‘The East’ strikes back. Ultras Dynamo,hyper-stylization,and regimes of truth

Abstract

This case study deals with Ultras Dynamo, the leading group in the active fan scene of Eastern German (the term Eastern Germany is used within this paper to refer to the territory on which the GDR existed from 1949 to 1990; it entails the federal states Brandenburg, Mecklenburg-Vorpommern, Sachsen, Sachsen-Anhalt, Thuringia and the eastern part of Berlin) side SG Dynamo Dresden (throughout the paper, the club’s full name ‘Sportgemeinschaft Dynamo Dresden’ will be shortened using either Dynamo Dresden or simply Dynamo. Among the fans, the club is mostly called SGD (abbreviation of Sport[G]emeinschaft Dynamo) which is also used on flags, banners and in fan chants). The paper analyses styles of self-representation of the active fan scene at Dynamo and critically analyses the claim made by the group to being apolitical. The process of collective identity construction is linked to media images of the group and a ‘regime of truth’ is identified: a self-sustaining and interdependent cycle which overarches the process of image- and identity-construction at Dynamo Dresden and which can be traced back to processes of labelling, stigmatization and secondary deviance.     

Physiological implications of preparing for a natural male bodybuilding competition

This study aimed to describe the body composition and physiological changes which take place during the in-season and recovery periods of a group of natural bodybuilders. Natural male bodybuilders (n?=?9) were assessed 16 (PRE16), 8 (PRE8), and 1 (PRE1) week(s) before, and 4 (POST4) weeks after a bodybuilding competition. Assessments included body composition, resting metabolic rate (RMR), serum hormones, and 7-day weighed food and training diaries. Change in parameters was assessed using repeated-measures analysis of variance. Dietary protein intake remained high throughout the study period (2.8–3.1?g?kg^?1?d^?1). Fat mass (FM) was significantly reduced from PRE16 to PRE1 (8.8?±?3.1 vs. 5.3?±?2.4?kg, P?.01). There was a small decrease in lean mass (LM) from PRE8 to PRE1 (71.8?±?9.1 vs. 70.9?±?9.1?kg, P?P?>?.05). Large reductions in total and free testosterone (16.4?±?4.4 vs. 10.1?±?3.6?nmol?L^?1, P?. 116.8?±?76.9?pmol?L^?1, P?. 19.9?±?7.6?nmol?L^?1, P?. 72.5?±?8.5?kg, P?. 25.4?±?9.3?nmol?L^?1, P?相似文献   

Assessment of passive drag in swimming by numerical simulation and analytical procedure

The aim was to compare the passive drag-gliding underwater by a numerical simulation and an analytical procedure. An Olympic swimmer was scanned by computer tomography and modelled gliding at a 0.75-m depth in the streamlined position. Steady-state computer fluid dynamics (CFD) analyses were performed on Fluent. A set of analytical procedures was selected concurrently. Friction drag (D_f), pressure drag (D_pr), total passive drag force (D_f+pr) and drag coefficient (C_D) were computed between 1.3 and 2.5 m · s^?1 by both techniques. D_f+pr ranged from 45.44 to 144.06 N with CFD, from 46.03 to 167.06 N with the analytical procedure (differences: from 1.28% to 13.77%). C_D ranged between 0.698 and 0.622 by CFD, 0.657 and 0.644 by analytical procedures (differences: 0.40–6.30%). Linear regression models showed a very high association for D_f+pr plotted in absolute values (R² = 0.98) and after log–log transformation (R² = 0.99). The C_D also obtained a very high adjustment for both absolute (R² = 0.97) and log–log plots (R² = 0.97). The bias for the D_f+pr was 8.37 N and 0.076 N after logarithmic transformation. D_f represented between 15.97% and 18.82% of the D_f+pr by the CFD, 14.66% and 16.21% by the analytical procedures. Therefore, despite the bias, analytical procedures offer a feasible way of gathering insight on one’s hydrodynamics characteristics.     

Does school physical education really contribute to accelerometer-measured daily physical activity and non sedentary behaviour in high school students?

Physical education has been highlighted as an important environment for physical activity promotion, however, to our knowledge there are no previous studies examining the contribution of physical education to daily accelerometer-measured physical activity and non sedentary behaviour. The purpose was to compare the accelerometer-measured physical activity and sedentary behaviour between physical education, non-physical education and weekend days in adolescents. Of the 394 students from a Spanish high school that were invited to participate, 158 students (83 boys and 75 girls) aged 13–16 years were analyzed (wear time ≥ 600 min). Participants’ physical activity and sedentary behaviour were objectively-measured by GT3X+ accelerometers during physical education (one session), non-physical education and weekend days. Results indicated that overall adolescents had statistically significant greater physical activity levels and lower values of sedentary behaviour on physical education days than on non-physical education and weekend days (e.g., moderate-to-vigorous physical activity = 71, 54 and 57 min; sedentary = 710, 740 and 723 min) (p < 0.05). Physical education contributes significantly to reducing students’ daily physical inactivity and sedentary behaviour. Increasing the number of physical education classes seems to be an effective strategy to reduce the high current prevalence of physical inactivity and sedentary behaviour in adolescence.     

Visuelle Bewegungskontrolle geführter Kraftübungen bei jungen Erwachsenen und Senioren

In the context of strength training in rehabilitation, visual movement control can be helpful to ensure correct movements. However, there are only a few studies that deal with the effectiveness of feedback during resistance exercises. To investigate the effect of feedback during guided exercise, 18 young adults (28.8?±?5.5 years) and 12 senior citizens (67.9?±?4.1 years) were tested. Subjects performed shoulder press exercises (3 sets, 15 repetitions) with and without visual movement control in a randomized order. On day 1, the subjects trained without load, and on day 2 they trained at 50% of their single repetition maximum. Joint articulation at the elbow was recorded using elbow extension and flexion. Autocorrelation was used to determine the reproducibility of movements. Subjects achieved better reproducibility of the movement with feedback than without (χ²?=?19.73; p?<?0.001). There was no effect of the load on motion accuracy (p?>?0.05), but the age group showed a significant effect (χ²?=?6.00; p?=?0.014). The younger group shows a higher degree of movement accuracy. In summary, visual movement control is useful in guided exercises to control movement execution. In clinical setting, this may be a way to control the motion performance of guided strength exercises and to ensure purposeful muscle work. Further studies should clarify the effect of visual feedback on the movement quality in unguided strength exercises.     

The practical management practices of independent HPT consultants

When independent human performance technology (HPT) consultants need practical guidance managing their own firms, they are thrust into a complex, confusing, and uncompassionate network of guides. This article focuses on the practical side of managing an independent HPT consulting practice. Several aspects are considered, including physical setting, legal structure, financial concerns, sales and marketing, pricing, and affiliations or alliances. In addition to a review of relevant literature, a survey of 150 independent consultants was reviewed and several interviews of independent consultants were conducted.     

Challenges and opportunities in mainstreaming environmental education into the curricula of teachers' colleges in Ethiopia

Lack of environmental awareness is one of the underlying causes of severe environmental degradation in Ethiopia. As teachers' colleges are a seedbed of such awareness, assessment of college curricula should shed light on the possibilities they offer to develop capacities to address environmental degradation. This small‐scale study is based on the assessment of the curricula of the Kotebe and St Mary's teachers' colleges, Ethiopia, and the knowledge and opinions of a sample of teaching students on pertinent environmental issues facing the country. Comparative analysis of data generated through questionnaires and interviews was undertaken across college, curricula and gender categories. The results suggest: a ‘paradigm shift’ from a core‐focused to a pedagogical‐focused curriculum in the last three decades; a declining trend in the provision of outdoor environmental education; inadequate levels of factual knowledge amongst current college students; and variations in knowledge levels and attitudes among the respondents taking different curricula. If the work of teachers' colleges is to support wider efforts throughout Ethiopia to address the causes and effects of environmental degradation, the findings of the study underscore the necessity of revisiting the composition of course categories and maintaining the existence of outdoor environmental education in the current college curricula.     

Instructional practices related to prospective elementary school teachers’ motivation for fractions

This study was undertaken in order to better understand prospective elementary school teachers’ motivations for working with fractions before and after taking a course designed to deepen their understanding of mathematics, as well as what instructional practices might be related to any changes detected in their motivations. Eighty-five education students were given a motivation questionnaire at the beginning and end of the semester, and observations were made of the 9 days when fractions were taught. Three levels of teacher data were collected to understand instructional practices. Students’ ratings of the importance and usefulness of fractions (value), self-concept of ability, and anxiety were near the center of the scale at pre-test, with only value in the desired direction. At posttest, value and self-concept of ability increased while anxiety decreased, but these changes differed somewhat by instructor. In particular, reform-oriented practices, such as engaging students in high-level discourse, seemed to be associated with lowered anxiety.     

When in Doubt,Go to the Library: The Effect of a Library-Intensive Freshman Research and Writing Seminar on Academic Success

The paper is an extension of a previous study, which examined student perceptions of a unique freshman seminar offered to Criminology and Criminal Justice students at Florida State University. The seminar is characterized by a heavy focus on interactive library sessions in which students learn how to conduct research and write a scholarly paper. The previous article reported on student perceptions of research and writing skills developed in the seminar. This report, using Multivariate Regression and Propensity Score Matching reveals that compared to a carefully constructed comparison group, first time in college students enrolled in the seminar have statistically significantly higher cumulative grade point averages and percentages of graduation within four years. The seminar’s emphasis on the library as a research tool is thought to have contributed to the differences seen on academic outcomes between students who took the seminar and a matched comparison group.     

Recovering Predictor–Criterion Relations Using Covariate-Informed Factor Score Estimates

Although it is currently best practice to directly model latent factors whenever feasible, there remain many situations in which this approach is not tractable. Recent advances in covariate-informed factor score estimation can be used to provide manifest scores that are used in second-stage analysis, but these are currently understudied. Here we extend our prior work on factor score recovery to examine the use of factor score estimates as predictors both in the presence and absence of the same covariates that were used in score estimation. Results show that whereas the relation between the factor score estimates and the criterion are typically well recovered, substantial bias and increased variability is evident in the covariate effects themselves. Importantly, using covariate-informed factor score estimates substantially, and often wholly, mitigates these biases. We conclude with implications for future research and recommendations for the use of factor score estimates in practice.