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12. Promotion of nutritional improvement through extension services
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Vamoer, A.P. (author)
- Format:
- Conference paper
- Publication Date:
- 1984
- Published:
- Zambia
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 95 Document Number: C07490
- Notes:
- cited reference, In: The role of extension services in national development. Lusaka, Zambia: National Council for Scientific Research, May 1984. p. 68-74
13. Reflections on marketing as an inappropriate model for nutrition education
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Pelican, Suzanne (author), van den Heede, Fred A. (author), and van den Heede: Center for Academic Development, College of Santa Fe, Santa Fe, NM; Pelican: Nutrition and Dietetics Training Program, Indian Health Service, Santa Fe, NM
- Format:
- Conference paper
- Publication Date:
- 1994
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 97 Document Number: C07905
- Notes:
- James F. Evans Collection, Ham, Mimeographed, 1994. 1 p. Presented at the Society for Nutrition Education, Portland, OR, July 16-20, 1994., Although marketing offers nutrition educators a number of useful tools and techniques (e.g., market segmentation and focus groups) for reaching audiences more effectively, we shouldn't limit our goals to those of marketing. The ultimate goal of education is different than that of marketing. Education seeks to build a context or a framework into which learners can "fit" new information. In contrast, marketing seeks to sell something to consumers. Even social marketing -- which promotes healthy behaviors -- seeks to "sell" those behaviors, not to educate learners to become independent decision-makers. Of course, most nutrition educators want to influence people's behavior, but don't we also want to challenge learners to think autonomously? Admittedly, education at this level may seem difficult or impossible in some settings. However, if nutrition education is to play an important role in achieving health objectives in the year 2000 and beyond, we mst ask whether our ultimate goal should be to "sell" behaviors to consumers or to teach citizens how to evaluate information so they can behave according to their own judgments.
14. Reflections on the development of landcare in the Philippines: old hat or new beginnings?
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Muir, John (author), Rinehart, Christine (author), and Vock, Noel (author)
- Format:
- Conference paper
- Publication Date:
- 2001-10-05
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 119 Document Number: C13542
- Notes:
- 5 p., APEN (Australasia Pacific Extension Network) 2001 International Conference, Oct3-5, 2001, at University of South queensland, Toowoomba, Queensland, Australia
15. Role of non-formal vocational education in rural development
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Mathur, S.G. (author / Head of Technology Department, Regional College of Education, Bhopal, India) and Head of Technology Department, Regional College of Education, Bhopal, India
- Format:
- Conference paper
- Publication Date:
- 1977
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 44 Document Number: B05327
- Notes:
- James F. Evans Collection, In: Gajendra Singh, J.H. de Goede, eds. Proceedings of the International Conference on Rural Development Technology : an Integrated Approach, June 21-24, 1977, Bangkok, Thailand. Bangkok, Thailand: Asian Institute of Technology, 1977. p. 505-519., Developing countries should device an educational alternative which should accelerate rural development. Developing countries due to financial constraints and low gross national product level can not finance universal schooling. Non-formal vocational education centres which can combine education with production and training could be one of the solutions. These centers can exhibit and propagate technology best suited for the particular community needs. Selection of right communication techniques involving dialogue rather than monologue or command would thus be necessary for the transfer of appropriate technology, which again should be suited to the level of understanding and adoption of the recipient groups. The paper discusses a new type of non-formal vocational school for integrated rural development. Such nonformal schools should combine elementary education with training and production to create self-generating rural economy for rural development. (original).
16. Rural development and education : a family ecosystem approach
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Axinn, Nancy W. (author / Visiting Lecturer, Institute of Agriculture and Animal Science, Tribhuvan University, Nepal) and Visiting Lecturer, Institute of Agriculture and Animal Science, Tribhuvan University, Nepal
- Format:
- Conference paper
- Publication Date:
- 1977
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 44 Document Number: B05329
- Notes:
- Evans, Axinn, In: Gajendra Singh, J.H. de Goede, eds. Proceedings of the International Conference on Rural Development Technology : an Integrated Approach, June 21-24, 1977, Bangkok, Thailand. Bangkok, Thailand: Asian Institute of Technology, 1977. p. 535-544.
17. Strategic risk communication
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Dunwoody, Sharon (author), Godfrey, Robert (author), Bro, Kim (author), and Kanarek, Marty (author)
- Format:
- Conference paper
- Publication Date:
- 1996-08
- Published:
- Canada
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 117 Document Number: C13218
- Notes:
- 14 p., Paper presented at the conference of Association for Education in Journalism and Mass Communication, Anaheim, CA.
18. The communication-mediated roles of perceptual, political and environmental boundaries on management of the Quetico-Superior wilderness of Ontario and Minnesota, 1920-1965
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Backes, David J. (author)
- Format:
- Conference paper
- Publication Date:
- 1988
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 94 Document Number: C07132
- Notes:
- James F. Evans Collection, In: Report of research completed during the past year. Department of Agricultural Journalism, University of Wisconsin, Madison. Prepared for NCR-90 meeting, Oct. 26-28, 1988. Mimeograph, 1988. p. 10
19. The role of education in rural development : stimulater or oppressor
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Axinn, George H. (author / Institute of Agriculture and Animal Science, Tribhuvan University, Rampur, Nepal) and Institute of Agriculture and Animal Science, Tribhuvan University, Rampur, Nepal
- Format:
- Conference paper
- Publication Date:
- 1977
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 44 Document Number: B05326
- Notes:
- Evans, Axinn, In: Gajendra Singh, J.H. de Goede, eds. Proceedings of the International Conference on Rural Development Technology : an Integrated Approach, June 21-24, 1977, Bangkok, Thailand. Bangkok, Thailand: Asian Institute of Technology, 1977. p. 487-503., This paper examines the proposition that most formal education does not stimulate rural development; it tends to oppress rural development. Based on studies in Nepal, India, Thailand, Indonesia, and other Asian Countries, it examines ways in which education can stimulate rural development, and identifies some of the critical variables. Rural development is defined as a process, and suggestions are made of how it might be furthered. Then education is described as a potential instrument for rural development. Then contrasts are drawn between centrally controlled education and locally controlled education; between literary/academic education and practical/applied education; between "banking type" and "problem posing" education; and between education for status differentiation and education for functional specialization. (original).
20. Vocationalization of Philippine secondary schools as a strategy for rural development
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Rivera, Fermina T. (author / Central Luzon State University, Munoz, Nueva Ecija, Philippines) and Central Luzon State University, Munoz, Nueva Ecija, Philippines
- Format:
- Conference paper
- Publication Date:
- 1977
- Published:
- International
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 44 Document Number: B05328
- Notes:
- James F. Evans Collection, In: Gajendra Singh, J.H. de Goede, eds. Proceedings of the International Conference on Rural Development Technology : an Integrated Approach, June 21-24, 1977, Bangkok, Thailand. Bangkok, Thailand: Asian Institute of Technology, 1977. p. 521-534., In the Philippines, the educational systems is being called upon to match its outputs to the manpower requirements of its economy. The secondary schools have responded by adopting on a national scale the new Practical Arts Program and expanding the vocational secondary education system. Education at the post high school level is quite another matter. To find rational justification for implementing the reforms considered, this paper presents some possibilities of vocationalizing secondary schools as a strategy for rural development. Its main thesis is that vocationalization consists in much more complex interrelationships of the internal elements of the educational systems and the social structure than was first thought, and that vocationalization of secondary schools cannot meet the requirements of a modernizing society. (original)
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