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The purpose of this paper is to investigate factors affecting farmers’ perceptions and knowledge of soil testing benefits and fertilizers use in Northern Haiti.

Data were collected from 452 farmers within 17 localities in Northern Haiti. The findings reveal that farmers currently have little or no knowledge of soil testing benefits and but know better about fertilizer use. The soil testing benefits and knowledge on fertilizers use were collected using Likert scale. Analyses were done using structural equations model and choice model.

Factors such as farm size, participation in project, rice, banana and cocoa growers, affect farmers’ perceptions and knowledge of soil testing benefits. Factors affecting willingness to pay include group membership, type of crops grown, whether farmer’ land is on the slope, his farm size and whether he participates in the US Agency for International Development (USAID) project. Knowledge on fertilizer use is influenced by rice and banana growers, fertilizer use, participation in soil testing program and AVANSE/USAID. The effects of both latent variables are found to be positive but non-significant.

As policy implication; farmers need training module to be better informed on soil testing benefits.

Soil testing is a novel agricultural input that is being popularized in developing countries. For sustainability of the laboratory to be installed, this study is needed to fill the gap in research on farmers’ behaviors toward and demand of soil testing in Northern Haiti.

In order to compete for positional advantage in the graduate labour market students need more than a good degree classification. The evidence suggests that participation in extra-curricular activities (ECAs) can have a significant influence on labour market outcomes. The purpose of this paper is to examine the extent to which undergraduates engage in ECAs during their studies and analyses the factors influencing their participation in such activities.

This study is based on a sample of 21 undergraduates in the Business School at a “new” university. These students completed two questionnaires in their first year of study. These were followed-up by in-depth interviews which were carried out in their first and final year of study.

The study found that many of these students were not participating in ECAs because they lacked an appreciation of the value of ECAs to graduate employers. The students were also influenced by social and peer norms, especially the fact that their peers were not engaging in ECAs. Finally, the students often exhibited an extrinsic locus of control and dependency which was not conducive to engagement in ECAs.

The generalisability of the findings may be seen as limited by the fact that the study is based on a relatively small sample of students from one university. This research, however, provides detailed insights into the factors influencing student participation in ECAs and adds new perspectives to this under-researched area.

The paper concludes by suggesting a range of inter-related approaches that higher education institutions could adopt in order to improve student participation in ECAs. These include careers education at all stages of the students’ studies; the use of unfreezing techniques in conjunction with case studies; a more substantial role for personal tutors; and the development of an institutional habitus that encourages autonomy and agency.

Despite the importance of ECAs to graduate employers there have been relatively few studies into the factors influencing undergraduate participation in such activities.

This review arises from a series of multidisciplinary Franco‐British workshops which were supported by a grant from the Economic and Social Research Council (ESRC) and the Agence Nationale de la Recherche (ANR). More than 30 participants from a range of institutions and agencies were involved in compiling the material in this review (Appendix I). The workshops offered an opportunity to exchange ideas from research on the relationships between migration, health and well‐being in Britain and France. In the following discussion we compare and contrast experiences in the two countries, with the aim of assessing the importance of international, national and local contexts, in their various cultural, social and political dimensions, for the relationships of interest. Drawing on these ideas, we suggest the definition of a future international research agenda.

This study evaluates the moderating role of work-based social supports (i.e. supervisor support and co-worker support) in the relationship between job insecurity and job burnout among hospitality employees in Malaysia. Besides, the direct effect between job insecurity and job burnout is examined.

The cross-sectional data of this study were based on a total of 220 self-administered questionnaires that have been completed by hospitality employees from three different states in Malaysia. Respondents were recruited based on a snowball sampling approach. The data were collected during the COVID-19 pandemic, which was from October 2020 to January 2021.

Partial least square-structural equation modeling (PLS-SEM) was performed via SmartPLS software. The finding confirmed that job insecurity significantly intensifies employees' job burnout. Supervisor support and co-worker support were found to moderate the link between job insecurity and burnout. As anticipated, the relationship between job insecurity and job burnout increased when supervisor support is low. But high co-worker support was found to strengthen the impact of job insecurity on job burnout instead of the reverse.

This study supplements the existing literature by clarifying which sources of work-based social support (i.e. co-worker support or supervisor) is more salient in alleviating the adverse impact of job insecurity on job burnout during the COVID-19 pandemic among hospitality employees in Malaysia.

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.

Since the introduction of very recent times of methods of tissue cultivation of viruses, strikingly different in so many aspects to the older and orthodox methods of bacterial cultivation, there has been a rapid increase in the knowledge of pathogenic viruses and their habitats. A sizeable literature has developed on the subject. Upwards of seventy viruses thrive in the intestines of man and exist in his excreta in large quantities; in sewage and even in the ultimate product of excreta—sludge. It goes without saying that with such a massive reservoir of infection, water and certain foods could play a part in the epidemiology of at least some of the diseases caused by the entero‐viruses. That up to the present there seems to be little evidence that they do is the result of what has been called “the imponderable elements” of such infections; the very great difference between the infectivity and morbidity of the organisms; between the silent and overt infections they produce.

Reports on a study designed to analyse the effectiveness of real and created spokespersons in advertisements. Compares male and female spokespersons′ effectiveness by audience gender. Concludes that celebrities can be used to gain attention and maintain sales, while created spokespersons′ effectiveness is in establishing a lifelong link with the product.