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Alcohol use and sexual assault (SA) are common on college campuses. The purpose of this study is to examine if the association between alcohol use and SA differs by gender identity, sexual orientation, race, or ethnicity.A total of 3,243 college students aged 18-25 at two large, minority-serving, public universities in the southwest and southeast United States completed an online survey about alcohol and sexual behaviors. Two negative binomial regressions were conducted to examine main effects and interaction effects.Almost half of the sample reported a SA victimization history. The main effects negative binomial regression indicated that more drinks per week, older age, identifying as a cisgender woman (vs. cisgender man), identifying as a gender minority (vs. cisgender man), and identifying as a sexual minority (vs. heterosexual) were associated with more severe SA victimization. Participants who identified as Latine (vs. non-Latine White) reported less severe SA. The negative binomial regression assessing interactions indicated that the association between alcohol use and SA severity was stronger among cisgender women and gender minority identities than cisgender men, and Black identities than non-Latine White identities.Findings suggests that alcohol use is an important factor for SA severity among all students, but that the association is stronger among some with marginalized identities. Given that perpetrators target people who hold some marginalized identities, prevention programming could address cisnormative, heteronormative, and White normative ideas about alcohol and sex to attain social justice and health equity.

The paper describes the use of general-purpose mathematical software "GPMS" as a major advancement in simplifying simulation procedures for junior level engineering studies. GPMS handles general and specific mathematical formulas and is packed with a vast array of codes to perform many scientific and engineering functions in an interactive mode. In order for the student to interact positively, the numerical examples in the textbook must be converted into an interactive media to support the theory and provide a deeper understanding of the physical phenomena. By this method, the students enhance their problem-solving abilities with minimal programming skills. By using examples, the paper presents an approach to computer-aided problem solving methods for junior level courses. The methods described in the paper have proven to be of value to students studying electric machines and power engineering at Arizona State University.

This letter describes electric power quality as an important component of electric power engineering education. Because power quality engineering relies on signal processing concepts as well as applied power engineering, students in both undergraduate and graduate educational programs find the topics cross-disciplinary, practical, and motivational.

An aging workforce and rapid growth in STEM-related occupations provide critical reasons to involve precollege students and teachers in science and engineering activities. Additionally, concerns about climate change and green energy sources provide motivation for students to pursue careers in the electric power industry. NSF-supported FREEDM ERC precollege programs address these issues through three components, which are described in this paper: 1) a Research Experience for Teachers; 2) a Young Scholars commuter program for high school students; and 3) weeklong renewable energy camps for middle school students. Assessment results for the first four years of the effort at four university campuses are presented.

Sixty-three male college students were assessed on the number of aversive sound blasts they administered in response to their fictitious task partner's blasts in a variation of the Taylor aggression paradigm. Subjects were randomly assigned to one of three alcohol dosing conditions (placebo, placebo/expect alcohol, and alcohol) and one of three instruction conditions (aggression-told the noise blasts were meant to disrupt task performance; altruism-told the noise blasts were meant to improve concentration; ambiguous-either aggression or altruism). A significant three-way interaction of dosing condition by instruction by subjects' sensation seeking was found, such that high sensation seekers in the alcohol condition, compared to low sensation seekers, delivered more noise blasts in the aggression instruction condition, whereas they administered fewer blasts in the altruism condition. High sensation seekers in the placebo condition yielded an opposite pattern of results. The results were interpreted in terms of the effects of "alcohol myopia" on the disinhibition of socially disapproved behaviors and in terms of the moderating effects of personality and situational factors.

How do we design a sustainable built environment for ten billion people? What policies, economic structures and social structures will move us in this direction? These are questions that challenge contributors to and readers of this journal. They are also questions that challenge engineering educators, training the designers who will create the built environment of the twenty-first century. Engineering educators often describe their curricula with the metaphor of a toolbox. Engineering principles of mass conservation, energy conservation, and thermodynamics, to name just a few, can be viewed as powerful tools for solving problems and designing processes and products. An engineering education makes students proficient users of these tools. Yet if the toolbox is too limited, the designs created using those tools can be ineffective. To repeat an overused cliche, if the only tool you have is a hammer, everything looks like a nail. An engineering education also teaches our future designers to focus. From the earliest stages of an engineering education, students are taught to draw a ‘‘box’’ around the system to be analyzed, and to limit their attention to that boxed system. This is a necessary and powerful concept in engineering education, yet there is an increasing need to teach students to consider factors that are ‘‘out of the box’’. Engineering education needs new approaches that enlarge the box, and that give students the tools to effectively treat more complex problems, like the design of sustainable systems. How can engineering educators, practicing engineers and designers of all sorts, enlarge the box and create new tools? There are no simple answers, but offered here are some basic thoughts, using tools needed for the design of sustainable technologies as an example. As a case study of the process of enlarging the box and creating new tools for engineering design, consider the decisions surrounding how to provide personal mobility. In most of North America, personal mobility is achieved through the automobile. The choice of the automobile as the provider of personal mobility necessitates other decisions involving land use, fuel infrastructures, industrial supply chains, and societal investments in roadways. These levels of impact, associated with mobility decisions, are shown conceptually in Fig. 1. A first set of design questions (represented by the innermost layer of Fig. 1) are the choices faced by a parts engineer. In selecting the materials for a bumper/ front end, for example, the engineer could select galvanized steel or a composite, glass-reinforced plastic. Which bumper is better? Like many engineering decisions, this decision can be viewed from environmental, economic and social perspectives. The galvanized steel can be far more effectively recycled, yet the plastic composite will lead to greater fuel efficiency over the life of the vehicle. The steel bumper may be less costly to repair, resulting in different costs of ownership than the glass composite bumper. And, there may be different levels of passenger safety offered by the two materials. New analysis tools, such as environmental life cycle assessments (Curran 1996), have emerged to allow designers to address some of the multifaceted attributes of their designs. These types of analysis methods should become part of the engineer’s toolbox. The next level of questions and tools, represented by the second layer from the center in Fig. 1, considers supply chain impacts. For automobiles, how are parts manufacturers, automotive repair shops, coal producers, The authors have jointly formed the Center for Sustainable Engineering (http://www.csengin.org), which is dedicated to the development and dissemination of educational materials for incorporating concepts of sustainability into engineering curricula.

Abstract The discourse on resilience, currently at the forefront of research and implementation in a wide variety of fields, is confusing because of its multi-disciplinary/spatial/temporal nature. Resilience analysis is a discipline that allows the assessment and enhancement of the coping and recovery behaviors of systems when subjected to short-lived high-impact external shocks leading to partial or complete failure. This paper, meant for pedagogical teaching and research formulation, starts by providing an overview of different aspects of resilience in general and then focuses on communities and regions that are complex adaptive systems (CAS) involving multiple engineered infrastructures providing essential services to local inhabitants and adapted to available natural resources and social requirements. Next, for objective analysis and assessment, it is proposed that resilience be characterized by four different quantifiable sub-attributes. This paper then describes the standard technocentric manner in which different temporal phases during and in the aftermath of disasters are generally visualized and analyzed, and discusses how these relate to reliability and risk analyses. Subsequently, two prevalent types of frameworks are described and representative literature reviewed: (i) those that aim at improving general resilience via soft methods such as subjective means (interviews, narratives) and census data, and (ii) those that are meant to enhance specific resilience under certain threat scenarios using hard/objective methods such as data-driven analysis and performance-predictive modeling methods, akin to resource allocation problems in operations research. Finally, the need for research into an integrated framework is urged; one that could potentially combine the strengths of both approaches.

Limited research is available on children's alcohol-related knowledge and alcohol-related norms, yet a better comprehension of these factors may be crucial in explaining alcohol use later in life. This study provides insights into alcohol-related knowledge and alcohol-related norms in 4- to 6-year-olds.Participating children (N = 329; 48.9% boys) were shown, on a tablet, 18 drawings depicting 72 male and female adults and/or children in various situations, and were asked to indicate what the depicted persons drank by touching 1 of 12 depicted beverages (4 alcoholic; 8 nonalcoholic). Subsequently, the children were asked to name the beverages and indicate whether they contained alcohol.Children identified 30.7% of the alcoholic beverages (i.e., beer, champagne, red wine, and white wine) correctly by name, and they identified 41.6% of the alcoholic beverages correctly as alcohol containing. Children more often correctly identified the name and nonalcoholic content of nonalcoholic beverages compared to the name and alcoholic content of alcoholic beverages. No sex differences emerged in the correct identification of the name and the content of both alcoholic beverages and nonalcoholic beverages. However, alcohol-related knowledge was age graded. Alcoholic beverages were more often assigned to male adults (39.2%) than to female adults (24.8%) or to children (13.2%). Additionally, alcoholic beverages were more often assigned to adults depicted in the presumably more appropriate situations (e.g., "when having an indoor party": 37.0%) than to those depicted in the presumably more inappropriate situations (e.g., "when driving a car": 28.6%).Four- to 6-year-olds already have knowledge about alcohol and its norms in adult culture. Insight into the development of children's alcohol-related knowledge and alcohol-related norms over time is required to investigate the transitions to alcohol expectancies, drinking motives, and alcohol initiation often occurring in adolescence.

Agricultural decision support tools (DSTs) with weather or climate information can provide useful information to help stakeholders make operational farming decisions and adapt to increasingly variable weather or climate in the context of climate change. However, many of these DSTs are still not fully utilized. Understanding the use of DSTs can help identify strategies to promote their usage to more end-users. This study surveyed farmers (n = 2,633) and advisors (n = 2,719) across 12 states in the Midwest to draw comparisons on their usage of DSTs and factors influencing the usage. The advisors are more likely to take advantage of free and publicly available sources than farmers. Advisors are also more likely to agree on the usefulness of DSTs, feel social pressure to use DSTs, be concerned and perceive risks from variable weather, believe in climate change, and show positive attitudes towards climate change adaptation than farmers. Concerns about weather or climate, descriptive social norms, greater farm size, and general propensity to adopt a new technology are positively associated with higher adoption rate of DSTs for both farmers and advisors. Higher level of perceived behavioral control to deal with weather-related risks, injunctive social norms, gender (male), and age are positively associated with higher adoption rate of DSTs for only advisors. Positive adaptation attitude towards climate change and higher education level are positively associated with higher adoption rate of DSTs for only farmers. Unlike advisors, age is negatively associated with higher adoption rate of DSTs for farmers. Implications of our findings include DST educators leveraging social networks and reinforcing social norms to promote usage among current non-users, building up both farmers' and advisors' confidence and knowledge in using DSTs, understanding the role of advisors as "change agents" to promote DST usage among farmers, and connecting networks of "innovators" and "early adopters." With more and more DSTs developed, future scholarship can draw upon our findings to understand how to encourage DSTs adoption among current non-users and extend to other regions.