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Agricultural science necessarily involves a commitment to some form of humanitarian and environmental ethics. For the past century, agricultural science has been based on a productivist ethic of maximizing agricultural production in pursuit or support of food security. Recognition of the ethical and political disposition of contemporary agricultural science can help scientists reorient their work to better address the urgent problems of the upcoming century: environmental degradation, climate change, and social inequality. A commitment to solving these problems is well within the scope of modern agricultural science. Supporting and furthering multidimensional food systems should replace productivism as an explicit goal of agricultural development and scientific innovation.

Clostridioides difficile infection (CDI) is an issue of great concern due to its rising incidence, recurrence, morbidity and impact on healthcare spending. Treatment guidelines have changed in the last few years, and new therapies are being considered. This is a practical review for the primary care practitioner of the latest guidelines for CDI diagnosis, treatment, and emerging therapies.

Professional Development Schools (PDS) were intended to be a comprehensive approach to total-school reform targeted toward the effects of poverty and educational disadvantage. This paper examines the processes and contexts found in PDSs and tests how they might be logically and empirically linked to measurable improvements in achievement. The purpose of this article is to put forth a fully articulated model that makes explicit the depth of critical inquiry necessary to produce changes in student achievement, and report the results of a partial application of this model focused on practices known to be associated with student achievement--family involvement in a PDS. This study emphasized the importance of conflict in the Deweyan sense and critical questioning, as well as the role of formative assessment in the analysis of the student work samples. Professional development in the form of inquiry presented an opportunity for expansion of knowledge and skill through a sustained exploration of issues, which is in sharp contrast to the more prevalent model of a single workshop for teachers or presentation by outside experts.

Teaching our successors about the art of theory building can be a challenge. If you have taught a theory-building course in any of our fields, you may have experienced a common hazard: The seminar can devolve into yet another methods course when the more methodologically inclined take over, focusing the class's attention on the flaws in tests of our theories. I describe a way of transforming these fault-findings into higher-level learning opportunities by asking a simple question: "So what?" Repeatedly asking questions about whether and how much the faults matter can help students become more thoughtful readers of empirical research by moving them beyond the mechanical application of conventional rules to a deeper appreciation of theory-building processes.

BACKGROUND: Differentiating wide complex tachycardias (WCTs) into ventricular tachycardia (VT) and supraventricular wide tachycardia via 12-lead ECG interpretation is a crucial but difficult task. Automated algorithms show promise as alternatives to manual ECG interpretation, but direct comparison of their diagnostic performance has not been undertaken. METHODS: Two electrophysiologists applied 3 manual WCT differentiation approaches (ie, Brugada, Vereckei aVR, and VT score). Simultaneously, computerized data from paired WCT and baseline ECGs were processed by 5 automated WCT differentiation algorithms (WCT Formula, WCT Formula II, VT Prediction Model, Solo Model, and Paired Model). The diagnostic performance of automated algorithms was compared with manual ECG interpretation approaches. RESULTS: A total of 212 WCTs (111 VT and 101 supraventricular wide tachycardia) from 104 patients were analyzed. WCT Formula demonstrated superior accuracy (85.8%) and specificity (87.1%) compared with Brugada (75.2% and 57.4%, respectively) and Vereckei aVR (65.3% and 36.4%, respectively). WCT Formula II achieved higher accuracy (89.6%) and specificity (85.1%) against Brugada and Vereckei aVR. Performance metrics of the WCT Formula (accuracy 85.8%, sensitivity 84.7%, and specificity 87.1%) and WCT Formula II (accuracy 89.8%, sensitivity 89.6%, and specificity 85.1%) were similar to the VT score (accuracy 84.4%, sensitivity 93.8%, and specificity 74.2%). Paired Model was superior to Brugada in accuracy (89.6% versus 75.2%), specificity (97.0% versus 57.4%), and F1 score (0.89 versus 0.80). Paired Model surpassed Vereckei aVR in accuracy (89.6% versus 65.3%), specificity (97.0% versus 75.2%), and F1 score (0.89 versus 0.74). Paired Model demonstrated similar accuracy (89.6% versus 84.4%), inferior sensitivity (79.3% versus 93.8%), but superior specificity (97.0% versus 74.2%) to the VT score. Solo Model and VT Prediction Model accuracy (82.5% and 77.4%, respectively) was superior to the Vereckei aVR (65.3%) but similar to Brugada (75.2%) and the VT score (84.4%). CONCLUSIONS: Automated WCT differentiation algorithms demonstrated favorable diagnostic performance compared with traditional manual ECG interpretation approaches. [ABSTRACT FROM AUTHOR]

Objective: To assess the impact of a campus community health worker program (HealthPALs) on student influenza vaccination. Participants: Undergraduate students at a northeastern US university (enrollment 6650), influenza seasons 2011-2012 through 2015-2016. Methods: Study design: Difference-in-differences analysis of student vaccination at campus dormitory influenza clinics during intervention vs. baseline. Intervention: In the first intervention year, HealthPALs conducted in-person peer outreach at several campus dormitory flu clinics. Subsequent years, HealthPALs conducted an enhanced intervention, with the addition of a personalized, dormitory-specific social media campaign appealing to students' community identity. Results: The initial intervention increased vaccinations by 66% (IRR = 1.66, 95%CI 1.39-1.97) at intervention clinics relative to control. The enhanced intervention increased vaccinations by 85% (IRR = 1.85, 95%CI 1.75-1.96).Conclusion: Community health workers can be a highly effective, low-cost strategy for increasing influenza vaccination among college students. This model could also be used to address other campus health challenges where student engagement is key.

In this article, we analyze the Supreme Court's decision in "Endrew F. v. Douglas County School District RE-1" (2017), interpreting the Individuals with Disabilities Education Act (IDEA) and its provisions creating a right of every student with a disability to have an appropriate education. We compare the "Endrew" decision with IDEA and the Court's previous appropriate education decision, "Board of Education of the Hendrick Hudson Central School District v. Rowley" (1982), on four key concepts: educational program, reasonably calculated, progress, and child's circumstances. We discuss the case's implications for systems capacity development and interpret "Endrew" as a narrative about students' ethical claim to dignity.

The purpose of this commentary is to provide an overview of national physical activity recommendations and policies (e.g., from the Institute of Medicine, National Physical Activity Plan, and Centers for Disease Control and Prevention) and to discuss how these important initiatives can be implemented in local schools. Successful policies are illustrated. Specific strategies and ideas are shared regarding how physical educators can assert themselves and impart their knowledge in an effort to build support for policy implementations that enhance the delivery of physical education and physical activity in their schools and communities.

Accurate differentiation of wide complex tachycardias (WCTs) into ventricular tachycardia (VT) or supraventricular wide complex tachycardia (SWCT) using non-invasive methods such as 12‑lead electrocardiogram (ECG) interpretation is crucial in clinical practice. Recent studies have demonstrated the potential for automated approaches utilizing computerized ECG interpretation software to achieve accurate WCT differentiation. In this review, we provide a comprehensive analysis of contemporary automated methods for VT and SWCT differentiation. Our objectives include: (i) presenting a general overview of the emergence of automated WCT differentiation methods, (ii) examining the role of machine learning techniques in automated WCT differentiation, (iii) reviewing the electrophysiology concepts leveraged existing automated algorithms, (iv) discussing recently developed automated WCT differentiation solutions, and (v) considering future directions that will enable the successful integration of automated methods into computerized ECG interpretation platforms. [ABSTRACT FROM AUTHOR]

Improving animal welfare is an important part of the development of the agricultural industry, particularly at a time when intensification and the encroachment of factory-style production systems is making the maintenance of human-animal relations increasingly difficult. Animal science deals with the issue of improving stockmanship by focusing on the relationships between attitudes and behaviour, under the premise that improved attitudes will lead to improved behaviour. From an analysis of 42 interviews with owners, sharemilkers and workers on dairy farms in New Zealand we present a different view, seeing behaviour instead as part of a self-reinforcing culture in which animals, humans and the physical structure all contribute to the development of farm specific ways of doing and being. We further suggest that changing one stockperson's attitude alone is insufficient to ensure a change in the culture as other actors - including animals and non-human actors - reinforce any existing culture that has developed, making both attitudinal and behavioural change difficult. We conclude by discussing the key importance of designing farm systems and structures that promote positive interactions between animals and humans and suggest that this, rather than simply promoting knowledge and attitudinal change, is likely to be the most effective way of maintaining stockmanship in the face of an industrialising agriculture. (Contains 2 figures and 1 table.)

This experimental study was designed to validate a short-term supplemental reading intervention for at-risk first-grade children. Although substantial research on long-term supplemental reading interventions exists, less is known about short-term interventions. Thirty first-grade children were randomly assigned to intervention or control conditions. Students in the intervention received 16 hours of instruction. Analyses of pre- and posttest data and growth measures suggest that short-term supplemental reading intervention had a significant effect on children's reading skills; however, effects were not consistent across measures. Parent and teacher ratings moderated significant effects. Findings support the validity of a brief intervention for students at risk for reading failure that may inform Tier 2 interventions within a Response to Intervention framework. (Contains 9 tables and 2 figures.)

This study examined the associations between indicators of health-related physical fitness (cardiovascular fitness and body mass index) and academic performance (Texas Assessment of Knowledge and Skills). Partial correlations were generally stronger for cardiovascular fitness than body mass index and consistently stronger in the middle school grades. Mixed-model regression analyses revealed modest associations between fitness and academic achievement after controlling for potentially confounding variables. The effects of fitness on academic achievement were positive but small. A separate logistic regression analysis indicated that higher fitness rates increased the odds of schools achieving exemplary/recognized school status within the state. School fitness attainment is an indicator of higher performing schools. Direction of causality cannot be inferred due to the cross-sectional nature of the data. (Contains 3 figures and 2 tables.)

The passage of Senate Bill 530 in June 2007 increased visibility about the importance of health-related fitness in Texas. As a result of the mandate, more than 2.6 million 3rd- through 12th-grade students from all Texas counties were evaluated between January 1, 2008, and June 1, 2008, using a standardized test of health-related physical fitness (FITNESSGRAM[R]). This number represented 84.8% of all public school districts in Texas. In the subsequent 2 years, 2.8 and 2.9 million children were tested, which represents more than 90% of all public school districts in Texas. This summary provides reflections on the test results and implications for future school-based fitness initiatives, both in Texas and in other states. (Contains 4 tables.)

We examined models of individual change and correlates of change in the growth of reading skills in a sample of 40 children from kindergarten through third grade. A broad range of correlates was examined and included family literacy, oral language, emergent reading, intelligence, spelling, and demographic variables. Individual growth curve analysis was used to model change in Letter Word Identification (LWID), Word Attack (WA), and Passage Comprehension (PC) subtests of the Woodcock-Johnson Psychoeducational Battery-Revised. Third grade LWID was predicted uniquely by family literacy, phonological awareness, and emergent reading skills. Growth in LWID was predicted uniquely by emergent reading skills. Phonological awareness, spelling, and emergent reading were unique predictors of third grade WA, whereas family literacy and emergent reading skills uniquely predicted third grade PC. The general oral language factor defined by semantic and syntactic variables did not contribute significant unique variance in any of the models. Thus, the pattern of results extends the model of emergent-to-conventional literacy proposed by Whitehurst and Lonigan (1998) to third grade and suggests that early contextual understandings necessary for competent reading (family literacy and emergent reading) become more influential as reading skills develop.

To identify factors that contribute to development of phonological awareness, investigated longitudinal relationships among child background factors, structural oral language, and phonological awareness in children in kindergarten through Grade 2, and a subsample who were nonreaders in kindergarten. Suggests general oral language may contribute to development of early reading through its influence on development of phonological awareness. (Author/VWL)

Investigated the relationship between oral language and early reading development by administering to 39 children a broad range of oral language, background, and reading ability measures in kindergarten and first and second grade. Overall, semantic abilities, not phonological awareness, predicted second grade reading comprehension. Phonological awareness in kindergarten predicted single-word reading in first and second grades. (Contains references.) (SM)

Examined the relationship between oral language and literacy in a two-year, multivariate design. Through empirical cluster analysis of a sample of 88 kindergarten children, four oral language subtypes were identified based on measures of semantics, syntax, metalinguistics, and oral narration. (Author/VWL)