Thirty-one volumes of the Journal of reflect on author's debt to earlier works, constitute Agricultural Education (formerly AATEA Journal) a statement as to which of these works are have been published since 1961. Over the years, important, and are a means by which authors the journal has undergone a number of changes in anchor their work and relate it to earlier research" terms of size, format, content, frequency of (Goldman, 1979, p. 485). In addition, citations publishing (from three issues to four in 1983) and finally, a change in the name from AATEA Journal may also reflect an author's scope of reading and his/her scientific interests (Berg, 197 1; Broadus, to the Journal of Agricultural Education (JAE). 1967; and Crane, 1972). During the Journal's span of 31 years, a number of researchers have examined various research and publishing aspects in the agricultural education profession. The most prominent subjects discussed included empirical analysis of the Journal of Agricultural Education during the eighties (Radhakrishna and Jackson, 1992); what topics were cited and who was cited (Moore, 1991); reader opinions of the JAE (Newman, 1990 & Williams, 1982); statistical procedures used by agricultural educators in reporting research findings (Bowen, Rollins, Baggett & Miller, 1990; Manneback, McKenna & Pfau, 1984; and Warmbrod, 1986); and agricultural and extension education research published in terms of program area, area of focus, and scope (Crunkilton, 1988). Researchers in other disciplines have also examined research and publishing aspects within their professions. The most notable publications reviewed included the

Numerous changes have occurred in agricultural education in an attempt to revitalize and revolutionize the way we teach agriculture. In this regard, the strategic planning process directed educators to move programs toward a more holistic view of the teaching of agriculture. The findings in this study indicate that teachers in Pennsylvania want to develop a strategic plan for the state. Moreover, the teachers indicated there should be a greater alliance of academics and agricultural education. The findings provide numerous opportunities and challenges for agricultural educators in Pennsylvania.

This article highlights a project undertaken by a rural South African youth organization. The uniqueness of this particular organization was its grass-roots development in the midst of a very demoralizing environment -that of a rural apartheid-based homeland. With the successful organization of community members seeking to improve their living conditions, an urgent request came to enhance career opportunities for the youth. These young people, engaged in a seemingly insurmountable struggle, work hard to become successful in the South African educational scene. The key to the success of this youth organization was engaging the youth in the implementation of African-style democracy to identify and solve their problems. This is a report of their first project and its results.