Alternative education sites and marginalised young people: ‘I wish there were more schools like this one’

Following a long history of religiously segregated schooling in Northern Ireland, a contested society characterised by division and conflict, pioneering parents set up the first integrated school 28 years ago to educate together pupils from the two main cultural traditions. Integrated schools generate an ethos whereby opportunities are afforded to pupils and teachers alike to engage with, and take seriously, all forms of difference, rather than retreat into a culture of silence. Moreover, inclusive practices are firmly enshrined within the principles of such schools, supported by their anti‐bias philosophy. This paper reports the views of head teachers and pupils in primary and post‐primary integrated schools on the model of inclusion that, respectively, they espouse and experience. Through interviews, the heads spoke of embedding a culture of tolerance and respect for difference through teamwork and reflection, whilst recognising that there was still work to be done to develop further their interpretation of inclusion within an integrated environment. For their part, the pupils had clear perceptions of the ethos of integration, felt that they ‘fitted in’ at different levels, and could confront diversity in a ‘safe’ atmosphere.     

The Role of the Secondary School Subject Mentor: an evaluation of the UWIC experience

Since the publication of circular 9/92 the responsibilities of school mentors have been considerably increased. In this article an account is given of the role of the subject mentor within the secondary school partnership operated by the University of Wales Institute, Cardiff as it has evolved over the past five years. An evaluation of the extent to which teachers at 90 schools have been able to meet all the expectations of this role reveals a number of important constraints, especially time, resources and lack of training for staff newly appointed to the post. In the light of these findings some suggestions are offered for future policy.     

Film—General

INTRODUCTION TO FILM by Robert S. Withers (New York: Barnes & Noble, 1983---$6.95, paper)

OPPORTUNITIES IN FILM by Jan Bone (Available from VGM. Career Horizons, 4255 West Touhy Avenue, Lincolnwood, Illinois 60646-1975 for $5.95 paper or $7.95 hardcover)

CHARLIE CHAPLIN: A BIO-BIBLIOGRAPHY (227 pages, $35.00)

Karen M. Stoddard, SAINTS AND SHREWS: WOMEN AND AGING IN AMERICAN POPULAR FILM (174 pages, $27.95)

THE NEW LATIN AMERICAN CINEMA: AN ANNOTATED BIBLIOGRAPHY (1983---$4.00, paper)

100th number of CINE CUBANO ($7.00)

The American Film Institute has begun (and ended) its Monograph series with four volumes. All are available from University Publications of America (44 North Market Street, Frederick, MD 21701; each is $25.00 in hardcover and $10.00 in paperback)

WOMEN AND FILM: BOTH SIDES OF THE CAMERA by E. Ann Kaplan (New York: Methuen, 1983---$10.95, paper)

ROLLING BREAKS AND OTHER MOVIE BUSINESS by Aljean Harmetz (New York: Alfred A. Knopf, 1983---$14.95)     

Improving the Museum Experiences of Children with Autism Spectrum Disorders and Their Families: An Exploratory Examination of Their Motivations and Needs and Using Web‐based Resources to Meet Them

Through a partnership with a local school, the Smithsonian Institution and the Information Policy and Access Center at the University of Maryland conducted an exploratory study to examine the motivations and needs of families visiting museums with children with Autism Spectrum Disorders (ASDs). This study represents one of the first undertakings to study visitors with ASDs, especially children, through a primarily qualitative data collection. Interest‐driven enjoyment emerged as a primary motivation, though to relax and to socialize outside of the family boundaries were not ranked as important motives for visiting museums. Children, who were directly interviewed, gave positive assessments of their museum experiences, while parents commented that challenges, both museum‐ and family‐related (crowds, loud noise, not feeling welcome, and a child's unpredictable behavior) surfaced in public settings like museums. Parents desired a “typical family outing” with their ASDs child, stating that manageable and safe environments helped families experience a museum.     

Effects of exercise intensity and duration on the excess post-exercise oxygen consumption

Abstract

Recovery from a bout of exercise is associated with an elevation in metabolism referred to as the excess post-exercise oxygen consumption (EPOC). A number of investigators in the first half of the last century reported prolonged EPOC durations and that the EPOC was a major component of the thermic effect of activity. It was therefore thought that the EPOC was a major contributor to total daily energy expenditure and hence the maintenance of body mass. Investigations conducted over the last two or three decades have improved the experimental protocols used in the pioneering studies and therefore have more accurately characterized the EPOC. Evidence has accumulated to suggest an exponential relationship between exercise intensity and the magnitude of the EPOC for specific exercise durations. Furthermore, work at exercise intensities ≥50 – 60% [Vdot]O_2max stimulate a linear increase in EPOC as exercise duration increases. The existence of these relationships with resistance exercise at this stage remains unclear because of the limited number of studies and problems with quantification of work intensity for this type of exercise. Although the more recent studies do not support the extended EPOC durations reported by some of the pioneering investigators, it is now apparent that a prolonged EPOC (3 – 24 h) may result from an appropriate exercise stimulus (submaximal: ≥50 min at ≥70% [Vdot]O_2max; supramaximal: ≥6 min at ≥105% [Vdot]O_2max). However, even those studies incorporating exercise stimuli resulting in prolonged EPOC durations have identified that the EPOC comprises only 6 – 15% of the net total oxygen cost of the exercise. But this figure may need to be increased when studies utilizing intermittent work bouts are designed to allow the determination of rest interval EPOCs, which should logically contribute to the EPOC determined following the cessation of the last work bout. Notwithstanding the aforementioned, the earlier research optimism regarding an important role for the EPOC in weight loss is generally unfounded. This is further reinforced by acknowledging that the exercise stimuli required to promote a prolonged EPOC are unlikely to be tolerated by non-athletic individuals. The role of exercise in the maintenance of body mass is therefore predominantly mediated via the cumulative effect of the energy expenditure during the actual exercise.     

Pedagogical influence of interaction with cooperating teachers on the efficacy beliefs of student teachers

Abstract

Cooperating teachers are often identified as some of the most important figures in the preparation of new teachers, and the reasons are not difficult to understand. Surprisingly, however, very little research has been conducted to quantify the effects of cooperating teachers on student teachers. This study examines the impact of student teachers' perceived interactions with their cooperating teachers and the influence that interaction has on student teachers' self‐efficacy for teaching. Results indicate a moderate correlation between perceptions of teaching efficacy and cooperating teacher‐student teacher interactions. Differences were found in the frequency of interaction based on the certification level of the student teacher, with elementary level student teachers perceiving a greater amount of interaction with their cooperating teachers. However, no differences based on certification level were detected in perceived efficacy. Student teachers' perceptions of the level of guidance offered by their cooperating teachers provided the most reliable predictor for their efficacy belief.     

Measuring the success of 'Playing for Success'

'Playing for Success' is a national initiative to establish Study Support Centres in professional football clubs, intended to support underachieving young people at key stages 2 and 3. The second year of the evaluation involved collection of data from pupils in 12 such Centres. Instruments were administered before and after attendance at the Centres, and measurements taken relating to literacy and numeracy, as well as attitude scales and self-assessments of ICT skills. Data were also obtained from a small 'control' group. Multilevel analysis of the results has given insights into the areas where the initiative appears to have had positive effects, and the other factors which may be associated with such effects.