The playing performance of county cricket pitches

The surface on to which a bowler projects a ball in the game of cricket is made up of hard packed soil with sparse grass cover. This natural turf pitch is of fundamental importance to the play of the game and the quality of the surface is a prime concern of players, officials, commentators and spectators alike. A programme of research has been undertaken to identify the factors that lead to the construction of high quality cricket pitches. This work employed the technology of highspeed video analysis to monitor the performance of first class cricket pitches during county matches. A system for measuring the impact of a cricket ball on a pitch was developed, and over 3000 ball impacts analysed. This analysis enabled pitches to be characterized in terms of pace, bounce and consistency. Soil properties for the monitored pitches were identified and correlations were drawn between pitch performance and soil composition.     

Educational Enquiry and Professional Knowledge: towards a Copernican revolution

Current conceptions of the nature of education and teaching would appear to be dominated by a generally technicist interpretation of educational enquiry and conduct which has also influenced recent perspectives on professionalism in education. This technicist view, which rests initially on a misreading of the logical character of educational discourse, is further reinforced by certain theories of schooling and pedagogy hailing from the social sciences. It is argued here, however, that since it is the morally normative language of ethical principles and dispositions rather than the instrumentally normative language of techniques which lies at the heart of discourse about education and teaching, the idea of a virtue provides a better model for understanding professional competence than that of a skill.     

Water erosion on Mars and its biologic implications

The Martian surface shows abundant evidence of water erosion. Liquid water is unstable under present climatic conditions but conditions may have been different in the past. The planet has been volcanically active throughout its history. The combination of water and volcanism must have commonly resulted in hydrothermal environments similar to those in which grow the most primitive terrestrial life-forms.     

The Human and Educational Significance of Honesty as an Epistemic and Moral Virtue

While honesty is clearly a virtue of some educational as well as moral significance, its virtue‐ethical status is far from clear. In this essay, following some discussion of latter‐day virtue ethics and virtue epistemology, David Carr argues that honesty exhibits key features of both moral and epistemic virtue, and, more precisely, that honesty as a virtue might best be understood as the epistemic component of Aristotelian practical wisdom. In the wake of arguments to be found in Plato's Laws, as well as in those of more modern philosophers such as Jean‐Jacques Rousseau and Iris Murdoch, Carr then traces the main roots of moral dishonesty to various forms of vain and self‐delusive ego attachment. In this light, he argues in the final section of the essay that literature and the arts may provide a powerful educational antidote to such attachment.     

An examination of multiple goals in children's physical education: Motivational effects of goal profiles and the role of perceived climate in multiple goal development

Abstract

In this paper, I present data from two studies that sought to examine multiple achievement goals in the context of children's physical education (PE). Study 1 examined the links that multiple-goal profiles (i.e. mastery/performance-approach/performance-avoidance goals) for PE had with self-determined motivation, affective patterns and levels of extracurricular sporting activity in a sample of 193 Year 7 pupils. Results suggested that children endorsing high mastery/high performance-approach/high performance-avoidance, high mastery/high performance-approach/low performance-avoidance, or high mastery/ low performance-approach/low performance-avoidance profiles typically exhibited the most adaptive motivational responses. In contrast, children endorsing a low mastery/high performance-approach/high performance-avoidance profile typically experienced more maladaptive motivational outcomes. Study 2 examined the development of multiple achievement goals over two terms of PE in conjunction with retrospective perceptions of the motivational climate in the sample. The results of analysis of variance suggested that children exposed to a consistent high mastery/low performance climate experienced decreased performance-avoidance goals and maintained high levels of mastery goals for PE. In contrast, children exposed to a consistent low mastery/high performance climate experienced increased performance-avoidance goals and decreased mastery goals for PE.