bluuebunny/crossref_metadata_2025 huggingface dataset:
A QUALITATIVE STUDY OF PROSPECTIVE ELEMENTARY TEACHERS’ GRASP OF AGRICULTURAL AND SCIENCE EDUCATIONAL BENCHMARKS FOR AGRICULTURAL TECHNOLOGY
Authors: Trexler Cary J. , Meischen Deanna
Published: December 2010

The purpose of this qualitative study was to determine the level of understanding that prospective elementary teachers possess about biotechnology in agriculture. Based on the constructivist approach to learning and research, respondents’ understanding of two nationally defined technology-focused educational benchmarks in agriculture was determined. Data analysis included validating benchmarks and language that guided discourse, generating conceptual proposition maps, coding responses for comparison with expert propositions, and interpreting confirming or disconfirming patterns among informants. Informants who grew up in rural areas demonstrated a more complex understanding of the trade-offs inherent in agricultural technology, while those from urban backgrounds indicated the most concern over ethical dilemmas. Pollution of the environment as a result of pesticides was the most completely understood concept. Conversely, the informants lacked understanding concerning human manipulation of plants and animals to produce desired characteristics. Prospective teachers in this study did not possess requisite understandings to help elementary students gain knowledge and understandings of, or concern for the trade-offs found in the use of agricultural biotechnologies.
EVALUATION OF THE INCUBATORS IN THE CLASSROOM PROGRAM: DOES IT INCREASE FOURTH GRADE STUDENTS’ KNOWLEDGE OF AGRICULTURERELATED SCIENCE CONCEPTS?
Authors: Meunier Ryan A. , Talbert B. Allen , Latour Mickey A.
Published: December 2010

The purpose of this study was to determine the effectiveness of agricultural literacy materials designed for the Incubators in the Classroom program used in Indiana fourth grade classrooms. The objectives were to determine the impact of these materials on the agriculture-related science concepts knowledge level of fourth grade students and the impact of these materials on the agriculture-related science concepts knowledge level of fourth grade teachers. Effectiveness of the educational materials was measured using a pretest-posttest research design with Indiana fourth grade school children (n=736) and their respective teachers (n=39). The sample of students and teachers was divided into experimental and control groups, then stratified based on community population size (less than 5,000, between 5,000-15,000, greater than 15,000). Quantitative data were collected through questionnaires. The data indicated the educational materials developed and assessed for this study were effective in increasing knowledge about agriculture-related science concepts among both the experimental students and teachers.
RELATIONSHIPS AMONG LEARNING STRATEGIES, PATTERNS, STYLES, AND ACHIEVEMENT IN WEB-BASED COURSES
Authors: Shih Ching-Chun , Gamon Julia A.
Published: December 2010

This study analyzed the relationships among student achievement, learning strategies, learning patterns, learning styles, and student characteristics. The population of this study included 99 students taking two Web-based courses offered by a land grant university in the United States. Seventy-four students (75%) completed a learning style test, an on-line questionnaire, and received grades by the end of the semester. The learning style test was the Group Embedded Figures Test (GEFT), which classified students as either field-dependent or field-independent. The on-line questionnaire consisted of two scales (learning strategy and learning pattern), with pilot-test reliabilities of .80 and .72, respectively. The students used most of the learning strategies to find important ideas from lectures and to memorize key words of important concepts. They seemed to be more interested in checking their grades than in communicating with the class and instructors via e-mail, discussion forum, or chat room. Learning strategy was the only significant factor that explained about one-fourth of student achievement measured by class grade.
TEACHER CHARACTERISTICS EXPLAINING THE EXTENT OF AGRICULTURAL AWARENESS ACTIVITIES INTEGRATED INTO THE ELEMENTARY
Authors: Knobloch Neil A. , Martin Robert A.
Published: December 2010

The exploratory correlational-regression study investigated the extent that the variability in the number of agricultural awareness activities conducted by elementary teachers in east-central Iowa could be explained by selected teacher characteristics—degree of education, grade level, agricultural classes, agricultural experience, and perceptions toward integrating agriculture. A sample of 689 teachers was systematically drawn from the target population of 2,067 elementary teachers. A survey was conducted using a mailed questionnaire. Forty-five percent of the teachers (311/689) returned the questionnaire, but because some questionnaires were unusable, the data sample consisted of 281 questionnaires (41% response rate). The four teacher characteristics (Degree, Grade Level (K-2), Agricultural Classes, and Agricultural Experience) and the perception of integrating agriculture domain (integration perception) were entered into a stepwise, multiple linear regression model. The full model was significant (p = .032) excluding the independent variable—degree. The variables of integration perception, grade level (K-2), agricultural classes, and agricultural experience explained 20% of the variance in the number of agricultural awareness activities conducted. According to Cohen (1988), this relationship (r2 = .20) had a large effect size. Unique variance was 7.8% for integration perception, 4.0% for grade level (K-2), 2.4% for agricultural classes, and 1.4% for agricultural experience.
ACTIVE LEARNING: THE IMPACT ON STUDENTS PARTICIPATING IN AN EXTENDED FIELD TRIP TO PUERTO RICO
Authors: Bruening Thomas H. , Lopez Josue , McCormick David F. , Dominguez David R.
Published: December 2010

Students in the Penn State course entitled Problem Solving in Tropical Agriculture (INTAG 481) participated in an extended field trip to Puerto Rico. They were interviewed prior to boarding the plane about their expectations and what they had learned at the inception of the semester. The students were randomly selected for interviews. The interviews suggest that students perceived the field trip to Puerto Rico to be a significant and valuable learning experience that could not have been duplicated in the classroom. This direct, hands-on involvement and meaningful exposure to a "real world" situation provided a learning experience students recognized as being both valuable and unattainable within the confines of the classroom. Their learning experience included not only learning the content material but also applying what they learned, developing sensitivity to another culture, and growing personally and professionally.
The Effects Of Service Learning On Leadership Life Skills Of 4-H Members
Authors: Stafford Jill R. , Boyd Barry L. , Lindner James R.
Published: December 2010

In 1999, 32% of public schools at all levels had implemented an active service learning program. With the rapid growth of this model over the last 10 years, it is essential that more information be provided that evaluates the effectiveness of the program in developing youths' leadership life skills. To test this model, a randomized post-test only control group experimental design, utilizing a control group and two treatment groups, was conducted to determine the effects of service learning on the development of leadership life skills in youth. The treatment groups consisted of a group that reflected on a past service activity and a group that conducted a service activity that day, with immediate reflection on the activity. Findings showed that participants, who engaged in immediate reflection following the service activity, had a significantly higher level of development in the areas of contributor to community and personal leadership development. No significant differences were found on the remaining effective team skills, being a self-directed learner, and creative problem solving subscales.
Student Perceptions Of The Nature, Effectiveness, And Value Of The Minnesota Farm Business Management Education Program
Authors: Woods Michael D. , Jones B. Lynn
Published: December 2010

The Minnesota Farm Business Management Education Program provides business management education to farmers. Over 100 instructors currently provide instruction that assists 4,000 to 4,350 farmers annually in meeting their financial, family, and personal goals. This evaluation study sought to determine how the contemporary students viewed selected instructional activities, elements, and program outcomes. The results show that individualized instruction and telephone communications were the highest-ranking instructional methods and instructional media, respectively. Instruction relating to the practice of keeping and analyzing records, and making management decisions were highly desired. The effectiveness of the FBM program in delivering selected instructional topics, activities and/or benefits was highly related to the level of importance placed upon each topic, activity, and benefit by the students. The students were very satisfied with the program as evident by the positive nature of their recommendations to potential students and their belief that they receive an annual improvement in net farm income of nearly $5,000.
Teacher Competence For Working With Disabled Students As Preceived By Secondary Level Agricultural Instructors In Pennslyvania
Authors: Elbert Chanda D. , Baggett Connie D.
Published: December 2010

The purpose of this study was to identify competencies perceived as needed by secondary level agricultural teachers in Pennsylvania to help them become more effective while working with disabled students. The authors used a random sample (153) of 60% of the secondary agricultural teachers from a 1999-2000 state directory for this descriptive study. The instrument used was divided into five competency areas: personal characteristics, professional role and development, instructional role, knowledge statements, and student leadership and organization. Subjects rated their perceived present and desired levels of competency by responding to a five-point Likert-type scale on 17 items. Frequencies and distributions were used to describe demographic variables. A paired t-test was used to analyze each competency area. The five currently held competency levels rated lowest were 1) completing individual vocational education plans, 2) being familiar with laws that apply to special needs students, 3) completing individual education plans, 4) assisting the student in viewing his/her assets or limitations realistically, and 5) utilizing a variety of teaching methods and techniques to provide instruction for disabled students. All teachers rated their desired competency levels higher than their current competency levels. The authors recommend that inservice programs be planned so that teachers may increase their knowledge base while working with disabled students.
Agricultural Education Competencies: A Comparison Of Master's Students At Texas Tech And Texas A&M Universities
Authors: Lindner James A. , Baker Matt
Published: December 2010

This study was designed to describe Texas Tech and Texas A&M universities agricultural education master's students' perceived competencies. A survey of active and continuously enrolled master's students was conducted. A 60% response rate was achieved. Data for the study were collected by mailed and online questionnaires. Study findings showed that students at both institutions had similar levels of competencies. Students had highest levels of theories, techniques, and processes that enhance the teacher-learner process for adults and youth; content skills such as reading comprehension and mathematics that provide a foundation for the acquisition of more specific skills; communication abilities such as oral comprehension, written expression, speech clarity, and auditory attention that are needed to focus attention and deliver information and communicate effectively. Students had lowest levels of theories, principles, and practices related to agricultural development in cross-national settings; technical skills such as technology design and operations analysis that are needed to use information technologies effectively; and perceptual, spatial, and memory abilities, such as speed and flexibility of closure, visualization, and recollection, that are needed to identify and make sense of complexly related material and systems. Recommendations include increased professional conversations about our philosophical basis, knowledge bases, and contextual applications.
Structuring Agricultural Education Research Using Conceptual And Theoretical Frameworks
Authors: Dyer James E. , Haase-Wittler Penny S. , Washburn Shannon G.
Published: December 2010

The purpose of this study was to examine the degree to which agricultural education research has adhered to a structured approach over the past decade. Specifically, the study sought to determine the types of research conducted in agricultural education, the extent to which researchers used conceptual and theoretical frameworks, the extent to which conclusions addressed conceptual and/or theoretical frameworks, and to assess how the formation and use of conceptual and theoretical frameworks had changed over the past decade. The researchers evaluated all research articles published in the Journal of Agricultural Education from 1990 through 1999. Findings revealed that the majority of the research conducted in agricultural education over the past decade has been quantitative, applied survey research. Only 29% of the articles reviewed cited an appropriate theoretical framework. However, over 87% cited an appropriate and clear conceptual framework. It was found that researchers cited a limited number of references in establishing conceptual and theoretical frameworks, and often failed to relate their findings back to those frameworks. Selection and use of theoretical frameworks improved over the decade, although the number of studies with appropriate frameworks was still considered low. Articles accepted to the journal exhibited less well-developed conceptual frameworks as the decade progressed.
Concerns Expressed By Student Teachers In Agriculture
Authors: Fritz Carrie A. , Miller Greg
Published: December 2010

The purpose of this study was to explore concerns (teaching and non-teaching) expressed by agricultural education student teachers. Agricultural education student teachers at Iowa State University communicated with fellow student teachers and university supervisors about non-teaching and teaching concerns, gave advice, responded to questions, and shared lesson plans or ideas using an Internet-based communication tool. Student teachers were most concerned with self-adequacy. Self-adequacy concerns related to subject matter knowledge, discipline, and administrative rules. Moreover, the type of teaching concerns expressed by student teachers majoring in agricultural education was not dependent upon gender. Results also indicated that student teachers may have valued the Internet as a communication tool for a range of purposes. Overall, student teachers in this agricultural education program were not developmentally different from other student teachers from various academic disciplines.
High School Agricultural Communications Competencies: A Natioinal Delphi Study
Authors: Akers Cindy L. , Vaughn Paul R. , Haygood Jacqui D.
Published: December 2010

The major purpose of this study was to identify competencies that should be achieved by high school students who complete courses in agricultural communications. Identification of the competencies came from industry leaders, high school agricultural education teachers, and university faculty in agricultural communications. A three-round Delphi technique was the principal procedure used to conduct the study with a total of 75 individuals being asked to participate in round one. In the first round, the panel identified 11 topic areas that should be included in a high school agricultural communications course: (1) Writing; (2) Computer/Information Technology; (3) Agricultural Industry; (4) Communications History; (5) Professional Development; (6) Research/ Information Gathering; (7) Ethics; (8) Public Relations/Advertising/ Marketing; (9) Leadership Development; (10) Legislative Issues; and (11) Communication Skills. Resulting rounds produced 93 competencies within the 11 topic areas that were identified for potential inclusion in the high school curriculum. Of the 93 competencies, two were eliminated due to lack of agreement by the panel. Scholastic level ratings by the panel further reduced the number of competencies appropriate for high school students to 76 and categorized the remaining competencies according to appropriateness for introduction at the freshman, sophomore, junior, and senior level.
Is Experiential Learning Authentic?
Authors: Knobloch Neil A.
Published: December 2010

This interpretivist qualitative study used a life history method to analyze the foundational tenets of experiential learning in agricultural education and determine if the tenets are common to the components of authentic learning. The four tenets of experiential learning in agricultural education were: learning through real-life contexts (Dewey, 1938), learning by doing (Knapp, cited in Lever, 1952), learning through projects (Stimson, 1919), and learning through solving problems (Lancelot, 1944). The four tenets of experiential learning were conceptually aligned with the three criteria of authentic learning (Wehlage, Newmann, & Secada, 1996) because experiential learning engages students to solve problems inductively, actively use and explain knowledge through solving problems, and make connections and apply knowledge beyond the classroom and school, based on real-life problems. Teacher educators, preservice teachers, and in-service teachers of agriculture should base their instruction on an experiential learning model that is grounded on the philosophies of Dewey, Knapp, Stimson, and Lancelot, and aligned with Newmann and Associates (1996) authentic learning standards because it is likely to provide a sound psychological framework for learning.
Do Agricultural Leadership Programs Produce Community Leaders? A Case Study Of The Impact Of An Agricultural Leadership Program On Participants' Community Involvement
Authors: Kelsey Kathleen D. , Wall Leah J.
Published: December 2010

Agricultural leadership program efficacy has been determined by a number of studies; however, most have not reported on the impacts that participants have had on actual community leadership. The study determined the extent to which participants in a two-year agricultural leadership program became community leaders and contributed to rural community development processes (RCD). Participants in the study were graduates of the program from 1982 to 2001 (N=290). Surveys administered to the population and face-to-face interviews with eight purposefully selected subjects were used to collect data. In spite of the survey findings of self-reported changes in knowledge and behavior, qualitative findings revealed that participants were aware of the importance of RCD, but they were not serving in leadership positions and were taking a minimal role to improve their communities. Recommendations include incorporating a practicum into the program that teaches needs assessment, project development, and change agent skills so that participants have the knowledge and skills to serve as effective community leaders.
Relationship Of Instructional Supervision With Agriculture Teachers' Job Satisfaction And Their Intention To Remain In The Teaching Profession
Authors: Thobega Moreetsi , Miller Greg
Published: December 2010

The purpose of this census study was to measure the extent to which supervision experienced by agriculture teachers in Iowa was related to job satisfaction and intention to remain in the teaching profession. Results demonstrated that roughly one-fifth of agriculture teachers were never observed teaching by their supervisor during an entire academic year. In addition, more than one half of the teachers had not participated in a preobservation conference, and about one third had not participated in a postobservation conference with their supervisor. It was concluded that a significant number of agriculture teachers in Iowa were neither supervised nor evaluated during a complete academic year. Selected components of supervision that included observation, preobservation conferencing, postobservation conferencing, supervisor support, and supervisor guidance were not useful predictors of agriculture teachers' job satisfaction nor of their intentions to remain in teaching. Two extraneous variables - education level and collegial environment - were positively and significantly related to job satisfaction and intention to remain in teaching. Agriculture teachers who experienced collaborative supervision reported a slightly but significantly higher level of job satisfaction than teachers who did not experience collaborative supervision.
Determining Critical Subject Matter Content For A Safety Certification Program For Youth Employed In Agricultural Production
Authors: Ortega Robbie R. , Tormoehlen Roger L. , Field William E. , Balschweid Mark , Machtmes Krisanna L.
Published: December 2010

Purdue University is conducting research to evaluate the effectiveness of an interactive CD-ROM and Internet-based curriculum teaching teenaged youth critical production agricultural safety and health-related information required under the Federal Hazardous Occupations Order. Selected community-based teaching strategies were evaluated and compared for their effectiveness in developing knowledge, changing attitudes and behaviors and improving practices related to the safe operation of agricultural tractors and machinery. This paper summarizes the methodology and outcomes of research conducted to identify and validate the core safety-related competencies upon which the curriculum was based. A preliminary set of competencies was developed using mandated training requirements, past curriculums, and recent youth-related injury data. An expert panel representing various stakeholders independently ranked the preliminary set of competencies and identified additional desired competencies for youth performing farm-related tasks. A sample of high school agricultural educators and youth further reviewed the competencies confirming their significance. The findings showed a high level of consistency between the expert panel, high school agricultural educators and the youth concerning inclusion of the identified competencies into the new curriculum. A set of 170 knowledge and skills-based competencies categorized into 12 units resulted, along with a set of questions designed to assess learner mastery of the competencies.
Recruitment Strategies And Activities Used By Agriculture Teachers
Authors: Myers Brian E. , Dyer James E. , Breja Lisa M.
Published: December 2010

The problem addressed by this study was the fluctuating enrollment numbers in agricultural education programs throughout the U.S., as related to the ineffectiveness (or lack) of a recruitment strategy by many agriculture programs. The objective of this study was to identify the most effective strategies and activities, as reported by successful teachers, for recruiting students into secondary agricultural education programs. A total of 275 agriculture teachers across the U.S. served as the sample for this study. The most often used recruitment strategies as reported by agriculture teachers were contacts with feeder schools, individual contact by the agriculture teacher and student contact with other potential students, utilization of the FFA, use of various publications (promotional brochures, videos, posters, bulletin boards, newsletters, newspaper, radio, television, and school announcements), a strong agriscience curriculum, use of support groups of the agricultural education program and the FFA chapter, and the use of special recruitment events. Specific activities within those strategies are summarized. It was recommended that teacher education programs utilize this information in planning and delivering preservice and inservice programs to teachers to assist them in developing and implementing recruitment plans.
KNOWLEDGE AND PERCEPTIONS OF VIRGINIA SECONDARY AGRICULTURE EDUCATORS TOWARD THE AGRICULTURAL TECHNOLOGY PROGRAM AT VIRGINIA TECH
Authors: Duncan Dennis W
Published: December 2010

Identifying knowledge and perceptions toward a postsecondary agriculture program can benefit the secondary agriculture educator, their students, and the postsecondary program. Agriculture educators need to be aware of post-high school options available to their students. This awareness is the key to meeting the needs of students with varying educational interests and abilities. The purpose of this study was to identify secondary agriculture educators’ knowledge and perceptions of the Agricultural Technology (AT) Program at Virginia Tech and identify how AT administrators can increase awareness of the AT Program. Results indicate that secondary agriculture educators felt strongly that the AT Program curriculum would contribute to a students’ success in the agriculture industry. Educators also indicated that they recommended the AT Program to their students, but encouraged students academically qualified to pursue the bachelor of science degree instead of the AT associates degree. A mass mailing to every secondary agriculture education program was the most often identified means of learning about the AT Program. Having AT Program faculty visit secondary schools, attend FFA activities and career fairs was identified by educators as a means to increase awareness of the AT Program.
ENGAGING STUDENTS IN THE AGRICULTURAL EDUCATION MODEL: FACTORS AFFECTING STUDENT PARTICIPATION IN THE NATIONAL FFA ORGANIZATION
Authors: Talbert B. Allen , Balschweid Mark A.
Published: December 2010

The purpose of this study was to determine the degree of engagement of agricultural education students in the FFA, their agricultural education courses, their high school courses, and agriculture. This descriptive study using self-administered mailed questionnaires had a 52% useable response rate from FFA members and a 63% useable response rate from nonmembers. Members of the National FFA Organization more than non-members had a higher percentage that were current or former 4-H members, a higher percentage that had parents or siblings who were in agricultural education or 4-H, and a higher percentage self-reported that they lived on a farm. A higher percentage of FFA members than non-members reported that they had an SAE (Supervised Agricultural Experience). Members of the National FFA Organization more than non-members believed that their agriculture classes were preparing them for the future, were challenging, interesting, exciting, and allowed for open discussion. Almost one-third of the FFA members reported that they had not received any award in FFA. Two-fifths had never participated in a CDE (Career Development Event), one-half had never participated in a leadership event, and two-thirds had never completed a proficiency award application. One-third did not have an SAE at the time of the survey.
PERCEPTIONS OF SCIENCE TEACHERS REGARDING THE INTEGRATION OF SCIENCE INTO THE AGRICULTURAL EDUCATION CURRICULUM
Authors: Warnick Brian K. , Thompson Gregory W. , Gummer Edith S.
Published: December 2010

Science teachers who taught in a high school with an Agricultural Science and Technology Program were the focus of this study to determine their support for integrating science into Agricultural Education Programs. Results indicated that science teachers have responded positively to the call to integrate science into the agricultural education curriculum. The participants agreed that agriculture is an applied science and students are more aware of the science connections and learn more through an integrated curriculum in agriculture. A majority of the science teachers agreed that teacher preparation programs should provide instruction on how to integrate science, and student teachers should be placed in programs that promote integration. Science teachers believed that integrating science in agricultural education would contribute to educational reform by helping students meet state standards. According to the science teachers, barriers to integrating science included lack of equipment, funds, workshops, and the science teachers’ lack of an agriculture background. The respondents agreed the science and agriculture programs have something to offer each other and would benefit students. However, one third of the teachers indicated a neutral response and one third disagreed that the science and agriculture departments worked together in a collaborative effort in their school.
Inclusion of biomass burning in WRF-Chem: impact of wildfires on weather forecasts
Authors: Grell G. , Freitas S. R. , Stuefer M. , Fast J.
Published: December 2010

Abstract. A plume rise algorithm for wildfires was included in WRF-Chem, and applied to look at the impact of intense wildfires during the 2004 Alaska wildfire season on weather simulations using model resolutions of 10 km and 2 km. Biomass burning emissions were estimated using a biomass burning emissions model. In addition a 1-D time dependent cloud model was used online in WRF-Chem to estimate injection heights as well as the final emission rates. It was shown that with the inclusion of the intense wildfires of the 2004 fire season in the model simulations the interaction of the aerosols with the atmospheric radiation lead to significant modifications of vertical profiles of temperature and moisture in cloud-free areas. On the other hand, when clouds were present, the high concentrations of fine aerosol (PM2.5) and the resulting large numbers of Cloud Condensation Nuclei (CCN) had a strong impact on clouds and microphysics, with decreased precipitation coverage and precipitation amounts during the first 12 h of the integration, but significantly stronger storms during the afternoon hours.
A sensitivity analysis of Ring effect to aerosol properties and comparison to satellite observations
Authors: Wagner T. , Beirle S. , Deutschmann T. , Penning de Vries M.
Published: December 2010

Abstract. In this study we explore the sensitivity of satellite observations of the Ring effect (at various wavelengths) to atmospheric aerosol properties. Compared to clouds, aerosols have a rather weak influence on the Ring effect, thus the requirements on the accuracy of the measurements and the radiative transfer simulations are high. In this study, we show that for moderate and high aerosol optical depth (AOD), Ring effect observations are sensitive enough to yield information not only on the AOD, but also on the absorbing properties of aerosols and the aerosol layer height. The latter two quantities are especially important for the determination of the radiative effects of aerosols. Our investigations are based on observations by the satellite instrument SCIAMACHY on ENVISAT (2004–2008) and on model simulations using the Monte-Carlo radiative transfer model McArtim. In addition to the Ring effect we investigate the impact of aerosols on the absorptions of the oxygen molecule (O2) and dimer (O4) as well as the radiance. In general good consistency between measured and simulated quantities is found. In some cases also systematic differences occurred, which are probably mainly related to the strong polarisation sensitivity of the SCIAMACHY instrument. Our study indicates that Ring effect observations have important advantages for aerosol retrievals: they can be analysed with high accuracy in various wavelength ranges; and depending on the wavelength range, they show different sensitivities on aerosol properties like single scattering albedo, optical depth or layer height. The results of this study are of particular interest for future aerosol inversion algorithms for satellite instruments with reduced polarisation sensitivity and smaller ground pixels, capable of measuring the Ring effect with higher accuracy.
Dual vs Single Cardioversion of Atrial Fibrillation in Patients With Obesity
Authors: Aymond Joshua D. , Sanchez Alexandra M. , Castine Michael R. , Bernard Michael L. , Khatib Sammy , Hiltbold A. Elise , Polin Glenn M. , Rogers Paul A. , Dominic Paari S. , Velasco-Gonzalez Cruz , Morin Daniel P.
Published: May 2024

Importance

Atrial fibrillation and obesity are common, and both are increasing in prevalence. Obesity is associated with failure of cardioversion of atrial fibrillation using a standard single set of defibrillator pads, even at high output.

Objective

To compare the efficacy and safety of dual direct-current cardioversion (DCCV) using 2 sets of pads, with each pair simultaneously delivering 200 J, with traditional single 200-J DCCV using 1 set of pads in patients with obesity and atrial fibrillation.

Design, Setting, and Participants

This was a prospective, investigator-initiated, patient-blinded, randomized clinical trial spanning 3 years from August 2020 to 2023. As a multicenter trial, the setting included 3 sites in Louisiana. Eligibility criteria included body mass index (BMI) of 35 or higher (calculated as weight in kilograms divided by height in meters squared), age 18 years or older, and planned nonemergent electrical cardioversion for atrial fibrillation. Patients who met inclusion criteria were randomized 1:1. Exclusions occurred due to spontaneous cardioversion, instability, thrombus, or BMI below threshold.

Interventions

Dual DCCV vs single DCCV.

Main Outcomes and Measures

Return to sinus rhythm, regardless of duration, immediately after the first cardioversion attempt of atrial fibrillation, adverse cardiovascular events, and chest discomfort after the procedure.

Results

Of 2079 sequential patients undergoing cardioversion, 276 met inclusion criteria and were approached for participation. Of these, 210 participants were randomized 1:1. After exclusions, 200 patients (median [IQR] age, 67.6 [60.1-72.4] years; 127 male [63.5%]) completed the study. The mean (SD) BMI was 41.2 (6.5). Cardioversion was successful more often with dual DCCV compared with single DCCV (97 of 99 patients [98%] vs 87 of 101 patients [86%]; P = .002). Dual cardioversion predicted success (odds ratio, 6.7; 95% CI, 3.3-13.6; P = .01). Patients in the single cardioversion cohort whose first attempt failed underwent dual cardioversion with all subsequent attempts (up to 3 total), all of which were successful: 12 of 14 after second cardioversion and 2 of 14 after third cardioversion. There was no difference in the rating of postprocedure chest discomfort (median in both groups = 0 of 10; P = .40). There were no cardiovascular complications.

Conclusions and Relevance

In patients with obesity (BMI ≥35) undergoing electrical cardioversion for atrial fibrillation, dual DCCV results in greater cardioversion success compared with single DCCV, without any increase in complications or patient discomfort.

Trial Registration

ClinicalTrials.gov Identifier: NCT04539158
High-Dose Upadacitinib Therapy for Refractory Metastatic Crohn Disease
Authors: Ebriani Joseph , Yoon Jaewon , Friedman Sonia , Dalal Rahul , French Maureen , Charrow Alexandra
Published: May 2024

This case report describes 2 patients with metastatic Crohn disease who were treated with upadacitinib.
Trajectories of Gender Identity and Depressive Symptoms in Youths
Authors: Real André Gonzales , Lobato Maria Inês Rodrigues , Russell Stephen T.
Published: May 2024

Importance

Concerns about the mental health of youths going through gender identity transitions have received increased attention. There is a need for empirical evidence to understand how transitions in self-reported gender identity are associated with mental health.

Objective

To examine whether and how often youths changed self-reported gender identities in a longitudinal sample of sexual and gender minority (SGM) youths, and whether trajectories of gender identity were associated with depressive symptoms.

Design, Setting, and Participants

This cohort study used data from 4 waves (every 9 months) of a longitudinal community-based study collected in 2 large cities in the US (1 in the Northeast and 1 in the Southwest) between November 2011 and June 2015. Eligible participants included youths who self-identified as SGM from community-based agencies and college groups for SGM youths. Data analysis occurred from September 2022 to June 2023.

Exposure

Gender identity trajectories and gender identity variability.

Main Outcomes and Measures

The Beck Depression Inventory for Youth (BDI-Y) assessed depressive symptoms. Gender identity variability was measured as the number of times participants’ gender identity changed. Hierarchical linear models investigated gender identity trajectories and whether gender identity variability was associated with depressive symptoms over time.

Results

Among the 366 SGM youths included in the study (mean [SD] age, 18.61 [1.71] years; 181 [49.4%] assigned male at birth and 185 [50.6%] assigned female at birth), 4 gender identity trajectory groups were identified: (1) cisgender across all waves (274 participants ), (2) transgender or gender diverse (TGD) across all waves (32 participants), (3) initially cisgender but TGD by wave 4 (ie, cisgender to TGD [28 participants]), and (4) initially TGD but cisgender by wave 4 (ie, TGD to cisgender [32 participants]). One in 5 youths (18.3%) reported a different gender identity over a period of approximately 3.5 years; 28 youths varied gender identity more than twice. The cisgender to TGD group reported higher levels of depression compared with the cisgender group at baseline (Β = 4.66; SE = 2.10; P = .03), but there was no statistical difference once exposure to lesbian, gay, bisexual, and transgender violence was taken into account (Β = 3.31; SE = 2.36; P = .16). Gender identity variability was not associated with within-person change in depressive symptoms (Β = 0.23; SE = 0.74; P = .75) or the level of depressive symptoms (Β = 2.43; SE = 2.51; P = .33).

Conclusions

These findings suggest that gender identity can evolve among SGM youths across time and that changes in gender identity are not associated with changes in depressive symptoms. Further longitudinal work should explore gender identity variability and adolescent and adult health.
Transmission of Mental Disorders in Adolescent Peer Networks
Authors: Alho Jussi , Gutvilig Mai , Niemi Ripsa , Komulainen Kaisla , Böckerman Petri , Webb Roger T. , Elovainio Marko , Hakulinen Christian
Published: May 2024

Importance

Previous research indicates that mental disorders may be transmitted from one individual to another within social networks. However, there is a lack of population-based epidemiologic evidence that pertains to the full range of mental disorders.

Objective

To examine whether having classmates with a mental disorder diagnosis in the ninth grade of comprehensive school is associated with later risk of being diagnosed with a mental disorder.

Design, Setting, and Participants

In a population-based registry study, data on all Finnish citizens born between January 1, 1985, and December 31, 1997, whose demographic, health, and school information were linked from nationwide registers were included. Cohort members were followed up from August 1 in the year they completed ninth grade (approximately aged 16 years) until a diagnosis of mental disorder, emigration, death, or December 31, 2019, whichever occurred first. Data analysis was performed from May 15, 2023, to February 8, 2024.

Exposure

The exposure was 1 or more individuals diagnosed with a mental disorder in the same school class in the ninth grade.

Main Outcomes and Measures

Being diagnosed with a mental disorder during follow-up.

Results

Among the 713 809 cohort members (median age at the start of follow-up, 16.1 [IQR, 15.9-16.4] years; 50.4% were males), 47 433 had a mental disorder diagnosis by the ninth grade. Of the remaining 666 376 cohort members, 167 227 persons (25.1%) received a mental disorder diagnosis during follow-up (7.3 million person-years). A dose-response association was found, with no significant increase in later risk of 1 diagnosed classmate (HR, 1.01; 95% CI, 1.00-1.02), but a 5% increase with more than 1 diagnosed classmate (HR, 1.05; 95% CI, 1.04-1.06). The risk was not proportional over time but was highest during the first year of follow-up, showing a 9% increase for 1 diagnosed classmate (HR, 1.09; 95% CI, 1.04-1.14), and an 18% increase for more than 1 diagnosed classmate (HR, 1.18; 95% CI, 1.13-1.24). Of the examined mental disorders, the risk was greatest for mood, anxiety, and eating disorders. Increased risk was observed after adjusting for an array of parental, school-level, and area-level confounders.

Conclusions and Relevance

The findings of this study suggest that mental disorders might be transmitted within adolescent peer networks. More research is required to elucidate the mechanisms underlying the possible transmission of mental disorders.
Emerging functions of the mitochondria–ER–lipid droplet three‐way junction in coordinating lipid transfer, metabolism, and storage in cells
Authors: Monteiro‐Cardoso Vera Filipa , Giordano Francesca
Published: May 2024

Over the past two decades, we have witnessed a growing appreciation for the importance of membrane contact sites (CS) in facilitating direct communication between organelles. CS are tiny regions where the membranes of two organelles meet but do not fuse and allow the transfer of metabolites between organelles, playing crucial roles in the coordination of cellular metabolic activities. The significant advancements in imaging techniques and molecular and cell biology research have revealed that CS are more complex than what originally thought, and as they are extremely dynamic, they can remodel their shape, composition, and functions in accordance with metabolic and environmental changes and can occur between more than two organelles. Here, we describe how recent studies led to the identification of a three‐way mitochondria–ER–lipid droplet CS and discuss the emerging functions of these contacts in maintaining lipid storage, homeostasis, and balance. We also summarize the properties and functions of key protein components localized at the mitochondria–ER–lipid droplet interface, with a special focus on lipid transfer proteins. Understanding tripartite CS is essential for unraveling the complexities of inter‐organelle communication and cooperation within cells.
Mutations in the tail and rod domains of the neurofilament heavy‐chain gene increase the risk of ALS
Authors: Marriott Heather , Spargo Thomas P. , Al Khleifat Ahmad , Andersen Peter M , Başak Nazli A. , Cooper‐Knock Johnathan , Corcia Philippe , Couratier Philippe , de Carvalho Mamede , Drory Vivian , Gotkine Marc , Landers John E. , McLaughlin Russell , Pardina Jesús S. Mora , Morrison Karen E. , Pinto Susana , Shaw Christopher E. , Shaw Pamela J. , Silani Vincenzo , Ticozzi Nicola , van Damme Philip , van den Berg Leonard H. , Vourc'h Patrick , Weber Markus , Veldink Jan H. ,   Project MinE ALS Sequencing Consortium, Dobson Richard J. , Schwab Patrick , Al‐Chalabi Ammar , Iacoangeli Alfredo
Published: May 2024

Objective

Neurofilament heavy‐chain gene (NEFH) variants are associated with multiple neurodegenerative diseases, however, their relationship with ALS has not been robustly explored. Still, NEFH is commonly included in genetic screening panels worldwide. We therefore aimed to determine if NEFH variants modify ALS risk.

Methods

Genetic data of 11,130 people with ALS and 7,416 controls from the literature and Project MinE were analysed. We performed meta‐analyses of published case–control studies reporting NEFH variants, and variant analysis of NEFH in Project MinE whole‐genome sequencing data.

Results

Fixed‐effects meta‐analysis found that rare (MAF <1%) missense variants in the tail domain of NEFH increase ALS risk (OR 4.55, 95% CI 2.13–9.71, p < 0.0001). In Project MinE, ultrarare NEFH variants increased ALS risk (OR 1.37 95% CI 1.14–1.63, p = 0.0007), with rod domain variants (mostly intronic) appearing to drive the association (OR 1.45 95% CI 1.18–1.77, pMadsen–Browning = 0.0007, pSKAT‐O = 0.003). While in the tail domain, ultrarare (MAF <0.1%) pathogenic missense variants were also associated with higher risk of ALS (OR 1.94, 95% CI 0.86–4.37, pMadsen–Browning = 0.039), supporting the meta‐analysis results. Finally, several tail in‐frame deletions were also found to affect disease risk, however, both protective and pathogenic deletions were found in this domain, highlighting an intricate architecture that requires further investigation.

Interpretation

We showed that NEFH tail missense and in‐frame deletion variants, and intronic rod variants are risk factors for ALS. However, they are not variants of large effect, and their functional impact needs to be clarified in further studies. Therefore, their inclusion in routine genetic screening panels should be reconsidered.
Intentional forgetting in younger and older adolescents
Authors: Jing Jingyan , Wang Wenjiao , Qi Mingming , Gao Heming
Published: May 2024

Intentional forgetting exhibits limited efficacy in children but demonstrates resilience in adults. This study aimed to explore the developmental trends and underlying mechanisms of intentional forgetting in adolescents. Students from grades 7th and 9th were recruited to perform the modified list‐method directed forgetting (DF, Experiment 1) and selective directed forgetting (SDF, Experiment 2) tasks. In Experiment 1, both graders showed typical DF effects. The 9th graders forgot more List 1 compared to the 7th graders in the forgetting condition, indicating a stronger DF ability for the former group. In Experiment 2, an SDF effect was observed for the 9th graders but was absent for the 7th graders. Additionally, a weaker forgetting effect was induced by imagining cues relative to forgetting cues in both experiments. These results demonstrated that DF and SDF abilities in adolescents improved with age and might be mediated by inhibitory control rather than changes in mental context.
Frequency domain stability and relaxed convergence conditions for filtered error adaptive feedforward
Authors: Spanjer Sil T. , Köroğlu Hakan , Hakvoort Wouter B. J.
Published: May 2024

The convergence of filtered error and filtered reference adaptive feedforward is limited by three effects: model mismatch, unintended input‐disturbance interaction and too fast parameter adaptation. In this article, the first two effects are considered for MIMO systems under the slow parameter adaptation assumption. The convergence with model mismatch is conventionally guaranteed using a strictly positive‐real condition. This condition can be easily verified in the frequency domain, but due the high‐frequency parasitic dynamics of real systems, it is hardly ever satisfied. Nevertheless, filtered error and filtered reference adaptive feedforward have successfully been implemented in numerous applications without satisfying the strictly positive‐real condition. It is shown in this article that the strictly positive‐real condition can be relaxed to a power‐weighted integral condition, that is less conservative and provides a practical check for the convergence of filtered error adaptive feedforward for real systems in the frequency domain. The effects of input‐disturbance interaction are analysed and conditions for the stability are given in the frequency domain. Both conditions give clear indicators for frequency domain filter tuning, and are verified on an experimental active vibration isolation system.