77 research outputs found

    ACTIVE 6 AFTER-SCHOOL PHYSICAL ACTIVITY PROGRAM: A PROCESS EVALUATION

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    The purpose of this study was to identify barriers to participation in the Active 6 After-School Physical Activity (A6) program in Missoula, MT. Barriers were explored by identifying factors that influence participation in after-school programs. Those barriers identified in the literature were compared with current needs and existing resources of the target population. To evaluate the barriers to the A6 program, primary qualitative data was collected from two sets of three focus groups; one high socio-economic status (SES) and one low. The results of this assessment identified barriers to participation in the A6 program from both parents/guardians and kids. Barriers to participation among parents included a general lack of information about the program, a desire to include educational components about nutrition and social emotional health, and safety/supervision concerns. The kids identified barriers including a desire to have more new and interesting activities, and time conflicts with prior engagements. The high SES parents identified a general lack of information and other engagements as barriers while the low SES parents identified a desire to have educational components included in the program, as well as a lack of information about the program, and a lack of parent and sibling involvement/inclusion. In addition to barriers to participation in the A6 program, the participants also identified components of the program that they liked. The parent/guardian groups identified improvements including social and emotional benefits. This was true for both the high SES and the low SES groups. The kids mentioned positive aspects including enjoyment of the competitive sports as well as the non-competitive activities such as climbing and swimming. The data also pointed to an overarching barrier that was more inductive than deductive. That barrier was a general ambiguity to the program. When the parents were speaking to many of the barriers, it was apparent to the researchers that they were confused, misinformed, and generally left out. The Socio-Ecological model was used as a guide to identify specific recommendations for each of the five levels identified in the model. The findings from this study will be used by the Missoula, MT YMCA to help enhance and grow the A6 program

    Innovative Intersection Traffic Modeling: Tips, Tricks, and Things Often Overlooked

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    INDOT is actively pursuing innovative intersection treatments across the state to improve safety and mobility. Traffic analysis of these intersections is critical to ensure they will perform as intended, but can often be complex. This session will explore several best practices for modeling innovative intersections and will highlight commonly overlooked elements that are key to proper traffic analysis

    An Oral & Written History of the Russian Jack Community: Past, Present, & Future

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    This paper provides the history of Russian Jack, the person, park, and Anchorage, AK neighborhood. Once the home to a secluded one-man bootlegging operation, Russian Jack today is one of the most diverse communities in America

    Distal communication by chimpanzees (Pan troglodytes): evidence for common ground?

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    van der Goot et al. (2014) proposed that distal, deictic communication indexed the appreciation of the psychological state of a common ground between a signaler and a receiver. In their study, great apes did not signal distally, which they construed as evidence for the human uniqueness of a sense of common ground. This study exposed 166 chimpanzees to food and an experimenter, at an angular displacement, to ask, “Do chimpanzees display distal communication?” Apes were categorized as (a) proximal or (b) distal signalers on each of four trials. The number of chimpanzees who communicated proximally did not statistically differ from the number who signaled distally. Therefore, contrary to the claim by van der Goot et al., apes do communicate distally
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