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This study investigated whether family−school conflict, directly and indirectly, predicts behavioral regulatory strategies (via emotion regulation) among women in higher education. The authors aim to hypothesize that the direct and indirect effects would vary by race/ethnicity.

Participants were 1,872 incoming first-year female students from a large, racially/ethnically diverse urban public university. They were classified into four racial/ethnic groups: 22% Asian American (n = 403), 11% Black (n = 209), 46% Latina (n = 865), and 21% White (n = 395). Data were collected from institutional records and an online student pre-matriculation survey. Multigroup structural equation modeling (SEM) was performed to explore the structural relations among key variables.

Family−school conflict was negatively associated with help-seeking in all racial/ethnic groups, whereas family−school conflict was negatively associated with time management only for Latina students. In addition, family−school conflict indirectly predicted time management and help-seeking through increased emotion regulation, particularly among Latina students.

In considering racial heterogeneity, the results showed the importance of analyzing racial/ethnic groups separately to obtain more accurate information on self-regulation mechanisms in family−school conflict contexts.

The purpose of this paper is to assess whether the temporal evolution of the normalized web distance (NWD) between significant terms concerning, e.g., a case of online activism can be used as a meta-data technique to measure evolution over time of, e.g., progress or decline of social empowerment.

The NWD between two terms has been identified as a quantitative measure for semantic proximity, ascertaining a defining relation between them. A trend analysis is made by performing on the internet a time window restrained series measurement of NWD of all combinations of key-terms and classifier-terms. Case defining key-terms, positive and negative discourse polarizing classifier-terms, and neutral classifier-terms for negative control need to be determined by discourse analysis of information on a targeted case. An example of NWD evolution from 1994 until 2013 is presented to measure the empowerment effects of the Wirikuta online movement on the Huichol people in Mexico.

The application of the NWD temporal evolution method to the Wirikuta case shows a slight but significant semantic change of the key-terms with respect to some of the positive and negative classifier-terms. The neutral classifier correctly shows no significant distance variation, as required for valid application of the method. The method provides indications for a complex image of empowerment of the Huichol identity.

The accuracy of the method is limited due to short-term and between-user variability of the search tool’s page counts. More reliable access to a web-index will be required for more accurate NWD-based trend analysis.

The monitoring of temporal NWD evolution provides a potential tool for more comprehensive trend description compared to classical frequency based methods.

Trend analysis is key to internet research, to which the temporal NWD method provides an innovative contribution.

Outlines the changes in legal restrictions on the eligibility of dismissed employees to pursue unfair dismissal claims. Includes a discussion of recent decisions in this area including the July 1995 decision in the case of R. v. Secretary of State for Employment ex parte Nicole Seymour‐Smith and Laura Perez and Employment Protection (Part‐time Employees) Regulations 1995 and assesses the impact of these decisions on personnel practice and disciplinary procedures.

The purpose of this paper reporting an exploratory pilot study is to examine how participant engagement in design thinking varies when playing and fixing (playfixing) three partially complete games (broken games).

The data for this study consist of transcripts of five playfixing sessions with a total of 16 participants. Each session focused on one of three games. The authors used Winn’s (2009) design-play-experience framework to analyze features of each game that might relate to differences in design thinking. Next, the authors coded each playfixing session’s transcript to identify patterns of design thinking. Finally, these findings were used to make conjectures about how design features and flaws might encourage particular forms of design thinking.

The findings indicate how playfixing tabletop games with varied levels of complexity, playability and rule definition lead to different patterns of design thinking.

This is a first step toward understanding how the constraints associated with various elements of broken games might direct participants toward desired modes of design thinking and more broadly, contributes to the literature on the educational uses of game making.

It is the purpose of this paper to analyze drivers of organizational change as well as their inhibitors with a particular focus on the influence of management and the environment.

The question will be addressed with the help of the case study of the New York Stock Exchange's (NYSE) move towards electronic trading. A system dynamical analysis of underlying forces and feedback will help elucidate the strength of mechanisms that drive or impede change.

The stepwise analysis of the model in accordance with different model boundaries reveals that neither the environment nor endogenous pressures from stakeholders and management alone are able to replicate the reference behavior; all three model elements are necessary to simulate the process of the NYSE's radical move. Additionally, with only minor changes in the underlying assumptions, the model is able to show the contrasting behaviors predicted by different streams of literature.

The paper's contribution is limited by the number of but one exemplary case it provides.

The paper contributes to one of the most prominent topics in the organizational change literature and adds a valuable example of representative drivers of change. It opens the black box of organizational change by its focus on the relationship of structure and behavior as well as on the process of change.

Moving On initiatives (MOIs) provide opportunities for permanent supportive housing (PSH) residents to exit PSH services for mainstream housing. This study aims to better understand the factors that influence residents’ decisions on whether to leave or stay in these services.

This study examines ambivalence toward leaving PSH using interviews with 40 MOI participants. Data were analyzed using framework analysis.

“Pull factors” for staying in PSH included secure benefits, partial autonomy and being comfortable enough. Participants viewed PSH as their cheapest option and a protective force. They also described PSH as “semi-independence” and expressed concern with a lack of privacy, free movement and unwanted supervision.

To the best of the authors’ knowledge, this is the first study to consider residents’ motivations for staying in PSH when given the opportunity to leave. Implications for PSH service delivery and implementation of MOIs are discussed.

The Healthy Work Place (HWP) study investigated methods to improve clinicians’ dissatisfaction and burnout. The purpose of this paper is to identify factors that influenced study enrollment and completion and assess effects of initial clinic site enrollment rates on clinician outcomes, including satisfaction, burnout, stress and intent to leave practice.

In total, 144 primary care clinicians (general internists, family physicians, nurse practitioners and physician assistants) at 14 primary care clinics were analyzed.

In total, 72 clinicians enrolled in the study and completed the first survey (50 percent enrollment rate). Of these, 10 did not complete the second survey (86 percent completion rate). Gender, type, burnout, stress and intervention did not significantly affect survey completion. Hence, widespread agreement about most moral/ethical issues (72 percent vs 22 percent; p=0.0060) and general agreement on treatment methods (81 percent vs 50 percent; p=0.0490) were reported by providers that completed both surveys as opposed to just the initial survey. Providers with high initial clinic site enrollment rates (=50 percent providers) obtained better outcomes, including improvements in or no worsening of satisfaction (odds ratio (OR)=19.16; p=0.0217) and burnout (OR=6.24; p=0.0418).

More providers experiencing workplace agreement completed the initial and final surveys, and providers at sites with higher initial enrollment rates obtained better outcomes including a higher rate of improvement or no worsening of job satisfaction and burnout.

There is limited research on clinicians’ workplace and other factors that influence their participation in survey-based studies. The findings help us to understand how these factors may affect quality of data collecting and outcome. Thus, the study provides us insight for improvement of quality in primary care.

Directing schools of high complexity in disadvantaged social contexts with high rates of emigration requires skills for emotional leadership. Directors with self-managing capacities are needed to manage their own emotions. They also need to mobilise people (teachers, students and families) by focussing on their feelings of satisfaction, identification with the group, belonging, joy, success, unity and cohesion.

The content of this chapter presents the study of the emotional management of directors who perform their work in two highly complex schools in Catalonia, Spain. The views of these directors as well as teachers and families examine: (1) the construction of their professional identity, (2) their social and ethical commitment to the community, (3) the orientation towards the values of social justice and (4) their emotional leadership practices focussed on personal attention towards all of the actors in the school community.

The chapter concludes with 10 suggestions that can be useful to improve the professional practice of school directors. These should also be taken into account when designing and implementing initial and ongoing training programmes for school leaders and to inspire ideas for future research.

The authors suggest strategies for addressing and combating these attempts at racelighting.

The authors of this article– five anti-racist educators working in various educational settings in SLC– employ the Critical Race Theory counter-story methodology (Delgado and Stefancic, 1993) to confront resistance to educational equity in Utah. They do so by first providing a historical context of race and education in Utah before presenting four short counterstories addressing the racelighting efforts of students, fellow educators and administrators when confronted with the complexities of racial injustice.

These counterstories are particularly important in light of the recent increase in color-evasive and whitewashed messaging used to attack CRT and to deny the existence of racism in the SLC school system in K-post-secondary education, and in the U.S. as a whole.

These stories are set in a unique environment, yet they hold national relevance. The racial and religious demographics in Utah shed light on the foundational ethos of the country – white, Christian supremacy. They reveal what is at stake in defending it and some of the key mechanisms of that defense.