“That’s How Revolutions Happen”: Psychopolitical Resistance in Youth’s Online Civic Engagement

This paper describes forms of online youth civic engagement that center the experiences of youth with historically marginalized identities and documents ways that youth are civically engaged. Twenty U.S.-based, digitally active youth ages 16 to 21 years old were interviewed. Seven participants (35%) identified as female, nine (45%) as male, and four (20%) as gender nonbinary. Twelve (60%) identified as a first or second generation immigrant. Youth were recruited through youth-led movement accounts on Twitter and contacted via Direct Messaging. Semi-structured interviews were conducted with youth between March and September 2020, a period spanning the outbreak of COVID-19 and rise in participation in the Black Lives Matter movement. Inductive Constant Comparative Analysis was used to document forms of youth civic engagement on social media and understand how youth ascribed meaning to their civic engagement. Framed by literature on critical consciousness and psychopolitical resistance to oppression, findings highlight three forms of online youth civic engagement: Restorying, Building Community, and Taking Collective Action. These findings indicate that, for youth with identities that have historically been marginalized, social media is an important context to be civically engaged in ways that resist oppression and injustice.

“That’s How Revolutions Happen”: Psychopolitical Resistance in Youth’s Online Civic Engagement

Aims: This paper aims to describe forms of online youth civic engagement that center the experiences of youth with historically marginalized identities and documents ways that youth are civically engaged. Demographics: Twenty U.S.-based, digitally active youth ages 16-21 years old were interviewed. Seven participants (35%) identified as female, nine (45%) as male, and four (20%) as gender nonbinary. Twelve (60%) identified as a first or second generation immigrant. Settings: Youth were recruited through youth-led movement accounts on Twitter and contacted via Direct Messaging. Methodology: Semi-structured interviews were conducted with youth between March and September 2020, a period spanning the outbreak of COVID-19 and rise in participation in the Black Lives Matter movement. Analysis: Inductive Constant Comparative Analysis was used to document forms of youth civic engagement on social media and understand how youth ascribed meaning to their civic engagement. Findings: Framed by literature on critical consciousness and psychopolitical resistance to oppression, findings highlight three forms of online youth civic engagement: Restorying, Building Community, and Taking Collective Action. Implications: These findings indicate that, for youth with identities that have historically been marginalized, social media is an important context to be civically engaged in ways that resist oppression and injustice.

A Trajectory for Advancing the Meta-Cognitive Solving of Mathematics-Based Programming Problems with Scratch

It is the intention of the current study to suggest a trajectory for the advancement of prospective mathematics teachers’ use of meta-cognitive skills in solving mathematics-based programming problems with Scratch. Scratch is a code-based program that can be utilized in teaching various disciplines, especially geometry and its rich range of subjects such as the topic of symmetry. The present study suggests that advancing prospective teachers’ meta-cognitive skills in the Scratch environment could be done through problem solving and negotiations. The present paper analyzed the implementation of the trajectory by two pedagogic supervisors who attempted, in the frame of one-year preparation (2018–2019), to educate 18 prospective teachers to use meta-cognitive skills in mathematics-based programming activities, where this attempt was based on problem solving and negotiation processes. Data were collected through videoing and recording the learning sessions of the prospective teachers and was analyzed using deductive and inductive constant comparison methods. The deductive analysis utilized theoretical models of meta-cognitive processes and negotiation processes. The research results indicated that the negotiation processes supported the development of the prospective teachers’ meta-cognitive processes in solving mathematics-based programming problems with Scratch.

Factors influencing middle managers’ commitment to the implementation of innovations in cancer care

Objective To identify and illuminate influences on middle managers’ commitment to innovation implementation. Methods A qualitative study was conducted, employing the methods of grounded theory. Semi-structured interviews were used to collect data from middle managers (n = 15) in Nova Scotia and New Brunswick, Canada. Data were collected and analysed concurrently, using an inductive constant comparative approach. Data collection and analysis continued until theoretical saturation was reached. Results The data revealed middle managers contemplate two central issues in terms of their commitment to implementation, that is whether or not they fully engage in and support the implementation of a particular innovation. These issues are (1) ease of implementation and (2) potential benefit for patients. Middle managers’ views and expectations related to ease of implementation are influenced by available resources, fit with setting, and stakeholder buy-in. Their views on patient benefit are influenced by external evidence of benefit and local gaps in care. Conclusions These findings provide further insight into the factors that influence middle managers’ commitment to innovation implementation, and how middle managers consider these factors in the context of their work settings.

Academically at-risk college students at a small, private, faith-based university : a qualitative study of factors promoting persistence to the fourth year

This study explored the factors that promoted and the factors that impeded persistence to the fourth year for students who were considered academically at-risk when they entered college. Eighteen participants took part in this basic qualitative study, which utilized three forms of data collection: (a) interview, (b) open-ended survey, and (c) reflective writing. The researcher piloted the data collection tools, along with analyzing data as it was gathered, to ensure the research questions were being answered. Upon the completion of data collection, the researcher utilized inductive, constant comparative analysis, which resulted in the identification of emerging themes. The study's findings indicated persistence is fostered by care and support from within and outside the institution and through participants making connections to the campus and adjusting in ways that demonstrates a refusal to quit. The primary barriers participants had to overcome were academic struggles, institutional impediments outside of academics, and personal obstacles. The findings highlight the need for policies and practices that foster a supportive and caring campus culture, including capitalizing on the importance of family support for this population of students.

The Role of Healthcare Providers in Return to Work

International research has generated strong evidence that healthcare providers (HCPs) play a key role in the return to work (RTW) process. However, pressure on consultation time, administrative challenges and limited knowledge about a patient's workplace can thwart meaningful engagement. Aim: Our study sought to understand how HCPs interact with workers compensation boards (WCBs), manage the treatment of workers compensation patients and navigate the RTW process. Method: The study involved in-depth interviews with 97 HCPs in British Columbia, Manitoba, Ontario and Newfoundland and Labrador and interviews with 34 case managers (CMs). An inductive, constant comparative analysis was employed to develop key themes. Findings: Most HCPs did not encounter significant problems with the workers compensation system or the RTW process when they treated patients who had visible, acute, physical injuries, but faced challenges when they encountered patients with multiple injuries, gradual-onset or complex illnesses, chronic pain and mental health conditions. In these circumstances, many experienced the workers compensation system as opaque and confusing. A number of systemic, process and administrative hurdles, disagreements about medical decisions and lack of role clarity impeded the meaningful engagement of HCPs in RTW. In turn, this has resulted in challenges for injured workers (IWs), as well as inefficiencies in the workers compensation system. Conclusion: This study raises questions about the appropriate role of HCPs in the RTW process. We offer suggestions about practices and policies that can clarify the role of HCPs and make workers compensation systems easier to navigate for all stakeholders.

Fathers Raising Motherless Children: Widowed Men Give Voice to Their Lived Experiences

Little is known about the experiences of widowed men with dependent children. With such limited knowledge it is not clear how mental health professionals can assist this population. In this qualitative case study the researcher describes the experiences of ten widowed fathers from the Southeastern United States as they struggle with their new parenting responsibilities after the death of their wives and their children's mothers. The researcher used an inductive constant comparative method to reveal themes. The interview data revealed three themes: Ways to Cope, Concerns, and Newfound Respect. These themes and their subcategories are presented together with suggestions on how to assist widowers with dependent children.

The effects of temperature and photoperiod on the induction of diapause in eggs of the Australian plague locust, Chortoicetes terminifera (Walker) (Orthoptera: Acrididae)

Photoperiod was shown to be the principal factor regulating the induction of a facultative egg-diapause in Chortoicetes terminifera(Wlk.). All developmental stages from first-instar nymphs to immature adults were sensitive to photoperiod. At constant photophases, the insect exhibited a short-day—long-day response, with the upper and lower critical photo-periods for induction approximating to LD 15·5: 8·5 and 11:13, respectively. These correspond to the range of photoperiods experienced by the insect under natural conditions. The maximum inductive response occurred at about the mid-point of this range, i.e. LD 13·5: 10·5. In experiments in which insects experienced a change in photophase at the end of the nymphal stage, the incidence of diapause varied with the direction of change (long to short or short to long) and indicated that diapause induction was prevented by an increase in photophase but enhanced when the photophase was reduced. The size of the inductive response associated with a decrease in photophase appeared to depend less on the size of the decrease than on its position within the inductive range, such that the maximum effects were observed when the sequence of light regimes were close to or spanned the most inductive constant photophase. Temperature was also important in determining the induction of diapause. In the upper portion of the inductive range (15·5 to 12·5 h light), insects subjected to high temperatures or to an increase in temperature during development showed a lower incidence of diapause than those subjected to low temperatures or to a decrease in temperature. In the lower portion of the inductive range, the effects of temperature were reversed, with high temperature or an increase in temperature being more inductive than low temperature or a decrease in temperature.