scholarly journals Gendered landscapes of safety: How women construct and navigate the urban landscape to avoid sexual violence

2020 ◽  
pp. 174889582096320
Author(s):  
Nicola Roberts ◽  
Catherine Donovan ◽  
Matthew Durey
Keyword(s):  
Women Students ◽  
Sexual Violence ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Urban Landscape ◽  
The North ◽  
Women’S Perceptions ◽  
Physical Barriers ◽  
Perceptions Of Safety ◽  
The University

This article presents findings from an online survey gathering quantitative and qualitative data from men and women students at a university in the north of England in 2016. The survey explored their perceptions of safety and experiences of interpersonal violence during their time as a student, both on and off campus. We show how women were more likely to report sexual violence compared to men. We also show how women students, compared to men, were less likely to say they never felt unsafe as they moved away from the university into the city, and as they moved from day into night. We illustrate how interconnecting factors construct women’s perceptions of safety, and subsequently, how locations perceived as unsafe ‘hotspots’, become physical barriers impeding women’s access to public and educational spaces. Consequently, we outline measures to enhance women’s safety while at university.

scholarly journals Agency, resistance and the non-‘ideal’ victim: how women deal with sexual violence

2019 ◽  
Vol 3 (3) ◽  
pp. 323-338
Author(s):  
Nicola Roberts ◽  
Catherine Donovan ◽  
Matthew Durey
Keyword(s):  
Sexual Violence ◽  
Undergraduate Students ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Age Groups ◽  
The North ◽  
The Uk ◽  
University Experience ◽  
The University ◽  
Qualitative Responses

Many undergraduate students in the UK fall into age groups particularly at risk from interpersonal violence. Recent evidence suggests that a range of interpersonal violence is part of the university experience for a significant number of students. In this article, we report on the findings of an online survey of male and female students administered at a university in the north of England in 2016 exploring experiences of interpersonal violence during their time as a student. Focusing on the qualitative responses, 75 respondents, mostly women, wrote about their experiences of sexual violence. In presenting women’s accounts, we challenge the construction of the ‘ideal victim’ who is viewed as weak, passive and without agency or culpability (Christie, 1986). Women adopt a range of strategies to actively resist men’s sexual violence. In doing so, they challenge and problematise perpetrators’ behaviours particularly tropes that communicate and forefront the heterosexual dating model of courtship. These findings raise implications for women’s strategies of resistance to be viewed as examples of social change where victim-blaming is challenged, perpetrator-blaming is promoted and femininity/victims are reconstructed as agentic. Universities must educate students about sexual violence, dating and intimacy, as well as provide support for victims of sexual violence.

scholarly journals Evaluation protocol of the implementation of a learning healthcare system in clinical practice: the Connected Health Cities programme in the north of England

BMJ Open ◽  
2019 ◽  
Vol 9 (6) ◽  
pp. e025484 ◽  
Author(s):  
Stephanie Steels ◽  
Tjeerd van Staa
Keyword(s):  
Pilot Study ◽  
Healthcare System ◽  
Online Survey ◽  
Structured Interviews ◽  
Connected Health ◽  
The North ◽  
Learning Healthcare System ◽  
Ethical Approval ◽  
Patient And Public Engagement ◽  
The University

IntroductionThe ‘learning healthcare system’ (LHS) has been proposed to deliver better outcomes for patients and communities by analysing routinely captured health information and feeding back results to clinical staff. This approach is being piloted in the Connected Health Cities (CHC) programme in four regions in the north of England. This article describes the protocol of the evaluation of this programme.Methods and analysisIn designing this evaluation, we had to take a pragmatic approach to ensure the feasibility of completing the work within 1 year. Furthermore, we have designed the evaluation in such a way as to be able to capture differences in how each of the CHC regions uses a variety of methods to create their own LHS. A mixed methods approach has been adopted for this evaluation due the scale and complexities of the pilot study. A documentary review will identify how CHC pilot study deliverables were operationalised. To gain a broad understanding of CHC staff experiences, an online survey will be offered to all staff to complete. Semi-structured interviews with key programme staff will be used to gain a deeper understanding of key achievements, as well as how challenges have been overcome or managed. Our data analysis will triangulate the documentary review, survey and interview data. A thematic analysis using our logic model as a framework will also be used to assess progress against the CHC programme deliverables and to identify recommendations to support future programme decision-making.Ethics and disseminationEthical approval was granted by The University of Manchester Ethics Committee on 24 May 2018. The results will be actively disseminated through peer-reviewed journals, conference presentations, social media, the internet and various stakeholder/patient and public engagement activities.

Magnitude and Risk Factors for Interpersonal Violence Experienced by Canadian Teenagers in the Sport Context

2020 ◽  
pp. 019372352097357
Author(s):  
Sylvie Parent ◽  
Marie-Pier Vaillancourt-Morel
Keyword(s):  
Risk Factors ◽  
Sexual Violence ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Physical Violence ◽  
Scientific Evidence ◽  
Team Sports ◽  
Sexual Preference ◽  
Psychological Violence ◽  
Associated Risk Factors

Recent studies demonstrate that interpersonal violence toward athletes (VTA) is a significant problem in some countries. However, in Canada, little scientific evidence on the prevalence of this issue exists. The objective of this study was to describe the magnitude of interpersonal violence toward young Canadian athletes in the context of sport and to explore associated risk factors. A total of 1,055 athletes, aged between 14 and 17 years, anonymously completed an online survey about their experiences of various types of interpersonal violence in sport. The sample consisted of 763 girls and 292 boys, with a mean age of 15.3 ± 1.1 years. Results showed that 79.2% of athletes reported at least one experience of psychological violence followed by 39.9% reporting physical violence, 35.7% reporting neglect, and 28.2% sexual violence. Being older, being a girl, having specialized in a sport early on, and a high number of hours of weekly practice were related to higher odds of reporting psychological violence or neglect. Being older, being a boy, reporting a nonheterosexual sexual preference, greater number of hours of weekly practice, being in an interregional or provincial sport level, and practicing only team sports were related to higher odds of reporting physical violence. Reporting a nonheterosexual sexual preference and being in an interregional or international sport level were associated with higher odds of reporting sexual violence. In conclusion, this study shows that VTA, particularly psychological violence and neglect, is a serious problem in youth sport in Canada. These results may help to influence public decision makers to intervene and develop and implement strategies to prevent VTA.

Interpersonal Violence (IV) in Sport and Mental Health Outcomes in Teenagers

2021 ◽  
pp. 019372352110436
Author(s):  
Sylvie Parent ◽  
Marie-Pier Vaillancourt-Morel ◽  
Allyson Gillard
Keyword(s):  
Mental Health ◽  
Psychological Distress ◽  
Health Outcomes ◽  
Sexual Violence ◽  
Interpersonal Violence ◽  
Online Survey ◽  
Self Esteem ◽  
Mental Health Outcomes ◽  
Ptsd Symptoms ◽  
Convenience Sample

The aim of the present study was to examine the associations between interpersonal violence (IV) experienced in the context of sport by teenagers and three mental health outcomes: self-esteem, psychological distress, and post-traumatic stress disorder (PTSD) symptoms. A convenience sample of 1055 French-Canadian athletes between the ages of 14 and 17 who were participating in an organized sport was recruited to participate in an online survey. Results showed that psychological violence and neglect as well as sexual violence were independently related to lower self-esteem while physical, psychological/neglect, and sexual violence were all independently related to higher psychological distress and PTSD symptoms. Early intervention programs for athletes that experience IV is critical as it may help prevent the development of subsequent mental health issues.

scholarly journals Revictimization and the Specificity Hypothesis- Do Different Subtypes of Interpersonal Violence Predict Each Other?

2021 ◽  
Author(s):  
Lioba Langer ◽  
Frank Neuner
Keyword(s):  
Sexual Violence ◽  
Physical Abuse ◽  
Interpersonal Violence ◽  
Emotional Abuse ◽  
Online Survey ◽  
Physical Violence ◽  
Adult Women ◽  
Childhood Physical Abuse ◽  
Increased Risk ◽  
Different Types

Abstract Background: Revictimization refers to the finding that victims of child abuse have an increased risk of experiencing violence as adolescents and adults. To date, revictimization has been well documented for sexual violence. Recent findings show that the same phenomenon occurs for physical and emotional types of violence and indicate specificity in the relationship. In particular, childhood sexual abuse predicts sexual violence in adulthood and childhood physical abuse predicts future physical victimization. Although emotional violence is among the most harmful types of maltreatment, emotional revictimization has not yet been systematically documented. The aim of this study was to investigate how the three different types of childhood abuse (sexual, physical, and emotional) were related to the three different types of adult victimization (sexual, physical, and emotional).Methods: In an online survey of 135 adult women with high levels of victimization, sexual, physical and emotional experiences of violence were assessed separately for childhood and adulthood.Results: Linear regressions indicated specific relationships between childhood sexual and physical abuse and sexual violence in adulthood (standardized beta coefficients .33*** and .21*), while childhood physical abuse predicts physical violence in adulthood (standardized beta coefficient .44***). Emotional violence experiences in adulthood were predicted by childhood sexual and emotional abuse (standardized beta coefficients .20*** and .08*).Conclusions: The findings partly support the specificity hypothesis of revictimization and have significant implications for practice, particularly for the development of more effective approaches to preventing repeated violence.

SEM and TEM observations of sperm development in the testis of the freshwater fish Oreochromis mossambicus

1990 ◽  
Vol 48 (3) ◽  
pp. 58-59
Author(s):  
Daryl A. Cornish ◽  
George L. Smit
Keyword(s):  
Morphological Characteristics ◽  
Oreochromis Mossambicus ◽  
Breeding Cycle ◽  
Limited Information ◽  
North West ◽  
The North ◽  
Sem And Tem ◽  
Sperm Development ◽  
Ultrastructural Characteristics ◽  
The University

Oreochromis mossambicus is currently receiving much attention as a candidater species for aquaculture programs within Southern Africa. This has stimulated interest in its breeding cycle as well as the morphological characteristics of the gonads. Limited information is available on SEM and TEM observations of the male gonads. It is known that the testis of O. mossambicus is a paired, intra-abdominal structure of the lobular type, although further details of its characteristics are not known. Current investigations have shown that spermatids reach full maturity some two months after the female becomes gravid. Throughout the year, the testes contain spermatids at various stages of development although spermiogenesis appears to be maximal during November when spawning occurs. This paper describes the morphological and ultrastructural characteristics of the testes and spermatids.Specimens of this fish were collected at Syferkuil Dam, 8 km north- west of the University of the North over a twelve month period, sacrificed and the testes excised.

Terca, pero no pendeja: Terquedad as Theory and Praxis of Transformative Gestures in Higher Education

2020 ◽  
Vol 14 (2) ◽  
pp. 23-43
Author(s):  
Omi S. Salas-SantaCruz
Keyword(s):  
Higher Education ◽  
Sexual Violence ◽  
Doctoral Student ◽  
Power Structures ◽  
The University

In this article, the author explores the concept of terquedad or waywardness as a blueprint towards gender/queer justice in education. Using María Lugones’s (2003) theorizing resistance against multiple oppressions, the author presents Gloria Anzaldúa’s' writings in Borderlands/La Frontera (1987) and This Bridge Called My Back (1981/2015) as a project of storying the plurality of terquedad. In doing so, the author calls for a theory and praxis of terquedad as a framework to understand the embodied resistances queer and trans-Latinx/e students deploy as textual inconveniences to push back and resist the “institutional grammars” of U.S. universities (Crawford & Ostrom, 1995; Bonilla-Silva, 2012). Through a plática methodology (Fierros & Delgado Bernal, 2016), the author introduces Quiahuitl, a doctoral student engaging with a praxis of terquedad when confronted with institutional and sexual violence as she moves within and against the geographies and power structures of the university.

Social Responsibility Practice Diagnosis applied to the Universidad del Valle- Northern Facility. Period 2014-2015

2018 ◽  
Vol 34 (62) ◽  
pp. 66-81
Author(s):  
Adriana M. Moreno Moreno ◽  
Eduar Fernando Aguirre González
Keyword(s):  
Social Responsibility ◽  
Action Plan ◽  
Research Problem ◽  
Socially Responsible ◽  
Strategic Development ◽  
Strategic Issues ◽  
The North ◽  
The Social ◽  
The University ◽  
Social Management

Social Responsibility is a concept that has been approached from different perspectives by theoreticians and institutions. Initially, this was limited exclusively to companies, however, the creation of the Social Capital, Ethics and Development Initiative by the Inter-American Development Bank (IDB) sought to make educational institutions aware that, like any other organization, they are responsible for the externalities they generate in their environment and their stakeholders. This research approaches the concept of University Social Responsibility (USR) from the scheme proposed by the IDB, which proposes four axes of action for Universities’ CR: Responsible Campus, Professional and Citizen Training, Social Management of Knowledge and Social Participation. The Universidad del Valle has a strategic plan entitled “Universidad del Valle’s Strategic Development Plan” and Regionalization attached thereto. It has also developed its action plan and in the five strategic issues raised herein, its socially responsible approach is clearly identifiable. The North Cauca Facility wherein this study is being developed, even though it does not have a University Social Responsibility Management Model, has attempted to align its practices with its strategic affairs that broadly conform to the four axes proposed by the IDB. This research addresses a relevant and current issue inasmuch as it proposes to develop a diagnosis on the relationship between the four axes of Social Responsibility proposed by the IDB and the practice of Social Responsibility applied at the Universidad del Valle, North Cauca Facility, for the period 2014-2015. In order to answer the research problem, a qualitative, exploratory and descriptive type of study is used, given that the work was based on the documentary information available at the University, while the interviews with the directors of the Institution are used as a tool for oral history. The research method used is the case study, which allows to address a unit of analysis in depth, in this case the USR within the Universidad del Valle, North Cauca Facility.

scholarly journals Mentors' experiences in an osteopathic medical student research program

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Tyler Hamby ◽  
W. Paul Bowman ◽  
Don P. Wilson ◽  
Riyaz Basha
Keyword(s):  
Medical Students ◽  
Research Program ◽  
Online Survey ◽  
Medical Schools ◽  
Systematic Instruction ◽  
Medical Student Research ◽  
Research Programs ◽  
Student Mentor ◽  
The University

Abstract Context Medical students, especially at osteopathic medical schools, have limited research exposure. Systematic instruction in research, supervised by qualified mentors, could motivate osteopathic medical students to pursue research in their careers, thereby increasing the number of future clinician-scientists. Recruiting and retaining suitable research mentors are crucial to sustaining such programs, but this task is also particularly challenging for osteopathic medical schools. Objectives To assess mentors' experiences in a voluntary student-mentor medical research program. Methods An online survey was sent to 76 university- or hospital-based participants who previously mentored 219 medical students between 2014 and 2019. The questionnaire consisted of 13 items with responses in checklist, five-point Likert scale, and categorical multiple-choice formats, assessing motivation for participation, satisfaction with the program, and interest in future participation. Data were analyzed descriptively, and responses from mentors at the university and hospital were compared using univariate logistic and ordinal regression analyses. Results Among 70 (92.1%) mentors who responded to the survey, 61 (87.1%) reported being motivated by a desire to help medical students learn research. Forty-nine (70.0%) mentors indicated that furthering their own research productivity was a motivation, and hospital-based mentors were statistically significantly more likely to endorse this source of motivation (OR=2.02; 95% CI=1.18–3.45; p=0.01). Most respondents were satisfied with the quality of the students' work (59 [84.3%]) and with the program (59 [85.5%]). However, 46 (65.7%) suggested the program could be enhanced by requiring medical students to be physically present in the clinic or laboratory for a minimum amount of time. Importantly, most (58 [84.1%]) mentors reported that they would be interested in participating in future mentored research programs. Conclusions Mentors were motivated to participate in the voluntary research program for both altruistic and professional reasons. Since most mentors reported being satisfied with the program, it is likely they would participate in future mentored research programs. Our results suggest that mentors viewed this voluntary research program as mutually beneficial.

scholarly journals A Better Learning Community: Mixed-Methods Reveal Medical Student Preferences with Implications for Learning Community Design and Implementation

2021 ◽  
Vol 8 ◽  
pp. 238212052110148
Author(s):  
Jasna Vuk ◽  
Steven McKee ◽  
Sara Tariq ◽  
Priya Mendiratta
Keyword(s):  
Mixed Methods ◽  
Learning Community ◽  
Online Survey ◽  
Free Form ◽  
University Of Arkansas ◽  
Medical Sciences ◽  
Face To Face ◽  
Personal Support ◽  
School Learning ◽  
The University

Background: Medical school learning communities benefit students. The College of Medicine (COM) at the University of Arkansas for Medical Sciences (UAMS) provides medical students with academic, professional, and personal support through a learning community (LC) made of 7 academic houses. Objectives: To evaluate the effectiveness of the academic house model at UAMS utilizing a mixed-methods survey. The aims were to: (1) assess student experience and satisfaction with academic houses, (2) describe the realms of advising and guidance, and (3) identify areas for improvement. Method: An online survey was assigned to 723 COM students (all students enrolled, first through fourth years) at UAMS in March 2019. The survey was comprised of 25 items (10 multiple-choice, 8 on the Likert scale, and 7 open-ended questions). Data was depicted using frequency and percentages and/or thematic review of free-form responses. Results: The survey response rate was 31% (227 students). The majority of students responding (132, 58.1%) attended 2 or more face-to-face meetings with the faculty advisor within the preceding year. However, 27 (11.9%) students did not have any meetings. Approximately two-thirds of the respondents were satisfied or very satisfied with the guidance and direction provided by their advisors [very satisfied (n = 83; 36.6%); satisfied (n = 77; 33.9%)]. Themes that emerged from student generated areas for improvement include time constraints, advisor/advisee interest mismatch, and perceived inadequacy of advising content/connections. Conclusions: This study confirms the effectiveness of the LC model for advising and mentoring in the COM at UAMS. Uniquely, this study identifies not only learners’ satisfaction with their LC but also highlights areas for improvement which are widely generalizable and important to consider for institutions with or planning to start an LC.

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