Instrumento o instrumentalizacion: Estudio de caso sobre el Practicum en un programa Australiano

The strengths and weaknesses of competency based education and its translation into teacher education has been debated in Australia as elsewhere. There are those within teacher education who advocate for the profession to work with the competency agenda in order to exert some direction over it. With this in mind, the School of Human Movement Studies at The University of Queensland chose to develop a set of competencies or criteria by which their teacher education students' practicum performances could be judged. This paper reports on literature and processes that shaped the development of the criteria matrix and the stakeholders' responses to its use. We argue that the matrix represents a helpful teaching/learning instrument rather than a manifestation of instrumentalism

"Are they just checking our obesity or what?": The healthism discourse and rural young women

This paper makes use of critical discourse analysis and Bourdieu’s theoretical framework to explore rural young women’s meanings of health and fitness and how the healthism discourse is perpetuated through their experiences in school physical education. The young women’s own meanings are explored alongside interview data from their school physical education head of department. The healthism discourse was evident in the way that the young women spoke of physical activity, health, fitness and their bodies. They viewed health and fitness as being important to control body shape and adhered to a stereotypical feminine appearance as ideal. The data also illustrates how a school Health and Physical Education Head of Department’s own engagements with the healthism discourse and the school’s Health and Physical Education curriculum shaped the young women’s understandings of health and fitness and their bodies. Data presented in this paper are drawn from an Australian longitudinal, qualitative project involving interview and visual collection methods. The longitudinal nature of the data adds to existing research by demonstrating the durability of the healthism discourse as it is perpetuated through physical education even up to two years post-school. Understanding how the healthism discourse is reproduced through social structures such as the school, and how it perpetuates traditional meanings and approaches to physical activity has important implications for the generation of physical activity and health promotion initiatives

The earth sciences in the scientific letters of Giovanni Capellini

Giovanni Capellini (1833-1922) was one of the leading representatives of the Italian and international scientific community from the mid-19th century until 1922, the year of his death. Professor of Geology at the University of Bologna from 1860, geologist, palaeontologist and archaeologist, in 1871 he organised, straight after the unification of Italy, the 5th International Congress in Archaeology and Prehistoric Anthropology, first in Italy, and in 1881 brought to Bologna, for the first time ever in Italy, the 2nd International Geological Congress. His studies and publications strongly influenced the geological thinking of his times. At the Archiginnasio Library in Bologna there are as many as 30,000 documents from his scientific letters (The Capellini Archive), the result of an intense correspondence he had with geologists, seismologists, astronomers and meteorologists, but also with people from the world of culture and politics. The letters relating to the earth sciences, from scientific but also political point of view, are the majority. The archive includes letters from more then 4,300 senders, of which at least 25% foreign ones incuding Charles Lyell (geologist), Emmanuel Friedlaender (volcanologist), Philip Eduard De Verneuil (naturalist), Henry James Johnston Lavis (volcanologist)

The higher education landscape: trends and implications

This discussion paper addresses the changes facing the Higher Education sector and its implications for The University of Queensland (UQ). It aims at guiding discussion through three main questions: 1. What are the goals—the knowledge, skills, and attitudes—of a UQ education? 2. How should UQ learning experiences change as student expectations shift? 3. What infrastructure—virtual and physical—will support our educational goals

Substitution Program in Indonesia and Australia as Health Promotion Model at Schools

Obesity has been increasing as much as twice on age 6-12 years. The increase is happening both in Indonesia and Australia. The objective of this research is to construct a program model in Australia that can be substituted to be a health promotion model at School in effort to suppress child obesity. Research was conducted in 2014 with qualitative approach. Instruments used are as follow 1) Secondary data filling form 2) In depth interview guidence instrument 3) FGD (Focus Group Discussion) and BST (Brain Storming Technique). The informations were obtained by purposive and snowball technique. Data analysis by Miles and Huberman model. Substitution model is based on consideration that applied model has potential to be developed and other models whether internal or external ones in Indonesia. The model will be substituted by considering school condition and situation. School Health Unit (SKU) is a potential platform to promote health by these activities 1) Formal health education as taken place curricullum 2) Informal health education in forms of (1) health education information (2) Self health behaviour monitoring and control (3) Health promotion by doing healthy life (4) distribution of health education booklet to teachers and parents

Young people, physical activity and the everyday: the Life Activity Project

I want to achieve a lot with my career and work wise so I know I have to put in the hours but then I feel like I’m missing out on the rest; like the social life, you know, just going for a bike ride, taking the kayak out, motorbike. And when you do think, alright, I’ve got the time to do it you are just so worn out that you just don’t want to do it. It’s too much effort. So you just feel tired all the time

Evidence-based practice in health and physical education

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