Describes the development of a special program for farmers children in the Philippines set up by the Extension Department of the University at Los Banos. (GB)

Since State and Extension Forestry at Kansas State University received specific funding from the U.S. Forest Service for community forestry programs, the university has received requests for assistance from more than 200 Kansas towns. (GB)

Describes the Community Resources Development program now operating in twelve West Virginia counties. (GB)

Study undertaken to determine levels of understanding between members of an Extension Service and to asses the effect of differing levels of understanding on the integration and success of the agents in the field. (Author)

Presidential address, annual meeting of the Rural Sociological Society, Baton Rouge, Louisiana, August 26, 1972. (FF)

Explains how the authors designed and taught a course dealing with special problems faced by extension specialists in assessing needs and determining program priorities. The authors believe that inservice education dealing with these areas is needed, appropriate, and would be attended by extension specialists. (CT)

The village adult education center holds the key to the success or failure of rural adult education programs. To meet the objectives of field work, new methodologies and approaches are needed, and programs must be strongly community-based. (SK)

Reponses from 12 of 20 Minnesota Extension educators regarding their participation in a master's cohort program via distance learning indicated that the cohort experience affected their leadership skills and abilities and personal growth. The cohort model was deemed to be an effective collaborative vehicle for earning a graduate degree. (SK)

Although the content model based on behaviorism and the process model based on humanism can both be used in training, a case study of training rural development workers in Thailand shows advantages of the process model. The model is based on similar principles to rural development and on adult learning principles. (SK)

In a survey, 214 of 232 Mississippi county extension coordinators, staff, and district/state administrators rated coordinators' administrative roles as important but had different expectations and perceptions of behavior for role performance. Inservice training should clarify expectations and emphasize four roles: program administration and…

Ohio cooperative extension agents who completed the Principles of Adult Learning Scale had low levels of knowledge of adult education principles and practices; a slightly positive attitude toward being adult educators; a more teacher-centered teaching style; a major in technical subjects, not education; and more experience teaching youth rather…

A model of essential actions influencing extension agents' participation in a program identified four primary motivating factors: (1) clarity of program participation; (2) availability of resources; (3) freedom of choice; and (4) relevance to job description or work plan. (SK)

A Nigerian study compared 141 male and 72 female farmers supervised by male extension agents and 22 male and 93 female farmers supervised by female agents. Women supervised by female agents had more access to extension services, higher knowledge, and greater satisfaction than women working with male agents. (SK)

Three intervention models to reduce hazards and risks of farm work were tested: self-audit (n=73), youth safety and health program (n=64), and a community coalition for safety and health (n=17). Despite some difficulties, university researchers and agents did accomplish the primary goal: scientific evaluation of models of safety education. (SK)

Data from 65 extension stakeholders engaged in forestry-related activities showed that communication barriers existed between university faculty and stakeholders. Stakeholders were not getting the information they needed, extension agents generally lacked appropriate content knowledge, and printed communications were ineffective or too technical.…