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Drawing from my action research project teaching and learning modding digital games for social justice with teens in a library setting in the US Midwest, this paper examines repeated moments of technological troubles and its demand for care during teaching to trace the temporal politics of caring for educational technologies. Instead of disregarding moments of technological troubles in pedagogical encounters as irrelevant logistics, this paper centers these moments by attending to emerging digital technologies' request for canimating these moments to unpack the temporal order negotiated, made, and remade through its commonplaceness in teaching practices. By reading moments of technological troubles through feminist science and technology studies scholarship on care, temporality, and technologies, I argue that my habituated teacher subjectivity that used lesson plans as a technology and my habituated networked subjectivity that used emerging digital technologies in mylesson plans structured a temporal order that was inhospitable towards emergent artistic knowledge production through practices of care. Yet, as these moments point toward a visible seam in the temporal order of technological progress, I contend that art educators are also invited to care for mending this seam that might lead to the knowledge of an alternative logic. To do so, I conclude by advocating for art educators to make the time to care throughrethinking lesson plans as educational technologies.

BACKGROUND: With the spread of vaccines, more and more countries have controlled the outbreak of the COVID-19. In this post-epidemic era, these countries began to revive their economy. However, pollution remains in the environment, and people's physical and psychological health has been under threat due to some over-prevention behaviors. Instruments for governmental agencies to manage these behaviors are not yet available. This study aims to develop a measurement model to identify and measure the degree of over-prevention behaviors during the COVID-19 epidemic in China. METHODS: A survey online was conducted to collect cognition from 1528 Chinese people, including descriptions of various over-prevention behaviors defined by health authorities. Factor analyses were used to develop the measurement model and test its validity. Logistic regression analyses were conducted to explore demographic characteristics, indicating people who are inclined to exhibit over-prevention behaviors. RESULTS: Four main factors were extracted to develop the model (eigenvalue = 7.337, 3.157, 1.447, and 1.059, respectively). The overall reliability (Cronbach's α = 0.900), the convergent (AVE > 0.5, CR > 0.8 for each factor) and discriminant validity is good. There is also a good internal consistency among these factors (Cronbach's α = 0.906, 0.852, 0.882, and 0.763, respectively). In Factor 1, gender has a negative effect (Beta = − 0.294, P < 0.05, OR = 0.745), whereas employment has a positive effect. Workers in institutions exhibit the greatest effect (Beta = 0.855, P < 0.001, OR = 2.352). In Factor 2, employment has a negative effect, with workers in institutions exhibit the greatest role (Beta = − 0.963, P < 0.001, OR = 0.382). By contrast, education level has a positive effect (Beta = 0.430, P < 0.001, OR = 1.537). In Factor 3, age plays a negative role (Beta = − 0.128, P < 0.05, OR = 0.880). CONCLUSIONS: People show a discrepancy in the cognition toward various over-prevention behaviors. The findings may have ...

Women have become an increasingly important force in entrepreneurship, and their relatively low entrepreneurial competence has aroused widespread attention from the academia. Drawing from the resource-based theory and the social support theory, this study aims to explore the impact of Internet use on women's entrepreneurial competence and the roles of entrepreneurial resource acquisition and family support in this relationship. After collecting a sample of 328 women entrepreneurs in China, this study demonstrates that Internet use is positively related to women's entrepreneurial competence, and this relation is partially mediated by entrepreneurial resource acquisition. Moreover, family support moderates the relation between Internet use and entrepreneurial resource acquisition as well as the mediating effect of entrepreneurial resource acquisition. The results of the current study contribute to revealing how Internet use affects women's entrepreneurial competence, including its direct and indirect effects and boundary conditions. Practical implications for policy-makers and female entrepreneurs are also provided.