To determine the attitudes of University of Missouri Continuing Education Programmers toward their job roles, questionnaires were mailed to all 24 programmers (10 women and 14 men). A 100% rate of return was obtained. A summary of the 17 findings is provided. Problems elicited from the questionnaires concern: (1) the difficulty in securing…

The Hoppock Job Satisfaction Record and the Job Questionnaire were used to assess job satisfaction in a major extension field district and for comparison with similar groups. Three factors found to rank high in both importance and deficiency in jobs were: sound management policies, good supervision, and pleasant co-workers. (Author/MS)

The suggestion is made that social workers in rural areas who find themselves dealing with extremely difficult problems should look to a very basic local institution, Agricultural Extension, for increased help. (Author)

An evaluation of the Douglas County (Kansas) Extension Program to determine clientele's level of awareness and acceptance of the program and program strengths and weaknesses, to establish new program directions and a base line for future evaluation efforts, and to develop methodology and materials to be used in evaluation. Procedures, findings,…

The life, work, and influence of Lydia Fohn-Hansen on Alaska's development while serving as State leader for home economics extension and other related areas are described. (TA)

A new management approach role model differentiating the management responsibilities and tasks of 4-H professionals and paraprofessionals is presented. (EM)

Extension's primary role is to educate. The demands of the future require that extension agents enhance their abilities as professional educators, enhance their status as professional experts at the local level, and become more visible as faculty in the land-grant university system. (SK)

This article describes one model for building direct and positive relationships between foreign extension agents and appropriate universities, what activities are involved, and how basic extension concepts are used. Discusses working through farmers' organizations, through professional organizations and agencies, and through integrated farming…

Past and current Illinois extension agents were surveyed via mail questionnaires as to reasons for staying or leaving extension programs. Reasons for leaving included family changes, family moves, opportunity to advance, better salary/benefits, dissatisfaction with administration, and too much time away from family. (CT)

This study was conducted to find out how effective Extension Community Resource Development Advisory Committees are in achieving their purposes and functions. Both committee members and extension agents agreed that committees were meeting their purposes by making sound program decisions, securing community acceptance of programs, and improving the…

Student attributes and training, institutional farm facilities, teaching staff, and institutional atmosphere and tradition are discussed in relationship to the planning of agricultural two-year training programs in developing countries. Emphasis is placed on testing students' ability to solve problems in the field and apply knowledge in a…

Indiana's Cooperative Extension 4-H program has initiated a windowsill garden project for children in both urban and rural areas. (GB)

A study of tasks and duties performed by 4-H agents employed by the Iowa Cooperative Extension Service identified seven critical duty areas: recruit, train, and utilize lay leaders; conduct programs; prepare specific program plans; respond to client requests for information; prepare annual plan; develop public relations; and assess community…

A control group of 13 extension agents received traditional inservice training; 13 others used an interactive website. No posttest differences were found based on training method or level of computer anxiety at the knowledge level of Bloom's taxonomy. At the application level, the traditional group had higher scores. (Contains 27 references.) (SK)

A survey of 45 extension agents and 59 state forestry agency staff 1 year after inservice training on developing public education programs on wildland fire received 71 responses. Three primary barriers to program implementation were identified: educational, logistical, and attitudinal. Providing a toolkit of materials and resources reduced…