Addressing the Health and Physical Activity Needs of Girls in the Boston Metropolitan Area

This report examines girls' level of participation in sports and physical activity in the Boston metropolitan area and its relation to girls' health. Girls' sports and physical activity delivery systems, as well as public policy affecting the availability of such systems are reviewed

Women in the 2006 Olympic and Paralympic Winter Games: An Analysis of Participation, Leadership and Media Coverage

Increasing women's participation in the Olympic Movement as participants and leaders has been a slow and challenging process. While the number of "events" open to female athletes has increased steadily during the past 30 years, the actual number of female Olympic and Paralympic Winter Games participants and the number of opportunities to medal within those events has yet to equal the number of male participants or medals.The 2006 Paralympic Winter Games statistics are a good illustration of this discrepancy; while there are nearly an equal number of events open to female athletes, the total number of female Paralympic athletes was 99 of 474 or 20.9%. And, while women's participation has attempted to "catch up" with small increases in participation numbers, men's events and participation opportunities have continued to increase, thereby perpetuating and increasing the participation gap. For instance, there were 1,006 women (38.3%) and 1,627 men (61.7%) in the 2006 Olympic Winter Games compared to 886 women (36.9%) and 1,513 men (63.1%) in 2002. Interestingly, the same continued growth of men's sport and, as a result, the perpetuation of the gender gap has occurred in U.S. high school and college sport in the wake of Title IX's push for gender equity (BFHSA, 2006; NCAA, 2006). Some countries claim that the lack of women in their delegation is a result of lack of funding. The majority of these countries cite other reasons for the exclusion of women, such as social, cultural and religious differences (Good, 2002). However, the Olympic Charter specifically states that "Any form of discrimination with regard to a country or a person on grounds of race, religion, politics, gender or otherwise is incompatible with belonging to the Olympic Movement." (IOC, 2004). Thus, social, cultural and religious differences between men and women are not legitimate justifications for the lack of women in delegations. While the International Olympic Committee (IOC) has made significant efforts to play a leadership role in growing women's participation, it has had limited success in encouraging the International Paralympic Committee (IPC), the 203 National Olympic Committees (NOC) and international winter sport federations (IF) to commit to gender equality. Women are also significantly underrepresented in the IOC and on IF boards of directors, the international governance structures that determine whether women's sports are offered in Olympic, Paralympic and world championship competition. There are few women serving as members of National Olympic Committees (NOC), such as the United States Olympic Committee (USOC), that determine the size and composition of their respective national Olympic and Paralympic delegations and whether developmental programs are offered to support women's sports participation. And, like the situation in the United States, the underrepresentation of women is also reflected within each country's respective National Sports Governing Bodies (NGB) boards of directors (e.g., USA Hockey, U.S. Figure Skating, etc.) and at community leadership levels where grassroots participation opportunities ultimately determine the Olympic and Paralympic participation pipeline. Without strong leadership from governing boards at all levels, insufficiencies in financial support and programmatic infrastructure will continue and the number of female Olympic and Paralympic athletes will continue to lag behind men. Olympic status raises the visibility of both sports and athletes, opening new doors to media visibility, high earnings through prize money and endorsements, college scholarships and jobs and key influencer connections. More significantly, Olympic status also ignites the aspirations of millions of girls who are inspired to participate by the heroes they see. With an estimated audience of 2 billion, the Olympic Winter Games is the most widely viewed forum for winter sports (USA Weekend, 2006). Thus, it is important to regularly examine the state of women's participation as leaders and athletes in the Olympic and Paralympic Games. This report specifically examines such participation and leadership in the Olympic and Paralympic Winter Games from both an international and United States perspective

Understanding Hope: A Review of Measurement and Construct Validity Research

Hope has been discussed by philosophers, theologians, educators, and scientists, to name but a few groups of people, over the preceding two millennia. During the last 15 years, C. R. Snyder and his colleagues at the University of Kansas have developed a theory and associated measures of the hope construct that have received extensive, detailed attention both within and outside the field of psychology. In this chapter, we describe Snyder\u27s hope model and some of the research findings that have supported the validity of this construct. Beginning with a conceptual definition of hope, we move to relevant findings about the usefulness of hope in the lives of individuals in various life arenas. We describe measures developed for assessing hope in children and adults, as well as current issues associated with the validity of hope measurement. Finally, we discuss future directions for further investigation of hope

Current State of High Stakes Teacher Evaluation for Special Education Teachers

Education reform legislation has led to an upwelling of mandatory teacher evaluation for all elementary, middle school, and high school educators, including those who teach special education. While this reform effort aimed to improve overall teacher effectiveness and student learning outcomes, the teacher evaluation for special education is a retrofitted version of the general education teacher evaluation model and yields little meaningful information and increased stress levels for both the special education teacher and their evaluator. Before this problem can be rectified, the barriers standing in the way to a meaningful special education teacher evaluation need to be identified. This article examines existing literature related to special education teacher evaluation to identify those barriers, so progress can be made to improve the delivery of special education instruction and outcomes for students with disabilities

Accessing 3D Data

The issue of access and discoverability is not simply a matter of permissions and availability. To identify, locate, retrieve, and reuse 3D materials requires consideration of a multiplicity of content types, as well as community and financial investment to resolve challenges related to usability, interoperability, sustainability, and equity. This chapter will cover modes, audiences, assets and decision points, technology requirements, and limitations impacting access, as well as providing recommendations for next steps

An Enhanced Mentoring Model’s Impact on Youth in Boys and Girls Clubs

Although federal funding has been provided to add mentoring to youth development programs for decades, we still lack knowledge about the impacts of mentoring on youth outcomes. This research seeks to fill a gap by documenting youth outcomes from an enhanced mentoring approach for urban Boys and Girls Clubs (BGC) in the Southeastern United States delivered by paid staff who serve as mentors through group activities and 1:1 interactions with youth. We perform logistic regressions of secondary data from a cohort of BGCs to understand the relationships between enhanced mentoring and youth outcomes related to program retention, behaviors, and academics. We find the presented approach has a significant relationship with retention with those mentored being 1.92 times more likely to return the following program year. Mentored youth also experienced higher expectations from staff and were less likely to be involved in a physical fight with peers

The Key Role of Heavy Precipitation Events in Climate Model Disagreements of Future Annual Precipitation Changes in California

Climate model simulations disagree on whether future precipitation will increase or decrease over California, which has impeded efforts to anticipate and adapt to human-induced climate change. This disagreement is explored in terms of daily precipitation frequency and intensity. It is found that divergent model projections of changes in the incidence of rare heavy (\u3e60 mm day−1) daily precipitation events explain much of the model disagreement on annual time scales, yet represent only 0.3% of precipitating days and 9% of annual precipitation volume. Of the 25 downscaled model projections examined here, 21 agree that precipitation frequency will decrease by the 2060s, with a mean reduction of 6–14 days yr−1. This reduces California\u27s mean annual precipitation by about 5.7%. Partly offsetting this, 16 of the 25 projections agree that daily precipitation intensity will increase, which accounts for a model average 5.3% increase in annual precipitation. Between these conflicting tendencies, 12 projections show drier annual conditions by the 2060s and 13 show wetter. These results are obtained from 16 global general circulation models downscaled with different combinations of dynamical methods [Weather Research and Forecasting (WRF), Regional Spectral Model (RSM), and version 3 of the Regional Climate Model (RegCM3)] and statistical methods [bias correction with spatial disaggregation (BCSD) and bias correction with constructed analogs (BCCA)], although not all downscaling methods were applied to each global model. Model disagreements in the projected change in occurrence of the heaviest precipitation days (\u3e60 mm day−1) account for the majority of disagreement in the projected change in annual precipitation, and occur preferentially over the Sierra Nevada and Northern California. When such events are excluded, nearly twice as many projections show drier future conditions

Probabilistic estimates of future changes in California temperature and precipitation usingstatistical and dynamical downscaling

Sixteen global general circulation models were used to develop probabilistic projections of temperature (T) and precipitation (P) changes over California by the 2060s. The global models were downscaled with two statistical techniques and three nested dynamical regional climate models, although not all global models were downscaled with all techniques. Both monthly and daily timescale changes in T and P are addressed, the latter being important for a range of applications in energy use, water management, and agriculture. The T changes tend to agree more across downscaling techniques than the P changes. Year-to-year natural internal climate variability is roughly of similar magnitude to the projected T changes. In the monthly average, July temperatures shift enough that that the hottest July found in any simulation over the historical period becomes a modestly cool July in the future period. Januarys as cold as any found in the historical period are still found in the 2060s, but the median and maximum monthly average temperatures increase notably. Annual and seasonal P changes are small compared to interannual or intermodel variability. However, the annual change is composed of seasonally varying changes that are themselves much larger, but tend to cancel in the annual mean. Winters show modestly wetter conditions in the North of the state, while spring and autumn show less precipitation. The dynamical downscaling techniques project increasing precipitation in the Southeastern part of the state, which is influenced by the North American monsoon, a feature that is not captured by the statistical downscaling

How the Practice/Academic Partnership Model Helped One State During COVID-19

During the spring and summer of 2020, boards of nursing (BONs) throughout the U.S. were faced with requests from educational programs for ways to replace clinical hours due to the inability to access clinical sites caused by the COVID-19 pandemic. While many clinical sites have since reopened to nursing students, some barriers still remain, resulting in a backlog of clinical hours for many nursing students throughout the state of Connecticut. Reflecting on lessons learned over the past year, collaboration between the BON and nursing leaders throughout the state has proved essential to providing the practice hours and clinical learning experiences needed to assure that students meet graduation goals and expectations for future clinical practice as an RN

Multiple Pathways to Success: An Examination of Integrative Motivational Profiles Among Upper Elementary and College Students

Two studies were conducted with distinct samples to investigate how motivational beliefs cohere and function together (i.e., motivational profiles) and predict academic adjustment. Integrating across motivational theories, participants (NStudy 1 = 160 upper elementary students; NStudy 2 = 325 college students) reported on multiple types of motivation (achievement goals, task value, perceived competence) for schooling more generally (Study 1) and in science (Study 2). Three profiles characterized by Moderate-High All, Intrinsic and Confident, and Average All motivation were identified in both studies. Profiles characterized by Very High All motivation (Study 1) and Moderate Intrinsic and Confident (Study 2) were also present. Across studies, the Moderate-High All and Intrinsic and Confident profiles were associated with the highest academic engagement and achievement. Findings highlight the benefit of integrating across motivational theories when creating motivational profiles, provide initial evidence regarding similarities and differences in integrative motivational profiles across distinct samples, and identify which motivational combinations are associated with beneficial academic outcomes in two educational contexts