bluuebunny/crossref_metadata_2025 huggingface dataset:
El Dialogus de oratoribus y la opinión de Tácito sobre las posibilidades de la oratoria en el régimen imperial
Authors: Sánchez Vendramini David
Published: December 2010

La complejidad del debate creado por Tácito en el Dialogus de oratoribus ha generado una intensa discusión académica sobre las relaciones entre los argumentos presentados por los diferentes interlocutores y las ideas del propio autor respecto del desarrollo y las posibilidades de la oratoria bajo el regimen imperial. En el presente trabajo se intenta una aproximación a esta problemática diferente a las tradicionalmente presentadas. Mas alla de los argumentos esgrimidos por los diferentes personajes de la obra, la atención se centra aquí en una serie de consensos subyacentes al debate que —puestos en relacion con el conjunto de la obra del historiador romano— revelan interesantes facetas de la postura de Tácito sobre el tema central del diálogo.
Tipología lingüística y la reconstrucción del acusativo plural indoeuropeo
Authors: Shields, Jr. Kenneth
Published: December 2010

Teniendo en cuenta que la reconstrucción tradicional del sufijo *-ns del acusativo plural no temático del indoeuropeo, en tanto que combinación de la desinencia de acusativo *-m y la terminación de plural *-s, viola un universal lingüistico que estipula que «si están presentes morfemas tanto de número como de caso y ambos siguen o preceden al nombre base, el morfema que expresa el número casi siempre aparece entre el nombre base y el morfema que expresa el caso» (The Universals Archive de la Association for Linguistic Typology), este artículo indaga una posible etimología del sufijo acorde con ese universal. Específicamente, se plantea una propuesta, basada en lo que Adrados (1992) llama «la nueva imagen del indoeuropeo», en la que ambos elementos sufijales se reconstruyen como partículas deícticas originales.
Tres notas críticas a Catulo
Authors: Butterfield David
Published: December 2010

Se hace un análisis crítico del texto de tres pasajes de Catulo (36.9; 51.8; 62.15), el último de los cuales pocas veces ha sido puesto en duda por los estudiosos. Se discuten las conjeturas previas antes de ofrecer nuevas propuestas.
Adaptation et réélaboration des sources dans la Crónica Troyana anonyme de 1490
Authors: Alchalabi Frédéric
Published: December 2010

L’article revient sur l’écriture et les conditions de réception de la Crónica troyana anonyme de 1490. Le chroniqueur ne se contente pas de commenter ou de traduire ses sources, les Sumas de historia troyana de Leomarte et la Historia destructionis troiae de Guido delle Colonne. Au contraire, il les enrichit de références à la littérature chevaleresque. Comment interpréter ses modifications ?
Opportunistic (L)earning in the Mobile Knowledge Society
Authors: Naeve Ambjörn
Published: December 2010

This paper discusses the concept of opportunistic collaboration within the emerging mobile knowledge society. The paper illustrates how opportunistic collaboration can be applied to the areas of learning and earning by demonstrating how to transform a traditional unemployment agency into an Opportunistic Collaboration Agency based on an entrepreneurial supply-support network structured in the form of a prosumer manifold. The OCA pattern provides ways to capture the dynamics of entrepreneurial work-relations in the emerging ’work-portfolio society’, increase the transparency of the entire value chain of economic activities, and create prosumer value loops that can support multi-dimensional bartering and increase the opportunities for marginalized groups of people to create value together. The paper ends by demonstrating how to use the OCA pattern to transform a traditional educational institution into an Opportunistic Learning Activity Broker that could help to bridge the gap between formal and informal learning.
Functional Characterization of a Nonmammalian IL-21: Rainbow Trout Oncorhynchus mykiss IL-21 Upregulates the Expression of the Th Cell Signature Cytokines IFN-γ, IL-10, and IL-22
Authors: Wang Tiehui , Diaz-Rosales Patricia , Costa Maria M. , Campbell Scott , Snow Michael , Collet Bertrand , Martin Samuel A. M. , Secombes Christopher J.
Published: December 2010

In mammals, IL-21 is a common γ chain cytokine produced by activated CD4+ T cells and NKT cells that acts on multiple lineages of cells. Although IL-21 has also been discovered in birds, amphibians, and fish, to date, no functional studies have been reported for any nonmammalian IL-21 molecule. We have sequenced an IL-21 gene (tIL-21) in rainbow trout, which has a six-exon/five-intron structure, is expressed in immune tissues, and is induced by bacterial and viral infection and the T cell stimulant PHA. In contrast to mammals, calcium ionophore and PMA act synergistically to induce tIL-21. Recombinant tIL-21 (rtIL-21) induced a rapid and long-lasting (4–72 h) induction of expression of IFN-γ, IL-10, and IL-22, signature cytokines for Th1-, Th2-, and Th17-type responses, respectively, in head kidney leukocytes. However, rtIL-21 had little effects on the expression of other cytokines studied. rtIL-21 maintained the expression of CD8α, CD8β, and IgM at a late stage of stimulation when their expression was significantly decreased in controls and increased the expression of the Th cell markers CD4, T-bet, and GATA3. Intraperitoneal injection of rtIL-21 confirmed the in vitro bioactivity and increased the expression of IFN-γ, IL-10, IL-21, IL-22, CD8, and IgM. Inhibition experiments revealed that the activation of JAK/STAT3, Akt1/2, and PI3K pathways were responsible for rtIL-21 action. This study helps to clarify the role of IL-21 in lower vertebrates for the first time, to our knowledge, and suggests IL-21 is a likely key regulator of T and B cell function in fish.
The Role of Glycogen Synthase Kinase 3 in Regulating IFN-β–Mediated IL-10 Production
Authors: Wang Huizhi , Brown Jonathan , Garcia Carlos A. , Tang Yunan , Benakanakere Manjunatha R. , Greenway Terrance , Alard Pascale , Kinane Denis F. , Martin Michael
Published: December 2010

The ability of IFN-β to induce IL-10 production from innate immune cells is important for its anti-inflammatory properties and is believed to contribute to its therapeutic value in treating multiple sclerosis patients. In this study, we identified that IFN-β stimulates IL-10 production by activating the JAK1- and PI3K-signaling pathways. JAK1 activity was required for IFN-β to activate PI3K and Akt1 that resulted in repression of glycogen synthase kinase 3 (GSK3)-β activity. IFN-β–mediated suppression of GSK3-β promoted IL-10, because IL-10 production by IFN-β–stimulated dendritic cells (DC) expressing an active GSK3-β knockin was severely reduced, whereas pharmacological or genetic inhibition of GSK3-β augmented IL-10 production. IFN-β increased the phosphorylated levels of CREB and STAT3 but only CREB levels were affected by PI3K. Also, a knockdown in CREB, but not STAT3, affected the capacity of IFN-β to induce IL-10 from DC. IL-10 production by IFN-β–stimulated DC was shown to suppress IFN-γ and IL-17 production by myelin oligodendrocyte glycoprotein-specific CD4+ T cells, and this IL-10–dependent anti-inflammatory effect was enhanced by directly targeting GSK3 in DC. These findings highlight how IFN-β induces IL-10 production and the importance that IL-10 plays in its anti-inflammatory properties, as well as identify a therapeutic target that could be used to increase the IL-10–dependent anti-inflammatory properties of IFN-β.
CD23-Bound IgE Augments and Dominates Recall Responses through Human Naive B Cells
Authors: Griffith Qyana K. , Liang YanMei , Onguru Daniel O. , Mwinzi Pauline N. , Ganley-Leal Lisa M.
Published: December 2010

Human peripheral blood BCRμ+ B cells express high levels of CD23 and circulate preloaded with IgE. The Ag specificity of CD23-bound IgE presumably differs from the BCR and likely reflects the Ag-specific mix of free serum IgE. CD23-bound IgE is thought to enhance B cell Ag presentation to T cells raising the question of how a B cell might respond when presented with a broad mix of Ags and CD23-bound IgE specificities. We recently reported that an increase in CD23+ B cells is associated with the development of resistance to schistosomiasis, highlighting the potential importance of CD23-bound IgE in mediating immunity. We sought to determine the relationship between BCR and CD23-bound IgE-mediated B cell activation in the context of schistosomiasis. We found that crude schistosome Ags downregulate basal B cell activation levels in individuals hyperexposed to infectious worms. Schistosome-specific IgE from resistant, occupationally exposed Kenyans recovered responses of B cells to schistosome Ag. Furthermore, cross-linking of CD23 overrode intracellular signals mediated via the BCR, illustrating its critical and dominating role in B cell activation. These results suggest that CD23-bound IgE augments and dominates recall responses through naive B cells.
Type I IFN Substitutes for T Cell Help during Viral Infections
Authors: Wiesel Melanie , Kratky Wolfgang , Oxenius Annette
Published: December 2010

Certain virus infections depend on the presence of T cell help for the generation of primary CD8+ T cell responses. However, the mechanisms that render these particular viral infections T cell help dependent is largely unknown. In this study, we compared CD8+ T cell responses elicited by lymphocytic choriomeningitis virus infection, as prototype of a T cell help independent infection, with T cell help dependent CD8+ T cell responses induced by vaccinia virus infection. In this paper, we show that a key parameter decisive for T cell help independence is the ability of an infectious agent to stimulate early and robust production of type I IFN. Experimental provision of type I IFN during VV infection rendered the ensuing CD8+ T cell response completely T cell help independent. Our results support a model in which type I IFN has to be present during the first 3 d of Ag encounter and has to act directly on the responding CD8+ T cells to promote their survival and effector differentiation. We show that type I IFN signaling on responding CD8+ T cells induces profound upregulation of CD25 and increased IL-2 expression; however, neither this nor IL-15 accounts for the type I IFN effects on responding CD8+ T cells. Thus, type I IFN can effectively replace the requirement of T cell help by directly promoting CD8+ T cell survival and differentiation independent of the type I IFN-induced cytokines IL-2 and IL-15.
Laminar Distribution of the Pathological Changes in Sporadic and Variant Creutzfeldt-Jakob Disease
Authors: Armstrong R. A.
Published: December 2010

The laminar distributions of the pathological changes in the cerebral cortex were compared in the prion diseases sporadic Creutzfeldt-Jakob disease (sCJD) and variant CJD (vCJD). First, in some cortical regions, the vacuolation (“spongiform change”) was more generally distributed across the cortex in sCJD. Second, there was greater neuronal loss in the upper cortex in vCJD and in the lower cortex in sCJD. Third, the “diffuse” and “florid” prion protein () deposits were more frequently distributed in the upper cortex in vCJD and the “synaptic” deposits in the lower cortex in sCJD. Fourth, there was a significant gliosis mainly affecting the lower cortex of both disorders. The data suggest that the pattern of cortical degeneration is different in sCJD and vCJD which may reflect differences in aetiology and the subsequent spread of prion pathology within the brain.
Fabricating Pinhole-Free YSZ Sub-Microthin Films by Magnetron Sputtering for Micro-SOFCs
Authors: Hill T. , Huang H.
Published: December 2010

Submicron thin yttria stabilized zirconia (YSZ) films were prepared on a variety of substrates with different surface morphologies by magnetron sputtering followed by thermal oxidation. Pinholes were observed in the films deposited on nanoporous alumina substrates. Initial dense Y/Zr films developed nanocracks after thermal oxidation on smooth Si wafer substrates. At optimal sputtering and oxidation conditions, smooth and crack/pore-free films were achieved on Si wafer substrates. The thin YSZ films exhibited fully ionic conduction with ionic conductivities, and activation energy corroborated well with the values from commercial YSZ plates. The thin YSZ films can be utilized in Solid Oxide Fuel Cells (SOFCs) for intermediate temperature operations.
Incident HPV 51 Infection after Prophylactic Quadrivalent Human Papillomavirus (Types 6, 11, 16, and 18) L1 Virus-Like Particle Vaccine Gardasil/Silgard®
Authors: Halfon Philippe , Ravet Sophie , Khiri Hacène , Penaranda Guillaume , Lefoll Carole
Published: December 2010

We report the case of a 19-year-old woman who received a complete vaccine program by Gardasil. After one year, Greiner HPV test revealed HPV51 positivity. This case report highlights the limits of the vaccine, and the need to have a clinical follow up of patients despite the vaccination program.
Model-Based Analysis of FGF23 Regulation in Chronic Kidney Disease
Authors: Yokota Hiroki , Pires Ana , Raposo João F. , Ferreira Hugo G.
Published: December 2010

The mechanism of FGF23 action in calcium/phosphorus metabolism of patients with chronic kidney disease (CKD) was studied using a mathematical model and clinical data in a public domain. We have previously built a physiological model that describes interactions of PTH, calcitriol, and FGF23 in mineral metabolism encompassing organs such as bone, intestine, kidney, and parathyroid glands. Since an elevated FGF23 level in serum is a characteristic symptom of CKD patients, we evaluate herein potential metabolic alterations in response to administration of a neutralizing antibody against FGF23. Using the parameters identified from available clinical data, we observed that a transient decrease in the FGF23 level elevated the serum concentrations of PTH, calcitriol, and phosphorus. The model also predicted that the administration reduced a urinary output of phosphorous. This model-based prediction indicated that the therapeutic reduction of FGF23 by the neutralizing antibody did not reduce phosphorus burden of CKD patients and decreased the urinary phosphorous excretion. Thus, the high FGF23 level in CKD patients was predicted to be a failure of FGF23-mediated phosphorous excretion. The results herein indicate that it is necessary to understand the mechanism in CKD in which the level of FGF23 is elevated without effectively regulating phosphorus.
Omega-6 Fat Supplementation Alters Lipogenic Gene Expression in Bovine Subcutaneous Adipose Tissue
Authors: Joseph Sandeep J. , Pratt Scott L. , Pavan Enrique , Rekaya Romdhane , Duckett Susan K.
Published: December 2010

In contrast to rodents, adipose tissue serves as the major site of lipogenesis and storage reservoir for excess dietary energy in cattle. Research in rodents shows that adding corn oil (57% C18:2 n-6) to the diet alters lipogenesis enhancing deposition of omega-6 fatty acids. This study examines changes in lipogenic gene expression of subcutaneous adipose tissue from eighteen steers fed increasing levels of dietary corn oil [0 (NONE), 0.31 kg/d (MED) and 0.62 kg/d (HI)] using two platforms, qPCR and microarray. The results show that MED level of oil supplementation up-regulates gene expression of key lipogenic enzymes but that as oil supplementation reaches HI level mRNA encoding lipogenic enzymes responsible for de novo synthesis and desaturation are down-regulated. Changes in specific lipogenic mRNA levels are correlated with changes in tissue fatty acid composition where de novo and desatured fatty acids were reduced with the highest level of oil supplementation.
EFFECTS OF TEACHING APPROACH ON PROBLEM SOLVING ABILITY OF AGRICULTURAL EDUCATION STUDENTS WITH VARYING LEARNING STYLES
Authors: Dyer James E. , Osborne Edward W.
Published: December 2010

The purpose of this study was to compare the effectiveness of the problem solving approach to the subject matter approach in producing increased problem solving ability in students of varying learning styles. Results indicated that the majority of males were field-independent learners, whereas slightly less than half of the female students were field-independent (48.8%). Results also indicated that students in classes taught by the problem solving approach produced significantly higher problem solving ability test scores than did students in classes taught by the subject matter approach. When teaching approach was analyzed across learning styles, field-independent learners taught by the problem solving approach exhibited significantly higher scores between pretests and posttests. No differences were found between the pretest and posttest scores of either field-dependent or field-neutral learners. Also, no differences across learning styles for the subject matter approach groups were detected.
AGRICULTURE IN THE CLASSROOM: EARLY 1900s STYLE
Authors: Hillison John
Published: December 2010

In the early 1980s John Block, former secretary of Agriculture, advocated the use of agriculture as a teaching medium in elementary schools for a program called Agriculture in the Classroom. What he accomplished was revitalization of a concept almost 70 years old. Bricker noted the popularity of agricultural instruction in elementary schools as early as 19 11. By 195 1, 2 1 states required agricultural instruction in rural elementary schools. Many schools followed the teaching of Prestalozzi and used hands-on activities such as gardens. Schools were successful in integrating agricultural concepts into the academic areas of literature, mathematics, art, and science. Projects such as grading apples were for secondary vocational agriculture students. Others used nature-study as a means of teaching elementary children about agriculture. General agreement was that the source of teachers for the program should be normal schools, where some developed a specialty area in rural instruction. Today’s supporters of Agriculture in the Classroom must look past the early 1980s for the beginning and learn from its history that is has gone through many forms and a great deal of evolution in order to be the successful program it has become.
AN ASSESSMENT OF AGRICULTURAL SCIENCE GRADUATES’ INTEREST IN PARTICIPATING IN CREDIT COURSES USING DISTANCE EDUCATION
Authors: Nti Nauna O. , Bowen Blannie E
Published: December 2010

The study assessed interest of 649 agricultural science graduates in completing courses delivered by distance education. Graduates were surveyed by mail to I) determine their level of interest in completing courses offered by distance education, 2) compare the characteristics of graduates who are interested in distance education with those who are not, 3) examine factors that may influence their demand for credit courses delivered through distance education, and 4) identify conditions under which agricultural science graduates will participate in credit courses delivered through distance education. Most of the respondents were interested in taking courses by distance education. There were slight differences between the demographics of those interested in taking courses by distance education and those not interested. Attitude towards distance education and whether or not respondents had teacher certification were identified as the most important variables in determining interest in taking courses by distance education. Most respondents prefer to study on their own and at their own pace. Departments and colleges must develop courses that are flexible enough to accommodate the needs of distant students.
IMPROVING THE COGNITIVE LEVEL OF COLLEGE TEACHING: A SUCCESSFUL FACULTY INTERVENTION
Authors: Whittington M. Susie
Published: December 2010

Cognitive psychologists portray learners as processors of information “and assign critical roles to the knowledge and perspective students bring to their learning. Experience suggests that this concept from cognitive psychology holds considerable power for educational practices. How are professors in a College of Agriculture performing? A variety of instruments including an attitude scale, a demographic form, and an assessment instrument were used in a three-year study of 28 purposefully selected faculty members from eight departments/schools in a College of Agriculture. The purpose of the study was to examine assessed cognitive level of discourse during year one, randomly engage participants in three levels of intervention during year two, and then reassess cognitive level of discourse during year three. Following the nine-month intervention, percentage of discourse (when comparing year one to year three) delivered at the knowledge level decreased while percentage of higher level discourse increased Also the number of participants who experienced positive change in delivering higher cognitive level discourse increased at the more-intense treatment level. Educating professors regarding their cognitive level of instruction is necessary if change in cognitive level of teaching is to occur. Professors must rethink their approach to the use of in-class time if they are to conduct discourse at the higher cognitive levels.
LEADERSHIP EDUCATION COURSES AND PROGRAM S I N DEPARTMENTS OF
AGRICULTURAL EDUCATION
Authors: Fritz Susan M. , Brown F. William
Published: December 2010

This national study of post-secondary departments of agricultural education examined leadership and human resource management/development course offerings, course characteristics, future department plans, backgrounds of faculty, and related outreach activities. The majority of the courses were offered for undergraduate credit and were predominately required courses for agricultural education department majors. Nearly half of the departments offering these courses characterized their courses as nontraditional. Departments not offering leadership courses cited a lack of resources, institutional impediments and resistance, and lack of student demand as reasons for not offering the courses. Nearly half of the faculty teaching leadership education courses had traditional agricultural education backgrounds. “Workshops and seminars” was the most frequently cited setting for leadership education outreach. It was concluded that departments of agricultural education are becoming increasingly involved in development and delivery of leadership education courses and outreach, both at the undergraduate and graduate level. Recommendations from the study included a call for collaboration with other departments involved in leadership, specific faculty preparation and academic grounding in the research and behavioral foundations of leadership, and creation of programs with sound scholarship foundations.
PERCEPTION OF AGRICULTURE AS A CONTEXT FOR ELEMENTARY SCIENCE TEACHING: A CASE OF CHANGE IN SANILAC COUNTY, MICHIGAN
Authors: Trexler Cary J. , Suvedi Murari
Published: December 2010

Agricultural educators advocate promotion of agricultural literacy among U. S. citizens. Many argue for the infusion of agricultural examples into the science curricula as a means to inform school children about agriculture and to bring a real-world context to science instruction .The W . K. Kellogg Foundation funded a three year county-wide program in Sanilac County, Michigan designed to improve both science and agriculture literacy . This study sought the perceptions of elementary school teachers and principals relative to the use of agriculture as a context for science instruction . Data were collected from all the county 's kindergarten through sixth grade teachers and elementary school principals. Baseline data were gathered in May 1992. Three years later, after the educational intervention, program impact data were collected. May 1992 findings showed that principals held very positive perceptions with regard to teaching science through agricultural examples, while teachers held lower perceptions . In May I995 teacher perceptions of agriculture were more favorable and their comfort with teaching science through agricultural themes increased . The study suggests that non-traditional programs should be developed at the elementary school level to educate students about food, agriculture and renewable resources.
EFFECTS OF RESTRUCTURING ON THE JOB PERFORMANCE OF EXTENSION EDUCATORS: IMPLICATIONS FOR IN-SERVICE TRAINING
Authors: Jayaratne K.S. U. , Gamon Julia
Published: December 2010

As states restructure their extension organizations, they need to consider how the changes affect job performance of their reappointed staff out in the field. When Illinois restructured in 1991, reappointed staff faced four changes: changes in subject matter, geographic service area, primary contact group, and targeted clientele. 7his study generally found negative correlations among job performance and changes in primary contact group and targeted clientele. After direct effects of the four changes were separated out, there were indirect effects of the “‘anxiety level just after the reappointment” on job performance. Recommendations from this study can be useful for planning counseling and/or in-service training programs for staff when restructuring is considered.
The Relationship Between Learning Style, Academic Major, And Academic Performance Of College Students
Authors: Cano Jamie
Published: December 2010

The purpose of this study was to describe the learning style of 1994 incomingfreshmen students enrolled in the College of Food Agricultural, and Environmental Sciences at The Ohio State University. The study investigated the relationships between learning style, academic performance, and selected student characteristics. Results of the study indicated that the 1994 enteringfreshmen tended to lean towards the field-independent learning style. The students in the study who were field-independent, in 1995, majored in Agribusiness and Applied Economics, Animal Sciences, Horticulture, or Agronomy. In 1996, the fieldindependent students majored in Agricultural Education, Animal Sciences, Food Science, or Horticulture. The field-dependent students, in 1995, majored in Agricultural Communication, Agricultural Education, and Food Science. In 1996, the field-dependent students majored in Agribusiness and Applied Economics, Agricultural Communication, Agricultural Systems Management, Agronomy, and Construction Systems Management. The results of the current study also indicated that field-dependent students were more likely to receive disciplinary action from the College due to a lower grade point average, than were fieldindependent students. Also, the findings indicated that as learning style score moved from dependent to independent, there were corresponding increases in ACT scores and cumulative grade point average. The evidence in the current study is clear to indicate that leaning style does positively influence academicachievement in the College of Food, Agricultural, and Environmental Science.
A Faculty Assessment Of The Academic Rigor Of On- And Off-Campus Courses In Agriculture
Authors: Miller Greg , Shih Ching-Chun
Published: December 2010

The purpose of this study was to compare college of agriculture teachingfaculty members' perceptions of the academic rigor of on-campus and off-campus courses. The population included 262 faculty members with teaching responsibilities or with teaching experience in the College of Agriculture at Iowa State University. All members of the population were surveyed and the response rate was 54.2%. Exploratory factor analysis was used to identify factors underlying college of agriculture teaching faculty members, perceptions of the academic rigor of on-campus and off-campus courses. Ultimately, three factors were identified including (I) active learning, (2) effort, and (3) high cognitive levels. The factors were useful in explaining academic rigor in on-campus and off-campus courses. College of agriculture teaching faculty perceived off-campus courses to be less rigorous than on-campus courses. Notably, faculty perceptions of the academic rigor of on- and off-campus courses were independent of their participation in faculty development programs related to distance education and their experience with distance teaching. Further research is needed to determine if off-campus courses do infactprovide less opportunityfor active learning, require students to expend less effort, and result in lower level cognitive outcomes.
The Effect Of Cooperative Learning Team Compositions On Selected Learner Outcomes
Authors: Miller Greg , Polito Tom
Published: December 2010

The purpose of this study was to determine the effect of cooperative learning team compositions on selected learner outcomes. The research hypotheses were as follows: (1) heterogenous learning style teams will achieve higher course grades and higher scores for team activities than homogenous learning style teams; (2) homogenous learning style teams will report higher levels of satisfaction with team activities and will have a higher rate of class and team activity attendance. The sample consisted of 90 students, including 75 enrolled in a junior level leadership class in agricultural education and 15 enrolled in a senior level agronomy class at Iowa State University. Students were organized into teams at the beginning of the semester based upon theirpreferred learning style. In this study, four different team compositions were used including field-dependent, field-independent, field-neutral, and mixed. The results led to the following conclusions: (1) cooperative learning teams formed to achieve heterogeneity of learning styles do not achieve higher course grades and higher scores for team activities than homogenous learning style teams; (2) cooperative learning teamsformed to achieve homogeneity of learning styles do not report higher levels of satisfaction with team activities and do not have a higher rate of class and team activity attendance.
Attitudes Of College Of Agriculture Freshmen Toward Agriculture
Authors: Dyer James E. , Breja Lisa M. , Andreasen Randall J.
Published: December 2010

The primary purpose of this study was to assess the attitudes and intentions of university College of Agriculture freshmen toward high school and university agriculture programs and the field of agriculture. Results indicated that a majority of freshmen students were male, white, had agricultural experience, completed high school agricultural coursework, andpossessed either afarm or rural background. Students agreed that high school agriculture courses were applicable to college preparatory programs and that these courses were goodpreparation for studying agriculture in college. They likewise agreed that all students should enroll in college agriculture courses. Ninety-seven percent of the students who had completed high school courseworkplanned on graduating with a degree in agriculture. Additionally, students who had completed high school agriculture courses expressed more positive attitudes toward university agriculture programs, high school agriculture programs, and agriculture as a career than did students with no high schoolagriculture experience. Students indicated that the most infuentialperson in their decision to attend the College of Agriculture was their high school agriculture teacher.
Job Satisfaction Of Ohio Agricultural Education Teachers
Authors: Castillo Jaime X. , Conklin Eric A. , Cano Jamie
Published: December 2010

The purpose of this descriptive-correlational study was to investigate specific factors associated with job satisfaction and dissatisfaction of female (n = 8I) and male (n = 212) teachers of agriculture in Ohio. The study also sought to determine Ohio agriculture teachers , overall level of job satisfaction. Specific job satisfier factors investigated were: achievement, advancement, recognition, responsibility, and the work itself Job dissatisfier factorsinvestigated were: interpersonal relations, policy and administration, salary, supervision, and working conditions. All of the job satisfier factors, except responsibility, were significantly related to the overall level of female agriculture teacher job satisfaction. None of the job satisfier factors were significantly related to overall male teacherjob satisfaction. Moreover, all of the job dissatisfier factors were significantly related to the overall level of female agriculture teacher job satisfaction. Again, none of the job satisfier factors were related to male agriculture teacher job satisfaction. Overall, female and male teachers of agriculture in Ohio are slightly satisfied with theirjobs and do not fiffer significantly. It was recommended thatparticular attention be given to the discrepancies between the relationships of job satisfier/dissatisfier factors by gender.
Attitudes Of Oregon Agricultural Science And Technology Teachers Toward Integrating Science
Authors: Thompson Gregory W. , Balschweid Mark M.
Published: December 2010

The purpose of this study was to determine the attitudes of Oregon Agricultural Science and Technology (AST) teachers toward integrating science into their agricultural education programs. Resultsof the study indicated that almost one fourth of Oregon 's AST teachers have a teaching credential with a science endorsement, while almost half the teachers indicated students receive science credit for agriculture classes in their high school. Teachers felt prepared to teach biological and physical science concepts and that integrating science into agriculture classes has increased their ability to teach students to solve problems. Teachers believed that administrator and parental support for the agriculture program has increased since they integrated more science into the curriculum, and that high ability students are more likely to enroll in agricultural education courses that integrate science. There are, however, barriers tointegrating science. Funding and equipment are significant barriers to integrating science. Teachers also felt that lack of agriscience workshops for agricultural education teachers is a barrier to integrating science into the agricultural education program.
Response Shift Bias: A Problem In Evaluating Leadership Development With Self-Report Pretest-Posttest Measures
Authors: Rohs Frederick R.
Published: December 2010

This study sought to investigate the effects of response shzft bias on outcomes using a self-report measure in a leadership development course. While students in this study rated themselves as having a "high " level of leadership skill at the end of the course, significant differences were found between their self-report ratings using the pretest/posttest and the then/posttest approach. The degree of response shift (then/post pre/post comparison) was also significant. The findings from this study together with other studies cited suggest that when employing self-report measures, the then/post approach provides a less conservative and more accurate means of assessing leadership skill development than would the traditional pretest/posttest approach.
AN EXAMINATION OF INTEGRATION OF ACADEMIC AND VOCATIONAL SUBJECT MATTER IN THE AQUACULTURE CLASSROOM
Authors: Conroy Carol A. , Walker Nancy J.
Published: December 2010

Many view aquaculture education as an ideal vehicle to facilitate the integration of academic and vocational subject matter when it is infused into secondary or other agriculture curriculum. This national study utilized a mixed methods approach to investigate the extent to which secondary agriculture teachers employ aquaculture as a means to teach and reinforce other content areas. The study also examined the types of activities that occur within various academic areas. Results of the study indicated that approximately one-fourth of all secondary agriculture teachers incorporated aquaculture into their courses of study to some level. Those who integrate work with science teachers more frequently than with teachers in other academic areas, but some teachers have developed strategies to work effectively with areas beyond science. Most integration activities focused on environmental issues. Interviews with agriculture teachers revealed that finding ways to work effectively with other teachers and deal with territorial issues are major barriers for increased integration. Students who participated in interviews indicated that they believe aquaculture has enhanced their academic performance in mathematics and science, and made those areas more relevant for them.
Cooperating Teachers' Perceptions Of Important Elements Of The Student Teaching Experience: A Focus Group Approach With Quantitative Follow-Up
Authors: Edwards M. Craig , Briers Gary E.
Published: December 2010

Two purposes of this study were to describe selected characteristics of cooperating teachers/ schools and to identify teachers' perceptions about important elements of student teaching. Some researchers contend that to better understand complex phenomena, a "soft systems" approach (e.g., focus groups) may be more appropriate than quantitative methodologies. So, another purpose was to compare teachers' perceptions when determined by focus groups and by a mail questionnaire. Five teacher focus groups provided the perceptions (35 teachers; 23 schools); each group represented a "core" area of student teaching. Thirty-four elements were identified as being "important." Then, via a mail questionnaire, teachers rated the elements using a Likert-type rating scale ("5" = "High Importance,"..."1" = "No Importance"); return rate was 89% for teachers. Cronbach's reliability estimates for importance ratings of the "core areas" ranged from .49 to .86; overall reliability was .91. Items were perceived to have "much" or "high importance" (overall M = 4.54). "A well rounded program emphasizing instruction, SAEs, and youth leadership activities" received the highest rating (M = 5.00). Teachers' ratings by mail questionnaire confirmed their earlier perceptions, thus supporting the assertion that a "soft systems" approach can be useful when examining a complex phenomenon.
Ohio 4-H Agents' Perceptions Of The Level Of Importance And Frequency Of Use Of The Eighteen Components Of The Gems Model Of Volunteer Administration
Authors: Deppe Catherine A. , Culp III
Published: December 2010

Administrators of volunteer-driven programs and agencies need to consider the most appropriate ways to manage volunteer programs that maximize volunteer contributions and provide meaningful experiences for the volunteer. 4-H Youth Development agents continually utilize volunteers to drive and conduct programs and were, therefore, considered volunteer administrators for the purpose of this study. This survey research utilized mailed questionnaires to explore how 4-H Youth Development agents in Ohio perceived the level of importance and the frequency of use of each of the 18 phases and four categories of volunteer administration outlined by the GEMS Model of Volunteer Administration. The categories and phases of the GEMS Model include Generate (Needs Assessment, Position (Job) Description, Identify, Recruit, Screen, Select), Educate (Orient, Protect, Provide Resources, Teach), Mobilize (Engage, Motivate, Supervise) and Sustain (Evaluate, Recognize, Retain, Redirect, Disengage). The discrepancy, or difference, between the perceived level of importance and the frequency of use yielded the perceived need. Relationships between the characteristics of the population and perceived level of importance and frequency of use were explored. The greatest discrepancy (need) for 4-H Agents existed in the Sustain category followed by Mobilize, Generate and Educate. The relationship between characteristics of the population and perceptions held of the importance and frequency of use of the 18 phases and four categories were described as either negligible or low associations in all cases.
LEADERSHIP SELF-PERCEPTIONS OF WLC PARTICIPANTS
Authors: Rutherford Tracy A. , Townsend Christine D. , Briers Gary E. , Cummins Richard , Conrad Charles R.
Published: December 2010

This study addresses the relationship between Washington Leadership Conference (WLC) participants’ self-perception of their leadership skills and their chapter size, length of membership, level of involvement, and involvement in an officer position. The accessible study population was 2,086 FFA members who attended the WLC during the summer of 1997. A self-selected sample of 291 FFA members completed the Leadership Skills Inventory (LSI) before the opening session of the conference. Subjects ranged from 15 to 18 years of age, with females representing 56.6% of the respondents. The LSI was developed using FFA defined indicators of personal development characteristics including: communication, decision making, working in groups, leadership, and understanding self. Size of FFA chapter, involvement in activities, and holding an officer position all showed a slight positive correlation with one or more of the WLC participants’ self-perceived leadership skills.
TEACHING BIOLOGY USING AGRICULTURE AS THE CONTEXT: PERCEPTIONS OF HIGH SCHOOL STUDENTS
Authors: Balschweid Mark A.
Published: December 2010

The purpose of this study was to determine how high school students perceived science and agriculture after completing a yearlong biology class that used animal agriculture as the context. This study utilized a case-study approach. The population for the study included all students who participated in a biology course utilizing animal agriculture as the context for teaching biology (N=531). More than 90% of the subjects reported they agreed or strongly agreed that participating in a biology class that used agriculture as the context helped them understand the relationship between science and agriculture. Over 85% of those responding agreed or strongly agreed that they appreciated the complex nature of animal agriculture as a result of taking the class, and the class helped them understand the practices used in animal agriculture. Nine of 10 respondents agreed or strongly agreed that they appreciated the importance of agriculture and those who work in agriculture after participating in the class. Almost 90% disagreed or strongly disagreed with statements that animals should not be used for meat and that farmers raising animals are not concerned with the environment. Over 80% strongly agreed or agreed that raising animals for food and/or being a farmer is a noble profession.
A COMPARISON OF TRADITIONAL AND WORLD WIDE WEB METHODOLOGIES, COMPUTER ANXIETY, AND HIGHER ORDER THINKING SKILLS IN THE IN-SERVICE TRAINING OF MISSISSIPPI 4-H EXTENSION AGENTS
Authors: Sexton Julie S. , Raven Matt R. , Newman Michael E.
Published: December 2010

This research compared traditional and World Wide Web based Extension agent in-service training in Mississippi with respect to higher-order thinking skills and computer anxiety. While the experimental sample (n = 26) was small, the study examined agents’ ability to perform on two subject-matter post-tests at differing levels of Bloom’s taxonomy of the cognitive domain and examined the role that computer anxiety played in the agents’ performance. A hierarchical multiple linear regression was used in order to arrive at R2 values to use in performing F tests at the .10 level of significance. At the knowledge level of Bloom’s taxonomy, the researchers found no statistically significant difference in the post-test based on the training methodology (traditional or Web based), the agents’ level of computer anxiety, or the interaction of these two variables. However, at the application level of Bloom’s taxonomy, the interaction between type of training methodology (traditional or Web based) and computer anxiety was statistically significant at the .10 level of significance. This treatment and computer anxiety interaction indicated that agents in the traditional group scored statistically significantly higher than agents in the Web-based group on the application level post-test.
A RECRUITING CHALLENGE FOR EXTENSION EDUCATION: A COMPARISON OF NONPARTICIPANTS AND PARTICIPANTS IN HOMEOWNER LANDSCAPING PROGRAMS
Authors: Israel Glenn D. , Hague Glenn W.
Published: December 2010

This study examines factors which influence homeowners’ participation in a Cooperative Extension Service (CES) yard care program. A survey was administered to two groups of homeowners -- program participants and nonparticipants from the same area. Six hundred fifty-two participants who attended one of 24 CES workshops completed a survey during Spring, 2000. The comparison group, a random sample of homeowners, was selected from the list of single-family residences from the same area. A total of 462 homeowners returned usable surveys for the comparison group. The data show that some market segments were better represented among participants, including persons with a college degree, using an irrigation system, a high level of sharing information, less concern about neighborhood norms, and more frequent use of CES services, than nonparticipants. No significant bias was found for environmental behavior. The findings suggest that improved recruiting can expand CES’ outreach efforts.
Glyoxal vertical columns from GOME-2 backscattered light measurements and comparisons with a global model
Authors: Lerot C. , Stavrakou T. , De Smedt I. , Müller J.-F. , Van Roozendael M.
Published: December 2010

Abstract. Glyoxal vertical column densities have been retrieved from nadir backscattered radiances measured from 2007 to 2009 by the spaceborne GOME-2/METOP-A sensor. The retrieval algorithm is based on the DOAS technique and optimized settings have been used to determine glyoxal slant columns. The liquid water absorption is accounted for using a two-step DOAS approach, leading to a drastic improvement of the fit quality over remote clear water oceans. Air mass factors are calculated by means of look-up tables of weighting functions pre-calculated with the LIDORT v3.3 radiative transfer model and using a priori glyoxal vertical distributions provided by the IMAGESv2 chemical transport model. The total error estimate comprises random and systematic errors associated to the DOAS fit, the air mass factor calculation and the cloud correction. The highest glyoxal vertical column densities are mainly observed in continental tropical regions, while the mid-latitude columns strongly depend on the season with maximum values during warm months. An anthropogenic signature is also observed in highly populated regions of Asia. Comparisons with glyoxal columns simulated with IMAGESv2 in different regions of the world generally point to a missing glyoxal source, most probably of biogenic origin.
Sources of variations in total column carbon dioxide
Authors: Keppel-Aleks G. , Wennberg P. O. , Schneider T.
Published: December 2010

Abstract. Observations of gradients in the total CO2 column, ‹CO2› are expected to provide improved constraints on surface fluxes of CO2. Here we use a general circulation model with a variety of prescribed carbon fluxes to investigate how variations in ‹CO2› arise. On diurnal scales, variations are small and are forced by both local fluxes and advection. On seasonal scales, gradients are set by the north-south flux distribution. On synoptic scales, variations arise due to large-scale eddy-driven disturbances of the meridional gradient. In this case, because variations in ‹CO2› are tied to synoptic activity, significant correlations exist between ‹CO2› and dynamical tracers. We illustrate how such correlations can be used to describe the north-south gradients of ‹CO2› and the underlying fluxes on continental scales. These simulations suggest a novel analysis framework for using column observations in carbon cycle science.