1,316 research outputs found
The Woman-State conflict: a deconstruction of fetal rights discourse and its damaging effect on women's reproductive rights
No full textReproductive rights have been historically steeped in “moral” discourse. The “morality” involves anti-choice policy makers and interest groups taking a protectionist standpoint for the fetus, or “unborn child” by purporting that it is a living person. However noble a cause this may seem, the passing of restrictive reproductive rights policy under the “moral” guise has devastating effects on women. These effects are telling of an underlying cause of the anti-choice movement – one that involves removing women from reproductive responsibilities and processes, thus chipping away at individual liberties, citizenship and bodily autonomy. This paper asserts that the fetus is misappropriated by policy makers and ideological anti-choice groups as a tactical pawn to perpetuate control over women’s reproductive choices. This paper focuses on the seven U.S. states with the most restrictive reproductive rights policies—Alabama, Colorado, Louisiana, Nebraska, North Dakota, Oklahoma, and South Dakota— using an analysis of the language of their policies and pending legislation. Findings demonstrate that anti-choice groups and policy makers forward a normative social construction of women in discourse and images and attempt to make restrictive legislation more acceptable to the polity. Furthermore, findings show that the anti-choice narrative of fetal personhood is a pretense for enacting state-mandated control over women’s reproductive choices. This work supports a growing field of research on reproductive rights policy, as well as provides an analytical approach to how theory underlies policy.M. A.Includes bibliographical referencesIncludes vitaby Amanda M. Robert
sj-docx-1-cjb-10.1177_00938548241238327 – Supplemental material for Mental Health Needs, Substance Use, and Reincarceration: Population-Level Findings From a Released Prison Cohort
No full textSupplemental material, sj-docx-1-cjb-10.1177_00938548241238327 for Mental Health Needs, Substance Use, and Reincarceration: Population-Level Findings From a Released Prison Cohort by Amanda Butler, Tonia L. Nicholls, Hasina Samji, Sheri Fabian and M. Ruth Lavergne in Criminal Justice and Behavior</p
Groundwater resources of the Harney Basin, southeastern Oregon
No full textauthors: Stephen B. Gingerich, C. Amanda Garcia, and Henry M. Johnson.Title from PDF caption (viewed on November 22, 2022).This archived document is maintained by the State Library of Oregon. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (page 6).Mode of access: Internet from the State Library of Oregon U.S. Government Publications Collection.Text in English
Partner Facilitation and Partner Interference in Individuals' Weight Loss Goals
No full textDrawing on the logic of the relational turbulence model, this study examined the ways in which romantic partners facilitate and interfere with individuals’ weight loss goals. Participants (N = 122) described the ways in which their romantic partner had recently helped or hindered their weight loss at four times over the course of 2 months. We conducted a content analysis of responses to identify themes of partner facilitation (Research Question 1 [RQ1]) and partner interference (RQ2) in individuals’ weight loss goals. Results revealed seven themes of partner facilitation: (a) partner enabling diet, (b) motivation and encouragement, (c) emotional support and positive reinforcement, (d) exercising together, (e) partner enabling exercise, (f) dieting together, and (g) relationship influence and priorities. Four themes of partner interference emerged in the data: (a) inability to plan for healthy meals, (b) inability to control the food environment, (c) preventing or discouraging exercise, and (d) emotional or relational discouragement.Peer reviewe
A interação texto/imagem em duas traduções de Flicts para o inglês
No full textDissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão, Programa de Pós-Graduação em Estudos da Tradução, Florianópolis, 2013.Abstract : This study aims to investigate two translations of FLICTS, first children's book written by Ziraldo and first full-colored album for children produced in Brazil, with a view to discussing the different interactions between text and image that might occur within the translation of children's literature. Considered a landmark in Brazilian Children's Literature since its launch in 1969, its British version was translated by Silvia Caruana and published by the publishing house Roger Schlesinger in 1973 and its American English version was translated by Daniela Pinto, originally published by Melbooks in 1984 - subsequently also published by Editora Melhoramentos and commercialized in Brazil. The theoretical framework informing the study is based on the interface of Descriptive Translation Studies, Translation of Children's Literature and the Grammar of Visual Design. By the analyses of a multimodal corpus and a dossier about the history of this printed book, it was possible to note that the several changes along FLICTS publishing history have made up other possible readings on this work
Multi-Tasking = Epic Fail: Students Who Text Message During Class Show Impaired Comprehension of Lecture Material
No full textFor the unit on divided attention in my Cognitive Processes course, I created a demonstration in which half of the class is randomly assigned to text message each other while I lecture on time management strategies. The other half of the class does not text message during the lecture. Following the 10-minute lecture, all students complete a multiple-choice quiz. Results from 67 students over the past three semesters show that, in their proportion of answers correct, the Text condition performed statistically significantly worse on the quiz (M = .602, SD = .238) than did those in the No Text condition (M = .793, SD = .156), t (65) = 3.84, p \u3c .001. This suggests that text messaging during lecture impairs comprehension of the material, which is consistent with the findings that people rely on inflexible memory systems while multi-tasking, which can impair learning (Foerder, Knowlton, & Poldrack, 2006), and that people lose time when switching from one task to another, especially when the tasks are complex or unfamiliar (Rubinstein, Meyer, & Evans, 2001)
Groundwater resources of the Harney Basin, southeastern Oregon
No full textReport -- Plate 1. Location of Selected Geographic Features, Wells, Springs, Streamgaging Stations, Section Traces, and Sampling Locations, Harney Basin, Southeastern Oregon -- Plate 2. Water-Table Contour Map, 2018, Harney Basin, Southeastern Oregon -- Plate 3. Water-Level Contour Map for Wells Greater than 100 Feet Deep, 2018, Harney Basin, Southeastern Oregon.by Stephen B. Gingerich, Henry M. Johnson, Darrick E. Boschmann, Gerald H. Grondin, and C. Amanda Garcia ; prepared in cooperation with the Oregon Water Resources Department.Title from PDF title page (viewed on May 2, 2022).This archived document is maintained by the State Library of Oregon. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references.Mode of access: Internet from the State Library of Oregon U.S. Government Publications Collection.Text in English
Instructor vs. Student Gender and Lecture Content Effects on Learning
No full textResearch has indicated that mixed gender effects may be found when a subject is taught by either a female or male professor (You, 2010). Therefore, all students may learn better if taught by a professor of a matched gender and topic. We hypothesized that topic type would interact with instructor and student gender. 193 participants (Nfemale=150, Nmale=43) were shown either an art or science video lecture voiced by either a male or female, who was also pictured. Participants then answered free-recall, probed-recall, and recognition questions. Free-recall memory was scored from 0-3. There was an interrater reliability of 96.75% across conditions. A 2 (instructor gender) by 2(student gender) by 2(material types: science or art) ANOVA was conducted. Free-recall data showed a significant interaction for instructor gender by lecture type, F(1,153)=5.163, p=.0245. Participants performed best when taught science by a male (Mmale=.75, SD=.28; Mfemale=.67, SD=.28) and art by a female (Mmale=.68, SD=.28; Mfemale=.71, SD=.31). There was a significant 3-way interaction for lecture type by instructor gender by participant gender, F(1,153)= 4.28, p=.0403. The interaction occurred in the male student condition. Male participants performed best when taught by a male in science (Mmale=.81, SD=.26) and worst when taught science by a female (Mmale=.48, SD=.29). For art material males learned more from a female (Mmale=.68, SD=.33). For probed-recall date, there was a significant effect of subject gender, F(1,153)=4.684, p=.032. Male participants performed better overall (M=.435, SD=.106) than female participants (M=.380, SD=.012). Results are possibly due to role model theory and stereotype threat
In conversation with M.G.Leanord
No full textVerity Jones and Amanda Webber caught up with M. G. Leonard, author of Beetle Boy, to talk about why getting the science right in children’s fiction is so important and how this book might inspire an interest in understanding and protecting insects
sj-docx-1-jpx-10.1177_23743735221092488 - Supplemental material for Partnering With Stakeholders to Inform the Co-Design of a Psychosocial Intervention for Prenatally Diagnosed Congenital Heart Disease
No full textSupplemental material, sj-docx-1-jpx-10.1177_23743735221092488 for Partnering With Stakeholders to Inform the Co-Design of a Psychosocial Intervention for Prenatally Diagnosed Congenital Heart Disease by Erica Sood, Colette Gramszlo, Alejandra Perez Ramirez, Katherine Braley, Samantha C Butler, Jo Ann Davis, Allison A Divanovic, Lindsay A Edwards, Nadine Kasparian, Sarah L Kelly, Trent Neely, Cynthia M Ortinau, Erin Riegel, Amanda J Shillingford and Anne E Kazak in Journal of Patient Experience</p
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