1,264 research outputs found

    Lesson Plan: Where Were You in 1969? (grades Pre-K-5)

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    Defining instances and limbs during performance of the standing turn

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    Conventions have been reported to describe walking and turning gait. No such descriptions appear for the 180° standing turn and as such there are inconsistencies in the literature reporting on this movement. The complexity of explaining the standing turning motion, variation in number of steps when turning, and differing strategies used means conventions will make research reporting easier to comprehend and less likely for errors in interpretation. We propose definitions of the 180° standing turning motion and steps used to complete a turn for able-bodied and pathological populations to encourage consistency in reporting. It is recommended that the definitions be applied in future research on standing turns

    How rape myths are used and challenged in rape and sexual assault trials

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    Court responses to rape and sexual assault have been repeatedly criticized in England and Wales (Brown et al., 2010). In particular, research has identified prevalent stereotypes about rape in both the criminal justice system and wider society, with these rape myths often being used as the predominant explanation for inadequate victim/survivor treatment (see Temkin and Krahé, 2008). The existing literature, though, tends to rely on interviews or is outdated by policy, so the present research uses court observations to explore what is actually happening in adult rape and sexual assault trials. The findings show that rape myths are still routinely used at trial, but that they are sometimes resisted using judicial directions or prosecution comments. In addition, the research highlights how rape myths are kept ‘relevant’ to trial through a focus on inconsistencies, a dichotomy of wholly truthful/untruthful witnesses, and conceptualisations of ‘rational’ behaviour as being the ‘normal’ way to act. These findings provide a new understanding of rape myths and have implications for policy; in particular, that while training legal professionals is helpful, it cannot be expected to fully address the use of rape myths

    Diagnostic Testing for Prader-Willi and Angelman Syndromes: Response

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    Panel: The Challenges of Cybersecurity Curriculum

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    Cybersecurity is defined as: 1) measures to protect information technology; the information it contains, processes, and transmits and associated physical and virtual elements (which together comprise cyberspace) ; 2) the degree of protection resulting from application of those measures; and 3) the associated field of professional endeavor Fischer (2005). A Frost & Sullivan Market Survey in 2011 sponsored by (ISC)2 revealed a thorough insight into the critical trends and opportunities rising in the information security profession worldwide. The key findings were: 1. Application vulnerabilities represent the number one threat to organizations. 2. Mobile devices were the second highest security concern for the organization 3. Professionals aren’t ready for social media threats 4. Cloud computing illustrates a serious gap between technology implementation and the skills necessary to provide security 5. Information security professionals weathered the economic recession very well 6. Developing countries illustrated opportunities for growth with an experienced and more educated workforce 7. The information security workforce continues to show signs of strong growth 8. A clear skills gap exists that jeopardizes professionals’ ability to protect organizations in the near future The underlining trend affecting all these key issues is the lack of appropriate skills being demonstrated by information security professionals for protecting cybesecurity treats against organizations and that ... the information security profession could be on a dangerous course, where information security professionals are engulfed in their current job duties and responsibilities, leaving them ill-prepared for the major changes ahead, and potentially endangering the organizations they secure. (Ayoub, 2011) Smith, Koohang & Behling (2010) stated that higher education has a responsibility in designing and re-designing cybersecurity curriculum that prepare graduates with necessary knowledge and skills to become competent cybersecurity professionals. These knowledge and skills must also set the foundation for these graduates to become certified cybersecurity professionals. The purpose of this panel is to discuss two themes. They are as follows: Theme 1 - Cybersecurity curriculum: What is a sound cybersecurity curriculum that can prepare graduates with necessary knowledge and skills to protect organization\u27s cybersecurity treats? What should the curriculum entail regarding continuous improvement given the ever-changing nature of cybersecurity? How does a cybersecurity curriculum aligned with curriculum models (e.g., IS 2010, IT 2008) and special accreditation bodies (e.g., ABET). Theme 2 - Cybersecurity certification: Do graduates need to pass cybersecurity certification? What role does the university curriculum play in preparing graduates for taking and passing these certificates
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