Ambiguous Loss: a Phenomenological
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The Constitution and Revenge Porn
Pace Law Review Volume 35 Issue 1 Fall 2014 Article 8 Symposium: Social Media and Social Justice September 2014 The Constitution and Revenge Porn John A. Humbach Pace University School of Law, [email protected] Follow this and additional works at: https://digitalcommons.pace.edu/plr Part of the Constitutional Law Commons, Criminal Law Commons, First Amendment Commons, Internet Law Commons, Law and Society Commons, and the Legal Remedies Commons Recommended Citation John A. Humbach, The Constitution and Revenge Porn, 35 Pace L. Rev. 215 (2014) Available at: https://digitalcommons.pace.edu/plr/vol35/iss1/8 This Article is brought to you for free and open access by the School of Law at DigitalCommons@Pace. It has been accepted for inclusion in Pace Law Review by an authorized administrator of DigitalCommons@Pace. For more information, please contact [email protected]. The Constitution and Revenge Porn John A. Humbach* “Many are those who must endure speech they do not like, but that is a necessary cost of freedom.”1 Revenge porn refers to sexually explicit photos and videos that are posted online or otherwise disseminated without the consent of the persons shown, generally in retaliation for a romantic rebuff.2 The problem of revenge porn seems to have emerged fairly recently,3 no doubt facilitated by the widespread practice of sexting.4 In sexting, people make and send explicit pictures of themselves using digital devices.5 These devices, in their very nature, permit the pictures to be easily shared with the entire online world. Although the move from sexting to revenge porn might seem as inevitable as the shifting winds * Professor of Law at Pace University School of Law. -
DOCUMENT RESUME Dimensions of Interest and Boredom In
DOCUMENT RESUME ED 397 840 IR 018 028 AUTHOR Small, Ruth V., And Others TITLE Dimensions of Interest and Boredom in Instructional Situations. PUB DATE 96 NOTE 16p.; In: Prbceedings of Selected Research and Development Presentations at the 1996 National Convention of the Association for Educational Communications and Technology (18th, Indianapolis, IN, 1996); see IR 017 960. PUB TYPE Reports Research/Technical (143) Speeches/Conference Papers (150) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS *Academic Achievement; Brainstorming; Cognitive Style; College Students; Educational Strategies; Higher Education; Instructional Development; *Instructional Effectiveness; Instructional Material Evaluation; *Learning Strategies; Likert Scales; Participant Satisfaction; Questionnaires; Relevance (Education); *Stimulation; Student Attitudes; *Student Motivation; Teacher Role; Teaching Methods IDENTIFIERS ARCS Model; *Boredom; Emotions ABSTRACT Stimulating interest and reducing boredom are important goals for promoting learning achievement. This paper reviews previous research on interest and boredom in educational settings and examines their relationship to the characteristics of emotion. It also describes research which seeks to develop a model of learner interest by identifying sources of "boring" and "interesting" leaming situations through analysis of learners' descriptions. Participants is, the study were 512 undergraduate and graduate students from two universities. Descriptive responses were elicited from 350 students through brainstorming -
Applying a Discrete Emotion Perspective
AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIVE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER Bachelor of Science in Psychology Ashland University May 2015 Submitted in partial fulfillment of requirements for the degree MASTER OF ARTS IN PSYCHOLOGY At the CLEVELAND STATE UNIVERSITY May 2019 We hereby approve this thesis For SARA E. LAUTZENHISER Candidate for the Master of Arts in Experimental Research Psychology For the Department of Psychology And CLEVELAND STATE UNIVERSITY’S College of Graduate Studies by __________________________ Eric Allard, Ph.D. __________________________ Department & Date __________________________ Andrew Slifkin, Ph. D. (Methodologist) __________________________ Department & Date __________________________ Conor McLennan, Ph.D. __________________________ Department & Date __________________________ Robert Hurley, Ph. D. __________________________ Department & Date Student’s Date of Defense May 10, 2019 AROUSAL OR RELEVANCE? APPLYING A DISCRETE EMOTION PERSPECTIE TO AGING AND AFFECT REGULATION SARA E. LAUTZENHISER ABSTRACT While research in the psychology of human aging suggests that older adults are quite adept at managing negative affect, emotion regulation efficacy may depend on the discrete emotion elicited. For instance, prior research suggests older adults are more effective at dealing with emotional states that are more age-relevant/useful and lower in intensity (i.e., sadness) relative to less relevant/useful or more intense (i.e., anger). The goal of the present study was to probe this discrete emotions perspective further by addressing the relevance/intensity distinction within a broader set of negative affective states (i.e., fear and disgust, along with anger and sadness). Results revealed that participants reported relatively high levels of the intended emotion for each video, while also demonstrating significant affective recovery after the attentional refocusing task. -
About Emotions There Are 8 Primary Emotions. You Are Born with These
About Emotions There are 8 primary emotions. You are born with these emotions wired into your brain. That wiring causes your body to react in certain ways and for you to have certain urges when the emotion arises. Here is a list of primary emotions: Eight Primary Emotions Anger: fury, outrage, wrath, irritability, hostility, resentment and violence. Sadness: grief, sorrow, gloom, melancholy, despair, loneliness, and depression. Fear: anxiety, apprehension, nervousness, dread, fright, and panic. Joy: enjoyment, happiness, relief, bliss, delight, pride, thrill, and ecstasy. Interest: acceptance, friendliness, trust, kindness, affection, love, and devotion. Surprise: shock, astonishment, amazement, astound, and wonder. Disgust: contempt, disdain, scorn, aversion, distaste, and revulsion. Shame: guilt, embarrassment, chagrin, remorse, regret, and contrition. All other emotions are made up by combining these basic 8 emotions. Sometimes we have secondary emotions, an emotional reaction to an emotion. We learn these. Some examples of these are: o Feeling shame when you get angry. o Feeling angry when you have a shame response (e.g., hurt feelings). o Feeling fear when you get angry (maybe you’ve been punished for anger). There are many more. These are NOT wired into our bodies and brains, but are learned from our families, our culture, and others. When you have a secondary emotion, the key is to figure out what the primary emotion, the feeling at the root of your reaction is, so that you can take an action that is most helpful. . -
The Effects of an Emotion Strengthening Training Program On
BALCI ÇELİK / Duyguları Güçlendirme Eğitimi Programı’nın Hemşirelerin ... • 793 Th e Eff ects of an Emotion Strengthening Training Program on the Optimism Level of Nurses Seher BALCI ÇELİK* Abstract Th e aim of this study is to investigate the eff ects of emotion strengthening as a training programme for optimistic for nurses. Th e experimental and control group of this rese- arch has totally composed of 20 nurses. A pre-test post-test research model with control group was been used in this research. Nurses’ optimistic levels have been measured by ‘Optimistic Scale’ which was developed by Balcı and Yılmaz (2002). In order to test that, meaningful diff erences between the scores of pre-test and post-test within both control and experimental group Mann Whitey U and Wilcoxon Signed Rank test were applied for statisical analysis. It was found that this emotional strengthening training had positive eff ects on levels of optimistic for nurses. Th e findings have been discussed in the light of literature, and some suggestions have been made. Key Words Emotion Strengthening Training Program, Nurse, Optimistic, Optimistic Scale. * Correspondence: Ondokuz Mayıs University, Faculty of Education, Department of Education Sciences, Kurupelit 55139 Samsun-Turkey / E-mail: [email protected] Kuram ve Uygulamada Eğitim Bilimleri / Educational Sciences: Th eory & Practice 8 (3) • September 2008 • 793-804 © 2008 Eğitim Danışmanlığı ve Araştırmaları İletişim Hizmetleri Tic. Ltd. Şti. 794 • EDUCATIONAL SCIENCES: THEORY & PRACTICE As internal mechanisms emotions are psychological signs of how an individual feels. Th ey develop in situations which call for an individual’s life style or behavioral pattern. -
Using an Ambiguous Cue Paradigm to Assess Cognitive Bias in Gorillas (Gorilla Gorilla Gorilla) During a Forage Manipulation
ABC 2017, 4(1):70-83 Animal Behavior and Cognition DOI: 10.12966/abc.06.02.2017 ©Attribution 3.0 Unported (CC BY 3.0) Using an Ambiguous Cue Paradigm to Assess Cognitive Bias in Gorillas (Gorilla gorilla gorilla) during a Forage Manipulation Molly C. McGuire1, Jennifer Vonk1*, Grace Fuller2, & Stephanie Allard2 1Oakland University, Department of Psychology, Rochester, MI, USA 2Detroit Zoological Society, Royal Oak, MI USA *Corresponding author (Email: [email protected]) Citation – McGuire, M. C., Vonk, J., Fuller, G., & Allard, S. (2017). Using an ambiguous cue paradigm to assess cognitive bias in gorillas (Gorilla gorilla gorilla) during a forage manipulation. Animal Behavior and Cognition, 4(1), 70–83. doi: 10.12966/abc.06.02.2017 Abstract - In nonhumans, ‘optimism’ is often defined as responding to an ambiguous item in the same manner as to items previously associated with reward (or lack of punishment), and “pessimism” is defined as responding to an ambiguous item in the same manner as to items previously associated with a lack of reward (or with punishment). We measured the degree of “optimism” and “pessimism” in three captive male western lowland gorillas (Gorilla gorilla gorilla) during four consecutive two-week periods in which the amount of available forage material (mulberry, Moraceae or alfalfa, Medicago sativa) was manipulated. We assessed cognitive bias using an ambiguous cue paradigm for the first time. Pairs of two-dimensional shapes were presented on a touch-screen computer in a forced choice task in which one shape was always reinforced (P), one was never reinforced (N), and one was reinforced half the time, making it ambiguous (A). -
Research-Based Practice with Women Who Have Had Miscarriages
CMcal Scholarship Research- based Practice with Women Who Have Had Miscarriages Kristen M. Swanson Purpose: To summarize a research-based description of what it is like to miscarry and to recommend an empirically tested theory of caring for women who have experienced miscarriage. Design: The research program included three phases: interpretive theory generation, descriptive survey and instrument development, and experimental testing of a theory-based intervention. Methods: Research methods included interpretive phenomenologE factor analysis, and ANCOVA. Findings: A theory of caring and a model of what it is like to miscarry were generated, refined, and tested. A case study shows one woman’s response to miscarrying and illustrates clinical application of the caring theory. Conclusions: The Miscarriage Model is a useful framework for anticipating the variety of responses women have to miscarrying. The caring theory is an effective and sensitive guide to clinical practice with women who miscarry. IMAGE:JOURNAL OF NURSINGSCHOLARSHIP, 1999; 31 :4,339-345.01999 SIGMA THETATAU INTERNATIONAL. [Key words: caring, miscarriage, theory construction, counseling] t least one in five pregnancies ends in miscarriage-the program of inquiry about miscarriage and its aftermath. An unplanned, unexpected ending of pregnancy before the important contribution of the pilot study was the conclusion that time of expected fetal viability (Hall, Beresford, & a woman’s feelings about miscarriage could be understood only Quinones, 1987). Women’s responses range from relief in the context of what being pregnant and having a miscarriage to devastation with much variability in the time required meant to her. For example, if being pregnant was perceived as a Ato achieve resolution. -
The Influence of Physical Activity, Anxiety, Resilience And
International Journal of Environmental Research and Public Health Article The Influence of Physical Activity, Anxiety, Resilience and Engagement on the Optimism of Older Adults Alfonso Martínez-Moreno * , Ricardo José Ibáñez-Pérez , Francisco Cavas-García F and Francisco Cano-Noguera Department of Physical Activity and Sports, University of Murcia, 30720 Santiago de la Ribera-San Javier, Spain; [email protected] (R.J.I.-P.); [email protected] (F.C.-G.F.); [email protected] (F.C.-N.) * Correspondence: [email protected] Received: 14 October 2020; Accepted: 5 November 2020; Published: 9 November 2020 Abstract: The purpose of this study was to learn how physical activity, anxiety, resilience and engagement can influence optimism in older adults. An observational, quantitative, descriptive and transversal design was used with non-probabilistic sampling. A descriptive statistical analysis of the sample, Cronbach’s alpha test of internal consistency and linear correlation using Pearson’s correlation coefficient (r) were performed. In addition, a t-Student test, analysis of variance (ANOVA), Kolmogorov–Smirnov test of normality and Levene test of homogeneity, as well as a multivariate linear regression model, were conducted. Participants who had not engaged in physical activity showed an increased total anxiety and significantly greater decrease in concentration compared to those who had engaged in physical activity. The Revised Life Orientation Test (LOT-R), Utrecht Work Engagement Scale (UWES) and resilience of participants who had not engaged in physical activity were significantly lower than those of the participants who had engaged in physical activity. Those with a partner showed significantly lower decreases in concentration compared to single women. -
Optimism As a Mediating Factor in the Relationship Between Anxiety and News Media Exposure in College Students
Optimism as a Mediating Factor in the Relationship between Anxiety and News Media Exposure in College Students BY Danielle Hoyt ADVISOR • Joseph Trunzo _________________________________________________________________________________________ Submitted in partial fulfillment of the requirements for graduation with honors in the Bryant University Honors Program December 2016 Table of Contents Abstract .................................................................................................................................1 Introduction ...........................................................................................................................2 Violent Imagery and Childhood Aggression.......................................................................2 Violent Imagery and Negative Psychological Outcomes ....................................................3 Terrorist Attacks of September 11th, 2001 ..........................................................................4 Effect of News as a Medium ..............................................................................................5 Supporting Factors and Mitigating Factors .........................................................................5 Population Considerations .................................................................................................8 Optimism as a Protecting Trait/Mediating Factor ............................................................. 10 Conclusion ..................................................................................................................... -
The Tyranny of Optimism
The Tyranny of Optimism C. W. Von Bergen Southeastern Oklahoma State University [email protected] Diane Bandow Troy University [email protected] ABSTRACT America culture emphasizes upbeat thinking, cheerfulness, optimism, and other manifestations of positive affect in its aphorisms, songs, religion, books and magazines, medicine, business, and psychology. This has led to the often unchallenged idea that positive thinking is always a good thing. This belief has caused the power that negative thinking and affect hold, in terms of realistic appraisals of the self and the world, to be not only underestimated, but often shunned as well. It is dangerous, however, to lose sight of unpleasant realities. The downfall of losing sight of realities is illustrated with examples. Costs and benefits are reviewed as they relate to positive and negative thinking and positive and negative affect. This paper presents a curvilinear, inverted U-shaped model that suggests that an optimal range of affect is most adaptive and that extremes in either positive or negative affect are less beneficial. “Almost everyone is overconfident—except the people who are depressed, and they tend to be realists.” [32, p. 149] The American way of life is replete with appeals to be encouraging, cheerful, and upbeat. We are told that looking on the bright side is good for us because positive thoughts realize themselves in the form of good health, prosperity, and success [27]. The common view that people should always feel positive about themselves and to think positive has created the perception that negative thinking should be shunned by society. This rejection is dangerous since negative thinking promotes truthful and realistic appraisals: “Truth matters to people, even if it is at the expense of feelings of well-being, self-satisfaction and social adjustment” [69, p. -
The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University
Purdue University Purdue e-Pubs Open Access Dissertations Theses and Dissertations January 2015 The Experience of Men After Miscarriage Stephanie Dianne Rose Purdue University Follow this and additional works at: https://docs.lib.purdue.edu/open_access_dissertations Recommended Citation Rose, Stephanie Dianne, "The Experience of Men After Miscarriage" (2015). Open Access Dissertations. 1426. https://docs.lib.purdue.edu/open_access_dissertations/1426 This document has been made available through Purdue e-Pubs, a service of the Purdue University Libraries. Please contact [email protected] for additional information. THE EXPERIENCE OF MEN AFTER MISCARRIAGE A Dissertation Submitted to the Faculty of Purdue University by Stephanie Dianne Rose In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2015 Purdue University West Lafayette, Indiana ii To my curious, sweet, spunky, intelligent, and fun-loving daughter Amira, and to my unborn baby (lost to miscarriage February 2010), whom I never had the privilege of meeting. I am extremely happy and fulfilled being your mother. Thank you for your motivation and inspiration. iii ACKNOWLEDGEMENTS I am grateful to everyone who contributed to my study. Specifically, I am indebted to my sisters Sara Okello and Stacia Firebaugh for their helpful revisions, and to my parents Scott and Susan Firebaugh for their emotional and financial support along the way. I am thankful to those who provided childcare during this project, including my family and friends. My wonderful family and friends have blessed me with much support and encouragement throughout this project. I am also very grateful to my advisor Dr. Heather Servaty-Seib for her tireless support and investment in this project. -
Revenge Porn and Tort Remedies for Public Figures
William & Mary Journal of Race, Gender, and Social Justice Volume 24 (2017-2018) Issue 1 William & Mary Journal of Women and the Law: 2017 Special Issue: Enhancing Article 9 Women's Effect on Law Enforcement in the Age of Police and Protest November 2017 When Fame Takes Away the Right to Privacy in One's Body: Revenge Porn and Tort Remedies for Public Figures Caroline Drinnon Follow this and additional works at: https://scholarship.law.wm.edu/wmjowl Part of the Law and Gender Commons, Privacy Law Commons, and the Torts Commons Repository Citation Caroline Drinnon, When Fame Takes Away the Right to Privacy in One's Body: Revenge Porn and Tort Remedies for Public Figures, 24 Wm. & Mary J. Women & L. 209 (2017), https://scholarship.law.wm.edu/wmjowl/vol24/iss1/9 Copyright c 2017 by the authors. This article is brought to you by the William & Mary Law School Scholarship Repository. https://scholarship.law.wm.edu/wmjowl WHEN FAME TAKES AWAY THE RIGHT TO PRIVACY IN ONE’S BODY: REVENGE PORN AND TORT REMEDIES FOR PUBLIC FIGURES INTRODUCTION I. A COMMON PHENOMENON—EXAMPLES OF INVASION OF PRIVACY OF PUBLIC FIGURES A. Harms Suffered by Victims of the Distribution of Nonconsensual Pornography B. Legal Remedies Imposed in the “Celebgate” Hacking and Leak Incident II. CIVIL REMEDIES FOR NON–PUBLIC FIGURE VICTIMS OF REVENGE PORN A. Intentional Infliction of Emotional Distress B. Invasion of Privacy Based on Public Disclosure of Private Facts III. HISTORY OF DENYING PRIVACY REMEDIES FOR PUBLIC FIGURES A. What Is a “Public Figure”? B. Distinction Between Public and Private Figures in Privacy-Related Causes of Actions C.