eChapters

Introduction

Rice (Oryza sativa L.) is one of the most important cereal grains in the world today and serves as a staple food source for more than half of the world’s particularly in India, China and a number of other countries in Africa and Asia. It occupies an area of about 161 million hectares at global level wi`th production of 503.8 million tones milled basis. More than 90% of the rice is produced and consumed in Asian countries. (FAO United Nation 2017).

Rice provides 21 percent of global human per capita energy and 15% of per capita protein. Although rice protein ranks high in nutritional quality among cereals, protein content is modest. Rice also provides minerals, vitamins, and fiber, although all constituents except carbohydrates are reduced by milling.

Rice commodity recognized as a supreme commodity to mankind, because rice is truly life, culture and tradition. It has its own history and religious importance in human life. India is one of the world’s largest producers of white rice. For India, like many other developing countries, the issue of feeding ever increasing population is of prime importance, this problem can be solved by maximizing agricultural production through use of high yielding varieties and adopting improved package of practices of rice crop. India is facing the challenges of food and fodder production to meet the demand of rising human and cattle population. One of the major causes of this problem is low level of adoption of improved agricultural practices by the farmers. Population www.thecropsite.com

There are three seasons for growing rice in India viz. autumn, winter and summer. The main rice growing season in the country is kharif. It is known as winter rice as per the harvesting time. The sowing time of kharif rice is June – July and it is harvested in September - October. India is an important centre of rice cultivation. The rice is cultivated on the largest areas in India. Historians believe that while the indica variety of rice was first domesticated in the area covering the foothills of the Eastern Himalayas (i.e. North-Eastern India), stretching through Burma, Thailand, Laos, Vietnam and Southern China, while the japonica variety was domesticated from wild rice in Southern China which was introduced to India. Perennial wild rice still grows in Assam and Nepal.

Future Scope of the Research

The present study has been conducted by driving the insights deeper into the nature, intensity and character of the problems creating barrier against the Entrepreneurial communication. Entrepreneurial communication nowadays is a need in these days of unemployment and stands to be both the means and method of sustaining life process in terms both assets and capital, it needs more comprehensive study. Attaining Entrepreneurial communication among the upcoming and motivating entrepreneurs, anywhere is an endless process by itself. The present study thus leaves behind the following domains to be researched out in future:

The study can be extrapolated to other domains of entrepreneurship.

1) Modeling of Entrepreneurial communication including the positive motivation, can be achieved through further studies.

2) The future study of this particular topic has a scope to include several contextual and realistic variables other than the variables included in this study.

3) The structure and the function of Entrepreneurial communication behavior and process, can well be understood from further study of the similar topic.

4) There is a scope of methodological innovation in future and application of artificial intelligence in this study

5) Policy research on Entrepreneurship and Entrepreneurial communication as to monitor or rationalize the magnitude of rural entrepreneurship, for keeping the pace of growth unabated can be achieved.

Recommendations

Based on the empirical research, following recommendations can be made for this specific area of research:

(i) Land size based planning for business communication can help the growth and success of farm enterprise.

(ii) Rice based farming system, supported by irrigation is offering a unique opportunity for capacity building of the farmers of West Bengal.

(iii) Training, focusing on business communication, handling ICT tools and mobile telephony, can go a long way for making communication behavior more adaptive to present social ecology of agriculture and allied sectors of West Bengal.

(iv) Social capitals like, Schools, Panchayat, Credit organizations, Market linked institutions, are to be integrated for shaping up a new form of Entrepreneurial communication behavior.

Limitations: The most important limitations which have been observed in this research are as follows:

Results and Discussion:

Concept Result is the outcome, consequences or conclusion of a problem, probe or experiment organized after a period of time. This conclusion can be one result, multiple results or no result as such. The length of time taken to find a result can vary from less than a second to many years. In this chapter the result of the Research has been elaborated and also discussed later.

The purpose of the discussion/revelation is to interpret and describe the significance of our findings in light of what was already known about the research problem being investigated, and to explain any new understanding or insights about the problem, after we have taken the findings into consideration. The discussion will always connect to the introduction by way of the research questions or hypothesis we posed and the literature we reviewed, but it does not simply repeat or rearrange the introduction and the discussion always explain how our study has moved towards the research problem.

This table presents the distribution of 19 independent variables(x1-x19) and 6 dependent variables (y1-y6) in terms of their Minimum, Maximum, Mean, Variance, Standard deviation, and Coefficient of variation.

Here, it is depicted that the average age (x1) of the respondents is 50.307. The C.V. value for the variable is 18.521. So, it indicates that the distribution of the variable is highly consistent.

From the table it is depicted that the average education (x2) of the respondents is 7.600. So, almost on an average the individual education is 8 for every respondent. The C.V. value for the variable is 41.553. So, it indicates that the distribution of the variable is fairly consistent.

Research methodology is a detailed plan of investigation and the blue print of procedure for carrying out the research. In this chapter, discussion on the methodology has been made to understand the concepts, methods and techniques, which are utilized to design the study, collect information, analyzing data and interpreting the findings for revelation of truth and formulation of theories. The entire chapter has been broken up under following sub-heads for easy understanding:

1. Locale of research

2. Sampling design

3. Pilot study

4. Variables and their measurements

5. Methods of data collection

6. Statistical tools used for analysis of data

Locale of Research

The present study has been conducted in a INDIA-BANGLADESH cross border village named Radhikapur in the state West Bengal. Villages from Kaliyaganj block in Uttar Dinajpur District.

The characters and the factors under study have been well discernible to this area

• The researcher’s close familiarity with respect to area, people, officials and local dialects

• The highly cooperative and responsive respondents

• The profuse scope to get relevant information regarding entrepreneurship communication behavior, economical communication, information seeking & responding behavior, information flow in & flow out etc.

• The locale is located at the terminal point & beside the INDIA BANGLADESH border, so there is some cross border impact also.

In any social science research, it is hardly possible to conceptualize and perceive the data and interpret the data more accurately until and unless a clear understanding of the characteristics in the area and attitude or the behavior of people is at commending by the interpreter who intends to unveil an understanding of the implication and behavioral complexes of the individual who live in the area under reference and form a representative part of the larger community. The socio-demographic background of the local people in a rural setting has been critically administered in this section. A research setting is a surrounding in which input and elements of research are contextually imbibed, interactive and mutually contributive to the system performance. Research setting is immensely important in the sense because it is characterizing and influencing the interplays of different factors and components.

The physical, social, or experimental context in which research is carried out is referred to as the research setting. This context must be accurately described in a study publication because it may have a significant impact on the findings and how they are interpreted. For instance, in a paper describing the social behavior of chimpanzees, the authors may need to provide the following information about the research environment: where the chimpanzees were observed (in the wild or in captivity), the number of chimpanzees observed, and whether they belonged to the same social group, the geographic location, the time of study, the season/weather conditions, the availability of resources like food/water/shelter, and the presence of environmental factor.

Area of the Study

The present study was taken up in West Bengal. From West Bengal, District Uttar Diaper, Blocks Kaliyaganj, Villages Radhikapur was selected.

Entrepreneurship: the Concept and Definitions

Entrepreneurship is the capability to improve, arrange and continue a business enterprise, along with any of its uncertainties to make a profit. We can say an example of entrepreneurship is the starting of a new business, a new venture with some challenges and specific objectives.

Meaning of Entrepreneur

An entrepreneur is defined as one person who has the ability and desire to establish, administer and succeed in a startup venture along with the risk entitled to it, to make profits. The best example of entrepreneurship is the starting of a new business venture. Entrepreneurs are often known as a source of new ideas or innovators and bring new ideas in the market by replacing old ones with a new invention.

According to Cole (1949), an Entrepreneur represents an individual or a group of individuals, who conceive, initiate and maintain for a sufficiently long period a social institution which produces economic goods or to put it differently.

Communication: Communication is an act by which one person gives to or receives from another person, the information about the person’s need, desires and perceptions. Knowledge or affective states: Communication is an act by which one person gives to or receives from another person, the information about the person’s need, desires, and perceptions. Knowledge or affective states.

Entrepreneurial Communication: It should have some unique features. The way one teacher talk with a student, the way one official personnel talk with an individual, like them one entrepreneur should communicate with their customer to uplift of their enterprise. So this type of communication differs from the general communication.

Concept of Review of Literatures

The Review of literature is a systematic, explicit, and reproducible method for identifying, evaluating, and synthesizing the existing body of completed and recorded work produced by researchers, scholars, and practitioners. The Review of literature is also a resource paper, which includes the current knowledge including substantive findings, as well as theoretical and methodological contributions to a particular topic. These are available mostly in academic and scholastic journals.

Review of literature provide the basics for research in nearly every academic f ield. The aim of review of literature is to highlight what has been done so far in the field of interest and how our findings are related to earlier research. The review of literature also indicates the following by providing referential inputs.

(i) Approaches

(ii) Methods

(iii) Variables used

(iv) Statistical procedure

(v) Expected results

(vi) Provides theoretical background to our study.

(vii) Helps justify how our findings are related to our body of knowledge in our field of research.

(viii) Establishes a link between what we propose to study and what has already been found. It helps us to refine our research methodology.

Introduction

Entrepreneurial communication is an action intended to forge a relationship with the other party in order to affect their interest, attitude, and behavior. This is due to the fact that it is never done without considering how it would affect both qualitative and quantitative outcomes. A person can transmit or receive information about another person’s needs, wants, perceptions, knowledge, or emotional states through the act of communicating. In the context of entrepreneurship, communication refers to a set of procedures for exchanging knowledge and understandings between individuals who are engaged in a predetermined or novel situation.

Every interaction that takes place during communication involves a shift and is dynamic. Since it is dependent on interaction and a transaction between speakers, communication cannot be understood s a straightforward process of transmission. The planned actions and activities are not hindered because the emission and reception occur simultaneously, with h the transmitter acting as both a receiver and a transmitter. The process of sending and receiving signals as knowledge, feelings, emotions, skills, talents, attitudes, activities, etc. is known as entrepreneurial communication.

In terms of information sharing about events, situations, involvement, impact, adaptation, etc., it is built on interactions between business owners, educators, and educated youth.

Gender Concepts

Gender is different from sex. Sex is the biological and physiological characteristics that define humans as female or male. Gender refers to the social attributes and opportunities associated with being female and male and to the relationships between women and men and girls and boys. Sex symbolizes biological differences between men and women whereas gender is recognized as a social characteristic that cuts across caste, class, occupation, age, and ethnicity. Gender identifies the social relations between men and women and gender differentiates the roles, responsibilities, resources, constraints, and opportunities of women and men. Gender roles are dynamic which change over time. In contrast, sex identifies the biological differences between men and women. The difference between gender and sex is indicated in Table 12.1.

Although women and men enjoy equal status in the law of the constitution, there exists a wide difference in how men and women are looked upon and handled by society. It is the society that has nurtured the ‘Gender gap’, as it is a socially constructed attribute of being male and female, by assigning roles and responsibilities with respect to one’s gender.

In order to address gender issues, it is imperative that we understand the different fundamental gender concepts to deal with them effectively.

Gender roles: Men and women have multiple roles. Women have productive, reproductive, and management of community assets roles whereas men have productive and other roles. Gender roles are learned behaviors in a given society/community, or other special group, that condition which activities, tasks, and responsibilities are perceived as male and female. Gender roles are affected by age, class, race, ethnicity, religion, and geographical, economic, and political environment. Some common terms relating to gender in use are indicated below.

Introduction

Decentralization means the action or fact of reducing or undoing “centralization” or “concentration.” The dictionary meaning of decentralization is “The process of transferring the functions from the Central Government to the local units.” Decentralization is devolving power of decision–making with the lower level of organization. In a decentralization, delegation and devolution of power are given to the lower level. Devolution implies a situation in which lower ranking units acquire greater autonomy in respect of certain defined functions, including decision-making authority. Devolution of functions, powers, and responsibilities are normally granted through legislation.

Decentralized Planning in India

With the introduction of the Community Development Programme (CDP) and National Extension Service (NES) in 1952, increasing agricultural production had been on India’s agenda in different plan periods. The success of CDP and NES was reviewed by the Balawant Rai Committee in 1957 and the committee realized that community development can be achieved only when the community understands its problems, owns its responsibilities, exercises the necessary powers through its elected representatives, and maintains a constant and intelligent vigilance on local administration. The recommendation of the committee led to the preparation of plans at the level of state, district, block, towns, and Panchayats in the second plan period from 1957 to 1962. The Fourth Evaluation Report (Programme Evaluation Organization, Planning Commission) in 1959 recommended that organized and institutional participation by the public in development programs is bound to give better, more consistent, and more lasting results. In 1977, Ashok Meheta Committee suggested changing the concept of Panchayati Raj to a political institution. In 1981, the eminent economist Prof. M.L. Dantewala observed that the merit of decentralized planning is derived from its ability to discover dormant resources and skills and its endeavor to activate them. However, there was slow progress in decentralized planning up to the eighth plan (1992-97).

Initially, rural development followed a top-down approach based on the information collected through the traditional survey method. It was soon noticed that the perception of the development professionals from the “top” was at variance with the perception of the rural masses. Visits were made and extractive surveys were carried out with the help of structured formats and questionnaires. These surveys had several biases such as spatial, season, person, caste, religion, project, education, etc. These limitations led to a search for a new method for understanding rural situations. New methods and approaches such as Farming System Research (FSR), Exploratory Survey and Rapid Rural Appraisal (RRA) were attempted during the 1970s to overcome the deficiencies of conventional survey methods. Moving away from extractive survey questionnaires, two families of approaches and methods, referred to as Rapid Rural Appraisal and Participatory Rural Appraisal evolved in the 1980s and 1990s.

Origin of PRA

Participatory Rural Appraisal is ‘an approach and methods for learning about rural life and conditions from, with and by rural people’. It is defined as a family of approaches and methods to enable rural people to share, enhance and analyse their knowledge of life and conditions, to plan and act.

According to Robert Chambers (1992), there are five main trends that decorate the principal method of PRA: Activist Participatory Research, Agro-ecosystem Analysis, Social Anthropology, Field Research on Farming Systems, and Rapid Rural Appraisal.

Concept of Community Development

A community is a group of people, who live in a geographical area and have interests in each other for the purpose of making a living. It is a form of social organization existing between the family and the state. Development connotes growth and implies gradual and sequential phases of change. A community development program means a program for gradual change in a group of people living in a geographical area and having an interest in each other for making a living. It involves the principles of sustainable development, empowerment, inclusivity, social justice, human rights, participative democracy, and equality. It is a collaborative and facilitative process of people who share a common purpose of building the capacity to have a positive impact on quality of life.

• Community development is a movement intended to promote better living for the whole community with the active participation and on the initiative of the community.

• It is a balanced program for stimulating the local potential for growth in every direction in both wealth and welfare by themselves with minimum outside help.

• It is technically aided and locally organized by self-help.

• Community development is adopted by many governments to reach village people and to make more effective use of local initiative and energy for increased production and better living standards.

• Community development is a process of social action in which the people of a community organize themselves define their needs and problems and plan for action.

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.

Approaches in Extension

Agricultural extension services have gone through various stages over the years, from the individual farm visits approach to the T&V approach. All these approaches are characterized to a greater or lesser extent, by a “ top- down” planning. Extension approaches mostly determine the direction and nature of the system in terms of structure, leadership, program, methods and techniques, resources, and linkages. Extension approach is a style of action within a system which embodies the philosophy of the system. Although there are many approaches to agricultural extension, there is certain commonality in them. All approaches function through non- formal education and all have agricultural content for the development of rural people.

Ministry- based General Extension

Ministry of Agriculture was entrusted with agricultural extension in a top- down manner for planning for the adoption of technologies. An increase in national production is taken as the measure of success.

All persons engaged in agriculture are the clients of this public extension who are served by extension staff. Program formulation and implementation are guided by public interest. Ministry- based extension faces difficulty in serving the majority of potential clientele and financial constraints that force it to reduce the staff. Whereas extension demands location- specific technologies and flexible decisions, the university extension is mostly top- down in nature. As the approach lacks a two- way approach the messages are not location specific. Production alternatives are absent in this approach.

The Training and Visit Approach (T&V)

Introduction

The history and evolution of extension in India during the Pre- independence and Post- independence periods have been narrated in Chapter 2. The major breakthrough in Agricultural Extension was the introduction of the T&V system with WB support from 1977 to 1997. The system tried to establish a strong linkage between the research and extension. Technical messages received from research stations were transferred to the farmers through an organized extension system at fixed time intervals and obtained feedback from the farmers about the technologies. However, the system was constrained by structural problems at organizational level. The system adopted a classical top- down approach and the recommendations were suitable for irrigated areas bypassing the rain- fed areas. After the withdrawal of support from WB, the T&V system was constrained by the paucity of funds to manage the manpower created, and the unpaid farmers did not continue to work. After withdrawal, it was considered necessary to make the extension more demand- driven, participatory, group extension, and farmer- centric with possible convergence for which extension reform in India was necessary.

Extension reform in India

There are many countries where extension and advisory services reforms are occurring globally (Swanson and Rajalahti 2010; World Bank 2012). Since agro- ecological conditions and access to markets vary within most countries, decentralized extension system was needed. It was considered that decentralized and demand- driven extension allows farmers to participate in setting the agenda and demanding extension and research priorities. The extension reforms made the system reach the smallholders, resource- poor, and women, and also focused on sustainability. When the donor funds dry up or the pilot projects end, the farmers no longer have access to the extension services (Birner and Anderson 2007). Therefore the public extension needs to be sustainable in extension services delivery.

Introduction

Innovation as a new idea, method, or object may be developed by research or by a farmer. Diffusion is a special type of communication on innovations. The proper use of innovation is called adoption. Communication is different from diffusion in the sense that communication covers all types of messages whereas diffusion is concerned with a message of new ideas. The extension workers need to understand the meaning of diffusion, adoption processes, innovation, etc. by which farmers accept new ideas. Adoption is a sequence of thoughts and actions which an individual goes through before s/he finally adopts a new idea. The adoption process is a mental process for passing the new idea to final adoption. In the diffusion process, the new idea spreads from its source of invention or creation to its ultimate users or adopters. Perception is an activity through which an individual becomes aware of objects around oneself and of events taking place.

Elements in the Diffusion of Innovations

The four main elements in the diffusion of innovations are innovation, communication channels, time, and social systems.

The Innovation

Innovation is a new idea expressed in terms of knowledge, persuasion of decision for adoption. The perceived attributes of innovations are relative advantage, compatibility, complexity, trialability, and observability.

Relative advantage: The innovation should have a relative advantage over the existing ideas in terms of economic and social-prestige factors, convenience, and satisfaction. The advantage can be influenced by providing various incentives.

Compatibility: The innovation should be compatible with the socio-cultural values and beliefs of people.

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.

Introduction

Communication is a process for exchanging ideas, facts, feelings, or impressions between two or more individuals for a common understanding. Communication is required for transferring technology or obtaining farmer feedback to adopt technology in the field. Good communication is the essence of good teaching. Communication is a whole learning process in which the teacher sends a message through a channel to the receiver as a means of teaching. In traditional extension, there was direct contact between the extension worker and farmer to communicate research innovations and to obtain farmer feedback. In this system, only a few farmers had direct contact with the extension worker while the majority of farmers were contacted less frequently. Daniel Benor has tried to improve traditional extension through a “training and visit” (T & V) system designed to emphasize the organizational and training components of extension and improve communication with the farmers. In considering extension as a vehicle for communicating with large numbers of farmers without any discretion, the communication process and its role in extension need to be followed by the extension workers.

what is Communication?

Communication is a process of transferring a message from a source (communicator) through a channel to the receiver (communiqué). It is defined by different scientists in a different manner keeping the intent in view. However, it is accepted that communication is a process where a message is transferred from the source (communicator) to the receiver (communiqué). Some definitions of communication are indicated below.

• J. Paul Leagan (1961) defines communication as a process where two or more individuals exchange ideas, facts, and impressions for mutual gain and common understanding of the content and use of a message.

• “Communication is a purposeful process, which involves sources, messages, channels, and receivers.” – Andersch et al. (1969).

Van den Ban and Hawkins (1988) defined communication as the process of sending and receiving messages through channels that establish a common meaning between a source and receiver.

India faced a series of famines from 1857 to 1901, for which the government was forced to appoint some commissions. The Famine Commission of 1880 recommended the establishment of a separate Department of Agriculture at both the central and provincial levels. Based on such recommendations, the Agricultural Departments were established in 1981–1982, and some acts like the Land Improvement Act and Agricultural Loans Act, 1988 and Co- operative Act, 1904 were passed and development departments were established. As a protection measure, some irrigation projects were created. The Famine Commission (1901) also recommended for establishment of Agricultural Research Stations and Colleges. The Imperial Agricultural Research Institute along with an Agricultural College was established at Pusa Institute. As per the Government India Act of 1919, all departments connected with rural development to the major provinces and agricultural development became a State subject. Rural Development works were made provincial subjects from 1935. Various diversified efforts for rural reconstruction were made for the development of extension in India during the Pre- Independence and Post- Independence periods. These extension programs were launched in four stages as indicated below.

Stage I: Pre- Independence Extension

Stage II: Post- Independence Extension (1947–1953)

Stage III: Community Development and National Extension service (1953–1960)

Stage IV: Intensive Agricultural Development (1960 onwards)

Pre- independence extension in India

Between 1903 and 1946, eight important area- specific programs were implemented for rural development while the Grow More Food Campaign was implemented in the entire country to increase food grains production. The description of these programs/projects is given below in brief.

Introduction

Extension is a form of education, and extension services provide information, advice, and education for rural development in many countries. It was used for sharing ideas, beliefs, knowledge, and information with rural people in an informal way. In the mid-nineteenth century, extension services were institutionalized, and public funding was spent for organized extension activity in rural areas.

Extension Education

The word ‘extension’ is derived from two Latin roots, namely ‘ex’ meaning ‘out’ and ‘tensio’ meaning ‘stretching.’ Hence, extension means stretching out Figure 1.1.

Extension does not have a universally recognized definition. According to Webster, education is a process of teaching to develop the knowledge, skills, and character of students. Sociologist Rodney Stark declares that “Education is the cheapest, most rapid and most reliable path to economic advancement under present conditions.” Education is a lifelong process, and it is necessary to transfer experience and knowledge to the next generation for political and socio-economic development.

University extension started at Cambridge University, London University, and Oxford University before the nineteenth century. The success of extension in Britain led to the initiation of extension education in the United States later. In India, university extension was introduced after the establishment of State Agricultural Universities in a similar pattern to Land Grant Colleges in the United States.

Extension as a form of education facilitates the learning or acquisition of knowledge, skills, values, and habits. As an education, it can be informal, formal or non- formal. It can also be categorized as child education, adult education, technical education, health education, social science and humanities, etc.

Formal education: It is an institutionalized, chronologically graded, and well- structured system of education that starts from schooling to higher education. Formal education is usually given in structured classrooms in schools and colleges with a fixed syllabus, course curriculum, and certificates awarded after examination. In formal education, only qualified teachers impart education to the students.

Regardless of the subject or content, having a lesson plan prepares teachers for class by providing detailed guidelines for the session. A lesson plan need not be lengthy or complex; it should simply outline what is being taught, the method of presentation, and the objectives and goals for student achievement.

Why Lesson Plans Are Important

• Preparation and Effectiveness: Preparing lessons in advance is crucial for implementing effective teaching strategies. Without a lesson plan, classes can become unproductive or confusing for both students and teachers. Proper preparation ensures that lessons are structured and focused.

• Classroom Management: Lesson planning is vital for classroom management. Developing a lesson plan based on learning objectives allows for flexibility in teaching methods and classroom management techniques. Different delivery approaches are needed for hybrid or online classes compared to traditional classes, and a well-prepared plan helps maintain focus and effectiveness regardless of the learning environment.

• Student Success: Well-structured lessons significantly benefit students, who are more likely to engage and show interest in the material. Lesson plans, guided by curriculum objectives, help teachers create valuable educational experiences, thereby increasing the likelihood of student success.

Computer-based instructional teaching and learning platforms, commonly known as Learning Management Systems (LMS) or educational technology (EdTech) platforms, are designed to enhance the educational experience by integrating technology into the learning process. These platforms offer a range of tools and features that support both instructors and students in various educational activities. Here are some key platforms and their features:

Key Platforms

Moodle

Moodle (Modular Object-Oriented Dynamic Learning Environment) is a widely used open-source Learning Management System (LMS) designed to provide educators, administrators, and learners with a robust, secure, and integrated system to create personalized learning environments. Here's an in depth look at Moodle, its features, and its use cases:

Key Features of Moodle

1. Course Management

• Customizable Course Creation: Instructors can design courses with f lexible layouts, multimedia content, and varied activities.

• Modular Plugins: Extensive library of plugins for activities, resources, and user management

Role of Digital Technologies in Agricultural Extension

Digital technologies encompass a wide array of electronic tools designed to facilitate information processing, communication, transmission, and presentation. Scholars like Michiels and Van Crowder (2001) describe these technologies as transformative forces that can significantly alter organizational structures and social dynamics. In the agricultural sector, the integration of digital tools offers substantial benefits, from driving agricultural growth to empowering underserved farming communities. This review explores the necessity, benefits, scope, and challenges of digital technologies in agricultural extension, highlighting their potential in advancing sustainable rural development.

Importance of Digital Technologies in Agricultural Extension

Boosting Agricultural Development

Digital tools play a crucial role in advancing agricultural growth by providing timely and critical information, knowledge, and resources to farmers and stakeholders.

Expanding Knowledge Access:

These technologies serve as vast repositories of agricultural knowledge, giving extension workers and farmers access to comprehensive information on best practices, innovations, and market trends.

Enhancing Information Dissemination

Digital tools improve the spread of agricultural information and advisory services, enabling farmers to make informed decisions regarding crop management, pest control, and market opportunities.

The digital revolution has brought profound changes to numerous industries, and agriculture is no exception. Cyber Extension, which leverages Information and Communication Technologies (ICTs), plays a pivotal role in providing extension services and disseminating vital agricultural information to farmers. This discussion will explore the intricacies of Cyber Extension, highlighting its significance, applications, and impact on modern agricultural practices.

Transformation of Extension Services

• Traditional extension services relied on direct interactions between extension agents and farmers. While these face-to-face meetings were effective, they often struggled with challenges such as limited reach, high operational costs, and scalability issues.

• The introduction of ICTs has revolutionized extension services, giving rise to the concept of Cyber Extension.

Core Elements of Cyber Extension

• Digital Platforms: Cyber Extension leverages a variety of digital platforms, including websites, mobile apps, social media, and online forums, to share agricultural knowledge and engage with farmers.

• Remote Sensing and GIS: Advanced technologies like remote sensing and Geographic Information Systems (GIS) provide farmers with real time information on weather conditions, soil moisture levels, crop health, and pest infestations.

• ICT Devices: Devices such as mobile phones and tablets allow farmers to access extension services, receive advisory messages, and join virtual training sessions from any location at any time.

• Mobile Technology: Mobile phones and text messaging services deliver crucial information directly to farmers, including advisory messages, weather alerts, market prices, and other pertinent updates.

• E-Learning: Cyber Extension supports e-learning through modules, webinars, and online courses, educating farmers on best practices, crop management techniques, and market trends.

• Decision Support Systems: Tools and expert systems assist farmers in making informed choices regarding crop selection, irrigation schedules, fertilizer use, and pest management strategies.

Audio-visual aids serve to complement extension and development workers rather than replace them. Not all aids are suitable for every occasion, but there are specific aids that should be carefully chosen and utilized for each particular situation. There is no universal rule for selecting and employing audio-visual aids to ensure effectiveness in all circumstances. To achieve the most effective outcomes, extension workers should:

• Choose the appropriate aids,

• Employ a suitable combination of selected aids,

• Utilize them in the correct sequence.

Audio-visual aids are employed individually or in combination, taking into account the following factors:

1. Size of Audience: Video presentations or whiteboards may not be effective when the audience exceeds 30 participants. Leaflets, bulletins, or handouts are suitable for one reader at a time, while public address systems or internet messages are suitable for large audiences.

2. Nature of Audience: Printed media are suitable for literate individuals, while exhibits, pictures, and symbols are more appropriate for those with lower literacy levels.

3. Teaching Objective / Expected Nature of Change: Audio-visual aids should be selected based on the objective of extension teaching, whether it aims to change:

• Thinking or knowledge,

• Attitude or feeling,

• Actions or skills.

Audio-visual aids refer to devices that enable both visual and auditory sensory inputs, facilitating enhanced learning and retention compared to using these senses separately. As highlighted in the preceding section, the combination of sight and hearing captures 94% of the audience's attention, underscoring the efficacy of audio-visual aids in extension teaching.

Advantages

• Clarity and Conceptual Understanding: Audio-visual aids convey meaning succinctly and clarify ideas effectively.

• Enhancement of Oral Communication: They supplement spoken words by providing visual reinforcement.

• Stimulation of Conceptual Thinking: They provide a tangible basis for conceptual understanding.

• Engagement and Sustained Interest: These aids attract, arouse, and maintain audience interest.

• Enhanced Learning and Retention: They contribute to long-term retention of learning.

• Overcoming Constraints: They overcome limitations of space, time, and distance.

• Continuity of Thought: Motion pictures aid in the development of coherent thought processes.

• Stimulation of Self-Activity: They stimulate audience participation and motivate action.

A primary objective of extension and development workers is to deliver presentations that are engaging, dynamic, and memorable for their audience. This objective can be most effectively achieved through the use of audio visual aids, which enhance the communication of knowledge and the teaching of skills. Extension teaching methods are defined as the tools and techniques that create environments conducive to the exchange of knowledge and skills between extension workers and their audience. Similarly, audio-visual aids play a significant role in enhancing the effectiveness of learning by facilitating the communication of knowledge and the teaching of skills.

People predominantly learn through seeing, hearing, and doing by looking, listening, and acting. Audio-visual aids provide extension workers with unique opportunities to enhance the effectiveness and clarity of the developmental concepts being conveyed. These aids allow learners to engage more fully with the material by seeing and hearing, thus fostering a deeper understanding. The success of extension workers and the progress made by their learners are largely dependent on the workers' ability to effectively communicate ideas. For progress and development to occur, it is essential that extension workers communicate clearly and that their learners comprehend the information. Audio-visual aids are crucial in this communication process, guiding learners through the steps of the teaching-learning process.

In light of this, the current unit discusses the important audio-visual aids that are beneficial in extension teaching, aiming to enhance your understanding of their application and impact.

Understanding Audio-Visual Aids

People's attention is captured by various senses in the following proportions: seeing (87.0%), hearing (7.0%), smell (3.5%), touch (1.5%), and taste (1.0%). Consequently, seeing and hearing are the primary senses involved in attracting attention and enhancing learning.

Mass contact method in extension education involves reaching a large audience or community through various communication channels to disseminate information, raise awareness, and promote behavior change. Unlike individual or group contact methods that involve direct interaction with specific individuals or small groups, mass contact methods are employed to reach a broader audience efficiently. These methods leverage mass media, such as radio, television, newspapers, social media, and public events, to deliver educational messages and engage with the target population.

Objectives

1. Dissemination of Information: To provide accurate and relevant information on agricultural practices, technologies, health, education, and other relevant topics to a wide audience.

2. Awareness Building: To raise awareness about important issues, challenges, and opportunities within the community, encouraging informed decision-making and action.

3. Behavior Change Promotion: To promote positive behavioral changes, such as adopting improved agricultural practices, adopting healthy behaviors, and participating in community development initiatives.

4. Community Mobilization: To mobilize community members to participate in extension programs, community projects, and collective action for social and economic development.

5. Knowledge Sharing: To facilitate the sharing of knowledge, experiences, and best practices among community members, extension agents, and stakeholders.

Group contact method in communication involves engaging with multiple individuals simultaneously to convey information, facilitate discussions, or stimulate collective action. It encompasses various techniques such as group meetings, result demonstrations, method demonstrations, and study tours, among others. The primary aim of group contact methods is to leverage the power of collective engagement to disseminate knowledge, foster collaboration, and promote the adoption of desired behaviors or practices within communities. These methods enable extension workers to reach larger audiences efficiently, promote peer learning, and create supportive environments conducive to positive behavioral change.

Result Demonstration

Result Demonstration involves showcasing the superior outcomes of a new agricultural practice to motivate its adoption within a community. It serves as an effective means of technology transfer, inspiring farmers to experiment with innovations themselves.

Objectives include illustrating the practical advantages of newly recommended practices, motivating community groups to adopt them, bolstering confidence among farmers and extension agents, and fostering innovation leadership.

Techniques

Planning and Preparation • Analyze the local farming context. • Select cooperative farmers with adequate resources and community acceptance. • Choose representative demonstration sites. • Establish a clear schedule of operations.

In Individual Contact Method, the extension agent engages with individuals on a one-on-one basis, ensuring personalized interaction with each person. This method is employed when the target audience is limited in number, geographically proximate to the communicator, and ample time is allocated for effective communication.

Farm and Home Visit

This method entails direct, face-to-face interactions between extension agents and farmers, typically conducted either on the farm or at the farmer's residence. Its objectives include providing firsthand information on agricultural and household matters, assisting farmers in problem-solving, and aiding in their livelihood sustainability.

Techniques

• Planning and Preparation:

• Identify target audience and topics of discussion.

• Gather relevant materials and publications.

• Schedule visits efficiently and provide advance notice to farmers.

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

Communication is the fundamental process of conveying information between two or more individuals or within a group. Communication process involves distinct components: a sender, a recipient, a message, and a medium through which the message is transmitted. Importantly, the exchange of a message frequently carries emotional and cultural connotations. Variations in perception and interpretation among recipients may result in disparities between the intended message of the sender and its actual understanding by the receiver, thereby underscoring the nuanced nature of communication dynamics

Intra-personal Communication

Intra-personal communication involves an individual engaging in self-talk or internal dialogue. This process is an unconscious act inherent to all human beings, wherein individuals contemplate various plans and problems of daily life within their minds. People often discuss matters internally before sharing them with others or documenting them. Intra-personal communication is so ingrained in our everyday lives that it often goes unnoticed, yet it is the fundamental form of communication. All communication originates in the human mind before being expressed in interpersonal, group, or mass communication.

Inter-personal Communication

Inter-personal communication occurs between two individuals, involving one person talking, discussing, or arguing with another. This one-to-one interaction can take many forms, such as casual conversations between friends, information exchange, persuasion, problem-solving, counseling, or simple chatting. This method is widely used in extension work, particularly with poor farmers who are often illiterate and have limited access to other modes of communication. Despite being time-consuming, inter-personal communication allows for meaningful interaction between farmers and extension workers, facilitating mutual understanding and ensuring the accurate transmission of information through feedback.

Communication is not merely the transfer of messages between a sender and a receiver. It involves the construction of meaning influenced by the social environment or domain in which it occurs. In both non-work and work domains, communication often has specific intents and purposes. In the workplace, the role of power significantly influences communication, creating opportunities for message distortion.

Power Dynamics in Workplace Communication

In work settings, power dynamics play a crucial role in shaping communication. This power is typically asymmetrically distributed, often leading to the distortion of messages. To distort a message means to alter its original shape, resulting in linguistic abnormalities or deviations from the proper meaning of a sign. Intentional distortion manipulates the perception of a message, facilitating pre-designed and purposive misrepresentations.

Impact of Distortions on Language

Distortions in communication impact the language used in the workplace. Management, which generally has greater access to communication channels and language use, is more likely to construct messages with intentional purposes. These purposes are usually aligned with organizational goals, primarily profit. In hierarchical work structures, management leverages its power to align communication with its objectives, making communication a tool for achieving instrumental purposes.

Language and Power in Workplace Communication

The language used in workplace communication often reflects the superior subordinate relationship. This dynamic is not limited to work-based relations but extends to non-work areas as well. Those with privileged access to media can achieve dominance over others, constructing meanings that subordinates must accept, even if those meanings are against their interests.

Definition

• If a communication source decodes the message that he encodes, if the message is put back to his system, we have a feedback - Berlo (1960)

• Feedback is defined as the action reaction interdependence in communication.

• The return to the input of a part of the output is the feedback.

• Feedback is the reaction on the part of the receiver to a sender's communication.

Feedback or response of the audience is the ultimate objective of any communication process or function. Response of an audience to message received may be in the form of some kind of physical or mental action. Until the desired action results, extension communication does not achieve its most essential objectives. The response of the audience (whether in the form of action or reaction) can be used by a communicator as a check of his own effectiveness and a guide to his own future action. When a source receives feedback, that is rewarding, he continues to produce the same kind of message. When he gets non-rewarding feedback, he eventually will change his message. Schramn (1955) points out that each person in the communication process is both an encoder and decoder. He receive and transmits. However, a person will decode a message and interpret it in accordance with his own experience.• Feedback means carrying out significant responses of the audience back to the communicator.

Fidelity is said to exist in a communication situation when there is no distortion of the message from the time it leaves the source until it is received. The most effective communication occurs when the message transmitted and the message received are identical i.e., when complete fidelity is there. Some communication theorists believe that complete fidelity can never be achieved that no message is ever received exactly as it was intended by the source. This seems likely, since the source and receiver always have different frames of reference. It is clear, however, that the fidelity of any communication can be vastly improved by several methods.

Methods to Improve Fidelity

a) Use several channels of communication

To say the same thing, thus providing a duplication of information. Multiplying the channels used will make communication redundant. A smile, a node of the head, a firm hand shake or embrace and the greeting "Hi! How are you?" often convey the same meaning – meaning that would be conveyed through a single channel or redundantly through more than one.

b) Control the speed of communication

Information is processed by different individuals at different speeds. The rate varies for each situation and for each of the individuals in various situations. In talking casually to a few friends, we might speak very quickly where as in talking to a large group of strangers, we might want to talk more slowly because of the increased possibility for misunderstanding, the intrusion of noise. Whether we should speed up, slow down, or become more succinct (briefly and clearly explained) has to be a function of the feedback we gain. There is no specific rate that is ideal for all – except that rate at which a high degree of fidelity can be attained. It is the rate at which the amount of noise affecting the communication can be minimized. Sender and receiver should be aware of how communication works and interested in achieving the greatest f idelity possible

The psychological sets that can be barriers to communication can be characterized into several basic categories. These sets can occur in the sender or in the receiver in the communication process. The sender has the ability to recognize these barrier categories when they occur and to transform communication to overcome them. However, the receiver is a different story. If the receiver is interested in communication, he or she can recognize when these barriers arise and can consciously overcome them. On the other hand, when a receiver is passive in the communication process, he or she does not recognize the barriers and the sender can do little to overcome the blockage.

Fact Inference Confusion

The Fact-Inference confusion has three basic components:

• Making an inference for fact

• Failing to recognize

• Acting on the inference as if it were fact

Until the third component occurs, the inference for fact does not really become a barrier to communication. When we act on the inference as if it were a fact is when this barrier becomes a major stumbling block to communication.

Static Viewpoint

Of the barriers to communication, static viewpoint, sometimes called frozen evaluation, is the one that sometimes infects faculty members at colleges and universities. It is a failure to recognize change over time. It may also be a major affliction of our parents who make judgments about your activities based on their experiences as teenagers or young adults without realizing that the mores and standards of society have changed in the intervening twenty or thirty years.

Information and Communication Technologies can play a major role in bridging the agricultural developmental and regional divide in Maharashtra. Computer, internet, multimedia, CDs, TV, radio, mobile phone, WLL, satellite communication (ISRO's Agriculture Satellite), etc., can help to extend and communicate the knowledge and expertise from best experts and scholars to farmers and villagers who are in need of it. Success of ICT application depends upon its use in meeting local needs and demands of village community. ICT has been used by many to communicate knowledge and provide various services useful to the farmers. We give here briefly some initiative in using ICT for various farm and farmer related activities.

ICT Application for Agriculture development – Initiatives & Programs Virtual Academy for Semi-Arid Tropics (VASAT)

The VASAT is an initiative taken by International Crop Research Institute for Semi-Arid tropics (ICRISAT), for sharing knowledge and information in the CGIAR and NARES partners to enhance the capacity of vulnerable rural families, their MAHA-AGRINET and information intermediaries to cope with drought and desertification and practice improved agriculture and animal husbandry in the SAT of the world.

VASAT is at the initial stage of development, and has started developing content building partnership with various MAHA – AGRINET at international, national and regional / state level. It is going to use ICT in all its operations and proposes to develop hub and spokes model of Dr. Swami nation for Tamil Nadu rural areas. Its website contains an e-library, working documents, a research project database, an image library, meteorological data, IARC training material and other resources. VASAT has identified its partners at the national and international levels; and include Indian research institutions and councils, higher education institutions – both formal and open, corporate bodies, state government bodies and project groups, the Commonwealth of Learning, the International Water Management Institute, South Asia regional office and the International Livestock Research Institute in South Asia. This coalition shares information, knowledge and experiences related to climate literacy, drought preparedness, best practice in dry land agriculture and other issues through the network of the institutions. VASAT offers a compilation of training materials and is currently planning to design, develop and test ICT-based information exchange models, a learning objects repository and proposes to link rural communities and their Organizations with international and national centers of excellence and expertise to support local efforts in drought and desertification management.

Organizational communication can be defined as the process of the flow (Transmission and Reception) of goal oriented messages between sources, in a pattern and through a medium or media. And organizational communication is the study of how people communicate within an organizational context, or the influence of, or interaction with organizational structures in communicating / organizing.

An additional elements in organizational communication (not present in interpersonal communication) is the flow pattern of messages. Thus here are 6 elements in organizational communication.

1. The transmitting source

2. The receiving source

3. Source (the target)

4. The transmitted message

5. The goal of the message

6. The medium or media and the flow pattern (which is called network). The transmitting and receiving sources are the people sending and receiving the message.

Interpersonal communication verbally non-verbally symbolic, disclosive, transitional, and multifunctional and that it can be either intentional or unintentional.

Patton and Giffin (1974) suggest that interpersonal communication is really no different from other forms of communication with the exception that it occurs only a face to face setting.

Stewart and Angelo (1975) suggest that communication becomes interpersonal when people are comfortable in sharing rather than prediction or influencing.

The Johari Window Concept of Interpersonal Communication (Luft, 1963-1970)

Interpersonal communication is the means by which we expand our Quadrant I. As Luft suggest, some people may get along fine with other people without in sight or awareness but such lack of awareness inhibits our communication effectiveness and impede our personal growth.

Characteristics of Interpersonal Communication

i. In interpersonal communication, both the generator and attributor of meaning must be present.

ii. In case of interpersonal communication, the face to face interaction between people who are consistently aware of each other.

iii. Each person in interpersonal communication assumes roles as both sender and receiver of message. iv. Interpersonal communication cannot transport without the presence and awareness of parties involved.

Communication professionals often reference the Seven Principles of Communication, which, despite not being standardized, provide valuable insights for the Communication Competency within the Microsoft 365 Maturity Model. These principles can be particularly useful for those outside the communication field when developing communication strategies, conducting maturity assessments, or selecting appropriate technologies.

Principles of Effective Communication

1. Effectiveness: Communication must have a clear and purposeful objective. To achieve this, messages should be concise, consistent in tone and content, and engaging. Short, impactful statements often work better than lengthy prose. Visual aids such as diagrams and images enhance clarity and user experience (UX). Each message should culminate in a logical conclusion and a call to action. Effective communication also requires distinguishing between active and passive approaches, emphasizing important notifications while managing their frequency to avoid overuse. Inclusivity is crucial; approximately 10% of the population experiences dyslexia, and generational preferences for different media types (text, audio, video) must be considered. Alternative communication formats should be used to ensure messages are both effective and inclusive.

2. Comprehensiveness: Messages should be thorough and complete, leaving no ambiguity about the information provided. Recipients should have all necessary details to act promptly without confusion or loss of productivity. When communication cannot be completed in a single message, it should indicate when and how additional information will follow. Providing links to supporting materials is recommended.

3. Clarity: Clarity is essential for ensuring the message's purpose is understood by the receiver as intended by the sender. Messages should avoid causing confusion within the team. The format, goal, and language should be clear, and key points should be highlighted using short sentences, the active voice, and bullet points. Readability tools, spell checkers, and grammar checkers are valuable for verifying written communications before publication. Peer reviews or AI-assisted reviews can further enhance clarity.

4. Attention and Style: Effective communication captures the receiver's attention. Given the diversity in behavior, attention, and emotions, messages may need to be tailored for different roles and grades. Senior staff should exemplify the communicated messages, using appropriate messaging tools and processes. While formal communication is standard for conveying important information, informal communication can sometimes be more effective for gauging reactions and fostering engagement. Both communication styles should align with the organization’s ethos—typically positive, honest, respectful, open, and polite. AI tools can be used to check for the desired sentiment and style before publishing important communications.

5. Coherency: Communication often spans multiple tools and formats over time. It is essential to maintain a logical, well-planned, and consistent approach. Messages should connect with the main topic and reflect the company’s values, principles, and mission. Consistency with organizational policies, plans, and objectives is crucial to avoid conflicting messages.

6. Timeliness and Urgency: Communication should be timely and appropriately impactful, ensuring that messages are understood and actionable. It is important to distinguish between urgent and important information and to convey the timeframe for required actions. Confidence in message delivery timing is essential, and mechanisms for retrieving past communications should be implemented.

7. Importance of Feedback: Feedback is vital to confirm the effectiveness of communication, address questions, and clarify actions. Compliance requirements or monitoring functions may necessitate feedback or read receipts.

Communication is a key to understand things between two people. Today’s communication is entirely different from pre-historic era and has taken many evolution throughout the years. Before alphabets, signs, symbols, letters and telephone evolved, communication was restricted to interpersonal interaction (i.e.) from one person to another in the form of gestures. It is in other terms called non-verbal communication. Today, communicating between two or more people has become too easy that one can communicate with more than 10 members at a time which is in technical means called conferencing.

The growth of internet has paved way for innumerable means of communication. In other words it can be told as, communication is re-defined by technology. Texts, email, tweets, tele and video conferencing have widely saved much time of people and made them recipients of today’s fast moving world.

Communication beyond history

Ancient nomads used to communicate with the help of drawings and paintings. Chauvat Cave in France is one such example which proves that communication through cave painting had taken place 30,000 years ago Before Christ (BC). Throughout the world many such cave painting monuments has been discovered. One in South Sulawesi, Indonesia and Coliboaia Cave in Romania gives an idea about how communication would have prevailed among people those days.

Later came symbols. Historical evidences prove that, symbols were used by people around 10,000 B.C. Through rock carvings pictograms were developed by ancient people to tell a story to their next generations through logographic images. It is said that, culture among human groups have evolved through rock carvings. Later, ancient cultures developed ideograms. Egyptians had their own style of communication called Hieroglyphs. Chinese created their own characters. Lastly, the alphabets re-defined language and communication was developed around 2000 BC.

As the present study draws to a close, it opens up a myriad of possibilities for future research and exploration in the field of the present study. The insights gained and the findings presented in this thesis may provide a foundation for building upon and extending the existing body of knowledge. By identifying key areas that require additional attention and offering suggestions for future studies, this section of the chapter aims to inspire and guide researchers in their pursuit of enhancing our understanding and driving progress in this dynamic and evolving field.

The present study leaves behind the following domains which may be researched out in future:

1) The present research can be replicated with varied geo-spatial situations viz., in different locations and settings, with different respondents, with spatio-temporal expansion and methodological innovation.

Despite the meticulous methodology and extensive analysis employed throughout this research project, it is crucial to acknowledge and address the limitations that arose during the study. By recognizing these limitations, we not only ensure a transparent evaluation of the research process but also shed light on potential areas for future investigations to refine and expand upon the findings.

In this section of the chapter, the limitations encountered in this thesis are highlighted as follows:

7.1 Summary

Climate change is a complex global phenomenon that poses significant challenges for agriculture including uncertainty about future weather patterns, soil conditions, and other environmental factors. Farmers are facing the difficult task of interpreting and responding to these changes in order to maintain their livelihoods and ensure food security for growing populations. In this context, mental modelling has emerged as a useful approach for understanding how farmers interpret and respond to climate change. Mental models are cognitive representations of how individuals understand and make decisions about complex systems, and can be used to identify key drivers of behaviour and decision-making.

The present study has explored the social, ecological, and economic factors that influence farmers’ mental models on perception of climate change, level of uncertainty and trend of agricultural change in the selected study area. It argues that farmers’ mental models are shaped by a range of factors, including their own experiences and observations, social networks and interactions, access to information and resources, and broader economic and political contexts. The present study has also highlighted the role of uncertainty in shaping farmers’ mental models and decision-making. Uncertainty about the future impacts of climate change can create significant challenges for farmers, as they must make decisions based on incomplete information and uncertain predictions.

The current research work was carried out in the new alluvial zone which is one of the agro-ecological regions in the state of West Bengal. To conduct the study, three villages located in the Haringhata block of Nadia district were chosen randomly. A total of 90 farmers were selected with 30 respondents each from the villages of Kastadanga, JalkarBhomra and Subuddipur. Initially a list of contact farmers was collected from the Kastadanga SKUS and few contact farmers were selected randomly from the list. Afterwards Snowball sampling method was followed to select respondents.

This chapter focuses on presenting empirical findings from data analysis to provide sufficient interpretation so to draw reliable conclusions. To enhance and complement the textual contents of the study, tables and models are frequently utilized. Additionally, the discussion serves to contextualize the study’s findings and establish connections with the research work.

The pattern of distribution of the variable, Education (x2 ) depicts that the maximum education of the respondents is 5 and the minimum is 2. The mean value of education of the respondents is 4.09 with standard deviation of 0.82. The Coefficient of Variation is 19.96 per cent which indicates the distribution of variable is highly consistent.

the maximum functional education of the respondents is 15 and the minimum is 2. The mean value of functional education of the respondents is 8.27 with standard deviation of 3.39. The distribution of the variable is fairly consistent with a CV value of 41.06 per cent.

The pattern of distribution of the variable, Size of family (x4 ) depicts that the maximum size of family of the respondents is 9 and the minimum is 3. The mean value of size of family of the respondents is 5.62 with standard deviation of 1.48. The Coefficient of Variation is 26.34 per cent which indicates the distribution of variable is fairly consistent.

The pattern of distribution of the variable, Cultivated Land Holding per capita (x5 ) depicts that the maximum cultivated land holding of the respondents is 1.92 and the minimum is 0.25. The mean value of cultivated land holding of the respondents is 0.77 with standard deviation of 0.30. The distribution of the variable is fairly consistent with a CV value of 38.83 per cent.

the maximum no. of land fragment of the respondents is 2 and the minimum is 1. The mean value of no. of land fragment of the respondents is 1.24 with standard deviation of 0.43. The Coefficient of Variation is 34.73 per cent which indicates the distribution of variable is fairly consistent.

The pattern of distribution of the variable, Avg. size of land fragment (x7 ) depicts that the maximum avg. size of land fragment of the respondents is 1.25 and the minimum is 0.25. The mean value of avg. size of land fragment of the respondents is 0.64 with standard deviation of 0.19. The distribution of the variable is fairly consistent with a CV value of 30.18 per cent.

The research methodology constitutes a comprehensive and well-structured plan of action for conducting the investigation and serves as a blueprint for the research process. Its purpose is to gain an understanding of the underlying concepts, methods, and techniques employed to define the study, gather relevant information, analyse data, and interpret the findings, thereby revealing concrete evidence and formulating theories.

In this chapter, an in-depth exploration of the research methodology is undertaken 
to comprehend the concepts, methods, and techniques employed for designing the 
study, gathering data, conducting data analysis, and interpreting the results. To 
facilitate clarity and ease of comprehension, the chapter has been divided into the 
following sub-headings:
 1. Research Design
 2. Locale of research
 3. Pilot study
 4. Sampling Design
 5. Variables and their Empirical measurement
 6. Methods of Data collection
 7. Preparation of Interview Schedule
 8. Item analysis and Expert’s rating for devising scoring technique for variables
 9. Pre-testing of Interview Schedule
 10. Data Processing and Analysis for FCM
 11. Statistical Tools used for Data Analysis
 12. Software used for Data Analysis 5.1. Research Design
A research design provides a structured approach for researchers to answer their research questions in an unbiased, precise, and cost-effective way. It establishes 
a framework for testing relationships between variables and ensures that the 
research is going on right direction. There are various types of research designs available, and the current study uses the descriptive and diagnostic research design. 
Descriptive research design is used to collect accurate and relevant information 
about the current state of a phenomenon, and to draw valid and generalized 
conclusions wherever possible. 

The research setting provides specific details about the location where a study is conducted. This study area typically encompasses a particular geographical region, such as a state, district, block, or gram panchayat, chosen according to the research requirements. The researcher must have a thorough understanding of the locality, including its communication methods, in order to effectively access all parts of the region for data collection.

In social science research, a clear comprehension of the characteristics, attitudes, and behaviours of the individuals within the study area is essential. Without this understanding, accurately conceptualizing, perceiving, and interpreting data becomes challenging. To obtain a comprehensive understanding of the implications and behavioural intricacies of the local people representing a broader community in the referenced study area, researchers must have a solid grasp of these factors. Therefore, this chapter critically analyses the socio-demographic background of the residents in a rural setting.

The term “research setting” denotes the context in which research inputs and elements are absorbed, interacted with, and mutually contribute to the system’s overall performance.

The research setting is crucial because it shapes and influences the interactions of various factors and components. Therefore, conducting a study on how farmers perceive persuasive issues and other topics requires a local context that takes into account the unique natural environment, demographics, crop ecology, institutional framework, and socio-cultural factors. For example, when writing a paper about the social behaviour of chimpanzees, it is important to include details about the research setting. This may include information such as where the chimpanzees were studied (in the wild or in captivity), the number of chimpanzees that were observed, whether they were part of the same social group, the geographic location, the time of the study, the season/weather conditions, the availability of resources such as food, water, and shelter, and any environmental factors that were present. There are two types of research settings: macro and micro. The macro research setting encompasses the entire state, while the micro research setting focuses on specific districts, blocks, or village peripheries. The aim of this approach is to understand the study environment from broader perspectives using the state as a reference frame and the district and block profiles as units of in-depth analysis.

The Review of literature is a systematic, explicit and reproducible method of identifying, evaluating and synthesizing the existing body of a completed and a recorded work produced by researchers, scholars and practitioners. The Review of literature is also a resource paper which includes the current knowledge including substantive findings as well as the theoretical and the methodological contributions to a particular topic. These are available mostly in academic and scholastic journals.

Review of literature provide the basics for research in nearly every academic f ield. This chapter is an extensive survey of all past studies relevant to the field of investigation which gives knowledge of what others have found out in the related field of study. In any scientific investigation or research, a comprehensive presentation of the review of literature is a statutory requirement.

The aim of review of literature is to highlight what has been done so far in the field of interest and how our findings are related to earlier research.

Its main functions are to develop a better understanding of the problem to be investigated, delineate a new area of study and avoid unnecessary duplication, decide on the tools and techniques to be adopted including developing some new ones and also to relate the present study with the previous ones by finding out the areas of agreement and disagreement.

The review of literature may

(a) Indicate the following by providing referential inputs – Approaches, Methods, Variables used, Statistical procedure, Expected results.

(b) Provide theoretical background to the study.

(c) Help to justify how the findings are related to the body of knowledge in the f ield of research.

(d) Establish a link between what we have proposed to study and what has already been found. It helps us to refine the research methodology.

In the context of a thesis, theoretical orientation refers to the conceptual or theoretical framework or perspective that informs and shapes the overall approach and analysis of the research (Natalie, 2022). It involves selecting and adopting a specific set of theories, concepts, or models that provide a foundation for understanding and interpreting the research topic. The theoretical orientation helps to guide the methodology, and provide a coherent framework for organizing and analysing the data.

Theoretical orientation in a thesis serves several purposes. It helps to establish a theoretical basis for the study, providing a context for the research and connecting it to existing knowledge and theories in the field. It also helps to guide the selection of appropriate research methods and data analysis techniques. The theoretical orientation shapes the overall structure and content of the thesis, ensuring that the study is grounded in relevant theories and concepts and contributes to the existing body of knowledge. By adopting a specific theoretical orientation, the researcher can provide a clear and systematic framework for understanding and interpreting the findings of the study. This orientation also helps to establish credibility and validity for the research, as it demonstrates the researcher’s awareness of and engagement with the existing theoretical perspectives in the field.

This chapter addresses crucial terminology and concepts essential for effectively communicating the ideas of the current study. It lays the groundwork for empirical investigation and aids in the selection of predictor variables. Additionally, this section involves a scholarly and theoretical exercise that influences the operational definition and content of the research. It combines conceptual inputs, axiomatic inputs, logical discussions, and the pursuit of knowledge to construct a theory that aligns with the research objectives and designs.