White on Autonomy, Neutrality and Well-Being

John White has recently defended a national curriculum which aims to promote children's well-being and personal autonomy. I argue that there is a sense in which the state can remain neutral between diirferent conceptions of the good life and that White has not established that the state should aim to promote particular conceptions. I contend that the arguments which White offers in defence of his view of well-being are inadequate and that he has failed to justifi the promotion of everyone's personal autonomy.     

The Process Matters: Moral Constraints on Cosmopolitan Education

Cosmopolitan education aims to transmit cosmopolitan forms of life in order to participate morally in the world community. The primary characteristics of this cosmopolitan education are its acceptance of the shared humanity of all persons as a fact of human existence and as a motivating guide for human interaction, and the requirement of democratic inclusion in deliberations of the governance of those interactions, including morality. Such an education in cosmopolitan morality requires means that befit its core components. This paper contrasts the concepts of strict and moderate cosmopolitanism, empirical and deliberative morality, and structural and dispositional cosmopolitanism to show that the moderate, inclusive and deliberative processes of deliberative dispositional cosmopolitanism are more suited to cosmopolitan education in morality than strong, empirical‐focused structural cosmopolitan efforts. Though strong, structural and empirically based forms may be more likely to guarantee preferred outcomes in the learning of specific morals or the implementation of institutional norms, they are also more likely to run afoul of the core components of cosmopolitanism because they will privilege outcomes over processes, and are thus more likely to be less inclusive and more coercive. In contrast, and even though they are less certain to guarantee preferred moral outcomes or actions, moderate, deliberative dispositional forms of cosmopolitan education embody the morality they seek to inform, and are more likely to find sustained internalised support over time.     

The curriculum for children with severe and profound learning difficulties at Stephen Hawking School

The increasing number of children with profound and multiple learning difficulties means that many schools for children with severe learning difficulties are having to review the curriculum that they offer. In addition, these schools are continuing to question whether a subject‐based approach, in line with the National Curriculum, is the most appropriate way of meeting the educational needs of children working at the earliest stages of development. The staff at Stephen Hawking School, in east London, have been reviewing their curriculum over the past two years to try and meet the needs of their changing population, the needs of the National Curriculum and the suggestions and proposals in both the Rose and Cambridge reviews.     

Occupational Stress Within the Counseling Profession: Implications for Counselor Training

Counselors with higher levels of perceived occupational stress report significantly greater personal strain and less coping resources than do counselors perceiving lower levels of occupational stress.     

The effect of an intermittent,high-intensity warm-up on supramaximal kayak ergometer performance

It has previously been shown that the metabolic acidaemia induced by a continuous warm-up at the 'lactate threshold' is associated with a reduced accumulated oxygen deficit and decreased supramaximal performance. The aim of this study was to determine if an intermittent, high-intensity warm-up could increase oxygen uptake (V02) without reducing the accumulated oxygen deficit, and thus improve supramaximal performance. Seven male 500 m kayak paddlers, who had represented their state, volunteered for this study. Each performed a graded exercise test to determine V02max and threshold parameters. On subsequent days and in a random, counterbalanced order, the participants then performed a continuous or intermittent, high-intensity warm-up followed by a 2 min, all-out kayak ergometer test. The continuous warm-up consisted of 15 min of exercise at approximately 65% V02max. The intermittent, high-intensity warm-up was similar, except that the last 5 min was replaced with five 10 s sprints at 200% V02max, separated by 50 s of recovery at ~55% V02max. Significantly greater (P<0.05) peak power (intermittent vs continuous: 629 ± 199 vs 601 ± 204W) and average power (intermittent vs continuous: 328±39.0 vs 321 ±42.4 W) were recorded after the intermittent warm-up. There was no significant difference between conditions for peak V02, total V02 or the accumulated oxygen deficit. The results of this study indicate that 2 min all-out kayak ergometer performance is significantly better after an intermittent rather than a continuous warm-up.