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Despite the routine use of high-fidelity patient simulation (HFPS) in health care disciplines, pharmacy residents' involvement in HFPS is limited. To evaluate pharmacy residents' self-reported confidence in their clinical skills dealing with acute medical scenarios. Three separate HFPS sessions (stroke, Advanced cardiovascular life support [ACLS], and acetaminophen poisoning) were conducted for pharmacy residents at a designated simulation center using a high-fidelity mannequin. The scenarios were facilitated by experienced physicians, nurses, and clinical pharmacists. A questionnaire that addressed 5 clinical skills was administered to the residents pre- and post-HFPS and 6 months afterward. The primary outcome was an assessment of residents' confidence in acute medical scenarios. Fourteen pharmacy residents participated (mean age of 27.7 years; 71.4% female; 57% have [greater than or equal to]3 years of work experience as a pharmacist). Around 85.6%, 78.6%, and 64.3% of the residents had encountered stroke, ACLS, and acetaminophen poisoning cases, respectively, before the HFPS. After the HFPS sessions, the residents felt significantly more confident in making decisions during an emergency in a timely manner (P = 0.006 for stroke; P = 0.02 for poisoning), providing recommendations to the health care team (P = 0.006 for stroke; P = 0.024 for ACLS), and providing optimal patient care during a stressful situation (P = 0.02 for stroke and poisoning). We found no significant difference between post-simulation and 6 months post-simulation scores in most of the domains in all scenarios, indicating residents' confidence was maintained at 6 months. HFPS is a valuable active learning tool for enhancing pharmacy residents' confidence in managing an emergency situation.

As research of benefits and detriments of pesticides and biocides progresses, people's knowledge needs to be updated. This study takes an audience perspective on how practitioners may improve communication. Through online focus group discussions of how and why Danes acquire knowledge of pesticides and biocides, we find that focusing on improving people's knowledge structures, heuristics and self-efficacy may improve people's ability to acquire such knowledge and in turn improve their motivation. This paper provides suggestions for how practitioners may create more effective communication.

Background: Faculty in nursing and history at Creighton University directed two service-learning courses on the history and public health implications of lead (Pb) exposure in Omaha, NE. As part of their service requirements, students conducted or observed blood lead screenings in area schools and reflected on these shared experiences in discipline-specific coursework. Strong student response encouraged the faculty to enrich transdisciplinary teaching and learning between these two courses. Although studies supply numerous best practices to develop collaborative experiences and service-oriented pedagogies, little work focuses on enriching collaborations between preexisting courses. Purpose: This study examines the outcomes of a partnership between nursing and history and presents a practical model that instructors can use to foster and deepen transdisciplinary service-learning. Methodology: Employing a hybrid grounded theory/topic modeling analysis of student reflection papers, we identify course outcomes of closest convergence. Findings/Conclusions: We argue that instructors can deepen transdisciplinary partnerships between service-learning courses by focusing on a common exemplar, encouraging collaborative experiences in the classroom and at service sites, and employing civic health as a shared concept in curricula. Implications: Beyond nursing and history, our model may be employed by faculty in preexisting service-learning courses to bring their courses into transdisciplinary convergence.

Secondary schools in Maine and New Hampshire have been involved in a citizen science program called "All About Arsenic" aimed at addressing arsenic contamination of well water, one of the most pressing public health issues in both states. Nearly half of the population of Maine and New Hampshire derive their drinking water from private wells which often have arsenic levels above the EPA limit of 10 ppb. Arsenic exposure can cause cancer, adverse cardiovascular effects, and other health problems. Addressing this issue in schools provides context and motivation for students to engage in scientific inquiry and acquire data literacy skills. This project involves students collecting well water samples for arsenic analysis, entering their data into an online citizen science data portal, Anecdata, and using Tuva online software tools to visualize and interpret their data. Students present their data at public meetings to inform community members of their findings with the goal of moving "data to action". The COVID-19 pandemic presented multiple challenges for teachers engaging their students in this citizen science project. We adapted our program and implemented a series of interventions aimed at supporting teachers in their continued efforts to engage their students the "All About Arsenic" project.

A diagnostic walkabout (DW) is an in-field diagnostic training program for professionals in the green industry (greenhouse, landscape, nursery, and turf businesses). DWs have been scheduled annually since 2002 and are easily replicable, fee-based programs that provide cost recovery. DWs also serve as a mentoring program for new Extension educators. Four generations of Extension Educators have participated. Recently, the annual program has been sponsored by state and regional trade associations. What began as an educational outreach program has become a bridge spanning Extension, trade associations, businesses, and generations of Extension educators.

It is widely known that systematically developed training manuals can be used to improve knowledge and practical skills and promote positive attitude of trainees. This research thus aimed to develop a training manual to help reduce the use of pesticides by para rubber farmers in Nonkheng Sub-district, So Phisai District, Bueng Khan Province, Thailand. The research was divided in to 3 stages. The first stage investigated the scenarios in which pesticides were used of the para rubber famers while the second stage dealt with the development of a training manual for promoting the reduction of the use of pesticides and hazardous chemicals by the farmers. The final stage was the evaluation for the efficiency of the developed training manual by applying it with 48 volunteered para rubber famers for 2 days. The findings revealed that the training manual had an efficiency of index at 80.38/80.89. After training with the manual, the farmers' levels of knowledge increased tal 67.40%, while the overall post-test scores on knowledge, attitude, and practice skills in reducing the use of pesticides were found to be significantly higher (p < 0.05) than those of the pre-test. It can be concluded that the developed training manual can be effectively used to improve the knowledge, attitude, and practical skills of the trainees.

The aim of this case study was to explore students' application of chemical concepts and their use of arguments in an educational research framework to incorporate and reconstruct indigenous science in chemistry education. This framework fosters education for sustainable development (ESD) in chemistry learning by integrating intercultural and multi-perspective scientific worldviews borrowed from indigenous and Western modern science. A socio-scientific issues-based, sustainability-oriented pedagogical approach was employed in a chemistry teaching intervention. Worksheet tasks, videos and an article were used in an inquiry-based teaching module in secondary (N=40) and tertiary (N=73) Indonesian chemistry education classes. Student responses to the worksheet questions were analyzed using qualitative content analysis. The results indicate that university students showed a better understanding of the chemical concepts compared to upper secondary school students. In terms of argumentation, both groups of students were able to broaden their spectrum of arguments, especially in the area of ethical arguments.

Developmental science has increasingly scrutinized how environmental hazards influence child outcomes, but few studies examine how contaminants affect disparities in early skill formation. Linking research on environmental inequality and early childhood development, this study assessed whether differences in exposure to neurotoxic lead explain sociodemographic gaps in school readiness. Using panel data tracking a representative sample of 1266 Chicago children (50% female, 16% White, 30% Black, 49% Hispanic, [mu][subscript age] = 5.2 months at baseline, collected 1994-2002), analyses quantified the contribution of lead contamination to class and racial disparities in vocabulary skills and attention problems at ages 4 and 5. Results suggested that lead contamination explains 15%-25% and 33%-66% of the disparities in each outcome, respectively, although imprecise estimates preclude drawing firm inferences about attention problems.

This work analyzes the safe consumption of wild mushrooms in Mexico, addresses the mushroom poisoning phenomenon, and discusses the role of communication and environmental education to prevent them. We documented that most mushroom poisonings happen in mestizo and transculturized indigenous communities. We constructed the online 'Digital repository of edible and toxic mushrooms of Mexico.' The repository contains: updated full listings of edible and toxic mushrooms, infographics of the most important species, a photograph catalogue, and information and treatment protocols for physicians. The website is a dynamic space consisting of educational information for health care specialists, mycologists, and society in general.

When secondary school students were asked about the socioscientific issue of using sodium fluoroacetate (1080) poison to control New Zealand's possum pests, they provided a wide range of responses. Their responses showed that they considered this method of control to be risky and contentious. Such contentious issues are an example of the complexity involved in using a socioscientific approach to investigate an aspect of post-normal science. This paper provides the background to and development of a new risk perceptions analysis framework that was employed to qualitatively interpret these diverse viewpoints. Four Cultural Types ("Nature Benign," "Nature Tolerant," "Nature Ephemeral" and "Nature Capricious") are accommodated within this framework. Each Cultural Type has a particular view of risk that is defined using common characteristics and is differentiated by unique individual attributes. It is proposed that this framework has the potential to analyse students' responses to this contentious issue of 1080 use. The framework could be used as an educative tool in classrooms to investigate the range of views within society about issues that involve risk. Additionally, it could be used to assist students to gain awareness of their own view as well as develop an appreciation about the differing views of risk held by other people when discussing contentious issues.

Journalists have reported large-scale lead poisoning affecting children in cities such as Flint, Michigan. Unfortunately, children's exposure to lead is not isolated and occurs throughout the country in both urban and rural settings. The effects of lead exposure can cause children to develop disabilities, potentially requiring special education services to address their academic and behavioral difficulties. In this paper, we detail three areas where special education has a major role in addressing the lead crisis: special education identification; intervention; and advocacy, awareness, and prevention. For each area, we provide concrete suggestions for special educators to implement in order to ensure children exposed to lead receive the special education services they need.

The prominence of socioscientific issues (SSI), that combine society with science, in education has grown in recent years. The northern bald ibis is important for science and society since it is an endangered species, it only inhabits one region in Turkey and has a limited population worldwide. This study aims to ascertain the impact of the implemented SSI program on participating high school students from the area where the endangered northern bald ibis can be found, insofar as their conceptual knowledge and their opinions about the SSI. The study used a one group pretest-posttest design. The participants for the study were 75 students from a state high-school in the Birecik district of Sanliurfa province. The study used and SSI program centred around interaction. The conceptual knowledge form and the scenario called "Northern Bald Ibis Under Threat" were used as data collection tools before and after the SSI program. Quantitative data analysis was conducted using paired samples t test and content analysis was employed to analyse qualitative data. The quantitative findings of the study show that implementation of the SSI program enhanced the level of conceptual knowledge of the participating high students who live in the area inhabited by the northern bald ibis. The qualitative data obtained in the study show that the high school students' opinions changed following the SSI program. Before the SSI program the students stated that they though hunting was the reason the northern bald ibis was going extinct whereas after the SSI program the students stated opinions related to agricultural pesticides as a reason for extinction. When it comes to suggestions to protect the northern bald ibis, this study observed that student opinions shifted from suggestions related to taking better care of the species before the program, to protecting the environment after the program. It was also observed that at the end of the SSI program students had a broader perspective on the issue and evaluated the issue using more scientific terminology.

In response to the water crisis in Flint, Michigan, USA, early childhood education was one of the targets of intervention and prevention for children who were exposed to lead poisoning, because high-quality child care could potentially help improve their developmental trajectories. The Provider Empowerment Program used human-centered design (HCD) to uncover unmet and overlooked needs among child care providers. We discuss the theoretical framework that guided the project and led to a focus on family, friend, and neighbor (FFN) child care providers. We also present three examples of solutions that were uniquely shaped to meet the needs of FFN child care providers in Flint. Each solution was developed by a process that included taking the perspective of the people who faced the problem, spending time to understand the context of the problem, and uncovering the underlying problem which was not apparent at first. Recommendations for use of HCD in community-based problem-solving are discussed.

This study aimed to identify various hazard risks which are related to children in schools. This study used a quantitative descriptive design. The sampling technique used was four stage stratified random sampling, with 329 elementary schools as the sample. The results identified various dangerous situations which are related to children and schools ranging from infectious diseases, natural disasters, violence against children and the dangers due to the absence of adequate safety at school. Dangers from natural disasters which could be identified were earthquake, volcano, flood, hurricane landslide, and drought as well as potential biological hazards such as contagion and caterpillar outbreak. Additionally, the dangers related to violence against children were fighting, extortion, physical violence, psychological violence, sexual violence, bullying, and stealing. Related to safety aspects at schools, there were dangerous situations caused by the activities of the children themselves which caused injuries, or other technical causes, such as fire, falling buildings/falling trees, food poisoning, and infectious diseases.

K-12 gifted and talented programs have struggled with racial, ethnic, socioeconomic, native language, and disability inequity since their inception. This inequity has been well documented in public schools since at least the 1970s and has been stubbornly persistent despite receiving substantial attention at conferences, in scholarly journals, and in K-12 schools. The purpose of this article is to outline why such inequity exists and why common efforts to combat it have been unsuccessful. In the end, poorly designed identification systems combined with larger issues of societal inequality and systemic, institutionalized racism are the most likely culprits. I end the article with a hierarchy of actions that could be taken--from low-hanging fruit to major societal changes--in order to combat inequity in gifted education and move the field forward.

This meta-analysis was conducted to estimate the overall association between maternal exposure to pesticides and risk of ASD in offspring. PubMed, EMBASE, Web of Science, and the PsycINFO were searched until December 30, 2020 to include eligible studies. Eight studies with 50,426 participants, 5810 of whom had ASD, were involved in the study. Overall, the summary OR (95% confidence interval) of ASDs in offspring for maternal exposure to pesticide estimated by residential proximity measures and self-report was 1.88 (1.10-3.20). However, maternal exposure to pesticide measured by biomarkers was not associated with an increased risk of ASDs (pooled OR 1.13; 95% CI 0.83-1.54). Further well-designed studies are needed to confirm our findings.

Pesticide exposure represents a significant occupational health hazard for farmworkers, and handwashing is one strategy to reduce exposure via the dermal route. After learning about recent research findings regarding the lack of handwashing utilized by North Carolina farmworkers in the field, the North Carolina Farmworker Health Program approached the student and faculty member who conducted the research to partner and improve handwashing education, with the goal of reducing pesticide exposure among farmworkers. The resulting handwashing educational toolkit was the product of a participatory development project that engaged farmworker health outreach workers with university partners in every stage--from needs assessment to method and message selection and, ultimately, educational material development and evaluation. This promising project serves as a model for a sustainable partnership among a student, faculty member, and community organization and underscores the importance of respect, equality, and distributed power in collaboratively responding to a community-identified need.

Inuit communities in Northern Quebec (Canada) are exposed to environmental contaminants, particularly to mercury, lead and polychlorinated biphenyls (PCBs). Previous studies reported adverse associations between these neurotoxicants and memory performance. Here we aimed to determine the associations of pre- and postnatal exposures to mercury, lead and PCB-153 on spatial navigation memory in 212 Inuit adolescents (mean age = 18.5 years) using a computer task which requires learning the location of a hidden platform based on allocentric spatial representation. Contaminant concentrations were measured in cord blood at birth and blood samples at 11 years of age and at time of testing. Multivariate regression models showed that adolescent mercury and prenatal PCB-153 exposures were associated with poorer spatial learning, whereas current exposure to PCB-153 was associated with altered spatial memory retrieval at the probe test trial. These findings suggest that contaminants might be linked to different aspects of spatial navigation processing at different stages.

Storytelling can stimulate learning by delivering scientific content within a narrative that increases comprehension and engagement. In this article I describe the coevolutionary arms race between toxic newts and predatory garter snakes. This engaging story centers on the use of a deadly neurotoxin called tetrodotoxin (TTX) as an antipredator defense. Some species of newts contain TTX in their tissues, but resistance to TTX has developed through convergent evolution in garter snakes and other species. TTX resistance results from mutated voltage-gated sodium channels. These channels, whether TTX resistant or not, are found in all animals and are vital to the function of nervous and muscle tissues. Through reciprocal selection, coevolution has created phenotypic matching between toxic newts and TTX-resistant garter snakes across their range in the western United States. In other words, as newts became more poisonous, garter snakes became more resistant. These results and the scientific process behind them are discussed in detail. This story can be used by educators to provide a unifying and engaging backdrop as students learn multiple aspects of biology, such as protein structure, genetics, phylogenetics, electrical signaling, evolution, and the process of science.

University students constitute a target for risk-reduction interventions regarding food poisoning as they are among those with higher exposure to problematic food. This is particularly important since young adults' knowledge regarding measures to prevent foodborne illnesses was found to be inadequate. Therefore, the objectives of this study were to assess knowledge, attitudes, and practices regarding food safety and food poisoning among An-Najah National University Students and to investigate the correlation of their knowledge, attitudes, and practices with various socio-demographic characteristics and academic variables. The cross-sectional design was used, and the study occurred at An-Najah National University in Nablus. Data was collected using a native Arabic language face-to-face questionnaire. Verbal consent was obtained before initiation. The questionnaire has four parts that address students' demographic data, knowledge, attitudes, and practice. A sample of 450 students was invited to complete the questionnaire. Half the respondents were aged 17 to 20, and more than half (57.1%) were females. The median knowledge score was 10.00 [8.75-12.0]. A significant correlation was found between the food poisoning knowledge and attitude scores of students (r = 0.339, p < 0.001), a significant correlation between food poisoning knowledge and attitude scores (r = 0.285, p < 0.001), and a significant correlation between attitude and practice scores (r = 0.429, p < 0.001). The current study found significant correlations between knowledge, attitude, and practices of university students regarding food safety. Female respondents also had better attitudes and more hygienic food practices. The results can help students prepare effective methods to understand food poisoning better and improve their knowledge and awareness. The study also indicates that more comprehensive and focused education regarding food safety is required for this population.

Epidemiological studies, which can have inherent methodological limitations, are used to study the relation between endocrine disrupting chemicals and autism spectrum disorder. The objective is to systematically review the treatment of methodological limitations and assess the quality and strength of the findings in the available literature. The quality and strength of the evidence were evaluated using the Navigation Guide Systematic Review Methodology. The overall quality and strength of the available studies were "moderate" and "limited," respectively. Risk of bias due to the methodological limitations regarding the exclusion of potential confounding factors and the lack of accuracy of exposure assessment methods were the most prevalent and were also considered to arrive at these results. The omnipresence of endocrine disrupting chemicals, their persistence and bioaccumulation, and the biological plausibility of the association between prenatal exposure to these and later development of autism spectrum disorder highlight the need to carry out well-designed epidemiological studies that overcome the methodological limitations observed in the currently available literature in order to be able to inform public policy to prevent exposure to these potentially harmful chemicals.

Lead is a naturally occurring element that is extremely toxic to human beings. When children inadvertently ingest lead, their bodies confuse it with calcium, iron, and other nutritional essential metals, causing toxicity. School psychologists more than ever are in perfect positions, with the proper training, to possibly identify children who are currently affected by this complex medical issue and to educate families who may be at risk of exposure. This article will go more in depth about the hidden sources of lead in the environment, describe the neurotoxicity's impact on neurodevelopment, and recommend interventions and preventive steps for educational professionals. This information may also help persuade school psychology graduate programs to incorporate it into their training. It is the responsibility of healthcare professionals, professionals working with children and families, and those who have a responsibility to their communities to stop what is still an epidemic that can potentially be controlled and minimized.

It is important for children to learn safety skills, especially involving dangerous stimuli such as medicine that can be found in almost every household. This study examined a generalization-enhanced behavioral skills training package to teach children with autism poison safety skills. Three children ages 4- to 10-years-old received generalization enhanced BST to teach the safety skills required when they found pills. In situ assessments were conducted both in home and in the clinic to examine whether the skills generalized to the natural setting. All children engaged in the safety skills following training. The results of this study indicated that generalization enhanced BST is an effective method of teaching poison safety skills to children with autism.

Lead poisoning from ingestion of bullet fragments in gut piles and unretrieved deer carcasses continues to cause mortality in bald eagles. To address this issue, the Midwest region of the U.S. Fish and Wildlife Service (USFWS) initiated an outreach program during 2016-2018 encouraging hunters to voluntarily use nonlead ammunition while deer hunting on National Wildlife Refuges (NWRs). We conducted a survey to assess this program using seven factors that might influence USFWS staff support for the nonlead outreach program: innovativeness, lead exposure to bald eagles, availability of training and outreach materials, satisfaction with program implementation, importance of informational materials, and if they were a deer hunter. Multiple linear regression showed attitudes toward eagles' lead risk and importance of informational materials had the strongest effect on program support, followed by an individual's innovativeness. Although previous studies have focused on influencing hunters' nonlead use, our findings show staff attitudes and perceptions about nonlead strongly affect program support and ultimately program outcomes.

Lead exposure has been linked to neurological, reproductive, and developmental effects, and approximately 3.5% of Chicago children under the age of 3 years have elevated blood lead levels. The aim of this research was to provide outreach opportunities to address the issue of lead exposure in water and soil. A series of seven community-based health fairs were held with a combined approach of screening and education accomplished through partnerships with organizations established within underserved communities that leveraged resources. Community members attending the fairs brought in samples of soil from their yards and tap water for lead testing. Lead concentrations in the soil samples had a mean value of 305.7 parts per million, and 30% of the samples were above the Environmental Protection Agency's action level for children's play lots. The mean lead concentration in tap water was 8.3 parts per billion, with 6% of sample testing above the Environmental Protection Agency's action level. There was no significant correlation between the lead levels in water and soil (p = 0.21), and there was no significant difference between the average lead concentrations in different areas of the city. A multifaceted approach was utilized to educate and engage and ultimately empower the communities affected by exposure to lead in urban settings.

Background: The evidence base for the regulatory assessment of endocrine-disrupting chemicals (EDC) has proved very controversial to define. The EU has been a first mover and--after years of discussions and conflicts--adopted criteria for the pesticide and biocide sectors in 2018. Key points: The article reviews alternative regulatory options and critically discusses some of the features of the adopted EU guidelines. It argues that they are a significant and necessary step. It further argues that while EU guidelines are certainly up to date with current developments in regulatory toxicology, they are not ambitious enough to set the pace beyond internationally agreed standards and conventions in risk regulation. Specifically, the article shows that EU regulators 'bypassed' some of the most difficult issues on the use and interpretation of evidence around endocrine-disrupting chemicals. Conclusions and implications: The article argues that the lack of regulatory translation of pressing scientific questions on endocrine disruption has significant consequences: it limits the applicability of EU guidelines and will likely require EU risk assessors to resort to a case-by-case approach in evaluations of pesticides and biocides. Moreover, contrary to expectations and ambitions, EU guidelines can only partially inform regulatory developments in other chemical sub-sectors and in other jurisdictions.

The environmental issues surrounding agrochemical products facing people today include serious health and ecological problems. Scientific literacy is necessary for students to understand scientific knowledge and get ready for the future world. Therefore, this action research aims to promote scientific literacy, in the area of plant growth by using the Science, Technology, Society and Environment (STSE) approach that consists of 4 steps: 1) motivation; 2) exploration; 3) brainstorming; and 4) decision making. The participants are 35 special program students in grade 11. The PISA-like test and worksheets were used to collect data. Content analysis and triangulation were used to indicate the development of scientific literacy. The findings show that the students have better scientific literacy and higher competencies in explaining phenomena scientifically, evaluating and designing scientific inquiry and interpreting data and evidence scientifically. This study suggests that student collaboration is essential to improve the scientific literacy of students.

This article reports on the implementation of a CURE project in an upper-level analytical chemistry course to engage a larger number of students in research at a primarily undergraduate institution (PUI). The lab course syllabus was modified to provide students with an opportunity to experience the process of conducting research through a project that was relevant to them personally and the community at large. Students carried out research using microwave plasma atomic emission spectroscopy (MPAES) to correlate lead levels in soil with home location, source, and age. Students' self-assessment and surveys suggest that implementing a research project that students can relate to leads to an increased level of mastering analytical skills and demonstration of a higher level of critical-thinking skills. Participation in the CURE project increased a desire and a commitment to engage in independent research and in communicating science through presentations.

In seeking an avenue to save money, an urban city made a choice to alter the drinking water for its residents and created a crisis, which all community stakeholders were unprepared to address. The Flint water crisis has been given national attention by celebrities and politicians, but the long-term issues related to families, children, and educational resources are far from being resolved. Resources have been provided to the community health and education providers, but more assistance is needed and will continue to be required for decades to come. Environmental hazards such as lead poisoning play a critical role in child development. It serves as a wake-up call to national and international communities to examine the water sources available to children.

This experiment combines analytical techniques of solid-phase extraction (SPE) and gas chromatography quadrupole time-of-flight mass spectrometry (GC-QTOF-MS) to determine organochlorine pesticides (OCPs) in river water as a means to develop and improve student understanding of the use of GC-QTOF-MS for qualitative and quantitative analysis. In the classroom, students are presented with the principles and instrumentation of SPE, GC, and QTOF-MS via conventional lectures and question--answer sessions. In the laboratory, they are introduced to the procedure for tuning GC-QTOF-MS and developing a new method, analyzing OCPs in standard solutions to obtain retention times and characteristic ions, employing the mass spectrometry data to conduct library matching, and completing the identification and quantification of OCPs in the river. Additionally, students learn how to deduce the chemical formula of an "unknown" eluent compound by relying on high-resolution mass measurements and isotopic distributions. This method could be applied in the courses of instrumental analysis or environmental analysis. It could be readily adapted to other analytes such as the presence of steroids or other pharmaceuticals.

Because racism is permanently woven into the fabric of American society, the fight for Black equality and liberation is a constant struggle of resistance. Traditionally, a strong method of resistance utilized by oppressed people has been the use of language. Language is a form of symbolic power, a political force utilized to empower those who make use of it. Language is far more than just use of words, however; it is the way meaning is provided to communication. Using data collected from an ethnographic study of school board meetings, this paper will discuss how the educational community of Flint, Michigan, uses language to resist current socioeconomic and sociopolitical oppressions, specifically focusing on their resistance to the Flint water crisis. The findings of this research show that Flint educational members use features of African American Language to resist social, political, economic, and educational oppressions and injustices. Especially evident is their use of cultural values, community consciousness, and field dependency.

Purpose: Agricultural technical education is widely used in Chinese agricultural production to reduce farmers' pesticide overuse. However, the effectiveness of technical education is questioned by scholars who found that it fails to promote farmers' pesticide management. In this study, we aimed to explore whether farmers' interpersonal trust in education staff affects the efficiency of technical education. Design/methodology/approach: A questionnaire-based cross-sectional study was conducted on Chinese vegetable farmers with 117 open field vegetable growers and 119 greenhouse vegetable growers. Data were analyzed using a multivariate regression model. Findings: The results show that technical education can significantly reduce farmers' pesticide application in vegetable production. And the effect of specific guidance is stronger than that of course training. The response of farmers on technical education, as a proxy of farmers' understanding capacity on education knowledge, negatively affects farmers' pesticide costs. More importantly, we find that farmers' trust in education staff could affect the positive effect of agricultural technical education on pesticide application. Practical implications: This study will enable education staff/officers to value interpersonal relationships, which can instruct farmers to turn the pesticide knowledge they received from technical education into production practice. Theoretical implications Promoting farmers' trust in information providers will increase the efficiency and quality of knowledge transmission and transformation in agricultural technical education. Originality/value: This paper highlights the importance of interpersonal trust in agricultural technical education, and offers an available explanation for controversy over on efficiency of agricultural technical education.

Accidental poisonings can occur for children with disabilities as a result of ingesting household products, such as medications and cleaning chemicals, if the products are not stored safely. Behavioral approaches such as behavioral skills training (BST) have been used in previous research to teach safety skills to children with disabilities. However, research suggests that BST is not always effective for teaching safety skills to children with and without disabilities. Thus, the purpose of this study was to evaluate the efficacy of a modified BST package that incorporated a system of least prompts. A nonconcurrent multiple baseline design across participants was used to evaluate the effects of intervention with three 6-8-year-old children with autism. Results showed that BST with the prompt sequence increased poison prevention skills for all 3 participants and the skills maintained at follow-up.

An interdisciplinary course called "The Chemistry of Poisons" was created, featuring organic chemistry, biology, pharmacology, and toxicology content. This exploratory chemistry elective course was created by an instructor with a background in synthetic organic chemistry and a teaching assistant with a background in pharmacy practice. "The Chemistry of Poisons" features an interdisciplinary, student-centered approach to learning that provides a foundation for future academic initiatives to deliver chemical, pharmacological, and humanistic content in a manner that is both enjoyable for students and demonstrably facilitates knowledge and application level learning. Student course feedback and a retrospective survey were used to gauge student-perceived learning achievement. Survey results and feedback were consistent with knowledge and application level learning of course content and preference for interdisciplinary course design. These results warrant further development and study of interdisciplinary strategies for chemical education.

Past studies have suggested that young people lack knowledge regarding food safety, and that food safety education is appropriate for integration into science education since it often involves science knowledge. Thus, this study combined the methods of inquiry-based and game-based learning to develop a computer detective game, called the Poison Riddle, that makes students actively explore food safety knowledge through playing the role of a science detective to solve a task related to food poisoning at home in a virtual world. To evaluate the learning effectiveness of this game, 109 high school students were selected as the research participants. The research findings indicated that this game could help students improve their microbial food safety knowledge. Most students had positive participation perception and gaming behaviors related to the game. In addition, the analysis indicated that the students who successfully solved the game task gained more positive gaming behaviors, food safety knowledge, and significant sequential behaviors compared to those who were unsuccessful in solving the game task.

The human brain is limited by its capacity and incapable of memorizing all information. The memory system evolved to give preference to memory information related to maintaining and increasing individual fitness. We have chosen fungi, a heavily neglected area in science education research, to investigate which kind of information about mushrooms will be better retained by secondary school students. Furthermore, we investigated whether information about mushroom toxicity is better retained when presented only orally or in combination with a written text. The research sample consisted of 160 secondary school students from Slovakia. Pretest/posttest experimental between-subject and within-subject design was used to examine research questions. Data were collected through questionnaires (using a Likert response scale). We found that survival-relevant information (i.e., mushroom toxicity) was retained significantly better than survival-irrelevant information (i.e., mushroom naming and occurrence), but there were no differences in recall between the presentation conditions. Unexpectedly, male students retained information about mushroom toxicity significantly better than female students. Our results suggest that information retention by secondary school students in regard to mushrooms that cause serious poisoning is in accordance with evolutionary predictions and can be utilized by science teachers.

The United States and the World Health Organization have worked to decrease lead exposure in children, but despite these efforts lead poisoning continues to exist in industrialized and developing countries. Prevention is the only way to preclude the health, academic and behavioral problems that occur due to the effects of lead. Public awareness remains a critical factor in prevention as the problem has not gone away, yet research on the effects of lead poisoning on school aged children is largely absent in educational journals. The effect of lead poisoning on health, academics, and behavior is reviewed.

Existing research on opioid misuse and child outcomes is scattered across subfields and nascent compared to scholarship regarding consequences for adults. This scoping review synthesizes studies examining postnatal consequences of parent opioid misuse for children. Findings from 52 studies showed a descriptive connection between parental opioid misuse and a range of adverse child outcomes including accidental poisonings, psychopathology, and child welfare system contact. It was unclear if connections between opioid misuse and child outcomes were due to opioids specifically or to related risk factors. Studies comparing opioids to other substances were inconclusive and few studies measured potential parenting mechanisms that may explain the association between opioid misuse and child outcomes.

Background: Older people with intellectual disability (ID) are at high risk of incidents leading to hospital visits. Method: Through national registers, 7936 people with ID, aged 55+ years in 2012, and a same-aged referent cohort from the general population were identified. Information on diagnoses made in inpatient and outpatient specialist health care during 2002-2012 was collected. Results: Compared to their age-peers in the general population, people with ID were 41% more likely to seek care for effects of foreign body entering through natural orifice, and 92% more for poisoning by drugs, medicaments and biological substances. Conclusions: There is a need to develop and evaluate evidence-based interventions to prevent unnecessary suffering and early death related to poisoning or respiratory diseases among older people with ID. To do this, implementation of risk assessments and increased knowledge of the consequences of poisoning and incidents of foreign bodies entering the respiratory organs are necessary.

Undergraduate students in an environmental chemistry laboratory course were taught QuEChERS (quick, easy, cheap, effective, rugged, and safe), a sample preparation procedure that is commonly used in pesticide laboratories involving an acetonitrile salt-out extraction of fresh produce samples followed by solid-phase dispersive cleanup using a combination of sorbents. The cleaned extract was solvent exchanged into toluene and analyzed for pesticides by capillary gas chromatography-mass spectrometry in selective ion monitoring mode (GC-MS/SIM). Students utilized QuEChERS to analyze spiked and incurred pesticide residues in several types of plant foods and applied GC-MS/SIM for the simultaneous quantitation and identification of pesticides. Several chemistry, laboratory, and instrumental concepts were demonstrated such as sample preparation, aspects of method validation, and interpretation of chromatographic and mass spectrometric results. This experiment received favorable responses from the students because of the "real-world" applicability of the QuEChERS procedure, the use of GC-MS analysis, and concepts transferred from lecture to the laboratory.

Purpose: Small holder farmers are highly vulnerable to changes in climate, as they live on a marginal income, and the crops they depend upon are highly affected by climate. This paper seeks to investigate the impact of climate change on farmers' productivity and their adaptive responses to these impacts. Methodology: One hundred and fifteen small-scale farmers were interviewed throughout Mauritius. A questionnaire was devised for this study and included both close-ended and open-ended questions. Findings: It was found that farmers have observed a net decrease in their crop yield over the past several years, mainly owing to changes in the quantum and pattern in precipitation, and resurgence of pests and diseases. Their only recourse to adapt to these was to increase the amount of pesticides and fertilizers in order to maintain their level of production. This survey finding was validated by a model. Practical implications: This study will enable extension officers to review the advice they normally give to farmers with a view to ensure that farmers respond to the climatic changes by adopting a more sustainable approach of using environmentally friendly measures such as application of organic amendments, non-chemical pest control, reduced fertilizers and pesticides, soil and water management. Theoretical implications: Promoting a shift toward an ecological way of farming will result in less reliance on chemicals and lowered GHG emissions. Originality/Value: The study depicted the weaknesses of the extension services to make farmers shift from their conventional practice toward a sustainable agriculture.

The debate on the use of pesticides is very current in the public media when it comes to topics such as organic farming, bee mortality, and the use of glyphosate. The broad range of pesticide applications and their potential environmental impact makes pesticides an interesting topic for science education in general and for chemistry teaching in particular. This is particularly true when conventional pesticide use is contrasted with current chemistry research efforts to develop alternatives based on the ideas of green chemistry. This paper discusses the potential relevance of pesticides for chemistry education in connection with education for sustainable development. It gives a brief outlook on pesticides in science teaching and connects the topic to socio-scientific issue-based chemistry education. A case study which developed a lesson plan for secondary school students is presented here. It defines pesticides, before focusing on the development of green pesticides as potential alternatives to current products. The lesson is focusing learning about chemistry rather than learning of chemistry in the means that the lesson introduces quite young chemistry learners (age range 15-17) to ideas of green and sustainable chemistry and how green alternatives in chemistry can be assessed and compared to traditional alternatives. Video vignettes of a scientist are used to introduce the topic to students. Finally, both glyphosate as a conventional, industrial pesticide and orange oil as an example of a green pesticide are compared using spider chart diagrams. The lesson plan was cyclically designed by a group of ten chemistry teachers using participatory action research. It was piloted with the help of secondary school chemistry student teachers and then tested in five German secondary school classes (grades 10/11). The use of the spider charts was regarded as especially helpful by the learners, most of whom felt that they had been able to understand the controversy surrounding pesticides.

This paper summarizes an exploratory study probing perspectives of pesticide applicators and educators regarding pesticide licensing and safety training in Idaho. The purpose of the study was to identify lines of inquiry concerning critical learning components for pesticide worker safety. Information was gathered about training practices for pesticide applicators. Adult learning theory provided a foundation for a priori themes combined with grounded theory to explore emergent concepts and categories. Four categories relevant to pesticide applicator safety training emerged from the literature review and interviews: knowledge and learning, worker practices, worker beliefs and attitudes, and the work environment. Understanding why workers take risks is central to developing effective safety training. Providing workers with access to research-based information may reduce risk. Narrative may play an important part in developing educational curriculum. There is a need to develop additional safety education programming that is designed for this specific audience.