eChapters

Father of Extension: James Stuart •

Word Extension: Derived from Latin roots “ex” - Out “tensio” - Stretching

Extension term originated in England as University Extension in 1866.

The term Extension Education first used in 1873 by Cambridge University.

Philosophy of Extension (Kelsey and Hearne, 1967): How to think.

Binet test: Intelligence test (IQ)

Function of Extension: Change in Attitude, Skill and Knowledge of an individuals.

Extension Education Process: Extension education is a participative and continuous process

Learning Situation: It is a condition or environment in which all the elements necessary for promoting learning are present.

Elements of effective learning situations in Extension are:

THEORY
    ·    Father of Extension: James Stuart
    ·    Word Extension: Derived from Latin roots “ex”    - Out
                                                              tensio”    - Stretching
    ·    Extension term originated in England as University Extension in 1866.
    ·    The term Extension Education first used in 1873 by Cambridge University.
    ·    Philosophy of Extension (Kelsey and Hearne, 1967): How to think.
    ·    Binet test: Intelligence test (IQ).
    ·    Function of Extension: Change in Attitude, Skill and Knowledge of an individuals.
    ·    Extension Education Process:  Extension education is a participative and continuous process.
    ·    Learning Situation: It is a condition or environment in which all the elements necessary for promoting learning are present. 
    ·    Elements of effective learning situations in Extension are:

Introduction

About 65 percent population of the country is living in the economically undeveloped area. Therefore, many evils such as illiteracy, superstitions, unhealthy practices etc. took roots in our country. After Second World War or after independence, it was thought to settle all these problems properly and so, many development programmes were reinvigorated. It is wrong to declare that there was nothing done during slavery period. However, those works, which were executed at that time, were very few in number according to the needs. Looking at a vast country like India, during British rule some selected social workers had started some programmes of rural development. The evolution of extension programme is described in two stages.

The Sustainable Development Goals (SDGs), also known as the Global Goals, were adopted by all United Nations Member States in 2015 as part of the 2030 Agenda for Sustainable Development. These 17 interconnected goals aim to address global challenges and ensure a sustainable future for people and the planet. Here’s an overview of the SDGs
List of the 17 Sustainable Development Goals (SDGs)
1. No Poverty
2. Zero Hunger
3. Good Health and Well-being
4. Quality Education
5. Gender Equality
6. Clean Water and Sanitation
7. Affordable and Clean Energy
8. Decent Work and Economic Growth
9. Industry, Innovation, and Infrastructure
10. Reduced Inequalities
11. Sustainable Cities and Communities
12. Responsible Consumption and Production
13. Climate Action
14. Life Below Water
15. Life on Land
16. Peace, Justice, and Strong Institutions
17. Partnerships for the Goals
Aligning agricultural extension practices with the Sustainable Development Goals (SDGs) is essential for promoting sustainable agricultural development, enhancing rural livelihoods, and addressing global challenges such as poverty,

As the Veterinary colleges, and Parasitology being an integral part of them, are part of Agricultural universities framed on USA land grant pattern, or separated as Veterinary university imbibing the same philosophy, extension is an integral part of the system. Here, a team of the experts visit the villages to teach the villagers about the basic problems, faced by them in day to day dealing with animals. For explaining a particular problem to the villagers, the experts generally take help of the pamphlets which they have prepared. These pamphlets or extension literature deal the subject with common sense and illustrate the material with line drawings.

Introduction

With India’s population to catapult to a gigantic figure of 1.63 billion by 2050, it rests upon the shoulders of the country’s dwindling land resources to cater to the food demand to the surging human race with an eco-friendly manner. This requires a mammoth effort from the food producing machinery of the country-an effort which has to be inclusive of the technological innovation and extension in this field and to the fullest possible extent. Coping with the short-run challenges to food security posed by food price volatility is indeed a daunting task. But the serious concern is the long-term challenges of avoiding a perpetual food crisis under conditions of global warming. The decline of contributions of Indian Agriculture to the National GDP and an apparent stagnation of the growth rate in agriculture, non remunerative agricultural system, ever increasing population pressure, shrinking land resources, global warming and climate change, indiscriminate use of agricultural inputs, over exploitation of natural resource base and environmental quality have made the situation more vulnerable towards food security. In this backdrop, agricultural knowledge and technology accumulation, transfer, application, and diffusion are key to sustainable development and food security in an eco-friendly manner. The knowledge and technology revolution is critically different from the past industrial revolution in that it is based upon a shift of wealth creating assets from physical things to intangible resources based on knowledge and technologies. Thus, effective management and transfer of knowledge and technologies are believed to be the most critical capability of individuals, organizations, and nations in the globalized 21st knowledge society. Extension could play a pivotal role in fostering sustainability through its educational programs but there has been a growing realization that traditional extension models have not been sufficiently effective in promoting socialization of sustainable agricultural practices. Since sustainable agriculture is a knowledge-intensive system, it requires a new kind of knowledge, which differs from other forms on the basis of conventional agricultural practices. In fact, conventional extension system cannot accomplish sustainability in agriculture; because today’s agricultural extension must consider environmental implications, social issues, and overall economic growth within the agriculture sector. In such a situation, the present conceptual discussion shall be envisaging the dictum and destiny of evolving extension approaches by cherishing a clear focus on extension management perspectives towards sustainable development and environment protection and management so as to the well established extension approaches can be restructured and applied in the niche of extension management towards sustainability.

1. Introduction

India is a land of large varieties of fruits and vegetables due to its vast soil and climatic diversity. India is the second largest producer of fruits and vegetables in the world, with an annual production of fruits 45.5 Million tonnes and vegetables 90.8 Million tonnes. It contributes 10.23% and 14.45% of the total world production of fruits and vegetables (F&V) respectively (NHB, 2010). Though fruits and vegetables are grown only on 7–8% of gross cultivated area, these contribute more than 18.8% of the gross value of agricultural output and 52% export earnings from total agricultural produce. These have a high export potential of 20-30 times more foreign exchange per unit area than cereals due to higher yields and higher price available in the international market (Sen et al., 2012). According to estimates, the per capita consumption of fruits and vegetables in India is only around 46g and 130g which are far below the stipulation of a minimum of 92g and 300g respectively as recommended by the Indian Council of Medical Research and National Institute of Nutrition. The low availability is mainly due to considerably high post-harvest losses. About 15-20% of the fruits and vegetables are wasted every year in the country, due to poor post-harvest management and lack of infrastructural facilities for processing and storage, amounting to a revenue loss of over Rs. 625 billion.

The sensorial, nutritional, and organoleptic quality of fresh produce starts deteriorating after harvest as a result of soon after harvest the altered plant metabolism and microbial growth. The quality deterioration is the result of produce respiration and transpiration, senescence, ripening-associated processes, wound-initiated reactions, development of postharvest disorders, microbial proliferation leading to postharvest quality loss. Therefore, it is necessary to understand the respiration and ripening processes and the physiological and biochemical changes during ripening. The best way to reduce respiratory metabolism is to reduce the storage temperature. All biological processes proceed more slowly at lower temperature (Yahia, 2007). In general, O₂ levels must be reduced to less than 10 % to see a reduction in the rate of respiration. Respiration rate is temperature dependent; so, as the temperature reduces the amount of oxygen required also drops. Therefore, oxygen levels must be substantially reduced at low temperature for it to affect the rate of respiration. It must however, be ensured that O₂ levels do not fall below extinction point as anaerobic respiration and decay may occur. Tolerance to low O₂ varies between species and cultivars and is also time dependent. Commodities may be able to tolerate low O₂ for short periods of time. Low O₂ can also be tolerated when CO₂ is low.

Extension Program

Planning an extension program involves decision- making about the work of the organization. Extension program planning covers a set of objectives to be achieved by various activities included in the planning. Extension organization needs to decide the goal it aims at, the target group, the content of extension message, its use, and organization of all activities. The program includes situation analysis, and an action plan for solving people’s problems which is drawn in advance. Extension workers have to decide the goals, target group, messages, extension methods, and media and organization of activities. While setting the goal, the perception of the present situation and the vision of the desired situation should be borne in mind. The target group is normally larger than the extension worker contacts directly or through mass media. The target group can be contacted indirectly. The extension content depends on the goal, the target group, and the extension strategy. The content should be so selected that it can be implemented with the resources available to the farmers locally. A combination of extension methods need to be used. The extension program needs to be flexible and can be easily implemented by the organization.

Extension Program Planning

Extension program planning indicates an account of the activities to be undertaken by the organization.

The essential phases of program planning in extension are analyzing the situation, setting goals and objectives, identifying problems and gaps, developing work plan, implementation, monitoring and evaluation, and reconsideration.

Introduction

Planning is a “dynamic act of reflecting about, thinking about, and choosing among various options regarding the goals and objectives and the route to journey i.e. educational experience, we should follow to reach those destinations” (Forest and Baker, 1994). It offers opportunity to people to “participate” and “contribute” in the process. Therefore, it is understood that “planning extension programs has become an increasingly accepted practice among national authorities” (Maalouf, in Rivera, 1987, p. 116 as cited by Cristovao et al?, 1997).

Extension Programme: Planning and Evaluation

The first step to promote any extension programme is to prepare useful programme based on community need. Extension Programme planning is a blueprint or plan to an extension worker for effective execution. It is a procedure of working with people in an effort to identify and recognise the unsatisfactory situations or problems and to determine the possible solutions. To understand the extension programme planning process, certain basic concepts of an extension programme, planning and extension planning need to be understood.

Programme

The word ‘programme’ has several distinct meanings in the dictionary. It means a proclamation, a prospectus, a list of events, a plan of procedure, a course of action prepared or announced beforehand, a logical sequence of operations to be performed in solving a problem. This is a written statement which describes the extension activities proposed, the problems they address, the premises on which they are based, the objectives they seek to attain, the actions and the resources they require.

Introduction of Training and Visit System

This Training and Visit system was developed by World Bank Expert Daniel Benor. Initially (13) Major states in India adopted Training and Visit system but later on most of the states are practicing this system since 1984 onwards.

Extension Reform Strategies Global Perspective

In an effort to respond to the new paradigm, countries worldwide have adopted a variety of institutional reforms. These reforms are either market-oriented or non-market-oriented (Smith 1997). This distinction, provides an imperfect but hopefully useful framework for considering these reforms as individual, non-overlapping constructs. Following the discussion of Figure 3, a dynamic view of extension institutional reforms is presented in Figure 4 which suggests possible interconnections among the various constructs. Inferences drawn from the two Figures will shape the discussion in the final section.

The recent adoption by FAO and the World Bank of a fundamental vision and guiding principles for developing agricultural knowledge systems forms the focus of this section. This vision and these principles are reviewed in relation to the plethora of the ongoing agricultural and rural extension reforms.

Over the time, the concept of extension education transformed from an educational system to an empowerment tool. It is a programme and a process of helping village people to help themselves in view to increase production and raise their general standard of living. As a science, Extension education deals with the creation, transmission and application of knowledge designed to bring about planned changes in the behaviour-complex of people. This particular branch of agricultural science is devoted to bring changes in perception and attitude towards scientific farming techniques, adoption of hi-tech horticulture, precision farming, improved machineries of pre and post-harvest management etc. through vocational training, capacity building, participatory approaches and through many other approaches. A proper planning of extension strategy will help to popularize livestock-based system of production, processing and economics associated with it.

Introduction
In Indian agriculture and its sub sectors contribute for about 18.4 per cent of the Gross Domestic Product (GDP). Globally, our country is being rated as on of the rapid growing major economies and rated as fifth largest economy by nominal GDP and in Purchasing Power Parity (PPP) its 3rd largest in the world. The horticultural crops have a special place in India’s economy because they raise rural residents’ incomes. India’s horticulture production has surpassed food grain production and reached 320.11 million MT which is a huge accomplishment. In Andhra Pradesh the horticulture crops are spread across 17.84 lakh ha with 312.34 lakh MT yield. Andhra Pradesh is first in terms of fruit and spice producing area, and second in terms of micro irrigation area coverage. The horticulture industry makes for around 16.07 percent of the state Gross Value Addition. In India, Andhra Pradesh ranks first in the production of tomatoes, oil palm, papaya, cocoa, chillies, and cocoa, and second in cashew, mango, and sweet orange. Horticulture is increasingly being recognized as a sunrise industry because of its potential to boost farm income, provide a stable source of livelihood, and generate foreign exchange through exports. India’s distinctive agro-climatic conditions, coupled with its vast diversity of crops and genetic resources, enable the country to produce a wide range of horticultural crops year-round. The Government of Andhra Pradesh crafted Andhra Pradesh Horticultural University in Venkataramannagudem, West Godavari district in 2007, subsequently renamed as Dr. YSR Horticultural University in 2011. This was done in recognition of the importance of horticulture, its development potential in the state, and its contribution to the GDP. The university’s mission is to develop human resources by teaching, doing research that is focused on local needs and conditions, and disseminating tested technologies through Extension operations. The university is working on technology transfer (extension activities) through Krishi Vigyan Kendras (KVKs), Horticultural Research Stations (HRSs), Colleges of Horticulture, and Horticultural Polytechnics, as well as through Rythu Bharosa Kendrams (RBKs), District Resource Centers (DRCs), and the Department of Horticulture, Government of Andhra Pradesh. To “Reach the

The cropping pattern in India is changing fast, particularly in favour of export-oriented commercial crops. These crops pose threat to the environment. Grapes is one such crop which accelerates environmental degradation. Borkar (2007) reported that with the advancement of technologies, the cultivation practices of grapes had improved increasing the yield and quality of grapes. However, to control the tremendous losses occurred due to pests and diseases in grapes, thousands of hundreds of kilograms of pesticides were dumped into the environment causing pollution.

Introduction

Farmers work hard to earn a living. However, not all farmers make money, especially small family farmers. There is very little leftover after they pay for all their inputs (seeds, livestock breeds, fertilizers, pesticides, energy, feed, labour, etc.). However, the Integrated Farming Systems (IFS) has enabled farmers to develop a framework for an alternative development model to improve the feasibility of small sized farming operations. The ‘’modern’’ technologies have been widely used to enhance the productivity per acre of land to ensure that there is enough food for the increased global population. Due to the indiscriminate and erratic use of chemical pesticides and fertilizers, our food and ecosystems have been poisoned. On the contrary, the integrated farming system uses the integrated approach to farming compared to monoculture approaches. It refers to agricultural systems that integrate agriculture with horticulture, livestock, fishery, agro-forestry, etc. and known as integrated bio-systems. In this system, an inter-related set of enterprises is used so that the “waste” from one component becomes an input for another part of the system. This reduces costs and improves production and/or income. 

Agriculture – world-wide – is a vital determinant of the livelihoods of the rural communities and small holders in particular. Farm households consume as well as produce the food items. Diet diversity increased with farm size. Large farm- households obtain their food energy from more diverse sources – intake of pulses, milk, edible oil and sugar. Calorie intake per person per day decreased as farm size decreases. So also the protein intake on large farm house holds is substantially higher than for sub-marginal farm households and correspondingly for fats. So far the protein consumption is concerned the main source is pulses the small holder farmers grow. This is justified by the Simpson Index of diet diversity-0.43 for sub-marginal and 0.56 for large households (Singh et al., 2002). The production of pulses including the traditional/potential pulses keep priority for combating the protein deficiency in addition to earning monetary returns from export of processed and value added pulse products. The pulse production is not sufficient to cater the domestic consumption need. The area under pulse is declining over the years. The productivity is not satisfactory in comparison to the potential yield of the varieties as well as the low yield from traditional plant types grown mostly under rain fed and residual soil moisture condition after harvest of paddy or as pyra crop in paddy without proper crop management. The trend in total factor productivity of black gram and green gram, the major pulses is declining in state of Odisha and that of chick pea in Madhya Pradesh. The deficit in pulse production has led to rise in price of processed pulses due to its import to meet the domestic requirement.

Extension Teaching

• Extension teaching defined as a sequence of progressive steps, undertaken to create situations that are conducive to effective learning.
• According to Leagans (1961) extension methods are the devices used to create situation in which communication can takeplace between the instructor and learner.
• The purpose of using an extension teaching method is to create opportunities to establish rapport over a subject matter between the communicator and learners.

Theory

Extension Teaching Methods: Methods by using them new information can pass freely between the extension worker and rural communities. Extension education is mainly concerned with the dissemination of useful and practical information relating to rural life and helping the rural people in the practical application of such knowledge to rural situations. Extension teaching methods can be classified on the basis of:

The basic aim of extension system is to bring about a change in the behaviour of the people with whom the work is done. Change in behaviour pertains to change in knowledge, skills, attitude, understanding, etc about a particular technology which we want to diffuse. For this purpose, the extension workers essentially function as teachers to bring about adoption of new technologies by making regular contact with livestock owners through various means. He visualizes the problems of rural community in proper perspective and organizes the meaningful learning situation for effective learning. It calls for appropriate use of different extension teaching techniques. The desirable changes in the behaviour of learners depend upon the skill of the extension worker as teacher in choosing the various extension teaching techniques which are found to be most effective in the relevant situations.

The main job of the extension worker is to bring about behavioural changes in the rural people. A number of extension methods are required to perform such behavioural changes among the rural people which form the tools of the extension workers. These tools are called extension teaching methods. Extension teaching methods may be defined as the devices used to create situations in which communication can take place between the extension worker and learner. The effectiveness of various teaching methods depends on the combination of the same. Similarly, the adoption of innovation is positively related to the combination of different extension teaching methods, at different stages of the learning process.

Extension Teaching Method

The function of extension education is to bring about desirable changes in the behaviour of a human being. The changes in human being are produced by increasing his/her knowledge level, improving skill and changing attitude. For all these to happen, an individual has to be taught, trained and communicated. So, the extension education emphasizes the process of communication, and if you examine, you will find that the extension education is broadly a teaching-learning process in which a learning situation is created by an extension worker/ teacher by which an individual attempt to change his/her behaviour. The learning situation created in extension education process is a condition or environment in which the elements like teacher, learner, subject matter, physical facilities and teaching methods and aids for promoting learning are present in a dynamic relationship with one another. The quality of learning depends upon the conditions created by the teacher for learners to learn. However, the learner is the key element in the teaching and learning process. His willingness and desire for change are very important. The third element; subject matter is the content of the message that the extension worker wants to transfer to the client. Transfer of the subject matter will be easy and effective if it is valid, correct, based on facts, applicable to practical life situation and need based. Effective teaching-learning process is also affected if physical facilities like place, light, ventilation, seating arrangements, etc., are not properly provided to both teachers as well as to the learners. Besides all these, the transfer of subject matters to the learners requires the help of suitable teaching methods, aids and media. Proper selection and handling of methods and aids facilitate in creating the desirable learning situation. The teaching methods and aids should be simple, easy to handle, suitable to subject matter, readily available, suited to the environment and needs of the learners.

1.1. Extension

Educational process for bringing about maximum number of desirable changes among the people

Extension teaching methods: Methods by using them new information can

pass freely between the extension worker and rural communities. Extension

education is mainly concerned with the dissemination of useful and practical

information relating to rural life and helping the rural people in the practical

application of such knowledge to rural situations. Extension teaching methods

can be classified on the basis of:

Some Definition

Farmer’s call: Call made by a farmer or homemaker at the working place of

the extension agent for getting information.

Adoptive/minikit trial: It is a method of determining the suitability of a new

practice in farmer’s situation.

Farm clinic: It is a facility developed for diagnosis and treatment of farm

problems and provides specialist advice to individual farmers.

Field day/ Farmer’s day: Methods of motivating the people to adopt a new

practice by showing what has actually been achieved by applying the practice

under field condition.

Extension teaching methods encompass the array of strategies employed to facilitate meaningful communication between instructors and learners within educational settings. In essence, a method denotes a systematic approach to executing tasks or achieving objectives, characterized by a structured progression of steps in a logical and orderly manner.

Thus, an extension teaching method can be construed as a series of progressive steps designed to cultivate environments conducive to effective learning outcomes. As articulated by Leagans (1961), these methods, also referred to as communication methods, serve as instrumental tools for fostering communication channels between instructors and learners. Ensminger (1957) further emphasizes the prerequisite for extension workers to possess comprehensive knowledge of available methods, discern optimal utilization scenarios, and adeptly employ each method to maximize efficacy.

The functions attributed to extension teaching methods are multifaceted

• Facilitating communication channels wherein learners can actively observe, listen, and engage in practical application of the subject matter.

• Provoking cognitive and/or physical responses from learners, thereby stimulating desired actions or reactions.

• Guiding learners through various stages of the teaching-learning process, encompassing attention, interest, desire, conviction, action, and satisfaction.

Classification of Extension Teaching Methods

Wilson and Gallup (1955) initially sought to categorize extension teaching methods based on their utilization and structural characteristics. In a subsequent effort, Bains (1987) endeavoured to refine this classification by considering additional factors such as stages of the learning and adoption processes, categories of adopters, cost implications, required skill levels, time expenditure, and intended behavioural modifications. However, while these classifications contribute to scholarly discourse, their practical utility may be limited. Among the various classification schemes proposed, the most prevalent and pragmatic approach categorizes extension teaching methods based on their intended usage

Introduction

A teacher uses different aids in addition to lectures for effective teaching. Similarly, a trainer uses different training methods to make learning effective. In Agricultural Extension the extension worker as a teacher has to design and use appropriate teaching methods depending upon the group to make the teaching effective. According to Leagans (1961) “extension teaching methods are the basic and proven devices used to create situations in which communication can take place between the instructor and the learner.” Extension methods are powerful tools for extension workers to effectively communicate certain messages. Some studies suggest that the adoption of innovations by the farmers requires different teaching methods at different stages of learning. These methods are required for imparting new knowledge and skills to the farmers to adopt new practices for their increased production and income. The choice of extension teaching methods depends on the target audience, location, and availability of time for teaching.

Classification of extension Teaching Methods

Extension teaching methods are classified according to use, form, and function as shown in Table 4.1.

Classification According to Use

The extension methods could be individual or interpersonal, group contact, or mass contact as shown in Figure 4.1.

Individual contact methods: Individual methods provide face- to- face contact with individuals. Those techniques are very effective in teaching new technologies and creating goodwill among farmers and extension people. When few people are to be contacted and they are at a close distance, the individual methods are effective. The extension worker contacts directly to an individual and gets his feedback through different means like personal visits, telephones, SMS, etc. The individual contact method is useful for rapport building and easy to obtain feedback. But the method is time- consuming and quite expensive.

The Context

The global food system is dynamic, with newer challenges every day with altering production and consumption subtleties. Roles played by various stakeholders of the global agricultural food system and rural development has changed tremendously in the last few decades. Smallholder farmer stakeholders to multinational companies are affected differently by the present difficulties likethe pandemic, climate change, and other factors. The various stakeholders respond, play roles to the challenges differently, and eventually become the agricultural value chains. The newer challenges affect the vulnerable actors like women, smallholder farmers, etc., who constitute asignificant portion of the value chains. This is specifically so in developing countries like India, where the processes of the ‘feminization of agriculture’progresses exponentially. Managing sucha value chain is highly challenging as access and sustainability of various actors differ considerably. Agro-advisory service toolkit for gender-responsive value chain analysis and development aims to select and analyze value chains for opportunities to improve the vulnerable situation and its actors seeking for resilience and reducing gender inequalities. It is now considered a development strategy to promote economic growth. There is an urgent need that thesmallholder farming systems are integrated into the value chains to serve local, national, regional, and global markets.

The chapter presents a brief overview of the gender-responsive value chain concept, factors that limit women’s participation in the value chain, interventions to improve the efficiency of value chains in a gendered perspective, and the development of value chain tools for addressing gender inequitiesin the agricultural system, and the challenges faced.

In India’s National Extension Programme, professional workers constitute the link between the people and the institute created to advance economic and social change upon the character philosophy, technical knowledge and compliance of these workers largely rests for the success of the programme. Hence the quality of these workers and their training is the important element to be dealt with properly and guided wisely.

In early fifties, the Gramsevak / Village Level Workers (VLW’s) served as a key-man in Community Development Programme and therefore, the Government of India aimed at imparting him by better training and supervisory assistance. As a step in this direction, Gramsevak Training Centers were started to impart training to GramSevaks / VLW’s and Extension Officers were appointed in block for better supervisory assistance.

Agricultural colleges and universities were first formed in the belief that farm production could be increased as a result of the systematic application of current technology and agricultural research findings. The mission of these early educational institutions was to scientifically study agriculture with the participation of the farming community; to carry the results to a broad range of farmers who could use them; and to train farmers, extension workers, agricultural teachers and researchers so that agricultural production could continue to be increased on a sustained basis. In many of the developing countries, agricultural education and training have failed to adapt and respond to the realities of rural societies. In response to the urgent need to review and adjust teaching and training in agriculture at all levels. The training is an important tool to overcome the problem faced by the rural people all over the world. The availability of the resource is the crucial determining factors to strengthen the training Programme for the needy people.

Emerging Paradigm of Extension Plus:

This is now widely recognized that Animal Husbandry extension needs to reform in ways that allow it to fulfill a diverse set of objectives in worldwide. This ranges from better linking of farmers to input and output markets, to reducing the vulnerability and enhancing voice of the rural poor, development of micro-enterprises, poverty reduction and environmental conservation and strengthening and support of farmer organizations’. So while technology transfer is important, what is also required is the strengthening of locally relevant innovation processes and knowledge systems. Extension is being forced to embrace a broadened mandate that while in reality has always existed, has rarely been addressed. The limitations of a single model of extension for all kinds of situations are now well recognized and there is an increasing realization that new extension approaches need to emerge locally, based on experimentation, learning and adaptation to prevailing circumstances. The need for this new and expanded view of extension is clearly emerging in the case of Indian agriculture, which is characterized by declining land and water availability, degradation of natural resources, an unfavorable price regime, low value addition, particularly in rural areas and increasing competition from import of agricultural commodities. Farmers thus find themselves in an ever more complex production and market environment, with an expanding need for information and services.

First Line Extension system

Realizing the scope and importance of integrated working of interrelationship between research, education and extension functions, the ICAR established a section of Extension Education at its headquarters in 1971, which was later on strengthen and renamed as division of agriculture extension. It was intended to enforces this functional relationship down the line in the research institute, agricultural universities and allied institutions.

When Gene Expression Appears to Alter Mendelian Ratios Lethal Allele Combinations

Us recessive lethal alleles eliminaters a progeny class. Multiple Alleles

A gene can have more than two alleles, but a diploid individual only has one or two of them.

Different allele combinations can produce different phenotypes and different severities of symptoms.

Different Dominance Relationships

Incomplete dominance of an allele produces a phenotype in the heterozygote that is intermediate between that of either homozygote.

Codominant alleles are both expressed in a heterozygote. Epistasis-When One Gene Affects Expression of Another

In epistasis, one gene masks the effect of another. An example of epistasis in humans is the Bombay phenotype.

The Bombay phenotype results in O type blood for individuals homozygous recessive for the recessive “h” allele.

This group includes a large number of bony fishes in which the primary upper and lower jaws are supplemented by the addition of membrane bones which forms secondary jaws. Hence they are called as teleostomi or perfect mouthed fishes.

All major groups of fresh water fishes lived successfully and flourished during the Devonian period which is also called as the “Age of fishes”. Teleostomii are characterized by a unique mechanism of opening the mouth by lowering the mandible through hyoid apparatus, therefore the skull is hyostylic or the amphistylic. Presence of an ossified operculum, an interhyal bone and the branchiostegal rays are the diagnostic features of this group.

Introduction

On the basis of inputs based ecological principles, the all possible and available resources are allocated to achieve maximum outputs. One of the most promising paradigms of external inputs based agriculture that have emerged for the benefit of small scale resource-poor farmers and that is termed as low external input and sustainable agriculture (LEISA), which can enable such farmers to achieve higher income and attain sustainability by: (i) Optimizing the use of locally available resources, thereby achieving a synergetic effect amongst the various components of the farming system (soil, water, animals, plants, etc.) so that they complement each other in the production of output; and (ii) Minimizing the use of external inputs, except where there is a serious deficiency and where the effect on the system will be to increase recycling of nutrients.

Low External Inputs and Sustainable Agriculture (LEISA): Low external input sustainable agriculture (LEISA) is a way of thinking about farming. It incorporates some ideas found in what people have labelled eco-logical, organic, regenerative, biological, or simply alternative agriculture. Amongst the goals that now drive the interest in low-input sustainable agriculture, two stand out: profitable and productive farming, and protection of resources and environmental quality. Companion objectives include ensuring safe and nutritious food supplies and reducing health risks to farm workers. LEISA involves farmers substituting management, scientific information, and on-farm resources for some of the purchased inputs they currently depend on maintain production sustainability. Sustainability has been defined, for the purpose of including resource-poor as well as resource-rich farmers, as managing agricultural productivity while maintaining or improving the resource base. This means that agriculture must be environmentally solid, economically feasible, socially scrupulous, and flexible (for future needs).

8.1 Life Cycle
As in the case of a typical Lepidopteran insect, the silkworm passes through four distinct stages, i.e., egg, larva, pupa and adult during its life cycle, the duration of which may last for six to eight weeks depending upon racial characteristics and climatic conditions. Multivoltine races found in tropical areas have the shortest life cycle with the egg, larval, pupal and adult stages lasting for 9-12 days, 20-24 days, 10-12 days and 3-6 days respectively. (Fig.8.1)
In uni/bivoltine races, the egg period of the activated egg may last for 11-14 days, the larval period 24-28 days, the pupal period 12-15 days and the adult stage 6-10 days. In nature the univoltine races produce only one generation during the spring, and the second generation egg goes through a period of rest or hibernation till the next spring. In the case of the bivoltine races, however, the second generation egg does not hibernate and hatches within 11-12 days and produces the second generation normally during summer. But it is the third generation egg which undergoes hibernation and hatches only the next spring, thus producing only two generations in a year (bivoltine). In multivoltine races, the life cycle is the shortest because of the warmer ecological conditions where they are reared, and so they may yield as many as seven to eight generations in a year in tropical sericultural areas such as India, Thailand, etc. Silkworm rearing is, therefore, continuous in tropical areas whereas in sub-tropical and temperate zones it is mostly seasonal lasting from spring to early autumn.

Ducks are prone to several external parasites and are also affected by external parasites found in other poultry birds. Birds are plagued by an remarkable range of ectoparasites, ranging from feather-feeding lice, to feather degrading bacteria and many of these ectoparasites have severe harmful effects on host health. External parasites can make ducks very uncomfortable, transmits several diseases and can be fatal in untreated cases. Among the ectoparasites lice is most commonly found in ducks. Ectoparasites infested birds become restless and the feeding and sleeping is disturbed resulting in decreased growth rate and egg production.

Common ectoparasites present on ducks-

In previous section we discussed about the ability of the research design to precisely detect the relationship between cause and effect under controlled conditions. But in social research it becomes difficult to conduct the research under highly controlled conditions and moreover many of the researches in social science aim at prediction rather than understanding.

As we discussed earlier, aim of science is development theory, understanding, prediction and explanation of natural phenomenon. In many of the cases we are more interested in predicting the occurrence of social phenomenon rather than explaining it or understanding its relationship with other phenomenon. Under such conditions internal validity is of less use because a relationship that is established in artificially controlled conditions (with high internal validity) may fail to express itself in natural setup due to effect of extraneous variables. When the relationship between cause and effect is weak enough to be expressed in natural setup then it is of less use in predicting the phenomenon. Under such conditions we require experiments that are conducted in nearly natural setup, so that we can generalize the findings of the research to the wider domain.

Introduction

Milk, which is recognized for its significant nutritional and immunological value to humans as well as animals, is the primary source of vital nutrients and bioactive components that contribute to the newborn’s growth and development. In addition, it includes extracellular vesicles (EVs). EVs are membrane-bound vesicles that are discharged by cells into biofluids like milk. EVs play an important function in intercellular communication and have demonstrated potential in therapeutic applications. This is extremely important since EVs are abundant in milk and carry a wide range of cargo, including proteins, lipids, and nucleic acids, that supports to their classification as bioactive components of milk Milk-derived exosomes have intriguing properties as nanocarriers for theranostic care.

Essential oil is a concentrated hydrophobic oily fragrance liquid extracted from plants, containing easily evapourated chemical compounds at room temperature. Essential oils are extracted from the different plant parts including the flowers, leaves, stem, bark, and roots, and they are extracted from different techniques. The most preferable method of extraction is hydro distillation which is easy to use and cheap. Essential oils are used in every field of life, used in aromatherapy, and act as antifungal, antioxidant, anxiety, pain relievers, and depression.

Introduction
1.1. Definition and Significance of Natural Products
Natural products are chemical compounds or substances derived from living organisms in nature. These diverse sources, including plants, animals, fungi, and microorganisms, produce a wide range of chemical structures and functions. The significance of natural products lies in their diverse biological activities and potential applications in therapeutics, agriculture, and various industries. Natural products have been used for centuries in traditional medicine and continue to serve as the foundation for many modern pharmaceuticals, providing templates for the development of synthetic analogues and novel drugs. Their complexity and unique structural features often translate into high biological activity, making them valuable in the discovery of new therapeutic agents. Furthermore, natural products are generally perceived as safer and more environmentally friendly compared to synthetic chemicals, contributing to their appeal in numerous applications.
1.2. Historical Perspective on the Use of Natural Products
The use of natural substances has a long history, with evidence of their application in ancient civilizations such as Egypt, China, India, and Greece. Traditional medical systems, including Ayurveda, Traditional Chinese Medicine, and Indigenous practices, have utilized plants, animals, and minerals to treat various ailments. These early practices laid the foundation for the systematic investigation of natural products and their medicinal potential. One of the earliest documented uses of natural products in medicine is the Ebers Papyrus, an ancient Egyptian text from around 1550 BCE (Packard, 1931). Similarly, ancient Indian texts, such as the Charaka Samhita and the Sushruta Samhita, describe the use of plant-based medicines in Ayurvedic tradition. The scientific investigation of natural products gained momentum in the 19th century, with the isolation of pure compounds, including morphine, quinine, and penicillin.
1.3. Current Trends and Applications
Natural products are invaluable in various industries, serving as a rich source of bioactive compounds for drug development, sustainable agriculture, and functional food products. Many modern medicines, such as the anticancer drug paclitaxel and the antimalarial artemisinin, are derived from natural sources. These naturally-derived compounds often possess unique structures and mechanisms of action that are difficult to replicate synthetically.

Phenolic compounds constitute a major class of plant secondary metabolites that are widely distributed in the Plant Kingdom. Plant phenolics are biosynthesized through the shikimate/phenylpropanoid pathway leading to different compound classes. They may occur in their natural sources in free forms, as glycosylated or acylated derivatives, and as oligomeric and polymerized structures, such as hydrolyzable and condensed tannins, phlorotannins or lignins. They may also be found linked to plant matrix components such as cell walls, carbohydrates or proteins. It should be indicated that although the terms “plant phenolics” and “polyphenols” are indistinguishably used by some authors, they are not synonymous.

Materials Required

Fruit, pulper, fruit mill, hydraulic press, screw type juice extractor, stainless steel pans, chemical preservatives, glass bottles, closures, crown corks, crown corking machine, plastic barrels.

Procedure

    1.    Select and weigh sound fruits/vegetables for extraction of juice/pulp.    
    2.    Wash and peel the fruits as required.
    3.    Extract the juice by hot or cold process.
    4.    Pasteurize the juice/pulp to inactivate the enzymes and partially kill microorganisms.
    5.    Preserve the juice/pulp by heat processing after hot filling and hermetic sealing or by addition of permissible quantities of suitable preservatives.
    6.    Label the bottles properly and keep them for storage

The decision whether to extract the seed from the fruit at a central seed processing depot or close to the site of, and soon after, collection must be made in the light of local conditions. The reduction in bulk and weight of the collected material greatly facilitates transport and for this reason the extraction of the seed from relatively bulky fruits may be desirable at the site close to the collection area. In some cases it has also been found that early extraction of the seed is essential to maintain maximum viability. The use of the sun drying to speed extraction of the seed is common for many conifers and trees with woody dehiscent fruits. However, too rapid drying of fruits may sometimes cause them to remain closed and prevent later extraction, a condition known as “case-hardening” of cones. This is true for the cones of some pines if they are collected before peak maturity. In such cases it is necessary to keep the fruits under cover, with a good circulation of air, for one or two weeks before more rapid drying is attempted.

The quality of essential oils is very complex. An individual oil may have hundreds of ingredients, the principle components being a group of complex substances known as terpenes and their compounds or derivatives. Due to this reason a single essence has a wide range of therapeutic actions.
The chemical constituents of plants are of two kinds: products of primary metabolism and products of secondary metabolism. The first are mainly carbohydrates, amino acids and fixed oils produced by light-absorbing (photosynthetic) processes. The latter group of chemicals arises from the primary metabolites. They include glycosides, terpenoids, alkaloid and essential oils. Essential oils lack the water soluble constituents such as tannins,
bitter compounds sugar, mucilages and pectins, playing important role in the medical action of the plant.
The essential oils have been credited with possessing almost all therapeutic properties in a concentrated form. The therapeutic properties of the whole oil are that result of synergism: an interaction of all its chemical constituents working harmoniously together so that the whole essential oil becomes more potent than the sum of its individual parts.
The essential oil lacks certain chemical compounds found in the raw plant material. It is still a highly complex substance, that it cannot be replicated in the laboratory. Even though high-tech processes such as gas liquid chromatography (GLC) can separate out main constituents of essential oils. By looking at the chromatogram, it is impossible to isolate the numerous trace elements including number of unidentified compounds which make up
the whole.

Essential, volatile or ethereal oils are mixtures composed of volatile liquid and solid compounds which vary widely in regard to their composition and boiling points. Plants owe their fragrance to presence of traces of essential oils in different parts. Numerous fragrance materials are present in roots, stems, barks, leaves, flowers, fruits and heartwoods.     
Several processes like distillation, enfleurage, maceration, expression, solvent extraction and fluid extraction are available for extraction of aroma principles. Application of these processes, either singly or in combination depends upon nature of material and essential oil or absolute intended to be recovered.

DNA can be easily isolated and purified after size selection on an agarose gel. The fragment of interest is simply cut out of the gel with a razor blade and purified by a number of different methods.The easiest is to use a method that involves first dissolving the agarose slice in a solution at 50°C, then binding the DNA from the melted agarose to a silica-gel membrane.

Principle

In this method following gel electrophoresis using low gelling/ melting temperature agarose, the band of interest is removed from the gel. The agarose slice is then melted and subjected to phenol extraction.

There are many different methods of extracting DNA bands from an agarose gel. Which one you choose will probably depend on the consumables you have available in your lab. Another important consideration is the yield/ purity of the DNA after extraction. Agarose contains various impurities which may inhibit downstream reactions if not efficiently removed from the DNA. We used to give the generic term ‘hoonose’ to the unspecified carbohydrates that co-purified along with the DNA and inhibited enzyme reactions. Modern spin-column kits are very good at removing impurities, old-fashioned ‘kitchen sink’ methods are less good.

Cutting Out the DNA Band

Most of the methods require you to cut out the band. You must visualise the band, in an ethidium bromide stained gel, in a dark-room on a UV light- box (a trans-illuminator). UV is dangerous, wear gloves, long-sleeves and face protection. Never look at UV with unprotected eyes. If possible, set the trans-illuminator to long-wavelegth UV (or low-power) and minimise the amount of time the DNA is exposed. This is because the UV mutagenises the DNA at a measurable rate. Use a scalpel blade to cut around the band of interest. Switch off the transilluminator, switch on the white light and carefully remove the band from the gel and place it on the glass. It is good to trim off as much empty agarose as possible so go back to UV illumination briefly to do this. Place the excised band in a 1.5mL microfuge tube.

here are many methods for extracting DNA from gel apart from using commercial kits, some methods however yield cleaner DNA than others.

1. Freeze squeeze

Excise band and place pieces of it in a home-made spin-column (a piece of filter placed in a PCR 0.5ml eppendorf, pierced the bottom of the PCR tube with a needle). Place the PCR tube at -20 °C for 15-20 mins or freeze in liquid N2. Then place the PCR tube into the 1.5 ml eppendorf and spin at top speed in a microfuge for 15 mins, collect DNA solution which can be EtOH ppt or use directly.

2. Powdered silica

Melt excised bands at 70°C cool and add equal volume of TE-buffered phenol and mix. Spin for 5 min, remove aqueous phase, repeat and EtOh ppt. the DNA.

3. Electroelution