Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 97 Document Number: C07787
Notes:
cited reference, The Hague: International Service for National Agricultural Research, October 1990. 10 p. (ISNAR Linkages Discussion Paper No. 8)., This paper focuses on the links between rice research and extension in the Matara District of Sri Lanka. Various formal linkage mechanisms were set up when the training and visit system of extension was implemented nationwide, including regional technical working groups, research-extension dialogues, bi-weekly training, and the use of subject-matter officers as liaison between research and extension. These mechanisms improved the links but could not overcome the poor communication and great social distance between researchers and extension workers. After World Bank project funding ended, the mechanisms could not be fully sustained. (original)
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 91 Document Number: C06634
Notes:
James F. Evans Collection; Paper presented at the Fourth Annual National agricultural Biotechnology Council Meeting; 1992; Texas A&M University, In: MacDonald, June Fessenden, ed. Animal biotechnology : opportunities & Challenges. Ithaca, NY : National agricultural Biotechnology Council, 1992. p. 133-139
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 97 Document Number: C07988
Notes:
James F Evans Collection; Table of Contents and Executive Summary only, The Hague: International Service for National Agricultural Research, 1991. 67 p.
N. R”ling (author / Department of Communication and Innovation Studies, Wageningen Agricultural University) and Department of Communication and Innovation Studies, Wageningen Agricultural University
Format:
Journal article
Publication Date:
1996
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 103 Document Number: C08888
In all, a constructivist epistemology leads to a completely different approach that includes the conventional one, but ultimately leads to very different choices. I call this approach "interactive agricultural science". Box 2 sums up its main features. Interactive agricultural science is internally consistent. Just as the conventional paradigm, it embraces a whole range of mutually related elements at various levels of abstraction, from epistemology to the practical points of departure for rewarding desired scientific work and for training students. The challenge to agricultural science is together to further construct and operationalise this paradigm. That, as I hope to have made clear, is a condition for achieving our new mission: to contribute to a change in direction which saves us from becoming Norsemen in Greenland.
