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)

A nationwide survey of 504 county agricultural agents received 468 replies indicating that agents understand farmers' risk management strategies but feel least qualified to teach about futures markets, crop insurance, hedging, and options. (JOW)

Top 3 information sources identified in a survey of 109 extension agents were extension publications, specialists, and personal files. Electronic sources such as satellite programing and bibliographic databases were used infrequently, because of lack of access, user friendliness, and ready applicability of information. (SK)

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)

Looks at a study of 36 extension officers that found that 89% of the agents had specific plans, but only 8% of the programs were implemented as specified. Suggests reasons for the discrepancy and suggests a flexible planning model for more effective programming. (JOW)

Cooperative extension agents in four areas (agriculture, 4-H/youth, family living, county directors) completed Kolb's Learning Style Inventory (n=211) to identify learning style preferences to develop the best ways to present state-level inservice education. (SK)

Of 21 farmers who watched a video of a master dairy farmer, 69% adopted one or more new practices. A key to successful video production was an articulate subject interacting with knowledgeable extension faculty asking questions. The quality of audio and video equipment was also important. (SK)

Extension educators developed a self-evaluation tool with which groups can assess the success of the collaborative process. The checklist rates 13 factors: goals, communication, sustainability, research/evaluation, political climate, resources, catalysts, policies/laws, history, connectedness, leadership, community development, and understanding…

Interviews with 32 Finnish greenhouse and nursery owners explored their knowledge-construction processes. Different ways of knowing and the importance of practical wisdom were identified. Implications for extension educators include the need to expand understanding of learning and learning theories and the opportunity to become knowledge managers…

Master Gardener mentors were used to prevent trainees from dropping out of Master Gardener training programs. Dropout was reduced from 26-27% (1995-97) to 2% (1998). Most trainees thought mentors were good to excellent but only 25% felt mentors influenced their participation. However, 73% of mentors thought mentoring was a factor in trainee…

A survey showed states are adopting higher training and certification requirements for food-service workers. A train-the-trainer model was developed to prepare extension agents, health officers, and food-service managers to train others in food-safety procedures. (SK)

Risk-communication strategies include recognizing public attitudes about potential risks, establishing the existence and severity of risk, demonstrating that risks pose a threat to abilities and values, illustrating risk-avoidance methods, and using quasiscientific, elucidating, and transforming explanations. (SK)

A 4-H K-2 program was evaluated by 277 parents, 144 volunteers, and 44 extension agents. These stakeholders believed the program was beneficial and effective in improving children's life skills (self-esteem, making friends, making choices, learning and physical skills). (SK)

Indigenous social networks of Ethiopian farmers participate in seed exchange based on mutual interdependence and trust. A government-imposed extension program must validate the role of local seed systems in developing a national seed industry. (SK)

To deliver effective parenting education, extension educators must invest time in understanding gender differences, with respect to learning and communication styles. Involving fathers must be a goal for all extension educators working to strengthen families. Including fathers on their terms is the only way to ensure their participation.…