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Research-based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, on popularity-demonstrates conclusively that athletics is far and away more important as a value among high school stu dents than intellectual achievement. And the school itself seems to encourage rather than to discourage this relative evaluation. There must be basic reasons for these phenomena, and these may be discerned in the functions performed by ath letics not only in the school but also in the community. Among boys, for example, it has been found that athletics has a demo cratizing effect, breaking up organization based on background and reconstituting it on the basis of common activity or achievement. Athletics serves an important function in moti vating students. It generates strong positive identification with the school ; without athletics the school would be lifeless for the student, deficient in collective goals. With athletics, it is possible for all students to identify with their school through their teams. Not only schools but whole communities depend upon the collective enthusiasm generated by their local high school athletic teams. The problem for the school is to find a way to have the functions now performed by athletic teams performed in ways more conducive to the intellectual aims of the school. Debate used to serve this function, music contests may also, as well as drama contests, and mathematics tournaments. It is possible that social and economic games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics.

The central purpose of this research study was to examine the collaborative relationship between Athletics Canada, the national governing body for track and field, and Athletics Ontario, the provincial governing body for track and field. It further reviewed how they manage their relationship. A secondary outcome of this study was to provide recommendations that aim to improve the collaborative management process to this specific case. The primary research question was to determine if the relationship between Athletics Canada and Athletics Ontario was resulting in a collaborative advantage. That advantage suggests a synergistic result, that by these two groups working together are able to achieve an outcome that they would not have been able to on their own. Five sub-questions were designed to answer the primary research question. The five sub-questions build on one another and are guided by an established theoretical framework, Agency Theory, to answer the primary research question; does the relationship between AC and AO result in a maximum collaborative advantage? The analysis phase of this study determined that Athletics Canada and Athletics Ontario by working together were able to produce a collaborative outcome. The conclusion of this study determined that there was room for increased collaboration between the two groups.

Research—based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, on popularity—demonstrates conclusively that athletics is far and away more important as a value among high school stu dents than intellectual achievement. And the school itself seems to encourage rather than to discourage this relative evaluation. There must be basic reasons for these phenomena, and these may be discerned in the functions performed by ath letics not only in the school but also in the community. Among boys, for example, it has been found that athletics has a demo cratizing effect, breaking up organization based on background and reconstituting it on the basis of common activity or achievement. Athletics serves an important function in moti vating students. It generates strong positive identification with the school ; without athletics the school would be lifeless for the student, deficient in collective goals. With athletics, it is possible for all students to identify with their school through their teams. Not only schools but whole communities depend upon the collective enthusiasm generated by their local high school athletic teams. The problem for the school is to find a way to have the functions now performed by athletic teams performed in ways more conducive to the intellectual aims of the school. Debate used to serve this function, music contests may also, as well as drama contests, and mathematics tournaments. It is possible that social and economic games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics.

Res based on the visibility of athletic stars, on most desired achievement, on the composition of the leading crowd, on status criteria in leading-crowd membership, & on popularity demonstrates conclusively that athletics is far more important as a value among HSch S's that intellectual achievement, & that the Sch itself seems to encourage this relative evaluation. Basic reasons for these phenomena, may be discerned in the functions performed by athletics not only in the Sch but also in the community. Among boys, for example, it has been found that athletics has a democratizing effect, breaking up org based on background & reconstituting it on the basis of common activity or achievement. Athletics serves an important function in motivating S's; it generates strong positive identification with the Sch & provides it with collective goals. Not only Sch's but whole communities depend upon the collective enthusiasm generated by their local HSch athletic teams. The problem for the Sch is to find a way to have the functions now performed by athletic teams performed in ways more conducive to their intellectual aims. Debate, music contests, drama contests & mathematics tournaments may serve this function. Soc & econ games played by means of complex computers may come to perform, on a far more intellectual level, the integrating function now performed almost exclusively by athletics. AA.

"Antisemitism in American Athletics" traces the reception
of Jews from the Civil War to the present in all sports in venues from
amateur to professional played in or organized by collegiate groups,
country clubs, athletic clubs, and professional associations. The main
conclusions are: Jews were discriminated against less, as in other
recreational sectors, than African-Americans. They also faced less
prejudice than in other aspects of life, e.g., academic, residential,
commercial, and professional. Hostility against Jews in sports varied with
the social prestige of the sport and the venue. Thus, greater exclusion
existed in yachting and horse racing than in basketball, baseball, and
boxing, and greater exclusion took place in country and athletic clubs
than in professional sports arenas. Finally, the trajectory of bigotry
in athletics paralleled that of general anti-Jewish sentiment--rising
after the Civil War, peaking in the 1930s, and declining after World
War II to its current low point.

The purpose of this study was to examine the representation of racial minorities in intercollegiate coaching positions. Data were gathered from 191 NCAA Division I men's basketball programs (60% of all programs). Results indicate that White head coaches were more likely than were Black head coaches to have White assistant coaches on staff and vice versa. Results further indicate that the proportion of Black assistant coaches (33%) was significantly less than the proportion of potential Black coaches (48%). Further, the race of the head coach moderated this relationship as Blacks were significantly underrepresented on the coaching staffs of White head coaches (30%) but not of Black head coaches (45%). It is suggested that the key to mitigating access discrimination is for coaches and administrators to realize the value ofdiversityandtheimportanceofadiverseworkforceontheultimateeffectiveness of the workgroup and organization.

Design and implementation of emergency action plans and standard operating procedures / Keith M. Gorse -- Mass casualty incidents / Francis Feld -- Substance abuse / Matt Schaffer, John Panos, and Joseph Andrie -- Cardiovascular emergencies / Jason Ferderber and Vincent Mosesso Jr. -- Endocrine emergencies / John Murphy, Robert O. Blanc, and James Medure -- Respiratory emergencies / Francis Feld -- Environmental conditions / Aaron V. Mares and Shane Hennessy -- Shock / Timothy Rausch -- Wound management and bleeding control / Alan Shapiro -- Epileptic seizures / Ryan P. McGovern -- Psychiatric issues / Christian Conte and Donald J. Conte -- Abdominal emergencies / Harsh K. Desai, Christine M. Leeper, and Kevin Garrett -- Emergencies related to conditioning and exercise / Sarah Manspeaker and Kelley Henderson.

Non-Orthopedic Emergency Care in Athletics is a textbook that will help instruct athletic training students, certified athletic trainers, and other health care providers about the emergency medical situations they can potentially face throughout their careers

While it may, at first, appear absurd to associate Stockholm syndrome with situations other than those involving kidnapping or hostage relationships, it is quite tenable to do so. In fact, research has shown that a variety of different psychological issues and forms of captivity are best explained as instances of Stockholm syndrome. Originally, Stockholm syndrome was typified as a disorder resulting from situations involving negative face-to-face contact between captors and captives. The resulting environment is one of extreme fright or terror to victims, rendering them helpless and, over time, totally subservient to their perpetrators. Typification helps to shed light on the connection between abusive athletic coaches and consequential victimisation of young athletes, which can lead to Stockholm syndrome. This correlation supports the view that Stockholm syndrome relates to victimisation of young athletes in a paradoxical, but very real way. This concept paper addresses the potential for domain expansion of Stockholm syndrome into the area of youth athletics. It develops the theory that once youth begin to rationalise the actions of abusive athletic coaches, they begin to sympathise and defend the actions of the abusive coach leading to a pattern of events which can be labelled as indications of Stockholm syndrome.