Football in Australia before Codification, 1820–1860

Though the focus of this article is Australia, it is intended as a contribution to the debate about what was happening in the UK and elsewhere before football was codified by the Football Association in 1863. There is mounting evidence that a football culture existed far beyond the public schools and universities and that small-sided predominantly kicking games, often for monetary or other rewards, were being played by migrants to Australia who drew on their British heritage. Not only that but the game was being presented and encouraged by public authorities who would not have countenanced doing so had there been a risk of a breakdown in public order or violence accompanying the games. The article provides support for the arguments developed by Adrian Harvey in the UK.     

Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States

Numerous studies are demonstrating that engaging undergraduate students in original research can improve their achievement in the science, technology, engineering, and mathematics (STEM) fields and increase the likelihood that some of them will decide to pursue careers in these disciplines. Associated with this increased prominence of research in the undergraduate curriculum are greater expectations from funders, colleges, and universities that faculty mentors will help those students, along with their graduate students and postdoctoral fellows, develop an understanding and sense of personal and collective obligation for responsible conduct of science (RCS). This Feature describes an ongoing National Research Council (NRC) project and a recent report about educating faculty members in culturally diverse settings (Middle East/North Africa and Asia) to employ active-learning strategies to engage their students and colleagues deeply in issues related to RCS. The NRC report describes the first phase of this project, which took place in Aqaba and Amman, Jordan, in September 2012 and April 2013, respectively. Here we highlight the findings from that report and our subsequent experience with a similar interactive institute in Kuala Lumpur, Malaysia. Our work provides insights and perspectives for faculty members in the United States as they engage undergraduate and graduate students, as well as postdoctoral fellows, to help them better understand the intricacies of and connections among various components of RCS. Further, our experiences can provide insights for those who may wish to establish “train-the-trainer” programs at their home institutions.     

Mothers' Antenatal Depression and Their Children's Antisocial Outcomes

Interviews of 120 British adolescents and their parents (80% of a random sample of antenatal patients drawn from a representative urban population and followed longitudinally) revealed that 40 (33%) had been arrested and/or had a diagnosis of DSM–IV conduct disorder by 16 years of age; of those, 18 (45%) had committed violent acts. Depression in pregnancy significantly predicted violence in adolescence, even after controlling for the family environment, the child's later exposure to maternal depression, the mother's smoking and drinking during pregnancy, and parents' antisocial behavior. Mothers with a history of conduct problems were at elevated risk to become depressed in pregnancy, and the offspring of depressed women had a greater chance of becoming violent by age 16.     

Links between preschool children's prosocial skills and aggressive conduct problems: The contribution of ADHD symptoms

The aim was to examine the relationship between prosocial behavior and conduct problems, especially aggression, in early childhood. In Phase 1 of the study, teachers reported on 93 3–5-year-old children's prosocial behavior and psychological problems, using a screening instrument, the Strengths and Difficulties Questionnaire (SDQ). In Phase 2, 65 parents completed the SDQ and were interviewed in depth, using a clinical interview, the Preschool Age Psychiatric Assessment (PAPA). Children with clinically significant symptoms of conduct disorder and ADHD were significantly less prosocial than other children. However, aggressive conduct symptoms were unrelated to prosocial behavior, once symptoms of ADHD were taken into account. The findings suggest that problems in regulating activity and attention interfere with prosocial development.     

The Secret of Eternal Youth: Identity,risk and learning difficulties

Post-war theories of 'youth' as a transitional phase of life are reviewed in terms of their common assumption about the formation of a stable adult identity. The post-modern challenge to the assumption of a stable self is outlined together with attempts by theorists of late modernity to hold structure and agency in creative tension. People with learning difficulties, it is argued, represent an abnormal transition in a Learning Society, thus enabling us to understand the nature of transition and identity in such a society more clearly. Ethnographic case studies of a man of 23, a man of 33 and a woman of 43, all being Down's Syndrome, are presented. The limits of their transition to full adulthood are specified in terms of four key markers of adulthood. The paper concludes by reflecting on the purchase of different theories of youth and identity, and on the politics of learning difficulties.     

Alternative futures for academic and professional publishing

The article examines the future of academic and professional publishing by proposing four generic models which, possibly in combination with each other, represent any possible publishing activity. It examines the factors encouraging or impeding development of each model and the ways in which publishers could make transitions from one to another.     

Exploring the potential common psychotherapeutic factors: use of cognitive behavioural therapy,mindful yoga and positive psychology in enhancing the well-being of students with SENs in Hong Kong

This study examined the effects of cognitive behavioural therapy (CBT), mindful yoga and positive psychology interventions and identified common psychotherapeutic elements that exert critical treatment effects on Hong Kong Chinese students with special educational needs (SENs). Forty-seven participants received CBT intervention while 42 and 41 participants received mindful yoga and positive psychology interventions, respectively (N = 130). Mixed ANOVAs revealed no significant interaction effect between time and intervention condition on any outcome variables. However, within-subjects ANOVA revealed significant improvements in some dimensions within each intervention, including areas of behavioural problems, positive feelings and positive relationships. Changes in negative automatic thoughts were also found to lessen negative emotions in all three interventions. This study ascertained the differential effects of the selected approaches in ameliorating negative emotion, reducing behavioural problems and enhancing positive relationships among students with SENs in various treatment approaches. In addition, this study highlighted several common psychotherapeutic elements, which could potentially serve as important factors and constitute the formulation of an integrative psychotherapeutic framework for enhancing the well-being of students with SENs in Hong Kong. Finally, implications for practice and the possible development of an integrative intervention model were discussed.     

TRANSFORMING SOCIAL AND EDUCATIONAL GOVERNANCE: TRADE TRAINING CENTRES AND THE TRANSITION TO SOCIAL INVESTMENT POLITICS IN AUSTRALIA

ABSTRACT:  Prior to its election to office in 2007, the Australian Labor Party announced a commitment to introduce Trade Training Centres (TTCs) into all Australian secondary schools as an initiative of its Education Revolution. TTCs were proposed as a key element of Federal Labor's education and training policy that aimed to manage future risks to Australia's competitiveness in the emerging global economy and to support school-to-employment transitions for young people. This analysis adopts a governmentality framework to conceptualise the Federal Government's introduction of TTCs alternatively as a key strategy for nationalising social investment politics in Australia. The paper draws on recent Australian policy documents to argue that TTCs are social technologies that work to open up social spaces in and around schools for governing relationships between schools and other community stakeholders, particularly businesses and families. The paper concludes by examining policy implications, including those of social justice, for promoting school community partnerships through TTCs.