- (Focus Area) 4-H
- Author: Michael Hsu
Líderes y jóvenes del programa 4-H en un taller para certificarse como instructores de MyPI
El programa nacional MyPI (Iniciativa para la Preparación) de Extensión de la Universidad de Mississippi, incluyó, por primera vez a nivel nacional, a jóvenes en la capacitación para la certificación de instructores adultos en la preparación para emergencias. Estos jóvenes son de California y pertenecen al Programa 4-H
Según expertos, la preparación de civiles, incluyendo a jóvenes, para responder durante emergencias causadas especialmente por desastres naturales, tiene el potencial de agilizar las tareas de rescate y salvar vidas.
El programa nacional MyPI se asoció con el Programa de Desarrollo Juvenil 4-H de California el pasado mes de octubre para entrenar al primer grupo estatal de instructores, quienes se encargarán de capacitar a su vez a jóvenes estudiantes en los próximos meses.
El esfuerzo por capacitar a los jóvenes sobre preparación para emergencias continúa creciendo y es algo que se está estableciendo en California.
Con el norte de California como catalizador, los organizadores planean expandir el programa a todo el estado, según manifestó Nate Caeton, asesor del programa 4-H para los condados de Shasta, Tehama y Trinity.
“Si te fijas en las investigaciones, todos se ven afectados por los desastres, pero los jóvenes aún más, por varias razones – ya sea porque no entienden completamente lo que sucede o no tienen la misma experiencia o capacidades como los adultos”, indicó Caeton, quien es el administrador de MyPI en California. “Pero esto da un gran salto para abordarlo”.
California es el vigésimo octavo programa estatal/territorial que se asocia con el equipo nacional de MyPI para capacitar instructores –y el primero en permitir la participación de jóvenes en el taller para instructores de tres días.
De los once participantes afiliados a 4-H que completaron el entrenamiento de octubre en Red Bluff, cinco son adolescentes. El taller, dirigido por los instructores de MyPI nacional, incluyó el contenido del Equipo Comunitario de Respuesta en Emergencias (CERT, por sus siglas en inglés), creado por la Agencia Federal para el Manejo de Emergencias, conocida como FEMA – el cual abarca las operaciones médicas, seguridad en incendios, búsquedas y rescates de bajo nivel, psicología durante desastres y más.
“Al final del día 1, los instructores ya comentaban sobre el nivel de madurez de los adolescentes que asistieron”, dijo Caeton. “Han llevado a cabo este entrenamiento durante mucho tiempo y quedaron definitivamente impresionados– eso habla mucho de nuestros jóvenes”.
Bodie, un estudiante de noveno grado del condado de Shasta, mencionó que el taller de MyPI en California le ofreció una nueva perspectiva del papel y responsabilidades que juega su padre como jefe de batallón de CAL FIRE.
“Fue una clase genial, una experiencia genial”, agregó Bodie, quien participó en la capacitación junto con sus dos hermanos. “Fue un curso de 30 horas – muy largo realmente, pero muy divertido; hubo mucho aprendizaje práctico”.
Katy Zulliger, la madre de Bodie, también obtuvo la certificación como instructora durante el taller. Ella señaló que, en la ciudad de Redding y las comunidades de toda la región, todavía se vive de manera considerable el trauma causado por los devastadores incendios del 2018 – conocidos como Carr y Camp. Zulliger dijo que el educar y preparar al público – incluyendo a los jóvenes – será algo crucial para poder enfrentar futuros retos.
“Hay mucho que puede suceder por aquí – desde terremotos, incendios, inundaciones y deslaves y la lista continua…hasta, si vives en el I-5, la potencial volcadura y derrame de camiones cisterna”, explicó. “Es inteligente que los chicos aprendan a pensar con originalidad”.
Bodie señaló que el taller lo ha hecho más consciente de sus entornos y planes potenciales de contingencia.
“Cuando voy al pueblo, en realidad pienso sobre los que pudiera pasar en diferentes escenarios – por ejemplo, posiblemente un terremoto o una situación con un tirador activo – y me pregunto, ‘¿Qué harías? ¿Como responderías?'”, expresó Bodie, quien está pensando en cursar una carrera de socorrista.
Los jóvenes tienen una voz y una función en impulsar la resiliencia
Las habilidades y conocimientos obtenidos en el programa MyPI pueden preparar a los jóvenes para convertirse en líderes entre sus compañeros y toda la comunidad, cuando lleguen las emergencias.
“Los chicos pueden realmente usar esto y comprometerse – en lugar de solo ver o grabar videos”, manifestó Zulliger, un voluntario de 4-H que ha servido como líder de club en el programa 4-H de Palo Cedro. “Tienen una voz y pueden usarla positivamente”.
Sus hijos – y los otros dos adolescentes que completaron el taller – ayudarán a los instructores adultos a organizar e impartir un curso de MyPI de 10 a 12 semanas para jóvenes en sus comunidades. Como parte del programa, tentativamente programado para iniciar en el norte de California durante el verano del 2024, los jóvenes participantes tienen como requisito trabajar con sus familias en la creación de un plan de comunicación en caso de emergencias, armar un equipo para desastres y trabajar con otros seis hogares para realizar preparaciones similares.
“Eso los hace sentirse responsables de su propia preparación, la de su familia y de todos aquellos cercanos a ellos”, explicó Caeton.
De acuerdo con Caeton, al aliarse con escuelas, los clubes 4-H y grupos comunitarios se han puesto la meta de impartir el programa a 125 jóvenes en los cinco condados del norte de California para el 2025 – antes de extender la participación a todo el estado.
“Espero que nos propaguemos como flores silvestres, porque es algo que definitivamente se necesita”, agregó Zulliger said.
Adaptado al español por Leticia Irigoyen del artículo en inglés. Editado para su publicación por Diana Cervantes
- Author: Erica Pettey
The California 4-H Horse Classic Team traveled to Denver, CO in January to represent California 4-H at the National Western Roundup. The Horse Classic team included Pyper, Skyler, and Maya from Marin County 4-H, Merideth from San Diego County 4-H, and Lillie, Sarah, and Catherine from Riverside County 4-H. This talented team competed in the Hippology, Team Demonstration, and Individual Demonstration contests. We're thrilled to share that they placed as the Champion Team in Hippology and Team Demonstration!
Qualifying Educational Contests at Horse Classic
The educational contests at the California 4-H State Horse Classic are qualifiers for the Western National Roundup. Registration is opening soon for the contests and the horse riding competition of Horse Classic. For updates and information, please see the Equine Event site. Study materials are available on the Resource Center - Equine Science page.
/h2>- Author: DIANA CERVANTES
La División de Agricultura y Recursos Naturales de la Universidad de California (UC ANR) participó con programas como 4-H, el programa Maestro Jardinero y The Vine, además de la participación de investigadores de UC ANR.
Distintas agencias gubernamentales y organizaciones agrícolas aprovechan este día para acercarse a la comunidad en un festejo que cada año se vuelve más completo.
Melbourne explica que el Día de la Agricultura es una oportunidad excelente para aprender y conectar con la comunidad y las autoridades.
"Venimos a explicarle a la comunidad sobre los rodeos, qué hacemos con los caballos y cómo se puede ganar dinero con ellos", dice Saúl Díaz, residente de Melville, California, quien participa en rodeos en todo el país durante todo el año.
Los maestros de ceremonias en el evento fueron dos embajadores de 4-H. La presencia de la primera dama de California, Jennifer Siebel Newsom, reafirmó el compromiso, orgullo y optimismo en el desarrollo de la industria agrícola.
Karen Ross, secretaria del Departamento de Alimentos y Agricultura de California, también celebró las contribuciones de los agricultores a la economía estatal.
Así, en un ambiente de celebración y gratitud, el Día de la Agricultura 2024 llegó a su conclusión, anticipando con entusiasmo la celebración del próximo año.
- Author: Matthew Rodriguez
Overview of 4-H
For over 100 years, the 4-H program has been teaching young people about agricultural science through hands-on activities. 4-H activities are fun and youth love learning about animals, such as chickens. Through learning about chickens, youth experience all four of the Hs:
- Head: Youth learn lots of science and math
- Heart: Youth learn about concern for others
- Hands: Youth learn about serving the needs of their chicks
- Health: Youth learn about caring for their own well being
4-H Embryology Project
While the 4-H program has offered the Embryology program through school enrichment programs (before and after-school), volunteer project leaders can consider leading a 4-H Embryology program for their club. The following are benefits that volunteers can gain from leading an Embryology program:
- Opportunities to teach young people about agricultural values
- Satisfaction of seeing young people learn new skills and gain new knowledge
- Relationships that volunteers make with other volunteers and youth
- Learning about science
- Building lasting memories with others
Now that you are ready to lead your own 4-H Embryology project, consider the following steps.
Step 1: Prepare for your project
The UC ANR Volunteer Educator's Guide provides a wealth of information for 4-H volunteer project leaders. On page 25, you will see a list of 12 items that each project leader should complete PRIOR to beginning your project, such as:
- Discussing your project idea with the club leader
- Completing the required 4-H volunteer application and background check
- Identify a list of youth who will participate in your project
- Develop a project description and lesson plan (see below)
- Obtain a UC ANR facility use agreement
- Obtain signed treatment authorization/health history forms for all youth participants
- Distribute project meeting dates and times to youth, volunteers, and your club leader(s)
- Ensure at least one other adult is present at your project meetings
- If raising funds, have you obtained approval from the 4-H county staff and County Director?
- Provide plenty of drinking water for youth and adults
- Read the 4-H Project Leaders Digest
- Distribute Annual Project Report forms to youth to track their project participation
Step 2: Create learning objectives
A lesson plan is the educator's road map for what the 4-H members will need to learn and how it will be done during the 4-H project meeting. Before designing the lesson plan, you first need to identify the learning objectives.
Image from the Center for Research on Learning and Teaching
4-H Embryology Learning Objective Examples
The following outline learning objective examples for the 4-H Embryology Project based on the youth's developmental stage. For more information, refer to the 4-H Poultry Project Sheet.
Beginner
- Identify different avian species
- Learn how to properly house birds
- Understand basic avian anatomy
- Learn the feed requirements of different poultry
- Demonstrate basic handling techniques
Intermediate
- Name and describe breeds of poultry
- Understand the Standards for breeds of poultry
- Learn the basic of avian disease prevention and care
- Participate in poultry showmanship
- Identify breed characteristics for egg production, meat production, and special purposes
Advanced
- Learn how to properly incubate eggs
- Describe grades and sizes of eggs
- Understand use of photoperiods and lighting in production of chickens
- Participate in Poultry Bowls and Champion Exhibitor contests
- Present on topics pertaining to poultry
- Improve knowledge of breeds and standards of poultry
Step 3: Choose a (or design your own) lesson plan with activities
As mentioned above, a lesson plan outlines what activities the youth will do in order to learn the objectives. Fortunately, there are several really great 4-H Embryology lesson plans with activities already designed for you to consider.
- Hatching Classroom Projects (grades 2-5)
- Experiments in Poultry Science (grades 6-8)
- Embryology Lesson Plans (week by week) by the University of Florida
Depending on your county, you may be able to check out an incubator from your local 4-H office. In addition, your county 4-H office may be able to help you get fertilized chicken eggs.
- Placer and Nevada Counties: Request a 4-H incubator here.
- Sutter and Yuba Counties: Request a 4-H incubator here.
Step 4: Reviewing best-practices for helping youth thrive
Pedagogy is the method and practice of teaching. 4-H volunteers do a lot of teaching, but not in the way some people understand. Here's why:
- Volunteers don't lecture, but instead they design hands-on learning experiences for youth. This way of teaching is called "experiential learning." Learn more about experiential learning here.
- Volunteers don't take over the learning process, but instead they partner with youth by sharing leadership, which is called adult-youth partnership. Learn more abut adult-youth partnerships here.
- Volunteers don't expect youth to learn randomly, but instead they focus on cultivating learning environments, such as helping youth find their spark (passion), helping youth feel like they belong, forging healthy relationships, and encouraging youth to engage in the project. Learn more about the learning environments (i.e. developmental contexts) by viewing the 4-H national Thrive Model of Positive Youth Development.
Step 5: Ask for constructive feedback
4-H's motto is "To make the best better." This motto encourages youth (and adult volunteers) to continue to do their best and continue to grow and develop over time. As such, project leaders have an opportunity to take stock at what is working really well in their project as well as identify any barriers of project engagement. There are many ways to gather constructive feedback. The following are ideas for you to consider:
- At the first project meeting, ask youth how they feel about the project and whether there are any logistical challenges they have with fully participating in the project (e.g. transportation and/or economic barriers)
- At the third project meeting, ask the other adult volunteer what they feel is working well in the project and what ideas for improvement they have "to make the best better"
- Midway through the project, give the youth a written questionnaire asking for their honest (and confidential) feedback. Explain that the questionnaire is not required, but optional.
- "What do you like about the project?"
- "What changes would you suggest to make this project even better?"
- "What are you learning from this project?"
- "Would you recommend this project to your friend?" Why or why not?
Why gather feedback from your youth and volunteers? Because in 4-H, we are committed to "making the best better." As adult volunteers, we have the chance to model continuous improvement in front of many watching eyes. If we are constantly improving our craft, we demonstrate to youth how they can improve their craft too.
Step 6: Consult additional resources
In 4-H, we have a large community with lots of expertise that we can draw from. The following are some additional resources for you to consider as you lead your 4-H Embryology project.
- University of California Cooperative Extension (Placer County) 4-H embryology website
- UC ANR 4-H Project Sheet website
- University of Florida 4-H embryology website
- Utah State University 4-H curricula website
- National 4-H curricula website
- Chicken embryo development video
- Are you a public school teacher? Did you know 4-H has resources to help your school implement an embryology expanded learning (before or after-school) program? To learn more, visit our website.
June Stewart - Making the Best Better
This blog post is dedicated to long-time 4-H professional June Stewart, who ran the embryology program in Placer County for 25 years. Over her career, June touched the lives of many youth and volunteers. To recognize her efforts, the Gold Country Fair named the small animal barn in her honor.
Questions?
Feel free to reach out to Dr. Matthew Rodriguez, 4-H Youth Development Advisor for Placer, Nevada, Sutter, and Yuba Counties at mrro@ucanr.edu or call 530-889-7385.
/h4>/h2>/h2>/h2>/h2>/h2>/h3>/h2>/h2>/h2>/h2>- Author: Matthew Rodriguez
Overview
Recently I [Matt] had a chance to interview 4-H youth member Ava who is also this year's 4-H club president for Meadowlarks in Nevada County. The following are Ava's responses to my questions.
About Ava
[Matt] What is your current role in the 4-H program? Describe your involvement and any leadership responsibilities you have.
[Ava] My name is Ava and my current role in 4-H is being the Meadowlarks President. I am also the Junior Leader for the Meadowlarks Pygmy Goat project. I am very involved in 4-H and love being apart of this amazing community we have built. One of my favorite parts of 4-H is seeing everyone grow around me.
About Ava's Spark
[Matt] What is your “spark”?
[Ava] My spark is helping other people.
Ava's 4-H Accomplishments
[Matt] As a 4-H'er, what are some of your proudest accomplishments?
[Ava] As a 4-H'er, my proudest accomplishment is being the showmen with the Grand Champion Doe and Best Weather at our Nevada County Fair. I love my goats and showing them is a passion of mine and it feels good to get a huge reward for lots of time and effort.
Looking to the Future
[Matt] Where do you see yourself in the next three years?
[Ava] In the next three years I see myself growing in 4-H.
Advice for 4-H Members
[Matt] What advice would you give other 4-H youth members?
[Ava] A piece of advice I would give other members is to find a project you are passionate about.
Impact of 4-H Volunteers on Ava's Life
[Matt] What impact have 4-H volunteers made in your life?
[Ava] 4-H volunteers have helped guide me to projects that have helped me learn life lessons.
About the 4-H Program
To learn more about the 4-H program in Nevada County, please check out our website.
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