Exploring the experiences of female sport fans: A collaborative self-ethnography

Hegemonic masculinity would suggest that sport fandom is the exclusive domain of men and women are subordinate. Yet, it is apparent that women make up a significant portion of the professional sport spectator market. As such, it is important to systematically examine the role of hegemonic masculinity in the female sport fan experience. The purpose of this paper was to document, explore, and reflect upon personal experiences of female sport fans using a collaborative self-ethnography approach. Over a period of 3 months, we documented our experiences attending professional sport events (e.g., Major League Baseball, Canadian Football League) in the United States and Canada. Analysis of the data occurred through a process of sharing and critical reflection of our narratives. We identified three common themes that defined our experiences as female sport fans: (a) negotiating our definition of being a sport fan, (b) female sport fan as “the outsider”, and (c) marginalisation of other women. Our work provides some insight into the lived experiences of female sport fans. Discussion of the findings is intended to shed light on the conversation regarding hegemonic masculinity within the sport fan literature.     

Hospitalized youth and child abuse: A systematic examination of psychiatric morbidity and clinical severity

Many children and adolescents who require psychiatric hospitalization have been physically or sexually abused, yet the association between reported histories of abuse and the complexity and severity of mental illness among psychiatrically hospitalized youth is poorly described with regard to current inpatient psychiatric practice. We sought to determine the association between histories of abuse and psychiatric complexity and severity in psychiatrically hospitalized youth including comorbidity patterns, psychotropic medication use, reason for admission and length of hospitalization. A systematic chart review was performed on 1433 consecutive psychiatric hospitalizations of children and adolescents that occurred over a 10-month period. Children with a history of abuse were more likely to be diagnosed with multiple DSM-IV-TR disorders than non-traumatized children. A history of sexual abuse was associated with more medication use than in their non-traumatized peers and a higher likelihood of treatment with antipsychotic medications, both at admission and discharge. Physical and sexual abuse were independently associated with increased length of stays, with exposure to both physical and sexual abuse associated with a 2-day increase in duration of hospitalization compared to non-traumatized patients. The findings from this study draw attention to the adverse impact of abuse on psychiatric morbidity and complexity and suggest the need for trauma-informed treatment in psychiatric hospital settings.     

Developing a standardized comprehensive health survey for use with deaf adults

THERE IS LIMITED INFORMATION on how communication barriers impact on the health of deaf individuals. The present article describes the development of a standardized interview tool to collect health-related information from deaf adults via face-to-face interviews in American Sign Language (ASL). Questions were selected largely from existing standardized questionnaires. Key steps in standardizing the instrument included the creation of an ASL gloss version of the survey and extensive interviewer training. The instrument was pilot-tested and revised prior to implementation. There were 139 questions on the final instrument. A total of 203 interviews were conducted between November 2002 and March 2003. A standardized interview survey administered in ASL proved an effective and well-accepted means of collecting health-related information from a diverse sample of deaf individuals. Several challenges were encountered throughout the process, and the resulting lessons will be useful to future research efforts.     

Student–Faculty Interaction and Discrimination from Faculty in STEM: The Link with Retention

Research in Higher Education - Previous studies have documented student–faculty interaction in STEM, but fewer studies have specifically studied negative forms of interaction such as...     

Under the Umbrella: Pedagogy,knowledge production,and video from the margins of the movement

Abstract

In September 2014, students and Hong Kong citizens took to the streets demanding universal suffrage. Cell phones and video cameras in hand, amateur student filmmakers were some of the first to capture the police tear-gassing young people that brought the city to its feet. Young people were positioning themselves as storytellers and knowledge producers on the streets. How has this restructured hierarchy of knowledge production often found in university education in Hong Kong? How too has being active participants and/or passive observers of the events of the Umbrella Movement translated into a pedagogy of experience in student’s daily lives, and how has this knowledge returned to the classroom? Specifically, I am interested in ways that young women who are not Cantonese first-language speakers understand their role in the movement and the kinds of knowledge they produced. Through interviews with these diverse students, and visual data from the footage they shot during the protests, we gain a rare glimpse into the multicultural world gathered beneath the umbrella of Hong Kong’s pro-democracy movement, and how a new generation of young female filmmakers are using video to share their changing perspectives on democratic reform, education, and everyday life.     

Using self- and peer-assessments for summative purposes: analysing the relative validity of the AASL (Authentic Assessment for Sustainable Learning) model

The purpose of this paper is to provide a proof of concept of a collaborative peer-, self- and lecturer assessment processes. The research presented here is part of an ongoing study on self- and peer assessments in higher education. The authentic assessment for sustainable learning (AASL) model is evaluated in terms of the correlations between sets of marks. The article provides an explanation of the assessment process, and analyses sets of marks as a means of justifying the validity of the process. The results suggest that students, even those with no prior experience in peer- or self-evaluation, in their first year of tertiary study, under the right conditions, are able to accurately judge their own work and make reasonably accurate judgements of the work of their peers. While previous studies have expounded the benefits of self- and peer assessments in tertiary study, undertaking a prescribed process, such as AASL, has a further implication in allowing others to replicate the process with reasonable assuredness of the validity of the process across various fields of study.     

Special Education of Children with Fetal Alcohol Spectrum Disorder

The current study aimed to estimate the cost associated with special education among children (5 to 14 years) with Fetal Alcohol Spectrum Disorder (FASD) in elementary and middle school by sex, age group, and province and territory in Canada. It was estimated that there were 6,520 students with FASD receiving special education in Canada in 2011–2012. The cost of special education among these students was 53.5 million Canadian dollars. Implications for decision- and policymakers, educational systems and school staff are discussed.     

Restructuring a traditional student teacher supervision model: Fostering enhanced professional development and mentoring within a professional development school context

The purpose of this study was to pilot an alternative student teaching supervision model at a college of education in a US context. In the study, the collaborators used multiple paired dyads to supervise student teachers with multiple supports from college faculty. This study examined how teachers and university faculty planned the use of paired dyads and how participants responded to the innovation. The findings suggest teachers and junior faculty can undertake bottom-up reform within larger systemic constraints.     

Investigatory behavior inthe plains garter snake (Thamnophis radix) and several additional species

Garter snakes (Thamnophis radix), hognose snakes (Heterodon platyrhinos), and rattlesnakes (Crotalus species) flick their tongues and crawl about in an open field containing no food or sexual (i.e., reproductive) odors. As Experiment I shows, the taxa differ reliably in both rate of tongue flicking and rate of locomotion. In Experiment II, garter snakes (Thamnophis radix) placed into an open field for 5 min showed more tongue flicking than snakes that were handled and placed directly back into their home cages, indicating that the first group was exploring the apparatus rather than responding only to handling. During Minutes 3 through 5 (Experiment III) in the open field, garter snakes emitted fewer tongue flicks than they did during the first minute, and after 20 min, the rate of tongue flicking was virtually zero. However, snakes were capable of responding to presentation of new objects and/or odors, indicating that the previous response decrement was not derived from effector fatigue but rather from some habituatory process. Experiment IV revealed that satiated snakes habituated more rapidly than hungry snakes during exploration of the open field. Hence, exploratory behavior in these snakes is at least partially under the control of the same factors which mediate food-related appetitive activities.     

Being Alone, Playing Alone, and Acting Alone: Distinguishing among Reticence and Passive and Active Solitude in Young Children

3 forms of solitude were studied in young children—reticence (onlooker and unoccupied behavior), solitary-passive behavior (solitary-constructive and -exploratory play), and solitary-active behavior (solitary-functional and -dramatic play). 48 4-year-old children grouped in quartets of same-sex unfamiliar peers were observed in several situations. Mothers completed the Colorado Temperament Inventory. Results indicated that (1) solitary-passive, solitary-active, and reticent behaviors were nonsignificantly intercorrelated; (2) reticence was stable and associated with the demonstration of anxiety and hovering near others, whereas solitary-passive and solitary-active play were stable yet unrelated to anxiety and hovering; (3) reticence during free play was generally associated with poor performance and displays of wariness in several other social situations, while solitary-passive and -active play were not; (4) reticence was associated with maternal ratings of child shyness, while solitary-active behavior was associated with maternal ratings of impulsivity. Results are discussed in terms of the underlying mechanisms associated with reticence and passive and active withdrawal.