Correlates of exhibition-like experiences and the development of exhibitionism in females

The purpose of this study was to examine possible events or risk factors that occur during the critical period of learning, before age 18, that influence an individual to engage in exhibitionism or have urges to expose themselves. Anonymous data from 2,201 female participants were obtained using a computer-assisted self-administered questionnaire. Early experiences were examined to determine risk factors for ever having exposed themselves in a public place or ever having had urges to expose themselves in public places using logistic regression analysis. Many of the events that were identified as significant predictors for exhibitionism, such as seeing the mother nude before puberty, demonstrated the mother’s approval for engaging in such behaviors through her direct modeling of that behavior. Additional factors, such as looking at genitals and touching breasts, appeared to indicate that conditioning experiences increased the participants’ arousal and reinforced the behavior

“A Document of Independent Force”: Towards a Robust Ohio Constitutionalism

On August 11, 1993, the Ohio Supreme Court handed down its decision in Arnold v. Cleveland. The Court held that the Ohio Constitution confers a fundamental individual right to bear arms—nearly 15 years before the United States Supreme Court enunciated a similar right guaranteed by the Second Amendment. Perhaps even more consequentially, the Arnold court declared that “[t]he Ohio Constitution is a document of independent force.” This assertion about the fundamental nature of the state constitution, and the willingness of the Court to engage with and interpret the document on its own terms, breathed new life into Ohio’s otherwise moribund state constitutional jurisprudence. While the Court’s declaration regarding the independent force of the state constitution may be a truism for students of the American political system, the implications of Arnold were—and remain—radical. Arnold has become the Court’s go-to citation for the assertion of Ohio’s constitutional independence, or the exercise of “judicial federalism.

PLANNING FOR GENTRIFICATION: A GEOGRAPHIC ANALYSIS OF GENTRIFICATION SUSCEPTIBILITY IN THE CITY OF ASHEVILLE, N.C.

The American urban backdrop has seen an ebb and flow of investment and abandonment in the central city. The movement of the population from city to suburb and vice versa is often associated with access to lower rents, but is also driven by consumer demand. As redevelopment occurs in the once declining urban areas, economic development brings in a new middle class and the private and public services necessary to accommodate them. Inevitably, as new people move in current residents may be forced out. Addressing this issue is complicated by understanding what makes a neighborhood or a particular population prone to the type of redevelopment that results in displacement, commonly known as gentrification. Much theory and multiple case studies have been written about the characteristics of both production and demand and how they relate to the displaced population, the neighborhood in question, and the new middle class. Through a case study approach of Asheville, N.C. this study explores how gentrification theory may be better understood through the application of geographical information systems (GIS). This project serves as a mechanism to attempt to identify and understand the use of indicators proposed in the literature and through case studies as a tool to detect the progression of gentrification. This study assists in understanding and use of GIS technology on gentrification, a very complicated theoretical concept. It seems the methodology is feasible given the more complex task of identifying a complete set of variables in a specific spatial and temporal context. These findings are then used to discuss the implication of gentrification and the prescribed models on Asheville specifically and on planning professionals in general

To what extent does personal relevance impact behavior after attending a laboratory safety training session?

Each year in the United States, millions of dollars are spent to educate adults. Therefore, there has been a flurry of interest in answering the question, \u27\u27How do adults learn?\u27\u27 There are different answers and therefore, different theories. The method selected for this study incorporated Andragogic learning into the laboratory safety training at Carnegie Mellon University. This design involved a number of features that recognized the essential maturity of the learner.;The training was developed to present the Laboratory Safety and Hazardous Waste Trainings at Carnegie Mellon University. The new training provided additional discussion points to allow the adults to interact more with the trainer and therefore, become more involved in their learning. The current training (\u27\u27old\u27\u27 training) did not incorporate the adult learning strategies. The new training began with providing objectives and real-life examples as well as a quiz that was graded and then the correct answers given, as opposed to allowing participants to change their responses before the grade is recorded. These educational concepts would hopefully transfer to improved safety practices in the laboratories. This was measured and recorded through staff observations during laboratory inspections. The observations recorded the number of safety violations exhibited by each participant.;The employees were divided into two groups: those that received the \u27\u27old\u27\u27 training and those that received the \u27\u27new\u27\u27 training. Staff members at Carnegie Mellon University trained to evaluate laboratory safety observed the employees. The employees were observed on three separate occasions to determine compliance to the safety behaviors described in the training.;After the observations were complete, t-tests were analyzed and a significant decrease in violations was found for participants in the \u27\u27new\u27\u27 training. The results demonstrate significant decreases only when comparing the two training groups, not when other variables were considered: employee\u27s department, male vs. female and training session attended

Exploring and Operationalizing Inclusive Teaching in Engineering Education

Inclusive teaching is vital in engineering education because of its potential to enhance learning for all students. The purpose of this research is to explore faculty experiences with inclusive teaching, specifically focused on engineering settings. Our findings highlight dominant beliefs, practices, and challenges that emerged from our preliminary analysis. Future work will corroborate these findings with additional faculty as well as engineering student perspectives and beliefs

Empirical Research into the Shifting of the Corporate Income Tax of Life Insurance Companies

Business Administratio

Dynamic lithosphere within the Great Basin

To place new constraints on the short-term, broad-scale lithospheric evolution of plate interiors, we utilize broadband seismic data from the Great Basin region of the Western United States to produce high-resolution images of the crust and upper mantle. Our results suggest that parts of the Great Basin lithosphere has been removed, likely via inflow of hot asthenosphere as subduction of the Farallon spreading center occurred and the region extended. In our proposed model, fragments of thermal lithosphere removed by this process were gravitationally unstable and subsequently sank into the underlying mantle, leaving behind less dense, stronger, chemically depleted lithosphere. This destabilization process promotes volcanism, deformation, and the reworking of continental lithosphere inboard from plate margins. Our results provide evidence for a new mechanism of lithospheric evolution that is likely common and significant in postsubduction tectonic settings

Honour Watch #012

The twelfth issue of Honour Watch from February of 2018.https://scholarworks.moreheadstate.edu/msu_honors_publications/1040/thumbnail.jp