Call number: LD2668 .T4 1963 S71 / Master of Science

Call number: LD2668 .T4 1965 W553 / Master of Science

14 pp. / "Jean Jems" is a simple sewing project guide for 4-H youth. All projects utilized recycled blue jeans to allow youth to learn sewing skills on inexpensive fabric. Projects advance from very simple to more involved.

36 pp. / The Arizona 4-H Volunteer Handbook has been designed to guide the volunteer 4-H leader along the way toward developing a successful 4-H club and will help them to become effective 4-H volunteers. The handbook contains information regarding 4-H structure, 4-H policies and procedures and practical information for working with youth and 4-H families.

No description available.

Call number: LD2668 .T4 1958 F73 / Master of Science

No description available.

The purpose of this study was to determine whether higher levels of 4-H leadership positively correlate with higher levels of emotional intelligence. Also, this study sought to determine whether the Texas 4-H program enhances emotional intelligence through their character education program. A final purpose was to determine if these traits were reflected in the leadership of the 2005-2006 Texas 4-H Council. When character development variables were measured against gender, only three were found to be significantly different. There was also little significance when the character development variables were measured against the type of school (public, private, home) the Council members attended. There was no relationship between character development and years in the 4-H program. The Total EQ score obtained by the Texas 4-H Council members was about average (97). Usually a score in this range is obtained by a group that functions very well in some or most areas of emotional intelligence. A score of 100 represents effective emotional functioning. Overall, females on Council had higher scores for all five of the Emotional Quotient domains and, therefore, for the Total Emotional Quotient score. There was no relationship between emotional intelligence and years in the 4-H program and no difference in character education and emotional intelligence levels for Texas 4-H Council officers versus Texas 4-H Council members. However, the author did find that there was a positive relationship between character education and emotional intelligence.

4-H members quit. It is part of every 4-H program, and according to the research, it is even part of growing up. If only we knew why they quit, we could possibly do something about it. To date, the reasons youth join 4-H have been more thoroughly researched than the reasons they quit. This study explores why youth choose to discontinue membership in 4-H, and goes a step further, asking current members what they know about the discontinuers, to explore whether current 4-H members can provide information to guide programmatic adjustments to decrease discontinuance. This study identified a need for better communication and implementation of 4-H enrollment procedures, as 51.9% of discontinuers indicated they were in 4-H, while Texas 4-H enrollment records indicated otherwise. This study also revealed a divergence from the literature. The more active a 4-H member is the more likely they are to re-enroll, according to the literature. In contrast, this study found that 54% of discontinuing 4-H members described themselves as active in their 4-H club, and another 45% describe themselves as active at the county level. The literature also suggests that youth may not be interested in 4-H programs, finding them un-cool or old fashioned, while this study found less than 8% of discontinuing 4-H members described 4-H as un-cool or old fashioned. This study asked whether any or all of nine different factors influenced the discontinuer to leave, and none was found to be a significant trigger for discontinuance on its own. Most discontinuers agreed with one to four of the factors, implying it takes no more than four factors for a decision to discontinue. There is no one single reason for discontinuance, but it only takes a few reasons to decide to leave. Responses from current 4-H members about why others leave statistically failed to accurately identify the reasons for discontinuance. This study developed a model of "knowingness" that provides a foundation for understanding how well a current member needs to know a discontinuer in order to accurately describe their reasons for leaving.

Thesis (M.S.)--West Virginia University, 2004. / Title from document title page. Document formatted into pages; contains vii, 83 p. Vita. Includes abstract. Includes bibliographical references (p. 41-42).