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Ageism, discrimination based on age, particularly against older adults, intersects with other forms of discrimination, including sexism. In long-term care settings, gendered ageism can manifest in various ways, influencing both the quality and type of care older adults receive based on their gender. Understanding and addressing ageism in these settings is essential to ensuring the dignity, respect, and quality of life for older adults. The purpose of this mixed methods study was to explore long-term care (LTC) employees’ attitudes towards age and gender. A theoretical framework of feminist disability theory and compulsory youthfulness allows for an intersectional critique of ageism, sexism, and ableism and how each contributes to the oppression of long-living adults (age 80 and over) and disabled long-living adults. Triangulation of data was achieved through surveys, interviews, and artifacts. Sixty employees completed an on-line survey consisting of demographic questions (age, race, gender, years employed in LTC, highest level of education, employment) and the Fraboni Scale of Ageism during the Coronavirus pandemic between August 21, 2020 and September 22, 2020. Data were analyzed using an independent samples t-test, One Way ANOVA, and One Sample Median Test. Twenty-one of these employees also participated in a phone interview during the time period of survey collection. Interview data were analyzed using open coding, axial coding, then thematic analysis. Cultural artifacts available to the primary researcher, and relating to the study, were noted. Considering the primary researcher was not allowed to enter the facility, the types of artifacts collected included social media posts via Twitter, Facebook, and the organization’s blog. Blog and social media posts ranged from September 1, 2020 to February 1, 2021. Mixing of qualitative and quantitative data was completed for the final results by merging them via side by side comparison table. Quantitative findings indicated there was a statistical difference in FSA scores for younger adults (M = 49.33, SD = 6.08), adults (M = 52.97, SD = 8.66), and older adults (M = 46.76, SD = 7.85). Middle age adults had significantly higher FSA scores than younger adults and older adults. Qualitative data provided the strongest connection that sexist and ageist attitudes exist among employees as it demonstrated that some employees had different expectations of residents based on the residents’ gender. A review of social media and policy artifacts concluded there was no resident perspective present in research topics, research trials, blog posts, or community events. Overall, findings indicated employees’ interactions with, and attitudes towards, residents were influenced by themes of compassionate ageism, ableism, and identity, which resulted in meta-theme caregiver validation and reward. Although most employees felt a deep connection with residents, they detached themselves from the aging process, instead seeking affirmation and recognition from residents through gratitude and positive interactions. Results from this study indicated certain power dynamics and suggested that employees actively sought positive care interactions with residents. Most employees preferred to care for residents who appeared to need assistance, were appreciative, and interacted with the employee in a positive way. When this occurred, employees enjoyed relationships with these residents and caring for them on a continuous basis. Essentially, employees preferred to care for someone who conformed to that employee’s expectations for care.

Studying ADA accessibility at library websites of top universities selected from the U.S. News and World Report, the authors used WAVE and AChecker to assess data in compliance with WCAG 2.0 standards. Almost 8 out of 10 public university academic libraries reported accessibility errors as one of the major findings. Low color contrast was becoming a more commonly occurring accessibility issue, making it difficult for people with vision impairments to perceive the color of the image. The outcomes of the study suggest that academic libraries around the world should continue improving their website accessibility.

Health information engagement can help individuals to find and use reliable sources of health information to make informed decisions about their health. This helps to improve their health outcomes and prevent unnecessary healthcare costs. Drawing upon the cognitive behavioural theory, this pilot study postulated a model to understand that the consequences of information orientation in terms of information engagement (behaviour), information literacy (cognition) and information avoidance (behaviour) in post-COVID era under health context. Furthermore, the moderation effects of health information literacy (HIL) are also calculated in managing health information avoidance beahvior. This pilot study is conducted in the context of social media exposure to health information by diabetic patients in Pakistani community. The proposed model was tested using Partial Lease Square Structural Equational Modelling (PLS-SEM). The data were collected from 166 diabetic patients (active social media users) through a survey. The study findings suggest that health information orientation on social media leads to HIL and engagement. Whereas, it has significant negative impact towards health information avoidance behaviour. Furthermore, HIL significantly increases health information engagement of diabetic patients. Also, HIL moderates the relationship between health information orientation and information engagement positively, whereas between health information orientation and health information avoidance negatively.

The Differential Speckle Survey Instrument (DSSI) was relocated to the Astrophysical Research Consortium 3.5 m telescope at Apache Point Observatory (APO) in early 2022. Here we present results from the first year of observations along with an updated instrument description for DSSI at APO, including a detailed description of a new internal slit mask assembly used to measure the instrument plate scale from first principles. Astrometric precision for DSSI at APO during this time was measured to be 2.06 ± 0.11 mas, with a photometric precision of 0.14 ± 0.04 mag. Results of 40 resolved binary systems are reported, including two that were previously unknown to be binaries: HIP 7535 and HIP 9603. We also present updated orbital fits for two systems: HIP 93903 and HIP 100714. Finally, we report updated or confirmed dispositions for five Kepler Objects of Interest (KOIs) that were previously explored in Colton et al., using speckle imaging to discern common proper motions pairs from line of sight companions: KOI-270, KOI-959, KOI-1613, KOI-1962, and KOI-3214AB.

Although many White social workers engage in ongoing anti-racist actions, they may still be complicit in perpetuating and reinforcing racism and White Supremacy Culture. Black, Indigenous, and People of Color (BIPOC) social workers, activists, and scholars have described the numerous ways in which the harmful impacts of White Supremacy Culture appear in the well-intentioned efforts of White people who seek to be anti-racist. White social workers are thus responsible for engaging in intentional ongoing practices to identify, interrupt, and shift their interpersonal oppressive uses of power in their practice. The RE/UN/DIScover heuristic is an iterative, embodied set of three practices for working with one’s experiences of shame and internalized dominance, habitual not-seeing, and in-the-moment activations. Literature theorizing White Supremacy ideology and culture frames the description of the RE/UN/DIScover heuristic. This paper describes several heuristic applications, including prompts for engaging in REcover, UNcover and DIScover practices and two composite examples. These applications illustrate how to use the heuristic practices with dual awareness of self and one’s social work practice in the moment and over time. White social workers are encouraged to learn and use the RE/UN/DIScover heuristic practices to guide their efforts to more fully live into their anti-racist commitments in moments of not-seeing and moments of activation.

How We Take Action brings together practical examples of social justice in language education from a wide range of contexts. Many language teachers have a desire to teach in justice-oriented ways, but perhaps also feel frustration at how hard it is to teach in ways that we did not experience ourselves as learners and have not observed as colleagues. As a profession, we need more ideas, more examples, and wider networks of allies in this work. This book includes the work of 59 different authors including teachers and researchers at every level from Pre-K to postsecondary, representing different backgrounds, languages, and approaches to classroom practice. Organized into three sections, some of the chapters in this collection report on classroom research while others focus on key practices and experiences. Section I is entitled Inclusive and Empowering Classrooms. In this section authors take a critical approach to classroom practices by breaking with the status quo or creating spaces where students experience safety, access, and empowerment in language learning experiences. Section II, Integration of Critical Topics, addresses a variety of ways teachers can incorporate justice-oriented pedagogies in day-to-day instructional experiences. Social justice does not happen haphazardly; it requires careful, critical examination of instructional practices and intentional planning as instructors hope to enact change. Section III, Activism and Community Engagement, explores how teachers can empower students to become agents for positive change through the study of activism and constructive community engagement programs at local and global levels.

This case study retrospectively reflects on a self-contained teacher’s decision to pair publisher-created adapted text with audio support as part of a multicomponent reading intervention. She evolved from creating her own adapted text to implementing publisher-created adapted text throughout a school year. The study analyzed students’ reading comprehension test scores throughout the year to examine the influence of publisher-created adapted text embedded within a multi-component reading intervention. The Related-Samples Wilcoxon Signed Rank Test revealed significance (p=.043) between students’ fall and spring Reading Inventory scores, with a moderate effect size (r=.562). The teacher made the instructional decision to implement publisher-created adapted text which eliminated time consuming self-adaptation of materials (Browder et al., 2007) and her students continued to make progress with this shift of materials with some demonstrating significant progress by the end of the school year.

Looking back on a year of tumultuous teaching and learning amid restrictions set in place after the COVID-19 pandemic began in early 2020, Remote Teaching and Learning: Reflections and Practical Advice focuses not only on the trials and tribulations higher ed faculty have endured but also the insights learned, silver linings revealed, and successes achieved through emergency remote teaching. Hear from 20 educators whose contributions include: reflections on pandemic teaching; strategies and practical advice; and resources for students.Whether you’re returning to a face-to-face classroom, continuing to teach online, or exploring hybrid or HyFlex teaching, you’ll find wisdom, advice, and observations from educators with a shared commitment to student learning. Includes student handouts to use in your classroom!

The authors have had many years of leadership and management experience in a variety of settings and have discovered that there are few books that cover the majority of topics related to leadership and management specifically for social work education and practice. This book covers all the main areas of expertise required in a typical social work leadership and management experience. It incorporates all 21 competencies and 126 practice behaviors from the Network on Social Work Management (NSWM) and nine competencies and 29 practice behaviors espoused by the Council on Social Work Education (CSWE) and can serve as a textbook for social work programs at the graduate level. The book has many unique features. It provides a comprehensive list of leadership and management competencies from the NSWM and the CSWE along with a list of competencies and practice behaviors. The book presents leadership and management competencies and practice behaviors each chapter along with cases, examples, and activities of how to use them in practice situations. It discusses in detail the differences between management and leadership along with best management and leadership practices. The book provides examples of how to motive and successfully work with different age cohorts. It presents effective communication and marketing strategies. The book discusses in detail how to effectively work with groups and give examples of how to make meetings productive. It exhibits specific problem-solving and decision-making strategies along with examples. The book summarizes how to manage a range of organizational functions. It discusses the importance of collaborating with community groups and other stakeholders to succeed in making a difference. The book contains five parts that replicate the <abbrev>NSWM</abbrev>’s four domains of leadership: executive leadership in social work; resources management practices; strategic management and administrative skills for organizational growth and success; community collaboration; and supplemental materials.

The authors have had many years of leadership and management experience in a variety of settings and have discovered that there are few books that cover the majority of topics related to leadership and management specifically for social work education and practice. This book covers all the main areas of expertise required in a typical social work leadership and management experience. It incorporates all 21 competencies and 126 practice behaviors from the Network on Social Work Management (NSWM) and nine competencies and 29 practice behaviors espoused by the Council on Social Work Education (CSWE) and can serve as a textbook for social work programs at the graduate level. The book has many unique features. It provides a comprehensive list of leadership and management competencies from the NSWM and the CSWE along with a list of competencies and practice behaviors. The book presents leadership and management competencies and practice behaviors each chapter along with cases, examples, and activities of how to use them in practice situations. It discusses in detail the differences between management and leadership along with best management and leadership practices. The book provides examples of how to motive and successfully work with different age cohorts. It presents effective communication and marketing strategies. The book discusses in detail how to effectively work with groups and give examples of how to make meetings productive. It exhibits specific problem-solving and decision-making strategies along with examples. The book summarizes how to manage a range of organizational functions. It discusses the importance of collaborating with community groups and other stakeholders to succeed in making a difference. The book contains five parts that replicate the <abbrev>NSWM</abbrev>’s four domains of leadership: executive leadership in social work; resources management practices; strategic management and administrative skills for organizational growth and success; community collaboration; and supplemental materials.

In this reflection, three social work colleagues discuss three different perspectives on one statement about racism. We detail our emotionally challenging conversations about racism, microaggressions, and the meaning of social justice in social work to build a different bond and sense of understanding. We delve into how we understand each other, our differing viewpoints on the murders of Black people in American society such as George Floyd, and our perspectives on social workers’ relationships to social justice, racism, and social change in the context of the 2020 turmoil.

Decolonizing Human Behavior in the Social Environment: A Reader for an Anti-Oppressive Approach challenges the socialization of preservice social workers by examining the complex features of individuals, families, groups, and societies and how they present themselves within the context of the multiple and simultaneous influences on behavior, cognitions, and emotions.This text is divided into three distinct units. Unit I development at the individual level and the influences that shape human behavior, including adverse childhood experiences, identity development through social media, resilience, and chronic illness. Unit II focuses on interpersonal dynamics with articles that explore grief theories, the transgender experience, intergenerational trauma, privilege, and more. Unit III examines structural social systems such as institutional racism, religious-based prejudice, and structural violence.Written to help social work students and professionals begin the process of decolonizing their education and practice, Decolonizing Human Behavior in the Social Environment is an essential and timely reader for courses and programs in social work. It is also an exemplary resource for practitioners at all levels.

College graduates need to have specific leadership-related skills, behaviors, and traits when entering the workforce. Campus involvement is one way for students to develop such areas. Therefore, this qualitative study explored the self-reported leadership skills of first-generation college students who were actively participating in intramural sports. Twelve students from a 4-year public university in the Northeast were interviewed about the research-driven photographs they submitted depicting leadership skills they engaged in during intramural sports participation. Photograph captions and interviews were analyzed using Kouzes and Posner's (2014) leadership model. Findings revealed that students reported engaging in behaviors and actions aligned with the leadership practices described by Kouzes and Posner (2014). These findings can help inform the decisions campus recreation professionals make about the role leadership development plays in program offerings.

Background: Despite national and institutional policies, American colleges do not currently provide student-athletes with disabilities equal access to sports opportunities. Disabled youth who wish to pursue their academic and athletic dreams in college thus have prohibitively limited options, even with popular American sports such as basketball. Purpose: The purpose of this study was to identify characteristics and factors that may facilitate the development and perpetuation of collegiate wheelchair basketball programs in the United States. Methods: Five qualitative interviews were conducted with coaches and/or program administrators of established college wheelchair basketball programs. Interviews were coded and analyzed to explore common themes. Results: Thematic data analysis uncovered five common themes important to the development and maintenance of these programs: a) coach characteristics, b) actions to recognize and address equity, c) boosters, d) institutional barriers, and e) network effects. Conclusion: These common factors are important in the development, sustainability, and longevity of college wheelchair basketball programs and should be considered by those interested in starting similar programs.&nbsp;

Play in children with autism spectrum disorder (ASD) is often atypical, yet consensus regarding effective occupational therapy strategies for improving play is not established. To examine the efficacy of strategies used in occupational therapy to improve play in ASD, authors completed a systematic review of papers from January 1980 through January 2019. Search terms included autism, Asperger’s, ASD, autistic in combination with play, playfulness, pretend, imagination, praxis, creativity, and generativity. Twenty papers met inclusion criteria and were reviewed. Reviewed interventions included parent education, modified play materials or environments, imitation of the child, and modeling by an adult, a peer, or video. Moderate to strong support exists for the specific strategies of imitation of the child and modeling for the child, with lesser or mixed support for other strategies. Certain strategies commonly used in occupational therapy may be effective in improving the occupation of play in ASD.