Grays Harbor College

Purpose The COVID-19 pandemic was a time when most women, including academics, faced increased challenges. Some women academics, however, told us that they had positive experiences during lockdown. This article explores how identity work and job crafting strategies were adopted by these women to enable them to flourish and build more sustainable careers. Design/methodology/approach This article draws on data from semi-structured interviews with twenty-three women academics in the United Kingdom. A deductive content analysis was undertaken. Findings These women engaged in both identity work and job crafting, transforming their self-meanings and working lives, in line with the principles of slow academia. This was enabled by changes in the spaces and temporalities of work afforded by the pandemic, which provided a conducive context for these women to use individual agency and achieve positive outcomes. We critically discuss the positionalities and privileges that made this possible. Originality/value This article provides empirical evidence of how adopting principles of slow academia led to positive experiences for some women academics during the COVID-19 pandemic. It also makes a theoretical contribution by integrating the concepts of identity work and job crafting to explore how these women achieved a sense of flourishing. While identity researchers have utilized these separately, we theorize how these two frameworks converge, including within the specific research setting, and explore lessons that might be learned from this pandemic experience to improve gender parity and career sustainability in Higher Education.

BackgroundCommunity violence intervention (CVI) is increasingly considered an important component of comprehensive public safety infrastructure, but research and evaluation of CVI programs remain underdeveloped. There is a critical need for evaluation measures that are developed collaboratively with those most proximate to these interventions and that capture interventions' nuanced and holistic impacts. This paper presents the process and results of a practitioner-academic partnership to co-develop youth-focused CVI evaluation measures in Washington state.ResultsThe process of co-developing evaluation measures involved two phases. For phase 1, we created a menu of quantitative measures (n = 60) for each outcome construct in a previously co-developed CVI theory of change by integrating existing measures, identified through a literature review, with insights and recommendations from CVI practitioners gathered during a workshop. For phase 2, we tailored and refined quantitative and qualitative measures with/for 7 CVI programs involved in the collaboration via individual meetings (n = 45 one-hour meetings over the course of 10 months, average = 6.4 meetings per program). The process of refining measures involved extensive discussion around several key considerations, including confidentiality, age appropriateness of questions, and language/jargon. After revisions, each CVI program had a customized list of quantitative and qualitative measures that fit their program and the population they served. We also created an online toolkit accompanying this paper so others may easily use, tailor, and build upon our work.ConclusionsOur process of co-developing youth-focused CVI evaluation measures drew from existing literature while heavily prioritizing the knowledge, expertise, and capacity of CVI practitioners. This helped facilitate power sharing and responsiveness to community needs, and we believe it resulted in more appropriate and contextually relevant measures. By detailing the iterative process that we took along with the resulting evaluation measures, our intent is to encourage practitioner-academic collaboration and underscore how such partnerships can enhance the field’s understanding of CVI implementation and impacts.Supplementary InformationThe online version contains supplementary material available at 10.1186/s40621-025-00642-5.

Community violence intervention (CVI) is a promising strategy to reduce community violence, but research on CVI programs remains underdeveloped. While prior reviews have examined the effectiveness of certain CVI models, we lack a comprehensive synthesis of how CVI research is done and what measures are used. We conducted a scoping review of CVI evaluation measures and methods in the United States, reviewing both peer-reviewed and gray literature from 1996 through 2023. We summarized characteristics of CVI program evaluations, including evaluation measures used, units of analysis, and involvement of external partners—including community members—in the evaluation. Of 1763 articles screened, 149 were included. A plurality of studies examined both outcome and process measures (38.9%), and use of process measures increased over time. Most outcome evaluations used only deficit-based measures (76.4%), with variation across CVI model/approach. Authors of studies included in this review reported that CVI practitioners contributed to evaluations in various ways, but only 10.7% of evaluations included CVI practitioners as authors. Process measures were most often collected at the individual level (84.2%), while outcome measures were collected relatively equally at the individual (56.6%) and community level (53.8%) though with notable variation across CVI models/approaches. Community partners working in CVI were part of our authorship team and offered critical insights into interpreting the findings from this scoping review. Findings underscore the need for a more comprehensive approach to CVI evaluation. By including process and outcome measures, including community-level units of analysis in addition to the typical individual-level ones, employing asset-based frameworks, and actively involving community voices, future research can more effectively assess the implementation and impacts of CVI programs.

Observations of the opposition surges on the main moons of Saturn (Mimas, Enceladus, Tethys, Dione, Rhea, and Iapetus) during Cassini's prime and extended missions are reduced and analyzed. The main data set comes from the Visual Infrared Mapping Spectrometer (VIMS) with wavelength coverage in the visible and near-infrared out to 3.60 μm, covering 99% of the solar spectrum. Imaging Science Subsystem images and Ultraviolet Imaging Spectrometer data augment the VIMS data set. Hapke models are fit to Dione and Rhea, and Irvine's simpler shadowing model is fit to the sparser data sets of Enceladus, Dione, and Rhea. The high porosities (∼95% void space in the optically active portion of the regolith) and forward-scattering properties of the surfaces are similar to other icy moons and to Pluto. A change in the character of their opposition surge at 3.60 μm can be attributed largely to the noninteraction of long-wavelength photons with small particles on these moons’ surfaces. The opposition surge on the low- and high-albedo regions of Dione are similar. However, the low-albedo terrain of Iapetus exhibits a less robust surge than the high-albedo regions, which we attribute to differences in surface texture. The low-albedo hemisphere of Iapetus seems to be akin to the small number of bodies in the solar system that lack an appreciable opposition surge, possibly due to the accumulation of low-albedo dust. With observations over the range of the solar spectrum, we compute new values for the bolometric Bond albedos of these moons.

Tonya Grau Bartell, editor. 2018.Toward Equity and Social Justice in Mathematics Education. (Cham, Switzerland: Springer International Publishing). 341 pp. ISBN 978-3-319-92906-4 (also available as an e-book).

Hold skills fairs to make competence assessment a better experience for staff and educators.