Incorporating Field Experience into International Agricultural Development Programs

Outcomes of Changing Supervised Agricultural Experience Programs

Experiential learning has been an integral component of secondary agricultural education since the beginning of the program. The Smith-Hughes Act of 1917 has been cited as landmark legislation which established vocational agriculture programs in public secondary schools in the United States. This legislation contained language which required that students have “directed or supervised practice i...

Field experience of Handicap International

Even if around 180 million people suffer from lymphoedema worldwide (Casley-Smith et al, 1997), its impact as a public health problem is underestimated. The main reason for this being the lack of epidemiology. Both in developed and developing countries, the prevalence and incidence of lymphoedema is unknown. In developing countries, lymphatic filariasis (LF) is seen as the major cause of lympho...

Incorporating health and ecologic costs into agricultural production.

McWilliams explored the injustices of migratory farm labor in California. Yet his description of the rural California landscape at that time captures the essential characteristics of the predominant form of agricultural production in the United States today: Travelers along the highways pass through orchards that seem literally mea-sureless and gaze upon vast tracts of farm land stretching away...

International Fund for Agricultural Development (IFAD)

Incorporating culture and gender into multiple intervention programs.

The Ž rst issue of CJNR that focused on Culture and Gender was published in 1996. In her guest editorial, Dr. Joan Anderson reminded readers that culture and gender are socially constructed. She also presented important theoretical challenges related to the multi-layered context of people’s lives and the complex interrelationships of race, class, and gender. Dr. Anderson called for a new discou...