scholarly journals The Fulfillment of Council on Accreditation of Parks, Recreation and Related Professions Standards Through a Youth-Adult Partnership

2020 ◽  
Vol 9 (2) ◽  
pp. 62
Author(s):  
Taryn Price ◽  
Nicole Been
Keyword(s):  
Physical Education ◽  
Black College ◽  
Current Case ◽  
Historically Black College ◽  
Four Dimensions ◽  
Community Connectedness ◽  
Reflection Data ◽  
Natural Mentors ◽  
High School Physical Education ◽  
Recreation Professionals

The Council on Accreditation of Parks, Recreation, Tourism and Related Professions (COAPRT) outlines standards for recreation programs to ensure a quality educational experience. The current case study presents findings from a youth-adult partnership in support of various COAPRT standards to assist in the development of aspiring recreation professionals. Observation and reflection data from two consecutive partnerships between youth in a high school Physical Education course and collegiate students from a Historically Black College University’s Health, Physical Education, and Recreation program are presented based on the four dimensions of Wu, Kornbluh, Weiss, and Roddy’s (2016) youth-adult partnership (Y-AP) rubric. The results are presented based on the Y-AP rubric’s dimensions: authentic decision making, natural mentors, reciprocity, and community connectedness to illustrate how they support COAPRT standards 7.01(a) (b), 7.02, and 7.03 (COAPRT, 2014). Implications are provided to support the value a Y-AP implementation can provide recreation management programs as they seek and maintain COAPRT accreditation in the development of their students.

scholarly journals Islands and Page curves of Reissner-Nordström black holes

2021 ◽  
Vol 2021 (4) ◽  
Author(s):  
Xuanhua Wang ◽  
Ran Li ◽  
Jin Wang
Keyword(s):  
Black Holes ◽  
Black Hole ◽  
Hawking Radiation ◽  
Entanglement Entropy ◽  
Additional Term ◽  
Current Case ◽  
Information Paradox ◽  
Extremal Surface ◽  
Four Dimensions ◽  
Black Hole Information

Abstract We apply the recently proposed quantum extremal surface construction to calculate the Page curve of the eternal Reissner-Nordström black holes in four dimensions ignoring the backreaction and the greybody factor. Without the island, the entropy of Hawking radiation grows linearly with time, which results in the information paradox for the eternal black holes. By extremizing the generalized entropy that allows the contributions from the island, we find that the island extends to the outside the horizon of the Reissner-Nordström black hole. When taking the effect of the islands into account, it is shown that the entanglement entropy of Hawking radiation at late times for a given region far from the black hole horizon reproduces the Bekenstein-Hawking entropy of the Reissner-Nordström black hole with an additional term representing the effect of the matter fields. The result is consistent with the finiteness of the entanglement entropy for the radiation from an eternal black hole. This facilitates to address the black hole information paradox issue in the current case under the above-mentioned approximations.

HIV: facts, fiction, and the impact on behavior of students at an Historically Black College/University

2012 ◽  
Vol 50 (2) ◽  
pp. 61-67 ◽  
Author(s):  
Cynthia Williams Brown ◽  
Jamilla T. Shepperson ◽  
Himanshu Gopalan ◽  
Salimah El-Amin
Keyword(s):  
Historically Black ◽  
Black College ◽  
Historically Black College ◽  
The Impact

scholarly journals HIV/AIDS Knowledge of Undergraduate Students at a Historically Black College and University

Diseases ◽  
2018 ◽  
Vol 6 (4) ◽  
pp. 98 ◽  
Author(s):  
Prince Andrew ◽  
Azad Bhuiyan ◽  
Anthony Mawson ◽  
Sarah Buxbaum ◽  
Jung Sung ◽  
...  
Keyword(s):  
Hiv Infection ◽  
Historically Black ◽  
Undergraduate Students ◽  
Hiv And Aids ◽  
Black College ◽  
Cross Sectional Survey ◽  
Historically Black College ◽  
Infection Transmission ◽  
College And University ◽  
Aids Knowledge

Objective: This study among 400 undergraduate students enrolled at Jackson State University (JSU) study aimed to assess knowledge about HIV and AIDS among African-American undergraduate students attending a historically black college and university. A cross-sectional survey was conducted. Data were collected using a validated, self-administered, and standardized questionnaire on knowledge regarding risks for HIV and AIDS. Three hundred and eighty-six students (96.5%) had good knowledge about HIV and AIDS, although some participants had misconceptions about the modes of HIV infection transmission. There were no significant gender differences for HIV and AIDS knowledge among the participants (χ2 = 3.05; P = 0.08). In general we concluded that JSU undergraduate students had adequate knowledge about HIV transmission modes and AIDS, although some participants had misconceptions about the routes of HIV infection transmission. Hence, this study calls for strengthening HIV and AIDS awareness education among undergraduate students.

scholarly journals Validez de constructo interna y externa del AGQ y PTEGQ en español

2015 ◽  
Vol 31 (2) ◽  
pp. 626
Author(s):  
Francisco Ruiz-Juan
Keyword(s):  
Physical Education ◽  
Construct Validity ◽  
Intrinsic Motivation ◽  
Achievement Goals ◽  
External Validity ◽  
Leisure Time ◽  
Motivational Climate ◽  
Psychometric Tests ◽  
Four Dimensions ◽  
Perceived Motivational Climate

The objective is to analyze the psychometric properties of Achievement Goals Questionnaire (AGQ) and Perceptions of Teachers' Emphasis on Goals Questionnaire (PTEGQ) in Spanish, determining the reliability and construct validity and external validity by understanding that achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in those subjects who exercise at leisure time regularly. Psychometric tests confirm PTEGQ and AGQ have four dimensions that are hypothesized from the original one. It has proved the structural supporting hypothesis that it is based on the principle of compatibility. It has also been demonstrated construct validity and external validity as achievement goals and perceived motivational climate in physical education may predict intrinsic motivation and satisfaction in active subjects. Its reliability has been acceptable

scholarly journals Educación Física y desarrollo de la autonomía: la percepción del alumnado de Educación Secundaria (Physical Education and the development of autonomy: the perception of the students of Secondary Education)

Retos ◽  
2016 ◽  
pp. 300-305
Author(s):  
Raquel Aguado-Gómez ◽  
Ángeles López-Rodríguez ◽  
Juan Luis Hernández-Álvarez
Keyword(s):  
Secondary Education ◽  
Physical Education ◽  
Psychometric Properties ◽  
Autonomy Support ◽  
Teaching Experience ◽  
Specific Training ◽  
Four Dimensions ◽  
Metacognitive Development ◽  
Gender And Age ◽  
Teaching Support

Este estudio se centró en conocer la percepción del alumnado sobre el apoyo docente al desarrollo de su autonomía en Educación Física (EF). Se aplicó la Escala de Percepción de Apoyo a la Autonomía en las Clases de Educación Física (EPAACEF), diseñada por los autores de este artículo y validada con adecuadas propiedades psicométricas. La escala, conteniendo 34 ítems, agrupados en cuatro dimensiones, fue aplicada a 721 alumnos y alumnas de Educación Secundaria (347 chicas), con una media de edad de 14.4 (±1.5) años. Este alumnado recibe clases de EF de siete docentes, con formación específica en EF y diferente experiencia en la enseñanza. Los resultados muestran la idoneidad de diseñar la EPAACEF, porque permite valorar los comportamientos docentes desde una perspectiva más sistémica, pudiendo afirmar que, según la percepción del alumnado, los comportamientos que apoyarían un desarrollo de su autonomía se producen con una frecuencia «moderadamente baja». Los docentes obtienen mejores resultados en los comportamientos relacionados con la atención a la motivación, y con la atención al desarrollo cognitivo y metacognitivo, debiendo atender más a las necesidades del alumnado relacionadas con los ritmos de aprendizaje y con fomento de sugerencias y participación activa. Analizando la EPAACEF globalmente no se producen diferencias significativas en función del género y de la edad, pero sí en alguna de las dimensiones.Abstract. This study focused on the perception of students on the teaching support to the development of their autonomy in Physical Education (PE). The Autonomy Support Perception Scale in the Physical Education Classes (EPAACEF), designed by the authors of this article and validated with adequate psychometric properties, was applied. The scale, containing 34 items, grouped in four dimensions, was applied to 721 students of secondary education (347 girls), with a mean age of 14.4 (± 1.5) years. These students receive PE classes of seven teachers, with specific training in PE and different teaching experience. The results show the appropriateness and validity of the EPAACEF, because it allows evaluating teacher behaviours from a more systemic perspective, being able to affirm that, according to the perception of the students, the behaviours that would support a development of their autonomy occur with a frequency «moderately low». Teachers obtain better results in the behaviours related to attention to motivation, and attention to cognitive and metacognitive development. They must attend more to the needs of students related to learning rhythms and encouraging suggestions and active participation. Analysing the EPAACEF globally, there are no significant differences in terms of gender and age, but exist in some of the dimensions.

scholarly journals Artifacts and the Academic Motivation of African American Male Athletes

2019 ◽  
pp. 1-14
Author(s):  
Eric Bailey ◽  
Rhema Fuller
Keyword(s):  
African American ◽  
African American Male ◽  
Academic Motivation ◽  
College Athletes ◽  
The United States ◽  
Black College ◽  
Male Athletes ◽  
Historically Black College ◽  
College And University ◽  
Male College

This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

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