Experiencing Sexism and Young Women\u27s Body Esteem

This two-study investigation examined the relationship between sexist attitudes and experiences with young women’s body esteem. Specifically, we examined whether young women\u27s body esteem was related to their own and their parents\u27 endorsements of benevolent and hostile sexist beliefs and also whether women’s body esteem was related to their actual everyday experiences with benevolent and hostile sexism. In Study 1, fathers\u27 endorsement of benevolently sexist beliefs was positively correlated with daughters\u27 weight-related and physical condition body esteem. No similar evidence was found for mothers or for either parent\u27s endorsements of hostile sexist beliefs. In Study 2, young women’s body esteem was positively related to their benevolently sexist experiences and negatively related to their hostile sexist experiences. These findings are consistent with ambivalent sexism theory. The results are discussed for their clinical and theoretical implications

Revising The Body Esteem Scale For The Next Quarter Century

Recently, Frost, Franzoi and Oswald (2012) found evidence suggesting that the way individuals evaluate their physical selves, also called body esteem, may have changed over the past quarter century. The findings were particularly strong regarding men\u27s self-evaluations. Because Frost et al.\u27s (2012) findings focused on the Body Esteem Scale (BES: Franzoi & Shields, 1984), which is a measure that captures dimensions uniquely important to adult self-perception and physical evaluation within a multidimensional and gender-specific framework, one obvious implication of this study is that the BES may need revising in order to remain as current and relevant as possible. With that goal in mind, a series of principal components analyses of the BES responses of 315 women and 353 men were conducted. Results indicated that an addition of a fourth sexuality component, as well as some item level changes were necessary in order for the BES to retain its cultural validity as a body esteem measure in the 21st century for men and women. Strong internal consistency was demonstrated for each revised subscale. New norms and subscale correlations were also computed. Finally, the associations between the revised BES subscales and measures of validity provided further support that the revised BES measures meaningful and important body constructs for women and men, and should continue to do so for the next several years. Cultural implications reflected in BES item changes, and future directions are discussed

During visual word recognition, phonology is accessed within 100 ms and may be mediated by a speech production code: evidence from magnetoencephalography

Debate surrounds the precise cortical location and timing of access to phonological information during visual word recognition. Therefore, using whole-head magnetoencephalography (MEG), we investigated the spatiotemporal pattern of brain responses induced by a masked pseudohomophone priming task. Twenty healthy adults read target words that were preceded by one of three kinds of nonword prime: pseudohomophones (e.g., brein–BRAIN), where four of five letters are shared between prime and target, and the pronunciation is the same; matched orthographic controls (e.g., broin–BRAIN), where the same four of five letters are shared between prime and target but pronunciation differs; and unrelated controls (e.g., lopus–BRAIN), where neither letters nor pronunciation are shared between prime and target. All three priming conditions induced activation in the pars opercularis of the left inferior frontal gyrus (IFGpo) and the left precentral gyrus (PCG) within 100 ms of target word onset. However, for the critical comparison that reveals a processing difference specific to phonology, we found that the induced pseudohomophone priming response was significantly stronger than the orthographic priming response in left IFG/PCG at ∼100 ms. This spatiotemporal concurrence demonstrates early phonological influences during visual word recognition and is consistent with phonological access being mediated by a speech production code

Initial Competency Tool to Assist Preceptors in the Documentation of the New RN Competency

Health organizations rely on Registered Nurse (RN) preceptors to train and evaluate new RN’s competence. A competency tool guides and documents a new RN’s competency to adequately perform the skills needed for their position. This DNP project utilized preceptor input to optimize the competency tool to improve the preceptor’s ease of use, clear expectations for each competency, and improved the preceptor to preceptor handoff. This quality improvement project involved surveying RN preceptors for their perception of the initial competency tool throughout its development and after implementation. Preceptors reported a dramatically improved preceptor perception of the initial competency tool. Survey results showed an increase in perceived ability to accurately document a new RN’s competence, ease in transitioning a new hire RN from one preceptor to the next, and a clear understanding of what is expected for each competency

Revising the Body Esteem Scale with a U.S. College Student Sample: Evaluation, Validation, and Uses for the BES-R

The Body Esteem Scale (BES; Franzoi and Shields 1984) has been a primary research tool for over 30 years, yet its factor structure has not been fully assessed since its creation, so a two-study design examined whether the BES needed revision. In Study 1, a series of principal components analyses (PCAs) was conducted using the BES responses of 798 undergraduate students, with results indicating that changes were necessary to improve the scale’s accuracy. In Study 2, 1237 undergraduate students evaluated each BES item, along with a select set of new body items, while also rating each item’s importance to their own body esteem. Body items meeting minimum importance criteria were then utilized in a series of PCAs to develop a revised scale that has strong internal consistency and good convergent and discriminant validity. As with the original BES, the revised BES (BES-R) conceives of body esteem as both gender-specific and multidimensional. Given that the accurate assessment of body esteem is essential in better understanding the link between this construct and mental health, the BES-R can now be used in research to illuminate this link, as well as in prevention and treatment programs for body-image issues. Further implications are discussed

Exploring Body Comparison Tendencies: Women Are Self-Critical Whereas Men Are Self-Hopeful

Our study examined similarities and differences in women’s and men’s comparison tendencies and perfection beliefs when evaluating their face, body shape, and physical abilities, as well as how these tendencies and beliefs relate to their body esteem. College students (90 women and 88 men) completed the Body Esteem Scale (Franzoi & Shields, 1984) and answered questions concerning their social comparison and temporal comparison tendencies related to face, body shape, and physical abilities evaluations as well as personal perfection body beliefs. As predicted, women were more likely than men to compare their face and bodies to other same-sex persons whom they perceived as having either similar or better physical qualities than themselves in those body domains, with their most likely comparison tendency being upward social comparison. More men than women held body-perfection beliefs for all three body domains, and men were most likely to rely on future temporal comparison when evaluating their body shape. Comparison tendencies and perfection beliefs also were differentially related to women\u27s and men\u27s body esteem; whereas women rely on self-critical social comparison strategies associated with negative body esteem, men’s comparison strategies and perfection beliefs are more self-hopeful. Implications for practitioners treating body-image issues are discussed

Curating Digital Pedagogy in the Humanities

This is the published introduction to the born-digital, open-access, peer-reviewed *Digital Pedagogy in the Humanities*. More a rationale and scholarly study of both Digital Pedagogy and DPiH in general, this introduces articulates the uses, theory, rationale about digital pedagogy as it has been shaped in U.S. institutions since the explosion of Digital Humanities in 2009. As a separate field now, Digital Pedagogy is built on the generosity of its practitioners, but saving the *stuff* of teaching and pedagogy is difficult. The introduction historicizes this now-published project, its open peer review process, and its development in the early years (starting in 2010) in addition to offering multiple pathways into using DPiH for both experienced practitioners and anyone curious about how to use the 500+ pedagogical artifacts among the 59 keywords. By defining digital pedagogy, articulating the 5 key concepts that surfaced with the creation of this project, and discussing potential obstacles about engaging in Digital Pedagogy (including an enumerated step-by-step process for getting started in using Digital Pedagogy strategies), this introduction invites all levels of engagement. In addition, the introduction provides an analysis of the types of content, contributors, and curators as well as early network analysis about the connections among all of the keywords, curators, and the shared pedagogical artifacts. Finally, the authors assess the project\u27s infrastructure, open access, and open peer review publishing process over the 10 years it took to bring this project to fruition, luckily, right at the moment that all higher education institutions were forced to grapple with a sudden move to online learning during March 2020. The concluding sections discuss the shifting role of published and publisher with this born-digital project and considers the use of new forms of infrastructure for a scholarly work that values pedagogy above all else

The 24/7 project: The development of a service specification for 24/7 access to specialist nursing and medical telephone advice for parents and professionals caring for children with palliative care needs across the South West Peninsula

The 24/7 project investigated the need for and potential benefits of a 24/7 specialist children’s palliative care telephone advice service in the South West. This report proposes how this could be provided across the region, in collaboration with existing services. The proposed service development supports the strategic vision of Children’s Hospice South West (CHSW),“to be recognised regionally and nationally as a progressive centre of excellence in the care of children who are expected to die before adulthood and their families”,and would also help to meet current gaps in the service, identified in the Palliative Care Services Review (Craft and Killen, 2007), which result in unplanned attendances to Emergency Departments and inappropriate hospital admissions. Planning end of life care for a child at home is often impossible without access to specialist advice

Introduction to The State of the Syllabus Special Edition

Positioning the syllabus as a key artifact in the modern academy, one that encapsulates many elements of intellectual, scholarly, social, cultural, political, and institutional contexts in which it is enmeshed, we offer in this special issue of Syllabus a set of provocations on the syllabus and its many roles. Including perspectives from full-time and part-time faculty, graduate students, and librarians, the issue offers a multifaceted take on how the syllabus is presently used and might be reimagined

Network + Publication + Ecosystem: Curating Digital Pedagogy, Fostering Community

We are excited to share our work on Digital Pedagogy in the Humanities (DPiH), which was published on the Humanities Commons in 2020 by the Modern Language Association after almost a decade of work. DPiH is a large-scale scholarly project that presents the stuff of teaching (syllabi, assignments, and resources) through a curated set of keywords such as “Poetry,” “Disability,” “Queer,” and “Annotation,” among many others. For each keyword, a curator or set of curators has selected and annotated ten pedagogical artifacts; created a curator’s selection statement; and presented a list of related resources. With a lengthy introduction to DPiH that historicizes and contextualizes the project, the edited collection, as a whole, presents a broad array of pedagogical practices that engage technology and offer concrete resources to faculty who would like to expand their existing teaching practices. In this piece, we would like to consider how the project, in its design and implementation, challenges existing ideas about scholarship, pedagogy, and our shared ecosystem of scholarly communication