International Electronic Journal of Health Education, v8 p24-35 2005. 12 pp.
Comprehensive School Health Education, Democracy, Social Responsibility, Educational Opportunities, Health Promotion, and Citizenship
The authors examine the notion of democracy and how it can be portrayed in school settings where efforts to promote health are prominent. Democracy is considered relative to the educational opportunities presented in school, in general, and through the study of human experience as it is portrayed in health contexts. Threaded into the dialogue are the proposed implications these ideas and beliefs about democracy hold for the Health Promoting School as an integral part of overall efforts to improve schools for "public" good i.e., the betterment of society, responsible citizenry, care for self and others. Finally, ideas are presented about how democratic thinking might impact programs of study in health education enroute to health living, social responsibility, and active citizenry. Conceptually, democracy is examined as a stance or disposition towards learning, a way of being, a way of belonging, and an organisational model. [Abstract provided in both English and Spanish.]
Screen process printing -- Production management and Printing industry -- Production management
Establish Screen prep principles for consistent prepress operations In textile screenprinting, as in any other type of printing, pre-press is critical for achieving consistent quality prints. Procedures and standards you [...]
Mandigo, James, Holt, Nicholas, Anderson, Andy, and Sheppard, Joanna
European Physical Education Review, v14 n3 p407-425 Oct 2008. 19 pp.
Student Motivation, Games, Personal Autonomy, Gender Differences, Physical Education, Self Determination, Foreign Countries, Elementary School Students, Competence, Factor Analysis, and Canada
The objectives of this study were (a) to examine students' motivational experiences arising from their participation in games lessons based on autonomy-supportive strategies; and (b) to examine the interaction between boys' and girls' motivational experiences across different categories of games. A total of 759 students (380 F, 379 M) from 37 classes (grades four to seven) were taught a lesson from one of four game categories (i.e. target, net/wall, batting/fielding, invasion) using autonomy-supportive techniques. Following the lessons children completed various measures to assess their motivational experiences. Significant between-subject differences did emerge for both gender and games category. Girls reported higher levels of optimal challenge, perceived autonomy-support, and enjoyment whereas boys reported higher levels of perceived competence. For the games category, participants reported higher levels of self-determined motivation in net/wall games whereas invasion games received the lowest motivational ratings of the four games categories. (Contains 4 tables and 1 note.)
In this Cross Talk, Mark Blaauw-Hara, the author of "Mapping the Frontier: A Survey of Twenty Years of Grammar Articles in 'TETYC,'" and one of the manuscript's reviewers, Andy Anderson, engage in a brief conversation about the essay, its content, and the processes of writing, reviewing, and revising. This article is presented in three sections: (1) Andy Anderson's reviewer comments on Mark Blaauw-Hara's manuscript; (2) Mark Blaauw-Hara's response to Andy Anderson; and (3) Andy Anderson's response to Mark Blaauw-Hara.