The Eastern Legacy: The Early History of Physical Education for Women

The women's colleges in eastern America from their inception required calisthenics and later gymnastics as part of the curriculum. The teachers for these programs came from the schools of Dio Lewis, Dudley Sargent, and Amy Morris Homans. The Eastern Legacy is the early history of physical education for women filled with remarkable people, both women and men. Their philosophy was reflected in the type of programs established at each institution. By the early 1900s, the Eastern Legacy passed to other sections of the country as graduates of the professional schools in Boston left the area. Furthermore, professional curriculums were being established in other institutions, and consequently, new philosophies and programs emerged. From Mary Lyon to Amy Morris Homans, change and progress took place. Programs developed from calisthenics to the new gymnastics of Dio Lewis to the Sargent system and Swedish gymnastics to sports and games. Facilities expanded from small halls to magnificent gymnasiums and even dress changed from full bulky outfits to more scanty, freeflowing costumes. The groundwork had been established and over the years, many changes occurred in physical education. The leaders who followed built on the foundation of programs established at the early women's colleges and the early professional schools.     

Access or quality? Why do families living in slums choose low-cost private schools in Lagos,Nigeria?

Lagos is home to 12,098 private schools catering to 57% of the state's enrolled children, from ultra-rich to relatively poor households, with many schools targeting those of lower socio-economic status. Government schools were intended to provide a just and equitable option for all; however, they have not kept pace with demand in terms of both capacity and quality, causing concerned parents to look elsewhere. This paper draws on original household survey data to investigate why parents living in slums would put considerable strain on their household budgets to access fee-paying primary education for their children, and discusses the equity implications of this situation. Context is provided through data from the first comprehensive private school census in Lagos during the school year 2010–2011. It is found that parents choose private schools because government schools are perceived to be failing (or too far from home), but also that they have higher expectations than can be provided by private schools run on incredibly tight budgets with often untrained teachers. It is highly questionable then how under such circumstances social justice can be served through this scenario.     

Decreased serum prohepcidin concentration in patients with polycythemia vera

Objective: Iron deficiency is a common complication in patients with polycythemia vera (PV). Hepcidin is a principal regulator of iron homeostasis. The aim of our study was to assess prohepcidin, a hepcidin precursor, and other iron status pa-rameters in the serum of PV patients. Methods: The study was performed in 60 patients (F/M 26/34) aged 38～84 (66±10) years. The control group consisted of 20 healthy volunteers, age and sex matched. The following parameters were determined in blood serum samples: prohepcidin concentration, iron content, unsaturated iron binding capacity (UIBC), total iron binding capacity (TIBC), transferrin saturation (TfS), and concentrations of ferritin and soluble transferrin receptor (sTIR). Results: All PV patients showed significantly lower levels of prohepcidin, higher levels of sTIR and TIBC compared to the control group. 40% of the patients from the study group showed concentrations of ferritin below the normal range and significantly lower levels of serum iron and TfS, and significantly higher levels of sTfR, UIBC and TIBC in comparison with the rest of the study group. In this group of patients, prohepcidin concentrations were significantly lower than those in other patients. Conclusion: The results indicate that PV patients suffer from iron metabolism disorders. The decreased serum level ofprohepcidin in PV patients may be a result of iron deficiency.     

A dynamic model of the breast during exercise

The aim of this paper is to develop a method to determine the material characteristics of bras that could limit breast motion during exercise. A single participant ran on a treadmill at 10 km h⁻¹ wearing either a sports bra, an everyday bra or no bra. The relative motion between the suprasternal notch and the breast was recorded using a passive marker system at 200 Hz and was modelled as forced damped-harmonic motion with a linear spring and damper, with the driving force provided by the suprasternal notch. The spring and damper values were found by matching the model to the experimental data. It was found that both the damping and stiffness values increased with the use of an everyday bra, and increased further still with the use of a sports bra. The stiffness parameter, however, was shown to be the most important criterion for minimisation of the breast motion. The model predicted that an increase in breast mass from 100 to 700 g (a 32A-cup to a 32F-cup) increased the vertical motion of the unsupported breast by around 70% when running and 30% when walking. This was reduced with an everyday bra and further reduced with the high stiffness sports bra. Although predictions were sensible, the model requires further verification with a cohort of participants.     

To what extent is capital expenditure in UK higher education meeting the pedagogical needs of staff and students?

Capital expenditure at United Kingdom (UK) universities is rapidly rising, with new buildings erected on the premise that national and international competitiveness must be maintained. We examine students’ engagement with and conceptualisation of university estate, and explore broader questions about the extent to which building design can support, and indeed change, students’ approaches to learning. Drawing on data collected from 10 staff members and over 200 students at a major UK institution, including detailed one-to-one interviews, we capture users’ often complex interactions with their university environment. Our findings confirm that when asked what would most improve their learning experience, students do not rank building design highly; interactional factors, such as contact time with staff, are considered more valuable. Our conclusion is that returns on capital investment would be boosted if pedagogical needs were prioritised more highly in the design of university buildings, and pedagogical opportunities communicated more clearly to users upon completion.     

Literature‐informed,one‐turn action research: three cases and a commentary

Although action research is a common feature of courses of initial teacher training, the evidence as to its efficacy, in encouraging reflection among trainees, is mixed. This article discusses cases of action research assignments carried out by three trainees into their own practice in relation to (a) behaviour management, (b) monitoring and assessing, and (c) pupil‐centred education. The assignments are analysed using Bloom et al's. (1964) typology of thinking skills, Handal & Lauvas's (1987) model of reflective practice, and typologies of action research by Noffke (1997) and Rearick and Feldman (1999). They are positioned as cases of ‘literature‐informed, one‐turn’ action research; a concept which is discussed in relation to other concepts of action research.     

航天飞机

宇航员,作为人类探索太空使命的先锋,无疑有更多对生命、家庭、爱情的思考与怀念。在遥远的高空,他们承载着人类的希望。当他们用鲜血与热情灌注的生命之花在瞬间照亮天空,我们只能以我们真诚的烛火与眼泪来祭奠与怀念我们的英雄。     

Student perspectives of engagement in learning in contemporary and digital contexts

ABSTRACT

Increasing significance has been ascribed to student engagement, as a measure of success of both teachers and programs. However, since users of the term commonly tend not to explain, rationalise or problematise their understanding of engagement, its value to understand or transform learning may be limited. While clarification has occurred in conceptual work, there is a lack of empirical work that extends beyond understandings of engagement-as-behaviour, as well as insufficient work exploring what students understand engagement to be. Further, much work on engagement is rooted in physical campuses and face-to-face delivery, which represents an incomplete picture of how students actually engage in study. This article investigates student perceptions of engagement in two blended learning Initial Teacher Education programs. It offers a critical discussion of how research can be re-considered in light of changing learning contexts and changing understandings of ways to investigate engagement. The findings of this study support previous work that found multiple levels and meanings of student engagement exist. New complex and multidimensional models of engagement are proposed, which can open new possibilities for designing studies and analysing findings. This article argues that including and questioning physical, virtual and political contexts and power, affect, relationships, linearity and essential measurability are important features of new models of engagement.