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The purpose of this study was to describe the association between the learning strategy preference of the learners as identified by "Assessing The Learning Strategies of AdultS" (ATLAS) and the individual personality traits as defined by the Myers-Briggs Type Indicator (MBTI). The sample was 553 adults in Canada and the United States. Two types of analyses were used to investigate the association between learning strategy preferences and personality traits. First, discriminant analysis explored the interaction of personality traits with the learning strategy preference. Second, analysis of variance measured the association of each personality trait with the learning-strategy-preference groups separately. The findings provided several explicit personality traits associated with each learning-strategy-preference group. These findings support the conclusion that a strong association exists between personality traits and learning-strategy-preference characteristics. Learning strategy preferences and personality traits complement each other. Each clarifies and enriches the other. As a result, teachers have two indicators that can help them personalize the teaching-learning environment for each student. Teachers can use the learning-strategy-group descriptions as guides for organizing each learner's instructional activities and plans and as a cognitive framework for uncovering and monitoring student behaviors and alerting teachers to potential learning difficulties for some students. Students can apply the descriptions of the learning-strategy-preference groups to facilitate self-assessment and metacognition. Theory can be enhanced by considering the two concepts of learning strategy preferences and personality traits coupled and by conducting quantitative and qualitative research to test and expand the generalizability of the learning-strategy-group descriptions. (Permission is granted to use "Assessing The Learning Strategies of AdultS" and the "Personality Identity Estimator" in practice and research. Links to printable copies and online completion are appended.)

Research conducted in partnership with the Wallace Foundation and the Education Development Center revealed the importance of school principals on the success of student achievement and attendance, as well as on teacher efficacy and retention. The implications of this research reveal the importance of stronger and more focused principal preparation programs. Therefore, the Wallace Foundation established a continuous improvement process that engages teams of program faculty and stakeholders in conducting evidence-based assessments of program quality. In this article, three programs document their experiences with the self-study process. Readers will gain a deeper appreciation for the collaborative role that stakeholders play in shaping and improving the quality of programs in higher education institutions.

The incorporation of social and emotional learning (SEL) in schools has been shown to improve academic and psychological health of students. Research has been limited regarding implementation of SEL programs in rural communities, where student needs are heightened. The current study examined factors that could impact teachers' intentions to be early adopters of a SEL curriculum in a rural community. Seventy-six teachers provided self-report data regarding perceptions of professional strengths, school climate, school resources for student support, ability to educate diverse students, ability to teach specific SEL domains, and intentions to be an early adopter of a SEL program. Present results indicated positive perceptions of school climate, one's ability to teach diverse students, and one's ability to teach self-management skills positively predicted intentions to be an early adopter of a SEL curriculum. Implications for rural schools are explored and recommendations for adoption of SEL curricula in rural schools are provided.

This qualitative study investigated what factors kept teachers committed to teaching in one rural east Texas school district despite the perceived educational inequalities of rural districts compared to suburban and urban districts. When it comes to teacher retention, rural school leaders cite school environment and community lifestyle compatibility as the primary reasons for staying. Despite the considerable number of rural school districts throughout the United States, research continues to largely ignore the unique relationships found in rural locales. Rural school districts offer many advantages over their suburban and urban counterparts; it is a matter of identifying what is important to rural teachers and attending to those needs. In an effort to improve teacher retention, the first-year superintendent of a small rural school district in east Texas wanted to know why some teachers stayed while others left. To examine the affect of rurality on teacher retention, 98 teachers responded to an online questionnaire on what kept them in the district, followed by 10 teachers randomly selected from the group for an in-depth face-to-face interview to probe further into their reasons for staying. Using a progressive refinement two-cycle coding technique, several themes emerged explaining their reasons for staying. If rural school district leaders can better understand the reasons why teachers remain in rural districts, then they can improve their retention efforts. The study concludes with a review of recommended strategies that rural school district leaders can implement to incentive teachers to stay.

Although researchers have explored social-emotional learning (SEL) in schools, the research on rural schools is limited. In this study, the authors explore parents' feedback on the impact of an SEL program on their children in rural schools.

The purpose of this study was to describe the relationship between special education confidence, knowledge, and selected demographics of agricultural education student teachers in the American Association of Agricultural Education southern region. A significant, low, positive association existed between total confidence and knowledge of providing a least restrictive environment. Statistically significant relationships occurred between student teachers' confidence scores and selected demographics. If a student teacher felt prepared to teach special needs students in agricultural classrooms and laboratories and had spent time with a special needs person outside an academic setting, they were statistically more confident in teaching special needs students. A statistically significant relationship occurred between student teachers' special education knowledge scores and selected demographics. Gender, age, and spending time with a special needs person outside an academic setting were associated with knowledge scores. As age and spending time with a special needs person increased, knowledge of disabilities and special education laws increased. Female student teachers had more knowledge about disabilities and special education laws than males. Additional research on the dynamic effects of time spent with special needs populations, in and outside academia, and feelings of preparedness for teaching special needs students is needed. (Contains 4 tables.)

In the technology-enhanced classroom, students' language acquisition is supported through opportunities for engagement, collaboration, concept development, and authentic work.

There are many competencies necessary for success as a 4-H agent. The 4-H Professional Research, Knowledge, and Competencies (PRKC) Model organizes competencies into six domains: (a) Youth Development, (b) Youth Program Development, (c) Volunteerism, (d) Partnerships, (e) Organizational Systems, and (f) Equity, Access and Opportunity (National 4-H Professional Development Task Force, 2004). Previous research (Harder & Dooley, 2007; Seevers, Baca & VanLeeuwen, 2005) identified competencies in the Organizational Systems domain as some of the most important, but most competency research has focused on volunteer management. A modified Borich (1980) model of needs assessment was used to determine the training needs of Texas 4-H agents in the Organizational Systems domain. Agents perceived they were more proficient in the competencies associated with program delivery and less proficient in competencies associated with their own personal wellness. Significant differences existed between perceived proficiency and importance levels for several competencies. Training is most needed in providing the knowledge, skills, and abilities required to overcome the stresses associated with careers as 4-H extension agents. (Contains 6 tables.)

Self-efficacy beliefs are defined as context-specific assessments of one's competence to perform specific tasks, influence one's efforts, persistence, and resilience to succeed in a given task. Such beliefs are important determinants when considering agricultural science teachers' subject matter knowledge, teaching comfort levels, and their likelihood for success in the classroom. The purpose of this study was to assess selected Texas pre-service agricultural science teachers' knowledge and comfort for teaching state-mandated general agricultural science and technology objectives. Selected pre-service agricultural science teachers representing four Texas teacher education programs responded. Respondents' summed knowledge and teaching comfort scores revealed perceptions of "adequacy" in seven of the eight general agricultural science and technology areas. However, they had low levels of knowledge and teaching comfort for the soils and soil formation objectives. A moderate positive association existed between overall knowledge and teaching comfort, supporting previous self-efficacy research. The findings indicated that pre-service teachers need additional preparation in the eight areas essential to every agricultural education classroom. Additional research in pre-service teacher self-efficacy, confidence, and competence is needed to identify causal factors affecting the less-than-desired levels of knowledge and teaching comfort for state-mandated general agricultural science and technology objectives. (Contains 6 tables.)

The purpose of this study was to determine barriers, roles, and information source preferences for teaching agricultural biotechnology topics. Agricultural science teachers were described primarily as 37 year-old males who had taught for 12 years, had bachelor's degrees, and had lived or worked on a farm or ranch. Equipment was perceived as the only major barrier to teaching biotechnology. Administration acceptance and community support were considered minor barriers. Teachers acknowledged responsibilities for educating consumers, farmers, and students about biotechnology and involving students in biotechnology-related SAE projects. Teachers disagreed that it was their role to develop instructional materials and lesson plans on biotechnology. Workshops, video tapes, and the Internet constituted teachers' preferred biotechnology information sources. No significant relationships were found between years of teaching experience (teachers with 15 or more years and teachers with less than 15 years of teaching experience) and perceived barriers, beliefs, or information sources. Similarities between teachers allows for new strategies to be shared among all teachers, without a need for tailoring materials to specific teacher age groups. (Contains 4 tables.)

Were elected state FFA officers' attitudes toward agricultural biotechnology significantly different from elected Texas legislators' attitudes about the same topic? The purpose of this study was to determine if differences existed in agricultural biotechnology perceptions or information source preferences when compared by leadership status: current (Texas legislators) vs. future (state FFA officers). Descriptive survey methods were used to obtain data from all elected state FFA officers (n = 360) and all House (n = 150) and Senate (n = 181) members in Texas (n = 181). State FFA officers' perceptions of agricultural biotechnology were influenced by their families' perceptions of biotechnology; Texas legislators' perceptions were not as affected by their families' perceptions of biotechnology, possibly because of a function of age. Respondents perceived agricultural biotechnology as having "positive" effects on the environment. Legislators relied more on the cooperative extension service as their biotechnology information source than did state FFA officers. Both groups relied on the internet and newspapers as information sources for agricultural biotechnology. Since respondents used internet and newspapers as information sources, those working in agricultural biotechnology or those communicating it should use the internet and newspapers more often to educate leaders about agricultural biotechnology practices. Education about agricultural biotechnology through the most accessed media may produce more informed leaders, which may alleviate their concerns about agricultural biotechnology uses. (Contains 3 tables.)

The first police in the United States to embrace the kind of community-focused policing that "modern" law enforcement embraces, and which was extolled by Sir Robert Peel in 1826, were the New Haven, Connecticut police officers hired by Yale University in 1894 to patrol and keep order on campus. Why did Yale not simply rely on the New Haven Police? They understood that a community of learners needs a police service that resonates with the educational mission of the institution. They embraced community policing principles, which wouldn't be adopted by mainstream, modern policing in this country for another 75 years. The community policing philosophy is a natural fit for an educational environment given the very nature of the communities and the developmental, preventative focus of the student affairs colleagues. Universities and colleges promote a culture of involvement and responsibility through active dialogue, engaging discourse and community development. Community policing works for these very same reasons. This article examines a few of the reasons why community oriented policing (COP) is working as a model of success at institutions that employ the principles and implement them effectively. (Contains 3 notes.)

Background: Prior clinical studies have shown that psychological factors have a significant effect on an athlete's readiness to return to sport following ACL reconstruction (ACLR). Hypothesis/Purpose: We hypothesized that patients who underwent Bridge-Enhanced ACL Repair (BEAR) would have higher levels of psychological readiness for return to sport compared to ACLR, and baseline characteristics and 6-month outcomes would predict psychological readiness at 6 months following an ACL surgical procedure. Methods: 100 patients (median age 17 years; median pre-operative Marx Activity Score 16) with complete mid-substance ACL injuries were randomized to either the BEAR procedure (n=65) or autograft ACLR (n=35) and underwent surgery within 45 days of injury. Objective, functional, and patient-reported outcomes, including the ACL-Return to Sport after Injury (ACL-RSI) scale, were assessed at 6 months, 12 months, and 24 months. Results: Patients who underwent the BEAR procedure had significantly higher ACL-RSI scores at 6 months compared to those that underwent an ACLR (71.1 vs 58.2, p=.008), and scores were similar at 12 months and 24 months. Baseline factors independently predictive of higher ACL-RSI scores at 6 months were having a BEAR procedure and participating in Level 1 sports prior to injury, which explained 15% of the variability in ACL-RSI scores. Regression analysis of baseline and 6-month outcomes as predictors indicated that the IKDC score at 6 months explained 45% of the 6-month ACL-RSI variance. Subsequent analysis, with IKDC excluded from the model, indicated that decreased pain, increased hamstring and quadriceps strength in the surgical limb, and decreased side-to-side difference in AP knee laxity were significant predictors of a higher ACL-RSI score at 6 months, explaining 34% of the variability in ACL-RSI scores. Higher ACL-RSI scores at 6 months were associated with earlier clearance to return to sports. Conclusion: Patients who underwent the BEAR procedure had higher ACL-RSI scores at 6 months after surgery. Better ACL-RSI scores at 6 months were related most strongly to higher IKDC scores at 6 months. Lower pain levels, better muscle recovery, and less knee laxity at 6-months post-surgery were also associated with improved ACL-RSI scores at that time point. [ABSTRACT FROM AUTHOR]

Assessment of the regional lymphatics is important for accurate staging and treatment of breast cancer patients. We sought to determine the role of regional ultrasound in providing clinically relevant information. We retrospectively analyzed data from patients who were treated curatively in 1996-2006 at The University of Texas MD Anderson Cancer Center for clinical stage III breast cancer. We compared differences in regional lymph node staging based on ultrasound versus mammography and physical examination in the 865 of 1,200 patients who had external-beam radiation as part of their treatment and regional ultrasound studies as part of their initial evaluation. Ultrasound uniquely identified additional lymph node involvement beyond the level I or II axilla in 37% of the patients (325 of 865), leading to a change in clinical nodal stage. Ninety-one percent of these abnormalities that could be biopsied (266 or 293) were confirmed to contain disease. The sites of additional regional nodal disease were: infraclavicular disease, 32% (275 of 865); supraclavicular disease, 16% (140 of 865); and internal mammary disease, 11% (98 of 865). All patients with involvement in the extra-axillary regional nodal basins received a radiation boost to the involved areas >10 Gy. Thus, over one third of patients with advanced breast cancer had their radiation plan altered by the ultrasound findings. Regional ultrasound evaluation in patients with advanced breast cancer commonly revealed abnormalities within and beyond the axilla, which changed the clinical stage of disease and the radiation treatment strategy. Therefore, regional ultrasound is beneficial in the initial staging evaluation for such patients. [ABSTRACT FROM AUTHOR]

Objective: To describe the clinical, imaging, and histopathologic findings of intracystic papillary carcinoma (IPC) of the breast., Materials and Methods: Following institutional review board approval, a database at a single institution was searched to identify cases of patients who received a diagnosis of IPC from 1999-2013 and who had undergone preoperative imaging with mammography, sonography, or MRI. The clinical, mammographic, sonographic, and MRI features of IPC were compared and analyzed using the BI-RADS mammography, ultrasound, and MRI lexicons., Results: The study sample included 40 patients, 36 females and 4 males. The most common clinical presentation was a palpable mass. Mammographic data was assessed in 31 patients. A tumor was mammographically occult in one patient. The predominant features were oval shape of 17 tumors (57%), obscured margins of 12 (40%), and high density of 20 (67%). Ultrasound data of 37 patients revealed 20 oval masses, 13 irregular masses, and 4 round masses. Fourteen complex solid and cystic masses were identified. One patient underwent MRI that showed a complex, enhancing mass with washout kinetics. Ultrasound guided biopsy was performed on 33 of the 37 masses. Core needle biopsy and fine needle aspiration (FNA) biopsy were most commonly performed on the solid components of the complex solid and cystic masses. IPC was diagnosed by stereotactic biopsy in 1 patient with a suspicious mass on mammography with no correlate on sonography and 6 patients had surgical excision without imaging-guided biopsy. Pathology showed in situ IPC in 31/40 tumors and 11 were solid and cystic complex masses on ultrasound. Pathology revealed invasive IPC in 9 tumors and five had an irregular mass on ultrasound., Conclusion: Our study reveals no specific imaging features to differentiate in situ vs invasive IPC. The most common ultrasound feature in biopsy proven IPC was an oval mass, however, we identified that a complex solid and cystic mass is more often associated with the diagnosis of in situ IPC and an irregular mass is more often associated with the diagnosis of invasive IPC. Future studies with larger cohorts are needed to further define the clinical and imaging features of this rare malignancy., (Copyright © 2018 Elsevier Inc. All rights reserved.)

Blooms of the toxic microalga Karenia brevis occur seasonally in Florida, Texas and other portions of the Gulf of Mexico. Brevetoxins produced during Karenia blooms can cause neurotoxic shellfish poisoning in humans, massive fish kills, and the death of marine mammals and birds. Brevetoxin-containing aerosols are an additional problem, having a severe impact on beachgoers, triggering coughing, eye and throat irritation in healthy individuals, and more serious respiratory distress in those with asthma or other breathing disorders. The blooms and associated aerosol impacts are patchy in nature, often affecting one beach but having no impact on an adjacent beach. To provide timely information to visitors about which beaches are low-risk, we developed HABscope; a low cost (~$400) microscope system that can be used in the field by citizen scientists with cell phones to enumerate K. brevis cell concentrations in the water along each beach. The HABscope system operates by capturing short videos of collected water samples and uploading them to a central server for rapid enumeration of K. brevis cells using calibrated recognition software. The HABscope has a detection threshold of about 100,000 cells, which is the point when respiratory risk becomes evident. Higher concentrations are reliably estimated up to 10 million cells L-1. When deployed by volunteer citizen scientists, the HABscope consistently distinguished low, medium, and high concentrations of cells in the water. The volunteers were able to collect data on most days during a severe bloom. This indicates that the HABscope can provide an effective capability to significantly increase the sampling coverage during Karenia brevis blooms., Competing Interests: The authors have declared that no competing interests exist.

Humans and baboons (Papio spp.) share considerable anatomical and physiological similarities in their reproductive tracts. Given the similarities, it is reasonable to expect that the normal vaginal microbial composition (microbiota) of baboons would be similar to that of humans. We have used a 16S rRNA phylogenetic approach to assess the composition of the baboon vaginal microbiota in a set of nine animals from a captive facility and six from the wild. Results show that although Gram-positive bacteria dominate in baboons as they do in humans, there are major differences between the vaginal microbiota of baboons and that of humans. In contrast to humans, the species of Gram-positive bacteria (Firmicutes) were taxa other than Lactobacillus species. In addition, some groups of Gram-negative bacteria that are not normally abundant in humans were found in the baboon samples. A further level of difference was also seen even within the same bacterial phylogenetic group, as baboon strains tended to be more phylogenetically distinct from human strains than human strains were with each other. Finally, results of our analysis suggests that co-evolution of microbes and their hosts cannot account for the major differences between the microbiota of baboons and that of humans because divergences between the major bacterial genera were too ancient to have occurred since primates evolved. Instead, the primate vaginal tracts appear to have acquired discrete subsets of bacteria from the vast diversity of bacteria available in the environment and established a community responsive to and compatible with host species physiology., (© 2010 Wiley-Liss, Inc.)

The shift from local, community-based organizations to more complex delivery systems raises questions about the community orientation and accountability of health systems and their affiliates. This study examines whether hospitals affiliated with health care systems are more or less likely to engage in practices that reflect responsibility to their local communities by providing benefits in the form of uncompensated care, community engagement, Medicaid caseload, and accessible pricing policies. Using audited state data and other sources, we performed a longitudinal analysis on a pooled cross-sectional data file for the years 1989-2003 for all hospitals in Texas, California, and Florida. Results indicate that when compared to independent hospitals, system affiliation is associated with less community benefit. However, the level of community benefit varies depending on the type of community benefit examined and the structural characteristics of the system with which a hospital is affiliated. Results further suggest that the level and type of community benefit is conditioned by the market under which system-affiliated hospitals operate.

Objective: To compare the costs of physician-owned cardiac, orthopedic, and surgical single specialty hospitals with those of full-service hospital competitors., Data Sources: The primary data sources are the Medicare Cost Reports for 1998-2004 and hospital inpatient discharge data for three of the states where single specialty hospitals are most prevalent, Texas, California, and Arizona. The latter were obtained from the Texas Department of State Health Services, the California Office of Statewide Health Planning and Development, and the Agency for Healthcare Research and Quality Healthcare Cost and Utilization Project. Additional data comes from the American Hospital Association Annual Survey Database., Study Design: We identified all physician-owned cardiac, orthopedic, and surgical specialty hospitals in these three states as well as all full-service acute care hospitals serving the same market areas, defined using Dartmouth Hospital Referral Regions. We estimated a hospital cost function using stochastic frontier regression analysis, and generated hospital specific inefficiency measures. Application of t-tests of significance compared the inefficiency measures of specialty hospitals with those of full-service hospitals to make general comparisons between these classes of hospitals., Principal Findings: Results do not provide evidence that specialty hospitals are more efficient than the full-service hospitals with whom they compete. In particular, orthopedic and surgical specialty hospitals appear to have significantly higher levels of cost inefficiency. Cardiac hospitals, however, do not appear to be different from competitors in this respect., Conclusions: Policymakers should not embrace the assumption that physician-owned specialty hospitals produce patient care more efficiently than their full-service hospital competitors.