The business of international broadcasting cultural bridges and barriers

The advent of international satellite television broadcasting, including the satellite‐to‐cable services which are now proliferating in several countries of the world, represents a qualitative leap in the nature of broadcasting. Satellite distribution is a literally ‘international’ medium in which signals can not only spill across neighbouring borders, but reach audiences spread over entire world regions and even link diasporic communities on different continents. The concerns raised by various countries about national sovereignty and their attempts to control reception are well‐known, but dishes and cable systems have flourished, and international and regional services are leasing new transponder capacity faster than operators can get their satellites into orbit. In this new satellite business, language and culture are emerging as powerful forces in making and breaking world‐regional markets. Thus, in contrast to the large degree of regional integration in Latin America, thanks to its linguistic and cultural similarities, service providers in Asia have soon found that they have to take account of linguistic and other cultural differences in establishing their markets, which therefore have more of a national than a regional character. This article reviews these trends and outlines how the technological potential to integrate regional markets via satellite broadcasting across borders has been attenuated at least as much by cultural as political resistance. Evidence of the effectiveness of such resistance, it is argued, raises questions about the validity of the rhetoric of ‘cultural imperialism’ now being heard again in Asia.     

Diversity,Disadvantage and Differential Outcomes: An analysis of Samoan students' narratives of schooling

Social justice discourses, particularly those attentive to the politics of difference, suggest that the perspectives of least-advantaged groups need to be taken into account when endeavouring to realise social justice in education for these groups. In this paper, we analyse narratives on schooling produced by one cohort of least-advantaged students, namely, Samoan students attending state-designated disadvantaged secondary schools in Queensland, Australia. Specifically, the narratives of educational disadvantage provided by Samoan students are analysed. The focus is on 'the what' (the knowledge to be transmitted) and 'the how' (the teacher–student relations) of pedagogy in state-designated disadvantaged schools. Attention is paid to the contradictory and ambivalent discourses inherent in these narratives, particularly in terms of realising socially just pedagogic practices and outcomes.     

Reliability of estimating active drag in swimming using the assisted towing method with fluctuating speed

The reliability of active drag values was examined using a method that compared free swim speed with measurements taken by towing swimmers slightly faster than their maximum swim speed, while allowing their intra-stroke speed fluctuations. Twelve national age and open level swimmers were tested on two alternate days (Day 1 and Day 2). All participants completed four maximum swim speed, three passive drag and five active drag trials on each of the days. The reliability was determined using within-participant intra-class correlation coefficients (ICC) within each day and between the days. The ICCs for Day 1 and Day 2 were 0.82 and 0.85, respectively, while the comparison of the mean active drag values between days was 0.93. The data showed that the assisted towing method (ATM) with fluctuating speed was only moderately reliable within a single test. However, this method was more reliable when using the average value of active drag from both days (ICC = 0.93). This study identified that the ATM method with fluctuating speed had moderate reliability within-participant trials on values in a single day but high reliability for the average active drag values across different days.     

SDG 4 and the COVID-19 emergency: Textbooks,tutoring, and teachers

PROSPECTS - COVID-19 once again revealed the inherent weaknesses in relying on classroom-based schooling and ICT to sustain learning, a danger already familiar from earlier man-made and natural...     

The transition from sensory-motor behaviour to symbolic activity

Pre-verbal, sensory-motor intelligence progresses to where the child needs some kind of representation for further cognitive progress and where his cognitive structures make such representation possible. Observational research shows that early symbolic behaviour occurs only after objects have been endowed with certain physical and conventional properties and after certain kinds of creative organizational behaviour have appeared. The beginnings of language can be studied as part of representational behaviour and may show such object-and subject-oriented duality in lexical and syntactic components.

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Résumé L'intelligence pré-verbale, sensori-motrice, progresse jusqu'au point où une représentation devient nécessaire pour que le développement cognitif puisse continuer, et où la structure cognitive rend possible l'avènement de la fonction symbolique. Des recherches montrent que des conduites symboliques s'installent après l'attribution aux objets de certaines propriétés physiques et conventionnelles et l'apparition d'activités organisatrices. Le langage se présente comme une des manifestations de la fonction symbolique et peut refléter une orientation bipolaire (vers les objets ou vers le sujet) dans ses composantes lexiques et syntaxiques.

     

Changing Classroom Environments in Urban Middle Schools

This study involved three phases. First, we developed and validated the Elementary and Middle School Inventory of Classroom Environments (ICE) for assessing upper primary and middle school (Grades 6–8) students' perceived and preferred classroom environment. Second, typical classroom environments in an urban setting were described based on quantitative and qualitative data, including differences between the perceptions of students of different genders. Finally, teachers' participation in action research techniques, involving the use of feedback on perceived and preferred classroom environment, was evaluated in terms of effectiveness in promoting improvement in classroom environments. The sample consisted of ten middle grade teachers and their 43 classes of students in an urban North Texas school setting. Perceived and preferred forms of the ICE, assessing Cooperation, Teacher Empathy, Involvement and Task Orientation, were administered. Factor and item analyses supported the internal consistency reliability of a four-factor version of the perceived and preferred forms of the ICE for both the individual student and the class mean as the units of analysis. The perceived and preferred environments of different classes are described based on profiles of classroom environment scores. When teachers were selected from the original sample to participate in an attempt to alter their classroom environments, changes in classroom climate occurred, thus supporting the efficacy of the environmental change strategy. This revised version was published online in July 2006 with corrections to the Cover Date.     

Initial and changing student teacher motivation and commitment to teaching

In an era of teacher shortages, what would motivate individuals to become teachers when the demands on teachers are greater than ever and there are plenty of alternative occupations from which to choose? This paper presents the findings of a study of student teachers' motivations to be primary teachers and their commitment to teaching after their first practicum. Results suggested that student teachers are multi‐motivated to be teachers. The most common reasons for choosing teaching reflected a positive self‐evaluation of their attributes and capabilities to be teachers, to work with children and because of the intellectual stimulation teaching would provide. Motivation and commitment changed to some extent over the first semester of initial teacher education, particularly as a result of the first practicum. Implications for policy, practice and future research are drawn from the results to help attract, retain and educate the next generation of teachers and in some way help offset forecasted teacher shortages.     

Students’ Value Orientations,Intuitive Decision Making,and Motivational Interference,and Their Relations to Regret

Students’ learning activities frequently compete with their leisure options, leading to regret after decisions to study. Using a sample of 233 German and 194 Australian undergraduate students, the authors explored possible determinants of the personality construct regret. They investigated whether the level to which students rely on intuition in decision making is negatively connected to the tendency to regret a decision and whether the degree to which during studying students are distracted by leisure incentives (motivational interference) is positively related to regret. Students’ achievement and well-being value orientations are expected to be linked to intuition and interference. In both samples, interference was positively related to regret whereas intuition was negatively related to regret only in the German sample. The authors did not find the expected link between intuition and interference. In both samples, value orientations were related, as expected, to intuition and interference. Regret could possibly be reduced if motivational interference is avoided.     

Tibial shock measured during the fencing lunge: the influence of footwear

Fencing is a high-intensity sport involving dynamic movements such as the lunge exposing the musculoskeletal system to high impact forces, which emphasises the importance of the shock attenuating properties of footwear as a factor in the prevention of injury. The aim of this study was to investigate the magnitudes of the transient axial impact shock experienced at the tibia between traditional fencing shoes and standard athletic footwear during the impact phase of the fencing lunge. Peak tibial shock was measured in 19 male fencers in 4 different footwear conditions using an accelerometer placed on the distal aspect of the tibia. The standard footwear (11.08 g and 8.75 g for squash and running shoe, respectively) resulted in significant (p < 0.01) reductions in peak impact shock in comparison to the traditional fencing shoes (15.93 g and 13.97 g for the Adidas and Hi-Tec shoe, respectively). No significant differences were found between the running and squash shoes (p = 0.09) or between the fencing shoes (p = 0.48). The documented reduction in impact shock found suggests that running or squash specific footwear may reduce overuse injury occurrence, indicating that there is justification for a re-design of fencing shoes.