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The purpose of the present study was to observe the preparation practices of both adult and young consumers using frozen, uncooked, breaded chicken products, which were previously involved in outbreaks linked to consumer mishandling. The study also sought to observe behaviors of adolescents as home food preparers. Finally, the study aimed to compare food handler behaviors with those prescribed on product labels.

The study sought, through video observation and self‐report surveys, to determine if differences exist between consumers' intent and actual behavior.

A survey study of consumer reactions to safe food‐handling labels on raw meat and poultry products suggested that instructions for safe handling found on labels had only limited influence on consumer practices. The labels studied by these researchers were found on the packaging of chicken products examined in the current study alongside step‐by‐step cooking instructions. Observational techniques, as mentioned above, provide a different perception of consumer behaviors.

This paper finds areas that have not been studied in previous observational research and is an excellent addition to existing literature.

What currently constitutes participation in schools? Who decides what ‘counts’ as engagement and who is excluded by and in those decisions? When and how do those ideas change? How can broadening conceptualizations of voice, agency and participation – driven by the voices of individuals who do not rely solely on verbal speech to communicate – foster inclusivity in schools and community? In this chapter, we draw from our experiences as researchers, scholars, educators, colleagues and friends who live and work alongside non-speaking and unreliably speaking¹ people who type, point or use other forms of augmentative and alternative communication. We lay out foundational concepts underlying experiences of neurodivergent communicators, followed by illustrative examples and action steps for change. Geared towards educators and support professionals working to sustain spaces more inclusive of a range of voices in schools, this chapter continues a productive conversation within the Disability Studies in Education (DSE) community around inclusivity in research and in practice.

This paper aims to investigate the phenomenon of active escapism – a unique form of experiential consumption that engages fantasy and role-play as a means of coping. In contrast with passive forms of escapism, whereby consumers act as observers (e.g. watching a movie), active escapism provides consumers with the opportunity to directly interact with mediated realities, whether constructed in a virtual space (e.g. a video game) or the real world.

Within the context of video game consumption, a conceptual framework for active escapism comprised antecedents, processes and consequences is established through literature review, depth interviews and naturalistic inquiry.

The findings suggest that active escapism functions as a coping mechanism when consumers are confronted with external stressors that threaten either their sense of identity or control. While other forms of emotion-focused coping relieve stress through psychological avoidance (i.e. refocusing of attention away from stressors), active escapism provides the benefits of affirmation and empowerment through projective fantasy (i.e. role-play) and presence (i.e. immersion into a mediated reality).

The conceptual framework established by this analysis gives insight into the structure of active escapism as a theoretical construct, providing a foundation for future research. Managerial implications for consumer escapism (e.g. branded in-game content) are discussed.

This chapter presents the impact of the Covid-19 pandemic on the course of studies and life career skills development of undergraduate students at the University of Macedonia, a mid-sized public Greek University. It describes a multivariate methodology research that investigated how the students, first-hand experienced the unexpected changes from face-to-face on campus to synchronous online education during the lockdown and how they coped with these changes. Change is considered and described as a main component within current life and career trajectories addressing chaotic and unpredictable circumstances while Chaos Theory of Careers (CTC) offers the theoretical background of the chapter. The research followed the mixed methods paradigm: a multilevel embedded sequential explanatory design including a participant selection model and multivariate data analysis methods. A survey (N = 621) was conducted; individual interviews and focus groups’ discussions further explained the quantitative findings. The emerging clusters of students revealed similarities in feelings, motivation, adaptation, and life career skills development. The first cluster comprised of older, digitally high-skilled students, with the required technological equipment, adaptable to change, self-regulated, strongly in favor of synchronous online education; in the second cluster were grouped the younger, digitally medium-skilled students, who regularly participated in both modalities, critically recognized the advantages of either one, feeling strongly in favor of a combination; finally, the third cluster included digitally medium-skilled students who found serious difficulty in using online platforms, dissatisfied with social isolation and distant interaction, strongly preferring face-to-face instruction, valuing direct physical contact, social connection, and networking.

As most teachers realize, classroom discussions have limitations including time restraints, reserved participants, or domineering discussants. With the advent of Web 2.0, the opportunities for class discussion have expanded to include synchronous and asynchronous discussion boards, blogs, and wikis. Discussion forums, as an extension of classroom discussions and activities, allow teachers to target multiple social studies skills while giving students opportunities to expand their own historical understandings via peer interaction. Whether the goal is to address specific historical thinking skills or push students to think about what it means to be an active citizen in a diverse society, discussion forums can play an integral role in the development of students’ understanding of society. I describe the reasons for expanding discussion into these new mediums and provide examples of students’ online discussions. Recommendations are offered for teachers who would like to begin using discussion forums in their own classrooms.

In this qualitative case study we explored the experiences of low- achieving students responding to an educational blog. Our intention was to leverage the unique affordances of blogs to teach United States history concepts primarily by providing access to digital primary sources and facilitating on-line participation. Overall, our findings point to the positive potential of blogs to enhance instruction with low-achieving students. We found the integration of the educational blog provided an effective instructional format to differentiate content instruction and deliver “equity pedagogy.” In this study student participation increased, students engaged in historical work (although tentative), and the resources activated their prior knowledge. Rather than withholding Web 2.0 technologies from low-achieving students we encourage teachers to use them to meet the unique learning needs of all of their students. With thoughtful scaffolding, it appears teachers might be able to leverage the unique features of blog-based activities to improve student experiences.