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14,714 results on '"*DAIRY farmers"'

1. Short Summary European Reports on Retail Sector, Motor Vehicle Repair and Sales Sector, Food and Beverages Sector.

Author

European Centre for the Development of Vocational Training, Berlin (Germany).

Abstract

This document is composed of European synthesis reports on retail trade, the agro-food sector, and the motor vehicle sales and repair sector. They are based on the most important findings of the European report and the 12 national reports for each sector. Section 1, "Retail Sector," deals in part 1 with the structure of retailing in the different countries, observed trends, and future prospects, and analyzes employment, skills, and labor force issues. Part 2 summarizes the findings concerning continuing training. It emphasizes the importance of training and the promotion of a training culture. Section 2, "Motor Vehicle Repair and Sales Sector," suggests in part 1 that the motor vehicle sector is the key sector for integration in Europe. Part 2 describes the repair shop structure: authorized dealers, independent repair shops, and mega-dealers. Part 3 focuses on social conditions, including remuneration, working hours, and collective agreements. Parts 4-5 discuss employment and recruitment conditions and staff structure. Part 6 describes the progress from repair shops to quality service points with a focus on continuing vocational training and its costs as an investment in high quality service. Section 3, "Food and Beverages Sector," describes the industry, market, producers, employment, training, and the future and discusses such general trends as development in the "human resources" issue, transformation of the work organization, and organization of training and the public targeted. The organizations that carried out the sectoral surveys are listed. (YLB)

Published
1995

2. Training in the Food and Beverages Sector in Denmark. Report for the FORCE Programme.

Author

European Centre for the Development of Vocational Training, Thessaloniki (Greece). and Holst, Ole

Abstract

A study of the food sector in Denmark was limited to the slaughterhouse, dairy, beverages sectors. The food sector was the most important single industry in the Danish economy. It was the largest manufacturing sector, generated one-third of total manufacturing, and comprised approximately 8 percent of the total Danish gross domestic product. It was a very heterogeneous sector predominantly made up of large companies. With no legal requirement for continuing training under Danish law, a tradition developed over the years with regard to initial and continuing training that was based solely on voluntary agreements between management and work force. The main principle of all vocational training was that the state made resources available in its budget. The chosen strategic course that aims to establish a customer-supplier relationship with foreign food companies by providing a high level of market readiness regarding quality, taste, appearance, and packaging of primary products would require the Danish food sector's product development efforts to be strengthened. The strategy would require the improvement of a number of commercial skills (languages, selling, marketing, and intercultural activities) in programs with a distinct European base. Four companies were involved in case studies: Loven Petfood A/S, Nr. Vium Mejeri, Carlsberg A/S, and Steff/Houlberg. Each case study described the company, continuing vocational training, specific training programs, and training assessment. (YLB)

Published
1995

3. Training in the Food and Beverages Sector in Ireland. Report for the FORCE Programme. First Edition.

Author

European Centre for the Development of Vocational Training, Berlin (Germany). and Hunt, Deirdre

Abstract

The food and beverage industry is of overwhelming strategic importance to the Irish economy. It is also one of the fastest changing sectors. Recent trends in this largely indigenous industry in recent years include the following: globalization, large and accelerating capital outlay, company consolidation, added value product, enhanced quality demand, rapid and continuous technological change, and increased overseas operations. As the industry changes, so does the skill profile of its work force. Human resource development (HRD) specialists in the food and beverage industry face a number of challenges: a continuous training requirement, higher entry-level knowledge base, customized approach to meet company needs, certification of in-house training, production of transferable skills, and public and private sector partnership role. Five case studies suggest that, in terms of their HRD policies and practices, Irish companies emerge as world-class players. The companies studied are energetic, creative, and determined in their approach to developing their personnel for present and future requirements. The following themes can be extracted from the case studies: enhanced emphasis on social communication skills for all levels, development of in-house consultative systems, training that is increasingly technologically driven, and need for locally delivered but nationally recognized training. Training needs to be globalized. (The research methodology is appended.) (YLB)

Published
1994

4. The Dairy Technology System in Venezuela. Summary of Research 79.

Author

Ohio State Univ., Columbus. Dept. of Agricultural Education., Nieto, Ruben D., and Henderson, Janet L.

Abstract

A study examined the agricultural technology system in Venezuela with emphasis on the dairy industry. An analytical framework was used to identify the strengths and weaknesses of the following components of Venezuela's agricultural technology system: policy, technology development, technology transfer, and technology use. Selected government documents were revised, and the following individuals were interviewed: 7 national- and state-level policymakers, 22 agricultural researchers, 18 extension agents, and 33 dairy farmers. It was discovered that government expenditures on agriculture averaged 4% of the country's total expenditures during the past 10 years. Accessibility of external sources of technical dairy information to agricultural researchers was found to be low, and three-fourths of the extension personnel interviewed indicated that direct contact between public research and extension personnel occurred either never or only on an ad hoc basis. Although most farmers had knowledge of basic animal husbandry practices, those practices requiring higher input costs, modern equipment, specialized personnel/skills, and/or sophisticated management abilities were adopted less frequently. It was recommended that the government's financial commitment to the agricultural sector be increased and linkages among researchers, extension agents, and farmers be improved. (Contains 29 references.) (MN)

Published
1994

5. Employee Training Practices on Large New York Dairy Farms.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ. and Maloney, Thomas R.

Abstract

Fifty percent of 60 farm managers responded to a survey regarding training practices and their attitudes toward training on the farm. The 30 respondents were primarily managers of larger farms with freestall barns and milking parlors, managers of dairies with above average production and profitability, and dairy farm owner-operators. Participants managed farms with 49 to 1,200 cows and hired both full- and part-time employees. Survey results suggested many dairy farm employees lacked basic work skills; the higher the skill level required for a job, the more difficult it was to find skilled employees to do the job; and hiring laborers was much easier than hiring independent employees or working managers. The majority of employers indicated they would prefer to hire untrained individuals and train them themselves. The majority of managers indicated that the person most responsible for training on the farm felt very confident about his/her ability as a trainer but that the training function on the farm would be improved if the manager or key employee became a better trainer. Managers responded positively about five alternative training techniques. Most managers indicated they would be willing to pay a modest amount for training services. Management time was the greatest barrier to effective on-the-job training. The two most important barriers to off-site training were lack of available courses in the community and concern that workers would leave. (YLB)

Published
1992

6. Dairy Producer. Ohio's Competency Analysis Profile.

Author

Ohio State Univ., Columbus. Vocational Instructional Materials Lab.

Abstract

This Ohio Competency Analysis Profile (OCAP), derived from a modified Developing a Curriculum (DACUM) process, is a current comprehensive and verified employer competency program list for dairy producers. Each unit (with or without subunits) contains competencies and competency builders that identify the occupational, academic, and employability skills needed to enter this occupation. Within that outline are three levels of items: core, advancing, and futuring. Core items are essential to entry-level employment. Advancing items are needed to advance in a given occupation. Futuring items are needed to enter and remain in a given occupation 3 to 4 years from now. This profile contains 12 units: (1) general safety precautions; (2) milking and milking systems; (3) animal care; (4) genetics, reproduction, and breeding; (5) waste handling and disposal; (6) nutrition, feeds, and feeding; (7) herd health; (8) marketing; (9) business management; (10) agricultural mechanics; (11) crop production; and (12) employability skills. (NLA)

Published
1991

7. Assessing the Educational and Financial Needs of Small-Scale Dairy Farmers in Socopo, Venezuela. Summary of Research 64.

Author

Ohio State Univ., Columbus. Dept. of Agricultural Education., Nieto, Ruben D., and Henderson, Janet L.

Abstract

The process of transferring agricultural technology in many countries was studied to determine the perceived educational and financial needs of small-scale dairy farmers in Socopo, Venezuela. The following data were collected: (1) demographic characteristics--age, educational level, farm size, number of lactating cows, dairy farming experience, and family income; (2) perceived educational and financial needs; (3) sources of obtaining technical information and frequency of use; (4) teaching techniques; and (5) relationships between the demographic characteristics and perceived educational and financial needs. Data for the descriptive correlational study were collected through personal interviews (N=137). Descriptive statistics were used to accomplish study objectives. Study findings included the following: (1) there is a discrepancy in terms of educational needs in dairy farm management activities; (2) educational programs for farmers should be based on identified needs, not farmer characteristics; (3) farmers need the most financial help in forages and livestock areas; (4) farmers preferred veterinarians, county extension agents, and neighbors as information sources; and (5) farmers preferred interpersonal teaching techniques over mass media techniques. (NLA)

Published
1991

8. Dairy Products Management. 2+2+2 Articulated Curriculum in Agricultural Technology: First Year Final Report. July 1, 1989-June 30, 1990.

Author

Northeast Texas Community Coll., Mount Pleasant. and Daingerfield-Lone Star Independent School District, Daingerfield, TX.

Abstract

This guide is for an articulated two-year high school, two-year college curriculum for dairy products management developed by two postsecondary and five secondary institutions and representatives of the private sector in Texas. The guide includes the following: (1) a brief description of the occupation of dairy products manager; (2) the basic objective of the curriculum; (3) extensive duty and task lists for dairy products management (including performance objective, standard, materials, enabling objective, and performance guide for each task); (4) a flowchart showing the recommended secondary and postsecondary course options; (5) recommended student prerequisites including academic courses; (6) basic course outlines for grades 9-14; (7) a list of secondary reference materials keyed to courses; (8) a line drawing of recommended secondary facilities; (9) a list of recommended tools/equipment and estimated costs; (10) a competency profile; (11) an example of the student monitoring and follow-up system; (12) career ladder information; (13) recommended teacher approval criteria; and (14) a sample articulation agreement. (KC)

Published
1990

9. Influence of Selected Personal Characteristics and County Situational Factors on Time Allocated to Dairy Subjects by Extension Agents in Selected Tennessee Counties.

Author

Tennessee Univ., Knoxville. Agricultural Extension Service. and Northcutt, Sherwin Dean

Abstract

The study deals with various predictors of time spent on dairy subjects by Extension agents and predictors of contacts made by agents with dairy clientele. Purposes were to determine the relationships, if any, between various independent variables and groups of independent variables (agents' background and training, county dairy situation, agents' knowledge of dairying, and interest and attitudes of agents toward dairying) and two major dependent variables (amount of time spent by agents on various groups of dairy subjects and the number of contacts made by agents with dairy clientele). A description of methods used and a three-page summary of findings are presented, with six conclusions based on the findings. It was concluded that the overall best predictor of time an agent would spend and number of contacts he would make with dairymen is the number of Grade A dairymen in the county. (Tables of relationships among variables are appended.) (Author/AJ)

Published
1974

10. An Empirical Determination of Tasks Essential to Successful Performance as a Dairy Farmer. Determination of a Common Core of Basic Skills in Agribusiness and Natural Resources.

Author

Ohio State Univ., Columbus. Dept. of Agricultural Education., Ohio State Univ., Columbus. Research Foundation., and Byrd, J. Rick

Abstract

To improve vocational educational programs in agriculture, occupational information on a common core of basic skills within the occupational area of the dairy farmer is presented in the revised task inventory survey. The purpose of the occupational survey was to identify a common core of basic skills which are performed and are essential for success in the occupation. Objectives were accomplished by constructing an initial task inventory to identify duty areas and task statements for the occupation. The initial task inventory was reviewed by consultants in the field, and 312 tasks were identified. A random sample of 74 dairy farmers based on the 1974-75 Ohio Young Farmers Association, Inc. was obtained. Data were collected utilizing a questionnaire. Forty-eight questionnaires were returned of which 43 were usable. A compilation of basic sample background information is presented on size and type of dairy operation, years as a dairy farmer, and preparation as a dairy farmer. A compilation of duty areas of work performed and work essential for the occupation is given. Percentage performance by incumbent workers and the average level of importance of specific task statements are presented in tabular form. (Author/EC)

Published
1975

11. A Study to Determine Competencies Needed in Selected Job Titles in Agricultural Products Occupations.

Author

Montana State Univ., Bozeman. Montana Agricultural Experiment Station. and Amberson, Max L.

Abstract

The report is a composite of competency interviews and a compilation, evaluation, and analysis of data on agricultural products occupations (bakery, dairy, meat, and flour milling industry job titles). The study was conducted to obtain information which would identify the knowledge, skills, and attitudes needed by employees in selected job titles in the aforementioned industries in Montana. This was done through the use of competency statements, a competency instrument, and rating sheets used by trained interviewers. Responses were obtained from employees or supervisors, coded, and mean ratings were determined and ranked. The probability values were also ranked. The results of the rankings of personal qualities competencies, supervisor competencies, and the selected job title competencies are presented in table form. It was concluded that the research model satisfactorily yielded the data necessary for the purpose of the study. It was also concluded that, although the competencies for the job titles were defined broadly, the competencies rated were important to the particular job titles studied. The need for various competencies varied across the four industries--some were common to all, others were more specific. (The questionnaire, competency instrument, and pertinent forms and correspondence are appended.) (AG)

Published
1974

12. A Study to Determine Competencies Needed in Selected Job Titles in Agricultural Resources Occupations.

Author

Montana State Univ., Bozeman. Montana Agricultural Experiment Station. and Bishop, Douglas D.

Abstract

The report is a composite, compilation, and analysis of data collected from selected job titles (soil conservation technician, civil engineering technician, dairy herd improvement supervisor, and lay food inspector) in agricultural resources occupations. The study was conducted to obtain a comprehensive analysis of the occupations and the competencies needed to enter, perform, and advance in agricultural and agriculturally related jobs. The four job titles were decided upon after consultation with agencies and groups in Montana whose concern was agricultural resources. Competency statements were developed and mailed to 120 employees in the job area studied. Based on an 82 percent response, data on knowledge, skills, and attitudes were analyzed and mean rating comparisons made. Tables list and rank the competencies identified. The number of competencies identified varied among the selected job titles, but the study concluded there are definite professional, technical, and vocational competencies related to agriculture required by employees in agriculture resources job titles. Interpersonal competence ranks high across all the titles; other competencies have more specialized importance in a particular area. (The four competency instruments and correspondence related to the study are appended.) (AG)

Published
1974

13. The Rapid Adjustment Farm Program's Influence on Other Farms in the Community.

Author

Simeral, Kenneth D.

Abstract

The study investigated the diffusion of innovative farming practices from Rapid Adjustment Farms (RAF) to other farms in southeast Ohio. The RAF program, begun in 1968, introduced new technology and management practices to its participant farmers. After reviewing literature of farming programs' information diffusion, a descriptive survey was made of Rapid Adjustment farmers, county extension agents, and other farmers in the RAF area. Three dairy farms of similar tenure in the program were selected from more than 20 RAFs. A stratified random sample was drawn of 30 dairy farmers in each of three counties, with alternative farms also selected by random number. The 90 respondent farmers were asked whether they: (1) viewed the Rapid Adjustment farmer as an opinion leader; (2) adopted RAF practices, and for how long; and (3) knew the Rapid Adjustment farmer, and in what way. The respondent farmers also gave information about themselves and their farming operations. The interview schedule was pretested in June 1974 and administered in August 1974. Major findings and conclusions of the study are presented, along with recommendations for future RAF administrative decisions. Fifty-three tables give respondents' answers to questions on the interview schedule, often with county breakdowns and statistical analysis of the data. Appendixes contain some of the tables and the interview schedule. A bibliography of materials on diffusion research is included. (SD)

Published
1974

14. A Guide to Energy Savings - For the Dairy Farmers.

Author

Federal Energy Administration, Washington, DC., Department of Agriculture, Washington, DC., and Frank, Gary G.

Abstract

This booklet gives a brief overview of energy use patterns in a dairy farm and gives tips on cutting costs of water heating, ventilation and supplemental heat, milk cooling, vacuum pumps, electric motors, tractors, trucks, engines, and lighting. Finally, energy use recordkeeping is discussed. (BB)

Published
1977

15. Getting Down to Business: Dairy Farming, Module 6. Teacher Guide. Entrepreneurship Training Components.

Author

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. and McBain, Susan L.

Abstract

This is the sixth in a set of 36 teacher guides to the Entrepreneurship Training Modules and accompanies CE 031 040. Its purpose is to give students some idea of what it is like to own and operate a dairy farm. Following an overview are general notes on use of the module. Suggested steps for module use contain suggestions on introducing the module, a brief discussion of the nine units, responses to learning activities, suggestions for summarizing the module, and responses to the quiz. The units are Planning a Dairy Farm; Choosing a Location; Getting Money to Start; Being in Charge; Buying and Keeping Track of Supplies; Setting Prices: Marketing Farm Products; Keeping Farm Records; and Keeping Your Business Successful. Each unit contains a case study; responses to individual activities; responses to discussion questions; and a group activity. Suggested readings for the teacher and a list of goals and objectives complete the module. (CT)

Published
1981

16. Getting Down to Business: Dairy Farming, Module 6. [Student Guide]. Entrepreneurship Training Components.

Author

American Institutes for Research in the Behavioral Sciences, Palo Alto, CA. and McBain, Susan L.

Abstract

This module on owning and operating a dairy farm is one of 36 in a series on entrepreneurship. The introduction tells the student what topics will be covered and suggests other modules to read in related occupations. Each unit includes student goals, a case study, and a discussion of the unit subject matter. Learning activities are divided into individual activities, discussion questions, and a group activity. Units (and subject matter) in this module are planning your business (personal qualities; products and customers; legal requirements); choosing a location (distance from town; amount of land needed; water; buildings and equipment); getting money to start (description of business; statement of financial need); being in charge (dividing the work; hiring a worker); setting prices (operating expenses; profit needed or wanted; demand for products; competition); marketing farm products (marketing process; marketing milk; the price of milk); keeping farm records (record of milk sales; record of expenses; records on the herd); buying and keeping track of supplies (choosing suppliers; ordering supplies; inventory card); and keeping your business successful (profit and loss statement; profit ratio and expense ratio; increasing net profits). A summary and quiz complete the document. (A teacher's guide is available for this module.) (CT)

Published
1981

17. Agriculture in New York State: A Preliminary Report.

Author

New York State Legislative Commission on Rural Resources, Albany.

Abstract

Symposium participants concentrated on maintaining the economic viability of agriculture through improved agribusiness techniques including increased individual and collective marketing strategies and greater responsiveness to consumer demands. Related problems were decline of roads and bridges, competition with nonagricultural users for rural resources, and bureaucratic barriers to agricultural progress. Trends indicated declines in agricultural production, farm income, and number and size of farms and increases in direct marketing by farmers, debt-to-asset ratios, and property taxes. Among the strengths noted were low land prices, abundant resources and effective conservation practices, access to capital, human, and information resources, legislative support, and a strong agriculture-related economy. Goals centered around production, processing, and marketing improvements; preservation and expansion of the agricultural land base; and financial and regulatory policies conducive to agricultural development. Appended lists, maps, and charts reflect supporting data relative to population growth, land use and agricultural acreage, farm income and farm product sales, patterns of food consumption and expenditures, and agricultural employment. (MM)

Published
1984

18. Consumer Demand for Dairy Products. A Summary Analysis. Agriculture Information Bulletin Number 537.

Author

Economic Research Service (USDA), Washington, DC. and Haidacher, Richard C.

Abstract

This study analyzes the 1980s upturn in per capita consumption of dairy products in the United States. The study found that per capita consumption of total dairy products in the United States first trended downward then stagnated for the two decades prior to the early 1980s. Per capita consumption of items such as whole milk declined, whereas items such as lowfat milk and cheese tended to move upward. In the 1980s, per capita consumption of items such as lowfat milk and cheese increased at rates that more than offset decreases in other products, leading to an increase in the overall average consumption of dairy products. Despite a slowdown in the U.S. population growth rate, per capita consumption increased enough during the 1980s to generate the sharpest prolonged increase in total consumption of all dairy products at the national level in decades. Rising consumer incomes and declining prices for dairy products relative to other foods caused most of the 2 percent average annual increase in per capita consumption and the 3 percent increase in total consumption posted from 1983 through 1986. Advertising, concern about health and nutrition, changes in demographics, and government donations also affected consumption. However, these influences were small for most dairy products compared with the effects of changes in relative prices and consumer incomes. (Author/KC)

Published
1988

19. Revising and Updating the Animal Science Components of the Connecticut Vocational Agriculture Curriculum.

Author

Connecticut Univ., Storrs. Dept. of Educational Leadership. and Mannebach, Alfred J.

Abstract

This guide is intended for use in teaching Connecticut's revised animal science curriculum at regional vocational agriculture centers. Like its predecessor, this curriculum includes exploratory (intended for grades 9 and 10) and specialized (intended for grades 11 and 12) animal science units and is based on the following major areas of agriculture: animal science, plant science, agricultural mechanics, and natural resources. In this revised version of the curriculum, each unit has integrated in it a section on related potential employment or entrepreneurship job titles and relevant competencies needed for employment or self-employment success. The exploratory units deal with the field of animal science, animal selection, and basic animal care. The specialized animal science units cover the following topics: animal reproduction and genetics; animal health; animal nutrition; production of dairy cattle, poultry, beef, sheep, swine, horses, goats, rabbits, forage, and specialty animals; dairy production; meat products; care of laboratory animals; veterinary services; pet care and services; and riding and horsemanship. Each unit contains some or all of the following: unit title, unit length, grade(s) taught, objectives, related job titles and relevant competencies, a content outline, teacher activities, student activities, evaluation, resources, a bibliography, and sources of pertinent educational media. (MN)

Published
1987

20. Dairying. People on the Farm. [Revised].

Author

Department of Agriculture, Washington, DC. Office of Governmental and Public Affairs.

Abstract

This booklet, one in a series about life on modern farms, describes the daily lives of two dairy farm families, the Schwartzbecks and the Bealls of Maryland. Beginning with early morning milking, the booklet traces the farm families through their daily work and community activities, explaining how a modern dairy farm is run. Although this booklet focuses on dairy farming, it includes discussion of major topics that are common to all of the booklets: (1) farming as a business, (2) the impact of technology on farming, (3) the increasing specialization in farming, (4) the role of government in agriculture, (5) the diversity in farming, (6) the interdependence between agriculture and the rest of the economy, and (7) the way of life of farmers and their families. The booklet is illustrated with black and white photographs. (KC)

Published
1981

21. Visiting People on a Dairy Farm [and] Visiting People on a Dairy Farm: Teacher's Guide.

Author

Department of Agriculture, Washington, DC. Office of Governmental and Public Affairs.

Abstract

These booklets are designed to present an elementary-level unit that describes a visit to a dairy farm. In a narrative format with many black and white photographs, the student booklet explains some typical activities, such as milking and haying, on the Schwartzbeck dairy farm in Maryland. The booklet is divided into seven parts, each of which can be used as an independent lesson. During the "visit" to the dairy farm, topics such as how much money it costs to buy and run a dairy farm, how much milk cows produce, and what daily life is like for the Schwartzbecks are discussed in an easily understood format. For each of the lessons in the student booklet, the teacher's guide provides objectives, activities, and questions. (KC)

Published
1981

22. Farm Viability: Results of the USDA Family Farm Surveys. Rural Development Research Report No. 60.

Author

Economic Research Service (USDA), Washington, DC. and Salant, Priscilla

Abstract

The financial well-being of farm households in 29 Mississippi and Tennessee counties in 1980 and 8 Wisconsin counties in 1982 were analyzed. More than 90 percent of families planning to leave farming were viable under economic conditions at survey time. Almost half of Wisconsin dairy farm households were not viable. Higher debt, younger operator age, and lower farm production efficiency were typical of the least viable households. Less than 20 percent of families with part-time farm operators and nondairy farms were not viable. The most severely stressed operated the largest and least profitable farms. Of families with full-time operators and smaller nondairy farms, 55 percent in Mississippi-Tennessee and 32 percent in Wisconsin were not viable. The typical farm was too small to support a household. Forty-two percent of families with full-time operators and larger nondairy farms were not viable. Production inefficiency and high interest costs aggravated income problems. Options suggested to improve farm family well-being included development of nonfarm job opportunities, vocational training to help younger operators change occupations, greater availability of credit, and commodity programs. (YLB)

Published
1986

23. Development of Competency-Based Vocational Agricultural Instructional Materials for Handicapped Students Enrolled in Regular Agriculture Programs Other Than Horticulture. Final Report.

Author

Pennsylvania State Univ., University Park. Dept. of Agricultural and Extension Education. and Baggett, Connie D.

Abstract

This report includes a description of a project to develop and field-test competency-based instructional materials for handicapped students enrolled in regular vocational agriculture programs; a list of project advisory personnel; the clusters of skills identified as appropriate for handicapped students enrolled in courses in dairy production, horse husbandry, plant production, and agricultural mechanics; and sample task instruction sheets. Checklists for use in evaluating students' skills in the following areas are provided: employability; occupational safety; production economics, management, and mechanics; and broiler and egg, dairy, swine, and beef cattle production. Included among the topics covered in the sample task instruction sheets provided are various recordkeeping, technical, feeding, breeding, calving, grooming, handling, planting, and growing skills. Each task instruction sheet contains some or all of the following: a task statement, a task description, a list of materials and tools needed, a description of information to be provided to students, lists of skills addressed and new words, and student evaluation criteria in the form of task statements. During the course of the project, materials for use in teaching 53 separate skills in the 4 target subject areas were developed and field-tested. The personnel list, skills lists, and task instruction sheets are contained in appendixes which constitute the bulk of the document. (MN)

Published
1984

24. Linear Classification of Dairy Cattle. Slide Script.

Author

Ohio State Univ., Columbus. Agricultural Curriculum Materials Service., Ohio State Dept. of Education, Columbus. Agricultural Education Service., Sipiorski, James, and Spike, Peter

Abstract

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with principles of the linear classification of dairy cattle. Included in the guide are narrations for use with 63 slides, which illustrate the following areas that are considered in the linear classification system: stature, strength, body depth, angularity, rump, rear legs and foot angle, udder traits, and teat placement. The introduction to the script also includes a brief discussion of the 50-point linear classification scale. (MN)

Published
1985

25. Approved Practices in Dairy Reproduction. Slide Script.

Author

Ohio State Univ., Columbus. Agricultural Curriculum Materials Service., Ohio State Dept. of Education, Columbus. Agricultural Education Service., Roediger, Roger D., and Barr, Harry L.

Abstract

This slide script, part of a series of slide scripts designed for use in vocational agriculture classes, deals with approved practices in dairy reproduction. Included in the guide are narrations for use with 200 slides dealing with the following topics: the importance of good reproduction, the male and female roles in reproduction, selection of parents for reproduction, management of heifers for good reproduction, procedures for timing insemination for successful conception, heat detection practices, conception and growth of the embryo, nutrition and reproduction, dry cows, techniques for calving and caring for newborns, and procedures for timing rebreeding. (MN)

Published
1984

26. Costs of Producing Milk, 1975-84. Agricultural Economic Report Number 569.

Author

Economic Research Service (USDA), Washington, DC. and Betts, Carolyn

Abstract

Costs of producing milk rose 53 percent between 1975 and 1984 to $13.57 per hundredweight, whereas cash (out-of-pocket) costs rose 56 percent to $10.64 per hundredweight. Cash receipts, which measure gross production value, peaked in 1981 at $14.94 per hundredweight compared with $9.23 in 1975. Production costs in the Pacific region were more than $1 per hundredweight lower than costs in other regions every year during the period from 1975 to 1984. Appalachia and the Corn Belt had the highest costs. In 1983, the Economic Research Service revised its cost-of-production estimating procedures and cost-and-return budget formats to incorporate new concepts and methodologies. The old estimate format contained an estimate of variable costs and costs imputed to the operator-supplied inputs (including machinery, overhead, management, and land). The current format, on the other hand, contains the following three major categories of revised cost-and-return measures: cash receipts, cash costs (including variable and fixed expenses), and economic costs (which are the sum of farm overhead, taxes and insurance, capital replacement charges, and interest on loans). Cash receipts, variable and fixed cash expenses, and economic costs computed according to the old estimate format were then readjusted to make the old and new estimates consistent. (A total of 6 figures and 16 tables are included.) (MN)

Published
1987

27. Introduction to Animal Products. Instructor Guide [and] Student Reference.

Author

Missouri Univ., Columbia. Instructional Materials Lab.

Abstract

This packet contains an instructor guide and student reference for a course in introduction to animal products. The curriculum contains the following six lessons: (1) importance of animal products; (2) beef; (3) pork; (4) lamb and mutton; (5) poultry products; and (6) dairy products. The instructor guide includes the following: objectives, competencies, motivational techniques, teaching procedures, other activities, activity sheets, transparency masters, evaluations, answers to evaluations and activity sheets, references and teaching aids, and materials and equipment lists. For ease of use, the guide includes competencies and objectives at the beginning of the guide as well as incorporated within each lesson. A competency profile is provided in the front of the guide for convenient recordkeeping. Fourteen references are listed. The guide incorporates the needed components to aid agriculture teachers to implement Vocational Instructional Management System (VIMS), a framework to use in planning and organizing to ensure excellence in Missouri's vocational education system by focusing greater attention on the management of teaching and learning. The student reference contains information sheets and summaries for each of the lessons. (KC)

Published
1998

28. Evaluation of a Five-Year Demonstration Farm Program in Two Pennsylvania Counties.

Author

Pennsylvania State Univ., University Park. Coll. of Agriculture., Hartman, Joel A., and Brown, Emory J.

Abstract

This analysis of the impact of a result demonstration educational program was made in an effort to achieve the following goals: (1) identification of the objectives of the educational program; (2) description of the program; (3) assessment of awareness of the program by target clientele; (4) measurement of the amount of change that takes place; and (5) determination of the amount of observed change which can be attributed to the action-educational program and what can be attributed to other known factors. This study is unique in two aspects: (1) the sample of interviewed farmers is one of the largest of any employed in demonstration farm research and represents the universe of dairy farmers in geographical areas immediately surrounding the demonstration farms; and (2) data were collected at two points in time--a benchmark survey of surrounding farmers was completed prior to the beginning of the educational program, and a terminal survey was conducted after the end of the program. The report contains the following chapters: I. Introduction; II. Review of Literature; III. Methodological and Theoretical Orientations; IV. Collection of Data; V. Program Inputs; VI. Methodological Tools; VII. Changes in Practices Adopted; VIII. Dairymen's Knowledge of the Program; IX. Relationship of Program to Change in Practice Usage; X. Summary and Conclusions; and XI. Bibliography. (DB)

Published
1970

29. Farm Hand, Dairy (agric.) 1 411.884--Technical Report on Development of USES Aptitude Test Battery.

Author

Manpower Administration (DOL), Washington, DC. U.S. Training and Employment Service.

Abstract

The United States Training and Employment Service General Aptitude Test Battery (GATB), first published in 1947, has been included in a continuing program of research to validate the tests against success in many different occupations. The GATB consists of 12 tests which measure nine aptitudes: General Learning Ability; Verbal Aptitude; Numerical Aptitude; Spatial Aptitude; Form Perception; Clerical Perception; Motor Coordination; Finger Dexterity; and Manual Dexterity. The aptitude scores are standard scores with 100 as the average for the general working population, and a standard deviation of 20. Occupational norms are established in terms of minimum qualifying scores for each of the significant aptitude measures which, when combined, predict job performance. Cutting scores are set only for those aptitudes which aid in predicting the performance of the job duties of the experimental sample. The GATB norms described are appropriate only for jobs with content similar to that shown in the job description presented in this report. A description of the validation sample is included. (AG)

Published
1968

30. Some Factors Influencing Dairy Practice Adoption by Grade A Milk Producers in Selected Tennessee Counties. A Research Summary of a Graduate Study.

Author

Tennessee Univ., Knoxville. Agricultural Extension Service. and Griffin, Anthony C.

Abstract

A study was conducted to determine the relationships between Grade A dairy producers' milk production levels and size of herd and their use of 21 milk production practices recommended by the University of Tennessee. The population consisted of 405 Grade A dairymen in 42 Tennessee counties. The extension agent in each county interviewed 10 or more dairymen. The 21 recommended milk production practices were classified into groups--herd management, breeding management, forage feeding, and concentrate feeding. Milk production levels were significantly related to 14 of the 21 recommended milk production practices. A significantly greater proportion of the producers in the high than in the low milk production group were using each of the 14 recommended practices. Size of herd was significantly related to 8 of the recommended practices. Size of herd was significantly related to only one group, herd management. Level of milk production was significantly related to the total number of recommended practices used. Size of herd was not significantly related to the total number of recommended practices used. (Author/KM)

Published
1973

31. Factors Associated with Tennessee County Extension Agent Dairy Educational Program Effectiveness. A Research Summary Graduate Study.

Author

Tennessee Univ., Knoxville. Agricultural Extension Service. and Peace, Rural A.

Abstract

A study was conducted to determine the association between county Extension agent effectiveness in conducting a dairy educational program and agent knowledge in dairying and related subjects. A secondary purpose was to determine the association of agent effectiveness scores and knowledge scores with selected independent variables classified in four subgroups--agent background and training, agent interest and attitudes, county situation, and work-related factors. Data were collected from 41 agents. Effectiveness ratings were determined by supervisory personnel and dairy specialists. A multiple-choice test was used to measure dairying knowledge and related subject matter, and an interest and attitude scale gave other measures. Among the findings from the testing of hypotheses were: (1) effectiveness ratings and knowledge test scores were inversely related to tenure; (2) more effective agents spent more time on group and mass media teaching methods and made more contacts with dairymen; and (3) more effective agents involved dairy specialists more frequently in their dairy educational work. Multiple correlations analysis indicated the most accurate predictors of effectiveness ratings and agent test scores. (Author/KM)

Published
1972

32. Motivations of Macon County, Tennessee, Manufacturing Milk Producers. A Research Summary of a Graduate Study.

Author

Tennessee Univ., Knoxville. Agricultural Extension Service. and Breeding, James Demps

Abstract

A study was conducted to: (1) determine the characteristics of Macon County manufacturing milk producers and their farms; (2) find out which research verified, recommended manufacturing milk production practices were being used by those in the different butterfat production thirds; and (3) try to establish which factors were influential in producer adoption of the practices. A random sample of 60 producers of the population of 571 was personally interviewed. A profile of the average Macon County manufacturing milk producer was compiled, and statistics concerning the adoption of practices relating to breeding and herd replacement, record keeping and use, feeding and feed production, health and sanitation, and general management were compiled. A comparison of the average high and low producer revealed that the former: (1) was slightly older; (2) was better known to the interviewer; (3) had about 39 percent greater income; (4) had considerably higher per cow butterfat and milk production averages for 1965; and (5) had 10 acres more cropland. A comparison of adoption practices showed that high producers had higher ratings on 17 of 23 practice studies and tended to feed a slightly higher protein ration and that fewer high producers had hay ground. "The regular income" was rated first by 88 percent among things liked about the occupation. Statistics on non-adoption and sources of dairying information were also compiled. (Author/KM)

Published
1972

33. The Educational Needs of Commercial Dairymen in Selected Northeastern Ohio Counties.

Author

Ohio State Univ., Columbus. Dept. of Agricultural Education. and Knight, Calvin Dorr

Abstract

The problems of commercial dairymen in northeastern Ohio, their sources of occupational information, and the relationships between their perception of needs and a professional's perception of their needs were studied. Questionnaires designed to assess these needs were mailed to 400 commercial dairymen and 141 professionals. Major problems, as seen by dairymen, were found to be breeding cows and heifers for high production, keeping cows healthy, and providing the right amount and kind of feed. Major problems of dairymen, as seen by professionals, are maintaining a labor supply, financing improvements, and manure handling and disposal. Sources that dairymen rely on for information are farm magazines, the county agent, the Extension specialist, veterinarians, and vocational agriculture instructors. (CK)

Published
1970

34. Effectiveness of Cooperative Extension Service Newsletters with Different Formats Received by Dairymen in Pennsylvania.

Author

Mazer, Homer F.

Abstract

The purpose of this study was to measure the effectiveness of various newsletter formats in increasing knowledge among dairymen. The subject matter of the newsletter was harvesting, storing, and feeding of high-moisture corn. The universe of the study was the dairy farmers in seven counties who attended a five-week clinic relating to herd health and management. The dairymen in all counties took a pre-and post-test of multiple choice questions. The farmers in two counties served as a control group and did not receive newsletters. Four groups of dairymen selected at random in the other five counties received newsletters in one of the following formats: pictorial (one letter weekly for three weeks); outline (one letter weekly for three weeks); conventional paragraph (one letter weekly for three weeks); and pictorial (combination of three letters received at one time). There was no significant difference in knowledge gained among dairy farmers receiving the newsletter with different formats. There was a significant difference between dairymen who received the letters and those who did not: the ones who received them had higher knowledge scores. Younger dairymen showed a higher gain than older ones. Other individual variables were not related to knowledge gained. (author/mf)

Published
1970

35. Factors Related to the Adoption of Farm Practices 1962-1966.

Author

Lanham, Orville W.

Abstract

This paper analyzed factors related to adoption of new farm practices by dairy farmers in two Pennsylvania counties in 1962 and 1966. (Of 638 farmers interviewed in 1962, 387 were still operating their farms in 1966.) The dependent variable was an index of 19 recommended farm practices, of which about half were being used in 1962. Twenty-one independent variables were used to measure social participation, personal characteristics, and structural factors of the farm operation. Statistical analysis in 1962 indicated that only four of these 24 variables (residence, farm machinery, participation in farm organizations, participation in agricultural extension programs) were significantly related to the dependent variable. In 1966, the mean index showed an increase of two practices. Four independent variables (age, residence, farm machinery, participation in agricultural extension programs) proved significant in 1966, accounting for 45% of the explained variance in farm practices. (Nine tables are included.) (author/ly)

Published
1970

36. General Prospectus of Agricultural Education for Young Men and Women.

Author

Department of Agriculture and Fisheries, Dublin (Ireland).

Abstract

Designed to acquaint young men and women with the agricultural education programs currently available in Ireland's institutions of vocational and higher education, this prospectus describes the educational requirements, facilities, and programs under the auspices of Ireland's Department of Agriculture and Fisheries. Specifically, this document provides information relative to: (1) general agriculture (winter agricultural classes; winter farm schools; scholarships at State and private agricultural colleges; the farm apprenticeship scheme); (2) poultry-keeping, dairying, and domestic economy (day classes; scholarships at private schools of rural domestic economy; private State-aided schools for young women; Munster Institute at Cork); (3) horticulture and bee-keeping (day classes and courses of training); (4) creamery management, butter-making, cheese-making, and poultry (course for diploma in dairy science; training of creamery butter-makers and cheese-makers; and commercial handling of eggs and dead poultry); (5) university degrees in dairy science, veterinary medicine and surgery, agriculture, horticulture (scholarship availability at Cork and Dublin); (6) advisory services (services provided by the Committees of Agriculture re: advice; special instruction in congested districts; soils; veterinary research; special subjects and publications); (7) agricultural employment opportunities. (JC)

Published
1973

37. Practices Adopted, Interests, and Information Sources of Farmers and Their Wives in Tioga County. Extension Studies No. 37.

Author

Pennsylvania State Univ., University Park. Cooperative Extension Service. and Brown, Emory J.

Abstract

By random selection, 74 farm families in Tioga County, Pennsylvania, were interviewed to determine the use of recommended practices, interests of the farmers and their wives, and sources of information. Dairy farming was the major enterprise for 3/4 of the farmers. No Extension recommendations were used by 15% but 20% used seven or more of the nine recommendations. Farmers were most interested in learning about use of fertilizer, dairy herd management, milk marketing, and soil conservation; newsletters, visits from the county agent, weekly newspapers, and farm magazines were the most popular sources of information. High participation in Extension programs correlated with a larger herd, a larger farm, an older farmer, better farm business records, and a wife who participated. Farmers' wives were most interested in interior decorating and educational opportunities and careers for children. Wives preferred a newsletter and newspapers for information and were almost all very low Extension participators. Work off the farm occupied 24% of the farmers and 35% of the wives. (jf)

Published
1968

38. FARM LABOR OPINIONS OF FARMERS PARTICIPATING IN FARM LABOR STUDY GROUPS IN NINE COUNTIES IN NEW YORK STATE. SPECIAL REPORT, NUMBER 14.

Author

State Univ. of New York, Ithaca. Coll. of Home Economics at Cornell Univ. and ALEXANDER, FRANK D.

Abstract

IN AN ATTEMPT TO LEARN WHETHER THE HUMAN RELATIONS EMPHASIS IN A SERIES OF STUDY GROUPS INFLUENCED THE OPINIONS OF FARM OPERATOR PARTICIPANTS CONCERNING FARM LABOR, 61 OPERATORS WERE PRETESTED AND POSTTESTED WITH A 37 ITEM TEST ON WORK INCENTIVES AND MOTIVATION, PERCEPTION AND ATTITUDES, SALARY AND FRINGE BENEFITS, AND MANAGEMENT PROBLEMS AND PRACTICES. THESE FARMERS WERE RELATIVELY YOUNG AND WELL EDUCATED, HAD FAIRLY LARGE ENTERPRISES, AND EMPLOYED MANY LABORERS. THE FARMERS' MEAN SCORE ROSE FROM 64.1 PERCENT TO 71.5 PERCENT. POSITIVE CHANGES IN FARM LABOR OPINIONS WERE SIGNIFICANTLY RELATED TO TYPES OF FARMING (DAIRYMEN TENDED TO BE SURPASSED BY OTHERS), BUT NOT TO AGE, VALUE OF GROSS SALES, OR MAN DAYS OF LABOR EMPLOYED. THE DOCUMENT INCLUDES 13 TABLES, THE OPINION TEST, AND STATISTICS ON TEST ITEMS. (LY)

Published
1968

39. OTSEGO COUNTY EXPERIMENTAL PROGRAM FOR TESTING METHODS OF FORMING FARM MANAGEMENT STUDY GROUPS, A PROGRESS REPORT. EXTENSION STUDY, NUMBER 8.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ., LONGEST, JAMES W., and GENGENBACK, WILLIAM H.

Abstract

THE MOST FREQUENT METHOD OF GROUP FORMATION FOR INTENSIVE FARM MANAGEMENT PROGRAMS IN NEW YORK STATE HAS BEEN TO COMBINE ALL INTERESTED FARMERS IN LARGE GROUPS AT THE COUNTY EXTENSION HEADQUARTERS. THIS EXPERIMENT WAS SET UP TO STUDY THE EFFECTIVENESS OF TWO METHODS OF FORMING SMALL GROUPS--BY SOCIOMETRIC CHOICE OR SIMILAR CHARACTERISTICS. ALL OTHER FACTORS, INCLUDING THE PROGRAM, WERE CONTROLLED. FOR THREE FACTORS THE TWO AREAS CHOSEN WERE NOT WELL MATCHED--MILK PER COW, GROSS FARM INCOME, AND SOCIAL PARTICIPATION. MEETINGS COVERED SUCH FARM MANAGEMENT PROBLEMS AS RECORD KEEPING, MACHINERY COST CONTROL, BUDGETING, FORAGE PRODUCTION, AND CROPPING ROTATION PLANS. THE OPERATORS IN THE SOCIOMETRIC GROUPS ATTENDED MEETINGS MUCH BETTER THAN THOSE IN EITHER THE SIMILAR CHARACTERISTICS GROUPS OR THE COUNTY GROUP. THERE WAS NO DIFFERENCE IN NUMBER OF REQUESTS FOR ASSISTANCE FROM THE AGENT. SOCIOMETRIC GROUPS APPEARED TO BE THE MORE EFFECTIVE WAY OF ORGANIZING GROUPS THAN THE SIMILAR CHARACTERISTICS GROUPS BECAUSE (1) THE SOCIAL ORGANIZATION WAS COMPATIBLE WITH OBJECTIVES AND TASKS TO BE ACHIEVED AND (2) THE GROUP ORGANIZATION WAS COMPATIBLE WITH AND INTEGRATED INTO THE EXISTING SOCIAL STRUCTURE. (PT)

Published
1965

40. TEACHING AGRICULTURAL MECHANICS IN HIGH SCHOOL.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ. and HILL, C.W

Abstract

A LIST OF 12 CONCEPTS DEVELOPED FOR NEW YORK STATE IN 1958 SERVED AS GUIDES IN PLANNING AND DEVELOPING A COURSE OF STUDY AND TEACHING METHODS IN AGRICULTURAL MECHANICS FOR USE IN THE DAIRYING AREAS OF THE STATE. FORTY PERCENT OF THE TIME IS ALLOTTED TO THE SUBJECT IN AGRICULTURE 1 AND 2 AND 50 PERCENT IN DOUBLE-PERIOD AGRICULTURE 3 AND 4 SUBJECTS. IT WAS DESIGNED TO TRAIN STUDENTS IN MAKING THE DECISIONS AND PERFORMING THE OPERATIONS AND SKILLS NEEDED BY DAIRY FARM OPERATORS. THE MAJOR UNITS ARE--(1) FARM POWER AND MACHINERY, (2) FIELD MACHINERY, (3) FARM SHOP, (4) FARM BUILDINGS AND CONVENIENCES, (5) FARM ELECTRIFICATION, AND (6) SOIL AND WATER MANAGEMENT. THE LEVEL, NUMBER OF PERIODS, AND SEASON IS INDICATED FOR EACH SUBTOPIC. THE PROBLEM-SOLVING AND DEMONSTRATION METHODS OF TEACHING USED IN THIS SUBJECT ARE EXPLAINED. THE USE OF CHARTS AND PICTURES, CONSULTANTS, FIELD TRIPS, VISUAL AIDS, HOME ASSIGNMENTS, AND OTHER TEACHING TECHNIQUES ARE DISCUSSED. SECTIONS ON MANAGING THE AGRICULTURAL MECHANICS SHOP AND TEACHING SAFETY ARE INCLUDED. (EM)

Published
1964

41. EDUCATIONAL NEEDS OF BEGINNING DAIRY FARM OPERATORS IN NEW YORK, 1963.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ. and HILL, C. W.

Abstract

FROM A LIST OF 2,260 BEGINNING DAIRY OPERATORS THE STRATIFIED RANDOM CLUSTER METHOD WAS USED TO SELECT APPROXIMATELY 10 PERCENT WHICH REPRESENTED 13 AGRICULTURAL REGIONS OF NEW YORK. THIS SAMPLE OF 223 OPERATORS WAS INTERVIEWED TO (1) DETERMINE THEIR PERSONAL CHARACTERISTICS, (2) ASCERTAIN THEIR ACHIEVEMENT LEVEL WITH RESPECT TO SELECTED FARM BUSINESS FACTORS, (3) DETERMINE THEIR LEVEL OF PARTICIPATION IN EDUCATIONAL ACTIVITIES AND FARM ORGANIZATIONS, (4) DETERMINE THE ESTABLISHMENT PATTERN THEY USED TO ATTAIN THEIR PRESENT STATUS, (5) DETERMINE NEEDED MODIFICATIONS IN AGRICULTURAL PROCEDURES, (6) DETERMINE THE EXTENT TO WHICH THEY ADOPTED SELECTED PRACTICES, AND (7) IDENTIFY PROBLEMS THEY NEEDED ASSISTANCE WITH AND DETERMINE THEIR RELATIVE IMPORTANCE. DATA INDICATED (1) THEY HAD AN AVERAGE OF 12.4 YEARS OF EDUCATION, (2) THEY RANKED BETTER THAN THE AVERAGE COMMERCIAL DAIRYMAN IN BUSINESS SIZE, PRODUCTION, AND LABOR EFFICIENCY, BUT THERE WERE GREAT VARIATIONS AMONG RESPONDENTS, (3) MANY READ TRADE LITERATURE, SOUGHT ASSISTANCE FROM MANY SOURCES, AND BELONGED TO FARM ORGANIZATIONS, (4) THEY PREFERRED LEARNING ACTIVITIES IN WHICH THEY COULD PARTICIPATE, (5) THE MOST IMPORTANT AGRICULTURAL OCCUPATION BEFORE OWNERSHIP OR PARTNERSHIP WAS FARM LABORER, (6) THEY NEEDED ASSISTANCE WITH MANY PROBLEMS, (7) THEY HAD NOT ADOPTED A NUMBER OF APPROVED PRACTICES, AND (8) THE MOST IMPORTANT PROBLEMS IDENTIFIED WERE IN FARM MANAGEMENT. (EM)

Published
1966

42. INFLUENCE OF AN EDUCATIONAL DEMONSTRATION PROGRAM ON DAIRYMEN'S ADOPTION OF FARM PRACTICES. PAPER PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION RESEARCH (CHICAGO, FEBRUARY 11-13, 1968).

Author

BROWN, EMORY J. and HARTMAN, JOEL

Abstract

PENNSYLVANIA STATE UNIVERSITY AND THE TENNESSEE VALLEY AUTHORITY CONDUCTED A FIVE YEAR (1961-66) AGRICULTURAL EDUCATION PROJECT IN TWO PENNSYLVANIA COUNTIES. THIS PAPER REPORTED THE PRELIMINARY FINDINGS. USING THE CRITERION OF ADOPTION OF SELECTED AGRICULTURAL PRACTICES BY SURROUNDING FARMERS, THEY ATTEMPTED TO MEASURE THE INFLUENCE OF 17 DEMONSTRATION DAIRY FARMS. DATA ON GENERAL AGRICULTURAL TECHNOLOGY, FARM MANAGEMENT SKILLS, FARM PRACTICE ADOPTION, PATTERNS OF FORMAL AND INFORMAL ACTIVITIES, INTERPERSONAL VISITING AND COMMUNICATION, AND ATTITUDES, GOALS, AND VALUES WERE GATHERED BY FIELD SURVEYS BEFORE AND AFTER THE ACTION PROGRAM. SOME OF THE FINDINGS INDICATED THAT THOSE MAKING THE MAJOR CHANGE IN RECOMMENDED PRACTICES WERE DAIRYMEN OTHER THAN THE INNOVATORS OR EARLY ADOPTERS, THAT THE GREATEST CHANGE TOOK PLACE AMONG THAT GROUP OF FARMERS WHO HAD THE GREATEST POTENTIAL. HOWEVER, WHILE THE EDUCATIONAL PROGRAM DID INFLUENCE CHANGES IN ADOPTION OF PRACTICES, MOST OF THE EXPLAINED VARIANCE WAS ATTRIBUTED TO SUCH EXTRANEOUS FACTORS AS INDIVIDUAL CHARACTERISTICS, RELATIONSHIPS WITH OTHER PERSONS AND ORGANIZATIONS, LEVEL OF FARM TECHNOLOGY, AND VARYING CULTURAL CONDITIONS IN THE TWO COUNTIES. (THE DOCUMENT INCLUDES FOOTNOTES AND EIGHT TABLES.) THIS DOCUMENT WAS A PAPER PRESENTED AT THE NATIONAL SEMINAR ON ADULT EDUCATION, (CHICAGO, FEBRUARY 11-13, 1968). (LY)

Published
1968

43. EVALUATION OF THE FARM MANAGEMENT PHASE OF THE FARM AND HOME MANAGEMENT PROGRAM IN NEW YORK STATE. EXTENSION STUDY, NUMBER 1.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture at Cornell Univ., State Univ. of New York, Ithaca. Coll. of Home Economics at Cornell Univ., ALEXANDER, FRANK D., and LONGEST, JAMES W.

Abstract

THE MAIN PURPOSE OF THIS 1956-60 LONGITUDINAL STUDY WAS TO COMPARE CHANGES IN FARM PRACTICES AND RELATED KNOWLEDGE AND IN INCOME AND RELATED BUSINESS FACTORS AMONG 87 PARTICIPANTS (DAIRYMEN) IN THE FARM MANAGEMENT PHASE OF THE NEW YORK STATE FARM AHD HOME MANAGEMENT PROGRAM, WITH THOSE OF A CONTROL GROUP OF 87 WHO DID NOT PARTICIPATE. IN 1956, THE PARTICIPANTS HAD AN AVERAGE AGE OF 43.6 YEARS, WITH GENERALLY A HIGH SCHOOL EDUCATION AND A HIGH LEVEL OF ORGANIZATIONAL PARTICIPATION. OF THE 11 VARIABLES ON WHICH BOTH GROUPS HAD ORIGINALLY BEEN MATCHED, ONLY EDUCATION, ORGANIZATIONAL PARTICIPATION, AND PERCENT SCORES ON AGRONOMY PRACTICES FOR HAY AND PASTURE DIFFERENTIATED SIGNIFICANTLY BETWEEN THEM. OF THE 25 ITEMS UNDER CHANGES IN KNOWLEDGE AND PRACTICE, THE PARTICIPANTS SIGNIFICANTLY SURPASSED THE CONTROLS ONLY ON EFFICIENT USE OF LABOR, USE OF INVENTORY INCREASE IN FIGURING LABOR INCOME, SIZE OF OPERATION, AND ACTUAL EFFICIENT USE OF LABOR AND CAPITAL. CHANGE ADVANTAGES OF PARTICIPANTS ON BUSINESS FACTORS AFFECTING LABOR INCOME RESULTED IN A AVERAGE INCOME GAIN SOMEWHAT GREATER THAN THAT OF NONPARTICIPANTS. (SEVERAL IMPLICATIONS FAVORABLE TO THE FARM MANAGEMENT PHASE OF THE PROGRAM WERE NOTED. ALSO INCLUDED ARE 13 TABLES, A GLOSSARY, APPENDIXES, AND A DESCRIPTION OF PROGRAM OBJECTIVES, SUBJECT MATTER EMPHASIS, AND METHODS.) (LY)

Published
1962

44. Introduction to Dairy Production. Instructor Guide [and] Student Reference.

Author

Missouri Univ., Columbia. Instructional Materials Lab. and Duncan, Kevin

Abstract

This packet contains an instructor guide and student reference for a course in introduction to dairy production. The curriculum contains the following six lessons: (1) introduction to the dairy industry; (2) breeds of dairy cattle; (3) principles of dairy cattle selection; (4) herd management; (5) herd health; and (6) industry issues. The instructor guide includes the following: objectives, competencies, motivational techniques, teaching procedures, other activities, activity sheets, transparency masters, evaluations, answers to evaluations and activity sheets, references and teaching aids, and materials and equipment lists. For ease of use, the guide includes competencies and objectives at the beginning of the guide as well as incorporated within each lesson. In addition, 22 references are listed. A competency profile is provided in the front of the guide for convenient recordkeeping. An appendix lists six dairy cattle associations with addresses and telephone numbers for further information. The guide incorporates the needed components to aid agriculture teachers to implement Vocational Instructional Management System (VIMS), a framework to use in planning and organizing to ensure excellence in Missouri's vocational education system by focusing greater attention on the management of teaching and learning. The student reference contains information sheets and summaries for each of the lessons. (KC)

Published
1997

45. The Comparison of Telelecture and Regular Lecture in the Transfer of Knowledge to Adults.

Author

Conlin, Bernard J.

Abstract

The comparative effectiveness of tele-lecture and traditional lecturer methods for a series of dairy meetings was assessed, and the value of a pre-test and post-test in identifying important concepts and measuring learning was studied. A three-month experiment was conducted with 99 dairy herd improvement association members throughout Minnesota. A lecture was prepared by an Extension specialist and visuals were provided so that the lecture was adaptable to both regular lecture and telelecture. Pre- and post-tests contained 10 single-answer multiple-choice questions, which covered knowledge such as recall, comprehension, application, analysis, and synthesis. Of the participants, 98 completed both tests in three telelectures, and 99 completed both in the seven regular lectures. The tests scores were analyzed to compare the two methods, using a one-way analysis of variance, and an F test at the .01 probability level was used to test for significance. The experiment results showed that there was no significant difference in knowledge gained between the two educational methods. The use of pre- and post-tests was shown to be of value in identifying important concepts and measuring learning; the educator can provide a significant increase in learning by adult students by basing the educational method on the concepts identified in the tests, and it provides a structure by which the learners can identify concepts to be discussed. Appendixes provide the pre- and post-test as well as answers to the test questions. (DB)

46. Extension for Russian Agricultural Industrial Complexes: Lessons from a Dairy Project.

Author

McNeil, A. O. and Kerr, W. A.

Abstract

A Canadian extension program in Russia revealed two major problems facing Western extension agents: failure of Russian farms to treat dairy farming as a holistic, interdependent system, and a low level of human resource management skills due to the past history of direction by command. (SK)

Published
1995

47. Where the Grass Grows Again: Knowledge Exchange in the Sustainable Agriculture Movement.

Author

Hassanein, Neva and Kloppenburg, Jack R.

Abstract

Intensive rotational grazing by Wisconsin dairy farmers represents a local expression of the sustainable agriculture movement. Contrary to interpretations that view local knowledge in agriculture as idiosyncratic, these graziers use horizontal forms of organizing and information exchange to overcome the limits of personal experience and share local knowledge in networks created for that purpose. Contains 36 references. (Author/SV)

Published
1995

48. Dairy Farm Worker Training at Tompkins Cortland Community College 1989-1990.

Author

State Univ. of New York, Ithaca. Coll. of Agriculture and Life Sciences at Cornell Univ., Maloney, Thomas R., and San Jule, Timothy F.

Abstract

Tompkins Cortland Community College (New York) developed a procedure to recruit and train potential dairy farm workers. A number of marketing efforts were undertaken: distribution of 150 recruitment posters, distribution of public service announcements to 27 area news agencies, 76 paid radio spots broadcast by 4 stations, and staff member follow-up on 48 local residents' request for information on the dairy training program. The curriculum, designed by the advisory board with the cooperation of several dairy training experts, included three primary parts: orientation, classroom training, and job shadowing. The 20-hour dairy skills curriculum had four primary parts: feeding and nutrition, dairy cattle reproduction, the milking process, and milking equipment. Twenty-five enrollees began the program; 22 completed the classroom training. Almost half of those completing the training became employed on local dairy farms. A pretest-posttest assessed the effectiveness of the teaching methods. The average score on the pretest was 56 percent; the average score on the posttest was 85 percent. According to the student course evaluation, students responded well to the course, would have liked to be able to have more "hands-on" experience, and believed the program was pertinent to their needs and interests. The farmers who participated in the program were, for the most part, pleased with the students they worked with and were impressed with the program. (Appendixes include the curriculum and results of the student course evaluation and farmer evaluation. The back cover page lists other Agricultural Economics Extension publications and their report numbers. (YLB)

Published
1991

49. Beyond the Farmgate: Factors Related to Agricultural Performance in Two Dairy Communities.

Author

Cruise, James and Lyson, Thomas A.

Abstract

In two marginal dairy communities with similar physical environment, ethnic composition, and farm structure, a significant difference in productivity (milk yield per cow) was related to differences in educational attainment of farmers, proximity to an urban area, and availability of marketing outlets and agricultural information sources. Contains 33 references. (SV)

Published
1991

50. Articulated Curriculum for Agricultural Occupations. 2 + 2. Second Year Final Report.

Author

Daingerfield-Lone Star Independent School District, Daingerfield, TX.

Abstract

The Agriculture 2+2 Curriculum Development Project was an articulated training program linking the last 2 years of secondary and the first 2 years of postsecondary training designed to prepare students for employment in 3 or more agricultural technology occupations. The curriculum provided for the development of saleable skills after grade 12 and advanced employment in technical agriculture at the associate degree level. Administrators developed and implemented a competency-based program using input from secondary schools, postsecondary institutions, business, industry, the Texas Higher Education Coordinating Board, and the Texas Education Association. Three procedures were executed in the second project year: instructional materials were identified; a basic certificate program with course outlines was developed; and a "how-to" manual was developed. (The bulk of this document contains reference materials and information on basic certificate programs for four occupational areas: dairy products, garden center management, poultry products, and retail florist. Catalog numbers and titles of all reference materials are included. For each program listed, course objectives and course outlines are included.) (NLA)

Published
1990

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