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As interest in local food development and urban agriculture increases, the Cooperative Extension Service is challenged to serve local and urban food communities in Arkansas. Urban farmers in Arkansas have differing motivations for operation than those in production agriculture, so understanding agricultural county agents' perceptions of urban farmers is critical for program development and implementation in this sector and to bridge any gaps between Extension and urban producers. This study was conducted to determine the perceptions of, awareness of, ability to assist with, and barriers to working with urban farmers in Arkansas. An emailed instrument was sent to Arkansas staff chairs and agricultural county agents and data were analyzed using descriptive statistics. A total of 57 agents participated in the survey. Responses from agents in more populous regions of Arkansas were comparatively analyzed to those from less populous regions. Results indicated agents infrequently interacted with urban farmers in their counties, yet believed Extension was a valuable resource for urban farmers and that more resources should be allocated to developing urban farming programming. Respondents also self-identified as having low levels of personal knowledge relating to urban agriculture, with 72% of respondents indicating they were not knowledgeable or slightly knowledgeable about urban agriculture. There was a significant difference between the responses of agents in more populous counties and those in less populous counties. Future research aims to conduct a similar survey relating to local food in Arkansas, not just urban agriculture.

Harsh exclusionary discipline predicts major negative life outcomes, including adult incarceration and unemployment. This breeds racial inequality because Black students are disproportionately at risk for this type of discipline. Can a combination of policy and psychological interventions reduce this kind of discipline and mitigate this inequality? Two preregistered experiments (Nexperiment1 = 246 teachers; Nexperiment2 = 243 teachers) used an established paradigm to systematically test integration of two and then three policy and psychological interventions to mitigate the consequences of bias (troublemaker labeling and pattern perception) on discipline (discipline severity). Results indicate that the integrated interventions can curb teachers' troublemaker labeling and pattern prediction toward Black students who misbehave in a hypothetical paradigm. In turn, integration of the three components reduced racial inequality in teachers' discipline decisions. This research informs scientific theory, public policy, and interventions.

Cabotegravir + rilpivirine (CAB + RPV-LA) is a long-acting antiretroviral therapy (ART) that can be utilized for people with human immunodeficiency virus (HIV) who face barriers to daily ART. Here, we describe the implementation of a program that provides low-barrier access to CAB + RPV-LA for people with HIV and opioid use disorder at a syringe exchange. [ABSTRACT FROM AUTHOR]

Decisions being made on Capitol Hill and in state capitals may seem remote from the experiences of early childhood professionals, but policymakers have a big impact on babies and families. Early childhood professionals and parents bring key expertise and passion to policy advocacy and have a powerful role to play. This article identifies the skills that early childhood professionals naturally bring to advocacy and offers stories from two early childhood advocates. Right now, babies need you to Be a Big Voice for Little Kids™. Learn how you can leverage your unique expertise to help policymakers "Think Babies"™.

Effective diffusion of educational innovations is essential for evidence-based practices to have broad impacts on student learning. One of the barriers to such diffusion is the large inertia associated with changing one's teaching practices. Educational disruptions, such as COVID-19, may lower this barrier by making business-as-usual no longer feasible. Here, we reflect on the ways in which an online community, designed to promote diffusion of educational innovation, supported Advanced Placement (AP) Chemistry teachers in the rapid transition to online instruction necessitated by the pandemic. The lessons learned from supporting teachers as they responded to the pandemic may provide insights into how to better promote and support adoption of reformed teaching strategies.

Boutwell, Nedelec, Winegard, Shackelford, Beaver, Vaughn, Barnes, & Wright (2017) published an article in this journal that interprets data from the Add Health dataset as showing that only one-quarter of individuals in the United States experience discrimination. In Study 1, we attempted to replicate Boutwell et al.s findings using a more direct measure of discrimination. Using data from the Pew Research Center, we examined a large sample of American respondents (N = 3,716) and explored the prevalence of discrimination experiences among various racial groups. Our findings stand in contrast to Boutwell et al.s estimates, revealing that between 50% and 75% of Black, Hispanic, and Asian respondents (depending on the group and analytic approach) reported discriminatory treatment. In Study 2, we explored whether question framing affected how participants responded to Boutwells question about experiencing less respect and courtesy. Regardless of question framing, non-White participants reported more experiences than White participants. Further, there was an interaction of participant race and question framing such that when participants were asked about experiences of less respect or courtesy broadly, there were no differences between non-White participants and White participants, but when they were asked about experiences that were specifically race-based, non-White participants reported more experiences than White participants. The current research provides a counterweight to the claim that discrimination is not a prevalent feature of the lives of minority groups and the serious implications this claim poses for research and public policy.

Objective: The objective of this study was to assess the existence of the obesity paradox in patients with COVID‐19 admitted to the intensive care unit. Methods: This was a multicentric retrospective cohort study including individuals aged 18 years or older admitted to the intensive care unit with SARS‐CoV‐2. Data were obtained from electronic medical records. The primary outcome was in‐hospital mortality. Multiple logistic regression and restricted cubic splines analyses were conducted to assess the association between BMI and mortality. Results: From March 2020 to December 2021, 977 patients met the inclusion criteria, and 868 were included in the analysis. Obesity was identified in 382 patients (44%). Patients with obesity more often underwent prone positioning (42% vs. 28%; p < 0.001), although they used less vasoactive medications (57% vs. 68%; p < 0.001). The overall in‐hospital mortality was 48%, with 44% observed in the subgroup of individuals with obesity and 50% in those without obesity (p = 0.06). Patients with BMI < 25 kg/m2 had the highest mortality. Conclusions: Obesity was not associated with higher mortality rates in critically ill patients with COVID‐19. Moreover, patients with BMI < 25 kg/m2 had a higher mortality rate compared with those in higher BMI categories. [ABSTRACT FROM AUTHOR]

In the swift shifts and complexity of the system of government agencies making decisions about babies at the border, the ZERO TO THREE Policy Center relies on decades of research on brain development, child well-being, and the impact of trauma to serve as crucial guideposts for our work. This article offers a description of this moment in the landscape for babies at the border and tools for "ZERO TO THREE Journal" readers, using your expertise and experience in efforts to speak on behalf of those babies and families.

The authors present the feasibility and acceptability of a parent sexuality education program led by peer educators in community settings. They also report the results of an outcome evaluation with 71 parents who were randomized to the intervention or a control group and surveyed one month prior to and six months after the four-week intervention. The program was highly feasible and acceptable to participants, and the curriculum was implemented with a high level of fidelity and facilitator quality. Pilot data show promising outcomes for increasing parental knowledge, communication, and monitoring of their adolescent children.