Communication Skills and Personality

Development

Ag. Extn. 5.4

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 Contents

Sl. Name of the Exercise Page Date Signature

No. No.

1 Acquaint with University Extension System

2 Organizing the Group Discussion

3- 4 Handling and use of audio-visual

equipment’s
5-7 Preparation and use of audio-visual aids

8-9 Preparation of extension literatures(News

and Success stories)
10 Skill exercise on preparing of power point
for effective presentation
11 Exposure visit to mass media station

12 Script writing for electronic media

13 Skills for facing an interview

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 Practical: 1 Acquaint with University Extension System
State Agricultural Universities
The State Agricultural Universities (SAUs) are important arms for promoting extension
activities in the States. While their main mandate is formal degree programmes in major
agricultural disciplines, they provide extension and training support through the directorate
of extension education. The information flow is mainly from the universities to the KVKs
which are responsible for training farmers. The information flow is largely linear, with little
scope for feedback from farmers. Another criticism is that the information flow largely
reflects centralized agendas rather than catering to local needs, with the major focus being on
transfer of technology.

Vice-chancellor

Directorate of Extension Education

Agricultural Technology Other Extension Centres

Krishi Vigyan Kendra Sardar Smruti Kendra
Information Centre (T & V, TWTC, School
of Baking etc.)

Scientists Assistant Extension

(Six Discipline) In charge
Educationist

Fig. 1. University Extension System

Why to teach extension subject to B.Sc. agricultural students?
1. Students can learn the democratic methods to educate farmers.
2. Communication abilities of students can be improved through extension teaching methods
3. Students can learn how to communicate with farmers properly and in an effective way for
improving the adoption of innovations.
4. Students can helps in studying and solving the rural problems.

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5. Students can learn how to increase the standard of living of farmers
6. Development of youth through extension workers.
7. Students can learn to identify the leadership qualities and motivate the leaders for the
development of village.
Extension through research
Along with the teaching, SAUs important working wing is research and extension. Under
the extension wing SAUs works on the following activities.
1. Promotion of newer varieties and technologies to increase the agricultural production and
productivity
2. Increasing efficiency in marketing, distribution and utilization of agricultural inputs and
outputs
3. To encourage the farmers to adopt the newly refined location based technologies. It helps to
increase farmer’s efficiency.
4. Conservation, development and use of natural resources for the better output.
5. Proper farm and home management to manage the natural resources.

The Directorate of Extension Education

The Directorate of Extension Education (DOEE) is the nodal agency of SAUs for
promoting agricultural development in the state through quick transfer of technology by
providing training, consultancy and farm information to line departments’ professional extension
personnel and farmers. The three principal, functional areas of the DOEE are training,
consultancy and communication. The directorate has a team of multi-disciplinary scientists who
work in participatory mode in close coordination with the Department of Agriculture, Animal
Husbandry, Horticulture, Forestry, Cooperatives, Panchayat samities and other agencies engaged
in the betterment of rural people.

Mandates of the Directorate of Extension Education

1) To formulate and impart in-service training to different categories of officers and
functionaries from line departments of state and non- government organizations.
2) To conduct short and long-term vocational trainings for farmers, farm women, youth and
school dropouts.
3) To assess and refine the latest agricultural technology through front-line demonstrations for
their wider adoption.
4) To provide farm information services through various extension activities, including
literature, for the quick dissemination of technology.
5) Through the DOEE, the university extension service maintains live and intimate links with the
research departments’ on one hand and with the field-level functionaries of different state
departments, development agencies and farmers on the other hand.
The Directorate of Extension Education (DOEE) conducts its extension activities through
its headquarters, KVKs, SSK, ATIC, etc. The directorate disseminates the latest technological

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innovations through farm advisory, training, information and communication services by
involving scientists from different departments of the university and research institutions. It aims
to serve as a link between research, extension and farmers and provide critical feedback for
university research as well as to the main extension system. A well-defined mechanism is
followed involving the Directorate of Research, the line departments and extension education
units while formulating technical programs for different units of the DOEE.
As per mandate, a Scientific Advisory Committee is constituted at each KVK for
assessing, reviewing and guiding their programs and progress. The members of this committee
comprise a cross-section of scientific and farming communities representatives of both
government and non-government organizations who are directly or indirectly involved in the
process of agricultural training, production and development. The ATIC is a constituent unit of
the directorate which serves as a single window delivery system to help farmers and other stake
holders by providing solutions to location-specific problems and making all technological
information, along with technology inputs available. The organizational set up and extension
mechanism of the DOEE is presented in following figure.

Fig: 2. Typical Organizational Set-Up of the Directorate of Extension Education at the

State Agricultural University Level.

Transfer of technology through Information Communication Technology (ICT)

ICT has a major role to play in all facets of Indian agriculture. The extensive use of ICT and
its infrastructure would therefore be a critical component of the strategy to revitalize the national
extension system. The directorate usually arranges radio talk discussion by university experts on

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All India Radio. The scientists from headquarters, KVK also deliver radio and TV talks regularly
for the benefit of the farming community. Integrated use of both the conventional as well as
upcoming electronic media like Intra and Internet, information kiosks, cable TV, mobile
telephones, vernacular press and other print media is the way forward by pooling and effective
use of ICTs. The radio and Doordarshan cover special activities carried out by the university
such as kisanmela, agricultural workshops, training, field days, kisangoshti, etc.
The usual mechanism of technology dissemination is from research to extension; and
extension, in turn, passes on the messages to the end-users (research-extension-farmers).
How the DOEE utilizes ICTs in transfer of technology
1. Mass media is not usually considered in technology transfer programs. It acts in interface
between DOEE and farmers. The DOEE uses ICTs in dissemination process where the
research-extension linkage is weak between the farmers and the researcher.
2. The technology transfer process, being primarily dependent on the physical presence of the
extension worker, is limited in scale and is often slow. The involvement of mass media in
technology transfer can seemingly help overcome these constraints.
3. Print media such as newspapers, magazines, leaflets, booklets, posters and handbills are
widely used in technology transfer by the DOEE.
4. Agricultural technology supplements are published along with daily or weekly newspapers by
most of the SAUs or the DOEE. Agricultural periodicals/magazines or technical bulletins are
often published and used for disseminating agricultural technology information among
farmers by most of these institutions.
Activities under DOEE
1. Organizing farmers’ fairs and field days
The directorate is engaged in refining and disseminating agricultural knowledge to farming
communities through a network of KVKs in various agro-climatic zones. The directorate
organizes farmers’ fairs and field days for the active participation of farmers and farm women.
These activities give farmers and the public the opportunity to witness the latest, proven
technologies. Exhibitions on the latest technologies are organized for face-to-face interactions
between farmers and scientists. The sale of the latest varieties of plants and vegetable saplings
creates a large amount of publicity. On-the-spot technical solutions are demonstrated at visits of
experimental sites.
2. Capacity building of extension staff and farmers
Human resource development is an important mandatory activity of the university’s extension
education system. The DOEE is organizing various national-level, state-level and in-house
personnel trainings, model training courses, faculty development courses, winter and summer
schools, etc. The directorate is also organizing vocational trainings for economic empowerment
and livelihood security for farm families. Short-term trainings for farmers, farm women and rural
youth on new production technologies are organized regularly at the directorate.
3. Training Courses:

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 The DOEE organizes national-level training programs, workshops and seminars for
promoting the professional competency of the officials and extension personnel working in
different line departments of government. Major training areas include oilseeds and pulses,
cropping system approach, seed production technology, post-harvest technology, integrated pest
management, arid horticulture, micro-irrigation systems, etc.
4. State-Level Training Courses: The directorate organizes short-term training courses for
subject matter specialists of line departments on subjects like integrated pest management,
organic farming, vermi-compost, women in agriculture, aromatic and medicinal plants, etc. In
these courses, the officials are exposed to emerging problems and their possible solutions as
well as recent technological advances. Winter/Summer Schools: To update scientists of SAUs
on recent advances in science and technology, the ICAR-sponsored winter/summer schools
are being organized by the DOEE. Courses on communication technologies and extension
methodology; innovative breeding methodology for sustainable, higher production in coarse
cereals; and advanced media communications, extension techniques and vocational
entrepreneurship forsustainable livelihood by agriculture practitioners are being organized.
5. Faculty Development Training under Technical Backstopping: Scientists of the DOEE are
provided trainings with the purpose of updating skills required for work effectiveness and
efficiency. In recent years, scientists have been trained in the areas of on-farm testing, post-
harvest management, tally accounting, impact studies, etc.
6. Agri-Clinics and Agri-Business Training: The DOEE is one of the recognized centers for
agri-clinics and agri-business trainings in the country. These trainings are sponsored by the
Ministry of Agriculture and Cooperation, (Government of India, New Delhi). With these
trainings, the DOEE is providing 60-day training those not yet employed in the agriculture
sector. The purpose of such training is to teach entrepreneurial and managerial skills to
agricultural graduates so as to enable them to establish their own enterprises and provide jobs
to others as well. Major areas where participants established their own business are bio-
fertilizers and bio-pesticide production, rural storage structures (“godown”), agricultural input
marketing, custom hiring, fruit and ornamental plant nurseries, agri-clinics, retail shops, etc.
7. Training Programs for Farmers and Farm Women: The directorate is organizing inter-
state and state-level short-term courses for practicing farmers and farm women on crop
production, horticulture, plant protection, animal production, home science and other related
disciplines. These training programs are sponsored by line departments of agriculture,
horticulture, soil water conservation and NGOs. These trainings not only provide the
participants practical exposure but also give an opportunity for participants to raise their
incomes by adopting new technologies. These trainings are organized on the principles of
"Learning by Doing" and “Seeing is Believing.”

Centres under DOEE :

1) Krishi Vigyan Kendras
Krishi Vigyan Kendras (KVK) are the field research units of the national agricultural research
system (the Indian Council for Agricultural Research-ICAR) and are meant to test new seed
varieties, agronomic practices, machinery etc. in field conditions across different agro-climatic

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zones before these are cleared for adoption by farmers. The KVK initiative was launched in 1974
and has grown into 717 centers by the end of September, 2019, ensuring at least one KVK in
each district of the country. Besides research, these institutions also conduct farmer outreach
programmes through on farm demonstration plots, training etc.
KVKs play a vital role through mandatory works on
1. On farm testing.
2. Frontline demonstrations.
3. Need based training programmes for the benefit of farmers and farm women, rural youths and
extension personnel.
4. Creating awareness through extension programmes.
5. Production of Critical and quality inputs.
6. Agricultural Knowledge and Resource Centers.
2) Sardar Smruti Kendra
Way back in 1975, Gujart Agricultural University setup this institution in memory of Sardar
Vallabhbhai Patel who dared the Indian farmers to dream of being a part of the county’s
prosperity. Considering the objectives of this institution, it is named as SARDAR SMRUTI
KENDRA.The Motto of SSK is To empower the rural communities, particularly the under
privileged farmers and farm women to have control over their own livelihood and manage their
occupation to create better economic condition.The objectives are:
 Promoting of Agriculture Sciences and practices.

 Diffusion of technical know-how to help the farmers to adopt the innovations.

 Development in activities relating to production of Agriculture and its allied fields.

 Improvement of Agro-Economic status of rural people.

 Established a direct contact of farmers and farmwomen with the agricultural scientists.

 Impart the knowledge of the means of value adoption to their agricultural products.

3) Agricultural Technology Information Centre

ATIC is the ICARs project functioning from the year 1998. This centre was sanctioned
to ICAR institutes and State Agricultural Universities. In the country there are 44 ATIC centres
functioning at present. The ATIC is a “single window” support system. The main objective of
the ATIC is to link the various levels of intermediates in technology dissemination process. It
links farmers and other stake holders such as Farmer-Entrepreneurs, Extension workers,
Development agencies, Non-Government Agencies (NGOs) and private sector organizations to
provide solutions to their location - specific problems in agriculture. It helps to make available
all the technological information along with technology inputs and products for testing and use
by them.
Objectives:

1. To empower farmers through direct access for information & knowledge.

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 2. To create strong linkage between different research divisions/ units and users of
technology.
3. To develop, published and supply latest technology by developing publication for the
farmers, through folders, CD’s, Video films etc.
4. To help farmers in problem solving and decision making.
5. Supply of Seeds, Planting materials, Bio- fertilizers, Bio-pesticides, Earth worms and
Vermicompost etc.
6. To provide various analytical services of plants, soil and water for the nutrient contents
etc.
7. To popularise the new technologies developed by the University and allied institutes in
the Agricultural sciences.
8. To facilitate a dynamic feed forward and feedback mechanism

4) Training & Visit Scheme: The Training and Visit Scheme was introduced in Gujarat in
1978-79. Under this scheme, Bimonthly workshops, pre seasonal training and Zonal Research
Extension Action Committee (ZREAC) meetings are conducted by involving line departments
personnel and scientists of SAU.
5) Extension Education Institute: The Extension Education Institute (EEI), is one of the
premier institutes for training of extension personnel in India. The main mandate of EEI, is to
train middle level extension functionaries of various line departments to improve upon their
job performance wherever they are working in different capacities.
6) Tribal Farm Women Training Centre:The Tribal Women Training Centre was established
at KVK, Dediapada in the year of 2012-13 with objective over all development of tribal farm
women through training on Agriculture, Horticulture, Animal- Husbandry, Poultry etc.
7) School of Baking: It imparts training in modern techniques of baking technology. It provides
opportunity to impart knowledge and improve skill of trainee for preparing different bakery
products through theory and practical classes. It covers the knowledge regarding quality of
raw material, improved process for the preparation of products and scientific principles
involved in it, economics of food preparation, handling of various equipment and machinery,
establishment and management of bakery unit etc. Duration of the course is 20 weeks.
Activities:
1. Draw the flow chart of the university extension system under Directorate of extension
education
2. Draw the flow chart of the organizational set up of SAU

Practical -2 Organizing the Group Discussion

A group discussion refers to exchange of ideas and thoughts by two or more people on a
selected topic. The purpose of discussion may be related to clarification of ideas or help in

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understanding and application of ideas to practical situation. Sometimes the purpose of the group
is to arrive at a consensus about a debatable subject.
The lecture method may be made more participative, if at the end the audience are
allowed to discuss the topic in presence of the speaker and elicit the latter’s comments and
clarification on the points raised. This shall lead to a better understanding of the topic, as the
participants are more actively involved, have the opportunity to express their views and get their
doubts clarified. Learning is reinforced through the interaction of the audience with the speaker.
Limitations of traditional group discussion are that group members may pursue an idea to the
exclusion of other alternatives and pressures to confirm can discourage the expression of deviant
opinions.
Discussion usually occurs in a face-to-face or co-acting situation, with the exchange
being spoken. And when more than two people are involved, it usually occurs under the direction
of a leader/chairman.
Purposes of group discussion:
1. To solve a problem (decision-making)
2. To exchange information (improve understanding)
3. To plan a programme of action
4. To elect or select a person for a position etc
5. To hear and discuss a report
6. To motivate individuals
7. To form or change attitudes of individuals
8. To train individuals
9. To release tensions

Procedure of group discussion:

1. Understand and adopt the proper technique. The technique of a problem solving group
discussion consists of the following six steps based on the "reflective thinking" pattern.
a) Recognition of the problem as such by the group.
b) Definition of the problem, its situation and diagnosis.
c) Listing of as many solutions as possible.
d) Critical thinking and testing of these hypotheses to find the most appropriate and
feasible solution or solutions.
e) Acceptance or rejection of the solution or solutions by the group.
f) Lastly, considering how to put the accepted solution into practice.
2. See that one of the group members take up the role of the discussion leader (or chairman).
Extension worker should avoid this role as far as possible, because in such a case, a situation
is likely to develop where the group listens and the chairman does all the talking.
3. The size of group should never exceed 30 persons.
4. The chairman/leader of group should play the following roles.
A group of two or three generally doesn’t need a chairman/leader to have a good
discussion, but once the number reaches five or six, a leader or facilitator can often be
helpful. When the group numbers eight or more, a leader or facilitator, whether formal or
informal, is almost always helpful in ensuring an effective discussion.

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 The role of the chairman/leader:
a) Make physical arrangement for the meeting, so that all members feel comfortable.
Seating arrangement should be such that everyone can see the faces of all other members.
Circular seating is preferable. (Square, rectangle, U or V shape also used sometimes.)
b) Introduce members, if they are new to one another.
c) Announce the topic and purpose of discussion.
d) Follow a plan.
e) Hear all the contributions made, and from time to time give short summary of the
discussion up to that particular moment, especially when the group moves from one step
to another (of the reflective thinking pattern).
f) Build a permissive climate.
g) Keep the group moving at the rate at which their thinking progresses.
h) Give or get clarification of vague statement.
i) Promote evaluation of all generalizations.
j) Protect minority opinion.
k) Try to get balanced participation.
l) Promote group cohesion.
m) Remain personally neutral.
n) Give a final summary of discussion.
Some Don'ts for chairman /leader:
a) Never ask questions that suggest answers or can be answered with yes or No. (Put only
thought-provoking questions)
b) Don't favor one view against another when there is a conflict or difference of opinion
among members.
c) Never become emotional about the discussion.
d) Don't become impatient with the group.
e) Don't dominate the discussion or answer all the questions raised by the members.
5. The members of group should play the following roles.

The roles of members:

a) Talk one at a time. No private conversation with neighbours. No speech making.
b) Supply as much pertinent information as possible.
c) Contribute one point at a time.
d) Answer questions directly, specifically and briefly.
e) Test all thinking by critical analysis.
f) Listen attentively.
g) Stay on the subject.
h) Exhibit willingness to change his opinion when change is justified (i.e., open minded). A
person may hold opinions, but opinions should not hold a person.
i) Support the needed leadership.
j) Promote group harmony even while criticizing or disagreeing.
6. Invite expert i.e., extension worker or specialist whenever needed.

The role of the expert (Extension worker or specialist):

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 There may be occasions when a group confronted with a problem does not have
sufficient information to enable them to discuss intelligently. In such cases, group requires help
of expert/s. The role of the expert is not to dominate the meeting, nor to suggest his own
solution. He should only supply information, the group does not have; furnish technical
information, present ways other groups have met similar situations, and present the immediate
problem in its larger setting, with implications for integrating the solution of the problem with
other group policies and action programmes.
Advantages of group discussion method:
1. It is a democratic method, giving equal opportunity to every participant to put his/her
views.
2. Active participation of every member of group can be secure.
3. It appeals to the practical type of individuals.
4. It creates a high degree of interest.
5. The strength of group discussion lies in the fact that the participants approach the
problem with an open mind and evolve the judgement in a spirit of enquiry.
6. It is a co-operative effort and not combative or persuasive in nature.
7. Combined and co-operative thinking (Pooling of wisdom) of several persons is likely to
be superior to that of isolated individuals.
8. Develops group morale. Decision is taken collectively in group hence, group action is
encouraged for implementation of the decision.
9. It is a scientific method employing the reflective thinking pattern.
10. Participants need not be good speakers or debaters.
11. Continued experience with such group discussions improves one's capacity for critical
arid analytical thinking
Limitations of group discussion method:
1. actions in villages may hinder the successful use of this method.
2. The ideal discussants with self-discipline (open mind and suspended judgement) are
difficult to find. It also is difficult to find an ideal chairman or leader for group
discussion.
3. It is not suitable for dealing with topics to which discussants are new.
4. In large groups especially, and even in small groups to some extent, it is difficult to
achieve group homogeneity or cohesion.
5. The size of the group has to be limited, because the success of the method is perhaps
inversely proportional to the size of group.
6. It is not suitable for taking decisions in times of crisis or emergency, as it is a slow
process.
7. Due to its informal conversational style, the scope for orderly or coherent arrangement of
ideas is limited.
8. Effective group discussion demands time and organizational skill.
9. Improper group discussion may end up in unnecessary arguments and heart aches.
10. Care should be taken to ensure the participation of ‘shy members’ and to prevent the
domination by a few.
Activity: Teacher has to conduct a group discussion on different topics related to agriculture

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 Practical -3 & 4 Handling and use of audio-visual equipment’s

1. Handling and use of Digital Camera

What is a Camera?
A camera is a hardware device that takes photographs and consists of a lightproof box
with photosensitive film or plate within the box. When a picture is taken, the camera's shutter
opens and closes, exposing the photosensitive film with light recording the image onto the film.
Types of Digital Cameras:
1. Compact Digital Cameras: Digital compact cameras, which are also known as Point and
Shoot cameras, vary in features, price, and styles. Their smaller size and ease of use is the
main appeal of these types of digital cameras. Most basic compact cameras will fit in a pocket
or small purse. All of the current compact cameras have a minimum three time (3X) zoom
lens and at least 12 megapixels. With that many megapixels, great looking, quality images can
be enlarged to 16 X 20 inch print size. Today's digital compact cameras are equipped with a
fully automatic mode which is great for beginners or those who just want to "point and shoot"
when taking pictures. Manual adjustments to camera settings like the shutter speed or lens
aperture setting can't be done on a basic digital compact camera. Those functions are set
automatically when you take the picture. So once again, compact cameras are made for ease
of use rather than giving the photographer full control over every camera setting.
2. Bridge Compact Digital Cameras/Super Zoom Cameras: Super zoom cameras combine
the flexibility of a wide focal range with a small format body. Bridge cameras, also known as
Advanced Compact cameras are a step up from the Basic Compact camera. The main
difference between Bridge cameras and Basic Compact cameras is that they allow the
photographer to have more control over the camera's exposure settings. Bridge cameras will
have semi-automatic, Aperture Priority, Shutter priority, and Program modes. Most will also
have a Manual mode that will allow the photographer to have full control over the camera
exposure settings. Many Bridge cameras also have lenses with a much longer zoom range
than other cameras. The lens on a Bridge camera is "fixed" and cannot be removed or
replaced with a different one in the same manner that you can change the lens on a Digital Slr
camera. Also, most Bridge cameras will have a smaller image sensor and a smaller lens than
the ones found on a Digital Slr camera. Most bridge cameras are larger than basic point and
shoot cameras but are smaller than Digital SLR cameras. Bridge cameras are great for
photographers who want more control over the camera exposure settings and in some cases
perhaps a longer zoom range.
3. Compact System Cameras/ Mirrorless Interchangeable Lens Cameras: These types of
digital cameras are very similar to Digital Slr cameras. Mirror less Interchangeable Lens
cameras allow the photographer to use the camera in full manual, automatic, or semi-
automatic modes the same way Digital Slr cameras can be operated. Their camera body size is
closer to the size of compact cameras. The reason the body size is so much smaller is because
they do not have optical viewfinders like the Digital Slr cameras. They are equipped with an
LCD screen and/or Electronic Viewfinder for previewing the scene that is about to be
photographed. Mirrorless cameras also have larger image sensors than compact cameras
which will result in image quality similar to that of the some of the Digital Slr cameras.

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4. Digital Slr Cameras: (Digital Single Lens Reflex Cameras or DSLR cameras): Digital
SLR cameras are the most versatile and advanced type cameras available on the consumer
market. Digital Slr camera have the option of taking pictures in the full manual mode,
Aperture Priority, Shutter Priority, or program modes. In DSLR camera you have more
control over the way the picture will be taken as far as exposure settings. Another important
feature of Digital Slr cameras is that you can change the camera lens to fit different situations.
The lenses for Digital Slr cameras will generally be of a better quality than those found on
compact cameras which will result in better image quality. A major difference between basic
compact cameras and Digital Slr cameras is that Digital Slr cameras use a mirror and
pentaprism system to reflect the light coming through the lens directly to the eye level
viewfinder. When the shutter release button is pressed the mirror flips up so that the light can
reach the image sensor. The mirror system found in Digital SLR cameras is a major reason for
its larger size. It also contributes to the higher price of the camera.
Digital Camera and its Support Systems
1. Understanding camera menu and basic button and settings:
Basic parts of camera:
A digital camera contains hundreds of parts but it is important to understand the most essential
parts of the camera that you will have to deal with as you explore its features.

Fig: 3. Digital camera and its parts

1. Body - Made of high grade plastic or metal, this holds all the other parts together as well as
provide protection to the delicate internal parts of the camera.
2. Lens - A camera lens (also known as photographic lens or photographic objective) is an
optical lens or assembly of lenses used in conjunction with a camera body and mechanism to
make images of objects either on photographic film or on other media capable of storing an
image chemically or electronically. A proper term for this part should be lens assembly; this
consists of several layers of lenses of varying properties providing zoom, focusing, and
distortion correction. These lenses are mechanically interconnected and adjustment is
controlled either manually or electronically through the camera's body.
a. telephoto lens: means distant or far-off or away, tele- prefixed words are related to
transmitting/receiving things from a farther distance or in simple words if you want to take
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 photographs of birds, wild animals, or a cricketer/baseball player, or moon surface without
going near to any of them, you need a telephoto lens, usually they have a larger focal length
value around 200-800 mm.
b. Wide-angle lens: wide-angle lens refers to a lens whose focal length is substantially smaller
than the focal length of a normal lens. This type of lens allows more of the scene to be
included in the photograph, which is useful in architectural, interior and landscape
photography where the photographer may not be able to move farther from the scene to
photograph it.
3. Shutter Release Button - This is the "trigger" of the camera. In most cameras, a half-press
activates and locks the auto-focus, and a full press initiates the image capturing process.
4. Mode Dial - Contains several symbols (slightly different on various camera models), this
dial allows you to select a shooting mode, automatic or manual or a choice between one of
the predefined settings.
5. Viewfinder - A small viewing window that shows the image that the camera's imaging
sensor sees. This can either be an optical view finder, which shows the actual image in front
of the camera through a peep hole or through mirrors, or an electronic view finder which is
simply a small LCD display.
6. Aperture Ring - Found around the old manual lens of SLR camera this is used to select an
aperture opening. In modern lenses, the aperture is controlled electronically through the
body.
7. Focusing Ring - This can also be found around the lens of a DSLR camera. This is turned to
manually focus the lens.
8. LCD Display - In some compact cameras this acts as the viewfinder. This is a small screen
(usually 1.8" diagonally or bigger) at the back of the camera which can be used for framing
or for reviewing the recorded pictures.
9. Flash - Built-in on the body of most compact and some DSLR cameras this can either be
fixed or flip type, it provides an instantaneous burst of bright light to illuminate a poorly lit
scene.
10. Control Buttons - Usually includes a set of directional keys and a few other buttons to
activate certain functions and menus, this is used to let users interact with the camera's
computer system.
11. Power Switch - Turns On or Off the camera. This may also contain a Record / Play Mode
selector on some cameras.
12. Zoom Control - Usually marked with W and T, which stands for "Wide" and "Tele"
respectively, this is used to control the camera's lenses to zoom-in or zoom-out. For DSLR
cameras, the zoom is usually controlled by a zoom ring in the lens.
13. Battery Compartment - Holds the batteries. Depending on the camera model, this varies in
size and shape.
14. Memory Card Slot - This is where expansion memory cards are inserted. The proper
position of the card are often indicated. A mechanical catch usually holds the card in place
and a spring helps it eject.
15. Flash Mount (Hot-Shoe) - Standard holder with contact plates for optional Flash accessory.
16. Diopter Adjuster - Usually available in mid to high end sub-compact cameras and DSLRs
located besides the viewfinder. This varies the focal length of the lens in the viewfinder to
make even people wearing eyeglasses to see clearly through it even without the eyeglasses.

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17. Tripod Mount - Here is where your standard Tripod or Monopod is attached for added
stability.

Fig: 4. Different types of batters, storage and operating system of camera

Basic camera control and settings:
1. View finder: A small viewing window that shows the image that the camera's imaging
sensor sees. Use the view finder to frame pictures when bright light makes it difficult to see
the display on the monitor.
2. Monitor/LCD Display: To see the live view of photograph composition. . This is a small
screen (usually 1.8" diagonally or bigger) at the back of the camera which can be used for
framing or for reviewing the recorded pictures.
3. Play (and delete) buttons: For reviewing and deleting images or videos you've shot
4. Menu: Most shooting, playback, and set up options can be accessed from the camera
menus.
5. Thumbnail help : For display images in contact sheet of four, nine or 72 images.
6. Playback zoom: For zoom the image displayed in full frame or on the image currently
highlighted in thumbnail.
7. Information edit button: To make changes to settings.
8. Command dial: It is the dial where from you control three basic settings that make up the
exposure triangle, i.e., aperture, shutter speed and ISO.
9. Movie-record button: Use to start recording both video and sound.
10. Multi selector and OK button: are used to navigate the camera menus.
11. Speaker

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 Fig: 5. Different parts high resolution of camera

Different parts high resolution of camera

1. Camera lens.
2. AF-assist illuminator. This lamp enables the camera to focus on the subject even in poorly
lit circumstances, given that the focusing mode is single-servo AF.
3. Accessory shoe cover. Used to cover the slot meant for external flash.
4. Eye let for camera strap
5. Flash mode button. Used to activate the flash and also to change between the various flash
modes like rear flash, red eye.
6. Function button. Function button along with command dial is used to change ISO setting
and white balance.
7. Lens release button. Used to remove the lens from the camera body.
8. Manual focus switch. Used to change from auto focus to manual focus and vice versa.
9. Vibration reduction switch. Used to turns on and off the image stability.
Zoom ring - Turning this ring will change the focal length of zoom lenses, letting you zoom in
or out. Obviously prime lenses don't feature a zoom ring.

Enhancing the digital photography experience with accessories

The following are the list of external accessories use in digital camera

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1. Rechargeable Batteries: Type of electrical battery which can be charged, discharged into a
load, and recharged many times.
2. Battery charger: Device used to put energy into a secondary cell or rechargeable battery by
forcing an electric current through it.
3. Power connector, AC adapter: Used to power the camera for extended periods.
4. USB cable: Connect the camera to a computer or printer
5. Lens Protector — UV/NC Filter: lens protector keep permanently on the lens of camera to
avoid scratches and chips. An easy way to do this is to buy a UV or ultraviolet filter that costs
less. This filter is clear and screws into the front of your lens to protect it from scratches.
6. Body cap: Keeps the mirror, viewfinder screen, and low pass filter free of dust when a lens is
not a place.
7. Tripods: A tripod is a portable three-legged frame, used as a platform for supporting the
camera to get a steadier shot and smoother video. You adjust the height of the tripod by
loosening and then extending or retracting the three legs on the tripod.
8. Camera Carrying Case: You should purchase a carrying case to hold your camera and all
the accessories you've accumulated, such as microphones, headphones and XLR cables.
9. SDHC (Secure Digital High Capacity) Cards: is a type of flesh memory card use for
storing pictures. When you finish one shoot, pop that card back in its plastic storage case and
snap in a fresh one for the next location.
10. Lens hood: In photography, a lens hood or lens shade is a device used on the front end of a
lens to block the Sun or other light source(s) to prevent glare and lens flare.
2. Handling and use of LCD projector:
An LCD projector is a type of video projector for displaying video, images or computer
data on a screen or other flat surface. It is a modern equivalent of the slide projector or overhead
projector. To display images, LCD (liquid-crystal display) projectors typically send light from
a metal-halide lamp through a prism or series of dichroic filters that separates light to
three polysilicon panels – one each for the red, green and blue components of the video signal.
As polarized light passes through the panels (combination of polarizer, LCD panel and analyzer),
individual pixels can be opened to allow light to pass or closed to block the light. The
combination of open and closed pixels can produce a wide range of colors and shades in the
projected image. There are two common types of projectors: DLP (digital light processing),
and LCD (liquid crystal display). In the early days of projectors, CRT (cathode ray
tube) projectors were commonly used. They utilized three tubes, one for each of the primary
colors.
Functioning: The most ubiquitous use of a LCD projector is for presentations in business
meetings or classrooms. Presentation software allows a user to create slide shows of photos, type
written information and display graphs. Teachers in high school and college make extensive use
of LCD projectors to give notes or lectures, as do business people making presentations to co-
workers or clients.

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Operating process:
LCD (liquid crystal display) projectors contain three separate LCD glass panels, one for
red, green, and blue components of the image signal being transferred to the projector. As the
light passes through the LCD panels, individual pixels can be opened to allow light to pass or
closed to block the light. This activity modulates the light and produces the image that is
projected onto the screen. The lamp provides white light that passes through a polarizing filter.
Polarizing works by accepting light that is traveling on the same plane. All other light will be
blocked.
From the polarizing filter the light is then passed through a series of dichroic mirrors.
Dichroic mirrors work by only allowing certain colours in the light spectrum to be reflected,
while others pass through. The dichroic mirrors in LCD projectors separate the light into the
three primary colours: green, red and blue. These three colours are then sent to a separate LCD
panel. From there the LCD panels send the light through the dichroic prism which recombines
the light and sends it out through the main lens in the LCD projector to the surface against which
it is projected. Each LCD is only capable of controlling one colour. So if you were to see a
picture of a red plane against a blue sky, the green LCD would block the light from passing to
the dichroic prism and out the lens.
LCD panels in LCD projectors work by allowing the polarized light to travel through a
pane of glass into the liquid crystal inside the display. The liquid crystals bend the light, and it is
travelling on a different plane when it enter through the polarizing filter. If you apply an
electrical current to the liquid crystal they will align, allowing the light to pass through on the
same plane as when it entered. If you add a second polarizing filter at the other end of the liquid
crystal you can then effectively block all light from passing through. Each LCD panel has a
separate system to control the electrical current that passes through the liquid crystal, allowing
each to be controlled individually.
The resolution, or how sharp the image is, of each LCD is determined by the number of
cells which are called pixels, higher the number of pixels means more clarity to the image. Each
LCD panel also has the ability to control what colour each pixel will be in that particular panel
so that when all the light is recombined at the dichroic prism, it will be the right colour.

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 Fig: 6: Different parts of the LCD projector

Activities:

1. Teacher has to explain practically regarding the digital camera in the class
2. Students have to make a short film regarding agricultural issues and display using LCD
projector in practical class under the guidance of class teacher.

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 Practical 5 &7: Preparation and use of audio-visual aids

During various extension works, each extension worker Needs different types of audio-visual
aids to present message in easy to understand from thus audio-visual aids are useful means to
give treatment to the messages it is duty of each worker to know about planning, preparation
presentation and evaluation processes of audio visual aids such knowledge makes them able to
prepare and use instructional aids to transmit facts, skills attitudes, knowledge, understanding
and positive reception to learners.
1. Audio aid :- An audio aid is any instructional device that can be heard but not seen
2. Visual aid :- It any instructional device that can be seen but not heard
3. Audio visual aid:- An audio- visual aid is any instructional device that can be heard and seen

Planning of audio visual aids

The planning is necessary for success and to reduce the chances of failure of audio visual
materials during its uses Extension workers should try to use real object. If the real object cannot
be used the succeeding point can be considered in choosing materials.
 “Why” or the objective of the teaching- it may be to improve skill, knowledge or attitude
 “Whom” or the audience – number, experience, education level ability.
 Availability of raw materials
 Cost of the materials.
 Variety to hold interest
 Facility for preparation- Help of artist, duplicating materials.
 Convenience – portability.
Characteristics of audio visual materials
It should be accurate
1. It should be simple in design.
2. It should be understandable
3. It should convey up to date idea.
4. It should be attractive and stimulator but not Misleader to action.
5. It should please the senses of learners.

Preparation of audio visual aids:

After choosing the visual, following “ABC” style of preparing aids should be kept in
mind.
1. Attractiveness: The aid should be prepared in such a way that it can attract” the attention
of people while using. The ways used to make it attractive are:
 Colour
 Movement in the objects
 Size — Anything large relative to surroundings.
 Shape - Simple a symmetrical: irregular shapes are more
 Eye catching than routine, complicated ones.
 Illustrations - increase attention.
2. Briefness: The message covered in material should be brief to make it readable in a short
time.
3. Clearness: Message, should be clear. With effective layout may be surrounded by white
space and illustrations.
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After considering the above ABC style, following action should be taken:
1. Decide on the accurate message to be delivered.
2. Select the code for the message may be words, pictures, diagrams and other symbols...
3. Decide the most suitable design after trying out several rough drafts.
4. List and obtain necessary materials required.
5. Decide right sequence while using more than one visual.
Presentation of audio visual aids:
1. Subsequent to selecting the places for the presentation, arrange the surroundings.
2. Organize the area properly by checking seating arrangement, adequate ventilation” and
lighting to reduce possible distractions.
3. Display the audio visual materials so as to make it visible and may be hearable.
4. Take prior trial of all equipments before use.
5. Make prior practice of the presentation till you are satisfied in getting confidence.
Get ready the audience:
1. Begin the topic to audience and point out what they can. Expect from the presentation.
2. Make clear’ if ready materials are to be given at the end of presentation.
Initiate the presentation:
1. Equipment should be outstanding with speaker to one side.
2. Maintain speed of talk based on understanding level of audience.
3. Try to narrate in a simple way and to the point.
Examine proper sequence:
1. Use humour with visuals and story.
2. Involve learners through discussion and continuous motivation.
3. Sum up by showing visuals and make announcement about any future work.
4. Express thanks to1he audience for any support and
5. If feasible, distribute materials or any handouts.

Evaluation of audio visual aids:

Evaluation is an essential part of any teaching and learning plan. This can be done by
following ways.
1. Indirect: Make a note of the facial re4ponses of audience. Ask for voluntary participation
based on request of audience for clarification and additional information.
2. Direct: Test the understanding of the audience through oral questing. Collect opinions or
answers through questionnaire or other means in case of educated audience.

The Evaluation of audio-visual materials can be done by getting opinion of the audience about
usefulness, appropriateness and suitability of material, style of presentation in terms of not
satisfactory, partial satisfactory or fully satisfactory.
The effective use of extension teaching methods will make you a better teacher. The challenge
for the extension teacher is to direct the attention of audience at strategic periods. Extension
teaching methods provide one mechanism to direct and focus attention of audience. They make
you more persuasive to” make your ideas clean, more concise. More professional and more
interesting the farmers as learner have come to the, expectations to learn new things by modem
methods of teaching. Today's farming world is very audio-visual compared to just a few decades
ago. The average, person is audio-visually oriented and accustomed to novel presentations. Thus
a strictly oral presentation is boring to the majority of the farmers. In this situation to establish

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overall organization for the effective extension teaching, each extension worker should use a
variety of teaching methods to bring variety in teaching.

Activity:
A) The teacher has to instruct the students to prepare the following AV aids

1. Leaflet (Flyer): Leaflet is single sheet of paper used to present information on only one topic
in a concise manner and simple language.

2. Folders: Folder is a single piece of paper folder once or twice, when it is opened the material
presented are in sequence.

3. Posters: It is mass produced pictorial slogan used to create awareness among audience for
single idea. A good poster creates awareness and curiosity among the people. It inspires and
takes the people towards action.
4. Charts: they are diagrammatic representation of facts or ideas. They are graphic and pictorial
representation used to tabulate large mass of information. They are visual symbols
summarized information helpful to communicate difficult information in an effective way.

B) Students have to prepare the above AV aids on different agricultural topics and submit to
course teacher.

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 Practical 8 & 9 : Preparation of extension literatures (News and Success stories)

Six ‘W's of Writing : The main purpose of writing is to communicate in such a manner that you
attract the attention of your readers, interest them in what you are going to say, make them
understand and remember, and finally help them take decision to act. Six Ws of writing also
popularly known as 5Ws and 1H. Your writing has to serve the following purposes or
fundaments or principles.
1. ‘WHY’ (The ‘Why’ of writing): It should make clear the purpose for which the writing has
been made before starting the writing. Is it something new, which the audience must know? or
is it to explain and give more information about something already known? Why do you want
to teach this?
2. ‘WHO’ (The ‘Who’ of writing): It must answer the targeted audience who are to read.
Writer should know more about them then just what he knows. Writers’ ideas must touch the
readers and secure his interest. His problems and desires be known to know the ‘WHO’ is
writing. Understanding the need of the audience is essential. Identify the reader, his problems,
interests, needs, environments and capabilities.
3. ‘WHAT’ (The ‘What’ of writing): Select the subject in which the readers are vitally
interested. Do not tell them all that is known about the subject like textbooks.
The message should:
 Be sound and useful meeting the needs of the farmers.
 Give one idea at a time with related logical thoughts.
 Contain all essential facts. Do not delete them for fear of length.
 Give new idea leaving aside what people already know.
4. ‘WHERE’ (The ‘Where’ of writing)
“Where” to get the message published that has been written containing different types of
information’s written for different published media must be known.
 Results of research and demonstrations, stories of accomplishments and information of
immediate use are published through circular – letters newspapers, radio and newsletters.
 If the information does not lose its value after a short time, the same with some more details a
go as articles to weekly features of dailies, weeklies and monthly magazines.
 Where more details are desirable, the detailed information can be brought out through leaflets,
folders and bulletins or pamphlets.
 By writing properly, you can give out detailed accounts through reports and resumes, which
will be read avidly.
5. WHEN’ (The ‘When’ of writing): The information has to be timely to be useful.
Therefore, it should be written far in advance of actual time or season of the use of message.
“Time” the writing.
6. ‘WAY’ (The ‘How’ of writing): After the selection of the relevant facts, they have to be
sifted and sort. Writing should be to the level of readers experience or understanding.
Layman may be given an appreciation of subject matter rather than detailed explanation.

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Effective Writing Techniques
a) Plan before writing: First of all collect the relevant material. Think before you write. Pre:
writing makes it possible to avoid the duplication and elimination of the proper writing
material together with logical arrangement of the text to the readers.
b) Live writing: Appreciation of the subject is given through ‘live’ writing. Appeal to all the
sense of your readers. They not only like to ‘see’ your ideas, but get the feeling of ‘hearing’
them, ‘smelling’ them and ‘touching’ them too. It gives a sense of reality humanness,
enjoyment and education.
c) Write simple and clear: Give no room to the readers to miss or misunderstand any of your
ideas.
d) Be brief: People have little time and patience to through the long texts unless it is a fiction or
story.
e) Be specific: Generalization is always vague and does not help the reader make decisions.
f) Do not be ‘Half hearted’: Avoid making, halting recommendations. Do not use words
‘May’, ‘Might’ etc.
g) Address the reader: A direct approach to the reader creates friendliness.
h) Illustrate: Use appropriate pictures. It possesses significant effect on readers.
i) Be accurate: Collect the accurate information and also state them correctly. Avoid partially
correct information. Do not omit important ideas. Avoid partially correct placing emphasis.
j) Sound convincing: Quote sources and authorities for people believe them.
k) Do not ‘Talk Down’: Do not preach. No one likes a superior attitude. We are to only give
information.
l) Be practical: People want the information, which they can put to practice. They do not have
academic interests.
m)Avoid exaggeration: State the facts without being carried away by them. It makes the readers
suspicious.
n) Personalize the message: Introduce the human element into the message write in first and
second person only.
o) Check the draft: The text must be checked thoroughly for its completeness, conciseness,
correctness, effectiveness and logical order.
p) Develop a good style: Style is the crux of all writing each has one’s own style of writing. It
comes through reading the successful writers; you also need to know a good number of
words, which comes only through good reading.

Examples of literature
1) News Story
The news items that appear in newspapers are also called news stories. A news story is always
based on facts. A news story is an organized representation of facts in an interesting manner. It
has found by observation and experience. Pictures, photographs and illustrations combined with
make the best news story.
A news story is normally written in inverted pyramid style, that is, the most important facts come
first followed by other facts in order of significance. The inverted pyramid style has developed in
journalism over the years.

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Inverted pyramid style: The most widely used approach in news writing is the inverted
pyramid style. The information is given in the descending order of importance. Thus, it has three
parts: Lead-Introduction paragraph, Body - support and supplement to the lead and Conclusion-
closing paragraph.
1. Lead: The first paragraph of the story is called intro or lead. The first paragraph of the story
which is the ‘show window’ should put the best of oneself. There are innumberable ways of
writing intro or lead. Based on the writer’s judgment of the readers' needs and interests, he
should design the lead in an attractive manner to answer who, what, when, where, how, and
why of the event. The opening statement of the lead is called feature. This must be skillfully
worded to work as a bait to catch readers. The strongest or the most appealing aspect of the
presentable matter may be put forth in the feature. A good lead grabs your readers attention
and refuses to let go. The lead establishes the direction of your writing will take.
2. Body: After the lead/ intro is written, the body of the story will follow the logical order of the
inverted pyramid style. The story in order to be interesting should in the body contain the
supporting facts. A good news story usually consists of 200-300 words. The story may have
few or several paragraphs depending upon the matter available and the objective of the story
writer. But it should follow the lead. This will facilitate the editor as well as the reader to
decide where to stop.
3. Conclusion: Journalist should give digest of facts, conclude the story logically. The story
should end with some encouraging and appealing words, phrases or sentences so as to sustain
their interest in the future messages.
Reporters using the inverted pyramid style of writing normally summarize a story in the lead
and present the facts in descending order of importance. Consequently they place the story’s
most important details in the second paragraph. They continue to add details in decreasing order
of importance. Each paragraph presents additional information: names, descriptions, quotations,
conflicting viewpoints, explanations and background data.
The primary advantage of the inverted pyramid style is that if someone stops reading a story
after only one or two paragraphs, that person will learn the story’s most important details.
Moreover if a story is long editors can easily shorten it by deleting one or more paragraphs from
the bottom. However, this style also has several disadvantages. Just because the lead summarizes
facts that later paragraphs discuss in greater detail some of those facts may be repeated. Second a
story that follows the inverted pyramid style rarely contains any surprises; the lead immediately
reveals every major details. Third, the style makes some stories more complex and more difficult
to write. Despite these problems, reporters use the inverted pyramid style for most news stories.

Lead

Body

Conclusion

Fig-6 Inverted pyramid structure

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 2) Success story
A success story is a kind of news story of feature story narrating the success of
a. An individual or a group.
b. An event or a programme
c. An organization
d. A project or an experiment etc.
Techniques of preparation of success stories:
It is essential that the story is marked by
a. Newness of the event.
b. Importance of the reader.
c. Proximity of the event to the reader.
d. Unusualness.
e. Human interest and
f. Timeliness
It should be composed of:
a. Good ideas
b. Appealing words and correct words so as to work on the psychology of the readers.
For success in such story writing, one needs:
a. Verbal facility.
b. Conviction about the ideas to be disseminated.
c. Ability to assimilate information
d. Judgment in choosing and using the information
e. Creativity in practical application of ideas.
f. Open mind.
g. Ability to innovate.
h. Sales oriented attitude.
i. A sense of personal responsibility of what is written.
Accuracy, brevity and clarity are called the A, B, and C’s of news story writing.
The mass appeal and readability of the story improves with
a. Fact based presentation.
b. Use of short, correct, simple and catchy words.
c. Sentences using more nouns and verbs, few adverbs and adjectives, conjunctions etc.
d. Short sentences (about 16 to 20 words per sentence)
Writing the success story
1. The lead and the feature: The first paragraph of any news story is called the show window
of the story in which one should put the best of oneself. It is called lead of the story. Based on
the writer's judgment of the reader needs and interests, he should design the lead in an
attractive manner to answer who, what, when, where, how and why of the event.
The opening statement of the LEAD is called features. This must be skillfully worded as
a bait to catch the readers. The strongest or the most appealing aspect of the presentable matter
may be put forth in the feature.

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2. The body of the story: A good news story usually consists of 200-300 words. A feature story
may be little longer. The opening sentence of the story the feature may answer one of the six
questions raised above while the remaining five questions can get answered in due course of
story writing.
The story can run into a few or several paragraphs depending upon the matter available
and the objective of the story writer. But it should follow the lead. Let the details in the story be
presented in the order of their importance. This will facilitate the editor as well as the reader to
decide where to stop.
3. The end of the story: The story should end with some encouraging and appealing
words/phrases/sentences so as to sustain their interest in your future messages.
Remembering that a success story is meant for
a. Disseminating information
b. Motivating people to adopt new ideas.
c. Encouraging people to continue with adopted practices.
d. Encouraging people's satisfactions with the adopted practices.

Activity:
1. Teacher has to provide and explain the practical material for the news and success stories to
the students.
2. Students have to prepare their own news stories and submit to the course teacher.

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 Practical -10 Skill exercise on preparing of power point for effective presentation

How to Plan a Technical Presentation

Technical experts – scientists and programmers – are being asked more and more frequently to
give presentations. And not just to other technical experts. Often they are speaking to people
with little or no technical expertise, to people from marketing, sales, and finance.
Here's how to plan a technical presentation so it is clear and convincing.
1. Limit your Subject
If you’re like most technical experts, you probably spend too much time doing research. Then,
because you haven’t allowed yourself enough time to pull it all together, you end up ramming
everything you know about your subject into your presentation. You produce any more slides
than you can possibly do justice to in the allotted time. With most presentations, you won't have
the time you need to say everything you want to say. So you have to prioritize. It’s your job to
know what to say and, just as importantly, what not to say. While non-technical speakers are
often “light” on content, technical presenters more commonly present — or try to present — too
much material.

2. Understand your Audience

Knowing who you’re talking to – your audience – is as important as knowing what you’re
talking about – your subject. Your audience’s knowledge level, experience, learning style, and
attitudes will – or should – affect how you shape and present your material.
Find the answers to these questions:
 What does you audience already know about your subject?
 Are they experts like yourself or neophytes?
 How much knowledge can you take for granted?
 How much background will you have to explain?
 Will they understand basic jargon?
 What is their learning style?
 Are they accustomed to sitting through lectures and holding their questions to the end? Or will
they expect to interact with you, asking questions throughout your presentation?
 Do they like lots of PowerPoint™ slides and handouts? Or are they expecting you to be more
interactive?
 What are their opinions, prejudices, preconceived notions, agendas?
 What is their stake in the subject?
 How will your presentation affect their research or work?
3. Determine your Objective
What do you want to accomplish? What do you want your audience to do as a result of your
presentation?
1. Challenge your assumptions or data or to confirm them?
2. Implement your procedure or technique?
3. Renew your grant?
4. Approve your proposal?
5. Give you the go ahead for the next step of your research?
6. Once you know what you want them to do, ask yourself what they need to know and to feel in
order to do it.

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4. Prepare your Outline
If possible, break your presentation into three basic sections. (You can divide each section into
more, smaller units.)
Here are some 3-section outlines you might find helpful:
1. The problem, its causes, and the solution.
2. The illness, the symptoms, and the treatment
3. The current situation or standard operating procedure, the problems associated with it, and an
alternative
4. The state of your research, questions raised by your research, and the next steps
5. A product, its composition, and its application

Once you’ve “clumped” the various elements of your talk into their major sections – I strongly
recommend three sections, but you could have as many as five – add an introduction and
conclusion.
5. Create your Slides: Now you can turn on PowerPoint and begin creating your slides.

Designing PowerPoint Slides for an oral proposal

Power point slides are an essential component of most oral proposals. To avoid the most
common mistakes too much information on one slide, poorly designed and hard-to-understand
graphics, and endless pages of bullet points follow these rules:
 Review the Request for Proposal or speak with the contracting officer to find out what, if any,
restrictions the customer has placed on the number and type of slides you can use during the
presentation.
 Plan your presentation strategy and your central message before creating your visual aids.
 Have a professional designer create your slide templates. (The appearance of your
presentation is too important to trust to amateurs or to generic templates.) Keep the template
simple and uncluttered.
 Use the first slide to identify your organization, the customer, the proposal, and whatever
disclaimers or restrictions your legal department deems necessary.
 Use the second slide to present an overview of your presentation — the topics you’re going to
cover and who’s going to be addressing them. (Unless the customer has drastically limited the
number of slides, always use an overview slide.)
 Use some visual devise to let people know where you are in the presentation. You can place a
slide at the beginning of each new section or insert some type of identifying marker on each
slide.
 Address only one major point per slide.
 Allow one slide, on average, for every minute to a minute and a half of speaking. (Some
slides section markers, for example may take only a few seconds. Some slides may take as
long as two to three minutes.) If you end up with more than one slide per minute of the time
you have available, reconsider your strategy.
Each slide should address one or more of three questions:
1. WHAT? What is the main point of the slide? What are you talking about? What issue are you
addressing? The answer to this question is often reflected in the title of the slide.
For example: “Transition Plan” or, even better, “Our Transition Plan Ensures Continuity of
Service”

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2. HOW? How are you proposing to accomplish what you say you’re going to do? The answer
to this question typically makes up the bulk of the body of the slide.
For example: You could show your proposed schedule for interviewing and hiring new staff
during the transition phase.
3. WHY? Why are you doing what you’re doing the way you’re doing it? Why would the
customer want what you’re proposing? How does it benefit the customer? The answer to this
question is best placed in a highlighted box at the bottom of the slide.
For example: “Our plan gives you uninterrupted access to the services you require from day
one.”
 Make each slide so clear that you don’t need to use a pointer to explain it.
 Use the last slide as a summary of your main selling points — why your team and your
proposal are best able to provide what the customer wants and needs.

Use the Q & A Session Effectively.

Give people time to ask questions. For every twelve to fifteen minutes that you talk, set aside
five minutes for Q&A. Your audience will become much more active in your presentation. And,
because you've treated them like participants — not just passive listeners — they are much more
likely to cooperate with you. This, in turn, will make you much more confident and at ease.
check out how to handle questions.
How to Handle Questions and Answers (Q&A Made Simple).

1. Set the Rules at the Beginning

Let the audience know when and how you'll handle questions. Unless you're giving a formal
speech to a large audience, be prepared to take questions throughout your talk, not just at the
end. You may, however, want to save Q&A for specific times during your presentation. (If
you are making a controversial proposal, you may be wise to ask people to hold their
questions until the end of your presentation.)
2. Field Questions Fairly
a) Listen to the entire question.
b) Understand what is being asked. You may want to rephrase the question and ask, “Did I
understand you correctly?”
c) Repeat the question only if necessary. If someone asks a question in a large audience without
using a microphone or if your presentation is being taped, you will need to repeat the
question.
d) Correct factual errors or misunderstandings immediately.
e) Don’t embarrass the questioner.
f) Defuse loaded questions.
g) Give all audience members a chance to ask questions.
3. Answer Questions Tactfully
a) Talk to the audience, not just the questioner. (Begin by addressing the questioner, then turn to
others in the audience. When you finish, look to some other part of the room and ask, “Who
else has a question?”)
b) Be respectful of the questioner: avoid sarcasm, criticism, or arrogance.
c) Keep your sense of humour.
d) Answer the question as directly as possible without being abrupt.

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e) Use your answers to reinforce your main points. Avoid making a presentation about a whole
new subject.
f) Don’t be afraid to say, “I don’t know.” Ask for the person’s business card and promise to get
back to him or her with the answer.
g) Postpone questions that require lengthy answers. Give a brief answer, admit that there’s more
to be said, and offer to discuss it more fully later.
h) Turn certain questions back on your audience, asking for their input.
i) Retain control of the situation, deciding when to move on.
End the Q&A with a Summary
After you’ve answered the last question, wrap-up your presentation with a one or two sentence
summary. Don’t simply say, “Thank you,” and sit down

Activity: 1. Teacher has to instruct the student to prepare a power point present presentation on
any topic related to agriculture.
2. Students have to prepare a presentation on and agricultural topic and present it in front
class under the guidance of course teacher.

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 Practical – 11 : Exposure visit to mass media station

Mass media written, spoken and visual carry information from its source to receiver’s
readers, listeners, and viewers. The media may be used effectively in dealing with all sections of
society everywhere, but they are especially important for taking science and technology to Indian
agriculture. Mass media can be further divided into four types printed, spoken, visual, and a
combination of those three. The term mass media implies a large andience. Mass media materials
are needed whenever large number of people must be reached and motivated to action, which is
an important advantage. One of the bestial example is rural areas is Community radio

Community radio:
This is radio owned and operated by a community or members of a community. It can be
supported by the state, individuals or corporate or even international bodies. The central purpose
for this radio is to offer the people a voice and help develop the community. A radio station is
recognised as ‘community radio’ when the station is owned by a non-profit group or by a co-
operative whose members are the listeners themselves. Community radio is a broadcasting
organisation established to provide communication support for the social, economic and cultural
development of a community within a geographical location and owned and operated by the
community on a non-profit basis.

Selection of topics for programme production through Radio

1. Identification of Information Needs of the farmers: For any extension programme or

extension activity to be successful it should be need based and location specific. All the
efforts of programme production, time and cost involved will be futile if farmer needs are not
considered and topic will be irrelevant and untimely. So as an extension officer/ volunteer
before deciding the topic for production must identify needs of farming community.
2. Factors effecting the selection of topics/type of format (Segment): Any topic or subject
may not be suitable in all situations. There are several factors that influence an extension
officer/community radio volunteer in deciding topic for the programme. Some times as an
expert or extension officer, you may be confused in selecting the topic. Hence, knowledge on
factors influencing may be of great use in selecting right topic for right people in right time.
3. Target Audience: The target audiences are the community people, farmers who listen
broadcast programmes. Hence, depending on the type of target audience i.e., the community
topic should be selected. For this you should answer questions like what are needs/problems/
farming situation type of crops grown, etc., are to be considered. For this information/data
collected using participatory tools/methods while identifying information needs is more
important. Age, level of literacy of the target people what are their expectations, their
knowledge, the stage of adoption, etc., are to be addressed in the topic.
4. Objective/Purpose: For any programme one must answer the questions why for and what for
the topic is selected. Another important aspect is after listening the programme, what is that
expected of the farmers/audience, i.e., whether you want them to get aware/convinced/or to
adopt technology or to use information for decision making. Accordingly the type of topic and
format changes.

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5. Type of Learning Experience and Complementary Experience: One must able to decide
what type of learning experience is needed. Such that farmer gets right message. Ex: is it just
giving information, thorough understanding of demonstration, announcement, sensitize about
any social issue, etc. Similarly, is there any access to the listeners the other media like print
media, extension contact, etc., or not. Definitely this influence the intensity of focus needed
on the theme, accordingly topic/format (segment) can be changed

Programme Production for Community radio:

Important Elements of Programme Production There are five important elements involved in
programme production.
They are:
 Audience/ listeners,
 Extension officer/expert/volunteer,
 Subject-matter/content,
 Broadcast programme officer and his team,
 Infrastructure, studio/equipment and other facilities.

Target group or farmers the audience of the farm broadcast constitute basic element in any
programme production meant for them. As we have already discussed how their information
needs, agro ecological and farming situation, socio-economic status and their personal profile
influences subject matter area/content to be covered in the programme. Representative farmers
from the community may be involved not only in information identification, but also during
programme production i.e., planning, script, preparation and especially while evaluating and
modifying the programme. They should participate in giving realistic feedback. Extension
officer/expert of the organization that intends to broadcast a programme for farmers plays a
pivotal role in programme production .He is central and play a coordinating role in bringing out a
good programme. They should consider all other elements and financial resources while
deciding, planning, preparing, recording, editing, broadcasting and in reviewing the feedback of
the programme. A meticulous systematic designing is required. This indicates how important
your role in bringing out programme for farmers. Broadcast programme officer and the team of
concerned AIR station or even the privately hired consultants form another important element in
production. However meticulously the script is prepared, programme is designed, if it is not
properly recorded by competent team and executed effectively by programme officer, and the
programme will not give desired result. Competency and availability of technical people should
also be considered.

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 Fig: 7 Importance elements in farm radio programme production

Subject matter/content/message/theme to be communicated is the heart to the entire programme

production and broadcast. It should be precise, simple, and direct and must be relevant to the
clientele needs. If subject matter is too long, it is better to break it in to different modules. All the
other elements enable/facilitate in deciding the topic/content. With regard to infrastructure,
without which nothing can be done, because programme production requires basically broad cast
facility and other advanced digitized equipment availability. The access facility to farmers to
listen the programme is also another important aspect as the purpose of programme is to
communicate/educate or inform farmers. Thus these 5 elements play a major role in farm radio
programme production

Assessment of Programme: Assessing the effectiveness of the programme and evaluating it as

against predetermined objective or purpose for which it is meant is highly essential and
important phase in the process of participatory community radio farm programme production.
But, generally persons involved in production are not particular in taking up assessment and
evaluation. Analysis of the data obtained in this regard provide proper base to future
programmes, information needs that are not addressed and other lapses in the programme since
farm broadcast programmes are meant for rural audience, who are basically illiterate and
semiliterate, it is very difficult to get the assessment or evaluation through structured schedules,
only interviews (semi structured, focused group type), participatory group approaches like
ranking techniques, preferences, brainstorming, etc., can be applied for informal evaluation. The
structured schedules can be used or given to community or group leaders, grass root level
workers or the bare foot managers and obtain the feedback. Even the opinion of the experts in

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the particular field working in different organizations can be obtained through programme
review committee meetings. The following is the proforma which can be used for evaluating
farm broadcast programme.

Examples of community radio:

1. The initiative in Bhuj by Kutch Mahila Vikas Sangathan, is an attempt by a NGO to extend
grass-root developmental work through participatory radio using the medium-wave broadcast
channel of AIR. The, UNDP funded Kutch Mahila Vikas Sanghatan (KMVS) experience has
highlighted the potential of radio for creating and keeping alive intangible communities in the
overall socio-economic context of the erosion of communities defined by geographic
boundaries. It uses the Kutchi language in its content, which mainstream All India Radio does
not.
2. Junagadh Janvani :The community radio station, Junagadh Janvani started in the year 2015
and reaches out to masses on issues concerning health, environment, development,
scientific awareness, women, social issues and others. It makes all efforts to inform, and
educate, while entertaining the public. The Mission Statement of the Junagadh Janvani is
“to utilize the power and reach of Radio to inform, educate and empower the diverse
communities that make-up Junagadh and work in tandem with socially committed groups,
educational institutions, NGOs and corporate bodies to educate communities and the
public towards socially responsive behaviour; to share skills, knowledge, insights and
promote initiative in individuals; to help preserve and popularize Indian heritage, art and
culture; to act as a catalyst in meaningful social transformation and development; to
sensitize and spread awareness on vital issues confronting the community.”

Activity:
1. Teacher has to guide students to develop a small community radio programme for a target
community.
2. In groups the students has to work out the script for a community radio.

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 Practical-12 : Script writing for electronic media

Electronic Media
It is use electronics or electromechanical energy for the end-user (audience) to access the
content. This is in contrast to static media (mainly print media), which today are most
often created electronically, but don't require electronics to be accessed by the end-user in
the printed form. The primary electronic media sources familiar to the general public are better
known as video recordings, audio recordings, multimedia presentations, slide presentations, CD-
ROM and online content. Most new media are in the form of digital media. However, electronic
media may be in either analog or digital format.
Although the term is usually associated with content recorded on a storage medium, recordings
are not required for live broadcasting and online networking. Any equipment used in
the electronic communication process (e.g. television, radio, telephone, desktop computer, game
console, handheld device) may also be considered electronic media.
Types of Electronic Media Available
1. Video News Releases are video news stories that are sent out by satellite to television stations
around the country. TV stations have the option of using clips or entire stories.
2. Video conferences are often used as promotional tools to capture interest in a particular
subject and reach wider targeted audiences.
3. National Teleconferences bring experts from around the country together to present
information on a particular topic and engage in interactive discussions with the viewing
audience. A mixed media format is often used.
4. Satellite MediaTours link a key person in the local metropolitan area with interviewers in
targeted cities nationwide as part of a television story.
5. Radio Spots are short news announcements with a key idea presented in increments of 10-60
seconds.
6. PSAs (Public Service Announcements) are short spots on radio or television that a network
runs free of charge.
7. Optical media
It is recommended that optical media such as CDs and DVDs are physically destroyed. Some
shredders will shred CDs and DVDs but many will get stuck and the blades may get damaged, so
you should check if your shreder is designed for this before attempting it. If no means of
destruction is available, or for mass disposal of CDs and DVDs, contact facilities services on
extension 37001.

Script writing for radio and TV

1. Script writing for Radio

Writing for the radio is quite different from the writing for the newspaper,. Remember, a
newspaper story is read where as a radio broadcast is heard. Lengthy sentences, frowned upon in
the newspaper writing are absolutely distracts in a radio speech or story. A long winded sentence
will make the listener switch off. Writing for a newspaper permits the development of a style.
Writing for the radio broadcast has no room for such pretensions. Sentences have to be terse and
should carry the maximum information in any given minute.
For strong radio programme three components are essential:

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  The speaker: He is responsible for organization and presentation of the information.
 The listener: He is responsible for assimilation of information.
 The programme: It is responsible for passing information.
The speaker needs to develop special traits like real and up-to-date knowledge, ability to
appreciate the listeners presence of mind, ability to hold interest of the listeners, respecting the
listeners, no influencing listeners with personal liking or disliking, giving frank views, leading
the listeners towards action, considering listeners level of understanding, needs experience,
knowledge, attitudes faith, belief, etc.
Listeners need to be the information seekers.
 Ever curious to hear so make your talk suspense.
 Getting bored easily so hold on interest through dialectic talks.
 Evaluating how they can be benefited, so give the most practical hints.
 Competitive so give plenty of successful stories or example of other farmers.
 impatient so come straight to the point and say what they need to know in a short but follow
able and appealing manner
 Like to have suggestions within their means so only the most practical suggestion should
given.
 Having practical and limited vocabulary so use the common and familiar words.
 Slow in listening and following, so control your speed of speech.
 Interested in local affairs so emphasize the local information favourably.
The programme needs to be desirable empathetic, making complex messages simple and
understandable, not following text book approach, not stuffing whole knowledge into one topic
but considers time limit, importance of topic and characteristics of the listeners.
Steps in writing a radio script:
1. First understand the topic, the listeners and the programme.
2. Find out main and supporting points related to the topic for information and discussion.
3. Collect necessary facts, figures and information pertaining to the topic.
4. Put them in logical order.
5. Check it from presentation point of view.
6. Ask expert opinion regarding coverage of information.
7. Modify according and rewriting it.
8. Rehearse it to adjust, time, speed of speech, voice, tone, etc.
Points to be keep in mind while writing and speaking for farmers:
1. Create traits for the broadcast like good voice, tone speech etc.
2. Keep yourself up to date with the most recent development.
3. Appreciate your listeners after knowing and understanding their-level of knowledge.
4. Create continuity and uniformity in writing and speaking.
5. Follow logical sequence in giving the ideas.
6. Gather information from the most reliable source and check and cross check it before putting
it out.
7. Allow an amount of drama in the form of dialects of, conversation.
8. Give scientific explanation of the given points.
9. Come straight to the point and tell the most important matter only.
10. Give practical information through concrete example and case studies.
11. Use only common and familiar words.
12. Be entertaining while speaking.

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13. Make introduction and presentation short and interesting.
14. Match content and style during the presentation and start from the known to unknown facts.
15. Write in such a language as if you are speaking in front of them.
16. Be accurate, clear, brief and to the point.
17. Do not influence your talk with your personal likes, dislikes, beliefs, interest, obligations,
weakness, strong ness, prejudices etc.
18. Avoid the extremes and consider the common mass.
19. Avoid too many ideas.
20. Do not repeat what the listeners already know.
21. Avoid exaggerative figures and facts but say with round figures or in comparative figures.
22. Avoid creation of confusion and ambiguity. Clear your doubts first.
23. Act as adviser instead of bossy or preacher as a speaker.
24. Do not load the information with unnecessary statistical information.
25. Do not propaganda any product of any company.
26. Be devoted to your programme, your listeners and your contracts.
27. Smile and create a pause whenever necessary while speaking and use feeling in it.
28. Learn from the doubts and question rose by the literatures.
29. Rehearsal before the broadcast and confirm the time for your talk.
30. Be fit slowly in speech avoiding the textbook approach and being stereotyped.

How to write a radio script

Writing radio script involves two aspects – style and content.
(A) Style :
It has human approach, it is personalized, use direct address, friendly talk, polite
language, looks lively gives pauses and intonations at right place, does not sound as a
propagandist.
(B) Content :
Break it down into 2-3 main ideas, support each idea with scientific reasons, repeat the
important points in summary, introduce the topic within few minutes, be brief and come straight
to the point, straight way by saying something as how and why the topic is useful to them, make
introduction and presentation stimulating and motivating, start from where the stick to accuracy,
write brief strong and interesting statements, use everyday language , avoid technical jargons,
keep examples evidences illustration etc with points for figures give in rounded form and at least
rehearse it to avoid unnecessary things, repetitions, and commitments of mistakes and for sake of
simplicity.

1. Introduction of subject and informal discussion with AIR staff.

2. Write the script audio oriented instead of eye oriented.
3. avoid unnecessary description
4. Avoid the use of data. Be specific to the subject.
5. Write in present tense, so the audience may consider that this topic is made for them only.
Avoid hard and prolong sentences.
6. Write to the print and within the specific subject.
7. Use familiar name from the audience and keep the subject matter.
8. Write to realize the audience. Keep your tone friendly.
9. Write the subject matter with interesting illustration.

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10. Write only the flash of the subject instead of thorough subject.
11. Maintain the speed as per time allotment. Don’t be hurry and slow.

Check-list for writing radio script

 Write more carefully for the radio than for print.
 Be careful in the way you use pronounces so as not to mix up the listener.
 Round off figures whenever possible. Never write ‘a million’ which over the radio may sound
like ‘eight million’.
 Make sure your copy reads smoothly and that there are no awkward sounds in it use‘s’ ‘th’
and ‘ing’sound sparingly.
 Avoid alliteration and other effects which look good I print.

2. Script writing for TV

Before writing the script one should have the following things in his mind:
a) Types of audience: The writer should have in his mind, before writing the script, the type of
audience he is going to feed, whether homogeneous or heterogeneous group.
b) Objectives: The objectives of the script should be more specific. The se should not be in
general terms.
c) Content: The content should be based on the objectives. It is the duty of the script writer to
collect the data according to the subject matter, arrange them logically and in an interesting
manner and finally with the help of audio-visual aids to present the topic in the way which
will receive appreciation of the audience.
d) Resources: This is a creative process. What are the resources to be adopted to match the
content and objectives are to be decided by the writer. Different formats are to be used in the
writing such as telling things, using pictures, film clips and slides. It should be borne in mind
that the audience and is free from giving wrong information to the audience.
e) Limitations: The writer is handicapped in relation to the limitations of the studio facilities,
the finances, studio timing etc.
f) Image perception: The image is not presented rightly, this fails to convey the real message
to the audience. The TV is the combination of both picture and sound. If a picture will do
what is the necessity of using words? The programme becomes boring and monotonous if the
script writer forgets that it is a visual medium.
g) Script: The language of the script should be as such which can easily be understood and can
be related by the audience. They will find pleasure in the programme. A few important steps
in developing a television script and production of a programme are given as guidance to the
extension personals.
Important steps in developing a television programme.
When we prepare a script for TV, it is to be prepared in different style than the radio and
newspapers. In this medium there has to be perfect combination of pictures and wordage. We
have to see how this combination can be worked out most effectively.
To develop on effective television programme related to scientific information, it is
essential that one must follow logically the steps given bellow:-
1. Select a subject matter field which is need based from rural audience point of view.

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 2. Choose an appropriate topic from the subject matter.
3. Determine the main points to be made in the programme. List all the items that you will make
to support this point.
4. Get an overall picture of programme in your mind.
5. Divide the programme into important steps and arrange them in logical order.
6. Consult resource persons and materials to make the telecast more accurate.
7. Select a format or a method of presentation. The important format for presenting a television
programme are:
 Strait talk,
 A talk supported by slide, charts or specimens,
 A success story of a farmer or extension worker,
 Group discussion
 Demonstration
 Demonstration with dramatic element.
 A quiz
8. Determine the participants such as farmer, home makers, specialists, folk artists and other.
9. List out all the visual, equipment and other materials used in the production of a farm
telecast.
10. Make an outline of the programme. Divide a sheet of paper into two columns. In the left
column write the things you want to show, in the right column put the things you want to say
or talk about. Label the left column “VIDIO” and the right column “AUDIO”. Match of the
audio column for the demonstration type of programme and for the illustrated report will be
taken from the planning. The visuals will be filled to this and will be indicated in the video
column. The things you want to show and the thing you want to say about them should be
written opposite each other on the page.
11. Write the opening and closing shots, action and talk that will take to do each important step
of the programme.
12. At the extreme left of the page indicate the amount of time in minute and second you think it
will take to do each important step of the programme.
13. Correct the outline as per the suggestions of programme producers and provide a copy to the
producer and to the participants. This should be done at least on week before the programme
is to be telecast.
14. Keep ready all the visual. Specimens and participants before going for recording.
15. Prepare the audio or commentary to each sequence or segment according to time segment.
16. Rehearse the programme at home, office or some other convenient place. Add or substrate
material to fit the script into the desired time.
17. Decide time segment to each visual according to its importance in the programme.
18. Decide background music or folk dance for the programme.
Points to be remembered while television programme is being recorded or being telecast
1. Arrive at shooting place or Door Darshan Kendra well in advance.
2. Acquaint the participants with the TV equipment and get, and introduce them to the
programme producer.
3. Set up your equipments and rehearse the programme without camera. If time permits and
facilities are available rehearse the programme with camera.

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4. Make any last minutes changes that are necessary and relax until the programme is to be
telecast.
5. While the programme is being telecast concentrate on the subject, not on the way you are or
are not looking at the camera moving your hands, and the like. This should be taken care of
rehearse.
6. Try to get an informal approach to the programme.
7. If something un expected happens or make a mistake or drop something, don’t let it bother
you. Recognize the mistake and continue your programme as planned.
8. Facial expression is very important. A smile on the face makes a lot of different. A bored
expression on the face of and dull and drowsy eyes present a condescending (syno. arrogant)
attitude that puts up an emotional barrier between the communicator and receiver.
9. Necessary gesture should be used.
10. Unnecessary movement should be avoided as these distract the attention of the viewers.
Check habits of playing with a paper weight, pen, chalk or scratching your head or cleaning
your eyes or nose. Avoid those movements which will also express your nervousness.
11. Face the camera while taking to the viewers. Look into the lens of the camera for having eye
to eye contact binds the attention of the viewers. However, this does not mean that one
should continuously stare at the camera.
12. Acknowledge the presence of the other participants of the programme by looking at them
from time to time.
13. Neat physical appearance is very important with coloured and designed clothing. Avoid use
of hair oil and wash your face.
14. Shows visuals samples, specimen. This makes programme more interesting. Graphic
material, charts, slides, film strip etc. should also be used to make the programme more
intelligible.
15. Pronunciations should be clear and audible. Avoid difficult words in communication.
16. Avoid fad words and slang (syno. Jargon). Metamorphous, phrases, jargon and flowery
language should not be used.
17. Don’t have apologetic opening. Open with an appealing tone with authentic information.
18. Let your voice have vitality, vigour, energy and enthusiasm.
19. Try to synchronize your voice with the visual.
20. Follow the time segments
v

Activity:
1. Teachers have to assist the students to develop the TV and radio scripts on agricultural topics.
2. Student has to develop and submit the TV and radio scripts and submit it to course teacher.

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 Practical-13: Skills for facing an interview

Preparation is critical in conveying a positive and polished image, and having a productive and
successful interview. Before your first interview, there are some important steps to take in order
to prepare yourself.
Understand yourself and the great things you have to offer.
 Think about your skills, interests, and values.

 Know your strengths and weaknesses, and be able to give examples to demonstrate your
strengths.

 Think about decisions you have made, the thought process behind each one, and the outcome.

 Identify accomplishments that you are proud of, and how you achieved them.

 Provide examples of how you have developed your skills.

 Explain why you are interested in this industry and position - show your personality.

 Define your short and long-term goals.

Research the employer, the position, and the industry or field.

 Know what salary range is usual for this type of position.

 Read current periodicals and trade journals to learn about the latest trends in the industry.

 Review mission statements, annual reports, and company literature.

 Find out who the firm's competitors are.

 Where do they place in the industry?

 Who are their clients or customers?

 Familiarize yourself with the employer's organizational structure.

Practice, Practice, and Practice some more for the interview

 Hire a Career Coach to review your interview strategy and help you with difficult questions.

 Practice answering interview questions with a friend, and/or use a tape recorder to record your
answers. You can then critique your answers, or ask a friend to do so.

Additional Information
 Look at the interview from the employer's perspective. Know what they want and give
examples to prove you can deliver.

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 Prepare a strategy for each interview; share the information you feel is appropriate and
relevant.

 Stay focused - keep the conversation on topic. Be as concise as possible.

 Don't dominate the interview - the interviewer leads the meeting and guides the questions.

 Ask appropriate and well thought-out questions.

 Don't expect an offer on the spot.

 Be assertive, not aggressive; confident, not cocky.

 Practice your firm, confident handshake.

A. Dressing for the Job Interview

Well, your resume worked and now you have an appointment for the all important job
interview. You have done your homework. You are confident that you can answer anything the
interviewer throws at you. Finally the big day arrives and the final important choice must be
made. What should you wear?
It is no secret that how you look has everything to do with the first impression you make.
A first impression is made in the first 27 seconds. If you are too formal in your appearance, you
might give the impression of being rigid and stuffy. If you are too casual, you may send the
signal that you do not take the interview or the job very seriously.
Begin by talking to employees of your potential new employer and find out what the dress code
is and how seriously management takes it. If you can't find out this information, you should
choose clothing that is professional in the impression it gives.
If you do not already own clothing that will work on an interview, you should go to a
store where you can get good advice from the sales person. Be prepared to have the clothes
tailored. No human being completely fits in clothes that are off the rack. To make the best
impression the clothes must be altered to fit and accent your best features.
The following ideas can never be neglected:
 Look clean and neat. Make sure that your hair is done appropriately. Women - do not wear
wild hairdo's Men - get a trim of head and facial hair.
 Do not wear a perfume or cologne as many people are allergic. Bathing with a good quality
bath soap will leave a light scent. You will be nervous and a gentle scent can mask the
perspiring you may be doing. An unscented antiperspirant can be used.
 Cover any tattoos and avoid gaudy jewelry. Definitely limit pierced jewelry to ears only. Do
not wear nose or tongue jewelry

1. Men
 Wear a suit or sport jacket with colour coordinated trousers
 The colour should be neutral or dark - blue, black or gray is best
 Wear a tie - even if you will never wear one after you get the job
 Shoes should be leather - clean and polished - black is best
 Make sure your nails are trimmed and that they are clean.

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2. Women
 Wear a classic suit or a simple dress with a jacket. This is not a time to be provocative or
sexy. Some appropriate colours are navy blue, black, dark green, dark red, burgundy, or gray.
 Dress in a higher style that the position calls for but do not attempt to out dress everyone
there.
 Avoid wearing clothes that are tight, revealing or trendy. It may be the very latest fashion but
it will not impress the interviewer
 Fingernails should be trimmed to a length that doesn't leave an observer wondering how you
keep from stabbing yourself. The polish should be closer to a colour your mom might wear
than to a colour that your kid sister would go for.

B. Questions usually asked at interviews.

1. Tell me about yourself. Expand on your 11. What courses did you like best? Least? Why?
resume.
2. For what position are you applying? 12. What did you learn or gain from your part-time
and summer job experiences?
3. What are your long-term career goals? 13. Which geographic location do you prefer? Why?
Where in ten years?
4. Why do you feel that you will be successful 14. Would you prefer on-the-job training or a formal
in____? program?
5. What supervisory or leadership roles have 15. What can you do for us now? What can I do for
you held? you?
6. How do you spend your spare time? 16. What are your plans for graduate study?

7. What have been your most satisfying and 17. How did you choose you’re major subject?
most disappointing experiences?
8. What are your strongest (weakest) personal 18. Why is your grades low?
qualities?
9. Give me some examples that support your 19. Tell me about your extracurricular activities and
stated interest in _____. interests.
10. Why did you elect to interview with us? 20. Why did you quit your various jobs?

Activity:
1. Teachers has to explain how to prepare the resume for the interview
2. Students has to prepare their resumes and submit for the course teacher

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