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Laboratory course activities often focus on "cookbook style," so their activities have not yet integrated with scientific thinking as an essential aspect. In this research, the laboratory experience of microbial analysis techniques was redesigned using alternative inquiry to involve students in isolating and characterising yeast to make the bread rise. This research aimed to determine the effect of implementing inquiry-based laboratory experiences on improving students' technical skills and the structure and characteristics of laboratory courses. The method used a single case study to obtain a complete picture regarding implementing laboratory course redesign. Laboratory experience activities consisted of pre-laboratory (reinforcement of theory) and investigation (preparation of methods, laboratory investigation activities, data analysis and presentation, and writing written reports). Overall, our results suggest that inquiry-based laboratory experiences can improve students' microbial analysis technique skills in strong collaboration. In addition, students considered several benefits from this learning, such as developing designs and conducting laboratory investigations close to the original context. With these results, educators can use the redesign of this laboratory course without applying full "course-based undergraduate research experiences" to students.

Extension is not equitably serving Indigenous communities due to the effects of colonization in the Land Grant System, a lack of funding, and a lack of understanding of the needs of Indigenous communities. The concept of food sovereignty offers a way to create meaningful educational programming and, despite the inequitable access to services, there are some Extension educators that collaborate with Indigenous communities. To understand these collaborations, I investigated the Western Region of Extension through an interview study. The interviews revealed that educators are facilitating programs having to do with food sovereignty that meet communities' goals and respect Indigenous sovereignty.

The objectives of this study were to: 1) investigate the efficiency of an augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province, 2) compare students' achievements before and after learning through the augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province, and 3) examine student satisfaction towards the augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province. The sample comprised 30 Secondary 4 (Grade 10) students at Dipangkorn Wittayapat (Mattayomwathatasankaset) School under the Secondary Education Service Area Office Pathum Thani, derived through purposive sampling technique. The instruments used for collecting the data were an augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province, a pretest and a post-test, and a student satisfaction form. The data analysis statistics were percentage, mean, standard deviation, and t-test for the dependent sample. The research findings revealed that the augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province was adequate according to E1/E2 at 82.33/81.67. The students' achievements after learning through the augmented reality media were higher than before learning. The mean and standard deviation before learning were 8.77 and 2.22, while the mean and standard deviation after education were 16.33 and 1.45. The t-test score used before and after schooling was 20.96 at a statistically significance level of 0.05. Moreover, the student satisfaction towards the augmented reality media on Thai rice products for upper secondary level (Grades 10-12) students in Pathum Thani province was at the high level.

The human nutrition model is relevant in Biology education. Researchers and policymakers propose the introduction of modelling practices in science education, including the representation of the model. Despite being scarce, previous studies have shown that the guideline given to students conditions their performance when representing their models. This study addresses how the context given to 79 preservice teachers (PSTs) in two cohorts at the end of a modelling sequence conditions the representations of the nutrition model constructed by them. The contexts were a child running and a lactose intolerant person. Written explanations and drawings of PSTs were analyzed according to the components-mechanisms-phenomena (CMP) framework. PSTs of both cohorts expressed a more developed nutrition model in a running context than in an intolerance context with respect to CMP aspects, which was shown by statistically significant differences. Therefore, the conclusion is that the context conditions the expression of the model. In this case, it was the context that appealed directly to the circulatory system and implied the use of energy, the one that led to a more complete representation of the human nutrition model.

Merrimack College is a midsized Catholic Augustinian College pursuing its historical service-based commitments while shifting priorities toward research. With limited time and resources, these two aims can create tension at institutional and faculty levels. This single institutional case study shares the work of faculty and College leadership to affirm and institutionalize community engagement (CE) through community-engaged research and the development of a Food Justice Research & Action Cluster (FJRAC), connecting community priorities for food justice with faculty expertise. Based on the literature on institutional change and assessment (Eckel, Hill, and Green's Typology of Institutional Change, 2001; Holland's Levels of Commitment to Community Engagement, 2005), this paper frames the stages and timeline that led to the formation of the FJRAC. We advance a Transdisciplinary Ecosystem Model for community-engaged research to analyze the depth and pervasiveness of the institutionalization of CE and explore how colleges can reinvigorate and deepen institutional change. Results of the FJRAC include student experiences (e.g., curriculum development, food security research); community opportunities (e.g., food sources, data analysis); and research projects (e.g., external funding applications). Lessons learned highlight the importance of supporting efforts that align with values, supporting faculty teams, navigating conflict around institution/faculty tension, communicating commitment, keeping timelines flexible, demonstrating value propositions to stakeholders, and balancing conflicting goals.

Indonesia's Program for International Student Assessment (PISA) results from 2000 to 2018 are worrisome because they are at the bottom of the international rankings. This result illustrates the low quality of education in Indonesia, which correlates with the qualifications of teachers. The quality of education will increase proportionally to the proportion of teachers who possess the necessary skills. Therefore, this study aims to train teachers to improve their professionalism in developing HOTs questions using the Pendidikan Matematika Realistik Indonesia (PMRI) approach. Design research-type development studies with two stages, preliminary and formative evaluation, are utilized. The results of the workshop revealed that the teacher's competency scores in developing HOTs questions increased by 45.70% (before the workshop), 77.14% (workshop 1), and 85.70% (workshop 2), respectively. It is evidenced by the teacher's ability to develop HOTs questions with the characteristics of questions investigating number content within the local context of selling duku fruits (langsat), which is a typical fruit of the East Ogan Komering Ulu (OKU) Regency and with a high degree of difficulty. This research also affects students in that it can stimulate their critical thinking abilities.

Approximately one in five college students suffers from food insecurity, however, racially/ethnically minoritized students attending urban universities are more likely to experience food insecurity. Although these concerns are well documented, there has been a gap in the theory-driven tools used by higher education professionals to alleviate food insecurity for minoritized students at urban institutions. Guided by a reconceptualized Ecological Systems Model (Network-Ecological Systems Model), this present study aims to identify a model and solutions on food insecurity mitigation for minoritized college students in urban institutions. Findings of the developed model suggest pathways of social connections that higher education professionals can use for direct alleviation of food insecurity, which has major implications for the academic achievement, social connections, and a general sense of belonging and belonging.

Ample of knowledge leads to positive attitude. Knowledge is an important tool that promotes attitude changes. Knowledge and Attitude of students towards safety is important because action of a person depends on believe. Unsafe actions of students are caused most of injuries and harms. It is important to minimize such harms by knowledge. Present study was conducted to find out the relationship between safety knowledge and attitude of students towards their safety. Study was quantitative in nature and researchers applied correlational research design. Sample of the study consisted of eighty-nine grade three students enrolled in government schools. Data were collected by self-constructed knowledge test for safety having 50 items and attitude scale for safety having 40 items mode of 5-point Likert type options. Content validity of self-constructed instruments was ensured from experts and Cronbach's Alpha reliability was censured in SPSS. Researchers personally collected data from respondents after ensuring ethical consideration prior to collect data. The data were analyzed by descriptive statistics and Pearson coefficient of correlation. The major findings of the study indicate that body safety, road safety, food safety, Internet safety, sports safety and fire safety knowledge strengthen the attitude towards safety. The results indicated that there was statistically significant relationship between knowledge and attitude about safety. On the basis of results, it is recommended that existing safety knowledge and attitude should be strengthening in school students in addition to their conventional education. Further researches may include research with male and female students at elementary and secondary level.

The study aimed to examine the effectiveness of two intervention programs in improving dietary habits in two groups of preschool and fifth-grade students. The programs were tailored to the target age group. The composition of each of the children's breakfasts that were brought from home was recorded both before and after the intervention program. Every food item received a score according to its nutritional quality, and each meal was summed accordingly. T-tests were performed in order to determine the significance of differences between the nutritional quality of the children's breakfast items before and after the intervention. It was found that the nutritional quality of all breakfast components and its overall health quality improved significantly in both age groups. The study's results indicate that the intervention program is effective for a range of young ages. It is recommended to conduct such programs starting in preschools, and subsequently in schools.

Public school students in the Black Belt of Alabama suffer from food insecurity disproportionately compared with national peers. Results of a recent mixed methods study indicated food insecurity levels that were three times the national average, with very low food security an alarming 11 times the national average. In the fight against hunger in our public schools, no professionals are more valuable than the Child Nutrition Programs (CNP) staff, headed by the local CNP director. The qualitative portion of the mixed methods study solicited input from CNP directors in 14 Black Belt counties in Alabama. The recommendations from structured interviews suggest an intentional,coordinated, and multifaceted approach to fight against food insecurity in our rural public schools.

Children with developmental disabilities (DD) exhibit feeding and swallowing difficulties, which can have an impact on nutritional, developmental, and psychological aspects. The existing tools assess the nature of feeding problems and behaviors only. The present study aimed to assess the physical, functional, and emotional domains in children with DD with feeding issues using Feeding handicap index for children (FHI-C). For clinical validation, FHI-C was administered on the parents/caregivers of 60 children with cerebral palsy, 61 with autism spectrum disorder, 59 with intellectual disability and 60 typically developing children in the age range of 2 to 10 years. The results revealed that the mean scores (Total FHI-C and FHI-C domain scores) were significantly higher for all three clinical groups than for the control group, which revealed good clinical validity. Also, FHI-C was found to have significantly high test-retest reliability. The study presents a valid and reliable tool for assessing the psychosocial handicapping effects of feeding problems in children with DD. FHI-C provides a holistic picture about the psychosocial impact of feeding problems in children with DD and will assist the clinicians in prioritizing the goals for feeding therapy. The scores obtained can be used as reference for pre and post therapy comparison purposes.

Background: Obesity-driven nutrition education in schools does not appear to result in healthier adolescent food choices. This study explored food systems as an alternative pedagogical approach to engage students in nutrition education. Methods: After playing a food systems computer game, 250 13- to 16-year-old students in 5 Western Australian secondary schools, participated in group discussions to distinguish learning and interests in food systems. Discussion records were thematically coded using constant comparative analysis. Results: Students reported crop growth, food production and food waste, healthier food choices, and food systems as knowledge outcomes of game play. They requested additional content on food production, costing, handling, processing, and accessing local produce. Experiential activities were preferred pedagogical approaches. Conclusions: Cross-curricular pedagogy which embraces human and planetary health through a food systems lens, can engage adolescents in nutrition education. Transformational computer games are effective to engage, educate and stimulate inquiry in food systems education.

Background: Food insecurity is characterized by limited access to adequate food due to a lack of money or resources (eg, lack of transportation to obtain food). School aged children who are experiencing food insecurity are at greater risk for poor academic outcomes, but previous studies have not examined the effects of food insecurity on specific academic outcomes over time. Method: This study examined food insecurity as a risk factor for subsequent academic skills, enablers, and achievement. As part of a larger longitudinal study, middle school students (N = 112; mean[subscript age] = 12.14, SD = 0.41; 50% female; 68% black/African American, 14% white, 13% Hispanic or Latino, 5% other) reported on food insecurity at baseline, while teachers reported on students' academic skills and enablers at both baseline and 12 months later at 1 year follow up. Math and English/Language Arts grades were obtained from the schools at each wave. Findings: Food insecurity predicted lower academic skills over time but was unrelated to academic enablers and grades. Implications: Considering a whole school, whole community, whole child (WSCC) framework, this study will also discuss the important role schools and communities have in reducing food insecurity in middle school students. Conclusions: These results support negative long-term effects of food insecurity on academic skills in early adolescents. [For the corresponding grantee submission, see ED628948.]

Background. Monitoring food intake and physical activity (PA) using tracking applications may support behavior change. However, few longitudinal studies identify the characteristics of young adults who track their behavior, findings that could be useful in designing tracking-related interventions. Our objective was to identify predictors of past-year food and PA tracking among young adults. Methods. Data were available for 676 young adults participating in the ongoing longitudinal Nicotine Dependence in Teens Study. Potential predictors were measured in 2017-2020 at age 31, and past-year food and PA tracking were measured in 2021-2022 at age 34. Each potential predictor was studied in a separate multivariable logistic regression model controlling for age, sex, and educational attainment. Results. One third (37%) of participants reported past-year PA tracking; 14% reported past-year food, and 10% reported both. Nine and 11 of 41 potential predictors were associated with food and PA tracking, respectively. Compensatory behaviors after overeating, trying to lose weight, self-report overweight, reporting a wide variety of exercise behaviors, and pressure to lose weight predicted both food and PA tracking. Conclusion. Food and PA tracking are relatively common among young adults. If the associations observed herein between compensatory behavior after overeating and tracking (among other observed associations) are replicated and found to be causal, caution may need to be exercised in making "blanket" recommendations to track food intake and/or PA to all young adults seeking behavior change.

This article examined the associations between family processes and children's development among mothers and their children participating in early intervention (EI) services. Data from mothers and their infants and toddlers (n = 100) participating in EI were analyzed using regression methods to test the predictive power of maternal depressive symptoms, self-efficacy, and quality of mother-child interactions on children's behavior problems and social and emotional competence. Mother-child interactions were the most robust predictor of child behavior problems and competence. The presence of clinically elevated maternal depressive symptoms was high (30%) and associated with more child behavior problems. Stronger endorsement of self-efficacy also was related to higher levels of child social and emotional competence. We discuss our findings related to opportunities and challenges to support mothers experiencing depressive symptoms. EI services that strive toward an integrated approach could identify mothers with depressive symptoms and play an increased role in directly addressing their needs.

Public debate often centers on issues that affect our lives and which reflect interests of various social groups and scientific communities, leading to controversies about what we may call socially acute questions (SAQs). In this paper we focus on two SAQs linked to the dominant model of meat production and consumption in Western countries, namely its impact on the environment and the health problems associated with high-meat diets. Given the importance of education in relation to these SAQs, our main objectives here were to examine the extent to which a Cartography of Controversy (CoC) approach is a useful tool for exploring and visualizing the views and ideas of preservice teachers about the controversies associated with this model of meat production and consumption, and to compare their initial maps with our own, one that is informed by a more detailed socio-epistemological analysis. As a complement to this inquiry, we also present the "SAQ-Eating Meat" project, the aim of which is to encourage citizens to reflect on how food production and consumption may impact health and the environment, and then to take action toward change. In comparison with our own map, those produced by students did not reflect the full complexity of the controversies surrounding the dominant model of meat production and consumption, and some actants were missing. The results nevertheless suggest that a CoC approach is a useful way of engaging students with SAQs and that it offers them a framework in which to extend their inquiry and knowledge, providing a platform from which they may move toward taking action for change.

The exploitation of animals for human purposes raises several ethical concerns in the educational realm that ought to be carefully dealt with. Derived from the content analysis of sample of 39 Portuguese secondary and high school textbooks, this study aims to understand how factory-farmed animals are represented within the following themes: food and health, environment and sustainability, and animal welfare. This work examines whether textbooks suggest the continuation or reduction of the consumption of animal-based products for a healthy diet; discuss the correlation between meat and severe environmental impacts; treat whether plant-based diets are considered healthy, viable and sustainable; and whether the agency and welfare of non-human animals is considered. The results show that animals are consistently classified as consumable, with rare mentions of plant-based proteins as a healthy option. Animal farming is inaccurately portrayed as being extensive and is presented from the point of view of maximum production. The suffering and agency of animals are never dealt with. Even though there are some references to the environmental impacts of animal farming, fishing and hunting, there are no recommendations to reduce the consumption of animal-based products as a way of mitigating environmental impacts. The resolution of current environmental challenges is dependent on there being profound shifts in science education that can provide students with the necessary information to create effective change. In seeking to create a more sustainable planet, this study endorses a more ecocentric pedagogy that frames other animals as sentient beings with intrinsic value. It is hoped that the results of this study can motivate authors, reviewers, and scientific and pedagogical consultants to redefine the guidelines in Portugal's Frame of Reference for Environmental Education, as well the editing criteria for textbooks. Furthermore, this paper seeks to encourage changes in the behaviour of young people and communities towards animals, food and the environment.

Background: Changes to policies at the federal, state, and local levels over the last decade have influenced the school nutrition environment and services. Methods: This systematic review includes an analysis of individual research articles and government reports published from 2010 to 2021 that examine interventions to improve the school nutrition environment and services and increase the availability, selection, and consumption of healthier foods and beverages in K-12 schools in the United States. Results: Nutrition standards for school meals and food outside of meals improved access to healthier options in school. Providing school nutrition professionals with professional development, improving the palatability of school meals, offering taste tests, pre-slicing fruit, providing recess before lunch, offering incentives for trying healthier options, and providing access to drinking water resulted in increased selection and consumption of healthier items. There were inconclusive or mixed findings for some intervention strategies including adequate seat time for meals. Conclusions: Despite demonstrated improvements to school meal programs and competitive foods, more work is needed to change the selection and consumption of healthier options among K-12 students. Schools can use multiple interventions to improve the school nutrition environment and services and help students adopt food and beverage choices that support health.

Youths' affinity for snack foods is well-documented; in various contexts, they sell chips, candy, and other goods. Adults may frame such sales as either entrepreneurial or deviant, which can contribute to positive youth development (on one hand) or cycles of disengagement and criminalization (on the other). Drawing on ethnographic and interview data from Hamilton High School, I show how adults' criminalization of snack sales led the activity to more closely resemble that which they feared: drug sales. Snack sales constitute one way in which youth exercise agency in the face of broad institutional control, leading some to challenge the legitimacy of the school overall. These findings represent a case of how youth experience "criminalized childhoods" in a school context.

Entrepreneurship skills are part of the essential skills in facing 21st-century challenges and demands. Therefore, this study aims to analyze the extent to which the empowerment of the creative entrepreneurship learning-based discovery skills (CEL-BaDiS Up) learning model can improve university students' science-based entrepreneurship (SciPreneur) skills on the topic of food biotechnology. This quasi-experimental research study employed a pretest-posttest control group design at a public university in Surakarta, Indonesia, in the 2020/2021 academic year, in which one class was as an experimental class using the CEL-BaDiS Up model, while the other class was an existing class utilizing a project-based learning (PjBL) model. Data were obtained through test instruments in the form of a performance assessment to measure SciPreneur skills, which had gone through expert validation, encompassing validation from education and evaluation experts, biotechnology experts, and certified natural science lecturers, and empirical validation tests had also been carried out. The results revealed that the effectiveness test score utilizing SEM from PLS software showed the effect of CEL-BaDiS Up (X1) on the SciPreneur skills (Y) variable of 2.105 > T-table (1.976). In addition, the original sample estimate value exhibited a positive value of 0.199, signifying the direction of the relationship between the CEL-BaDiS Up (X1) variable and the SciPreneur Skills (Y) variable was positive. Based on this study's results, it could be denoted that SciPreneur skills in the aspects of critical thinking skills, problem-solving skills, communication skills, collaborative skills, observational skills, and creativity and innovation could be improved effectively through the CEL-BaDiS Up model activities.

The COVID-19 pandemic has affected college students' basic needs, financial security, academic success, caregiving responsibilities, mental health, and more, according to the Fall 2020 Student Financial Wellness Survey (SFWS) conducted by Trellis Company. Researchers surveyed 37,936 students at 62 two- and four-year colleges and universities from October to November 2020 and found 53 percent (n=20,095) indicated one or more forms of basic needs insecurity (BNI). This brief examines data from students with BNI with a special lens on their mental health, familial responsibilities and finances, employment, and financial security. These results highlight the disparate impacts of the pandemic among basic needs insecure students.

The primary goal of this study was to examine young adults' perspectives about the effects of their food allergies (FAs) on their social lives from school-age to young adulthood. Young adults aged 18-21 (n = 10) at the University of South Carolina were interviewed. A qualitative descriptive method to find themes and commonalities from transcribed interviews was used for data analysis. Identified themes were (1) feeling different and being isolated, (2) strategies for managing feeling different and being isolated, (3) strategies for managing safety, and (4) acceptance of myself and by others. School-age children attributed the school lunch allergy table as contributing to social isolation. Additionally, participants described feeling different and concerns about safety. Strategies to mitigate those experiences were identified by participants. Implications for children with FAs, their parents, school nurses, and other education and health professionals who work with children are presented.

Background: This article introduces the concept, food allergy literacy (FAL), which encompasses the knowledge, behaviors, and skills needed to manage a food allergy and is thus critical to child safety. Yet, there is limited clarity on how to promote FAL in children. Methods: Twelve academic databases were systematically searched to identify publications on interventions to promote FAL in children. Five publications met the inclusion criteria, which involved children (3 to 12 years), their parents, or educators and tested the efficacy of an intervention. Findings: Four interventions were for parents and educators, while 1 intervention was for parents with their children. The interventions were educational and focused on promoting participant knowledge and skills of food allergy, and/or psychosocial in nature, promoting coping, confidence, and self-efficacy in managing children's allergies. All interventions were deemed effective. Only 1 study used a control group, and none assessed the long-term benefits of the interventions. Implications for School Policy, Practice, and Equity: The results can enable health service providers and educators to design evidence-based interventions to promote FAL. This might involve designing, implementing, and evaluating curricula and play-based activities, therein, that award greater attention to food allergy--its consequences, risks, skills to prevent risk, and managing food allergy in educational settings. Conclusions: There is limited evidence on child-focused interventions that promote FAL. There is, therefore, considerable opportunity to co-design and test interventions with children.

Background: Health behaviors, like diet, are influenced by a person's culture and the society where they reside, contributing to the presence of health disparities within a unique region. Such disparities are evident in Central Appalachia where a unique cultural identity exists. Culture-based initiatives focused on improving food security and other nutritional challenges have had success in other diverse groups, yet similar interventions considering geographically tied culture, like Appalachia, are limited. Aim: This study aims to identify specific aspects of Appalachian culture that address food insecurity to inform future initiatives that may improve adult dietary habits and food security status. Methods: Qualitative data were collected from five focus groups in one rural Central Appalachian community in 2021 (n=59). Data were analyzed using Grounded Theory Approach. Results: Four primary themes related to culture and food insecurity emerged: (1) Community decline and economic hardship; (2) Shifts in multigenerational food traditions; (3) Response to limited food access; and (4) Community decline and economic hardship. Participants revealed adaptations they have made in the face of geographic isolation and poverty and the pride they take in providing for themselves and one another. Conclusion: These findings indicate the people of Appalachia are unknowingly leveraging cultural practices to address food insecurity, yet the impact of these practices on nutritional status remains unknown. These results have implications for future studies and interventions in Appalachia which may have greater success by accounting for cultural influences compared to traditional approaches for reducing food insecurity in the region.

Introduction: Fruit and vegetable (FV) consumption is low among adolescents, and waste of these foods is high in school cafeterias. The objective of this research was to determine the impact of behavioural economic strategies and structural lunchroom changes on FV selection and waste in high-school lunch programmes using the collaborative efforts of teachers, food service directors and students. Methods: A pre-post quasi-experimental design was used to collect plate waste data for 3 days in the autumn and 3 days in the spring semesters. Five high-school cafeterias from three rural and two urban counties in Montana participated. School Lunch Advisory Councils selected and implemented behavioural economic strategies that focused on increasing selection and decreasing waste of FVs served on the main service line and salad bar. Plate waste data were collected using direct weighing and the quarter-waste method. Preintervention to postintervention plate waste amounts were compared using descriptive statistics and the Mann-Whitney U test. Results: Vegetable selection at the salad bar significantly increased (p < 0.05). Vegetable waste significantly decreased at the main service line (p < 0.05). Fruit selection and waste did not significantly change. Conclusion: Changes in the lunchroom environment through behavioural economic strategies provide one avenue to increase selection and decrease waste of vegetables, ultimately influencing overall dietary quality among high-school students and creating more sustainable food systems.

Digital marketing of unhealthy foods and beverages to children and adolescents is pervasive, highly effective, undermines healthy eating, and contributes to health inequities. Expanded use of electronic devices and remote learning during the COVID-19 pandemic has increased the urgency for policy interventions to limit digital food marketing in schools and on school-issued devices. The US Department of Agriculture provides little guidance to schools for how to address digital food marketing. Federal and state privacy protections for children are inadequate. Considering these policy gaps, state and local education authorities can incorporate strategies to reduce digital food marketing into school policies for: content filtering on school networks and on school-issued devices; digital instructional materials; student-owned device use during lunch; and school use of social media to communicate with parents and students. Model policy language is provided. These policy approaches can leverage existing policy mechanisms to address digital food marketing from a variety of sources.

Given the established role of parental talk in the growth of math knowledge in preschoolers, there has been an increasing focus on identifying ways to promote parental math talk at this stage of child development. The current study investigated how parental math talk is affected by features of play materials and contexts. The features were manipulated along two dimensions: homogeneity (whether the toys were unique or included identical sets) and boundedness (whether the number of toys was restricted). Parent-child dyads (n = 75, child's age: 4-6) from China were randomly assigned to one of three experimental conditions: unique objects-unbounded range, homogeneous sets-unbounded range, and homogeneous sets-bounded range. In all conditions, dyads played games in two contexts that varied in the extent to which they were typically associated with math-party preparation and grocery shopping. As expected, more parental math talk was observed in the grocery shopping than in the party preparation context. Importantly, the manipulation of features within context also affected the amount and nature of parental math talk: homogeneity increased absolute magnitude talk, and boundedness increased relative magnitude talk. The results provide support for the cognitive alignment framework, underscoring the importance of aligning the features of materials with targeted concepts and demonstrating the possibility of impacting parental math talk through small manipulations of play materials.

Widespread tropical deforestation and biodiversity loss in Southeast Asia due to the oil palm industry can be addressed by encouraging consumers to purchase sustainable palm oil (SPO). An online experiment was conducted to assess whether addressing barriers relating to education, motivation and product availability would increase purchasing of SPO. Australian adults (n = 628) were randomly assigned to either: (1) a newly developed interactive educational website on palm oil and SPO; (2) an existing educational video on SPO; or (3) an interactive website on differentiating between real and fake news (an attentional control condition). All participants completed pre-intervention and immediate post-intervention measures. Most participants (n = 403) completed follow-up measures two weeks later. Multivariate analysis revealed that the interactive website and educational video increased both knowledge and the intention to purchase SPO (compared to the attentional control), but neither significantly impacted follow-up self-reported SPO purchasing behaviour. Low perceived product availability might help explain the intention-behaviour gap. Our results suggest that, in addition to increasing consumer knowledge and motivation, promoting sustainable consumption requires creating opportunities for people to engage in the desired behaviour.

The diversity of children within the preschool classroom is dramatically changing as children with autism spectrum disorder are increasingly included within it. To engage in the benefits of inclusion, social skills are needed. Yet, children with autism commonly experience difficulties in this area. Extant literature indicates that social skills are more successfully acquired when taught through naturalistic and embedded instruction in established routines. A commonly occurring routine in most classroom, home, and community settings is mealtime. The purpose of this study was to investigate the effectiveness of Snack Talk, a visual communication support, for increasing the communication engagement of five preschool children with autism. A reversal design across participants was used to analyze the relation between Snack Talk and conversation engagement. Results from the maintenance probes show that conversation engagement increased across all participants when compared to baseline. Furthermore, a functional relation was established between the teaching phase (baseline and intervention data collection phases) and the maintenance phase. Limitations and directions for further research are also discussed.

Objectives: This study assessed food label reading habits and understanding of nutrition information on food labels by higher income adults in India. Design: It involved a cross-sectional study using non-probability purposive sampling. Setting: Data were collected by mixed methods approach between March 2019 and February 2020. Adults were selected from housing colonies in four geographical zones of Delhi, India. Method: A total of 589 adults (20-40 years) belonging to upper middle-income and high-income groups were selected. Associations between gender, family income, age, marital status, and label reading habits were assessed using Chi-square tests. Demographic predictors of food label reading habits were identified using binary logistic regression with a level of significance set at p < 0.05. Results: Participants read the food labels (79%) and noticed the nutrient claims (76%) on food labels. Female participants were more likely to understand nutrition information as compared with male participants (odds ratio [OR] = 1.52, p = 0.04). Female participants were also more likely to notice the nutrient claims on the packet of food products (OR = 1.99, p < 0.01) as compared with male participants. The majority of participants found the 'traffic light scheme' format easy to understand. Conclusion: Consumers look for nutrition information on food labels. They value healthier food alternatives but most are unable to decipher the nutrition labels. Food labels should communicate the healthfulness of products in a straightforward manner to enable better food choices.

In theory, there is broad agreement among science education stakeholders that supporting the achievement of scientific literacy is crucial for citizens to make informed and critical decisions about socioscientific issues (SSI). Likewise, it is widely held that argumentation is an important component of scientific literacy. In practice, however, university science courses give undergraduates limited opportunities to strengthen their argumentation skills. The purpose of this study was to provide evidence to explore the use of drama to enrich students' argumentation about genetically modified (GM) foods. This study was conducted in Colombia where an eventual banning of GM crops is the subject of discussion in Congress. Data include the oral and written arguments produced by seventy-five students (55 females and 20 males, 18-24 years old) in a university science course during a complete drama-based teaching-learning sequence. Coding of students' responses to open-ended questions, Cohen's d effect size, and chi-square tests were performed. The outcomes suggest that the sequence effectively provided participants with explicit opportunities to enrich their GM food argumentation, producing arguments about their viewpoints and anticipating counterarguments. The evidence provided in this study contributes to the exploration of an emergent possibility in science education, namely, the use of drama as a platform for enriching students' argumentation about SSI.

This article details the development of design principles to support teachers in planning for a Community-Based Mathematical Modeling task with a focus on social justice in the elementary grades. By reflecting on the dilemmas we encountered in the design and enactment of the tasks, we developed five design principles that allowed us to address issues of social justice as well as attend to powerful mathematical ideas to bring awareness and take action around a local problem. Through our article, we hope to share with mathematics teacher educators design principles to help plan for tasks with pre- and in-service teachers that prioritize connecting mathematics to social issues and empower both teachers and students to take action to make a positive impact in the community.

Food allergies affect approximately two children per average-sized classroom, and prevalence has increased in recent decades (Gupta et al., 2011; Pawankar et al., 2013). This increase has important implications for school psychologists and counselors because allergies can impact various psychosocial aspects of students' lives (Vale et al., 2015). Unfortunately, psychosocial considerations related to allergy management are often treated as peripheral in school food allergy policy development (Behrmann, 2010a). The purpose of the current review was to examine the availability of state-level guidelines and to evaluate available guidelines according to research supported practices for students including those impacting psychosocial facets of students' lives. Guideline documents identified varied in size and form and when available tended to provide limited coverage of social and emotional factors. Our review provides insight into scope of attention to psychosocial facets of well-being in state-level allergy policy guidelines and concludes with implications for practice across multiple tiers of support.