Volume 6 - 2021 | <a class="ArticleLayoutHeader__info__doi" href="https://doi.org/10.3389/feduc.2021.736992">https://doi.org/10.3389/feduc.2021.736992</a>
Although the reciprocal relationship of teacher burnout and teacher self-efficacy (TSE) is well documented
the literature still lacks studies investigating their (latent) changes and interrelations of change over time
By applying a latent change regression model in our study
we aimed to contribute to this research gap by examining changes in burnout and their relations to changes in TSE during the COVID-19 pandemic&#x02014;a very challenging time for teachers
As the implementation of digital learning material played a major role during the pandemic
we were also interested if attitudes and self-efficacy toward e-Learning were related to changes in burnout and TSE
Our sample consisted of 92 German in-service teachers who completed a questionnaire twice during the 2019&#x02013;2020 school year
Our main findings are that the burnout components depersonalization and lack of accomplishment significantly increased from the pre- to post-COVID-19 outbreak
Changes in burnout were negatively correlated to changes in TSE
but we found little evidence for relations of change in burnout and TSE with variables concerning e-Learning
Our findings indicate that the challenge was not the work overload but rather a lack of resources
Implications for research and practice are discussed
providing online materials for their students and supporting them during a frightening time from a distance
teachers were exposed to a particularly high risk of infection
It further analyzes the role of self-efficacy and attitudes toward e-Learning in these changes
as these are potentially relevant variables in times of distance learning
<a href="#B12">Demerouti et al. (2001)</a> provided the job demands-resources model of burnout (JD-R model) to explain the development of burnout
The researchers divided working conditions into two main categories: job resources and job demands
According to the JD-R model of burnout, burnout development follows two processes: First, high job demands result in increased emotional exhaustion. Second, emotional exhaustion is intensified by a lack of resources, resulting in burnout. Specifically, the workload level was often found to strongly predict the emotional exhaustion component (<a href="#B51">Pogere et al., 2019</a>)
Research has shown that job burnout is negatively related to work engagement (<a href="#B22">Hakanen et al., 2006</a>), job satisfaction (<a href="#B58">Skaalvik and Skaalvik, 2017</a>), and subjective health (<a href="#B22">Hakanen et al., 2006</a>). However, burnout is positively related to the intention to quit the teaching profession (<a href="#B59">Skaalvik and Skaalvik, 2011</a>)
which underlines burnout&#x02019;s role as a mental-health indicator and the need to examine job burnout predictors for the well-being of educational systems
TSE can be seen as an internal resource and is
rising between zero and 25&#x000a0;years of experience and declining during the last career stage
Teachers with a high sense of self-efficacy show greater enthusiasm toward teaching (<a href="#B3">Allinder, 1994</a>), superior teaching performance (<a href="#B28">Klassen and Tze, 2014</a>), and higher instructional quality (<a href="#B24">Holzberger et al., 2013</a>). Recently, <a href="#B67">Zee and Koomen (2016)</a> have reviewed relevant relationships with TSE
Bandura further described the domain specificity of TSE: Teachers can perceive themselves as very effective in teaching, in general, but feel less effective when applying specific teaching practices (<a href="#B7">Bandura, 2006</a>). Accordingly, adapted measurements for TSE in specific contexts have been developed: for example, inclusive teaching (e.g., <a href="#B56">Sharma et al., 2012</a>) or implementing self-regulated learning strategies (<a href="#B11">De Smul et al., 2018</a>)
TSE in the context of digital media is also a specific form of TSE
we implanted this specific form of TSE as well as the general form of TSE
no study has investigated the changes and interrelations of burnout and TSE during the COVID-19 pandemic
they are also supporting students through theirs&#x0201d; (p
29) especially considering that some students have little support at home
This emotional workload could very likely lead to depersonalization
which in turn would have deleterious effects on the students in such a situation
more research is needed to investigate the effectson emotional exhaustion
depersonalization as well as lack of accomplishment in teachers
another aspect that is possibly stressful for teachers is their high risk of infections at school due to the virus&#x02019;s human-to-human transmission
schools in Germany were gradually reopened
teachers had to spontaneously switch to digital learning material&#x02014;whether prepared or not&#x02014;in order to teach students from a distance
This switch noticeably changed daily work routines
especially of those with limited experience in digital learning environments
implementing distance learning was possibly related to a stress reaction (emotional exhaustion)
could have led to feelings of depersonalization and a lack of accomplishment
These feelings could emerge if TSE was low&#x02014;especially if teachers felt inadequate in implementing digital learning material or had negative attitudes toward its use
thus whether teachers are generally more or less favorable toward e-Learning
Due to the sudden change to distance learning where digital media played a crucial role
we argue that TSE for the use of digital media as well as attitudes toward e-Learning played an important role in explaining changes in teachers&#x02019; mental health during the COVID-19 pandemic
Both variables could have contributed to changes in burnout whereby teachers feeling less efficacious and having rather negative attitudes could have felt more stressed and overcharged
high TSE for e-Learning and positive attitudes could have contributed to general TSE and less burnout in times of the pandemic
no study has investigated these relationships until now
We therefore analyzed in an explorative way if changes in TSE and burnout were related to attitudes or TSE for e-Learning
we assume that teaching experience could have affected changes in burnout through teachers&#x02019; readiness for teaching with digital media
As we wanted to control for such possible effects
we included gender as well as teaching experience as covariates
The purpose of our study is twofold: First, we investigate burnout changes in teachers from the pre- to post-COVID-19 outbreak as an indicator of mental health and its relation to changes in (general) TSE as a relevant resource against burnout. Hereby, we claim that the circumstances of the pandemic are a high job demand which would very likely lead to an increase in burnout symptoms (<a href="#B12">Demerouti et al., 2001</a>)
we analyze if those changes are related to specific self-efficacy for using digital media and attitudes toward e-Learning
1) Hypothesis 1: Burnout symptoms increase from the pre-(Timepoint 1; t1) to post- (Timepoint 2; t2) COVID-19 outbreak
2) Hypothesis 2: Changes in burnout are negatively related to changes in TSE (<a href="#B13">Dicke et al., 2015</a>)
3) Hypothesis 3: Changes in burnout from t1 to t2 are related to
lower specific TSE for using digital media
4) Hypothesis 4: Changes in general TSE from t1 to t2 are related to
higher specific TSE for using digital media
This study was conducted in accordance with the ethical standards of the Ethics Committee of the Faculty for Empirical Human Sciences and Economical Sciences (Saarland University) and the data protection committee of the Ministry of Education in Saarland
The participants provided their written informed consent to participate in this study
Our sample consisted of 92 teachers from 23 primary and secondary schools (41.50% were from secondary schools) working in southwestern Germany
The teachers&#x02019; ages ranged from 26 to 64 (M &#x0003d; 40.19
and the mean teaching experience was M &#x0003d; 10.78 (SD &#x0003d; 8.25)
Gender and teaching experience were included as covariates in our analyses
which was designed in Questback&#x02019;s online survey platform
were sent twice during the 2019&#x02013;2020 school year
and teachers were required to provide informed consent before they completed the questionnaires
The first data collection occurred during the beginning of the school year (October&#x02013;December 2019)&#x02014;just before the COVID-19 outbreak
The second data collection started in mid-May 2020
The design of the study with its measurement time points had been planned before the outbreak of the pandemic
the research aim was to capture changes in TSE and burnout to learn more about their development and reciprocity
the pandemic provided an interesting opportunity to investigate this research question under unique circumstances
Response scales for all instruments ranged from 1) don&#x02019;t agree at all to 6) agree entirely
Reliability was determined in terms of internal consistency (Cronbach&#x02019;s &#x003b1;)
To assess burnout in its multidimensionality, we used the well-established Maslach burnout inventory (MBI) by <a href="#B39">Maslach et al. (1986)</a> in its translated version (<a href="#B15">Enzmann and Kleiber, 1989</a>)
The three scales consisted of emotional exhaustion (e.g.
&#x0201c;My work frustrates me,&#x0201d; 9 items
&#x003b1;T1 &#x0003d; 0.86; &#x003b1;T2 &#x0003d; 0.88); depersonalization (e.g.
&#x0201c;I think I treat some students to some extent impersonally,&#x0201d; 5 items
&#x003b1;T1 &#x0003d; 0.73; &#x003b1;T2 &#x0003d; 0.68); and lack of accomplishment (e.g.
&#x0201c;I succeed well in putting myself in the position of my students,&#x0201d; 8 items
&#x003b1;T1 &#x0003d; 0.83; &#x003b1;T2 &#x0003d; 0.73)
The latter is inversely coded and was therefore recoded for better interpretability
TSE was assessed using <a href="#B49">Pfitzner-Eden et al. (2014)</a> scale for teacher self-efficacy (STSE) with three dimensions: classroom management (e.g.
&#x0201c;I manage to control disruptive behaviour in class,&#x0201d; 4 items
&#x003b1;T1 &#x0003d; 0.88; &#x003b1;T2 &#x0003d; 0.86); instructional strategies (e.g.
&#x0201c;I am able to provide an alternative explanation or another example when students are confused,&#x0201d; 4 items
&#x003b1;T1 &#x0003d; 0.65; &#x003b1;T2 &#x0003d; 0.66); and student engagement (e.g.
&#x0201c;I can motivate students who have little interest in education,&#x0201d; 4 items
&#x003b1;T1 &#x0003d; 0.83; &#x003b1;T2 &#x0003d; 0.77)
In order to assess TSE for using digital media
&#x0201c;I know that I can easily create digital learning environments&#x0201d;)
Internal consistency was sufficient (&#x003b1; &#x0003d; 0.87)
Attitudes toward e-Learning were assessed by a translated version of <a href="#B45">Panda and Mishra (2007)</a> 11-item scale (e.g.
&#x0201c;e-Learning can solve many of our educational problems,&#x0201d; &#x003b1; &#x0003d; 0.92)
The mean difference score can then be interpreted as a mean change corrected for Timepoint 1
LCRM is particularly recommended when the change due to a particular event between two measurement time points is to be measured rather than an ongoing process
Exemplary simplified illustration for a part of the LCRM
Before answering the hypotheses in the following sections, we provide an overview of means and variances for all variables of the LCRM (<a href="#T1">Table 1</a>)
Please note that differences in means are not comparable to the within-person changes as modeled in the LCRM
Means (M) and standard deviations (SD) of all variables
we expected all burnout subscales to increase from t1(pre-outbreak) to t2 (post-outbreak)
we found the means of the difference scores for the subscale
Power &#x0003d; 0.97) as well as depersonalization (M &#x0003d; 0.94
the mean difference score for emotional exhaustion does not indicate a change (M &#x0003d; &#x02212;0.24
Correlations of the difference scores for the MBI and TSE subscales
we looked at the relations between the change scores and the covariates in an explorative way and found one positive significant relationship between the mean difference score for lack of accomplishment and teaching experience (&#x003b2; &#x0003d; 0.23
the more increase in &#x02018;lack of accomplishment&#x02019; they felt
Attitudes toward e-Learning are not related to the difference scores
Correlations of the difference scores and related variables
To the best of our knowledge, this was the first study to investigate changes in burnout and TSE by means of LCRM in a sample of in-service teachers. In particular, it is one of the first studies considering mental health changes due to the COVID-19 pandemic together with related constructs (see also e.g.,<a href="#B60">Sokal et al., 2020a</a>; <a href="#B26">Kim et al., 2021</a>)
this study deals with a critically important topic
considering that teachers had to switch to distance learning overnight
we have seen that both scales have high standard deviations relative to their mean
which indicate much variance within the sample
The missing relations suggest there must be other reasons for increases in burnout
which implies that significant effects were hard to detect
those teachers struggle less and are less likely to feel a lack of accomplishment
we did not find any significant relations to other variables which tells us that the development of burnout and TSE in times of the pandemic was independent of the teachers&#x02019; gender
The predominant low power is one of our study&#x02019;s main limitations
there are some limits to the interpretation of the results
which generally concern our sample and the associated generalizability of our findings
Teachers took part in our study voluntarily
which could have resulted in a selective sample of teachers willing to provide very personal information
Our sample mainly consisted of teachers working in southwestern Germany, as well as female teachers (82%). Regarding the latter, research in gender effects in teacher burnout is still inconclusive (e.g., <a href="#B62">Timms et al., 2006</a>)
we cannot estimate to what extent our mainly female sample has contributed to our results
the interpretation of our results is limited by the fact that we know relatively little about what the teachers did between t1 and t2&#x02014;whether or how they taught online and what their situations were at home
teachers were just about to return to school
we were able to capture short-term effects in mental health but further data a few weeks or months later would have given insight into long-term effects
The question whether these effects are remaining
Despite these limitations, we have significantly contributed to the research and practice with this study by investigating systematic interrelations in the change of burnout and TSE, which have hardly been investigated thus far. Moreover, this is one of the first studies to analyze teachers&#x02019; mental health during the COVID-19 pandemic (see also e.g., <a href="#B60">Sokal et al., 2020a</a>; <a href="#B26">Kim et al., 2021</a>)
A further and particularly important strength lies in the application of latent change score regression modeling
which allowed us to model the relations of change with other variables
Future research should investigate the interrelation of TSE and burnout in longitudinal designs with more time points and different cohorts to gain insight into whether TSE and burnout development, as well as their interrelations, change over different phases of the professional career. Thus far, only a few studies have investigated <a href="#B8">Bandura (1977)</a> sources for TSE, and those have focused on teacher practicum or preservice teachers (e.g., <a href="#B50">Pfitzner-Eden, 2016</a>)
we still do not know what happens during teachers&#x02019; professional careers and whether Bandura&#x02019;s sources can predict those changes
findings must be replicated in different cultures and with samples consisting of a balanced gender ratio to generalize findings
Of further interest would be the closer examination of intraindividual differences
especially in self-efficacy and attitudes toward e-Learning considering the COVID-19 pandemic
Concerning the specific context of the pandemic
future studies could focus more closely on what exactly contributes to teachers&#x02019; higher burdens in terms of specific job demands; the findings could help identify the best possible support for teachers
This avenue is also relevant for political decisions
The different development of burnout subscales indicates that the problem was probably not due to work overload but rather to a lack of preparation and information
the question remains of how the pandemic and the additional burden placed on teachers have affected students
The raw data supporting the conclusion of this article will be made available by the authors
The studies involving human participants were reviewed and approved by Ethics Committee of the Faculty for Empirical Human Sciences and Economical Sciences (Saarland University)
The patients/participants provided their written informed consent to participate in this study
MW designed the study and collected the data
This work was supported by the Ministry of Education in Saarland
The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations
Any product that may be evaluated in this article
or claim that may be made by its manufacturer
is not guaranteed or endorsed by the publisher
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Klopp E and Perels F (2022) Changes in Teacher Burnout and Self-Efficacy During the COVID-19 Pandemic: Interrelations and e-Learning Variables Related to Change
Received: 06 July 2021; Accepted: 13 December 2021;Published: 05 January 2022
Copyright &#x000a9; 2022 Wei&#x000df;enfels, Klopp and Perels. This is an open-access article distributed under the terms of the <a rel="license" href="http://creativecommons.org/licenses/by/4.0/" target="_blank">Creative Commons Attribution License (CC BY).</a> The use
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Angel Oktoberfest is underway and lasts through Sunday
One of the classic features is the packed schedule of entertainment and activities
Whether you get a pass to enter the venues or simply wander closed-off streets
Oktoberfest has long been a celebration of beer
With over 35 varieties of beer available throughout the festival
which cost $1 each and can be bought at festival venues
Venues are the only locations serving beer
per Oregon Liquor and Cannabis Commission guidelines
Minors are allowed inside these venues until the evening
The Hopfengarten and Prostgarten serve exclusively Oregon-based brews
Biergarten and Weingarten serve a mix of German imported beers and American brews
Beers I recommend trying and the venues where you can find them:
One of the highlights of visiting an Oktoberfest hosted at a Germantown are the historical relics hidden just a little way beyond the festivities
Angel has retained much of its historical influences and early buildings
including the Weissenfels General Blacksmith Shop and St
The Weissenfels General Blacksmith Shop is located on the corner of Sheridan and Church Street
The business was run by John Windishar and Louis Weissenfels
and the property is still owned by the descendents of Weissenfels
The site is part of the National Register of Historic Places and has tools
equipment and other relics of the business around with informational displays
Attached to the blacksmith shop is A Touch of Bavarian
If you're looking to get authentic clothing
With full racks of both women and men's clothing
The only caveat is these pieces of clothing are on the expensive side because it is authentic cultural wear
there are plenty of other home goods and fun Bavarian items to check out
Another highly recommended site to visit is St
The building is beautiful both inside and out
the church hosts performers alongside its regular religious services
It is just a few blocks past the Blacksmith Shop
Em Chan covers food and dining at the Statesman Journal. You can reach her at <a href=mailto:echan@statesmanjournal.com target=_blank rel="noreferrer noopener">echan@gannett.com</a> and follow her on X @<a href=https://twitter.com/catchuptoemily target=_blank rel="noreferrer noopener">catchuptoemily.</a> 
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This work, A sailor’s opening ceremony, by <a href="/portfolio/1189242/christopher-lindahl" rel="dct:creator">PO1 Christopher Lindahl</a>, identified by <a href="https://www.dvidshub.net" rel="dct:publisher">DVIDS</a>, must comply with the restrictions shown on <a href="https://www.dvidshub.net/about/copyright">https://www.dvidshub.net/about/copyright</a>
AHS members and friends gathered for a buffet lunch in Salem on Saturday
Condolences were sent to Karlene and Ed Santibanez
whose daughter-in-law Jackie has passed away
Recently Judith Buhr Imel from Silverton came to the museum with her family albums
The hours flew by as she and several AHS members examined the pictures and news articles
Judie is related to Father Aloysius Reidhaar
For the rest of his life he served at various schools and churches
Judie's Weissenfels and Buhr ancestors were from Germany
Three Weissenfels siblings married three of the Buhrs
 Of special interest are Tony Weissenfels and his wife
They operated a dairy and nursery on Mill Creek Road east of Aumsville
 Also in the household was an unrelated youngster named Bobby
The children grew up and the surviving one still lives in Oregon
The house has been remodeled and the greenhouses are being dismantled
Congratulations to Cascade High's Cougars for their state title win
AHS would like to thank everyone who has been of assistance to the society and the museum in 2015
To arrange an off-season visit to the museum or for information about AHS
please call Ted Shepard (503-749-2744) or Karlene Santibanez (503-749-2585)
Penelope Fitzgerald’s subject is recondite
and her meaning hard to decipher – but she’s such an engaging writer that the reader won’t mind too much
“I think it’s a mistake to begin with The Blue Flower,” <a href="https://www.theguardian.com/books/booksblog/2017/jan/03/reading-group-the-blue-flower-by-penelope-fitzgerald-is-januarys-choice#comment-90448062" data-link-name="in body link">said contributor Michaelmack</a>
as witnessed by how many of them went apeshit crazy banana over it in 1995
Others also expressed disquiet that we should plunge straight into Fitzgerald’s strange story of the early life of <a href="https://en.wikipedia.org/wiki/Novalis" data-link-name="in body link">the German romantic poet Novalis </a>and his love for the young and sickly<a href="https://en.wikipedia.org/wiki/Sophie_von_K%C3%BChn" data-link-name="in body link"> Sophie von Kuhn</a>. I can understand the concern: it’s an unusual book. One that is hard to explain – and especially tricky to write about.
Part of the challenge is to convey The Blue Flower’s excellence without glooping into adjectival slurry. Here, I take comfort from knowing that I’m not alone. In her excellent introduction to the recent 4th Estate edition of the novel, Candia McWilliam describes finding herself – along with many others – burdening this book “with words as inexact and lumpy as ‘masterpiece’ and ‘genius’”.
The other problem is that now I’ve reached the end of the book, I feel as if I’ve never been further away from understanding it. As I was reading, I had a tantalising sense of meaning and certainty, just a few steps ahead of me, a page further on, not quite in my grasp. Yet when I closed it, I found myself clawing at empty air. Did I know what the blue flower was? What this novel was telling me?
I can console myself with the thought that not-quite-knowing is inherent in the novel
Novalis represents the first wave of German Romanticism at its most intractable.” This quote (taken from the Times Literary Supplement
by way of Hermione Lee’s biography of Fitzgerald) might as well be a description of The Blue Flower
Its prose is every bit as elusive as its subject
The title already gives a sense of this intangibility. Fitzgerald took the idea of the blue flower direct from Novalis. In his unfinished novel <a href="https://www.britannica.com/biography/Novalis#ref180430" data-link-name="in body link">Heinrich von Oftterdingen</a>
the flower is something unattainable and unreachable
The structure of the book also adds to the sense of the unobtainable
Its 55 short chapters reflect bright clear images from Novalis’ life
but as if we’re seeing them in the fragments of a smashed mirror
Many these scenes are also left incomplete and open-ended
The chapters often break off before we expect
leaving the blank spaces between them freighted with meaning
Sometimes the elisions are straightforward teases
There is a marvellous description of a student duel and its aftermath
where Novalis (called Fritz for most of the book) attempts to rescue two hacked-off fingers by putting them in his mouth and rushing them
to an anatomy theatre in search of “needles and gut”
But we are never told whether the fingers are successfully reattached
The novel finishes in what may be the middle of a bit of dialogue
or may be Fritz’s brother Erasmus lapsing into wordlessness
unable to find anything to say to Fritz except the last elliptical line of the book: “Best of brothers — .”
I don’t want to say more about the end of the novel because I don’t want to spoil a remarkable reading experience
An experience so good that I worry that I’ve been overstating its difficulties: The Blue Flower raises hard questions
I started laughing long before I started feeling confused
amid flurries of underwear and bedsheets on washday at Fritz’s family home
The scene is amusing thanks to the inherent oddness of writing about the intimate
grubby and absurd domestic details of a German Romantic poet famous for declaring “the world must be romanticised” (a joke that stays amusing throughout the book) – and because of the beautiful comic timing of Fitzgerald’s prose
The best thing I can do to get you to understand why that opening is so good is to urge you to read it – and then keep on reading
if you already have an idea of the meaning of that blue flower
2017Ag excellenceFFA preps area students for so much more than cows
sows and plowsMARY STONE of the TribuneFFA member Wyatt Weissenfels
gives a tug to his growing steer at the recent weigh-in for Asotin County Fair projects
There’s a lot of working with animals for FFA members
and people are shocked at how I can talk to people not only over the phone but in person - because of FFA,&quot; Paris said
Paris puts communication and leadership skills near the top of the list when she discusses what she&#x27;s gained from FFA
the agricultural education student organization
and over the past four years has participated in parliamentary procedure competitions
livestock judging and market swine and rabbit projects
&quot;It&#x27;s a lot more than just selling and showing an animal at the fair,&quot; said fellow member Cassie Clovis
Clovis led a group of Asotin FFA peers in a mock meeting competition at the National FFA Convention in Indianapolis this fall
earning recognition as top chair in the nation while the team took second place overall
Jake Connor and Aaron Boyea each received $600 for their achievement in the &quot;conduct of chapter meetings&quot; leadership development event
Hundreds of high school students in southeastern Washington and north central Idaho take advantage of the skill-building and leadership opportunities FFA offers
whether they&#x27;re rooted in the world of agriculture - or not
joined Asotin FFA for the leadership skills
&quot;This is my very first year having an animal in the fair,&quot; he said
He wouldn&#x27;t have considered himself a likely FFA member
FFA adviser Glen Landrus heard Isley give a presentation to the Asotin-Anatone Activity Boosters
but he quickly learned FFA encompassed more than raising animals and growing crops
the club&#x27;s official name was an acronym for Future Farmers of America
&quot;That has opened my eyes to agriculture is more than just farming,&quot; he said
Isley has participated in an ag issues forum
in which a team makes a prepared presentation about current ag issues; competed in meats evaluations; and serves as the chapter photographer
All are activities that strengthen job applications and college applications
&quot;The majority of people don&#x27;t realize the advantage that you get through FFA once you get out of high school - the public speaking
The high school senior plans to pursue a business degree with a minor in entrepreneurship at Eastern Washington University
An often-repeated phrase in the FFA organization is that the group is &quot;more than cows
&quot;And I know that to be true,&quot; he said
public speaking skills and the ability to think on your feet are all skills I&#x27;ve learned through FFA.&quot;
Grangeville High School teacher and FFA adviser Katie Mosman grew up in nearby Nezperce
Mosman knew when she was 6 years old she wanted to be an ag teacher
&quot;I grew up on a farm and had always been very passionate about agriculture and education as well,&quot; she said
&quot;Becoming an ag teacher was just a perfect marriage of those.&quot;
who graduated from Nezperce High School in 2009
before returning to the Camas Prairie this year
&quot;Grangeville&#x27;s coming home for me
so I&#x27;m excited to be here,&quot; she said
Mosman is not the only area teacher who returned to lead FFA chapters
who has taught ag classes and led the FFA chapter at Asotin for 22 years
who for the past 16 years has taught ag and advised FFA at Clarkston
Any student in an agriculture class can participate in FFA at schools that offer the program
More than 20 choose to do so at Grangeville
Asotin&#x27;s program has about 60 members
and close to 50 kids participate in FFA at Clarkston
Assistant Superintendent Lance Hansen said
focuses on other professional-technical organizations
with more of a bent toward industrial education and manufacturing
Mosman sees connections to agriculture in the wide array of classes she teaches
&quot;Agriculture is something that affects all people in some way
&quot;And not just because it&#x27;s food on the table
but it&#x27;s part of the environment in which they live.&quot;
water use and environmental policies and often is a factor in international agreements
The FFA program helps students understand that far-reaching scope of agriculture
while giving them hands-on experiences that reinforce skills from other classes
Mosman said she has seen industry representatives offer students jobs on the spot during FFA events
including a position at the state farm bureau and an internship with the Legislature
&quot;It&#x27;s just an incredible opportunity for kids to network with business and industry leaders,&quot; she said
&quot;You just don&#x27;t see those opportunities in very many student organizations.&quot;
Keaton Brenner was a sophomore FFA member at Clarkston High School when he asked for a job shadow opportunity at Lewiston Veterinary Clinic
A vet from the business had come to his home to work with an injured steer
&quot;I started to think that he had a really cool job,&quot; Brenner said
was a former FFA member himself and an inspiration to Brenner
As he observed the work Thonney and his colleagues did
Brenner&#x27;s career goals quickly solidified
&quot;I just fell in love the first day,&quot; he said
&quot;I knew that&#x27;s what I wanted to do was be a large animal vet.&quot;
now a sophomore on a pre-veterinary track at Washington State University
said he had a head start on his goal thanks to FFA
He and fellow Clarkston FFA alum Mikalah Marbach
who is studying equine science at Colorado State University in Fort Collins
earned the American FFA degree this fall at the national convention
The designation requires extensive project participation
academic achievement and community service
something only 1 percent of FFA members achieve
Both Brenner and Marbach attribute their current trajectories to the foundation they built raising steers for the Asotin County Fair and Spokane Junior Livestock Show
traveling to judging contests and volunteering in the community
FFA - that was my life,&quot; Marbach said
&quot;I don&#x27;t know where I would be today without FFA.&quot;
and he joined his daughter and Brenner at the national convention
showcased FFA&#x27;s robust position in education today
Seeing his daughter awarded the national degree in that atmosphere was a proud moment
but nothing like she did,&quot; Mike Marbach said
Stone may be contacted at mstone@lmtribune.com or at (208) 848-2244
The Burgenland district in Saxony-Anhalt is planning to build an educational campus in Weißenfels
The complex of buildings will also include the former monastery of St
In the run-up to the work on the education campus
the State Office for Heritage Management and Archaeology Saxony-Anhalt (LDA) has been carrying out archaeological investigations in the monastery since June 2022
the ongoing excavations in the area of the former church have already provided important insights into the history of construction and life in the monastery
Historical texts show that the nuns moved into an existing building at the beginning of the 14th century and did not build a completely new monastery within a few years
The archaeological investigations carried out so far have provided indications for high quality and massive architecture – highlighting the importance of the area
at least eight floors or walking horizons have already been identified within the nave
evidence for comparatively intense building activities
oeffentlichkeitsarbeit@lda.stk.sachsen-anhalt.de
dateFormat['de_DE'])+ ' - '+item['institution']+'
Landesamt für Denkmalpflege und Archäologie Sachsen-Anhalt - Landesmuseum für Vorgeschichte
<a href="https://nachrichten.idw-online.de/institutions/2204">Weitere Pressemitteilungen dieser Einrichtung</a>