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This article maps and compares four universities' policies and procedures for addressing faculty and staff sexual misconduct in higher education in the UK and US. While universities have engaged in significant work to grapple with student-student sexual misconduct, attention to misconduct perpetrated, and experienced, by higher education employees is relatively nascent. In this paper, we explore the maze of institutional processes and actors that victimsurvivors of FASSM might encounter. We describe what is known about prevalence of FASSM in the US and UK and offer an overview of the policy landscape in both settings. Inspired by Patricia Yancey Martin, we analyze publicly available policy documents on FASSM from two US and two UK universities and map out visually the range of investigative, reporting, and sanctioning processes. We introduce an analytic distinction between an actor and a practitioner within the FASSM context, whereby actors are those tasked with administrative duties in handling sexual misconduct reports, while practitioners are those with specialized knowledge and training that enables them to prioritize victim-survivor needs. These illustrative diagrams suggest that while university employees are tasked to act on reports and disclosures of sexual misconduct, it is difficult to identify specialist practitioners with expertise to support victim-survivors of FASSM. Ultimately, this work provides a deeper understanding of what practice looks like in relation to higher education FASSM, and we outline implications for future research directions. [ABSTRACT FROM AUTHOR]

Can the topic of a conversation, when heavily associated with a particular dialect region, influence how a speaker realizes a linguistic variable? We interviewed fans of English Premier League soccer at a pub in Columbus, Ohio. Nine speakers of British English and eleven speakers of American English were interviewed about their favorite American football and English soccer teams. We present evidence that the soccer fans in this speech community produce variants more consistent with Standard American English when talking about American football than English soccer. Specifically, speakers were overall more /r/-ful (F3 values were lower in rhotic environments) when talking about their favorite American football team. Numeric trends in the data also suggest that exposure to both American and British English, being a fan of both sports, and task may mediate these effects. [ABSTRACT FROM PUBLISHER]