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This paper advances the notion that global leadership is a necessary component of undergraduate agricultural leadership. Within an existing leadership curriculum, the development of at least three new courses with innovative approaches to such a globalized curriculum is justified and outlined. These three classes include a course designed to increase awareness of global leadership issues, a cultural assimilation course designed to prepare students for an international experience, and a capstone seminar course. The program will require students to take the three classes being developed in addition to at least three other classes with an international or cultural emphasis as well as participate in an international experience during their undergraduate career. Upon completing the global agricultural leadership curriculum, students will be awarded an academic certificate.

Many youth leadership organizations exist today and provide a variety of leadership experiences. One such organization provides a week long leadership experience to high school students with its primary purpose being to guide students through a process of identifying a community need and developing a plan to address that need. This article reports on two qualitative case studies which investigate this leadership education tool and its impacts on the students’ involved, as well as the participating communities. The Living to Serve plans (LTS), the capstone leadership education experience, which the students develop are used to help students understand the process of identifying problems and solving those problems through identified steps.

The purpose of this study sought to determine the characteristics that distinguish online from offline information seekers among people living with human immunodeficiency virus (PLHIV) in selected regional hospitals of Tanzania.

Questionnaire-based survey was conducted among 341 adults with human immunodeficiency virus (HIV) infection attending the HIV clinics in the regional referral hospitals in Mwanza, Mbeya and Dar es Salaam, Tanzania. The study used multivariate logistic regressions to determine factors that distinguish online HIV information seekers from offline HIV information seekers.

One in every five survey participants sought online HIV information (19.6 per cent, n = 67). Both higher level of education (odds ratio (OR) = 1.765, 95 per cent confidence interval (CI) = 1.208-2.58) and intention to use internet in future (OR = 1.566, 95 per cent CI 1.148-2.136) were predictors of online HIV information seeking behaviour at multivariate analysis. Respondents who sought online information reported to have gained knowledge such as; to understand their conditions better (77.4 per cent, n = 41) and understand information received from health care workers (66 per cent, n = 35), as well as acquisition of health promoting behaviour such as; asking questions during doctor’s visit (55 per cent, n = 35) and consulting a clinician when they have problems (64.3 per cent, n = 33). The offline HIV information seekers (n = 274) did not use internet due to lack of information seeking skills (44.3 per cent, n = 113) and lack of access to internet connectivity (30.2 per cent, n = 77).

This is a comprehensive study that differentiates online from offline HIV information seekers in the context of sub-Saharan Africa. The results suggest that interventions to improve online access information will empower patients and probably positively affect their health knowledge and health promoting behaviours.