Thesis (Ph. D.)--University of Wisconsin, 1961. / Extension Repository Collection. Typescript (carbon copy). eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 370-376).

Thesis (M.S.)--University of Wisconsin, 1962. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 52).

Thesis (M.S.)--University of Wisconsin, 1965. / Extension Repository Collection. Typescript (carbon copy). Includes autobiographical sketch. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 94-97).

Thesis (Ph. D.)--Ohio State University, 2005. / Title from first page of PDF file. Document formatted into pages; contains xii, 599 p.; also includes graphics (some col.). Includes bibliographical references (p. 383-408). Available online via OhioLINK's ETD Center

A descriptive type of research was conducted to study the Cooperative Extension Service in the United States with implications for the Agricultural Extension Program in Sri Lanka. The Commonwealth of Virginia's Cooperative Extension Service was selected for detailed study and information was collected through literature reviews and personal interviews. Based on the writer's experience and available materials, information concerned with the Agricultural Extension Program in Sri Lanka was presented. The information on organizational structure and operation of the cooperative agricultural extension program in Virginia, including the history of agricultural extension programs in the United States; cooperative extension work at Federal, state and county levels; responsibilities of extension personnel; program planning and evaluation; flow of information and teaching methods; staff development; and 4-H activities were collected and compared with similar aspects of the agricultural extension program in Sri Lanka. The comparison of the Cooperative Extension Service in the United States and the Agricultural Extension Program in Sri Lanka shows both differences and commonalities. Basic functions and the general objectives of both extension programs are almost the same, but there are differences between the two extension programs in organizational structure, subject matter coverage, approach to the clientele, procedures of program planning and implementation, staff development and in 4-H activities. Based on the findings of this study, the following most important conclusions were drawn: (1) a lack of formal functional relationship between the Agricultural Extension Service and the higher educational institutes has limited the use of personnel and resources available in the institutes; (2) the lack of job descriptions for agricultural extension workers leads to confusion of their duties and responsibilities; (3) the Agricultural Extension Service in Sri Lanka has not used local clientele committees during the program development process; (4) the village level extension workers do not have input in the preparation and implementation of the programs at the local level; (5) an evaluation unit or commitment for evaluation is neglected in the organizational structure of the Agricultural Extension Service in Sri Lanka; (6) the demonstration method of teaching has been overlooked and is used too infrequently in agricultural extension education activities; (7) technical assistance provided by extension workers is limited to agricultural production; and (8) young farmers program activities have been neglected for many years. Based on the selected conclusions of this study, the selected recommendations were made to help strengthen the Agricultural Extension Service in Sri Lanka: 1. that a formal functional relationship be established between the Agricultural Extension Service and the higher educational institutes; 2. that the duties and responsibilities of extension workers at the various levels be defined; 3. that advisory committees be organized at each hierarchy level of the organizational structure of the Agricultural Extension Service; 4. that agricultural extension programs be developed and implemented at local levels; 5. that an evaluation unit be created as a part of the Agricultural Extension Division; 6. that the demonstration technique be used as a primary teaching method; 7. that the competency level of extension personnel be improved through a systematic and planned preservice and in-service preparation programs; and 8. that village level extension workers organize young farmers clubs in each of their ranges. / Master of Science

Nutrition problems have been given much consideration in recent years. Today, when devastated areas of Europe are suffering from hardships due to the lack of sufficient food, the whole world is acutely aware of foods and nutrition problems. It is necessary, in order to improve the world food picture, that the need of each country be understood and the available foods used to meet needs without waste, either from the standpoint of economy or nutritional well-being. Agricultural and home economics workers in Puerto Rico have felt the necessity of teaching the people of their country methods to improve the quality and quantity of food products. The Puerto Rican people need to learn how to get the most from their soil, how to use fertilizers, and how to conserve the value of the soil. Much has already been accomplished in this work, but it is necessary to obtain more interest on the part of the people in improving their production and use of food. In addition to learning improved methods of production and conservation, the people of Puerto Rico need to emphasize wise use of the available food products. Many foods are available because Puerto Rico has a rich soil, and with the aid of only a small amount of fertilizer, many products may be grown. Vegetables and fruits may be produced throughout the year in sufficient quantities to meet the needs of the people. This makes it possible to have an adequate intake of vitamins A and C, if they eat available foods. Of course, the amount of sunlight the year around gives an ample supply of vitamin D. (Rickets due to deficiency of vitamin D is almost unknown.) In spite of the fortunate geographical position which makes the production of many foods possible, the people still need much information about the best methods of preparing and preserving this food. Home economists in extension work must make continued efforts to plan programs to meet the needs of the Puerto Rican people. Those who are responsible for choosing and preparing foods must be given more knowledge of foods and nutrition and thus improve the nutritional status of the people and use well the available foods. In order to develop new plans that would aid the extension program of one area, much can be learned from a study of methods in use elsewhere. For that reason, this study of extension work in foods and nutrition in the southern United States was begun. In studying the foods and nutrition extension work of the southern United States and Puerto Rico, as much information as possible was secured from the library. In order to augment this material, a questionnaire was sent to extension foods and nutrition specialists working in the southern states of the United states. This questionnaire was designed to obtain information about the type of work done, the methods used, and the success of these methods. A copy of the questionnaire may be found in the appendix. From the foods and nutrition extension information obtained from other states, a comparison is made with the Puerto Rican extension work, and some plans based upon this study for furthering the work in Puerto Rico are presented. Information from this study, it is hoped, may be useful to the author upon returning to a position in foods and nutrition extension in Puerto Rico. In this study, it was thought advisable to give brief consideration of the nature of extension work in general, and emphasize the work of specialists, especially the work of foods and nutrition specialists. In order to develop the problem, it has been necessary to explain at some length the extension work and its background in Puerto Rico. Only with a clear picture of the Puerto Rican conditions, accomplishments and future needs, is it possible to see relationship between extension in this country and the southern United states and apply ideas gained from the study in plans for future extension work. It is hoped from this study to (1) Study the food and nutrition needs of the people in the southern United States and the methods used to meet these needs. (2) Compare the needs of the people of Puerto Rico with those of the people of the southern United states. (3) Compare the methods used in the southern United States with those used in Puerto Rico. (4) Apply ideas gained from the study in suggestions to further foods and nutrition work in Puerto Rico. / M.S.

The objectives of the study were as follows: 1. To investigate the following of the Cooperative Extension in the United States (Virginia) and Nigeria (Anambra): A. Background and history B. Organization C. Administration D. Responsibilities of personnel E. Financing F. Program areas G. Training of staff H. Communication processes and methods used I. Reporting and evaluation of programs 2. To write·a descriptive comparison of the two extension systems. 3. To make recommendations for the improvement of the Nigerian Agricultural Extension Service based on the findings. Nigeria has an Agricultural Extension Service which has not been successful in changing the life of the peasant farmers and needs to be improved if agriculture is to be successful in Nigeria. Nigeria's economy has gone down within the last year due to the reduced price of oil on which the nation has built its wealth since the mid-1960's. It is now believed by the Nigerian policymakers that agriculture is a more stable and everlasting base for the economy and again needs to be the primary source of income in Nigeria. The methods used in this study were as follows: A. Literature review. A literature review was made on the elements selected for study. B. Sources of information. Additional information was obtained from other sources such as the Cooperative Extension Service in the United States and Nigeria, personal interviews, world bank offices in the United States. C. A descriptive comparison was made on all of the elements studied and conclusions were drawn. Recommendations for the improvement of the Nigerian Agricultural Extension Service were made. The comparison between the Cooperative Extension Service in the United States and the Nigerian Agricultural Extension Service shows similarities and differences. There is greater similarity in their operations than in the organizational and administrative structure. There are also differences in the methods used to carry out the extension programs, variety of programs, procedures used in program planning and reporting and evaluation of programs. Ten important recommendations resulting from this study are: That the Federal government enact legislation (laws and regulations) which will provide adequate financial support, recognition and direction for the operation of the Agricultural Extension Service. That the technical personnel of the Agricultural Extension Service carry out educational functions exclusively. That additional technical extension personnel be employed so that there is an adequate number to do the work and that they be well trained. That more workers in the Home Economics programs be employed and trained. That the extension workers use the training and visit system (T and V) to train the farmers. That the extension service provide an adequate number of demonstration units. That cine vans (demonstration units) equipped with microphones and cinema equipment tour all the villages more frequently to enlighten the farmers. That a separate Evaluation Section be included in all Agricultural Extension Divisions in the nation. That the personnel of the Agricultural Extension Service be given adequate training in the area of reporting and evaluation. That adequate funds be provided for the reporting and evaluation section so that the workers and the public will know how much progress is being made, / Ph. D.

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Call number: LD2668 .T4 1952 L6 / Master of Science

Call number: LD2668 .T4 1963 J46 / Master of Science