Journal articles: 'Extension programs'

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SMITH, ORRIN E. "Future Role of Extension Programs." Poultry Science 67, no. 6 (June 1988): 883–85. http://dx.doi.org/10.3382/ps.0670883.

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LEE, JOOHYUNG, and ZHUN YANG. "Translating LPOD and CR-Prolog2into standard answer set programs." Theory and Practice of Logic Programming 18, no. 3-4 (July 2018): 589–606. http://dx.doi.org/10.1017/s1471068418000315.

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AbstractLogic Programs with Ordered Disjunction (LPOD) is an extension of standard answer set programs to handle preference using the construct of ordered disjunction, and CR-Prolog2is an extension of standard answer set programs with consistency restoring rules and LPOD-like ordered disjunction. We present reductions of each of these languages into the standard ASP language, which gives us an alternative way to understand the extensions in terms of the standard ASP language.

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G. L. Smith. "The "Clinical" Approach to Extension Programs." Applied Engineering in Agriculture 1, no. 1 (1985): 35–37. http://dx.doi.org/10.13031/2013.26760.

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Bradley, L. K., K. Baldwin, S. Jakes, K. S. U. Jayaratne, K. C. Neill, E. A. Driscoll, and D. Beth. "INTEGRATED EXTENSION PROGRAMS IN COMMUNITY GARDENING." Acta Horticulturae, no. 881 (November 2010): 67–71. http://dx.doi.org/10.17660/actahortic.2010.881.4.

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Gil, Bernhard. "Complete extension of general logic programs." Theoretical Computer Science 94, no. 2 (March 1992): 281–94. http://dx.doi.org/10.1016/0304-3975(92)90039-i.

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Hackwood, S. "Extension programs help small US firms." IEEE Spectrum 30, no. 9 (September 1993): 73–75. http://dx.doi.org/10.1109/6.275166.

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Martinson∗, K., and T. Bartholomay. "Evaluating Equine Extension and Outreach Programs." Journal of Equine Veterinary Science 29, no. 5 (May 2009): 454–55. http://dx.doi.org/10.1016/j.jevs.2009.04.149.

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Martinson, Krishona Lynn, Thomas Bartholomay, Kathleen P. Anderson, Christine Skelly, and Elizabeth Greene. "Effective Evaluation of Equine Extension Programs." Journal of Equine Veterinary Science 32, no. 10 (October 2012): 616–19. http://dx.doi.org/10.1016/j.jevs.2012.02.006.

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HARRISON, AMELIA, and YULIYA LIERLER. "First-order modular logic programs and their conservative extensions." Theory and Practice of Logic Programming 16, no. 5-6 (September 2016): 755–70. http://dx.doi.org/10.1017/s1471068416000430.

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AbstractModular logic programs provide a way of viewing logic programs as consisting of many independent, meaningful modules. This paper introduces first-order modular logic programs, which can capture the meaning of many answer set programs. We also introduce conservative extensions of such programs. This concept helps to identify strong relationships between modular programs as well as between traditional programs. We show how the notion of a conservative extension can be used to justify the common projection rewriting.

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Karisch, B. B., M. S. Gadberry, M. K. Mullenix, B. M. Nichols, C. M. Holland, D. L. Fernandez, D. Hancock, and J. M. B. Vendramini. "020 Southern Section Extension Forum: strengthening Extension programs across the Southeast." Journal of Animal Science 94, suppl_1 (February 1, 2016): 10. http://dx.doi.org/10.2527/ssasas2015-020.

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Elmore, Clyde L. "Weed Science Extension in Transition." Weed Technology 6, no. 1 (March 1992): 171–76. http://dx.doi.org/10.1017/s0890037x00034515.

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Weed Science Extension is in a period of change. Though there is decreased funding for extension in the United States and Europe, the number of programs including extension activities is increasing in developing countries as shown by World Bank funding. There is a perception problem with the name weed science; we need a strong, recognizable science name. Decreases in one-on-one contact method for teaching, fewer extension weed specialists, and the increased need for interdisciplinary projects to support Integrated Pest Management and Sustainable Agriculture will increase stresses on our positions. These factors also increase the challenge for weed specialists and extension advisors (agents) to become leaders in current programs, initiate new multidisciplinary programs, and choose those programs that will benefit our discipline. Our clientele and the method of communicating with them will change, presenting yet another challenge.

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Murray, Mike. "421 Commonalities of Australian Public Extension Programs." HortScience 34, no. 3 (June 1999): 517A—517. http://dx.doi.org/10.21273/hortsci.34.3.517a.

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A 1995/96 sabbatical leave in Australia was conducted to elucidate trends in public extension programs related to technology transfer or information delivery. Interviews with imore than 500 extension providors and users in seven states or territories were conducted. Based on these discussions, 12 commonalities or recurring themes were identified. These were the delivery of public extension programs through State Departments of Agriculture that also have regulatory responsibilities; decreased public funding for extension programs; clear separations between applied research and extension functions; adoption of purchaser/provider funding models; poor communication or collaboration between extension and universities; an emphasis on group facilitation programming; difficulties related to extension staff recruitment or retention; diminished clientele support for public extension programs; an emphasis on the sociological aspects of agricultural enterprises; the development of audio-visual educational materials; a movement to assist inefficient producers exit agriculture and; trends toward the privatization of, or cost recovery for, public extension programs.

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Hochmuth, George J., and Donald N. Maynard. "Generating Private-Sector Funding for Extension Programs." HortTechnology 12, no. 3 (January 2002): 495–98. http://dx.doi.org/10.21273/horttech.12.3.495.

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Delivery of modern extension programs involves considerable expenses that are becoming scarce from traditional sources. Successful extension educational programs will need to find additional revenue sources to fund educational materials, speaker costs, conferences, and other needs. It is important to become as financially efficient as possible and sometimes this means consolidating some programs and eliminating others. Charging fees to attendees is one means of covering costs of delivering programs. The University of Florida is partnering with the agriculture industry and trade journal publishers to provide resources and publishing for educational programs and materials.

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Lerner, B. Rosie. "EXTENSION MATERIALS ON COMPORTING." HortScience 25, no. 9 (September 1990): 1181a—1181. http://dx.doi.org/10.21273/hortsci.25.9.1181a.

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Each US state was surveyed to obtain a list of teaching materials and methods used to extend information on comporting. Most states offer a bulletin on the subject and some have audo/visual materials. Methods of delivery include traditional lectures by staff and volunteers in most areas. Unique programs include the “Don't Bag It” program in Texas aimed at management of lawn clippings and the “Master Composers” in Washington State that develops volunteers trained specifically for comporting education. A reference list of materials and programs submitted for this project will be available.

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Lamberts, Mary, and O. Norman Nesheim. "REACHING NEW EXTENSION AUDIENCES THROUGH RECERTIFICATION PROGRAMS." HortScience 27, no. 6 (June 1992): 578g—579. http://dx.doi.org/10.21273/hortsci.27.6.578g.

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Ten percent (10%) of all restricted use pesticide (RUP) applicators certified by the Fla. Dept. of Agric. & Consumer Serv. (FDACS) reside in Dade County, Florida. Through a joint agreement, the Fla. Cooperative Extension Service (FCES) provides training and testing and FDACS issues private, public and commercial RUP licenses. In 1991, the Dade County Pesticide Trainer analyzed licensing patterns for Dade County's 1454 applicators to determine training needs. She developed a Pesticide Advisory Committee which prioritized 3 of the 14 categories of licenses--Aquatics (weed control), Ornamental & Turf (O&T), and Right-of-Way--for initial certification and recertification classes. It also coordinates programs to reduce duplicated efforts. During 1991, training for initial certification was offered once for Aquatics and twice for O&T. Classes for 1992 have been expanded, placing emphasis on recertification as well. Programs for recertification credits are an ideal way for the extension service to promote sound horticultural management practices which may be new to many commercial and public applicators since they are not part of traditional extension clientele groups.

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Murray, P. "Evaluating participatory extension programs: challenges and problems." Australian Journal of Experimental Agriculture 40, no. 4 (2000): 519. http://dx.doi.org/10.1071/ea99079.

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Extension in Australia, in common with other parts of the world, is increasingly including participatory and process oriented approaches. At the same time there is an increasing requirement for accountability by government and other funding agencies. The credibility and acceptance of emergent participatory extension approaches to funding bodies can be improved by appropriate evaluation. Models for evaluation of extension have developed that are well suited to ‘transfer of technology’; however, these outcome-oriented evaluations are not appropriate for participatory extension approaches. Outcome focused evaluation, particularly where the focus is on predetermined, externally imposed criteria can be stifling to genuinely participatory extension approaches. While ‘Participatory Monitoring and Evaluation’ offers an alternative approach, the differentials between stakeholders, which are essentially differences in power, mean that this approach will not provide a complete answer. Models of evaluation which meet the requirements of funding agencies and other stakeholders need to be further developed.

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Lackey, Alvin S. "Resources Generated Through Extension Community Development Programs." Journal of Voluntary Action Research 14, no. 2-3 (April 1985): 79–93. http://dx.doi.org/10.1177/089976408501400211.

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Gomes, Viviane Elisangela, Andrea Maria Duarte Vargas, and Efigenia Ferreira e. Ferreira. "The academic dimension of university extension programs." Brazilian Oral Research 27, no. 5 (September 2013): 387–88. http://dx.doi.org/10.1590/s1806-83242013000500001.

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Westendorf, Michael L., Troy Joshua, Steven J. Komar, Carey Williams, and Ramu Govindasamy. "Effectiveness of Cooperative Extension Manure Management Programs." Journal of Equine Veterinary Science 30, no. 6 (June 2010): 322–25. http://dx.doi.org/10.1016/j.jevs.2010.04.008.

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Brady, Colleen. "191 Equine Extension Program Delivery Methods." Journal of Animal Science 98, Supplement_3 (November 2, 2020): 22. http://dx.doi.org/10.1093/jas/skaa054.038.

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Abstract Equine Extension programs have existed since the beginning of extension. Although traditionally programs have been delivered through face to face meetings, workshops, camps and fact sheets, in the 21st century the clientele are seeking information in the traditional ways, as well as through other outlets. Electronic and digital methods of delivery are becoming increasingly used, and popular for delivery of equine extension programs. These range from the use of social media outlets such as Facebook, Twitter, and YouTube, to the development and dissemination of online courses and seminars that are targeted to equine audiences. The national group Extension Horses, Inc., has used all of these methods to increase their reach and impact to national, and international, horse extension audiences. As of November, 2019, Extension Horses, Inc. had 11,059 likes on Facebook, with a reach of 125,478 for the week the report was generated, and engagement of 10,120. YouTube has been a very successful delivery method for the group, with 14,532 followers, 8.436 million views, and over 148,000 minutes of video watched. Webinars are frequently used to conduct equine extension programs, and Pulec, et al (2016), showed that they were an effective tool for reaching horse owner audiences. One of the advantages of using digital methods to conduct equine extension programs is that they allow the audience to access the programs 24/7/365. This is especially important in areas where there may not be enough clientele in a geographical area to justify a face to face event. In this presentation, we will discuss best practices for development of digitally based equine extension delivery, as well as educational theoretical frameworks to assist in the assessment of the effectiveness of these programs.

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Cloyd, Raymond A. "Challenges to Extension Programming." HortTechnology 15, no. 1 (January 2005): 177–80. http://dx.doi.org/10.21273/horttech.15.1.0177.

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The way extension specialists and educators conduct programs, such as workshops, and transfer information to their designated clientele, including homeowners, professionals, and specialty groups, has changed within the last decade due to merging departments, budget cuts, reduced operating funds, and lack of refilling vacant positions. These factors have resulted in a number of driving forces that influence the way extension specialists and educators perform their duties, such as accountability, regionalization of extension, impact of technology, and expanding expertise. To be accountable under today's standards, extension specialists and educators must document the impact, relevance, and effectiveness of their programs. Required documentation must include economic, environmental, and human development factors. The effect of downsizing in many states has led to regionalization, which involves sharing extension specialists and educators across state boundaries. Although there are concerns, such as funding issues and evaluation of extension specialists and educators among states, regionalization in general has resulted in collaborative efforts to organize workshops and produce regional publications that serve a wider clientele base. Extension specialists and educators need to use computer-based and electronic technology, such as teleconferencing and distance-education, to present effective programs and address a wider audience, which will reduce the amount of required travel time. Finally, extension specialists and educators need to keep abreast of issues, such as invasive species, and develop programs to increase awareness of the economic and ecological impacts of invasive species in order to effectively serve the clientele base. Extension specialists and educators will more effectively serve their clientele, justify the importance of extension programming, demonstrate extension as a valued resource to administrators, and deal with the challenges of financial constraint existing now and in the foreseeable future by documenting impact, using multi-state programming, adopting new technology, and keeping up with current issues.

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Véras, Renata Meira, and Gezilda Borges Souza. "EXTENSÃO UNIVERSITÁRIA E ATIVIDADE CURRICULAR EM COMUNIDADE E EM SOCIEDADE NA UNIVERSIDADE FEDERAL DA BAHIA." REVISTA BRASILEIRA DE EXTENSÃO UNIVERSITÁRIA 7, no. 2 (September 20, 2016): 83–90. http://dx.doi.org/10.36661/2358-0399.2016v7i2.3092.

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Resumo: Esse artigo se propõe a apresentar e discutir o programa de extensão universitária denominado Ação Curricular em Comunidade e em Sociedade (ACCS) desenvolvido na Universidade Federal da Bahia (UFBA). Para tanto, o presente artigo encontra-se dividido em três partes, a saber: introdução a definições conceituais acerca do termo extensão universitária; os percursos históricos da extensão universitária no Brasil e, por último, uma apresentação do que vem sendo desenvolvido de modo inovador na UFBA - as ACCS. A ACCS é um programa permanente de integração efetiva entre ensino/pesquisa e sociedade, integralizada como componente curricular, modalidade disciplina, dos cursos de graduação e pós-graduação. As propostas de ACCS vêm sendo ofertadas em número crescente, ampliando a quantidade de alunos envolvidos. Esta atividade representa uma estratégia que confirma o compromisso com os problemas sociais em nosso contexto sócio-histórico, fortalecendo o processo ensino-aprendizagem com intervenções e interações em diversos setores da sociedade. Palavras-chave: Ensino Superior, Currículo Universitário, Extensão Universitária, Cidadania, Participação. University Extension and the Curricular Activity in Community and Society at Universidade Federal da Bahia Abstract: This paper aims at presenting and discussing the university extension program ‘Ação Curricular em Comunidade e em Sociedade’ (Curriculum in Action in Community and Society - ACCS) put into practice at the Universidade Federal da Bahia (UFBA). This article is divided into three parts: the first part will present the conceptual definitions of the term university extension; the second part will provide a historical overview of university extension programs in Brazil and, finally, the third part will present the innovative actions that have been developed at UFBA - the ACCS. The ACCS is an ongoing program of effective integration between education/research and society. The program is a curricular component part of the undergraduate and graduate programs. The disciplines that have been offered by the ACCS Program have presented increasing numbers of attendance and continue to expand the amount of students involved. This activity represents a strategy that confirms the commitment to the social problems in our socio-historical context, strengthening the teaching-learning process with interventions and interactions in various sectors of society. Key-words: Higher Education, College Syllabus, University Extension, Citizenship, Participation. Extensión Universitaria y Actividad Curricular en la Comunidad y Sociedad en la Universidad Federal de Bahia Resumen: Este artículo tiene como objetivo presentar y discutir el programa de extensión universitaria llamado ‘Ação Curricular em Comunidade e em Sociedade’ (Plan de estudios en Acción en la Comunidad y Sociedad - ACCS) desarrollado en la Universidade Federal da Bahia (UFBA), región nordeste de Brasil. Para ello, este artículo se divide en tres partes, a saber: presentación de las definiciones conceptuales de la extensión universitaria; el recorrido histórico de la extensión universitaria en Brasil y, por último, una presentación de lo que se ha desarrollado de manera innovadora en la UFBA - las ACCS. ACCS se trata de un programa permanente de integración efectiva entre enseñanza/investigación y la sociedad. Es una asignatura, en el formato de disciplina, aplicada en programas de grado y posgrado. Las propuestas de disciplinas en el programa ACCS se han ofrecido en número creciente, con la ampliación de la cantidad de estudiantes que participan. Esta actividad representa una estrategia que confirma el compromiso con los problemas sociales en nuestro contexto histórico-social, fortaleciendo el proceso de enseñanza-aprendizaje, con intervenciones e interacciones en diversos sectores de la sociedad. Palabras-clave: Universidad, Plan de Estudios, Extensión Universitaria, Ciudadanía, Participación.

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Balis, Laura E., Thomas Strayer, NithyaPriya Ramalingam, Meghan Wilson, and Samantha M. Harden. "Open-Access Physical Activity Programs for Older Adults: A Pragmatic and Systematic Review." Gerontologist 59, no. 4 (January 10, 2018): e268-e278. http://dx.doi.org/10.1093/geront/gnx195.

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Abstract Background and Objectives Open-access, community-based programs are recommended to assist older adults in meeting physical activity guidelines, but the characteristics, impact, and scalability of these programs is less understood. The Land-Grant University Cooperative Extension System, an organization providing education through county-based educators, functions as a delivery system for these programs. A systematic review was conducted to determine characteristics of effective older adult physical activity programs and the extent to which programs delivered in Extension employ these characteristics. Research Design and Methods A systematic review of peer-reviewed and grey literature was conducted from August 2016 to February 2017. The review was limited to open-access (available to all), community-based physical activity interventions for older adults (≥65 years of age). The peer-reviewed literature search was conducted in PubMed and EBSCOhost; the grey literature search for Extension interventions was conducted through Extension websites, Land-Grant Impacts, and the Journal of Extension. Results Sixteen peer-reviewed studies and 17 grey literature sources met inclusion criteria and were analyzed. Peer-reviewed and Extension programs were similar in their limited use of behavioral theories and group-based strategies. Compared to Extension programs, those in the peer-reviewed literature were more likely to use a combination of physical activity components and be delivered by trained professionals. Discussion and Implications The results indicate notable differences between peer-reviewed literature and Extension programs and present an opportunity for Extension programs to more effectively use evidence-based program characteristics, including behavioral theories and group dynamics, a combination of physical activity components, and educator/agent-trained delivery agents.

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McDowell, George R. "The Political Economy of Extension Program Design: Institutional Maintenance Issues in the Organization and Delivery of Extension Programs." American Journal of Agricultural Economics 67, no. 4 (November 1985): 717–25. http://dx.doi.org/10.2307/1241810.

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Mobeen, Noor, and Justin Varghese. "The Impact of Agriculture Extension Training Programs on the Extension Services in Kenya." Asian Journal of Agricultural Extension, Economics & Sociology 12, no. 2 (January 10, 2016): 1–12. http://dx.doi.org/10.9734/ajaees/2016/27525.

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Akridge, Jay T. "Agribusiness And Extension: Characteristics Of Successful Programs To Serve A Rapidly Changing Clientele." Journal of Agricultural and Applied Economics 24, no. 1 (July 1992): 37–43. http://dx.doi.org/10.1017/s0081305200025917.

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AbstractThe market for agribusiness extension activities and programming is diverse, intensely competitive, and national or international in scope. It is a market that agricultural economists cannot serve alone. Despite these complexities, a strong agribusiness extension effort is critical to the success of agribusiness research and teaching programs. Agribusiness extension opportunities include extending traditional agricultural economics research, small business management programs, economic/technical education programs, and management education. Keys for conducting successful agribusiness extension programs include understanding client needs, locating and employing the best instructional talent available, and flawless execution of the activity. Stimulating faculty interest in agribusiness extension is a major challenge. Most schools will have the opportunity to focus their traditional extension education efforts on the non-traditional agribusiness audience. A few schools will be successful in developing a new extension program emphasis in agribusiness management education. Both types of contributions are important for the long-run viability of the profession.

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Meyer, Mary Hockenberry, and David Michener. "Academic, Internship, and Cooperative Extension Programs at Botanic Gardens." HortTechnology 23, no. 5 (October 2013): 635–41. http://dx.doi.org/10.21273/horttech.23.5.635.

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Fifty-five online survey responses, 15 phone interviews, and 9 site visits were conducted to collect information on academic (for credit) classes, internships, and Cooperative Extension programs at botanic gardens and arboreta in the United States. Academic programs investigated were primarily instructional credit classes. Thirty-five (64%) of the respondents indicated their garden offers an entire or partial academic class on-site. The most limiting factor in offering more academic classes was faculty time or staff limitations, as indicated by 21 participants (38%). Thirty-one (56%) gardens offer some type of internship, although only 16 (30%) were offering an academic (for credit) internship. Respondents indicated extension involvement as follows: Extension Specialists/Extension Master Gardeners (EMG) teach classes on-site, 23 (42%); EMG training was held on-site, 17 (31%); EMG answered questions on-site, 16 (29%); and 26 (47%) indicated “other” extension collaboration. Sixty-six percent reported their working relationship with extension as minimal or fair as opposed to 33% who described their extension relationship as good to excellent. Examples of successful programs in these three areas are presented, which offer models for collaborative work between botanic gardens, academia, and extension.

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Singer, J. W., D. Kluchinski, W. J. Bamka, N. Bobsin, and R. Govindasamy. "Effectiveness of Cooperative Extension Equine Pasture Management Programs." Journal of Natural Resources and Life Sciences Education 31, no. 1 (2002): 59–61. http://dx.doi.org/10.2134/jnrlse.2002.0059.

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Bennett, Claude F. "Rationale for Public Funding of Agricultural Extension Programs." Journal of Agricultural & Food Information 3, no. 4 (October 1996): 3–25. http://dx.doi.org/10.1300/j108v03n04_02.

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Tavernier, Edmund M., Adesoji O. Adelaja, Maurice P. Hartley, and Brian Schilling. "Information Technologies and the Delivery of Extension Programs." Journal of Agricultural & Food Information 3, no. 4 (October 1996): 75–85. http://dx.doi.org/10.1300/j108v03n04_06.

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Gray, Michael E., and Kevin L. Steffey. "Status of Extension Entomology Programs: A National Assessment." American Entomologist 44, no. 1 (1998): 9–13. http://dx.doi.org/10.1093/ae/44.1.9.

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Lalive, Rafael, Camille Landais, and Josef Zweimüller. "Market Externalities of Large Unemployment Insurance Extension Programs." American Economic Review 105, no. 12 (December 1, 2015): 3564–96. http://dx.doi.org/10.1257/aer.20131273.

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We provide evidence that unemployment insurance affects equilibrium conditions in the labor market, which creates significant “market externalities.” We provide a framework for identification of such equilibrium effects and implement it using the Regional Extension Benefit Program (REBP) in Austria which extended the duration of UI benefits for a large group of eligible workers in selected regions of Austria. We show that non-eligible workers in REBP regions have higher job finding rates, lower unemployment durations, and a lower risk of long-term unemployment. We discuss the implications of our results for optimal UI policy. (JEL E24, J64, J65, R23)

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Reeder, Randall C. "Extension programs and farmer experiences with ridge tillage." Soil and Tillage Research 18, no. 2-3 (November 1990): 283–93. http://dx.doi.org/10.1016/0167-1987(90)90066-m.

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Kane, Matt. "The value of manufacturing extension programs in America." Journal of Technology Transfer 23, no. 1 (March 1998): 7–11. http://dx.doi.org/10.1007/bf02511610.

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Silva, Jairo da Silva e., Valdinei Mendes da Silva, and Diselma Marinho Brito. "CONTRIBUIÇÕES DA EXTENSÃO COMO INSTRUMENTO DE PROMOÇÃO DO DESENVOLVIMENTO SOCIAL, CIENTÍFICO E TECNOLÓGICO LOCAL: o papel da extensão do IFPA em Abaetetuba-PA." Revista Educação e Emancipação 9, no. 2 (December 26, 2016): 160. http://dx.doi.org/10.18764/2358-4319.v9n2p160-182.

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O presente artigo tem como objetivo colaborar com a reflexão acerca do importante papel a ser desempenhado pela Extensão, entendida como indispensável instrumento de promoção do desenvolvimento social, científico e tecnológico nacional, regional, sobretudo, local. Desta forma, priorizamos as contribuições da Extensão do Instituto Federal do Pará – IFPA, Campus Abaetetuba, para o desenvolvimento da educação, ciência e tecnologia na Região do Baixo Tocantins Paraense, onde apresentaremos nossas experiências através dos projetos, programas e ações, salientando as conquistas e os desafios de natureza extensionista.Palavras-chave: Extensão. IFPA Campus Abaetetuba. Desenvolvimento.ABSTRACTThis article aims to contribute to the reflection on the important role to be played by extension, understood as an indispensable instrument for promoting social, scientific and technological national, regional development, above all, location. Thus, we prioritize the contributions of Pará Federal Institute Extension - IFPA, Campus Abaetetuba, for the development of education, science and technology in the region of Baixo Tocantins Pará, where we will present our experiences through projects, programs and actions, highlighting achievements and the challenges of extension nature.Keywords: Extension. IFPA Campus Abaetetuba. Development.RESUMENEl presente artículo tiene como objetivo colaborar con la reflexión sobre el importante papel a ser desempeñado por la Extensión, entendida como una herramienta indispensable para promover el desarrollo social, científico y tecnológico nacional, regional, especialmente, local. De esta forma, priorizamos las contribuciones de la Extensión del Instituto Federal de Pará - IFPA, Campus Abaetetuba, para el desarrollo de la educación, ciencia y tecnología en la región del Bajo Tocantins Paraense, donde presentaremos nuestras experiencias a través de proyectos, programas y acciones, poniendo de relieve los éxitos y los desafíos de naturaleza extensionista.Palabras clave: Extensión. IFPA Campus Abaetetuba. Desarrollo.

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LEE, JOOHYUNG, and YI WANG. "A Probabilistic Extension of Action Language." Theory and Practice of Logic Programming 18, no. 3-4 (July 2018): 607–22. http://dx.doi.org/10.1017/s1471068418000303.

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AbstractWe present a probabilistic extension of action language${\cal BC}$+$. Just like${\cal BC}$+$is defined as a high-level notation of answer set programs for describing transition systems, the proposed language, which we callp${\cal BC}$+$, is defined as a high-level notation of LPMLNprograms—a probabilistic extension of answer set programs. We show how probabilistic reasoning about transition systems, such as prediction, postdiction, and planning problems, as well as probabilistic diagnosis for dynamic domains, can be modeled inp${\cal BC}$+$and computed using an implementation of LPMLN.

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Hadley, Melissa J. "Extension Forestry: The Second Bridge." Forestry Chronicle 64, no. 3 (June 1, 1988): 203–7. http://dx.doi.org/10.5558/tfc64203-3.

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Forestry communication has experienced a major revival in recent years. Forest companies, associations, and government agencies are all joining in the task of creating a "more aware and understanding" general public, with the ultimate goal of developing a broad-based Canadian forestry constituency to support increases in government funding and the development of more progressive policies for the sector. Across the country, public relations and forestry education programs are being targeted for consumption by specific audiences. A review of many of these forestry messages, however, reveals a disturbing tendency towards the delivery of one-way messages.This paper presents a case for practicing communications as a process, rather than a product, and ensuring that future communication initiatives encourage interaction and dialogue with our many publics. It suggests specific guidelines for developing communication programs, and recommends an "equal partners" approach to communications.

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Bennett, Claude, Mary Marshall, James Davis, and Julie Jones. "MANAGEMENT AND ACCOUNTABILITY INDICATORS FOR INTERGOVERNMENTAL PROGRAMS: NATIONAL EXTENSION TARGETED WATER QUALITY PROGRAM." Proceedings of the Water Environment Federation 2000, no. 6 (January 1, 2000): 629–62. http://dx.doi.org/10.2175/193864700785150222.

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Benge, Matt, and Peyton Beattie. "Challenges of early career extension agents in Florida." Advancements in Agricultural Development 2, no. 1 (February 16, 2021): 42–55. http://dx.doi.org/10.37433/aad.v2i1.87.

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Extension agents serve a critical role in the land-grant mission as they disseminate research to local clientele in the form of educational programs. However, Extension agents face a myriad of challenges, such as the changing scope of clientele and programming, nature of the job, and burnout. Much research focuses specifically on new agent challenges within the first year, however, few studies have focused on early career Extension agents after the initial onboarding process is complete. We used a phenomenological approach to explore the challenges of early career Extension agents, which yielded eleven major themes, such as a lack of understanding Extension, the nature of the job and understanding their role, and personal pressure. Another major theme was the lack of Extension knowledge of early career Extension agents which could stem from the lack of formalized Extension education programs and professional development programs targeted to early career agents. Social capital theory could be used to better understand the social networks of early career Extension agents, how these networks form over time, and what type of impact social networks have on new Extension agents.

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Whitehead, John C., Thomas J. Hoban, and William B. Clifford. "Willingness to Pay for Agricultural Research and Extension Programs." Journal of Agricultural and Applied Economics 33, no. 1 (April 2001): 91–101. http://dx.doi.org/10.1017/s1074070800020800.

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AbstractThe North Carolina Agriculture Survey was designed to estimate the willingness to pay for agricultural research and extension programs. We find that North Carolina households are willing to pay between $218 and $401 million for food production programs and between $251 and $698 million for water quality programs annually. We find evidence of divergent validity and differences in the willingness to pay estimates from the single-bound and multiple-bound data.

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BASELICE, SABRINA, and PIERO A. BONATTI. "A decidable subclass of finitary programs." Theory and Practice of Logic Programming 10, no. 4-6 (July 2010): 481–96. http://dx.doi.org/10.1017/s1471068410000232.

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AbstractAnswer set programming—the most popular problem solving paradigm based on logic programs—has been recently extended to support uninterpreted function symbols (Syrjänen 2001, Bonatti 2004; Simkus and Eiter 2007; Gebseret al. 2007; Baseliceet al. 2009; Calimeriet al. 2008). All of these approaches have some limitation. In this paper we propose a class of programs called FP2 that enjoys a different trade-off between expressiveness and complexity. FP2 is inspired by the extension of finitary normal programs with local variables introduced in (Bonatti 2004, Section 5). FP2 programs enjoy the following unique combination of properties: (i) the ability of expressing predicates with infinite extensions; (ii) full support for predicates with arbitrary arity; (iii) decidability of FP2 membership checking; (iv) decidability of skeptical and credulous stable model reasoning for call-safe queries. Odd cycles are supported by composing FP2 programs with argument restricted programs.

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Warner, Laura A., Anil Kumar Chaudhary, and Sebastian Galindo-Gonzalez. "Extension Participants and Nonparticipants Differ in Water Conservation Normative Beliefs, Intentions, and Behaviors." HortTechnology 26, no. 6 (December 2016): 852–61. http://dx.doi.org/10.21273/horttech03484-16.

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Uncertain future availability of water is one of the most critical current issues, and outdoor water use contributes substantially to the strain on water resources. Much of the nation’s outdoor water use is through urban landscape irrigation, and one solution for conservation of this limited resource is to change home landscape irrigation practices. Thus, households that use landscape irrigation are an important audience for Florida extension programs. Complex, statewide water conservation programs are difficult to evaluate because of program variability and limited resources, yet evaluation is an important task that reveals the success, or failure, of a program. This study compared factors between people who have or have not engaged in Florida extension programs. The targeting outcomes of programs model and theory of planned behavior were used as a basis for measuring different levels of possible outcomes. There were no differences in attitudes toward good irrigation practices and perceived ability to adopt them between extension participants and nonparticipants. There were differences between the two groups in perceived normative attitudes, intent to adopt good irrigation practices, and actual engagement in landscape water conservation practices. Findings demonstrate a relationship exists between these characteristics and engagement with extension. The greatest differences were stronger social norms and more engagement in complex conservation behaviors among people who had attended extension programs. It is not known how much externalities play a role in leading certain people to seek out extension education. Extension professionals should use the findings of this study to target nonparticipants and deliver more impactful programs.

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Musser, Wesley N. "Extension Programs in Crop Insurance: A Maryland Case Study." Agricultural and Resource Economics Review 37, no. 1 (April 2008): 22–26. http://dx.doi.org/10.1017/s1068280500002112.

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Many states have crop insurance extension programs. This activity has been stimulated with the availability of funds to support extension from the Risk Management Agency (RMA) of the U.S. Department of Agriculture. Several new RMA programs were established under the Agricultural Risk Protection Act of 2000. The Targeted States Program is quite important for the Northeast. This program serves states that were traditionally underserved by crop insurance. It is available in all 12 northeastern states, plus Nevada, Utah, and Wyoming. The Targeted States Program funds one program in each state. A total of $4.5 million in funding is available each year. Amounts for state programs range from $157,000 in Rhode Island to $754,000 in Pennsylvania, which is a considerable amount of funding.

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Cantliffe, Daniel J. "THE FUTURE OF EXTENSION." HortScience 31, no. 5 (September 1996): 743a—743. http://dx.doi.org/10.21273/hortsci.31.5.743a.

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Extension gained strength from its inception in the early 1900s until the early 1980s. Then things changed—trends led to the notion that extension should get out of social programs and let producers pay their own way. These were the Reagan/Thatcher years. England, New Zealand, Australia, and Canada largely dismantled their extension services. This was supposedly due to financial reasons. They let the private sector take up whatever was released. In the U.S. during the 1980s the Extension Service came under similar attacks and some erosion of the services took place in various states. This has led to a reorganization of the extension service at the federal level, bringing the ARS and Extension Service closer together. I believe that this is the future for Extension—to bind and to build with research to improve and promote continued transfer of new technology. I see this as very difficult for the private sector to do. The ARS and university researchers have to be intimately involved with extension personnel. Program development must be two-fold and must begin to cross state lines both at the state and county levels. Extension workers are doing many of the research jobs of the 1960s and 1970s. For example, our Florida county agents are now doing demonstration and applied research studies that the experiment station personnel did up until 1980. For survival, county operations will need further combining and refining. The basis of the future lies in accountability of extension programs to the public and continued public relationships to express the good job that extension does for all Americans.

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Legalov, Alexander, Pavel Kosov, and Igor Legalov. "Using identical signature procedures for evolutionary extension of programs." Proceedings of the Russian higher school Academy of sciences, no. 1 (March 20, 2015): 41–51. http://dx.doi.org/10.17212/1727-2769-2015-1-41-51.

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Chase, L. E., L. O. Ely, and M. F. Hutjens. "Major Advances in Extension Education Programs in Dairy Production." Journal of Dairy Science 89, no. 4 (April 2006): 1147–54. http://dx.doi.org/10.3168/jds.s0022-0302(06)72183-x.

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Martins, J. P. N., B. M. Karle, and J. M. Heguy. "Needs assessment for cooperative extension dairy programs in California." Journal of Dairy Science 102, no. 8 (August 2019): 7597–607. http://dx.doi.org/10.3168/jds.2018-15959.

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Ogawa, Yoshiko. "Are Agricultural Extension Programs Gender Sensitive? Cases from Cambodia." Gender, Technology and Development 8, no. 3 (November 2004): 359–80. http://dx.doi.org/10.1177/097185240400800303.

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Ogawa, Yoshiko. "Are Agricultural Extension Programs Gender Sensitive? Cases from Cambodia." Gender, Technology and Development 8, no. 3 (January 2004): 359–80. http://dx.doi.org/10.1080/09718524.2004.11910129.

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Cady, Roger A., Joe K. Hillers, Steven D. Aagard, and James S. Long. "The Role of Televideoconferences in Dairy Extension Education Programs." Journal of Dairy Science 75, no. 11 (November 1992): 3265–72. http://dx.doi.org/10.3168/jds.s0022-0302(92)78101-6.

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Journal articles on the topic 'Extension programs'

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