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    151. Identifying entry-level skills expected by agricultural industry experts and determining teachers' perceptions on whether they are being learned through students' participation in the supervised agricultural experience component of the secondary

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    152. Factors affecting agricultural journalists and agricultural communicators

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    153. Competencies needed by agricultural communication undergraduates: an industry perspective

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    154. Master's level agricultural communications curriculum: a national Delphi study

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    155. An international center for education in agricultural communications

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    156. Development support communication for rural development in Asia

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    157. The people's school system: an integrated approach to rural reconstruction

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    158. Employer's Perceptions of Recent Agricultural Communications Graduates' Workplace Habits and Communications Skills

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    159. Competencies Needed by Agricultural Communicatino Undergraduates: An Industry Perspective

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    163. Teaching non-Western studies: a handbook of methods and materials

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    164. Writing and editing proficiencies in agricultural communications: frequency of use and role in curriculum

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    165. Skills, qualities and experiences needed for future leaders in food and agribusiness industries of Armenia

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    166. Educating limited acreage producers using Web-based technology

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    167. Passion for ag draws students into communications

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    168. The mass media and journalism education situations in central Asia

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    169. Factors influencing adoption and implementation of Cooking With Kids, an experiential school-based nutrition education curriculum

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    170. Best practices for extension curricula review

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    171. Student publications' place in the agricultural communication curricula

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    173. Joyful ignorance and the civic mind

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    174. Lessons learned from ignorance: the curriculum on medical (and other) ignorance

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    175. Economics and the promotion of ignorance-squared

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    176. Educating for ignorance

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    177. Using an interdisciplinary approach to teach undergraduates communication and information literacy skills

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    179. The indigenous as a site of decolonizing knowledge for conventional development and the link with education: the African case

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    180. Reframing development studies: towards an IDS teaching praxis informed by indigenous knowledges

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    181. Exploring indigenous ways of knowing, being and doing in developing a cross-cultural science curriculum

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    182. Students step out! Out of the country. Out of your comfort zone. Into a career

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    184. Using an interdisciplinary approach to teach undergraduates communication and information literacy skills

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    185. Competencies needed by agricultural communication undergraduates: a focus group study of alumni

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    186. Perceptions of agricultural communications freshmen regarding curriculum expectations and career aspirations

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    189. Adding value to U.S. academia by identifying best practices for engaging faculty in international experiences

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    190. Perceptions of competencies needed for teaching in international extension settings

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    191. Harvesting the power of farm broadcasting

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    192. Sustainable agriculture: teacher beliefs and topics taught

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    193. Teaching intercultural rhetoric and technical communication: theories, curriculum, pedagogies and practices

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    194. How agricultural communications instructors prevent and deal with plagiarism in classes

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    196. Guess who's 90? Science and agricultural journalism program reaches milestone

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    197. Science and Agricultural Journalism slideshow

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    198. Report of the sensitisation workshop on rural radio for policy and decision makers in east and southern Africa

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    199. Online web portal of competence-based training opportunities for organic agriculture

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    200. Lifelong learning for farmers: enhancing competitiveness, knowledge transfer and innovation in the eastern German state of Brandenburg

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