This national study used the expertise of the winners of the NVATA Outstanding Young Member Award in identifying problems and challenges associated with the first years of teaching agriculture. The study was conducted using a three stage Delphi technique. The population surveyed were the state winners of the NVATA Outstanding Young Member Award for the years I995 and I996 and totaled 61 different names. The respondents to survey one listed over 350 problems and challenges associated with the first years of teaching agriculture. The 350 problems and challenges were subsequently grouped into 23 categories andformed the contentfor surveys two and three using a Likert-type scale. Sixty percent of the respondents rated seven of the 23 categories as very important problems and challenges for first year teachers. Classroom management and student discipline, again in this study, surfaced as a problem for first year teachers. However, different from other studies, the issues relating to time and organizational management, and managing the activities of the FFA chapter surfaced as big problems and challenges and consistently placed at the top of the list in this study.

Over the past several years, poor science test results have increased the demand for improved science education for American students. New and innovative methods of presenting scientific materials are needed to improve student achievement and enthusiasm for learning science. One solution to this dilemma has been to increase students' interest in science by using agricultural and natural resources concepts to teach science. This teaching method incorporated agricultural concepts of plant science, animal science and natural resources into the curricula to more effectively teach general science concepts and improve students' interest in the subject. This research sought to determine if students who enrolled in agriscience and natural resources comprehend science principles on an equal level as students who did not enroll in agriscience and natural resources. A standardized science test, High School Subject Test-Biology, was used to measure students' science knowledge. The results showed that there was no difference in the science test scores of students who had and had not enrolled in agriscience and natural resources. The variables that explained the most variance in science test scores were the number of science credits completed and the students' overall grade point average.

Background-Depression has been associated with several circadian rhythm perturbations, suggesting a disruption of the circadian clock system in affective disorders. The interaction of several circadian clock genes generates these daily circadian rhythms.

The past decade has resulted in many calls for educational reform in the United States. Parents, teachers, business leaders, and educational professionals have all called for new and innovative approaches to teaching English, mathematics, economics and science. Agricultural education in the United States is responding to this need by placing more emphasis on teaching scientific principles using agricultural and natural resources concepts. The National Research Council (1988) in its report, "Understanding Agriculture: New Directions for Education" stated, "Teaching science through agriculture would incorporate more agriculture into curricula, while more effectively teaching science." Michigan agricultural education programs addressed this issue by replacing the production agriculture curriculum with a new agriscience and natural resources curriculum.