Inferior Auditory Time Perception in Children With Motor Difficulties

Accurate time perception is crucial for hearing (speech, music) and action (walking, catching). Motor brain regions are recruited during auditory time perception. Therefore, the hypothesis was tested that children (age 6–7) at risk for developmental coordination disorder (rDCD), a neurodevelopmental disorder involving motor difficulties, would show nonmotor auditory time perception deficits. Psychophysical tasks confirmed that children with rDCD have poorer duration and rhythm perception than typically developing children (N = 47, d = 0.95–1.01). Electroencephalography showed delayed mismatch negativity or P3a event-related potential latency in response to duration or rhythm deviants, reflecting inefficient brain processing (N = 54, d = 0.71–0.95). These findings are among the first to characterize perceptual timing deficits in DCD, suggesting important theoretical and clinical implications.     

Whitewashing Nature: Sanitized Depictions of Biology in Children’s Books and Parent–Child Conversation

The biological world includes many negatively valenced activities, like predation, parasitism, and disease. Do children’s books cover these activities? And how do parents discuss them with their children? In a content analysis of children’s nature books (Study 1), we found that negatively valenced concepts were rarely depicted across genres and reading levels. When parents encountered negative information in books (Studies 2–3), they did not omit it but rather elaborated on it, adding their own comments and questions, and their children (ages 3–11) were more likely to remember the negative information but less likely to generalize that information beyond the animal in the book. These findings suggest that early input relevant to biological competition may hamper children’s developing understanding of ecology and evolution.     

Physical literacy praxis: A theoretical framework for transformative physical education

PROSPECTS - This article aims to propose a theoretical framework, based on the literature, that supports the growth of students’ physical literacy in physical education. The framework...     

Preventing violent extremism: Resourcing,stakeholder strategies and fostering belonging and connection in Australian schools

Countering violent extremism (CVE) continues to be a topic of national and international concern as well as media interest. In the field of CVE, educational institutions have an important role to play, but precisely how educators and policymakers should best respond to extremism within schools remains unclear. This article draws on interviews with multiple stakeholders implementing a small-scale nationally funded grant in Australian schools to guard against behaviours leading to violent extremism through developing restorative justice (RJ) practices. In foregrounding their accounts, we draw attention to the complexity of negotiating the CVE space by resisting dominant narratives that could be considered ‘exaggerations’ regarding both the manifestations of and motivations behind violent or extreme student behaviour. To conclude, we highlight how—in important ways—the money and resourcing allocated for CVE in local settings simply recycles what are already established to be best practices for fostering belonging and connection in schools, particularly in socio-economically disadvantaged communities.     

SIGNIFICANCE AND DIALOGUE IN LEARNING AND TEACHING

A bstract .  In this essay Andrew Metcalfe and Ann Game argue that although the term "dialogue" is commonly used in educational theory, its full significance is diluted if it is seen as a matter of exchange or negotiation of prior positions and identities. As a meeting point, they argue, dialogue suspends the senses of time, space, and ontology on which identities are based. It is therefore not simply metaphorical to say that dialogue changes lives and opens minds. Using empirical material from interviews with Australian students and teachers, Metcalfe and Game draw out the relational qualities of genuine dialogue and the significance they have for how we understand everyday classroom life.     

CACTUS: Command and control training using knowledge‐based simulations*

The CACTUS project was concerned with command and control training of large incidents where public order may be at risk, such as large demonstrations and marches. The training requirements and objectives of the project are first summarized justifying the use of knowledge‐based computer methods to support and extend conventional training techniques. The software designs are based on a world model in which crowd groups and police units are placed on a digitized map and have probabilistic rules that govern their interactive behaviour. The simulation runs as a decision‐making exercise that can include pre‐event logistic planning, incident management, and debriefing evaluation. A key feature is the flexibility of the software, for it provides not only a working simulation but also a methodology and software tools for customizing programs to suit particular circumstances and training needs.     

Professional ethics professional ethics for technology

Conclusion Professional ethics express what a professional society is about. They are an emblem to focus on, to support, to identify with and to advocate for. Our Code expresses who we are, what we do, and shows how our profession functions for the good of all. Our areas of work are related specialties. Those who are unqualified have the potential to do harm. Although ethics is a word with multiple connotations, what professional ethics are about is sociological. Professional ethics are always a matter of work and who is qualified to perform what task for which clients. Professional ethics should ultimately be for the benefit of those who are served by those who labor in professional occupations. Our Code reflects our profession’s relationships with the larger society and, it is anticipated, the present update will be officially adopted by our affiliated professional organizations and state affiliates.