Local partnerships: blowing in the wind of national policy changes

Drawing on data from a three‐year study (2008–2011) of partnerships of schools and colleges delivering the 14–19 Diplomas in England, this article examines how the dynamics of local partnerships were shaped by a contradictory policy landscape in which some policies strongly promoted collaborative working whilst others reinforced competition between institutions. Semi‐structured interviews with 136 Diploma consortium leads and case studies of 30 Diploma consortia were undertaken. Most partnerships founded in direct response to government demands for collaboration were strategically and operationally less effective than those that had been formed earlier as a positive, dynamic response to locally identified interests/needs and had evolved over time. When key levers towards collaboration were removed by the new UK Coalition government (2010) and new policies restated the arguments for institutional autonomy and competition between institutions, the fragility of the ‘enacted’ partnerships became immediately apparent. Although members of Diploma consortia with a history of effective partnership working remained committed to the principle of collaboration, other policy developments such as the introduction of the English Baccalaureate and the recommendations of the Wolf Review on vocational education contributed to uncertainty about whether partnership working could, or indeed should, be sustained.     

Authoritative schools: A test of a model to resolve the school effectiveness debate

School effectiveness research has fueled debate on the importance of a press for academic excellence versus communal values. Research on parenting styles offers a theoretical framework that may resolve the debate. We hypothesized that dimensions of parenting styles—demandingness (academic press) and responsiveness (communal values)—predict students’ mathematics achievement, engagement, and locus of control. HLM analyses of NELS: 88 data on 19,435 eighth-graders partially supported the hypothesis: Students’ perceptions of school responsiveness predicted their engagement and internal control. In addition, students in responsive schools had smaller differences in mathematics achievement and internal control attributable to SES, suggesting that responsive schools may increase equity. We offer suggestions for further investigation of the model in hope of resolving the debate.     

A comparison of ratio and allometric scaling methods for normalizing power and strength in elite rugby union players

Abstract

In this study, we compared the effectiveness of ratio and allometric scaling for normalizing power and strength in elite male rugby union players. Rugby union forwards (n = 18) and backs (n = 20) were assessed for squat jump and bench throw peak power, and box squat and bench press one-repetition maximum strength. The performance data for the forwards and backs were compared using ratio (P/BM) and allometric scaling (P/BM^b ), where P represents performance, BM is body mass in kilograms, and b is a power exponent. A proposed allometric exponent (0.67) and exponents (±95% confidence intervals) derived for the box squat (0.33 ± 0.31), bench press (0.45 ± 0.30), bench throw (0.46 ± 0.36), and squat jump (0.64 ± 0.31) exercises were used. In general, the absolute expression of power and strength was superior for the heavier forwards, but after ratio scaling these performance measures then favoured the lighter backs. There were no performance differences between the forwards and backs after allometric scaling using either the proposed or the derived exponents. Thus, allometric scaling may provide a more effective method for normalizing power and strength in elite athletes when body size is a confounding variable.     

From sporting past to future well-being: sport heritage and intergenerational learning in Glasgow

ABSTRACT

This article focuses on the context of private sporting clubs, previously referred to by sports historians as ‘the long residuals of sport’, as important sites of sporting culture and sport heritage in local communities. The project explores the history and meaning of sport through intergenerational collaboration between the academic researcher, primary school children and experienced members of Glasgow Southside's sports community. The research reflects on the process of intergenerational learning, reminiscence and heritage activities to inform future cultural histories of sport, as well as sports development and future well-being. Through a focus on interpreting cultural and social change in Glasgow sport by educating children and elder members of the community in the use of sport media archives, as well affording opportunities to examine the usefulness of intergenerational communication in community settings, the project investigated the cultural transmission of sporting cultures of the past, and its influence over, or disconnection from, contemporary sporting practices of young people. The article concludes that by acknowledging and sharing the heritage of private sport clubs, such ‘communities of practice’ have an important role to play in fostering stronger socio-cultural ties between clubs, their members and young people.     

Regeneration of Red Cell Cholinesterase Activity Following Pralidoxime (2-PAM) Infusion in First 24 h in Organophosphate Poisoned Patients

Oximes such as pralidoxime chloride reactivate acetylcholinesterase. However their role in management of organophosphate poisoning is controversial. The study was carried out to find effectiveness of pralidoxime chloride (2-PAM) in regenerating red cell acetyl cholinesterase in first 24 h following administration of it in dose recommended by WHO. Eight patients with OPP [chlorpyriphos (3), phorate (3), dichlorvos (1) and monocrotophos (1) who fulfilled the criteria for inclusion were investigated. In addition to decontamination and atropine, all these patients were administered 30 mg/kg body wt of 2-PAM as bolus dose followed by 7.5 mg/kg body wt/h with maximum dose being 500 mg/h as continuous infusion till first 24 h. Red cell AChE activity was estimated every 15 min for first 4 h, one hourly for next 4 h and then 2 hourly till 24 h and subsequently without 2-PAM every 12 h till 7 days or discharge or death which ever earlier. In all the patients maximum increase in activity was observed in first 4 h following which rise was very slow despite continued 2-PAM infusion and reaching a steady state in 20 h in all the cases. The increase in red cell AChE activity observed in diethyl group at 24 h of 2-PAM infusion was 154% vs. 81% in dimethyl group. At 7 days the increase in activity was 215% vs. 118% respectively. However on multiple repeated ANOVA, no statistically significant difference was observed between diethyl and dimethyl groups at admission and discharge (P > 0.05). Similarly no significant difference was observed in three groups when patients were categorized according to WHO classification of organophosphates (P > 0.05). The maximum increase in red cell AChE activity occurs in first 4 h of 2-PAM administration followed by a slow increase despite 2-PAM infusion till 24 h.     

History Teaching for Patriotic Citizenship in Australia

History has long been taught in Australian schools with a view to encouraging patriotic citizenship. What has been taught and what is meant by patriotic Australian citizenship has changed markedly over the years. Current national initiatives to stimulate and direct the teaching of 'what we all know' to be Australian history may not meet the requirements of acceptable educational practice. The Commonwealth government may be better advised to pursue initiatives that encourage understanding of and commitment to the common weal.