Early Field Experience Course Students’ Perceptions of School-based Agricultural Education Laboratory Environments

Laboratory instruction is an important component of school-based agricultural education (SBAE) programs (Phipps, Osborne, Dyer, & Ball, 2008). Early field experience (EFE) coursework can be an important component of agricultural teacher preparation programs (Retallick & Miller, 2007). Through the use of a modified photovoice technique, we sought to identify the perceptions of students (i.e., preservice teachers) enrolled in an EFE course in relation to the laboratory environment component of the SBAE model. Students enrolled in a 40-hour EFE course photographed a laboratory environment at their placement site and completed a 250-word descriptive/reflective summary of the laboratory. Through open coding of the summaries, three prominent themes emerged: 1) project-based learning is widely used for instructional purposes; 2) laboratory environments are set up and arranged in particular fashions based on needs; and 3) laboratory environments are arranged as settings for effective learning. Within the photographs, the agricultural mechanics laboratory was most commonly identified as a laboratory environment. The EFE students identified laboratory environments are not always traditional in their scope, and classrooms can serve as laboratory environments. We recommend photovoice be further used as a tool to explore students’ perceptions of the realities of modern SBAE programs

S-102 Transfer Pump Restriction Modeling Results

It was determined that a radioactive waste leak in the Hanford S Farm in the vicinity of the S-102 retrieval pump discharge occurred because of over-pressurization and failure of the S-102 dilution water supply hose while operating the retrieval pump in reverse with an obstructed suction cavity and an unobstructed flow path to the dilution water supply hose. This report describes efforts to identify plausible scenarios for the waste leak to occur

Technical agriculture skills teachers need to teach courses in the animal systems pathway

Fundamentally, agricultural teacher education programs and their faculty are tasked with preparing competent teachers capable of teaching students enrolled in public schools. As part of their design, an important facet of these programs is ensuring pre-service teachers are ready to provide educational opportunities in aspects of school-based agricultural education (SBAE), including teaching technical agriculture skills to students. We used a three-round Delphi technique to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Animal Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. Thirty-four SBAE teachers who were nominated by state-level SBAE leaders and other SBAE teachers in their states contributed data for our study. Twenty-two teachers participated in all three rounds. In total, we identified 35 technical agriculture skill items. To help ensure teachers are competent and prepared to teach courses in the Animal Systems pathway, we outline several approaches agricultural teacher educators should contemplate: (1) facilitating opportunities to foster technical agriculture skill development within agricultural teacher education programs, (2) collaborating with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 35 skills to facilitate future scholarly investigation on the topic. While not generalizable beyond the SBAE teachers in these two states, we do believe our findings have value for SBAE stakeholders. To overcome the limitation of generalizability and to delve deeper into teachers’ technical agriculture skill needs, we suggest that our study be replicated in other states.This article is published as Wells, T., Solomonson, J., Hainline, M., Rank, B., Wilson, M., Rinker, S., & Chumbley, S. (2023). Technical agriculture skills teachers need to teach courses in the animal systems pathway. Journal of Agricultural Education, 64(3), 158–175. https://doi.org/10.5032/jae.v64i3.117. © 2023 American Association for Agricultural Education. Posted with permission

Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway

Agricultural teacher education programs are designed to prepare competent teachers who are ready to teach students in public schools. One aspect of agricultural teacher education is ensuring teachers are ready to lead instruction in various aspects of school-based agricultural education (SBAE), such as teaching students various technical agriculture skills. As part of a larger study, we used a three-round Delphi study to identify the technical agriculture skills SBAE teachers in Illinois and Iowa need to effectively teach courses in the Plant Systems pathway within the broader Agriculture, Food, and Natural Resources (AFNR) Career Cluster. A panel of 27 experienced SBAE teachers nominated by their colleagues contributed data for our study. Eighteen teachers participated in all three rounds. At the conclusion of our Delphi study, we identified 82 technical agriculture skills. To help ensure teachers are competent and prepared to teach courses in the Plant Systems pathway, we suggest several approaches agricultural teacher educators should consider: (1) facilitating opportunities to implement technical agriculture skill development opportunities within agricultural teacher education programs, (2) engaging with agricultural faculty who teach technical agriculture courses to pre-service teachers, and (3) using our list of 82 skills as a springboard to facilitate future scholarly inquiry on the topic. While our results are not generalizable beyond the SBAE teachers in Illinois and Iowa, we do believe our findings are valuable to SBAE stakeholders. To enhance generalizability and provide a more thorough exploration of teachers’ technical agriculture skill needs, replication of our study should occur in other states.This article is published as Solomonson, J. K., Wells, T., Hainline, M. S., Rank, B. D., Wilson, M., Rinker, S. P., & Chumbley, S. "Boot". (2022). Technical Agriculture Skills Teachers Need to Teach Courses in the Plant Systems Pathway. Journal of Agricultural Education, 63(3), 100–116. https://doi.org/10.5032/jae.2022.03100. © 2022 American Association for Agricultural Education. Posted with permission

Development of a new tissue injector for subretinal transplantation of human embryonic stem cell derived retinal pigmented epithelium

Background: Subretinal cell transplantation is a challenging surgical maneuver. This paper describes the preliminary findings of a new tissue injector for subretinal implantation of an ultrathin non-absorbable substrate seeded with human embryonic stem cell-derived retinal pigment epithelium (hESC-RPE). Methods: Ultrathin Parylene-C substrates measuring 3.5 mm × 6.0 mm seeded with hESC-RPE (implant referred to as CPCB-RPE1) were implanted into the subretinal space of 12 Yucatan minipigs. Animals were euthanized immediately after the procedure and underwent spectral domain optical coherence tomography (SD-OCT) and histological analysis to assess the subretinal placement of the implant. Evaluation of the hESC-RPE cells seeded on the substrate was carried out before and after implantation using standard cell counting techniques. Results: The tissue injector delivered the CPCB-RPE1 implant through a 1.5 mm sclerotomy and a 1.0–1.5 mm retinectomy. SD-OCT scans and histological examination revealed that substrates were precisely placed in the subretinal space, and that the hESC-RPE cell monolayer continued to cover the surface of the substrate after the surgical procedure. Conclusion: This innovative tissue injector was able to efficiently deliver the implant in the subretinal space of Yucatan minipigs, preventing significant hESC-RPE cell loss, minimizing tissue trauma, surgical complications and postoperative inflammation

Helios is a key transcriptional regulator of outer hair cell maturation

The sensory cells that are responsible for hearing include the cochlear inner hair cells (IHCs) and outer hair cells (OHCs), with the OHCs being necessary for sound sensitivity and tuning1. Both cell types are thought to arise from common progenitors; however, our understanding of the factors that control the fate of IHCs and OHCs remains limited. Here we identify Ikzf2 (which encodes Helios) as an essential transcription factor in mice that is required for OHC functional maturation and hearing. Helios is expressed in postnatal mouse OHCs, and in the cello mouse model a point mutation in Ikzf2 causes early-onset sensorineural hearing loss. Ikzf2cello/cello OHCs have greatly reduced prestin-dependent electromotile activity, a hallmark of OHC functional maturation, and show reduced levels of crucial OHC-expressed genes such as Slc26a5 (which encodes prestin) and Ocm. Moreover, we show that ectopic expression of Ikzf2 in IHCs: induces the expression of OHC-specific genes; reduces the expression of canonical IHC genes; and confers electromotility to IHCs, demonstrating that Ikzf2 can partially shift the IHC transcriptome towards an OHC-like identity

Assessment of tank 241 s 112 liquid waste mixing in tank 241 sy 101

The objectives of this study were to evaluate mixing of liquid waste from Tank 241-S-112 with waste in Tank 241-SY-101 and to determine the properties of the resulting waste for the cross-site transfer to avoid potential double-shell tank corrosion and pipeline plugging. We applied the time-varying, three-dimensional computer code TEMPEST to Tank SY-101 as it received the S-112 liquid waste. The model predicts that temperature variations in Tank SY-101 generate a natural convection flow that is very slow, varying from about 7 x 10{sup -5} to 1 x 10{sup -3} ft/sec (0.3 to about 4 ft/hr) in most areas. Thus, natural convection would eventually mix the liquid waste in SY-101 but would be very slow to achieve nearly complete mixing. These simulations indicate that the mixing of S-112 and SY-101 wastes in Tank SY-101 is a very slow process, and the density difference between the two wastes would further limit mixing. It is expected to take days or weeks to achieve relatively complete mixing in Tank SY-101. Document type: Repor