Child abuse,child protection,and defensive ‘touch’ in PE teaching and sports coaching

This text introduces recently completed research on ‘no touch’ sports coaching, by placing it in a broader social context which problematises the way child abuse and child protection (or safeguarding) are conceived and discussed in terms of policy and practice. It also provides a brief indicative summary of the research findings and offers a discussion of moral panic, risk society and worst case thinking, before drawing on Foucault's work on governmentality to offer an explanation of how the current situation arose. The authors suggest that the approach to discussing child abuse, and the guidelines and training stemming from the dominant discourse, for the most part initiated by the NSPCC's Child Protection in Sport Unit, together create an environment in which many coaches and PE teachers are confused and fearful, and consequently unsure of how to be around the children and young people they teach and coach.     

Multiphysics extension to physically based analyses of pipes with emphasis on frost actions

Pipes, especially buried pipes, in cold regions generally experience a rash of failures during cold weather snaps. However, the existing heuristic models are unable to explain the basic processes involving frost actions. This is because the frost action is not a direct load but one that causes variations in pipe-soil interactions resulting from the coupled thermohydro-mechanical process in soils. This paper developed and implemented a holistic multiphysics simulation model for freezing soils and extended it to the analysis of pipe-soil systems. The theoretical framework was implemented to analyze both static and dynamic responses of buried pipes subjected to frost actions. The multiphysics simulations reproduced phenomena commonly observed during frost actions, e.g., ice fringe advancement and an increase in the internal stress of pipes. The influences of important design factors, i.e., buried depth and overburden pressure, on pipe responses were simulated. A fatigue cracking criterion was utilized to predict the crack initialization under the joint effects of frost and dynamic traffic loads. The frost effects were found to have detrimental effects for accelerating fatigue crack initialization in pipes.     

A Canadian Perspective on the Uncertain Future of Distance Education

Distance education as a field of educational endeavor is at a crucial juncture in its historical development. The notion of learning at a distance has gained wide acceptance across the developed world. Instructors, physically and temporally separated from learners using newly emerging information and communication technologies, are widespread. Most postsecondary institutions have employed, or plan to develop, forms of “distance‐like” educational activities for both campus‐based and remote students. Yet, as acceptance has increased for such learning activities, many distance educators feel that they are no longer recognized as leaders in the emerging field of technology‐enhanced, hybrid, flexible learning environments. This article asks a series of questions which will help to illuminate the challenges facing distance educators at the beginning of the 21st century.     

请相信,步行并不像看起来那样乏味

[1]在英国生活20年后,我和妻子决定搬回美国.我们想住在一个小城镇里,小到可以步行去商业区,最后我们定居在新罕布什尔州汉诺威市,一个典型的新英格兰城镇,舒适、安静、布局紧凑.市中心有一块大草坪,四周环绕着达特姆斯大学的古老建筑,一条古色古香的大街和绿树成荫的住宅区.     

Teacher education for rural–regional sustainability: changing agendas,challenging futures,chasing chimeras?

Rural schooling has remained a concern for policy‐makers, employers, teacher education providers and schools throughout our recent history. In particular, the allegedly variable quality of teaching and learning in rural Australia is a major concern for teacher educators and educational leaders alike, with the provision of quality services for rural Australians a major equity issue in social as well as political terms. Working from an explicitly situated perspective, this paper explores these issues in relation to a set of current and recent research projects and government reports, with particular reference to a study currently exploring the articulation of teacher education and rural schooling in New South Wales. This is contextualized within a larger agenda of national and environmental sustainability which raises the key issue of social policy and educational priorities as we look forward into a radically uncertain future for teacher education, rural schooling and rural‐regional sustainability.     

LEARNERS' EMOTIONAL AND PSYCHIC RESPONSES TO ENCOUNTERS WITH LEARNING SUPPORT IN FURTHER EDUCATION AND TRAINING

ABSTRACT:   This article investigates the experience of individual learners who have been allocated learning support in the further education system in England. The particular focus is on interviewees' constructions of their emotional and psychic experiences. Through the adoption of a psycho-social perspective, learners' tendency to 'idealise' their learning support workers is understood as a strategy for coping with the anxiety generated by a range of previous experiences. The implications for policy-makers are discussed.     

Good intentions are not enough: a critical examination of diversity and educational leadership scholarship

An emergent strand within mainstream educational leadership scholarship is an engagement with notions of diversity. This is part of a belated recognition that in an increasingly globalising world the largely masculinist, white norms from which most accounts of leadership derive, lack sufficient explanatory power for educational systems. Utilising critical, black and Indigenous feminist work on the recognition of difference, as well as recent feminist scholarship deconstructing diversity discourses in educational leadership, this article outlines the origins of the key diversity discourses from which the educational leadership field draws. It then analyses recent articles on diversity and educational administration, noting how the various diversity discourses have been taken up and the subsequent implications for educational leadership theorising and practices. It concludes by arguing that critical feminist research about the politics of difference, amongst others, provides an important body of scholarship from which to develop self‐reflexive and nuanced engagements with notions of diversity and leadership.     

Business Model Sustainability in Book Publishing

In an earlier paper (Tian and Martin in Publ Res Q 27(3):230?C246, 2011) we identified ongoing developments in business models for book publishing consequent upon changes in such areas as those of organizational structure and culture, technology, publishing and the marketplace. However, it was already clear that book publishing, like every other industry would have to face up to the incipient challenges posed by the growing global phenomena of organizational sustainability and corporate social responsibility. Clearly this would require a response of a different order than before, not least in view of the greatly expanded range of potential factors involved. Our treatment of sustainability addresses two main themes: sustainability in the context of global concerns about resource depletion and destruction of the biosphere, and organizational sustainability in the at times adversarial relationship between profit seeking and good corporate citizenship. This paper begins with a look at some of the key terminology around sustainability in order to reinforce its relevance and applicability to the publishing industry. This necessarily limited treatment is confined to four key concepts namely: corporate sustainability, corporate social responsibility, corporate governance and corporate measurement and reporting. We then present some evidence for industry response to the principles and practical challenges of sustainability and relate these to implications for the design of appropriate business models. Finally we model the ongoing process of business model innovation for sustainability in book publishing.     

Development and evaluation of computer‐assisted assessment in higher education in relation to BS7988

A university‐wide project team of academic and administrative staff worked together to prepare, deliver and evaluate a number of diagnostic, formative and summative computer‐based assessments. The team also attempted to assess the University of Southampton's readiness to deliver computer‐assisted assessment (CAA) within the Code of practice for the use of information technology in the delivery of assessments (British Standards Institution, 2002 British Standards Institution (BSI). 2002. BS7988: 200—code of practice for the use of information technology in the delivery of assessments, London: British Standards Institution.  [Google Scholar]). Evaluation data was used formatively to improve procedures during the project and summatively in preparing the project's final report, this publication and future support for CAA at Southampton. Some of the problems encountered during this pilot programme were anticipated, both by the project team and by BS7988; but they were not necessarily or entirely avoidable given the nature of control and management in an academic environment. Our approach was to encourage institutional learning via extensive dissemination and discussion of the results. To contribute to the public debate on the adoption of BS7988, we highlight difficulties in allocating responsibility for various aspects of the assessment process and make a number of recommendations about this and other practical issues.