The "third wave" described by Alvin Toffler necessitates the restructuring of institutions. Agricultural educators must stay flexible, open, and responsive in order to continue being needed by the nation's most vital industry. (SK)

Describes an exercise for use in college-level geography courses dealing with the tandem development of transport networks and commercial agriculture in Central America. Using six maps, the author shows the parallels between highway and railroad construction and commercial crops, (coffee, bananas, and cotton) in Central America between 1855-1975.…

Presented is one of a series of articles designed to help science teachers keep current on ideas in specific areas of biology. This article provides information about ion transport in plant cells. (PB)

Vocational agriculture must continue to be sensitive to the labor market needs of the agricultural industry. As technology changes the world of work, it inevitably affects workers and students. School curriculum and vocational agriculture teachers must keep up-to-date with these changes. (LRA)

Exploring the relationship between a farmer's risk attitude and the likelihood that he will adopt selected technical alternatives to a well-integrated agricultural practice threatened with discontinuance, this article supports the view that risk-averse farmers, rather than risk takers, tend to be early adopters. (SB)

Describes a simulation, "The Isolated Estate," which introduces geography students to the Von Thonen model and game theory. The objective of the game is to make textbook concepts more realistic. Concepts illustrated through the game include agricultural land use, economic rent, competetive bidding, inequities associated with differential incomes,…

Discussed is the recycling of agricultural residues, either through fermentation or bioconversion processes, to help meet the energy requirements of the developing countries. (BT)

Presented is a brief review of plant growth substances and selective herbicides. Topics include herbicidal selectivity and inhibitors. (BB)

A review of literature from 1964 to 1993 identified the benefits of supervised agricultural experience (SAE) programs, including agriculture knowledge and positive work attitudes. Classroom, SAE, and Future Farmers of America complemented each other. The research base is state specific and fragmented and lacks cohesiveness. (SK)

Discusses enrollment trends in secondary agricultural education by looking specifically at what is happening in Iowa: from 1991-2001, enrollment has grown each year; the number of females has increased from 15.29% to 27.92%; and participation in supervised agricultural experience and FFA has declined since 1997-1998. (JOW)

Whereas the goal of secondary agricultural education is career preparation, presecondary agricultural education should be designed to enhance student understanding of the role of agriculture and to prepare them to make intelligent decisions about agriculture, food, and food production. (JOW)

Examines the collapse of the rural community attendant on the demise of agriculture. Reports results of interviews of dairy farmers and their families in rural New York which suggest that farm problems exacerbate problems of rural poverty. Recommends effective intervention to prevent increasing rural economic poverty and social marginality. (DHP)

Telephone interviews with 390 of 400 college students revealed an overall favorable impression of food safety and agriculture's impact on the economy and environment. Males were more positive about animal welfare and production agriculture. Gender, college major, and hometown were related to attitudes about agriculture issues. (SK)

Program logic models provide a method of presenting program objectives schematically. This article presents a model that explicitly recognizes the ultimate societal-level benefits and accommodates identification of outputs, performance indicators, and targets. The model is illustrated with a hypothetical agricultural technology transfer program.…

Traditional supervised agricultural experience remains valid, but nontraditional or alternative approaches can also work if they meet selection guidelines and match community resources to student interests and skills. (SK)