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A Qualitative Case Study: Women\u27s Experiences and Challenges at Farmers Markets in India
No full textThis study examines the current experiences of women farmers in the Godavarikhani Farmers Market, Peddapalli district, Telangana, India, guided by two research questions: (1) What are the current experiences of women participating in farmers’ markets in the region? and (2) How do these experiences compare to those documented in prior research on women’s participation in Indian farmers’ markets? A qualitative case study design was employed, with semi-structured interviews of twelve women vendors analyzed thematically within Social Capital Theory (SCT). Five themes emerged: economic and market dynamics, community and relationships, motivations and goals, constraints and challenges, and adoption strategies and solutions. The findings show that women’s participation is driven by economic necessity, social support, and cultural continuity. Bonding and bridging capital were evident in trusted customer relations, peer collaboration, and collective problem-solving. However, linking capital was minimum with limiting access to institutional resources. Comparative analysis underscores region-specific and nationwide barriers, calling for gender-responsive infrastructure and inclusive policy reform
Getting Started: A Case for Intervention Research by School Social Workers
No full textSchool social workers are to be leaders in interdisciplinary collaboration, developing programs and interventions that are evidence-based and data driven. The need for intervention in school settings combined with social work values, provides a prime opportunity to lead through intervention development. The intervention development process is a six-phase process including: problem analysis and project planning, information gathering and synthesis, design, early development and pilot testing, evaluation and advanced development, and dissemination. This process is used to describe the development of the Champions for Teens, a homeless student advocate program, as an encouragement for other school social workers to do design, implement, and disseminate intervention research
A Survey of K-12 Teachers’ Perspectives on Teaching with Generative Artificial Intelligence
No full textThis study investigated K–12 educators’ perceptions of generative artificial intelligence (GenAI) in teaching and learning, examining how teachers use and evaluate GenAI tools in relation to student thinking and classroom practices. Grounded in Bloom’s Taxonomy (1956) and Ritchhart’s (2015) Cultures of Thinking framework, the survey of 73 teachers revealed that while most participants use GenAI for instructional design and administrative efficiency, far fewer employ it to foster higher-order cognitive processes such as application, analysis, and evaluation. Teachers reported benefits in lesson planning and differentiation but expressed concerns about accuracy, ethics, and overreliance. Findings highlighted a critical need for professional development that integrates technical proficiency with pedagogical strategies for using GenAI to promote application, critical thinking, and deeper student learning. The study underscores that GenAI’s educational potential remains underrealized without intentional alignment to human-centered teaching goals
Beginning with Biography Cards: Unlocking Student Potential in Diverse Classrooms
No full textTeachers serving racially, ethnically, and linguistically diverse communities of learners often struggle to enact instruction that is responsive to their unique backgrounds and lived experiences. This paper introduces Biography-Driven Instruction as an instructional framework for advancing enactment of culturally and linguistically responsive/sustaining teaching. It offers the biopsychosocial history of the learner as construct to support deeper understanding of factors that can influence classroom engagement and student wellbeing. It also explores the sociocultural, linguistic, cognitive, and academic dimensions of the culturally and linguistically diverse student biography, which supports teachers to identify assets and strengths that they can leverage to differentiate instruction and support language development and conceptual understanding. The authors provide an array of student biography cards used by teachers in ESL and EFL contexts to illustrate the flexible and adaptable nature of the tool for gathering insights into students’ multifaceted identities to inform lesson planning and delivery
Determining the Spoilage Threshold for Ground Beef Using Multiple Objective Measures
Get PDFObjective: The objective of this study was to determine the point at which ground beef reaches spoilage as determined by consumers.
Study Description: Retail ground beef packages were procured from a ground beef facility and randomly assigned to a storage duration (0 – 14 days) for simulated retail display. Packages were stored in mother bags at 36 to 40°F in the absence of light until placed in the retail case under fluorescent lights on the designated display date. Samples were displayed in three coffin-style cases at 36 – 40°F for eight different display periods (0, 2, 4, 6, 8, 10, 12, and 14 days). Consumer sensory panelists evaluated eight samples for visual appearance, odor, and touch. For each measure, consumers were asked if they would purchase the sample and if they considered the sample spoiled. Trained sensory panelists evaluated the same samples on the same day of display and were asked to evaluate redness, percent discoloration, odor, and touch characteristics.
Results: Consumers were less (P \u3c 0.05) likely to purchase and more (P \u3c 0.05) likely to rate samples spoiled once samples reached 8 days of display for visual appearance, touch, and odor. Consumer evaluation of the visual appearance score of the samples showed the strongest relationship to spoilage, having a high R2 of 0.89 (P \u3c 0.05). Threshold values of 50%, 75%, 90%, and 95% were identified for consumer purchase intent likelihood using multiple objective measures. With an R2 of 0.86 (P \u3c 0.05), trained panel redness scores of 60.15, 73.9, 87.6, and 96.95 corresponded to 50%, 75%, 90%, and 95% likelihood of a consumer purchasing the product. The likelihood of consumers classifying a sample as spoiled (R2 = 0.76) 5%, 10%, 25%, and 50% of the time corresponded with a trained sensory panel redness score of 74.8, 64.1, 48.4, and 32.7, respectively. Overall, consumers’ opinion toward the product’s appearance plays the biggest role in their purchase intent and assessment of spoilage as opposed to touch and odor.
The Bottom Line: Though many changes were identified throughout the retail display period, the change in color from a bright, cherry-red to brown was shown to be the most important factor considered by consumers when they identified whether or not samples were spoiled; therefore, maintaining beef in a bright, cherry-red state is crucial to maximizing value
2025 Cattlemen\u27s Day Full Report
Get PDFThis report includes research conducted in 2024 on beef cattle management, nutrition, and meat science conducted at Kansas State University. Specific topics include effects of prescribed burning and grazing in the Flint Hills, feeding techniques and methods in feedlots, nutrition supplements for improved health management, and beef thawing methods and consumer preferences
Archives & Primary Sources Handbook
Get PDFThe Archives and Primary Sources Handbook is an open access, peer-reviewed textbook for those who want to learn more about handling and using archival and primary source materials, as well as a handbook for those who are teaching others. The handbook provides learners with the context and practical skills to make sense of the archival and primary source materials they may encounter in their research and classes. Additionally, the handbook provides educators with material and activities to guide students through a learning experience. The chapters predominantly feature open access, publicly available primary source materials.
The handbook is comprised of three sections:
Reference: This section includes encyclopedia-style chapters that provide context and aids researchers and learners in understanding how archival collections and the materials in them work and can be “read.”
Lesson Plans: This section includes activities and classes that can be used as written, or modified, by educators.
Pedagogy: This section includes educational theories and practices that inform teaching with primary and archival sources.
Types of archival and primary sources explored include textiles, photographs, maps, periodicals, and diaries. Readers will learn about fundamental archival resources such as finding aids, analysis methods such as reading photographs or zines, and applied archival practices such as establishing environmental conditions in an archival collection. Educators will find lesson plans, pedagogical practices, and information about evaluating and incorporating learning tools and platforms.https://newprairiepress.org/ebooks/1057/thumbnail.jp
Mapping the story: A collaborative art-based inquiry into the role of narrative in adult education
Get PDFThis study examines the role of story and storytelling in our life-long meaning-making processes through art-based methods, creating webs of resonance between storytelling and adult education theories
Success in Online Courses: Instructors’ Perception of Caring Practices for Adult Students
Get PDFThis session presents a pilot study that explores instructors’ perceptions of care for adult students in online courses, and relationship between their perceptions and experience as an adult student
Book Review: Happy Money: The Science of Smarter Spending
Get PDFBook Review: Happy Money: The Science of Smarter Spendin