Will the Introduction of Teaching Standards in Professional Values and Practice Put the Heart Back into Primary Teacher Education?

In the light of the introduction of teaching standards in professional values and practice in September 2002, this study compares two sets of data from B.Ed. and PGCE primary courses, in order to examine the existing opportunities for values education within teacher education in one institution. The findings highlight a qualitative difference in the process of personal and professional development experienced by the two groups of students. Implications of the findings for university training partnerships, university tutors and professional studies programmes are then considered. The conclusion reached is that the introduction of teaching standards in professional values and practice may be the next landmark in the process vs. competence debate about teacher education, and may provide the opportunity to put human development back into the heart of teacher education.     

Quadriceps EMG muscle activation during accurate soccer instep kicking

Six competitive soccer players were recruited to examine EMG activation in three quadriceps muscles during a kicking accuracy task. Participants performed three maximum instep place kicks of a stationary ball, 11 m perpendicular from the centre of the goal line towards targets (0.75 m(2)) in the four corners of the goal. Surface EMG of the vastus lateralis, vastus medialis, and rectus femoris of the kicking leg was normalized and averaged across all participants to compare between muscles, targets, and the phase of the kick. Although no significant difference were observed between muscles or kick phases, kicks to the right targets produced significantly greater muscle activity than those towards the left targets (P < 0.01). In addition, kicks towards the top right target demonstrated significantly greater muscle activity than towards the top and bottom left (P < 0.01). Under accurate soccer shooting conditions, kicks aimed to the top right corner of the goal demonstrated a higher level of quadriceps muscle activation than those towards the other corners.     

Does a Management Degree Do the Business for Women in the Graduate Labour Market?

The increasing dominance of an economic ideology of higher education, that its principal role is to contribute to national competitiveness, has increased focus on the employability of graduates and their transition into the labour market. Drawing on a major study of the early career paths of 1995 graduates from 38 UK higher education institutions, this paper looks specifically at graduates from business and management programmes. Such graduates would apparently be attractive to employers seeking to recruit degree holders with specific transferable skills who might be expected to ‘hit the ground running’ once in organisations. The paper seeks to address the question of what effect holding a business degree has on the employment outcomes in comparison with other degree disciplines and whether or not there is any gender effect upon relative success in the labour market.