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Founded in 1889, Slippery Rock University (SRU) is a state university with 8,500 students and 400 faculty. Facilities and planning (F&P) employs 178 staff, of which 50 are custodians. F&P is responsible for the maintenance of 560 acres and 60 major buildings that comprise approximately 2.3 million gross square feet. Currently work is assigned to the custodians, by two custodial supervisors, who use their 25 years of work experience at the university to determine the workload for the custodians. No standards, calculations, or other scientific methods are applied in this process. The main goal of this research and analysis project was to evaluate the current staffing assignments and to provide a general picture of the custodial needs and the current level of cleanliness at SRU. SRU's goal is to maintain an aggregate Level 2 cleanliness in its buildings. Level 2 is defined as "ordinary tidiness" and includes "shiny floors and base moldings and no buildup in corners or along walls, vertical and horizontal surfaces are clean but may contain dust and fingerprints upon close inspection, lights and fixtures work, and washroom and shower fixtures gleam and are odor-free" (APPA Guidelines). The project started with data collection in two phases: (1) taking an accurate cleanable space inventory of all buildings at SRU; and (2) performing the cleaning audits. The process of data collection and analyses lasted for nine months, from September 2008 through May 2009. In conclusion, the authors found the whole experience extremely helpful and a great learning exercise. Collecting data and identifying the trends in the data was very insightful for the custodial supervisors. The authors strongly believe that the custodial services at SRU and at any other school will benefit greatly from trying to apply the APPA guidelines. The guidelines themselves may not provide direct answers to all operations questions, but they definitely initiate the cycle of performance measurement, quality control, and continuous improvement. (Contains 2 tables, 1 figure and 1 note.)

Sport-crazy Australia embodies in the public imagination a "fair go" ethos, giving everyone an equal opportunity to participate regardless of gender, race, ethnicity, or religion. At the same time, sport can be seen by others to be the last bastion of male power, which can make sport participation difficult for those perceived to be or who are gay or lesbian. Homophobic attitudes and discriminatory behavior are also prevalent in other public settings, especially in schools. We examine the nature and impact of homophobia, especially on young people; then we discuss examples of curriculum materials and intervention strategies that can be used by teachers to promote sexuality inclusive teaching and learning in university or college level physical education and sport studies programs. (Contains 12 notes.)

Computers are a prominent feature of the (post)modern landscape. Whether for commercial, educational, or entertainment purposes, cybernetic technologies are being designed to augment human capacities and reproduce biological, mechanical, social, and other environments in electronic form. Computer-generated models or simulations are increasingly finding their way into areas such as building design and safety, air-flight training and controlling, medical training and surgery, transport systems, and ergonomics, as well as tourism and education. Under the label of ‘entertainment,’ video arcades and home computers now offer up a range of electronically generated simulations of activities such as auto racing, golf, football, skiing, boxing, and basketball. This article explores the possibility that computer-game simulations of this type can be considered sport. [ABSTRACT FROM AUTHOR]

The article focuses on a article written by well-known psychologists John Hughson and David Inglis on sports philosophy. It makes a case for merging phenomenology with critical sociology to better explain the significance of soccer action. After discussing some of the aesthetic properties of star performances, the authors argue that the more internalist or subjective accounts of lived soccer action should be supplemented by more externalist accounts. Hughson and Inglis acknowledge toward the end of the article that their proposed analysis of soccer could be expanded in various directions, and this I take as an opening for comment.

Examines the athlete-spectator relations in sports. Focus on the nature and significance of the athlete-spectator distinction; Social and technological forces that threaten to reshape sport spectatorism; Challenges to the athlete-spectator distinction.