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A survey of instructional media utilized for vocational agriculture and FFA contest instruction in KansasStreit, Les D. (Les Dean) January 2010 (has links)
Digitized by Kansas Correctional Industries
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Effects of teachers perception on students supervised occupational experience programsRigo, Maureen Ann January 1980 (has links)
No description available.
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Agricultural education for youth in Kenya, 1925-1976Ruparanganda, Fenton. January 1980 (has links)
No description available.
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Factors influencing the performance in agricultural science in some high schools in the Limpopo ProvinceMavhungu, Azwifarwi Phillemon 25 May 2005 (has links)
Please read the abstract in the section 00front of this document / Dissertation (M Inst Agrar)--University of Pretoria, 2004. / Agricultural Economics, Extension and Rural Development / unrestricted
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Teaching unit on livestock loss prevention for agricultural education.Jones, Robert Carroll 01 January 1953 (has links) (PDF)
No description available.
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Commitment to teaching as a profession by Ohio teachers of vocational agriculture /Etuk, Lugard A., (Lugard Arthur) January 1984 (has links)
No description available.
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Agricultural education for youth in Kenya, 1925-1976Ruparanganda, Fenton. January 1980 (has links)
No description available.
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Producing and using video film : a tool for agricultural extension, a case study in Limpopo ProvinceMphahlele, Chipientsho Koketso January 2007 (has links)
Thesis (M.Sc. (Agriculture)) --University of Limpopo, 2007 / The study was designed to outline the production process of a video film with farmers
and its use as a tool for agricultural extension with other farmers engaged in similar
development processes.
The production process of the video film followed five stages namely: (1). Planning
stage, where the production idea was discussed between the producer and the director.
(2). Pre-production where brainstorming and conceptual framework were made. (3).
Production stage was the shooting stage. Production took place at different venues
with farmers and extension officers. (4). The editing stage using conceptual
framework and Non Linear Editing (NLE) method to organize the video film into
sequence; and (5) Distribution to project the video film with farmers in ten rural areas
of the Limpopo province.
Following the above-mentioned process, an eleven-minute film called Phanda na
Vhulimi was produced with farmers, farmer’s leader as the main character and
extension officers. Phanda na Vhulimi captured the farmer in her field, during
meetings at various venues as a leader and during a public function in the village with
provincial leaders. A back voice extensionist supplements the visual information with
a description of the support process.
In the ten villages the video film Phanda na Vhulimi was then projected to farmers
following the subsequent steps:
(1) Preparation for projection was a stage for arranging projection venues and setting
sound to audible volume. (2) Pre-projection, here the researcher made a short
presentation about the study without disclosing the content of the video film. (3)
Projection was a stage of playing the video without pausing or talking by the
projecting person (researcher) with exception to the viewers. (4) Post projection stage
iii
was where the video film was discussed with farmers, during this stage the researcher
was acting as the facilitator to bring in farmer-to-farmer experience in relation to what
was portrayed.
After projections, an open-ended questionnaire was used to conduct this research. The
raw data collected were analyzed by dividing it into two themes. The themes were
divided into subsections as follows: preparation of the video film, reflection by the
viewers/participants of the video film and learning during the projection process.
The results of the study indicated that people in rural areas of South Africa watch
television. There is a culture of shooting still pictures and watching video films but
not hiring as they find it expensive, as a result, they borrow or watch with neighbours,
friends i.e. other villages or watch family videos produced during special events. With
this culture people are used to see pictures-both moving and still, therefore they will
criticize less good quality pictures when they come across them.
The study discovered that when a video film is produced with characters of the same
background targeted audiences associate themselves with the product and feel that it
represents them and their activities. These video films can be used as a tool to
compliment not to replace the available methods of presentations. / Department of Labour SETASA NSF
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Teaching soil and water management in Arizona high schoolsGray, Henry Burr, 1919- January 1949 (has links)
No description available.
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The role of literacy in enhancing capabilities for participation in Uganda's plan for modernism of agriculture : exploring the experiences of rural subsistence farmers in Manibe Sub-County.Ngaka, Willy. January 2009 (has links)
This study examined the role of literacy in enhancing rural people's capabilities for
participation in Uganda's Plan for Modernisation of Agriculture (PMA), an
intervention aimed at improving rural livelihoods through commercialising
subsistence agriculture. Using Amartya Sen's capability approach, in which poverty is
conceptualised to be a capability deprivation as the conceptual frame of reference, the
study aimed at exploring how literacy facilitates or inhibits rural subsistence farmers'
participation levels in PMA activities in Manibe Sub-County, Arua District. Using
data collected from 54 research participants analysed interpretively, the study revealed
that the majority of PMA activities demand a high degree of interaction with written
materials, mostly in English, which created an unconducive atmosphere for the
unschooled in the target group, thereby forcing them to depend on literacy mediators.
It further revealed that there were more women than men participating in parish level
activities which greatly decreased in favour of men at sub-county levels and above. It
also found that farmers' groups were treated uniformly which negatively affects some
of them in terms of access to resources and options. It further revealed that lack of
supporting resources, stringent conditions for accessing Enterprise Development
Funds, and difficulties in meeting farmers' co-funding requirements, were creating
serious obstacles in undertaking group activities, hence making many potential
participants avoid PMA activities.
The main thesis in the study is that transforming rural subsistence producers into
small-scale commercial farmers as a rural poverty reduction strategy, without
providing them with the means to expand their basic capabilities so as to move out of
capability deprivation, will not by itself increase rural incomes and reduce poverty. It
is argued further that engaging the rural subsistence farmers in commercial agriculture
will tend to enrich the educated few who are already better resourced. Since capability
deprivation, amongst others, manifests itself through widespread illiteracy, the study
recommends that efforts to eradicate rural poverty should focus on expanding the
capabilities of the target group through building their literacy skills and improving
their access to basic resources. / Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009.
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