The challenge to Extension youth work today is programing to deal with political and value issues in a way appealing to the small group who want to make things happen" without losing the majority, who let things happen" or wonder what happened. (EB)

Describes the reorganization of Nebraska's statewide Extension System into multicounty rather than local extension programing units. Includes recommendations to those involved in forming multicounty units. (Author/JOW)

Suggestions for a new perspective, based on a marketing management orientation, for the Extension educator/manager to adopt in developing programs for clients. (ABM)

Seven value-type catergories which can be used in guiding a programing situation analysis are social-psychological, economic, physiological and health, socio-political, education, environment and natural resources, and ecological relationships. These categories are related to seven basic questions in a matrix model to determine program needs. (MS)

Presents five steps to develop sustainable community programs: (1) grant writing and planning; (2) program startup; (3) plan refinement; (4) program expansion and improvement; and (5) program transitions and sustainability. Describes the critical tasks, skills, core questions, and feedback loops essential at each stage. (SK)

This author details the possible reasons people participate in groups and the importance that group cohesion has for active participation. He details methods for Extension professionals to use in helping a group achieve its goals. (Author/JC)

Illustrates steps in the evaluation process, reports findings from the evaluation, demonstrates the importance of planning evaluations before programs are implemented, and encourages the use of evaluation techniques in program development. (JOW)

Examines the role extension programs can play in providing much-needed information and counseling to families in stress. (AN)

The author suggests that citizen involvement can be influenced by two major factors: (1) the extension agent's personal orientation as a programer and (2) the programing situation. (CT)

When Urbana (Illinois) city government had difficulty recruiting minority contractors, extension educators interviewed 22 minority entrepreneurs, finding they had difficulty meeting requirements and learning about opportunities. Solutions included training for banking, legal, and insurance representatives; workshops to develop bidding skills; and…

Guidelines for 4-H programs for 5-8 year olds are as follows: (1) activity based, short term; (2) cooperative learning; (3) noncompetitive; (4) safe; (5) developmentally appropriate; (6) focused on the age group; (7) success oriented; (8) fun and positive; and (9) consistent with the experiential learning cycle. (SK)

All but two states have some form of legalized gaming. However, survey responses from 28 of 50 extension agents indicated that only 2 have extension programming on the economic, social, and moral issues involved in gambling. (SK)

A random sample of 50 percent of extension home economists in seven midwestern states was surveyed, with an 85 percent response. Results showed that the most used methods of needs assessment were advisory committees, requests, questions from clients, and program spinoffs. (JOW)

A telephone survey of extension directors in 13 urban areas determined current extension organizational structures and programing methods. Results revealed a variety of programing and approaches and identified common problems and frustrations. (JOW)

Concept mapping for program planning involves group brainstorming of needs, individual rating of the results, and individual grouping of needs into themes. Computer sorting of the information results in a pictorial map and statistical ratings of clustered topics. (SK)