Purpose
The purpose of this paper is to examine 2,102 #MeToo tweets and focuses on the content of the tweets and social reactions to these tweets. For a subsample of 912 tweets that included disclosures of sexual assault or harassment, the incident type and context, along with coping were also examined.
Design/methodology/approach
#MeToo tweets were retrieved from a 24 h time period immediately after the initial tweet prompting responses. Both sentiment analysis and content and context analyses were performed.
Findings
Although the overall sentiment of tweets indicated a negative tone, the majority of positive social reactions indicated validation and belief of survivors, offered emotional support and called for social change. Targets who disclosed generally described workplace harassment and assertive coping responses.
Research limitations/implications
Sentiment analysis can be limited given a lack of context. Not all targets using #MeToo shared details of their harassment or assault; those who did reported using more assertive coping responses than traditional samples of survivors.
Practical implications
Social media platforms offer unique opportunities for targets to share personal stories and receive emotional and social support they may not have access in-person.
Social implications
#MeToo provided targets with a groundswell of social and emotional support, along with a less frequent amount of backlash against the movement.
Originality/value
A multimethod approach was used with both sentiment analysis and text coding to examine #MeToo, allowing for a description of types of incidents shared, coping strategies and social reactions.
This study investigated the effects of two different velocity-based training (VBT) regimens on muscular adaptations. Fifteen female college volleyball players were randomly assigned into either progressive velocity-based training (PVBT) or optimum training load (OTL). Both groups trained three times a week for seven weeks. PVBT performed a 4-week strength block (e.g., 0.55–0.70 m·s−1) followed by a 3-week power block (e.g., 0.85–1.0 m·s−1), whereas OTL performed training at ~0.85–0.9 m·s−1. 1RM and peak power output (PP) assessments on the back squat (BS), bench press (BP) and deadlift (DL) exercises were assessed pre and post training. There was a main time effect (p ≤ 0.05) for BS and BP 1RM, (PVBT: 19.6%, ES: 1.72; OTL: 18.3%, ES: 1.57) and (PVBT: 8.5%, ES: 0.58; OTL: 10.2%, ES: 0.72), respectively. OTL increased DL 1RM to a greater extent than PVBT (p ≤ 0.05), (OTL: 22.9%, ES: 1.49; PVBT: 10.9%, ES: 0.88). Lastly, there was a main time effect (p ≤ 0.05) for BS, BP and DL PP, (PVBT: 18.3%, ES: 0.86; OTL: 19.8%, ES: 0.79); (PVBT: 14.5%, ES: 0.81; OTL: 27.9%, ES: 1.68); (PVBT: 15.7%, ES: 1.32; OTL: 20.1%, ES: 1.77) respectively. Our data suggest that both VBT regimens are effective for improving muscular performance in college volleyball players during the offseason period.
Is your training program in a funk? Have PowerPoint presentations and PDFs lost their appeal? Are you hearing the line, "I wasn't trained on that!" too often? If so, we have some advice that may help you break the monotony of everyday training.In 2010, the group responsible for training student consultants at the CITES Help Desk undertook a daunting task. We needed to detail each service and application we supported as well as all of our policies and procedures. Every facet of our business had to be recorded then imparted to a newly re-positioned and nontechnical group of Help Desk consultants.In teaching this information we discovered what we already knew, but could rarely physically demonstrate: a Help Desk consultant can never fully understand the scope of what we truly do. "I wasn't trained on that," becomes an unavoidable reality. So, our training took a different approach. Instead of focusing on the "facts" of our business as we had relied on heavily in the past, we invested more time in developing critical thinking, effective search habits, troubleshooting and problem solving skills. "You don't know everything but you can find anything," became an unofficial mantra.Online coursework, job shadowing, lectures, and training games are just some of the methods that have been used in our training programs. This paper will explore the pros of each tool, but also show how they might be over-used, under-used or simply abused by the teacher or the student.
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