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This study contributes to the understanding of the health effects of pesticides exposure and of how pesticides have been and should be regulated.

This study presents literature reviews for the period 2000–2013 on (i) the health effects of pesticides and on (ii) preference valuation of health risks related to pesticides, as well as a discussion of the role of benefit-cost analysis applied to pesticide regulatory measures.

This study indicates that the health literature has focused on individuals with direct exposure to pesticides, i.e. farmers, while the literature on preference valuation has focused on those with indirect exposure, i.e. consumers. The discussion highlights the need to clarify the rationale for regulating pesticides, the role of risk perceptions in benefit-cost analysis, and the importance of inter-disciplinary research in this area.

This study relates findings of different disciplines (health, economics, public policy) regarding pesticides, and identifies gaps for future research.

Preparing future teachers requires teacher educators to share both theory and its translation to best practice. Traditional approaches to this learning process include textbooks, case studies, role-play, observation, and eventually fieldwork in a classroom. Understanding what their future students need or appropriately responding to situations in the classroom is far different than the reality of teaching in schools. Although case studies provide an opportunity for perspective taking, collaboration, and developing problem solving skills in a safe environment, it is still a relatively passive experience. The use of virtual worlds to create engaging simulations offers a possibility in bridging this gap between theory and practice. The School of Education and Human Services at Seton Hall University has designed a virtual world simulation to provide college students with the opportunity to be immersed in a virtual classroom setting in which they take on the roles of avatar teachers and grade school students who may require various modifications/accommodations. This chapter will discuss the design and implementation of this project. Data were collected on the students’ experiences in order to assess possible learning gains, affordances of the technology, and lessons learned for future educators who are considering the implementation of virtual world technologies.