30,386 research outputs found

    Annual report of the officers of the town of Jackson, New Hampshire for the fiscal year ending December 31, 2022.

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    This is an annual report containing vital statistics for a town/city in the state of New Hampshire

    Heterogeneity in mode choice behavior: A spatial latent class approach based on accessibility measures

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    We propose a method to estimate mode choice models, where preference parameters are sensitive to the spatial context of the trip origin, challenging traditional assumptions of spatial homogeneity in the relationship between travel modes and the built environment. The framework, called Spatial Latent Classes (SLC), is based on the integrated choice and latent class approach, although instead of defining classes for the decision maker, it estimates the probability of a location belonging to a class, as a function of spatial attributes. For each Spatial Latent Class, a different mode choice model is specified, and the resulting behavioral model for each location is a weighted average of all class-specific models, which is estimated to maximize the likelihood of reproducing observed travel behavior. We test our models with data from Portland, Oregon, specifying spatial class membership models as a function of local and regional accessibility measures. Results show the SLC increases model fit when compared with traditional methods and, more importantly, allows segmenting urban space into meaningful zones, where predominant travel behavior patterns can be easily identified. We believe this is a very intuitive way to spatially analyze travel behavior trends, allowing policymakers to identify target areas of the city and the accessibility levels required to attain desired modal splits

    Assessing the potential of golf among university students to leverage SDG 3 in Planbelas : a consulting project

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    Mestrado Bolonha em ManagementThis consulting project was executed under the partnership of ISEG school of economics and Planbelas, with the main goal of addressing Planbelas’ main concern, which was the potential of profitability of Belas’ new plots of land. In order to disintegrate the case, the project focused on a key component, which was the Assessment of the Potential of Golf Among University Students to Leverage SDG 3 in Planbelas. To resolve this issue, both an internal and external analysis were executed in Belas, comprising a SWOT analysis and the five forces of porter, where it was possible to access the potential and further comprehend the on-going status of Belas. The methodology of the project encompassed both interviews and surveys, where the interviews were semi-structured. The surveys conducted were used solely to support the already available data obtained from the interviews conducted, no deep analysis was conducted. The data was analysed to make new observations and provide a more comprehensive insight of the consulting project. The data analysed reinforces the position that Belas targeting SDG 3 and making use of the golf course to promote itself could also prove beneficial to university students. Golf being able to offer advantages both physically and mentally, would give students a chance not only to socialize but also to lead a healthy lifestyle. Therefore, Belas would be promoting both golf and a healthy lifestyle, as socialisation.info:eu-repo/semantics/publishedVersio

    Developing a Foundation for Sole Classics' Sustainability Strategy

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    Course Code: AEDECON 4567Our team collaborated with the Columbus-based boutique, Sole Classics, to support the integration of sustainability into their business plan. We selected various Environmental, Social, and Governance (ESG) topics and collected primary data from both internal and external stakeholders through a survey. We received a total of 9 internal and 137 external responses providing an assessment of stakeholder views on the importance of each ESG topic and suggestions for sustainability initiatives for Sole Classics. We leveraged this data, along with case studies of existing sustainability initiatives, to gain a deeper understanding of the issues that impact SC and should be prioritized for future sustainability efforts. Our findings suggest that Sole Classics should prioritize community engagement through education, environmental justice, and local-level sustainability initiatives to build a meaningful sustainability story for the brand and align with stakeholder expectations.Miicah Coleman: Marketing Ambassador, Keyholder, and Associate at Sole ClassicsAcademic Major: ArtAcademic Major: Environment, Economy, Development, and Sustainabilit

    Rendimiento académico y percepción de competencias en los Trabajos Finales de Título en Educación Física

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    The present study aims to examine to what extent the global academic performance achieved in the Degree/ Master’s Degree determines the level of competencies acquired through the final year project (TFG for Degrees and TFM for Master’s Degrees) in Physical Education preservice teacher education (PSTE-PE). The study was conducted based on the replies to a questionnaire that was built ad-hoc on the basis of studies regarding competency perception scales. The sample consisted of 325 participants from 34 Spanish universities: 186 students and 139 graduates. In this study, a comparative correlational design was used, where one variable referred to the perception of (cross-curricular, general teaching and PE-specific teaching) competencies acquired by PSTE-PE students and graduates during their TFG/TFM, and the other on was related to the global academic performance shown by those students and graduates during their Degree/Master’s Degree studies. The results confirmed a significant relationship between the students and graduates’ global academic performance in PSTE-PE and the competencies examined (crosscurricular, general teaching and PE-specific teaching competencies): the higher the academic performance, the better the competency perception. El presente estudio tiene como finalidad analizar en quĂ© medida el rendimiento acadĂ©mico global mostrado en el grado/mĂĄster determina el grado/nivel de competencias adquiridas en los Trabajos de Fin de TĂ­tulo (Grado –TFG- y MĂĄster –TFM-) en la formaciĂłn inicial del profesorado (FIP) de EducaciĂłn FĂ­sica (EF). Para la realizaciĂłn del estudio se han tenido en cuenta las respuestas obtenidas a partir de un cuestionario elaborado ad hoc, basado en estudios sobre escalas de percepciĂłn de competencias. Para ello se ha contado con un total de 325 participantes de 34 universidades españolas, 186 estudiantes y 139 egresados. Se ha llevado a cabo un diseño comparativo-correlacional en el que se vinculan variables de percepciĂłn de competencias adquiridas en los TFG/TFM (transversales, docentes genĂ©ricas y docentes especĂ­ficas de EF) por parte de estudiantes y egresados de FIP- EF y la variable relacionada con el rendimiento acadĂ©mico global mostrado por dichos estudiantes y egresados a lo largo del Grado/MĂĄster. Los resultados comprueban la relaciĂłn significativa entre el rendimiento acadĂ©mico global en la FIP-EF del alumnado y egresados y las competencias estudiadas (transversales, docentes genĂ©ricas y docentes especĂ­ficas de EF), descubriendo que cuanto mayor es el rendimiento acadĂ©mico mayor es su percepciĂłn de competencia.Actividad FĂ­sica y Deport

    A spatial explicit vulnerability assessment for a coastal socio-ecological Natura 2000 site

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    In line with the global trend, the Ria de Aveiro coastal lagoon is subjected to multiple co-occurring pressures threatening vital benefits flowing from nature to people. The main objective of this research was to assess the status of habitats important for ecosystem services in the Ria de Aveiro by identifying vulnerable areas to anthropogenic threats. The pressures from seven relevant human activities (recreation, services, aquaculture, agriculture, commercial development, unintended impacts from management, and invasive alien species) were analysed based on their spatiotemporal distribution (exposure) and impact over the EUNIS habitats (EUNIS codes A2.2, A2.22 – sand flats and beaches; A2.3 – mud flats; A2.61 – seagrasses; A2.5, A2.53C, A2.535, A2.545, A2.554 – salt marshes; and, X10 – ‘Bocage,’ a landscape of small-hedged fields) in seven distinct landscape units. A prospective scenario, co-developed for the year 2030, was evaluated using a map-based risk assessment tool and brought forward the near-term vulnerability of the seagrass biotope. The highest risks posed to intertidal habitats (mud flats and salt marshes) were driven mainly by environmental management activities that support critical socio-economic sectors. Our methodology evaluated plausible threats to habitats in the near term, established baseline knowledge for the adaptive management process in Ria de Aveiro Natura 2000 site, and showcased how future assessments can inform the operationalization of ecosystem-based management as new information becomes available

    Daily Eastern News: February 15, 2023

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    https://thekeep.eiu.edu/den_2023_feb/1002/thumbnail.jp

    Volume CXLII, Number 16, March 3, 2023

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    Kindergarten Affordances for Physical Activity and Preschoolers’ Motor and Social–Emotional Competence

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    This study examined the relationship between the quality of the kindergarten physical and social environment to promote physical activity (PA) and preschoolers’ motor and social–emotional competence. Two Portuguese kindergartens (Gondomar city) were selected from a pool of seventeen with an assessment of kindergarten PA best practices (one with high PA practices, the other with low). Thirty-six children (M = 4.42; SD = 1.00 years) without neuromotor disorders participated in this study. Motor and social–emotional competence were assessed with standardized motor skills tasks and parent report of child behaviors. Children from the kindergarten with higher compliance with PA best practices showed significantly better motor competence. No statistically significant differences were found for social–emotional competence scores. These findings emphasize the critical importance of kindergarten in promoting preschoolers’ motor competence by assuring a physical and social environment that enhances their PA practice. This is a particularly relevant concern for directors and teachers during the post-pandemic period, given the developmental delays and decreases in physical activity preschool children experienced across the pandemic period

    People make Places

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    For centuries Glasgow, as a bucolic fishing village and ecclesiastical centre on the banks of the River Clyde, held little of strategic significance. When success and later threats came to the city, it was as a consequence of explosive growth during the industrial era that left a significant civic presence accompanied by social and environmental challenges. Wartime damage to the fabric of the city and the subsequent implementation of modernist planning left Glasgow with a series of existential threats to the lives and the health of its people that have taken time to understand and come to terms with. In a few remarkable decades of late 20th century regeneration, Glasgow began to be put back together. The trauma of the second half of the 20th century is fading but not yet a distant memory. Existential threats from the climate emergency can provoke the reaction “what, again?” However, the resilience built over the last 50 years has instilled a belief that a constructive, pro-active and creative approach to face this challenge along with the recognition that such action can be transformational for safeguarding and improving people’s lives and the quality of their places. A process described as a just transition that has become central to Glasgow’s approach. Of Scotland’s four big cities, three are surrounded by landscape and sea only Glasgow is surrounded by itself. Even with a small territory, Glasgow is still the largest of Scotland’s big cities and by some margin. When the wider metropolitan area is considered, Glasgow is – like Birmingham, Manchester and Liverpool – no mean city. People make Places begins with a review of the concept and complexities of place, discusses why these matter and reviews the growing body of evidence that place quality can deliver economic, social and environmental value. The following chapters focus on the history and evolution of modern Glasgow in four eras of 19th and early 20th century industrialisation, de- industrialisation and modernism in mid 20th century, late 20th century regeneration and a 21st century recovery towards transition and renaissance, and document the process, synthesis and the results of a major engagement programme and to explore systematic approaches to place and consensus building around the principal issues. The second half of the work reflects on a stocktaking of place in contemporary Glasgow, looking at the city through the lenses of an international, metropolitan and everyday city, concluding with a review of the places of Glasgow and what may be learned from them revealing some valuable insights presented in a series of Place Stories included. The concluding chapter sets out the findings of the investigation and analysis reviewing place goals, challenges and opportunities for Glasgow over the decades to 2030 and 2040 and ends with some recommendations about what Glasgow might do better to combine place thinking and climate awareness and setting out practical steps to mobilise Glasgow’s ‘place ecosystem’
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