Bio-Security Proficiencies Project for Beginning Producers in 4-H

Improving bio-security practices among 4-H members who raise and show project animals is important. Bio-security measures can reduce the risk of disease spread and mitigate potential health and economic risks of disease outbreaks involving animal and zoonotic pathogens. Survey data provided statistical evidence that the Bio-Security Proficiencies Project for Beginning Producers in 4-H advanced youth participants\u27 knowledge and skills related to bio-security and financial risk management. Furthermore, the project provided youth with opportunities to apply their understanding and abilities to authentic settings and extend their learning to their communities

Improving County-Based Science Programs: Bringing Out the Science Teacher in Your Volunteer Leaders

4-H programs can play an important role in increasing children\u27s exposure to, and interest in, science. To be effective, however, specialized training for volunteer leaders is needed. A method of training adult volunteer leaders to train 4-H teens to be cross-age teachers of an inquiry-based science program was designed and evaluated. Key components of this method were specific scaffolding strategies, including modeling, coaching, effective questioning, promoting group interactions, and encouraging independent investigation and thinking. Data from focus group interviews and quantitative measures showed improvement at all levels of project involvement: Adult volunteer leaders, 4-H teens, and participating 4-H youth

Defining and Developing Curricula in the Context of Cooperative Extension

Effective curricula are considered to be the cornerstone of successful programming in Extension. However, there is no universal operationalized definition of the term curriculum as it applies to Extension. Additionally, the development of curricula requires a systematic process that takes into account numerous factors. We provide an operational definition of curriculum by describing the parts of a curriculum, discussing the organization of those elements, and recommending theoretical frameworks that complement the learn-by-doing approach used in Extension. We also describe strategies to guide curriculum development, adaptation, and evaluation that will help advance the potential of Extension curricula to achieve their intended outcomes

Prevalent Approaches to Professional Development in State 4-H Programs

High-quality 4-H programming requires effective professional development of educators. Through a mixed-methods study, we explored professional development offered through state 4-H programs. Survey results revealed that both in-person and online delivery modes were used commonly for 4-H staff and adult volunteers; for teen volunteers, in-person delivery was most common. Additionally, most professional development efforts were characterized as episodic, expert-led, and group-based (traditional approaches); the least common approaches were described as ongoing, learner-centered, and group-based (reform-based approaches). Interview data supported survey findings. Traditional approaches to professional development are considered ineffective; thus, the implementation of more reform-based professional development opportunities is recommended

Bi-allelic Loss-of-Function CACNA1B Mutations in Progressive Epilepsy-Dyskinesia.

The occurrence of non-epileptic hyperkinetic movements in the context of developmental epileptic encephalopathies is an increasingly recognized phenomenon. Identification of causative mutations provides an important insight into common pathogenic mechanisms that cause both seizures and abnormal motor control. We report bi-allelic loss-of-function CACNA1B variants in six children from three unrelated families whose affected members present with a complex and progressive neurological syndrome. All affected individuals presented with epileptic encephalopathy, severe neurodevelopmental delay (often with regression), and a hyperkinetic movement disorder. Additional neurological features included postnatal microcephaly and hypotonia. Five children died in childhood or adolescence (mean age of death: 9 years), mainly as a result of secondary respiratory complications. CACNA1B encodes the pore-forming subunit of the pre-synaptic neuronal voltage-gated calcium channel Cav2.2/N-type, crucial for SNARE-mediated neurotransmission, particularly in the early postnatal period. Bi-allelic loss-of-function variants in CACNA1B are predicted to cause disruption of Ca2+ influx, leading to impaired synaptic neurotransmission. The resultant effect on neuronal function is likely to be important in the development of involuntary movements and epilepsy. Overall, our findings provide further evidence for the key role of Cav2.2 in normal human neurodevelopment.MAK is funded by an NIHR Research Professorship and receives funding from the Wellcome Trust, Great Ormond Street Children's Hospital Charity, and Rosetrees Trust. E.M. received funding from the Rosetrees Trust (CD-A53) and Great Ormond Street Hospital Children's Charity. K.G. received funding from Temple Street Foundation. A.M. is funded by Great Ormond Street Hospital, the National Institute for Health Research (NIHR), and Biomedical Research Centre. F.L.R. and D.G. are funded by Cambridge Biomedical Research Centre. K.C. and A.S.J. are funded by NIHR Bioresource for Rare Diseases. The DDD Study presents independent research commissioned by the Health Innovation Challenge Fund (grant number HICF-1009-003), a parallel funding partnership between the Wellcome Trust and the Department of Health, and the Wellcome Trust Sanger Institute (grant number WT098051). We acknowledge support from the UK Department of Health via the NIHR comprehensive Biomedical Research Centre award to Guy's and St. Thomas' National Health Service (NHS) Foundation Trust in partnership with King's College London. This research was also supported by the NIHR Great Ormond Street Hospital Biomedical Research Centre. J.H.C. is in receipt of an NIHR Senior Investigator Award. The research team acknowledges the support of the NIHR through the Comprehensive Clinical Research Network. The views expressed are those of the author(s) and not necessarily those of the NHS, the NIHR, Department of Health, or Wellcome Trust. E.R.M. acknowledges support from NIHR Cambridge Biomedical Research Centre, an NIHR Senior Investigator Award, and the University of Cambridge has received salary support in respect of E.R.M. from the NHS in the East of England through the Clinical Academic Reserve. I.E.S. is supported by the National Health and Medical Research Council of Australia (Program Grant and Practitioner Fellowship)

Assessment of Bio-Security Risks Associated with 4-H Animal Science Exhibition Practices in California

Bio-security related to animal agriculture is a high priority issue, and recent incidents demonstrate the potential for disease transmission and proliferation involving animals exhibited at public venues. Data collected at the California State Fair and eight county fairs in the north central region of California were used to assess existing bio-security risks associated with 4-H project animals. Outcomes revealed disease transmission risks associated with exhibition practices including housing and visitor contact and highlight the need to develop and provide relevant education resources to 4-H youth, volunteers, and staff

4-H youth advance biosecurity at home and in their communities

Youth participants in 4-H animal science projects are involved extensively with raising and exhibiting agricultural animals, often on backyard farms (Smith and Meehan 2012). Since backyard farms can serve as sources and vectors of pathogens (FAO 1999; WHO 2011), it is critical that 4-H youth take an active role in preventing the introduction and spread of economically important animal diseases. Fifteen 4-H youth from two counties in California participated in the 4-H Bio-Security Proficiencies Program, a long-term community and citizen science project focused on animal and zoonotic disease risk education and mitigation. Then, in the role of community science experts, they acted upon the risk assessments and mitigation plans they had developed to improve biosecurity practices and reduce the likelihood of disease spread on their home premises and at their local county fair. They also extended their knowledge to the broader livestock exhibition community through outreach videos

Pre-Harvest Food Safety in 4-H Animal Science Complete (Parts 1 through 4)

Pre-harvest food safety is all about protecting our food supply from pathogens, parasites, and other harmful agents. This 4-part curriculum is the leader's guide for a 4-H project on principles and methods that youth can apply in food-animal projects

Pre-Harvest Food Safety in 4-H Animal Science Complete (Parts 1 through 4)

Pre-harvest food safety is all about protecting our food supply from pathogens, parasites, and other harmful agents. This 4-part curriculum is the leader's guide for a 4-H project on principles and methods that youth can apply in food-animal projects