#MeToo,sexual harassment: an article,a forum,and a dream for the future

#MeToo has breathed new life into the women’s movement and especially into understanding and rectifying sexual harassment, abuse and assault. It has galvanized activists around the globe. And it has placed thousands of stories of the harassed in full view of the public. Sexual harassment, abuse and assault may occur within the organizational context or beyond; but sexual harassment, in particular has been legally labeled an organizational phenomenon. With this in mind, Robin Clair frames the early part of this article around the most recent organizational communication theories (see the appendix for an overview of these theories). Following the essay is a forum, in which invited scholars address questions related to the #MeToo movement.     

Preparing a CPT Submission Package

The candidate chooses projects for his or her ability to establish credentials as a performance technologist. The clearer the links between actions and improved performance for the client, the stronger the case each example makes. Candidates will need to show this linkage between contribution and outcome for each project used in preparing the submission package.     

Racial and Gender Identity Among Black Adolescent Males: An Intersectionality Perspective

A considerable amount of social identity research has focused on race and racial identity, while gender identity, particularly among Black adolescents, remains underexamined. The current study used survey data from 183 Black adolescent males (13–16 years old) to investigate the development and relation between racial and gender identity centrality and private regard, and how these identities impact adjustment over time. It was found that dimensions of racial and gender identity were strongly correlated. Levels of racial centrality increased over time while gender centrality, and racial and gender private regard declined. In addition, racial and gender identity uniquely contributed to higher levels of psychological well‐being and academic adjustment. These findings are discussed within the context of existing identity theories and intersectionality theory.     

Video game learning dynamics: Actionable measures of multidimensional learning trajectories

Valid, accessible, reusable methods for instructional video game design and embedded assessment can provide actionable information enhancing individual and collective achievement. Cyberlearning through game‐based, metaphor‐enhanced learning objects (CyGaMEs) design and embedded assessment quantify player behavior to study knowledge discovery and application. CyGaMEs is grounded by analogical reasoning theory, cognitive task analysis and knowledge representation. A construct representation argument for validity using evidence‐centered design warrants CyGaMEs, its web‐based learning environment, Selene: A Lunar Construction GaME, its embedded assessment, and a learning dynamics approach to student, measurement and statistical models. Two studies (US volunteers, Study 1: n = 267, mean (M)_age = 15; Study 2: n = 90, M_age = 12) cross‐validate learning dynamics (learner progress, rate of progress and changes in that rate) for Selene's multidimensional goals while players learn and apply standard‐based science about fundamental geology and space science concepts. Gameplay data analyzed using regression, calculus and hierarchical linear modeling exhibit overall relatively high standardized rates of progress toward each goal statistically higher than zero. For example, adjusting for nesting within individual players, average rate of progress toward the goal of accreting lunar mass is a z‐score of 1.4 (99% confidence interval = 1.40_lower, 1.48_upper) or 1.4 standard deviations above zero.     

SPECIFIC COGNITIVE PREDICTORS OF EARLY MATH PROBLEM SOLVING

Development of early math skill depends on a prerequisite level of cognitive development. Identification of specific cognitive skills that are important for math development may not only inform instructional approaches but also inform assessment approaches to identifying children with specific learning problems in math. This study investigated the specific cognitive correlates of math problem solving across early grade levels (1–4) while controlling for basic calculation skills. As expected, basic calculation skill was a significant predictor of math problem solving across the entire sample. However, the addition of cognitive measures almost doubled the variance explained (R² = .61). Additionally, only select cognitive variables contributed to the prediction of math problem solving, and these variables change in importance as children develop higher‐level math skills. Results are discussed within a developmental model, which emphasizes the increasing importance of abstract code representations required in higher levels of math performance.     

Do We Fear Ageing? A Multidimensional Approach to Ageing Anxiety

Ageing anxiety is the expression of peoples' fear of ageing (Lynch, 2000 Lynch, S. M. (2000). Measurement and prediction of aging anxiety. Research on Aging, 22(5), 533.[Crossref], [Web of Science ®] , [Google Scholar]). Despite greater longevity in the population, there is a lack of research into this aspect of life (Lasher &; Faulkender, 1993 Lasher, K. P., &; Faulkender, P. J. (1993). Measurement of aging anxiety: Development of the Anxiety about Aging Scale. The International Journal of Aging &; Human Development, 37(4), 247–259.[Crossref], [PubMed], [Web of Science ®] , [Google Scholar]). This research explored fears of ageing across four dimensions: Fear of Old People, Physical Appearance, Psychological Concerns, and Fear of Losses. Three hundred and forty eight participants aged 18–88 participated in an online survey. Findings were: (a) men and women have different fears of ageing; (b) greater quality contact is related to less ageing anxiety; (c) poor health is related to greater ageing anxiety, (d) ageism, defined by Nelson (2005 Nelson, T. D. (2005). Ageism: Prejudice against our feared future self. Journal of Social Issues, 61(2), 207–221.[Crossref], [Web of Science ®] , [Google Scholar]) as prejudice toward ageing is positively correlated with ageing anxiety. The implications of these findings are that better quality contact and more positive attitudes toward ageing are associated with less ageing anxiety. As such, possible key target areas in developing appropriate interventions are provided, with hope to prepare adults of all ages for the inevitable—life is a terminal illness, so enjoy while you can.     

How students reason about matter flows and accumulations in complex biological phenomena: An emerging learning progression for mass balance

In recent years, there has been a strong push to transform STEM education at K-12 and collegiate levels to help students learn to think like scientists. One aspect of this transformation involves redesigning instruction and curricula around fundamental scientific ideas that serve as conceptual scaffolds students can use to build cohesive knowledge structures. In this study, we investigated how students use mass balance reasoning as a conceptual scaffold to gain a deeper understanding of how matter moves through biological systems. Our aim was to lay the groundwork for a mass balance learning progression in physiology. We drew on a general models framework from biology and a covariational reasoning framework from math education to interpret students' mass balance ideas. We used a constant comparative method to identify students' reasoning patterns from 73 interviews conducted with undergraduate biology students. We helped validate the reasoning patterns identified with >8000 written responses collected from students at multiple institutions. From our analyses, we identified two related progress variables that describe key elements of students' performances: the first describes how students identify and use matter flows in biology phenomena; the second characterizes how students use net rate-of-change to predict how matter accumulates in, or disperses from, a compartment. We also present a case study of how we used our emerging mass balance learning progression to inform instructional practices to support students' mass balance reasoning. Our progress variables describe one way students engage in three dimensional learning by showing how student performances associated with the practice of mathematical thinking reveal their understanding of the core concept of matter flows as governed by the crosscutting concept of matter conservation. Though our work is situated in physiology, it extends previous work in climate change education and is applicable to other scientific fields, such as physics, engineering, and geochemistry.