458 research outputs found
Malcolm Cowley
No full textMalcolm Cowley visited The College at Brockport in March 1981. He was a novelist, poet, literary critic, and journalist.Archived web contentSUNY BrockportWriters Forum Author Photo
Invisible Sportswomen 2.0 - Cowley et al 2023 (Female only dataset).xlsx
No full textThis dataset builds upon previous findings by Cowley (2021), who examined the ratio of male and female participants in six sport and exercise medicine journals from 2014 to 2020. Specifically, all original, female-only, publications from six journals (The European Journal of Sports Science [EJSS], Medicine & Science in Sport & Exercise [MSSE], The Journal of Sport Science & Medicine [JSSM], The Journal of Physiology [JPHYS], The American Journal of Sports Medicine [AJSM], and The British Journal of Sports Medicine [BJSM]) between January 1, 2014 and December 31, 2020 identified by Cowley (2021) were screened for inclusion by all authors. Additionally, following the same criteria, an updated search was subsequently conducted from December 31, 2020 to January 1, 2023 to identify any further original, female-only, publications for inclusion.
Variables include: Journal name, year, first author gender (1 = woman, 0 = man), last author gender (1 = woman, 0 = man), topic covered, if sex is listed in the title (0 = yes, 1 = no), the topic covered is sex-specific (0 = yes, 1 = no), the sample size of the study, if sex-specific methods are applicable (1 = applicable, 0 = not applicable), if menstrual cycle status was reported (0 = yes, 1 = no, blank = not applicable), if the study controlled for cycle (0 = yes, 1 = no, blank = not applicable), if the study tracked cycle (0 = yes, 1 = no, blank = not applicable), if blood samples were collected (0 = yes, 1 = no, blank = not applicable), if hormonal contraceptive use was reported (0 = yes, 1 = no, blank = not applicable), if urine and/or saliva samples were collected (0 = yes, 1 = no, blank = not applicable), the overall quality proportion score (0 to 1).
There is a separate sheet for each journal which lists all the articles from 2014 to 2022. Each article is given a row, which includes a link to the author and email address of the corresponding author. Further, a compiled sheet with all articles is also provided on the "compiled" sheet.
Information on the editorial boards of the six journals is also provided in the "editorial board" sheet; the size of the editorial board, the ratio of women and men on the board, the gender of the editor-in-chief, the percentage of women on the board. Links to each journal are also provided.</p
PSI Response to the Call from the UN Committee on the Rights of the Child: Draft General Comment No. 26, Specific Rights of the Convention as They Relate to the Environment and With a Special Focus on Climate Change
No full textThe Psychological Society of Ireland’s (PSI) response to the call from the United Nations (UN) Committee on the Rights of the Child: Draft General Comment No. 26 Calls for comment on the draft general comment on children’s rights and the environment with a special focus on climate change III. ‘Specific rights of the Convention as they relate to the environment’, B. The right to the highest attainable standard of health (art. 24), 27. … children’s current and anticipated psychosocial, emotional and mental health problems and suffering caused by environmental harm. The PSI wishes to express sincere thanks to the Society’s Special Interest Group in Human Rights and Psychology, particularly Dr Michelle Cowley-Cunningham, Dr Elaine Rogers, and Ms Alexis Carey, who coordinated the following response on behalf of the Society. 1. Environmental degradation, loss of biodiversity, and climate change impact children’s human rights and present a serious threat to future generations’ enjoyment of human rights. Distressingly, 1.7 million children lose their lives annually as a result of avoidable environmental impacts, while millions more are impacted by disease, displaced from their homes and miss out on receiving education1. The PSI Special Interest Group in Human Rights and Psychology (SIGHRP) is grateful to the Committee on the Rights of the Child for this opportunity to submit a stakeholder comment in advance of the drafting of the Draft General Comment No. 26. SIGHRP is appreciative of the work of the Committee in monitoring the implementation of the Convention on the Rights of the Child (UNCRC) and welcomes the Committee's stakeholder call for ideas to aid the development of policies, both domestically and internationally, to address critical climate change issues. Specifically, SIGHRP welcomes the opportunity to comment on the connection between child and adolescent mental health and human rights obligations, and advocates for policies and initiatives to address this issue in the context of climate change
Politics in 60 seconds. Lowering the voting age
No full textProfessor Philip Cowley defines a political concept in 60 seconds for those with a spare minute to learn something new. This videocast focuses on voting at 16.
Warning: video does contain bloopers and out takes.
May 2010
Suitable for Undergraduate study and Community education
Professor Philip Cowley, Professor of Parliamentary Government, School of Politics and International Relations
Professor Philip Cowley is Professor of Parliamentary Government at The University of Nottingham. He is an expert in British politics, especially political parties, voting and Parliament. His research interests and project activities cover backbench behaviour and dissent in the House of Commons 2001-5 Parliament; research on the current Parliament and issues to do with political engagement, the disconnection between politicians and the public and ideas for parliamentary reform imported from outside the UK.
Professor Philip Cowley has also conducted previous research on moral debates in British politics and the British Conservative Party and studied the behaviour of British MP's since the election of Tony Blair as Prime Minister. He is author of Revolts and Rebellions, Parliamentary Voting under Blair and editor of the British General Election of xxxx series, with Dennis Kavanagha, having taken over from David Butler, after his 50+ years involved in the project
Promoting student well-being and resilience at law school
No full textUniversity can be a psychologically distressing place for students,\ud
particularly those studying law. Legal academics have been concerned about\ud
this for some time. In the United States, in particular, it has been found\ud
that symptoms of psychological distress rise signifi cantly for students in\ud
their fi rst year of law (compared to levels in the general population at that\ud
time), and persist throughout the degree to post-graduation. Recognised\ud
symptoms include depression, obsessive compulsive behaviour, feelings of\ud
inadequacy and inferiority, anxiety, hostility, paranoia, and social alienation.\ud
Many students experience law school as an isolating, adversarial and\ud
competitive environment, which impacts negatively on their values and\ud
motivation..
Politics in 60 seconds. Party whips
No full textProfessor Philip Cowley defines a political concept in 60 seconds for those with a spare minute to learn something new. This videocast focuses on the role of the party whips.
Warning: video does contain bloopers and out takes.
May 2010
Suitable for Undergraduate study and Community education
Professor Philip Cowley, Professor of Parliamentary Government, School of Politics and International Relations
Professor Philip Cowley is Professor of Parliamentary Government at The University of Nottingham. He is an expert in British politics, especially political parties, voting and Parliament. His research interests and project activities cover backbench behaviour and dissent in the House of Commons 2001-5 Parliament; research on the current Parliament and issues to do with political engagement, the disconnection between politicians and the public and ideas for parliamentary reform imported from outside the UK.
Professor Philip Cowley has also conducted previous research on moral debates in British politics and the British Conservative Party and studied the behaviour of British MP's since the election of Tony Blair as Prime Minister. He is author of Revolts and Rebellions, Parliamentary Voting under Blair and editor of the British General Election of xxxx series, with Dennis Kavanagha, having taken over from David Butler, after his 50+ years involved in the project
Technology : new horizons in teaching law
No full text17.1 Up until the 1990s the methods used to teach the law had evolved little since the first law schools were established in Australia. As Keyes and Johnstone observed:\ud
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In the traditional model, most teachers uncritically replicate the learning experiences that they had when students, which usually means that the dominant mode of instruction is reading lecture notes to large classes in which students are largely passive.\ud
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Traditional legal education has been described in the following terms:\ud
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Traditionally law is taught through a series of lectures, with little or no student involvement, and a tutorial programme. Sometimes tutorials are referred to as seminars but the terminology used is often insignificant: both terms refer to probably the only form of student participation that takes place throughout these students‘ academic legal education. The tutorial consists of analysing the answers, prepared in advanced (sic), to artificial Janet and John Doe problems or esoteric essay questions.\ud
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The primary focus of traditional legal education is the transmission of content knowledge, more particularly the teaching of legal rules, especially those drawn from case law. This approach has a long pedigree. Writing in 1883, Dicey proposed that nothing can be taught to students of greater value, either intellectually or for the purposes of legal practice, than the habit of looking on the law as a series of rules‘
Lenses of Evidence – Jurors’ Evidential Reasoning. *Invited Talk –Experimental Psychology Oxford Seminar Series 2010
No full textThis paper presents empirical findings from a set of reasoning and mock jury studies presented at the Experimental Psychology Oxford Seminar Series (2010) and the King's Bench Chambers KBW Barristers Seminar Series (2010). The presentation asks the following questions and presents empirical answers using the Lenses of Evidence Framework (Cowley & Colyer, 2010; see also van Koppen & Wagenaar, 1993): Why is mental representation important for psychology? Why is mental representation important for evidence law? Lens 1: The self representation - Key findings Lens 2: The expert representation - Key findings Lens 3: The anchor representation - Key findings Conclusions & Future directions. The series of research essentially explores how people represent evidence in mind and presents key findings now cited in the following literatures: Philosophy of Science, Cognitive Expertise, Behavioural Economics, Cognitive Science, Psychology and Public Policy, & Causation and the Law
Chess Masters' Hypothesis Testing in Games of Dynamic Equilibrium
No full textThe purpose of this paper is to provide a detailed technical protocol analysis of chess masters' evaluative expertise, paying particular attention to the analysis of the structure of their memory process in evaluating foreseen possibilities in games of dynamic equilibrium. The paper has two purposes. First, to publish a results chapter from my DPhil thesis (in revised journal article form) attending to the measurement of foresight in chess masters' evaluation process, testing alternative theories of cognitive expertise in the domain of chess; and second to provide a subset of the technical graphical analysis that corresponds to that measurement to preserve this protocol analysis for access in the academic domain for future studies of expert memory and foresight (e.g., Ericsson & Simon, 1993). The step-by-step protocol analysis consists of: (i) an introduction to foresight cognition as hypothesis testing, (ii) a theoretical review in the domain of chess masters' expertise according to the theoretical frameworks in that field purporting hypotheses relevant to chess masters' evaluative skill processes, and (iii) summary tables and non-parametric statistical analysis corroborating chunking theory frameworks of expert cognition (e.g., DeGroot, 1965; Newell & Simon, 1972; Gobet, 1998; Gobet et al., 2004), and refuting the alternative search-evaluation models (e.g., Holding & Reynolds, 1982). Moreover, the journal article espouses the preservation of the traditional protocol analysis method core to the field of expert cognition (DeGroot, 1969; Kotov, 1971). The full protocol analysis can be found in monograph form here on my SSRN profile in ‘The role of falsification in hypothesis testing’. It takes the form of a specialist population study (e.g., detailed case study work; Luria, 1987). Thus the outline consists of a short introduction, a theoretical methodological review discussing protocol analysis methods for specialist population studies in cognition (with particular attention to the preservation of protocol analysis methods for chess studies in cognition and expert memory/ with a fresh angle on the foresight process), and the full set of protocol analyses with corresponding problem behaviour graphs. A subset of the main results has been published elsewhere (e.g., Cowley & Byrne, 2004; Cowley 2006), receiving scientific and scientific journalistic acclaim (e.g., Nature Online News 2004)
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