Nanopore sequencing and assembly of a human genome with ultra-long reads

We report the sequencing and assembly of a reference genome for the human GM12878 Utah/Ceph cell line using the MinION (Oxford Nanopore Technologies) nanopore sequencer. 91.2 Gb of sequence data, representing ~30× theoretical coverage, were produced. Reference-based alignment enabled detection of large structural variants and epigenetic modifications. De novo assembly of nanopore reads alone yielded a contiguous assembly (NG50 ~3 Mb). Next, we developed a protocol to generate ultra-long reads (N50 > 100kb, up to 882 kb). Incorporating an additional 5×-coverage of these data more than doubled the assembly contiguity (NG50 ~6.4 Mb). The final assembled genome was 2,867 million bases in size, covering 85.8% of the reference. Assembly accuracy, after incorporating complementary short-read sequencing data, exceeded 99.8%. Ultra-long reads enabled assembly and phasing of the 4 Mb major histocompatibility complex (MHC) locus in its entirety, measurement of telomere repeat length and closure of gaps in the reference human genome assembly GRCh38

The Influence of Leisure Motivation on Leisure Satisfaction

Satisfying leisure experiences are important during the college years in establishing life-long leisure patterns. These experiences can be better understood through knowing what motivates people to participate and how those motivations impact a satisfying experience. The purpose of this study was to examine the relationship between leisure motivation and leisure satisfaction of college students. This study utilized the Leisure Motivation Scale and the Leisure Satisfaction Scale to examine the relationship between leisure motivation and leisure satisfaction. Survey research was utilized to collect the data from a Midwestern campus using a purposeful sample of students enrolled in academic courses known to be representative of the student population (N=363). The data were analyzed descriptively and the overall leisure satisfaction score was also computed for the purposes of measuring the extent to which perceived motives were associated with overall leisure satisfaction using multiple regression analysis. Multiple regression was used to analyze the contribution of each motivation subscale to leisure satisfaction. Overall, students were highly motivated by competence/mastery factors. Also students perceived high levels of satisfaction in the relaxation and psychological dimensions of satisfaction. Further analysis indicated significant correlation between the four subscales of motivation and leisure satisfaction. The predictors of leisure satisfaction, in order of strength of association, were: competence/mastery factors, intellectual factors, and stimulus/avoidance factors

Comparative Analyses of Constraint Negotiation Strategies in Campus Recreational Sports

Leisure constraints, defined as factors that may negatively affect participation in recreational activities, have been extensively investigated over the last 20 years. There is evidence to support the notion that despite the presence of constraints, individuals still participate in recreational activities. A limited amount of research has examined how individuals overcome or “negotiate” constraints, enabling them to engage in leisure activities. The purpose of this study was to determine if differences existed in the use of negotiation based on the degree of constraint perceived and the level of participation in sports activities. The sample of this study consisted of college students at two Midwestern universities (N=911). Negotiation strategies were compared based on level of participation and perceived level of constraint using 2 X 2 Analysis of Variance (ANOVA).Results indicated significant differences in negotiation between regular participants in campus recreational sports and those who did not participate regularly in the use of time management, physical fitness, interpersonal coordination, and improving finances strategies. Significant differences in negotiation were also found among students with differing levels of perceived constraint in utilization of negotiation strategies. The higher the perception of structural constraints, the more likely an individual was to make attempts to modify their schedule and make financial adjustments in order to make time to participate. Additionally, individuals moderately constrained were significantly more likely to use change their leisure aspirations than those who perceived a low level of intrapersonal constraint. The results of this study indicate that an individual’s willingness to negotiate leisure constraints plays an important role in participation in campus recreational sports. By addressing different constraints and negotiation strategies, campus recreational sports providers may be able to meet the needs of more students and increase levels of participation

Overcoming Barriers to Participation in Campus Recreational Sports

College students are often faced with barriers or constraints that prevent them from participating in campus recreational sports. Constraints have been examined in a campus recreational sports setting, but only with respect to students who did not participate. Constraints do not necessarily prevent a student from participating. Many students are able to overcome or negotiate these constraints and still manage to participate. Very little research has been done on the concept of negotiation in leisure. The purpose of this study was to examine negotiation strategies and methods used by college students to overcome constraints to participation in campus recreational sports. The sample consisted of 653 students and was analyzed based on gender, residence, and level of education. The results from t-tests and ANOVA procedures indicated that students use different negotiation strategies based on gender. Few differences were found based on residence and no differences were found based on level of education

The Contribution of Constraint Negotiation to the Leisure Satisfaction of College Students in Campus Recreational Sports

Satisfaction experienced during leisure activity plays an important role in continued leisure participation. Leisure participation is also affected by leisure constraints. In recent years, the idea of negotiating leisure constraints has emerged as an important area of research. The concept of constraint negotiation suggests that individuals use various methods to overcome constraints and participate in leisure activities. Although research has been done examining the leisure satisfaction of college students, as well as constraint negotiation strategies used by college students, little research has examined the role of negotiation in creating satisfying leisure experiences. The purpose of this study was to examine which type of constraint negotiation strategies contributed to satisfying leisure experiences for college students. The sample of this study consisted of college students at two midwestern universities (N = 363). Results from this study indicate that college students commonly use interpersonal relations, physical fitness, and skill acquisition negotiation strategies in order to participate in leisure activities. Additional results from multiple regression analyses suggest that the strongest predictors of leisure satisfaction are negotiation strategies that involve a social component, the practicing of a skill in order to improve, and a sense of accomplishment during participation. The findings of this study indicate that leisure satisfaction for college students may be associated with the negotiation strategies used to participate in leisure activities

Using Competencies to Assess Entry Level Knowledge of Students Graduating From Parks and Recreation Academic Programs

To address the Council on Accreditation of Parks, Recreation, Tourism, and Related Professions accreditation standard 7.01.01, the Entry Level Competency Assessment was developed to measure 46 competencies in four categories needed by entry level professionals. Students rated their competence prior to beginning their senior internship. The results indicated that students were most confident in their abilities with interpersonal, professional practice, leadership/management, and community relations competencies. In addition, the findings indicated that students were more confident with competencies that they had actually experienced and less certain about competencies that were discussed in class but not experienced in the field. The instrument used in this study was a reliable measure and has the potential to be incorporated by other academic programs to measure how well students perceive their abilities to be successful in the future and to reveal curricular weaknesses that can be enhanced to increase student competence

Leisure Motivation of Participants and Nonparticipants in Campus Recreational Sports

The factors that motivate college students to participate in leisure activities play a key role in better understanding participation patterns in campus recreational sports. This study utilized the Leisure Motivation Scale developed by Beard and Ragheb (1983) to determine factors that motivated college students\u27 leisure choices. The purpose of this study was to examine motivational differences in students who participated regularly in campus recreational sports and students who did not regularly participate in campus recreational sports. The sample consisted of 631 students from two universities. The results indicated that students who did not participate regularly in campus recreational sports were seeking rewards from their leisure such as rest, escape and solitude, as well as the opportunity to use their imagination and learn. Students who regularly participated in campus recreational sports revealed that they were motivated to participate because of physical activity, challenge, and competition. In addition, differences in gender and overall motivation for leisure participation were examined

Motivation for Participation in Campus Recreation Based on Activity Choice

In this study, we examined differences in leisure motivation on the basis of the type of campus recreational activity in which a student was engaged. Specifically, campus recreational activities included aquatics, group fitness, intramural sports, informal sports, and informal fitness. The Leisure Motivation Scale (Beard and Ragheb, 1983) was completed by subjects after they engaged in a campus recreation activity. A 95% confidence level was established a priori, but a Bonferroni adjustment resulted in α ≤ .0015. Results from an analysis of variance indicated differences between activity type. Subjects engaged in informal sports were less motivated by competency/mastery factors than those engaged in other campus recreation activities. In addition, stimulus avoidance was a less predominant motivator in subjects participating in intramural sports than in those involved in other types of programs. These results suggest that students engaged in different activities are motivated by different factors and have implications for campus recreation programmers and marketers as they design programs

Leisure Motivation of Older Adults in Relation to Other Adult Life Stages

This cross-sectional study examined motivation for participation in physical activity at different adult life stages. T test analysis revealed no differences based on gender. Analysis of variance (ANOVA) indicated differences based on life stage. Individuals in the 18–24 age range were highly motivated by competence mastery factors. In addition, participants older than age 65 were more highly motivated by social aspects of leisure. These results suggest that leisure professionals should seek to offer young adults options that help develop skills while older adult options should be focused less on competency and more on building social environments