49053 research outputs found
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[69a] Wilhelm I Statue, Cologne, Germany [front]
No full texthttps://scholarworks.uni.edu/his_monuments_sp2022/1134/thumbnail.jp
[72a] Arch of Titus, Rome, Italy [front]
No full textThis carte-de-visite photograph shows the Arch of Titus, a Roman triumphal arch built around c. 81 C.E. To honor Emperor Titus and the Fall of Jerusalem. One of its reliefs depicts the spoils from the Jewish Temple taken during the 1st Jewish-Roman War.https://scholarworks.uni.edu/his_monuments_sp2022/1140/thumbnail.jp
[61a] Leith Hill Tower, Dorking, England [front]
No full texthttps://scholarworks.uni.edu/his_monuments_sp2022/1118/thumbnail.jp
University of Northern Iowa Faculty Senate Meeting Agenda, October 27, 2025
No full textMeeting agenda from the Faculty Senate of the University of Northern Iowa
Examining the Associations Between Smoking Risk Perception, Knowledge, and Smoking Behavior among U.S Adult Smokers
No full textThe Influence of Honor Culture Ideology on Juror Decision Making
No full textCulture of honor is a system of cultural beliefs in which one’s honor is seen to be of the utmost importance (Nisbett & Cohen, 1996). Due to the importance of personal honor, defending one\u27s honor could be seen as an adequate defense for crimes committed in the name of personal honor. This study examined the influence that honor culture ideology has on juror decision making. A total of 190 participants read a brief trial summary of either a crime in which the participants’ honor was threatened, or a crime that did not involve a threat to the defendant’s honor. The defendant’s mental illness status was also manipulated to examine how the mental health stigma associated with honor culture could affect juror decision making. Participants indicated their verdict and responded to other items related to the harshness of the recommended sentence. Participants in both levels of honor ideology provided more guilty verdicts for the honor-related crime. High levels of honor ideology were associated with shorter sentence recommendations for honor-related crimes. Additionally, high levels of honor ideology did not affect the likelihood of a guilty verdict for a defendant with mental illness; however, defendants with a mental illness were given a longer sentence recommendation. Unexpectedly, participants with low levels of honor ideology were influenced by the manipulation of the crime type and defendant’s mental illness status; participants with low honor ideology recommended a longer sentence for the honor-related crime, and a shorter sentence when the defendant had a mental illness. This research helps address the gap in the research regarding how honor culture impacts perceptions of others, and how this ideology can affect those in the court system
Fall 2025 Clothesline Project Bearing Witness Day [03 Photo]
No full textAlt Text: Decorated shirts hung on clotheslines off the balconies in Sabin Hall. Students are studying at tables beneath the hung shirts.https://scholarworks.uni.edu/clothesline_photos/1568/thumbnail.jp
Stories of Racism and Resistance: A Narrative Analysis of Stories Told in the UK Windrush Generation and Descendants of the Windrush Generation
No full textThe Windrush Generation (WG) and their descendants continue to experience adversity in the UK, including racism and the Windrush Scandal, with such adversities absent from psychological research literature. Intergenerational trauma is a psychological concept explaining that adverse experiences can be transmitted from one generation to impact subsequent generations. There has been limited consideration of the ongoing impact of adverse experiences that span multiple generations, such as experiences of racism within Western Europe. This paper utilised a narrative research design to study the narratives of members of the WG and those of their descendants in the UK. Eight expert by experience co-researchers were involved in developing the project from design through to dissemination. Eight participants, including four members of the WG and four descendants, completed semi-structured interviews in which they told stories in the context of Windrush. These stories were analysed utilising a narrative analysis framework, looking at content, structure and performance. Collective trauma and racism were apparent in the stories told, yet tended not to be spoken about by the WG to subsequent generations. Instead, emphasis was given to communicating strength and resistance. Implications for policy, healthcare and supporting communities to heal through narrative and liberation practices are discussed
Integrating Social-Emotional Learning and Standards-based Grading: Principles, Barriers, and Future Directions
No full textClassroom grading reform and students’ whole child development are two important and timely topics in today\u27s schools. In this article, the authors draw parallels between CASEL\u27s five core competencies of social and emotional learning and the guiding principles of standards-based grading (SBG). This article helps educators understand SEL competencies and SBG principles as well as barriers to implementation. The authors outline how explicitly developing students’ social-emotional learning skills and implementing SBG are complementary. Implications for practice and research are discussed. Impact Statement: As schools are tasked with continuous improvement through systemic reform, school personnel can feel overwhelmed by the number of initiatives and changes to daily practices. In this article, the authors discuss how two common initiatives, implementation of standards based grading (SBG) and social and emotional learning (SEL) instruction, are connected. The potential benefits of this crosswalk include teachers and school leaders recognizing a method for integrating SEL instruction into the classroom while at the same time improving grading practices. In this paper, the authors propose that standards-based grading is also a method to support emotional socialization and SEL skill development