Direct Government funding of higher education research began in 1965 with the establishment of the Australian Research Grants Committee. The emphasis was on (pure) basic research and excellence was the sole selection criterion. The emphasis shifted in 1988 with the establishment of the Australian Research Council and the enunciation by Government of a research policy which focused on the relevance of research to Australia's social and economic development. The Council's 1992 Mission Statement identified the five major benefits which the council's programs should deliver to the community. Two structural priorities, international links and higher education-industry links, were identified and new programs established. A third, research training, was given additional emphasis in an existing program. Thematic priorities will be addressed in all programs following an analysis of the balance of funding between research and research training strategies being developed jointly by researchers and research users. 相似文献
Purpose: The aim of this study was to review the effect of school-based physical activity interventions on children’s wellbeing.
Method: A systematic search of school-based physical activity studies was conducted using EBSCOhost PsycInfo, EBSCOhost Medline and Web of Science. Initially 995 studies were retrieved and, following the removal of duplicates, the titles and abstracts of 984 studies were screened. This screening identified 53 relevant studies from which 42 were excluded, resulting in 11 articles being reviewed.
Results: Three studies reported a positive increase in wellbeing; however, only one of those studies also significantly increased physical activity. It was apparent that the measurement of wellbeing and physical activity was inconsistent across studies, making conclusions difficult to draw. The wellbeing measures used neglected to account for the children’s perspectives of wellbeing.
Conclusions: The effect of a physical activity intervention on increasing wellbeing appears to be more complex than originally believed. The complexity may in part be due to methodological issues and the choice of wellbeing and physical activity measurement. We recommend that future physical activity interventions include a measure of wellbeing developed from the child’s perspective, and that future reviews narrow the search to only interventions that have had success at increasing physical activity before exploring effects on wellbeing. 相似文献
What psychometric and scientific perspectives influenced the development of G theory? What practical testing problems gave impetus to its adoption? What work remains to be done? 相似文献
Andrew Brennan, reader in philosophy, Stirling University, Scotland, questions the views expressed in recent journal articles on philosophical aspects of special education. He moves to the University of Western Australia next month, where he has been appointed to the chair in philosophy. 相似文献
We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity. 相似文献
This paper develops a dialogical encounter between northern-inspired theorisations of gender and Vietnam's historical and cultural differentiation identified through the presence of matriarchy in ancient societies and its popularity in folklore and contemporary politics. The article draws on interviews with 12 senior women from 8 universities in Northern and Southern Vietnam. Three main themes are explored: (1) the Vietnamese woman as ‘general of the interior’; (2) the ‘woman behind the throne’; and (3) ‘behind a woman is another woman’. These themes illustrate the distinctiveness of a historically produced Vietnamese gender order as reflected in current university women's experience. By providing insights into the complex dynamics of Vietnamese women's ‘informal power’, as evident in both spheres of home and university, the paper presents a discussion of forms of Vietnamese femininity that contributes to re-theorising Connell's concepts of ‘hegemonic masculinity and emphasized femininity’. 相似文献
