LABORATORY MANUAL

AEE102

FUNDAMENTALS OF AGRICULTURAL EXTENSION

EDUCATION LABORATORY
(For private circulation only)

Name of the Student: ……………………………………………………

Registration Number/Roll No……………………………………………

Section and Group……………….......................................................

School of Agriculture

Session (Term): 2018-19 (Spring Term)

LMAEE102 Page 1
GENERAL GUIDELINES FOR THE STUDENTS

1. A Student is expected to maintain the decorum of the laboratory by maintaining proper

discipline.
2. Student is expected to be punctual in lab, should keenly perform the experiment allotted
him without moving from one lab to another and even experimental set up should not be
left until it unavoidable.
3. Mobile phones are not allowed in the labs and should be kept in the bags in silent or
switch-off mode.
4. Keep the work area clear of all materials except those needed for your work. Extra books,
purses, bags etc. should be kept in the racks placed in the lab.
5. Clean up your work area before leaving.

Dress code:

1. Shorts and sandals should not be worn in the lab at any time. Shoes are required when
working in the laboratories.
2. Students must have lab coat, gloves and mask with them every time.
3. Compulsory things to be carried by the students in lab:
4. Lab coat, gloves, mask, calculator, butter paper, fractional weights and stationary items.

Safety Guidelines:

1. Do not use any equipment unless you are trained and approved as a user by your
supervisor.
2. Wear safety glasses when working with hazardous materials or use such materials in
fuming hood.
3. Wear gloves when using any hazardous or toxic agent.
4. If you have long hair or loose clothes, make sure it is tied back or confined.

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 Table of Contents

Sr. no. Name of Experiment Page no.

01. To perform group discussion exercises. 4-7

02. To study the handling and preparation of audio visual aids. 8 -11

03. To study preparation of extension literature. 12 -15

04. To study about presentation skills exercise. 16- 19

05. To study micro teaching exercise. 20 -23

To visit the village for understanding the problems encountered by the

06. villagers/ farmers 24-27
To study organization and functioning of DRDA and various development
07. departments at district level. 28 -31

08. To visit NGOs for learning from their experience in rural development. 32- 35

To study participatory rural appraisal (PRA) techniques with their

09. application in village development. 36-39

To visit the community radio, television studio for understanding the

10. process of programme production. 40-43
.

11. To study script writing, print and electronic media. 44-47

12. To study the developing script for radio, television. 48-51

References:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS

LMAEE102 Page 3
 Experiment-1

1. Aim: To perform group discussion exercises

Material Required: Chair, Table, data projectors, microphone mixers, Note book, Pencil
2. Learning Objectives:
i. To understand importance of group activity to achieve objective from field and office.
ii. To improve learning and listing ability in the individual.
3. Theory/Principle/Background of the topic:
Group discussion can be defined as a group activity as a where number of people meet
together and try to understand and solve the particular problems which are more common to
them.
Discussion can thus be considered as an organized exchange of new information. Discussion
helps in knowing, view and removing misunderstanding in the member. In this the decision are
taken in group to which every member is responsible. Group-discussion aim at collective
decision making and at improving individual decision making by using the knowledge and
experience of group members.
The group process enhances people participation and facilitates programme implementation. It
also develops capability of the people to face challenge and adverse situations. The convenient
size for conducting a discussion may be around 15 to 25, which may be extended up to 50.
4. Planning:
i. Decide on the topic to be discussed and the persons to be involved.
ii. Collect relevant information. Contact research if required.
iii. May request resource persons and subject matter specialists to participate.

5. Implementation:
i. Start the discussion on the scheduled date and time.
ii. Introduce the topic to the group and initiate discussion.
iii. Allow the members to talk and interact.
iv. Facilitate the discussion by further explaining the points already made and giving new
points if required.
v. Encourages the less vocal members to participate in the discussion.
vi. Assist the group to take decisions and make a record of important decisions.
vii. Keep the discussion friendly and informal and Allow the group to discuss.
viii.Leader’s opinion must be dominated. Don’t discourage the speaker. Hear, what he
thinks
ix. about a particular problem.
x. Guide the discussion group towards action for taking decision.
xi. Use visual method for method for presenting facts.

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6. Advantages:
i. Knowledge and experience are shared.
ii. Thinking is clarified and systematized.
iii. Misunderstandings are avoided.
iv. Healthy group spirit is stimulated as it is social event.
v. Planning and implementation are made easy.

7. Limitations:
i. Requires understanding of group dynamics and skill of the extension agents.
ii. Group members must have some self-discipline.
iii. A slow process and may not be suitable in crises and emergency situations.
8. Type of the discussion:
i. Small group discussion.
ii. Panel discussion.
iii. Symposium.
iv. Workshop.
v. Conference.
vi. Forum.

9. Results: The knowledge about group activity will be developed.

10. Scope of the result: It is prerequisite information for understanding concept importance
of group discussion.

11. Cautions:
i. Develop proper listing ability
ii. Organized proper thoughts infront of members.

9. Suggested Readings:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. http://ieeexplore.ieee.org/document/5529341/
ii. https://www.graduatesfirst.com/assessment-day/group-discussion-exercises/
iii. https://www.assessmentcentrehq.com/assessment-centre-exercises/group-
exercise-tips-and-advice/

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 Worksheet of the student
Date of Performance Registration Number
Aim: To perform group discussion exercises

Observation:
Group Discussion Features/ Uses

Result and Discussion:

Learning Outcomes (what I have learnt)

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 To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

performance.

2 Observations and analysis including learning 20

outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 7
 Experiment-2

Aim: To study the handling and preparation of audio visual aids

Material Required: Discs, magnetic tape, data projectors, wireless microphones,

microphone mixers, modium with microphone, powered speakers
4. Learning Objectives:
i. To store and handle materials in a clean environment.
ii. To keep and handle playback equipment clean and well maintained.
iii. To acquaint students with preparation and use of audio visual aids.
5. Theory/Principle/Background of the topic:
Store all formats upright: discs and reels on edge; cassettes on long edge; cylinders standing on
end. Ensure shelving is sturdy enough to support the heft and weight concentration of these materials
(e.g., grooved discs average 35+ pounds per shelf-foot; all formats concentrate weight on the center
line of a shelf, which can cause some shelving to collapse).Store grooved discs on shelves with
sturdy, immovable dividers every 4-6 inches that support the entire face of the disc in its sleeve. Do
not store grooved discs of different diameters together. Store 10" reels in boxes with supports for the
hub so that the entire weight of the reel is not on the reel edge. Store played tapes without rewinding;
rewind just before playing Territory.
Sound cleaning procedures for audio visual materials is different for each format. Cleaning of
magnetic tape and of cylinders is a delicate undertaking and should be carried out only by a
preservation specialist in these activities and is not covered here. For cleaning grooved and optical
discs (i.e., acetate, lacquer, shellac, and vinyl records; CDs; DVDs), use canned air to blow away
dust. See Cleaning Lacquer Discs (Northeast Document Conservation Center) if it is necessary to
clean mold or waxy exudates on grooved discs.
Audio-visual resources are play a major role of making learning permanent, (Gopal V. P. 2010)
stressed that “audio-visual methods do seem to facilitate the acquisition, the retention and the recall
of lessons learned, because, they seem to evoke the maximum response of the whole organism to the
situations in which learning is done. And perceptual materials readily associate themselves with the
unique experiential background of each individual. (Natoli, C. (2011) stressed that audio-visual
materials are important in the teaching and learning processes because “Having seen something,
most people remember, for whatever that thing was, it conjures up an image at a mere mention and
can be talked about freely.

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6. Outline of the Procedure:
i. Wash and thoroughly dry hands before handling A/V materials.
ii. Do not touch playing surface(s).
iii. Allow materials from cool storage to acclimate to room temperature before playing back.
iv. Handle grooved disc and optical discs.

6. General Calculation: NA
7. Results:
i. The knowledge on various audio visual and their uses will be developed.
ii. The knowledge on various audio visual and latest information to farmers.

8. Scope of the result: It is prerequisite information for understanding concept of handling of

audio visual aids. Audio visual aids will provide the latest information to farmers.
9. Cautions:
i. Cleaning playback machines.
ii. Cleaning audio visual materials
iii. Write the script carefully and sincerely.
iv. Script should be put at proper format

10. Suggested Readings:

Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. http://ieeexplore.ieee.org/document/5529341/
ii. https://en.wikipedia.org/wiki/Audiovisual_education
iii. http://www.elixirpublishers.com/articles/1351336051_50%20(2012)%2010597106
pdf

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 Worksheet of the student
Date of Performance Registration Number
Aim: To study the handling and preparation of audio visual aids

Observation:
Audio Visual aids Features/ Uses

Result and Discussion:

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 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

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 Experiment-3
1. Aim: To study preparation of extension literature
Equipment and apparatus: NA

Materials requirement: Review literature, blank paper, research literature, pen, pencil,
eraser, Agriculture Leaflets, Pamphlet, Posters

2. Learning Objectives:
i. To understand the methods of preparation of extension literature.

3. Theory/Principles/Background of topic:

Literature is a basis of any teaching programmed. The written material is often supported by
appropriate illustration and used as extension tool. Leaflet, pamphlet and bulletin play in
important role in extension teaching. These are the simple and brief publication for givens
information to the farmers.
1. Select the subject of your interest and knowledge.
2. Approach the farmer (Probable reader 0 to know their interest. The reader‟s interest should
be kept in mind rather than authors interest.
3. Review the relevant literature and discuss with experts.

4. After collecting the information, decide the information into three parts i.e. essential
desirable and can be committed.
5. Arrange the information in the sequence.

4. Outlines of procedure:
i. Introduction should be direct. In the beginning the subject should be clear.

ii. Always start from simple to complex or familiar to unfamiliar, treat the reader
with respect. Do not use many unfamiliar or complex highs- sounding. it will
help to understand the subject.
iii. Sentences should be simple and clear.

iv. Only one idea in one sentence. The sentences should be understandable. The
complex sentences should be avoided.
v. Be accurate, specific and brief while writing.
vi. Have short paragraph.

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vii. Write the information in the sequence.

viii. The cover should be appealing and attractive. The illustration should be appropriate
to the subject.
ix. The title should be short and appealing.
x. Symbols and complicated diagrams should be avoided.

xi. Use suitable type of lettering. Bold and clear letters are better. Positioning and spacing
of letters is important in increasing efficiency.

xii. Prepare the complete script and after few hours or next day review it or show it to
others.
xiii. Printing of extension literature should be on good quality proper with good type.
xiv. Printing of extension literature should be done on good quality paper with good type.

5. Results: The knowledge on various agricultural literatures to farmers.

6. Scope of results:
i. The students will get acquainted with various types preparation of literature.

7. Cautions:
i. Follow well defined protocol for preparation of literature.

8. Suggested readings for students:

Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS

Web links:
1. http://agriinfo.in/default.aspx?page=topic&superid=7&topicid=507

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 Worksheet of the student
Date of Performance Registration Number
Aim: To study preparation of extension literature

Observation:

Result and Discussion

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Learning Outcomes (what I have learnt)

To be filled in by Faculty:

Sr.No. Parameter Marks Max. Marks

obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning outcomes 20

3 Completion of experiment, Discipline and Cleanliness 10

Signature of Faculty Total marks

obtained

LMAEE102 Page 15
 Experiment-4
1. Aim: To study about presentation skills exercise.
Equipment and Apparatus Required: Projector, connector, laptop, data cable.
2. Learning Objectives:
I.To acquaint the students with presentation skills exercise.
3. Theory/Principle/Background of the topic:
It helps the extension workers to get across one idea to the audience. It is the visual aid, which
has to catch the attention of the audience and pass on to them a simple message at a glance. The
audience should become aware of the event, practice or idea you want to communicate. The A,
B, C, of poster is Attractive, Brief and Clear. A poster has to be bold in design, simple to
understand and attractive in colour.
4. Outline of the Procedure:
A. Illustration/Picture:
(i) It should be such as to bring out the message clearly at a glance
(ii) If it is a drawing, the actual thing to be shown should be brought out in bold.
(iii) Avoid unnecessary details so that the viewers attention is not confused

(iv) If you use a photograph, avoid unwanted surroundings and bring out the
point prominently.

(v) While preparing illustrations keep in mind the experience of the audience and use objects
familiar to them.
B. Caption in words:
(i) As small as possible
(ii) A five word caption is the best
(iii) Never write caption vertically, as it creates difficulty in reading
(iv) Do not break the caption
C. Colour:
(i) Use bright attractive colours

(ii) The centre core can be highlighted with a more prominent colour and even in the caption
some prominent words can be given in different colours
(iii) Do not use odd combination of colours.

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D. Layout:
(i) It should be well balanced so that the viewer’s eyes can travel smoothly and quickly
through the caption and illustration
(ii) It should be attractive and must clearly bring out the message to the viewer.

Characteristics of a good poster:

1. Contain a brief and sticking slogan in bold letters
2. Contain action pictures to compel the attention of the people
3. Tell a complete idea at a glance
4. Have a few pleasing colours preferably 2 or 3 colours
5. It should be simple brief and timely
6. At least 20” x 30” in size
7. Letter size should not be less than 2 to 2.5 inches and should no be more than 3 to 3.5
inches
8. Made on poster paper or drawing sheet.

5. Cautions:
i. Extension and social point should be taken into consideration during presentation
preparation.
6. Results: The knowledge on various presentation preparation on latest information to farmers.

7. Scope of the result: The study will help the students in decision making during presentation
preparation.
8. Suggested Readings:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
1. http://www.businessballs.com/presentation.htm.
2. https://simplyamazingtraining.co.uk/presentation-skills-presentation-exercises-preparation/

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Worksheet of the student
Date of Performance Registration Number
Aim: To study about presentation skills exercise.
Observation:

Result and Discussion:

LMAEE102 Page 18
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 19
 Experiment-5
1. Aim: To study micro teaching exercise.

Material Required: Cable, connector, projector, duster, laptop, books, pencil. applicable in
clinical teaching, Lesson planning, Presentation and explanation, Probing questions, Classroom
management and Using audio visual aids
2. Learning Objectives:
i. To enhance student development of communication skills, critical-thinking skills,
and problem-solving abilities.
3. Theory/Principle/Background of the topic:
Microteaching is a teacher training technique for learning teaching skills. It employs real
teaching situation for developing skills and helps to get deeper knowledge regarding the art of
teaching. This Stanford technique involved the steps of plan, teach, observe, re-plan, re-teach
and re-observe and has evolved as the core component in 91% of on-campus clinical teaching
development programs, with the significant reduction in the teaching complexities with respect
to number of students in a class, scope of content, and timeframe, etc. Most of the pre-service
teacher education programs widely use microteaching, and it is a proven method to attain gross
improvement in the instructional experiences. Effective student teaching should be the prime
quality of a teacher. As an innovative method of equipping teachers to be effective, skills and
practices of microteaching have been implemented.

4. Outline of the Procedure:

i. Preparation of a micro-lesson which should be organized in a logical sequence.
ii. Skills required explaining with clarity and proper understanding of the concepts.
iii. Explain the concept by simple, relevant, and interesting examples to increase
learners‟ understanding.
5. Result: Microteaching role and techniques in all education training programs
6. Scope of results: Microteaching has a pivotal role in all education training programs.
7. Cautions:
i. During microteaching always follow the instruction given by the person who is guiding.

LMAEE102 Page 20
8. Suggested Readings:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. https://en.wikipedia.org/wiki/Microteaching
ii. https://content.wisestep.com/micro-teaching-principles-procedures-benefits-limitations/

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Worksheet of the student
Date of Performance Registration Number
Aim: To study micro teaching exercise.
Observation:

General Calculation: NA
Result and Discussion:

LMAEE102 Page 22
 Learning Outcomes:

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 23
 Experiment-6
Aim: To visit the village for understanding the problems encountered by the villagers/ farmers.

Materials Required: Leaflet, template, stick, paper.

2. Learning Objectives:
i. To create mass awareness about an important problem or felt need of the
community and encourage them to solve it.
ii. To induce emotional participation of the community at the local level and create a
favourable psychological climate for adoption of new practices
3. Theory/Principle/Background of the topic:
The intense educational activity for motivating and mobilizing a community to action, to
solve a problem or satisfy a need urgently felt by it. Identify with the local leaders an important
problem or needs of the community. List out specialists, local leaders and other persons who
could be involved in solving it. Decide with the local leaders about the time of holding the
campaign and its duration. Arrange necessary inputs, services and transport. Prepare a written
programme of the campaign. Give wide publicity and put up posters at strategic points
throughout the area. Use mass media to warm up the community. Make use of personal appeal.
4. Outlines of Procedure:
i. Hold group meeting with the people and discuss about the origin and nature of the
problem.
ii. Suggest practical and effective solution.
iii. Arrange method demonstration and training programme for the participants.
iv. Maintain supply of critical inputs and services.
v. Keep close watch on the campaign and take corrective steps, if necessary.
vi. Arrange mass media coverage.

5. Results: Especially suited to stimulate mass scale adoption of an improved practice in the
shortest time possible.

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6. Scope of Result: The exercise will make the students capable to familiarize and
execute farmers and villagers problems. .
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings for students:
Books:
i. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
ii. 2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
iii.
Web links:
i. https://www.quora.com/What-are-the-biggest-problems-faced-by-farmers-in-India-
What-problems-can-be-solved-through-use-of-technology

ii. https://www.quora.com/What-are-the-biggest-problems-faced-by-farmers-in-India-
What-problems-can-be-solved-through-use-of-technology

LMAEE102 Page 25
Worksheet of the student
Date of Performance Registration Number
Aim: To visit the village for understanding the problems encountered by the villagers/ farmers.
Observation:

Name of problem Solution

Calculation: NA
Result and Discussion:

Learning Outcomes (what I have learnt)

LMAEE102 Page 26
 To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 27
 Experiment-7
Aim: To study organization and functioning of DRDA and various development departments at
district level.

Materials Required: Book, Pencil, stick, leaflet, and pamphlet.

2. Learning Objectives:
i. To evaluation of actual functioning of the DRDAs with available staff vis-à-vis the
guidelines for implementation of the various Rural Development Programmes.
3. Theory/Principle/Background of the topic:
The District Rural Development Agency (DRDA) has been traditionally the principal organ at
the District level to oversee the implementation of different anti-poverty programmes. The
DRDA Guidelines of 1999 primarily define the role of DRDA as a Supporting and Facilitating
Organization and being a catalyst in the development process, The guidelines also indicate the
need for developing a greater understanding of processes necessary for poverty
alleviation/eradication as well as developing capacity to build synergies among different agencies
for most effective results. After eight years of implementation of the scheme, the Economic and
Monitoring Wing of MoRD sponsored a study to evaluate its performance. The study envisaged
not only evaluation of the DRDA Administration Programme but also to evaluate effectiveness
of the whole rural development administration structure that is in existence. The study also
sought to assess relative performance of DRDAs which are under the Panchayati Raj Institutions
vis-à-vis those under the District Administration. DRDAs are not the implementing agencies, but
can be very effective in enhancing quality of implementation through overseeing the
implementation of different programmes and ensuring that necessary linkages are provided.

4. Outlines of Procedure:
i. It covered assessment of scheme implementation vis-à-vis the norms, including
manpower deployment, adequacy and usefulness of existing manpower, ascertaining role
of DRDAs/ZPs in planning.
ii. Implementation and coordination of IEC of rural development programmes.
iii. Assessing the extent of success with which DRDAs integrate other agencies.
iv. Institutions and networks in its fold and bring synergy in development programmes.
v. DRDA is a supporting and facilitation organization and needs to play an effective role as

LMAEE102 Page 28
 a catalyst in development process.

vi. DRDA is visualized as a specialized and professional agency. It will continue to watch
over implementation of RD programme to ensure effective utilization of funds intended
for antipoverty programmes, as well as develop a greater understanding of the process
necessary for poverty alleviation/reduction.

5. Results: DRDAs more effective up gradation of skills and expertise of the manpower.

6. Scope of Result: The exercise will build synergies among different agencies for
most effective rural development.
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings for students:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. http://rural.nic.in/sites/downloads/monitoring/Study%20of%20DRDA.pdf

LMAEE102 Page 29
Worksheet of the student
Date of Performance Registration Number
Aim: To study organization and functioning of DRDA and various
development departments at district levels.

Observation:

Calculation: NA

Result and Discussion:

LMAEE102 Page 30
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 31
 Experiment-8
1. Aim: To visit NGOs for learning from their experience in rural development.

Materials Required: Leaflet, Pamphlet, pencil.

2. Learning Objectives:
i. Discover humanitarian issues faced by the neglected segments in
developing countries.
ii. Reconnect the links between urban innovations and rural development.

iii. Stimulate creativity and innovations to improve the rural conditions through
technology
3. Theory/Principle/Background of the topic: NGOs have become the main service providers

in countries where the government is unable to fulfill its traditional role. In the education sector,
many NGOs have moved beyond „gap-filling’ initiatives into capacity building activities. This
paper seeks to address the role of NGOs in development through the lens of capacity building.
Through academic articles and NGO working papers, we can determine the effect of NGOs on
capacity rural development and their role in building capacity on all levels, using a framework
based on five hypotheses: NGOs are increasingly involved in capacity development. As the
development discourse leans towards developing skills and tools for strengthening society,
NGOs have reacted accordingly. They wish first and foremost to remain important stakeholders
in development and to impart their extensive knowledge in the education sector. This
involvement changes the ways in which NGOs operate. Capacity-building activities complement
traditional service provision, though this does mean that all NGOs have good relations with
government. In any case, NGO activities are increasingly diverse. They have an impact on the
interpretation of capacity development. NGOs are influenced by the ideology of capacity
development as defined by the hegemonic development discourse, but they also influence its
meaning from the outside. This modified interpretation of capacity development can weaken
central government but strengthen it in the long term. NGOs have the capacity to innovate and
adapt more quickly than national governments; therefore, their actions can undermine
government initiatives. But if they scale up their activities and impart their knowledge and
techniques at the government level, the country as a whole can benefit.

LMAEE102 Page 32
4. Outlines of Procedure:
i. The role of NGOs in agricultural R&D will be analyzed, or rather – since hardly any
NGO was active in this field. it will be explained why agricultural R&D has been
neglected for a long time by rural NGOs.

ii. For many donors, promoting microfinance is a promising strategy to reduce

poverty rapidly.

iii. For the NGOs, granting credit is an opportunity for generating own income by
accruing interests and fees and thus creating independent capital.

iv. For the beneficiaries, NGO-credits are a way to acquire funds quickly and without
complicated bureaucratic procedures and the need for major deposits, which is the case
with cooperative credit systems which, thus, rather serves better-off people.

5. Results: A research proposal, report, analysis, oral history, documentation on specific

subjects such as rural development, health, disability, climate change, arts and culture, etc.

6. Scope of Result: The exercise will make the students capable role of NGOs in
rural development.
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings for students:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. http://www.jockeyv3.hku.hk/wp-content/uploads/2016/03/HKU-SI-SRDI-leaflet.pdf
ii. http://unesdoc.unesco.org/images/0018/001869/186980e.pdf

LMAEE102 Page 33
 Worksheet of the student
Date of Performance Registration Number
Aim: To visit NGOs for learning from their experience in rural development.

Observation:
Name of NGO Role

Calculation: NA
Result and Discussion:

LMAEE102 Page 34
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 35
 Experiment-9
Aim: To study participatory rural appraisal (PRA) techniques with their application in village
development.

Materials Required: Calculator, pencil, notebook, laptop.

2. Learning Objectives:
i. To learn how to determine the participatory rural appraisal.

3. Theory/Principle/Background of the topic: The term 'activist participatory research' is used

to refer to a family of approaches and methods which use dialogue and participatory research to
enhance people's awareness and confidence, and to empower their action. Activist participatory
research in this sense owes much to the work and inspiration. A reversal of learning: to learn
from rural people, directly, on the site, and faceto-face, gaining from local physical, technical
and social knowledge. Learning rapidly and progressively: with conscious exploration, flexible
Use of methods, opportunism, improvisation, iteration, and crosschecking, not following a
blueprint programme but being adaptable in a learning process. Offsetting biases: especially
those of rural development tourism, by being relaxed and not rushing, listening not lecturing,
probing instead of passing on to the next topic, being unimposing instead of important, and
seeking out the poorer people and women, and learning their concerns and priorities. Optimizing
trade-offs: relating the costs of learning to the useful truth of information, with trade-offs
between quantity, relevance, accuracy and timeliness. This includes the principles of optimal
ignorance - knowing what is not worth knowing, and of appropriate imprecision - not measuring
more than needed. As Keynes is reputed to have said: 'it is better to be approximately right than
precisely wrong'. Triangulating: meaning using a range, (sometimes three), of methods, types of
information, investigators and/or disciplines to cross-check (Grandstaff and Lovelace 1987:9-10;
Gueye and Freudenberger 1991: 14-16). Seeking diversity: this has been expressed in terms of
seeking variability rather than averages (Beebe 1987:53-54), and has been described in Australia
as the principle of maximum diversity, or 'maximizing the diversity and richness of information'
(Dunn and McMillan 1991: 5, 8). This can involve sampling in a non-statistical sense. It goes
beyond the crosschecking of triangulation; for defined broadly it deliberately looks for, notices
and investigates contradictions, anomalies, and differentness.

LMAEE102 Page 36
4. Outlines of Procedure:
Instrumental method
i. Transect walks: systematically walking with informants through an area, observing,
asking, listening, discussing, identifying different zones, local technologies, introduced
technologies, seeking problems, solutions and opportunities, and mapping and
diagramming resources and findings.

ii. Analysis of difference: especially by gender, social group, wealth/poverty, occupation

and age. Identifying differences between groups, including their problems and
preferences. Estimates and quantification: often using local measures, judgments and
materials such as seeds, pellets, fruits or stones as counters, sometimes combined with
participatory maps and models.

iii. Participatory planning, budgeting and monitoring: in which villagers prepare their
own plans, budgets and schedules, and monitor progress.

iv. Report writing: at once, either in the field before returning to office or headquarters, or by
one or more people who are designated in advance to do this immediately on completion
of the RRA or PRA.

5. Results: Students should do much of their own investigation, analysis and planning of
rural areas.

6. Scope of Result: The exercise will make the students capable to role as conveyors,
catalysts and facilitators.
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings for students:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. http://www.panchayat.gov.in/documents/10198/1389387/10Participatory%2BRural%2B
Appraisal.pdf

LMAEE102 Page 37
Worksheet of the student
Date of Performance Registration Number
Aim: To study participatory rural appraisal (PRA) techniques with their application in village
development.

Observation:

Calculation: NA
Result and Discussion:

Page 40
LMAEE102 Page 38
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 39
 Experiment-10
Aim: To visit the community radio, television studio for understanding the process
of programme production.

Materials Required: Audio video aids, pen, pencil, note book.

2. Learning Objectives:
i. To learn how to determine the volume of log.
3. Theory/Principle/Background of the topic:
Radio programmes can be broadly classified into News and non news programmes. News
programmes consist of news bulletins, documentaries, Magazine programmes. Programmes can
also be classified as spoken word and music programmes. The radio talk is probably the oldest
format on radio. Among all the spoken word formats on radio, news is the most popular. News
bulletins and news programmes are broadcast every hour by radio stations. Music is the main
stay in radio. There is no radio without music. India has a great heritage of music and radio in
India reflects that. Music is used in different ways on radio. Language is the basic tool of verbal
communication. Simplicity makes a program easily digestible. Brevity makes a program
affordable at the first utterance itself. Clarity makes a copy clearer.

Television is a popular and powerful medium which plays a central role in the multimedia
environment in the present day world. Audio visual medium Television content includes both
sound and visuals. This audio visual character of television makes it a magic medium which
allows us to watch the world from our drawing rooms. This powerful visual nature helps
television to create vivid impressions in the minds of the viewers which in turn leads to
emotional involvement. The audio visual quality also makes television images more memorable.

4. Outlines of Procedure:
i. Radio broadcasts can stimulate farmer’s curiosity. It can arouse and build interest
of farmers. It creates a desire to learn and encourage for doing the things better.
ii. The radio voice appears to the listeners authentic and real. Therefore, radio has a good
place in communication.
iii. The radio can be used to inform, alert, suggest, direct, interest, stimulate and motivate the
people. It is effective when you supplement it with other media or methods. But the radio has
some limitations which one should understand while using it.
iv. The radio cannot teach, specify and go into details. You cannot use your smile or
frown you cannot gesticulate or use visuals.

LMAEE102 Page 40
5. Results: Determination of writing and explaining of radio and television programme.

6. Scope of Result: The exercise will make the students capable to determine of radio
and television programme.
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings for students:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS
Web links:
i. https://en.wikipedia.org/wiki/Television_studio
ii. https://en.wikipedia.org/wiki/Broadcast_programming

LMAEE102 Page 41
Worksheet of the student
Date of Performance Registration Number

Aim: To visit the community radio, television studio for understanding the process
of programme production.

Observation:
Presenting Method Name of programme
on
programme

Calculation: NA
Result and Discussion:

LMAEE102 Page 42
Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

Outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 43
 Experiment-11
Aim: To study script writing, print and electronic media

Materials Required: Radio, tape, Microphone, disc.

Learning Objectives: To evaluation of actual writing for print and electronic media

2.Theory/Principle/Background of the topic:

Conversation is the simplest and most popular mode of communication. Conversational

attitude and language help the communication process successful. Stories written for radio and
Television are written in conversational and informal languages. It is presented clearly and
simply.Print media and electronic media play a significant role in development
communication of the country. Even after the advent of electronic media like radio and
television, print media has not lost its charm or relevance. Print media has the advantage of
making a longer impact on the minds of the reader with more in-depth reporting and analysis.
The contribution of print media in providing information and transfer of knowledge is
remarkable.Technological advances has made print media faster than before.

4. Outlines of Procedure:
Writing tips
• Use active voice.
• Use short, complete sentences.
• Be concise.
• Choose simple words.
• Avoid jargon.
• Avoid acronyms.
• Use your name, program name

5. Scope of Result: The exercise will build synergies among different agencies for
most effective rural development.
6. Caution:
i. Accuracy and precision should be maintained.

LMAEE102 Page 44
7. Suggested readings for
students: Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS

2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS

Web links:
1. http://rural.nic.in/sites/downloads/monitoring/Study%20of%20DRDA.pdf

LMAEE102 Page 45
 Worksheet of the student
Date of Performance Registration Number
Aim: To study script writing , print and electronic media
Observation:

Electronic
media Types of the media Use

Calculation: NA

Result and Discussion:

LMAEE102 Page 46
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 47
 Experiment-12
1. Aim: To study the developing script for radio, television.

Materials Required: Audio video aids, literature stick, pencil, and notebook.

2. Learning Objectives:
i.To evaluation of actual writing developing script for radio and television.
3. Theory/Principle/Background of the topic:
A script is an entire program committed to paper. It includes dialog, music, camera angles,
stage direction, camera direction, computer graphics (CG) notations, and all other items that the
director or script writer feels should be noted. A documentary program is essentially a research
paper for television; the topic is researched, the information is outlined, and the script is written.
The audio in a documentary may be either off-camera narration, or on-camera narration, or a
combination of both. The audio portion of the script should be roughly written out before any
shooting begins. In the process of writing, a shot sheet is develop. For a documentary program a
shot sheet is like a grocery list of shots needed to support the audio portion of the script. When
shooting, the shots on the list are captured.. Additionally , the director watches for other shots
that include specific items, people, or anything that adds to the program's content and would be
interesting to the viewers. Shot sheets are only a guide and are rarely long enough to provide
enough footage to assemble an entire program. Always shoot more footage than is listed on the
shot sheet.

4. Outlines of Procedure:
This term includes both dramas and comedies. The drama format requires a different
kind of talent, actors. Actors take on a role in a program and perform as someone or something
other than themselves.
The magazine format originated from programs like “60 minutes,” but has become more
than news-oriented programming. A regular news broadcast presents each story in two minutes
or less. A magazine format program is comprised of feature packages that address a single story.
This allows more interesting detail to be included about each story, but fewer stories to be
included in each program. The music video has become a common and influential force in our

LMAEE102 Page 48
culture. Items such as clothing shoes, fashion accessories, and hairstyles gain popularity when
seen in a music video. Music videos also serve to promote a band or a new song or album, in the
hopes of increasing the sales of CDs and concert tickets. The audience sees the band perform the
music that is heard. A concert style music video may include a compilation of different concerts
the band has performed, a studio performance, or a various locations.

The audience hears the music, but never sees the band. Instead, actors act out a story line
that is supported by the lyrics of the song. Generally, Public Service Announcements/Ads are 30
or 60 seconds in length. The purpose of a PSA is to inform the public or to convince the public to
do (or not to do) something in the interest of common good. Anti-drug and anti-drinking and
driving campaigns are examples of PSAs. A typical television ad, on the other hand, attempts to
convince the public to purchase goods or services.
Visualization is the ability to mentally picture the finished program. Visualizing a
program is similar to daydreaming. The visualized details of a program should be put on paper, so
that others can share the vision. Only when everyone, the crew an cast included, shares the vision
for the program can it become a reality. George Lucas waited to make The Phantom Menace, the
fourth Star Wars film, until computer graphics technology was sophisticated enough to
realistically reproduce onto the screen the creatures and worlds he visualized in his mind.

5. Results: Developing script for radio and television helpful to connivance latest technology.

6. Scope of Result: The exercise will build synergies among different agencies for most
effective rural development.
7. Caution:
i. Accuracy and precision should be maintained.
8. Suggested readings forstudents:
Books:
1. AGRICULTURAL EXTENTION by MONDAL SAGAR, KALYANI PUBLISHERS
2. EXTENSION EDUCATION by RANJIT SINGH, KALYANI PUBLISHERS

LMAEE102 Page 49
 Worksheet of the student
Date of Performance Registration Number
Aim: To study the developing script for radio, television.
Observation:
Radio and Types of script Role
Television

Calculation: NA
Result and Discussion:

LMAEE102 Page 50
 Learning Outcomes (what I have learnt)

To be filled in by Faculty:
Sr.No. Parameter Marks Max. Marks
obtained

1 Understanding of the student about the 20

procedure/apparatus.

2 Observations and analysis including learning 20

outcomes

3 Completion of experiment, Discipline and 10

Cleanliness

Signature of Faculty Total marks

obtained

LMAEE102 Page 51