Using sexual selection theories to examine contextual variation in heterosexual women’s orientation toward high heels

High heels are symbols of female sexuality and are “costly signals” if the risks of wearing them are offset by improving women’s attractiveness to men. From a functionalist perspective, the costs versus benefits of wearing heels may vary according to personal and contextual factors, such as her effectiveness at competing for mates, or at times when such motives are stronger. Here, we examined potential differences between women (self-rated attractiveness, dyadic versus solitary sexual desire, women’s age, competitive attitudes toward other women) and contextual variation (priming mating and competitive motives) in their responses to high heels. Study 1 (N = 79) and Study 2 (N = 273) revealed that self-rated attractiveness was positively related to orientation toward heeled shoes. When examining responses to two very attractive shoes (one higher-heel, one lower-heel) in Study 2, dyadic sexual desire, but not solitary sexual desire or intrasexual competitiveness, predicted their inclination to buy the higher-heeled shoe. In Study 3 (N = 142), young women chose high heels when primed with free choice of a designer shoe (95% CI [53.02 mm, 67.37 mm]), and preferred a heel 22 mm (0.87”) higher than older women (Study 4, N = 247). Contrary to predictions, priming mating or competitive motives did not alter women’s preference toward a higher heel (Studies 3 and 4). Our studies suggest that attractive women augment their physical appeal via heels. High heels may be a subtle indicator of dyadic sexual desire, and preferences for heels are stronger at times in the lifespan when mating competition is relatively intense

Doctoral Capstone Experience in Academia – Brenau University

The final requirement for degree conferral in Nova Southeastern University’s Doctor of Occupational Therapy Program is a 16-week doctoral capstone experience to enhance skills beyond those of an entry-level occupational therapist. During the doctoral capstone experience, students are required to complete a final culminating project that is unique to their chosen focus area which includes the development, implementation, evaluation, and dissemination of their work. The focus area that I chose was academia in an occupational therapy program. I was given the opportunity to work with Brenau University’s Entry-level Doctor of Occupational Therapy (ELOTD) program in Norcross, Georgia. I was under the supervision of one of the associate professors, Dr. Helene Smith-Gabai, PhD, OTR/L, BCPR. Together we identified the current needs and created learning goals and objectives that I would complete during my doctoral capstone experience related to the Neuroscience Implications for Performance Skills course and creating a virtual learning toolkit for faculty members as a future reference

Our Commitment to Anti-Racism: Beyond Diversity, Equity and Inclusion: An introduction to CFC's commitment to supporting and progressing anti-racism

As an organization, CFC's purpose is "Relentlessly pursuing a future where everyone belongs." Without anti-racism, and confronting the inherent inequalities and discrimination in our society, it is not possible to create the true space of belonging that is needed and necessary for a just and equitable future.CFC has been a historically white-led organization. While this remains the case, ongoing programming has worked to engage and include input from Black, Indigenous and people of colour, on intersectionality and intersectional feminism, Indigenous resilience, and equity principles in emergency grantmaking. These have been starting points that have helped us further reflect on systemic racism in Canada, however we know we need to do more, and we need to help local community foundations do the same. During recent years, the organization has been privileged to grow and be able to support additional staff members, including Black, Indigenous and people of colour staff and board members who were welcomed to the team full-time, but the organization acknowledges that up until recent years, there has been limited Black, Indigenous or people of colour representation on our staff, board and in our program design.Given that we are still at the start of an anti-racism journey, we did not feel it was appropriate to share or market this package as a guidebook. Until we do more of our own inner work to address inherent systems of racism and white supremacy in our systems, we are not in a position to designate ourselves as leaders in this space.This invitation is not meant to be an exclusive guide, toolkit, or one-stop-shop for anti-racism materials for community foundations. Rather, this is a space to begin a conversation on the community foundation movement's shortcomings, and to take pause to reflect on where we need to go

Score and Pierce: Crimes of Fashion? Body Alteration and Consent to Assault

Body alteration and body adornment practices are becoming increasingly popular and varied in form.  However, these activities constitute a prima facie assault by the body alteration artist on the recipient.  Many activities, such as organised sport and surgery, are recognised as legal "exceptions" and consent is available as a defence to an assault charge.  Tattooing and ear piercing are activities included within the recognised "exceptions".  These are also forms of body alteration.  The issues explored in this article are whether less mainstream forms of body alteration should be similarly considered a legal "exception". This article examines the current legal framework of consent to assault in sport, dangerous exhibitions, surgery and sado-masochism, and its application to body alteration.  It is concluded that the creation of a separate "exception" category for body alteration is the appropriate legal response.  In addition, to minimise health risks associated with body alteration it is suggested that the activities of body alteration artists be subject to government regulation

The role of interferon regulatory factor-5 in systemic lupus erythematosus (SLE) and SLE-associated atherosclerosis

Gain-of-function polymorphisms in the gene encoding human interferon regulatory factor-5 (IRF5) are associated with an increase in risk for the development of the autoimmune disease Systemic Lupus Erythematosus (SLE). IRF5 is a transcription factor that participates in the activation of the immune system through its role in both innate and adaptive immune cells. To determine the role of IRF5 in lupus pathogenesis in vivo, we evaluated the effect of Irf5-deficiency in the MRL/lpr mouse lupus model. We find that Irf5-deficient (Irf5-/-) MRL/lpr mice develop much less severe disease than their Irf5-sufficient (Irf5+/+) littermates, demonstrating an important role for IRF5 in disease pathogenesis in vivo. Patients with SLE are at increased risk for the development of atherosclerosis due in large part to poorly-defined lupus-specific risk factors. One such lupus-specific risk factor is thought to be chronic inflammation associated with the autoimmune process. As IRF5 is involved in pro-inflammatory responses we hypothesized that Irf5-deficiency would ameliorate atherosclerosis development in the context of autoimmunity. We therefore examined the role of IRF5 in the gld.apoE-/- mouse model of lupus and lupus-associated atherosclerosis. Irf5-deficiency led to a decrease in splenomegaly, lymphadenopathy, anti-nuclear autoantibody production and the severity of kidney disease. Surprisingly, despite the reduction in systemic autoimmunity, Irf5-deficiency led to a marked increase in the severity of atherosclerosis and to metabolic dysregulation characterized by hyperlipidemia, increased adiposity and insulin-resistance. Bone marrow chimera studies revealed that the pathogenic role of IRF5 in lupus was solely due to its expression in hematopoietic cells. The atheroprotective effect of Irf5 and the suppression of adiposity were found to be due to Irf5 expression in both hematopoietic and non-hematopoietic cells, whereas protection from hyperlipidemia was solely due to the expression of Irf5 in non-hematopoietic cells. Together, our results reveal a role for IRF5 in metabolic homeostasis, as well as in protection against atherosclerosis even in the setting of reduced lupus severity

Environmental Engagement and Generation Z: Evaluating and Modifying the YEEP Framework Against Research and Observations on Generation Z Youth and Youth Leaders

In October 2018, the United Nations Intergovernmental Panel on Climate Change (IPCC) announced that the global community has 12 years to stop the rapid growth of climate change and avoid increased threats of drought, flooding, and extreme heat, affecting millions of people. During this 12-year timeframe, millions of children, teenagers, and adolescents will come of age as voters and members of the workforce. Generation Z, the emerging group of youth we see today, will be the change makers during these pivotal years of climate change adaptation. Born post-Internet after 1996, the Internet Generation, iGen, Centennials, or Generation Z, consists of approximately 7.3 million people in Canada, and 65 million people in the United States. Generation Z first began to enter the labour force in 2014, when its oldest members turned 18, and they will continue to enter the labour force until 2029 and beyond, as younger members age into adulthood and complete post-secondary studies. In 2014, Riemer, Lynes and Hickman published the Youth-Based Environmental Engagement (YEEP) framework to help guide the further development of informal environmental education programs for emerging adults. This research evaluates the YEEP framework against current literature on Generation Z attitudes and behaviour, as well as an existing youth engagement program that successfully works with Generation Z participants, the Peel Environmental Youth Alliance (PEYA) in the Region of Peel, Canada. The research finds that the YEEP framework could be strengthened to successfully target Generation Z participants through a greater inclusion of questions that address the tech-savvy nature of this generation, the threats and benefits that come with this technology, as well as the generation-specific values that require an emphasis on practical and emotional skills-building opportunities

Core Values as the Basis for Teacher Education for Inclusion

Teacher education issues are high on the policy agenda across Europe. The United Nations Convention on the Rights of People with Disabilities (2006) is gaining momentum and providing a lever for change. Article 24 covers many aspects of education and the UN Handbook for Parliamentarians on the Convention argues that inclusive education not only provides the best educational environment for learners with disabilities, but also helps break down barriers and challenge stereotypes. This paper outlines the current policy agenda for Teacher Education for Inclusion in Europe and considers the core values necessary for teachers to work effectively in inclusive education. The paper draws upon the European Agency for Development in Special Needs Education project on Teacher Education for Inclusion (TE4I - http://www.european-agency.org/agency-projects/Teacher-Education-for-Inclusion) and on evidence gathered from discussions with over 450 European stakeholders in education ΓÇô policy makers, school leaders, teachers, support staff, parents and learners. These stakeholders, over a series of 14 country study visits, highlighted the importance of the core values as the foundation for all teachers working in inclusive education. Within the Agency project a framework of core values was developed. These core values for inclusive education were linked with essential areas of teacher competence. The process of verification used to validate a final framework of core values and areas of competence at the European level is described in this paper

Evaluation [of] the effectiveness of a cognitive approach for teaching domestic chores to adolescents and adults with autism [abstract]

Individuals with autism often have difficulty transitioning into adulthood due decreased executive functioning. One important skill which assists in the transition into adulthood is the ability tocomplete various domestic chores. These tasks often require executive functioning skills such as initiation, planning and organization, and problem solving which individuals with autism often have difficulty with. Currently, there is limited research on effective teaching techniques for supporting individuals with autism in the acquisition of skills needed for independent living. This study aims to determine if the Cognitive Orientation to daily Occupational Performance (CO-OP) is an effective intervention approach for improving problem solving skills

Pedagógusképzés a befogadó oktatásért Európában

A tanulmány információkat tartalmaz az Európai Uniónak azokról az oktatási irányelveiről, amelyek valamennyi európai pedagógus képzését érintik, foglalkozik az Európai Ügynökség a Sajátos Nevelési Igényű Tanulók Oktatásának Fejlesztéséért (az Ügynökség) projektjével, amelynek központi témája a „Pedagógusképzés a befogadó oktatásért” (TE41). Bemutatja a projekt célját, s ennek kapcsán rávilágít az egyes országok előtt álló lehetőségekre és kihívásokra, felhívja a figyelmet az Ügynökség TE41 projektjének részeként kialakított befogadó tanári profil sajátosságaira