Practical -10 Skill exercise on preparing of power point for ... · Web viewIt uses the Kutchi...
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Communication Skills and Personality Development Ag. Extn. 5.4 1 | Page
Practical -10 Skill exercise on preparing of power point for ... · Web viewIt uses the Kutchi language in its content, which mainstream All India Radio does not. Junagadh Janvani
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Skill exercise on preparing of power point for effective
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Practical: 1 Acquaint with University Extension System
State Agricultural Universities
The State Agricultural Universities (SAUs) are important arms for
promoting extension activities in the States. While their main
mandate is formal degree programmes in major agricultural
disciplines, they provide extension and training support through
the directorate of extension education. The information flow is
mainly from the universities to the KVKs which are responsible for
training farmers. The information flow is largely linear, with
little scope for feedback from farmers. Another criticism is that
the information flow largely reflects centralized agendas rather
than catering to local needs, with the major focus being on
transfer of technology.
( Vice-chancellor )
( Directorate of Extension Education )
( Other Extension Centres (T & V, TWTC, School of Baking etc.)
) ( Agricultural Technology Information Centre ) ( Sardar Smruti
Kendra ) ( Krishi Vigyan Kendra )
( In charge ) ( Assistant Extension Educationist ) ( Scientists
(Six Discipline) )
Fig. 1. University Extension System
Why to teach extension subject to B.Sc. agricultural
students?
1. Students can learn the democratic methods to educate
farmers.
2. Communication abilities of students can be improved through
extension teaching methods
3. Students can learn how to communicate with farmers properly and
in an effective way for improving the adoption of
innovations.
4. Students can helps in studying and solving the rural
problems.
5. Students can learn how to increase the standard of living of
farmers
6. Development of youth through extension workers.
7. Students can learn to identify the leadership qualities and
motivate the leaders for the development of village.
Extension through research
Along with the teaching, SAUs important working wing is research
and extension. Under the extension wing SAUs works on the following
activities.
1. Promotion of newer varieties and technologies to increase the
agricultural production and productivity
2. Increasing efficiency in marketing, distribution
and utilization of agricultural inputs and outputs
3. To encourage the farmers to adopt the newly refined location
based technologies. It helps to increase farmer’s efficiency.
4. Conservation, development and use of natural resources for the
better output.
5. Proper farm and home management to manage the natural
resources.
The Directorate of Extension Education
The Directorate of Extension Education (DOEE) is the nodal agency
of SAUs for promoting agricultural development in the state through
quick transfer of technology by providing training, consultancy and
farm information to line departments’ professional extension
personnel and farmers. The three principal, functional areas of the
DOEE are training, consultancy and communication. The directorate
has a team of multi-disciplinary scientists who work in
participatory mode in close coordination with the Department of
Agriculture, Animal Husbandry, Horticulture, Forestry,
Cooperatives, Panchayat samities and other agencies engaged in the
betterment of rural people.
Mandates of the Directorate of Extension Education
1) To formulate and impart in-service training to different
categories of officers and functionaries from line departments of
state and non- government organizations.
2) To conduct short and long-term vocational trainings for farmers,
farm women, youth and school dropouts.
3) To assess and refine the latest agricultural technology through
front-line demonstrations for their wider adoption.
4) To provide farm information services through various extension
activities, including literature, for the quick dissemination of
technology.
5) Through the DOEE, the university extension service maintains
live and intimate links with the research departments’ on one hand
and with the field-level functionaries of different state
departments, development agencies and farmers on the other
hand.
The Directorate of Extension Education (DOEE) conducts its
extension activities through its headquarters, KVKs, SSK, ATIC,
etc. The directorate disseminates the latest technological
innovations through farm advisory, training, information and
communication services by involving scientists from different
departments of the university and research institutions. It aims to
serve as a link between research, extension and farmers and provide
critical feedback for university research as well as to the main
extension system. A well-defined mechanism is followed involving
the Directorate of Research, the line departments and extension
education units while formulating technical programs for different
units of the DOEE.
As per mandate, a Scientific Advisory Committee is constituted at
each KVK for assessing, reviewing and guiding their programs and
progress. The members of this committee comprise a cross-section of
scientific and farming communities representatives of both
government and non-government organizations who are directly or
indirectly involved in the process of agricultural training,
production and development. The ATIC is a constituent unit of the
directorate which serves as a single window delivery system to help
farmers and other stake holders by providing solutions to
location-specific problems and making all technological
information, along with technology inputs available. The
organizational set up and extension mechanism of the DOEE is
presented in following figure.
Fig: 2. Typical Organizational Set-Up of the Directorate of
Extension Education at the State Agricultural University
Level.
Transfer of technology through Information Communication Technology
(ICT)
ICT has a major role to play in all facets of Indian agriculture.
The extensive use of ICT and its infrastructure would therefore be
a critical component of the strategy to revitalize the national
extension system. The directorate usually arranges radio talk
discussion by university experts on All India Radio. The scientists
from headquarters, KVK also deliver radio and TV talks regularly
for the benefit of the farming community. Integrated use of both
the conventional as well as upcoming electronic media like Intra
and Internet, information kiosks, cable TV, mobile telephones,
vernacular press and other print media is the way forward by
pooling and effective use of ICTs. The radio and Doordarshan cover
special activities carried out by the university such as kisanmela,
agricultural workshops, training, field days, kisangoshti,
etc.
The usual mechanism of technology dissemination is from research to
extension; and extension, in turn, passes on the messages to the
end-users (research-extension-farmers).
How the DOEE utilizes ICTs in transfer of technology
1. Mass media is not usually considered in technology transfer
programs. It acts in interface between DOEE and farmers. The DOEE
uses ICTs in dissemination process where the research-extension
linkage is weak between the farmers and the researcher.
2. The technology transfer process, being primarily dependent on
the physical presence of the extension worker, is limited in scale
and is often slow. The involvement of mass media in technology
transfer can seemingly help overcome these constraints.
3. Print media such as newspapers, magazines, leaflets, booklets,
posters and handbills are widely used in technology transfer by the
DOEE.
4. Agricultural technology supplements are published along with
daily or weekly newspapers by most of the SAUs or the DOEE.
Agricultural periodicals/magazines or technical bulletins are often
published and used for disseminating agricultural technology
information among farmers by most of these institutions.
Activities under DOEE
1. Organizing farmers’ fairs and field days
The directorate is engaged in refining and disseminating
agricultural knowledge to farming communities through a network of
KVKs in various agro-climatic zones. The directorate organizes
farmers’ fairs and field days for the active participation of
farmers and farm women. These activities give farmers and the
public the opportunity to witness the latest, proven technologies.
Exhibitions on the latest technologies are organized for
face-to-face interactions between farmers and scientists. The sale
of the latest varieties of plants and vegetable saplings creates a
large amount of publicity. On-the-spot technical solutions are
demonstrated at visits of experimental sites.
2. Capacity building of extension staff and farmers
Human resource development is an important mandatory activity of
the university’s extension education system. The DOEE is organizing
various national-level, state-level and in-house personnel
trainings, model training courses, faculty development courses,
winter and summer schools, etc. The directorate is also organizing
vocational trainings for economic empowerment and livelihood
security for farm families. Short-term trainings for farmers, farm
women and rural youth on new production technologies are organized
regularly at the directorate.
3. Training Courses:
The DOEE organizes national-level training programs, workshops and
seminars for promoting the professional competency of the officials
and extension personnel working in different line departments of
government. Major training areas include oilseeds and pulses,
cropping system approach, seed production technology, post-harvest
technology, integrated pest management, arid horticulture,
micro-irrigation systems, etc.
4. State-Level Training Courses: The directorate organizes
short-term training courses for subject matter specialists of line
departments on subjects like integrated pest management, organic
farming, vermi-compost, women in agriculture, aromatic and
medicinal plants, etc. In these courses, the officials are exposed
to emerging problems and their possible solutions as well as recent
technological advances. Winter/Summer Schools: To update scientists
of SAUs on recent advances in science and technology, the
ICAR-sponsored winter/summer schools are being organized by the
DOEE. Courses on communication technologies and extension
methodology; innovative breeding methodology for sustainable,
higher production in coarse cereals; and advanced media
communications, extension techniques and vocational
entrepreneurship forsustainable livelihood by agriculture
practitioners are being organized.
5. Faculty Development Training under Technical Backstopping:
Scientists of the DOEE are provided trainings with the purpose of
updating skills required for work effectiveness and efficiency. In
recent years, scientists have been trained in the areas of on-farm
testing, post-harvest management, tally accounting, impact studies,
etc.
6. Agri-Clinics and Agri-Business Training: The DOEE is one of the
recognized centers for agri-clinics and agri-business trainings in
the country. These trainings are sponsored by the Ministry of
Agriculture and Cooperation, (Government of India, New Delhi). With
these trainings, the DOEE is providing 60-day training those not
yet employed in the agriculture sector. The purpose of such
training is to teach entrepreneurial and managerial skills to
agricultural graduates so as to enable them to establish their own
enterprises and provide jobs to others as well. Major areas where
participants established their own business are bio-fertilizers and
bio-pesticide production, rural storage structures (“godown”),
agricultural input marketing, custom hiring, fruit and ornamental
plant nurseries, agri-clinics, retail shops, etc.
7. Training Programs for Farmers and Farm Women: The directorate is
organizing inter-state and state-level short-term courses for
practicing farmers and farm women on crop production, horticulture,
plant protection, animal production, home science and other related
disciplines. These training programs are sponsored by line
departments of agriculture, horticulture, soil water conservation
and NGOs. These trainings not only provide the participants
practical exposure but also give an opportunity for participants to
raise their incomes by adopting new technologies. These trainings
are organized on the principles of "Learning by Doing" and “Seeing
is Believing.”
Centres under DOEE :
1) Krishi Vigyan Kendras
Krishi Vigyan Kendras (KVK) are the field research units of the
national agricultural research system (the Indian Council for
Agricultural Research-ICAR) and are meant to test new seed
varieties, agronomic practices, machinery etc. in field conditions
across different agro-climatic zones before these are cleared for
adoption by farmers. The KVK initiative was launched in 1974 and
has grown into 717 centers by the end of September, 2019, ensuring
at least one KVK in each district of the country. Besides research,
these institutions also conduct farmer outreach programmes through
on farm demonstration plots, training etc.
KVKs play a vital role through mandatory works on
1. On farm testing.
2. Frontline demonstrations.
3. Need based training programmes for the benefit of farmers and
farm women, rural youths and extension personnel.
4. Creating awareness through extension programmes.
5. Production of Critical and quality inputs.
6. Agricultural Knowledge and Resource Centers.
2) Sardar Smruti Kendra
Way back in 1975, Gujart Agricultural University setup this
institution in memory of Sardar Vallabhbhai Patel who dared the
Indian farmers to dream of being a part of the county’s prosperity.
Considering the objectives of this institution, it is named as
SARDAR SMRUTI KENDRA.The Motto of SSK is To empower the rural
communities, particularly the under privileged farmers and farm
women to have control over their own livelihood and manage their
occupation to create better economic condition.The objectives
are:
· Promoting of Agriculture Sciences and practices.
· Diffusion of technical know-how to help the farmers to adopt the
innovations.
· Development in activities relating to production of Agriculture
and its allied fields.
· Improvement of Agro-Economic status of rural people.
· Established a direct contact of farmers and farmwomen with the
agricultural scientists.
· Impart the knowledge of the means of value adoption to their
agricultural products.
3) Agricultural Technology Information Centre
ATIC is the ICARs project functioning from the year 1998.
This centre was sanctioned to ICAR institutes and State
Agricultural Universities. In the country there are 44 ATIC
centres functioning at present. The ATIC is a “single window”
support system. The main objective of the ATIC is to link the
various levels of intermediates in technology dissemination
process. It links farmers and other stake holders such as
Farmer-Entrepreneurs, Extension workers, Development agencies,
Non-Government Agencies (NGOs) and private sector organizations to
provide solutions to their location - specific problems in
agriculture. It helps to make available all the technological
information along with technology inputs and products for testing
and use by them.
Objectives:
1. To empower farmers through direct access for information &
knowledge.
2. To create strong linkage between different research divisions/
units and users of technology.
3. To develop, published and supply latest technology by developing
publication for the farmers, through folders, CD’s, Video films
etc.
4. To help farmers in problem solving and decision making.
5. Supply of Seeds, Planting materials, Bio- fertilizers,
Bio-pesticides, Earth worms and Vermicompost etc.
6. To provide various analytical services of plants, soil and water
for the nutrient contents etc.
7. To popularise the new technologies developed by the University
and allied institutes in the Agricultural sciences.
8. To facilitate a dynamic feed forward and feedback
mechanism
4) Training & Visit Scheme: The Training and Visit Scheme was
introduced in Gujarat in 1978-79. Under this scheme, Bimonthly
workshops, pre seasonal training and Zonal Research Extension
Action Committee (ZREAC) meetings are conducted by involving line
departments personnel and scientists of SAU.
5) Extension Education Institute: The Extension Education Institute
(EEI), is one of the premier institutes for training of extension
personnel in India. The main mandate of EEI, is to train middle
level extension functionaries of various line departments to
improve upon their job performance wherever they are working in
different capacities.
6) Tribal Farm Women Training Centre:The Tribal Women Training
Centre was established at KVK, Dediapada in the year of 2012-13
with objective over all development of tribal farm women through
training on Agriculture, Horticulture, Animal- Husbandry, Poultry
etc.
7) School of Baking: It imparts training in modern techniques of
baking technology. It provides opportunity to impart knowledge and
improve skill of trainee for preparing different bakery
products through theory and practical classes. It covers the
knowledge regarding quality of raw material, improved process for
the preparation of products and scientific principles involved in
it, economics of food preparation, handling of various equipment
and machinery, establishment and management of bakery unit etc.
Duration of the course is 20 weeks.
Activities:
1. Draw the flow chart of the university extension system under
Directorate of extension education
2. Draw the flow chart of the organizational set up of SAU
Practical -2 Organizing the Group Discussion
A group discussion refers to exchange of ideas and thoughts by two
or more people on a selected topic. The purpose of discussion may
be related to clarification of ideas or help in understanding and
application of ideas to practical situation. Sometimes the purpose
of the group is to arrive at a consensus about a debatable
subject.
The lecture method may be made more participative, if at the end
the audience are allowed to discuss the topic in presence of the
speaker and elicit the latter’s comments and clarification on the
points raised. This shall lead to a better understanding of the
topic, as the participants are more actively involved, have the
opportunity to express their views and get their doubts clarified.
Learning is reinforced through the interaction of the audience with
the speaker. Limitations of traditional group discussion are that
group members may pursue an idea to the exclusion of other
alternatives and pressures to confirm can discourage the expression
of deviant opinions.
Discussion usually occurs in a face-to-face or co-acting situation,
with the exchange being spoken. And when more than two people are
involved, it usually occurs under the direction of a
leader/chairman.
Purposes of group discussion:
3. To plan a programme of action
4. To elect or select a person for a position etc
5. To hear and discuss a report
6. To motivate individuals
8. To train individuals
9. To release tensions
Procedure of group discussion:
1. Understand and adopt the proper technique. The technique of a
problem solving group discussion consists of the following six
steps based on the "reflective thinking" pattern.
a) Recognition of the problem as such by the group.
b) Definition of the problem, its situation and diagnosis.
c) Listing of as many solutions as possible.
d) Critical thinking and testing of these hypotheses to find the
most appropriate and feasible solution or solutions.
e) Acceptance or rejection of the solution or solutions by the
group.
f) Lastly, considering how to put the accepted solution into
practice.
2. See that one of the group members take up the role of the
discussion leader (or chairman). Extension worker should avoid this
role as far as possible, because in such a case, a situation is
likely to develop where the group listens and the chairman does all
the talking.
3. The size of group should never exceed 30 persons.
4. The chairman/leader of group should play the following
roles.
A group of two or three generally doesn’t need a chairman/leader to
have a good discussion, but once the number reaches five or six, a
leader or facilitator can often be helpful. When the group
numbers eight or more, a leader or facilitator, whether formal or
informal, is almost always helpful in ensuring an effective
discussion.
The role of the chairman/leader:
a) Make physical arrangement for the meeting, so that all members
feel comfortable. Seating arrangement should be such that everyone
can see the faces of all other members. Circular seating is
preferable. (Square, rectangle, U or V shape also used
sometimes.)
b) Introduce members, if they are new to one another.
c) Announce the topic and purpose of discussion.
d) Follow a plan.
e) Hear all the contributions made, and from time to time give
short summary of the discussion up to that particular moment,
especially when the group moves from one step to another (of the
reflective thinking pattern).
f) Build a permissive climate.
g) Keep the group moving at the rate at which their thinking
progresses.
h) Give or get clarification of vague statement.
i) Promote evaluation of all generalizations.
j) Protect minority opinion.
l) Promote group cohesion.
m) Remain personally neutral.
Some Don'ts for chairman /leader:
a) Never ask questions that suggest answers or can be answered with
yes or No. (Put only thought-provoking questions)
b) Don't favor one view against another when there is a conflict or
difference of opinion among members.
c) Never become emotional about the discussion.
d) Don't become impatient with the group.
e) Don't dominate the discussion or answer all the questions raised
by the members.
5. The members of group should play the following roles.
The roles of members:
a) Talk one at a time. No private conversation with neighbours. No
speech making.
b) Supply as much pertinent information as possible.
c) Contribute one point at a time.
d) Answer questions directly, specifically and briefly.
e) Test all thinking by critical analysis.
f) Listen attentively.
g) Stay on the subject.
h) Exhibit willingness to change his opinion when change is
justified (i.e., open minded). A person may hold opinions, but
opinions should not hold a person.
i) Support the needed leadership.
j) Promote group harmony even while criticizing or
disagreeing.
6. Invite expert i.e., extension worker or specialist whenever
needed.
The role of the expert (Extension worker or specialist):
There may be occasions when a group confronted with a problem does
not have sufficient information to enable them to discuss
intelligently. In such cases, group requires help of expert/s. The
role of the expert is not to dominate the meeting, nor to suggest
his own solution. He should only supply information, the group does
not have; furnish technical information, present ways other groups
have met similar situations, and present the immediate problem in
its larger setting, with implications for integrating the solution
of the problem with other group policies and action
programmes.
Advantages of group discussion method:
1. It is a democratic method, giving equal opportunity to every
participant to put his/her views.
2. Active participation of every member of group can be
secure.
3. It appeals to the practical type of individuals.
4. It creates a high degree of interest.
5. The strength of group discussion lies in the fact that the
participants approach the problem with an open mind and evolve the
judgement in a spirit of enquiry.
6. It is a co-operative effort and not combative or persuasive in
nature.
7. Combined and co-operative thinking (Pooling of wisdom) of
several persons is likely to be superior to that of isolated
individuals.
8. Develops group morale. Decision is taken collectively in group
hence, group action is encouraged for implementation of the
decision.
9. It is a scientific method employing the reflective thinking
pattern.
10. Participants need not be good speakers or debaters.
11. Continued experience with such group discussions improves one's
capacity for critical arid analytical thinking
Limitations of group discussion method:
1. actions in villages may hinder the successful use of this
method.
2. The ideal discussants with self-discipline (open mind and
suspended judgement) are difficult to find. It also is difficult to
find an ideal chairman or leader for group discussion.
3. It is not suitable for dealing with topics to which discussants
are new.
4. In large groups especially, and even in small groups to some
extent, it is difficult to achieve group homogeneity or
cohesion.
5. The size of the group has to be limited, because the success of
the method is perhaps inversely proportional to the size of
group.
6. It is not suitable for taking decisions in times of crisis or
emergency, as it is a slow process.
7. Due to its informal conversational style, the scope for orderly
or coherent arrangement of ideas is limited.
8. Effective group discussion demands time and organizational
skill.
9. Improper group discussion may end up in unnecessary arguments
and heart aches.
10. Care should be taken to ensure the participation of ‘shy
members’ and to prevent the domination by a few.
Activity: Teacher has to conduct a group discussion on different
topics related to agriculture
Practical -3 & 4 Handling and use of audio-visual
equipment’s
1. Handling and use of Digital Camera
What is a Camera?
A camera is a hardware device that takes photographs and consists
of a lightproof box with photosensitive film or plate within the
box. When a picture is taken, the camera's shutter opens and
closes, exposing the photosensitive film with light recording the
image onto the film.
Types of Digital Cameras:
1. Compact Digital Cameras: Digital compact cameras, which are also
known as Point and Shoot cameras, vary in features, price, and
styles. Their smaller size and ease of use is the main appeal of
these types of digital cameras. Most basic compact cameras will fit
in a pocket or small purse. All of the current compact cameras have
a minimum three time (3X) zoom lens and at least 12 megapixels.
With that many megapixels, great looking, quality images can be
enlarged to 16 X 20 inch print size. Today's digital compact
cameras are equipped with a fully automatic mode which is great for
beginners or those who just want to "point and shoot" when taking
pictures. Manual adjustments to camera settings like the shutter
speed or lens aperture setting can't be done on a basic digital
compact camera. Those functions are set automatically when you take
the picture. So once again, compact cameras are made for ease of
use rather than giving the photographer full control over every
camera setting.
2. Bridge Compact Digital Cameras/Super Zoom Cameras: Super zoom
cameras combine the flexibility of a wide focal range with a small
format body. Bridge cameras, also known as Advanced Compact cameras
are a step up from the Basic Compact camera. The main difference
between Bridge cameras and Basic Compact cameras is that they allow
the photographer to have more control over the camera's exposure
settings. Bridge cameras will have semi-automatic, Aperture
Priority, Shutter priority, and Program modes. Most will also have
a Manual mode that will allow the photographer to have full control
over the camera exposure settings. Many Bridge cameras also have
lenses with a much longer zoom range than other cameras. The lens
on a Bridge camera is "fixed" and cannot be removed or replaced
with a different one in the same manner that you can change the
lens on a Digital Slr camera. Also, most Bridge cameras will have a
smaller image sensor and a smaller lens than the ones found on a
Digital Slr camera. Most bridge cameras are larger than basic point
and shoot cameras but are smaller than Digital SLR cameras. Bridge
cameras are great for photographers who want more control over the
camera exposure settings and in some cases perhaps a longer zoom
range.
3. Compact System Cameras/ Mirrorless Interchangeable Lens Cameras:
These types of digital cameras are very similar to Digital Slr
cameras. Mirror less Interchangeable Lens cameras allow the
photographer to use the camera in full manual, automatic, or
semi-automatic modes the same way Digital Slr cameras can be
operated. Their camera body size is closer to the size of compact
cameras. The reason the body size is so much smaller is because
they do not have optical viewfinders like the Digital Slr cameras.
They are equipped with an LCD screen and/or Electronic Viewfinder
for previewing the scene that is about to be photographed.
Mirrorless cameras also have larger image sensors than compact
cameras which will result in image quality similar to that of the
some of the Digital Slr cameras.
4. Digital Slr Cameras: (Digital Single Lens Reflex Cameras or DSLR
cameras): Digital SLR cameras are the most versatile and advanced
type cameras available on the consumer market. Digital Slr camera
have the option of taking pictures in the full manual mode,
Aperture Priority, Shutter Priority, or program modes. In DSLR
camera you have more control over the way the picture will be taken
as far as exposure settings. Another important feature of Digital
Slr cameras is that you can change the camera lens to fit different
situations. The lenses for Digital Slr cameras will generally be of
a better quality than those found on compact cameras which will
result in better image quality. A major difference between basic
compact cameras and Digital Slr cameras is that Digital Slr cameras
use a mirror and pentaprism system to reflect the light coming
through the lens directly to the eye level viewfinder. When the
shutter release button is pressed the mirror flips up so that the
light can reach the image sensor. The mirror system found in
Digital SLR cameras is a major reason for its larger size. It also
contributes to the higher price of the camera.
Digital Camera and its Support Systems
1. Understanding camera menu and basic button and settings:
Basic parts of camera:
A digital camera contains hundreds of parts but it is important to
understand the most essential parts of the camera that you will
have to deal with as you explore its features.
Fig: 3. Digital camera and its parts
1. Body - Made of high grade plastic or metal, this holds all the
other parts together as well as provide protection to the delicate
internal parts of the camera.
2. Lens - A camera lens (also known as photographic lens or
photographic objective) is an optical lens or assembly of lenses
used in conjunction with a camera body and mechanism to make images
of objects either on photographic film or on other media capable of
storing an image chemically or electronically. A proper term for
this part should be lens assembly; this consists of several layers
of lenses of varying properties providing zoom, focusing, and
distortion correction. These lenses are mechanically interconnected
and adjustment is controlled either manually or electronically
through the camera's body.
a. telephoto lens: means distant or far-off or away, tele- prefixed
words are related to transmitting/receiving things from a farther
distance or in simple words if you want to take photographs of
birds, wild animals, or a cricketer/baseball player, or moon
surface without going near to any of them, you need a telephoto
lens, usually they have a larger focal length value around 200-800
mm.
b. Wide-angle lens: wide-angle lens refers to a lens whose focal
length is substantially smaller than the focal length of a normal
lens. This type of lens allows more of the scene to be included in
the photograph, which is useful in architectural, interior and
landscape photography where the photographer may not be able to
move farther from the scene to photograph it.
3. Shutter Release Button - This is the "trigger" of the camera. In
most cameras, a half-press activates and locks the auto-focus, and
a full press initiates the image capturing process.
4. Mode Dial - Contains several symbols (slightly different on
various camera models), this dial allows you to select a shooting
mode, automatic or manual or a choice between one of the predefined
settings.
5. Viewfinder - A small viewing window that shows the image that
the camera's imaging sensor sees. This can either be an optical
view finder, which shows the actual image in front of the camera
through a peep hole or through mirrors, or an electronic view
finder which is simply a small LCD display.
6. Aperture Ring - Found around the old manual lens of SLR camera
this is used to select an aperture opening. In modern lenses, the
aperture is controlled electronically through the body.
7. Focusing Ring - This can also be found around the lens of a DSLR
camera. This is turned to manually focus the lens.
8. LCD Display - In some compact cameras this acts as the
viewfinder. This is a small screen (usually 1.8" diagonally or
bigger) at the back of the camera which can be used for framing or
for reviewing the recorded pictures.
9. Flash - Built-in on the body of most compact and some DSLR
cameras this can either be fixed or flip type, it provides an
instantaneous burst of bright light to illuminate a poorly lit
scene.
10. Control Buttons - Usually includes a set of directional keys
and a few other buttons to activate certain functions and menus,
this is used to let users interact with the camera's computer
system.
11. Power Switch - Turns On or Off the camera. This may also
contain a Record / Play Mode selector on some cameras.
12. Zoom Control - Usually marked with W and T, which stands for
"Wide" and "Tele" respectively, this is used to control the
camera's lenses to zoom-in or zoom-out. For DSLR cameras, the zoom
is usually controlled by a zoom ring in the lens.
13. Battery Compartment - Holds the batteries. Depending on the
camera model, this varies in size and shape.
14. Memory Card Slot - This is where expansion memory cards are
inserted. The proper position of the card are often indicated. A
mechanical catch usually holds the card in place and a spring helps
it eject.
15. Flash Mount (Hot-Shoe) - Standard holder with contact plates
for optional Flash accessory.
16. Diopter Adjuster - Usually available in mid to high end
sub-compact cameras and DSLRs located besides the viewfinder. This
varies the focal length of the lens in the viewfinder to make even
people wearing eyeglasses to see clearly through it even without
the eyeglasses.
17. Tripod Mount - Here is where your standard Tripod or Monopod is
attached for added stability.
Fig: 4. Different types of batters, storage and operating system of
camera
Basic camera control and settings:
1. View finder: A small viewing window that shows the image that
the camera's imaging sensor sees. Use the view finder to frame
pictures when bright light makes it difficult to see the display on
the monitor.
2. Monitor/LCD Display: To see the live view of photograph
composition. . This is a small screen (usually 1.8" diagonally or
bigger) at the back of the camera which can be used for framing or
for reviewing the recorded pictures.
3. Play (and delete) buttons: For reviewing and deleting images or
videos you've shot
4. Menu: Most shooting, playback, and set up options can be
accessed from the camera menus.
5. Thumbnail help : For display images in contact sheet of four,
nine or 72 images.
6. Playback zoom: For zoom the image displayed in full frame or on
the image currently highlighted in thumbnail.
7. Information edit button: To make changes to settings.
8. Command dial: It is the dial where from you control three basic
settings that make up the exposure triangle, i.e., aperture,
shutter speed and ISO.
9. Movie-record button: Use to start recording both video and
sound.
10. Multi selector and OK button: are used to navigate the camera
menus.
11. Speaker
Different parts high resolution of camera
1. Camera lens.
2. AF-assist illuminator. This lamp enables the camera to focus on
the subject even in poorly lit circumstances, given that the
focusing mode is single-servo AF.
3. Accessory shoe cover. Used to cover the slot meant for external
flash.
4. Eye let for camera strap
5. Flash mode button. Used to activate the flash and also to change
between the various flash modes like rear flash, red eye.
6. Function button. Function button along with command dial is used
to change ISO setting and white balance.
7. Lens release button. Used to remove the lens from the camera
body.
8. Manual focus switch. Used to change from auto focus to manual
focus and vice versa.
9. Vibration reduction switch. Used to turns on and off the image
stability.
Zoom ring - Turning this ring will change the focal length of zoom
lenses, letting you zoom in or out. Obviously prime lenses don't
feature a zoom ring.
Enhancing the digital photography experience with accessories
The following are the list of external accessories use in digital
camera
1. Rechargeable Batteries: Type of electrical battery which can be
charged, discharged into a load, and recharged many times.
2. Battery charger: Device used to put energy into a secondary cell
or rechargeable battery by forcing an electric current through
it.
3. Power connector, AC adapter: Used to power the camera for
extended periods.
4. USB cable: Connect the camera to a computer or printer
5. Lens Protector — UV/NC Filter: lens protector keep permanently
on the lens of camera to avoid scratches and chips. An easy way to
do this is to buy a UV or ultraviolet filter that costs less. This
filter is clear and screws into the front of your lens to protect
it from scratches.
6. Body cap: Keeps the mirror, viewfinder screen, and low pass
filter free of dust when a lens is not a place.
7. Tripods: A tripod is a portable three-legged frame, used as a
platform for supporting the camera to get a steadier shot and
smoother video. You adjust the height of the tripod by loosening
and then extending or retracting the three legs on the
tripod.
8. Camera Carrying Case: You should purchase a carrying case to
hold your camera and all the accessories you've accumulated, such
as microphones, headphones and XLR cables.
9. SDHC (Secure Digital High Capacity) Cards: is a type of flesh
memory card use for storing pictures. When you finish one shoot,
pop that card back in its plastic storage case and snap in a fresh
one for the next location.
10. Lens hood: In photography, a lens hood or lens shade is a
device used on the front end of a lens to block the Sun or other
light source(s) to prevent glare and lens flare.
2. Handling and use of LCD projector:
An LCD projector is a type of video projector
for displaying video, images or computer data on a screen or
other flat surface. It is a modern equivalent of the slide
projector or overhead projector . To display images,
LCD ( liquid-crystal display ) projectors typically send light from
a metal-halide lamp through a prism or
series of dichroic filters that separates light to
three polysilicon panels – one each for the red,
green and blue components of the video signal. As polarized light
passes through the panels (combination of polarizer, LCD panel and
analyzer), individual pixels can be opened to allow light to pass
or closed to block the light. The combination of open and closed
pixels can produce a wide range of colors and shades in the
projected image. There are two
common types of projectors: DLP (digital light
processing), and LCD (liquid crystal display). In
the early days of projectors, CRT (cathode ray
tube) projectors were commonly used. They utilized three
tubes, one for each of the primary colors.
Functioning: The most ubiquitous use of a LCD projector is for
presentations in business meetings or classrooms. Presentation
software allows a user to create slide shows of photos, type
written information and display graphs. Teachers in high school and
college make extensive use of LCD projectors to give notes or
lectures, as do business people making presentations to co-workers
or clients.
Operating process:
LCD (liquid crystal display) projectors contain three separate LCD
glass panels, one for red, green, and blue components of the image
signal being transferred to the projector. As the light passes
through the LCD panels, individual pixels can be opened to allow
light to pass or closed to block the light. This activity modulates
the light and produces the image that is projected onto the screen.
The lamp provides white light that passes through a polarizing
filter. Polarizing works by accepting light that is traveling on
the same plane. All other light will be blocked.
From the polarizing filter the light is then passed through a
series of dichroic mirrors. Dichroic mirrors work by only allowing
certain colours in the light spectrum to be reflected, while others
pass through. The dichroic mirrors in LCD projectors separate the
light into the three primary colours: green, red and blue. These
three colours are then sent to a separate LCD panel. From there the
LCD panels send the light through the dichroic prism which
recombines the light and sends it out through the main lens in the
LCD projector to the surface against which it is projected. Each
LCD is only capable of controlling one colour. So if you were to
see a picture of a red plane against a blue sky, the green LCD
would block the light from passing to the dichroic prism and out
the lens.
LCD panels in LCD projectors work by allowing the polarized light
to travel through a pane of glass into the liquid crystal inside
the display. The liquid crystals bend the light, and it is
travelling on a different plane when it enter through the
polarizing filter. If you apply an electrical current to the liquid
crystal they will align, allowing the light to pass through on the
same plane as when it entered. If you add a second polarizing
filter at the other end of the liquid crystal you can then
effectively block all light from passing through. Each LCD panel
has a separate system to control the electrical current that passes
through the liquid crystal, allowing each to be controlled
individually.
The resolution, or how sharp the image is, of each LCD is
determined by the number of cells which are called pixels, higher
the number of pixels means more clarity to the image. Each LCD
panel also has the ability to control what colour each pixel will
be in that particular panel so that when all the light is
recombined at the dichroic prism, it will be the right
colour.
Fig: 6: Different parts of the LCD projector
Activities:
1. Teacher has to explain practically regarding the digital camera
in the class
2. Students have to make a short film regarding agricultural issues
and display using LCD projector in practical class under the
guidance of class teacher.
Practical 5 &7: Preparation and use of audio-visual aids
During various extension works, each extension worker Needs
different types of audio-visual aids to present message in easy to
understand from thus audio-visual aids are useful means to give
treatment to the messages it is duty of each worker to know about
planning, preparation presentation and evaluation processes of
audio visual aids such knowledge makes them able to prepare and use
instructional aids to transmit facts, skills attitudes, knowledge,
understanding and positive reception to learners.
1. Audio aid :- An audio aid is any instructional device that can
be heard but not seen
2. Visual aid :- It any instructional device that can be seen but
not heard
3. Audio visual aid:- An audio- visual aid is any instructional
device that can be heard and seen
Planning of audio visual aids
The planning is necessary for success and to reduce the chances of
failure of audio visual materials during its uses Extension workers
should try to use real object. If the real object cannot be used
the succeeding point can be considered in choosing materials.
· “Why” or the objective of the teaching- it may be to improve
skill, knowledge or attitude
· “Whom” or the audience – number, experience, education level
ability.
· Availability of raw materials
· Cost of the materials.
· Variety to hold interest
· Convenience – portability.
It should be accurate
2. It should be understandable
3. It should convey up to date idea.
4. It should be attractive and stimulator but not Misleader to
action.
5. It should please the senses of learners.
Preparation of audio visual aids:
After choosing the visual, following “ABC” style of preparing aids
should be kept in mind.
1. Attractiveness: The aid should be prepared in such a way that it
can attract” the attention of people while using. The ways used to
make it attractive are:
· Colour
· Shape - Simple a symmetrical: irregular shapes are more
· Eye catching than routine, complicated ones.
· Illustrations - increase attention.
2. Briefness: The message covered in material should be brief to
make it readable in a short time.
3. Clearness: Message, should be clear. With effective layout may
be surrounded by white space and illustrations.
After considering the above ABC style, following action should be
taken:
1. Decide on the accurate message to be delivered.
2.
Select the code for the message may be words, pictures, diagrams
and other symbols...
3. Decide the most suitable design after trying out several rough
drafts.
4. List and obtain necessary materials required.
5. Decide right sequence while using more than one visual.
Presentation of audio visual aids:
1. Subsequent to selecting the places for the presentation, arrange
the surroundings.
2. Organize the area properly by checking seating arrangement,
adequate ventilation” and lighting to reduce possible
distractions.
3. Display the audio visual materials so as to make it visible and
may be hearable.
4. Take prior trial of all equipments before use.
5. Make prior practice of the presentation till you are satisfied
in getting confidence.
Get ready the audience:
1. Begin the topic to audience and point out what they can. Expect
from the presentation.
2. Make clear’ if ready materials are to be given at the end of
presentation.
Initiate the presentation:
1. Equipment should be outstanding with speaker to one side.
2. Maintain speed of talk based on understanding level of
audience.
3. Try to narrate in a simple way and to the point.
Examine proper sequence:
2. Involve learners through discussion and continuous
motivation.
3. Sum up by showing visuals and make announcement about any future
work.
4. Express thanks to1he audience for any support and
5. If feasible, distribute materials or any handouts.
Evaluation of audio visual aids:
Evaluation is an essential part of any teaching and learning plan.
This can be done by following ways.
1. Indirect: Make a note of the facial re4ponses of audience. Ask
for voluntary participation based on request of audience for
clarification and additional information.
2. Direct: Test the understanding of the audience through oral
questing. Collect opinions or answers through questionnaire or
other means in case of educated audience.
The Evaluation of audio-visual materials can be done by getting
opinion of the audience about usefulness, appropriateness and
suitability of material, style of presentation in terms of not
satisfactory, partial satisfactory or fully satisfactory.
The effective use of extension teaching methods will make you a
better teacher. The challenge for the extension teacher is to
direct the attention of audience at strategic periods. Extension
teaching methods provide one mechanism to direct and focus
attention of audience. They make you more persuasive to” make your
ideas clean, more concise. More professional and more interesting
the farmers as learner have come to the, expectations to learn new
things by modem methods of teaching. Today's farming world is very
audio-visual compared to just a few decades ago. The average,
person is audio-visually oriented and accustomed to novel
presentations. Thus a strictly oral presentation is boring to the
majority of the farmers. In this situation to establish overall
organization for the effective extension teaching, each extension
worker should use a variety of teaching methods to bring variety in
teaching.
Activity:
A) The teacher has to instruct the students to prepare the
following AV aids
1. Leaflet (Flyer): Leaflet is single sheet of paper used to
present information on only one topic in a concise manner and
simple language.
2. Folders: Folder is a single piece of paper folder once or twice,
when it is opened the material presented are in sequence.
3. Posters: It is mass produced pictorial slogan used to create
awareness among audience for single idea. A good poster creates
awareness and curiosity among the people. It inspires and takes the
people towards action.
4. Charts: they are diagrammatic representation of facts or ideas.
They are graphic and pictorial representation used to tabulate
large mass of information. They are visual symbols summarized
information helpful to communicate difficult information in an
effective way.
B) Students have to prepare the above AV aids on different
agricultural topics and submit to course teacher.
Practical 8 & 9 : Preparation of extension literatures (News
and Success stories)
Six ‘W's of Writing : The main purpose of writing is to communicate
in such a manner that you attract the attention of your readers,
interest them in what you are going to say, make them understand
and remember, and finally help them take decision to act. Six Ws of
writing also popularly known as 5Ws and 1H. Your writing has to
serve the following purposes or fundaments or principles.
1. ‘WHY’ (The ‘Why’ of writing): It should make clear the purpose
for which the writing has been made before starting the writing. Is
it something new, which the audience must know? or is it to explain
and give more information about something already known? Why do you
want to teach this?
2. ‘WHO’ (The ‘Who’ of writing): It must answer the targeted
audience who are to read. Writer should know more about them then
just what he knows. Writers’ ideas must touch the readers and
secure his interest. His problems and desires be known to know the
‘WHO’ is writing. Understanding the need of the audience is
essential. Identify the reader, his problems, interests, needs,
environments and capabilities.
3. ‘WHAT’ (The ‘What’ of writing): Select the subject in which the
readers are vitally interested. Do not tell them all that is known
about the subject like textbooks.
The message should:
· Be sound and useful meeting the needs of the farmers.
· Give one idea at a time with related logical thoughts.
· Contain all essential facts. Do not delete them for fear of
length.
· Give new idea leaving aside what people already know.
1. ‘WHERE’ (The ‘Where’ of writing)
“Where” to get the message published that has been written
containing different types of information’s written for different
published media must be known.
· Results of research and demonstrations, stories of
accomplishments and information of immediate use are published
through circular – letters newspapers, radio and newsletters.
· If the information does not lose its value after a short time,
the same with some more details a go as articles to weekly features
of dailies, weeklies and monthly magazines.
· Where more details are desirable, the detailed information can be
brought out through leaflets, folders and bulletins or
pamphlets.
· By writing properly, you can give out detailed accounts through
reports and resumes, which will be read avidly.
1. WHEN’ (The ‘When’ of writing): The information has to be timely
to be useful. Therefore, it should be written far in advance of
actual time or season of the use of message. “Time” the
writing.
1. ‘WAY’ (The ‘How’ of writing): After the selection of the
relevant facts, they have to be sifted and sort. Writing should be
to the level of readers experience or understanding. Layman may be
given an appreciation of subject matter rather than detailed
explanation.
Effective Writing Techniques
a) Plan before writing: First of all collect the relevant material.
Think before you write. Pre: writing makes it possible to avoid the
duplication and elimination of the proper writing material together
with logical arrangement of the text to the readers.
b) Live writing: Appreciation of the subject is given through
‘live’ writing. Appeal to all the sense of your readers. They not
only like to ‘see’ your ideas, but get the feeling of ‘hearing’
them, ‘smelling’ them and ‘touching’ them too. It gives a sense of
reality humanness, enjoyment and education.
c) Write simple and clear: Give no room to the readers to miss or
misunderstand any of your ideas.
d) Be brief: People have little time and patience to through the
long texts unless it is a fiction or story.
e) Be specific: Generalization is always vague and does not help
the reader make decisions.
f) Do not be ‘Half hearted’: Avoid making, halting recommendations.
Do not use words ‘May’, ‘Might’ etc.
g) Address the reader: A direct approach to the reader creates
friendliness.
h) Illustrate: Use appropriate pictures. It possesses significant
effect on readers.
i) Be accurate: Collect the accurate information and also state
them correctly. Avoid partially correct information. Do not omit
important ideas. Avoid partially correct placing emphasis.
j) Sound convincing: Quote sources and authorities for people
believe them.
k) Do not ‘Talk Down’: Do not preach. No one likes a superior
attitude. We are to only give information.
l) Be practical: People want the information, which they can put to
practice. They do not have academic interests.
m) Avoid exaggeration: State the facts without being carried away
by them. It makes the readers suspicious.
n) Personalize the message: Introduce the human element into the
message write in first and second person only.
o) Check the draft: The text must be checked thoroughly for its
completeness, conciseness, correctness, effectiveness and logical
order.
p) Develop a good style: Style is the crux of all writing each has
one’s own style of writing. It comes through reading the successful
writers; you also need to know a good number of words, which comes
only through good reading.
Examples of literature
1) News Story
The news items that appear in newspapers are also called news
stories. A news story is always based on facts. A news story is an
organized representation of facts in an interesting manner. It has
found by observation and experience. Pictures, photographs and
illustrations combined with make the best news story.
A news story is normally written in inverted pyramid style, that
is, the most important facts come first followed by other facts in
order of significance. The inverted pyramid style has developed in
journalism over the years.
Inverted pyramid style: The most widely used approach in news
writing is the inverted pyramid style. The information is given in
the descending order of importance. Thus, it has three parts:
Lead-Introduction paragraph, Body - support and supplement to the
lead and Conclusion-closing paragraph.
1. Lead: The first paragraph of the story is called intro or lead.
The first paragraph of the story which is the ‘show window’ should
put the best of oneself. There are innumberable ways of writing
intro or lead. Based on the writer’s judgment of the readers' needs
and interests, he should design the lead in an attractive manner to
answer who, what, when, where, how, and why of the event. The
opening statement of the lead is called feature. This must be
skillfully worded to work as a bait to catch readers. The strongest
or the most appealing aspect of the presentable matter may be put
forth in the feature. A good lead grabs your readers attention and
refuses to let go. The lead establishes the direction of your
writing will take.
2. Body: After the lead/ intro is written, the body of the story
will follow the logical order of the inverted pyramid style. The
story in order to be interesting should in the body contain the
supporting facts. A good news story usually consists of 200-300
words. The story may have few or several paragraphs depending upon
the matter available and the objective of the story writer. But it
should follow the lead. This will facilitate the editor as well as
the reader to decide where to stop.
3. Conclusion: Journalist should give digest of facts, conclude the
story logically. The story should end with some encouraging and
appealing words, phrases or sentences so as to sustain their
interest in the future messages.
Reporters using the inverted pyramid style of writing normally
summarize a story in the lead and present the facts in descending
order of importance. Consequently they place the story’s most
important details in the second paragraph. They continue to add
details in decreasing order of importance. Each paragraph presents
additional information: names, descriptions, quotations,
conflicting viewpoints, explanations and background data.
The primary advantage of the inverted pyramid style is that if
someone stops reading a story after only one or two paragraphs,
that person will learn the story’s most important details. Moreover
if a story is long editors can easily shorten it by deleting one or
more paragraphs from the bottom. However, this style also has
several disadvantages. Just because the lead summarizes facts that
later paragraphs discuss in greater detail some of those facts may
be repeated. Second a story that follows the inverted pyramid style
rarely contains any surprises; the lead immediately reveals every
major details. Third, the style makes some stories more complex and
more difficult to write. Despite these problems, reporters use the
inverted pyramid style for most news stories.
( Lead Body Conclusion )
2) Success story
A success story is a kind of news story of feature story narrating
the success of
a. An individual or a group.
b. An event or a programme
c. An organization
Techniques of preparation of success stories:
It is essential that the story is marked by
a. Newness of the event.
b. Importance of the reader.
c. Proximity of the event to the reader.
d. Unusualness.
a. Good ideas
b. Appealing words and correct words so as to work on the
psychology of the readers.
For success in such story writing, one needs:
a. Verbal facility.
c. Ability to assimilate information
d. Judgment in choosing and using the information
e. Creativity in practical application of ideas.
f. Open mind.
i. A sense of personal responsibility of what is written.
Accuracy, brevity and clarity are called the A, B, and C’s of news
story writing.
The mass appeal and readability of the story improves with
a. Fact based presentation.
b. Use of short, correct, simple and catchy words.
c. Sentences using more nouns and verbs, few adverbs and
adjectives, conjunctions etc.
d. Short sentences (about 16 to 20 words per sentence)
Writing the success story
1. The lead and the feature: The first paragraph of any news story
is called the show window of the story in which one should put the
best of oneself. It is called lead of the story. Based on the
writer's judgment of the reader needs and interests, he should
design the lead in an attractive manner to answer who, what, when,
where, how and why of the event.
The opening statement of the LEAD is called features. This must be
skillfully worded as a bait to catch the readers. The strongest or
the most appealing aspect of the presentable matter may be put
forth in the feature.
2. The body of the story: A good news story usually consists of
200-300 words. A feature story may be little longer. The opening
sentence of the story the feature may answer one of the six
questions raised above while the remaining five questions can get
answered in due course of story writing.
The story can run into a few or several paragraphs depending upon
the matter available and the objective of the story writer. But it
should follow the lead. Let the details in the story be presented
in the order of their importance. This will facilitate the editor
as well as the reader to decide where to stop.
3. The end of the story: The story should end with some encouraging
and appealing words/phrases/sentences so as to sustain their
interest in your future messages.
Remembering that a success story is meant for
a. Disseminating information
c. Encouraging people to continue with adopted practices.
d. Encouraging people's satisfactions with the adopted
practices.
Activity:
1. Teacher has to provide and explain the practical material for
the news and success stories to the students.
2. Students have to prepare their own news stories and submit to
the course teacher.
Practical -10 Skill exercise on preparing of power point for
effective presentation
How to Plan a Technical Presentation
Technical experts – scientists and programmers – are being asked
more and more frequently to give presentations. And not just to
other technical experts. Often they are speaking to people with
little or no technical expertise, to people from marketing, sales,
and finance.
Here's how to plan a technical presentation so it is clear and
convincing.
1. Limit your Subject If you’re like most technical experts, you
probably spend too much time doing research. Then, because you
haven’t allowed yourself enough time to pull it all together, you
end up ramming everything you know about your subject into your
presentation. You produce any more slides than you can possibly do
justice to in the allotted time. With most presentations, you
won't have the time you need to say everything you want to say. So
you have to prioritize. It’s your job to know what to say and, just
as importantly, what not to say. While non-technical speakers are
often “light” on content, technical presenters more commonly
present — or try to present — too much material.
2. Understand your Audience Knowing who you’re talking to – your
audience – is as important as knowing what you’re talking about –
your subject. Your audience’s knowledge level, experience, learning
style, and attitudes will – or should – affect how you shape and
present your material. Find the answers to these
questions:
· What does you audience already know about your subject?
· Are they experts like yourself or neophytes?
· How much knowledge can you take for granted?
· How much background will you have to explain?
· Will they understand basic jargon?
· What is their learning style?
· Are they accustomed to sitting through lectures and holding their
questions to the end? Or will they expect to interact with you,
asking questions throughout your presentation?
· Do they like lots of PowerPoint™ slides and handouts? Or are they
expecting you to be more interactive?
· What are their opinions, prejudices, preconceived notions,
agendas?
· What is their stake in the subject?
· How will your presentation affect their research or work?
3. Determine your Objective
What do you want to accomplish? What do you want your audience to
do as a result of your presentation?
1. Challenge your assumptions or data or to confirm them?
2. Implement your procedure or technique?
3. Renew your grant?
4. Approve your proposal?
5. Give you the go ahead for the next step of your
research?
4. Prepare your Outline If possible, break your presentation into
three basic sections. (You can divide each section into more,
smaller units.) Here are some 3-section outlines you might
find helpful:
1. The problem, its causes, and the solution.
2. The illness, the symptoms, and the treatment
3. The current situation or standard operating procedure, the
problems associated with it, and an alternative
4. The state of your research, questions raised by your research,
and the next steps
5. A product, its composition, and its application
Once you’ve “clumped” the various elements of your talk into their
major sections – I strongly recommend three sections, but you could
have as many as five – add an introduction and conclusion.
5. Create your Slides: Now you can turn on PowerPoint and begin
creating your slides.
Designing PowerPoint Slides for an oral proposal
Power point slides are an essential component of most oral
proposals. To avoid the most common mistakes too much information
on one slide, poorly designed and hard-to-understand graphics, and
endless pages of bullet points follow these rules:
· Review the Request for Proposal or speak with the contracting
officer to find out what, if any, restrictions the customer has
placed on the number and type of slides you can use during the
presentation.
· Plan your presentation strategy and your central message before
creating your visual aids.
· Have a professional designer create your slide templates. (The
appearance of your presentation is too important to trust to
amateurs or to generic templates.) Keep the template simple and
uncluttered.
· Use the first slide to identify your organization, the customer,
the proposal, and whatever disclaimers or restrictions your legal
department deems necessary.
· Use the second slide to present an overview of your presentation
— the topics you’re going to cover and who’s going to be addressing
them. (Unless the customer has drastically limited the number of
slides, always use an overview slide.)
· Use some visual devise to let people know where you are in the
presentation. You can place a slide at the beginning of each new
section or insert some type of identifying marker on each
slide.
· Address only one major point per slide.
· Allow one slide, on average, for every minute to a minute and a
half of speaking. (Some slides section markers, for example may
take only a few seconds. Some slides may take as long as two to
three minutes.) If you end up with more than one slide per minute
of the time you have available, reconsider your strategy.
Each slide should address one or more of three
questions:
1. WHAT? What is the main point of the slide? What are you talking
about? What issue are you addressing? The answer to this question
is often reflected in the title of the slide. For example:
“Transition Plan” or, even better, “Our Transition Plan Ensures
Continuity of Service”
2. HOW? How are you proposing to accomplish what you say you’re
going to do? The answer to this question typically makes up the
bulk of the body of the slide. For example: You could show your
proposed schedule for interviewing and hiring new staff during the
transition phase.
3. WHY? Why are you doing what you’re doing the way you’re doing
it? Why would the customer want what you’re proposing? How does it
benefit the customer? The answer to this question is best placed in
a highlighted box at the bottom of the slide. For example: “Our
plan gives you uninterrupted access to the services you require
from day one.”
· Make each slide so clear that you don’t need to use a pointer to
explain it.
· Use the last slide as a summary of your main selling points — why
your team and your proposal are best able to provide what the
customer wants and needs.
Use the Q & A Session Effectively. Give people time to ask
questions. For every twelve to fifteen minutes that you talk, set
aside five minutes for Q&A. Your audience will become much more
active in your presentation. And, because you've treated them like
participants — not just passive listeners — they are much more
likely to cooperate with you. This, in turn, will make you much
more confident and at ease. check out how to handle
questions.
How to Handle Questions and Answers (Q&A Made Simple).
1. Set the Rules at the Beginning Let the audience know when and
how you'll handle questions. Unless you're giving a formal speech
to a large audience, be prepared to take questions throughout your
talk, not just at the end. You may, however, want to save Q&A
for specific times during your presentation. (If you are making a
controversial proposal, you may be wise to ask people to hold their
questions until the end of your presentation.)
2. Field Questions Fairly
a) Listen to the entire question.
b) Understand what is being asked. You may want to rephrase the
question and ask, “Did I understand you correctly?”
c) Repeat the question only if necessary. If someone asks a
question in a large audience without using a microphone or if your
presentation is being taped, you will need to repeat the
question.
d) Correct factual errors or misunderstandings immediately.
e) Don’t embarrass the questioner.
f) Defuse loaded questions.
g) Give all audience members a chance to ask questions.
3. Answer Questions Tactfully
a) Talk to the audience, not just the questioner. (Begin by
addressing the questioner, then turn to others in the audience.
When you finish, look to some other part of the room and ask, “Who
else has a question?”)
b) Be respectful of the questioner: avoid sarcasm, criticism, or
arrogance.
c) Keep your sense of humour.
d) Answer the question as directly as possible without being
abrupt.
e) Use your answers to reinforce your main points. Avoid making a
presentation about a whole new subject.
f) Don’t be afraid to say, “I don’t know.” Ask for the person’s
business card and promise to get back to him or her with the
answer.
g) Postpone questions that require lengthy answers. Give a brief
answer, admit that there’s more to be said, and offer to discuss it
more fully later.
h) Turn certain questions back on your audience, asking for their
input.
i) Retain control of the situation, deciding when to move on.
End the Q&A with a Summary
After you’ve answered the last question, wrap-up your presentation
with a one or two sentence summary. Don’t simply say, “Thank you,”
and sit down
Activity: 1. Teacher has to instruct the student to prepare a power
point present presentation on any topic related to
agriculture.
2. Students have to prepare a presentation on and agricultural
topic and present it in front class under the guidance of course
teacher.
Practical – 11 : Exposure visit to mass media station
Mass media written, spoken and visual carry information from its
source to receiver’s readers, listeners, and viewers. The media may
be used effectively in dealing with all sections of society
everywhere, but they are especially important for taking science
and technology to Indian agriculture. Mass media can be further
divided into four types printed, spoken, visual, and a combination
of those three. The term mass media implies a large andience. Mass
media materials are needed whenever large number of people must be
reached and motivated to action, which is an important advantage.
One of the bestial example is rural areas is Community radio
Community radio:
This is radio owned and operated by a community or members of a
community. It can be supported by the state, individuals or
corporate or even international bodies. The central purpose for
this radio is to offer the people a voice and help develop the
community. A radio station is recognised as ‘community radio’ when
the station is owned by a non-profit group or by a co-operative
whose members are the listeners themselves. Community radio is a
broadcasting organisation established to provide communication
support for the social, economic and cultural development of a
community within a geographical location and owned and operated by
the community on a non-profit basis.
Selection of topics for programme production through Radio
1. Identification of Information Needs of the farmers: For any
extension programme or extension activity to be successful it
should be need based and location specific. All the efforts of
programme production, time and cost involved will be futile if
farmer needs are not considered and topic will be irrelevant and
untimely. So as an extension officer/ volunteer before deciding the
topic for production must identify needs of farming
community.
2. Factors effecting the selection of topics/type of format
(Segment): Any topic or subject may not be suitable in all
situations. There are several factors that influence an extension
officer/community radio volunteer in deciding topic for the
programme. Some times as an expert or extension officer, you may be
confused in selecting the topic. Hence, knowledge on factors
influencing may be of great use in selecting right topic for right
people in right time.
3. Target Audience: The target audiences are the community people,
farmers who listen broadcast programmes. Hence, depending on the
type of target audience i.e., the community topic should be
selected. For this you should answer questions like what are
needs/problems/ farming situation type of crops grown, etc., are to
be considered. For this information/data collected using
participatory tools/methods while identifying information needs is
more important. Age, level of literacy of the target people what
are their expectations, their knowledge, the stage of adoption,
etc., are to be addressed in the topic.
4. Objective/Purpose: For any programme one must answer the
questions why for and what for the topic is selected. Another
important aspect is after listening the programme, what is that
expected of the farmers/audience, i.e., whether you want them to
get aware/convinced/or to adopt technology or to use information
for decision making. Accordingly the type of topic and format
changes.
5. Type of Learning Experience and Complementary Experience: One
must able to decide what type of learning experience is needed.
Such that farmer gets right message. Ex: is it just giving
information, thorough understanding of demonstration, announcement,
sensitize about any social issue, etc. Similarly, is there any
access to the listeners the other media like print media, extension
contact, etc., or not. Definitely this influence the intensity of
focus needed on the theme, accordingly topic/format (segment) can
be changed
Programme Production for Community radio:
Important Elements of Programme Production There are five important
elements involved in programme production.
They are:
· Audience/ listeners,
· Extension officer/expert/volunteer,
· Infrastructure, studio/equipment and other facilities.
Target group or farmers the audience of the farm broadcast
constitute basic element in any programme production meant for
them. As we have already discussed how their information needs,
agro ecological and farming situation, socio-economic status and
their personal profile influences subject matter area/content to be
covered in the programme. Representative farmers from the community
may be involved not only in information identification, but also
during programme production i.e., planning, script, preparation and
especially while evaluating and modifying the programme. They
should participate in giving realistic feedback. Extension
officer/expert of the organization that intends to broadcast a
programme for farmers plays a pivotal role in programme production
.He is central and play a coordinating role in bringing out a good
programme. They should consider all other elements and financial
resources while deciding, planning, preparing, recording, editing,
broadcasting and in reviewing the feedback of the programme. A
meticulous systematic designing is required. This indicates how
important your role in bringing out programme for farmers.
Broadcast programme officer and the team of concerned AIR station
or even the privately hired consultants form another important
element in production. However meticulously the script is prepared,
programme is designed, if it is not properly recorded by competent
team and executed effectively by programme officer, and the
programme will not give desired result. Competency and availability
of technical people should also be considered.
Fig: 7 Importance elements in farm radio programme production
Subject matter/content/message/theme to be communicated is the
heart to the entire programme production and broadcast. It should
be precise, simple, and direct and must be relevant to the
clientele needs. If subject matter is too long, it is better to
break it in to different modules. All the other elements
enable/facilitate in deciding the topic/content. With regard to
infrastructure, without which nothing can be done, because
programme production requires basically broad cast facility and
other advanced digitized equipment availability. The access
facility to farmers to listen the programme is also another
important aspect as the purpose of programme is to
communicate/educate or inform farmers. Thus these 5 elements play a
major role in farm radio programme production
Assessment of Programme: Assessing the effectiveness of the
programme and evaluating it as against predetermined objective or
purpose for which it is meant is highly essential and important
phase in the process of participatory community radio farm
programme production. But, generally persons involved in production
are not particular in taking up assessment and evaluation. Analysis
of the data obtained in this regard provide proper base to future
programmes, information needs that are not addressed and other
lapses in the programme since farm broadcast programmes are meant
for rural audience, who are basically illiterate and semiliterate,
it is very difficult to get the assessment or evaluation through
structured schedules, only interviews (semi structured, focused
group type), participatory group approaches like ranking
techniques, preferences, brainstorming, etc., can be applied for
informal evaluation. The structured schedules can be used or given
to community or group leaders, grass root level workers or the bare
foot managers and obtain the feedback. Even the opinion of the
experts in the particular field working in different organizations
can be obtained through programme review committee meetings. The
following is the proforma which can be used for evaluating farm
broadcast programme.
Examples of community radio:
1. The initiative in Bhuj by Kutch Mahila Vikas Sangathan, is an
attempt by a NGO to extend grass-root developmental work through
participatory radio using the medium-wave broadcast channel of AIR.
The, UNDP funded Kutch Mahila Vikas Sanghatan (KMVS) experience has
highlighted the potential of radio for creating and keeping alive
intangible communities in the overall socio-economic context of the
erosion of communities defined by geographic boundaries. It uses
the Kutchi language in its content, which mainstream All India
Radio does not.
2. Junagadh Janvani :The community radio station, Junagadh Janvani
started in the year 2015 and reaches out to masses on issues
concerning health, environment, development, scientific awareness,
women, social issues and others. It makes all efforts to inform,
and educate, while entertaining the public. The Mission Statement
of the Junagadh Janvani is “to utilize the power and reach of Radio
to inform, educate and empower the diverse communities that make-up
Junagadh and work in tandem with socially committed groups,
educational institutions, NGOs and corporate bodies to educate
communities and the public towards socially responsive behaviour;
to share skills, knowledge, insights and promote initiative in
individuals; to help preserve and popularize Indian heritage, art
and culture; to act as a catalyst in meaningful social
transformation and development; to sensitize and spread awareness
on vital issues confronting the community.”
Activity:
1. Teacher has to guide students to develop a small community radio
programme for a target community.
2. In groups the students has to work out the script for a
community radio.
Practical-12 : Script writing for electronic media
Electronic Media
It is use electronics or electromechanical
energy for the end-user ( audience ) to access
the content. This is in contrast to static media (mainly
print media ), which today are most often created
electronically , but don't require electronics to be accessed by
the end-user in the printed form. The primary
electronic media sources familiar to the general public are better
known as video recordings , audio recordings ,
multimedia presentations , slide presentations , CD-ROM
and online content. Most new media
are in the form of digital media . However, electronic
media may be in either analog or digital format.
Types of Electronic Media Available
1. Video News Releases are video news stories that are sent out by
satellite to television stations around the country. TV stations
have the option of using clips or entire stories.
2. Video conferences are often used as promotional tools to capture
interest in a particular subject and reach wider targeted
audiences.
3. National Teleconferences bring experts from around the country
together to present information on a particular topic and engage in
interactive discussions with the viewing audience. A mixed media
format is often used.
4. Satellite MediaTours link a key person in the local metropolitan
area with interviewers in targeted cities nationwide as part of a
television story.
5. Radio Spots are short news announcements with a key idea
presented in increments of 10-60 seconds.
6. PSAs (Public Service Announcements) are short spots on radio or
television that a network runs free of charge.
7. Optical media
It is recommended that optical media such as CDs and DVDs are
physically destroyed. Some shredders will shred CDs and DVDs but
many will get stuck and the blades may get damaged, so you should
check if your shreder is designed for this before attempting it. If
no means of destruction is available, or for mass disposal of CDs
and DVDs, contact facilities services on extension 37001.
Script writing for radio and TV
1. Script writing for Radio
Writing for the radio is quite different from the writing for the
newspaper,. Remember, a newspaper story is read where as a radio
broadcast is heard. Lengthy sentences, frowned upon in the
newspaper writing are absolutely distracts in a radio speech or
story. A long winded sentence will make the listener switch off.
Writing for a newspaper permits the development of a style. Writing
for the radio broadcast has no room for such pretensions. Sentences
have to be terse and should carry the maximum information in any
given minute.
For strong radio programme three components are essential:
· The speaker: He is responsible for organization and presentation
of the information.
· The listener: He is responsible for assimilation of
information.
· The programme: It is responsible for passing information.
The speaker needs to develop special traits like real and
up-to-date knowledge, ability to appreciate the listeners presence
of mind, ability to hold interest of the listeners, respecting the
listeners, no influencing listeners with personal liking or
disliking, giving frank views, leading the listeners towards
action, considering listeners level of understanding, needs
experience, knowledge, attitudes faith, belief, etc.
Listeners need to be the information seekers.
· Ever curious to hear so make your talk suspense.
· Getting bored easily so hold on interest through dialectic
talks.
· Evaluating how they can be benefited, so give the most practical
hints.
· Competitive so give plenty of successful stories or example of
other farmers.
· impatient so come straight to the point and say what they need to
know in a short but follow able and appealing manner
· Like to have suggestions within their means so only the most
practical suggestion should given.
· Having practical and limited vocabulary so use the common and
familiar words.
· Slow in listening and following, so control your speed of
speech.
· Interested in local affairs so emphasize the local information
favourably.
The programme needs to be desirable empathetic, making complex
messages simple and understandable, not following text book
approach, not stuffing whole knowledge into one topic but considers
time limit, importance of topic and characteristics of the
listeners.
Steps in writing a radio script:
1. First understand the topic, the listeners and the
programme.
2. Find out main and supporting points related to the topic for
information and discussion.
3. Collect necessary facts, figures and information pertaining to
the topic.
4. Put them in logical order.
5. Check it from presentation point of view.
6. Ask expert opinion regarding coverage of information.
7. Modify according and rewriting it.
8. Rehearse it to adjust, time, speed of speech, voice, tone,
etc.
Points to be keep in mind while writing and speaking for
farmers:
1. Create traits for the broadcast like good voice, tone speech
etc.
2. Keep yourself up to date with the most recent development.
3. Appreciate your listeners after knowing and understanding
their-level of knowledge.
4. Create continuity and uniformity in writing and speaking.
5. Follow logical sequence in giving the ideas.
6. Gather information from the most reliable source and check and
cross check it before putting it out.
7. Allow an amount of drama in the form of dialects of,
conversation.
8. Give scientific explanation of the given points.
9. Come straight to the point and tell the most important matter
only.
10. Give practical information through concrete example and case
studies.