From: Subject: SECTION 100 Date: Fri, 5 Dec 2003 15:55:05 -0800 MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_000_0000_01C3BB48.266DDF00"; type="text/html" X-MimeOLE: Produced By Microsoft MimeOLE V6.00.2800.1165 This is a multi-part message in MIME format. ------=_NextPart_000_0000_01C3BB48.266DDF00 Content-Type: text/html; charset="Windows-1252" Content-Transfer-Encoding: quoted-printable Content-Location: http://fourh.ucdavis.edu/4hresource/handbook/HTML/Handbook100.01a.asp SECTION 100




		"The University of California 4-H Youth Development = Program Engages Youth in Reaching Their Fullest Potential=20 while Advancing the Field of Youth Development." =	=

4-Newcomers

4-Youth

4-Parents

4-Volunteers

4-Educators

Section = 100: Introduction and Purpose=20

Contents

Section=20 100: = Introduction=20 and Purpose.................................................................= .........=20 1

101 Introduction = and=20 Purpose.................................................................= =20 2

101.1 Application.................................................................= ...........=20 2

101.2 Contents.................................................................= .............=20 3

101.3 Distribution.................................................................= ..........=20 3

101.4 Policy = Interpretation=20 Procedure...........................................=20 3

102 Initiation = and Revision=20 of Handbook Sections..................................=20 4

102.1 Format.................................................................= ................=20 4

102.2 Review Process.................................................................= .=20 4

102.3 Production and=20 Distribution.................................................=20 5

103 Brief History = of=20 4-H.................................................................= ..........=20 5

104 Symbols.................................................................= ..........................=20 9

104.1 Colors and = Emblem.............................................................=20 9

104.2 Use of 4-H Colors, = Symbols,=20 and Emblem.......................=20 10

101 = Introduction and Purpose

This = handbook is=20 developed for University of California Division of Agriculture and = Natural=20 Resources and 4-H staff. Its purpose is to set forth operating = policies=20 and procedures for the University of California 4-H Youth = Development=20 Program (4-H YDP). The 4-H YDP operates within the guidelines, = policies,=20 and procedures of the University of California (UC), and the = Division of=20 Agriculture and Natural Resources (ANR), which encompasses both = the=20 Agricultural Experiment Station and Cooperative Extension. As = noted in=20 this handbook, some policies and procedures of the United State = Department=20 of Agriculture (USDA) also apply. To administer the 4-H YDP, 4-H = staff=20 should use this handbook, along with the Division of Agriculture and = Natural=20 Resources Administrative Handbook. (An electronic version = of that=20 handbook can be viewed on the internet at:=20 <http://danr.ucop.edu/admin-handbook/ >)

101.1 =20 Application

The = policies and=20 procedures in all sections of this handbook apply to program = activities=20 under the direct purview of the Vice President=97Agriculture and = Natural=20 Resources, who directs the Agricultural Experiment Station and = Cooperative=20 Extension. These policies cover campus and regional operations, = county=20 programs, and statewide activities and events.

This = handbook=20 applies to all administrators, specialists, advisors, program=20 representatives, other support staff, advisory groups, volunteers, = and=20 youth associated with the 4-H YDP.

"4-H = staff" is=20 the term used throughout this handbook to denote 4-H specialists,=20 advisors, program representatives, and county-paid staff hired to=20 administer the 4-H YDP.

The = policies=20 given in this handbook are controlling on all 4-H Program = operations. The corporation known as = the Board=20 of Regents constitutes the highest administrative authority of the = University of California. = The=20 Regents have virtually exclusive rule-making or policy-making = power in=20 regard to the University and are fully empowered with respect to = the=20 organization and government of the University. The University policies = and=20 procedures within this handbook are the controlling statutes = regarding the=20 University=92s jurisdiction over all aspects of the 4-H = Program.

101.2 =20 Contents<= /H3>
The = contents of=20 this handbook will be used to set forth policies and procedures = that are=20 specific to the program as a whole or where University policy = requires=20 that implementing procedures be issued by the Division of = Agriculture and=20 Natural Resources through these 4-H YDP policies and = procedures.

Information in=20 this handbook is applicable to all aspects of the 4-H YDP until = superseded=20 by revisions approved by the 4-H YDP director.

Where = noted,=20 reference materials and more detailed information will be included = in=20 appendices.

Applicable=20 information may also exist in other University or ANR handbooks or = manuals.

101.3 =20 = Distribution101.4 = Policy=20 Interpretation=20 = Procedure

The 4-H = YDP is a=20 non-formal education program, planned and conducted at the county = level in=20 compliance with the policies, guidelines, and minimum standards = for 4-H=20 YDP activities and events that are outlined in this handbook. = Authorized=20 4-H groups at the county level may establish local policies with = the=20 approval of the county director and the responsible 4-H YDP = advisor or=20 program representative, as long as these policies meet (and do not = contradict) the intent of the minimum standards outlined in this=20 handbook.

Volunteer=20 Management Organizations (VMO=92s) at the county level may = establish local=20 policies, but those policies must not be less restrictive than the = policies established in this handbook. More restrictive policies = than=20 those outlined here must have county 4-H YDP staff approval and = must be=20 publicized widely throughout the county.

Requests for=20 exceptions to policies by staff, volunteers, youth members, or = parents=20 must be directed to the 4-H YDP staff in the county in which they = enroll=20 or participate. If = necessary,=20 further requests may be directed to the county director. In the case of locally = established=20 policies, the county level is the only level of appeal. In the case of statewide = programs=20 or policies, all requests for exceptions must be directed to the = 4-H YDP=20 director.

102 =20 Initiation and Revision of Handbook=20 Sections

The 4-H = YDP=20 director is responsible for the development of the California 4-H Policy = Handbook and=20 for subsequent revisions.

102.1 =20 = Format

Each = section will=20 be treated separately and each page within the section will be = numbered.=20 The section title and the month of issuance will appear at the = bottom of=20 each page. Appendices will be numbered separately. If a page is = revised,=20 the date of revision of that page will be shown at the bottom. =

Certain = references within a section may contain a cross-reference to = another=20 section(s) in the handbook. Cross-references will be indicated as = follows:=20

See = Section=20 Number: Title.
The mark =93-< >-=93 will signify the end = of each=20 section.

102.2 = Review=20 = Process

In preparing proposed = handbook=20 sections or revisions, staff members will consult with other staff = who=20 have special interest or knowledge in the subject matter. When = drafted,=20 the draft section will be submitted to the 4-H YDP director for = review. A draft may be submitted = by any of=20 the following staff to the 4-H YDP director:

     ANR = Program=20 Council
    =20 Human Resources Program Leader
     4-H = Program=20 Advisory Committee
     County=20 directors
    =20 4-H YDP specialists, advisors, and program=20 representatives

Volunteers or volunteer = groups may=20 submit proposed handbook additions or changes through their county = or=20 regional offices. County or regional staff should forward these=20 submissions with their own independent analysis and = recommendations to the=20 4-H YDP director.

The 4-H YDP director will = ascertain=20 whether legal or other external review is needed and, if so, will = transmit=20 the draft to the General Counsel=92s Office (through the = Controller's=20 Office) or to other appropriate offices.

After incorporating = recommended=20 changes, the 4-H YDP director will send the proposed section to = the=20 following for review and comment:

ANR Program Council
Human = Resources=20 Program Leader
4-H Program Advisory Committee
County=20 directors
4-H YDP specialists, advisors, and program=20 representatives

Copies will also be sent to = any other=20 administrators with special knowledge or interest in the subject = of the=20 section. Normally three weeks will be allowed for this review and=20 comment.

Upon receipt of comments, = the 4-H YDP=20 director will prepare a revised draft, incorporating changes as=20 appropriate, and the draft will be circulated to the 4-H Program = Advisory=20 Committee for final review and comment.

102.3 = Production and=20 = Distribution<= /H3>
Following approval by the = 4-H Program=20 Advisory Committee, the section will be printed and distributed to = everyone who holds a copy of =20 the California 4-H = Policy=20 Handbook. Changes affecting participation by volunteers, = parents, and=20 members will be publicized widely. County staff will be = responsible for=20 informing local program participants about these = changes.

103 =20 Brief History of = 4-H

4-H was = formed as=20 the result of dedicated, forward-looking people, working = individually and=20 in groups. These innovators were interested in youth education. = Although=20 4-H was not a program established by just a few individuals, = several are=20 highlighted below.

In = 1902, A. B.=20 Graham, an Ohio school superintendent, organized a boys=92 and = girls=92 club=20 with a home project based on corn. This became the first 4-H = club.

The = first 4-H=20 emblem was a three-leaf clover introduced by O. H. Benson some = time=20 between 1907 and 1908. = The=20 clover was used on placards, posters, badges, and canning labels. = In 1908,=20 pins with the clover emblem were introduced. The H=92s signified = Head,=20 Heart, and Hands. Benson cited the need for four H=92s rather than = three,=20 suggesting that they stand for head, heart, hands, and hustle. The = present=20 4-H design was adopted when O. B. Martin, who was directing club = work in=20 the South, suggested that the 4-H=92s stand for Head, Heart, = Hands, and=20 Health.

Otis = Hall, state=20 4-H leader in Kansas, wrote the original 4-H pledge. When the = Executive=20 Committee of the Land Grant College Association asked R. A. = Pearson,=20 president of Iowa State College, and Dr. A. C. True of the Federal = Extension Service to write a pledge for 4-H, they submitted a = pledge=20 substantially written by Hall.

By = 1912, the=20 University of California was helping school districts form youth=20 agricultural clubs in rural areas. In 1914, 84 high school = agricultural=20 clubs were active in California. The initial objective of the = clubs was=20 not to train youth in skills, but to influence the farm and home = practices=20 of their parents. Extension staff outlined project work.

With = the passage=20 of the Smith-Lever Act by Congress in 1914, all Cooperative = Extension=20 work, including boys=92 and girls=92 clubs, became an official = function of the=20 United States Department of Agriculture directed through the land = grant=20 college system. The extension of the Smith-Lever Act pertained to = the=20 black land grant colleges that were established in 1890, as well = as the=20 land grant college system that had been established by the Morrill = Act in=20 1862. The = Smith-Lever act was=20 amended and then consolidated in 1953. Discussions on the floors = of both=20 houses of Congress on May 21, 1953, clearly established that = Cooperative=20 Extension was to continue conducting 4-H work. The Smith-Lever Act = and=20 subsequent amendments state that =93Cooperative Agricultural = Extension work=20 shall consist of the giving of instruction and practical = demonstrations in=20 agriculture and home economics and subjects relating thereto to = persons=20 not attending or resident in said colleges in the several=20 communities=85=94

In = 1915,=20 competition arose among clubs in California. Thirty-seven clubs = had at=20 least six boys each. In 1917, some 2,716 participants in 208 high = school=20 agricultural clubs were engaged in projects under the direction of = the=20 University of California. Contest winners received prizes, usually = a trip=20 to Berkeley or the University Farm in Davis. In the summer of 1914, = 142 boys=20 spent three days camping in militia tents at the University Farm = in Davis.=20 This was the start of the annual summer 4-H Leadership Conference. =

During = the=20 1920=92s, agricultural club work grew. More than 5,000 youth were = enrolled=20 by mid-decade, and more than 400 volunteers contributed their time = to club=20 work. The club summer camps continued at the University Farm, = bringing=20 youth together from throughout California.

In = 1928, the=20 title =934-H=94 appeared in California reports of youth work. In = the 1930=92s=20 more than 10,000 youth in California 4-H clubs learned skills = through=20 individual projects, and developed leadership and civic = responsibility=20 through community improvement projects. As totalitarianism = threatened=20 Europe toward the decade=92s end, 4-H leaders placed new emphasis = on=20 training for citizenship, the history of democracy, government = processes,=20 political parties, and voting.

In = 1953, 4-H=20 programs were reorganized to include a broader audience. Projects = were=20 offered in rural electricity, tractor maintenance, entomology, and = home=20 economics. Projects were no longer required to show an economic = return.=20 4-H clubs were sometimes used to extend research, as in the case = of a=20 1950=92s Butte County project where club members conducted = livestock feeding=20 trials using almond hulls, a food-processing by-product that was = usually=20 burned as waste. The feeding trials were successful and almond = hulls=20 became widely accepted as satisfactory feed for cattle.

During = the late=20 1960=92s, the traditional 4-H program received new stimulus. = Congress=20 appropriated funds for programs in low-income, urban areas, and = state=20 funds were allocated for urban youth work. Some counties developed = experimental 4-H programs, adopting projects and methods for new = groups=20 with special needs. In 1964, there were 37,000 4-H members in = 1,000 clubs.=20 By 1969, 4-H had grown to 50,000 members, with 20 percent of the = members=20 coming from low-income areas.

In the = 1970=92s and=20 1980=92s, federal legislation focused on equal opportunity for = women, the=20 disabled, and ethnic minorities. The 4-H program sought to attract = minorities with short-term projects, in-school and after-school = programs,=20 and special urban and migrant outreach efforts. Because some of = the=20 traditional 4-H programs and delivery methods were ineffective = with=20 inner-city youth, 4-H specialists and advisors expanded the = program by=20 seeking grants and private funds for special projects, such as a = summer=20 outdoor education project in the San Joaquin Valley.

During = the=20 1980=92s, dramatic demographic and social changes occurred in = California,=20 spanning the dimensions of race, ethnicity, language, and = socioeconomics.=20 Many immigrants from Asia, Latin America, Russia, and the = Caribbean=20 settled in California. Family patterns that included single-parent = households and working mothers made an impact on youth needs.

In = response to=20 these changes, 4-H fostered new ideas to revitalize existing = programs and=20 start new ones. In urban areas, 4-H pioneered programs in = low-income=20 housing projects to offer education in drama, arts and crafts, = cooking,=20 math, and reading. To reach large and heterogeneous populations in = urban=20 areas, 4-H collaborated with urban community organizations and = became a=20 partner in federally funded programs designed to help children = catch up in=20 school, get health care, and adapt to their community.

Youth = development=20 experts expressed concern about the growing number of latchkey = children.=20 These are children who are given the key to let themselves into = their=20 house after school and are expected to remain alone until an adult = comes=20 home. 4-H began working with schools and community organizations = to=20 establish before- and after-school programs to help latchkey = youth.

The = stage is=20 continuously being set for progress in the 4-H YDP. The 4-H Center = for=20 Youth Development at UC Davis allows greater emphasis on youth = development=20 research. Long-term changes are occurring in the organization of=20 departments in land grant colleges that focus on youth. = Departments that=20 focus on food and nutrition, community development, human = development, and=20 agricultural economics are being organized into divisions within = colleges.=20 This should facilitate communication across fields and levels of=20 science.

In the=20 twenty-first century, changing trends in demographics, economy, = and=20 resources will continue to challenge Californians. Although = resources are=20 scarce, 4-H is = attempting to=20 serve a more diverse audience. Personnel are continually examining = and=20 redesigning programs and projects to meet the needs of an = ever-changing=20 society.

104 =20 = Symbols

104.1 = Colors and=20 Emblem

The 4-H = flag=20 consists of a green, four-leaf, stemmed clover on a white = background. The=20 clover has a letter =93H=94 in white or gold on each leaf. The = H=92s stand for=20 Head, Heart, Hands, and Health. The 4-H emblem symbolizes the aim = and=20 desired results of effective learning for each individual.

HEAD =20 Problem solving: ability to sort out complex problems.

HEART=20 =20 Emotional development: developing good attitudes toward = work and=20 learning; developing acceptance and appreciation of other people. =

HANDS=20 =20 Skills development: ability to do, skill in doing, and = habit of=20 doing.

HEALTH=20 =20 Physical development: understanding and appreciating a = growing and=20 changing body.

Pledge

I = pledge =96
My=20 HEAD to clearer thinking,
My HEART to greater loyalty,
My = HANDS to=20 larger service, and
My HEALTH to better living.
For my club, = my=20 community, my country, and my world.

104.2 Use = of 4-H=20 Colors, Symbols, and=20 Emblem

The use = of 4-H=20 symbols is optional. However, if 4-H symbols are used to publicize = events=20 or represent activities as official 4-H functions, their use must = conform=20 to certain regulations. See Section 203: Use of the 4-H Name and = Emblem,=20 and Appendix A: 4-H Name and Emblem Guidelines, May 1999, and Clover Art.

-< >-

Website=20 maintained by the California 4-H Computer=20 Corps
(The Official = California State=20 4-H Youth Development Program Website)

Copyright =A9 2003 The = Regents of the=20 University of California.
The 4-H Youth Development Program = name and=20 emblem
are service marks protected under 18 U.S.C. = 707.

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