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Despite the emphasis on 21st century learning in our schools, the use of technology and the opportunity to think creatively is often lacking in our social studies curriculum. Specifically, opportunities for students to apply the five themes of geography to the world around them is hard to undertake when teaching is primarily conducted via a traditional textbook or supplemented with only audio and visual materials. In order to give students an authentic opportunity to apply the five themes of geography and to build their 21st century learning skills through the use of creative thinking tasks, handheld global positioning system (GPS) devices were introduced to a middle grades classroom. This manuscript documents the steps taken with these handheld GPS devices over the course of a two-week unit on the five themes of geography. Following a detailed explanation of each day’s activity, a discussion highlights how the infusion of technology and the opportunity to think creatively created a culture of learning within the classroom.

This paper seeks to analyze the buying behavior of internet users in two European countries with different cultural backgrounds, Spain and The Netherlands, assessing the influence of online experience factors on the choice of an internet vendor. It also aims to identify and compare the influence of personal and behavioral characteristics on the e‐vendor choice.

The study simulated a realistic virtual shopping activity in the computer laboratory; participants had to complete an online shopping assignment and an online questionnaire.

The findings indicate that the basic traits of the online consumer behavior of internet users in the two countries are quite similar. Most of the disparities observed are attributed to different levels of experience with the internet as a commercial channel.

The outcome could suggest the emergence of a global virtual village, an issue worthy of further research but also of particular importance for global web vendors and website designers. The basic limitation of the study is that it is conducted in only two European countries and refers only to online purchasing of a standardized tangible consumer product.

The findings of the study can be translated to web design guidelines useful to online organizations operating in different cultural or ethnic environments.

The paper presents one of the first studies comparing the influence of online experience factors in two culturally different countries.

The purpose of this research is to study the Colombian avocado export industry, identify key insights associated with creating and sustaining the avocado value chain, and to understand the impact of the public policies affecting this industry.

The approach consists of two case studies to shed light on the opportunities and challenges of developing a sustainable avocado value chain in Colombia. One case deals with a vertically integrated business (Arcángel Miguel) while the other focuses on an association of small growers (Asohass). The analysis was informed by a series of interviews with key actors along the avocado supply chain to uncover the business strategies to move avocados to destination markets. The authors compare and contrast approaches to business development, international expansion, and role of public policies.

The authors found that the strategies followed by these organizations differ in means but aim for the same objective: maximize profits, improve environmental performance, and enhance the social wellbeing of growers. The authors found that each type of business model requires distinct public policies to succeed and different strategies to appropriately allocate efforts. The findings are relevant to other high-value crops and other Latin American countries with similar geographical and social characteristics.

These insights underscore the need of public policies tailored to the specific needs of the different actors in the value chain. The current emphasis on certifications and export markets works well for large agribusinesses, but smallholder growers need policies tailored to new investments in physical, human, and social capital.

This study contributes to the literature on avocado value chains in Latin America, emphasizing the challenges faced by the emergent Colombia avocado sector, a country that only began exporting this commodity in 2010.

The purpose of this study is to identify intercultural competencies in community instructors who serve in CONAFE in Chiapas, México.

The study applied a mixed methods method, based on an ethnographic design with a naturalistic approach. The quantitative instrument was applied to 119 community instructors; from these participants, four interviews were conducted with a sample of case-type participants, and four cases are presented.

The results show differences between community instructors who demonstrate intercultural skills and those who require developing them. It is concluded that teachers should receive training that strengthens their intercultural competences to enable indigenous children to take advantage of the knowledge they acquire in their community and the pedagogical advantage offered by the use of their mother tongue in the teaching–learning process.

This educational research about intercultural competences in the field of indigenous education, community education and intercultural education provides significant learning that advances the understanding and appreciation of cultural diversity.

The purpose of this paper is to identify the drivers of customer satisfaction (CS) and sales performance at wineries in the Finger Lakes region of New York State in the context of changes winery tasting rooms implemented due to the COVID-19 pandemic.

A survey was administered to tasting room visitors at two wineries in October 2020 in the Finger Lakes region of New York State resulting in 215 usable survey responses measuring customer satisfaction. A factor analysis was used to identify primary factors influencing overall CS. The authors then modeled how these primary factors, along with various demographic factors, influence sales metrics. The results are then compared with previous estimates of such drivers in pre-COVID tasting rooms.

The authors identified four main CS factors: Staff Interactions, Wine Tasting, COVID-19 Precautions and Ambience that play a significant role in overall CS. Of these, Wine Tasting was shown to have a positive influence on total amount spent and the number of bottles purchased, whereas COVID-19 Precautions positively impacted the number of bottles purchased. Overall, CS is also shown to positively impact total amount spent and number of bottles purchased. Customers are shown to prefer some changes to the tasting room due to COVID-19, such as having table service and reservations.

This is the first study researching the influence of certain tasting room changes implemented due to the COVID-19 pandemic has had on CS and wine-purchasing decisions in tasting rooms.

This paper seeks to provide instructional methods for using simulations to teach primary and secondary sources within a social studies classroom. Classroom simulations provide students with authentic opportunities to engage in meaningful learning experiences that are both hands-on in nature and promote the use of critical thinking.

This paper opted to describe an approach to teach students about primary and secondary sources through a classroom simulation. Step-by-step instruction was provided via an included table, so that readers can recreate the lesson in their own classrooms.

This paper offers insights about how simulations can be used to provide students an authentic experience with primary and secondary sources. These experiences include opportunities to critically think about the benefits and limitations that both primary and secondary sources offer students while engaging in historical inquiry.

This paper is designed for teachers to utilize and replicate in their own social studies classrooms.

This paper recognizes the important role that primary and secondary sources have in the social studies classroom. Through an original approach, using simulations, the authors present a unique perspective on how to teach about primary and secondary sources in a manner that supports historical inquiry.