Performing Bandung: China’s dance diplomacy with India,Indonesia, and Burma, 1953–1962

While dance was a common element of international diplomacy activities around the world during the 1950s and early 1960s, scholars have only recently begun to focus attention on this topic, especially as it concerns relationships forged beyond those of the Cold War superpowers. Using previously unexamined historical materials such as rare photographs and performance programs, dancer biographies, autobiographies and personal interviews, unpublished institutional histories, and contemporary periodicals, this article demonstrates not only that dance was an integral part of China’s inter-Asian cultural exchange between 1953 and 1962, but also that the PRC developed a distinct approach to dance diplomacy. Through a series of exchanges with India, Indonesia and Burma, China’s foreign ministers and dancers developed and refined a method of dance diplomacy in which the primary goal was to learn from, rather than export to, these neighboring countries. This approach harnessed the affective power of embodied aesthetic culture to literally “perform” Bandung ideals, namely, cooperation and mutual respect among Asian nations and an anti-imperialist cultural stance. Through the establishment in 1962 of the Oriental Song and Dance Ensemble, the PRC institutionalized this model of dance diplomacy, expanding it to include the entire Third World. Bandung-era dance diplomacy initiatives of the 1950s and early 1960s not only supported important new international alliances and political movements, but also asserted China’s self-identity as part of the East in the way that challenged Eurocentric ideals previously entrenched in China’s domestic dance field.     

Linking corporate social responsibility in sport with community development: an added source of community value

This paper investigates the attributes of Corporate Social Responsibility (CSR) programmes in sport and their potential for sustainable community development. The gap between sport-related CSR and community development needs to be filled by shifting attention to the capacity building of communities. While the neoliberal foundations of CSR are recognized, it is essential to understand the ideological varieties driving CSR that can enable inclusiveness and collaboration in fostering community benefits of CSR programmes. The paper contributes to the literature on CSR in sport advancing the discourse, and sets the stage for a community-based framework for research: (1) related to sport as a tool for social change; (2) exploring the relationship of organizational motives, stakeholder engagement and CSR programme design/implementation; and (3) evaluating the perceived benefits of CSR programmes, and the extent to which these can help achieve sustainable community development.     

Further investigation of the correlations among the WISC-R,PIAT, and DAM

The authors replicated a study (White, 1979) in which high correlations were obtained among the Wechsler Intelligence Scale for Children-Revised (WISC-R), the Peabody Individual Achievement Test (PIAT), and the Goodenough-Harris Draw-A-Man (DAM), and conclusions were drawn that all these instruments might not be necessary in the same test battery. The present study involved a larger sample (360 children). Much lower correlations among the instruments were obtained, although the pattern of correlation was similar. It was concluded that results of the White study may have overestimated the relationships between the variables because of factors unique to the sample. Test specificity appeared using the larger, normally distributed sample, suggesting a legitimate use of all three tests in a single battery.     

Short-term heat acclimation prior to a multi-day desert ultra-marathon improves physiological and psychological responses without compromising immune status

Multistage, ultra-endurance events in hot, humid conditions necessitate thermal adaptation, often achieved through short term heat acclimation (STHA), to improve performance by reducing thermoregulatory strain and perceptions of heat stress. This study investigated the physiological, perceptual and immunological responses to STHA prior to the Marathon des Sables. Eight athletes (age 42 ± 4 years and body mass 81.9 ± 15.0 kg) completed 4 days of controlled hyperthermia STHA (60 min·day^?1, 45°C and 30% relative humidity). Pre, during and post sessions, physiological and perceptual measures were recorded. Immunological measures were recorded pre-post sessions 1 and 4. STHA improved thermal comfort (P = 0.02), sensation (P = 0.03) and perceived exertion (P = 0.04). A dissociated relationship between perceptual fatigue and T_re was evident after STHA, with reductions in perceived Physical (P = 0.04) and General (P = 0.04) fatigue. Exercising T_re and HR did not change (P > 0.05) however, sweat rate increased 14% (P = 0.02). No changes were found in white blood cell counts or content (P > 0.05). Four days of STHA facilitates effective perceptual adaptations, without compromising immune status prior to an ultra-endurance race in heat stress. A greater physiological strain is required to confer optimal physiological adaptations.     

Thurstone Scale for Measuring Attitudes of College Students toward Physical Fitness and Exercise

Abstract

Employing modified Thurstone techniques, two equivalent forms of an equal-appearing intervals attitude scale were constructed around the topic “physical fitness and exercise.” Experimental test items were subjected to an extensive refinement process preceding the formulation of the final alternate test forms. Validity of the test was based upon authoritative opinion and expert judgment. A reliability coefficient derived from test, retest sampling was .83 ± .06. A correlation coefficient of .87 ± .03 was obtained on the parallel lest forms.     

Should professional development include analyzing and coaching ways of speaking during inquiry-based science instruction in elementary classrooms?

In this commentary, I first consider what Oliveira defines inquiry-based science instruction to be. Next I discuss what the discourse practices are that he is advocating. Then I examine what he presents as evidence of changes in two teachers’ discourse practices due to a summer institute and how their pragmatic awareness seems to have been enhanced through institute activities. Finally I ponder whether, when, how, and why professional development should include a focus on ways of speaking during inquiry-based science instruction.