Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Byrnes2 Document Number: C12337
Notes:
Francis C. Byrnes Collection, Pages 336-339 in Borton, Raymond E. (ed.), Selected readings to accompany getting agriculture moving. Volume 1. Agricultural Development Council, New York, NY. 526 p.
Kerry J. Byrnes Collection, In-Service Training Institute Peradeniya, Sri Lanka 19 pages., This study reports the findings of a followup study of 20 of the 33 participants to the Fertilizer Marketing Course, held May 31 to June 10th at the In-Service Training Institute, Peradeniya, Sri Lanka. A primary objective of the course was to train the participants so that they, in turn, could develop training courses and materials for other fertilizer marketing personnel and farmers.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 203 Document Number: D12180
Notes:
Online article via Grist Creative and Water Solutions Network. 3 pages., Describes the history and complexities involved in developing a plan to carry out the largest dam removal in United States history along the Klamath River by 2023. Highlights efforts to bring together various stakeholders in the water management ecosystem.
International: Institutional Development and Popular Participation Section, Social Development Division, Department of Economic and Social Affairs, United Nations, Rome, Italy.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: Byrnes5 Document Number: C12459
USA: Federal Extension Service, U.S. Department of Agriculture, Washington, D.C.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08916
Notes:
Pages 2-5 in Lucinda Crile, Review of Extension Studies, January to June 1951. Extension Service Circular 474. July 1951. Abstract of a PhD dissertation, University of Chicago. 1951.
Neale, Tim (author), Nolan, Shaun (author), and Lucy, Mike (author)
Format:
Conference paper
Publication Date:
2001-10-05
Published:
Australia
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 119 Document Number: C13524
Notes:
5 p., APEN (Australasia Pacific Extension Network) 2001 International Conference, Oct3-5, 2001, at University of South queensland, Toowoomba, Queensland, Australia
4 pages., Article #:3IAW1, via online journal., Scientific literacy is essential for success of youth and adults in the 21st century. In 2017, Oklahoma 4-H Youth Development initiated a fellowship program to address scientific literacy throughout Oklahoma: the STEMist program. Through this program, college students with a background or interest in science are recruited, trained, and sent to teach science workshops to youths at various educational events during the summer months. In its inaugural year, the program reached over 2,000 youths. The program addresses scientific literacy, aids in career readiness, and promotes 4-H to audiences previously unaware of the positive impact it can have on today's young people.
Gifford, Claude W. Comp (author / Assistant Director, Office of Governmental and Public Affairs, USDA) and Assistant Director, Office of Governmental and Public Affairs, USDA
Format:
Guide
Publication Date:
1978
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 15 Document Number: B01884
Notes:
#374; See also B01295, Harold Swanson Collection, Washington, D.C.: Office of Governmental and Public Affairs, U.S. Department of Agriculture, 1978. 69 p.
Case analysis of inadequacies in the culture of "advocacy journalism by foundation-based researchers and academics." Documents flaws in the approach of a "senior policy analysis" employed by a conservative foundation to assess he effectiveness of the United Nations (in this case, the role of the Food and Agriculture Organization (FAO) of the UN in advancing agricultural development.
AGRICOLA AGE 86926762, Extract: This paper describes four agribusiness simulators which can be processed on a microcomputer for use in undergraduate and extension teaching. The simulators model the environment in which supermarket chains, farm supply centers, and cooperative and proprietary grain elevators compete for business. Instruction manuals, user's manuals, and a diskette are distributed for each simulator. Each diskette contains programs to enter and print reports, and to create graphs of team performance. The simulators can be used to teach financial management concepts and techniques, as well as economic principles.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 193 Document Number: D07243
Notes:
Hal R. Taylor Collection, Author, Unpublished set of teaching resources. Features 25 sessions and 26 exercises for an 18-day workshop on agricultural science writing.
Byrnes, Kerry J. (author), Claar, John B. (author), Grant,Ulysses J (author), Sussman, Jean (author), and Waugh, Robert K. (author)
Format:
Special Report
Publication Date:
1987-03
Published:
Panama
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: KerryByrnes2 Document Number: D01247
Notes:
Kerry J. Byrnes Collection, Ronco Consulting Corporation, Washington, DC 77 pages, This is a formative evaluation of the Agricultural Technology Development and Agricultural Technology Transfer projects, and an assessment of public sector participation in the generation and transfer of agricultural technology in Panama.
Marx, Harold (author), O'Keefe, Timothy G. (author), and O'Keefe: Professor, Natural Resources Management Department, California Polytechnic State University, San Luis Obispo, CA; Marx: USDA Forest Service, Washington, D.C.
Format:
Journal article
Publication Date:
1986
Published:
Indianapolis, IN : Technology Transfer Society.
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 92 Document Number: C06766
AGRICOLA IND 92045926, The applied technology transfer process is a communication process based on planning, marketing, and training. Planning is the single most important element, while pre-planning is also essential. The marketing part of applied technology transfer involves an in-depth knowledge of both consumers and products. A sound knowledge of media is also essential. The marketing step is the key delivery or transfer element. Applied technology transfer is a system that requires skills such as management and communication techniques which can be learned in traditional academic courses. However, other skills such as applied human relations are more easily learned under a supervised workshop approach. More complex technology transfer systems require additional training on a continuing education basis. The development of technology transfer learning centers can also be useful. Applied technology transfer is a research investment rather than a cost. It is the technology transfer process that insures the timely application of research effort. Research pay-off is derived from use of research products. Thus, applied technology transfer represents research delivery insurance. (original)
James F. Evans Collection, This study was designed to describe the amount and kind of writing recent College of Agricultural Sciences baccalaureate degree graduates complete on the job, their perceptions of the importance of on-the-job writing, and the graduates' level of satisfaction with their writing preparation at Penn State. A questionnaire was mailed to 309 recent College of Agricultural Sciences alumni and 48.4% responded. The majority of respondents were white males (23-26 years old), worked in agriculture-related jobs in Pennsylvania, and earned between $20,000 and $29,999 a year. Respondents wrote less than eight hours a week and wrote a variety of forms such as letters, memos, and reports to different audiences. Respondents felt that the ability to write well was important, and in general, were satisfied with their undergraduate writing courses. (author).
4 pages., Via online journal., Interactive web-based questions were developed for students to review
subject matter learned in an online plant propagation course. Articulate Storyline
software was used to build nearly 250 review questions with five different testing
styles to ascertain proficiency in subject areas, including the biology of propagation,
the propagation environment, seed propagation, vegetative propagation, micropropagation, and cell culture. Questions were arranged to correspond to the
supporting textbook chapters in Hartmann and Kester’s Plant propagation: Principles and practices, ninth edition. These are open access and available to instructors
and students worldwide. Users received immediate feedback for each question
answered correctly or incorrectly. The system remembers where one leaves off,
which enables starting and stopping multiple times within a chapter. Means of preand posttest responses to nine content knowledge items showed that students
perceived a significant content knowledge gain in the course. These online interactive reviews can be adapted easily to other courses in a variety of fields,
including horticulture, botany, systematics, and biology. They can also be expanded
to overlay multiple objects and trigger events based on user response. Since inception,
the website hosting these online reviews averaged 156 unique visitors per month.
Students have reported this to be a useful tool to prepare them for course exams.
Barnett, Daniel J. (author), Balicer, Ran D. (author), Blodgett, David W. (author), Everly, George S. Jr. (author), Omer, Saad B. (author), Parker, Cindy L. (author), and Links, Jonathan M. (author)
Format:
Journal article
Publication Date:
2005-11
Published:
USA
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 140 Document Number: D05985
10 pages, Extension faculty are tasked with developing and communicating educational programs to local clientele, and communication skills are a considerable piece of the Extension faculty job. Thus, UF/IFAS Extension included a communication portion to the on-board training for newly hired Extension faculty to develop their design skills so they can more effectively communicate through their educational and marketing materials. We used Rogers’ (2003) innovation-decision process to assess Florida early career Extension faculty’s adoption of design principles after completion of the 2019 UF/IFAS Extension Faculty Development Academy. Thirty-two Extension faculty completed the spring and fall sessions of the Academy. A mixed methods approach was utilized to gather survey data at the immediate completion of the Academy and qualitative, telephone interview data four to five months after completing the Academy. The faculty retrospectively perceived they increased their knowledge about design principles. They had an overwhelmingly positive attitude about learning design principles to better their communication efforts, but they decided not to fully adopt design principles in their work as other information and elements of learning their job took precedent.
Taylor, Carl (author), Symon, Elizabeth B. (author), Dabbs, Amy (author), Way, Alexander (author), Thompson, Olivia M. (author), and Center for Livable Communities
Format:
Journal article
Publication Date:
2017-04
Published:
United States: American Society for Horticultural Science
Location:
Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 16 Document Number: D10447
7 pages., Via online journal., South Carolina public schools consistently rank low in academic performance. In addition, 39% of elementary, 40% of middle, and 30% of high school students within the state are classified as overweight or obese. School garden-based learning (GBL) is a low-cost and high-impact initiative that addresses both poor academic performance and childhood obesity. This study examined how school-based gardens, as part of a pilot farm-to-school (FtS) initiative, are administered and used within academic and cafeteria meal programs. An online survey was developed and sent to 102 educators who previously completed an online training course entitled School Gardening for South Carolina Educators during the 2012–15 academic school years. Data were collected from 37 educators (36% response rate). Survey results indicate that the majority of these educators, although they completed the training course, were unaware that their garden was a component of an FtS program. Moreover, gardens were not integrated with school-wide programs, especially in the cafeteria: most gardens did not contribute food to the cafeteria and meals offered most often did not align with plants learned about in the gardens. Successes of the pilot program were that the majority of educators started and maintained their garden for over 1 year and they were able to use their gardens during the day for academic instruction in multiple disciplines, including math, science, and nutrition.
8 pages, Purpose
Inappropriate application of pesticides is quite common in the study area, causing health issues and in some cases fatalities. The intent of the current study is to gauge the farmers’ level of knowledge on the safe usage of pesticides and biosafety to keep the famers healthy through the focused extension programs.
Methodology
The study is carried out in 41 union councils of Tehsil Sahiwal, District Sahiwal, Punjab, Pakistan. Data are collected through a cluster sampling technique by conducting face-to-face interviews. Statistical analysis is used to determine relationships and interpret them.
Results
The findings show that the majority of farmers (87.2%) earn their livelihoods from farming and 2.1% are traders. More than half of the respondents (51.8%) own small land-holdings with an area of 4–8 ha, with only 16.4% having a land area of more than 12 ha. The results also reveal that the majority of respondents obtain information from private agents and only about one third (34.4%) respondents get information on the safe usage of pesticides from the Department of Agriculture (Extension). The internet has emerged as a fast and reliable source of information in the new paradigm; however, only 14.4% of the respondents take advantage of this economical and fast information tool/medium. The findings also reveal that the farmers employ unhealthy and poor practices by not following the recommendations regarding the safe usage of pesticides. The study also reveals that more than half of the farmers (54.4%) use unsafe storage practices on their farms, and about 48.2% do not follow the instructions.
Conclusions
Inappropriate application of pesticides can have negative effects on human health and the adoption safety measures are necessary to avoid the harmful effects of pesticides. Due to high illiteracy in the area, farmers mainly seek advice of neighboring farmers, having ignorance on the biosafety issues. Variables like education level, land ownership, total land size and the trainings on safe pesticide usage significantly influence the knowledge level of farmers on the safe usage of pesticides.
Recommendations
Farmers do not follow the recommendations of the extension department or the instructions printed on pesticide bottles/containers, therefore educational (formal and informal) and training programs are necessary on the safe pesticide usage to upgrade their skills and expertise on safe usage of pesticides and the importance of biosafety.
8 pages, Street foods play an important role in the lives of urban population members in developing countries. The food industry provides many job opportunities. The food safety knowledge, attitude, and practices of vendors are important aspects, as these individuals provide food and nourishment at very low prices to people all over the world. Most street foods are unhealthy because of the high risk of contamination, which poses a serious threat to food safety. The present study aimed to assess the food safety knowledge, attitudes and practices of vendors and the most significant influencing factors of these aspects with the help of cluster analysis to categorize vendors. The present study focused on 100 vendors who were randomly selected from different locations in Lucknow city. The information was collected through a structured questionnaire using the KAP (Knowledge Attitude Practice) scale for food safety. Vendors were clustered on the basis of the KAP using two-step cluster analysis and a chi -square test to assess the impact of various personal factors on the KAP. The results of the study indicated that street vendors are significantly differentiated on the basis of qualifications, knowledge, attitude and practices. Awareness and training programs should be implemented to improve the food safety knowledge, attitudes and practices among vendors. Once food safety standards are acceptable, it will then be critical to ensure that poor people in developed cities such as Lucknow can earn a living through a "convenient" enterprise such as street food vending.
4 pages., Article #:3TOT9, via online journal., The Wisconsin Master Gardener Program team used the Google+ Community platform to provide an engaging online discussion forum for asynchronous continuing education experiences. Applications of such a tool for volunteer online education have numerous benefits, including the capacity for asynchronous posting, ease of posting, privacy options, wide availability, and the potential for internal troubleshooting.
Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D08795
Notes:
Pages 219-240 in Dillon, Justin, Towards a convergence between science and environmental education: the selected works of Justin Dillon. United States: Routledge, New York City, New York, 2017. 361 pages.
9 pages., Article # 6RIB5, via online journal., Oklahoma Extension educators encountered barriers related to trainings and program delivery for a caregiver education program produced by Oklahoma State University Extension. Oklahoma family and consumer sciences educators were interviewed about perceived barriers to attending trainings and delivering the program. Findings indicated that staff shortages, program prioritization, challenges in developing an audience, and communication issues with the program team made it difficult for educators to engage with the program. Strategies for improvement based on the findings were devised.
