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101.
Young people’s sexuality is often discursively constructed within the confines of a masculine/feminine binary that minimizes young women’s sexual subjectivity (i.e., desire, pleasure, and agency) while taking young men’s subjectivity for granted. Accordingly, young women who acknowledge themselves as sexual subjects are constructed as “bad girls” who incite males’ purportedly uncontrollable desire and, thus, invite undesired sexual attention. However, there is reason to hypothesize that young women who view themselves as sexual subjects may be less likely than other women to engage in undesired sexual activity (i.e., sex that their partners desire, but they do not desire for themselves). In this study, I used data from the Online College Social Life Survey (N = 7255) to explore relationships between two measures of sexual subjectivity (i.e., pleasure prioritization and sexual agency) and college women’s participation in undesired sexual activity during hookups (i.e., performance of undesired sexual acts to please a partner and succumbing to verbal pressure for intercourse). Logistic regression analyses suggest that pleasure prioritization and sexual agency are associated with lower odds of performing undesired sexual acts to please a partner—and sexual agency is associated with lower odds of succumbing to verbal pressure for intercourse. These findings point to the importance of sexuality education that includes discussions of women’s sexual subjectivity.  相似文献   
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In this study, we evaluated several components of a pedometer-based intervention with children in an elementary-school-aged classroom, across 24-h sessions. The intervention included combinations of self-monitoring, goal setting, feedback, and reinforcement, and data were analyzed at both the classroom level (i.e., average daily step totals) and the individual level (i.e., daily step totals), across phases. The highest levels of physical activity were observed when components of self-monitoring, public posting, goal setting, and feedback with reward were applied concurrently.  相似文献   
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Social support during an ongoing illness has been shown to be beneficial for both the provider and the receiver, but people often struggle with offering effective, appropriate support. There is a lack of communication-focused training not specifically tied to caregiving or training that is designed for all social network members of a person experiencing a chronic illness, which we call interpersonal support providers (ISPs). We conducted a concurrent mixed-methods needs assessment, surveying both ISPs and support receivers, to understand communicative challenges and inform an evidence-based intervention. Analysis of results from an online survey (Nproviders = 91, Nreceivers = 97), consisting of five open-ended and 15 quantitative items, suggests that ISPs have difficulty managing their worries and emotions while providing comfort to others, which may impact support quality. In addition, ISPs and receivers both identify “listening” as a key skill for ISPs to hone, though ISPs feel they are more skilled at listening than receivers say they are. Lastly, ISPs feel they are good at sharing information and advice, but receivers often perceive it as patronizing or unhelpful. These results will inform the creation of an intervention for everyone offering emotional, esteem, and informational support to individuals with chronic illnesses.  相似文献   
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We replicated the response‐restriction (RR) preference assessment and compared results in terms of preference hierarchies to those from free‐operant and multiple stimulus without replacement (MSWO) formats with six children with autism spectrum disorders (ASDs). We also assessed social validity of each format with teachers and clinicians who work with children with ASDs. Complete hierarchies were produced in four of 18 assessments and with MSWO and RR formats only. Results of the social validity assessment varied across raters, with each preference assessment format receiving the highest rating from at least one rater. Results are discussed in terms of practical recommendations and relative to the preference assessment literature as a whole.  相似文献   
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Vice epistemology is in the business of defining epistemic vice. One of the proposed requirements of epistemic vices is that they are reprehensible—blameworthy in a non‐voluntarist way. Our problem, as vice epistemologists, is giving an analysis of non‐voluntarist responsibility that will count just the right qualities, no more and no less, as epistemic vices. If our analysis of non‐voluntarist responsibility ends up being too narrow, then it risks excluding some qualities that we want to count as epistemic vices, such as implicit biases. Whereas, if it ends up being too broad, it risks including qualities that we do not want to count as epistemic vices, such as impaired vision. I recommend a three‐step program for vice epistemologists: 1. admit that we have a responsibility problem; 2. strive to define the responsibility problem; 3. work together with specialists in non‐voluntarist responsibility to solve the responsibility problem.  相似文献   
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