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The purpose of this paper is to demonstrate how teachers can use their Sgaw Karen students’ names as a means to gaining awareness of their students’ home culture, language and personal stories.

This case study uses interviews with four Karen families to explore the meanings behind the names and nicknames given to Karen individuals.

The findings of this study reveal that Karen names can provide teachers important insights into Karen culture, history and language. Moreover, Karen names can also provide important biographical information about the student.

This study only focuses on Sgaw Karen names and does not include other Karen subgroups like the Pwo Karen, who are also resettling in the USA. This study does not include all Sgaw Karen names, but the authors have made efforts to include Karen names from various regions of Burma and of different religious backgrounds.

Teachers and others working with culturally and linguistically diverse students like the Karen will gain a better understanding of the various ways that names are given across cultures. While this paper focuses on one particular ethnic group, it is believed that teachers need to expand their notions about how other non-European groups name their children and how these names may reveal something about the student’s heritage culture, history, language and the unique lived experiences of their students.

Too often teachers and others working cross-culturally do not realize that other cultures follow different naming practices than those used in the USA. Teachers often mispronounce or misunderstand students’ names when the student comes from a cultural group unfamiliar to them. This paper helps a general audience better realize the unique approach Karen culture takes to naming children and how these names are often transformed to fit American naming conventions. As the title suggests, Karen students often feel embarrassed and take on a negative opinion of their given name as a result of a lack of awareness by teachers and others.

This paper provides a unique perspective in the literature on the ways cultural naming conventions can serve teachers aspiring to incorporate biography-driven instruction into their classroom practices.

THE Reference Department of Paisley Central Library today occupies the room which was the original Public Library built in 1870 and opened to the public in April 1871. Since that date two extensions to the building have taken place. The first, in 1882, provided a separate room for both Reference and Lending libraries; the second, opened in 1938, provided a new Children's Department. Together with the original cost of the building, these extensions were entirely financed by Sir Peter Coats, James Coats of Auchendrane and Daniel Coats respectively. The people of Paisley indeed owe much to this one family, whose generosity was great. They not only provided the capital required but continued to donate many useful and often extremely valuable works of reference over the many years that followed. In 1975 Paisley Library was incorporated in the new Renfrew District library service.

THAT British historians will have to be careful and have a care is indicated by the following judgment pronounced by the youngest member of the literary staff of the imposing “New York Herald Tribune.” The subject of review was “A Short History of the British Working Classes,” by a British authority, Mr. G. D. H. Cole, and the reviewer's comment on the book is as follows: “… a serviceable book; perhaps we may say indispensable, until such time as an American social historian addresses himself to the fascinating, though arduous, task of working over the immense mass of material now available for the purpose of furnishing the American student with an authoritative summary of an enthralling subject.” Well, we have learned lately that the definitive work on the Great War is now being projected by an associate professor of a university in the American backwoods, so we are preparing to pull up our socks.

This research aims to investigate the relationship between internal motivations and consumer upcycling intention, and how these motivations relate to purchase intention of upcycled products.

This research is based on an online survey with a sample of 470 US consumers. Structural equation modeling with Mplus was applied to test the proposed relationships.

Perceived competence is the strongest internal motivation related to consumer upcycling intention, followed by waste prevention and frugality. Consumers who have motivations of waste prevention, social connectedness and emotional attachment for consumer upcycling have higher intention to purchase upcycled products.

The generalizability of the findings might be limited due to the US-based survey sample. Future research could validate and extend these findings in different cultural contexts.

The findings enable policymakers and business practitioners in the circular economy to develop effective strategies to promote consumer upcycling as well as the purchase of upcycled products.

First, this research addresses the dearth of literature studying upcycling and the broader circular economy from the demand side (i.e. the consumer). Second, by identifying perceived competence as the strongest internal motivation for consumer upcycling, this research offers a new perspective on how to promote consumer upcycling. Third, by demonstrating that certain internal motivations for consumer upcycling can explain purchase intention of upcycled products, this research validates for the first time the connection between consumer upcycling and upcycling businesses empirically.

Mathematics can be a challenging content area for all students and especially for students with disabilities. Assistive technology can support the access, participation and achievement of students with disabilities in mathematics in general and in inclusive mathematics settings in particular. In this chapter, assistive technology to academic and functional mathematics will be discussed; particularly, manipulatives, calculators and other technology-mediated mathematics interventions (e.g., apps or computer programs) will be highlighted.

Naming practices reflect culture, language and identity considerations. This study aims to explore Chinese American naming choices, revealing nuanced and complex linguistic, cultural and pragmatic considerations for teachers of literacy.

The authors interviewed Chinese parents who are now living with their school-aged children in the USA on the naming choices of their students. By using content analysis, this study found patterns and themes from the interview data.

The findings of this study suggest Chinese parents named their US school-aged children by taking into consideration of both Mandarin and English linguistic features, traditional and pop culture and the transnational identity of their children.

The findings of this study can help teachers and teacher educators better understand the naming traditions of Chinese American families and connect these traditions to literacy instruction in the classroom. This study proposes practical suggestions suitable for both monolingual and multilingual students to explore all children’s names and help build inclusive, culturally sustaining classrooms.

The President of the Board of Agriculture has introduced in the House of Commons his long‐promised Bill for preventing the sale of butter containing large amounts of water, and the proposed measure appears to have been received with general approval on both sides of the House.

This study aims to assess Brazilian adult consumers’ behavior, aged 18–70, when purchasing ready-to-eat food during the first months of the Coronavirus disease 2019 (COVID-19) pandemic.

Participants answered an online questionnaire about behaviors related to the purchase of ready-to-eat food from food services: changes in usage frequency during the pandemic, reasons for altering purchase habits, types of food and beverages bought before and during the pandemic and the frequency of on-site (consumption in food services) and off-site (delivery, take-away and drive-through) service utilization at lunch and dinner.

Out of 970 individuals who participated in the study, during the pandemic, 38% of participants reduced their food service usage, whereas 18% stopped using it. The main reasons given by participants who reduced and stopped food service usage were cooking at home (52% and 59%, respectively) and feeling afraid of contracting COVID-19 (26% and 22%, respectively). The reduction was more frequent among divorced/widowed/single individuals (p = 0.001) and in total social distancing, that is, all day long (p = 0.03). A significant reduction in on-site consumption frequency occurred for lunch and dinner (p < 0.001), whereas an increase in the off-site consumption frequency service for lunch (p = 0.016) and a reduction for dinner (p = 0.01) occurred compared to pre-COVID-19. However, 48% of participants used these services at least once a week in both periods. Most consumed foods and drinks before and during the pandemic were pasta/pizza (74% and 64%, respectively), snack/burgers (66% and 59%, respectively), soft drinks (41% and 37%, respectively) and alcoholic beverages (37% and 25%, respectively).

Knowledge about food choices away from home during the pandemic is scarce. High consumption of food away from home has been associated with a greater risk of developing chronic non-communicable diseases, such as obesity, diabetes and others. Eating behavior is influenced by the cultural, social, economic and personal characteristics of each individual. Understanding the main changes related to the consumption of ready-to-eat food and what the affected consumers profile in a time of unprecedented crisis, it is important to provide scientific knowledge that allows one to anticipate the implications for the future of individuals’ health and food systems and, consequently, to develop public policy or awareness and promotion actions of public health that encourage adopting healthier and balanced eating habits.