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Understanding farmers’ perceptions of how the climate is changing is vital to anticipating its impacts. Farmers are known to take appropriate steps to adapt only when they perceive change to be taking place. This study aims to analyse how African indigenous vegetable (AIV) farmers perceive climate change in three different agro-climatic zones (ACZs) in Kenya, identify the main differences in historical seasonal and annual rainfall and temperature trends between the zones, discuss differences in farmers’ perceptions and historical trends and analyse the impact of these perceived changes and trends on yields, weeds, pests and disease infestation of AIVs.

Data collection was undertaken in focus group discussions (FGD) (N = 211) and during interviews with individual farmers (N = 269). The Mann–Kendall test and regression were applied for trend analysis of time series data (1980-2014). Analysis of variance and least significant difference were used to test for differences in mean rainfall data, while a chi-square test examined the association between farmer perceptions and ACZs. Coefficient of variation expressed as a percentage was used to show variability in mean annual and seasonal rainfall between the zones.

Farmers perceived that higher temperatures, decreased rainfall, late onset and early retreat of rain, erratic rainfall patterns and frequent dry spells were increasing the incidences of droughts and floods. The chi-square results showed a significant relationship between some of these perceptions and ACZs. Meteorological data provided some evidence to support farmers’ perceptions of changing rainfall. No trend was detected in mean annual rainfall, but a significant increase was recorded in the semi-humid zone. A decreasing maximum temperature was noted in the semi-humid zone, but otherwise, an overall increase was detected. There were highly significant differences in mean annual rainfall between the zones. Farmers perceived reduced yields and changes in pest infestation and diseases in some AIVs to be prevalent in the dry season. This study’s findings provide a basis for local and timely institutional changes, which could certainly help in reducing the adverse effects of climate change.

This is an original research paper and the historical trends, farmers’ perceptions and effects of climate change on AIV production documented in this paper may also be representative of other ACZs in Kenya.

For women in leadership, managing work and life obligations is essential, especially when leading in male dominated occupations such as STEM. This study examined social support and work-family integration/blurring to determine how women in leadership perceived these dynamics. By surveying STEM women leaders, this research explored work-life strategies and support resources used by women leaders to balance their work and non-work domains and promote their roles as leaders. Women leaders indicated difficulty delineating between work and personal roles and recognized informational and emotional support as most significant to their roles as leaders. Findings also indicated that most support came from spouses/significant others, female co-workers, and mentors outside the organization, respectively. These sources provided the support needed to maintain and progress in their roles as women leaders.

Adopting adaptive behavior has become a basic measure for farmers because the increasingly severe climate change is affecting agricultural production. Perception is a critical first step in adopting adaptive behaviors. Livelihood resilience represents a farmer's ability to adapt to climate change. Therefore, this article aims to explore the impact of livelihood resilience and climate change perception on the climate change adaptation behavior of farmers in the Qinling Mountains region of China.

In this study, 443 micro-survey data of farmers are obtained through one-on-one interviews with farmers. The Logit model and Poisson regression model are used to empirically examine the impact of farmers' livelihood resilience and climate change perception on their climate change adaptation behaviors.

It was found that 86.68% of farmers adopt adaptive behaviors to reduce the risks of facing climate change. Farmers' perception of extreme weather has a significant positive impact on their adaptive behavior under climate change. The resilience of farmers' livelihoods and their perception of rainfall have a significant positive impact on the intensity of their adaptive behavior under climate change. Climate change adaptation behaviors are also different for farmers with different levels of livelihood resilience.

Based on the results, policy recommendations are proposed to improve farmers' perception of climate change, enhance the sustainability of farmers' adaptive behavior to climate change, strengthen emergency management and infrastructure construction and adjust and upgrade farmers' livelihood models.

The purpose of this paper is to make the case for bringing compassion to students in educational settings, preschool through graduate school (PK-20).

First, the author defines what is meant by “compassion” and differentiates it from the related constructs. Next, the author discusses the importance of bringing compassion into education, thinking specifically about preschool, K-12 (elementary and middle school/junior high/high school), college students, and graduate students (e.g. law, medical, nurses, counselors and therapists-in-training). The author then reviews the scant empirical literature on compassion in education and makes recommendations for future research. In the final section, the author makes specific and practical recommendations for the classroom (e.g. how to teach and evaluate compassion in PK-20).

While there is a fair amount of research on compassion with college students, and specifically regarding compassion for oneself, as the author reviews in this paper, the field is wide open in terms of empirical research with other students and examining other forms of compassion.

This is not a formal review or meta-analysis.

This paper will be a useful resource for teachers and those interested in PK-20 education.

This paper highlights the problems and opportunities for bringing compassion into education settings.

To date, no review of compassion in PK-20 exists.