ImportanceSARS-CoV-2 infection is associated with persistent, relapsing, or new symptoms or other health effects occurring after acute infection, termed postacute sequelae of SARS-CoV-2 infection (PASC), also known as long COVID. Characterizing PASC requires analysis of prospectively and uniformly collected data from diverse uninfected and infected individuals.ObjectiveTo develop a definition of PASC using self-reported symptoms and describe PASC frequencies across cohorts, vaccination status, and number of infections.Design, Setting, and ParticipantsProspective observational cohort study of adults with and without SARS-CoV-2 infection at 85 enrolling sites (hospitals, health centers, community organizations) located in 33 states plus Washington, DC, and Puerto Rico. Participants who were enrolled in the RECOVER adult cohort before April 10, 2023, completed a symptom survey 6 months or more after acute symptom onset or test date. Selection included population-based, volunteer, and convenience sampling.ExposureSARS-CoV-2 infection.Main Outcomes and MeasuresPASC and 44 participant-reported symptoms (with severity thresholds).ResultsA total of 9764 participants (89% SARS-CoV-2 infected; 71% female; 16% Hispanic/Latino; 15% non-Hispanic Black; median age, 47 years [IQR, 35-60]) met selection criteria. Adjusted odds ratios were 1.5 or greater (infected vs uninfected participants) for 37 symptoms. Symptoms contributing to PASC score included postexertional malaise, fatigue, brain fog, dizziness, gastrointestinal symptoms, palpitations, changes in sexual desire or capacity, loss of or change in smell or taste, thirst, chronic cough, chest pain, and abnormal movements. Among 2231 participants first infected on or after December 1, 2021, and enrolled within 30 days of infection, 224 (10% [95% CI, 8.8%-11%]) were PASC positive at 6 months.Conclusions and RelevanceA definition of PASC was developed based on symptoms in a prospective cohort study. As a first step to providing a framework for other investigations, iterative refinement that further incorporates other clinical features is needed to support actionable definitions of PASC.

Teachers distribute their time in many ways. The study sought to determine how agriculture teachers distribute their time among 11 selected teacher activities (i.e., preparation for instruction; classroom/laboratory teaching; laboratory preparation and/or maintenance; grading/scoring students' work; administrative duties-program management; professional activities; Supervised Agricultural Experience observations and recording; local FFA activities; non-local FFA activities; Career Development Events preparation; and adult education) over a 15-week period. Additionally, comparisons were made for three teacher types (i.e., studentteachers, first-year teachers, and experience teachers). An additional time category (observation) was observed for student teachers. It was concluded that of the 11 selected areas, all teachers spend the majority of their time planning and providing classroom and laboratory instruction. The least amount of time was spent on adult education. Further, it was concluded that first-year teacher and student teachers display similar use of time in the 11 selected areas over the 15-week period. Recommendations cited include the need for personal development efforts in time-management and a need to better reflect on priorities for distributing time.

For the past two decades, the idea of integrating more science concepts into the secondary agriculture curriculum has gained support.

Student recruitment has a vital role in successful colleges of agriculture. The study investigated factors that influence students' decision to select a major within available agricultural disciplines. The population was full-time college students majoring in an agricultural discipline. The results provide a demographic profile of students, data on their perceived sources of influence and considerations when selecting an agriculture major. One factor, prior experience in agriculture, was identified as the relatively most influential source, whereas working outdoors was identified as the strongest consideration for selecting an agriculture major.

The study sought to explore and compare the current level of job stress among secondary agriculture teachers in Missouri and North Carolina. The accessible populations consisted of secondary agriculture teachers (n = 252) in Missouri and (n = 118) in North Carolina. Data were collected using the Job Stress Survey (Spielberger & Vagg, 1999). From the findings, it was concluded that agriculture teachers in Missouri and North Carolina are not in an overall state of stress compared with norm data. However, time-related job tasks were found to be a source of stress among both teacher samples, and "excessive paperwork" was identified as the highest stressor. Low stress items among teachers fell into three broad job-related categories best described as supervision, advancement, and inactivity.