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Becoming Trauma Responsive
Get PDFAcademic success is the goal of any educator. However, one of the current challenges educators face is helping students feel safe and ready to learn so they can be successful in the classroom. Teacher education programs have traditionally focused on developmentally appropriate behaviors, pedagogy, and effective classroom management techniques. However, there is an ever-growing need in schools to better support students who have experienced traumas.
The Becoming Trauma Responsive documentary and subsequent eBook companion was developed to serve as a practical guide and a small dose of professional development on applying neuroscience and a trauma-responsive lens with practical ideas for implementation.
This eBook provides a quick overview of trauma, how it impacts students and children, and what can be done to better understand and support the needs of students and individuals impacted by trauma. To be as inclusive as possible, all educators, mental health providers, and caregivers are acknowledged by using the term “helpers” to identify those who are interested in supporting children in grades P-12.https://newprairiepress.org/ebooks/1058/thumbnail.jp
The Extent of Gender Integration Within Technical Guidance on Smallholder Agricultural Commercialization: A Scoping Review
Get PDFThis scoping review explored the extent to which gender and women\u27s empowerment concepts have been integrated within technical guidance that extension and development practitioners may use to guide their facilitation of smallholder agricultural commercialization. Past studies show that gender disparities persist and may be exacerbated by shifts in smallholder agricultural commercialization, reinforcing the need for this review. The scoping review and its qualitative analysis of technical expertise and resources found online (e.g., handbooks, guides, etc.) were framed using the Reach-Benefit-Empower-Transform (RBET) framework. Three central conclusions were derived from the review. First, simply analyzing the inclusion of words for gender or women’s empowerment in technical materials does not reveal whether they address gender issues in substantive ways. Second, significant gaps were apparent in the gender integration (or lack thereof) within materials focusing on finance and digitization/e-commerce for smallholder agriculture presenting a critical area for further exploration and investment. Third, significant discrepancies between gender integration in documents with a gender emphasis and documents with other commercialization foci suggest gender experts and experts on other topics in smallholder commercialization often work in silos without effective collaboration
Towards an Anti-Colonial Turn in Science and Mathematics Education: Centering Indigenous Ghanaian Knowledge
Get PDFThe integration of Indigenous knowledges into education is increasingly recognized as integral to creating culturally relevant and sustaining pedagogies, particularly in mathematics and science. This study explores Ghanaian primary school teachers’ knowledge and understanding of Indigenous Ghanaian knowledges (IGK) and their potential integration into classroom practice. Employing an Indigenous research methodology, data were gathered from 20 teachers through sharing circles, conversational inquiry, and a collaborative co-creation workshop. Findings reveal that teachers hold substantial knowledge of Indigenous epistemologies and recognize their relevance to mathematics and science education. However, in Ghana, significant barriers hinder the integration of these knowledges into formal education. These include a colonially rooted curriculum that marginalizes Indigenous Ghanaian knowledges, limited pedagogical training, and societal misconceptions that frame Indigenous knowledge as unscientific. Teachers articulated three distinct approaches to Indigenous knowledge integration into mathematics and science curricular: the Practical Inclusionist, which views IGK as supplementary; the Critical Incorporationist, which positions IGK as equal to Western knowledge systems; and the Integrativist, which centers IGK as foundational to teaching. Through the co-creation sessions, teachers developed exemplar lesson plans that meaningfully embed their distinct indigenous knowledges in core scientific and mathematical topics. This study highlights both the challenges and possibilities of integrating Indigenous Ghanaian knowledges into formal education and calls for a reimagining of Ghana’s mathematics and science curricula to embrace epistemic plurality and affirm Indigenous knowledges as vital to the future of science and mathematics education
Environmental & Architectural Phenomenology Vol. 36, No. 1
Get PDFBesides “Items of interest,” and “citations received,” this issue of EAP includes book notes on geographer Paul Merriman’s Space (2022); philosopher Timothy D. Mooney’s Merleau-Ponty’s Phenomenology of Perception (2024); theologian Benjamín Valentín’s Touched by This Place (2024); and a reprint of naturalist Paul Krafel’s Shifting (2024). There is also an “in memoriam” section for archeologist and anthropologist Christopher Tilley, who died in London in March 2024. In part, he was known for his highly innovative efforts to use first-person phenomenological method to picture how ancient peoples experienced and understood the landscapes and places in which they found themselves. Longer entries begin with independent researcher Stephen Wood, who introduces the possibilities by which aquatic life may have lived connections to the dialectic of darkness and light via such phenomena as water depth and terrestrial location. Next, Israeli architect Nili Portugali discusses her design efforts to implement the theory of wholeness developed by American architect and architectural theorist Christopher Alexander. Portugali’s real-world focus is her design of an apartment house in Tel Aviv, Israel. She considers how her envisioning and building this structure are grounded in and actualize Alexander’s understanding of making environmental and place wholeness
Metagaming in Tabletop Roleplaying Games
Get PDFThis article explores the phenomenon of metagaming as it occurs in tabletop role-playing games. A preliminary literature review into the phrase metagaming yields the foundation for defining the various aspects of what metagaming has come to encompass. Utilizing the work of Carter, Gibbs, and Harrop (2012), multiple meanings of metagaming are clarified and elaborated upon. The author posits the development of two unique facets of metagaming within tabletop role-playing games: mechanical and narrative metagaming. It concludes with a discussion on the morality of utilizing metagaming processes during gameplay
Should we be Afraid of an Infodemic?
No full textSince the COVID-19 pandemic, webinars, gray literature, and studies on the infodemic have proliferated, and it has been stated that the COVID-19 infodemic is as dangerous as the epidemic itself. Excess information and the dissemination of false information have been considered threats after every technological revolution that increased the spread of information. As they have done in past centuries, individuals in the digital age continue to develop adaptive strategies. Social media users exhibit discernment, and the impact of false information on their beliefs is limited. Its impact on behaviors, such as COVID-19 protective measures and vaccination, has not been demonstrated. There is no need for specific efforts to combat the “infodemic.” As in the past, combating false information today essentially involves implementing best practices in public health communication
High School Agricultural Communication Competencies: A National Delphi
No full textThis national study aimed to establish a current consensus on the competencies required for high school students completing agricultural communication courses. Additionally, the study identified the ideal introductory level for each competency. It offers an updated overview of the key agricultural communication competencies for high school students. The results of this study build on previous studies identifying competencies needed for high school agricultural communication courses. This study was conducted through a two-round Delphi study, in which the panel of experts consisted of high school agriculture educators who teach agricultural communication courses from across the United States. The researcher found an additional six agricultural communication competencies needed in high school agricultural education. The results showed that three competencies (pre-identified) did not reach the level of agreement necessary to be considered important in a high school agricultural communications curriculum. The researchers suggest that these findings should be considered when creating a standardized curriculum for high school agricultural communication courses
Developing Collaborative Communicators: A Qualitative Case Study of Student-Scientist Partnerships and Project-Based Learning Experiences
No full textAs scientists are called upon to communicate their research, it is important to prepare upcoming science communicators to collaborate with science experts to develop effective communication. Agricultural and natural resources (ANR) communication college students could gain experience working with scientists through project-based learning (PjBL). However, little is known about the experiences of scientists and students collaborating in PjBL courses. The study evaluated scientists’ past science communication experiences, how they prepare to communicate with the public, and their perceptions of collegiate students’ science communication projects featuring their research. We conducted pre-/post-interviews with ANR scientists (n = 18) who participated in student-created photo essays and electronic field trips via three PjBL courses. Results included the following themes: a) Scientists’ past science communication experiences were influenced through media consumption and education, sharing science with others, and prior work experiences before their current position, b) Some scientists did not prepare for science communication and engagement, while others tailored their messages to the audience and practiced ahead of time, c) Scientists were satisfied with the overall products the students created, yet they suggested future improvements to time management and writing quality. Future recommendations include science communication training for scientists to: a) develop skills in simplifying complex scientific concepts while maintaining accuracy and building confidence and b) tailor the message to the audience, with adjustments to language, content depth, and delivery style. Finally, we recommend implementing an ANR communication PjBL curriculum to foster collaboration between scientists and college students, co-constructed communication, and real-world project development
Weather Information, Tribune, KS 2024
No full textSummary of 2024 weather for research conducted at the research locations included in the 2025 Western Kansas Agricultural Research report
Production Practice Effects on Cotton Growth and Development in Thermally Limited Kansas
No full textDeclining water well capacities across southwest Kansas and the High Plains have forced many producers to reassess crop selection for their irrigated acreage. One strategy that could stabilize irrigated acreage as well as on-farm economic returns and potentially reduce the rate of aquifer depletion is the incorporation of more drought-tolerant crops like cotton. However, in thermally-limited cottonproducing regions like southwest Kansas where the growing season is relatively short, regionally-focused management practices are essential to avoid yield and quality penalties due to the narrow production window between planting and physiological maturity. The objective of this study was to determine the impacts of planting date, seeding rate, variety, and irrigation level on cotton yield formation factors including square and boll initiation/position/retention as well as locks/boll, seeds/lock, and lint yield in the 2024 growing season at Garden City, KS. In this study, cotton yield components were most responsive to seeding rate followed by planting date and then variety maturity. Cotton yield components were least responsive to irrigation rate. Results showed stand density was slightly decreased under the high irrigation rate compared to the low irrigation rate and proportionally impacted by seeding rate in the order of 75,000 \u3e 50,000 \u3e 25,000 seeds/a. End of season bolls/plant were greater under the low seeding rate compared to the medium and high seeding rates. Locks/boll were unaffected by any treatments. Seeds/lock were greater with the early planting date than the late planting date. Cotton lint yield was greater with PHY 205 than PHY 332 and greater with the early planting date than with the late planting date. Lint yield was increased with increasing seeding rate in the order of 75,000 \u3e 50,000 \u3e 25,000 seeds/a. Plants/a was the only yield component significantly correlated with lint yield. Lint percent was greater with PHY 205 than PHY 332 and greater with the early planting date than the late planting date. Lint percent was greater with the highest seeding rate than the lowest seeding rate. These results underscore that successful stand establishment is essential to success with cotton in thermally-limited Kansas