8 pages., via online journal., Land degradation and soil nutrient depletion have become serious threats to agricultural productivity in sub- Saharan Africa. To improve agriculture production, research has led to recommendation of a range of integrated Soil fertility Management (ISFM) options, of proven effectiveness, for soil fertility improvement. Although many factors contribute to the low adoption of ISFM by farmers, communication gaps between extension agents and farmers lie at the heart of the problem. Hence, the study sought to investigate factors considered by agricultural extension agents in selection of communication channels to disseminate soil fertility information in the central highlands of Kenya. Structured questionnaires were used to elicit information from 105 extension agents. Both descriptive and inferential statistics were used for data analysis. In choosing the communication method to be used in dissemination of soil fertility management (SFM) practices, target group was scored as the most relevant factor followed by type of SFM, time available then number of staff sequentially. Education was perceived to highly influence the selection of workshop (M= 3.4) while age was perceived to highly influence the selection of video showing (M= 2.8) as extension methods in dissemination of SFM. The implication of the study is that diverse communication channels should be utilized to get to farmers of different socio economic characteristics.
Fischer, Laura (author), Meyers, Courtney (author), Cummins, R. Glenn (author), Gibson, Courtney (author), and Baker, Matt (author)
Format:
Paper abstract
Publication Date:
2018-02
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 199 Document Number: D10010
Notes:
Abstract of paper presented at the National Agricultural Communications Symposium, Southern Association of Agricultural Scientists (SAAS) Agricultural Communications Section, Jacksonville, Florida, February 4-5, 2018.
Waliczek, Tina M. (author), Parsley, Kathryn M. (author), Williamson, Paula S. (author), Oxley, Florence M. (author), and Texas State University
The University of Memphis
Austin Community College
Format:
Journal article
Publication Date:
2018-08
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 11 Document Number: D10330
9 pages., Via online journal., Negative impacts from invasive species present a global problem. Consequently, invasive species biology has emerged as an important subdiscipline of conservation biology. One of the goals of invasive species biology is to educate the public about impacts and potential control of invasive species. The purpose of this study was to determine if a lecture, a lecture and laboratory learning model, or both influence college student learning gains and whether increase in knowledge results in changes in attitudes about invasive species. A pre- and posttest instrument that measured knowledge and attitudes of invasive species was administered to several different classes of students at a university and community college. One group of students received a lecture and laboratory curriculum between the pre- and posttest (the lecture and laboratory treatment group). A second group of students received a lecture between the pre- and posttest (the lecture-only treatment group) and a third group received no instruction between tests (the control group). The lecture was in the form of an electronic presentation, whereas the laboratory curriculum included a case study, a visual aid, and a scavenger hunt to educate students about examples of invasive plant and animal species. In all classes and groups, there were at least 2 weeks between administering the pre- and posttest. Results showed that the control group scores were not different between the pre- and posttest. However, both the lecture-only and the lecture and laboratory treatment groups had scores that changed after receiving the curricula. In addition, there was an effect of curricula on student learning for the three conditions. The differences between the group that received no curricula vs. the two that did indicated that the curricula were effective teaching interventions to help students become more educated about invasive species.
Online from publisher via subscription., Instagram-ready installations often frame the desert as austere. What are the alternative ways of looking at the land? Author invites engaging with the reality of the desert rather than the cartoon of it.
