Fairfield County 4-H member Sophia Preston participates in Greece Immersion Trip

Lancaster 4-H Member Explores Greek Culture and Agriculture

LANCASTER — Sophia Preston, a Fairfield County 4-H member recently returned home from participating in the Ohio 4-H Greece Immersion Trip to the American Farm School in Thessaloniki, Greece.

This unique opportunity, organized by Ohio 4-H, aimed to immerse participants in Greek culture while exploring diverse career pathways in agriculture and related fields.

Exploring Greek Culture and Agriculture

Led by Steve Brady, assistant professor and 4-H educator, and Margo Overholt-Seckel, program manager, Ohio 4-H Workforce Development and Pathways, Sophia Preston was one of 13 Ohio 4-H teens who participated in the transformative adventure to explore Greek culture while also gaining valuable insights into agricultural practices and career pathways. The trip, which spanned 10 days, allowed participants to immerse themselves in the vibrant traditions and customs of Greece, fostering cross-cultural understanding and global awareness.

Hands-on Experiences and Cultural Excursions

Throughout the immersive experience at the American Farm School, Sophia Preston and her peers engaged in a diverse range of activities, including:

• Hands-on agricultural experiences
• Cultural excursions
• Interactive workshops

From exploring ancient landmarks to learning about sustainable farming practices, Preston gained invaluable insights into Greek culture and the agricultural industry.

Inspiring Youth in Fairfield County and Beyond

As Preston represented Fairfield County on the global stage, their participation in the Greece Immersion Trip not only highlights their dedication to personal and professional development but also serves as an inspiration to aspiring youth in Fairfield County and beyond.

Following her return from Greece, Preston undoubtedly brought back a wealth of knowledge and experiences to share with her peers in Fairfield County and across Ohio. Their journey exemplifies the transformative impact of 4-H programs in empowering youth to become confident, capable leaders in their communities.

Ohio 4-H’s Dedication to Global Leadership

“The Ohio 4-H Global Immersion trip is a testament to Ohio 4-H’s dedication to shaping well-rounded leaders who are prepared to thrive in an increasingly interconnected world,” said Kirk Bloir, state 4-H leader.

Ohio 4-H is the youth development program of OSU Extension, the outreach program of The Ohio State University College of Food, Agricultural, and Environmental Sciences.

SDGs, Targets, and Indicators

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 12: Responsible Consumption and Production
• SDG 17: Partnerships for the Goals

2. What specific targets under those SDGs can be identified based on the article’s content?

• SDG 4.7: By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles.
• SDG 8.6: By 2020, substantially reduce the proportion of youth not in employment, education or training.
• SDG 12.8: By 2030, ensure that people everywhere have the relevant information and awareness for sustainable development and lifestyles in harmony with nature.
• SDG 17.16: Enhance the Global Partnership for Sustainable Development, complemented by multi-stakeholder partnerships that mobilize and share knowledge, expertise, technology and financial resources.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator for SDG 4.7: Percentage of students participating in educational programs or activities that promote sustainable development.
• Indicator for SDG 8.6: Proportion of youth (aged 15-24 years) engaged in education, employment, or training.
• Indicator for SDG 12.8: Number of countries implementing sustainable consumption and production policies and action plans.
• Indicator for SDG 17.16: Number of countries implementing partnerships for sustainable development.

Table: SDGs, Targets, and Indicators

4. Create a table with three columns titled ‘SDGs, Targets and Indicators” to present the findings from analyzing the article. In this table, list the Sustainable Development Goals (SDGs), their corresponding targets, and the specific indicators identified in the article.

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Fuente: lancastereaglegazette.com

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