The construction of knowledge amongst expert golf coaches from Europe, working at elite level

At the elite level, expert coaches are expected to work with and understand a wide range of subject knowledge. However, as coaching seeks to be considered a profession, there appears little research into the “required knowledge/ expertise necessary for effectual practice” (Brewer & Jones, 2002, p.139). It has been proposed that to be expert in any domain requires extensive deliberate practice (Ericsson & Charness, 1994; Schempp et al., 2006b). Within the field of expertise, and specifically golf coaching, little is known of the tasks (or activities) used by golf coaches to acquire and construct their knowledge (Schempp et al., 2008). Five expert coaches who have worked at elite level for a number of years were interviewed using semi-structured interviews. An interpretive, constructivist stance was taken in analysing the data that emerged from the interviews. The findings of this study conclude that the five expert coaches developed along very idiosyncratic routes and appear to utilise a number of similar activities previously documented in research on expert coaches in other sports. Learning was a very socially orientated endeavour, where most knowledge was constructed through interactions with other coaches, students and players of the game whilst actively engaged in a coaching environment. The coaches demonstrated a deep approach to learning and appear to view knowledge as having multiple constructs

DOMINATION AND EXPLOITATION IN THE WORLD ECONOMY IN THE 1990s

Summary This speculative article explores the economic and ethical aspects of inequality in the new post?cold war world and the relations of domination required to reproduce them in the context of a more general theory of exploitation. Some of the factors affecting international inequality and economic power in the post?war period are described and analysed. These are examined from the perspective of income distribution; poverty; growth and convergence; natural resources; human resources and productive knowledge; institutions; accumulation, distribution and exploitation; markets; status exploitation and gender. The conclusion is that the new world order lacks both moral legitimacy and democratic institutions to govern the world economy. In this context, the evolving relations of domination and exploitation which reproduce the levels of inequality described may end up producing a new world disorder. Resumé Le dominance et l'exploitation dans l'économie mondiale au cours des années 1990 L'auteur explore spéculativement, dans le cadre d'une théorie plus générale de l'exploitation, les aspects économiques et moraux de l'inégalité dans le nouveau monde d'après la Guerre froide, ainsi que les rapports dominateurs impliqués dans la replication de cette inégalité. Certains des facteurs qui affectent l'inégalité internationale et le pouvoir économique dans la période d'après?guerre sont décrits et analysés dans l'article. Ces facteurs sont examinés due point de vue de la distribution des revenus; de la pauvreté; de la croissance et de la convergence; des ressources naturelles; des ressources humaines et des connaissances productives; des institutions; de l'accumulation, de la distribution et de l'exploitation; des marchés; de l'exploitation du statut et du genre. La conclusion est que sans légitimité morale, le libéralisme économique dépourvu de diversité institutionnelle ou d'institutions démocratiques capables de gouverner l'économie mondiale, l'évolution des relations de domination et d'exploitation qui reproduisent les niveaux d'inégalité décrits dans l'article pourraient, à la longue, produire un nouveau désordre d'envergure mondiale. Resumen Dominación y explotación en la economía mundial en la década del 90 Este artículo especulativo explora los aspectos económicos y éticos de la desigualdad mundial en la nueva etapa pos?guerra fría, y las relaciones de dominación requeridas para reproducirlos en el contexto de una teoría de explotación más general. Se describen y analizan algunos de los factores que afectan a la desigualdad internacional, y al poder económico en esta nueva era. Estos factores son examinados desde la perspectivas de distribución de ingresos; pobreza; crecimiento y convergencia; recursos nacionales; recursos humanos y conocimiento productivo; instituciones; acumulación, distribución y explotación; mercados; explotación de categoría y género. La conclusión es que, sin una legitimidad moral, un liberalismo económico sin diversidad institucional o instituciones democráticas a cargo de la economía mundial, las relaciones de dominación y explotación que reproducen los niveles de desigualdad descriptos podrían producir eventualmente un nuevo desorden mundial

Beyond outputs: pathways to symmetrical evaluations of university sustainable development partnerships

As the United Nations Decade of Education for Sustainable Development (2005–2014) draws to a close, it is timely to review ways in which the sustainable development initiatives of higher education institutions have been, and can be, evaluated. In their efforts to document and assess collaborative sustainable development program outcomes and impacts, universities in the North and South are challenged by similar conundrums that confront development agencies. This article explores pathways to symmetrical evaluations of transnationally partnered research, curricula, and public-outreach initiatives specifically devoted to sustainable development. Drawing on extensive literature and informed by international development experience, the authors present a novel framework for evaluating transnational higher education partnerships devoted to sustainable development that addresses design, management, capacity building, and institutional outreach. The framework is applied by assessing several full-term African higher education evaluation case studies with a view toward identifying key limitations and suggesting useful future symmetrical evaluation pathways. University participants in transnational sustainable development initiatives, and their supporting donors, would be well-served by utilizing an inclusive evaluation framework that is infused with principles of symmetry

Reading and Ownership

First paragraph: ‘It is as easy to make sweeping statements about reading tastes as to indict a nation, and as pointless.’ This jocular remark by a librarian made in the Times in 1952 sums up the dangers and difficulties of writing the history of reading. As a field of study in the humanities it is still in its infancy and encompasses a range of different methodologies and theoretical approaches. Historians of reading are not solely interested in what people read, but also turn their attention to the why, where and how of the reading experience. Reading can be solitary, silent, secret, surreptitious; it can be oral, educative, enforced, or assertive of a collective identity. For what purposes are individuals reading? How do they actually use books and other textual material? What are the physical environments and spaces of reading? What social, educational, technological, commercial, legal, or ideological contexts underpin reading practices? Finding answers to these questions is compounded by the difficulty of locating and interpreting evidence. As Mary Hammond points out, ‘most reading acts in history remain unrecorded, unmarked or forgotten’. Available sources are wide but inchoate: diaries, letters and autobiographies; personal and oral testimonies; marginalia; and records of societies and reading groups all lend themselves more to the case-study approach than the historical survey. Statistics offer analysable data but have the effect of producing identikits rather than actual human beings. The twenty-first century affords further possibilities, and challenges, with its traces of digital reader activity, but the map is ever-changing

Schoolbooks and textbook publishing.

In this chapter the author looks at the history of schoolbooks and textbook publishing. The nineteenth century saw a rise in the school book market in Britain due to the rise of formal schooling and public examinations. Although the 1870 Education and 1872 (Scotland) Education Acts made elementary education compulsory for childern between 5-13 years old, it was not until the end of the First World War that some sort form of secondary education became compulsory for all children

Reading

The article examines practices of reading amongst all levels of society during the nineteenth centur