This study is designed to identify the underlying satisfaction dimensions gained through engagement in target shooting as a serious leisure pastime. The instrument design was based on the Leisure Satisfaction Scale. A total of 5502 useable surveys were collected through the Internet and a website related to target shooting and gun ownership. The results revealed eight dimensions: self-actualization, social interaction, location aesthetic, respite, physical benefit, connection and hedonic pleasure, which supplied the primary satisfiers of engaging in target shooting as a serious leisure activity. The demographic profile and dimensions of satisfaction may serve to dispel commonly held stereotypes of shooting hobbyists and those involved in gun ownership. The findings have important implications for leisure researchers and practitioners, to industry, both leisure and firearm related, and the target shooting community at large. This study adds to the literature of both target shooting and serious leisure. 相似文献
This study aimed to (1) profile a professional boxer (23 years and 80 kg) with boxing-specific, muscle function, aerobic capacity and body composition tests, and (2) quantify how these measures varied during an 8-week preparation phase leading to, and post a state-Title Bout fought in the 76.2-kg class. A series of boxing-specific and muscle function tests were completed on 11 occasions: 9 prior and twice after the bout, each separated by approximately 2 weeks. The boxing test included 36 maximal punches (9 of each: lead and rear straights, lead and rear hooks) to a punching integrator measuring forces and velocity. Muscle function tests included countermovement jump, drop-jumps, isometric mid-thigh pull and isometric bench-press. Body composition was assessed using skin-fold measurements on three occasions and one dual energy X-ray absorptiometry scan. Aerobic capacity was assessed using 2 VO2 max tests. Leading up to the bout, performance decreased in isometric mid-thigh pull (8%), isometric bench-press (5%), countermovement jump (15%) and impact forces in 3 of 4 punches (4%–7%). Whereas measures of dynamic and isometric muscle function remained depressed or unchanged post competition, punching forces (6%–15%) and aerobic power (6%) increased. Data suggest the athlete may have super-compensated following rest as fatigue dissipated and further adaptation occurred. 相似文献
Limited tools assess positive development through university sport. Such a tool was validated in this investigation using two independent samples of Canadian university athletes. In Study 1, 605 athletes completed 99 survey items drawn from the Youth Experience Scale (YES 2.0), and separate a priori measurement models were evaluated (i.e., 99 items, YES 2.0, YES for Sport [YES-S]). Confirmatory factor analysis (CFA) and exploratory structural equation modeling (ESEM) results indicated issues with model fit. Post-hoc modifications improved fit, resulting in a 46-item, 9-factor model with five positive and four negative dimensions. In Study 2, 511 athletes completed the same items. The resultant model was confirmed using both CFA (comparative fit index [CFI] = .911, standardized root mean square residual [SRMR] = .056, root mean square error of approximation [RMSEA] = .040) and ESEM (CFI = .956, SRMR = .023, RMSEA = .034). The resultant University Sport Experience Survey provides a reliable and factorially valid instrument for measuring development in university sport. 相似文献
New to the Journal of Archival Organization, the “Technology matters in archives” column examines how technology affects archives and archivists. This inaugural column explains the nature of the column and sets the stage for topics and issues that it will address. It examines the meaning of the term technology. Further, the column explores the notion of technological dependence-- not just dependence on digital or electronic systems--as a lens in which to examine the archival enterprise in grappling with twenty-first century issues. Concluding with the suggestion that technology can be considered from three categorical points of view: soft (philosophical approaches and practices), medium (codified processes, guidelines and standards) and hard technology (hardware and software). 相似文献
The study evaluates how providers give patient education materials and identifies improvements to comply with Meaningful Use (MU) requirements.
Methods
Thirty-eight patient-provider interactions in two health care outpatient clinics were observed.
Results
Providers do not uniformly know MU patient education requirements. Providers have individual preferences and find gaps in what is available. Accessing and documenting patient education varies among providers. Embedded electronic health record (EHR) materials, while available, have technical access barriers.
Conclusions
Providers'' EHR skills and knowledge levels contribute to non-standardized patient education delivery. 相似文献
Despite persistent class and race inequalities in educational attainment and achievement in the U.S., hegemonic cultural ideologies and urban education politics and policies continue to proceed from an insistence that education is the great equalizer. These ideologies do not take into account the ways that normative school culture and pedagogical praxes take for granted middle-class, white-supremacist cultural assumptions that privilege student populations whose social locations already probabilize high rates of achievement and attainment. Vast research published in The Urban Review and elsewhere has demonstrated the importance and efficacy of culturally sustaining pedagogy for improving outcomes for economically marginalized students of color (Allen in Urban Rev 47(1):209–231, 2015; Delpit in Harv Educ Rev 56(4):379–386, 1995; Farinde-Wu et al. in Urban Rev 49(2):279–299, 2017; Gay in culturally responsive teaching: theory, research, and practice, Teachers College Press, New York, 2010; Graves in Berkeley Rev Educ 5(1):5–32, 2014; Jemal in Urban Rev 49(4):602–626, 2017; Ladson-Billings in Crossing over to Canaan: the journey of new teachers in classrooms, Jossey-Bass, San Francisco, 2001, The dreamkeepers: successful teachers of African American children, Jossey-Bass Publishers, San Francisco, 2009; Lee in Culture, literacy and learning: taking bloom in the midst of the whirlwind, Teachers College Press, New York, 2006; Marciano in Urban Rev 49(1):169–187, 2016; Nieto in Language, culture, and teaching: critical perspectives, Routledge, New York, 2010; Paris in Educ Res 41(3):93–97, 2012; Paris and Alim in Culturally sustaining pedagogies: teaching and learning for justice in a changing world, Teachers College Press, New York, 2017; Wiggan and Watson in Urban Rev 48(5):766–798, 2016; Yosso in Race Ethn Edu, 8(1):69–91, 2005). This article uses rich ethnographic data from a transfer school in Brooklyn, New York that serves financially insecure youth of color who are “over-age and under-credited.” These data and my analysis showcase the expertise and indigenous knowledges of teachers who practice cultural relevance and critical racial awareness in order to engage, retain, graduate and prepare students who are historically and presently marked for failure by an education system that has always been more adept at reproducing social inequality than disrupting it (Borck in Qual Inq 20(10):1–8, 2016).
Classroom discourse patterns were examined in the morning news sessions of a primary school classroom. The effects of reducing teacher questions and increasing rates of teacher pauses, praise and directives were investigated. Child words spoken and child expansions were recorded, as well as class call‐outs and teacher control statements. Frequencies of child words spoken showed no significant changes across the phases of the study. However, reducing teacher questions and increasing teacher pauses significantly decreased child expansions, while reducing teacher questions and increasing teacher praise significantly increased child expansions. Replacing teacher questions with directives had no significant effect upon child expansions. Class call‐outs and teacher control statements showed no significant changes across the intervention phases. The results of this study suggest that, for this teacher and class, teacher questions may be decreased without adversely affecting either child utterances or class behaviour, and that replacing questions with praise may increase children's contributions — particularly in the form of verbal expansions — to morning news talks. 相似文献