Cultural Exchange,Appropriation and Physical Culture: Strongman Eugen Sandow in Colonial India, 1904–1905

This paper examines the eight-month 1904–1905 Indian tour of world-renowned strongman and physical culture pioneer Eugen Sandow, which occurred as nationalism surged and Japan shockingly defeated Russia during the Russo-Japanese War. Using Sandow’s writings, numerous newspaper accounts and several fascinating Indian texts it penetrates beyond Sandow’s claims that he ‘learnt little’ in the subcontinent to explore processes of cultural exchange despite the power imbalances inherent in the colonial context. The paper provides details about Sandow’s itinerary, shows and reception in key cities such as Calcutta, Bombay and Madras between October 1904 and June 1905, when the strongman headed further east to the Straits Settlements and China, but it also reveals the voices of Indian physical culture practitioners, including wrestlers and pahlwans such as Ramamurti Naidu – the ‘Indian Sandow’ – who repeatedly challenged Sandow. The paper suggests that through the careful reading of a variety of sources it is even possible to glimpse moments of recognition and respect between Sandow and Indian strongmen or physical culturists. In Sandow’s case this was particularly apparent in his use of Indian knowledge to produce a new health product named ‘Sandow’s Concentrated Embrocation’ following his stay in India.     

Success or Failure in a Core University Unit: What makes the difference?

Factors which have been identified as contributing to student academic success at the degree and program level in tertiary study include mode of study, student age, previous tertiary qualifications and past academic performance. Limited published Australian research is available, however, on student academic success in individual subjects. This study investigated identifiable patterns related to the academic success of three separate cohorts of students in an Early Childhood second-year Language, Literature and Literacy unit (N = 601). The data support previous research findings with regard to the effect of mode of study, previous university qualifications and past academic performance on academic success in this subject. In contrast with most previous studies, this study found a significant relationship between previous study at TAFE (college study at a Technical and Further Education institute) and failure in an academic unit, perhaps due to the timing of this unit in the students' overall program. Further implications for Early Childhood teacher education are discussed.     

Privileged Identity Exploration: Examining Counselor Trainees' Reactions to Difficult Dialogues

In this qualitative study, the authors examined master's‐level counselor trainees' reactions to difficult dialogues in the classroom regarding racism, heterosexism/homophobia, and ableism over a 3‐year period. Using the Consensual Qualitative Research method as introduced by C. E. Hill, B. J. Thompson, and E. N. Williams (1997), the data analysis team analyzed narrative and reaction papers submitted during a didactic course on multiculturalism. Behavioral reactions were identified that form the basis for this study: denial, deflection, rationalization, intellectualization, principium, false envy, minimization, and benevolence.     

Tutorials for Schools Programme: a bridge between school and higher education or the workplace

This paper describes the Tutorials for Schools Programme which has recently been piloted and evaluated in a region of Scotland. The Programme is run by university students who take university style tutorials with 15–18 year old pupils in their own school setting. The tutorials are carried out during the post‐preliminary or ‘mock’ examination period so that pupils have learnt as much of their examination syllabus as possible and can discuss topics in some depth. The scheme aims to promote pupils' communication and analytical skills, as well as motivate their interest in their examination subjects, helping their revision. By using university style pedagogy, the Programme aims to stimulate their enthusiasm to continue their study in a new environment and by different means. For less able pupils, the Programme provides an opportunity to practise debating skills, justify opinions and feel confident when answering questions in preparation for job interviews.     

Performance Funding and Quality Enhancement at Three Research Universities in the United States

This paper discusses the effect performancefunding has had on funding and qualityenhancement at three research universities asimplemented over the past six years. Thepresentation details the accountabilityrequirements and the relationship they have hadon funding levels. It describes thecost-benefit ratio of maintaining andresponding to the required indicators, and howcollaborative efforts among the institutionshave brought about positive reform in thestate. This discussion will cover budgetprocesses and trends across the United Statesrelative to funding for performance andquality. Suggestions for implementation andimprovement of existing systems are alsodiscussed.     

A Comparison of Self-Report Scales and Accelerometer-Determined Moderate to Vigorous Physical Activity Scores of Finnish School Students

The current article provides an important insight into measurement differences between two commonly used self-reports and accelerometer-determined moderate to vigorous physical activity (MVPA) scores within matched samples across 1 school year. Participants were 998 fifth- through eighth-grade students who completed self-reports and 76 fifth- and sixth-grade children with accelerometers. The Health Behavior in School-aged Children (HBSC) Research Protocol showed the higher frequency of days exceeding 60 minutes of MVPA than the International Physical Activity Questionnaire Short Form (IPAQ-SF). Larger proportions of children achieved the MVPA guidelines based on HBSC results (girls 16%, boys 29%), than IPAQ-SF (girls 5%, boys 11%), or accelerometers data (girls 0%, boys 0%). MVPA remained stable over 12 months on the basis of both self-report and accelerometer results. Both self-report scales presented should be used with discretion in population studies, whereas accelerometer-determined data can be more authentic when personal guidance is required.     

Procuring a sustainable future: an action learning approach to the development and modelling of ethical and sustainable procurement practices

This paper contributes to an understanding of the processes by which organisational actors learn how to affect positive and sustainable social change in their local region through action learning, action research and appreciative inquiry. The paper is based on a critically reflective account of key findings from an ongoing action research project, funded by the Joseph Rowntree Foundation. The project is an attempt to alleviate poverty in the Leeds City Region through the identification and spread of ‘good practice’ in large local organisations. The paper is based on insights into the tensions involved in accomplishing such modes of action research and action learning in this particular context, and how these findings can relate to similar research in other domains of inquiry, action and cross-organisational learning. Through this, the paper discusses the inherent challenges faced when attempting to use action research and action learning approaches to help large organisations to learn and develop as ethical and sustainable agents.