TECHNICAL SUPPORT GROUP:

Coord. Marcos Newton Pereira

Adriane Vanderleia Cauduro
Celso de Almeida Freitas
Marcelo Porto Nicola
Marco Antônio Medronha
Maria de Lourdes Sbroglio
Maureen Spanenberg
Paul Heinz Krahenhofer

–Preliminary Version–

PORTO ALEGRE
2009
 SUMMARY

1 GENERAL CONSIDERATIONS ON RURAL EXTENSION METHODOLOGY .........................7

2 INDIVIDUAL METHODS – CONCEPT AND CONSIDERATIONS..........................................................9

2.1 VISIT ............................................................................................................................................................... 9
2.2 CONTACT
2.4 INTERVIEW
2.5 SEMI-STRUCTURED INTERVIEWSS ........................................................................................................ 10

3 GROUP METHODS - CONCEPT AND CONSIDERATIONS

3.1 MEETINGS
3.2 DEMONSTRATION OF TECHNIQUE OR METHOD....................................................................................... 12
3.3 CONFERENCE
3.4 CONVENTION OR MEETINGO ...................................................................................................................... 12
3.5 FORUM
3.6 PAINL ............................................................................................................................................................ 12
3.7 LECTURE OR PREACHING ........................................................................................................................... 13
3.8 SEMINAR
3.9 SYMPOSIUM

4 TECHNIQUES FOR GROUP DYNAMIZATION - CONCEPT AND CONSIDERATIONS...................... 15

4.1 DRAMATIZATION
4.2 PIG GROUPS ............................................................................................................................... 15
4.3 WORKING GROUP.................................................................................................................................. 16
4.4 ROUND TABLEA.................................................................................................................................. 16
4.5 CIRCULAR DISCUSSION
4.6 FRACTIONATION OR PHILIPS 66 ............................................................................................................... 16
4.7 BRAINSTORMINGS .............................................................................................................................. 16
4.8 MOBILE VISUALIZATION ................................................................................................................................. 16

5 MEANS OF MASS COMMUNICATION - CONCEPT AND CONSIDERATIONS ............................. 19

5.1 RÁDIO ............................................................................................................................................................. 19
5.2 TELEVISIONO .19
5.3 MOVIES OR DVD .20
5.4 JOURNAL........................................................................................................................................................... 20
5.5 SPECIALIZED ARTICLE.................................................................................................................. 20
5.6 ELECTRONIC MAILO ................................................................................................................................ 20
5.7 WEBSITE......................................................................................................................................................... 21
5.8 WORLD COMPUTER NETWORKS -WORLD WIDE WEB .................................................................... 21
5.9 INSTANT MESSENGER OR CHAT TOOL .................................................................. 21
5.10 BLOG22
5.11 VIDEOCONFERENCE OR TELECONFERENCE .......................... 22

6 EDUCATIONAL PUBLICATIONS - CONCEPT AND CONSIDERATIONS .............................................. 23

6.1 POSTER........................................................................................................................................................... 23
6.2 OUT-DOOR
6.3 CIRCULAR LETTER
6.4 FOLDER .......................................................................................................................................................... 24
6.5 LEAFO ........................................................................................................................................................ 24
7 MULTIMEDIA– CONCEPT AND CONSIDERATIONS
7.1 VIDEO PROJECTOR OR DATA SHOW.25
7.2 FLANELOGRAPH / MURAL.25
7.3 TRANSPARENCY FOR BACKPROJECTINGR ...............................................................................................25
7.4 WHITE FRAME, BLACK FRAME, SERIES ALBUMO ..........................................................................25

8 COMPLEX METHODS DEMONSTRATIVE AND OF FORMATION–CONCEPT AND

CONSIDERATIONS .27
8.1 CAMPAIGNA .....................................................................................................................................................27
8.2 CONTEST.27
8.3 SPECIAL WEEK.27
8.4 EDUCATIONAL EXHIBITION.28
8.5 COURSE.28
8.6 DAY OR FIELD AFTERNOON.28
8.7 EXCURSIONO .....................................................................................................................................................29
8.8 ESSAY.29
8.9 OBSERVATION UNITO .........................................................................................................................29
8.10 DEMONSTRATIVE UNIT (UD)...............................................................................................................29
8.11 PARTICIPATORY EXPERIMENTATION UNIT (UEP).29
8.12 INCOME STATEMENT (IS).30
8.13 DEMONSTRATIVE PROPERTY.30
8.14 RESEARCH IN PRODUCTION SYSTEMSO ................................................................................................30
8.15 TRAINING CENTER FOR FARMERSS ....................................................................................30

9 DYNAMIC ACTIONS OF SOCIETY AND SOCIAL UNDERSTANDING - CONCEPT AND

CONSIDERATIONS ............................................................................................................................ 31
9.1 PARTICIPATORY RURAL DIAGNOSIS - PRD.31
9.2 IMMERSION OR PARTICIPANT OBSERVATION.31
9.3 DAILY ROUTINE OF ACTIVITIES - WOMAN AND MAN.31
9.4 CONSTRUCTION OF MAPS AND MODELSS ....................................................................................................32
9.5 CALENDAR VIEWING.32
9.6 CROSSING, WALKING OR CUT DIAGRAME................................................................................33
9.7 ANALYSIS BY DIAGRAMS...........................................................................................................................33
9.8 ANALYSIS THROUGH MATRICES.34
9.9 SYSTEMATIZATION OF EXPERIENCES.35

REFERENCES CONSULTED ........................................................................................................ 37

COMPLEMENTARY REFERENCES ................................................................................................ 39

4
 PRESENTATION

This work is a consolidation of existing partial texts in the bibliography.

extensionist, following the historical dynamics and the trajectory of experimentation of services
of Technical Assistance and Rural Extension practiced in Brazil and in Rio Grande do Sul.

The emphases of Rural Extension methodologies from the 1950s to the 1970s are
were based on the transfer of technologies, with little emphasis on group formation and on
participation of beneficiaries, both in the formulation and execution of projects. The
extension methods were used to achieve the adoption of new technologies.

Over the decades, there has been a significant change in strategies. The
knowledge of the local conditions of the beneficiary groups and their traditions
transformed the planning approach of development projects.

It is taken into account in the information gathering the opinions and the point of
view of the beneficiary groups. To the classic instruments of ATER1add others
concepts, many of them based on the theories and methodologies of popular education,
seeking to bridge the dimensions of greater dialogue with social groups, respecting the
differences between them.

The concepts and experiences of development in the decades that followed,

They built a new discussion about the performance of ATER. A diversity of emphases.
methodological guides the extension actions.

The set of methods and actions listed here illustrates this current scenario.

The entries that are in this document are partial copies of what the texts
constants in the Consulted References described and show the conceptual diversity
dos métodos que compõem a metodologia. O grupo de apoio técnico na organização
The didactics of this glossary made a judgment on the usefulness of the described methods and techniques for
so here to relate them.

1
Technical Assistance and Rural Extension - ATER.
1 GENERAL CONSIDERATIONS ABOUT THE METHODOLOGY OF
RURAL EXTENSION

The essential mission of the rural extension institution is to create situations in which
for people to develop educationally and as citizens. This development is
an active process by the beneficiary. Therefore, it is essential that the
the audience served is interested in what is on the agenda, putting in their mental strength, effort
physical and involvement.

People learn, become aware, and better discover their own path.
in different ways: some listening, some watching, some doing, and others through the
discussion. Different teaching and extension methods are more effective in certain
situations, at different stages of the development process, such as diagnosis,
prioritization, planning, execution, adoption, or evaluation. Furthermore, it is worth noting,
that people do not learn at the same speed. It is likely that some
farmers are at a certain stage of experimentation with a new practice and
wanting to know the details of how to do it, while others are just
initially interested. For these reasons, in certain situations, the use of a
A variety of teaching methods is more effective than others.

In their work routine, the rural extension agent assesses what the best method is
work, according to the defined objectives and the local reality. Generally, the methods
more complex, both classical and participatory, are those that lead to results
but more positive. Other times, it is the simplest method that produces the best results.
It is up to the technician, analyzing the audience, the objectives, the available resources, the type of
message and the methods, decide on the best or most suitable methodology to be used.
For this, there is a significant diversity of methods. And there are means of communication
that allow the achievement of results in the fastest and most effective way

The consultation of some existing technical publications in the library, and the internet
allowed to build this glossary, bringing together rural extension methods and means of
communication, most commonly used by EMATER/RS-ASCAR, organizing their
definitions. The methods of rural extension, the techniques of dynamization, the means of
communication, educational publications, and the energizing actions of social groups
they can have the most different classifications and organization.

The technical support group opted for this summarized version of this glossary.
it depends on the quality and quantity of the people involved.
2 INDIVIDUAL METHODS – CONCEPT AND CONSIDERATIONS

They are those who aim to serve people individually. The methods
individuals, although they are of lesser scope, are important for the extension worker in
knowledge that must be acquired from the community and in the trust that you can gain from the
leaders and the rural public, in addition to being highly efficient in learning.

Learning is an individual process. Although extension agents should

usar métodos de massa e de grupo para alcançar grande número de pessoas e incentivar
joint action in planning and execution of projects, personal contacts serve to
many essential purposes.

The personal influence of the extension worker is vital to ensure cooperation and participation.
in extension activities, in the adoption of improvements on the property and in the home. The
people will listen to the advice and suggestions of an extensionist they know,
They like those whom they respect for their technical knowledge.

Individual methods also allow, through the exchange of ideas with

producers, to know the conditions of rural populations and the communities themselves.
We must, however, remember that individual methods have quite high costs.
high, therefore its use must be quite objective. The visit will be defined in this section,
the contact, the interview, the office service, and the phone.

2.1 VISIT

It is an important extension method that provides a means of personal communication.

between the rural family and the extension worker, in an environment where they can discuss issues and
exchanging information in privacy, without distractions and interruptions. The visit involves a
planned action aimed at the execution of the ATER work schedule.

2.2 CONTACT

It is an unplanned method that occurs in unforeseen situations and in different

places, whether at headquarters, in the office or in the field, where the technician exchanges information and
clarifications with the public related to ATER work. The audience reached in the
contacts are quite diverse, being formed by people directly linked, or
indirectly, to the work plan.
 The contact in an office service can occur due to the interest of a
visitor for something that he believes the team of extensionists has to offer. The
office service is less expensive and time-consuming. It offers some, of the
benefits of a visit to the property. The person who goes to the office is less
the desire for what is at home and perhaps more sensitive to the attitude of the extensionist.

A careful record of the office's service provides a basis for the

follow-up on the extension activity.

The contact in a telephone service serves a similar purpose to

office service. Although face-to-face contact is not possible, the
Phone calls have the advantage of being initiated by either the farmer or the extension worker.
Telephones are useful for requesting and transmitting specific information, such as the
treatment of a known disease, or to request a publication.

2.4 INTERVIEW

It is a method carried out in the office, headquarters, and field, in which the extensionist has
with the aim of understanding situations and facts, identifying problems, and evaluating the work. It should
must be planned with great care and well conducted.

2.5 SEMI-STRUCTURED INTERVIEWS

It is an interview guided by 10 to 15 key predetermined questions.

previously. This tool facilitates an open dialogue environment and allows the person
interviewee expresses herself freely, without the limitations created by a questioning. The
semi-structured interviews can be conducted with leaders or prestigious individuals in
localities.

10
3 GROUP METHODS - CONCEPT AND CONSIDERATIONS

These are the methods that aim to reach groups of people, providing the exchange.
of ideas between the extensionists and the public. The advantage of group methods is the ability to
to reach a larger number of people all at once. They are especially effective in
advancement of early-stage farmers of interest for the test/exam stage of
certain technology or orientation. When the group's reaction is favorable, the majority of
members can advance to the adoption stage. Farmers react to the extension worker
and the ideas expressed by other group members. These forces, when stimulated,
well planned and executed can lead to changes in practices by a large number
of beneficiaries.

Group methods allow for the exchange of experiences and are the ones that provide
lower costs.

They also facilitate the discovery of community leaders, the organization of

producers and the development of people, through discussions, demonstrations and
information. The group methods that will be presented are as follows: Meeting
technique; Practical meeting with Method Demonstration (MD) or Technique (DT); Conference;
["Convention or meeting","Forum","Panel","Lecture or talk","Seminar","Symposium"]

3.1 MEETINGS

It is a planned work method, carried out with an audience that has

common interests and goals. It aims to introduce or improve techniques;
to transmit information to a large number of people at the same time; to plan the
work; provide exchange of knowledge and experiences; promote organization
community; and/or motivate the audience to be engaged.

Meetings can be distinguished by the number of people involved and according to

its objective. There is the technical meeting that aims to transmit knowledge and motivate
changes in habits and attitudes, being developed by the technician with the help of resources
audiovisuals.

In a technical meeting, we may use facilitation techniques and it will be up to the

Select the most appropriate method for the subject, according to its objectives and the
audience that will participate in the event.

There is a practical meeting with some technical demonstration of the subject at hand.
This is a type of meeting aimed at transmitting knowledge and development
skills, providing the beneficiaries of the action with the condition to 'learn to do,
doing." The practical meetings aim, among other things, to introduce non-practices.
known; or improve the use of existing practices in the workplace.
 The meeting can also focus on energizing and coordinating the group.
worked. It is a type of meeting through which the extensionist seeks to stimulate the
creativity of a group of people, for identifying problems and needs,
looking for solutions and decision-making for action, necessarily including the
exchange of information and debates.

3.2 DEMONSTRATION OF TECHNIQUE OR METHOD

The Demonstration of Technique or Method promotes the appropriate development of

a well-known and research-proven technique, given in an objective form by the agent of
extension or technician specially prepared, for a group of people, with the purpose
to develop skills and abilities, seeking for the beneficiaries of action
learn to do by doing

3.3 CONFERENCE

It is a planned, formal meeting, with a set frequency, in which, in a single

In a session, a speaker presents a specific topic to an audience with interests.
common.

3.4 CONVENTION OR MEETING

It is a meeting involving a large group of people who come together to discuss.

common interest problems, using combinations of other methods, such as lectures,
forum and panel for one or more days. It is used to explore or try solutions
for a problem or to decide on a course of action.

3.5 FORUM

It is a method in which a specialist discusses a previously designated topic.

determined, followed by discussion, where those present can participate. It is commonly
used when there is a problem that should be explored by the audience, or for
update of recent reports and analyses, interpretations of facts and clarifications to
regarding points of controversy.

3.6 PANEL

It is a method in which 4 to 8 people, knowledgeable about a subject, discuss.

informally, under the direction of a coordinator, in front of an auditorium, presenting
your viewpoints. The panel helps the audience analyze the various aspects of a
problem, as panelists are usually deep connoisseurs of the subject in
debate, and they usually present opposing viewpoints. The panel does not aim to
reaching a solution to the issue, although it may lead to conclusions that lead to a

12
solution. The most suitable subjects for this technique are those of common interest, the
controversial subjects and those in which it is appropriate to develop ideas.

3.7 LECTURE OR SPEECH

It is a method in which the speaker discusses a carefully crafted subject.

and previously determined, in front of a group of people. The lecture is used to
present information in order to clarify points of controversy, inform, and analyze
facts, explore facets of a problem.

3.8 SEMINAR

The seminar is a planned method of active learning, in which a group of

people gather in pre-scheduled sessions to study a theme of
common interest, in search of problem-solving, under the direction of a coordinator.
It is used to enable a deeper discussion around the issue and reach
greater objectivity in the conclusions. The seminar topic can be divided into parts or sub-
Themes. The division should be made according to the organization's work objectives.
promoter and the existing problems on the subject, which must be clarified and
resolved during the development of the activity.

3.9 SYMPOSIUM

It is a method in which a group of experts, or deep connoisseurs of a

subject, under the direction of a coordinator, presents to an audience a series of brief
lectures, in a sequence of different aspects of the same problem. The duration of
The symposium can last one or several days, depending on the chosen topic. The method allows
a systematic, relatively complete and uninterrupted exploration of ideas.
symposium should be used when one wishes to present basic information about
specific subject, when there is no need for interaction between the participants; and if
wants to provide information in a direct and informal way.

13
4 TECHNIQUES FOR GROUP DYNAMIZATION - CONCEPT AND
CONSIDERATIONS

Group dynamics are experiential techniques used with the objective of 'learning to
learning, breaking paradigms and altering ingrained concepts, allows for new perceptions
about reality. They are ways to gather information and resources to solve
problems and establishing group relationships aimed at collective growth.

The main techniques of dynamization commonly used in ATER work,

["Dramatization","Whispering group","Round table","Circular discussion","Philips 66 or"]
fractionation; Brainstorming and Mobile Visualization.

These techniques are used to enhance public participation in

group actions. It is the role of the extensionist to assist, guide, and facilitate public use of the
chosen technique, seeking to involve all participants of the group method, which is
being used.

The group dynamics techniques make up moments of energizing the meeting and
must be planned in detail.

4.1 DRAMATIZATION

It is a dynamic that allows participants to experience a situation.

artificially, through the representation of a brief scene of human relationships,
waking your attention to a certain subject. It is easy to plan, but requires
skill for your application. The dynamics can be used in courses for leaders; for
dramatically focus on a concrete facet of any problem; to facilitate the
communication showing and not talking, when you want to depersonalize the problem within
of the group. The dramatization can be: a Psychodrama - The participant of the meeting itself
lives a dramatized situation; a Theater - The extensionist or any other person lives
a situation with the intention of forming an image in the participants; or a theater of
puppet - Information from an image on the participants through characterized dolls
moved by hand.

4.2 GROUP OF CHICKENS

This dynamics consists of pairing the participants of a large group two by two,
to discuss a problem. It is called a whisper because people talk
shorty. It is extremely informal and easy to apply, and can be used with groups.
for up to 50 people. The dynamics can be applied when we want to give an opportunity to
the participation of all individuals, or we intend to obtain considerations from many
distinct aspects of the subject.
4.3 WORKING GROUP

It is a dynamic used in certain methods, where a small number of

people informally discuss a subject, defining a task to be accomplished.

4.4 ROUND TABLE

The Round Table is a type of meeting where everyone discusses and participates in
equality of conditions. It is a discussion without formalism or prior preparation.

4.5 CIRCULAR DISCUSSION

In the Circular Discussion, the elements are arranged in a circle, along with the
animator. One minute is given to each, without interruptions. The reporter makes a summary at the end.
ideas. Everyone contributes.

4.6 FRACTIONATION OR PHILIPS 66

It is a dynamic used in meetings, whose process consists of the fragmentation of a

large group into small groups to facilitate discussion. These groups are formed
by six people discussing a topic for six minutes. Their participants are the
general coordinator of the meeting and small groups. This dynamic can be used to
to awaken the audience's interest from the beginning of the program; to gather group information
about your interests, needs, problems, desires, and suggestions; increase
quickly discuss the group's ideas; address topics that are better suited for discussion
in a small group.

4.7 BRAINSTORMING

It is a dynamic that seeks to stimulate the creativity of the participants to

certain subject. This dynamic seeks to capture the ideas freely expressed by
participantes, independente das mesmas serem aproveitáveis ou não para o tema em
discussion.

4.8 MOBILE VIEWING

It is a technique that makes a debate, presentation of a topic, etc., visible, and is

mobile, for allowing the arrangement of ideas, with extreme flexibility, enabling
several layout options. The communication system is based on the use of cards
(name given to the small cards / tags), where information is recorded with a brush
atomic.

16
 The cards are used so that ideas, opinions, proposals, etc. are
registered and then, one by one, enabling the construction, as a whole, of a reasoning
logical and objective. After writing an idea, the cards are fixed on a panel, by
pins, becoming visible to all participants of the event, throughout the entire time.

Thus, mobile visualization allows for a better dynamics in the group,

with greater participation and with greater identification of the participants with
result of the process.

17
5 MEANS OF MASS COMMUNICATION - CONCEPT AND
CONSIDERATIONS

Mass media can be support tools for extension.

They are classified as sound (telephone and radio), written (newspapers and magazines), audiovisual.
(television and cinema). In its multiple uses, they constitute multimedia and hypermedia.

Multimedia is defined as the use of various means simultaneously (e.g.

radio, television, and newspaper) and hypermedia the meeting of various media in a single device
(ex. Emater site).

These means of communication aim to reach people en masse, that is, a number
significant and indeterminate people. They do not allow direct contact between the
extensionist and their audience, but they have a very low unit cost due to the large
number of people affected and by the speed at which messages reach the public.
They are intended to stimulate interests, create anxiety, and attract attention. They will be described.
as mass methods or means, the following: Radio; Television; Movies; Newspaper; Article
especializado; E-mail; Website; Rede Mundial de Computadores; Comunicador instantâneo
or Chat Tool.

5.1 RÁDIO

It is a mass method that reaches all recipients, including the illiterate.

reaching the most distant places, where other means of extension cannot.
arrive. The radio is less expensive, both for the farmer and for those who do the
extension programs, and it is more likely for farmers to capture and assimilate the
information.

5.2 TELEVISION

It is an audiovisual mass communication medium par excellence, but it can be

used in groups of all sizes. The combination of the power of the image with the power of
Words convey information with more strength and greater authenticity. In a
television programs use combinations of various visual communication media and
audiovisual, with projectable elements or not. It reaches a large number of farmers
with low cost of contact between the informer and the farmer. It is observed to be very good.
susceptibility on the part of farmers to capture and assimilate information.
5.3 MOVIES OR DVD

Cinema films in DVD format can be used in various circumstances,

motivational or complementary to the extensionist information, depending on the
possibilities of the presenter, audience, location, etc.

5.4 JOURNAL

Whether in large cities or small towns, the newspaper is an excellent medium.

disseminator of facts and things. In small towns, each new newspaper issue is a
source of precious information.

A news story is a brief, objective, and impersonal piece of information about something that has
recently happened, happening now, or about to happen. When one writes
a news article for a newspaper should present the facts, not a personal opinion, thus serving,
to provide the reader with the basis to form their own opinion.

5.5 SPECIALIZED ARTICLE

The specialized article is very useful for the extension worker. It can be used
to publicize an organization, to launch a new idea, or a recommended practice.
Extension workers often use the specialized article to get the
farmers adopt new practices. For example, an agronomist can induce a certain number
of producers to adopt soil conservation practices, through a series of articles on
newspaper.

5.6 EMAIL

Email or e-mail is a service available on the Internet that enables the

sending and receiving messages since connected to a provider, local, regional,
state or national. These messages may contain text or images, often in
files attached to it. When the recipient reads the message, they will be able to copy it to their
computer the files that were sent to you. The email for the rural extension service
it has an impressive growth potential, with superior resources and possibilities
the traditional correspondences and the circular letter. For institutional internal communication and
among partners is widely used, but still faces the limited access of farmers to this
digital service, as it is necessary to be connected to the internet to send and receive the
electronic messages. Reading and responding can be done while offline,
since the message has been opened and responded to with the computer connected to
provider, however a personal computer is essential.

20
5.7 WEBSITE

A website is a set of pages virtually located somewhere.

web point. The pages in a website are organized based on aURLbasic, where is the
main pageand usually reside in the samethe directoryof [Link] pages are
organized within foldershierarchyobservable in the URL, although thehyperlinks
among them control the way the reader perceives the overall structure, a way that can
has little to do with the hierarchical structure of the dosite files.

Usually, it is the work of a single individual, company, or organization.

you are dedicated to a particular topic or purpose. It is one of the instruments of
the most efficient advertising that exists, supporting advertising campaigns for
other means of communication such as radio, television, newspaper, signs, brochures, etc., A
website can constitute a complete or partial enterprise providing services,
selling products or simply informing with reduced costs in relation to the
non-virtual business, as happens with the Rural Showcase Portal.

5.8 WORLD COMPUTER NETWORK -WORLD WIDE WEB

It is the set of all existing public sites. When theWorld Wide Webwas
created, she received this name from her English creator. He compared his creation to a
web, "web" in English. Each node of this web is a virtual location (website) where there are hypertexts.
But how to make the internet reach all farmers? To make the Internet known,
demonstrations must be taken to rural communities through: 1) seminars and
other practical applications; 2) production and distribution of videos that document the
existing rural Internet initiatives (user testimonials); 3) demonstrations
public aimed at development associations and extension services; 4)
training personnel to introduce the Internet in rural areas, through
pilot rural Internet services; 5) "mobile units" of Internet that can provide
itinerant demonstrations and facilitate training in remote areas; 6) statements
public acceptance and promotion of Internet service for rural communities; and 7)
creation of incentive packages to be able to face the inherent risks of the service
Internet in remote regions

5.9 INSTANT MESSENGER OR CHAT TOOL

The instant communicator or chat tool, also known as IM (from

Instant Messaging is aapplicationthat allows the sending and receiving of
real-time text messages. Through these programs, the user is informed
when any of your interlocutors, registered in your contacts list, ison-linethis
It connected to the network. From there, they can hold conversations through messages.
of text which are received by the recipient instantly. Usually these
programs incorporate various other features, such as sending figures or images
animated, audio conversation - using the system's speakers and microphone,
besidesvideo conference(webcam)

21
5.10 BLOG

The term 'web log' is conceptualized as Blog. It is also called

blog, and consists of a structured site where quick updates of texts are made.
images. These, in general, are organized chronologically, focusing on a theme.
defined.

Many blogs provide comments or news about a particular topic,

Others function as online diaries.

5.11 VIDEO CONFERENCING OR TELECONFERENCING

They are means of transport for signals between the signal generator point of a program and
the receiver point. They are structures set up for the production of sounds and images in which
can be displayed in real time a practice, interview or video for a room or
auditorium, with equipment suitable for receiving the signal.

22
6 EDUCATIONAL PUBLICATIONS - CONCEPT AND CONSIDERATIONS

Educational publications aim to popularize themes, messages, and processes

technicians. The main ones used in ATER are poster, billboard, circular letter, folder, and leaflet.

6.1 POSTER

The poster is one of the most well-known and preferred visual aids used by
comunicadores na sua missão de transmitir idéias e experiências. O cartaz pode auxiliar o
communicator carrying your message to the farthest points, speaking through
communicator many kilometers away from your person. The poster can reach individuals,
isolatedly, groups of people, and the mass, in a constant and insistent communication, the
anytime someone looks at him, he has something to say. He can be used to
motivation, for dissemination or general and superficial technical information, for teaching of
simple techniques. It is used to monitor methods, campaigns, exhibitions, meetings,
lectures, demonstrations.

6.2 OUTDOOR

Outdoor, properly speaking, is any form of written communication in the open air. There is
various modalities of this vehicle. The basic advantage of the billboard is the enormous impact
the visual and the exposure period, while the biggest disadvantage is the passive form and
static.

A good outdoor is not necessarily the biggest or the most eye-catching or the most
complex. On the contrary, a clean layout, clear texts, and short and objective messages are essential.
for this medium, regardless of the size, whose message is generally addressed to
people in motion, often at speeds exceeding 80 km/h.

6.3 CIRCULAR LETTER

It is a printed communication vehicle, intended to alert, invite, motivate.

a specific message distributed within the local office's area of action, usually
addressed to a specific audience.
6.4 FOLDER

It is a printed communication vehicle, consisting of a single sheet. It can have various

sizes of official or half official, and one, two, three or more folds. It is printed in black and
white or in color, but it must always contain illustrations. The content of the folder's message
it can be technical or merely informative, like the schedule of a field day, for
example. The message should be simple and clear.

6.5 BROCHURE

It is a printed communication vehicle, containing a minimum of 5 pages and a maximum of

48, excluding the covers. Its most common size is 16 x 22 centimeters, and it can be
printed in black and white or in color and must have illustrations. In the brochure, the message can
be more detailed and complete than in the folder.

24
7 MULTIMEDIA – CONCEPT AND CONSIDERATIONS

Multimedia are support tools for extension presentations, with

views towards better didactics. They are: video projector or data show, flannel board,
transparency or overhead projector, slides or diapositive and dial films.

7.1 VIDEO PROJECTOR OR DATA SHOW

The video projector or data show is a video signal processor and,

simultaneamente, um projetor da imagem em uma tela da projeção usando um sistema de
lenses. All types of video projectors use a very bright light to project the
image, and the most modern ones can correct inconsistencies like curves and blurs through
manual adjustments. Video projectors are mainly used for presentations,
conferences, lectures, and training.

7.2 FLANNEL GRAPH / MURAL

The flannel graph and the mural are tools that can assist the dynamics of
presentation of ideas. The first is a visual aid that is based on the principle of
adherence of the flannel on flannel and of the sandpaper on the flannel. It encompasses a framework of
madeira lined with flannel and figures drawn or placed on cardboard, covered with
flannel or sandpaper on the opposite side of the figure. The second is a felt base where the adhesion is
promoted by pins.

7.3 TRANSPARENCY FOR OVERHEAD PROJECTOR

They are the visual sheets used in the overhead projector that are called
transparency. They are nothing more than large slides (19 x 24 cm), made with
transparent plastic, tissue paper or special films for this purpose.

7.4 WHITE FRAME, BLACK FRAME, SERIAL ALBUM

They are useful tools in presentations, especially where there is no electricity.

electric like in picnic stations.
8 COMPLEX DEMONSTRATIVE AND FORMATION METHODS
CONCEPT AND CONSIDERATIONS

They are those whose use requires the combination of other methods. The main ones
Complex methods are: Campaign; Contest; Special Week; Educational Exhibition;
["Experiment; Observation Unit; Demonstrative Unit (DU); Experimental Unit"]
{"Participativa":"Participative","Demonstração de Resultados":"Statement of Results","Propriedade Demonstrativa":"Demonstrative Property","Centro":"Center"}

de Treinamento de Agricultores; Curso; Pesquisa em Sistemas de Produção; Dia ou Tarde

Field and Excursion.

8.1 CAMPAIGN

It consists of a sequence of concentrated educational activities, at a certain

subject, during a pre-established period of time. The actions are executed by
stages, interconnected, in the sense of provoking changes in the way of thinking, feeling and
act of a group of people with diverse interests. For this, the combination of
various extension methods and means of communication.

The basic principle of the campaign says: 'the frequency with which a person receives a
new idea, communicated through various means, decisively influences the adoption of this idea.
the more times a person receives the influence of a new idea, the more
It is likely that she will adopt that idea.

8.2 CONTEST

It is a type of complex method aimed at stimulating the increase of

production, of the quality of some activity, or specific practice, through the use of
innovative technologies and recommended management. The most common competitions are those for
grain productivity and animal quality, in which the final quality is rewarded
a product that was obtained as a result of a production process conducted in accordance
with the technical recommendations of research and rural extension.

8.3 SPECIAL WEEK

It is a planned method, lasting one week, in which developments are made.

various educational activities, combining individual, group, and mass actions, covering
the audience from various locations during its course. It aims to awaken the
attention and the interest of the public towards a certain problem, in order that they are
found solutions.
 Some special weeks are established by federal decree, such as the Week of
Food, celebrated from March 25 to March 30.

8.4 EDUCATIONAL EXHIBITION

É um método complexo de extensão em que se procura apresentar novos produtos,

show the results achieved and offer recognition to the adopting public. A
exhibition offers the possibility of simultaneous use of almost all other means
and methods. It allows the utilization of two important factors for learning:
repetition of the idea and visualization of the message. An educational exhibition can have several
purposes, but the main one is to show education. It also serves to present a
work carried out by a certain group; to publicize the development of a program or
of an activity; to awaken the public's interest in existing problems and their
possible solutions (suggesting attitude and action change); and promote new technologies.

8.5 COURSE

It is an extension method that employs a set of technical activities, with

specific programming aimed at training a group of people with interests
common. Its execution involves group work techniques, audiovisual resources,
scheduled excursions, demonstrations, and skill development by
training, usually outside the Training Center.

Through motivation and learning, it seeks to establish related changes

with the adoption of new technologies and/or the improvement of certain practices and
knowledge. When taking a course, we must follow a line of action, which
we can identify by the formula P.O.C.C.C.

The acronym has the following meaning: P–Planning; O–Organization; C–

Coordination; C–Command; and C–Control.

8.6 DAY OR AFTERNOON IN THE FIELD

It is a planned method that aims to show a series of activities in the same

preferential property. Held during a day or an afternoon, it aims to
to awaken interest and faster adoption of the technology that is being presented. The
day or field afternoon is held on the property of collaborators, units
demonstrative or still in training centers and/or experimental stations. Not
it is not limited to a specific activity, but rather to a set of these, with the purpose of
sensitize the public for adoption. The method involves the participation not only of
public worked by the technician, but also leaders, authorities, financial agents and
commercial and technical staff from other entities.

28
8.7 EXCURSION

It is a method in which the extension worker brings together a group of people with interests.
common, with the aim of observing and explaining the application of various techniques and practices
existing, in one or more locations, so that they can be adopted. It is carried out with
a group of interested people who are trained by the technician, who move to
specific place, where experiences that can be adopted exist. For example,
a farmer, upon seeing satisfactory production in technically conducted crops,
conditions similar to yours, contrasting with the productions that it has been achieving, has
your interest awakened to the facts that endorse the demonstration.

8.8 ESSAY

It is a planned method intended to prove, in local conditions, the

applicability of a technology, whose advantage was previously established, or
proven under similar conditions, in investigations at research stations. It is a
typical method of research and experimentation, sometimes used by
rural extension (with the support of those).

8.9 OBSERVATION UNIT

It is an educational method used by technical assistance and rural extension with the
purpose of checking or observing one or more agricultural or livestock practices in
a certain region. It is known, for example, that a certain variety of wheat adapts
very well in soils that have toxic aluminum. The intention is then to introduce this
to cultivate in a new region, where it has not been cultivated yet, but whose characteristics
they seem to be favorable. An observation unit is set up to obtain information
preliminaries.

8.10 DEMONSTRATIVE UNIT (DU)

It is a planned method where one or several practices are developed in a

a certain culture or upbringing, with the aim that they come to be observed and adopted
by other producers. The UD aims to create a living example in the community
techniques that want to be introduced. The UD is distinguished from the demonstration of results by
do not require a comparison between current and previous treatment.

8.11 PARTICIPATORY EXPERIMENTATION UNIT (PEU)

It is an area of the property, where a crop or livestock is installed and applied a

set of practices, from which knowledge and experiences are improved, with the
participation of technicians and farmers, based on socioeconomic conditions and
environmental

29
8.12 DEMOSTRAÇÃO DE RESULTADOS (DR)

It is an educational method used to show, comparatively, the practical application.

of a technique or a set of techniques, whose advantages have already been previously
established and proven under local conditions, through experimentation. The demonstration
The objective of the results is to lead a producer to carry out one or several practices, using the
techniques to be introduced, under conditions that allow him to compare the results
thus obtained with the witness's results (usual practices of the community).

8.13 DEMONSTRATIVE PROPERTY

It is an agricultural production unit that aims to demonstrate in the medium and long term,
through rational techniques used in agriculture, the importance of a good
property management. Combining the factors of production, it aims to maximize the
increase profits and minimize costs, as well as raise the standard of family living.

This method makes educational sense for the owner and constitutes a center of
visitation, not only for the neighbors, but also for farmers from other areas. A
the property must undergo a continuous evaluation process. In the plan developed, in addition
Two agricultural aspects should include those related to the family.

8.14 RESEARCH IN PRODUCTION SYSTEMS

The complexity of production systems requires an approach

interdisciplinary. Case studies in private properties are presented in relation to
this, as useful methods, that provide all researchers with the understanding of
current way of doing agricultural production. The elements used in this type of
method and the relationship between them can be summarized as follows: the properties
rural areas and agricultural experiment stations are worked on in research through
from case studies and experiments that generate agricultural models (for resource use and
for production), as well as generating technical recommendations. The ultimate goal in this process
it is the production of scientific results, that is, new knowledge and tools of
management, which translates into the identification of the best productive systems regarding
social, economic and environmental outcomes and in the best combinations of activities.

8.15 FARMERS' TRAINING CENTER

The farmer training centers have been effectively used to train.

farmers and their wives in concepts and practices of modern agriculture, techniques
domestic and leadership training. The primary objective of a center is to show to
participants how property can be managed efficiently in the dimensions
economic, social and environmental, to gradually instigate in farmers the desire to
convert their properties and to teach them the qualifications necessary for this
process. Both theoretical and practical training are included in the program.

30
9 DYNAMIC ACTIONS FOR SOCIETY AND UNDERSTANDING
SOCIAL - CONCEPT AND CONSIDERATIONS

They are those whose use requires the combination of other methods and the principle.
The guiding principle is the participation of beneficiaries in planning, execution, and evaluation.

9.1 PARTICIPATORY RURAL DIAGNOSIS - PRD

The Participatory Rural Diagnosis (PRD) is a set of techniques and tools that
allows communities to make their own diagnosis and from there start to
self-manage your planning and development. In this way, the beneficiaries
share experiences and analyze their knowledge in order to improve their
planning and action skills. Although they were originally conceived to
rural areas, many of the DRP techniques can also be used in
urban communities. The main objective of the DRP is to support self-determination of
community for participation and thus promote sustainable development.

9.2 IMMERSION OR PARTICIPANT OBSERVATION

It is crucial to understand why farmers act a certain way before giving an opinion and
to propose solutions. For this reason, coexistence in some daily tasks can
clarify, often, more than dozens of questionnaires. Participant observation
does not propose more than 'walking with open eyes' and enjoying the possibilities of
share some everyday moments with the farmers.

9.3 DAILY ROUTINE OF ACTIVITIES - WOMAN AND MAN

It is a description of the activities of women and men in a social group

specific, which helps to highlight its distribution, making the work visible
what each family member plays and allowing to understand the dynamics of
gender social relations, mutual support, the efforts of each other, the exchange and
also the conflicts. The main objectives of this method are: to visualize the division of
work between men and women; make evident the real workload of women; and
contribute to the appreciation of women's work.
9.4 CONSTRUCTION OF MAPS AND MODELS

Maps are used for planning, discussion, and analysis of information

visualized. They can be made on paper or with any type of material on the
alone. Maps, and even more so models, allow the participation of all members.
of the community and constitute one of the most variable and common instruments of the DRP. As
all the information is generated in groups, the result is presented later, to everyone
community.

The Natural Resources Map: graphically shows the different elements of

use of space, focusing mainly on natural resources. The areas are distinguished
occupied by the inhabitants, resources from flora and fauna, farming areas, infrastructure construction
social structure, problematic and conflict areas, boundaries, etc. This map serves as an analysis
and discussion about the current state of natural resources in the community.

The Social Map: raises information about living conditions, such as access
drinking water, electricity, qualities of housing. In addition, it envisions the structure
community social, such as: the number of households, the type of occupation of its inhabitants, etc.
The purpose of creating this map is to analyze the social situation and generate discussion.
in relation to the needs and the potentials.

The Community Map: has as a theme information about the conditions of

life, such as access to drinking water, electricity, and housing quality. In addition, it
visualize the social structure of the community, its inhabitants, etc. The creation of the map
the community aims to create a shared understanding of the current situation of the
community in relation to its potentials and limitations in the productive, social scope,
sanitary, etc.

The Property Map: shows the productive details and social infrastructure of
a property. In general, several property maps or maps of different types are made
of property in the area, to obtain a better global view of the productive organization
at the level of ownership.

The Economic Flow Map: presents the relationships between the different elements
two productive systems inside and outside the community. It aims to represent how it
interrelate the different elements of the production system (agricultural, livestock, forestry,
irrigation, service, marketing, etc.

9.5 CALENDAR VIEW

Calendars allow us to understand the distribution of activities and operations over time.
and routines.

The Agricultural Calendar: shows information about the agricultural seasons and
atividades produtivas da comunidade. O calendário agrícola tem por objetivo identificar os
products that are cultivated in the community and when they are carried out. It allows for review
whether the products are being grown at the right time or if it is necessary to identify
32
most appropriate techniques. It also shows crop rotation in different seasons of the year.
yes.

The Activity Calendar: includes activities not related to agriculture,

visualizing the use of time, by intervention sectors, such as agricultural, social,
other sources of income and work, etc. It also allows comparing the distribution of
employment of time between men and women. This tool generates in society the
discussion about the distribution of available time and the possibilities of improving it or
change it.

The Seasonal Calendar or Agricultural Cycles: presents the relationship between the cycles
seasonal natural events, such as rainy season, dry season, temperatures, etc., and their repercussions
about other cycles, for example: revenue, employment, credit, etc. This way they are visualized
the relationships between climate, frequent diseases of plants and animals, crop rotation,
evolution of crop prices, monthly workload, etc.

The Historic Calendar or Timeline: represents historical successions with

the changes that these caused in the production system in a predetermined time.
Aims to visualize facts, experiences, and changes that decisively influenced the
community development and the use of natural resources. The timeline is a list of
key events as remembered by the participants.

9.6 CROSSING, WALKING OR CUTTING DIAGRAM

It is a method that allows obtaining information about the various from the localities.
components of natural resources, economic life, housing, the characteristics of
alone, etc. through a linear walk. One traverses a geographical space with various
areas of different use and resource. Throughout the journey, all aspects are recorded that
emerge from the observation of the participants, in each of the different areas that
cross.

Subsequently, a crossing diagram is created. It is a tool of the first

diagnostic phase of the research. It is often the first technique used in a
DRP.

9.7 ANALYSIS BY DIAGRAMS

Diagrams allow for the accessible analysis of complex aspects to be

interrelated. They can visualize both the institutional relationships (diagram of
Venues, commercial or production (flowcharts of trade and production).

The Cause and Effect Diagram or the Problem Tree: it is generally applied
depois de terem sido selecionados os assuntos ou problemas prioritários da comunidade. O
A pie chart (or 'Venn') is used at the end of the first phase, when one reaches
a greater degree of trust with the community has already been developed other tools
less "complicated".

The tree is a technique that analyzes the cause-and-effect relationship of various

aspects of a previously identified problem, for example, in the community map.
The roots of the tree symbolize the causes of the problem; the problem itself is found in
trunk; and the branches represent the effects. The intention is to identify and analyze a problem

33
in order to establish the primary causes. These primary causes will be the point
from the start to the search for solutions.

The Pie Chart or Venn Diagrams: identifies organized groups of

community and the relationships they have with each other and with other institutions outside of the
community, in order to highlight the relationships that are established among members
of the community and the institutions, to recognize the importance of these factors in
decision-making processes and community development.

The Commercial Flowchart or Trade Flowchart: is a diagram that exposes

all economic flows of an entity. It aims to express the commercial flows in
its entirety, allowing for an analysis of efficiency, weaknesses, and potentials
commercials. It can be a property, a producers' association, or any other one
productive set.

9.8 ANALYSIS THROUGH MATRICES

Matrices, in general, compare different pieces of information and are used for classification.
thems, analyze them, prioritize them or evaluate them.

The Matrix of Social Layers or 'Typology' of Families: characterizes the

social and economic differences in the community, identified by the community members themselves,
with the aim of classifying the different social groups that make up the community, to
to be able to adapt the referral measures to your needs.

The Community Organization Matrix is Based on Strengths, Weaknesses,

Opportunities and Threats: it focuses on the organized groups of the community.
with the aim of identifying, analyzing, and visualizing the current situation of the groups, for
achieve organizational strengthening.

The Cute Analysis: it is an assessment technique of the "ex-ante" matrix that identifies the
main strengths and weaknesses in the community internal scope and the main threats and
opportunities in the non-EU environment. Discusses the best ways to enhance the
strengths and take advantage of opportunities, as well as correct weaknesses and avoid the
threats. The aspects raised by the participants are arranged in a diagram with
four quadrants of easy visualization.

The Problem Prioritization Matrix: allows for easy prioritization of the

problems identified during the diagnosis, according to their importance and/or urgency.
As a result of applying this method, a hierarchy of problems is established.
identified, which allows the community to focus on what it considers most
important.

The Pairwise Problem Prioritization Matrix: is based on prioritization

by pairs, comparing the problems identified during the diagnosis, according to their
importance to the community. This matrix establishes a hierarchy of problems
identified that allows the community to focus on what it considers most
important and/or urgent.

34
9.9 SYSTEMATIZATION OF EXPERIENCES

Systematization of Experiences aims to consolidate one of its objectives.

systematization as a practice of ATER, which allows for reflection and recording of
experiences that contribute to sustainable rural development, experienced with
support from technicians and with the effective participation of beneficiaries and partners. Aims to draw lessons
and learnings, collaborating for the own (re)planning of the action, and for the exchange and the
exchange of experiences, both internally and externally.

35
 REFERENCES CONSULTED

[Link] digital. Brasília, 2001.

BIASI, C. A F. et al. Methods and Means of Communication for Rural Extension. Curitiba:
ACARPA, 1982. v. 1

BIASI, C. A F. et al. Methods and Means of Communication for Rural Extension. Curitiba:
ACARPA, 1982. v. 2.

CASTELLS, Manuel. Networked society: the information age: economy, society and
culture. 7th ed. Rio de Janeiro: Paz e Terra, 2003. v.1.

EMATER. Rio Grande do Sul / ASCAR. Training in Rural Development and

Municipal Planning: Module I. Porto Alegre, 1998. Irregular pagination

EMATER. Rio Grande do Sul / ASCAR. Training in Rural Development and

Municipal Planning Module III. Porto Alegre, 1998. 100 p.

EMATER. Rio Grande do Sul / ASCAR. Training in Rural Development and

Planejamento Municipal :módulo IIA. Porto Alegre, 1998. 100 p.

EMATER. Rio Grande do Sul / ASCAR. Course on Sustainable Rural Development and
Municipal Planning: module IIA, IIB, and III. Porto Alegre, 1999. [Link]. (Program of
Technical-Social Training of EMATER/RS: sustainability and citizenship

EMATER. Rio Grande do Sul / ASCAR. Course in Sustainable Rural Development and
Municipal Planning: Module II-A Attachment - Class II. Porto Alegre from August 9 to 13
from 1999. Porto Alegre, 1999.107 p. (Technical-Social Training Program of
EMATER/RS: sustainability and citizenship. (Agreement MA/PRONAF/EMATER-RS)

EMATER. Rio Grande do Sul / ASCAR; GAÚCHA FOUNDATION OF WORK;

BRAZILIAN LEGION FOUNDATION OF ASSISTANCE. II Personnel Training - IV
Stage - PRODECOR: training material. Porto Alegre, 1979.n.p.

GEILFUS, F.80 Tools for Participatory Development: diagnosis, planning,

monitoring, evaluation. San Salvador: IICA–GTZ, 1997. 208 p.
MAUNDER, [Link] Extension:a referente manual. Roma: FAO, 1972. 336 p.

MONTEZ, Carlos; BECKER, Valdecir. Interactive digital TV: concepts, challenges and
perspectives for Brazil. 2nd ed. revised and expanded. Florianópolis: ED. UFSC, 2005.

MOREIRA, T. Radio Program in the Rural Area. Available at

Accessed on December 24, 2008.

VERDEJO, M.E. Participatory Rural Diagnosis: DRP practical guide. Brasília:

MDA/Secretariat of Family Agriculture, 2006. 62 p.

WEID, J.M. FROM THERE. Methodology of Rapid Participatory Diagnosis

Agroecossystems - [Link] de Janeiro: ASPTA, 1995.12p.

WIKIPEDIA - FREE ENCYCLOPEDIA Instant Messenger. Available at

<[Link] on Dec 29, 2008.

WIKIPÉDIA - ENACICLOPÉDIA LIVREWorld Wide Web. Disponível em <http://

[Link] on January 12, 2009.

WIKIPEDIA - FREE ENCYCLOPEDIA. Data-Show. Available at

<[Link] on Jan 6, 2009.

WIKIPEDIA - FREE ENCYCLOPEDIA. E-mail. Availablein <[Link]

Accessed on January 18, 2009.

38
 ADDITIONAL REFERENCES

ANDREOLA, Balduíno A. Group dynamics: the game of life and the didactics of the future.
Petrópolis: voices, 1993.

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules.

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules.

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules.

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules.

TRAINING in Rural Development and Municipal Planning. Porto Alegre, RS:

EMATER/RS, 1998. 3 modules.

DOYLE, [Link]ões podem funcionar:o novo método de interação. São Paulo:

Summus, 1978.

GOMES, Sandra Mario et al. The DRP as a Tool in Alternative High School Education.
Porto Alegre, RS: EMATER/RS - ASCAR, 2007. 11 p. (Systematization of Experiences)

LUNARDI, Jorge; BAO, Clotilde. Leisure and recreation in the development of the environment
rural: from sun to sun. Emater Noroeste. Porto Alegre: Emater/RS, 1998.
MILITÃO, Albigenor: MILITÃO, Rose.S.O.S. dinâmica de grupo: Rio de Janeiro:
Qualitymark. Ed., 1999.

VERDEJO, Miguel Expósito. Participatory Rural Diagnosis: a practical guide. Santo

Sunday, Dominican Republic: Poveda Cultural Center, 2003. 118 p.

WEID, J.M. FROM THE. Methodology of Rapid Participatory Diagnosis of

Agroecosystems-DRPA. Rio de Janeiro: AS-PTA, 1995. 12p.

40