Plant nematology: an agricultural training aid. (Revised).

This second edition is an enlarged version of the primary which was published in 1977. It consists of three major sections. the primary deals with such wide-ranging topics as nematode diversity, reproduction, mobility, feeding of plant parasitic forms, collection and labelling of samples, dispersal methods and cultural, chemical and physical means of control. The second section cares with laboratory procedures and is explained and illustrated during a sequential manner. Techniques covered include interrogation of material, staining, extraction methods, preservation of nematodes and preparation of temporary mounts. the ultimate section contains information on each of the main genera of plant parasitic nematodes found within the USA arranged under the headings ‘Biology and Life Cycle’, ‘Host Symptoms’ and ‘Hosts and Distribution’. The appendices include an inventory of selected references pertinent to the text and summarized safety precautions for field and laboratory personnel. [1]

Gender and Education: Towards a Framework for a Critical Analysis of Agricultural Training

Studies of education are an example of developments in feminist rural studies which move debates about gender and power beyond the now substantial discussions of farming. The work of Shortall (Sociologia ruralis 1996) has been crucial in reviewing current literatures on agriculture and education, and identifying a number of the ways training perpetuates dominant processes of socialization which differentially shape men’s and women’s experiences. This paper contributes to those developments by proposing the necessity for a theoretically informed framework to guide feminist educational analyses. We argue that notions of gender and theoretically reflective action‐oriented methodologies got to be considered in establishing such analyses. We then discuss how concepts of seriality, discourse and agency provide broad tools which support an inquiry into the contexts, operation, participants and outcomes of agricultural training systems. These dimensions are integrated as a framework of study. [2]

Forging New Partnerships: Lessons from the Dissemination of Agricultural Training Videos in Benin

Purpose: this text evaluates the dissemination and use of rice training videos by radio stations, farmers, farmer associations and extension services in Benin. It pays attention to positive deviants and process innovation within a ‘hands-off experiment’.

Design/methodology/approach: Using questionnaires and checklists we interviewed leaders of radio stations, extension services of nine municipalities and arranged focus discussions with 13 farmer associations. Interviews focused on the processes of video dissemination/acquirement and therefore the use and usefulness of the video.

Findings: The commercial radio of Glazoué developed persuasive adverts and sold most of the 240 VCDs to farmers and extension services, whereas the community radios distributed most VCDs freed from charge. About 20% of all the VCDs were sold, suggesting that farmers are wanting to invest in acquiring knowledge. Extension services acquired the rice videos in various ways, indicating the necessity to inject videos via multiple pathways into the agricultural innovation system. Watching the farmer-to-farmer videos during staff meetings gave extension agents more confidence to interact with farmers. [3]

Educational Work of the Ministry of Agriculture

THE Intelligence Department of the Ministry of Agriculture and Fisheries has issued a Report on the work of the department for the years 1919–1921, which is published at the worth of 5s. by H.M. Stationery Office. The duties of this department are concerned with agricultural education, agricultural research, the agricultural training of ex-officers and men, horticulture, the development of live-stock, the destruction of rats, and therefore the diseases of animals. [4]

Assessment of Diploma Agricultural Students’ Attitude towards Educational Sustainability: A Study of Selected Agricultural Training Institutes of Bangladesh

Aims: Sustainability in agriculture are often better understood within the sort of learning process. Hence, sustainability education describes the practice of teaching for promoting sustainability in education. Through this text it’s been assessed the Bangladeshi diploma agricultural students’ attitude towards sustainability in education.

Study Design: A descriptive survey design was administered into this study where interview schedule was the most tool being utilized to gather data from the respondents.

Place and Duration of Study: Out of 15 government Agricultural Training Institute (ATI), this study was administered in Sher-e-Bangla Nagar, Dhaka ATI and Shimultali, Gazipur ATI of Bangladesh. Data were collected from the 6th Term students of the 2 ATIs. [5]


[1] Ayoub, S.M., 1980. Plant nematology: an agricultural training aid.(Revised). Plant nematology: an agricultural training aid.(Revised). (Web Link)

[2] Liepins, R. and Schick, R., 1998. Gender and education: Towards a framework for a critical analysis of agricultural training. Sociologia ruralis, 38(3), (Web Link)

[3] Okry, F., Van Mele, P. and Houinsou, F., 2014. Forging new partnerships: lessons from the dissemination of agricultural training videos in Benin. The Journal of Agricultural Education and Extension, 20(1), (Web Link)

[4] Educational Work of the Ministry of Agriculture
Nature volume 110, (Web Link)

[5] Hasan, S., Haque, M., Suchi, I. and Hossain, M. (2018) “Assessment of Diploma Agricultural Students’ Attitude towards Educational Sustainability: A Study of Selected Agricultural Training Institutes of Bangladesh”, Journal of Education, Society and Behavioural Science, 25(2), (Web Link)

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