Search Results (122)

Malaria remains a major public health issue, especially near hydroelectric dams that often promote mosquito breeding. This study aimed to establish baseline epidemiological data during the construction of the Singrobo–Ahouaty dam to support assessment and decision-making for short- and long-term health impacts on surrounding communities. A cross-sectional survey was carried out in randomly selected households. Blood samples were analyzed using thick/thin smears and rapid diagnostic tests, while sociodemographic and behavioral data were collected via questionnaires. Statistical analyses included chi-square, Mann–Whitney, Kruskal–Wallis tests, and logistic regression. The malaria prevalence was 43.1% (394/915). The parasite density averaged 405.7 parasites/µL. School-age children (6–13 years) showed the highest prevalence (74.3%, p < 0.0001), while younger children (0–5 years) had the highest parasite density (1218.0 parasites/µL, p < 0.0001). Highly elevated infection rates (>51%) occurred in Sokrogbo, N’Dènou, and Amani-Menou, with the highest density in Ahérémou 1 (5663.9 parasites/µL). Risk factors included being an informal worker (ORa = 1.5), working in the raw material sector (ORa = 1.4) or market gardening/rice farming (ORa = 0.9; p = 0.043), and frequent mosquito bites (OR = 0.4; p = 0.017). These results underscore the need for stronger vector control strategies, improved bed net distribution and follow-up, and enhanced intersectoral collaboration in dam-influenced areas to reduce malaria transmission. Full article

This research study was conducted to pilot an out-of-school family science program for fifth- and sixth-grade Latina girls and their parents. Program goals included encouraging parents in supporting their Latina daughters in science, increasing the girls’ interest in science and increasing the families’ participation in science experiences together. The 41 families participated in a 7-week Saturday program on either rocketry or gardening. Each week, the parent–daughter dyads engaged in hands-on Family Problem-Based Learning activities together and then the parents and daughters met separately in Conversation Groups. To measure the impact of the program, surveys were administered to the parents and daughters separately at four points: pre-, mid-, post- and delayed-post (three months after the program). Parents reported increases over time for several aspects of their support for their daughters in science and also increases in frequency of science experiences with their daughters. The daughters reported increases over time in their science identity and their discussions with their parents about jobs in science. In addition, the examination of video-recordings of a subset of the parent–daughter interactions during the activities revealed that parental and daughter behaviors evolved over the course of the program. Implications for engaging parents in science education are discussed. Full article

Adolescent obesity and inadequate dietary habits remain pressing public health concerns in Portugal, particularly among socioeconomically disadvantaged populations. Food literacy has emerged as a critical framework for promoting healthier eating behaviors; however, school-based interventions are rarely culturally grounded or theoretically structured. This narrative review synthesizes the experiential strategies described in the literature to improve adolescent food literacy in school settings. It provides a conceptual foundation for and supports the design rationale of FOODWISELab: The Mediterranean Diet Experience—a school-based intervention aligned with Mediterranean diet principles and specifically tailored to the Portuguese educational context. Findings from the literature—emphasizing the value of school gardens, cooking classes, digital tools, and curricular integration—guided the development of FOODWISELab: The Mediterranean Diet Experience, a comprehensive intervention designed for implementation in public secondary schools in Portugal. The proposed protocol bridges the gap between research and practice by offering a structured, context-sensitive model built around four core pedagogical domains: planning, selecting, preparing, and eating. It integrates multiple components, including hands-on learning, family and community involvement, and robust evaluation strategy. FOODWISELab addresses the well-documented gap in adolescent food literacy by delivering a feasible, culturally relevant, and replicable intervention. The anchored Mediterranean dietary model aims to promote adolescent health, sustainability, and cultural heritage in both the urban and rural educational contexts. By presenting a detailed and actionable protocol, this review enhances the practical value of food literacy research and offers strategic guidance for future educational and public health initiatives. Full article

Entrepreneurship is crucial in promoting innovation, job creation, and poverty alleviation, particularly in developing economies. This study adopts a mixed-methods approach, using quantitative and qualitative analysis to examine macroeconomic factors’ impact on entrepreneurial activity. The quantitative analysis utilises fully modified least squares and dynamic ordinary least squares to estimate long-run relationships, while the qualitative component applies thematic analysis to assess the role of school-based gardening initiatives in promoting students’ economic participation. Our findings indicate that government expenditure on education significantly enhances entrepreneurship, whereas access to credit remains ineffective, suggesting persistent barriers in financial intermediation. Labour force participation shows a positive relationship with entrepreneurship, supporting the idea that a more engaged labour force promotes business creation. The findings also show a negative impact of regulatory quality on entrepreneurship, stressing the need for regulatory reforms to reduce entry barriers. While technology adoption has a delayed effect, long-term investments in digital infrastructure are recommended. At the micro-level, school-based entrepreneurship programs, such as vegetable gardening, cultivate entrepreneurial skills, though sustainability depends on consistent support and resources. Based on these findings, this study suggests the need to enhance education, improve access to finance, and streamline regulatory frameworks to promote entrepreneurship. Full article

Between 1871 and 1969, Native Americans (American Indians) endured the U.S. Federal Indian Boarding School system, while Chinese Americans faced enduring impacts from the Chinese Exclusion Act (1882–1943). Drawing on historical sources, this paper examines literary works by and about Native Americans and Chinese Americans, focusing on their sufferings under forced isolation policies. Through works like Ceremony and Gardens in the Dunes by Leslie Marmon Silko and Eat a Bowl of Tea by Louis Chu, this study illustrates how systematic oppression, characterized by erasure of cultural identity, manifested through institutions such as “boarding school” and “bachelor society”. It explores how forced policies (like assimilation and isolation) and institutional oppression, through cultural erasure and the severing of family ties, dismantled family structures, weakened cultural transmission, and led to identity crises, inter-generational alienation, and psychological trauma in marginalized communities. These ethnic narratives not only document histories of oppression but also highlight the ethnic groups’ resilience and their efforts to reconstruct multicultural identity through cultural heritage and community ties under multifaceted pressures. Full article

Research in environmental education points out the need for an improvement in pre-service teacher education training in this area. This proposal follows PBL methodology and focuses on the development of an environmental education project whose final product is the organization of a science fair for elementary school students. The 5-week project addresses the topic of urban biodiversity decline and uses the butterfly garden as an initiative to mitigate it. Four months after the program ended, a survey was administered to the 86 participating pre-service teachers. A mixed-methods approach was used, collecting quantitative data on perceptions of urban biodiversity decline, the One Health concept, and environmental education, along with qualitative keyword responses to open-ended questions about the butterfly garden’s impact and the project’s value for self-learning and professional development. Participants reported positive perceptions regarding butterfly gardens after participating in our environmental program, recognizing them as both a valuable educational resource and an effective initiative to mitigate urban biodiversity decline. Respondents showed a strong pro-environmental attitude, taking seriously their role in transmitting environmental values. Using a butterfly garden for teaching purposes offers insight into environmental literacy, connection with nature, and improvements in well-being and is a powerful platform for deep and meaningful pedagogical learning. Full article

This study examines the impact of a culturally responsive, garden-based STEM program designed for Latina girls (grades 5–6) and their parents. The “Our Plot of Sunshine” project integrates Family Project-Based Learning with garden education to create meaningful STEM engagement opportunities. Drawing on the science capital, science identity, and community cultural wealth frameworks, the program leverages families’ cultural and linguistic resources while developing science knowledge and identity. Nineteen families from low socioeconomic schools participated in three pilot implementations across two Western U.S. cities. Using a mixed-methods approach with repeated measures over 19 weeks, the study tracked changes in participants’ science identity, interest, and career aspirations. Results showed significant increases in science identity and career aspirations, with effects maintained at three-month follow-up. While interest/enjoyment showed positive trends, changes were not statistically significant. Parent ratings of program elements were consistently higher than daughter ratings, though both groups reported strong engagement. The successful integration of bilingual instruction emerged as a particularly valued program component. These findings suggest that family-centered, culturally responsive garden education can effectively support Latina girls’ STEM identity development and future orientation, while highlighting the potential of leveraging family and cultural resources in STEM education. Full article

This article centers the experiences and voices of eight Kenyan youth climate change activists by highlighting how they navigate local and global challenges while engaging in climate change action. Specifically, this article examines how the activists are combating food insecurity and promoting biodiversity restoration by discussing findings from two projects. The first project is the Ondiri Wetland Botanical Garden, where youth activists have planted over 10,000 indigenous trees, of which about 58 are different species of trees native to the Kenyan highland community of Kikuyu, to counter biodiversity loss and alleviate the impact of climate change on flora and fauna. The second project is the One Million Trees for Kilifi project, where activists are planting orchards in various schools in Kilifi County in Kenya to mitigate the impact of climate change and end malnutrition among K-12 learners. Guided by the Youth Participatory Action Research (YPAR) methodology, this study counters the deficit and exclusionary narrative that has often left out young people from climate change education and governance policy decision-making and advocates a more equitable and inclusive approach that centers their voices and perspectives in solving existential problems like climate change. Full article

Youth research has, for decades, focused on examining current societal conditions and their potential shortcomings for young people in areas such as education, income, work, and gender equality. However, it has been less common to integrate planetary boundaries and so-called “overshoot” areas—such as biodiversity loss or climate change—into youth research. This paradigm shift is increasingly necessary, as six out of nine planetary boundaries have already been crossed, and the planet remains on track for approximately 2.7 degrees Celsius (°C) peak warming by 2100. In addition to planetary threats, Morocco faces social challenges, particularly high unemployment. Unemployment is highest among young people aged 15 to 24, reaching 25% over the past decade, nearly double the global youth unemployment rate. This article analyzes a case study we refer to as the “Gardening School” in Morocco, a country facing significant climate stress. It aims to (a) explore new methods for conducting more globally oriented youth research that is ethical and environmentally friendly and (b) examine the wellbeing of young people and their environment, as well as how to support and strengthen both. The findings of this article highlight the potential for youth research to develop new approaches, especially when conducted alongside young people and educational and sustainable environments. These environments enable younger generations to deepen their connection to and understanding of biodiversity, sustainability, and climate change, while learning to use natural resources in a sustainable and ethical manner. This approach ultimately aims to ensure a livable future for the coming generations and foster sustainable employment opportunities. Full article

Botanic gardens have an important role in educating people about plants. Direct contact with plants has a positive effect on the perception and understanding of plants and prevents plant blindness. In botanic gardens, pupils can learn about plants through practical work. At the Ljubljana University Botanic Gardens, educational programmes for schools have existed since 1986. Every year the Ljubljana University Botanic Gardens is visited by many different groups, from the youngest to oldest (kindergarten, primary school, graduate and professional school students, and faculties). We run around 350 guided tours for groups per year. Groups can choose either a guided tour with work sheets and workshops or they can visit the botanic gardens on their own. Most of groups are children from primary school. Ljubljana University Botanic Gardens offers programmes related to the valid school curriculum in Slovenia. Our programmes include guided tours based on level of pupils and/or practical work. The most popular time to visit is spring. But, we still have visitors in winter due to our tropical greenhouse. The most popular programme at our botanic gardens is the general tour. With our pedagogical programmes we contribute to plant knowledge, since we teach our pupils about nature. Full article

This case study in the municipality of Acharnes, Greece, examines a local initiative that transforms schoolyards into community gardens, involving teachers, pupils, parents, grandparents, and neighbors. The research explores participants’ perceptions of these transformations, with a focus on interactions with non-human beings such as pollinators. Data were collected using a questionnaire completed by 85 participants, including parents and guardians of pupils and school staff. Data analysis was conducted using statistical software to evaluate the research sample. Initially, descriptive statistics, including frequency distributions, were used to summarize the demographic and baseline variables of the sample. Next, Kendall’s tau correlation was applied to assess statistically significant relationships, such as those between age and proximity to green spaces, as well as gender, education, and green space preferences. The results of the survey reveal the “embrace” of these new urban green areas by both the school and the local community. This study, as part of an effort to address broader challenges in urban contexts, highlights the need for further in-depth exploration and examination of these dynamics to provide valuable insights into the design and management of school gardens. The aim is to enhance community engagement and urban biodiversity, with a central focus on social and environmental resilience. Full article

Hands-on gardening is linked with healthy eating behaviors, increased outdoor activities, and overall well-being, all contributing factors to preventing obesity. Although these positive associations are widely established for adults and school-aged children, little evidence can be found on how such relationships may extend to early childhood, especially in the preschool years (3–5 years). One recent study conducted in North Carolina (NC) showed that participating in hands-on gardening significantly increased preschoolers’ accurate identification of fruits and vegetables (FV) and FV consumption compared to children who did not participate in hands-on gardening, but no association was found between participation in hands-on gardening and the children’s liking (eating preferences) of FV. FV identification and liking during the early years may lead to lifelong healthy eating behaviors and preferences, making hands-on gardening a critical health intervention in early childhood environments, especially in childcare centers where a majority of the 13 million children in the United States between the ages of 0 and 5 spend most of their waking hours. This research aimed to investigate how hands-on gardening in childcare centers may impact preschoolers’ (3–5 years old) FV knowledge (identification) and liking in a semi-arid climate zone with a high concentration of Hispanic families by conducting experimental research with eight childcare centers and one hundred forty-nine children (n = 149) in Lubbock County, located in West Texas. The findings showed changes in average liking scores are generally positive in the experimental group of children who participated in hands-on gardening (compared to the control non-gardening group), implying an improved liking. The findings indicate that the benefits of hands-on gardening in childcare centers for enhancing healthy eating preferences are evident even in a semi-arid climate zone, where high temperatures and limited rainfall present significant gardening challenges. This research underscores the importance of integrating hands-on gardening into childcare programs, highlighting its potential as an effective obesity prevention strategy not only within the US but also in other regions with similar environmental constraints. Full article

Using nature to address socio-environmental challenges has emerged as a promising alternative to improve human well-being. Therapeutic gardens are landscaped outdoor spaces in health institutions, squares, and schools developed to improve the well-being of their users. However, there are information gaps on how to implement them. This study aims to systematize information about therapeutic gardens and use it to develop recommendations for implementing these spaces. We conducted a systematic review, which included 27 studies that contained the words therapeutic gardens, design, and/or implementation. The results indicated that the topic does not have a constant number of publications. Most articles are case studies in Europe (n = 8) and published in journals about environmental and health issues (n = 25). Furthermore, most studies (n = 23) relate the implementation of therapeutic gardens to health institutions. A framework with seven stages of recommendations was developed to guide the implementation and monitoring of these gardens in different spaces. This study is expected to contribute to the development of therapeutic gardens with an interdisciplinary team, promote SDG 3 (good health and well-being), and, mainly, improve the well-being of users. Full article

Allées used to be the essential artistic tools and indispensable parts of the strictly architectural, formal Baroque gardens. Beyond the practical purposes of edging paths and garden ways for walking, hunting, or horse and carriage riding, allées played a vital role in marking visual and landscape connections and thus the spatial projection of the noble estate, its wealth, and social rank. In Historical Hungary, Baroque architecture and garden art appeared in German-Austrian and French examples in the 18th century. The Széchenyi Linden Allée is an outstanding linear garden space of Baroque Garden art at Nagycenk, West Hungary. The generous composition, created by the prominent Count Széchenyi family in the mid-18th century, has remained a magnificent entity in the landscape ever since. Despite barely two hundred years of detected or unknown environmental or habitat changes, as early as 1942, the allée received a nature conservation nomination. More than a half-century later, in 2002, the allée became a historical and landscape aesthetical heritage within the Fertő-Hanság Cultural Landscape World Heritage site. Unfortunately, the once magnificent tree lines have severely eroded in recent decades due to mature trees’ subsequent death, inadequate replacement, lack of regular maintenance and tree care, and effects of climate change. In recent years (2011, 2018), landscape and horticultural analyses and visual and instrumental tree assessments were performed to help the conservation and rebirth of the allée, maintain the mature trees, and restore the landscape within a long-term renewal plan. Along with the 2018 survey and plan, the short-term maintenance works were completed in 2019–2020. This study, based on site surveys in 2022 and 2024, aims to identify the results of the primary management, analyses the vitality of mature trees after crown reductions, and then proposes a resilient and sustainable regeneration method with the habitat, cultural, natural, and genetic heritage, and the feasible maintenance contexts in focus. As proposed in the 2018 plan, the reproduction of mature trees started in 2020 and resulted in well-developing grafts for a later allée restoration. Due to the challenges of climate change, the regeneration project requires a special, long-term restoration management plan with a special focus on the still vital and possible remaining mature trees, the well-growing individuals from previous replanting, and the nursery school seedlings conserving the genetic heritage of the Széchenyi lime trees with long-viability capacity. Full article

Background: Nutrition, cooking, and gardening lessons individually and together have been shown to increase fruit and vegetable (FV) consumption in school-aged children. The CATCH Rainbow program incorporated nutrition education, cooking, and gardening lessons aimed at increasing FV consumption in elementary school-aged children and assessed changes in participants’ BMI, self-reported FV consumption, and skin carotenoid levels at baseline and post-intervention. Methods: Two-hundred and twenty-five 4th and 5th graders (mean age: 9.8 years and 52% male participants) at Genoa Elementary School participated in six cooking and six gardening sessions between September 2021 and May 2022. Each nutrition education session was 25 min long, paired with either hands-on cooking activities or gardening skills. At baseline and post-intervention, participants’ height and weight were assessed with a stadiometer/scale, and skin carotenoid measurement was taken by a Veggie Meter^® (Longevity Link Corporation (Salt Lake City, UT, USA)). Students also completed the Block Food Frequency Questionnaire to self-report FV consumption at both time points. Focus groups were conducted with children at the end of the program for qualitative feedback. Results: paired samples T-test and regression analysis results indicate no significant decrease in BMI or significant increase in skin carotenoid scores from pre- to post-intervention. However, though not significant, there was an increase in self-reported FV intake by 0.4 servings. Additionally, the qualitative feedback was positive, as children mentioned benefits of healthy eating and expressed enjoyment for growing, cooking, and tasting fruits and vegetables. Conclusions: Results from this study can be used to guide future cooking and gardening programs for elementary school children. Time of the year when implementing these programs and collecting data may impact study outcomes due to seasonal variations in fruit and vegetable intake. Full article