Incivility in the Workplace: The Experiences of Female Sport Management Faculty in Higher Education

Access to higher education for women has dramatically increased in the United States during the past 50 years. Female college graduates have reversed the figures and gone from being outnumbered by their male counterparts 3 to 2 in the 1970s, to now outnumbering male college graduates 3 to 2. Women also graduate from masters and doctoral programs at a higher rate than men. However, increases in the number of women obtaining college and advanced degrees has not translated to comparable representation in faculty positions or leadership roles in higher education. This lack of women in leadership positions, as well as perceived discrimination against female faculty, may be even more of a concern in sport management programs. Sport is considered a male domain, and women are often seen as intruders in this realm. The purpose of this study was to examine the manifestation of incivility from colleagues and superiors experienced within a sample of female sport management faculty members utilizing social identity theory as a guiding framework. Incivility was conceptualized for the current study as deviant behavior that is not necessarily intended to physically harm the target (e.g., belittling others, showing disdain to someone while they are talking, engaging in outside tasks during meetings)

At a Crossroads: The Senior Woman Administrator Designation

The Senior Woman Administrator (SWA) designation was established by the NCAA to increase involvement of women in the management of collegiate athletics. However, research has found SWAs may not be afforded opportunities needed for further career advancement. This study explored the perceptions of NCAA Division I SWAs through role congruity theory. Interviews revealed two major themes: Unintended Consequences and Future of the Designation. Themes highlighted how the designation itself is problematic and accompanied with gender stereotypes. Furthermore, participants detailed the designation should be removed due to tokenism and marginalization. The women in the study believed the designation of SWA may limit ascension into leadership roles within collegiate athletics.

DEVELOPING METHODS FOR ANTAGONIZING TNF-α AND IL-1β IN THE CENTRAL NERVOUS SYSTEM

Stressful life events have been linked to the onset, susceptibility, and even progression of neurodegenerative diseases such as multiple sclerosis (MS). Theiler’s murine encephalomyelitis virus (TMEV) infection, a well-characterized animal model of MS, is used in our laboratory to investigate the interaction between social stressors and disease development. Social disruption (SDR), a model of social stress used in our laboratory, appears to worsen Theiler’s virus infection through excessive inflammation. Prior findings from our laboratory indicate that pro-inflammatory cytokine IL-6 is partially mediating the negative effects of SDR in the development of Theiler’s virus infection. In order to examine the role of other pro-inflammatory cytokines, our objective was to develop techniques to block the cytokines TNF-α and IL-1β. Prior studies have indicated stress-induced release of these cytokines (TNF-α and IL-1β) may mediate the adverse effects of disease development in subsequent immune challenges. Balb/cJ mice were implanted with a permanent indwelling cannula in the left lateral ventricle of the brain and allowed to recover for one week prior to manipulations. Once the animals recovered from cannulation surgery, neutralizing antibody to TNF-α or IL-1β was administered during the period of SDR. Antibody-SDR treatments continued for one week. Mice were sacrificed the morning following last day of SDR. Brains and sera were collected to measure TNF-α or IL-1β levels. Spleens were harvested to examine the development of glucocorticoid resistance (GCR), a hallmark of SDR, in the TNF-α study only. The ELISA assay was not sensitive enough to the tissue levels of TNF-α, therefore successful antagonism was undetectable. In contrast, IL-1β was elevated during SDR; however, it appears that the antibody was only partially effective at the dose administered. The GCR assay indicated that resistance occurred in antibody treated and control mice in the TNF-α study, signifying that antibody treatment does not interfere with the development of normal social stress effects. Future studies are necessary to identify an effective blocking dose for the neutralizing antibody to IL-1β. In addition, we also need to develop alternative assays, such as RT-PCR or an RNase protection assay, that are sensitive to the levels of TNF-α associated with SDR.This research was supported by F31 NS504762 Fellowship to RRJ, NMSS RG3128 and NINDS RO1 NS39569to CJRW and MWM, and the Office of Honors and Academic Scholarships

Are Social Stories an Effective Intervention Method for Children Diagnosed with Autism Spectrum Disorders and Related Developmental Disorders?

The prevalence of Autism Spectrum Disorder (ASD) is growing at a steady rate. With the growth of diagnoses, successful intervention methods are needed. This literature review examines the effectiveness of the social story intervention method for children with ASD. It is important to consider all of the possible factors that go into the social story process. For example, the social story method may vary according to the setting of implementation, the implementer, the age and diagnosis of each participant, and the structure of the specific social story. The existing research shows that the social story method is an effective intervention for most children with ASD no matter the varying characteristics that the social story holds. Therefore, both special education and general curriculum teachers should be made aware of this process and use it more frequently in their classrooms. Pre-service teachers need to be taught how to create and implement a social story before going into the field of education.Bachelor of Art

Using ACEI\u27s Global Guidelines Assessment for Improving Early Education

The Global Guidelines for Early Childhood Education and Care in the 21st Century were developed as a collaborative project between the U. S. National Committee of the World Organization for Early Childhood (OMEP) and of the Association for Childhood Education International (ACEI). The project’s intent was to provide guidance concerning the fundamental elements that are necessary to create high quality environments for early care and education. This paper presents the history of the development of a related instrument, called the ACEI Global Guidelines Assessment (GGA). The GGA was developed to help early childhood educators assess and improve program quality, particularly in developing countries. It is divided into five areas: (1) Environment and Physical Space; (2) Curriculum Content and Pedagogy; (3) Early Childhood Educators and Caregivers; (4) Partnership with Families and Communities; and (5) Young Children with Special Needs. The GGA was designed to serve several purposes: (1) to provide a research-based process for making statements to distribute to national government leaders; (2) to promote and provoke policy discussions and curriculum development; and (3) to guide early childhood educators throughout the world to assess their own programs for children

Using ACEI\u27s Global Guidelines Assessment for Improving Early Education

The Global Guidelines for Early Childhood Education and Care in the 21st Century were developed as a collaborative project between the U. S. National Committee of the World Organization for Early Childhood (OMEP) and of the Association for Childhood Education International (ACEI). The project’s intent was to provide guidance concerning the fundamental elements that are necessary to create high quality environments for early care and education. This paper presents the history of the development of a related instrument, called the ACEI Global Guidelines Assessment (GGA). The GGA was developed to help early childhood educators assess and improve program quality, particularly in developing countries. It is divided into five areas: (1) Environment and Physical Space; (2) Curriculum Content and Pedagogy; (3) Early Childhood Educators and Caregivers; (4) Partnership with Families and Communities; and (5) Young Children with Special Needs. The GGA was designed to serve several purposes: (1) to provide a research-based process for making statements to distribute to national government leaders; (2) to promote and provoke policy discussions and curriculum development; and (3) to guide early childhood educators throughout the world to assess their own programs for children

Pre-Impact Lower Extremity Posture and Brake Pedal Force Predict Foot and Ankle Forces During an Automobile Collision

Background: The purpose of this study was to determine how a driver’s foot and ankle forces during a frontal vehicle collision depend on initial lower extremity posture and brake pedal force. Method of Approach: A 2D musculoskeletal model with seven segments and six right-side muscle groups was used. A simulation of a three-second braking task found 3647 sets of muscle activation levels that resulted in stable braking postures with realistic pedal force. These activation patterns were then used in impact simulations where vehicle deceleration was applied and driver movements and foot and ankle forces were simulated. Peak rearfoot ground reaction force ~FRF! , peak Achilles tendon force ~FAT! , peak calcaneal force ~FCF! and peak ankle joint force ~FAJ! were calculated.Results: Peak forces during the impact simulation were 4766687 N ~FRF! , 29346944 N ~FCF! and 24496918 N ~FAJ! . Many simulations resulted in force levels that could cause fractures. Multivariate quadratic regression determined that the pre-impact brake pedal force (PF), knee angle (KA) and heel distance (HD) explained 72% of the variance in peak FRF , 62% in peak FCF and 73% in peak FAJ . Conclusions: Foot and ankle forces during a collision depend on initial posture and pedal force. Braking postures with increased knee flexion, while keeping the seat position fixed, are associated with higher foot and ankle forces during a collision

Caring, character, and community: leadership in times of crisis, lessons learned

To prepare the next generation to become caring and effectively engaged citizens requires a multi-faceted approach. It includes a focus on personal development, professional development, program development and implementation, and systems change [1]. To deepen our understanding of how leadership integrates these values into practice, this paper presents a thematic analysis of how leaders of PK-12 schools, higher education institutions, and leaders of community-based organizations integrate an ethic of caring, a focus on their own and others’ character development, and a commitment to serving the needs of others in order to guide and inform their leadership in times of crisis. We interviewed thirteen leaders who responded to the question, “How have you integrated caring, character, and commitment into your leadership style while managing crises?” Four of the leaders work with PK-12 schools, four work in higher education, and five work in youth-serving community based organizations. Some of the leaders have explicit commitments to a focus on character education and/or have a spiritual grounding in their work. Others were more focused on social justice, equity, and system change. All were deeply committed to creating conditions in which youth can flourish. This paper will summarize their thinking about how to use an ethic of caring, a focus on one’s own and others’ character development, and a commitment to community to create high-quality learning experiences and opportunities for all youth.Accepted manuscrip

Pre-Impact Lower Extremity Posture and Brake Pedal Force Predict Foot and Ankle Forces During an Automobile Collision

Background: The purpose of this study was to determine how a driver’s foot and ankle forces during a frontal vehicle collision depend on initial lower extremity posture and brake pedal force. Method of Approach: A 2D musculoskeletal model with seven segments and six right-side muscle groups was used. A simulation of a three-second braking task found 3647 sets of muscle activation levels that resulted in stable braking postures with realistic pedal force. These activation patterns were then used in impact simulations where vehicle deceleration was applied and driver movements and foot and ankle forces were simulated. Peak rearfoot ground reaction force ~FRF! , peak Achilles tendon force ~FAT! , peak calcaneal force ~FCF! and peak ankle joint force ~FAJ! were calculated.Results: Peak forces during the impact simulation were 4766687 N ~FRF! , 29346944 N ~FCF! and 24496918 N ~FAJ! . Many simulations resulted in force levels that could cause fractures. Multivariate quadratic regression determined that the pre-impact brake pedal force (PF), knee angle (KA) and heel distance (HD) explained 72% of the variance in peak FRF , 62% in peak FCF and 73% in peak FAJ . Conclusions: Foot and ankle forces during a collision depend on initial posture and pedal force. Braking postures with increased knee flexion, while keeping the seat position fixed, are associated with higher foot and ankle forces during a collision

Foot and Ankle Forces During an Automobile Collision: the Influence of Muscles

Muscles have a potentially important effect on lower extremity injuries during an automobile collision. Computational modeling can be a powerful tool to predict these effects and develop protective interventions. Our purpose was to determine how muscles influence peak foot and ankle forces during an automobile collision. A 2-D bilateral musculoskeletal model was constructed with seven segments. Six muscle groups were included in the right lower extremity, each represented by a Hill muscle model. Vehicle deceleration data were applied as input and the resulting movements were simulated. Three models were evaluated: no muscles (NM), minimal muscle activation at a brake pedal force of 400N (MN), and maximal muscle activation to simulate panic braking (MX). Muscle activation always resulted in large increases in peak joint force. Peak ankle joint force was greatest for MX (10120N), yet this model also had the lowest peak rearfoot force (629N). Peak force on the Achilles tendon was 4.5 times greater, during MX (6446N) compared to MN (1430N). We conclude that (1) external and internal forces are dependent on muscles, (2) muscle activation level could exacerbate axial loading injuries, (3) external and internal forces can be inversely related once muscle properties are included