New Books: The Reunification of the University

Academic writing is something we all want our students to do well. The ability of our students to use writing in meaningful ways seems to lag far behind what we know they can do. The author introduces a technique to assist in teaching college academic writing. Writing for personal goals is contrasted with student academic writing. The integration of personal writing is used to demonstrate the developmental nature of writing and thinking in the progress of student learning in college so that these learners can understand more clearly and use more effectively their own thinking and writing capabilities.     

Teacher Preparation and Inner-City Schools: Sustaining Educational Failure

This article argues that the great majority of teacher education programs have become a sustaining part of urban education's cycle of failure, in particular through the values, stereotypes, and curricular and pedagogical patterns that teacher education inculcates in incipient teachers about difference, minorities, and urban schools and communities. Teacher education's capability lies chiefly in how it understands and treats programmatic minority students, how it encourages a negative perception of urban teaching itself, and how it discourages its students from understanding difference and diversity through the use of an assimilatory multiculturalism, leaving its students stereotypically uninterested in and/or unprepared for urban teaching.     

Mixed-methods pre-match cooling improves simulated soccer performance in the heat

This investigation examined the effects of three pre-match and half-time cooling manoeuvres on physical performance and associated physiological and perceptual responses in eight University soccer players during a non-motorised treadmill based individualised soccer-specific simulation [intermittent soccer performance test (iSPT)] at 30°C. Four randomised experimental trials were completed; following 30-min (pre-match) and 15-min (half-time) cooling manoeuvres via (1) ice slurry ingestion (SLURRY); (2) ice-packs placed on the quadriceps and hamstrings (PACKS); (3) mixed-methods (MM; PACKS and SLURRY concurrently); or no-cooling (CON). In iSPT first half, a moderate increase in total (Mean?±?Standard Deviation: 108?±?57 m, qualitative inference: most likely, Cohen’s d: 0.87, 90%CL: ±0.31), high-speed (56?±?46 m, very likely, 0.68?±?0.38) and variable run (15?±?5 m, very likely, 0.81?±?0.47) distance covered was reported in MM compared with CON. Additionally, pre-match reductions in thermal sensation (–1.0?±?0.5, most likely, –0.91?±?0.36), rectal (–0.6?±?0.1°C, very likely, –0.86?±?0.35) and skin temperature (–1.1?±?0.3°C, very likely, –0.88?±?0.42) continued throughout iSPT first half. Physical performance during iSPT first half was unaltered in SLURRY and PACKS compared to CON. Rectal temperature was moderately increased in SLURRY at 45-min (0.2?±?0.1°C, very likely, 0.67?±?0.36). Condition did not influence any measure in iSPT second half compared to CON. Only MM pre-match cooling augmented physical performance during iSPT first half, likely due to peripheral and central thermoregulatory factors favourably influencing first half iSPT performance. Further practical half-time cooling manoeuvres which enhance second half performance are still required.     

IDEALS AND METHODS OF RELIGIOUS EDUCATION FOR THE COMING WORLD ORDER∗

This article brings to bear on our understanding of learning many insights from the field of psychology