Te Whāriki,the New Zealand early childhood curriculum: is it effective?

Te Whāriki, the New Zealand early childhood curriculum, has received much praise since its introduction in 1996. There is, however, little research evidence about the implementation or effectiveness of the curriculum in early childhood centres. This article raises questions about the structure and content of Te Whāriki. The holistic and integrated nature of the curriculum means that subject content areas (e.g., art, music, science, literacy) can be overlooked. The generalised nature of the guidelines in Te Whāriki on programme planning allows for flexibility but may result in children being provided with an inadequate range of learning experiences. Concerns are also raised about the value of Learning Stories, a novel form of assessment that was designed to align with the approach of Te Whāriki.     

Competition, economic rationalization, increased surveillance, and attacks on diversity: Neo-liberalism and the transformation of teacher education in the U.S.

This paper discusses recent developments in U.S. teacher education that are tied to the global neo-liberal project. The focus is on how changes experienced throughout the world have played out in the U.S. Three areas are addressed in particular: the commodification of teacher education, hyperrationality and increased accountability, and attacks on multicultural education. The paper closes with a look at the future for teacher education in the U.S.     

The Culture of Empowerment: Driving and Sustaining Change at Conner Prairie

Abstract In this paper, we offer a case study of how Conner Prairie Museum recognized its institutional need for change and employed principles of staff empowerment that allowed the museum to adapt to the needs and interests of guests. The result has been a dramatic improvement in visitor satisfaction and learning. To achieve this transformation, Conner Prairie intentionally altered the organizational culture in large and small ways: by reorganizing staff assignments, restructuring staff assessment, and realigning communication between management and front‐line staff in order to empower front‐line staff. This story is not unique to Conner Prairie, but the details illuminate the vital role of empowerment in the process of cultural change.     

Athens 2004: the pollution climate and athletic performance

Athens sits in a basin approximately 450 km² in area, surrounded by mountains and open sea. Anthropogenic emissions in conjunction with the topographical and meteorological conditions can result in high air pollution within the city. The pollutants of concern for athletes competing in Athens 2004 appear to be nitrogen dioxide (NO₂), ozone and particulate (PM₁₀) pollution. Exposure to elevated ozone concentrations has been reported to give rise to symptoms that include cough, chest pain, difficulty in breathing, headache, eye irritation and a decrease in forced expiratory volume in one second. All of these effects are likely to impact upon performance, and several studies of cyclists suggest this to be the case. In contrast, the impact of ambient concentrations of NO₂ appears to be negligible on normal activities, but at high exercise intensities the impact remains unclear. The use of currently available information and models to predict the effect of ozone and other pollutants on elite athletes is problematical, since such models are based upon significantly lower ventilation rates than those achieved by some elite athletes. In addition, it is already known that the response to ozone can vary somewhat between individuals. Since the individuals who will be competing in Athens are physiologically very different to the participants in most published studies, it is difficult to predict individual responses. There is some evidence to indicate that adaptation to the adverse health and performance effects of ozone can occur, so that performance is partially recovered on re-exposure. The adaptation is not seen in all studies and appears to be dependent on several factors, including the initial sensitivity of the individual to ozone. Antioxidant supplementation has also been shown in some studies to partially ameliorate the adverse effects of ozone by counteracting the oxidative stress mechanism associated with this pollutant. Whether this transfers to performance enhancement per se remains unclear at present. Additional research is required to gain a sound understanding of the effects of a complex mixed air pollution exposure on the pulmonary function and performance of athletes exercising at high work intensities.     

“长株潭”两型社会体育科技服务研究

通过完善"长株潭"两型社会体育管理部门的工作机制、设立体育科技信息服务机构、成立"体育产品生产技术指标"服务机构、完善全民健身服务机制等措施可有效提高"长株潭"两型社会体育科技服务的水平。     

Physical Education Teachers in their Figurations: A Sociological Analysis of Everyday 'Philosophies'

This paper seeks to explain the socio-genesis of PE teachers' 'Philosophical' (or, rather, ideological) orientations from a sociological (specifically, figurational) perspective. Starting from the premise that such 'philosophies' cannot be adequately explained by studying either the ideas themselves or the teacher (him or herself) in isolation, it argues that PE teachers' everyday 'philosophies', and the underlying ideologies therein, can only be fully understood when teachers are located in the figurations they form with each other--as inescapably interdependent people. Two salient dimensions of the figurations of PE teachers are identified as their deeply-rooted attachments and associated convictions (e.g. towards the value of sport) and their practice of PE or, more precisely, the constraints circumscribing their practice. It is claimed that whilst various social processes (such as medicalization and professionalization) may well prove to be motors that drive psychical change towards health and academic ideologies within PE teachers' views on the nature and purposes of their subject, the particular blend of continuity alongside change--to be found at the personal, local and national levels of their figurations--manifests itself in the continuing pre-eminence of a sporting ideology in the everyday 'philosophies' of PE teachers.     

Factors affecting the performance and satisfaction of adult men and women attending college

Questionnaire data collected from male and female university students 25 years of age or older were used to investigate correlates of their performance, satisfaction, and adjustment in college. Men reported lower levels of performance and satisfaction. Multiple regression analyses of predictors of college grade-point average, satisfaction with college, and affective changes occurring while in college indicated that these three measures were predicted by demographic variables, by aspects of the college experience, by the external out-of-college responsibilities of these students, and by their goals. Each of the three dependent measures was predicted by a different subset of these variables.