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Student translators at the College of Language Sciences take a Media and Political Translation course in which they translate the latest news stories, media and political texts and terminology. This study proposes a model for integrating Gaza-Israeli war terminology and texts in translation instruction to familiarize the students with terminology such as names of weapons (grenades, mortar, drones, missiles, Merkava, Cornet anti-armor, mortar shells), toponyms(Khan Younis, Maghazi, Sderot, Ashkelon), crossings (Rafah, Erez), Jihadist groups and brigades (Islamic Jihad, Golani), military actions (incursion, bombing, shelling, genocide, displacement) war metaphors (target bank, carpet bombing, scorched earth, fire belt, Philadelphia Axis, Hannibal's plan), (UNRWA, Gaza hospitals, starvation, humanitarian aid) and others. English and Arabic texts can be collected from mainstream media as RT, BBC, CNN, Al-Jazeera and Al-Ghad. A class blog can be created for posting translations, corrections, discussions, and feedback. The students can practice full, summary, and conceptual translation and avoid word-for-word translation. They can watch news stories about the Gaza-Israel war, write a summary translation of it and receive comments and feedback. Beginners can translate short news excerpts (few lines). Students make sure their translations are cohesive, make sense and are easy to read. Students should use Google Translate and artificial intelligence (AI) with caution and should read the same news story in both English and Arabic to get used to the terminology and their equivalents. The instructor serves as a facilitator. Further instructional guidelines and recommendations are given.

This study investigated the digital existence of the food bank users in a university town in Texas, and subsequently, aligned with the research's pragmatic focus, the researchers designed a training model for these food bank users. Two research questions guided the study: What are the digital existence levels of the food bank users, and what training model would best serve these food bank users? Data were collected by means of a survey from 230 individual food bank users representing households. Additional data included observations and conversations with food bank staff, and documents and materials from the site which provided deeper insights. The study found that the food bank users (1) had little to no broadband connectivity; (2) possessed limited digital devices which revealed significant barriers to their digital existence; and (3) had feelings of desperation, vulnerability and isolation. Regarding training offered at no cost, the food bank users did not show much interest, which was attributed to the food bank users' insufficient digital knowledge. The three-level training model was designed with the following objectives: (1) Prepare participants for training; (2) introduce the concept of "digital;" and (3) teach basic computing and cybersecurity skills. To implement this training, an interactive learner-centric model was created demonstrating collaboration among university instructors, volunteer students and the food bank staff. The study concluded that to exist in digital societies affordable broadband connectivity, needs-based devices, and continual support and training were needed for such underserved groups.

A First-Year Seminar course was designed using high-impact practices supporting food justice at a university serving mainly urban, minority, Hispanic, and first-generation students. The course was initially taught using participatory experiential learning but without service-learning. After an urban farm was added to campus to support the institutionalization of a garden-based service-learning program, the course was redesigned to add a service-learning component. Students were required to work at the farm composting, cultivating, and harvesting food for distribution to fellow food-insecure students for a minimum of ten hours throughout the semester. Service-learning students, as opposed to participatory experiential learning students, reported overall greater satisfaction with the course and its activities, had a 3% higher grade point average and a 9% lower drop, fail, and withdrawal rate. Service-learning students expressed a connection to campus community, a sense of feeling cared for, greater awareness of food justice issues and the ability to work toward community-based solutions and grow their critical consciousness. The added service-learning component significantly improved course outcomes and provided much needed assistance in the development of a new garden-based program.

The aim of this paper is to explore high school students' critical consciousness development in the context of youth participatory action research (YPAR) focused on food security at an alternative school in Alabama. The YPAR project took place in an elective agriscience class with 10 students (Seven Black, two white, one Latino) who were in the 10th to 12th grades. Utilizing data from researcher notes, classroom observations, and archival classroom documents, we present students' YPAR project outcomes to share their research-driven solutions to food insecurity in their community. Vignettes of classroom dialogue are also constructed to illustrate moments of reflection in the YPAR context about food security. We present three "critical moments," or instances of social analysis, to illustrate how students' individual-level attributions occurred alongside teacher dialogue and student-led investigation of structural inequities in the community. Findings illustrate how students' nonlinear critical consciousness development consisted of reliance on individual-level attributions in classroom dialogue co-occurring with systems-thinking activities and other YPAR project outcomes. This paper has implications for research on the imperfect and wavering nature of adolescent critical consciousness development in YPAR.

Research Question: A sizable portion of college students experience food and housing insecurity, which poses a roadblock to fully and successfully engaging in higher education. In light of these complex challenges, we ask: "How do Florida College System (FCS) institutions meet the basic needs of their students?" Methods: To answer the question at hand, we conducted an embedded single case study of the FCS. Between 2014 and 2019, researchers traveled to 21 Florida colleges on one or more occasions to speak with college presidents, administrators, faculty members, advisors, academic support staff, and students. In total, we gathered data from 1,379 people through 213 focus group sessions and 20 individual interviews. Results: From these data emerged evidence of the extensive services and support programs provided by FCS institutions, ranging from food and housing assistance to clothing, transportation, and childcare. Such initiatives aim to meet the chronic, daily needs of students and their families, as well as acute needs that arise out of local disasters and crises. Contributions: The findings of this study contribute to the literature on the mission of community colleges. While these support programs address needs traditionally considered non-academic, participants suggest that they are essential to fostering student success. By meeting students' physiological and safety needs, institutions can better accomplish their academic goals of remediation, transfer, vocational training, and contract education, particularly among students who have been traditionally excluded from higher education. The findings also highlight the importance of acknowledging the needs of students' families when providing support.

Objective: The purpose of this paper was to examine variables associated with food insecurity among community college caregivers during the COVID-19 pandemic. Methods: We used data from a multi-institutional survey of 15,051 caregivers enrolled at 130 community colleges in 42 states in fall 2020. We used a logistic regression to examine whether demographic, academic, caregiving-related, financial, or COVID-19-related variables were associated with caregivers' food insecurity. Results: Over half (52%) of community college caregivers experienced food insecurity. Transgender caregivers, first-generation caregivers, and caregivers who were divorced or single, had multiple disabilities, were previously in foster care, and had a family that experienced trouble making ends meet growing up had significantly (p < 0.05) higher probabilities of experiencing food insecurity. Community college caregivers who used childcare and those with at least one child up to 12 years old also had increased probabilities of experiencing food insecurity. Moreover, caregivers who felt childcare was not affordable and believed that they did not earn enough money to make employment worthwhile after paying for childcare expenses had higher probabilities of experiencing food insecurity, as did those who experienced housing insecurity and used Pell grants, student loans, and support from friends or family to pay for college. Losing a job, experiencing cuts to work hours or wages, employment as a frontline worker, and contracting COVID were associated with higher probabilities of food insecurity. Contributions: Community college caregivers experienced high rates of food insecurity during the pandemic and some caregivers were at greater risk of exacerbated probabilities of food insecurity. We advocate for targeted interventions, wraparound services, and increased advocacy for legislation to support student caregivers.

Low yield/hectare gains, food insecurity and environmental unsustainability are challenges experienced by the agriculture sector in Ethiopia despite substantial government investment. Although there are many factors that contribute to the poor performance of the sector, smallholder farmer competence gaps are principal among them. This study aims to examine the effects of Comprehensive Competence-Based Training (CCBT) on the competence development and performance improvement of smallholder farmers using the authentic professional core task during maize planting as a problem context. We applied a 3-week randomized (control group pretest posttest) design and single-blind field experiment to test the impact of CCBT through provision of a training to two comparable farmer groups using conventional 'Low-CBT' and innovative 'High-CBT' implementation levels. The samples included 'High-CBT' (N = 220) and 'Low-CBT' (N = 220) groups of smallholder farmers in the West Gojjam Zone in Ethiopia. Data on competence development and performance improvement of farmers were collected from themselves, trainer Development Agents and Trained Assessors. The yield in quintal/hectare gains for each smallholder farmer was collected twice (before and after the intervention). Repeated (pretest, posttest) MANOVA and ANOVA measurements were used to analyze the data. The results revealed that the development of smallholder farmer competence in 'High-CBT' was higher than in 'Low-CBT' training. Comparisons of performance in both the authentic job situation and in terms of yield in quintal/hectare gains in the two groups revealed a better performance of both groups. However, the 'High-CBT' group performed better than the 'Low-CBT' group in both the authentic job situation and in terms of yield in quintal/hectare gains. We obtained 31 and 41 quintal/hectares of maize for the 'Low-CBT' and 'High-CBT' groups, respectively, which are better than the baseline average 22 quintal/hectare for both groups. These findings underscore the relevance of CCBT, especially when the design principles of CBE are integrated well in the training programme (which was called 'High-CBT level'), for improving performance, in this case gain in yield per hectare of smallholder farmers, which potentially results in the increase of household food security.

Food insecurity poses a serious threat to children's development, but the mechanisms through which food insecurity undermines child development are far less clear. Specifically, food insecurity may influence children through its effect on parents' psychological well-being and parent--child interactions as a result, but past research on the role of parents is correlational and undermined by omitted variable bias. Using a partially rural, low-income sample of parents living in Pennsylvania (N = 272, 90% mother, M[subscript age] = 35) and their school-aged children (ages 4-11, 50% female) alongside daily measures of parent-reported food insecurity and parent and child mood and behavior, we examine how daily changes in food insecurity predict daily changes in parent and child well-being, and the extent to which food insecurity operates through parents to affect children. This method not only explores families' daily, lived experiences of food insecurity, but improves upon the methodological issues undermining past research. Findings indicate that food insecurity influences parent and child well-being on a daily basis, but that associations are stronger and sustain longer for parents than children. Further, parent mood and behavior partially explain the association between daily food insecurity and child mood and behavior, but food insecurity is also independently associated with child well-being. This study is the first to examine daily associations between food insecurity and parent and child well-being. Its implications for food assistance programs, policies, and the future of food insecurity research are discussed.

In recent years, researchers have increasingly focused on the experience of food insecurity among students at higher education institutions. Most of the literature has focused on undergraduates in the eastern and midwestern regions of the United States. This cross-sectional study of undergraduate, graduate, and professional students at a Minority Institution in the southwestern United States is the first of its kind to explore food insecurity among diverse students that also includes data on gender identity and sexual orientation. When holding other factors constant, food-insecure students were far more likely to fail or withdraw from a course or to drop out entirely. We explore the role that higher education can play in ensuring students' basic needs and implications for educational equity.

This paper analyzes the risks to child development and school readiness among children under age 6 in Pakistan. Drawing on a nationally representative telephone survey conducted in the midst of a global pandemic, between December 2021 and February 2022, we present the first nationally representative estimates of child development for children under 3 years of age and school readiness for children 3-6 years of age, using internationally validated instruments. The paper examines how risk factors that were exacerbated due to the COVID-19 pandemic, such as parental distress, lack of psychosocial stimulation, food insecurity, low maternal education, no enrollment in early childhood education, and living in a rural area, are associated with children's outcomes. The data indicate that more than half (57 percent) of parents with children under age 3 were distressed and that 61 percent of households reported cutting down on the size of or skipping meals since the start of the pandemic. The data reveal that over half of parents fail to engage in adequate psychosocial stimulation with their child and enrollment in early childhood education is very low (39 percent). The paper finds that child development outcomes decline rapidly as the number of risks increase. Specifically, for children under 3 years, lack of psychosocial stimulation at home and higher levels of parental distress were most significantly associated with lower child development levels. For a child aged 3-6 years, early childhood education enrollment and the amount of psychosocial stimulation the child received at home had the strongest association with school readiness scores.

Using a content analysis methodology, we examined 15 peer-reviewed articles published between 2009 and 2019 that used qualitative and mixed methods approaches to explore how college and university students experience food insecurity. Concerningly, there was limited variety in the methods employed across these articles and more discussion of methodology was needed. Despite this, our analysis of student statements in these articles yielded three common themes: (1) co-occurring basic needs; (2) academic, physical, psychological, and social effects of food insecurity; and (3) institutional satisfaction and/or critique. We include implications for research and practice.Context and implicationsRationale for the studyFew qualitative studies centre students' food insecurity experiences in the United States. We examined available research to unearth commonalities across student narratives while connecting food insecurity to broader social class inequality in higher education.Why the new findings matterOur findings underscore the urgent need for additional qualitative food insecurity scholarship that foregrounds student voices. Future researchers examining food insecurity should consider: (a) the nuances of on-campus food insecurity, (b) the impact of food insecurity on student success, and (c) the linkages between food insecurity and social class in higher education.Implications for policy makersCampus leaders and policy makers can help address campus food insecurity by building holistic wraparound systems to support the multi-faceted needs of students facing food insecurity. To do this, policy makers and leaders must begin to understand food insecurity as more than a statistic and acknowledge the human experiences of those it affects.

This qualitative case study explores how neoliberalism affects how food insecure student-parents experience higher education. Drawing on interviews with administrators, student activists, and student-parents at one U.S. research university, this article argues that neoliberalism's emphasis on revenue generation and a shift toward individualism has significant consequences for the most marginalized students, creating an environment in which the university provides few resources to support them. We suggest that campuses should take steps to dismantle the ethic of carelessness, a lack of attention to students' care responsibilities, that has pervaded higher education.

According to the Ethiopia Ministry of Education (2015), school feeding initiatives, such as feeding children in food insecure conditions, providing educational resources, and school meals are essential for supporting access to general education. The purpose of this study was to assess the impact of school feeding program on the academic performance and class participation of Grade 8 students in the primary public schools in Gulele sub city, Ethiopia. A quantitative research method with a quasi-experimental design was used in conducting the study. From Grade 8, two hundred students were selected by using purposive sampling technique. From five out of ten Woredas, the sample primary schools with Grade 8 were selected. Standardized Attentions Check List and the roster cards were used to solicit the primary and secondary sources of data. Difference in Difference linear regression and Independent Sample t- test were applied for analyzing academic achievement, attendance and attention data respectively. Result of data analysis indicated the positive effect of school feeding program on academic achievement and attendance of Grade 8 students. The school feeding also has an effect on the students' attention span. Providing for greater financing and more coverage for the school-feeding program at country level is recommended.

Research indicates that food insecurity among college students has been on a steady incline. The COVID-19 pandemic has intensified economic vulnerabilities, which has led to increased food insecurity among college students due to the closure of campus resources and high unemployment rates in jobs that college students typically hold. Universities have long recognized the need for on-campus pantries and the institutions' role in preparing students to apply the knowledge learned in their courses in real-world settings. This article uses a case study to illustrate how one university worked with service-learning students in its Human Services department to provide food support to the campus community by becoming essential workers during a crisis. This created a sustainable solution to improve the quality of life for an entire university community and provided Human Services students the opportunity for applied experience and professional growth and development.

The purpose of this study was to evaluate student learnings from an online community food security service-learning course in which students self-selected a community partner for an in-person service experience. Four major themes emerged from the data: (1) "food insecurity doesn't have a single face," (2) understanding of the complexities and nuances of food insecurity, (3) use of emotion to describe and discuss the service component of the service-learning experience, and (4) expression of appreciation and respect for organizations working to address food insecurity. The findings of this study support a scalable framework for online service-learning courses where students self-select their community partners.

This article considers the representation of the controversial issue of the Great Irish Famine (1845-50) in 27 recent Irish and UK history textbooks for the secondary level. Key contested issues -- imports and exports, the British government's laissez-faire economic policy, providentialist interpretations, and victim--perpetrator discourses -- have long formed part of the narrative repertoire of Famine history; their representation and narrativisation in textbooks is analysed through narrative and content analysis. Historical contextualisation and perspective taking are considered key skills for students studying history; these skills become even more important when dealing with controversial issues. The questions central to this research are: How do secondary-level history textbooks from Ireland and the UK represent the key contested elements regarding the Famine? Do they provide sufficiently complex accounts, thereby facilitating historical contextualisation and perspective taking? While some Irish and UK textbooks offer learners complex representations of the Famine, several others provide students with insufficient opportunity for perspective taking, and for developing a thorough understanding of the historical context. Specifically, the majority of the textbooks provide simplistic victim--perpetrator discourses. As such issues complicate historical contextualisation, perspective taking and, relatedly, empathy formation, the article suggests including more complex subject positions in textbook discussions of the Famine.

College food insecurity (FI) and poor psychosocial health are prevalent public health issues in the U.S., yet often overlooked. Since the COVID-19 pandemic, repercussions on these critical inequity issues remain unclear. During the summer months of 2020, this cross-sectional survey examined associations between students' self-reported FI and perceived stress (PSS-10), one aspect of poor psychosocial health. Among respondents, 31.3% were food insecure and 37.8% were laid off or temporarily furloughed. This study adds important findings about college FI and perceived stress to the limited literature regarding college student health during the pandemic. A more rigorous study design with a larger, nationally or regionally representative sample is recommended for future studies. To address both complex issues of college FI and stress, a multifaceted interdisciplinary approach, well-supported by college administrators, would be warranted.

Higher education-community projects to support food security and food justice can improve health outcomes and increase community cohesion, but university funding may lead to power inequities that perpetuate marginalizing narratives. For this project, a regional state university, a local high school, and a nonprofit focused on building school gardens to offer university and high school students hands-on agricultural education and experience with a permaculture focus. Participant interviews revealed some disconnection and conflict between project goals and participant experiences. In this article we detail the planning phases of the project and self-reflexively unpack what we came to call a dominant narrative of assumed mutuality, which yielded uneven power dynamics that lowered school and community partner participation and buy-in. Findings reveal a need for a project design framework with structured, lateral, reflective communication practices across constituent groups to improve longevity and sustainability of collaborative projects.

The condition of food insecurity and malnutrition for school-aged children and adolescents remains one of the most influential determinants of learning outcomes. Healthy and well-nourished students learn better, have a prodigious opportunity to thrive and fulfil their potential as adults, and increase their earning potential. The purpose of this study was twofold: a) to examine the implementation level of the school feeding programme and b) to identify the existing challenges that limit the school feeding programme from realizing its full potential in basic education schools. The study was directed by a descriptive research design, and 227 were selected using stratified and simple random sampling approaches, with 73.7% males and 26.3% females. The bulk of participants (39.2%) were between the ages of 30 and 40. Questionnaires and interview guides were used to obtain quantitative and qualitative data. The numeric data were descriptively examined using SPSS, and the qualitative data was studied using theme analysis. The study established a moderate level of school feeding implementation in terms of programmes coverage, school meal and cost, school meal preparation, and service. The study revealed different challenges hindering the effectiveness of the school feeding programme in basic education schools, including insufficient food served to the students in quantity and quality, inadequate materials and infrastructure, and unaffordable prices of required groceries from the market. To improve the efficiency and effectiveness of school feeding programmes, the Rwandan government and its partners in these programmes should raise the school feeding fund allotted to basic education institutions throughout the country. To the same extent, the Rwandan government is advised to: a) transfer the school feeding fund to the schools for timely use, b) provide the schools with the necessary equipment and materials for cooking and serving meals to students, as well as the provision of required dining rooms, c) find an adequate way to fix the country's progressive price increase, and d) promote the school gardening concept (such as growing vegetables and other relevant crops).

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

Objective: This study documents campus awareness of an on-campus food pantry and the value of its nutritional offerings in order to provide tailored recommendations for improving this particular emergency resource for food insecure students. Participants: This study surveyed 253 students, and 185 faculty and staff at the Southeastern Flagship Institution. Methods: This mixed methods study combined a quantitative survey administered to 438 participants with an in-depth nutritional analysis of the food pantry's offerings. Results: Results showed low levels of awareness by faculty and staff and limited offerings of fresh fruits and vegetables, dark leafy greens, and whole grains in the on-campus food pantry. Conclusions: This research helps to fill critical gaps regarding faculty and staff awareness of on-campus food pantries. Importantly, this article provides recommendations for campus food pantries to improve their campus awareness and nutritional offerings through engaging University stakeholders with long-term appointments and increasing donor education.

Objective This study reports on food insecurity (FI) amidst the COVID-19 pandemic. Participants and methods College students in four regions of the US completed the two-item validated Hunger Vital Sign™ screening tool on Qualtrics. Results FI increased significantly after March 2020 among US students (worry about food running out: 25% to 35%; food did not last: 17% to 21%) with significant regional increase in the Midwest and South. An adjusted multivariable logistic regression model indicated students that ran out of food were significantly at greater odds of experiencing hardship with paying bills (AOR: 5.59, 95% CI =3.90-8.06). Conclusions The findings identified an increase in the prevalence of FI among college students during the pandemic. Suggestions of how to address FI are discussed.

The influence of the global health crisis and systemic racism on the return to campus are enormous. With differing experiences, opinions, and ideas about what is needed, individuals are challenged to understand their own and others' lived experiences in 2020. Campuses should be prepared for the emotional healing and systemic changes needed in higher education. It is important for campus leaders to recognize that campuses will be places of collective trauma. Moving forward, according to the authors, campuses are likely to see more urgent concerns about food and housing insecurity, and physical, mental, and emotional health needs. Addressing these concerns will require significant levels of community and psychological support. In considering the current context, it is important for practitioners to communicate with students both immediate and long-term plans for diversity, equity, and inclusion (DEI) efforts and COVID-19 precautions, while acknowledging areas of uncertainty. It is critical for leaders to be aware of the emotional pulse of the campus and how trauma has manifested among various communities on campus. Leaders should be aware that emotions shift over time, and new strategies may need to be developed in order to navigate emerging emotions.

In this manuscript, the authors examined the rates of food and housing insecurity experienced by student-veterans enrolled at community colleges in fall 2020. The results of a multi-institutional survey of student-veterans at 113 community colleges suggested that 37.6% of community college student-veterans experienced food insecurity and 52.5% of community college student-veterans experienced housing insecurity. Additionally, 17.8% of community college student-veterans experienced homelessness in the past year. The results also suggest that community college student-veterans who experienced food and housing insecurity had lower grade point averages, higher rates of clinically significant generalized anxiety disorder, and higher rates of clinically significant major depressive disorder. Examples of strategies to support community college student-veterans experiencing food and housing insecurity are included.

Community college students may become more vulnerable to food insecurity during the COVID-19 pandemic, which may eventually impact their health, shape their interpretations of food insecurity and injustice within their lives, and cause them to reevaluate the support that they need from their community college. This study analyzes the food security experiences of 1,278 students during the semester before and first year of the pandemic using survey measures and narrative methodology. While students' reported levels of food insecurity did not increase after the start of the pandemic, students reported feeling less embarrassment about and greater likelihood of using food support programs. After the pandemic began, students reflected on their food security experiences in different ways. They became more likely to focus on the wellbeing of fellow students, advocate for campus food support programs, and highlight financial and nutritional problems that relate to food insecurity. They also became less likely to judge their community college for possible failures in supporting food insecure students. These changes suggested that the pandemic impacted students' understanding of food insecurity and related support programs and perhaps made students be less judgmental and more open-minded about how their college institution can support food insecure students. These findings offer implications for why and how community colleges should support food insecure students.

The authors sought to identify the prevalence of food insecurity in a community college district during the COVID-19 pandemic. The team also investigated the association food insecurity had with academic performance. A sample of 238 individuals completed the survey, including a demographic questionnaire and the Adult Food Security Survey Module, a subset of the US Household Food Security Survey Module. The study found that 52% of the participating students reported food insecurity. Students of color were more likely to identify as food insecure. In addition, results indicate an association between being food secure and scoring a GPA of 3.5 or higher. These findings support past studies indicating that food insecurity was high in the community college population. The findings also support past results indicating a link between food security and academic performance.

Background: Low food security and poor mental health are a persistent concern for college students. Objective: Examine how food security and mental health are associated with college student's grade point average (GPA). Methods: American College Health Association (ACHA)-National College Health Assessment III survey data Spring 2020 of students from 75 US universities (n = 48,103) were utilized to examine relationships among mental health, food security and academic performance (GPA). Results: The majority of the population self-reported high food security (58.3%) and moderate psychological distress (50.8%). Very low food security ([beta] = -0.523, OR = 0.59, p < 0.001) and moderate psychological distress ([beta] = -0.19, OR = 0.83, p < 0.001) were inversely associated with high GPA. Reduced food security was associated with worse mental health measures. Conclusions: Food security and mental health are negatively associated with GPA. To improve student success, universities must enhance services that address food insecurity and mental health.

Objective: Food insecurity is a growing concern to the health and wellbeing of college students. This study aims to examine the lived experiences of students at-risk of food insecurity and associated challenges in a public urban campus. Participants: The study recruited 21 college students at risk of food insecurity using purposive sampling. Methods: We performed qualitative interviews with three focus groups and conducted a thematic analysis to explore themes that emerged from participant discussions. Results: Three central themes emerged from our qualitative analysis: (a) barriers to accessing stable and healthy food; (b) impacts of food insecurity on academic performance and physical and mental health; and (c) coping strategies for navigating food insecurity. Conclusions: The study highlights the distinct natures of food hardship and responses specific to urban public college students. Suggestions for academics and college administrators to mitigate college food insecurity are discussed.

Objective: To investigate what factors are associated with food insecurity (FI) among freshman students and identify potential solutions. Participants: 73 freshman students. Methods: Cross-sectional, Internet survey-based study. Fisher's Exact tests examined factors associated with food security (FS); Cohen's Kappa assessed the agreement between FI scores and self-assessment; thematic analysis used Nvivo 12. Results: FI was 54.2% among the diverse students (65% non-white). Factors associated with FS included mother with a college degree (p = 0.018); father employed full-time (p < 0.001); identifying one's family financial situation as better than others (p = < 0.001); not obtaining personal student loans (p = 0.022). Students with FI tended to overestimate their FS status. Suggested solutions for FI included: improved finances, improved food accessibility, improved cooking skills. Conclusions: Future interventions should target freshmen who obtain personal student loans or have parents with less than a college degree or unstable employment status. (148)

Background: The National School Lunch and School Breakfast programs reduce food insecurity and improve dietary intake. During the COVID-19 pandemic, school meals were provided to all children at no cost, regardless of income. This policy is known as Healthy School Meals For All (HSMFA). The purpose of the study was to examine the feasibility of a HSMFA policy in Utah. Methods: A mixed-methods approach was used, including qualitative interviews for policymakers, surveys for school foodservice directors, and financial modeling of Utah Child Nutrition Programs data. Analysis included a phenomenological analytic approach for qualitative data, descriptive statistics for surveys, and development of a cost model with 6 scenarios. Results: Qualitative data revealed themes of (1) awareness; (2) responsibility; (3) perspectives on school meals; and (4) new opportunities. Most (81%) foodservice directors believed HSMFA should continue post-pandemic. HSMFA would cost $51,341,436 to $82,358,375 per year. Implications for School Health Policy, Practice, and Equity: HSMFA would result in the equitable treatment of all children regarding access to healthy school meals. Conclusions: Given the support of foodservice directors but the lack of political consensus, considering stepwise implementation and providing cost estimates may increase feasibility of a HSMFA policy in Utah.

Purpose: To advance understanding about the way endogenous knowledge on mangrove swamp rice (MSR) farming is transmitted, reinvented and negotiated between generations and highlight the implications this has for R4D. Design/Methodology/Approach: Long-term qualitative research using an ethnographic approach, technography and biographies of farmers. Findings: The endogenous Agricultural Knowledge and Innovation System (AKIS) is dynamic but faces shortcomings owing to socio-environmental changes. This highlights the relevance of knowledge exchanges from multiple sources, eroding the divide between endogenous and exogenous from the farmers' point of view. For positive exogenously induced socio-technical change to occur, external actors must fully understand the conditions under which (a) endogenous knowledge is produced and reinvented and (b) endogenous innovations flow among farmers. This will then allow the co-production of innovations adapted to each specific agro-ecological, cultural and socio-economic context, leaving them to be further transformed and refashioned by smallholders to meet their individual 'dispositions' and generate the roots necessary for a strong AKIS. Practical implications: This paper highlights the importance of locally embedded processes of learning and innovation, the better understanding of which can provide a more solid basis for the co-production of technologies and the establishment of an AKIS. Theoretical implications: This paper improves understanding of socio-technological change in smallholder agriculture by focusing on endogenous processes of learning and innovation. Originality: This paper advances the knowledge on endogenous processes of learning and socio-technical change in smallholder agriculture.

A small body of research has identified a positive relationship between food insecurity and victimization risk, including intimate partner violence and sexual violence victimization as well as experiencing and witnessing childhood violence in the home. The question remains whether food insecurity is related to sexual victimization among college students, and if so, what mechanisms link the two. We use data from the American College Health Association's National College Health Assessment, a national sample of college students, to investigate these relationships. We find that low and very low food security increases the odds of sexual victimization, and that both are tied to increased odds of experiencing moderate to severe stress, depression, anxiety, binge drinking, and drug use. Institutions of higher learning may benefit from programs to address food insecurity. Doing so may have the corollary benefit of influencing mental health and health risk behaviors in ways that could reduce sexual victimization.

The COVID-19 pandemic has been an acutely challenging time for families and parents of young children. Periods of lockdown, and the economic and social dislocation associated with the pandemic, will have far-reaching consequences for children's education, life chances and social relationships. This article extends our understanding of these issues by drawing on extensive qualitative data from a study that investigated the work of children's centres across a major UK city during the pandemic. Empirically, the article extends research on the interconnections between parenting, the early years, and the pandemic by outlining the interlocking range of problems facing families who used children's centres. These include social isolation, domestic violence, poverty and destitution associated with unemployment and changes to Universal Credit, food insecurity and mental health. This constellation of factors reflects not only the impact of the pandemic but also enduring and entrenched patterns of inequalities. The data provides a starting point for the more conceptual and normative part of the article. Drawing on scholars such as E.O Wright and Michelle Jackson, we consider the scale and scope of the social, economic and political transformations required to build an education system that can support the needs of all.

Food insecurity is more prevalent on college campuses than within the general population. This qualitative case study explored the ways in which the small liberal arts context shapes food insecure students' experiences. Based on interviews with students and members of an emergency funding committee, and document analysis, we found that the liberal arts context created additional barriers for students with food insecurity, but also provided unique opportunities for the mitigation of food insecurity on campus.

While early childhood educators' mental health is important, it may also affect the well-being and education of their students. Yet, little research has described the stress and stressors of early childhood educators (ECEs), particularly as the pandemic wanes. This pilot study aimed to (1) describe ECEs' psychological and physiological stress and (2) examine the association between ECEs' psychological and physiological stress levels with stressors. A convenience sample of 67 ECEs, serving children 0-5 years old, from 13 early educational centers completed surveys on psychological stress (perceived stress, anxiety, and depression), stressors (economic hardship, food insecurity, and adverse childhood experiences), and demographics in Fall 2021. A subsample of ECEs provided hair samples, analyzed for cortisol, to estimate physiologic stress. Regarding stress, 63% met the criteria for major depressive disorder and 41% for generalized anxiety disorder. Only 26% were taking medications to manage mental health. About 25% experienced the stressors of food insecurity and economic hardship, and 80% experienced at least one adverse childhood experience. Only education level significantly predicted perceived stress and depression--above and beyond stressors, household income, race, and age. The results have policy and practice implications for implementing evidence-based solutions to buffer stress and stressors in ECEs.

This quantitative study examined the material hardships experiences of LGBTQ students at research universities. Using a series of regression analyses, we find relationships between students' sexual identity and experiencing material hardship, including differential relationships when disaggregating by sexual orientation. These results identify unique experiences for students based upon their sexual orientation and expand understandings of LGBTQ students' experiences with material hardship beyond community colleges or aggregate understandings.