DOCSLIB.ORG

The Development of the Integrated Three-Component Model of Agricultural Education

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Development of the Integrated Three-Component Model of Agricultural Education THE DEVELOPMENT OF THE INTEGRATED THREE-COMPONENT MODEL OF AGRICULTURAL EDUCATION D. Barry Croom, Associate Professor North Carolina State University Abstract This research project sought to determine the origin of the three-component model of agricultural education in the United States and provided a contextual base for future research into the three-component model for agricultural education. The study concluded that each of the three components of the agricultural education model originated at different times in American history but were developed simultaneously. Supervised experience probably originated in colonial America, and formal instruction in agricultural education probably began in 1858. The FFA was officially established in 1928, although similar agricultural youth organizations probably began either at the end of the nineteenth century or the beginning of the twentieth century. This study did not find evidence of an established date or recognized event that created the three-component agricultural education model. The Smith-Hughes Act of 1917 provided a more sophisticated linkage between classroom instruction and supervised experience. This study did not find evidence of a legal basis for the integral nature of the three-component agricultural education model. Instead, the integral nature of the model probably exists out of tradition, or as a result of a philosophical tenet in the agricultural education profession. Introduction and Theoretical Framework learning experiences for students in the agricultural career pathway of their choice. The predominant model for organizing Supervised agricultural experience requires instruction in agricultural education involves an educational plan cooperatively developed the interrelationships between three major by the student, the agriculture teacher, the concepts: classroom and laboratory student’s parents, and an employer if instruction, supervised agricultural necessary. This education plan is carried out experience, and agricultural youth in a location outside of normal daily organization participation (Phipps & instruction in agricultural education. The Osborne, 1988). Classroom and laboratory student maintains records of his or her SAE instruction are those activities that provide activities. SAE experience helps students learning experiences within the confines of a put into practice the principles learned in the school facility. These classroom activities agriculture classroom. Students who excel are characterized by learning activities in the supervised agricultural experience are designed by an agriculture teacher and rewarded through the National FFA presented to students using formal Organization (FFA) proficiency awards instruction methods such as lecture, program and membership degree program. demonstration, guided and independent The FFA is an instructional tool that practice, review, and assessment. compliments both instruction and supervised Instructional content includes agricultural agricultural experience. FFA programs are mechanics, animal science, horticulture, designed to encourage students to perform agricultural production and biotechnology well academically. In addition, the FFA (Talbert, Vaughn, & Croom, 2006). assists in the development of students’ Supervised Agricultural Experience interest in agricultural careers through (SAE) is an independent learning program support of the supervised agricultural for students enrolled in agricultural experience program. FFA activities include education courses. It is designed to provide career development events, individual Journal of Agricultural Education 110 Volume 49, Number 1, 2008 Croom The Development of the Integrated… member awards programs, scholarships and for assessing the quality of SAE leadership programs (Phipps & Osborne, programs. 1988). With regard to the FFA element of the The integrated agricultural education model, there is a gap between the number of model requires that agricultural education agricultural education students and the programs combine instruction, supervised number of students who are official agricultural experience and FFA (Talbert et members of the FFA (Talbert et al., 2006), al., 2006). However, a number of studies even though FFA membership has continued have indicated a decline in the number of to increase in recent years (National FFA students involved in supervised experience. Organization, 2006a). Even though students Dyer and Osborne (1996) and Cheek, who join the FFA were more connected to Arrington, Carter and Randell (1994) the industry of agriculture and were more conclude that SAE programs lack overall engaged in agricultural education direction and goals by which program coursework (Croom & Flowers, 2001; quality can be measured. Even though Talbert & Balschweid, 2004), the National classroom instruction improves SAE quality, FFA Organization (2006a) reported a gap of there is great variance in how teachers almost 200,000 students between FFA manage the SAE program (Dyer & Osborne, membership and student enrollment in 1996). A number of related studies (Dyer & agricultural education programs. Of the Osborne, 1995; Dyer & Williams, 1997; components in the three-component model Steele, 1997) conclude that many teacher- of agricultural education, instruction occurs educators, teachers, and program with the greatest frequency. If this model is administrators fail to fully implement composed in such a way that classroom SAE in the agricultural education instruction, FFA, and SAE are integrally program, even though SAE has a proven linked and equally weighted components, economic impact (Retallick & Martin, then why do the FFA and SAE components 2005). Dyer and Osborne (1996) generally subordinate themselves to found that no common standards existed instruction? Figure 1 describes this model. Formal Instruction Supervised FFA Experience Figure 1. Diagram of the integrated three-component agricultural education model. Journal of Agricultural Education 111 Volume 49, Number 1, 2008 Croom The Development of the Integrated… Hirsch’s (1988) Cultural Literacy Model information were subjected to internal is the theoretical model for this study, and is criticism for accuracy and external criticism based on the premise that agricultural for authenticity. Readers should not assume educators need to have a basic literacy of that the findings and conclusions of this agricultural education in order to function in study are causal elements for modern their professional environment. Cultural theories associated with agricultural literacy in agricultural education underpins education. the public discourse about the profession. Reading the scientific and popular literature Findings in the agricultural education profession is a complex skill that requires a specific The first known agricultural educators knowledge of the range of subjects that on the North American continent were influence the profession. Learning is thus native indigenous peoples who passed down dependent upon both specific broad methods for cultivation to successive knowledge and a diversity of prior generations. The first formal compulsory knowledge. Hirsch’s Cultural Literacy education system arrived on the continent Model encourages professional educators to through the passage of the Massachusetts continue to learn and deepen their Act of 1642 (Barger, 2006). Prior to this, knowledge of the profession and find deeper most youth were educated through meaning in issues related to the development apprenticeships in the various trades in of the model by which agricultural education colonial America. The Massachusetts Act is performed in the United States. provided for the formal study of religion and the laws of the Commonwealth of Purpose and Procedure Massachusetts. Schools became the place where classical education was provided, The overall purpose of this research with studies concentrating on Latin and the project was to determine the origin of the basics of reading and mathematics (Urban & three-component model of agricultural Wagoner, 2000). education in the United States. The In the mid to late eighteenth century, objectives for this research project were to organizations and societies began promoting identify the origins of each of the three agricultural education outside of the formal components of the integrated agricultural school establishment. The Philadelphia education model and to establish the origin Society was established in 1785 for the of the integrated agricultural education purpose of familiarizing members with model. This research project also sought to improved agricultural methods. In 1792, the provide a contextual base for future research Massachusetts Society for Promoting on the three-component model for Agriculture set up meetings for the purpose agricultural education. This is a historical of inviting farmers to learn new methods of research study. A preliminary improving agriculture. In the 1850’s, bibliographical source was created agricultural societies began to disseminate consisting of primary and secondary research in agricultural practices in rural sources. Primary sources of information communities, primarily through included reports from the Federal Board for publications, newspaper articles and Vocational Education and the published lectures. Agricultural fairs, formerly an manuscripts of agricultural educators in the outlet for selling farm animals and products, early twentieth century. Secondary sources gradually began to include educational included, but were
Load more

Recommended publications
  • The Relationships of Agricultural Literacy of Superintendents
    The relationships of agricultural literacy of superintendents, principals, and counselors in four western states to adherence to state guidelines and student enrollment by Robert R McBlair A master's thesis submitted in partial fulfillment of the requirements for the degree of Master of Science in Agricultural Education Montana State University © Copyright by Robert R McBlair (1995) Abstract: The purpose of this study was to establish the agricultural literacy levels of administrators and to examine the relationships between those levels and funding, adherence to state guidelines, and enrollment in high school agricultural education programs. Superintendents, principals, and counselors from the four western states of Montana, South Dakota, North Dakota, and Wyoming were surveyed. Data for this study were gathered through a mail survey of the population of administrators employed in a school district that had an agricultural education program. In each school district, one of the three administrators received a survey. Of the 269 surveys sent, 169 were returned for a return rate of 63%. Data were gathered in four areas: (1) agricultural literacy levels and demographics, (2) perceptions of present offerings of agricultural education, (3) knowledge of community and state agricultural education, and (4) enrollment, funding, and service to agricultural education students. The test score means were subjected to a Kuder-Richardson20 test of reliability. The reliability tested to be .966. Analysis of the data revealed that the agricultural literacy level of all administrators was minimal with the mean test score being 69.4%. Administrators 'agreed' or 'strongly agreed' with statements about present guidelines that align the local agricultural education program and FFA with accepted state minimum standards.
    [Show full text]
  • Agricultural Education – Professional Service, MS
    Effective Date 2018-2019 Agricultural Education – Professional Service, MS College of Agriculture & Environmental Science Graduate Coordinator: Chastity Warren Email: [email protected] Phone: 336-285-4819 Department Chair: Anthony Yeboah Email: [email protected] Phone: 336-334-7943 The Master of Science in Agricultural Education prepares students for successful careers and a lifetime of informed choices in the global agriculture, food, fiber, and natural resources systems. Agricultural Education at North Carolina A&T is offered completely online and on campus. The Professional Service concentration prepares individuals for careers in agribusiness, government, or legal professions. Students interested in international study can participate in the Peace Corps International. Students in both study tracks are also prepared for doctoral degree programs and other professional schools. Graduates of the program find employment in secondary education, agribusiness industry, federal and state government, cooperative extension, higher education, rural and international development, and nonprofits. Some prominent employers include the United States Department of Agriculture, John Deere, Kraft, Cargill, and the North Carolina Public School System. Many graduates go on to pursue doctoral work at prestigious research universities such as Iowa State, The Ohio State, Purdue, Penn State, and Virginia Tech. Additional Admission Requirements Basic preparation in an agricultural related discipline or other broadly related areas. Program Outcomes: Upon completion of the graduate program in Agricultural Education: Students will critically analyze issues impacting the food, agricultural, and environmental science. Students will demonstrate the ability to effectively communicate knowledge and issues impacting the food, agricultural, and environmental science disciplines. Students will develop and implement effective program planning and evaluation plans for their agricultural education programs to facilitate improvement of agricultural education programs.
    [Show full text]
  • Agriculture Education 9-12
    MISSOURI DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION OFFICE OF EDUCATOR QUALITY – EDUCATOR PREPARATION AGRICULTURE EDUCATION 9-12 EDUCATOR PREPARATION PROGRAM NAME EDUCATOR PREPARATION PROGRAM CODE MISSOURI STATE UNIVERSITY 119119 INSTRUCTIONS Please complete Educator Preparation Program (EPP) Name & EPP Code above. The EPP Code may be located at https://dese.mo.gov/sites/default/files/EPP-Code-Name.pdf Certification Requirements: Course Number – List the course number(s) for the course(s) or groups of competencies that align with the specific section of the requirements. It is possible to have more than one course or group listed. Course Title – List the course title(s) for the course(s) or groups of competencies that align with the specific section of the requirements. It is possible to have more than one course or group listed. Semester Hours – List the number of semester hours for each specific section. It is possible to use decimals (to the nearest tenth) to indicate partial use of a course to meet a requirement. The total number of semester hours must meet or exceed the minimum required number of semester hours. Email the completed cover sheet, curriculum matrix, and advising/program information to [email protected] on or before the date established in the Transition Plan. QUESTIONS: Contact Gale Hairston, 573/751-1668 or [email protected] A. Professional Requirements (Minimum of 26 semester hours) 1. Content Planning and Delivery Semester Course Number Course Title Hours a. Curriculum and Instructional Planning SEC302 General Methods of Instruction in the Middle 1(3) and Secondary Schools b.
    [Show full text]
  • Agricultural Education Research Summary Report
    Agricultural Education Research Summary Report AN EXAMINATION OF ELEMENTARY TEACHERS’ AND AGRICULTURAL LITERACY COORDINATORS’ BELIEFS RELATED TO THE INTEGRATION OF AGRICULTURE prepared by Neil A. Knobloch, Ph.D. Anna L. Ball, Ph. D. Assistant Professors of Agricultural Education University of Illinois at Urbana-Champaign This research project was funded by the Illinois State Board of Education under the direction of Facilitating Coordination In Agricultural Education June, 2003 1 An Examination of Elementary Teachers’ and Agricultural Literacy Coordinators’ Beliefs Related to the Integration of Agriculture Introduction The purpose of this study was to determine the extent to which elementary school teachers’ and agricultural literacy coordinators’ beliefs of agriculture are related to the nature and scope (e.g., topics, activities, and number of lessons) of integrating agriculture into their instruction. A random sample of elementary school teachers in Illinois was surveyed to determine selected teacher characteristics, their beliefs about agriculture, and the extent to which they have integrated agriculture into their instruction during the 2002-03 school year. This study builds on the exploratory-descriptive study conducted by Allen and Harper (2002) and addresses the FY03 Mini-Research Project Topic #1, “Determine the impact of teacher professional development activities including teacher retention, teacher quality, and Agricultural/Horticultural Education program quality in Illinois” and Topic #2, “The impact of the Illinois Agricultural
    [Show full text]
  • Cultivating Youth Entrepreneurship Through Agricultural Education and Training Seth Heinert, Melanie Miller Foster (Penn State), Daniel Foster (Penn State)
    Innovation for Agricultural Training and Education Cultivating Youth Entrepreneurship through Agricultural Education and Training Seth Heinert, Melanie Miller Foster (Penn State), Daniel Foster (Penn State) Why is entrepreneurship education in Agricultural Education and Training (AET) important? Simply put, entrepreneurs and small business owners are needed in agriculture, the world over. The main aim of youth entrepreneurship education is to develop an entrepreneurial mindset. It is a small but important shift when youth begin to think that they can work for themselves and employ others versus only thinking they must work for someone else; or, not considering agriculture in the same domain as other businesses. When youth develop positive attitudes toward entrepreneurship in agriculture and gain first-hand experience, they are more likely to start their own businesses. What is entrepreneurship in AET? “Entrepreneurship” is the craft or skill of starting, Entrepreneurship education in AET is a developing, organizing and managing a business component critical to the success in retaining and assuming the associated risk in order to make a young people in agriculture and rural areas profit. the world over (Valerio, Parton, & Robb, 2014). No doubt many valuable lessons have been taught in formal and non-formal settings on technologies relevant to agriculture and basic business principles necessary for a young person to become a successful practitioner. Yet, youth all over the world still leave the agriculture industry and rural areas in pursuit of other aspirations (Bennell, 2010). Encouraging would-be youth agriculturists to think like entrepreneurs is essential to retaining them in agriculture and will also better equip them to be successful in ever-changing local, national, and international markets.
    [Show full text]
  • Agricultural In-Service Needs of Introductory Level Career and Technical Education Teachers
    AGRICULTURAL IN-SERVICE NEEDS OF INTRODUCTORY LEVEL CAREER AND TECHNICAL EDUCATION TEACHERS Jolene Christensen, Teacher Rocky Mountain Middle School Brian K. Warnick, Assistant Professor Utah State University Debra Spielmaker, Director Utah Agriculture in the Classroom Rudy S. Tarpley, Director New Mexico FFA/Agricultural Education Gary S. Straquadine, Professor Utah State University Abstract This study identified and prioritized the agricultural in-service needs of introductory level career and technical education teachers in Utah. The Utah State Board of Education requires that all seventh grade students complete an introductory career and technical education course as their first formal career exploration experience. One component of the course is exploration of the agriculture industry. In order to effectively help students explore agricultural opportunities, teachers, most of whom have little or no formal training in agriculture, must be prepared in their knowledge of the agriculture industry and careers. To meet the needs of teachers, the state office of education has requested relevant, meaningful in-service. A survey based on the Borich needs assessment model was used to determine areas in which teachers need additional support. The “new and emerging technologies in agriculture” standard emerged as an area of weakness. Teachers generally held positive attitudes toward the importance of teaching agriculture, which should be used to promote future in-service programs. Introduction helping students understand agriculture and its many dimensions‖ (Knobloch & Martin, The first goal of the National Strategic 2000, p. 24). The responsibilities to build Plan and Action Agenda for Agricultural links in the chains of knowledge that will Education is, ―An abundance of highly educate today‘s students and enable them to motivated, well-educated teachers in all become agriculturally literate rests with our disciplines, pre-kindergarten through adult, educators.
    [Show full text]
  • Agriculture and Life Sciences Education Teacher Certification Option Curriculum Requirements 2021-2022 Catalog Requirements Bachelor of Science Degree
    Agriculture and Life Sciences Education Teacher Certification Option Curriculum Requirements 2021-2022 Catalog Requirements Bachelor of Science Degree Credit Dept Course No. Course Title University Requirements 3 Engl 150 Critical Thinking and Communication 3 Engl 250 Written, Oral, Visual and Electronic Communication 3 International Perspectives Select from Approved List 1 Lib 160 Library Instruction 3 US Diversity Select from Approved List College of Agriculture and Life Sciences Requirements 3 AgEdS 311 Presentation & Sales Strategies for Agricultural Audiences 3 American History Elective Select from Approved List 4 Biol 211/L General Biology I/Lab 4 Biol 212/L General Biology II/Lab 5 Chem 163/L General Chemistry I/Lab 3 Econ 101 Principles of Microeconomics 3 Ethics Elective Select from Approved List 3 Math 140 College Algebra 3 Stat 104 Introduction to Statistics Major Specific Requirements – Agricultural Sciences and Economics C- or higher required 3 Acct 284 Financial Accounting 6 Ag Elective Select 6 credits from approved list 3 AgEdS 315 Personal, Prof, and Entrepreneurial Leadership in Agriculture 3 AgEdS 488 Methods of Teaching Agricultural Mechanics 3 Agron 181 Introduction to Crop Science 3 Agron 182 Introduction to Soil Science 2 An S 101 Working with Animals 2 An S 114 Survey of the Animal Industry 3 Hort 221 Principles of Horticulture 3 Econ 230 Farm Business Management 3 NREM 120 Introduction to Renewable Resources Major Specific Requirements – Professional Credits C or higher required 1 AgEdS 110A Orientation for Agriculture
    [Show full text]
  • Identifying the Characteristics of an Effective Agricultural Education Teacher: a National Study
    Journal of Agricultural Education, 60(4), 1-18 https://doi.org/10.5032/jae.2019.04001 Identifying the Characteristics of an Effective Agricultural Education Teacher: A National Study Christopher J. Eck1, J. Shane Robinson2, Jon W. Ramsey3, and Ki Lynn Cole4 Abstract The educational landscape in America is changing every day. The need for effective teachers, especially those in agricultural education, remains a high priority. This national study sought to identify the human capital (i.e., education, training, skills, and experiences) necessary for effective school-based agricultural education teachers. The modified Delphi approach consisting of award- winning agricultural education teachers, state staff, and National FFA Board of Directors in the 2017 calendar year was used to collect data. Three rounds of data collection resulted in 58 characteristics, across eight different categories, reaching consensus of agreement. Panelists agreed unanimously on 28 items. The top-rated item was, “understands student needs.” The eight categories emerging from the data included: Instruction, FFA, SAE, Program Planning, Balance, Diversity and Inclusion, Professionalism, and Personal Dispositions. Personal Dispositions (n = 14) and Instruction (n = 14) were the two themes generating the greatest numbers of items. SAE (n = 1) was the category with the least amount of items generated. The results of this study serve as a call to action for a balanced program and personal life, refrain from working extra hours, and limiting one’s involvement in the community as a leader. Keywords: effective teaching characteristics; human capital; school-based agricultural education teachers Introduction The landscape regarding today’s education system is ever-changing. However, the one constant is the need for effective teachers in K-12 school systems (U.S.
    [Show full text]
  • A Review of Ontario Agriculture
    A Review of Ontario Agriculture Clayton Switzer We produce about 200 different commodities here On behalf of the Ministry of Agriculture and Food but the major ones are livestock, dairy products and and the province of Ontario, I'd like to welcome all of corn. In addition, the province is home to about 40 you to what l'm sure you'll find a very rewarding and percent of the country's food processing industry. informative conference. And I'd like to extend an Primary production means about $5 billion a year to especially warm welcome to those of you from outside Ontarids farmers. Food processing and the related the province- particularly our guests from the United industries add about $10 billion to this total. Food States. My purpose this morning, according to the production is camed out all over Southern Ontario and program, is to offer a "Review of Ontario Agriculture." in specific pockets in the northern parts of the Since people have been farming in this province for the province. Our overall level of agricultural production is last20 years, I'd say the reviews were in and we were a roughly comparable to what you might find in the state hit Agriculture and food production is the industry of Wisconsin. To give you a better idea of how we that built this province. And its still a major part of our compare, I'd like to look at Ontarids output of some of economy- as I'll point out. our major commodities compared to largsscale Background producers south of the border.
    [Show full text]
  • Using Agricultural Education As the Context to Teach Life Skills
    USING AGRICULTURAL EDUCATION AS THE CONTEXT TO TEACH LIFE SKILLS Amber L. Dailey, Graduate Teaching Assistant Carol A. Conroy, Assistant Professor Cynthia A. Shelley-Tolbert, Graduate Research Assistant Cornell University Abstract Over the years agricultural education has not done an adequate job of effectively defining or describing its meaning and purpose. As with the broad agricultural industry, the view of agricultural education varies between and among groups, within and outside of the profession, and has evolved according to global, regional, and local pressures including those originating from political, societal, and technological changes (National Research Council, 1988). This qualitative study investigated the perceptions held by individuals involved in agricultural education or the broadly defined agricultural industry as to how agricultural education can be promoted as a viable alternative for the instruction of academic and workplace skills, reducing some of the image problems associated with vocational education. Results indicate that participants believe agricultural education should remain a community-based program, and should incorporate more science-based instruction, but there is much confusion as to how traditional program goals such as FFA and SAE can be met with these changes. The conclusions and recommendations focus on a set of questions developed to guide future research on these issues. Introduction and Conceptual Framework content and life skills to prepare students for Externally mandated bureaucratic adulthood, regardless of their ideal career changes such as state standards, areas. The study of agriculture can also standardized testing, and increased provide a context in which learners can graduation requirements necessitate that explore key biological and mathematics agricultural educators be prepared and ready concepts and skills.
    [Show full text]
  • An Analysis of Selected Aspects of the Agricultural Education Program in Guyana with Implications for Program Development
    Louisiana State University LSU Digital Commons LSU Historical Dissertations and Theses Graduate School 1977 An Analysis of Selected Aspects of the Agricultural Education Program in Guyana With Implications for Program Development. Albert Llewelyn Agard Jr Louisiana State University and Agricultural & Mechanical College Follow this and additional works at: https://digitalcommons.lsu.edu/gradschool_disstheses Recommended Citation Agard, Albert Llewelyn Jr, "An Analysis of Selected Aspects of the Agricultural Education Program in Guyana With Implications for Program Development." (1977). LSU Historical Dissertations and Theses. 3146. https://digitalcommons.lsu.edu/gradschool_disstheses/3146 This Dissertation is brought to you for free and open access by the Graduate School at LSU Digital Commons. It has been accepted for inclusion in LSU Historical Dissertations and Theses by an authorized administrator of LSU Digital Commons. For more information, please contact [email protected]. INFORMATION TO USERS This material was produced from a microfilm copy of the original document. While the most advanced technological means to photograph and reproduce this document have been used, the quality is heavily dependent upon the quality of the original submitted. The fallowing explanation of techniques is provided to help you understand markings or patterns which may appear on this reproduction. 1.The sign or "target" for pages apparently lacking from die document photographed is "Missing Page(s}". If it was possible to obtain the missing page(s) or section, they are spliced into the film along with adjacent pages. This may have necessitated cutting thru an image and duplicating adjacent pages to insure you complete continuity. 2. When an image on the film is obliterated with a large round black mark, it is an indication that the photographer suspected that the copy may have moved during exposure and thus cause a blurred image.
    [Show full text]
  • Expanding and Enhancing Rural Education Through Agricultural Education Julie Tesch
    Expanding and Enhancing Rural Education Through Agricultural Education Julie Tesch Premier leadership, personal growth and career success through agricultural education. — National FFA Mission The above mission statement from the National FFA Organization touches key issues for rural America. A mission statement promising premier leadership, personal growth and career success addresses what everyone wants for youth in America. Can curriculum and activities in agricultural education really offer that reality? Is there a future in the food, agricultural, and natural resources industry? Why would students want to study this basic industry? These are all questions that we as agricultural educators face daily. The answer is yes, curriculum in agricultural education does address premier leadership, personal growth, and career success in our students. Our inter-curricular education model is unique and has worked for millions of students across the country. Yes, there is a future in the food, agricultural, and natural resources industry. This industry is not and never will be obsolete. Our world is growing at an unprecedented pace and our current students need to learn how to live and work in a global society. Feeding and clothing the world will be one of the many issues they face in the future. Our current secondary students can be the change-makers in our society. And finally, students do want to study agriculture, because contrary to popular belief, agricultural education does not just educate students to be farmers, which is a noble profession. Agricultural education students are future chemists, veterinarians, government officials, entrepreneurs, international business leaders, teachers and premier professionals in numerous other careers.
    [Show full text]