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This paper examined two poems: 'Winter' by Anne Hunter and 'Against Winter' by Charles Simic from a stylistic perspective. It conducted a stylistic analysis to elucidate how the poets' intended meanings are constructed in an effective manner through the principles of 'foregrounding': linguistic deviation, linguistic parallelism, and informality, in ways that reflect these poets' distinctive style. This study argues that informality is complementary to the other principles; that is, while linguistic deviation and parallelism contribute to content, informality contributes to form (how content is delivered). Altogether they create the poet's distinct style. In spite of enormous stylistic analysis studies, there is a dearth of research that has conducted a comparative stylistic analysis of poems sharing the same perspectives. Employing a qualitative approach, the two poems were compared with regard to how each poet described the winter, and thus how linguistic tools were used to construct messages about this season. The analysis enhances students' literary awareness of stylistic analysis as an effective tool to better understand texts and write with their style. The study concluded with important pedagogical implications.

The researcher assessed the subject teachers' levels of satisfaction and/or dissatisfaction using the Herzberg Two-Factor Theory. The study assesses employee motivation and hygiene, as discussed in the first part of the study about exploring the sociodemographic profile and job satisfaction level among teachers in Alaska. Frederick Herzberg (1923-2000) was a well-known author, and his work was praised by the Harvard Business Review. His theory has been widely accepted by many different groups and studies, with many people adapting and applying the theory to business management. For many years, teachers have been leaving school districts, particularly in Alaska, and this project seeks to investigate the causes of this phenomenon. Running a school is like running a business, except your clients or customers are students and parents. You must be able to choose what type of education they require. Schools have a system structure that is like a business. A school district that oversees several schools is analogous to a conglomerate that oversees a group of businesses. The study was conducted in the Bering Strait School District, in northwest Alaska, which serves fifteen isolated villages and two islands. Various methods including survey questionnaires, interviews and data gathering, were used and implemented. Out of 30 targeted respondents, 13 had high hygiene and high motivator factor (HHHM) scores and were further analyzed through interviews, with the data gathered subjected to thematic analysis. It was noted that some of the factors that affected the respondents in leaving their school are professional-related reasons, professional growth, job stability, physiological growth, no consistent reliable childcare options or childcare, very cold weather, and emotional reasons. Lack of these factors can influence the participants to seek such services elsewhere--from another workplace that can provide them with these services, and thus give them comfort, and peace of mind as well.

In this essay, we argue for racializing approaches to teaching climate change to better understand and address climate injustices. We draw upon the example of the Buffalo Blizzard of 2022 which caused a disproportionate number of deaths in the Black community. Extreme weather events such as the blizzard highlight the ways in which climate catastrophes and racial injustices are inextricably linked. We urge educators across all content areas to incorporate a climate justice education approach and outline an approach to transformative climate justice learning.

This paper presents the hybrid delivery method of a laboratory experiment at the Stability Wind Tunnel of Virginia Tech to some 170 students during April 2020, which can be considered the early stages of the COVID-19 induced lockdown. The steps of converting the hands-on labs to hybrid labs are presented in detail. Namely, a videoconferencing tool was used to: (1) stream the instrumentation used; (2) provide live video feed; and (3) to interact with the students. Labs began with a remote tour of the facility, whilst the presence of an expert-at-a-distance added key value to the labs as it enhanced students conceptual understanding via verbal interaction. The experiments were then performed by laboratory personnel while student's engagement was kept high via the teleconferencing session. At the end of the two-week laboratory campaign, the students provided feedback of the laboratory sessions via an open-ended and closed-ended survey. They highlighted the added value of expert-at-distance, the live video feed, and the ability of working with instructors. While their feedback was rather positive, students showed a strong preference toward hands-on laboratories. Overall, the methodologies presented here can be considered a relatively low-cost method to upgrade hands-on laboratories to hybrid or remote labs.

In this study, it was aimed to examine the perceptions of secondary school students about climate change. The study was planned according to the phenomenological design. The research was carried out with the participation of 131 students selected according to the criterion sampling. Students were asked to draw pictures about climate change and the collected pictures were subjected to content analysis. Since 12 of the pictures could not be evaluated under any theme, they were excluded from the data set and coding were done on 119 drawings. As a result of the data analysis, three themes were determined as temperature increase and its effects, change in thermal and precipitation regime, and extreme weather events. Under these three themes, subcategories were created based on the drawings that were similar to each other. As a result of the research, it has been determined that secondary school students have a high awareness of climate-related events and the directly observable effects of climate change in the city they live in.

We experience (perceive, act upon and react to, and conceptualize) dynamical processes in nature as agentive. Expressed differently, we experience events as resulting from activities and interactions of "Forces of Nature" (such as wind, light, heat, fluids, electricity, substances, and motion) that are conceived of as powerful agents acting and interacting in physical environments. An example would be sunlight creating heat in the Earth's surface layers, and this heat using the atmosphere as a heat engine whose output are the winds on our planet. In the physics of dynamical systems, these forces are characterized in terms of intensive and extensive quantities (i.e., electric potential and electric charge in the case of electricity). The aspect of power is formalized with the help of a generalized energy principle and the rules relating power/energy to intensive and extensive physical quantities. Concrete processes depend upon properties of physical materials (in and through which forces are active) such as (thermal, electrical, etc.) capacity or conductivity. In this paper, we demonstrate how we can create "Embodied Simulations" and "Forces-of-Nature Theater" performances, where children act as forces such as water, heat, electricity, and motion. The embodied logic of the physical play teaches children about the logic of our explanations of physical processes.

In the first study we examined whether knowledge, social norms, value orientations and emotional affect about climate change (climate change) predict climate change risk perception among Transylvanian students. In the second study we examined whether climate change risk perception, psychological adaptation, mitigation beliefs and behavioral intention predict, both directly and indirectly, pro-environmental behavior (PEB). We also examined whether knowledge, deep engagement and affective involvement influence PEB. In the first study N = 84 (age M = 19.43, SD = 1.03), while in the second study N = 72 (M = 19.79, SD = 1.47), and N = 31 (M = 19.61, SD = 1.17) individuals participated. The participants filled the scales online. Internal consistency of the scales was found to be good. During the intervention the research group received brief synopses on climate change in writing, through e-mail, for five days. The results show that biosphere values and demographics significantly predict climate change risk perception. The intervention significantly increased PEB in the research group and this effect persisted for over a month.

Natural disasters are becoming more frequent and destructive due to climate change and have been shown to be associated with a variety of adverse mental health outcomes in children and adolescents. This study utilizes data from three cohort studies of Hurricane Katrina survivors--including low-income mothers from New Orleans; displaced and highly impacted families from Louisiana and Mississippi; and Vietnamese immigrants in New Orleans--to examine the relationship between cumulative natural disaster exposure and adolescent psychological distress approximately 13 years after Katrina. Among 648 respondents with children ages 10-17, 112 (17.2%) reported that their child had exhibited one or more symptoms of psychological distress in the past month. Overall, respondents had experienced an average of 0.6 (SD 1.0) natural disasters following Hurricane Katrina. Each additional natural disaster experienced by the respondent was associated with 1.41 (95% CI 1.05, 1.88) greater odds of his or child experiencing psychological distress in the past month. This relationship was not significantly moderated by any measures of family resilience or vulnerability, nor by race/ethnicity or socioeconomic status, although family functioning, parental coping, and caregiver mental health were independently associated with adolescent psychological distress. The results of this analysis suggest that natural disasters have cumulative, detrimental impacts on adolescent mental health. Key Take Away Points: (1) 648 participants from three longitudinal cohorts impacted by Hurricane Katrina were surveyed in 2018 on their co-resident adolescents' psychological distress in the past month; (2) 17.2% of respondents reported that their child had symptoms of psychological distress; (3) Respondents experienced 0.6 (SD 1.0) natural disasters, on average, in addition to Hurricane Katrina; (4) Each additional natural disaster experienced by the respondent was associated with 1.40 (95% CI 1.05, 1.88) greater odds of his or child experiencing psychological distress in the past month; and (5) Family functioning, parental coping, and caregiver mental health were independently associated with adolescent psychological distress.

Preschools and other early childhood education and care settings are influential in the promotion of physical activity (PA) for young children. This study utilized the Yamax Digiwalker pedometer within a quasi-experimental design to quantitatively explore the influence of nature preschools on the PA of 154 preschool-aged children. Results suggest that nature preschools support sufficient PA; furthermore, participants were able to achieve recommended PA during cold and wet months through unstructured nature play. These findings suggest that nature preschools support PA, even during winter months. The results also point to the important role unstructured nature play has in supporting children's physical activity and overall well-being. Implications for practice and further research are discussed.

Climate change is an increasingly pervasive global topic, but how much of this discussion is accurately understood by students? Fully comprehending the small fluctuations associated with long term changes in temperature and precipitation is a daunting task for the general public, let alone for middle-level adolescents. This study examines students' understanding of weather, climate and climate change. Forty-seven students, ages 12-14 from the Appalachian region of the US, were surveyed before, immediately after, and six months after a standards-based unit of instruction. The study utilized a questionnaire developed by Boon (2009) with additional questions related to weather and climate. Qualitative data were analyzed using a constructivist framework and student responses were examined for understanding of the main content ideas. The students' understandings were analyzed over time for shifts and were also compared with previously published research (Bodzin et al., 2014; Boon, 2009). Students made improvements in some aspects of understanding with instruction but not all gains persisted to six months post instruction. Students' distinctions between weather and climate were altered by instruction, persisted, and continued to improve with time. Students demonstrated a general understanding of the differences between weather and climate but struggled when asked to apply this knowledge to specific situations. Some improvements in students' basic understanding of the greenhouse effect were evident, but some of these improvements degraded with time. While instruction was able to temporarily improve understanding of greenhouse gases, and the benefits of the greenhouse effect, overall students did not retain this understanding over the long term.

General education science courses strive to promote scientific literacy and the development of scientific process skills. However, research shows that many general education courses are still designed to stress content mastery. In this study, the number of topics in five semester-long introductory atmospheric science courses was reduced to increase time for the development of scientific process skills, a critical component of scientific literacy. The Atmospheric and Climate Science Literacy Frameworks and a general science education skills rubric were used to guide the course redesign and development of course activities. Details of the course structure and sample course activities are described. A pre-post-test was developed to evaluate attainment of five scientific process skills and the efficacy of the course redesign. Preliminary validity and reliability studies suggest that the majority of the assessment questions are reliable, though further validation of the assessment is required.

The Pacific Crest Trail is a National Scenic Trail that runs from Mexico to Canada. Use of the Pacific Crest Trail (PCT) has increased in the past 20 years. It is important to understand how an increase in use can impact the environment and sustainable practices, land management practices, and the hiker experience. Participants included 15 land managers in California and 25 thru-hikers who completed the PCT. In-depth interviews were conducted, and participants were asked questions about hiker interactions, trail angels, land manager interactions, and the permitting process. Data were transcribed verbatim and coded by three independent coders to reach a 90% inter-rater reliability. Emerging themes included: human impacts, permitting and education, and rule enforcement. Hikers also talked about the benefits of in-person education and the need for consistent communication between thru-hikers and land managers. Recommendations for sustainable practices include improvements to the permitting system, education, enforcement, and communication.

The main purpose of this study is to develop teaching strategies for "Model-Based Co-construction" to promote students' understanding of a scientific model of seasonal change. In particular, the research method is cognitive conflict strategies and teacher feedback in interaction with the students a reexamined in the context of pre-service elementary teachers at J. National University of Education in South Korea. The research results show that prompting learners' scientific model reconstruction through cognitive conflict strategies and teacher-student interaction could be a promising tool to enhance science teaching of astronomical subject matter that is resistant to conceptual change. The research implication is that Model-Based Co-construction provides a graduated approach to learning that is highly applicable to the history of science and its ongoing evolution.

While institutions have crisis management plans, they are often focused on face-to-face students and the physical campus. In this case study, researchers investigated the crisis response for online students at one institution after Hurricane Harvey hit the Houston, Texas area in the fall of 2017. While face-to-face students were not severely impacted, more than a thousand online students were in the impact zone and in danger of dropping out. With financial resources and student retention at risk, campus leaders approved a strategy to delay online courses for several weeks. This study examines the experiences of the frontline staff who implemented the plan. Findings suggest that institutions need a proactive crisis plan for online students that includes understanding where this population resides, how different campus units can provide support in a crisis, who should lead the crisis response, and what kind of care can be offered to the frontline responders during the crisis period.

Students completing an introductory physical geography course used an interactive geovisualizations (iGEO) lab exercise centered around lightning in northern Arizona to investigate atmospheric processes. This iGEO looks and plays like a conventional videogame where the student controls an avatar in a 3D environment. This iGEO was inspired by moving the introductory physical geography courses online due to the ongoing university closures to "on-the-ground classes" related the COVID-19 pandemic. The goal of an iGEO rests in increasing motivation and encouraging active, engaged learning for students, many of whom are taking the course for required college credit. Most students expressed positive experiences with the new iGEO; the determining factors related to this experience centered around enjoyment, usability, and simplicity of the game. There was also a difference in student experience based on student academic majors. Students of non-geographic or science backgrounds had a lower experience rating than those who did have a geographic or science background. Overall, students preferred the iGEO lab over traditional lab coursework. This research led to a refined iGEO lab for lightning in northern Arizona and it was made available to all interested faculty via a public website, along with three other iGEO-based labs.

This paper presents findings from an extensive study conducted in Brazil. The main subjects of the study were Bulgarian children living and studying in Brazilian schools. The main goal was to indicate what kind of problems and obstacles they experience during the school time in Brazil and how the Brazilian government and people support these Bulgarian children. The data was collected by a Bulgarian research team that travelled to the remote regions of Brazil where many Bulgarian citizens live and work. The researchers took interviews with the Bulgarian children and their parents as well as school staff at the schools in Brazil with a high population of Bulgarian children. The analysis revealed many different problems that Bulgarian children and their parents highlighted, such as problems with the language of instructions, misunderstandings of school rules and general problems related to living in the remote areas of Brazil, such as weather and heat-related issues. Although many Bulgarian families reported some problems, they were still determined to continue their life and career in Brazil, and they want to continue to pursue their dreams.

This study sought to investigate the link between preferred learning styles, performance, and cognitive load. After determining learning styles (visual or auditory), undergraduate students were assigned to three instructional formats, namely: Listen Only, Read Only, and Read + Listen. A pretest was administered to assess students' prior knowledge on lightning. During acquisition, students received instructions specific to the instructional format they were assigned to. For example, students in the Read Only group received written materials only while those in the Listen Only group received auditory materials only. The acquisition phase was followed by a posttest phase. Based on cognitive load theory, it was hypothesized that different instructional formats would result in differences in student performances. Two-way between-groups ANOVA results confirm the hypotheses, in that student's cognitive load was a better predictor of student performance than student learning styles. Educational implications and limitations are also discussed.

Proverbs are a part of cultural heritage of people. Proverbs about climate and weather influence human behaviours at such areas as agriculture and fishing. The pedagogical use of proverbs promotes to link everyday knowledge with scientific one. However, teachers should be familiar with the meanings of proverbs to integrate them into their classes. This article presents data collected from prospective teachers (n=22) and senior citizens (n=38). The results show that both of the groups believed proverbs, even though there were some differences concerning their familiarities with the content of the proverbs. This shows that the proverbs should be successfully used in science teaching to facilitate a better conceptual understanding of science content. Therefore, proverbs should be approached in teacher education contexts.

Understanding the teaching and learning paradigm is a relentless search for educators. Because individual students bring their own learning style preferences to the learning environment, teachers are asked to consider and even adjust their teaching to these preferences to improve student learning. In Kolb's (1984) experiential learning theory, learners have preferences for how they grasp and transform information. These considerations have implications for students' success, or lack thereof, in the classroom. This study determined the interactions that existed between learning style and successful intelligence of secondary agricultural education students. No statistically significant differences were found regarding teaching approaches and students' preferred method of grasping information. However, statistically significant interactions were identified related to students' preferences for transforming information and performance on an analytical assessment. Recommendations point to infusing variability in the classroom, especially in how students are asked to transform the information they have grasped previously. Further research should focus on the motivational outcomes resulting from experiential instruction delivered to students of varying learning styles.

Smart phones can be regarded as one of the greatest invention of this century and have become inseparable gadgets from everyone's pocket. The diffusion of smartphones has been widening more rapidly due to its means for communication, gaming, education, entertainment, technical support, information, day to day news coverage, and trading and business. Mobile apps are software programs designed to run on smartphones, tablets and other devices. There is a need for the design and development of a mobile application for farmers, students and agriculture experts with improvisation of content/features in both educational and advisory services. This study aims to explore the present scenario of mobile agricultural applications in the global mobile ecosystem available in various platforms and to highlight the challenges in the upscaling of the mobile agricultural apps, while pointing out certain additional contexts to strengthen mobile agricultural applications. Developers and agricultural experts must review carefully to avoid the stereotypes and clichés and the new mobile applications must be user friendly to the farmers in advisory services and in education.

This paper draws on a research study that builds on a long and rich history of research in environmental education focusing on the value of learning through everyday experiences with the more than human. This study specially focused on very young children's experiences of ecologies and explored the unique opportunities sensorially rich bodily interactions with nonhuman entities provided. Drawing on postqualitative inquiry, using visual arts, narrative and walking methodologies, Karen and Sarah Jane are attentive in this work to the very subtle encounters and sensitivities of how child bodies move with and through places. By employing a number of nontraditional formats, the two researchers share sensorial ecological encounters as a form of child-worlding; bodies attune to the ongoing and the everyday presented as images, stories and prose. As an approach to diffractive analysis, they adopt a relational ontology as a means for thinking with the concepts of kin and stones. Sensing ecologically in this way becomes both a conceptual analytical tool and a pedagogical practice, allowing new imaginaries for children becoming and knowing the more-than-human-world prior to forming formal abstract 'language'. It seeks to disrupt the teaching and naming of objects as superior. They draw on the notion of ecomorphism to support a view of humans as interdependent with all ecological beings, objects and weathering of the earth. Ecomorphism also attributes qualities of a shared life through sensorial knowing with others and objects; whether they be human or nonhuman. Throughout the paper Karen and Sarah Jane have considered deeply how young children come to be with/encounter nonhuman animals, plants, weather, water and materials, and how do they respond and communicate with those entities through and with their animal bodies.

This article is organized around describing a pair of resources developed to support student and teacher use of the instructional model Claim, Evidence, and Reasoning (CER) in the classroom and incorporate writing as a meaningful part of their science instruction. Project LISTO developed and put the Scaffolding Scientific Explanations (SSE) resources in the hands of teachers across Texas to help alleviate writing challenges common to typical science classrooms. The authors found that teachers' use of the SSE handout improved student writing ability and allowed teachers to see student thinking. The SSE handout is one more tool for a teacher to strengthen students' ability to construct evidence-based explanations.

Resource degradation is a chief concern related to increased recreational of U.S. public lands. The Seven Leave No Trace (LNT) Principles are used to educate visitors how to reduce recreational impacts. This study sought to understand Great Smoky Mountains National Park (GRSM) hikers' behavioral intent toward LNT practices. A quantitative questionnaire was used to measure participants' behavioral intent toward LNT based on four predictor variables: attitudes of appropriateness, perceived effectiveness, perceived difficulty, and self-reported knowledge. 285 total questionnaires were completed. These results indicate that the predictor variables had varying levels of influence on hikers' behavioral intent, with perceived effectiveness and difficulty being the most significant predictors. GRSM staff may be able to reduce hiker impact by focusing education on the effectiveness and ease of practice of LNT Principles. GRSM staff may also provide education that increases hikers' understanding of impacts and emphasizes appropriateness of proper LNT behavior.

In March 2020, the COVID-19 pandemic forced over 1 billion learners to shift from face-to-face instruction to online learning. Seven months after it began, this transition became even more challenging for Filipino online learners. Eight typhoons struck the Philippines from October to November 2020. Two of these typhoons caused widespread flooding, utilities interruptions, property destruction, and loss of life. We examine how these severe weather conditions affected online learning participation of Filipino students pursuing their undergraduate and graduate studies. We used CausalImpact analysis to explore September 2020 to January 2021 data collected from the Moodle Learning Management System data of one university in the Philippines. We found that overall student online participation was significantly negatively affected by typhoons. However, the effect on participation in Assignments and Quizzes was not significant. These findings suggested that students continued to participate in activities that have a direct bearing on their final grades, rather than activities that had no impact on their course outcomes.

Competition to attract international students continues to grow and understanding the factors that influence study destination choice is critical to the marketing efforts of nations, states, and institutions. This survey-based study of international students at Michigan State University demonstrates that they appear to choose the country in which to study, and/or the specific school, with less regard for school location. The most critical influences on their choices were expected quality of education, reputation/ranking of the university and individual departments/programs, safety/security, and cost/affordability. Differences in relative importance by nationality, gender, and level of education sought were also identified. Implications of these findings, for the marketing, promotion, and recruitment efforts of universities and national/regional economic development agencies, are discussed.

It is well-known that misconceptions exist on a range of topics. The origin of these misconceptions can be very different, but some of them can be understood by students struggling with the application of physics concepts in real life situations or in the context of another school subject, e.g. geography. In this paper, different strategies to tackle misconceptions concerning the formation of clouds and wind were studied. In Flanders, this topic is studied in geography at the end of secondary education, but underlying physics principles are taught in the preceding physics courses in the middle of secondary school. Three different strategies to teach the topic in geography were designed and compared: a traditional, teacher centered lecture, a lecture including an experiment showing the process of cloud and wind formation and a lecture in which the students worked through the material themselves by means of an interactive learning path on a tablet pc and in which the experiment was included in a movie. In all lectures, explicit reference was made to the underlying physical concepts. In a pretest-posttest quasi-experimental design, the impact of the three formats on the students' conceptual understanding was studied. Results show that the learning outcomes of students in the tablet pc class are not as good as those in the other two conditions. Teaching method, but also learning material and attitude of students, can explain these differences.

Agricultural communicators and extension educators need to make scientific information about global warming, a critical component of climate change, more salient to the general public to increase knowledge and to encourage people to take action to mitigate its effect; however, views on global warming are diverse. Scientists have repeatedly shown human activity is directly impacting the Earth's climate. Despite this, a segment of the U.S. population (including politicians with a large amount of influence) are very vocal about their mistrust of climate science and lack of belief in global warming. States located on the coasts are affected by climate change the most where extreme weather events impact the safety of residents and agricultural production more often than those located inland. This research used the Six Americas framework to identify the diverse segments of believers/nonbelievers in Florida. Findings revealed 87% of respondents believed in climate change but are not actively engaged in its mitigation. Recommendations are offered on how agricultural communicators can reach diverse segments of the population and the role extension educators can play in their communities to turn difficult to understand climate science into something the public can understand and get behind.

In response to the perception that climate change is too abstract and its consequences too far-reaching for us to make a difference, recent feminist environmental humanities scholars have drawn attention to connections that can be forged by noticing the intermingling of bodies, relations, materials, places and movements in the world. Inspired by these ideas, Tonya Rooney has proposed that there is potential in working with child-weather relations as a pedagogical response to making climate change more connected and immediate for young children. Mindy Blaise and her colleagues have also shown how 'matters of fact' dominate early childhood teaching, and call for new pedagogies that attend to 'matters of concern', such as climate change. In this article the authors build on these ideas by drawing also on María Puig de la Bellacasa's suggestion that we extend our concern to 'matters of care' as an 'ethically and politically charged "practice'." The authors report on their work with educators and children in an Australian-based preschool where they have started to engage with matters of concern and matters of care to create new types of pedagogies that they call 'weathering-with pedagogies'. These are situated, experimental, embodied, relational and ethical, and, the authors suggest, reflect a practice of care, thus providing young children with new ways of responding to climate change. The authors take as their starting point Donna Haraway's invitation to 'muddy the waters' as a way to stir up the possibilities, tensions and challenges in doing such work.

Refutation texts, which are texts that rebut scientific misconceptions and explain the normative concept, can be effective devices for addressing misconceptions and affecting conceptual change. However, few, if any, refutation texts specifically related to climate change have been validated for effectiveness. In this project, we developed and tested three refutation texts related to climate change. The three texts, which are freely available for other educators and researchers to use, relate to (1) the enhanced greenhouse effect, (2) the distinction between climate and weather, and (3) the nature of ozone depletion and how it is not a major contributor to global warming. Participants in the study consisted of 146 undergraduates enrolled in various educational psychology courses. They were randomly divided into experimental and control groups. All participants completed a knowledge pretest, posttest, and delayed (2 wk) posttest. Experimental-group participants read one of the refutation texts, whereas control subjects read an unrelated text. Based on repeated-measures ANOVAs, results indicated that the refutation texts were generally effective in increasing knowledge and addressing the misconceptions that they were designed to address, although results were mixed for the weather versus climate text. Furthermore, there was little regression at the delayed posttest, except for the weather versus climate text (understanding that climate is usually measured over a 30-y period) and for global warming being unrelated to skin cancer. The importance of combining these texts with other instructional activities and simulations is discussed.

Through a program called "Snowga" (yoga in the snow), students learned about mindfulness and living in the present moment through yoga postures and meditations. Positive changes included growth in wellbeing as the children explored self, community, and the natural world through yoga, mindfulness, personal reflective journals, and artwork. The purpose: to engender awareness of the efficacy of mindfulness and yoga practices in nature and contribute to the growing body of knowledge around wellbeing in education.

In a notoriously cold-seasoned region, this paper explored how our formal education and non-formal environmental education (EE) gatekeepers of Northeastern Minnesota regard the importance of outdoor play and cold weather for young students. This research study explored the relationship between participant gatekeepers' beliefs of the benefits outdoor play and beliefs toward cold weather. Using online survey research, this descriptive study found both formal and non-formal EE educational communities to have overall, positive beliefs toward the benefits of outdoor play, however, significant differences between formal education gatekeepers and non-formal EE gatekeepers' beliefs toward cold weather emerged. Results from this study point toward differences between the institutional influence of formal and non-formal EE, and invite discussion for possible implications on early childhood students' opportunities for outdoor play in cold weather. Strategies for educational gatekeepers were also presented to support early childhood opportunities for outdoor play in cold weather, fostering year-round well-being and resilience of young students.

Home food production plays a critical role in food security for residents of Trinidad and Tobago and around the world. The purpose of this study was to examine barriers and benefits that influence residents' engagement in or rejection of home food production to inform social marketing programs. To address study objectives, interviews were conducted with 40 participants who represented five distinct Habitat for Humanity communities. Four subthemes emerged among the benefits associated with engaging in home food production: economic benefits, food safety, sharing and reciprocity, and personal well-being. Among the barriers, subthemes included: monetary expenses associated with start-up, lack of nonmonetary resources, lack of experience, generational disconnect, and barriers beyond human control such as the weather. While findings revealed many factors may hinder residents growing food around homes, there were high perceived social and financial values associated with this practice. Implications point to strategies that agricultural education professionals can use to encourage home food production among Trinidadians and in other locations.

The climate justice lesson described in this article takes two to four class periods and assumes students have been introduced to the causes and effects of climate change. Using a phenomena-based teaching strategy, students are introduced to some of our most vulnerable communities around the world. They are the ones most defenseless when it comes to extreme weather, changing weather patterns, polluted air, or sea level rise: the poor, sick, young, old, the less educated. Student groups research air pollution (both a cause of climate change with the buildup of greenhouse gases, and an effect of climate change as the warming atmosphere holds the polluted air close to the earth), and other effects of climate change. Students then create audio-visual presentations to share with the rest of the class, cross-pollinating ideas and setting the stage for an in-depth discussion about climate justice. Some teachers may choose to extend this into a project-based lesson by guiding the students to use this information to take climate action or to help a local community adapt to the effects of climate change.