Ageing transmigrants and the decolonisation of life course

ABSTRACT

This paper examines how ageing transmigrants engage in practises that serve to decolonise life course in order to create increased opportunities to live well. It analyses the experiences of Jamaican Canadian older adults (age 60 and older) who decided to remain in Canada, return to Jamaica, or travel between countries after retirement. As transmigrants with racialised minority and diasporic backgrounds, they grapple with questions of financial, socio-cultural, and emotional well-being that become more complicated and multi-layered in later life. This qualitative study utilises multi-sited ethnography to collect data in Canada and Jamaica. It also engages with the work of cultural critic Sylvia Wynter whose conceptions of decolonisation and humanism serve to reveal more diversified life course and ageing experiences. As postcolonial nation-states, Canada and Jamaica become ambivalent and vexed sites of home, belonging, security, and movement. Through decolonisation, transmigrants learn and unlearn how to navigate these spaces in ways that illuminate the ongoing struggles and pleasures of the quotidian within the broader contexts of transnational social fields.     

The Impact of Emotions on Student Achievement in Synchronous Hybrid Business and Public Administration Programs: A Longitudinal Test of Control‐Value Theory*

Synchronous hybrid delivery (simultaneously teaching on‐campus and online students using Web conferencing) is becoming more common in higher education. However, little is known about students’ emotions in these environments. Although often overlooked, emotions are fundamental antecedents of success. This study longitudinally examined the role of students’ emotions (enjoyment, anxiety, and boredom), perceptions of control, value, and success in synchronous hybrid learning environments. In particular, the investigation assessed students’ self‐reported enjoyment, anxiety, and boredom as predictors of their program achievement and successful technology use. Students were recruited from synchronous hybrid MBA and MPA programs. Control‐value theory of emotions was used as the theoretical framework. Paired samples t‐tests revealed that the achievement domain, compared to the technology domain, yielded higher mean scores for control, value, enjoyment, anxiety, and boredom. In addition, mixed ANOVAs indicated an interaction effect in which group means for program boredom were significantly higher for on‐campus students than for online students. Intercorrelations in each domain showed that perceived success was positively related to enjoyment and negatively related to anxiety and boredom. Technology‐related anxiety was also found to fully mediate the positive effect of control on perceived success in using technology.     

Stress and psychological distress among trainee secondary teachers in England

The relationships between stress and psychological distress were investigated among a cohort of trainee secondary school teachers in England. Specifically, the study examined the structure of a Teacher Stress Scale and its relationship to mental health as measured by the 12‐item General Health Questionnaire. Three factors were identified: behaviour management, workload, and lack of support. Differences were identified between men and women in respect of stressors and psychological distress. Stress attributed to pupils’ disruptive behaviour and stress attributed to perceived occupational stress were found to be significant predictors of psychological distress. The findings are discussed in relation to the degree to which trainees are prepared for the challenges they are likely to experience as teachers.     

IN VITRO STUDY ON RIBOZYME AGAINST HEPATITIS C VIRUS

ＩＮＴＲＯＤＵＣＴＩＯＮＲｉｂｏｚｙｍｅｗａｓｆｉｒｓｔｄｅｓｃｒｉｂｅｄｂｙＣｅｃｈａｎｄＡｌｔｍａｎｉｎ 1 981 .ＴｈｉｓｆｏｒｍｏｆＲＮＡｈａｄｈｉｇｈｌｙｓｐｅｃｉｆｉｃｅｎｄｏｎｕｃｌｅａｓｅａｃｔｉｖｉｔｉｅｓｔｏＲＮＡ (Ｋｒｕｇｅｒｅｔａｌ.,1 982 ) .Ｒｉｂｏｚｙｍｅｓｈａｖｅｔｈｒｅｅｓｔｒｕｃｔｕｒｅｓ:ｈａｍｍｅｒｈｅａｄ ,ｈａｉｒｐｉｎａｎｄａｘｅｒｉｂｏｚｙｍｅｓ.Ａｍｏｎｇｔｈｅｍ ,ｔｈｅｈａｍｍｅｒｈｅａｄｒｉｂｏｚｙｍｅｈａｓａｓｉｍｐｌｅｒｓｅｃｏｎｄａｒｙｓｔｒｕｃ…     

Supervision Training for Professional Counselors: An Exploratory Study

Enhanced interest in supervision training has corresponded with recognition of supervision as a profession in its own right. For many practicing professional counselors, supervision training has traditionally been unavailable. The present research used the Clinical Supervision Questionnaire to evaluate the effect of a supervision training program on the supervision scores of 16 practicing professional counselors who participated in a supervision training program. Participants completed a pretraining and posttraining questionnaire. The findings revealed a significant difference between the pre‐ and posttraining results for the experimental group. This difference was maintained over a 6‐month period. Practical and research implications are discussed.     

Role of dual task design when measuring cognitive load during multimedia learning

This study assessed the role different kinds of secondary tasks play for researching the modality effect of cognitive load theory. Ninety-six university students worked with a computer-based training program for approximately 13?min and had to fulfill an additional secondary task. In a 2?×?2 factorial design, modality of information presentation (within factor) and design of secondary task (between factor) were varied. Students of both experimental groups learned with visual-only and audiovisual information presentation. The secondary task consisted of monitoring an object either displayed spatially contiguous (monitoring the screen background color, N?=?46) or spatially non-contiguous (monitoring a letter color in the upper part of the screen, N?=?50). Reaction times on this secondary task were used to measure cognitive load. Results show that the modality effect only appears with the spatially non-contiguous task but not with the spatially contiguous task. We interpret this effect as due to only partial utilization of working memory capacity by the combination of primary task and spatially contiguous secondary task. The results highlight the importance of an appropriate secondary task design when investigating the modality effect but also not to overgeneralize multimedia design guidelines.