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.

The purpose of this study was to explain and predict the factors that influence senior-level agricultural education students' choice to become a secondary agriculture teacher. The study focused on the extent to which beliefs and attitudes toward teaching influenced students' intent to select teaching secondary agricultural education as a career. An adaptation of the FIT-Choice® Scale instrument was distributed to senior-level students enrolled at institutions with teacher development programs to certify secondary agriculture teachers within nine states. A total of 145 students completed the instrument. Overall, characteristics of sex, perceived agriculture experience compared to their peers, years enrolled in schoolbased agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership were not significant predictors of intent to teach. However, two beliefs about teaching subconstructs ("teacher morale," and "expert career") were found to be significant predictors of students' intent to teach. Similarly, four attitudinal sub-constructs ("fallback career," "working with adolescents," "intrinsic career value" and "job security") were significant predictors of intent to teach. Eight percent of intent to teach can be accounted for by attitude when controlling for beliefs.

The purpose of this study was to identify and describe factors that influence senior agricultural education students' choice to become a secondary agricultural education teacher. The study focused on the extent to which students' beliefs and attitude about teaching influenced their intent to select teaching secondary agricultural education as a career. An adaptation of the FIT-Choice® Scale instrument was distributed to senior students enrolled at post-secondary institutions within a nine state area that prepare secondary agriculture teachers. One-hundred forty-five students completed the instrument. Overall, negligible to low relationships were found between students' beliefs about teaching and gender, perceived agriculture experience compared to peers, years enrolled in school-based agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership. Negligible to low relationships were found between students' attitude toward teaching gender, perceived agriculture experience compared to peers, years enrolled in school-based agricultural education courses, years of FFA membership, participation in SAE, and years of 4-H membership. A moderate relationship was found between students' participation in high school agricultural education courses and their intent to teach agricultural education. Additionally, negligible to low relationships were found with the remaining student characteristics and intent to teach.

The purpose of this study is to describe the level of multicultural competence among secondary agriculture teachers in schools with a minimum of 30% ethnic minority student enrollment. Using the Multicultural Skills Awareness and Skill Survey – Teacher Form, teachers assessed their multicultural competence as did their students assess the teacher’s multicultural competence. For comparison purposes, teachers were grouped by the ethnic diversity of their FFA chapter membership: diverse and non-diverse FFA membership. From the findings, teachers within a diverse FFA membership had a higher multicultural competence level (by the teacher and the students) then did teachers within a non-diverse FFA membership. When combining both teacher groups together, the results suggest that students perceive their teachers to be more multicultural competent then the teachers perceive themselves. The results and recommendations are provided as to the development of teachers that are multicultural competent.