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Forestry Extension Methods > Reports > Flashcards

Reports Flashcards

1
Q

refer to the various approaches and techniques used to disseminate knowledge, skills, and practices related to forestry to the local community.

A

Forestry Extension Methods

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2
Q

Goals/aims of forestry extension methods

A

-promote sustainable forest management,
-increase awareness about the importance of forests, and
-encourage the adoption of appropriate forestry practices.

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3
Q

Common Forestry Extension Methods

A

-Agroforestry
-Taungya
-Community Woodlots
-Natural Vegetation
-Erosion Control
-Amenity Planting
-Forest-based Enterprises

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4
Q

Promoting the integration of trees with agricultural crops or livestock to enhance productivity and environmental sustainability

A

AGROFORESTRY SYSTEMS

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5
Q

A system where farmers grow crops in the early stages of forest plantation establishment, providing them with additional income while the trees grow.

A

TAUNGYA

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6
Q

Establishing communal forests where local communities can collectively manage and benefit from the resources.

A

COMMUNITY WOODLOTS

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7
Q

Educating communities on the importance of conserving and managing natural forests and other vegetation for biodiversity conservation and ecosystem services.

A

MANAGEMENT OF NATURAL VEGETATION

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8
Q

Providing guidance on practices such as reforestation, contour plowing, and watershed management to prevent soil erosion and improve water quality and availability.

A

EROSION CONTROL OR IMPROVEMENT
OF WATER SUPPLIES

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9
Q

Encouraging the planting of trees and green spaces in urban areas for aesthetic and recreational purposes.

A

AMENITY PLANTING

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10
Q

Promoting the development of small businesses based on forest resources, such as eco-tourism, non-timber forest products, and sustainable harvesting of timber.

A

SMALL SCALE FOREST-BASED ENTERPRISES

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11
Q

How are FEM implemented?

A

through a process of integrating indigenous and derived knowledge, attitudes, and skills, taking into account local conditions and resources.
They involve active participation and collaboration between extension organizations, local communities, and other stakeholders.

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12
Q

Purpose of Forestry Extension?

A

Problem Examination
Quality of Life Enhancement
Community Engagement
Empowerment and Critical Thinking
Experience and Judgment
Activity Improvement
. Overall Well-being

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13
Q

A purpose of FEX that Provide a platform through forestry extension for people to gain experience and judgment

A

Experience and Judgment

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14
Q

A purpose of FEX that Enable individuals to improve various activities related to forestry

A

Activity Improvement

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15
Q

A purpose of FEX that Enhance the overall well-being of individuals and communities through forestry extension efforts

A

Overall Well-being

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16
Q

A purpose of FEX that Assist individuals in developing a critical view of their situation and enable them to take necessary steps to address identified issues

A

Empowerment and Critical Thinking

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17
Q

A purpose of FEX that Facilitate discussions, decision-making, and action within local communities and address the needs and objectives of local communities

A

Community Engagement

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18
Q

A purpose of FEX that meets specific needs for forest products and aim to enhance the overall quality of people’s lives

A

Quality of Life Enhancement

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19
Q

A purpose of FEX that Assist individuals in examining problems affecting their lives and evaluate if forestry techniques can solve or alleviate these problems

A

Problem Examination

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20
Q

Function of Forestry Extension

A

Facilitation of Local Initiatives
Empowerment Focus
Needs Assessment and Action Planning
Discussion Facilitation
Choice and Decision Support
Critical Thinking Development
Lifelong Improvement Through Forestry

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21
Q

A function of FEM wherein The ultimate goal is to assist people in taking necessary steps to improve their lives through forestry activities and Fosters sustainable improvement and development within communities.

A

Lifelong Improvement Through Forestry

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22
Q

Benefits of Forestry Extension

A

Meeting Local Needs
Skill Development
Improved Livelihood
Health & Well-being
Increased Agricultural Output
Environmental Benefits

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23
Q

A benefit of FE that address the needs that people have identified for themselves, allowing them to devote their time and resources to satisfying those needs.

A

MEETING LOCAL NEEDS

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24
Q

A benefit of FE that through participation in extension programs, people learn to cooperate, plan ahead, and take action to achieve their objectives.

A

SKILL DEVELOPMENT

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25
Q

A benefit of FE that provide tangible benefits such as fuelwood for cooking, poles or timber for house building, fodder for animals, fruit for consumption or sale, shade or shelter for people and animals, employment opportunities from handicraft production, and cash from the sale of surplus produce.

A

IMPROVED LIVELIHOODS

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26
Q

A benefit of FE that promote the establishment of fodder or shade trees for livestock can contribute to higher values of animal products.

A

HEALTH & WELL-BEING

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27
Q

A benefit of FE that by understanding the interrelation between forestry and agriculture, extension programs can lead to a more favorable overall view of forestry activities. This, in turn, can result in higher agricultural output as people recognize the benefits of integrating forestry practices into their farming systems.

A

INCREASED AGRICULTURAL OUTPUT

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28
Q

A benefit of FE that can contribute to erosion control, improvement of water supplies, and the management of natural vegetation. These practices help to protect and enhance the environment, leading to long-term sustainability.

A

ENVIRONMENTAL BENEFITS

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29
Q

IMPORTANCE OF TOP-DOWN APPROACH

A

Efficiency and Speed
Uniform Standards
Resource Allocation
Coordination of Large-Scale Programs
Consistency in Messaging
Expertise Utilization
Policy Implementation

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30
Q

form the basis of a whole range of teaching and extension aids. They are generally simple and often relatively inexpensive and can be used to re-in force or clarify a speaker’s message.

A

Non-projected aids

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31
Q

facilitate a clearer understanding of messages by allowing individuals not just to hear words but also to visually perceive object characteristics or landscape features, creating a more vivid mental image.

A

AUDIO-VISUAL AIDS

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32
Q

Examples of non-projected

A

Aids Real objects
Samples or specimens
Models
Photographs
Blackboard or chalkboard
Flannelgraph
Flip-charts
Flash cards
Lettering and drawing

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33
Q

The most common feature of this system is that a bright light is shone through a transparent picture and, by means of a lens, an enlarged picture is projected on to a screen.

A

Projected visual aids

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34
Q

Classification of projected visual aids

A

Opaque projection
Transparent still projection
Cine projection

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35
Q

Examples of projected visual aids

A

Colour slides
Filmstrips
Overhead projector
Cinema films
Tape recorders
Video recorders
Puppets
Music and plays

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36
Q

all-weather cross-country vehicles which can generate their O\m power to operate a wide range of audio-visual equipment carried on the vehicle. They are used to support extension activities such as meetings and demonstrations or as a mass contact method particularly during an extension campaign.

A

Mobile units (audio-visual vans)

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37
Q

a general term for various items used to convey information which are discussed in detail in Section 9 in relation to their functions in mass education.

A

Display visuals

38
Q

Types of Display visuals

A

Posters:
Wallcharts
Magnetic Boards

39
Q

Types of extension literature

A

Leaflets
Handouts
Bulletins
Newsletters

40
Q

theories associated with training:

A

a. Adult Learning Theory (Andragogy):
b) Behaviorism
c) Constructivism:
d) Cognitive Load Theory:

41
Q

Adults learn best when the training is relevant to their lives, self-directed, and experiential.

A

a) Adult Learning Theory (Andragogy

42
Q

Focuses on observable behaviors and reinforcement as a way to shape and control learning.

A

b) Behaviorism

43
Q

Emphasizes the importance of learners actively constructing their own understanding through interaction with the learning environment

A

c) Constructivism:

44
Q

Focuses on the amount of mental effort required for learning tasks and suggests that learning is more effective when the cognitive load is optimized.

A

d) Cognitive Load Theory:

45
Q

Benefits of top-down approach

A

A. Efficiency and Speed:
B. Uniform Standards:
C. Resource Allocation:
D. Policy Implementation
E. Coordination of Large-Scale Programs:
F. Expertise Utilization

46
Q

This approach is based on targeting the early stages of the diffusion of innovations
model, focusing on innovators and early
adopters.

A

THE INNOVATORS or THE EARLY ADOPTER
APPROACH

47
Q

the process by which information and
improved practices are spread from
their original sources, initially to a few
adopters, and in time to a community

A

DIFFUSION OF INNOVATION

48
Q

CATEGORIES OF ADOPTERS

A

Pioneers 15%
Early majority 35%
Late majority 35%
Laggards 15%

49
Q

This approach emphasizes nonviolence cooperation, self-reliance, and social justice as the drivers of development.

A

THE GANDHIAN APPROACH

50
Q

Key aspects of Gandhian Approach

A

Satyagraha
Swadeshi
Sarvodaya

51
Q

Key aspect: The use of non-violent protests and civil disobedience to achieve social and political change.

A

Satyagraha

52
Q

Key aspect: Promoting self-reliance and local production to reduce dependence on external forces.

A

Swadeshi

53
Q

Key Aspect: Striving for the upliftment of all,
particularly the most vulnerable and marginalized communities.

A

Sarvodaya

54
Q

Critism in Gandhian approach

A

Time-intensive process
Reliance on strong leadership
Addressing urgent needs

55
Q

This approach involves external factors, such as governments, NGOs, or religious organizations, bringing their development
model and expertise to other
communities.

A

THE MISSIONARY APPROACH

56
Q

The idea is to “civilize” or uplift less developed communities through education, healthcare, and infrastructure projects

A

THE MISSIONARY APPROACH

57
Q

Key aspects of the missionary approach

A

Rapid knowledge transfer
Addressing critical needs
Scaling up and reaching wider audiences

58
Q

Criticism in missionary approach

A

Cultural imperialism
Dependency
Sustainability

59
Q

This approach, named after the Comilla Rural Development Academy in Bangladesh, emphasizes participatory development

A

THE COMILLA APPROACH

60
Q

Local communities actively engage in planning, implementing, and managing development projects.

A

THE COMILLA APPROACH

61
Q

Key features of the comilla approach

A

Cooperatives
Capacity Building:
Local leadership

62
Q

Criticism of the comilla approach

A

Local leadership
Power dynamics
External support

63
Q

An organized program of information, education and service to promote forest
resources conservation.

A

FORESTRY EXTENSION

64
Q

The enactment into law of
forestry extension better
known as RA 3523 happened
in ______?

A

June 30, 1963

65
Q

A system where farmers grow crops in the early stages
of forest plantation establishment, providing them
with additional income while
the trees grow.

A

TAUNGYA

66
Q

A professional communication intervention deployed by an institution to induce change in voluntary behaviors with a presumed public or collective utility.

A

EXTENSION

67
Q

Forestry extension is a system of ______ education designed to develop among forestry favorable attitudes toward and desired capabilities for forest conservation.

A

NON-FORMAL

68
Q

It is generally regarded as a
method for delineating goals
and ways of achieving them.

A

PLANNING

69
Q

It is considered as a blueprint or pre-determined approach.

A

TOP-DOWN APPROACH

70
Q

a dynamic and purposeful activity that involves the intentional transfer of knowledge, skills and
understanding from a teacher to a
learner.

A

TEACHING

71
Q

An ongoing learning process to
ensure continuous improvement of training and the needs of learners.

A

TRAINING CYCLE

72
Q

A method of implementing forestry extension services or
programs that starts at the higher
organizational or administrative
level and flows down to the
grassroots of individual farmers.

A

TOP - DOWN APPROACH

73
Q

an organized and coherent
combination of strategies and methods, designed to make rural extension effective in a certain area.

A

EXTENSION APPROACH

74
Q

This approach assumes that technology and knowledge that are appropriate for local people
exist but are not used by them.

A

GENERAL AGRICULTURE EXTENSION APPROACH

75
Q

The ______ of General
Agriculture Extension Approach is
to help farmers increase production and income through
adoption of technology.

A

PURPOSE

76
Q

This approach tends to focus on one crop only.

A

COMMODITY SPECIALIZED APPROACH

77
Q

It promotes the recognition of forestry role in maintaining
the environment an improving living standards.

A

QUALITY OF LIFE ENHANCEMENT

78
Q

This enables individual to
improve various activities
related to forestry.

A

ACTIVITY IMPROVEMENT

79
Q

This focuses on observable and
reinforcement as a new way to serve and control learning.

A

BEHAVIORISM

80
Q

They are considered as the
most important variable in
rural development program.

A

PEOPLE

81
Q

This approach emphasizes the role of academic institution in promoting forestry extension through research, training and
outreach activities.

A

EDUCATIONAL INSTITUTION APPROACH

82
Q

A general term for various items used to convey information.

A

DISPLAY VISUALS

83
Q

This promotes self reliance and local production to reduce
dependence.

A

SWADESHI

84
Q

It involves the distribution of financial responsibilities among stakeholders to support forestry extension activities/programs.

A

COST-SHARING APPROACH

85
Q

It involves specific forestry project to achieve defined objective such as reforestation, watershed management or community based forest management.

A

PROJECT APPROACH

86
Q

The Comilla Approach was named after the __________ in Bangladesh.

A

Comilla Rural Development Academy

87
Q

The idea of the Missionary Approach is to civilize or uplift _____ _________ communities through education, healthcare and infrastructure projects.

A

less developed

88
Q

In the Comilla Approach, local communities are_______ in planning,
implementing and managing development projects

A

engage

89
Q

This approach is based on targeting the early stages of the diffusion of innovations
model, focusing on innovators and early adopters.

A

INNOVATORS OR THE EARLY ADOPTER APPROACH

90
Q
A

Forestry Extension Methods (3 decks)

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