The 4-H program can be improved if Extension agents administer rather than conduct the program. This means that leaders will have to be well-recruited and trained, and take responsibility for conducting much of the program. (Author)

Motivational styles (with emphasis on incentives), value clarification, the process of valuing, value attribution, and incentive programs are discussed with relevance to youth leaders. It is noted that a planned program focusing on the development of personal value systems among youth is a major asset for any social group. (SH)

Authors discuss the advantages of the EMIS/SEMIS (Extension Management Information System/State Extension Management Information System), point out some of its deficiencies, and suggest ways to strengthen and improve it. (Editor)

Describes a study aimed at identifying the concrete evidence that clients accept as demonstrated extension program accomplishments. The study attempted to create and test a technique for obtaining from extension clientele valid output measures of an extension program. (CT)

The author suggests that citizen involvement can be influenced by two major factors: (1) the extension agent's personal orientation as a programer and (2) the programing situation. (CT)

When Urbana (Illinois) city government had difficulty recruiting minority contractors, extension educators interviewed 22 minority entrepreneurs, finding they had difficulty meeting requirements and learning about opportunities. Solutions included training for banking, legal, and insurance representatives; workshops to develop bidding skills; and…

A needs assessment of 161 Extension educators in family and consumer science and 4-H/youth development received 28 responses indicating preferences regarding intergenerational program content and delivery format. Results were used to develop curriculum and program delivery strategies and begin planning for a statewide intergenerational program.…

Guidelines for 4-H programs for 5-8 year olds are as follows: (1) activity based, short term; (2) cooperative learning; (3) noncompetitive; (4) safe; (5) developmentally appropriate; (6) focused on the age group; (7) success oriented; (8) fun and positive; and (9) consistent with the experiential learning cycle. (SK)

All but two states have some form of legalized gaming. However, survey responses from 28 of 50 extension agents indicated that only 2 have extension programming on the economic, social, and moral issues involved in gambling. (SK)

The Kid's Klub is a school-age child care summer program focused on building developmental assets. Extension staff, 4-H adult and youth leaders, and Master Gardeners presented projects to first- through fourth-graders. Parents (n=11) reported that their children continued developing empathy, sensitivity, and friendship skills. (SK)

A random sample of 50 percent of extension home economists in seven midwestern states was surveyed, with an 85 percent response. Results showed that the most used methods of needs assessment were advisory committees, requests, questions from clients, and program spinoffs. (JOW)

A telephone survey of extension directors in 13 urban areas determined current extension organizational structures and programing methods. Results revealed a variety of programing and approaches and identified common problems and frustrations. (JOW)

Concept mapping for program planning involves group brainstorming of needs, individual rating of the results, and individual grouping of needs into themes. Computer sorting of the information results in a pictorial map and statistical ratings of clustered topics. (SK)

Pennsylvania extension educators (n=228) find it increasingly difficult to participate in inservice education, desire more distance delivery and an active voice in program planning, and would like inservice to be integrated into their plan of work. Past inservice experiences lacked quality in content and instruction. (SK)

A 4-H K-2 program was evaluated by 277 parents, 144 volunteers, and 44 extension agents. These stakeholders believed the program was beneficial and effective in improving children's life skills (self-esteem, making friends, making choices, learning and physical skills). (SK)