Letter from Martha Hale, Boston, Massachusetts, to Adeline Manning, 1901 October 24

https://repository.wellesley.edu/whitney_correspondence/1832/thumbnail.jp

Letter from Martha Hale, Boston, Massachusetts, to Anne Whitney, Boston, Massachusetts, 1906 May 25

https://repository.wellesley.edu/whitney_correspondence/1830/thumbnail.jp

Letter from Martha Hale, Boston, Massachusetts, to Adeline Manning, Boston, Massachusetts, 1906 June 10

https://repository.wellesley.edu/whitney_correspondence/1831/thumbnail.jp

Exploring Sexuality Through Art Making

This research examined the usefulness of art making in exploring sexuality. Specifically, women participating in partners of sex addicts groups and the LGBTQ online community were invited to take an online survey, exploring both visually and verbally discuss how they view their sexuality and how they think others view their sexuality. The data was then analyzed within and between categories to produce three overarching themes: (1) Expressing sexuality: the tension between the self and others (2) The usefulness of art making to explore sexuality, and (3) Limitations and challenges of the study. Through the discussion of the themes, researchers found a dichotomy between how participants see their sexuality and how others see it. Art was found to be a useful device for exploring the emotionality and complexity of sexuality

University student attitudes to prosocial bystander behaviours

Purpose: Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing these behaviours, but there is little evidence about their potential effectiveness in UK contexts. This study sought to understand UK students’ attitudes towards reporting and intervening in sexual assault, harassment, and hate crimes. Design: A mixed methods cross sectional survey (N=201; 75.6% women) was conducted in one British university. Open text data were analysed using thematic analysis. Findings: Students considered harassment and assault unacceptable, and were confident to intervene in and likely to report incidents. However, fear of backlash was a barrier to intervening and reporting, and they felt that victims should decide whether to report incidents. Students perceived perpetrators as being ignorant about what constitutes consent, harassment, and assault. They identified a need for university community education about this and how to report incidents and support peers. Research limitations/implications: This cross sectional survey was conducted at one UK University. The data might not reflect other students’ attitudes, and may be subject to response bias. Practical implications: University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Originality: This is the first study to investigate UK student attitudes to prosocial bystander behaviours

University student attitudes to prosocial bystander behaviours

Purpose: Half of British university students experience assault and harassment behaviours; few report them. Bystander intervention training has been recommended as a means of reducing these behaviours, but there is little evidence about their potential effectiveness in UK contexts. This study sought to understand UK students’ attitudes towards reporting and intervening in sexual assault, harassment, and hate crimes. Design: A mixed methods cross sectional survey (N=201; 75.6% women) was conducted in one British university. Open text data were analysed using thematic analysis. Findings: Students considered harassment and assault unacceptable, and were confident to intervene in and likely to report incidents. However, fear of backlash was a barrier to intervening and reporting, and they felt that victims should decide whether to report incidents. Students perceived perpetrators as being ignorant about what constitutes consent, harassment, and assault. They identified a need for university community education about this and how to report incidents and support peers. Research limitations/implications: This cross sectional survey was conducted at one UK University. The data might not reflect other students’ attitudes, and may be subject to response bias. Practical implications: University community bystander training should be acceptable, report and support systems might be utilised by students. This may have potential to reduce prevalence and increase reporting. Originality: This is the first study to investigate UK student attitudes to prosocial bystander behaviours

The Thermal Infrared Sensor on the Landsat Data Continuity Mission

The Landsat Data Continuity Mission (LDCM), a joint NASA and USGS mission, is scheduled for launch in December, 2012. The LDCM instrument payload will consist of the Operational Land Imager (OLI), provided by Ball Aerospace and Technology Corporation (BATC} under contract to NASA and the Thermal Infrared Sensor (TIRS), provided by NASA's Goddard Space Flight Center (GSFC). This paper outlines the design of the TIRS instrument and gives an example of its application to monitoring water consumption by measuring evapotranspiration

The medical student

The Medical Student was published from 1888-1921 by the students of Boston University School of Medicine

Health, education, and social care provision after diagnosis of childhood visual disability

Aim: To investigate the health, education, and social care provision for children newly diagnosed with visual disability.Method: This was a national prospective study, the British Childhood Visual Impairment and Blindness Study 2 (BCVIS2), ascertaining new diagnoses of visual impairment or severe visual impairment and blindness (SVIBL), or equivalent vi-sion. Data collection was performed by managing clinicians up to 1-year follow-up, and included health and developmental needs, and health, education, and social care provision.Results: BCVIS2 identified 784 children newly diagnosed with visual impairment/SVIBL (313 with visual impairment, 471 with SVIBL). Most children had associated systemic disorders (559 [71%], 167 [54%] with visual impairment, and 392 [84%] with SVIBL). Care from multidisciplinary teams was provided for 549 children (70%). Two-thirds (515) had not received an Education, Health, and Care Plan (EHCP). Fewer children with visual impairment had seen a specialist teacher (SVIBL 35%, visual impairment 28%, χ2p < 0.001), or had an EHCP (11% vs 7%, χ2p < 0 . 01).Interpretation: Families need additional support from managing clinicians to access recommended complex interventions such as the use of multidisciplinary teams and educational support. This need is pressing, as the population of children with visual impairment/SVIBL is expected to grow in size and complexity.This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited