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)

Neonatal Diagnostics: Toward Dynamic Growth Charts of Neuromotor Control

© 2016 Torres, Smith, Mistry, Brincker and Whyatt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY).The current rise of neurodevelopmental disorders poses a critical need to detect risk early in order to rapidly intervene. One of the tools pediatricians use to track development is the standard growth chart. The growth charts are somewhat limited in predicting possible neurodevelopmental issues. They rely on linear models and assumptions of normality for physical growth data – obscuring key statistical information about possible neurodevelopmental risk in growth data that actually has accelerated, non-linear rates-of-change and variability encompassing skewed distributions. Here, we use new analytics to profile growth data from 36 newborn babies that were tracked longitudinally for 5 months. By switching to incremental (velocity-based) growth charts and combining these dynamic changes with underlying fluctuations in motor performance – as the transition from spontaneous random noise to a systematic signal – we demonstrate a method to detect very early stunting in the development of voluntary neuromotor control and to flag risk of neurodevelopmental derail.Peer reviewedFinal Published versio

Witnessing Brown: Pursuit of an Equity Agenda in American Education

This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1177/07419325050260050201.The 50th anniversary of the Brown v. Board of Education decision provides a critical opportunity to reflect on Brown's importance, impact, and the lessons it provides on achieving racial desegregation and its relationship to the progressive inclusion of students with disabilities into public schools across the United States. This article explores the parallels and intersections between the racial desegregation of America's public schools and the inclusion of students with disabilities in these schools

The Complexities of Systems Change in Creating Equity for Students With Disabilities in Urban Schools

This article was recognized by the American Education Research Association, Special Interest Group, Systems Change: Best scholar-practitioner article on systemic change. Also designated by Sage Publications as an Urban Education Editor’s Choice Publication.This is the author's accepted manuscript. The original publication is available at http://dx.doi.org/10.1177/0042085909337595.This article explores the complexities of urban school improvement and systems change through the lens of educational equity policy initiatives. The authors situate urban schools within a critical context where contested identity politics, sociopolitical agendas, and economic stratification marginalize culturally and linguistically diverse students. The study uses the elements of a framework for systemic change and examines urban schools. Analyzing local educational change, the authors examine the interaction between structural reform, collective, community narratives about children, and their impacts on the urban schools. Along with lessons learned from school improvement and technical assistance activities, these perspectives look at how local-activity arenas respond to reform and how understanding the complexities of local practice could inform the next-generation policy initiatives. Without deep and shared understanding, the strategies employed to achieve short-term improvements will circumvent work on the changes required to shift students from the margins while simultaneously changing the mainstream conditions

Marshall University Music Department Presents a Faculty recital, Reed Smith, violin, Wendell Dobbs, flute, with guest, John Ingram, piano

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Marshall University Music Department Presents La musique l\u27exprime! , Faculty Recital, Elizabeth Reed Smith, violin, Şőlen Dikener, violoncello, Wendell Dobbs, flute

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Marshall University Music Department Presents a Faculty Recital, Flute 2 B, Music of Blavet and J.S. Bach

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