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"Beasley, Eric"
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Quit Flopping, Somebody Is Going To Get Hurt: The Societal Consequences of Dishonesty within Popular Sport Competitions
Deceiving officials, opposing teams, and even fans has long been a part of sports, but do these practices create or perpetuate problematic school and professional cheating in other realms? Through the synthesis of contemporary media, coaching, and fan conceptions of duplicity in modern sport, and the scholarly literature positing the existence of a burgeoning culture of cheating and corruption, I advance the argument that deception in sports has an influence on, and is influenced by, larger societal structures. Particular focus will be on the common practice of feigning injury or loss of position as a tool to receive special benefits for oneself and/or exact special penalties on opponents.
Journal Article
The Accuracy of Lay Estimates of Abortion Rates and the Demographic, Attitudinal, and Behavioral Sources of Variation in these Estimates
Abortion is a topic and practice with deep socio-political undergirding. While research on attitudes toward abortions is prevalent, less is known about perceptions of the frequency of abortion in the general population. Using primary data gathered from an online survey of students, faculty and staff of two public universities in the U.S., we found that people generally underestimate the percentage of pregnancies that end in abortion. We discuss this finding and the role of demographic, attitudinal, and behavioral variables in the abortion estimates made by respondents. Additionally, we discuss the implications of these findings, taking into consideration the societal effects of a potential correction of the underestimation of abortion rates.
Journal Article
The many sides of academic dishonesty sanctions
In the fall of 2009, Michigan State University (MSU) implemented a new policy regarding reports of undergraduate academic dishonesty. Under the new system, instructors are required to submit an academic dishonesty report for any student that they penalize for violations of academic integrity, and these students are placed into a remediation class that I teach. I analyzed student responses from the course, compared course student responses and demographics with those of the larger MSU and national undergraduate populations, compared instructors' descriptions of the events that led to the report being filed with those of students, and performed a longitudinal analysis of course student's attitudes. Demographically, reported students appear to be very similar to those that make up the overall undergraduate population with one major exception: international students are over-represented among the reported by a factor of five as compared to their share of the MSU student population. For all students, ignorance of the rules and punishments for transgressions of the rules were the most frequently self-reported influencers of the students' actions. Student responses also showed evidence of neutralization, rational choice, strain, and poor time management as being contributors to their malfeasance. While most students admitted to some wrongdoing, they regularly did not conceptualize the incident as being as egregious or clear-cut as did the faculty. My findings indicate a frequent and sizable divide in the way reporting faculty frame the actions of reported students and the way reported students frame the actions that led to their report.
Dissertation
Social norms and academic dishonesty
This article aims to evaluate the salience of the perception of the beliefs and behavior of peers as a predictor of students' own beliefs and behaviors regarding academic dishonesty. Particular attention is paid to discerning the relative predictive power of different peers or peer groups (e.g. the average student, your best friend, etc.). Specifically this study offers support for the following conclusions (especially in regards to academic dishonesty): students over-perceive their peers' delinquency; these misperceptions increase as social distance increases; there is a positive correlation between one's perception of his peers' delinquent behavior and one's own; and the strength of this correlation generally lessens as the social distance of the peer group being referenced increases.
Dissertation
The effects of three browsing devices on learner structural knowledge, achievement, and perceived disorientation in a hierarchically organized hypermedia environment
The purpose of this study was to assess the relative effects of three different browsing devices on learner structural knowledge, achievement, and perceived disorientation in a hierarchically organized hypermedia system. For this investigation, a Completely Randomized Factorial-322 experimental design was employed. The two independent variables chosen for this study were browsing device (i.e., hotwords, spider maps, and hierarchical maps) and post-treatment lesson structure task awareness (i.e., aware and unaware). The three dependent variables were structural knowledge (as measured by the learner's ability to construct a pencil and paper representation of the organization of the major concepts in the lesson), achievement (as measured by the learner's ability to recall detailed information from the text of the lesson), and perceived disorientation (as measured by the Non-Linear Text Disorientation Assessment). The three nuisance variables identified for this study were concept mapping knowledge and use (i.e., has learned to use concept maps and uses them, has learned to use concept maps but does not use them, and has not learned to use concept maps), hypermedia experience (i.e., experienced and inexperienced), and gender (i.e., male and female). Sixty-one subjects participated in the study. The results of the study led to the following conclusions: (1) When a learner's attention is at least partially focused on the structural aspects of a hypermedia lesson, structural knowledge acquisition will improve. (2) When a learner is cognizant of the fact that he or she must learn both the detailed information in a hypermedia lesson as well as the structural aspects of it, detail knowledge acquisition will not necessarily suffer. (3) The inclusion of hierarchical concept maps in a hypermedia system that is organized hierarchically will diminish feelings of disorientation in a learner. (4) The inclusion of spider concept maps in a hypermedia system that is organized hierarchically will not reduce feelings of disorientation in a learner and may even increase feelings of disorientation. (5) As feelings of disorientation in a learner increase, structural knowledge acquisition will decrease.
Dissertation
Necrobiome framework for bridging decomposition ecology of autotrophically and heterotrophically derived organic matter
Decomposition contributes to global ecosystem function by contributing to nutrient recycling, energy flow, and limiting biomass accumulation. The decomposer organisms influencing this process form diverse, complex, and highly dynamic communities that often specialize on different plant or animal resources. Despite performing the same net role, there is a need to conceptually synthesize information on the structure and function of decomposer communities across the spectrum of dead plant and animal resources. A lack of synthesis has limited cross-disciplinary learning and research in important areas of ecosystem and community ecology. Here we expound on the \"necrobiome\" concept and develop a framework describing the decomposer communities and their interactions associated with plant and animal resource types within multiple ecosystems. We outline the biotic structure and ecological functions of the necrobiome, along with how the necrobiome fits into a broader landscape and ecosystem context. The expanded necrobiome model provides a set of perspectives on decomposer communities across resource types, and conceptually unifies plant and animal decomposer communities into the same framework, while acknowledging key differences in processes and mechanisms. This framework is intended to raise awareness among researchers, and advance the construction of explicit, mechanistic hypotheses that further our understanding of decomposer community contributions to biodiversity, the structure and function of ecosystems, global nutrient recycling and energy flow.
Journal Article