Kosa kata pertanian

Untuk menambah perbendaharaan kosakata Anda, di artikel ini akan disajikan kosakata yang
umumnya digunakan di peternakan:

1. Arit : Sickle

2. Cangkul : Hoe

3. Ember : Pail

4. Gandum atau Jelai : Barley

5. Golok : Machete

6. Gudang : Barn

7. Hektar : Acre

8. Irigasi/Mengairi : Irrigation

9. Jagung : Corn

10. Jerami : Mulch

11. Kandang kuda : Stable

12. Kebun buah : Orchard

13. Keranjang ayam : Coop

14. Memanen : Harvest

15. Membajak : Plow

16. Memberi makan : Feed

17. Menggembalakan : Tend

18. Menternakkan : Breed

19. Menyapu (daun kering): Rake

***. Padang rumput : Meadow

21. Pagar : Fence

22. Peladang : Cultivator

23. Pemotong rumput : Mower

24. Penghangat telur : Incubator

25. Pertanian : Agriculture

26. Peternakan : Ranch

27. Pupuk : Fertilizer

28. Rumah menaruh hasil panen : Farmhouse

29. Rumput liar : Weeds

30. Sabit besar : Schyte

31. Sarang lebah : Beehive

32. Sekarung jerami : Bale of hay

33. Sekop : Trowel

34. Sow : Menabur

35. Susu (kambing/ lembu): Udder

36. Susu (sapi) : Dairy

37. Tanaman panenan : Crops

38. Telur : Egg

39. Tanaman tandus : Fallow

an bahan-bahan ini ditumbuhkan dari produk samping pertanian, bukan minyak bumi.

But these materials are grown from agricultural byproducts, not petroleum.




Ibu saya bekerja di lahan pertanian lalu di tempat perakitan mobil, bekerja 6 hari, jam kerja
ganda.

My mother worked on farms, then on a car assembly line, working six days, double shifts.




Benar sekali, kepunahan massal sedang terjadi di ladang-ladang kita, dalam sistem budidaya
pertanian kita.

That indeed, a mass extinction was underway in our fields, in our agricultural system.




Ini adalah pertanian di Lembah Shenandoah di Virginia.

This is a farm in the Shenandoah Valley of Virginia.




Saya akan membawa anda ke pertanian yang sangat berbeda.

Let me take you to a very different kind of farm.




Hasil pertanian terbesar adalah kapas dan tembakau, dan kami sangat bangga dengan kacang
produksi Bertie County.

The biggest employer is the Purdue chicken processing plant.



Tak ada produktifitas pertanian yang tersisa.

There was no agricultural productivity left.




Dan kami memiliki pertanian jendela di seluruh dunia.

And we have window farms all over the world.




Pada dasarnya ini adalah pertanian organik.

It was essentially an organic farm.




Kedua, menciptakan permintaan publik yang lebih intensif dan ketat akan pengurangan bahan
kimia dalam produk pertanian segar.

Secondly, to create even more intensive and strict public demand to reduction of chemicals in the
agricultural fresh produce.




Dan kami melihat bahwa R&D-I-Y bukan lagi sekedar pertanian jendela dan LED tapi juga
panel surya dan sistem akuaponik.

And what we're seeing is that R&D-I-Y has moved beyond just window farms and LEDs into
solar panels and aquaponic systems.




Dan saya yakin Anda semua tahu, hal ini telah menciptakan konflik yang signifikan antara
komunitas pertanian dan lingkungan hidup.

And I'm sure you all know, this has created significant conflicts between the agricultural and
environmental communities.


 

Dua tahun kemudian kami memiliki pertanian jendela, yaitu wadah hidroponik vertikal untuk
menanam tanaman pangan di dalam ruangan.

Fast-forward two years later: we now have window farms, which are vertical, hydroponic
platforms for food-growing indoors.




Baik dengan menetap dalam lingkungan pertanian sampai pada pengobatan modern, kita telah
mengubah evolusi kita sendiri.

Whether it was through settling down in agricultural communities, all the way through modern
medicine, we have changed our own evolution.




Ketergantungan pada subsidi pertanian dan sekolah yang berkualitas rendah dan angka
kemiskinan yang lebih tinggi di pedesaan daripada perkotaan.

It's the dependence on farm subsidies and under-performing schools and higher poverty rates in
rural areas than in urban.




Saya tahu sebagian besar dari anda tidak berhenti berpikir tentang keragaman dalam sistem
pertanian kita dan mari kita hadapi itu, hal itu logis.

Now, I know that many of you don't stop to think about diversity in agricultural systems and,
let's face it, that's logical.




Namun penggurunan adalah ancaman utama di semua benua, mempengaruhi sekitar 110 negara
dan sekitar 70 persen dari lahan pertanian dunia.

And yet desertification is a major threat on all continents, affecting some 110 countries and about
70 percent of the world's agricultural drylands.



Saya mencari pertanian yang menerapkan ide untuk melihat segalanya dari sudut pandang
spesies lain.

I went looking for a farm where these ideas about looking at things from the species' point of
view are actually implemented, and I found it in a man.




Jadi bagaimanapun kita tidak mencoba mengkaitkan cara mengekspor sistem pertanian yang
baik yang dapat memberikan makan kepada semua orang di seluruh dunia.

So somehow we're not making the connect between exporting a good agricultural system that
will help feed people all around the world.




Sayangnya, dalam sistem pertanian ini kita belum melakukan pekerjaan yang bagus dalam tiga
dekade terakhir untuk mengekspor teknologi tersebut ke seluruh dunia.

Unfortunately, in our agricultural system, we haven't done a good job in the last three decades of
exporting those technologies around the world.

Agricultural extension
From Wikipedia, the free encyclopedia
This article is about the general concept of agricultural extension. For agricultural extension in
the United States, see Cooperative extension service.
This article needs additional citations for verification. Please help improve this article
by adding citations to reliable sources. Unsourced material may be challenged and
removed. (December 2012)

Agricultural extension is the application of scientific research and new knowledge to

agricultural practices through farmer education. The field of 'extension' now encompasses a
wider range of communication and learning activities organized for rural people by educators
from different disciplines, including agriculture, agricultural marketing, health, and business
studies.

Extension practitioners can be found throughout the world, usually working for government
agencies. They are represented by several professional organizations, networks and extension
journals.
Agricultural extension agencies in developing countries receive large amounts of support from
international development organizations such as the World Bank and the Food and Agriculture
Organization of the United Nations.

Contents
 1 Extension terminology
 2 Definitions of extension
 3 History
o 3.1 Origins of agricultural extension
o 3.2 Four generations of extension in Asia
 4 Communication processes
 5 Four paradigms of agricultural extension
 6 See also
 7 References
 8 External links

Extension terminology
Extension began in Dublin, Ireland in 1847 with Lord Clarendon's itinerant instructors during the
great famine.[1] It expanded in Germany in the 1850s, though the itinerant agricultural teachers
Wanderlehrer and later in the USA via the cooperative extension system authorized by the
Smith-Lever Act in 1914. The term was later adopted in the United States of America, while in
Britain it was replaced with "advisory service" in the 20th century. A number of other terms are
used in different parts of the world to describe the same or similar concept:

 Arabic: Al-Ershad (“guidance”)

 Dutch: Voorlichting (“lighting the path”)
 German: Beratung (“advisory work”)
 French: Vulgarisation (“popularization”)
 Spanish: Capacitación (“training” "capacity building")
 Thai, Lao: Song-Suem (“to promote”)
 Persian: Tarvij & Gostaresh (“to promote and to extend”)- ‫ترویج و گسترش‬

In the US, an extension agent is a university employee who develops and delivers educational
programs to assist people in economic and community development, leadership, family issues,
agriculture and environment. Another program area provided by extension agents is 4-H and
youth activities. Many extension agents work for cooperative extension service programs at land-
grant universities. They are sometimes referred to as county agents, extension specialists or
extension educators.

Extension is constantly evolving and the availability of rapid sharing have seen new platforms
like Digital Green and PlantVillage

Definitions of extension
There is no widely accepted definition of agricultural extension. The examples given below are
taken from a number of books on extension published over a period of more than 50 years:

 1949: The central task of extension is to help rural families help themselves by applying
science, whether physical or social, to the daily routines of farming, homemaking, and
family and community living.[2]
 1965: Agricultural extension has been described as a system of out-of-school education
for rural people.[3]
 1966: Extension personnel have the task of bringing scientific knowledge to farm
families in the farms and homes. The object of the task is to improve the efficiency of
agriculture.
 1973: Extension is a service or system which assists farm people, through educational
procedures, in improving farming methods and techniques, increasing production
efficiency and income, bettering their standard of living and lifting social and educational
standards.
 1974: Extension involves the conscious use of communication of information to help
people form sound opinions and make good decisions.
 1982: Agricultural Extension: Assistance to farmers to help them identify and analyze
their production problems and become aware of the opportunities for improvement.
 1988: Extension is a professional communication intervention deployed by an institution
to induce change in voluntary behaviors with a presumed public or collective utility.
 1997: Extension is the organized exchange of information and the deliberate transfer of
skills.
 1999: The essence of agricultural extension is to facilitate interplay and nurture synergies
within a total information system involving agricultural research, agricultural education
and a vast complex of information-providing businesses.
 2004: Extension is a series of embedded communicative interventions that are meant,
among other goals, to develop and/or induce innovations which help to resolve (usually
multi-actor) problematic situations.
 2006: Extension is the process of enabling change in individuals, communities and
industries involved in the primary industry sector and in natural resource management.[4]

History

Origins of agricultural extension

It is not known where or when the first extension activities took place. It is known, however, that
Chinese officials were creating agricultural policies, documenting practical knowledge, and
disseminating advice to farmers at least 2,000 years ago. For example, in approximately 800 BC,
the minister responsible for agriculture under one of the Zhou dynasty emperors organized the
teaching of crop rotation and drainage to farmers. The minister also leased equipment to farmers,
built grain stores and supplied free food during times of famine.[5]
The birth of the modern extension service has been attributed to events that took place in Ireland
in the middle of the 19th century.[6] Between 1845–51 the Irish potato crop was destroyed by
fungal diseases and a severe famine occurred (see Great Irish Famine). The British Government
arranged for "practical instructors" to travel to rural areas and teach small farmers how to
cultivate alternative crops. This scheme attracted the attention of government officials in
Germany, who organized their own system of traveling instructors. By the end of the 19th
century, the idea had spread to Denmark, Netherlands, Italy, and France.

The term "university extension" was first used by the Universities of Cambridge and Oxford in
1867 to describe teaching activities that extended the work of the institution beyond the campus.
Most of these early activities were not, however, related to agriculture. It was not until the
beginning of the 20th century, when colleges in the United States started conducting
demonstrations at agricultural shows and giving lectures to farmer’s clubs, that the term
"extension service" was applied to the type of work that we now recognize by that name.

In the United States, the Hatch Act of 1887 established a system of agricultural experiment
stations in conjunction with each state's land-grant university, and the Smith-Lever Act of 1914
created a system of cooperative extension to be operated by those universities in order to inform
people about current developments in agriculture, home economics, and related subjects.

Four generations of extension in Asia

The development of extension services in modern Asia has differed from country to country.
Despite the variations, it is possible to identify a general sequence of four periods or
"generations":[7]

 Colonial agriculture: Experimental stations were established in many Asian countries by

the colonial powers. The focus of attention was usually on export crops such as rubber,
tea, cotton and sugar. Technical advice was provided to plantation managers and large
landowners. Assistance to small farmers who grew subsistence crops was rare, except in
times of crisis.
 Diverse top-down extension: After independence, commodity-based extension services
emerged from the remnants of the colonial system, with production targets established as
part of five-year development plans. In addition, various schemes were initiated to meet
the needs of small farmers, with support from foreign donors.
 Unified top-down extension: During the 1970s and 1980s, the Training and Visit system
(T&V) was introduced by the World Bank. Existing organizations were merged into a
single national service. Regular messages were delivered to groups of farmers, promoting
the adoption of "Green Revolution" technologies.
 Diverse bottom-up extension: When World Bank funding came to an end, the T&V
system collapsed in many countries, leaving behind a patchwork of programs and
projects funded from various other sources. The decline of central planning, combined
with a growing concern for sustainability and equity, has resulted in participatory
methods gradually replacing top-down approaches.
The fourth generation is well established in some countries, while it has only just begun in other
places. While it seems likely that participatory approaches will continue to spread in the next few
years, it is impossible to predict the long-term future of extension. Compared to 20 years ago,
agricultural extension now receives considerably less support from donor agencies. Among
academics working in this field, some have recently argued that agricultural extension needs to
be reinvented as a professional practice.[8] Other authors have abandoned the idea of extension as
a distinct concept and prefer to think in terms of "knowledge systems" in which farmers are seen
as experts rather than adopters.[9]

Aspects of future extension education:

 Evolution of extension system and operationalisation of approaches

 Future extension education initiatives
 Collegiate participation of farmers
 Web enabled technology dissemination
 Developing cases as tools for technology dissemination
 Agriculture as a profitable venture
 Scaling up of group mobilization
 Micro-enterprises promotion

Several of the institutional innovations that have come up in response to the weaknesses in
public research and extension system have given enough indications of the emergence of an
agricultural innovation system in India. This has resulted in the blurring of the clearly
demarcated institutional boundaries between research, extension, farmers, farmers' groups,
NGOs and private enterprises. Extension should play the role of facilitating the access to and
transfer of knowledge among the different entities involved in the innovation system and create
competent institutional modes to improve the overall performance of the innovation system.
Inability to play this important role would further marginalize extension efforts.

Communication processes
The term "extension" has been used to cover widely differing communication systems. Two
particular issues help to define the type of extension: how does communication take place, and
why does it take place.[7]

The related but separate field of agricultural communication has emerged to contribute to in-
depth examinations of the communication processes among various actors within and external to
the agricultural system. This field refers to the participatory extension model as a form of public
relations-rooted two-way symmetric communication based on mutual respect, understanding,
and influence between an organization and its stakeholders.[10]

Agricultural communication can take three modes—face-to-face training, training "products"

such as manuals and videos, or information and communication technologies (ICTs), such as
radio and short message System (SMS). The most effective systems facilitate two way
communication and often combine different modes.[11]
Four paradigms of agricultural extension
Any particular extension system can be described in terms of both how communication takes
place and why it takes place. It is not the case that paternalistic systems are always persuasive,
nor is it the case that participatory projects are necessarily educational. Instead there are four
possible combinations, each of which represents a different extension paradigm, as follows:[7]

 Technology Transfer (persuasive + paternalistic). This paradigm was prevalent in

colonial times and reappeared in the 1970s and 1980s when the "Training and Visit"
system was established across Asia. Technology transfer involves a top-down approach
that delivers specific recommendations to farmers about the practices they should adopt.
 Advisory work (persuasive + participatory). This paradigm can be seen today where
government organizations or private consulting companies respond to farmers' inquiries
with technical prescriptions. It also takes the form of projects managed by donor agencies
and NGOs that use participatory approaches to promote predetermined packages of
technology.
 Human resource development (educational + paternalistic). This paradigm dominated the
earliest days of extension in Europe and North America, when universities gave training
to rural people who were too poor to attend full-time courses. It continues today in the
outreach activities of colleges around the world. Top-down teaching methods are
employed, but students are expected to make their own decisions about how to use the
knowledge they acquire.
 Facilitation for empowerment (educational + participatory). This paradigm involves
methods such as experiential learning and farmer-to-farmer exchanges. Knowledge is
gained through interactive processes and the participants are encouraged to make their
own decisions. The best known examples in Asia are projects that use Farmer Field
Schools (FFS) or participatory technology development (PTD).

There is some disagreement about whether or not the concept and name of 'extension' really
encompasses all four paradigms. Some experts believe that the term should be restricted to
persuasive approaches, while others believe it should only be used for educational activities.
Paulo Freire has argued that the terms ‘extension’ and ‘participation’ are contradictory.[12] There
are philosophical reasons behind these disagreements. From a practical point of view, however,
communication processes that conform to each of these four paradigms are currently being
organized under the name of extension in one part of the world or another. Pragmatically, if not
ideologically, all of these activities are considered to be represented in agricultural extension.