Journal articles on the topic 'University extension Evaluation'
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1
Maynard, Donald N. "Enhancing the Scope of Vegetable Cultivar Evaluation in Florida." HortTechnology 12, no. 4 (January 2002): 560–61. http://dx.doi.org/10.21273/horttech.12.4.560.
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Vegetable cultivar evaluations are conducted seasonally by research and extension faculty at several locations throughout the state of Florida. Results are summarized and published in a Florida Agricultural Experiment Station Circular, Vegetable Variety Evaluation in Florida and used as a basis for extension recommendations published in Vegetable Production Guide for Florida, an industry-sponsored publication. The selection of vegetables to be evaluated depends on local needs and the evaluator's interest. Until recently, this has provided fairly good coverage of the principle vegetables grown in the state. However, the future of this program as currently structured may be in doubt because of changes in assignments of current faculty, new faculty with assignments and interests that differ from their predecessors, and reduced administrative recognition for cultivar evaluation. It is likely that county extension faculty and professional staff will have a greater role in cultivar evaluation as university faculty input is reduced. Increasing the scope of vegetable cultivar evaluation by university faculty to include adaptation of new crops and specialty vegetables adds a new dimension to traditional trials. Some of these vegetables have not benefitted from selection or breeding so there is opportunity for crop improvement as a further extension of vegetable cultivar evaluation.
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Sánchez, Elsa S., Thomas M. Butzler, Timothy E. Elkner, Robert Pollock, and Francesco Di Gioia. "Pennsylvania State University Statewide Cultivar Evaluation Program Model." Horticulturae 7, no. 10 (October 6, 2021): 370. http://dx.doi.org/10.3390/horticulturae7100370.
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Cultivar selection is an important managerial task for commercial farmers. Numerous available options provide marketing opportunities for farmers; however, they can also make cultivar selection time-consuming. For the past 13 years, a team of Penn State Extension educators and university faculty has implemented a new model to evaluate cultivars for key vegetable crops to assist farmers. Our approach started by building relationships within the vegetable industry with farmers, seed company representatives, and farmer-driven organizations who support our program with funding and gift-in-kind donations. We also added rigor to cultivar evaluations by conducting trials of key vegetable crops over 2 years at three locations. The results were used to develop cultivar recommendations, which were disseminated through various face-to-face and distance Extension avenues. The results were also published in refereed journals. The combination of funding, Extension products, and refereed articles led to university support. A drawback to our approach was the difficulty implementing uniform production methods at three experimental sites. The input of a statistical consultant assisted with overcoming this drawback. This model also required the use of strategies common to successful teams. Our methods are described here for those who desire to build a similar program.
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Murray, Mike, Mike Cahn, Janet Caprile, Don May, Gene Miyao, Bob Mullen, Jesus Valencia, and Bill Weir. "University of California Cooperative Extension Processing Tomato Cultivar Evaluation Program." HortTechnology 9, no. 1 (January 1999): 36–39. http://dx.doi.org/10.21273/horttech.9.1.36.
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University of California Cooperative Extension farm advisors have conducted applied research to quantify processing tomato [Lycopersicum esculentum (L.) Mill] varietal performance, as a coordinated activity, since 1973. Early and midseason maturity varieties are annually evaluated at four to six locations throughout the state. The test varieties are selected in collaboration with seed companies, processors and growers. The growers and seed companies provide financial support for the tests. Most tests are conducted in production tomato fields and are harvested using commercial harvesters. The results are widely disseminated through an annual report to the funding sources, farm advisor research reports, newsletters, production meetings, the California Tomato Grower magazine, and popular media. The information obtained for fruit yield potential, fruit quality and plant horticultural characteristics is used by processors, growers, and seed companies to make variety selection decisions. This regional extension program has proven to be an effective way to generate well-designed replicated information for making intelligent processing tomato cultivar decisions and has been well accepted by the California industry.
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Denny, Marina D'Abreau, and Alisha Marie Hardman. "Mississippi State University extension undergraduate apprenticeship program." Advancements in Agricultural Development 1, no. 1 (January 28, 2020): 86–96. http://dx.doi.org/10.37433/aad.v1i1.13.
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The Mississippi State University Extension Undergraduate Apprenticeship Program was implemented in 2017 to give undergraduate juniors and seniors the opportunity to work one-on-one with an Extension mentor and explore careers in agriculture, natural resources, family and consumer sciences, community resource development, or youth development, while participating in research and outreach activities that directly benefit Extension programs and community stakeholders. The program is rooted in the principles of mentoring adult learners in an organizational context. Kolb’s Experiential Learning Model and the DEAL Model for Critical Reflection serve as the conceptual framework, whereby students engage in critical reflection to enhance their integrated research-and-outreach learning experience. An evaluation of the first two student cohorts (n=19) revealed a significant production of scholarship, an increase in discipline-specific knowledge, enhanced critical thinking and problem solving skills, a greater understanding and appreciation for Extension, and a desire to pursue related graduate studies.
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Orangzab, Muhammad Sajjad, Muhammad Umair Zulfiqar, Muhammad Irfan Chani, Bilal Tariq, and Rai Imtiaz Hussain. "Influential factors of brand extension among university students: case for Pakistan." Marketing and Management of Innovations 5, no. 2 (2021): 278–92. http://dx.doi.org/10.21272/mmi.2021.2-23.
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Brand extension is considered to be a highly plausible and essential factor for the success of new products. It is an elusive concept that adds value to the offered products and gives a competitive advantage for strategical positioning of new products in the consumers' minds. This study carefully considers the influential factors for the evaluation of brand extension for products targeting young customers. This study analyzed the three important characteristics of consumers by employing a new and proposed nomological network to assess the brand extension and its strategies. First, the brand extension was directly regressed with the need for uniqueness and with innovativeness. After observing the significance of the regressed model, the model was finally analyzed with the intervening variable of need for variety. Six hypotheses were developed, and the proposed theoretical model was assessed through structural equation modeling (SEM) with the help of SmartPLS. Data was collected from 331 university students of southern Punjab, Pakistan. It was found that all three personal characteristics of young consumers (need for uniqueness, innovativeness, and need for variety) are highly significant with the evaluation of brand evaluation. The proposed model explained more than 30% variation in the observed phenomenon. It was observed that the need for variety partially mediates the relationship between the need for uniqueness, innovativeness, and brand extension. As per the results of this study, it was found that the variety of products matters a lot for young customers so, marketers must consider the variation in the products while extending their product line. Theoretically, this study contributed and enhanced the nomological network of brand extension for young consumers. Practically, the study would help the decision-makers understand the preferences of the young generation to devise the new strategies of brand extension.
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Safrankova, Jana Marie, and Jana Marie Safrankova. "The evaluation of quality teaching methods in research at Czech Republic." International Journal of Teaching and Education 9, no. 1 (April 20, 2021): 75–85. http://dx.doi.org/10.52950/te.2021.9.1.006.
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The evaluation of the quality of teaching and the evaluation of education at universities, methods of evaluating teaching and assessment are one of the key criteria for university evaluation. At present, a project of the ESF project of the University of West Bohemia in Pilsen was realized and one of its activities is focused on "Improving Educational Activities and Modern Educational Trends" and on the subsequent implementation and reflection of student education with new teaching methods. The questionary survey was conducted in 2019 with 616 respondents from the University of West Bohemia in Pilsen, who is the only one public higher education institution in the Pilsen Region. The results analyze in detail the views of the students - taking into account the extension of pedagogical competencies within the framework of the career order. The aim of the project is a comprehensive system of interconnection of the education of academic staff in the area of increasing pedagogical competencies with introduction of new teaching methods into practice and taking into account the extension of pedagogical competencies within the framework of the career order. The results of a survey focused on evaluating the quality of teaching methods confirmed a number of mostly known means of activating teaching, interactive teaching, communication, discussion, the role of the personality of the lecturer and the instructor. These activation approaches need to be continued.
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Rangarajan, Anusuya. "Vigor or Rigor? The Competing Goals of Variety Trials." HortTechnology 12, no. 4 (January 2002): 562–66. http://dx.doi.org/10.21273/horttech.12.4.562.
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Both growers and vegetable seed companies have had long-term historic relationships with public agriculture extension educators and faculty to conduct unbiased evaluation of vegetable varieties. Reductions in both the number of vegetable seed companies as well as university human resources has led to questions about the viability and appropriateness of publicly-funded variety evaluation programs. Field based extension educators and regional staff have taken more leadership to evaluate varieties, but this often results in fragmented or repetitive trials with limited long term integration of data. Statewide vegetable extension specialists must provide the leadership in coordinating these trials to enhance the rigor of data collection and analysis. Fundamental to enhancing rigor is improving regional coordination and collaboration. The calculation of stability estimates for new and older varieties is most efficiently and quickly achieved through regional collaborations. Initial efforts should improve uniformity of trials by creating common evaluation methods for yield and qualitative evaluations (e.g., color, appearance), including two standard varieties (one local and one regional, long-term standard), standardizing field establishment practices, and selecting experimental designs and plot sizes to improve labor efficiency. These regionally coordinated trials will improve the ability to publish this type of applied research and demonstrate new levels of efficiency for university administrations. In the long term, carefully designed comparisons of genotypic performance among different environments could suggest new directions for university breeding programs as well as cropping systems research.
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Williams, J. David, Charles H. Gilliam, Gary J. Keever, and John T. Owen. "The Auburn University Shade Tree Evaluation: Its Roots and Fruit." HortTechnology 11, no. 3 (January 2001): 358–61. http://dx.doi.org/10.21273/horttech.11.3.358.
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The Auburn University Shade Tree Evaluation is an ongoing trial of a moderately diverse range of species, and varieties of larger-growing trees. The study was initiated in 1980 with the planting of 250 selections in three replications of three trees each, located at the Alabama Agricultural Experiment Station, Piedmont Substation in east-central Alabama. Among the fruit of the investigation have been an evaluation of 10 red maple (Acer rubrum) selections with respect to growth and fall color characteristics; a comparison of growth rate and aesthetic characteristics of 14 oak (Quercus) selections; a comparison of the growth and fireblight (Erwinia amylovora) susceptibility of 10 callery pear (Pyrus calleryana) selections; and a 12-year evaluation of the overall best performing trees. The Shade Tree Evaluation has served as a precedent for six additional landscape tree evaluations in Alabama. It has provided a living laboratory for a wide range of educational audiences including landscape and nursery professionals, county extension agents, urban foresters, Master Gardeners, garden club members, and horticulture students. Knowledge gained from the Shade Tree Evaluation has been shared through presentations at meetings and conferences.
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Halpin, Mary Ann, Susan M. Farner, Stephen J. Notaro, Sheri Seibold, Pat McGlaughlin, Natalie Bosecker, and Barbara Farner. "An Evaluation of the University of Illinois Extension Get Up & Move! Program." Journal of Youth Development 4, no. 1 (March 1, 2009): 126–31. http://dx.doi.org/10.5195/jyd.2009.280.
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Get Up & Move! is a program created by University of Illinois Extension to address childhood obesity. It provides ready-to-use materials for youth leaders to promote healthy lifestyles through physical fitness and healthy eating. The impact of the program on participants’ physical activity was evaluated to see whether involvement produces an increase in physical activity to the USDA recommended 60 minutes per day. It was found that a significant increase in minutes of physical activity occurred in participants from an average of 51.88 minutes per day to an average of 58.84 minutes per day.
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Wilkin, Margaret, Rebecca Hofer, Brenda Wolford, Diane Woloshin, Ana Claudia Zubieta, Elizabeth Hustead, Brian Butler, and Alisha Ferguson. "P105 Outcome Evaluation of Ohio State University Extension SNAP-Ed Social Marketing Campaign." Journal of Nutrition Education and Behavior 51, no. 7 (July 2019): S80. http://dx.doi.org/10.1016/j.jneb.2019.05.481.
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Park, Timothy A., and Luanne Lohr. "Performance evaluation of university extension providers: A frontier approach for ordered response data." European Journal of Operational Research 182, no. 2 (October 2007): 899–910. http://dx.doi.org/10.1016/j.ejor.2006.07.018.
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Iles, Jeffery K., Steven C. Padgitt, Peggy Petrzelka, and Wendy K. Wintersteen. "Iowa State University Extension: Evaluation of Programs and Services Offered to Iowa's Turfgrass, Nursery, and Landscape Plant Installation and Maintenance Industries." HortTechnology 8, no. 1 (January 1998): 89–92. http://dx.doi.org/10.21273/horttech.8.1.89.
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A survey was conducted to evaluate the effectiveness of Iowa State University (ISU) extension programs and services to the turfgrass, nursery, and landscape plant installation and maintenance industries in Iowa. Completed questionnaires were received from 294 individuals (55% response rate). Respondents indicated they have a continuing need for pest identification and management information and that ISU extension is an important source for this information. In general, most respondents said quality of information provided by ISU extension was better than that offered by horticultural consultants or product suppliers; however, only 48% said extension was doing very well delivering programs and information in a timely manner. Demand for on-site visits with extension specialists was greater than that for distance learning opportunities, suggesting that extension must do a better job of marketing and making relatively new communication technologies palatable.
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Drzal, N., K. Alaimo, B. Henne, L. Pringle, C. Joseph, and M. Donovan. "Evaluation of a Michigan Team Nutrition and Michigan State University Extension Smarter Lunchroom Initiative." Journal of the Academy of Nutrition and Dietetics 118, no. 9 (September 2018): A43. http://dx.doi.org/10.1016/j.jand.2018.06.167.
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Comito, Jacqueline, and Brandy Case Haub. "Cooperative Extension and Practicing Anthropology: A Natural Fit." Practicing Anthropology 41, no. 2 (March 1, 2019): 47–51. http://dx.doi.org/10.17730/0888-4552.41.2.47.
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Abstract The Cooperative Extension System's mission to “put scientific knowledge into practice” is a natural fit for practicing anthropologists. Two extension anthropologists present their work with the Iowa State University Extension and Outreach programs, Iowa Learning Farms and Water Rocks!, as a case study for how anthropological practice can be used to develop and implement successful extension programs. Added to the conversation is the element of advocacy in anthropological practice, with an examination of how using anthropological research and evaluation methods to understand targeted program audience perspectives better enables practitioners to advocate for environmental improvements and better meet the primary extension program objective of bringing practical, science-based solutions to real world problems.
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Williams, J. David, Charles H. Gilliam, Gary J. Keever, and John Owens. "The Auburn University Shade Tree Evaluation: Its Roots and Fruit." HortScience 35, no. 4 (July 2000): 566D—566c. http://dx.doi.org/10.21273/hortsci.35.4.566d.
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Auburn Univ.'s shade tree evaluation is an ongoing study comparing a moderately diverse range of species, varieties and cultivars of larger-growing trees. Initiated in 1980, there were 250 tree selections planted in three replications located at the Piedmont Substation near Camp Hill, Ala. Among the published “fruits” of the evaluation have been critical comparisons of 10 Acer rubrum selections with respect to growth and fall color characteristics; growth rate and aesthetic characteristics of fourteen Quercus selections; growth and fireblight susceptibility of 10 Pyrus calleryana selections; and the best performing trees overall in the first 12 years of the study. The shade tree evaluation has served as an important precedent for initiation of six additional landscape tree tests in Alabama. Besides its benefits as a research project, the shade tree evaluation has provided a living laboratory for a wide range of educational audiences including landscape and nursery professionals, county extension agents, urban foresters, Master Gardeners, garden club members, and horticulture students. Knowledge gained from the shade tree evaluation has also been shared through presentations at many meetings and conferences.
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Anella, Louis B., Michael A. Schnelle, and Dale M. Maronek. "Oklahoma Proven: A Plant Evaluation and Marketing Program." HortTechnology 11, no. 3 (January 2001): 381–84. http://dx.doi.org/10.21273/horttech.11.3.381.
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Oklahoma Proven is a plant evaluation and marketing program developed by the Department of Horticulture and Landscape Architecture at Oklahoma State University. An advisory committee comprised of representatives from state agencies, industry, and Oklahoma Botanical Garden and Arboretum Affiliate Gardens makes plant recommendations to an executive committee which in turn selects one tree, shrub, perennial, and annual for promotion each year. Trees and shrubs are selected 3 to 5 years ahead of promotion while perennials and annuals are selected 1 to 2 years in advance to give nurseries time to increase production. Marketing includes posters, billboards, pot stakes, and hang tags with the Oklahoma Proven logo and related extension service programming and news coverage. Consumers appreciate having help selecting plants and one retail nursery reported an 81% increase in sales of Oklahoma Proven plants. Funding for the program is provided by industry, Oklahoma Agricultural Experiment Station, Oklahoma Cooperative Extension Service, and a grant from Oklahoma Department of Agriculture.
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Walker, Brent, Margaret Wilkin, Brenda Wolford, Molly Carmody, Karen L. Franck, and Christopher T. Sneed. "P54 Outcome Evaluation of the University of Tennessee Extension Farmers’ Market Fresh Nutrition Education Program." Journal of Nutrition Education and Behavior 51, no. 7 (July 2019): S56—S57. http://dx.doi.org/10.1016/j.jneb.2019.05.430.
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Olsen, J. L., and C. D. Boyer. "420 Integrating Extension Field Faculty Into Academic Homes: The Oregon State University Experience." HortScience 34, no. 3 (June 1999): 516D—516. http://dx.doi.org/10.21273/hortsci.34.3.516d.
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In 1993, then OSU President John Byrne declared that: “All Extension Service faculty, county agents as well as specialists, will be assigned academic colleges, and will have an academic appointment in the appropriate college.” The selection of the academic home would involve a mutual agreement between the individual and the department and would take into consideration the faculty member's academic training, experience, and work assignment. The implementation of this decision was completed by July 1995. In the College of Agricultural Sciences, this assignment of faculty to academic homes was accommodated by adding county agents to the faculty of existing departments. The Dept. of Horticulture faculty numbers nearly doubled, with an increase from 34 to 58. The department head is now very involved in the annual review and salary administration of extension field faculty. Campus-based faculty are now involved in all of the hiring, promotion, and tenure decisions for extension field faculty and vice versa. Field faculty participate in departmental decision making. The change in the number and diversity of faculty in the department is a unique effort to unify programmatic focus for extension, research, and teaching at OSU. As a work in progress, many issues are being addressed including full faculty participation in the decision-making process, communication, evaluation of scholarship, and building departmental community. Successes, pitfalls, and challenges ahead will be discussed and illustrated.
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Markey, Jazmin A., Angel Riggs, Alexi Moehlenpah, David Lalman, and Dan Stein. "PSXIII-27 Oklahoma State University constructing diversified learning for extension educators." Journal of Animal Science 99, Supplement_3 (October 8, 2021): 342–43. http://dx.doi.org/10.1093/jas/skab235.629.
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Abstract The role of extension educators is to convey cutting-edge information to the varying sectors of the agricultural industry. In recent years, Oklahoma State University has initiated the process of creating online continuing education courses for Oklahoma-based extension educators. The objective is to develop online modules to enhance educator professional development through expansion of animal science knowledge. In the spring of 2021, Oklahoma extension educators will receive the opportunity to enroll in the introductory level course of this series, “Livestock Production Practices 101” (LPP 101). LPP 101 has been designed for extension educators that have little to no animal science background. The course will be comprised of eight lessons. The eight lessons include livestock species terminology, vision, hearing and handling, nutrient classification, digestive anatomy, reproductive anatomy, life cycles - from conception to consumption, breeds and genetic evaluation parameters, and comparative anatomy. Each lesson will convey species-specific information relative to cattle, horses, pigs, sheep, goats, and chickens. Lessons will include activities such as readings and interactive illustrations. At the conclusion of each lesson, knowledge checks will be given as review to prepare educators for a quiz. Knowledge checks and quiz questions will be a combination of fill-in the blank, multiple choice, matching, and species-specific sorting. Educators must obtain an eighty percent or higher on all lesson quizzes to receive a course certificate. Educators will complete approximately five hours of course work over a ten-week period. A survey will be offered at the conclusion of the course to assess whether the educator found the course to be both engaging and beneficial. The survey will also serve as a guide as to which topics provided in this course would be sought after if developed into courses of their own.
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Hewagamage, K. P., W. M. A. S. B. Wickramasinghe, and A. De S. Jayatilaka. "“M-Learning Not an Extension of E-Learning”." International Journal of Mobile and Blended Learning 4, no. 4 (October 2012): 21–33. http://dx.doi.org/10.4018/jmbl.2012100102.
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In this paper, the authors present work that was carried out to develop an m-learning extension to a Moodle based VLE at the University of Colombo School of Computing (UCSC) and its initial evaluation. They believed this new development could bring a value added service to learners and describe how mobile browsing, mobile applications and Short Message Service (SMS) were used to access learning resources and activities to interact with other users who were facilitating or following on-line courses. However, in their investigation, the authors discovered that m-learning cannot be promoted as a value added service for the current e-Learning based framework. Learners do not receive a significant benefit compared to the cost they incur to interact with the learning service. Both pedagogy and technical infrastructure must be considered together, not as an extension of existing services but to provide a new learning service for m-learning.
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Hayward, J. "An evaluation of the Venda Agricultural Extension Service, by T J Bembridge, Fort Hare University Press." Development Southern Africa 6, no. 2 (May 1989): 271–73. http://dx.doi.org/10.1080/03768358908439469.
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Austrilino, Lenilda, Mércia Lamenha Medeiros, and Francisco José Passos Soares. "Itinerant caravan of science & technology of Alagoas: trajectory of scientific diffusion and professional training." ACTIO: Docência em Ciências 6, no. 2 (August 13, 2021): 1. http://dx.doi.org/10.3895/actio.v6n2.14284.
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This article presents the results of a research conducted in order to identify the potential of the performance model of the Itinerant Caravan of Science and Technology of Alagoas, as a strategy for professional training, developed under a university extension project. A qualitative approach research was carried out, characterized as a case study, through the experience report. The reports of the 15 editions of the project (2005 to 2019), field diary entries, responses to the evaluation questionnaires applied to the participants, as well as personal historical files of the coordination. All reports were approved by the project's partner institutions and funders. For the organization and analysis of the data, the document analysis technique was used. The selected documents were systematized from the perspective of content analysis, in the thematic modality aiming to identify the importance of itinerancy for university extension and the scope of the action for professional training. The results show the trajectory of the S&T Caravan and the importance of itinerancy for university extension and professional training. The performance model favors the inseparability of teaching, research and extension by promoting scientific dissemination activities taking the knowledge produced at the university to communities with less access to education and more distant from urban centers. The action-reflection-action movement carried out by the members of the group "caravaneiros" benefits the professional formation, by developing skills and competences necessary to disseminate the knowledge produced. The extension experiences provide an opportunity to capture talents for science, favoring professional training, and the conversion of their participation into academic credits is salutary. The movement also stimulates scientific dissemination, contributing for the population to know and reflect about the relevance of science, technology, their applications and social, environmental and ethical implications, empowering participants to build their own knowledge.
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Gordon, Jason S., Scott Cagle, John D. Kushla, and Brand Huffman. "Into the woods: Partnering with the Department of Corrections to deliver forestry extension programming." Forestry Chronicle 92, no. 04 (December 2016): 465–68. http://dx.doi.org/10.5558/tfc2016-082.
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This paper describes a pilot series of extension programs delivered to inmates within the Mississippi Department of Corrections system. The project was a collaboration between the Chickasaw County Regional Correctional Facility, state Extension forestry specialists, and county Extension staff. A large body of research describes benefits of inmate education, including lower recidivism and reducing tension that could otherwise lead to behavioral problems. Over four months, Mississippi State University Extension personnel worked with prison officials to educate inmates about forestry, logging, and arboriculture. This paper describes the collaborative process driving the project as well as program design, curriculum, materials, and delivery. Besides technical information, instructors discussed opportunities and challenges inmates may encounter if they were to pursue employment in forestry or tree care following their sentences. Instructors worked closely with prison staff to appropriately address teaching in a unique environment and the educational needs of the students. We present the student evaluation process, which was limited by prison rules. Finally, we present results from an evaluation of partners and instructors that elaborate on pitfalls, challenges, and opportunities. The Department of Corrections was highly satisfied with the program and has requested expansion to facilities across the state.
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Cousins, J. Bradley, and Lorna M. Earl. "The Case for Participatory Evaluation." Educational Evaluation and Policy Analysis 14, no. 4 (December 1992): 397–418. http://dx.doi.org/10.3102/01623737014004397.
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Participatory evaluation is presented as an extension of the stakeholder-based model with a focus on enhancing evaluation utilization through primary users’ increased depth and range of participation in the applied research process. The approach is briefly described and then justified from theoretical and empirical bases. The literature on organizational learning provides theoretical support for participatory evaluation stemming primarily from the view that knowledge is socially constructed and cognitive systems and memories are developed and shared by organization members. Twenty-six recent empirical studies were found to support an organizational learning justification of the model. Studies were classified into one of six emergent categories: conceptions of use; effects of participation on the use of research; effects of participation on the use of disseminated knowledge; effects of research training; school-university partnerships; and internal evaluation. Requirements of organizations and evaluators and an agenda for research are discussed.
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Almeida, Dayana, Renata Bovo Peres, and Andréia Nasser Figueiredo. "Rural environmental planning in a family farm: education, extension and sustainability." Ciência Rural 46, no. 11 (August 25, 2016): 2070–76. http://dx.doi.org/10.1590/0103-8478cr20150926.
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ABSTRACT: Developing research, teaching and extension in university programs is fundamental to capacitate professionals for the challenging endeavors. Considering the importance of these three university functions as relevant learning practices, the objective of this study was to analyze qualitatively the development of teaching project proposals associated with extension activities, directed to the rural environmental planning in an Agricultural Production Unit, in order to identify the issues and their degree of applicability. Twenty project proposals were developed in the "Rural Environmental Planning" course to plan an Agricultural Production Unit, which were subsequently evaluated by the farmer. This discipline is part of the Bachelor's degree course in Environmental Management and Analysis of the Universidade Federal de São Carlos. The projects followed qualitative research methods using the systemic and participatory approach. At the end of the process the farmer answered an evaluation matrix of the projects. Development of the projects was particularly important for the students and for their knowledge on the various topics covered, which also resulted in factual improvement perspectives in the Agricultural Production Unit. Construction of knowledge was participatory and integrated between the students and farmer.
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Minuzzi, Pietra de Vargas, Luiza Freitas Lopes, Rafael Tamborena Malheiros, Antônio Adolfo Mattos de Castro, and Marta Fioravanti Carpes. "Civil society and university: university extension as an integrator of teaching, research and health care in pandemic times." Research, Society and Development 11, no. 4 (March 19, 2022): e32111427431. http://dx.doi.org/10.33448/rsd-v11i4.27431.
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The Covid-19 pandemic generated numerous challenges, among them university training due to the suspension of face-to-face activities, due to social isolation. There were adaptations to the new reality and the virtual environment became an ally for students and educators, however, with the persistence of the pandemic moment and the need for qualified labor, the students graduating from the Physiotherapy course felt the need to enter the professional life . Thus, this article explains the process of implementing an extension study in times of pandemic and social distancing, its interactions with teaching and research, as well as the difficulties encountered and the preliminary results. This study seeks to track individuals diagnosed with Covid-19 and who required hospitalization, assess their functionality, monitor and/or refer them to specialized services. The main difficulties encountered were regarding contact with patients and the availability and training of students to carry out the assessments, either by phone call or in person. Vaccination of students made it possible to return to face-to-face activities and thus access to the covid sector, allowing the identification of the main limitations of patients and accompanying them or referring them to specialized services. Due to satisfaction with the results, the project was expanded, opening up research and evaluation in the Covid Intensive Care Unit. Thus, the project made possible the articulation of the teaching, research and extension tripod, helped in the academic training of those who completed the Physiotherapy course and involved society, supplying their needs in the current pandemic scenario, assisting in the rehabilitation after infection by SARS-CoV-2.
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Harding, Karina del Carmen, and Rosaida Sánchez. "Assessment and evaluation of english language professors during the pandemic." CIID Journal 3, no. 1 (December 5, 2022): 152–74. http://dx.doi.org/10.46785/ciidj.v3i1.82.
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Covid 19 has impacted humanity, causing changes in everyday activities. Among them are: family, social, business development and education, as well as service operations in different industries. Due to the devastation caused by it, there are changes in education, the entire process has suffered greatly. The purpose of this article is to propose innovative solutions to the evaluation process during the pandemic, in order to recognize how the recipients (students) valued the methodology, contents, and didactic resources applied to the teaching of English language after the pandemic. The evaluation of the academic-administrative management of the professors, make it possible to measure the management, promote continuous improvement and quality of educational operations. For these reasons, the University of Panama supported a model of evaluation for professors that involved computing functions of teaching, administration, research, extension, production, and services. All these evaluations were to be subject to the provisions set forth by the University General Council in Meeting # 03-19 of August 28, 2019. In the evaluation of English teachers, we will use methods that will help us collect and analyze information exposed mainly by students. It is worth saying that the teaching and learning processes, applied to professors by means of surveys, makes it feasible to evaluate, measure, and assess the level of knowledge that a student has acquired in any subject when learning a second language. In conclusion, the correct use of methods, strategies, and techniques will help the continuous improvement, thus achieving effective performance in the evaluation process
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Diego, Edison S., Katrina A. Fuellos, Marissa P. Marquez, Perlita F. Villacorta, and Jennifer G. Fronda. "Evaluation of Nueva Ecija University of Science and Technology (NEUST) Extension Services Re: Mushroom Growers of Tanawan." International Journal of Advanced Engineering, Management and Science 5, no. 6 (2019): 373–78. http://dx.doi.org/10.22161/ijaems.5.6.3.
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RESTON, ENRIQUETA D., and ELMER S. POLIQUIT. "AN OUTCOME-BASED STATISTICAL CAPACITY DEVELOPMENT PROGRAMME TO SUPPORT RESEARCH AT A UNIVERSITY." STATISTICS EDUCATION RESEARCH JOURNAL 19, no. 1 (February 29, 2020): 181–93. http://dx.doi.org/10.52041/serj.v19i1.129.
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This paper addresses a critical component of the infrastructure necessary for professional development toward more effective teaching and learning of research and statistical methods. In particular, an interdisciplinary in-service model is proposed, which has the potential to better prepare educators to address institution-specific needs amidst dwindling resources. In particular, we present an outcome-based model for developing statistical capacity in research in response to the need for training statisticians in the academia. The aim of the programme was to equip selected faculty with the competencies needed to provide various forms of statistical support services in line with the research, extension, and publication mandate of a large private university in the Philippines. The programme was administered in three phases: (1) training phase, (2) statistical consulting and mentoring phase, and (3) “cascading or extension” phase. Evaluation of the outcome involves participants’ demonstration of learning in various statistical methods through serving as resource persons during the cascading activity and the documentation of the statistical consulting experiences made during the programme.
First published February 2020 at Statistics Education Research Journal Archives
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Ruiz, Glenlie, Gina Fe Pilapil, Katrina Jan Alexa Rule, Stephanie Anne Tulod, and Mauro Allan Amparado. "Evaluation of the Playgroup Project and Alternative Learning System Programs In Village Looc and Village Opao, Mandaue City, Cebu, Philippines." JPAIR Institutional Research 12, no. 1 (June 10, 2019): 23–39. http://dx.doi.org/10.7719/irj.v12i1.742.
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The College of Teacher Education responds to the needs of its partner communities in Mandaue City, Cebu, Philippines as it implements the Playgroup Project and the Alternative Learning System (ALS) Programs. The college has integrated its community extension programs into the academic and extra-curricular activities of the students. Student-teachers render extension services to Village Looc and Village Opao. The university funds these programs, which are supported by the faculty and other stakeholders. This descriptive, qualitative study evaluated the implementation of the two community extension programs among its beneficiaries. In the Playgroup Project, parents are satisfied with the implementation of the program. They believe that the project yields favorable results and would benefit more families in the community. The program, implemented by the faculty, students, non-teaching staff, and alumni volunteers, utilizes the resources and facilities of the university. Based on the parents’ testimonies, there is a strong association between the participation of their children in the program, their learning competence, and their social and emotional well-being. The program has increased the readiness of the learners for a smooth transition to kindergarten. The improvement of the learners’ dependability level had helped the parents ease their concern for their children’s safety. On the other hand, the ALS Program, in cooperation with DepEd Mandaue City, involved the student-teachers and volunteers in the mapping of potential ALS learners, learning sessions, and culminating activities. This study revealed that the ALS Program had touched lives across different socio-economic backgrounds.
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Idowu, Oladele Oladimeji. "Evaluation of the Demand-Driven Agricultural Extension Curricula among Alumni from Selected Universities in Nigeria." Journal of Agricultural Extension 25, no. 2 (May 4, 2021): 1–17. http://dx.doi.org/10.4314/jae.v25i2.1.
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The study assessed demand-driven agricultural extension curricula by alumni from universities in Nigeria partnering with Sasakawa Africa Fund for Extension Education (SAFE) on such curriculum for at least seven years. Using a cross-sectional research design and cluster sampling technique, 227 alumni were randomly selected from a population of 520. Data were collected through structured questionnaire on socio-economic characteristics, mode of study, areas of specialization operationalized as close-ended questions and rating of programme components on a 5 -point Likert type scale of poor (1) fair (2) good (3) very good (4) excellent (5) with 70 items. Data entry and analysis were done with SPSS 25 using percentages, mean score and multiple regression analysis. Adult education approaches, supervised enterprise projects, students’ supervision, academic advice, information sharing, and participation in research projects had highest positive rating; while fund raising, scholarship, opportunity for enrolling and be part of a professional scientific network, linkage & involvement with Sasakawa Africa Association (SAA) field activities, laboratories and variety of subjects offered had highest negative rating. Socio-economic characteristics of alumni were significantly correlated and explained 49 percent of the variation in programme rating. The study recommends that there is need to review the curricula covered in this study and mechanisms for compliance with the Sasakawa methodology should be reinvigorated.
Keywords: alumni, demand-driven, agricultural extension, university curricula.
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Viacava, Keitiline R., Alvaro Vigo, and Lisiane Bizarro. "Process Evaluation of an Applied Neuroeconomics Extension Course in Consulting and Management Based on Kirkpatrick's Model." Journal of Management Research 8, no. 4 (December 14, 2016): 22. http://dx.doi.org/10.5296/jmr.v9i1.10374.
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The aim of this research was to evaluate the implementation of a 5-week (15-hour) extension course in Applied Neuroeconomics, taken by 27 undergraduates (89% from economics majors and 11% members of a junior consulting firm) at the Federal University of Rio Grande do Sul (UFRGS) in Porto Alegre, Brazil, and to identify their perception of the adequacy and applicability of the course content for consulting purposes. At the end of each class, students evaluated the current module by responding to a 10-item questionnaire using a 5-point scale, based on Kirkpatrick’s (1996) 4-level evaluation model: reaction, learning, behavior, and results. For data analysis, Pearson’s chi-squared test was used, and the Clopper-Pearson (Exact) method was adopted to estimate the confidence interval for the good/excellent response proportion. The results showed correlation between the extension course and the student’s perception of the adequacy and applicability of the course for all 4 levels analyzed and for all 5 modules (p < .01). Students believed that they could easily transfer the acquired knowledge to the consulting practice (p < .01). In sum, this process evaluation indicated that the Applied Neuroeconomics extension course was well-structured and provided neuroscientific content of both practical and theoretical value for students planning a career in economics and management consulting.
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Monks, C. Dale, David C. Bridges, John W. Woodruff, Tim R. Murphy, and Daniel J. Berry. "Expert System Evaluation and Implementation for Soybean (Glycine max) Weed Management." Weed Technology 9, no. 3 (September 1995): 535–40. http://dx.doi.org/10.1017/s0890037x00023812.
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HERB, a computer-based expert system for soybean weed management developed at North Carolina State University, was evaluated for managing weeds under Georgia conditions. The project was initiated in two phases: a) training Cooperative Extension county agents followed by evaluation in six Georgia counties and b) revision, licensing, and distribution across the state. Field evaluations indicated that HERB was not highly accurate for predicting final yield loss because of weed species senescence and environmental extremes later in the growing season. HERB generally provided a reasonable prediction for a positive economic return due to treatment approximately 60% of the time. Accuracy was directly dependent upon the accuracy of weed-free yield estimates and extremes in growing conditions. HERB should not be the sole source of weed management information but may be useful to producers and county agents where mixed or low populations of weeds exist. The program was distributed statewide in 1993 after revision, duplication, and training was completed.
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Cowgill, W. P., M. H. Maletta, and S. A. Johnston. "EVALUATION OF TWO DISEASE FORECASTING SYSTEMS FOR CONTROLLING EARLY BLIGHT ON TOMATO IN NEW JERSEY." HortScience 27, no. 6 (June 1992): 629e—629. http://dx.doi.org/10.21273/hortsci.27.6.629e.
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Two disease forecasting systems - FAST, Pennsylvania State University and CUFAST, Cornell University - were used to generate spray schedules for controlling Alternaria solani Ell. and Mart. on `Celebrity' tomato (Lycopersicon esculentum Mill.) at The Rutgers Snyder Research and Extension Farm in Northwest New Jersey. Disease control was compared to that obtained following standard weekly spray schedules. Chlorothalonil, 1.5 lb/A, was used for disease control for all treatments. Disease ratings of the FAST and CUFAST plots were significantly lower than that of the unsprayed control and were not significantly different from the plots sprayed according to standard spray schedules. A total of 10 fungicide applications were made following FAST recommendations; 7 applications were made following CUFAST recommendations; 13-15 applications were made following standard recommended schedules. Using CUFAST resulted in an estimated $200 per acre savings in spray costs. Chemical name used: tetrachloroisophtalonitrile (chlorothalonil).
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Kells, James J., Maurice L. Vitosh, and Oran B. Hesterman. "Plant Problem Diagnosis Field Days — An Approach to Extension Education." Weed Technology 1, no. 1 (January 1987): 56–59. http://dx.doi.org/10.1017/s0890037x00029134.
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Field days on diagnosis of plant problems were conducted by Extension specialists at Michigan State University. The objective was to expose participants to a variety of plant growth problems. Techniques were developed to simulate crop injury from herbicide and fertilizer misapplication and environmental stress. Twenty demonstration plots each were established for corn (Zea maysL.) and soybeans [Glycine max(L.) Merr.]. A specific problem was demonstrated in each plot. Two field days were held in 1985. One field day was conducted for agribusiness personnel and the other for Extension field staff. Promotion of the field days was a cooperative effort among Michigan Cooperative Extension Service, Michigan Pesticide Association, and Michigan Plant Food Council. Resource people conducting tours of the plots and leading discussions of the problems included a weed scientist, a soil fertility specialist, and a crop production agronomist. An evaluation survey indicated that this event was useful in furthering the understanding of plant growth problems. Based on the survey responses, future plant problem diagnosis field days are being planned in Michigan.
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Rybička, Jiří, and Petra Čačková. "The Influence of the Established Links between University Courses on the Quality of Teaching." Lifelong Learning 8, no. 2 (2018): 35–48. http://dx.doi.org/10.11118/lifele2018080235.
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One of the tools to determine the recommended order of the courses to be taught is to set the prerequisites, that is, the conditions that have to be fulfilled before commencing the study of the course. The recommended sequence of courses is to follow logical links between their logical units, as the basic aim is to provide students with a coherent system according to the Comenius' principle of continuity. Declared continuity may, on the other hand, create organizational complications when passing through the study, as failure to complete one course may result in a whole sequence of forced deviations from the recommended curriculum and ultimately in the extension of the study period. This empirical study deals with the quantitative evaluation of the influence of the level of initial knowledge given by the previous study on the overall results in a certain follow-up course. In this evaluation, data were obtained that may slightly change the approach to determining prerequisites for higher education courses.
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Bayer, Rachel, Ashley Travis, and Chenzi Wang. "Kids Growing with Grains: Connecting Agriculture, Nutrition, and Environmental Literacy." Journal of Youth Development 15, no. 6 (December 15, 2020): 272–91. http://dx.doi.org/10.5195/jyd.2020.964.
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Kids Growing with Grains is a school-based agricultural education program that improves youths’ conceptual understanding of how agriculture is linked to nutrition, the environment, and human health. University of Maryland Extension Educators developed the program’s hands-on activities, which focus on grain science, grains and the environment, grains and animals, and grain nutrition. The program is traditionally implemented through a station-based field trip experience lasting 4 hours in length. The program has been evaluated using a mixed-methods approach that includes qualitative and quantitative data collected from both teachers and students. Evaluation results from the past 2 years indicate the program is achieving its learning objectives. The program is designed to be easily replicated by other Extension programs throughout the country in a variety of formal or non-formal settings.
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Ribeiro, Ana Paula Fernandes, Ticiane Cestari Fagundes Tozzi, Sergio Tumelero, Gabriel Andrade Nunes Carrijo, Laura Ramos Vieria, Caroline Loureiro, and Rogério de Castilho Jacinto. "Knowledge and prevalence of trauma and evaluation of the impact of educational and preventive actions on a population of athletes." Research, Society and Development 10, no. 4 (April 4, 2021): e16210413913. http://dx.doi.org/10.33448/rsd-v10i4.13913.
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This university extension project aimed to verify the knowledge of athletes about dental trauma, the prevalence and type of trauma that occurred in sports, previous use of mouthguards and to evaluate the impact of educational/preventive actions implemented in this population. The study was divided into 1) Application of Questionnaire 1 (n=94); 2) Clinical examination and manufacture of mouthguards; 3) Lecture on trauma; 4) Application of questionnaire 2 (n=40). The data were submitted to descriptive analysis and Fisher's exact test, with a significance of 5%. Athletes showed little knowledge about dental trauma. The prevalence of trauma and previous use of the protector were higher in athletes in the fighting sports category (p<0.05). After the lectures, the athletes showed improvement in knowledge about trauma and high adherence to the use of custom-made mouthguards. These results show how extension projects have a positive impact, changing the reality of the population.
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Marks, Landon, Brandi Karisch, Cobie Rutherford, and Jane A. Parish. "64 Use of a cattle artificial insemination school as extension programming in the Southeast United States." Journal of Animal Science 97, Supplement_1 (July 2019): 5. http://dx.doi.org/10.1093/jas/skz053.010.
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Abstract The objectives of this cattle AI school were to provide producer education in cattle reproductive management, semen handling, and insemination technique. The school is unique from other AI training programs in that it consisted of 7 hours of classroom training in economics, reproductive anatomy, estrous cycle, estrus synchronization, estrus detection, AI equipment, nutrition, sire selection, herd health, and biosecurity in relation to AI. Instructors were Mississippi State University (MSU) and Auburn University (AU) faculty and Extension agents with expertise in each subject area. Hands-on laboratory handling of bovine female reproductive tracts was provided as part of this initial classroom instruction. The program included a minimum of 8 hours of hands-on experience with semen handling and cattle insemination technique. The entire course spans a Thursday evening, Friday morning and afternoon, and Saturday morning and was scheduled twice per year. Overall participant ratings of AI school sessions averaged 4.7 on a 1 to 5 scale, where 1 = poor and 5 = excellent. Changes to the AI school were made over time based on producer feedback from previous course evaluations. The MSU Beef Unit was added as a second location in 2012. The evaluation was updated in 2015 to include a pre-test/post-test, 173 participants have completed a test with a pre-test average of 68.32 ± 13.34 and post-test average of 82.49 ± 10.09 (P < 0.001). A presentation for reproductive equipment was added in 2017. The MSU-ES cattle AI school consistently fills to participant capacity at each offering with waiting lists formed each time for future offerings, indicating a strong demand for this program. School participation has expanded from primarily Mississippi-based attendees to attendee representation from 13 additional states in the program. In excess of 1,052 persons have completed the MSU-ES cattle AI school since its inception.
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Shurygin, V. Y., A. V. Tumasov, L. N. Orlov, and D. V. Sharov. "Evaluation of strength of undercarriage of light commercial vehicles with design changes." Izvestiya MGTU MAMI 10, no. 1 (March 15, 2016): 66–70. http://dx.doi.org/10.17816/2074-0530-66955.
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The results of the design study of undercarriage of light commercial vehicle are provided in the paper. GAZ 3302 was selected as object of research. Calculations are made using the finite element method and modern software package MSC PATRAN / NASTRAN of license package University MD FEA Bundle. The models of undercarriage with differ- ent types of settings are developed: euro truck, on-board platform, vehicle carrier. The possibility of extension of the frame of the automobile is considered. The developed model includes: frame, cabin, leaf springs, body superstructure. Models loading mode corresponds to the front right wheel display at full weight of the automobile. Picture of strain distribution and maximum equivalent stress by Mises criterion are gained. The calculation of bending stiffness is made. The obtained results of calculations allow to perform a comparative analysis of the original and extended structures with different body superstructures and to evaluate the degree of change in the stiffness and strength of the system. The re- sults of the research say that extension of the automobile frame within 1100 mm is an increase in stress in the average of 10% and a decrease in rigidity by 15%. The values of the maximum stresses remain within acceptable limits. There- fore proposed design of frame has sufficient strength and rigidity in terms of possible operational loads.
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Sykes, Virginia R., Natalie R. Bumgarner, Stefanie Brooke Keadle, Aleksandra Wilson, and Francisco Palacios. "Citizen Science in Vegetable Garden Cultivar Evaluation in Tennessee." Horticulturae 7, no. 11 (October 21, 2021): 422. http://dx.doi.org/10.3390/horticulturae7110422.
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Edible food production is a growing area of horticultural interest that can engage multiple generations of rural to urban residents with varying levels of experience. Residential or community garden food production can provide many benefits, including the production of healthy produce, establishment of community or social connections, and increased physical activity. Regardless of experience, food gardeners are interested in growing crops and cultivars well-suited to their region and which provide both productivity and crop quality. This means that cultivar selection is a common question for gardeners. However, formal cultivar evaluation is relatively rare in the non-commercial food production sector due to the number of cultivars, the challenges of replicated trial management, and the scarcity of public researchers focused on consumer horticulture. This limits the information available to support new gardeners, which lowers the chances of overall success including high-quality harvests. Such crop and variety selection questions are common for Extension personnel in the United States as well as many others who work with gardeners. Even with this high level of interest, funding for consumer garden trials is limited and the cost of replicated trials across various geographical sites is high. To fill this gap in research and address the need for high-quality data to support education, University of Tennessee Extension and research faculty have developed a citizen science approach called the Home Garden Variety Trial (HGVT) program. The HGVT is a collaborative effort between Extension and research faculty and educators, who select trials, provide seeds, and compile data, and citizen scientists around the state, who conduct the trials using their usual gardening practices in their own home or community gardens. Beginning in 2017, the collaborators have conducted five years of research involving over 450 individual gardeners in more than half of the counties in Tennessee. The HGVT is a novel and effective tool to introduce gardeners to new crops and cultivars while providing previously unavailable data to researchers. Together, researchers and home gardeners collect and compile data that supports residential and community food production success while engaging new and experienced gardeners in participatory science research.
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Hendricks, Taylor J., Jennifer J. Tucker, Mary K. Mullenix, Katie Mason, Dennis W. Hancock, Ali Missaoui, and Joe Bouton. "67 2018 Alfalfa in the South Workshop Series: A review of regional Extension efforts." Journal of Animal Science 97, Supplement_1 (July 2019): 3–4. http://dx.doi.org/10.1093/jas/skz053.006.
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Abstract Alfalfa research in the Southeast has steadily increased over the past ten years. Researchers have a renewed interest in this perennial legume as new varieties have been released that are better suited to the challenging climate and use in the Southeast. Extensive effort has been put forth in establishing programs promoting the use of alfalfa as a viable high-quality forage option in the south. In 2018, the “Alfalfa in the South” workshop series was designed to provide in-depth extension education, circulate new research findings, and engage in discussions with producers as related to the use of alfalfa in the southeast. The series consisted of 4 one-day workshops, organized by University of Georgia Extension in conjunction with America’s Alfalfa, and included Extension specialists, faculty, and graduate students from both the University of Georgia and Auburn University. Topics were broken into five classroom learning modules: 1) site selection and establishment, 2) improving animal performance with alfalfa, 3) managing alfalfa for persistence, 4) alfalfa breeding programs, and 5) graduate student research updates. Each workshop concluded with an on-farm demonstration where attendees engaged in discussion with producers utilizing alfalfa in their operation. Postworkshop evaluation results determined that, on a scale of 1 to 5, where “1” was “no change” and “5” indicated “greatly improved,” producers rated their change in interest using alfalfa as a 4.73 and their confidence in using alfalfa management skills as 4.36. Additionally, the producer discussion and field tour section rated the highest, 4.67 (1 being “poor” and 5 being “excellent”); however, all topics rated 4.12 or higher, indicating that attendees found this workshop to be very good to excellent. Of the 60 participants, 68% indicated that they would make some major changes and 32% plan to try to make minor management changes following the workshops.
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Moura de Almeida, Carolina Bittencourt, and Daniela Rosa Guimarães Gotardo. "Introduction to semiology: construction of clinical history. Reflections of a digital extension course." International Journal of Education and Health 6 (March 9, 2022): e3745. http://dx.doi.org/10.17267/2594-7907ijeh.2022.e3745.
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INTRODUCTION: The clinical interview is an essential procedure in the process of the clinical encounter, of care whenever the doctor behaves with a capacity for respect, interest, authenticity, coherence and empathic understanding. Anamnesis favors the recognition of others, their needs, fears and anxieties. Based on these reflections, we assessed the need to offer an extension course on the construction of anamnesis, in digital format, at the State University of Bahia (UNEB), which addresses issues and which equips students so that they have the necessary knowledge to face the consequences caused by the pandemic COVID-19, and the absence of face-to-face higher education classes in the State of Bahia. OBJECTIVES: To develop a set of knowledge that lead to the sedimentation of the construction of the clinical history (anamnesis) and exploration of the main signs and symptoms. METHODOLOGY: The course was executed entirely on the Google classroomÒ / MeetÒ platform in 09 meetings, from 18/08 to 14/10 2020, with 24 students enrolled and divided into 2 classes of 12 students. The methodology included synchronous activities (theoretical classes and discussions) and asynchronous activities (video lessons available on the platform, support material and activities for home). The theoretical evaluation was performed using the googleforms form, as well as the course evaluation research form. CONCLUSIONS: The evaluation made by the students brought feelings of thanks, enchantment and fulfillment for participating in a course focused on Medical Semiology, as it was the first contact with the Medical Course for some of the students. In view of the results, and the reflection of the teachers, there was a desire to repeat the extension course, especially for newly enrolled students, as they realized the importance of such an activity during this period of uncertainty.
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Zyngier, Sonia, Gabriela Marques-Schäfer, Danielle de Almeida Menezes, and Alessandra Mitie Spallanzani. "A Longitudinal Evaluation of a Teacher Education Project: CLAC 20 Years Later." Revista Brasileira de Linguística Aplicada 20, no. 2 (June 2020): 251–77. http://dx.doi.org/10.1590/1984-6398201914851.
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ABSTRACT Today, engaging in university extension programs is mandatory for undergraduate students in Humanities. However, before 2015, efforts in this area were rather scant and tended to concentrate on services and consultancy. Few were the projects, like CLAC (Language Courses for the Community), that aimed at preparing teachers for the realities of the classroom by means of a hands-on experience. To examine the influence this pioneer project may have on the academic, professional, and personal life of the participants, this paper reports a longitudinal study with 60 participants. Their answers to an online questionnaire indicate that the project reached its objectives in terms of promoting critical thinking and autonomy, and preparing well-qualified professionals. This assessment shows that this pioneering project is a model that should be replicated.
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Clark, Brent, Elaine Bowen, Chad Higgins, Zona Hutson, Gina Sharps, and Tracy Waugh. "West Virginia’s Response to the Rotten Truth about Oral Health." Journal of Youth Development 3, no. 3 (December 1, 2008): 164–70. http://dx.doi.org/10.5195/jyd.2008.295.
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West Virginia University Extension Service has taken steps to increase the awareness and practices of good oral health. Significant barriers exist for optimal dental health and preventive care for youth in West Virginia. The 4-H Health Initiative strengthens community 4-H clubs through joint commitment to improve the Health “H,” club reliance on youth leadership, responsiveness to youth voices, and involvement of community health resources. These efforts bring oral health education and services to school-age youth. Evaluation data suggest that the model may impact oral health behaviors.
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CORAZZA, IVAN, ELENA CAROLI, SEBASTIANO ZANNOLI, ROMANO ZANNOLI, PASQUALINO MAIETTA LATESSA, and CLAUDIO TENTONI. "EVALUATION OF THE MAXIMAL THEORETICAL FORCE EXERTED BY THE LEGS, WITH AN ISOTONIC LEG EXTENSION MACHINE." Journal of Mechanics in Medicine and Biology 05, no. 04 (December 2005): 549–54. http://dx.doi.org/10.1142/s0219519405001643.
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Evaluating the maximal force exertable by a subject in a particular exercise is an important starting step in setting up rehabilitation and training programs. The current reference procedure is the isokinetic approach, which has some limitations due to poor physiological agreement and high cost of the equipment. This paper describes a method for evaluating maximal force using an isotonic approach. The maximal force value is extrapolated from the linear behavior of the relationship between the force and the maximal velocity at lower loads. The method was applied to a group of 25 students at the Sports Medicine Faculty, University of Bologna using a leg extension AirMachine (919 Tech). Loads were settled adopting a step-up protocol and the maximal velocity was calculated by measuring the instantaneous angle of the lever. The linear correlation coefficient between the settled loads and the maximal velocity ranged between 0.5679 and 0.9980 for the right leg and between 0.6791 and 0.9895 for the left leg, and the maximal estimated force ranged between 26.9 kg and 248.2 kg for the right leg and between 32.6 kg and 221.9 kg for the left leg. The method showed a good feasibility and an acceptable error level, and can be proposed as an alternative to the isokinetic approach.
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Niittymaki, Jarkko, and Shinya Kikuchi. "Application of Fuzzy Logic to the Control of a Pedestrian Crossing Signal." Transportation Research Record: Journal of the Transportation Research Board 1651, no. 1 (January 1998): 30–38. http://dx.doi.org/10.3141/1651-05.
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Fuzzy logic is known to be suited for dealing with a complex optimization problem with many objectives, many constraints, unclear input information, and vague decision criteria. Controlling the timing of a traffic signal falls in this category of problem. Fuzzy logic is introduced for controlling the timing of a pedestrian crossing signal. The controller is designed to emulate the decision process of an experienced crossing guard. The performance of this control is tested against two types of conventional demand-actuated control: one that uses the traditional green extension and the other that uses modified extension rules. The criteria for evaluation are delays to the pedestrians and the vehicles, and the percentage of vehicles that are stopped. The fuzzy logic controller finds a compromise between two conflicting objectives: minimization of pedestrian delay and minimization of vehicular delay and stops. The evaluation was performed using a microscopic simulation called HUTSIM developed at the Helsinki University of Technology. The fuzzy logic controller performs equally well as or better than conventional demand-actuated control without requiring many parameter settings. Furthermore, the control rules are simple and a compilation of rational decision processes is expressed in natural language.
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Li, Yefang, Suying Ba, and Shaowei Ge. "Countermeasure of Research University Development Based on the Index System Analysis of the Comprehensive Competitiveness Ranking of Chinese Universities." World Journal of Educational Research 4, no. 2 (May 25, 2017): 327. http://dx.doi.org/10.22158/wjer.v4n2p327.
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Under new situations and circumstances, more quickly and efficiently resources allocation is a natural advance for higher education development. Its inevitable result is that universities must pay great
attention to the construction and the promotion of their competitiveness hand in hand with cultivating talents needed in society. This paper made a comprehensive overview to the Comprehensive Competitiveness Ranking of Chinese Universities (CCRCU) released by RCCSE, and emphasized on analyzing the changing trends of evaluation methods and indicators, and digging the development trends of the connotation and extension of universities competence. Some suggestions and countermeasures are put forward.
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Benke, Carrie, Sandra Bailey, Galen Eldridge, Wesley Lynch, Jill Martz, and Lynn Paul. "4-Health: A Programmatic Evaluation of a Parent-Based Childhood Obesity Prevention Program." Journal of Youth Development 8, no. 3 (December 1, 2013): 32–45. http://dx.doi.org/10.5195/jyd.2013.83.
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The 4-Health Project promotes healthy lifestyles for rural families with an overall goal of reducing or preventing childhood obesity. 4-Health is an integrated research and educational outreach program delivered by agents located in Montana State University Extension offices throughout the state. The collaborative project was developed to provide healthy living programs focusing on the areas of parenting and family communication, body image, food and nutrition, and physical activity to rural parents of 8-12 year old children participating in Montana’s 4-H Youth Development programs. Evaluation outcomes of the 4-Health Educational (experimental) program and the Healthy Living Information (control) program both showed increases in participants’ knowledge, attitudes, and behaviors related to healthy living, with those participating in the 4-Health Educational program making greater gains.
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McPherson, R. M., and M. L. Padgett. "Evaluation of Insecticides for Insect Control in Georgia Soybeans, 1987." Insecticide and Acaricide Tests 13, no. 1 (January 1, 1988): 288. http://dx.doi.org/10.1093/iat/13.1.288.
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Abstract Two tests were conducted to examine the efficacy of selected insecticides against soybean insect pests. Test 1 was applied on 18 Aug to 'Forrest' soybean and Test 2 was applied on 14 Sep to 'Braxton' soybean Both fields were planted on 20 May at the University of Georgia Extension Research Center at Attapulgus. Individual plots in both tests were 6 rows × 5(ft with 6-ft alleys between replicates. A complete randomized block experimental design with 4 replications was used. Each spray concentrate was appliei1 with a CO2-powered compressed-air sprayer, with TX-12 nozzles, at 32 psi (at the boom) that delivered 22.9 gal/acre of formulation. Individual treatment; were evaluated at either 2 or 3 days and at 7 days after application by comparing the number of insects/25 sweeps in the treated plots to those in the untreatec; checks. A 15-inch-diam net passed through the foliage of a single row on each sampling date constituted a sweep.