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As practitioners of the imperial sport of the Victorian age, cricketers rallied whenever war descended upon England and its colonies. The South African War of 1899-1902 was no different. Adding to existing work on cricket's imperial development within South Africa, this study marks a significant contribution to research on the link between masculinity, war and sport during the Victorian era. A concept emerging from the English public schools of the mid- to late nineteenth century, the masculine ethos of sport and military honour had reached colonial South Africa by the outbreak of war in 1899. In its analysis of cricket and masculinity, this essay examines the events surrounding the war in South Africa and provides an example of the distinct relationship that existed between the military and the masculinity of sport and its organisation during this era. 相似文献
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Fiona MURPHY 《Learned Publishing》2014,27(5):S3-S7
This article sets the scene for the special issue on research data and publishing. Research data – that material commonly accepted by the scholarly community as required evidence for hypotheses and insights, for verification and/or reproducibility of experiments – has become an increasingly critical issue for publishers given recent developments in funders' mandates, technological advances, policymakers' interests, and so forth. I outline some of the recent initiatives that are responding to policy directives, particularly Project ODE, and consider how publishers are working with data and integrating their practices with other collaborative efforts. A summary of the new policies, products, and partnerships demonstrates that the onus is now with scholarly publishers to gain an understanding of these developments and how they are affecting fellow key stakeholders within the research communications ecosystem. 相似文献
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Xiangli Gu Yu-Lin Chen Allen W. Jackson Tao Zhang 《Physical Education & Sport Pedagogy》2018,23(1):54-65
Background: School physical education (PE) programs provide a prime environment for interventions that attempt to develop school-aged children’s motor competence and overall physical fitness, while also stimulating competence motivation to engage in physical activity during childhood. It is generally recognized that a pedometer-based intervention strategy combined with a goal-setting strategy may be effective in increasing physical activity participation among school-aged children. The purpose of this study was to evaluate the impact of an 8-week pedometer-based goal-setting intervention on children’s motivation in PE, motor competence, and physical activity.Methods: A pretest–posttest comparison group design was used with the 8-week intervention (3 days/week for 24 sessions). Participants were 273 (boys?=?136, girls?=?137) students recruited from 3 elementary schools in the US. Classes in each school were randomly allocated to three experimental conditions: (1) an intervention group with a personalized pedometer weekly target to reach in their PE class (N?=?110), (2) an intervention group with the fixed pedometer target range to reach in each PE class based on the recommended criteria (N?=?90), or (3) a control group without intervention (N?=?73).Analysis/results: The factorial repeated measures MANOVA indicated significant multivariate effects for the group [F(6, 528)?=?12.954, p?.001]. Post hoc analyzes showed that both experimental groups had significantly higher expectancy-value beliefs, motor competence, and physical activity compared to the control group (p?.001).Conclusions: Health practitioners should be aware that goal-directed action can contribute to school students’ PE-related achievement motivation, motor competence, and achieving the recommended 60?min of moderate-to-vigorous physical activity. 相似文献
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This study examined the relations among maternal socialization of positive affect (PA), adolescent emotion regulation (ER), and adolescent depressive symptoms. Two hundred early adolescents, 11-13 years old, provided self-reports of ER strategies and depressive symptomatology; their mothers provided self-reports of socialization responses to adolescent PA. One hundred and sixty-three mother-adolescent dyads participated in 2 interaction tasks. Adolescents whose mothers responded in an invalidating or "dampening" manner toward their PA displayed more emotionally dysregulated behaviors and reported using maladaptive ER strategies more frequently. Adolescents whose mothers dampened their PA more frequently during mother-adolescent interactions, and girls whose mothers reported invalidating their PA, reported more depressive symptoms. Adolescent use of maladaptive ER strategies mediated the association between maternal invalidation of PA and early adolescents' concurrent depressive symptoms. 相似文献
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Patsy Allen 《Early Childhood Education Journal》1994,22(2):41-42
Patsy Allen has taught in and directed preschool, secondary, and college early childhood education programs. Currently she
is writing, consulting, and practicing her parenting skills with her three children in Friona, TX. 相似文献