Rape myths as a challenge to objective policing: exploring attitudinal antecedents of rape myth acceptance and police officers' judgements of rape scenarios

Background: Rape cases are chronically under-reported to police at around 20%, and suffer from worrying levels of attrition (Lea, Lanvers & Shaw, 2003). Attitudes held by police officers representing acceptance of rape myths (among others) may contribute to this, by influencing decisions taken when dealing with victims. Indeed, research has demonstrated that, despite changes in practice in the UK, rape myth acceptance, and specifically victim blaming, is still present in police officers (Page, 2010; Sleath & Bull, 2012; 2015), may affect decision making (O’Keeffe, Brown, & Lyons, 2009), and may discourage woman from reporting sexual violence (Jordan, 2001, 2004; Page, 2010). This study investigated how levels of these attitudes differ between officers with and without specialist training, compared to undergraduate students, as well as how they relate to each other in an attitudinal framework. In addition, varying rape scenarios were presented to assess differences in victim and perpetrator blame between these groups. Methods: An anticipated (current) 100 (40) undergraduates, 250 (60) police officers, and 250 (50) specialist officers in sexual offences will complete measures of Ambivalent Sexism (Glick & Fiske, 1996), Hostility Towards Women (Lonsway & Fitzgerald, 1995), Power and Sex (Chapleau & Oswald, 2010), and Acceptance of Modern Myths about Sexual Aggression (Gerger, Kley, Bohner, & Siebler, 2007). Participants will also make victim blame judgements on rape scenarios that vary on victim reputation, relationship to perpetrator and point of initial resistance. Statistical analysis will explore the relationship between the attitudes, and their relation to victim blame judgements, across groups

Influence of Chronic Ankle Instability on Human Movement: a Three Dimensional Kinematic and Electromyographic Analysis

Context: Lateral ankle sprains are one of the most common musculoskeletal injuries in the general and sporting population and as such present high-cost implications and time lost to sport and employment. Following an initial lateral ankle sprain, a high percentage of people develop chronic ankle instability with symptoms such as reduced range of motion, strength and proprioceptive deficits, episodes of giving way and instances of re-injury. Research investigating full body with multi-segmental foot kinematics and electromyography is limited thus impacting the development of successful rehabilitation and injury prevention strategies. Aim: The purpose of this research was to perform exploratory kinematic and surface electromyographic (sEMG) data analysis of the trunk, hip, knee, forefoot-tibia, forefoot-hindfoot and hindfoot-tibia between individuals with chronic ankle instability and healthy controls during walking, landing and cutting, three movements commonly associated with lateral ankle sprains Participants: Eighteen (14 males, 4 females) healthy controls (age 22.4 ± 3.6 years, height 177.8 ± 7.6 cm, mass 70.4 ± 11.9 kg) and 18 (13 males, 5 females) participants with chronic ankle instability (age 22.0 ± 2.7 years, height 176.8 ± 7.9 cm, mass 74.1 ± 9.6 kg). Participants’ data were split into the healthy control and chronic ankle instability groups based on the results of the Identification of Functional Ankle Instability questionnaire. Methods: Participants were tested during walking (Chapter 6.0), single leg landing (Chapter 7.0) and cutting (Chapter 8.0). Three-dimensional kinematics were collected using the combined Helen Hayes and Oxford Foot Model and sEMG recorded for the peroneus longus, tibialis anterior and gluteus medius. Statistical parametric mapping, discrete variable analysis and regression analysis were subsequently performed. Results: Significantly modified kinematics were observed in each of the movements performed in the chronic ankle instability group. Decreased forefoot-tibia internal rotation angular displacement was found to occur prior to initial contact in all three of the observed movements when comparing the affected limb to the healthy matched control prior to initial contact. Significantly modified electromyography was observed in the chronic ankle instability group during the cutting manoeuvre but not during the walking and landing manoeuvre. Conclusions: Key differences have been observed between groups specific to movements but also across movements. These differences are identified in not just foot and ankle kinematics but also higher up the kinetic chain in the knee, hip and trunk. Decreased forefoot-tibia internal rotation may be a variable of interest for future research due to its presence in each of the observed movements. Differences are also highlighted in the contralateral limb of the chronic ankle instability. These findings may therefore be used in the development of injury prevention and rehabilitation programmes and in the development of screening strategies. This could help to aid in the reduction in incidence of chronic ankle instability and improve the quality of life for those with chronic ankle instability

6th Annual Pacemaker Classic Ewing Coliseum - Dec. 29-30, 1977

Tournament program for the 6th Annual Pacemaker Classic in Monroe, Louisiana from December 29 to 30, 1977.https://scholarworks.moreheadstate.edu/msu_sports_programs/1177/thumbnail.jp

Using feed-forward strategies in higher education. The terrifying novel assignment: using feed-forward to improve students' ability and confidence on assignments that test new skills

Within higher education it is strongly agreed that feedback is the most important way of raising student achievement and encouraging student learning (Gibbs and Simpson, 2005). Feedback is regarded as inseparable from the learning process, and is integral to several theories of learning (e.g. Kolb, 1984). With regards to academic performance, feedback helps students understand their performance, as well as how to perform to a higher standard on future assignments. In addition, feedback provides students with the confidence and the belief they have control over their success in higher education, as well as ongoing motivation throughout their degree. However, over the past 15 years, numerous problems with feedback have been identified. Indeed, students report sector-wide dissatisfaction with feedback (Bloxham, 2014) and statistics from many universities show students do not check their written assignment feedback when they receive their marks (Gibbs and Simpson, 2005). When they do engage, they often report that feedback is not useful to them, that they struggle to apply the comments and suggestions given to future assignments, and that feedback looks back at work that has been done, rather than forward to how they can improve (Duncan, 2007). This is supported by Evans (2013) in her review of assignment feedback in higher education that states student dissatisfaction with feedback is well reported, and most complaints focus on the technicalities of feedback, including timing, content, organisation of assignment activities and lack of clarity about requirements. It is therefore suggested there is a ‘feedback gap’ (Evans, 2013; Sadler, 2010), representing a disassociation between the efforts and guidance of lecturers and utilisation by students. In other words, a fundamental mismatch is occurring between how feedback is currently administered and utilised, and how feedback should impact on the learning experience. At present, most students view feedback in a linear fashion (Murtagh and Baker, 2009), where students complete an assignment, and receive feedback, but are not engaged with markers’ comments. This linear model of feedback demonstrates an absence of reflection and application of feedback comments. This directly contradicts theories of learning that suggest feedback is a fundamental part of the learning process and should be fed into a circular as opposed to linear model (Beaumont, O’Doherty, and Shannon, 2011; Kolb, 1984). Central to this misinterpretation is the belief that tutors are delivering feedback at a time when students cannot use this effectively (i.e. in a formative manner). Addressing issues of timing, as well as the associated dissatisfaction felt by students, is clearly a vital endeavour

September 6, 1975 Football Program, UOP vs. Northeast Louisiana University

https://scholarlycommons.pacific.edu/ua-football/1380/thumbnail.jp

Conference Program: Northeast Institutional Repository Day 2020 (NIRD20)

Detailed schedule for Northeast Institutional Repository Day 2020 (NIRD20) on Thursday, December 3, 2020. At-a-Glance and Abridged versions of the schedule are also available for download under Additional Files

Northeast Modern Language Association Meeting Memo

Memo announcing a meeting of the Northeast Modern Language Association in Québéc with Giguère as chair of the Franco-American section. The theme of the section was Franco-American Literature: Inventory and Appraisal .https://digitalcommons.usm.maine.edu/giguere-conferences-and-presentations-1968-1997/1037/thumbnail.jp