Falkland-Malvinas Islands Update

Since conflict between the United Kingdom and Argentina ceased in 1982, the Falkland-Malvinas Islands have remained riddled with landmines. Under its obligation to the Ottawa Convention, the U.K. is removing the landmines from this territory. Despite concerns about clearance there, a successful pilot program has been conducted

Reflective Practice in a Coach Education Practicum

Researchers have explored how practicing sport coaches learn through reflection (Gilbert & Trudel, 2001); however, there is a paucity of research that explains how and why higher education coach preparation students learn through reflection. The purpose of the current study was to understand how and why 21 coaching students enrolled in a practicum course at a southeastern United States institution engage in reflective practice. This research was conducted using a one group pretest posttest mix methods research design and draws upon Schön’s (1983, 1987) work on reflective practice, which underpinned a set of online structured reflective journaling prompts used as an intervention during the students’ practicum course. Each week, for 12 weeks of the practicum course, students were asked to respond to a theoretically informed prompt. Quantitative data were collected via the Self-Reflection and Insight scale (SRIS-SRE; engagement in self-reflection, SRIS-SRN; need for self-reflection, SRIS-IN; insight) and a levels of reflection rubric to assess students’ intrapersonal knowledge. Qualitative data was collected via the students’ weekly responses to the prompts and a set of post practicum reflection responses. To address the quantitative component, a one-way repeated measures multivariate analysis of variance (MANOVA) was conducted to examine the influence of time (i.e., pretest and posttest) on SRIS-SRE, SRIS-SRN, SRIS-IN, and levels of reflection. The results revealed that time did not have a significant influence on SRIS-SRE (p = .09), SRIS-SRN (p = .96), and SRIS-IN (p = .95). However, time did have a significant influence on levels of reflection (p \u3c .01). These results suggest that the use of online structured reflective journaling within the practicum course had a positive influence on one variable of intrapersonal knowledge. The qualitative findings resulted in 15 themes related to students’ role frames (e.g., creating a positive environment, performing in a dominating role), students’ self-identified weaknesses (e.g., weaknesses in role frame, weaknesses perceived by others), students’ dilemma identification (e.g., athletes’ underperformance, practicum coach’s underperformance), and students’ responses to dilemmas (e.g., enforcing a dominating role, developing a positive environment, generated strategies). These qualitative findings described what and to what extent students’ reflect in the practicum course. The findings from both the quantitative and qualitative components provide a theoretically informed explanation of how coaching students learn through reflective journal prompting. Additionally, the findings also provide evidence for the efficacy of a theoretically informed reflective practice course on student learning in the higher education setting. These findings are discussed in relation to existing research on reflective practice, student learning in higher education, intrapersonal knowledge development, and the use of technology. Furthermore, implications for future research and coach educators are offered by considering the prompts influence on the students and the use of technology to facilitate learning in coach education

Plant capitalism and company science: the Indian career of Nathaniel Wallich

The career of the Danish-born botanist Nathaniel Wallich, superintendent of the Calcutta Botanic Garden from 1815 to 1846, illustrates the complex nature of botanical science under the East India Company and shows how the plant life of South Asia was used as a capital resource both in the service of the Company's economic interests and for Wallich's own professional advancement and international reputation. Rather than seeing him as a pioneer of modern forest conservation or an innovative botanist, Wallich's attachment to the ideology of ‘improvement’ and the Company's material needs better explain his longevity as superintendent of the Calcutta garden. Although aspects of Wallich's career and botanical works show the importance of circulation between Europe and India, more significant was the hierarchy of knowledge in which indigenous plant lore and illustrative skill were subordinated to Western science and in which colonial science frequently lagged behind that of the metropolis

Student-Athletes’ Experiences with Racial Microaggressions in Sport: A Foucauldian Discourse Analysis

Despite growing research on racial microaggressions as a subtle but prevalent form of racial discrimination, research on microaggressions in sport and their effects on the psychosocial wellbeing of athletes is scarce. Moreover, some researchers question the legitimacy of microaggressions due to their subtle nature and inconsistency in how they are experienced (Lilienfeld, 2017). The purpose of this study was to examine U.S. collegiate student-athletes-of-color experiences with racial microaggressions in sport through a new theoretical lens, Foucauldian poststructuralist theory. We theorized microaggressions as an example of the daily panoptic gaze that leads to self-surveillance and the production of normalized individuals (Foucault, 1995). Eight student-athletes-of-color participated in two interviews: a two-person focus group interview followed by an individual interview. The interviews were analyzed deductively using Sue’s (2010) microaggression typology followed by a Foucauldian discourse analysis (Willig, 2013). The results illustrated how student-athletes-of-color experiences and subjectivities were racialized. Within sport, the sport as transcending race discourse was widely circulated and legitimized through various sporting practices, which limited athletes’ ability to perceive and acknowledge race and microaggressions. This study sheds light on how racial microaggressions manifest in the lives of student-athletes and how the discourses and practices we take for granted constitute racial subjectivities

N. W. Thomas and Colonial Anthropology in British West Africa: Reappraising a Cautionary Tale

As the first government anthropologist to be appointed by the British Colonial Office, Northcote Whitridge Thomas (1868-1936) has earned a place in the footnotes of anthropological history. Historians of the discipline have discussed his career in West Africa in their wider explorations of the relationship between anthropology and colonial administration in the early twentieth century. Through this work an orthodox account of Thomas has emerged as an eccentric dilettante who damaged the reputation of the discipline, setting back its adoption as a practical science of value to colonial governance by a generation or more. Adopting a micro-historical approach, closer scrutiny of the archival evidence challenges this orthodoxy, and places Thomas more centrally within the professional networks and practices of British anthropology in the period 1900 to 1915. As well as correcting the record concerning Thomas’s professional reputation, a more complex picture emerges regarding the colonial authorities’ attitudes towards anthropology and the reason why this early experiment in colonial anthropology failed

Introduction: looking beyond the walls

In its consideration of the remarkable extent and variety of non-university researchers, this book takes a broader view of ‘knowledge’ and ‘research’ than in the many hot debates about today’s knowledge society, ‘learning age’, or organisation of research. It goes beyond the commonly held image of ‘knowledge’ as something produced and owned by the full-time experts to take a look at those engaged in active knowledge building outside the university walls

The Experimental Hut: Hosting Vectors

publication-status: Publishedtypes: ArticleThis is a preprint version of the article and is available in ERIC according to journal policy as outlined in SHERPA/RoMEO. The definitive version is available at www3.interscience.wiley.comIn southeast Tanzania, ten canvass huts raised on wooden foundations occupy a plot of cleared rice field. Designed to simulate malaria transmission on the domestic scale, the experimental hut is constructed in the fashion of indigenous homes (complete with villagers, paid to spend the night) but is structurally modified to render mosquito behaviours visible. The experiment’s domestic camouflage provides the setting for multiple, and reciprocal, hostings: between parasite, mosquito and man, and between villagers, volunteers and scientists. This paper explores the valences of hospitality when the ‘home’ becomes a site of experimentation, and the cosmopoltian encounters these experiments entail

Embedding experiential learning in HE sport coaching courses: An action research study

Despite recommendations imploring coach educators to utilise experiential learning, analyses of how this has been implemented are sparse. This study analyses the integration of experiential learning within a UK Higher Education Institution (HEI) context. Student coaches were provided with coaching opportunities with local school-children. Data were collected over three years through student interviews, coach educator reflections and discussions with a critical friend. Experiential learning presented two key challenges; 1) dealing with difficult emotions and competence awareness by students and the coach educator; 2) ensuring children received appropriate coaching practice. The integration of mediated pedagogical strategies helped overcome these problems