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

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

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

The purpose of this study is to document the experiences, services, and programs provided to displaced university students from Puerto Rico and to offer recommendations to educational and community agencies regarding effective integration after a natural disaster. Through in-depth semi-structured interviews, this qualitative phenomenology study consisted of collecting oral histories of six displaced university students from Puerto Rico who relocated to Southwest Florida after Hurricane Maria. The analysis of the data indicated three themes, including (1) trauma after hurricane, (2) challenges and needs during relocation, and (3) conflicting feelings about the homeland and the United States. Although immediate, basic needs were met soon after relocation, in-depth, social-emotional needs, such as dealing with trauma and becoming acculturated in the new culture, remained unanswered. Recommendations are provided to higher education administration, professionals in education, and community agencies.

A relevant, well-crafted emergency plan can help schools most optimally return to normal following a disaster. During this time, educators find themselves facing unintended responsibilities like operating on the front lines of providing social-emotional support for their students. Researchers conducted 115 interviews with educators impacted by Hurricanes Harvey and Matthew in Texas and North Carolina to assess their mental health and their school's role in returning to normal. Findings suggest that emergency plans often did not take into account the social-emotional factors of recovery. This paper seeks to provide insight into the experiences of educators following a disaster and propose elements to consider in revising school emergency plans.

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

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

This theoretical article proposes using statewide weather-observing networks (Mesonets) to support data-intensive, issue-based teaching of atmospheric topics in middle and high school science. It is argued that the incorporation of this new technology and its affordances into the school curriculum can drastically change the ways that atmospheric topics are taught and learned in classroom settings, from dull lectures to engaging explorations of weather phenomena with potential not only to spark in-the-moment curiosity but also long-term interest in STEM. However, this educational revolution is contingent upon the availability of instructional materials that are pedagogically sound and developmentally appropriate. School-aged students require strategic instructional design and supportive pedagogic scaffolding to pursue their curiosity feelings and develop a motivational profile that is conducive to interest in STEM (self-efficacy, outcome expectation, etc.) as well as situational awareness. In addition to articulating the theoretical underpinnings of this proposition, an account is provided of ongoing efforts to turn this cutting-edge scientific technology into a curriculum space for students to explore weather phenomena, conduct map-based inquiries, and engage in data-based deliberation in the context of real-world issues. Centered on the provision of investigative cases that are locally situated and relevant to students' lifeworld (place), the Backyard Weather Curriculum is presented to illustrate how this can be accomplished through the adoption of a place-based approach wherein relevance serves as an essential design principle for curricular development and enactment. Such curriculum, it is argued, can help promote student development from curious explorers to inquirers with a deep epistemic interest in STEM.

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

The decision of whether and where to attend higher education is an inherently geographical decision. Amongst the structural inequalities that determine how decisions about higher education are made are a number of complex socio-spatial factors ranging from proximity of higher education institution to place of residence and availability of transport options, to national and locally-specific expectations of undergraduate mobility and personal relationships of belonging to place. This article situates these multi-layered factors in the particular geographical context of the United Kingdom (UK), and more specifically in the small islands that surround the UK, presenting findings from a multi-sited case study of three island colleges. The article adapts the language of cost and price, commonly used in discussions of social mobility, arguing for the importance of considering place and geographical mobility for higher education as part of the balancing of financial and social risks, benefits and investments that structure higher education decisions. Focusing on three aspects of cost and higher education -- costs of tuition, living expenses and travel expenses -- the article asks how place and mobility shape higher education decision-making in the often-ignored context of the small island, and what might be learned from these contexts about the workings of geographies in places with more familiar and therefore more naturalised relationships to higher education.

We propose the formal inclusion of the K-12 education system as a critical step to achieving the National Weather Service's (NWS) vision of a Weather Ready Nation (WRN). The WRN is a NWS initiative to build resilience within the U.S. population to extreme weather, water, and climate events, and includes considerable research investments in science and technology and social, behavioral, and economic science (SBES). The SBES research has been focused on weather communications/messaging and development of impacts-based products, with the goal of better-informed decisions by the public during hazardous weather. While there is a long history of educators working with meteorological professionals on educational initiatives within the K-12 system, the majority of these efforts have involved individual educator initiatives. We believe that including K-12 educators as formal stakeholders in the NWS WRN strategy is one of the most effective ways to reach the greatest segment of the population, and our limited literature review reveals evidence of educational efforts leading to better preparedness. We suggest that formally integrating K-12 educators as partners can best be accomplished by creating a committee of NWS meteorologists, emergency managers, school administrators, and faculty in order to ensure that each partner's concerns are addressed. The curriculum itself should be designed to "connect the dots" from meteorological theory to hazardous weather, hazard products and understanding them to make safe, informed decisions during dangerous weather. We recommend testing this curriculum through a pilot study in a single district or school, with a longitudinal component to monitor its effectiveness.

The comprehension and calibration of 54 undergraduates were investigated as they read excerpts from an introductory geology textbook on weather and soil in print and digitally. All excerpts were approximately 1600 words in length and contained a graph, a diagram, and three photographs that complemented or extended the written text. Each student read two texts with medium and topic counterbalanced. Prior to reading, the students completed a demographic survey, rated their topic familiarity, and completed two topic knowledge pretests. They next read one chapter on either weather or soil in print or digitally and then answered a series of short-answer questions. The questions drew on content from the written text only, visuals only, or both. The same procedure was then repeated in the other medium. Analyses indicated processing multimodal texts in print was significantly more advantageous than processing those same texts digitally, and this difference was more pronounced for questions focused on visuals only. Students' self-rated topic familiarity was compared to their demonstrated topic knowledge for weather and soil and their predicted comprehension performance was compared to actual comprehension performance. Results showed that undergraduates' calibration was poor overall, but comprehension was overestimated more often when students read multimodal texts digitally.

Background: Natural disasters, such as hurricanes, can have lasting impacts on a community Purpose: This research evaluated how participation in an STEM education intervention after an ecological disaster affected students' persistence, resilience, and STEM identity Sample: Hurricane Florence impacted college students (N = 50) were recruited Design and Methods: Participants completed pre-test, post-test and daily diary measures before, during and after they completed an intervention where they collected forestry data in their home hurricane-impacted communities Results: Participants reported higher STEM identity following the intervention learning experience. Daily interest and enjoyment in science was higher on days when they reported more positive experiences. For resilience, for male students, but not female students, the learning opportunity fostered resilience. Male students reported higher STEM identity on days when they reported more positive learning experiences Conclusion: These findings highlight the benefit of STEM education learning opportunities, particular for disaster-impacted students.

The objective of the present study was to examine if the Outcome Bias also occurs in pilots flying under instrument flight rules (IFR). In a scenario-based survey, 60 pilots evaluated weather-related decisions made by hypothetical pilots. Participants rated the decisions as better, less risky, and regarded the probability that they would have made the same decision as higher when they were followed by a positive outcome, than when they were followed by a negative outcome. This effect showed likewise for novice pilots and for experienced pilots. These findings could be relevant for the flight-related decision-making of pilots, which sometimes is affected by the decisions made by third-party pilots. In particular, decisions made by other pilots that have led to positive outcomes might be hastily followed, whereas those that have led to negative outcomes might be hastily rejected.

In this study, we propose to analyse students' drawings using the Semiotic Cultural Psychological Theory (SCPT), a socio-cultural psychological model that integrates semiotics with dynamic systems theory. According to the SCPT framework, students-generated drawings can be analysed in terms of generalised meanings, i.e., implicit assumptions about the represented content. We applied SCPT to identify a set of generalised meanings about seasonal changes and to investigate whether they depend on students' grade level. We used a draw-and-explain task to collect drawings and written explanations about seasonal changes produced by 495 Italian 8th grade (N = 196) and 9th grade (N = 299) students. The analysis was based on Multiple Correspondence Analysis and Cluster Analysis. Five generalised meanings about seasonal changes were identified: (1) Climate; (2) Static Earth -- Sun; (3) Moving Earth -- Sun; (4) Rays -- Earth; and (5) Moving Earth--Orbit-- Sun. The emerging generalised meanings were significantly associated with students' written explanations and grade level. Moreover, generalised meanings were informed by the cultural conventions adopted in textbook representations about seasonal changes. Findings suggest that the SCPT framework can be productively used to analyse students-generated drawings about natural phenomena and to detect specific features of textbook representations that can impair the development of appropriate scientific knowledge.

The aim of this study was twofold: (a) to carry out an in-depth investigation of teachers and parental views regarding outdoor play and learning, and (b) to examine the extent to which the objectives and goals related to outdoor play and learning were documented within the school curriculum. The data were collected qualitatively from 12 teachers and 35 parents whose children were enrolled in one school. Data collection occurred through observations, semi-structured interviews, and document analysis. It was shown that parental concerns relative to the weather, children's hygiene, and safety of play, influenced the outdoor practices of teachers as well as the children's access to the outdoors. Teachers' monthly plans also differed based on seasonal weather changes and differences in age groups. The findings shed light on the need for mutual communication and collaboration between teachers and parents regarding the benefits outdoor play and learning provided to children.

Purpose: To explore smallholder farmers' decision-making for climate adaptation in the mountainous areas of Central Vietnam, in order to target extension efforts. Design/Methodology/Approach: The study focussed on Th?a Thiên-Hu? province, utilising commune meetings, key informant interviews and a survey of 302 households as data collection methods. Findings: Smallholder farmers in the study region are undertaking short-term, reactionary adaption. In particular, ethnic minority farmers are not following a full range of steps in their decision-making, instead moving from the identification of climate impacts to implementing (other farmers') actions at scale. Practical implications: Short term adaptation and reliance on other farmers suggests that bonding social capital in the study sites is favourable but development of bridging and linking social capital through a greater network of agricultural advisory services could improve farmers' perceptions of climate risk and subsequent adaptation strategies. Theoretical implications: The study adds to the literature on farmers' decision-making for climate adaptation. Specifically, it provides insight regarding extension programme design, based on data of farmers' adaptation decision-making. Originality/value: Much has been written on farmers' adaptation to climate change. This paper focuses explicitly on the steps of that decision-making for the purpose of targeting extension programmes to support sustainable development.

The basics of climate must be understood to have a climate literate populace. Understanding climatic change is a wicked problem. This work identifies three foundational content challenges to climate and climate change education, discusses them thoroughly, and offers graphics and conceptual models to address this content in the classroom. The three concepts covered are: 1) conflation between weather and climate, 2) understanding the differences among spatial and temporal scales of climate, and 3) distinguishing between natural climate variability and human-driven climatic change. The goal of this work is to offer science-based pathways for teaching important concepts in climate change education.

This paper aims to present findings from a doctoral study on the underexplored practice of outdoor education in the Middle Eastern country of Lebanon. I first propose a working definition for outdoor education before introducing the study's findings that sought the perspectives of 30 Lebanese public and private primary school educators toward outdoor education and its integration in their teaching practice. Several perceived outdoor education benefits emerged from the participants' narratives, including the promotion of the children's emotional wellbeing, creativity, and motivation to learn. They also suggested many implementation challenges related to safety concerns, covering the concentrated curriculum, securing necessary funding, and weather conditions. Furthermore, the educators offered various ideas to integrate outdoor education in teaching languages, sciences, and social studies as well as in addressing environmental issues. I later discuss the findings and propose a set of recommendations to support the provision of enhanced outdoor education experiences.

This paper explores what place means for early childhood education at a time of global environmental precarity. We draw on fieldwork in Arctic Norway, where kindergarten children spend time with snow for more than half of the year. Children's movement attunes to the nuances and diversity of the snow, as seasons, temperature, light, wind and weather change the consistency of snow and the possibilities for what can occur. The paper presents data of children walking in deep snow during an ice-fishing trip, a practice known as 'grynne', asking what we can learn both about the moment-by-moment attunement between child, snow and place necessary to grynne, and the paths of movement left behind in the snow afterwards. We draw on Manning's work in order to trace the major and minor gestures running through grynne, as an analytic starting point for educators considering the role early years pedagogy might play in planetary sustainability. Thinking beyond the notion of humans as masterfully in control of environment, Ingold's notion of correspondence offers a counter, advocating for a 'lifetime of intimate gestural and sensory engagement' as a way of learning to attune more deeply to place and take seriously the way in which place and humans mutually shape each other. In a place where seasonal temporality matters, in extreme ways that change how children's bodies can move, we consider what children's entanglement with snow can teach us, educators as well as researchers, about education for sustainability.

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

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

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

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

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

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

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

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

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

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

Active participation in the outdoors is beneficial for health and wellbeing. However, the impact of extreme weather, particularly heat, on safe participation is causing concern for organisations who lead these activities. Local mitigation strategies and acute management of heat- and sun-related illness (HSRI) are generally well understood by researchers and medical practitioners, however, cases continue to occur so further understanding of why this happens is required. This study aimed to identify the number, nature and contributory factors of HSRI in Australian led outdoor activities in order to seek opportunities for their prevention. This study presents a descriptive analysis of contributory factors to HSRI occurring during led outdoor activities. Cases were prospectively collected across 3 years (2014-2017) from a national Australian incident reporting system. Cases were included by identification of keywords linked with sun or heat exposure. From 2,015 incident cases, 48 cases were included: 25 termed heat stroke and 23 as "other adverse outcomes related to sun or heat." One in three (35%) cases occurred during outdoor walking or running, and one in four occurred while camping. A total 146 contributory factors were identified. These factors were attributed to the activity participant (e.g. competence, decision making); equipment and resources (e.g. food/drink, dehydration); and environment (e.g. hot weather.). Mild to moderate HSRI was identifiable by signs/symptoms. Contributory factors were linked to the individual participant. Potentially, these factors could be mitigated through system focused approaches. Awareness of wider responsibility for preventing HSRI should be promoted across led outdoor activities.

Adaptations for specific cultural populations are needed to respond to children affected by natural disasters. After Hurricane María, we provided disaster response training to mental health professionals and Disaster Response Play Therapy services to children in Puerto Rico. In this article, we describe culturally specific, field-tested preparation and procedures to promote Puerto Rican children's mental health after disasters. We recommend cultural adaptations for training mental health professionals and providing children's disaster response in Puerto Rico.

Skin cancer prevention efforts in Australia have increasingly incorporated a focus on protection during incidental sun exposure. This complements the long-present messages promoting protection in high-risk settings and avoidance of acute intense bouts of sun exposure. Data from two waves of a cross-sectional direct observational survey was used to assess the prevalence and correlates of N = 12,083 adolescents' and adults' sun protection behavior (arm and leg cover, hat, sunglasses, and shade cover). Individuals were observed in public outdoor settings in Melbourne, Australia during peak ultraviolet (UV) times (11 a.m.-3 p.m.) on summer weekends. Settings included pools and beaches, parks and gardens, and for the first time in 2018, outdoor streets and cafés which may capture more incidental forms of sun exposure and represent another public setting where Australians commonly spend time outdoors. Females and older adults were consistently better protected than males and adolescents. Physical activity was strongly associated with low shade cover across settings. Weather was more strongly associated with sun protection at outdoor streets/cafes and parks/gardens than at pools/beaches but use of observed sun protection (particularly arm cover and covering hat) was low across settings. Continued public education about UV risk and its relation to weather and the seasons is needed to promote the routine use of multiple forms of sun protection during outdoor activities in peak UV times, especially among males and adolescents. Findings also highlight the importance of considering activity demands of public spaces in shade planning to optimize sun protection during outdoor activities in public spaces.

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

Periods of extremely hot and cold weather can cause significant mortality and morbidity in both temperate and more extreme climates. In the UK, their occurrence prompts the issuing of number and colour coded warnings providing an assessment of the level of risk. These are designed to minimize health impact by prompting timely and appropriate mitigating actions by the public. Drawing upon the interdisciplinary notion of framing, I report on a study that identified a central role for language in mediating how these warnings are interpreted and evaluated. I use an innovative approach that combines the quantitative tools of corpus linguistics to identify the language used to represent warnings and the risks of extreme temperature in the mass media, with qualitative analysis of focus group discussions of typical texts. A comparison of both datasets indicates a multi-layered interactivity between the myriad ways in which language can give salience to aspects of a risk scenario and an interpreter's knowledge and perception of a threat, and that underlying such interactions, is the conceptualization of risk as scalar property.

Numerous studies illustrate the value of simulations or project-based learning approaches to enhance the learning of science. Simulations can help students connect across macroscopic, microscopic, and symbolic representations of scientific phenomena, while project-based learning can provide a meaningful narrative and activities for students to engage in. Despite such studies, less is known about simulation sequencing within project-based learning and how such sequencing may influence conceptual understanding. This study investigates such simulation sequencing within an online-supported project-based learning unit that focuses on a drought narrative to teach solution chemistry concepts for 10th graders (n = 72). Specifically, we compare two treatments with students randomly assigned to using a simulation before (planning treatment; n = 37) or after (reflection treatment; n = 35) the design of desalination units. This quasi-experimental study includes a pre/post conceptual test, embedded conceptual measures, a student questionnaire, a teacher interview, and classroom observations. Results show significant pre/post gains for all students on solution chemistry concepts. Findings show no overall difference between the two treatments. Student and teacher comments, and classroom observations illustrate affordances and constraints for teaching solution chemistry concepts through a technology-supported project and point to future directions for iteration. We discuss the implications of this work for future technology-supported projects and science education.