Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It describes how to make a skills notebook for use in your project.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic pressing techniques.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic hand-sewing techniques.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for sewing casings and crotch seams.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for sewing facings and enclosed seams.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for easing and gathering.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic cutting techniques for patterns and fabrics.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It includes labeled photos of a sewing machine and serger and provides tips for sewing practice.
Basic Skills—Level 1.
This guide is intended for use by Oregon 4-H members enrolled in the clothing project. It provides definitions and pictures of basic sewing equipment.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for preparing the zipper opening and applying centered and lapped zippers.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for sewing and finishing seams.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains how to select the correct pattern size, read a pattern envelope, understand pattern symbols, and use the pattern guidesheet.
Basic Skills—Level 1.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It describes basic fibers and fabrics and illustrates different types of woven fabrics.
Basic Skills—Levels 2 and 3.
This fact sheet is intended for use by Oregon 4-H members enrolled in the clothing project. It explains basic techniques for sewing and finishing hems.
Southeast Alaska is located on the traditional territory of the Lingít, Haida, and Tsimshian People. It is comprised of the largest temperate rainforest in the world, with subregions receiving over 500 cm of rain annually. Climate change is predicted to alter the region's timing, type, and magnitude of precipitation and...
This guide is intended for use by Oregon 4-H members enrolled in the clothing project. It consists of a series of steps that allows 4-H members to set personal goals and learn at their own speed.
This guide is intended for use by volunteer leaders in the Oregon 4-H clothing project. It outlines activities and tips for use in guiding youth through four progressive skill levels: First Year (Level 1), Basic Skills (Levels 2-3), Expanding Skills (Levels 4-6), and Advanced Skills (Levels 7-9).
A series of studies was performed to more clearly evaluate gonadal function in llamas. Luteinizing hormone (LH) and progesterone (P₄) concentrations were compared following natural or hormone-induced ovulation. Luteal regression was evaluated following administration of the prostaglandin F₂α analog cloprostenol. The interaction of age, season and castration on testosterone (T)...
This qualitative study informed by a phenomenological approach explored the experiences of students when deciding to disclose bias-related incidents. Through an individual interview and follow-up focus group, eight participants shared their experience with bias-related incidents, decision to disclose or not to disclose, and perception of university resources. Five themes emerged...
Resource distribution and adequacy, of elderly individuals and
families, was measured by determining an annual dollar value of
money and nonmoney economic resources. The nonmoney economic
resources were identified as fringe benfits, household production,
durable assets, interfamily grants, and community
provided goods and services. The data were collected by interviewing...