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Chang, Yu-Pin. "International extension programs information system." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2346.
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Tuttle, Sabrina, Matt Livingston, and Jeannie Benally. "The Hopi Reservation and Extension Programs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144730.
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5 pp.This fact sheet describes the socioeconomic and cultural aspects of the Hopi reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.
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Tuttle, Sabrina, Jonathan Long, and Terry Crowley. "The Hualapai Reservation and Extension Programs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144733.
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4 pp.This fact sheet explores the socioeconomic and cultural aspects of the Hualapai reservation, and includes the extension program methods which work well on the reservation as well as collaborators who work with extension.
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Tuttle, Sabrina, Gerald Moore, and Jeannie Benally. "The Navajo Nation and Extension Programs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144736.
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5 pp.This fact sheet describes describes the socioeconomic and cultural aspects of the Navajo reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.
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Lewis, Edwin C. "The Attitudes of Extension Faculty Toward Globalizing Extension Programs: A Case Study of Virginia Cooperative Extension." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26506.
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Over the past several years, many state Cooperative Extension Services have taken inventory of their engagement with international issues, including barriers (real and perceived) to active participation in globalizing programs as well as staff needs for effective communication with diverse audiences. While Virginia Cooperative Extension (VCE) has actively involved 4-H youth in international exchange programs, they have not engaged in a coherent and proactive effort to globalize all program areas.
The study purpose was to assess attitudes of VCE faculty toward globalizing their programming efforts. Also examined were information related to VCE facultyâ s current involvement in globally-focused activities and barriers to globalizing programming efforts.
The survey instrument combined various sections of two surveys developed and employed by Barbara Ludwig in studies on Ohio Cooperative Extension. The web-based survey included four sections: 1) Employee Profile, 2) Involvement in International Activities, 3) Perception towards Global Issues, and 4) Perceived Barriers to Globalizing Extension Programs.
The target audience included all VCE faculty members (N = 332). Two hundred six faculty members completed the on-line survey. This represents a return rate of 62%.
Data revealed that 92% of the respondents were involved in international efforts within the past five years. On a scale of one to four, with four representing the highest level of engagement, campus administrators (mean = 2.66) and specialists (mean = 2.13) were the most involved in international programming effort; the least involved were the district directors (mean = 1.21). â Exchanged ideas with colleagues from other countriesâ and â hosted an international visitorâ were the top two activities performed by faculty.
Data also revealed an attitude mean score of 2.9 on a scale from one to four, with four being the most positive. Campus administrators (mean = 3) were the most positive of the four position categories; agents were the least positive (mean = 2.86).
Furthermore, the top two barriers to globalizing VCE programs, as identified by respondents, were â lack of financial supportâ and â not a programming priorityâ . Respondents also selected â Lack of timeâ as a major barrier.Ph. D.
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Brew, Tasha Marie 1961. "INTEGRATED PEST MANAGEMENT PROGRAMS IN COOPERATIVE EXTENSION." Thesis, The University of Arizona, 1987. http://hdl.handle.net/10150/276525.
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The purpose of this study was to assess the adoption response of cotton growers to Integrated Pest Management (IPM) programs, identify the extension strategies used to promote IPM, and provide descriptive comparison of IPM programs between the foremost eleven cotton-producing states in the United States. Integrated pest management is presented as an alternative agricultural production strategy referred to as sustainable agriculture. IPM programs for cotton were evaluated by use of a survey instrument and telephone interviews with the IPM coordinators for the eleven cotton-producing states. The most significant findings were that programs vary considerably between states; the most widely employed IPM techniques were selective use of chemicals, use of economic thresholds and sampling for pests; the Cooperative Extension Service worked closely with private consultants and grower associations; and adoption of a wide variety of IPM techniques has been extensive for cotton producers in the eleven foremost cotton-producing states.
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Tuttle, Sabrina. "The San Carlos Apache Reservation and Extension Programs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144739.
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4 pp.This fact sheet describes the socioeconomic and cultural aspects of the San Carlos Apache reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.
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Brown, Almeshia S. "An Assessment of Virginia Cooperative Extension's New Extension Agent Training Program." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/29890.
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This study is an assessment of the New Extension Agent Training (NEAT) program in Virginia. Although new Extension agents have exceptional subject matter training, they often lack skills needed to be effective Extension professionals (Bennett, 1979). The NEAT program provides a way for new agents to receive hands-on experiences that will facilitate a smooth transition into their respective roles. There is currently no specific data that has the NEAT program. Therefore, an evaluation of the program by its participants to determine its importance and effectiveness may be utilized to enhance the effectiveness of the NEAT program.
The survey utilized to collect data in the study was developed by the researcher. The instrument was put on a website where participants could access it during a given time frame. The population consisted of new Extension agents, training agents, and administrators who participated in the NEAT program and are currently employed by Virginia Cooperative Extension (VCE).
Participants were asked to rate the importance and effectiveness of the NEAT program in facilitating new Extension agents' growth in a series of goals needed for a new agent to be proficient. These goals were then divided into eight competencies as outlined by National Policy Statement on Staff Training and Development (1968). Participants were asked to provide demographic information and suggestions that would be useful in designing future programs.
Data were analyzed using SPSS. The data showed that communication was rated the most important competency while human development was considered the least important. The data related to the ratings of effectiveness of the NEAT program in relation to the eight competencies also demonstrated that respondents rated communication as the most effectively taught competency covered in the NEAT program, and human development as the least effectively taught competency.
Significant differences among ratings by position in the NEAT program were measured at the 0.05 alpha level. Significant differences were observed both between new Extension agents and Extension administrators and between Extension training agents and Extension administrators were in the importance of a selected competency and the effectiveness of the NEAT program in teaching the some of the competencies.Ph. D.
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Tibezinda, Painentius J. "Measures of extension impact : a comparative study of three agricultural extension programs in Hoima District, Uganda /." Connect to resource, 1996. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1201118956.
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Tuttle, Sabrina, and Linda Masters. "The Colorado River Indian Tribes (C.R.I.T.) Reservation and Extension Programs." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144727.
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6 pp.This fact sheet describes the socioeconomic and cultural aspects of the CRIT reservation, as well as the history of extension and effective extension programs and collaborations conducted on this reservation.
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Bhardwaj, Ajay. "Cognitive levels of the educational programs offered by the Ohio Cooperative Extension Service county agricultural extension agents /." The Ohio State University, 1989. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487671108305766.
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Hallett, Joseph J. "Hidden Type Variables and Conditional Extension for More Expressive Generic Programs." Boston University Computer Science Department, 2007. https://hdl.handle.net/2144/1689.
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Generic object-oriented programming languages combine parametric polymorphism and nominal subtype polymorphism, thereby providing better data abstraction, greater code reuse, and fewer run-time errors. However, most generic object-oriented languages provide a straightforward combination of the two kinds of polymorphism, which prevents the expression of advanced type relationships. Furthermore, most generic object-oriented languages have a type-erasure semantics: instantiations of type parameters are not available at run time, and thus may not be used by type-dependent operations.
This dissertation shows that two features, which allow the expression of many advanced type relationships, can be added to a generic object-oriented programming language without type erasure:
1. type variables that are not parameters of the class that declares them, and
2. extension that is dependent on the satisfiability of one or more constraints.
We refer to the first feature as hidden type variables and the second feature as conditional extension. Hidden type variables allow: covariance and contravariance without variance annotations or special type arguments such as wildcards; a single type to extend, and inherit methods from, infinitely many instantiations of another type; a limited capacity to augment the set of superclasses after that class is defined; and the omission of redundant type arguments. Conditional extension allows the properties of a collection type to be dependent on the properties of its element type.
This dissertation describes the semantics and implementation of hidden type variables and conditional extension. A sound type system is presented. In addition, a sound and terminating type checking algorithm is presented.
Although designed for the Fortress programming language, hidden type variables and conditional extension can be incorporated into other generic object-oriented languages. Many of the same problems would arise, and solutions analogous to those we present would apply.
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Yu, Hau. "International extension program online registration system." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/2990.
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The International Extension Program Online Registration System (IEPORS) allows prospective international students to apply over the Web to the programs offered through the International Extension Program of the College of Extended Learning. The system is comprised of two separate systems: a web application and a desktop application. In this project, Hibernate technique is used to reduce code size and system architecture. Security schema was also modified to be simple and solidly secure. All the private information could be interceped on the Internet are protected by SSL (secure Sockets Layer).
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Littlefield, Joanne. "Coordinating Programs Across the Reservation: An Update on the Navajo Extension Partnership." College of Agriculture, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/295871.
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Napit, Krishna Bahadur. "Economic impacts of extension integrated pest management programs in the United States." Thesis, Virginia Polytechnic Institute and State University, 1986. http://hdl.handle.net/10919/74524.
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Integrated pest management (IPM) is an approach to pest control which emphasizes the Integration of biological, cultural, and chemical control methods for optimal pest management. The purpose of this thesis is to empirically examine the level and distribution of net economic benefits of Extension IPM, and to assess the relative importance of socioeconomic factors in affecting the adoption of IPM in the states of Indiana, Virginia, Georgia, New York, North Carolina, Texas, Massachusetts, Mississippi and the Northwest region.
Budgeting and hypothesis testing procedures are used to conduct a net returns analysis. Consumer-producer surplus analysis is used to assess IPM benefits to producers and consumers. Finally, a polychotomous logit model is used to assess the importance of socioeconomic factors affecting IPM adoption.
The results of these analyses show significantly higher returns and less variability of returns per acre for users of IPM as compared to non-users. Moreover, consumers receive significant positive economic gains. However, pesticide cost and the variance of pesticide cost per acre increase with increasing levels of IPM use in several states but decrease in a few others. Gross farm income, percent family income from farming, frequency of contacts with Extension agents, and the education level of respondents are the most important factors related to adoption of IPM. A typical user of IPM is white, male, with at least some college education, has frequent contacts with Extension agents, has a relatively large farm, higher gross farm income, and a higher percent family income from farming.Master of Science
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Dromgoole, Darrell Allen. "A study to determine if in-depth professional development provided to extension educators on program development has an effect on planning, implementing, and evaluating extension educational programs." Texas A&M University, 2003. http://hdl.handle.net/1969.1/5967.
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Program excellence in Extension is contingent on an Extension educatorâÂÂs ability to
identify issues, prioritize these issues, implement educational programs to address
these issues and resulting in measurable outcomes, evaluate these issues and utilize the
results of these evaluations to redirect educational programs, and utilize these
evaluation results as the foundation for program interpretation. The future success of
Extension programs is dependent on the capacity of Extension to retain highly
qualified Extension educators and the ability of these Extension educators to
implement the process of Extension program development.
A comprehensive professional development intervention, entitled the âÂÂSouth
Region Excellence in Programming Academy,â was designed and implemented from
May 2006 to November 2006 to provide early to mid-career Extension educators with
comprehensive instruction related to program planning, program implementation and
evaluation and interpretation. A Pre-experimental research, One-Group pre-test-post test, involved the administration of a pre-test (O1) to research subjects followed by the
Academy (X) and then followed by a post-test (O2) to determine if Extension
educatorsâ knowledge in program development increased as result of participation in
the Academy. Extension educators perceive that their proficiency in the Extension
program development process increases as a result of their participation in the
Academy. Extension educators incorporate principles covered during the Academy
and were satisfied with the Academy in terms of providing skills that will enhance their
ability to execute the Texas Cooperative Extension Program Development Model.
This study showed that as an Extension educatorâÂÂs knowledge of the program
development process increased, and their perception of the elements of program
development increased, Extension educators will incorporate the principles of program
development covered during the Academy, and Extension educators were satisfied with
the Academy. Recommendations are offered to improve future professional
development interventions focusing on program planning, implementation, evaluation,
and interpretation. The results of this study will contribute to the body of knowledge
that will enhance the ability of personnel to provide quality professional development
related to program development.
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McGinley, Susan. "After the Fire...Extension and research programs offer help in managing homes, forests." College of Agriculture, University of Arizona (Tucson, AZ), 2003. http://hdl.handle.net/10150/295852.
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Clark-Richardson, Alexis A. "The theory of planned behavior in predicting attendance at Environmental Horticulture Extension Programs." [Gainesville, Fla.] : University of Florida, 2003. http://purl.fcla.edu/fcla/etd/UFE0000988.
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Cabrera, Victor E. "Farm problems, solutions, and extension programs for small farmers in Cañete, Lima, Peru." [Florida] : State University System of Florida, 1999. http://etd.fcla.edu/etd/uf/1999/amj9816/cabrera.pdf.
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Thesis (M.S.)--University of Florida, 1999.Title from first page of PDF file. Document formatted into pages; contains xiv, 92 p.; also contains graphics. Vita. Includes bibliographical references (p. 90-91).
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Robinson, Julie C. "Factors Related to Extension Professional’s Use of Online Tools in Their Educational Programs." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1364548273.
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Reed, Christina L. "Attitudes of extension agents and program assistants in West Virginia towards involvement of special needs populations in 4-H programs." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3318.
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Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains vii, 83 p. Vita. Includes abstract. Includes bibliographical references (p. 41-42).
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Tuttle, Sabrina, and Terry Crowley. "The Hualapai Reservation Quick Facts." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144734.
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Ujan, Konrad S. "A program of field education for Roman Catholic theological education in Indonesia." Theological Research Exchange Network (TREN), 1991. http://www.tren.com.
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Littlefield, Joanne. "Tailoring Programs to Cultural Needs: Extension work on the San Carlos Apache Indian Reservation." College of Agriculture, University of Arizona (Tucson, AZ), 2005. http://hdl.handle.net/10150/295880.
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Tuttle, Sabrina, and Terry Crowley. "Process of Conducting Research on the Hualapai Reservation, Arizona." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2008. http://hdl.handle.net/10150/144735.
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Rexroad, Tiffany Dale. "Evaluation of marketing methods used to promote extension programs as perceived by master gardeners in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2002. http://etd.wvu.edu/templates/showETD.cfm?recnum=2337.
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Thesis (M.S.)--West Virginia University, 2002.Title from document title page. Document formatted into pages; contains vii, 56 p. Vita. Includes abstract. Includes bibliographical references (p. 44-45).
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Balis, Laura Elizabeth. "Physical Activity Promotion for Older Adults in Extension through Domestic and International Efforts." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82843.
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The Land-Grant University Cooperative Extension (herein: Extension) system has been an underutilized resource for physical activity programming. With the recent addition of physical activity as a focus of Extension work, efforts are needed improve dissemination and implementation of evidence-based physical activity interventions. Improving implementation requires overcoming limitations including institutional support and perceptions of Extension health educators who could develop, deliver, and evaluate these programs. A participatory approach that includes input at all delivery levels (program participants, delivery agents, and administrators) can aid implementation through considering program acceptability, appropriateness, and feasibility from the beginning. This dissertation includes three manuscripts that explore the Extension's role in promoting physical activity in older adults, both in the United States and abroad. Manuscript 1 detailed a systematic review of community-based older adult physical activity programs that was conducted in order to determine the characteristics of effective older adult physical activity programs and the extent to which programs implemented in Extension systems nationwide employ these characteristics. The results indicated notable differences between peer-reviewed literature and Extension programs as well as presented an opportunity for Extension programs to more effectively use evidence-based program characteristics, including behavioral theories and group dynamics. The results also suggested that Extension programs could more effectively report their findings through peer-reviewed sources so that effective programs can be disseminated to reach a broader population. Manuscript 2 was an exploratory study conducted as a first step in bringing older adult physical activity programming to Ghana through Extension. Results of the mixed-methods study suggested that older adults in Ghana have mostly positive perceptions of physical activity and would be receptive to an in-person physical activity program. In particular, without specific prompting on principles of group dynamics, across all focus groups, participants mentioned aspects of groupness ranging from the need for accountability to the enjoyment of exercising with others. The results also indicated a need for education on Ministry of Health physical activity recommendations and how to meet them. These findings can be used as the first step to adapting and delivering an evidence-based intervention in Ghana through an integrated research-practice partnership. This approach includes community-level decision making to ensure the resultant program is a good fit in the intended delivery system. Manuscript 3 detailed the translation of an evidence-based older adult physical activity program to an Extension system in a rural state (population 585,501). Results suggested that Extension health educators have overall positive perceptions of physical activity programming, but they experience barriers in delivering these programs. While the program has the potential to reach a representative sample of the population, the adoption rate among Extension health educators was low, and system-wide changes may be needed to improve physical activity program adoption rates among educators. Overall, results of the three manuscripts provided evidence and recommendations for Extension professionals to improve physical activity program implementation through using evidence-based interventions and characteristics, considering perceptions of end users prior to program implementation, and considering system-level changes that promote physical activity program adoption.Ph. D.
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Miller, Mark Alan. "Exploring rural community readiness for participation in community and natural resource development extension education programs." Connect to resource, 1990. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1261410028.
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Custer-Walker, Anne M. "Learning styles of extension agents responsible for pesticide re-certification training programs in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3340.
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Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains ix, 65 p. : ill. Vita. Includes abstract. Includes bibliographical references (p. 54-57).
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Gough, Renee D. "Assessment of tractor and all-terrain vehicle safety programs available to youth in West Virginia." Morgantown, W. Va. : [West Virginia University Libraries], 2004. https://etd.wvu.edu/etd/controller.jsp?moduleName=documentdata&jsp%5FetdId=3351.
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Thesis (M.S.)--West Virginia University, 2004.Title from document title page. Document formatted into pages; contains xi, 76 p. Vita. Includes abstract. Includes bibliographical references (p. 55-56).
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Beck, Sara A. "The Use of Family and Consumer Sciences County Extension Faculty to Provide Emergency Preparedness Education in the Western Region of the United States." DigitalCommons@USU, 2013. http://digitalcommons.usu.edu/etd/1534.
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As the number of people affected by natural and man-made disasters increases, so does the need for emergency preparedness education. Previous research has indicated that education and training can have an impact on the resiliency of individuals, families, and communities. The use of Extension professionals in regional and county offices across each state is an effective means for education. In this study, family and consumer sciences (FCS) county Extension faculty in the Western Region of the United States were surveyed to determine the best practices used and perceptions of the importance and their ability to educate individuals, families, and communities on emergency preparedness. Many respondents agreed on effective strategies to recruit individuals to Extension programming. Overall, FCS county Extension faculty indicated that emergency preparedness being offered was important; however, they did not think they had adequate knowledge or ability to educate on many emergency preparedness topics.
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Ricker-Gilbert, Jacob. "Cost-Effectiveness Evaluation of Integrated Pest Management (IPM) Extension Methods and Programs: The Case of Bangladesh." Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/34681.
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This study evaluates the cost-effectiveness of alternative Integrated Pest Management (IPM) training methods and programs aimed at diffusing IPM innovations to farmers in Bangladesh. Various IPM innovations are categorized as being simple, intermediate or complex, while dissemination methods used to extend these innovations are classified as being less intense, moderately intense, or more intense. Examples of less intense diffusion methods include mass media and field day demonstrations, and moderately intense methods include visits from agents. A "farmer field school" (FFS) is considered a more intense type of training method. The study evaluates the effectiveness of these IPM diffusion methods based on a number of criteria such as a methods ability to reach the greatest number of farmers with a given budget, their capability of reaching farmers quickly, and their ability to influence adoption of IPM. Additional components of effectiveness include influencing appropriate use of IPM, influencing retention of IPM, providing a level knowledge that participants can adapt to other areas on the farm, and providing accessibility to limited resource farmers. Data used in the analysis come from a field survey conducted on 350 rice and vegetable farmers in Bangladesh during July and August of 2004. Three ordered probit models are used to measure adoption of simple, intermediate and complex technologies. Results from these models indicate that FFS participants are more likely than non-participants to adopt simple, intermediate and complex practices, while farmers visited by agents are more likely than non-participants to adopt simple and intermediate practices. Field day attendees are more likely to adopt intermediate and complex practices than non-participants. These results may be influenced by endogeneity of unobserved factors that influence participation in FFS but also affect adoption. The study uses a binary probit model to measure appropriate use, but it does not detect any significant differences among farmers trained through different methods, nor does it find any significant differences in retention rates among farmers who have been to different training programs. Another probit model identifies farmers who have been visited by an agent as being more likely to discover an IPM practice through their own experimentation, indicating that farmers who have been visited by an agent have received enough knowledge to adapt IPM to different problems on their farm. Results of the study indicate that limited resource farms are well represented by their participation in the various training methods, but that a higher percentage of large farmers than small farmers in the sample have been visited by an agent or been to FFS. Informal diffusion of IPM information is found to be occurring among people in FFS villages for simple practices. However, for intermediate and complex practices, farmers who participated in FFS are no more likely to spread information to other people in their villages than are less intense formal training methods such as field days and agent visits. This result indicates that while FFS graduates may be likely to share simple practices with others, they should not be relied upon as the primary means of informally diffusing more complex practices to other farmers. The cost-effectiveness estimation incorporates components of the effectiveness evaluation along with the cost of administering the methods. The study calculates that agent visits are the most cost-effective method for diffusing simple and complex technologies and practices, while field days are the most cost-effective methods for extending intermediate technologies and practices.Master of Science
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Behl, Malvika Behl. "The Needs and Acculturative Stress of International Students in CACREP Programs: An extension of Ng (2006)." University of Toledo / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1465004912.
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Kinney, Kimberlee Ann. "Exploration of Facilitators, Barriers and Opportunities for Faith-Based Organizations to Implement Nutrition and Physical Activity Programs and Partner with Virginia's Supplemental Nutrition Assistance Program Education." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/82927.
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Poor diet and physical inactivity contribute to excessive weight and related diseases in the United States. Given the increasing rates of adult overweight and obesity among Americans, there is a need to develop and implement effective prevention and treatment strategies to decrease the public health burden of obesity-related chronic diseases. Faith-based organizations (FBOs) provide a unique setting and partnership opportunity for delivering evidence-based programs into communities that can be sustained. The federally funded Virginia Supplemental Nutrition Assistance Program Education (SNAP-Ed) delivered through Virginia Tech's Cooperative Extension and Family Nutrition Program, utilizes evidence-based programs to promote healthy eating and physical activity among limited income populations. The Virginia SNAP-Ed Volunteer Led Nutrition Education Initiative uses SNAP-Ed agents and educators to reach limited income populations by training and coordinating volunteers from communities to deliver nutrition education programs. However, these partnerships and training initiatives have been underutilized in FBOs across Virginia. This dissertation research describes four studies conducted to better understand how to facilitate collaborative partnerships and health-promotion programming initiatives between academic/extension educators and FBOs to build capacity and inform future initiatives within VCE. Study one conducted a literature review to examine FBO characteristics and multi-level strategies used to implement nutrition and physical activity interventions. Study two examined VCE SNAP-Ed agents' perspectives on FBO partnerships to deliver health programming. Study three assessed three FBOs and their member health needs to identify policies, systems and environments to support healthy lifestyles. Study four examined the acceptability of Faithful Families, a faith-based nutrition and physical activity program delivered in a rural church, and explored ways to build capacity for program sustainability through input from stakeholder partners. Results across studies yielded information which helped to identify and prioritize strategies for promoting FBO partnerships within VCE and helped to generate questions that merit further investigation to identify specific culturally relevant strategies for promoting health in FBOs. This exploratory body of research contributes to the field by describing relevant opportunities for academic sectors to partner with FBOs using participatory approaches to increase partnership readiness and build capacity to carry out and sustain health programs within faith settings.Ph. D.
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Chen, Shinshin. "Correlates of the levels of cognition in the Ohio State University Extension 4-H volunteer training programs." Connect to resource, 1994. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1202406486.
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ESTRELA, CAMILA RODRIGUES. "UNIVERSITY EXTENSION PROGRAMS DIRECTED TOWARDS THE THIRD AGE: THE PHENOMENON OF AGING SEEN IN THE PRIVATE LOGIC." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2012. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=21028@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROCONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO
A pesquisa focou atenção nos fundamentos dos programas de extensão universitária desenvolvidos por quatro universidades privadas do município do Rio de Janeiro para o segmento envelhecido. Apoiou-se na compreensão do processo de socialização da gestão do processo de envelhecimento, abordando-o enquanto um fenômeno social determinado pela dinâmica dos modos de produção, e por isso, atravessado pelas particularidades das classes sociais. O estudo concentrou-se nos fundamentos desses programas tendo em vista o processo de mercantilização da universidade acentuado com a Reforma da Educação Superior, vivenciado mais intensamente a partir da década de 1990, a extensão universitária sofreu alterações em sua dinâmica de atividade educacional num sentido de empobrecimento e de sucateamento da mesma. A pesquisa de cunho qualitativo analisou as falas dos coordenadores dos programas investigados, mostrando como os mesmos têm abordado o envelhecimento enquanto um processo homogêneo de formação e por isso, com pouca contribuição para a mudança das condições de reprodução social sobre as quais o mesmo se dá. Da mesma forma, considerou também o papel da extensão universitária, possibilitando perceber que esta instância embora esteja articulada com o ensino e a pesquisa desenvolvidos nas universidades pesquisadas, ele está marcado predominantemente pela lógica da prestação de serviços, através da manutenção do discurso da vivência de uma terceira idade ativa e saudável, oferecendo cursos e atividades que legitimam o desenvolvimento da responsabilidade individual pelo processo de envelhecimento.
The research focused attention on the fundamentals of university extension programs developed by four private universities in the municipality of Rio de Janeiro for the segment aged. He leaned in understanding the socialization process of the management of the aging process, approaching it as a social phenomenon determined by the dynamics of modes of production, and therefore crossed the particularities of social classes. The study focused on the fundamentals of these programs to the process of commercializing university accented with the Higher Education Reform, experienced more intensely from the 1990s, the university extension unchanged from its educational activity in a dynamic sense impoverishment and scrapping it. The qualitative research analyzed the speeches of the coordinators of the programs investigated, showing how they have addressed the aging process as a homogeneous formation and therefore with little contribution to the changing conditions of social reproduction on which the same is true . Likewise, also considered the role of university extension, enabling realize that although this instance linked with teaching and research developed at universities surveyed, it is marked predominantly by the logic of service, by maintaining the experience of a speech Seniors active and healthy by offering courses and activities that legitimize the development of individual responsibility by the aging process.
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Wines, Sarah W. "The role of credit extension programs in generating changes in the structure of private, informal sector microenterprises : the ADEMI program in the Dominican Republic." Thesis, Massachusetts Institute of Technology, 1985. http://hdl.handle.net/1721.1/78796.
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Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1985.MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH.
Bibliography: leaves 115-117.
by Sarah W. Wines.
M.C.P.
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Barker, Patricia Lee. "The role and procedures of local advisory councils in planning educational programs within the Alaska Cooperative Extension Service." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/74751.
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This study was undertaken to determine the differences and relationships between current and ideal advisory councils of the Cooperative Extension Service in Alaska, as perceived by council members and Extension agents. Responses to a written questionnaire were compared to determine differences in perceptions between the groups, with conclusions generalized only to the population of council members and agents in Alaska.
Data were gathered and analyzed on both current and ideal advisory councils in three areas; roles of councils, operational procedures affecting councils, and attitudes of members and agents. These areas were divided into a total of 12 categories based upon information from a review of the literature.
Council members and agents differed in their view of current councils, however, both agreed that orientation and training of councils was limited, as were resources allocated for council use. Members revealed a need for clarification of roles and authority of current councils. Agents indicated a division of opinion in attitudes about current Extension advisory councils, with less than half of agents having positive attitudes.
Advisory council members and agents perceived ideal councils encompassing all categories covered in the study. Attitudes about ideal councils were positive with both groups.
When matched against a model council drawn from the literature, current Alaska Extension advisory councils fell short. Alaska CES councils were seen as functioning, but not as closely to the ideal as perceived by members and agents, or as suggested in the literature. An improvement in council/staff shared decision making in all roles and operational procedures identified in the study would lead to more positive attitudes and to increased involvement in program planning by advisory councils.Ed. D.
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Ni, Daiheng. "Extension and generalization of Newell's simplified theory of kinematic waves." Diss., Available online, Georgia Institute of Technology, 2004:, 2004. http://etd.gatech.edu/theses/available/etd-11112004-112805/unrestricted/ni%5Fdaiheng%5F200412%5Fphd.pdf.
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Thesis (Ph. D.)--Civil and Environmental Engineering, Georgia Institute of Technology, 2005.Leonard, John D., Committee Chair ; Goldsman, Dave, Committee Member ; Amekudzi, Adjo, Committee Member ; Hunter, Michael, Committee Member ; Dixon, Karen, Committee Member. Vita. Includes bibliographical references.
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Ismail, Ali Kasim. "Assessing the intended and actual levels of cognition in Ohio Cooperative Extension Service county agricultural agents'/state agricultural specialists' instructional programs /." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1248969990.
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Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.
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This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
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Osborne, Lawrence James. "Advisory committee members and extentionists perception of the delivery of quality programs for two staffing patterns of the Ohio Cooperative Extension Service /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487759055157853.
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Bowens, Juanita. "The effectiveness of computer-aided feedback on nutrition-related practices of EFNEP homemakers." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-05042006-164520/.
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Mpofu, Chido Ingram Patreese. "Perceptions of 4-H extension educators and volunteer leaders toward the inclusion of youth with Attention Deficit Hyperactive Disorder(s) in 4-H programs." [University Park, Pa.] : Pennsylvania State University, 2009. http://etda.libraries.psu.edu/theses/approved/WorldWideIndex/ETD-4624/index.html.
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Preston, Jenny L. "A Case Study of Parental Behaviors in an English Language Learner Community Technology Literacy Lab Setting and the Extension of the Behaviors in the Home." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4297/.
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The purpose of the study was to describe a family literacy program attempting to teach adult English language learners (ELL) the knowledge and skills that would allow them to support their children's learning at home. The methodology employed was a multi-case study. Fourteen adult participants were interviewed to gather information regarding the factors that influenced the adult participant's ability to support their child's learning prior to participation in the family literacy program. The study focused on the knowledge, skills and attitudes acquired in the literacy program and used to support their child's learning at home and the curriculum and instruction that the participants used to influence their child's learning. The methodology used to gather information included adult English language learner interviews, field observations, and contact analysis of lesson plans. The following conclusions were derived based on analysis of the data:
1. In the family literacy program that was studied, the only prior factor that appeared to influence the parent's ability to support their child's learning was the education level of the participant.
2. Pronunciation, conversation, listening, grammar and writing are are essential skills that ELL parents use to support their child's learning. Attitudes were directly affected by the participants' ability to master the English language in order to be able to guide their children through the U.S. educational system.
3. The curriculum supported the learning; however the instruction was vital to modeling the procedures for learning that the participants used to support their children's success in school.
4. Regardless of other factors such as marital status, occupation, and other variations in family background, all participants based their ability to support their child's learning on their own ability to master the English language.
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Monge, Hernández Carmen Lidia. "La universidad latinoamericana en la sociedad. Análisis de la relación entre universidad y comunidad desde el enfoque de capacidades para el desarrollo humano." Doctoral thesis, Universitat Politècnica de València, 2021. http://hdl.handle.net/10251/166794.
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[ES] La presente tesis explora dos experiencias de extensión universitaria latinoamericanas desde el enfoque de las capacidades para el desarrollo humano, las cuales son: la Universidad Nacional, Costa Rica y la Universidad Nacional de Rosario, Argentina. Nuestro objetivo es comprender la contribución de tales prácticas para transitar hacia una extensión transformadora. A partir de una aproximación de corte cualitativo, identificamos las capacidades más valoradas por las personas participantes (estudiantes y personas de las organizaciones sociales y comunitarias), así como los recursos institucionales y los factores de conversión que intervienen en tales prácticas extensionistas. Desde una perspectiva crítica de la extensión universitaria y sostenida en los paradigmas constructivista e interpretativista, elegimos el estudio de caso, buscando la comprensión de la realidad y del significado de la experiencia para las personas participantes. En el campo metodológico, se desplegaron diferentes métodos cualitativos, tales como la revisión documental, observación participante, entrevistas y grupos de discusión.
En cuanto a los resultados, destacamos la recuperación y sistematización de literatura latinoamericana relacionada con la extensión universitaria, reconociendo la fortaleza de la cultura extensionista para una formación integral, así como su contribución social al desarrollo humano sostenible. Por otro lado, se pone en valor las virtudes metodológicas del enfoque de las capacidades en la educación superior que permitió el diseño del primer índice latinoamericano que recoge las capacidades individuales y colectivas más valoradas por los diferentes actores de la extensión universitaria, así como los principales recursos y factores de conversión que posibilitan la expansión de tales capacidades.
El índice aquí presentado agrupa seis capacidades estudiantiles ampliadas durante la experiencia extensionista, que evidencian el enfoque integral y transformador de tales prácticas en el ámbito personal, comunitario y profesional, que se encuentra alineado con los valores del desarrollo humano y el ideario de la Reforma de Córdoba. Por otro lado, desde los contextos locales, se destacó la expansión de tres capacidades individuales y cinco colectivas. A partir de tal análisis, se logró visibilizar la confluencia de diferentes factores (personales, sociales y ambientales) en la expansión de esas capacidades, así como proponer transformaciones universitarias y educativas necesarias para transitar hacia una extensión transformadora.
Por último, esta investigación aporta una serie de valores, principios y fines para alcanzar una extensión transformadora alineada con el desarrollo humano sostenible. Para promover esta transición, se requiere que las universidades públicas latinoamericanas impulsen y faciliten procesos de co-diseño que promuevan la creación y actualización de normativa institucional y el fomento de una cultura y gestión institucional dirigidas a potenciar la extensión transformadora.[CA] La present tesi explora dues experiències d'extensió universitària llatinoamericanes des de l'enfocament de les capacitats per al desenvolupament humà, les quals són: la Universitat Nacional, Costa Rica i la Universitat Nacional de Rosario, Argentina. El nostre objectiu és comprendre la contribució d'aquestes pràctiques per transitar cap a una extensió transformadora. A partir d'una aproximació de tall qualitatiu, identifiquem les capacitats més valorades per les persones participants (estudiants i persones de les organitzacions socials i comunitàries), així com els recursos institucionals i els factors de conversió que intervenen en aquestes pràctiques extensionistes. Des d'una perspectiva crítica de l'extensió universitària i sostinguda en els paradigmes constructivista i interpretativista, triem l'estudi de cas, buscant la comprensió de la realitat i del significat de l'experiència per a les persones participants. En el camp metodològic, es van desplegar diferents mètodes qualitatius, com ara la revisió documental, l'observació participant, les entrevistes i els grups de discussió. Pel que fa als resultats, destaquem la recuperació i sistematització de literatura llatinoamericana relacionada amb l'extensió universitària, reconeixent la fortalesa de la cultura extensionista per a una formació integral, així com la seva contribució social al desenvolupament humà sostenible. D'altra banda, es posa en valor les virtuts metodològiques de l'enfocament de les capacitats en l'educació superior que va permetre el disseny del primer índex llatinoamericà que recull les capacitats individuals i col·lectives més valorades pels diferents actors de l'extensió universitària, així com els principals recursos i factors de conversió que possibiliten l'expansió d'aquestes capacitats. L'índex ací presentat agrupa sis capacitats estudiantils ampliades durant l'experiència extensionista, que evidencien l'enfocament integral i transformador de tals pràctiques en l'àmbit personal, comunitari i professional, que es troba alineat amb els valors del desenvolupament humà i l'ideari de la reforma de Còrdova. D'altra banda, des dels contextos locals, es va destacar l'expansió de tres capacitats individuals i cinc col·lectives. A partir d'aquest anàlisi, es va aconseguir visualitzar la confluència de diferents factors (personals, socials i ambientals) en l'expansió d'aquestes capacitats, així com proposar transformacions universitàries i educatives necessàries per transitar cap a una extensió transformadora. Finalment, aquesta investigació aporta una sèrie de valors, principis i fins per assolir una extensió transformadora alineada amb el desenvolupament humà sostenible. Per promoure aquesta transició, es requereix que les universitats públiques llatinoamericanes impulsin i facilitin processos de co-disseny que promoguin la creació i actualització de normativa institucional i el foment d'una cultura i gestió institucional dirigides a potenciar l'extensió transformadora.
[EN] This thesis explores two Latin American university extension experiences from the perspective of human development capabilities: Universidad Nacional, Costa Rica and Universidad Nacional de Rosario, Argentina. Its objective is to understand the contribution of such practices to move towards a transformative extension. From a qualitative approach, the participants' (students and people from social and community organizations) most valued capabilities were identified, along with the institutional resources and conversion factors involved in such extension practices. From a critical perspective of university extension and sustained in the constructivist and interpretivist paradigms, the case studies to understand the reality and meaning of the participants' experience were chosen. Different qualitative methods were deployed in the methodological field, such as documentary review, participant observation, interviews, and discussion groups. As for the results, the recovery and systematization of Latin American literature related to university extension were highlighted, recognizing the extensionist culture's strength for an integral formation and its social contribution to sustainable human development. On the other hand, there is an emphasis on the methodological virtues of the capabilities approach in higher education that allowed the design of the first Latin American index that gathers the individual and collective capabilities most valued by the different actors of university extension, as well as the primary resources and conversion factors that make possible the expansion of such capabilities. The index presented here brings together six student capabilities that were expanded during the extension experience, which show the comprehensive and transformative approach of such practices in the personal, community and professional fields, and aligned with the values of human development and the ideas of the Reforma de Córdoba. On the other hand, the expansion of three individual and five collective capabilities was highlighted from the local contexts. Based on this analysis, the confluence of different factors (personal, social and environmental) in expanding these capabilities was made visible and proposing the university and educational transformations needed to move towards a transformative extension. Finally, this research provides a series of values, principles and goals to achieve a transformative extension aligned with sustainable human development. To promote this transition, Latin American public universities are required to encourage and facilitate co-design processes that promote the creation and updating of institutional regulations and the promotion of institutional culture and management to enhance the transfer of knowledge and skills to the public sector.
Monge Hernández, CL. (2021). La universidad latinoamericana en la sociedad. Análisis de la relación entre universidad y comunidad desde el enfoque de capacidades para el desarrollo humano [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/166794
TESIS
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Arroyo, Daniela Munerato Piccolo. "A meta-avalia??o e a extens?o universit?ria: um estudo de caso." Pontif?cia Universidade Cat?lica de Campinas, 2010. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/655.
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Previous issue date: 2010-02-26From the interest in understanding the formation of the student, focusing on the future as professionals who must be able to act differently in different situations in your professional and personal with a high social commitment, we understand that the university extension programs can fulfill important role in this regard. The extension programs aimed at, among its objectives, the training for university students taking social commitments and work towards a less unequal society. We choose then as a field of research, an outreach program at a Catholic university (here called the Center), who works for social inclusion of people with disabilities from an interdisciplinary perspective, taking his team teachers and students in different areas of their undergraduate courses. From a brief history of higher education in Brazil, the implementation of continuing education in institutions of higher education and in this context, the debate on the responsibilities of the State and the University for the development of society, emphasize the importance of assessment procedures university extension programs. From our point of view, these processes are essential to advance these programs and play an important role in the formation of student extension. We argue that the evaluation of extension programs is necessary to address the inseparability of the axes of teaching and research-extension, interdisciplinarity, and to the peculiarities of the specific study, the inclusion of people with disabilities. We develop a meta-evaluation of goals: (1) determine what are the strengths of the evaluation process conducted by the extension program put into the study, (2) ascertaining the weaknesses of this process, and (3) to reflect about which aspects of this assessment contributes to the formation of students participating in the program. This is a case study, and the methodological procedures used were document analysis of the program, literature review, and conducting semi-structured interview with the Coordinator of the program. The empirical analysis was constructed qualitatively and quantitatively. The results showed that operating a process to assess the extent is a complex and that gaps and contradictions must be analyzed carefully, may limit the contributions that the extension activities have potential for the training of students who took part.
A partir do interesse em compreender a forma??o do estudante universit?rio, focalizandoo como futuro profissional que deve ser capaz de atuar de forma diferenciada nas diversas situa??es de sua trajet?ria profissional e pessoal e com elevado compromisso social, entendemos que os programas de extens?o universit?ria podem cumprir importante papel neste sentido. Os programas de extens?o visam, dentre seus objetivos, a capacita??o para os estudantes universit?rios assumirem compromissos sociais e trabalharem por uma sociedade menos desigual. Elegemos, ent?o, como campo da pesquisa, um programa de extens?o de uma universidade cat?lica (aqui chamado de Centro), que trabalha pela inclus?o social de pessoas com defici?ncia, numa perspectiva interdisciplinar, tendo em sua equipe professores e estudantes de diferentes ?reas dos seus cursos de gradua??o. A partir um breve hist?rico sobre a educa??o superior no Brasil, a implanta??o da extens?o universit?ria nas institui??es de ensino superior e, neste contexto, do debate sobre as responsabilidades do Estado e da universidade pelo desenvolvimento da sociedade, destacamos a import?ncia dos processos de avalia??o dos programas de extens?o universit?ria. De nosso ponto de vista, estes processos s?o imprescind?veis para fazer avan?ar estes programas e t?m importante papel na forma??o dos alunos-extensionistas. Argumentamos que na avalia??o de programas de extens?o ? necess?rio abordar a indissociabilidade dos eixos ensino-pesquisa-extens?o, a interdisciplinaridade e, em fun??o das peculiaridades do programa espec?fico estudado, a inclus?o social das pessoas com defici?ncia. Desenvolvemos um trabalho de metaavalia??o, com objetivos de: (1) verificar quais s?o os pontos fortes do processo de avalia??o realizado pelo programa de extens?o colocado em estudo; (2) averiguar quais s?o as fragilidades deste processo; e (3) refletir sobre quais aspectos esta avalia??o contribui para a forma??o dos estudantes que participam do programa. Trata-se de um estudo de caso, e os procedimentos metodol?gicos utilizados foram an?lise documental do programa, revis?o bibliogr?fica, e realiza??o de entrevista semi-estruturada com a Coordenadora do programa. O material emp?rico constru?do foi analisado qualitativa e quantitativamente. Os resultados mostraram que colocar em funcionamento um processo de avalia??o da extens?o ? um trabalho complexo e que lacunas e contradi??es precisam ser analisadas com cuidado, porque podem limitar as contribui??es que as atividades extensionistas tem em potencial para a forma??o dos estudantes que delas participam.
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Scaramelo, Reinaldo Marcos. "Estudo exploratório do Serviço de Assessoria Técnica, Social e ambiental à Reforma Agrária - (Ates) em Minas Gerais." Universidade Federal de Viçosa, 2009. http://locus.ufv.br/handle/123456789/4121.
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Previous issue date: 2009-07-27This dissertation was configured as a study of exploratory nature concerning the conceptions accomplished in the excussion of the Program of Technical Assessorship, Social and environmental to the Agrarian Reformation (ATES) in the State of Minas Gerais. Originally it was inquired asit would be being implemented this program in this State and what differences would there be in the performance of the lenders of theservice in reason of the dissatisfaction of the seated ones ahead of an inadequate assessorship. Thus, it was questioned what these services were potencializing and what could be limiting its action in the nest .Previous researches indicated that the same service would be if disclosing in practical well distinct in different institutions. Therefore, the problem of this dissertation in the following terms was delineated: which are the biggest impasses and the biggest conquests in the implementation of the Program of ATES in Minas Gerais? How the institutions were guiding the action of the technician in the Services of ATES? How it was being made the process of construction of the participation of the attended populations?After all, which is the most adjusted institutional drawing more for the work of assessorship in nest? What it would have to be foreseen in a program or a public politic as it could guarantee effective assessor ship, not only technical, but, social and also environmental? It was defined as objective generality to describe the practical ones of ATES, featuring the dissonances and accories of corporative conceptions. As objective specific they have searched to identify the meanings attributed for the institutions searched to the practical ones of ATES carried through and systemize the concerns of the coordinators and articulators.From the knowledge of the experiences lived by these, since 2004, when the ATES program was created, it was intended to point out perspectives and necessities to be definite as demands of public policies to guarantee an effective and adequate work the assess ring in the nesting, so that they could contribute for a most sustainable development of the families in the conquered land. For these analyses data-collection strategies have been thought that implied a direct contact with rendering institutions of the service. However, throughout the research, the proposal was adapted in its execution, because of the understanding that if made of the reasons of competitive nature in which the institutions were involved, what it implied in limitations for the direct contact with the field technicians. Moreover, the study of all the lenders of the service in Minas Gerais, of that time (nine to all) became impracticable in reason of dimension of the state and the adverse conditions where the INCRA-MG it was involved in the year of 2008. Therefore, in the new delineation it opted itself to carrying through a exploratory comparative study of the conceptions that guided the performance of professionals of ATES in only two institutions linked with INCRA - MG: a state-owned company, the Company of Assistance Technique and Rural Extension (EMATER) and another on one to a social movement, that, in the case, was on institution to the Movement of the Agricultural Workers Without-Land - MST, the named State Association of Agricultural Cooperation (AESCA). Moreover, to complete the understanding of the efetivation of the Program, they had participated of the survey, former-articulators contracted by the INCRA, those responsible for the mediation of this agency and the lenders or nests. This way, this research defined as strategy data-collection, the accomplishment of interviews in depth with corporative representatives of the lenders, from which it was possible to elaborate hypotheses that will be able to guide other studies of evaluation of the Program of ATES. Its depositions had been analyzed to the light of the lines of direction of the PNATER and of the Program of PSTAA, when already it was possible to punctuate differences effective of each lender of the service. From the depositions with the coordinators of ATES of the searched institutions it was possible to identify very great discursive differences, as much of the strategies of work how much to the social and politician role to whom they attribute while institution (state-owned company and organization of the social movement). Besides, those lender of the service are not configured as social institutions that they accomplish rights, but as organizations lender of the service, that can, or no, to be rendered. Therefore, the discontinuity is a mark and a limit of the you ATES. Besides, those lender of the service are not configured as social institutions that they accomplish rights, but as organizations lender of the service, that can, or no, to be rendered. Therefore, the discontinuity is a mark and a limit of the you ATES.
Esta dissertação configurou-se como um estudo de natureza exploratória acerca das concepções efetivadas na execução do Programa de Assessoria Técnica, Social e Ambiental à Reforma Agrária (ATES) no Estado de Minas Gerais. Originalmente, indagou-se como estaria sendo implementado esse programa neste Estado e que diferenças haveria na atuação das prestadoras do serviço em razão da insatisfação dos assentados diante de uma assessoria inadequada. Assim, questionou-se o que esses serviços estavam potencializando e o que poderiam estar limitando suas ações nos assentamentos. Pesquisas anteriores indicavam que o mesmo serviço estaria se revelando em práticas bem distintas em diferentes instituições. Por isso, delineou-se o problema desta dissertação nos seguintes termos: quais os maiores impasses e as maiores conquistas na implementação do Programa de ATES em Minas Gerais? Como as instituições estavam orientando a ação dos técnicos nos Serviços de ATES? Como estava sendo feito o processo de construção da participação das populações atendidas? Afinal, qual o desenho institucional mais adequado para o trabalho de assessoria em assentamentos? O que deveria estar previsto num programa ou política pública para assentamentos de forma que garantisse efetiva assessoria, não só técnica, mas também, social e ambiental? Definiu-se como objetivo geral descrever as práticas de ATES, caracterizando as dissonâncias e consonâncias de concepções institucionais. Como objetivos específicos buscou-se identificar os significados atribuídos pelas instituições pesquisadas às práticas de ATES realizadas e sistematizar as opiniões dos coordenadores e articuladores. A partir do conhecimento das experiências vividas pelas instituições, desde 2004, quando foi criado o programa de ATES, pretendeu-se apontar perspectivas e necessidades a serem definidas como demandas de políticas públicas para garantir um trabalho efetivo e adequado à assessoria em assentamentos, no sentido de que viessem contribuir para o desenvolvimento mais sustentável das famílias na terra conquistada. Para estas análises foram pensadas estratégias de levantamento de dados que implicavam um contato direto com instituições prestadoras do serviço. Contudo, ao longo da pesquisa, a proposta foi adaptada em sua execução, em razão da compreensão que se fez das razões de natureza competitiva nas quais as instituições estavam envolvidas, o que implicou em limitações para o contato direto com os técnicos de campo. Além disso, o estudo de todas as prestadoras do serviço em Minas Gerais, daquela época (nove ao todo), tornou-se inviável em razão da dimensão estadual e das condições adversas em que o INCRA-MG se viu envolvido no ano de 2008. Por isso, no novo delineamento optou-se por realizar um estudo exploratório das concepções que orientavam a atuação de profissionais de ATES em apenas duas instituições conveniadas com o INCRA-MG: uma empresa estatal, a Empresa de Assistência Técnica e Extensão Rural (EMATER) e outra ligada a um movimento social, que, no caso, foi a instituição ligada ao Movimento dos Trabalhadores Rurais Sem-Terra - MST, a denominada Associação Estadual de Cooperação Agrícola (AESCA). Além disso, para completar a compreensão da efetivação do Programa, participaram do levantamento, ex-articuladores contratados pelo INCRA, que eram responsáveis pela mediação deste órgão e as prestadoras ou assentamentos. Dessa forma, esta pesquisa definiu como estratégia de levantamento de dados, a realização de entrevistas em profundidade com representantes institucionais das prestadoras e com ex-articuladores do INCRA, a partir das quais foi possível elaborar hipóteses que poderão orientar outros estudos de avaliação do Programa de ATES. Seus depoimentos foram analisados à luz das diretrizes da PNATER e do Programa de ATES, quando já foi possível pontuar diferenças efetivas de cada prestadora do serviço. A partir dos depoimentos colhidos foi possível identificar diferenças discursivas muito grandes entre as prestadoras, tanto das estratégias de trabalho quanto do papel social e político que desempenham. Além disso, essas prestadoras não se configuram como instituições sociais que realizam direitos, mas como organizações prestadoras de serviços, que podem, ou não, ser prestados. Por isso, a descontinuidade é uma marca e um limite da ATES.
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Badr, Mohamed Mostafa Mohamed [Verfasser], Stephan von [Akademischer Betreuer] Cramon-Taubadel, Bernhard [Akademischer Betreuer] Brümmer, Emad [Akademischer Betreuer] El-Shafie, and Yasmeen [Akademischer Betreuer] Ammar. "The Effectiveness of Agricultural Extension Programs in the Desert Areas of Nubaria, Egypt: A Case Study of a Sugar Beet Program / Mostafa Mohamed. Gutachter: Bernhard Brümmer ; Emad El-Shafie ; Yasmeen Ammar. Betreuer: Stephan von Cramon-Taubadel." Göttingen : Niedersächsische Staats- und Universitätsbibliothek Göttingen, 2012. http://d-nb.info/1043765662/34.
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Dalbianco, Vinicius Piccin. "A CONSTRUÇÃO DE UMA EXTENSÃO RURAL DIFERENCIADA PARA AS FAMÍLIAS ASSENTADAS: O PROGRAMA DA ASSESSORIA TÉCNICA, SOCIAL E AMBIENTAL (ATES) NO RS." Universidade Federal de Santa Maria, 2010. http://repositorio.ufsm.br/handle/1/8858.
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Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorThe present paper reports the investigation concerning the implementation of the Program of Technical, Social and Environmental Support (ATES) to agrarian reform in the state of Rio Grande do Sul (RS) from the structures of coordination, implementation and social participation, with the reference to the activities performed from January 2009 to June 2010. It is characterized as descriptive exploratory survey which provides comments, records, analyzes the events studied and correlated with other empirical phenomena of different natures and characteristics. The investigation was performed from secondary sources and the engagement by the researcher with the theme, from the numerous experiences of work while participating in the project. Oriented on the same guidelines of the National Technical Assistance and Rural Extension (PNATER), the implementation of ATES, since 2004, sought to build sustainable rural development in the agrarian reform, based on the precepts of agroecology. The study has been supported by the universality of extension services to settled families and guided the technical work based on participatory methodologies. ATES was formed from a new institutional State, marked by the decentralization of services through outsourcing, in the context of advancing neoliberal precepts about the political and economic reforms in the country. In the case of RS, this scenario became more evident after 2009, when ATES became operated by contract modality, promoting numerous changes in program implementation. Although a little systematic, a good reading of the concepts and the extensionist practice were properly conducted, questioning the character and concerned with the diffusionist technical work which is prevalent during the modernization of agriculture. ATES created a favorable environment for dialogue and permanent construction of a reflexive process of action in the settlements in order to establish the preparation of Development Plans and Recovery of the settlements as a goal. INCRA has greater control over the actions developed by technical teams through the structure of the contract goals and a system of quantitative monitoring and supervision of technical work. The work plan of the technical teams and the implementation of services began to be defined by the structure of pre-defined contracts, altering the dynamics of employment in order to meet contractual requirements. The decentralized nature of ATES in RS was incomplete, being restricted to perform the services and do not allow the redistribution of decision-making. A single structure of goals for the entire state undermined the work of technical teams, because of the regional settlement. The team had difficulty for developing a more systematic articulation, due to the operational and organizational demands of the program. Hence, the present study indicates that the progress of the ATES program in RS in the modality through contract promoted in technical teams provided in an articulation with INCRA a new configuration of work compliant with the reality of the settlements and it requires adjustments to suit the demands of regional based on the definition of contractual guidelines.
O presente estudo tem por objetivo investigar a implantação do programa de Assessoria Técnica, Social e Ambiental (ATES) aos assentamentos de reforma agrária no estado do Rio Grande do Sul (RS), a partir das estruturas de coordenação, execução e participação social, tendo como referência as atividades realizadas no período de janeiro de 2009 a junho de 2010. Caracteriza-se como pesquisa descritiva exploratória, por apresentar observações, registros, análises dos fatos estudados e por correlacioná-los com outros fenômenos empíricos de diferentes naturezas e características. A investigação foi realizada a partir de fontes secundárias e do engajamento do pesquisador com a temática, vivenciado a partir do acúmulo de trabalho enquanto participante do programa dos articuladores da ATES. Orientada sobre as mesmas diretrizes da Política Nacional de Assistência Técnica e Extensão Rural (PNATER), a implementação da ATES, a partir de 2004, buscou a construção do desenvolvimento rural sustentável nos assentamentos de reforma agrária, com base nos preceitos da agroecologia. Sustentou a universalidade dos serviços de Extensão Rural para as famílias assentadas e orientou os trabalhos técnicos com base em metodologias participativas. A ATES foi constituída a partir de uma nova institucionalidade estatal, marcada pela descentralização através da terceirização dos serviços, num contexto de avanço dos preceitos neoliberais sobre as reformas políticas e econômicas do país. No RS, este cenário se tornou mais evidente a partir de 2009, quando a ATES passou a ser operacionalizada pela modalidade contrato, promovendo inúmeras mudanças na implementação do programa. Embora pouco sistemática, fez uma boa leitura das concepções e o modo da prática extensionista, questionando o caráter assistencial e difusionista dos trabalhos técnicos predominantes ao longo da modernização da agricultura. A ATES criou um cenário favorável ao diálogo e à construção permanente de um processo reflexivo da ação nos assentamentos, ao estabelecer como meta a elaboração dos Planos de Desenvolvimento e Recuperação dos assentamentos. O INCRA exerceu um maior controle sobre as ações desenvolvidas pelas equipes técnicas através da estrutura de metas do contrato e de um sistema de acompanhamento e fiscalização quantitativa dos trabalhos técnicos. O planejamento de trabalho das equipes técnicas e a execução dos serviços passaram a ser definidos pela estrutura de metas pré-definidas pelo contrato, alterando a dinâmica de trabalho com vistas a atender as exigências contratuais. O caráter descentralizador da ATES no RS foi incompleto, ficando restrito à execução dos serviços, não possibilitando a redistribuição do poder decisório. Uma única estrutura de metas para todo o estado prejudicou o trabalho das equipes técnicas, devido às especificidades regionais dos assentamentos. A equipe de articuladores teve dificuldades em desenvolver um trabalho mais sistemático, por conta das demandas operacionais e organizativas do programa. Diante disto, o presente estudo indica que a operacionalização do programa da ATES no RS, através da modalidade contrato, promoveu, nas equipes técnicas, nas prestadoras, nos articuladores e no INCRA, uma nova configuração de trabalho e exige ajustes, a fim de se adequar às demandas regionais a partir da definição de diretrizes contratuais condizentes com a realidade dos assentamentos.