/.1) 5(p55 A 'flP'--ft•. 380 -1 '-0
C.J.,
• A BASIC TRAINING GUIDE FOR
New 4-H Parents & Volunteers Involved with Livestock Projects
Virginia fllTech •
VIrginia Cooperative Extension
Publication 380-120 Reprinted 2000
VIRGINIA POLYTECHNIC INSTITUTE AND STATE UNIVERSITY VIRGINIA STATE UNIVERSITY
*18 U.S.C. 707
A Basic 'fraining Guide for New 4-H Parents & Volunteers Involved with Livestock Projects
Prepared by: E. Wayne Compton, Extension Specialist, 4-H Youth, Virginia Tech
Table of Contents Page
4-H Philosophy
Developmental Characteristics and Programming Implications Sequential 4-H Curricula System
The 4-H System Experiential Education How People Learn Cone of Experience
Basic Human Needs Adults Influence Youth
4-H Livestock Projects Should Teach Life Skills Ten Commandments for Parents
A Few Thoughts For The Day
Sources
1
1
5
8
9
10
10
4-H Philosophy
4-H is the youth development education program of Virginia Cooperative Extension. 4-H is committed to assisting youth, and those adults working with them, in acquiring the knowledge, life skills, and attitudes that will enable them to become self-directing, contributing and productive members of society. The central theme of 4-H education is "learn by doing."
4-H participants are all youth, age 5 to 19, taking part in programs provided as the result of actions planned and initiated by Extension personnel in cooperation with volunteers. 4-H is characterized as being community centered, volunteer led, extension staff supervised, research based, home and family oriented, publicly and privately funded, and responsive to change.
This non-formal education program is conducted by our state land-grant universities (Virginia Tech and Virginia State), the U.S. Department of Agriculture, and local governments. The land-grant university system consists of teaching, research, and Extension education. The Cooperative Extension Service was established by the Smith-Lever Act of 1914 for the purpose of serving the needs of people throughout the state and nation.
Extension 4-H programs are a partnership involving local residents, volunteers, private support, three levels of government, and universities. 4-H is the only nationwide youth education program that is an extension of the knowledge resources of a university system.
Developmental Characteristics and Programming Implications
Satisfaction from participation in 4-H is based on matching the degree and level of involvement to the needs and readiness of the boy or girl. All people have certain needs throughout life while other needs arise at different stages of development. Needs and readiness evolve from maturation and experience. Physical, cognitive, social, and emotional development are dependent upon maturation and sequential learning experiences.
Although each individual matures at his/her own pace, the order varies very little and the transition from one stage of development to the next is gradual. Understanding characteristics and needs at different developmental stages is important to planning 4-H learning opportunities to promote progressive acquisition of subject matter information and life skills. This understanding is important for all salaried and volunteer staff.
The following "Developmental Characteristics and Program Implications" schema gives a brief summary of developmental characteristics and programming implications. It is designed to be read two ways, down for a composite picture of each age group in physical, cognitive, social, and emotional development and across for sequential examples of maturation and programming implications.
"The Sequential4-H Curricula System" which follows the schema outlines how different curriculum components can provide sequential experiences appropriate for different 4-H age groups.·
The mission of Virginia 4-H is to assist youth, and adults working with those youth, to gain additional knowledge, life skills, and attitudes that will further their development as
self-directing, contributing, and productive members of society.
1
Dev
elop
men
tal C
hara
cter
istic
s an
d P
rogr
am Im
plic
atio
ns-S
chem
a C
hild
ren
and
You
th 9
-19
Rea
dine
ss d
eter
min
ed b
y m
atur
atio
n an
d ex
peri
ence
s B
asic
nee
ds
to e
xper
ienc
e a
posi
tive
sel
f-co
ncep
t to
exp
erie
nce
succ
ess
to b
ecom
e in
crea
sing
ly i
ndep
ende
nt
to d
evel
op a
nd a
ccep
t one
s ow
n id
enti
ty
Juni
ors
9-11
Slo
w st
eady
gro
wth
for m
ost.
Pub
erty
star
ts fo
r som
e gi
rls
usua
lly
acco
mpa
nied
by
a gr
owth
spu
rt.
Ext
rem
ely
activ
e, w
ill o
verd
o, n
eed
10-1
1 ho
urs s
leep
. Lar
ge m
uscl
es
pret
ty w
ell d
evel
oped
. B
e se
nsit
ive
of c
once
rn o
ver b
ody
chan
ges.
Pl
an a
ctio
n, h
ands
-on
doin
g.
Fiel
d tr
ips
and
tour
s ar
e go
od i
f st
ops
are
brie
f. P
lan
for
need
ed re
st.
Bet
ter a
t mak
ing
thin
gs, b
ut s
till
don
't e
xpec
t per
fect
ion.
Man
y ar
e st
ill c
oncr
ete
thin
kers
, som
e be
ginn
ing
to th
ink
logi
call
y, a
nd s
ymbo
lica
lly.
W
hen
intr
oduc
ing
abst
ract
idea
s or c
once
pts,
re
late
to s
omet
hing
con
cret
e, s
omet
hing
they
ca
n do
, tou
ch, o
r fe
el.
Eas
ily m
otiv
ated
, eag
er to
try
som
ethi
ng d
iffe
rent
. Int
eres
t w
ill j
ump
from
one
thin
g to
ano
ther
. G
uide
to s
tay
wit
h ta
sks t
o co
mpl
etio
n. W
ork
clos
ely
to h
ave
them
reco
rd a
ccom
plis
hmen
ts
as th
ey h
appe
n. H
elp
refl
ect b
ack
and
set n
ew
goal
s.
Inte
nned
iate
s 12
-13
Wid
e ra
nge
in p
hysi
cal d
evel
opm
ent,
earl
y m
atur
ing
girl
s m
ay h
ave
appe
aran
ce o
f yo
ung
wom
en,
som
e bo
ys w
ill
not
have
ent
ered
pub
erty
. G
row
th s
purt
s m
ay c
ause
cl
umsi
ness
. M
uch
conc
ern
abou
t ch
angi
ng b
odie
s.
Inte
rest
ed in
gro
omin
g, b
ut p
roba
bly
won
't a
dmit
it.
Incl
ude
lear
ning
exp
erie
nces
re
late
d to
un
ders
tand
ing
self
and
the
cha
nges
tak
ing
plac
e.
Pro
vide
opp
ortu
niti
es f
or a
cqui
ring
go
od g
room
ing
habi
ts.
Mos
t hav
e m
oved
from
con
cret
e to
mor
e ab
stra
ct th
inki
ng.
The
y en
joy
play
ing
wit
h id
eas.
A
dult
sho
uld
prov
ide
supe
rvis
ion
wit
hout
do
min
atio
n. A
llow
them
to d
iscu
ss id
eas
and
conc
erns
in s
mal
l gro
ups.
Val
ues,
just
ice,
and
equ
alit
y im
port
ant i
ssue
s-ca
n be
com
e ve
ry i
nten
se. T
hey
wan
t to
be s
ure
thin
gs b
oth
in a
nd o
ut
of 4
-H a
re ju
dged
fair
ly.
Hel
p th
em u
nder
stan
d sc
orin
g pr
oces
s use
d in
4-
H.
Arr
ange
for
dis
cuss
ing
valu
es, j
usti
ce,
and
equa
lity
as
they
rel
ate
to a
var
iety
of
issu
es.
Intr
oduc
e th
e co
ncep
t o
f pe
rson
al
valu
es.
2 )
Seni
ors
14-1
9
Bod
y ch
ange
s hav
e be
en a
ccep
ted
by m
ost,
som
e co
ntin
ue
to s
trug
gle.
Ind
ivid
ual t
alen
ts a
nd a
bili
ties
em
erge
. B
e se
nsit
ive
to l
ate
deve
lope
rs,
help
the
m
feel
the
y ar
e 0
K.
Pro
vide
opp
ortu
niti
es to
hel
p re
cogn
ize
thei
r sp
ecia
l tal
ents
and
abili
ties.
Indi
vidu
al c
ouns
el
is g
ood
-hi
ghli
ght t
alen
ts a
nd s
kill
s.
Mas
teri
ng a
bstr
act t
hink
ing.
Can
inte
ract
on
adul
t lev
el.
Beg
inni
ng to
pla
n fo
r th
eir
futu
re.
Incl
ud
e ca
reer
ed
uca
tio
n
incl
ud
ing
op
port
unit
ies
to re
sear
ch c
aree
rs. E
ncou
rage
se
ttin
g
care
er g
oal
s an
d
pla
nn
ing
to
ac
com
plis
h go
als.
Sig
nifi
cant
mor
al g
row
th,
diff
icul
ty
unde
rsta
ndin
g co
mpr
omis
e. O
ften
thin
k so
ciet
y is
mad
e up
of a
bun
ch
of h
ypoc
rite
s.
Con
tinu
e op
port
unit
ies
for
unde
rsta
ndin
g ho
w v
alue
s ar
e ac
quir
ed a
nd th
e im
port
ance
o
f a se
t of p
erso
nal v
alue
s. P
rom
ote d
iscu
ssio
n an
d ac
tion
rel
ated
to c
urre
nt is
sues
.
)
Juni
ors
9-11
App
rova
l fro
m le
ader
s an
d pa
rent
s is
impo
rtan
t. W
ant t
o kn
ow h
ow m
uch
they
hav
e im
prov
ed a
nd h
ow th
ey c
an d
o be
tter
nex
t tim
e.
Giv
e in
divi
dual
eva
luat
ion,
sug
gest
way
s to
im
prov
e.
Com
pari
son
wit
h su
cces
s o
f oth
ers
is d
iffi
cult
for
the
m.
Bui
ld p
osit
ive
self
-con
cept
by
com
pari
ng
past
an
d
pre
sen
t pe
rfor
man
ces
of
the
indi
vidu
al a
nd to
em
phas
ize
posi
tive
cha
nges
.
Join
ing
a cl
ub i
s po
pula
r, s
tron
ger
iden
tity
wit
h pe
ers.
A
dmir
e ol
der
boys
and
gir
ls.
Plan
opp
ortu
niti
es f
or c
lub
enro
llm
ent.
Use
te
en t
each
ers.
E
ncou
rage
tee
n m
ento
ring
.
Inte
nn
edia
tes
12-1
3
Dep
ende
nce
on th
e op
inio
ns o
f adu
lts s
hift
s to
depe
nden
ce
on th
e op
inio
ns o
f pee
rs.
Now
see
k pe
er r
ecog
niti
on.
Rec
ogni
ze t
his
as h
ealt
hy g
row
th a
nd h
elp
pare
nts
unde
rsta
nd th
is a
lso.
Cha
nges
in h
orm
ones
cre
ate
moo
d sw
ings
, als
o a
tim
e o
f fr
agil
e se
lf-
conc
epts
for
man
y.
Pla
n se
lf-d
isco
ver
acti
viti
es.
Sup
port
, en
cour
age,
but
don
't do
min
ate.
Stil
l im
port
ant
to a
void
com
pari
ng w
ith o
ther
teen
s.
Mov
ing
tow
ard
mor
e in
depe
nden
ce.
Wan
t to
pla
n ow
n ac
tivi
ties
and
exp
lore
bey
ond
a co
mm
unit
y.
Bet
ter
at
plan
ning
than
car
ryin
g ou
t the
pla
n.
Invo
lve
mem
bers
in
plan
ning
. H
elp
them
de
velo
p re
alis
tic
plan
s an
d th
en
prov
ide
nece
ssar
y gu
idan
ce f
or
com
plet
ion
and
eval
uati
on.
Pla
n ac
tivi
ties
be
yond
the
co
mm
unit
y.
3
Seni
ors
14-1
9
Opi
nion
s o
f pee
rs r
emai
n im
port
ant b
ut s
elf-
reco
gnit
ion
of
acco
mpl
ishm
ents
is a
lso
impo
rtan
t. B
ecom
ing
mor
e in
depe
nden
t, ac
quir
ing
valu
es a
nd s
etti
ng g
oals
. A
dult
s ne
ed to
con
tinu
e to
giv
e su
ppor
t an
d gu
idan
ce d
urin
g th
is p
erio
d w
hen
teen
s ar
e m
akin
g se
riou
s de
cisi
ons.
Uns
ettl
ed e
mot
ions
caus
e th
em to
be
stor
my
or w
ithd
raw
n at
tim
es, b
ut w
ill u
sual
ly p
ride
sel
f on
incr
ease
d ab
ility
to
be r
espo
nsib
le.
Con
sist
ent t
reat
men
t fro
m a
dult
s is i
mpo
rtan
t ev
en th
ough
som
e w
ill a
ct li
ke a
dult
s one
day
an
d ch
ildr
en th
e ne
xt.
Pro
vide
opp
ortu
niti
es
to u
se s
peci
al ta
lent
s.
Man
y ca
n pl
an a
nd in
tera
ct o
n th
e ad
ult l
evel
. C
an in
itia
te
and
carr
y ou
t ta
sks
such
as
rese
arch
ing
area
of
spec
ial
inte
rest
wit
hout
muc
h ad
ult
supe
rvis
ion.
A
chie
ving
in
depe
nden
ce a
nd i
dent
ity
impo
rtan
t go
als
for
this
age
. A
chie
ving
sat
isfa
ctor
y ad
just
men
ts
to
sexu
alit
y an
d de
fini
tion
of
care
er g
oals
are
im
port
ant
fact
ors
of th
ese
goal
s. Bec
ome
an a
dvis
or, l
et te
en p
lan
and
assu
me
resp
onsi
bili
ty fo
r car
ryin
g ou
t pla
ns.
Tim
e is
pr
ecio
us, if
pro
gram
s ar
e fi
lled
wit
h bu
sy
wor
k te
ens
will
los
e pa
tien
ce a
nd in
tere
st.
Cur
ricu
lum
Com
pone
nts
Pro
ject
s
Act
ivit
ies/
Eve
nts
Par
tici
pati
on
Rec
ogni
tion
an
d A
war
ds
Lea
ders
hip
Cit
izen
ship
/Com
mun
ity
Ser
vice
Seq
uent
ia14
-H C
urri
culu
m S
yste
m
Juni
ors
1-2
each
yea
r E
xplo
re a
reas
to f
md
indi
vidu
al in
tere
st
Cou
nty /
city
tou
rs a
nd e
xhib
its
Day
and
res
iden
t cam
ping
C
ompu
ter e
duca
tion
al g
ames
B
owl,
judg
ing,
pre
sent
atio
n, a
nd s
kill
pa
rtic
ipat
ion
acti
viti
es a
t the
pro
ject
, clu
b,
and
unit
leve
ls
Rec
ogni
ze f
or p
arti
cipa
tion
P
rogr
ess
tow
ard
goal
s A
chie
vem
ent o
f sta
ndar
ds
No
top
win
ners
; gr
oup
awar
ds
Mem
bers
of c
omm
itte
es
Som
e m
ay h
old
offi
ce
Con
cern
for
env
iron
men
t C
lub/
com
mun
ity
impr
ovem
ent
Aw
aren
ess
of l
ocal
gov
ernm
ent.
4
Inte
nned
iate
s
2-3
each
yea
r S
ome
cont
inue
d fr
om ju
nior
yea
rs
Mor
e in
dep
th
Res
iden
t ca
mp
wit
h m
ore
adva
nced
se
ssio
ns
Mul
ti-c
ount
y/st
ate
4-H
in
term
edia
te
cong
ress
S
peci
al in
tere
st d
istr
ict l
evel
bow
l jud
ging
, pr
esen
tati
on,
and
skill
act
ivit
ies
at t
he
proj
ect,
club
and
uni
t le
vels
.
Rec
ogni
ze f
or p
arti
cipa
tion
P
rogr
ess
tow
ard
goal
s A
chie
vem
ent o
f sta
ndar
ds
Pee
r co
mpe
titi
on
Mem
ber,
Cha
irm
an o
f com
mitt
eesJ
Clu
b of
fice
r
Env
iron
men
t im
prov
emen
t ac
tivi
ties
In
crea
sed
co
nce
rn
for
oth
ers
Und
erst
andi
ng lo
cal g
over
nmen
t S
ervi
ce to
oth
ers
Sen
iors
3-4
cont
inue
d se
vera
l ye
ars
Som
e ad
vanc
ed l
evel
s
Dis
tric
t Am
bass
ador
, Sta
te A
mba
ssad
or,
VA
H
erit
age
Fo
cus,
C
itiz
ensh
ip,
Was
hin
gto
n
Fo
cus,
D
istr
ict
Tee
n
Wee
kend
s, lA
BO
Japa
n E
xcha
nge,
Sta
te
Lea
ders
hip,
Inte
r & I
ntra
Sta
te C
onfe
renc
e,
Ex
chan
ge
Stu
dy
T
ou
rs,
IFY
E
Am
bass
ador
s,
Nat
iona
l 4-
H C
ongr
ess,
E
lect
ric
Con
fere
nce,
Iss
ue C
onfe
renc
e,
Par
tici
pati
on a
t pro
ject
, clu
b, u
nit,
dist
rict
, st
ate,
nat
iona
l, an
d in
tern
atio
nal
leve
ls.
Tri
ps, t
ours
, sch
olar
ship
s
Rec
ogni
ze f
or
part
icip
atio
n, p
rogr
ess
tow
ard
goal
s, a
chie
vem
ent
of
stan
dard
s.
Pee
r co
mpe
titio
n.
Clu
b/U
nit,
Sta
te o
ffic
ers,
Dis
tric
t off
icer
s S
igni
fica
nt le
ader
ship
rol
es
Lea
ders
hip
role
s in
uni
t/di
stri
ct a
ctiv
ities
T
each
es o
ther
teen
s an
d ad
ults
T
each
you
nger
mem
bers
Sta
te,
nat
ion
al,
and
in
tern
atio
nal
un
ders
tand
ing.
Hos
t int
erna
tion
al v
isito
rs.
Par
tici
pati
on a
s lA
B o
r IF
YE
del
egat
e
The 4-H System
Experiential Education
Learning by doing, the key concept of experiential education, has been central to 4-H since its beginning. The process puts the focus on the learner and enables her/him to process through several stages.
4. Performance
Experiential Learning Process
1. Goal setting establishing desired objectives is important to all age groups. Goals may be adjusted after each step.
the testing takes many forms though all allow individuals to be assessed on the level of their knowledge or proficiency.
2. Cognition the learning of facts, gaining knowledge for later application.
Practice the hands-on application of what has been learned results in enhanced understanding and greater retention.
Experiential learning takes place when a person is involved in an activity, looks back and evaluates it, determines what was useful or important to remember, and uses this information to perform another activity.
5
How People Learn
People learn in many ways through their five senses: sight, learning, smelling, taste and touch or feeling. People retain more of what they learn if they are actively involved in the educational process compared to reading a book or listening to a lecture.
Retention Rate
READ ... 20%
HEAR ... 20%
SEE ... 30%
HEAR & SEE ... 50%
SAY ... 70%
Do ... 90%
6
Cone of Experience
Teaching Methods and Techniques
Actual Methods and Techniques
Working with models
Judging- Dramatic participation
Discussions
Demonstrations
Field Trips- Tours
Exhibits - Displays
Movies
Slides - Filmstrips
Radio - Recordings Still Pictures
Illustrated Talks Charts, Graphs Posters, Maps
Effectiveness of Learning Increases as One Moves Up
7
Doing
Seeing
Listening
Basic Needs All young people have basic needs such as belonging, acceptance, security, achievement, independence and recognition.
Parents and volunteers need to recognize and capitalize on the basic needs of children as they provide leadership, support and training through the 4-H program.
Belonging "I'm in."
Acceptance "What I do and say counts."
Security "I feel safe."
Achievement "I can do it."
Independence "I can do it by myself."
Recognition "Others recognize me."
Adults Influence Youth Adults (parents and volunteers) always have tremendous influence on youth. That influence will be either positive or
negative. The objective would always be to provide a positive environment and influence on youth as we provide leadership support and training through the 4-H youth development program.
Adults who influence youth will hopefully help them to:
Become responsible
Learn to share
Help others
Learn life skills
Appreciate friendship
Find out about self
Set meaningful goals and find ways to achieve them
Learn things
Develop leadership skills
Take pride in what they are doing
Learn how to get along
Try new things
Accept recognition graciously
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4-H Livestock Projects Should Teach Life Skills
It seems that far too often we place way too much emphasis on winning and losing at 4-H livestock shows.
Unfortunately, many times adults consider a 4-H livestock project a failure if their son or daughter does not win. There are many benefits that our youth are gaining from participation in livestock projects and shows.
Ideally 4-H livestock projects should be family affairs. If the right percentage of time and energy is spent by youngsters and parents together, these projects can help our young people learn the basic life skills and eventually help them develop into better citizens. If the percentage gets out of hand, we see a group of spoiled kids, whose parents are sore if they don't win, who are constantly criticizing the judge, and who try every trick possible to win.
Very few 4-H livestock projects are economically sound; however, neither is having children and paying for band lessons, taking them to summer recreation programs, buying them bicycles and paying for other youth activities. If a parent's goal is for a child to make money, investing in a savings account is less risky than investing in a 4-H livestock project. However, if a parent's goal is to invest in the future and to help their son or daughter develop as a person, learn responsibility, set goals, and gain some knowledge about livestock production, then 4-H livestock projects are a low-cost investment.
Let's keep these shows in proper perspective. They are not beef shows, swine shows, or sheep shows; they are kids shows. The animal is simply the ticket for the youngster to take part.
Through school, university extension and other educational units, we constant! y hear of improved teaching tools to better equip our young people for life. The 4-H livestock projects are one of the oldest and greatest tools we have to teach our youth life skills.
Following are the 6 life skills which Virginia's 4-H program has identified as the reasons why 4-H programs are offered to Virginia's youth.
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1. Acquiring, analyzing, and using information: for youth to learn how to gather, understand, and use livestock project information so that a project is successfully completed.
2. Problem-solving and decision-making: for youth to set goals and to identify the logical steps necessary to manage their livestock projects.
3. Managing resources: for youth to manage their time, financial, and other resources to meet their project goals.
4. Understanding self: Youth, through a livestock project, will build self-confidence, develop a positive attitude, and accept responsibility.
5. Communicating and relating to others: For youth to improve their listening, speaking, and writing skills so they can interact with others in a positive manner.
6. Working with others: for youth to work with others to accomplish and to accept group goals.
Ten Commandments for Parents of Youngsters Showing Livestock Prepared by Dr. Clyde Lane, University of Tennessee
1. Thou shalt not feed, train, and care for the animal for thou art trying to teach the child responsibility.
2. Thou shalt forgive a child for making mistakes in the show ring for thou hath made mistakes too.
3. Thou shalt not get mad when thy child forgets items in the show box, for one day thou may forget the show box.
4. Thou shalt help the show management for they are doing a job that thou would not want to do.
5. Thou shalt see that thy child is on time for all show ring activities for thou should not want to wait on another.
6. Thou shalt be sure that thy child has the animals entered and the registration papers in order by the designated time.
7. Thou shalt teach thy child that winning a blue ribbon is a desirable goal but making friends along the way is a more worthy goal.
8. Thou shalt not complain about the judge, for it is his opinion that has been sought.
9. Thou shalt not forget that livestock projects are teaching projects, not necessarily moneymaking projects.
10. Thou shalt remember that the livestock project is a family project that shall be enjoyed and supported by the entire family.
A Few Thoughts for the Day
The best way for children to believe they are winners is for them to see themselves winning. Catch them doing something right. The only way to raise positive kids is to start by becoming a positive parent. You are what you are and where you are because of what has gone into your mind. We need to let our children know that we understand, that we're there, that we love and support them. We fail our children if we say, "don't do as I do, but do as I say." Total success is an attainable goal. Motivation is something you do on a regular basis. When we do more than we are paid to do, eventually we will be paid more for what we do. It is never too late to do the right thing. Rules are important, but example is best. You never know when a moment and a few sincere words can have an impact on a life. When we deal with our children, we must remember that they are children. Unconditional love is loving a person without any prior conditions. Successful parents raising positive kids need to "see" their kids as finished, competent, positive adults. The disciplined person is the one who does what needs to be done when it needs to be done. Real love demands you do what is best for your children and not always what is easiest for you. Many of us spend half our time wishing for things we could have if we didn't spend half our time wishing. Let children know by the way you treat them that you are glad they are who they are. The more children like themselves the more they like to behave themselves. Big shots are little shots who keep on shooting. Issue a challenge to children to achieve excellence. Feedback is the breakfast of champions. Anything worth doing does not have to be done perfectly. Achieving good performance is a journey not a destination. People who produce good results feel good about themselves. Only positive consequences encourage good future performance. Love can do what nothing else can.
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Sources Adkins, Peggy, et al, "Training Trainers to Teach," University of Georgia, 1990 Barret, J. David, "4-H Handbook: A Guide for Extension Faculty," Virginia Polytechnic Institute and State
University, 1992. Wahlberg, Mark, "Recommended Rules for Virginia 4-H Livestock Show and Sale Events," Virginia Polytech
nic Institute and State University, 1992.
Virginia Cooperative Extens ion programs and e mployment are open to all , regardless of race, co lor, religion . sex, age, veteran status. national origin. di sability , or political affi liation . An equa l opportunity/affirmative action employer. Issued in furtherance of Cooperative Extension work. Virginia Polytechnic Ins titute and State University. Virg inia State Un iversity, and the U.S.
Department of Agricu lture cooperating. J. David Barrett. Director. Virgini a Cooperati ve Ex te ns io n. Virginia Tech, Blacksburg ; Lorenza W. Lyons. Administrator. 1890 Extension Progra m,
Virg inia State, Petersburg.
VT/643/1200/ 1000/2 12 166/380 120
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