An examination of the New York mandatory seat belt law on a university campus

On January 1, 1985, the mandatory seat belt law went into effect in New York State; violators were now subject to a fine of $50.00. Police officers issued nonpenalty-based warnings during the month prior to the law's imposition. The purpose of the present study was to compare the effects of the warning versus the fine and a fine-plus-prompt condition (the prompt delivered by the experimenters) on seat belt use on a university campus. Results indicated that significantly more drivers used their sear belts during the fine conditions as compared with the warning condition and that significantly more female drivers used their seat belt during all conditions. A significant difference was not found, however, between the fine and fine-plus-prompt conditions.We gratefully acknowledge the comments of Michael Leippe on an earlier draft of this manuseript.     

The university is the classroom: teaching and learning technology commercialization at a technological university

In 2013, the University of Strathclyde became the first Scottish university to receive the prestigious THES UK Entrepreneurial University of the Year award. In this article, I describe how successful technology commercialization education in this leading UK-based technological university is deeply dependent on the state of the university’s entrepreneurial ecosystem. Two case studies illustrate the relatively minor “supporting” role that conventional teaching plays in the practice of technology commercialization, and the major role that a comprehensive university entrepreneurial ecosystem can play. Lessons drawn from teaching and learning technology commercialization at the University of Strathclyde are discussed. These include “teaching by stealth” through the ecosystem, basing students’ class assignments on their own technology, and the use of local role models in class. I conclude by summarizing today’s challenges and opportunities facing Strathclyde’s entrepreneurial ecosystem.     

A survey of current social network and online communication provision policies to support law enforcement identify offenders

Online forms of harassment, stalking and bullying on social network and communication platforms are now arguably wide-spread and subject to regular media coverage. As these provision continue to attract millions of users, generating significant volumes of traffic, regulating abuse and effectively reprimanding those who are involved in it, is a difficult and sometimes impossible task. This article collates information acquired from 22 popular social network and communication platforms in order to identify current regulatory gaps. Terms of service and privacy policies are reviewed to assess existing practices of data retention to evaluate the feasibility of law enforcement officials tracking those whose actions breach the law. For each provision, account sign-up processes are evaluated and policies for retaining Internet Protocol logs and user account information are assessed along with the availability of account preservation orders. Finally, recommendations are offered for improving current approaches to regulating social network crime and online offender tracking.     

An administrative approach to personal safety on a university campus: The role of a president's advisory Committee on Women's Safety on Campus

Improvement of the physical environment of the campus is necessary, but not sufficient, to ensure full access for women to the University's facilities. Studies on the incidence of sexual assault and other experiences of violence with acquaintances indicate a need for programs to address the social climate of campuses. Unless both the social and physical aspects of the university environment are addressed, threats of violence can limit the accessibility of higher education and professional careers for women. UBC has established a President's Advisory Committee on Women's Safety on Campus which brings together University administrators and campus users to explore the safety concerns of women and possible solutions to these problems.     

Building just community on a college campus

Three professors at a regional public university describe the goals, methods, and results of an experimental course in empowering a diverse group of students to build a more just community among themselves. Students critically examined theories of community and justice in relation to the social construction of difference, including their own experience as members of various social class, racial/ethnic, gender, sexual orientation, and ability groups. A six-hour diversity workshop designed by the National Coalition Building Institute and Arnold Mindell's principles of deep democracy were used to transform the class, increase group awareness, and model more authentic, generous interactions. Students then developed Action Research teams to plan and carry out a project to enhance the larger campus community. Faculty and students reported increased critical consciousness, empathy skills, empowerment, and a sense of community among students. Faculty concluded that it was necessary to focus specific attention on social injustice within the classroom and on campus, rather than "out there" in the world. Sharing our experience and responding to different needs of group members promotes learning, strengthens democracy, and humanizes us all.     

Graduate students' perceptions of contrapower sexual harassment

This study compared the perceptions of 172 graduate students to traditional versus contrapower sexual harassment. Graduate students are a unique sample due to their dual role as a student and a teacher. After controlling for attitudes toward feminism and sexual harassment, participants viewed contrapower sexual harassment as less indicative of sexual harassment than traditional sexual harassment. Those with teaching experience perceived the scenarios provided as more indicative of sexual harassment than participants without teaching experience, and this effect was magnified for males. These findings suggest that people take sexual harassment less seriously in contrapower sexual harassment than in traditional sexual harassment. Furthermore, it is possible that teaching experience makes graduate students more aware of the complicated power differentials involved in classroom settings.     

Correlates of campus crime: An exploration of minority attitudes at an HBCU

Despite a recent increase in the reporting of crime, student attitudes associated with crime on college campuses have been well documented. To the contrary, there is a deficiency of studies that examine the views of students who attend Historically Black Colleges and Universities (HBCUs). The purpose of this exploratory study is to identify student attitudes in relation to crime within the context of victimization, offender characteristics, and crime prevention measures. Analyzing nearly 200 questionnaires, chi-square analyses reveal that age, gender, and residential status bear statistically significant relationships in association with student attitudes towards various aspects of campus-related crime. In a similar vein, binary logistic regression models demonstrate the existence of significant associations in a number of specific categories such as victimization and crime prevention measures. Limitations, areas of further research, and policy implications are discussed.     

The sexual harassment and exploitation in employment as a manifestation of discrimination in a workplace

＂Sexual harassment＂ is a key-word used for determining the most different behaviours. In the past Polish legal system there were no terms of harassment, sexual harassment or mobbing, but nowadays those terms have legal definitions in Polish law. The sexual harassment at the work according to the Polish Labour Code is defined as not-accepted behaviour about sexual character or referring to the sex of an employee, of which infringing an employee＇s dignity or humiliating her or him is a purpose or an effect of it. The sexual harassment is a form of harassment. The sexual harassment can be classified not only as a violation of labour laws but also as a prohibited act within the meaning of criminal law or civil law delict. The Sexual harassment can be a single behavior or can also occur as a sequence of behavior. This must be the unacceptable behaviour by a particular victim （not by reference to a standard employee, and generally prevailing standards）. The lack of consent must be expressed in some way on the outside by verbal opposition or demonstrated that opposition in other ways, such as pushing back the perpetrator. Behavior of the offender must be deliberate and intentional and the effect as that does not necessarily has to occur because it is enough to just act intentional. The sexual harassment can include physical, verbal or non-verbal elements. A sequence of behaviour （several activities） which accomplish characteristics of sexual harassment and in addition realize the condition of permanence and durability can also fulfill the characteristics of mobbing.     

Sexual harassment in higher education: a victim's remedies and a private university's liability

Sexual harassment is a pervasive problem in education. With victims of harassment pursuing administrative and judicial redress, an awareness of and a program for response to the sexual harassment issue are good risk management strategies for a private university and its staff, employees, and students. This article examines, first, the two types of sexual harassment recognized by law; second, the situations in which harassment in the educational context may occur; and, third, avenues of recourse for the victim of sexual harassment and the responsibility and liability of the private university when the harassment is reported or discovered. It is designed to inform and educate the faculty and administrators of private universities about the legal implications of their response to notice of sexual harassment.     

Sexual harassment of girls in elementary school: a concealed phenomenon within a heterosexual romantic discourse

The aim of this study was to enhance the understanding of young girls' experiences of peer sexual harassment in elementary school and of normalizing processes of school-related sexualized violence. Six focus group interviews with girls in Grade 1 through 6 were carried out in an elementary school in the northern part of Sweden. A content analyses showed that young girls experienced verbal, nonverbal, and sexual assault behaviors at school. Sexual harassment as a concealed phenomenon and manifest within a romantic discourse were themes found in the analysis. A conclusion is that schools have to acknowledge behaviors related to sexual harassment as a potential problem even in young ages and develop methods to approach the subject also for this age group.     

Sexual harassment in student residences: A response to DeKeseredy and Kelly's study

Research data from a recent study of sexual harassment in single student residences are provided as confirmation of DeKeseredy and Kelly's national study. The implications of data confirming the consistency of gender differences in attitudes towards and perceptions of unwanted sexual experiences are discussed. Future research in sexual harassment should focus on evaluating preventive education programmes and on operationalizing contextual factors that support sexual harassment.     

A field trip in the first week at university: perspectives from our LLB students

ABSTRACT

Field trips are a major part of the pedagogy of experience. Generally, core theoretical knowledge is developed in class before a practical field application is facilitated to link knowledge. Field trips are both observational and participatory. This paper describes how the Bachelor of Laws students at an Australian university undertook a field trip to the Parliament during their first week at university. In contrast to traditional transmission of content knowledge and teaching legal rules, this field trip was purposefully designed as an early memorable, motivating experience for students to reflect on personal learning by connecting theory and context. This structured program had supporting activities and an aligned summative assessment. Findings of this qualitative study suggested that students and academics concurred that field trips are important for learning though their perceptions about it differed. For the students, it was a valuable learning experience which contextualised learning, developed an appreciation of different learning approaches, provided networking opportunities and set them thinking about potential future careers. Study outcomes indicate that curriculum designs that integrate experiential learning and linkage activities to professional settings across the entire law course are worth exploring and embedding into the curriculum.     

Sexual harassment of women in athletics vs academia

Abstract

Sexual harassment at institutions of higher learning is not a new phenomenon but discussions of this problem in the sporting arena are still scarce. Many studies have focused on student-teacher relationships, few investigations have researched athlete-coach relationships, and hardly any have conducted comparative analyses. This study compares the perceptions and the experiences of sexual harassment of athletes and students. It is not a surprise that most harassing behaviors are extended from men towards women. Thus, this investigation analyses and compares female student/male teacher interactions with female athlete/male coach relations. The findings indicate that sexual harassment is slightly more prevalent in academia than in athletics. However, in order to guarantee a safe learning environment for all participants in both domains, it is necessary to formulate clear guidelines, to set up educational workshops and to implement intervention programs.     

Sexual harassment stories: testing a story-mediated model of juror decision-making in civil litigation

The story model of juror decision-making proposes that jurors use personal experience and information presented at trial to create stories that guide their verdicts. This model has received strong empirical support in studies using criminal cases. The research presented here extends the story model to civil litigation and tests a story-mediated model against an unmediated model of jury decision-making. In Phase 1, content analysis of mock juror responses to 4 realistic sexual harassment cases revealed prototypic plaintiff and defense stories. In Phase 2, these prototypic stories were included as mediators in a model predicting verdicts in 4 additional sexual harassment cases. Mock juror attitudes, experiences, and demographics were assessed, then attorneys presented abbreviated versions of 4 actual sexual harassment cases. Path analyses provided support for the story-mediated model, which added significantly to the amount of variance accounted for in the outcome measures of verdict, commitment to verdict, and confidence times verdict. Implications for sexual harassment and other types of civil cases are discussed.     

Intimate violence among underrepresented groups on a college campus

Rape, sexual violence, psychological violence, and physical violence, among college students have been a concern. Lifetime events are often studied but not violence that specifically transpires while one is in college. Underrepresented groups such as Deaf and Hard of Hearing students, students who are gay, lesbian, and bisexual, and students who are members of racial and ethnic minorities have not been studied as extensively as White, heterosexual females. The authors used several measures to investigate the incidence of sexual violence, physical and psychological abuse among underrepresented groups in a random sample of 1,028 college students at a private, northeastern, technological campus in upstate New York, United States and analyzed victimization rates by gender, race/ethnicity, auditory status, and sexual orientation. Binary logistic regression analyses found that statistically significant differences are likely to exist between members of underrepresented groups and groups in the majority. The study found statistically significant associations between Deaf and Hard of Hearing students and students who were gay, lesbian, bisexual, or other sexual orientation with psychological abuse and physical abuse. Racial and ethnic minorities and gay, lesbian, bisexual, and other sexual orientation students were significantly more at risk for sexual abuse. Gay, lesbian, bisexual, and other sexual orientation students, students who were members of a racial or ethnic minority, and female students were significantly more likely to be raped. Female heterosexual students were more likely to be the victim of an attempted rape. Suggestions for further research and policy implications are provided.