1. Three-Element Energy Field and Leadership

心、身、能量,即元极理论中的三元(能量),对培育个人领导能力及组织机构整体的学习环境都是个深奥而又重要的概念和实践。在一个组织机构和共同体中,开发交感和谐的集体三元场是建立健康、有创造性、能赋予生命以意义和价值的环境的微妙而又实际的基础工作,对缓解紧张压力和保健医疗十分重要。而启动这样一个富有挑战性的集体学习、康复和成长的过程,集体的认识和共同体领导的实际投入都是必要的先决条件。文中引述了能量医学、认识科学、理论物理学、管理学、学习与知识创新理论近年来的研究成果,并分析了中国鄂州元极医院应用三元能量系统治疗晚期癌症等与紧张压力有关的疑难病症的成果。     

The development of knowledge for teaching physical education in secondary schools over the course of a PGCE year

There has been a considerable amount of work on what knowledge student teachers need to develop to become effective teachers. The purpose of this study was to look at the development of knowledge of student physical education teachers in England. Six secondary student physical education teachers completed a journal on a monthly basis throughout their one‐year course. The student teachers and their mentors were interviewed in school towards the end of their course in June. Responses were analysed inductively. Results showed that knowledge important to develop, knowledge developed and knowledge which still needs to be developed at the end of the course was all related to content knowledge and pedagogical knowledge which they could apply in the immediate practical teaching situation. The results are discussed in relation to the development of student physical education teachers knowledge for teaching.     

领导管理学和卫生保健医疗中的能量场:元极三元模型

心、身、能量,即元极理论中的三元(能量),对培育个人领导能力及组织机构整体的学习环境都是个深奥而又重要的概念和实践.在一个组织机构和共同体中,开发交感和谐的集体三元场是建立健康、有创造性、能赋予生命以意义和价值的环境的微妙而又实际的基础工作,对缓解紧张压力和保健医疗十分重要.而启动这样一个富有挑战性的集体学习、康复和成长的过程,集体的认识和共同体领导的实际投入都是必要的先决条件.文中引述了能量医学、认识科学、理论物理学、管理学、学习与知识创新理论近年来的研究成果,并分析了中国鄂州元极医院应用三元能量系统治疗晚期癌症等与紧张压力有关的疑难病症的成果.     

Place,matters of concern,and pedagogy: Making impactful connections with our planet

Neoliberalism, capitalist ideas, and the disastrous human-induced state of the environment are evidence of the lack of connection between humans and the earth, calling for a rethinking of the relationships between humans and the planet. As early childhood educators, we wonder about our role in rethinking these relationships and in particular, the relationship between children and planet. In this article, we articulate the actions and positioning of teachers in three different research studies and various contexts (Victoria, AUS; Oregon, USA; California, USA) utilizing Latour’s (2004) ‘matters of concern’ as a framework to rethink engagement and relationality. Each project considers how place can be a provocation that makes visible the entanglement of children, families, teachers, and the more-than-human as a way to rethink pedagogy. The limitations, tensions, and possibilities that occur within and across these entanglements are explored, highlighting how the enacted practices could disrupt dominant early childhood discourses and practices.     

International Communications

Lawrence W. Lichty's (ed.) World and International droadcasting: A Bibliography (Association for Professional Broadcasting Education, 1771 N St. Washington, D. C.) $15.00 ($10.00 to APBE individual members) paperbound)

William A. Hachten's Muffled Drums: The News Media in Africa (Iowa State University Press, $9.50)

Lynne Svenning's Modernization Among Peasants: Impact of Communications (Holt, Rinehart, and Winston, $8.00)

Will A. Boelke's The Secret Conferences of Dr. Goebbels: The Nazi Propaganda War 1939-43.

James W. Markham's (ed.) International Commnication as a Field of Study (University of Iowa Department of Publications, $3.00)     

Allowing learners to choose: self-controlled practice schedules for learning multiple movement patterns

For this study, we investigated the effects of self-controlled practice on learning multiple motor skills. Thirty participants were randomly assigned to self-control or yoked conditions. Participants learned a three-keystroke pattern with three different relative time structures. Those in the self-control group chose one of three relative time structures before each of 90 practice trials; yoked participants were not allowed to choose but were yoked to a self-control participant and followed that individual's sequence of practice trials. Results of the 24-hr serial transfer test revealed the self-control group exhibited significantly lower relative timing error, absolute error, and total error than the yoked group. Findings further support the efficacy of self-controlled learning