Community Supported Agriculture: Legal Concerns

As with all businesses, Community Supported Agriculture (CSA) growers may experience legal concerns. This fact sheet will walk growers through certain steps that may be taken to minimize the liability of your CSA operation and manage possible risks

Community Supported Agriculture: Marketing & Outreach Strategies to Encourage Membership

When you market your community supported agriculture (CSA) operation, you should consider the best communication tools to delivering information to potential and current shareholders, engaging your shareholders, and getting feedback. This fact sheet will provide tips on how to do so

Community Supported Agriculture: Crop Planning

A key component to a community supported agriculture (CSA) operation is successful crop planning. Crop planning can greatly improve CSA performance by taking into account seasonality, planting schedules, appropriate crops, etc. This fact sheet will help you learn more about the components of an effective crop plan and how to use one in your CSA operation

Community Supported Agriculture: Starting and Managing Your Operation

This fact sheet gives tips for starting a community supported agriculture operation, including finding land in Utah, determining share size and season, distributing shares, packaging shares, record keeping, and finding financing

Community Supported Agriculture: Definition, Benefits, Barriers, and Resources for Growers

This fact sheet describes what community supported agriculture is, types of models, benefits, barriers, and CSAs in Utah

Community Supported Agriculture: Pricing

A Community Supported Agriculture (CSA) operation requires financial knowledge and planning This fact sheet can help you through the financial process by explaining how to develop a budget, how to price your CSA share with different pricing strategies, and payment options

Addressing Anti-Fat Bias: A Crash Course for Counselors and Counselors-in-Training

People with larger body sizes are often the target of harmful stereotypes such as being lazy, unattractive, and unintelligent. Such stereotypes are part of an extensive system of oppression often intersecting with racism, classism, and ableism. When counselors and counselors-in-training are unaware of their own biases related to body size, larger bodied clients are at risk for further harm within the very place they are seeking support. This article provides professional counselors and counselors-in-training with the historical knowledge needed to examine their own biases and prejudices around body size and fatness to become better counselors and advocates for all clients. Implications for counseling and counselor training and a brief list of action items are included

The impact of viral mutations on recognition by SARS-CoV-2 specific T cells.

We identify amino acid variants within dominant SARS-CoV-2 T cell epitopes by interrogating global sequence data. Several variants within nucleocapsid and ORF3a epitopes have arisen independently in multiple lineages and result in loss of recognition by epitope-specific T cells assessed by IFN-γ and cytotoxic killing assays. Complete loss of T cell responsiveness was seen due to Q213K in the A∗01:01-restricted CD8+ ORF3a epitope FTSDYYQLY207-215; due to P13L, P13S, and P13T in the B∗27:05-restricted CD8+ nucleocapsid epitope QRNAPRITF9-17; and due to T362I and P365S in the A∗03:01/A∗11:01-restricted CD8+ nucleocapsid epitope KTFPPTEPK361-369. CD8+ T cell lines unable to recognize variant epitopes have diverse T cell receptor repertoires. These data demonstrate the potential for T cell evasion and highlight the need for ongoing surveillance for variants capable of escaping T cell as well as humoral immunity.This work is supported by the UK Medical Research Council (MRC); Chinese Academy of Medical Sciences(CAMS) Innovation Fund for Medical Sciences (CIFMS), China; National Institute for Health Research (NIHR)Oxford Biomedical Research Centre, and UK Researchand Innovation (UKRI)/NIHR through the UK Coro-navirus Immunology Consortium (UK-CIC). Sequencing of SARS-CoV-2 samples and collation of data wasundertaken by the COG-UK CONSORTIUM. COG-UK is supported by funding from the Medical ResearchCouncil (MRC) part of UK Research & Innovation (UKRI),the National Institute of Health Research (NIHR),and Genome Research Limited, operating as the Wellcome Sanger Institute. T.I.d.S. is supported by a Well-come Trust Intermediate Clinical Fellowship (110058/Z/15/Z). L.T. is supported by the Wellcome Trust(grant number 205228/Z/16/Z) and by theUniversity of Liverpool Centre for Excellence in Infectious DiseaseResearch (CEIDR). S.D. is funded by an NIHR GlobalResearch Professorship (NIHR300791). L.T. and S.C.M.are also supported by the U.S. Food and Drug Administration Medical Countermeasures Initiative contract75F40120C00085 and the National Institute for Health Research Health Protection Research Unit (HPRU) inEmerging and Zoonotic Infections (NIHR200907) at University of Liverpool inpartnership with Public HealthEngland (PHE), in collaboration with Liverpool School of Tropical Medicine and the University of Oxford.L.T. is based at the University of Liverpool. M.D.P. is funded by the NIHR Sheffield Biomedical ResearchCentre (BRC – IS-BRC-1215-20017). ISARIC4C is supported by the MRC (grant no MC_PC_19059). J.C.K.is a Wellcome Investigator (WT204969/Z/16/Z) and supported by NIHR Oxford Biomedical Research Centreand CIFMS. The views expressed are those of the authors and not necessarily those of the NIHR or MRC

The Development of Lexical Processing: Real-Time Phonological Competition and Semantic Activation in School Age Children

Prior research suggests that real-time word recognition processes are stabilized in early childhood (Fernald et al., 2006). However, recent work suggests that development of these processes continues throughout adolescence (Huang & Snedeker, 2011; Rigler et al., 2015). This study aimed to investigate whether these developmental changes are based solely within the lexical system, or are due to domain general changes. This study also aimed to investigate the development of real-time lexical-semantic activation. We captured semantic activation phonological competition and non-linguistic domain general processing skills using two Visual World Paradigm experiments in 43 7-9-year-olds, 42 10-13-year-olds, and 30 16-17 year-olds. Older children were quicker to fixate the target word and exhibited earlier onset and offset of fixations to both semantic and phonological competitors. Visual/cognitive skills explained significant, but not all, variance in the development of these effects. Developmental changes in semantic activation were largely attributable to changes in phonological processing. These results suggest that the concurrent development of linguistic processes and broader visual/cognitive skills lead to developmental changes in real-time word recognition, while semantic activation is stable across these ages

Students’ Perceptions of Using a Course Management System to Supplement Traditional Advising

Few universities have adapted their course man­agement systems to serve as an advising tool. The purpose of this qualitative study was to use focus group interviews to explore undergraduate students’ experi­ences and perceptions of using Canvas, a course man­agement system, to supplement face-to-face advising in the College of Agriculture and Applied Sciences at Utah State University. Forty students representing all college academic departments participated in eight focus groups. Most participants indicated they were unaware of Canvas’s advising features, thinking the tool was pri­marily used to send announcements and respond to stu­dents’ e-mails. Participants enjoyed receiving announce­ments about club activities, internships, and important deadlines for their academic program. The majority of participants requested that the college’s student ser­vices center provide more explanation on how to use Canvas as an advising tool, including details about the existing resources and how to access them. Partici­pants also requested more resources, including sched­uling advisor meetings online, a discussion board, and a student forum. These findings offer information for how academic advisors or faculty advisors could use their university’s or college’s existing course management system to interact with students and help them make more informed advising decisions