and content validity. The results were also submitted for exploratory factor analysis and internal consistency testing. The factor analysis yielded a four-factor solution to the 19-item scale, which accounted for 62.6% of the variance in the scale. The Cronbach’s alpha reliability coefficient for the 19 items was 0.88. The article also discusses implications and future use of the instrument, as well as recommendations for further study.

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Taylor, U. R., A. L. Gómez, S. S. Gray, M. Grillo, L. R. Horn, L. Christie-Francis y W. A. Hamilton. "Modeling Healthy Lifestyle through Peer-Based 4-H Fitness and Nutrition Clubs". Journal of the American Dietetic Association 110, n.º 9 (septiembre de 2010): A107. http://dx.doi.org/10.1016/j.jada.2010.06.403.

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13

Hutson, Thomas y Sharon Pahlman. "Generating Youth Interest in Science Careers Through 4-H Health Science Explorations". Journal of Youth Development 7, n.º 2 (1 de junio de 2012): 54–60. http://dx.doi.org/10.5195/jyd.2012.141.

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Health Science Explorations is a Maryland 4-H Program for youth ages ten and older. Hospital-based multi-day summer sessions and clubs that meet regularly, enable youth to interact with health care professionals in authentic medical settings. The program introduces youth to local health career opportunities, fosters science literacy and interest in science careers, and teaches healthy lifestyle practices. The authors share strategies to guide other educators through the process of developing their own science career exploration programs.

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Roueche, Joanne y Debra A. Jones. "Covering our Bases: A Military 4-H Youth Development Program". Journal of Youth Development 3, n.º 2 (1 de septiembre de 2008): 113–18. http://dx.doi.org/10.5195/jyd.2008.312.

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Land-grant universities, through the 4-H program, have offered support and partnership to the military since World War I. More recently, the U. S. Army, Air Force, and 4-H have partnered to provide military installation youth programs involving over 7,000 youth in 4-H clubs in the United States and abroad. Military youth and families, not affiliated with Base or Post installations, were extended similar support as an aftermath of September 11, 2001. All youth involved through military outreach are enrolled as 4-H members through their respective counties integrating them into local, state, regional, and national 4-H activities and events. Authors share their experience developing relationships with their Air Force partner in implementing positive youth development programs, and explain how these actions resulted in successful funding for increased outreach.

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Taylor, Umekia R., N. R. Rodriguez, G. Cutz, L. Castro, S. Mogensen, W. C. Padgett, E. J. Siembida y A. F. Farrell. "Connecticut Fitness and Nutrition Clubs In Motion—Prevention of Childhood Obesity via 4-H STEM Clubs in Urban Communities". Journal of Nutrition Education and Behavior 48, n.º 7 (julio de 2016): S131. http://dx.doi.org/10.1016/j.jneb.2016.04.379.

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Mpofu, Chido, Patreese D. Ingram y Rama Radhakrishna. "Perceptions of 4-H Extension Educators and Volunteer Leaders toward the Inclusion of Youth with Attention Deficit Hyperactive Disorder(s) in 4-H Programs". Journal of Youth Development 5, n.º 1 (1 de marzo de 2010): 16–28. http://dx.doi.org/10.5195/jyd.2010.227.

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The challenges, attitudes, training and support systems needed by 4-H extension educators and volunteer leaders in order to successfully and effectively include youth with Attention Deficit Hyperactive Disorder (ADHD) in their programs are discussed within this article. Data were collected from extension educators and volunteer leaders in a Northeastern state. The results revealed that 4-H extension educators and volunteer leaders are not adequately trained to include youth with ADHD despite the fact that they may have one or two children with these symptoms in their clubs. For inclusion to be meaningful for youth with ADHD we recommend training for extension educators and volunteer leaders on characteristics of ADHD, its implication for youth involvement as well as techniques/ways of meeting the learning styles of youth with ADHD.

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17

Cohen, L. R., C. W. Runyan, K. A. Dunn y M. D. Schulman. "Work patterns and occupational hazard exposures of North Carolina adolescents in 4-H clubs." Injury Prevention 2, n.º 4 (1 de diciembre de 1996): 274–77. http://dx.doi.org/10.1136/ip.2.4.274.

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Herrick, Carson A. y Peter J. Murphy. "It's Time The Best Kept Secret Was Revealed". Forestry Chronicle 64, n.º 5 (1 de octubre de 1988): 431–33. http://dx.doi.org/10.5558/tfc64431-5.

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Foresters have long recognized the need for better forestry education for our youth. The Junior Forest Wardens and Les Clubs 4-H du Quebec are proven, effective programs which can help us achieve our goals if we accept the challenge and support the development of these national opportunities.

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Taylor, Umekia R., Miriah Russo Kelly, Linda Torv, Danielle Rathey y Michael Joseph Puglisi. "Connecticut Fitness and Nutrition Clubs in Motion, a 4-H STEM Program—Summary and Outcomes". Journal of Nutrition Education and Behavior 50, n.º 7 (julio de 2018): S112. http://dx.doi.org/10.1016/j.jneb.2018.04.249.

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Higginbotham, Brian J. "Youth and Families with Promise: A Multi-Component Youth Development Program". Journal of Youth Development 1, n.º 3 (1 de marzo de 2007): 80–88. http://dx.doi.org/10.5195/jyd.2007.376.

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Integrating mentoring into existing youth programs has been suggested as a promising approach to youth development. This article discusses a theoretical rationale underlying the integration of one-on-one mentoring into established youth development programs. From an ecological perspective, the addition of mentoring into traditional programs should theoretically enhance the youth development experience. Mentoring, in addition to programs like 4-H, enriches the context in which developing youth are supported and encouraged by non-parental adults to develop competencies, to take on leadership responsibilities, and to integrate into positive peer groups (i.e., 4-H clubs). A multi-component program that involves at-risk youth in both mentoring and 4-H activities is highlighted. Results from at-risk youth and their parents indicate that Utah’s 4-H/ Mentoring: Youth and Families with Promise program strengthens the protective factors of academic achievement, social competence, and family bonds.

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O'Malley, Adam y Richie Roberts. "Storying outdoor youth education: A historical narrative of the Louisiana 4-H camping movement." Journal of Agricultural Education 63, n.º 4 (31 de diciembre de 2022): 91–104. http://dx.doi.org/10.5032/jae.2022.04091.

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Perhaps one of the most formalized ways that 4-H has fostered agricultural innovation and practical education has been through their outdoor youth education program, more commonly known as 4-H Camp. Although 4-H Camps were first created for local clubs, camping events soon expanded to the state and national levels. In fact, three years after establishing the first 4-H Camp, more than 1,700 had emerged across the U.S., with attendance surpassing 100,000 youth. Because of its positive outcomes, the 4-H Camping movement has become celebrated as a novel technique to motivate youth to engage in agrarian concepts. Despite this, little work has been done to document the historical origins and evolution of the camping movement. Therefore, a need emerged to describe the actors, forces, and events that led to the prevalence of 4-H Camping in Louisiana. Through our analysis of the data, four themes emerged: (1) early foundations, (2) facility infrastructure development, (3) impact and organizational changes, and (4) the evolution of programmatic delivery. When considered together, the themes knit together the story of the Louisiana 4-H Camp. A key implication from this investigation was the need for greater advocacy efforts among 4-H leaders and agents. For example, the Louisiana 4-H Camp had to navigate multiple barriers throughout history, such as a lack of funding and staff. However, through individual and collective advocacy efforts, the 4-H camp secured vital resources to support 4-H members’ needs. Going forward, researchers should explore how fundraising and donors for 4-H camps could be better leveraged and sustained over time. This should include exploring strategies to inform legislators, policymakers, and citizens about the impacts that 4-H camps can have on youth and the state of Louisiana.

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Sallee, Jeff y Corbin Dewitt. "Digital Media Creates Youth Voices Heard". Journal of Youth Development 9, n.º 2 (1 de junio de 2014): 77–84. http://dx.doi.org/10.5195/jyd.2014.61.

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Oklahoma 4-H clubs and military service centers partnered with the Adobe Youth Voices (AYV) program to give youth opportunities to raise their voices through digital media. This program reached out to underrepresented youth and gave them the tools and technology to effectively express themselves. The intent of this project was for 4-H members to create videos to educate, help and raise awareness in their communities of topics that were important to the youth. These experiences help youth gain knowledge towards helping others solve farm, home, and community problems. Participating youth selected issues that were important to them and created a short video, educating others and sharing their convictions on the topics of horse therapy, citizenship, bullying, and distracted driving.

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Taylor, Umekia, R. Otero y L. Castro. "Connecticut Fitness and Nutrition Clubs In Motion (CT FANs IM): Fitness and Nutrition via 4-H STEM". Journal of Nutrition Education and Behavior 47, n.º 4 (julio de 2015): S108. http://dx.doi.org/10.1016/j.jneb.2015.04.300.

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Bang, Gi Hyeog. "Operational Status and Developing Direction of University 4-H Activity Program". Korean Association of Practical Arts Education 35, n.º 2 (30 de junio de 2022): 25–40. http://dx.doi.org/10.24062/kpae.2022.35.2.25.

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The purpose of this study was to find the development direction of the program by analyzing the actual conditions and needs of the university 4-H activity program, and a research study applied. For the study, 100 people were selected by a random sampling method, and 18 questions were composed using the online Google survey method, and 98 people were collected, and then χ2 and t-test were applied. In the operation status of the University 4-H activity program, the most active period and experience were less than 1 year, but there was no difference by gender. There were more male students than female students with 4-H athletic training experience, and education was mainly organized by clubs within the school, and there were differences according to gender. For the membership education program, it was requested to be conducted once a month, for two days and one night or for one day (within 8 hours) for the purpose of understanding agriculture and youth farmer policies and seeking ways to utilize them. There were many requests for content such as hobbies and recreational activities. The executive education program also differed from each other in that male students were required to develop their ability to manage and operate 4-H sessions, and female students were required to pursue the role and action plan of 4-H youth agriculture for future sustainable agriculture and rural areas, and there were requests for future design, employment and start-up strategies, and introduction of youth farmers and 4-H support policies. Therefore, it is necessary to develop it in consideration of the development and operation of programs in connection with the 4-H students and 4-H youth farmers, the composition and operation of dual activity programs for university 4-H members, and the implementation of activities to realize sustainable agriculture and rural areas and food sovereignty, the operation of projects that lead to changes in local communities and organizations, and the development and operation of competency development activity programs as youth leaders. And in order to activate the development program operation, hierarchical linkage with 4-H students and 4-H youth farmers, and training 4-H experts and education experts should be made.

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Ellis, Gary D., Allen S. Taggart, Jill Martz, Toby Lepley y Tazim Jamal. "Monitoring Structured Experiences during Youth Programs: Development of Brief Measures of Perceived Value and Engagement". Journal of Youth Development 11, n.º 3 (4 de enero de 2017): 159–74. http://dx.doi.org/10.5195/jyd.2016.469.

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A brief questionnaire that can be used to routinely monitor the quality of structured experiences for youth is discussed in this paper. Structured experiences are discrete periods of time in which youth gather for activity under the supervision of adult or youth leaders. Four-item measures of perceived value and engagement were created. A questionnaire including these measures along with items from the 4-H Common Measures was administered to 219 youth from 11 4-H clubs. Data were analyzed for evidence of reliability and validity. Alpha reliability estimates were .82 and .71 for the two multiple-item monitoring instruments. Correlations (validity coefficients) ranged from .48 to .61. Multiple regression results were consistent with predictions. Significant relations were found between perceived value, engagement, meaningfulness and supportiveness of social climate and safety of social climate. Results thus suggest that these instruments may be appropriate for use in monitoring structured experiences for youth.

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Taylor, Umekia R., Miriah Russo Kelly, Linda Castro, Lindsey C. Brush, Danielle Annett, Barbara Chamberlin, Amy Smith Muise, Sandra Johnson y Susan Bussman. "Connecticut Fitness and Nutrition Clubs In Motion-Reflection and Future of 4-H STEM in the Prevention of Childhood Obesity". Journal of Nutrition Education and Behavior 49, n.º 7 (julio de 2017): S128. http://dx.doi.org/10.1016/j.jneb.2017.05.080.

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Bretz, Kathrin, Ilaria Ferrari, Johanna Kress y Christian Herrmann. "Development of basic motor competencies and connections with sport participation". Current Issues in Sport Science (CISS) 9, n.º 2 (6 de febrero de 2024): 032. http://dx.doi.org/10.36950/2024.2ciss032.

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Introduction During childhood, children develop their motor competencies. Basic motor competencies (BMC) are a central prerequisite for participation in sport activities (Herrmann et al., 2016) and form the basis for sport-specific skills (Hulteen et al., 2018). In school, children have a choice of formal (e.g. sports club) and informal (free play) settings in which they can engage in sports activities (Neuber & Golenia, 2018). Children who are active in sports clubs have a higher level of BMC (Herrmann et al., 2017). Methods As part of the longitudinal study “Development of basic motor competencies in childhood (EMOKK-study)”, funded by the Swiss National Science Foundation (SNSF), the BMC of N = 659 preschool children (51% boys) and N = 393 1st and 2nd grade children (49.4% boys) were assessed at two measurement points. In addition, parent questionnaires were used to assess the children’s sport participation. In initial analyses, the development of BMC was calculated using ANCOVA, with age as a covariate. Results Differences between girls and boys could be observed in preschool as well as in 1st and 2nd grade. Boys showed better performance in “object-movement” whereas girls were better in “self-movement”. From first to second grade, sports club participation increased (F(1, 467) = 28.546, p < .001, η2 = .058). In both measurement points, boys were more often active in sport clubs than girls. First and second graders who were active in a sports club performed significantly better in both competence areas (“object-movement”: t1: p < .001, d = .42; t2: p < .001, d = .68; “self-movement”: t1: p = .002, d = .38; t2: p = .001, d = .40) than children who were not. Discussion Children who were active in club sports show a higher level of BMC, which seems to persist in the longitudinal section. This indicates an early selection effect and the importance of BMC for club sport. In further analyses, variables on informal sport activities will also be considered. References Herrmann, C., Gerlach, E., & Seelig, H. (2016). Motorische Basiskompetenzen in der Grundschule. Begründung, Erfassung und empirische Überprüfung eines Messinstruments [Basic motor competences in primary school. Rationale, assessment and empirical testing of a measurement instrument]. Sportwissenschaft, 46(2), 60–73. https://doi.org/10.1007/s12662-015-0378-8 Herrmann, C., Heim, C., & Seelig, H. (2017). Diagnose und Entwicklung motorischer Basiskompetenzen [Diagnosis and development of basic motor competencies]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 49(4), 173–185. https://doi.org/10.1026/0049-8637/a000180 Hulteen, R. M., Morgan, P. J., Barnett, L. M., Stodden, D. F., & Lubans, D. R. (2018). Development of foundational movement skills: A conceptual model for physical activity across the sifespan. Sports Medicine, 48(7), 1533–1540. https://doi.org/10.1007/s40279-018-0892-6 Neuber, N., & Golenia, M. (2018). Lernorte für Kinder und Jugendliche im Sport [Learning centres for children and young people in sport]. In A. Güllich & M. Krüger (Eds.), Sport in Kultur und Gesellschaft: Handbuch Sport und Sportwissenschaft (pp. 1–17). Springer. https://doi.org/10.1007/978-3-662-53385-7_24-1

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Behnke, Andrew O., Aysha Bodenhamer, Taylor McDonald y Mayra Robledo. "The Impact of the Juntos Program: A Qualitative Evaluation". Hispanic Journal of Behavioral Sciences 41, n.º 1 (7 de enero de 2019): 63–84. http://dx.doi.org/10.1177/0739986318820486.

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The Juntos Program empowers Latina/o students and their families to gain the knowledge and resources necessary for academic success in high school and college. This is made possible via four interlinking components: Family Engagement; 4-H Clubs; Success Coaching and Mentoring; and a Juntos Summer Academy. Nineteen focus groups with participants in the Juntos Program (61 parent and 24 youth) revealed improvement in five core areas: aspirations, interpersonal communication, leadership skills, technical skills, and family engagement. Seven ripple maps were created by groups of participating parents demonstrating that parents understand the various components of the program and the ways it helps their youth. Various programmatic and research-related implications emerged that can be used to impact work with Latina/o parents and youth.

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Moreno-Pérez, Víctor, Jon Patricios, Narciso Amigo de Bonet, Miguel Ángel Buil, Josu Díaz de Alda, Andrés Fernández-Posada, Oliver Gonzalo-Skok et al. "LaLiga Lockdown: Conditioning Strategy and Adaptation to In-Game Regulations during COVID-19 Pandemic Prevented an Increase in Injury Incidence". International Journal of Environmental Research and Public Health 19, n.º 5 (2 de marzo de 2022): 2920. http://dx.doi.org/10.3390/ijerph19052920.

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The first division of Spanish professional football (LaLiga) was suspended for 12 weeks as part of the policies enforced by health authorities during the first wave of COVID-19. During this period, players were confined to home for 8 weeks, followed by a club-based retraining period of 4 weeks. Afterwards, LaLiga’s teams completed 11 matches, with approximately 3 days of recovery between matches, to finish the competition. The aim of this investigation was to determine whether there is a difference in mean injury incidence in LaLiga players between the pre-lockdown period and post-lockdown period. A total of 277 players belonging to 11 teams competing in LaLiga were monitored during the 2019–2020 season. Injury incidence in the 27 matchdays completed before the lockdown was compared to the last 11 matchdays completed after the resumption of the competition. In comparison to the period before the suspension, the resumption of the championship did not significantly affect the injury incidence (4.2 vs. 5.4 injuries per 1000 h of exposure, p = 0.338). Injury incidence before suspension and after resumption of the competition was similar for muscle (2.6 vs. 3.4 injuries per 1000 h of exposure, p = 0.152) and ligament injuries (0.8 vs. 0.4 injuries per 1000 h of exposure, p = 0.062). The resumption of the competition also did not modify the distribution of injury according to body location (p = 0.948), injury type (p = 0.766), mode of onset (p = 0.614), severity (p = 0.065), or player position (p = 0.295). In summary, mean injury incidence in LaLiga players was similar before and after the lockdown. It is probable that the conditioning strategy adopted by clubs before the resumption of LaLiga and the adaptation of some in-game regulations helped to avoid an increased injury rate after the lockdown.

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Shiraseb, Farideh, Fereydoun Siassi, Mostafa Qorbani, Gity Sotoudeh, Reza Rostami, Elham Narmaki, Parvaneh Yavari, Mohadeseh Aghasi y Osman Mohammed Shaibu. "Higher dietary diversity is related to better visual and auditory sustained attention". British Journal of Nutrition 115, n.º 8 (23 de febrero de 2016): 1470–80. http://dx.doi.org/10.1017/s0007114516000428.

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AbstractAttention is a complex cognitive function that is necessary for learning, for following social norms of behaviour and for effective performance of responsibilities and duties. It is especially important in sensitive occupations requiring sustained attention. Improvement of dietary diversity (DD) is recognised as an important factor in health promotion, but its association with sustained attention is unknown. The aim of this study was to determine the association between auditory and visual sustained attention and DD. A cross-sectional study was carried out on 400 women aged 20–50 years who attended sports clubs at Tehran Municipality. Sustained attention was evaluated on the basis of the Integrated Visual and Auditory Continuous Performance Test using Integrated Visual and Auditory software. A single 24-h dietary recall questionnaire was used for DD assessment. Dietary diversity scores (DDS) were determined using the FAO guidelines. The mean visual and auditory sustained attention scores were 40·2 (sd35·2) and 42·5 (sd38), respectively. The mean DDS was 4·7 (sd1·5). After adjusting for age, education years, physical activity, energy intake and BMI, mean visual and auditory sustained attention showed a significant increase as the quartiles of DDS increased (P=0·001). In addition, the mean subscales of attention, including auditory consistency and vigilance, visual persistence, visual and auditory focus, speed, comprehension and full attention, increased significantly with increasing DDS (P<0·05). In conclusion, higher DDS is associated with better visual and auditory sustained attention.

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Marmor, Michael. "The Ocular 4-H Club". Survey of Ophthalmology 51, n.º 1 (enero de 2006): 91. http://dx.doi.org/10.1016/j.survophthal.2005.11.013.

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Lovelace, Oscar F. "4-H Medical Professions Club:". Journal of Agromedicine 1, n.º 1 (enero de 1994): 111–13. http://dx.doi.org/10.1300/j096v01n01_12.

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Bhakta, Bindu R. y Daniel J. Tennessen. "The Use of a Multidisciplinary, Culturally Rich Web Site by Youth and Formal and Informal Educators to Increase Appreciation and Awareness of Plants and Other Cultures". HortScience 33, n.º 3 (junio de 1998): 477d—477. http://dx.doi.org/10.21273/hortsci.33.3.477d.

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Throughout history, people have forged an intricate relationship with plants. As a result, ethnobotany, the study of this association between people and plants, has begun to receive great attention. Like ethnobotany, horticulture is a field of study that humans depend on to enhance and beautify their living and working environments. In order to promote the fields of horticulture and ethnobotany, a multidisciplinary, “plant-centered” web site about Asian Indian ethnobotany was assembled. Novel or unique plants were used to promote exploration of multicultural experiences that reflected the increasing diversity in today's formal and non-formal classrooms. The web site contained pictures, video and audio clips, experimental activities, links to other web sites, places to visit these plant specimens, and supplemental materials for individuals interested in conducting further scientific investigations. Seven ethnobotany units were developed: Vegetable Diversity, Healing Plants, Indian Staples, Sacred Plants, the Easel of Indian Textiles, Tastes of India, and Ceremonial Plants. Outreach programs were conducted in Ithaca-area schools and 4-H clubs to evaluate youth interest in the topics presented in the web site. This educational program allowed middle school students the unique opportunity to conduct a self-guided exploration of important Indian ethnobotanical plants, while gaining important and valuable horticultural experience in plant classification, structure, growth substances, propagation, and diseases. This program also provided important exposure for both youth interested in pursuing ethnobotany or horticulture as a future career and for those with no previous horticultural or ethnobotanical experience. In conclusion, this web site used a novel multicultural approach to allow youth to develop an awareness for plants in other cultures while cultivating appreciation of plants important in their own cultures.'

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Trachtman, Howard. "The 4 H Club: Health, happiness, factor H, and HUS". Journal of Pediatrics 138, n.º 3 (marzo de 2001): 303–5. http://dx.doi.org/10.1067/mpd.2001.113634.

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Defore, Amber B., Nicholas E. Fuhrman, Jason B. Peake y Dennis W. Duncan. "Factors Influencing 4-H Club Enrollment and Retention in Georgia". Journal of Youth Development 6, n.º 2 (1 de junio de 2011): 58–71. http://dx.doi.org/10.5195/jyd.2011.188.

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Middle school aged 4-H member participation is on the decline across the nation. Research has identified reasons for declining 4-H club participation, including conflicting time commitments (with school and community activities) and opinions that the program was boring or for little kids. This study sought to gain a clearer understanding of why 4-H member involvement in Camden County, Georgia has steadily declined in recent years. The most prevalent reason listed for leaving the Camden County 4-H program was that the 4-H meeting conflicted with school and community activities. Other reasons listed included wanting to be with friends in a relaxed setting, not liking the activities and lessons at the special interest club meetings, and not feeling welcome in the 4-H club meetings. The 4-H members who continued with the program had 100% parental involvement – the number one indicator of continued 4-H participation.

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Boston, Marcus, Chris DeCubellis y Judith Levings. "Getting Started in the 4-H Embryology Project: Tips for 4-H Agents and Teachers". EDIS 2015, n.º 3 (6 de mayo de 2015): 5. http://dx.doi.org/10.32473/edis-4h367-2015.

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Usually considered an enrichment project for classrooms, the 4-H Embryology Project can also be modified for club or individual use. In it, young people use an incubator to grow avian embryos (inside fertile eggs) through the hatching process. Students learn basic biology and life science while they eagerly look forward to hatching chicks. This 5-page fact sheet describes the necessary equipment and other resources and provides tips and suggestions to increase the hatchability of fertile avian eggs. Written by Marcus Boston, Chris Decubellis, and Judith Levings, and published by the UF Department of 4-H Youth Development, April 2015. (Photo: Marcus Boston, UF/IFAS) 4H367/4H367: Getting Started in the 4-H Embryology Project: Tips for 4-H Agents and Teachers (ufl.edu)

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Sagers, Stephen, Linden Greenhalgh, Darlene Christensen y Terra Sherwood. "Tooele County 4-H Youth Garden: An Interactive Approach". Journal of Youth Development 6, n.º 4 (1 de diciembre de 2011): 79–84. http://dx.doi.org/10.5195/jyd.2011.167.

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The Tooele City 4-H Youth Garden program was designed to provide a non-traditional recreational activity for a growing youth population. Children ages 5-18, assisted by parents and other family members, tend an 8’x 15’ garden plot. A small registration fee covers 4-H enrollment. Tooele City provides land, water, employees, maintenance and equipment. Participants provide their own seed and labor, must attend an orientation in the spring, commit to work at least once each week in the garden, and attend periodic club meetings during the growing season. Club meetings cover basic gardening principles and specific issues related to individual garden plots. Approximately 800 youth have been involved since it was first organized in 2002. Many members have “graduated” or gone on to having their own gardens. The youth garden project has been a success due to a combination of dedicated leadership, hands-on learning and tangible, edible results.

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Hart, Doug, Alexa Lamm, Connie Cecil, Jim Wilson y Brett Kaysen. "Expanding 4-H Horizons Livestock Leader Guides". Journal of Youth Development 4, n.º 2 (1 de junio de 2009): 80–84. http://dx.doi.org/10.5195/jyd.2009.265.

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What does a 4-H volunteer do when a child asks to start a project they don’t know anything about? The Expanding 4-H Horizons Swine Leader Guide offers information and activities that can be used by anyone in a club or clinic setting. A team of western regional extension professionals have created and piloted a user friendly tool that can be utilized by 4-H leaders and state/county extension staff. The swine specific manual is the first of four being created that will eventually offer information and activities for the beef, sheep and goat projects. This series of leaders guides are being created to serve as a useful tool that can be utilized across a variety of counties and states by supplementing already existing member manuals. With this curriculum, adults will be able to conduct highly effective activities that emphasize project skills, life skill learning, the experiential learning model and 4-H SET.

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Norman, Marilyn N. y Joy C. Jordan. "Knowing the Basics about 4-H Clubs". EDIS 2009, n.º 7 (31 de agosto de 2009). http://dx.doi.org/10.32473/edis-4h239-2009.

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Revised! 4HS-FS101.6, a 4-page fact sheet by Marilyn N. Norman and Joy C. Jordan, is part of the 4-H 101 Fact Sheets series. It explains what a 4-H club is, who can join, criteria for 4-H youth development programming, types of 4-H clubs, starting and maintaining 4-H clubs, fiscal requirements, and evaluating club performance. Published by the UF 4-H Youth Development Program, July 2009.

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Jordan, Joy, Bryan Terry, Dale Pracht, Judy Butterfield y Adam Cletzer. "Starting and Maintaining 4-H Clubs". EDIS 2012, n.º 6 (30 de junio de 2012). http://dx.doi.org/10.32473/edis-4h281-2012.

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This revised 16-page guide, intended for 4-H staff and volunteers, provides an overview of the types of clubs, the criteria and forms for chartering a new club, and for maintaining club status annually. It also outlines the fiscal responsibilities of club management and the standards for recognition. Written by J. Jordan, B. Terry, D. Pracht, J. Butterfield, and A. Cletzer, and published by the UF Department of 4-H Youth Development, March 2012.

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MacArthur, Stacey, Cindy Nelson, Naomi Brower, Margie Memmott y Gaelynn Peterson. "Discover 4-H Clubs: The Essential Resource for 4-H". Journal of Extension 54, n.º 5 (1 de octubre de 2016). http://dx.doi.org/10.34068/joe.54.05.05.

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Obstacles facing new 4-H volunteers include time constraints and difficulty finding project-specific information, resources, and opportunities available for club members. As a solution to these obstacles and an aid for assisting volunteers in becoming confident in delivering information to youth, content experts produced Discover 4-H Clubs, a collection of curriculum guides. Volunteers across the globe have taken advantage of this free online teaching tool. As new curriculum guides are developed, more information is made available to meet the needs of 4-H volunteers. In this article, implications for Extension are outlined, and a call to action is extended.

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Jordan, Joy C., Dale Pracht y Judy Butterfield. "4-H Club Planning Workbook". EDIS 2008, n.º 2 (29 de febrero de 2008). http://dx.doi.org/10.32473/edis-4h013-2007.

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Revised! 4H-GCW-20, a 16-page, full color planning workbook, includes pages for recording club goals, calendar, and meeting plans; and standards of excellence checklist for 4-H clubs and groups. Published by UF 4-H Youth Development Program, November 2007.

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Junge, Sharon K., Vanessa Spero, Niki Crawson, J. R. Davis, Tara Dorn, Beth Rasa Edwards, Stacy Hall et al. "4-H Afterschool Resource Guide: Starting 4-H Clubs in After-School Programs". EDIS 2024, n.º 2 (12 de marzo de 2024). http://dx.doi.org/10.32473/edis-4h439-2024.

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This resource guide is designed to be used by Extension/4-H professionals and after-school providers to deliver well-formed, positive youth development programs in after-school sites. It includes information on initiating the development of 4-H clubs at after-school sites, volunteer training resources and exercises, how to sustain the clubs, and connections to the community and beyond. The original educational material was edited and revised for this edition by the National Association of 4-H Youth Development Professionals Afterschool Working Group, led by Vanessa Spero. Published by the 4-H Youth Development Department, UF/IFAS Extension, March 2024.

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Norman, Marilyn N. y Joy C. Jordan. "Seleccionando un Nombre para un Club 4-H". EDIS 2009, n.º 10 (31 de diciembre de 2009). http://dx.doi.org/10.32473/edis-4h286-2009.

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4HS-FS101.7-Spn, a 2-page fact sheet by Marilyn N. Norman and Joy C. Jordan, is the Spanish language version of 4HS-FS101.7/4H240 Selecting a Name for a 4-H Club. It describes some considerations to make when selecting a name, and basic decision-making steps clubs can take to choose a name. Published by the UF 4-H Youth Development Program, August 2009.

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Norman, Marilyn N. y Joy C. Jordan. "Knowing the Basics About 4-H Clubs". EDIS 2006, n.º 9 (26 de mayo de 2006). http://dx.doi.org/10.32473/edis-4h239-2006.

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The 4-H club serves as the primary means of providing youth development programming in 4-H. It has the advantage of long-term involvement with the support of caring adults. This document is 4-HS FS101.6, one of a series of the Florida 4-H Program, UF/IFAS Extension. Published May 2006.

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Klisch, Shannon y Katherine Soule. "4-H Student Nutrition Advisory Councils Support Positive Youth Development and Health Outcomes Among Underserved Populations". Journal of Extension 59, Summer 2021 (16 de septiembre de 2021). http://dx.doi.org/10.34068/joe.59.03.19.

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4-H SNAC Clubs engage youth in low-income schools with majority Latinx enrollment in leadership activities to increase schoolwide health and wellness. 4-H SNAC Clubs aim to develop youth health leaders, establish youth-adult partnerships, and increase access to 4-H in Latinx communities. Outcomes related to healthful living and positive youth development were assessed using the Teen Teacher Retrospective Survey (n=59) across five 4-H SNAC Clubs. Results show positive outcomes related to self-reported health behaviors for students and their families and leadership development. 4-H SNAC Clubs can increase access to 4-H among Latinx youth and support healthier communities through the Supplemental Nutrition Assistance Program – Education programming.

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Torretta, Alayne. "Council of Presidents: A Multifaceted Idea for 4-H". Journal of Extension 53, n.º 2 (1 de abril de 2015). http://dx.doi.org/10.34068/joe.53.02.11.

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Communication between 4-H professionals and the youth they work with is an important part of a successful 4-H program. By creating a Council of Presidents comprised of officers of all the clubs in your county, you can increase communication while assuring your program addresses all four essential elements. The Council is also as a vehicle for teaching leadership, Parliamentary Procedures, and problem-solving skills using experiential adventure activities. I have found when youth are given tools and information through interactive and engaging activities, the tools and information are recalled and implemented in their club setting.

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Norman, Marilyn N. y Joy C. Jordan. "Procedure for Handling 4-H Accounts: Tax-Related Procedures for 4-H Clubs and Affiliated Groups". EDIS 2007, n.º 9 (1 de marzo de 2007). http://dx.doi.org/10.32473/edis-4h257-2007.

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4H5.7, a 3-page factsheet by Marilyn N. Norman and Joy C. Jordan, details correct tax procedures for 4-H clubs. Includes information on exemptions, state tax, and getting on the IRS list of charitable organizations. Published by the UF Department of Family, Youth and Community Sciences, February 2007.

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Norman, Marilyn y Joy C. Jordan. "Procedure for Handling 4-H Accounts: Tax-Related Procedures for 4-H Clubs and Affiliated Groups". EDIS 2009, n.º 10 (31 de diciembre de 2009). http://dx.doi.org/10.32473/edis-4h257-2009.

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Revised! 4H5.7, a 3-page factsheet by Marilyn N. Norman and Joy C. Jordan, details correct tax procedures for 4-H clubs. Includes information on exemptions, receiving donations, state tax, and getting on the IRS list of charitable organizations. Includes references. Published by the Florida 4-H Program, October 2009.

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Norman, Marilyn N. y Joy C. Jordan. "Procedure for Handling 4-H Accounts: Tax-Related Procedures for 4-H Clubs and Affiliated Groups". EDIS 2008, n.º 2 (29 de febrero de 2008). http://dx.doi.org/10.32473/edis-4h257-2008.

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Revised! 4H5.7, a 3-page factsheet by Marilyn N. Norman and Joy C. Jordan, details correct tax procedures for 4-H clubs. Includes information on exemptions, state tax, and getting on the IRS list of charitable organizations. Published by UF Department of Family, Youth and Community Sciences, February 2007. Revised January 2008.

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