Strategies to Ensure Deep Learning Occurs in MBA Information Literacy Workshops

This article reviews various methodologies to ensure engagement by MBA students. It analyses several theoretical models and identifies the most appropriate one for this purpose. It then evaluates and expands upon recent innovations developed at other business schools and presents a case study of inventive teaching techniques employed in workshops by this author to encourage a multifunctional and multidisciplinary approach to undertaking research. The article assesses the integral role imagination and reflection play throughout the process and explores gaming as a possible option for future instructive sessions with this group.     

Examining Boys’ Readings of Gender in the English Classroom

As an opinionated and often challenging class of year 10 boys, they demonstrated a strong sense of their identity as a group of ‘bright boys’. One of their English teachers described the class as ‘boisterous, but very motivated – they love discussing texts’, but she also recognised their tendency to ‘descend into testosterone fuelled competitiveness’. I became interested in the ways these boys read and responded to literature and in particular how their strong view of themselves as ‘bright boys’ influenced their reading of gender in literature. I examine two lessons with this year 10 class in which they discussed representations of gender in two literary texts. I was interested in the ways they constructed and asserted their masculine identities through class discussions about gender in literature and I found myself wondering: how do these boys read gender, and why do they read gender in these ways?     

Children with epilepsy: the role of the educational psychologist

Childhood epilepsy is the most common paediatric neurological disorder. It is a condition with a well-documented association with cognitive, behavioural and emotional difficulties. Children with epilepsy are at increased risk of global and specific cognitive impairments. They are also at increased risk for symptoms associated with attention deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), depression and anxiety. The cognitive, behavioural and emotional difficulties associated with childhood epilepsy are often overshadowed by the need to treat epileptic seizures. Psychologists working in schools can provide valuable insight into the cognitive, behavioural and emotional issues faced by children with epilepsy through appropriate assessment and the recommendation of interventions which will lessen the impact of such difficulties. Educational psychologists can also help the children’s families cope with a condition with challenging psychosocial implications and provide a valuable link between school staff and supporting health professionals.     

Conference reports

First World Congress of Science and Football, Liverpool, 13–17 April 1987

Conference on Sport, Leisure and Ergonomics, Burton Manor College, Burton, Wirral, Cheshire 26–27 November 1987     

Physiological responses to laboratory-based soccer-specific intermittent and continuous exercise

The aim of this study was to devise a laboratory-based protocol for a motorized treadmill that was representative of work rates observed during soccer match-play. Selected physiological responses to this soccer-specific intermittent exercise protocol were then compared with steady-rate exercise performed at the same average speed. Seven male university soccer players (mean - s : age 24 - 2 years, height 1.78 - 0.1 m, mass 72.2 - 5.0 kg, VO 2max 57.8 - 4 ml·kg -1 ·min -1 ) completed a 45-min soccer-specific intermittent exercise protocol on a motorized treadmill. They also completed a continuous steady-rate exercise session for an identical period at the same average speed. The physiological responses to the laboratory-based soccer-specific protocol were similar to values previously observed for soccer match-play (oxygen consumption approximately 68% of maximum, heart rate 168 - 10 beats·min -1 ). No significant differences were observed in oxygen consumption, heart rate, rectal temperature or sweat production rate between the two conditions. Average minute ventilation was greater ( P ? 0.05) in intermittent exercise (81.3 - 0.2l·min -1 ) than steady-rate exercise (72.4 - 11.4l·min -1 ). The rating of perceived exertion for the session as a whole was 15 - 2 during soccer-specific intermittent exercise and 12 - 1 for continuous exercise ( P ? 0.05). The physiological strain associated with the laboratory-based soccer-specific intermittent protocol was similar to that associated with 45 min of soccer match-play, based on the variables measured, indicating the relevance of the simulation as a model of match-play work rates. Soccer-specific intermittent exercise did not increase the demands placed on the aerobic energy systems compared to continuous exercise performed at the same average speed, although the results indicate that anaerobic energy provision is more important during intermittent than during continuous exercise at the same average speed.     

Science and Gaelic football: A review

This review focuses on Gaelic football and scientific reports of the characteristics of its players and the demands of the game. Anthropometric characteristics vary according to positional role, but top players display high muscularity and good all-round fitness at the peak of the competitive season. Match analysis indicates that exercise intensity is roughly equivalent to that for professional soccer. Average heart rates are approximately 160 beats· min-1 during competitive matches, and average oxygen consumption is about 72% of maximum. Metabolic fatigue in active muscles is unlikely. Conventional biomechanical and electromyographic techniques are useful in gaining insight into individual games skills. Inadequate attention has been given to injury prevention and to psychological aspects of the game. Although possessing unique characteristics, Gaelic football has many similarities with other football codes, especially Australian Rules football where the ball is played by both hands and feet and where tackling is permitted.