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  • This is the introduction slide. Note that this is a cooperative effort between Extension and Ag Science Teachers.
  • This slide has the two-fold mission of Quality Counts.
  • The next 3 slides discuss the main objectives of Quality Counts.
  • The next two slides talk about the 8 Core Concepts that should be gained from the program.
  • This slide starts the section on the first concept.
  • This slide gives the total number of livestock projects exhibited in Texas in 2000.
  • Read from slide
  • This slide starts the section about the second core concept.
  • This activity’s instructions are found in the hard copy of the curriculum. It introduces the Six Pillars of Character.
  • This activity is meant to relate the Six Pillars to livestock projects.
  • Talk about how exhibitors can display Trustworthiness with their project. For further instructions refer to the hard copy of the curriculum.
  • Talk about how exhibitors can display Respect with their project.
  • Discuss how exhibitors show Responsibility with their projects.
  • Discuss aspects of Fairness and how Fairness is involved in livestock exhibition.
  • Discuss the Pillar Caring and how it relates to livestock exhibition.
  • Relate Citizenship to livestock exposition and how youth can display this Pillar.
  • This slide introduces next core concept.
  • This activity has both organizations missions statements, mottos, pledges, and creeds.
  • After this slide, note that there are many similarities between the two organizations creeds, mottos, and pledges.
  • These are not the only skills. Encourage the participants to think of more skills.
  • A complete set of instructions for this activity are in the hard copy of Quality Counts.
  • -Ask what Success is.
    Read Definition
    -Remind the participants that just because you win, you are not successful
  • -Ask what the participants think is failure
    -read definition
    Explain that just because you don’t win, that doesn’t mean that you failed
  • -Read to group
    -Ask for other characteristics
  • -Read to group
    -Ask for any other characteristics
  • Introduce next concept
  • Ask what potential hazards can occur
  • Ask for responses to statements on slide
  • Introduce core concept
  • -Instructions are in the hard copy
    -Provide, if possible, a real medication insert
  • -Instructions are in hard copy
    -Provide examples of feed tags from actual bags of feed
  • -Instructions are in hard copy
    -Provide examples of different medication labels, if possible
  • Introduce next topic
  • -Use appropriate safety measures when handling and disposing of the needles used
  • -Close out the training session
  • -Reiterate the 8 Core Concepts
  • -Go over each set of questions with the group
  • -Most correct answer: b, c
  • -most correct answer: b, c
  • -Most correct answer: b, d
  • -most correct answer: d
  • -Most correct answer: d
  • Transcript

    • 1. A Texas Curriculum for Livestock Education
    • 2. Curriculum Focus Quality AssuranceQuality Assurance Character EducationCharacter Education
    • 3. Objective 1  Enhance Character Education for Texas 4-H and FFA Youth
    • 4. Objective 2  Ensure all 4-H and FFA livestock projects meet all food quality standards
    • 5. Objective 3  Promote a Positive Image of Youth Livestock Programs
    • 6. Eight Core Concepts Character Education  Six Pillars of Character  Purpose of 4-H/FFA  Purpose of Livestock Projects  Making Decisions/Goal Setting
    • 7. Eight Core Concepts Quality Assurance  Impact of Livestock Projects on Red Meat Industry  Responsibilities of Producing a Safe Product  Medication use/Reading and Following Labels  Animal Care and Well-Being
    • 8. Core Concept Impact of Livestock Projects on Red Meat Industry
    • 9.  Reveal impact of 76,000 market projects
    • 10. How many pounds of carcass are there?  Terms & Calculations: (1) Live Weight, (2) Dressing Percent, and (3) Carcass Weight
    • 11. Total Entry Numbers Market Swine: 32,617 Meat Goats: 23,821 Market Lamb: 11,349 Market Steers: 8,438 TOTAL: 76,225
    • 12. PORK Ave Wt. – 240 D. P. - 73% 5,714,498.4 lb
    • 13. SHEEP Ave Wt. – 125 D. P. - 53% 751,871.25 lb
    • 14. GOATS Ave Wt. – 110 D. P. - 55% 1,441,170.5 lb
    • 15. BEEF Ave Wt. – 1200 D. P. - 62% 6,277,872.0 lb
    • 16. Grand Total Grand Total: 14,185,412.15 pounds of carcass!!!!!!
    • 17. What does this mean?  Livestock projects can IMPACT thousands of people!!!  Think about the CONSUMER!!!!  You never know who they might be……..
    • 18. Core Concept Six Pillars of Character
    • 19. Ch. 1, Lesson 5, Activity 1 Defining the Six Pillars of Character
    • 20. Trustworthiness #Be honest #Don’t deceive, cheat or steal #Be reliable Do what you say you will do #Have the courage to do the right thing #Build a good reputation #Be loyal Stand by your family, friends and country
    • 21. Respect #Treat others with respect Follow the Golden Rule #Be tolerant to differences #Use good manners, not bad language #Be considerate of the feelings of others #Don't threaten, hit or hurt anyone #Deal peacefully with anger, insults and disagreements
    • 22. Responsibility #Do what you are supposed to do #Persevere: Keep trying! #Always do your best #Use self control: be disciplined #Think before you act Consider the consequences #Be accountable for your choices
    • 23. Fairness #Play by the rules #Take turns and share #Be open minded Listen to others #Don't take advantage of others #Don't blame others carelessly
    • 24. Caring #Be kind #Be compassionate and show you care #Express gratitude #Forgive others #Help people in need
    • 25. Citizenship #Do your share to make your school and community better #Cooperate #Stay informed; vote #Be a good neighbor #Obey laws and rules #Respect authority #Protect the environment
    • 26. Ch.1, Lesson 5, Activity 2 Applying the Six Pillars of Character to Livestock Projects
    • 27. Trustworthiness
    • 28. Respect
    • 29. Responsibility
    • 30. Fairness
    • 31. Caring
    • 32. Citizenship
    • 33. Core Concept Purpose of 4-H/FFA
    • 34. Ch1., Lesson 2, Activity 1 Understanding 4-H and FFA
    • 35. Mission Statements Prepare youth to meet the challenges of childhood, adolescence and adulthood, Through a coordinated, long- term, progressive series of educational experiences that enhance life skills and develop social, emotional, physical, and cognitive competencies.
    • 36. Mission Statements FFA makes a positive difference in the lives of students by developing their potential for premier leadership, personal growth and career success through agricultural education
    • 37. 4-H Pledge To make the best better, I pledge my head to clearer thinking, my heart to greater loyalty, my hands to larger service, and my health to better living. For my club, my community, my country and my world
    • 38. 4-H Creed I believe in 4-H for the opportunity it will give me to become a useful citizen. I believe in the training of my Head for the power it will give me to think, to plan and to reason. I believe in the training of my Heart for the power it will give me to think, to plan and to reason.
    • 39. 4-H Creed (continued) I believe in the training of my Hands for the dignity it will give me to become useful, helpful and skillful. I believe in the training of my Health for the strength it will give me to enjoy life, resist disease and make efficiency. I believe in my country, my state and my community for their development. In all these things I believe, and I am willing to dedicate my service to their fulfillment.
    • 40. FFA Creed I believe in the future of agriculture, with a faith born not of words but of deeds– achievements won by the present and past generations of agriculturist; in the promise of better days through better ways, even as the better things we now enjoy have come to us from the struggles of former years.
    • 41. FFA Creed (continued) I believe that to live and work on a good farm, or to be engaged in other agricultural pursuits, is pleasant as well as challenging; for I know the joys and discomforts of agricultural life and hold an inborn fondness for those associations which even in hours of discouragement, I cannot deny.
    • 42. FFA Creed (continued) I believe in leadership from ourselves and respect from others. I believe in my own ability to work efficiently and think clearly, with such knowledge and skills as I can secure, and in the ability of progressive agriculturalists to serve our own public interest in producing and marketing the product of our toil.
    • 43. FFA Creed (continued) I believe in less dependence on begging and more power in bargaining; in the life abundant and enough honest wealth to help make it so– for others as well as myself; in less need of charity and more of it when needed; in being happy myself and playing square with those whose happiness depends on me.
    • 44. FFA Creed (continued) I believe that rural America can and will hold true to the best traditions of our national life and that I can exert and influence in my home and community which will stand solid for my part in that inspiring task.
    • 45. Motto Learning to Do Doing to Learn Earning to Live Living to Serve
    • 46. Core Concept Purpose of Livestock Projects
    • 47. Ch. 1, Lesson 3, Activity 1 The Real Purpose of Livestock Projects
    • 48. Ch.1, Lesson 3, Activity 2 Name that skill
    • 49. Skills Gained by Exhibiting Livestock  Problem Solving  Knowledge of Livestock Industry  Self-Confidence  Team Work  Self-Motivation  Self-Discipline  Organizational Skills  Character  Social Skills  Competition
    • 50. Core Concept Decision Making And Goal Setting
    • 51. Ch.4, Lesson 1, Activity 1 What Motivates Us to Have Livestock?
    • 52. Ch.4, Lesson 1, Activity 2 What is Success?
    • 53. What is Success? Success is the achievement of something desired, planned or attempted.
    • 54. What is Failure? Failure is not achieving what you desire, plan or attempt.
    • 55. Characteristics of Successful People  Confident  Hard Working  Failure increases motivation to work harder  Challenging themselves  Take credit for success and take responsibility for failure
    • 56. Characteristics of Unsuccessful People  Doubt themselves and are anxious  Don’t work hard  Give up when things don’t go well  Just go through the motions without much participation  Believe someone else controls whether they succeed or fail
    • 57. Ch.4, Lesson 1, Activity 3 Writing Personal Goals
    • 58. What is a Goal? Goal: something that one strives to achieve
    • 59. Core Concept Responsibility of Producing a Safe Product
    • 60. Lesson #1 The Food Supply Continuum
    • 61. Understand role and responsibility in the food supply continuum  Consumers have a right to expect a safe, wholesome product  It is a producer’s responsibility to provide that safe product  Producers are also consumers CitizenshipResponsibility
    • 62. Understand role and responsibility in the food supply continuum Food Supply ContinuumFood Supply Continuum ConsumerConsumer FoodFood ServiceService Retail/Retail/ DistributionDistribution ProcessingProcessing HarvestingHarvesting MarketingMarketing TransportationTransportation ProducerProducer AttitudeAttitude From: NPPC, Youth PQA; 2000
    • 63. Understand role and responsibility in the food supply continuum  ALL producers are affected by negative publicity concerning our food supply  Product safety can be compromised at any time in the food supply continuum Responsibility Citizenship
    • 64. Ch. 2, Lesson 1, Activity 1 Food Supply Continuum Puzzle
    • 65. Ch. 2, Lesson 1, Activity 2 Group Sit
    • 66. Lesson #2 Understanding Food Safety
    • 67. Understand basic elements of food safety  Past failures in food safety process  Recalls, scares, contamination  Hazard Analysis and Critical Control Points (HACCP) plans and monitoring now required by every packing plant, regardless of size - PREVENTION Responsibility Citizenship Trustworthiness
    • 68. Understand basic elements of food safety  Role of producer in providing packer with safe product  “On-farm HACCP”  Certain hazards occur before product reaches packer  Notify packer of potential hazards  Importance of record keeping  Medication use and storage Responsibility Citizenship Trustworthiness
    • 69. Identify potential hazards in meat products and appropriate preventative measures  What could potentially happen if a person extremely allergic to penicillin (or ibuprofen) ate meat with such a residue?  What would happen if a consumer bit into a portion of a broken needle?
    • 70. Ch. 2, Lesson 2, Activity 2 Identifying Hazards
    • 71. Ch. 2, Lesson 2, Activity 3 Broken Needles
    • 72. Core Concept Medication Use/Reading and Following Labels
    • 73. Lesson #2 Medication and Feed Labels
    • 74. Exhibit knowledge of medication and feed labels and their meaning  Expiration date  Lot number  Dosage  Warnings  Cautions Responsibility Caring  Application Method  Precautions  Active Ingredient  Trade Name Read the Labels!!! From: NPPC; PQA for Youth; 2000
    • 75. Exhibit knowledge of medication and feed labels and their meaning  Prescription drugs must be used according to label instructions  Over-the-Counter drugs can cause residues and may not be appropriate for animal use  Human sunburn remedies  Human dietary supplements  Etc.! Responsibility Caring
    • 76. Exhibit knowledge of medication and feed labels and their meaning Types of drug use  Labeled Use: Using the drug EXACTLY as it is specified on the label. Legal and the type of practice most producers use.  Off Label Use: The PRODUCER uses drugs on their own in a manner other than what is stated on the label without veterinarian guidance. ILLEGAL!  Extra Label Use: The VETERINARIAN prescribes a drug to be used in a manner other than what is on the label. LEAGAL and used when a good veterinarian-client-patient relationship exists From: NPPC; PQA for Youth; 2000
    • 77. Exhibit knowledge of medication and feed labels and their meaning  Labels must be followed when using feed and feed additives  Only a veterinarian can change the label of medications, including route of administration, dosage, duration, etc. (Extra label drug use)  NO ONE, not even a veterinarian, can legally change the label on feed or feed additives Responsibility Caring
    • 78. Ch. 3, Lesson 2, Activity 1 Reading a Medication Insert
    • 79. Ch. 3, Lesson 2, Activity 2 Reading a Feed Tag
    • 80. Ch. 3, Lesson 2, Activity 4 Medication Labels
    • 81. Core Concept Animal Care and Well-Being
    • 82. Lesson #3 Administering Medicines
    • 83. Knowledge of proper medication administration  Proper routes of administration  Differences in routes of administration  Differences between species  ALWAYS avoid major meat cuts (loin, leg, ham)!!! Responsibility Caring From: NPPC; PQA for Youth; 2000 From: SDSU Animal Science website Ø Ø
    • 84. Knowledge of proper medication administration  Animals should NEVER be injected into the loin (back) or rump (ham or leg).  Intramuscular injections (IM) should be given in the neck muscle  Subcutaneous injections (Subcu) should be given in the fore or rear flank, under the skin
    • 85. Knowledge of proper medication administration  Choose size and gauge of needle carefully  Route of administration (I.M. vs. subcu)  Size of animal  Species  If needle shaft is damaged (bent, burr) do not use!  Proper disposal of needles  Puncture-proof container
    • 86. Ch. 3, Lesson 3, Activity 1 Livestock Injection Sites
    • 87. Ch. 3, Lesson 3, Activity 2 Banana Injection
    • 88. Lesson #6 Animal Facilities
    • 89. Demonstrate knowledge of appropriate animal facilities - HOUSING  Impact of decisions on the general welfare of the animal Caring Respect
    • 90. Demonstrate knowledge of appropriate animal facilities - HANDLING  Handle animals while temperatures are optimum Caring Respect Wet shavings Keep trailer moving to provide air flow Straw bedding Prevent drafts
    • 91. Demonstrate knowledge of appropriate animal facilities - HANDLING  Always handle animals calmly and gently  Provide water immediately after transport (and during if possible)  Provide shade while transporting Caring Respect
    • 92. Demonstrate knowledge of appropriate animal facilities - HANDLING  Never use electric prods, buzzers or slappers to handle animals  Use proper equipment (i.e. sorting panels for hogs) when handling, loading and transporting animals Caring Respect
    • 93. Demonstrate knowledge of appropriate animal facilities - HOUSING  Impact of decisions on the general welfare of the animal Caring Respect
    • 94. Lesson #7 Caring for Your Animal’s Health
    • 95. Demonstrate an understanding of animal well-being - HANDLING  Proper handling, including during loading and transport, should be exhibited at all times  Avoid distractions, such as shadows  Always move animals in a calm, slow manner  Keep your temper! From: Dr. Temple Grandin, CSU Caring Respect
    • 96. Demonstrate an understanding of animal well-being  Nutrition and feeding  Meeting animal’s requirements  Management to reach optimum weight, not “feed and then withhold right before show”  Importance of a clean, fresh water supply at all times Responsibility Caring Citizenship
    • 97. Demonstrate an understanding of animal well-being  Water should NEVER be withheld from the animal for more than a few hours, especially as a means of shedding weight  Feed additives, including Paylean® for swine, alter the metabolism of the animal  Feed additives may also affect the way that an animal handles stresses, including handling, loading, showing and weight management Responsibility Caring Citizenship
    • 98. Evaluate herd health  Animals should be observed daily for signs of illness  If an illness or injury occurs, animal should be treated promptly and correctly, following label directions and may need the care or advice of a veterinarian Responsibility CitizenshipCaring
    • 99. Evaluate herd health  Many producers have strict biosecurity practices on their operations  Prevent spread of potential disease  Be aware of, and observe these practices when visiting farms  Youth may want to consider adopting some simple biosecurity measures on their operation Responsibility CitizenshipCaring
    • 100. In closing………
    • 101. Eight Core Concepts Character Education  Six Pillars of Character  Purpose of 4-H/FFA  Purpose of Livestock Projects  Making Decisions/Goal Setting
    • 102. Eight Core Concepts Quality Assurance  Impact of Livestock Projects on Red Meat Industry  Responsibilities of Producing a Safe Product  Medication use/Reading and Following Labels  Animal Care and Well-Being
    • 103. Ch. 3, Lesson 6, Activity 1 Defining Character and Ethics
    • 104. Ch. 1, Lesson 5, Activity 3 It’s A Question of Ethics
    • 105. It’s A Question of Ethics  You should: (a) Take the medicated feed. The show doesn’t do drug tests anyway. (b) Turn down the offer of medicated feed, thinking that you can find a neighbor who can let you borrow enough feed to last through the holidays (c) Decline the feed and politely inform the store clerk that it’s important to follow the rules about using medicines and drugs (d) What the clerk is suggesting is illegal. Notify your Ag Teacher of County Agent about the clerks suggestion.
    • 106. It’s A Question of Ethics  You should: (a) Get your brother and leave (b) Point out to your little brother what you see and tell him that it is wrong and why (c) Tell your dad what you saw and have him call the Ag Teacher or County Agent (d) Call Bob and ask him what the deal is
    • 107. It’s A Question of Ethics  You should: (a) Call Bob and ask him what is going on (b) Tell your dad and ask him to call your County Agent or Ag Teacher (c) Tell all your friends what you saw in Bob’s barn and let them know that he is cheating and using illegal drugs to make his show pigs better (d) Unload the feed back into Bob’s barn and leave as soon as possible to try to erase all evidence that you were there
    • 108. It’s A Question of Ethics  You should: (a) Politely decline the pig (b) Take the pig. You should get first choice anyway because your dad is the one who went and purchased the pigs for everyone (c) Take the pig. If you don’t, someone else will and you will have to show against a better pig (d) Take the good pig back and draw for the pig with the other members. You may get lucky and draw this one anyway
    • 109. It’s a Question of Ethics  You should: (a) Take the help. You have spent a great deal of time with your pg and really want to show (b) Take the help. The practice is sort-of-legal. It hasn’t been identified as illegal. Besides, others are sure to be cheating and this practice isn't considered cheating yet (c) Decline the help and look for an alternative that is sort-of-more-legal (d) Decline the help. Try to naturally and legally get the weight off and hope that your pig can lose the weight for the show. Learn from this mistake and do better with your next swine project
    • 110. Ch. 4, Lesson 2, Activity 1 Sportsmanship vs. Gamesmanship
    • 111. What is Sportsmanship? Sportsmanship is exhibiting livestock with honor
    • 112. What is Gamesmanship? All about winning for gain or glory
    • 113. The Relationship between Quality Counts and the local County Fair
    • 114. Where does it start?  Quality Counts starts at home (At your local or regional shows)
    • 115. In Fayette County… 370 4-H & FFA members participate in livestock projects at the: Fayette County Junior Livestock Show Schulenburg Show Flatonia Show Fayetteville (INTERNATIONAL) Show Fayette County Country Fair
    • 116. Major Shows About 100 of those exhibitors, exhibit at the major shows
    • 117. Question  If Quality Counts is just for major show exhibitors, what about the other 270 in my program on the County level?
    • 118. Quality Counts for Everyone  Quality Counts is for All Youth Livestock Programs in the state of Texas
    • 119. County Fair Concerns  County Fairs also have to be concerned with the quality of products that are sold to buyers at fair time
    • 120. Importance of Quality Assurance When buyers know that exhibitors have been trained in Quality Assurance and Character Education they feel more committed because youth have been trained to do the right thing and make the right decisions!
    • 121. How it works…  4-H & FFA members in Fayette County can be taught Quality Counts through:  Project meetings  Clinics  Workshops  Classroom settings
    • 122. Quality Counts Success Depends on You!  It’s important that local Fair Boards and Livestock Committees support this program, because this is one program that really supports what the Livestock Shows are promoting: Youth Education in Agriculture
    • 123. “4-H and FFA start at home and so does Quality Counts!”
    • 124. The Future of the Youth Livestock Show Program Depends on Us!
    • 125. Thank You!