Bystander reluctance in the aftermath of collegiate sexual misconduct

2021 ◽  
pp. 026540752199975
Author(s):  
Kira Tebbe
Keyword(s):  
Undergraduate Students ◽  
Rape Myths ◽  
Sexual Misconduct ◽  
Sexual Encounter ◽  
Educational Programming ◽  
Social Emotional ◽  
Theory Analysis ◽  
Emotional Recovery ◽  
Peer Community ◽  
The One

Most collegiate sexual misconduct victims disclose their experience to a friend, whose reaction and subsequent action are vital for a victim’s social-emotional recovery. The current study focuses on this broader peer community that has learned about an assault and their motivation or reluctance to take action in its aftermath. Thirty-nine undergraduate students were interviewed about the one or more times they had heard of someone else’s uncomfortable sexual encounter, for a total of 86 recalled incidents. Overall, students who learned of misconduct were affected by their newfound knowledge: they were shaken when an assault was discussed lightly, they evaluated the severity of the assault, they prioritized the victim’s wellbeing when considering actions to take, or they were surprised to hear of the assault in the first place. Yet grounded theory analysis identified four main barriers—a belief that the situation is not serious enough, a desire to avoid harming the victim, a lack of knowledge and confidence with their role, and a preference to take action outside of formal channels—that often prevented these reactions from translating into responsive action, leaving victims with less social support and continuing the underreporting of sexual misconduct. Recommendations include expanding bystander intervention training to include an assault’s aftermath and adding educational programming that challenge rape myths.

Sexually Degrading Music Videos and Lyrics

2012 ◽  
Vol 24 (1) ◽  
pp. 31-39 ◽  
Author(s):  
Eric L. Sprankle ◽  
Christian M. End ◽  
Miranda N. Bretz
Keyword(s):  
Undergraduate Students ◽  
Rape Myths ◽  
Music Videos ◽  
Sexual Content ◽  
Sexual Stereotypes ◽  
Male Undergraduate ◽  
The Media ◽  
The Many ◽  
Sexually Degrading ◽  
Music Lyrics

Utilizing a 2 (lyrics: present or absent) × 2 (images: present or absent) design, this study examined the unique effects of sexually degrading music videos and music lyrics on males’ aggressive behavior toward women, as well as males’ endorsement of rape myths and sexual stereotypes. Under the guise of a media memory study, 187 male undergraduate students were randomly assigned to one of four conditions. Despite the many psychological theories predicting an effect, the presentation of sexually degrading content in a visual or auditory medium (or combination thereof) did not significantly alter the participants’ aggression and self-reported endorsement of rape myths and sexual stereotypes. The null findings challenge the many corporate and governmental restrictions placed on sexual content in the media over concern for harmful effects.

scholarly journals Association of COMT Polymorphism and Academic Achievement among Female Undergraduate Students

2021 ◽  
Vol 15 (2) ◽  
pp. 90-101
Author(s):  
Norsuhaila Rosmimi Rosli ◽  
◽  
Tengku Shahrul Anuar engku Ahmad Basri ◽  
Mohd Ilham Adenan ◽  
Roziah Mohd Janor ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Undergraduate Students ◽  
Cognitive Abilities ◽  
Grade Point ◽  
Dopaminergic Pathway ◽  
Allele Specific ◽  
Hardy Weinberg Equilibrium ◽  
Comt Polymorphism ◽  
The One

Academic achievement may be influenced by catechol-O-methyltransferase (COMT) polymorphism. A common functional polymorphism of COMT, the rs4680 is consistently being involved in the modulation of dopaminergic pathway and prefrontal cortex function which may predominantly affect cognitive functions. A total of 197 female participants were recruited in this study. The score of student’s grade point average (GPA) from the latest previous semester was used as the measurement of academic achievement. The COMT polymorphism was genotyped using tetra primer allele specific polymerase chain reaction. The findings indicated that there were 8 (4.1 %), 72 (36.5 %), and 117 (59.4 %) participants harbouring Met/Met, Met/Val, and Val/Val genotype for COMT polymorphism respectively. All the genotype distributions of COMT polymorphism were consistent with Hardy-Weinberg equilibrium (χ2 = 0.495, p > 0.05). The one-way analysis of variance (ANOVA) result demonstrated that participants bearing Met/Met genotype had a better achievement in GPA as compared to the other COMT genotypes (p = 0.001). These findings support evidence that the affective role of COMT polymorphism might overwhelm cognitive abilities in measures of academic achievement like GPA.

scholarly journals Risk Aversion and Social Networks

2014 ◽  
Vol 13 (2) ◽  
Author(s):  
Jaromír Kovářík ◽  
Marco J. van der Leij
Keyword(s):  
Risk Aversion ◽  
Undergraduate Students ◽  
Network Structure ◽  
Network Formation ◽  
Empirical Finding ◽  
Local Network ◽  
Network Clustering ◽  
Strongly Correlated ◽  
Social Network Structure ◽  
The One

AbstractThis paper first investigates empirically the relationship between risk aversion and social network structure in a large group of undergraduate students. We find that risk aversion is strongly correlated to local network clustering, that is, the probability that one has a social tie to friends of friends. We then propose a network formation model that generates this empirical finding, suggesting that locally superior information on benefits makes it more attractive for risk averse individuals to link to friends of friends. Finally, we discuss implications of this model. The model generates a positive correlation between local network clustering and benefits, even if benefits are distributed independently ex ante. This provides an alternative explanation of this relationship to the one given by the social capital literature. We also establish a linkage between the uncertainty of the environment and the network structure: risky environments generate more clustered and more unequal networks in terms of connectivity.

Conclusions

2021 ◽  
pp. 157-168
Author(s):  
Tom Dougherty
Keyword(s):  
Sexual Misconduct ◽  
The Other ◽  
Due Diligence ◽  
Sexual Deception ◽  
Epistemic Access ◽  
Other Hand ◽  
Consensual Sex ◽  
The One

This concluding chapter summarizes the Evidential Account that is comprised of the Interpersonal Justification Argument, the Expression of Will View, and the Due Diligence Principle. After elaborating how the account applies, this chapter surveys remaining doubts that we may have about this account. Doubts are inevitable because there is a tension between two attractive thoughts. On the one hand, there is a pull to thinking that a consent-giver should be able to control the scope of their consent. On the other hand, there is a pull to thinking that the consent-receiver should have epistemic access to the scope of the consent. Since the consent-giver may fail to control the epistemic access of the consent-receiver, these thoughts cannot be fully reconciled, and so any account will miss out on something attractive. After discussing how the Evidential Account responds to this tension, this book ends by revisiting the topic of sexual deception. The Evidential Account entails an expansive view of sexual misconduct in so far as the account implies that many sexual deceivers engage in non-consensual sex with their victims.

Epilogue

2021 ◽  
pp. 158-162
Keyword(s):  
Teaching And Learning ◽  
Music Teachers ◽  
Emotional Health ◽  
Music Teaching ◽  
Social Emotional ◽  
Music Making ◽  
The Arts ◽  
Global Pandemic ◽  
The One ◽  
Music And The Arts

The epilogue addresses the observations of the editors and authors of this volume regarding their observations of the pedagogical shifts needed to address music teaching and learning during a global pandemic such as the one unleashed by Covid-19. When a great deal of musicking, teaching, and learning needed to happen remotely, having access to technology and understanding how to employ it for supporting creative and collaborative music making and remote instruction was of paramount importance for many music teachers and musicians. Yet for too many students and school districts around the globe, the digital divide heightened the lack of educational equity in countless communities. While many districts merely focused on content delivery though whatever digital or non-digital means were available, the authors noted the crucial role that a focus on social-emotional learning plays in the lives of our students, with a particular emphasis on how music and the arts can support our emotional health and sense of connection.

Attitudes toward cheating among business students at a private Kenyan university

2019 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Maria Rosario Catacutan
Keyword(s):  
Undergraduate Students ◽  
Student Behavior ◽  
Business Students ◽  
Content Type ◽  
Ethics Instruction ◽  
Significant Difference ◽  
The One ◽  
Attitudes Toward Cheating ◽  
Ethics Courses ◽  
One Way Anova

Purpose This study aims to investigate attitudes toward cheating among business students at a private university in Kenya and examine if a significant difference exists in cheating perceptions among students who have completed one or two ethics courses, and those who have done none. Design/methodology/approach A total of 554 undergraduate business students participated in this research. Data were analyzed using descriptive statistics and the one-way ANOVA. Findings The results found that students perceived cheating in exam-related situations as quite serious, while cheating on written assignments was not considered a serious offence. Results of the one-way ANOVA indicate that there was a significant difference in the cheating perceptions ratings for the three groups. Post hoc comparisons using the Tukey HSD test indicate that the mean score for students who have done two ethics courses was significantly different from that of students who have done only one ethics course. Practical implications This study has a number of implications for educators and administrators. Ethics instruction cannot achieve its desired effect on student behavior without institutional support. Administrators also need to be cognizant of the influence that school environment has on student cheating. Faculty and university administrators can influence students’ behavior in the way they practice academic integrity in their teaching and administrative functions. Originality/value To the best of the author’s knowledge, this research is the first study to explore academic cheating at a private Kenyan university where ethics instruction is taught to undergraduate students.

Teaching Statistical Inference for Causal Effects in Experiments and Observational Studies

2004 ◽  
Vol 29 (3) ◽  
pp. 343-367 ◽  
Author(s):  
Donald B. Rubin
Keyword(s):  
Public Policy ◽  
Causal Inference ◽  
Statistical Inference ◽  
Undergraduate Students ◽  
Observational Studies ◽  
Causal Effects ◽  
Designed Experiments ◽  
Critical Activity ◽  
The One

Inference for causal effects is a critical activity in many branches of science and public policy. The field of statistics is the one field most suited to address such problems, whether from designed experiments or observational studies. Consequently, it is arguably essential that departments of statistics teach courses in causal inference to both graduate and undergraduate students. This article discusses an outline of such courses based on repeated experience over more than a decade.

Evaluation and Perceived Recall of Personality Theories by Undergraduate Students

1987 ◽  
Vol 65 (3) ◽  
pp. 879-883 ◽  
Author(s):  
Steven Mellor
Keyword(s):  
Undergraduate Students ◽  
Partial Support ◽  
Theory Analysis ◽  
Significant Agreement ◽  
Personality Theories

Undergraduates from sections of a course on personality evaluated theories using positive and negative categories and indicated how well they recalled each theory. Analysis supported the hypothesis that there is significant agreement among students with respect to which theories are evaluated positively and negatively. However, only partial support was found for the hypothesis that positively evaluated theories are associated with high perceived recall, and no support was found for the hypothesis that negatively evaluated theories are related to low perceived recall.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN STUDENT FACILITATOR AND EXPLAINING PADA MATA KULIAH PENDIDIKAN MATEMATIKA ANAK USIA DINI TERHADAP KEAKTIFAN MAHASISWA PROGRAM STUDI PGPAUD UNIVERSITAS DHARMAS INDONESIA

2018 ◽  
Vol 6 (2) ◽  
pp. 305-310
Author(s):  
Antik Estika Hader
Keyword(s):  
Data Analysis ◽  
Mathematics Education ◽  
Student Learning ◽  
Undergraduate Students ◽  
Learning Model ◽  
T Test ◽  
Early Childhood Mathematics ◽  
Paired Sample ◽  
The One ◽  
Academic Year

AbstrakPendidikan matematika anak usia dini merupakan salah satu mata kuliah wajib bagi mahasiswa S1 PGPAUD Universitas Dharmas Indonesia. Peneliti sekaligus sebagai dosen pengampu mata kuliah ini, menggunakan metode ceramah dan tanya jawab pada pertemuan ke satu sampai dengan ke empat. Namun menurut pengamatan peneliti, mahasiswa kurang begitu aktif untuk bertanya dan mengemukakan pendapat. Disatu sisi penulis menyadari potensi yang dimiliki mahasiswa sangat besar karena mahasiswa yang mengambil mata kuliah ini pada tahun ajaran 2016/2017, sebagian besar merupakan guru-guru PAUD yang tersebar di beberapa kecamatan di Kabupaten Bungo, Dharmasraya, Kerinci dan Sijunjung yang telah memiliki pengalaman minimal dua tahun mengajar. Penulis mencoba menerapkan model pembelajaran student facilitator dan explaining untuk pertemuan ke lima sampai dengan ketujuh, dan melakukan pengamatan untuk melihat pengaruhnya terhadap keaktifan mahasiswa. Desain penelitian menggunakan bentuk one group pretest-posttest design. Hipotesis diuji dengan menggunakan paired sampel t test dengan software SPSS 20. Penulis menggunakan taraf kepercayaan 95%. Dari hasil analisis data diperoleh nilai signifikansi sebesar 0.01. Sehingga dapat disimpulkan terdapat pengaruh penerapan model pembelajaran student facilitator and explaining pada mata kuliah pendidikan matematika anak usia dini terhadap keaktifan mahasiswa program studi PGPAUD Universitas Dharmas Indonesia.Kata Kunci: Explaining, Model Pembelajaran, PGPAUD, Student Facilitator.AbstractEarly childhood mathematics education is one of compulsory subjects for undergraduate students of PGPAUD Universitas Dharmas Indonesia. Researcher as well as lecturer pengampu this subject, using the method of lecturing and question and answer at the meeting to one to the fourth. However, according to researcher observations, students are less active to ask and express opinions. On the one hand the author realizes the potential of the students is very large because students who take this course in the academic year 2016/2017, most of the teachers PAUD spread across several districts in Bungo, Dharmasraya, Kerinci and Sijunjung who have minimal experience Two years of teaching. The author tries to apply student learning model facilitator and explaining for the fifth to seventh meeting, and make observations to see the effect on student activeness. The research design used a one-pretest-posttest design. The hypothesis was tested using paired sample t test with SPSS 20 software. The author used 95% confidence level. From the results of data analysis obtained value of significance of 0.01. So it can be concluded that there is influence of applying student learning model facilitator and explaining on early childhood mathematics education subject to the liveliness of PGPAUD students of Universitas Dharmas Indonesia.Keyword: Explaining, Learning Model, PGPAUD, Student Facilitator.

scholarly journals Quem tem medo da Teoria? Análise como vivência, prática e experimentação nas Relações Internacionais | Who is affraid of Theory? Analysis as experience, practice and experimentation in International Relations

2019 ◽  
Vol 10 ◽  
Author(s):  
Raphael Spode ◽  
Bruna Fernandes Olivieri
Keyword(s):  
Active Learning ◽  
International Relations ◽  
International Organizations ◽  
International Relations Theory ◽  
Technical Aspect ◽  
Professional Experience ◽  
Theory Analysis ◽  
Practice Turn ◽  
Historical Question ◽  
The One

O anseio de implementação de atividades práticas é uma questão histórica do campo de estudos das Relações Internacionais. Se, por um lado, muito pouco se tem descoberto sobre o aspecto prático e técnico da área – o que tem feito das Relações Internacionais uma área muito mais reflexiva e filosófica, do que propriamente um campo profissionalizante –, por outro lado algumas iniciativas podem ser encontradas, no Brasil e no mundo, capazes de oferecer aos alunos uma vivência profissional na graduação. Até aqui, a consagrada simulação das organizações internacionais tem sido o cerne da prática nas Relações Internacionais, concorrendo ao aprimoramento das habilidades de oratória e negociação dos alunos. Junto a ela, porém, há uma dinâmica relativamente desconhecida, de importância fundamental, denominada “Laboratório de Análise das Relações Internacionais (LARI)”. Esse artigo é um relato de experiências do “LARI” enquanto metodologia ativa de aprendizagem e uma breve reflexão sobre suas possibilidades e limitações.Palavras-chave: Virada Prática; Metodologias Ativas; Teoria das Relações Internacionais. ABSTRACTThe longing for the implementation of practical activities is a historical question of the field of studies of IR. If, on the one hand, very little has been discovered about the practical and technical aspect of the area – which has made IR a much more reflexive and philosophical area – on the other hand some initiatives may be found in Brazil and in the world capable of offering students a professional experience in undergraduate studies. So far, the established simulation of international organizations has been at the heart of International Relations practice, contributing to the improvement of students' speaking and negotiation skills. Next to it, however, there is a relatively unknown dynamics of fundamental importance denominated "Laboratory of Analysis of International Relations (LARI)". This article is an account of experiences of "LARI" as an active learning methodology and a reflection on its possibilities and limitations.Keywords: Practice Turn; Active Learning; International Relations Theory. Recebido em 26 out.2018 | Aceito em 20 ago.2019

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