scholarly journals 188 Extension Programming in Forages: Opportunities and Challenges

2021 ◽  
Vol 99 (Supplement_3) ◽  
pp. 101-102
Author(s):  
Sandra L Dillard
Keyword(s):  
United States ◽  
New Technology ◽  
Fold Increase ◽  
The United States ◽  
Full Time ◽  
Pasture Management ◽  
Virtual Technology ◽  
Online Programs ◽  
Extension Educators ◽  
On Farm

Abstract Even though forage and grazing lands represent the largest land use in the United States, the number of forage faculty positions nationwide has decreased by 47% in the last 15 years, with only an estimated 2.3 forage research and Extension full-time equivalents (FTE) per state. This challenge has made partnerships with county/regional agents and Extension faculty from other states an increasingly important component of a successful Extension program. Whereas virtual/online programs existed prior to 2020, people of all ages are currently more comfortable and adept with virtual technology because of the COVID-19 pandemic. Moving forward, virtual meetings and hybrid meetings will likely become more routine, making it possible to disseminate knowledge to producers locally and across the state, region, and country concurrently. This approach will enable Extension educators to be more efficient in their knowledge transfer as illustrated by programs such as the Bermudagrass Hay Summit which has seen an almost six-fold increase in attendance from 2020 to 2021 because travel is not required. Lastly, there is a largely untapped opportunity in on-farm demonstrations and research. An example of how this can positively affect adoption of new technology is the regional program Alfalfa in the South. This program combines both on-farm and experiment station research. As a result of on-farm demonstrations, producer interest in adoption of alfalfa across Alabama and Georgia has increased in the last 3 years. There are many challenges to Extension programming in forages, but there are also ample opportunities to partner with other state Extension programs, as well as with producers to disseminate forage and pasture management effectively and efficiently to the forage and livestock sectors across the United States.

A Nationwide Survey of COVID-19 Testing in LGBTQ+ Populations in the United States

2021 ◽  
pp. 003335492110181
Author(s):  
Richard J. Martino ◽  
Kristen D. Krause ◽  
Marybec Griffin ◽  
Caleb LoSchiavo ◽  
Camilla Comer-Carruthers ◽  
...  
Keyword(s):  
United States ◽  
Gay Men ◽  
Antibody Test ◽  
Nationwide Survey ◽  
The United States ◽  
Sociodemographic Characteristics ◽  
Full Time ◽  
Test Results ◽  
Antibody Testing ◽  
And Gender

Objectives Lesbian, gay, bisexual, transgender, or queer and questioning (LGBTQ+) people and populations face myriad health disparities that are likely to be evident during the COVID-19 pandemic. The objectives of our study were to describe patterns of COVID-19 testing among LGBTQ+ people and to differentiate rates of COVID-19 testing and test results by sociodemographic characteristics. Methods Participants residing in the United States and US territories (N = 1090) aged ≥18 completed an internet-based survey from May through July 2020 that assessed COVID-19 testing and test results and sociodemographic characteristics, including sexual orientation and gender identity (SOGI). We analyzed data on receipt and results of polymerase chain reaction (PCR) and antibody testing for SARS-CoV-2 and symptoms of COVID-19 in relation to sociodemographic characteristics. Results Of the 1090 participants, 182 (16.7%) received a PCR test; of these, 16 (8.8%) had a positive test result. Of the 124 (11.4%) who received an antibody test, 45 (36.3%) had antibodies. Rates of PCR testing were higher among participants who were non–US-born (25.4%) versus US-born (16.3%) and employed full-time or part-time (18.5%) versus unemployed (10.8%). Antibody testing rates were higher among gay cisgender men (17.2%) versus other SOGI groups, non–US-born (25.4%) versus US-born participants, employed (12.6%) versus unemployed participants, and participants residing in the Northeast (20.0%) versus other regions. Among SOGI groups with sufficient cell sizes (n > 10), positive PCR results were highest among cisgender gay men (16.1%). Conclusions The differential patterns of testing and positivity, particularly among gay men in our sample, confirm the need to create COVID-19 public health messaging and programming that attend to the LGBTQ+ population.

Medication Administration Practices in United States’ Schools: A Systematic Review and Meta-synthesis

2021 ◽  
pp. 105984052110263
Author(s):  
Ashley A. Lowe ◽  
Joe K. Gerald ◽  
Conrad Clemens ◽  
Cherie Gaither ◽  
Lynn B. Gerald
Keyword(s):  
United States ◽  
Systematic Review ◽  
Public Schools ◽  
Medication Management ◽  
The United States ◽  
Medication Administration ◽  
Full Time ◽  
Level Of Training ◽  
K 12 ◽  
Keyword Searches

Schools often provide medication management to children at school, yet, most U.S. schools lack a full-time, licensed nurse. Schools rely heavily on unlicensed assistive personnel (UAP) to perform such tasks. This systematic review examined medication management among K-12 school nurses. Keyword searches in three databases were performed. We included studies that examined: (a) K-12 charter, private/parochial, or public schools, (b) UAPs and licensed nurses, (c) policies and practices for medication management, or (d) nurse delegation laws. Three concepts were synthesized: (a) level of training, (b) nurse delegation, and (c) emergency medications. One-hundred twelve articles were screened. Of these, 37.5% (42/112) were comprehensively reviewed. Eighty-one percent discussed level of training, 69% nurse delegation, and 57% emergency medications. Succinct and consistent policies within and across the United States aimed at increasing access to emergency medications in schools remain necessary.

scholarly journals The Teacher Technology Integration Experience: Practice and Reflection in the Classroom

10.28945/2227 ◽  
2015 ◽  
Vol 14 ◽  
pp. 161-178 ◽  
Author(s):  
Dana Ruggiero ◽  
Christopher J. Mong
Keyword(s):  
Professional Development ◽  
United States ◽  
Technology Integration ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Teaching Style ◽  
The United States ◽  
Pedagogical Practices ◽  
Full Time ◽  
K 12

Previous studies indicated that the technology integration practices of teachers in the classroom often did not match their teaching styles. Researchers concluded that this was due, at least partially, to external barriers that prevented teachers from using technology in ways that matched their practiced teaching style. Many of these barriers, such as professional support and access to hardware and software, have been largely diminished over the last twenty years due to an influx of money and strategies for enhancing technology in primary and secondary schools in the United States. This mixed-methods research study was designed to examine the question, “What technology do teachers use and how do they use that technology to facilitate student learning?” K-12 classroom teachers were purposefully selected based on their full-time employment in a public, private, or religious school in a Midwestern state in the United States, supported by the endorsement of a school official. There were 1048 teachers from over 100 school corporations who completed an online survey consisting of six questions about classroom technology tools and professional development involving technology. Survey results suggest that technology integration is pervasive in the classroom with the most often used technology tool identified as PowerPoint. Moreover, teachers identified that training about technology is most effective when it is contextually based in their own classroom. Follow-up interviews were conducted with ten percent (n=111) of the teachers in order to examine the relationship between teachers’ daily classroom use of technology and their pedagogical practices. Results suggest a close relationship; for example, teachers with student-centric technology activities were supported by student-centric pedagogical practices in other areas. Moreover, teachers with strongly student-centered practices tended to exhibit a more pronounced need to create learning opportunities with technology as a base for enhancing 21st century skills in students. Teachers indicated that external barriers do exist that impact technology integration, such as a lack of in-service training, a lack of available technology, and restricted curriculum, but that overcoming internal barriers, including personal investment in technology, attitude towards technology, and peer support, were a bigger indicator of success. Recommendations are made for restructuring professional development on strategies for contextualizing technology integration in the classroom.

scholarly journals Descriptions of Chestnut Cultivars for Nut Production in the Eastern and Midwestern United States

HortScience ◽  
2021 ◽  
pp. 1-10
Author(s):  
Ronald S. Revord ◽  
J. Michael Nave ◽  
Ronald S. Revord ◽  
J. Michael Nave ◽  
Gregory Miller ◽  
...  
Keyword(s):  
United States ◽  
20Th Century ◽  
The United States ◽  
Castanea Dentata ◽  
Eastern United States ◽  
University Of Missouri ◽  
Chinese Chestnut ◽  
Nut Production ◽  
The University ◽  
On Farm

The Chinese chestnut (Castanea mollissima Blume) and other Castanea species (Castanea spp. Mill.) have been imported and circulated among growers and scientists in the United States for more than a century. Initially, importations of C. mollissima after 1914 were motivated by efforts to restore the American chestnut [Castanea dentata (Marsh.) Borkh.], with interests in timber-type characters and chestnut blight resistance. Chestnut for orchard nut production spun off from these early works. Starting in the early 20th century, open-pollinated seeds from seedlings of Chinese chestnut and other Castanea species were distributed widely to interested growers throughout much of the eastern United States to plant and evaluate. Germplasm curation and sharing increased quite robustly through grower networks over the 20th century and continues today. More than 100 cultivars have been named in the United States, although a smaller subset remains relevant for commercial production and breeding. The University of Missouri Center for Agroforestry curates and maintains a repository of more than 60 cultivars, and open-pollinated seed from this collection has been provided to growers since 2008. Currently, more than 1000 farms cultivate seedlings or grafted trees of the cultivars in this collection, and interest in participatory on-farm research is high. Here, we report descriptions of 57 of the collection’s cultivars as a comprehensive, readily accessible resource to support continued participatory research.

The Full-Time Workweek in the United States, 1900-1970: Comment

ILR Review ◽  
1980 ◽  
Vol 33 (3) ◽  
pp. 379
Author(s):  
Ethel B. Jones
Keyword(s):  
United States ◽  
The United States ◽  
Full Time

Workforce demographics and unit structure in paediatric cardiac critical care in the United States

2021 ◽  
pp. 1-5
Author(s):  
Robin V. Horak ◽  
Shasha Bai ◽  
Bradley S. Marino ◽  
David K. Werho ◽  
Leslie A. Rhodes ◽  
...  
Keyword(s):  
United States ◽  
Critical Care ◽  
Heart Surgery ◽  
Age Groups ◽  
The United States ◽  
Work Hours ◽  
Full Time ◽  
Full Time Equivalent ◽  
Unit Structure ◽  
Cardiac Critical Care

Abstract Objective: To assess current demographics and duties of physicians as well as the structure of paediatric cardiac critical care in the United States. Design: REDCap surveys were sent by email from May till August 2019 to medical directors (“directors”) of critical care units at the 120 United States centres submitting data to the Society of Thoracic Surgeons Congenital Heart Surgery Database and to associated faculty from centres that provided email lists. Faculty and directors were asked about personal attributes and clinical duties. Directors were additionally asked about unit structure. Measurements and main results: Responses were received from 66% (79/120) of directors and 62% (294/477) of contacted faculty. Seventy-six percent of directors and 54% of faculty were male, however, faculty <40 years old were predominantly women. The majority of both groups were white. Median bed count (n = 20) was similar in ICUs and multi-disciplinary paediatric ICUs. The median service expectation for one clinical full-time equivalent was 14 weeks of clinical service (interquartile range 12, 16), with the majority of programmes (86%) providing in-house attending night coverage. Work hours were high during service and non-service weeks with both directors (37%) and faculty (45%). Conclusions: Racial and ethnic diversity is markedly deficient in the paediatric cardiac critical care workforce. Although the majority of faculty are male, females make up the majority of the workforce younger than 40 years old. Work hours across all age groups and unit types are high both on- and off-service, with most units providing attending in-house night coverage.

Abstract 180: What is the Potential Capacity for Increasing Cardiac Rehabilitation Utilization in the United States?

2013 ◽  
Vol 6 (suppl_1) ◽  
Author(s):  
Quinn R Pack ◽  
Ray W Squires ◽  
Steven W Lichtman ◽  
Francisco Lopez-Jimenez ◽  
Juan Pablo Rodriguez-Escudero ◽  
...  
Keyword(s):  
United States ◽  
Cardiac Rehabilitation ◽  
Program Directors ◽  
The United States ◽  
Service Needs ◽  
Full Time ◽  
Potential Growth ◽  
Related Factors ◽  
Potential Capacity ◽  
Program Capacity

Introduction: Cardiac rehabilitation (CR) is an effective but highly underutilized therapy for heart disease. Efforts are underway to increase CR referral and enrollment, but little is known about the potential capacity for growth in CR utilization in the United States. To address this concern, we estimated the current national capacity of CR programs across the United States and assessed obstacles to potential growth. Methods: We surveyed all CR Program Directors listed in the American Association of Cardiovascular and Pulmonary Rehabilitation (AACVPR) database in November of 2012. Respondents reported current enrollment levels, current program capacity, program capacity given reasonable expansion, and obstacles to growth. Results: Of 812 Program Directors in the AACVPR database, 290 (36%) completed the full survey. Respondents represented somewhat larger programs compared to non-respondents (4.0 vs. 4.6 full time employees, p = 0.01), but were otherwise similar. Current enrollment levels demonstrated a median [IQ range] of 140 [75,232] patients per year and a current estimated capacity of 192 [100,300] patient per year. Respondents estimated that programs could expand services by 25% to 240 [141,380] patients annually, assuming a significant increase in patient demand and a feasible increase in resources. We estimate that if programs filled to their current capacity, national CR utilization rates would increase from 34.7% to 46.4% (95% CI, 43.9 to 48.9) of eligible US patients each year. Given feasible program expansion, utilization could increase to a maximum of 58.4% (95% CI, 55.2 to 61.6) of qualifying patients. Capacity projections based upon absolute patient numbers and national statistics revealed concordant results. The most commonly cited obstacles to increasing patient participation are shown in the figure. As seen, the majority (88%) are controllable system-related factors unrelated to patient behavior. Conclusions: Even with substantial expansion of all existing CR programs, there is currently insufficient capacity in current CR programs to meet national service needs. Solutions to this problem will likely include the creation of new CR programs, and new policies that improve reimbursement for CR and also embrace new models of CR delivery.

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