Larry D. Jones

Application of Computer Graphics to Undergraduate Instruction in Agricultural Economics

This article outlines are experience in building a freshman-level course in agricultural economics employing computer graphics imaging. Lecture material is displayed with a computer connected to a large-screen projector producing high-resolution graphics. The complete course consists of approximately 1,200 computer-generated text, chart, or graphics images. An evaluation of the new method was conducted. Results indicate that most students prefer lectures that employ computer graphics to those that use a chalkboard or an overhead projector. Evidence supports the hypothesis that students perform better on exams when the innovations described in this paper are adopted.

Kentucky's ANSER: The Agricultural Network Serving Extension and Research

used for data retrieval. Unlike some computer systems, ANSER is geared to serve the needs of many interests. The system is designed to meet the needs of a diversified clientele including farmers, county agents, rural development specialists, agribusinessmen, local political figures, and other decision makers. These clientele share a common need for up-to-date assistance in making knowledgeable decisions. The scope of ANSER is broad-based and comprehensive. By studying systems developed in other states, extensive planning by personnel in the college of agriculture has been done to ensure that the system has appeal to the diverse clientele of agricultural economics (Diesslin; Harsh; Kendrick, Thompson, Murray; Payne). This paper (a) describes the design philosophy upon which the systems development was based, (b) outlines the software development effort, (c) describes the hardware selections, and (d) explains how clients will use the system.

Educational Television as an Extension Delivery System for Teaching Futures Market Concepts

willing to supply time for educational programming on a regular basis. Even if air time is available, it often cannot be obtained at an optimal viewing time. Communicating information via television requires special skills different than those used by extension personnel in a traditional public meeting educational setting. Most extension economists are not as effective in front of a television camera as are professional television commentators. The purpose of this paper is to explain how educational television is used to teach commodity futures market concepts. The futures market program was designed to educate farmers and other interested persons in the basics of forward pricing and to help them apply that information to their own business situations. Television offers the most direct and cost-effective link with those farmers most in need of information. It is one medium that brings that information to those interested on a regular basis. Our approach in the use of television as a means to educate farmers is unique in that the educational effort consists of not merely a single show but of thirteen regular, weekly programs on agricultural marketing. The program was aired during primetime evening television beginning in February 1976. Educational television stations rather than commercial stations were used because of the availability of air time. The educational television system in Kentucky is one of the largest and most complete in the nation, consisting of fourteen ultrahigh-frequency stations across the state. This is a particular advantage, compared with local, private television stations that can cover only part of the state. The idea of a marketing program did not evolve solely out of the Department of Agricultural Economics. Rather, members of the agricultural leadership in the state expressed to Kentucky Educational Television (KET) their desire that KET bid on a weekly farm business series. A committee composed primarily of agricultural economists was asked to prepare a program proposal that Educational Television could consider for implementation.