The movement ABC: a cross-cultural comparison of preschool children from Hong Kong, Taiwan and the USA

The purpose of this study was to evaluate the suitability of the Movement Assessment Battery for Children (M-ABC) for use in Greater China. Chinese children numbering 255 between the ages of 4 and 6 from Hong Kong and 544 from Taiwan were tested individually on the standardized test contained within the M-ABC. Data from these 799 children were compared to that presented in the test manual for the 493 children of the same age comprising the United States standardization sample. Both within-culture and cross-cultural differences were statistically significant when all items of the M-ABC were examined simultaneously, but effect sizes were too low to be considered meaningful. However, descriptive analysis of the cut-off scores used for impairment detection on the test suggested that adjustments to some items would be desirable for these particular Chinese populations.

Oxford movement: its themes and their significance

In retrospective, the Oxford movement of nineteenth century England provides one with an interesting study of the struggles between the spiritual and secular worlds. However, repeated abstraction in an interpretation of its significance has tended to distort accurate understanding of its historical development. Often this also has resulted n a misinterpretation of the nature of its major themes and their significance to the world. For these reasons, this study has attempted to describe the origin, maturity, and dissolution of the series of events which strictly speaking may be considered to be the Oxford movement. In conclusion, liberty has been taken to comment on the nature of the Movement's themes and their significance in their own age and to man today.

Exhausting dance : performance and the politics of movement, by Andre Lepecki

The article reviews the book "Exhausting Dance: Performance and the Politics of Movement," by Andre Lepecki.

The development of cultural entrepreneurs through new venture cases in the business classroom

Artists and workers in the creative industries who embody the essence of creativity are thwart by economic values in delivering their art work or creative concept to consumers. This is particularly evident for students in courses in creative industries who graduate with entrepreneurial aspirations, but not the means to pitch their creative concept or build the business model for the new venture. This paper analyses a university business course developed to take cultural entrepreneurs through venture building as a live case in the creative economy.

The key learning area movement : A force for pedagogical change or a facade for continued conservatism?

Throughout the early 1990s the formal curriculum across all Australian States and Territories was re-organised to accommodate a Key Learning Area (KLA) focus.  The KLA approach to schooling marked a departure from an historical reliance on individualised school subjects as the organisers of disciplinary knowledge.  Indeed a KLA structure has the potential to promote interdisciplinary teaching and learning, a focus on the skills, values, attitudes and knowledge students are to learn and to break away from the sometimes divisive subject subcultures that permiate schools.  In short the potential for a KLA 'movement' of positive benefit to teaching and learning exists.

Over the last decade however, the impact of the 'KLA movement' on teacher practice has become more apparent.  Far from being a force for pedagogical change, some KLAs are merely re-badged versions of traditionalist conceptions of school subject and knowledge.  This paper draws on data from a study of New South Wales (NSW) history and Human Society and Its Environment (HSIE) teachers and provides an evidenced argument about the use and misuse of Key Learning Areas.

Interactive dance performance : movement data and the 'materiality' of the system

This paper describes a recent performance work I made using dance and live feed video
processing, 1 + x: mid-range projections, commissioned by the Seoul Contemporary Dance
Company and first performed in Melbourne in July 2005. This work forms a basis for discussing
my interest in creating performance images that reveal 'interiority'. I am interested in how you
embed the 'feel' of the human systematically in an interactive structure, and how that process
can produce a poetic that arises from the detailed and nuanced play between real and virtual
images on the same screen. How do you abstract and play with a performer's movement, play
with it in real and virtual time, so that it gives the work an emotional charge? Its like playing with
the process of 'becoming virtual' - and I'm being deliberately Deleuzian about that - how do you
'become virtual' in the sense of melding performer and image so that the meaning exists
between - in the connection between the two?

This quest to get the energy, the 'lived', 'felt' quality of the movement into the imagery gives rise
to research questions about how 'presence' is perceived in movement. What elements of the
raw movement data do you need to keep and what can you throwaway, and still keep the
personality, the emotion, the 'life' of that movement? How do you make a virtual, interactive
performance system that has its own 'materiality'?

Updating the principles of the liturgical movement for a new liturgical movement

The author is a Benedictine monk of L’abbaye Sainte-Madeleine du Barroux in France. The original paper (in French) was delivered in July 2001 at a Liturgy Conference held at the Abbey of Notre Dame, Fontgombault, France,
in the presence of the then Joseph Cardinal Ratzinger when Prefect of the Congregation for the Doctrine of the Faith and was later published in the English translated proceedings of the conference edited by Dr Alcuin Reid, Looking Again at the Question of the Liturgy with Cardinal Ratzinger:
Proceedings of the July 2001 Fontgombault Liturgical Conference (St Michael’s Abbey, Farnborough, 2003). The paper here published is revised and translated from the original French especially for The Priest by Professor David Birch (Deakin University, Melbourne) at the invitation of the Editor, with the cooperation of Dom Charbel. The full set of footnotes is available in Reid (Ed.) (2003). Where passages are quoted from Magisterial texts, the Vatican website English translation is given rather than a translation of the French version used in the original paper. Sub-headings are due to the Editor.