Abstract
In contemporary pluralistic Western societies, the health care system over recent decades has more and more incorporated the idea of ?multicultural health care?. Instead of focusing on the given health care, our research has focused on the demand. In addition, it has examined how health care takers in Sweden think about and experience ?multi cultural health care,? with religious aspects in mind. The results show a very complex situation. Firstly, there is the question of who is responsible for the religious part of the ?multi cultural health care?. Is it the health care institutions, the religious organizations, the health care takers or the health care takers family? Secondly, broad spectrums of religious needs that can be very individual or very close to specific religions come into play. Finally, there is the question of how professionals within health care do not want to interfere with the health care takers private sphere, which in a secularized society as Sweden often includes religion.

Abstract
This article will convey information about a small-scale piece of research, which is in its early stages, on public attitudes towards the death penalty in England and Wales c. 1928 ? 1965. The time period covers that of the reinvigoration of the abolition movement in the twentieth-century until the suspension of capital punishment, preceding its abolition in 1969. The project will analyse qualitative data on public views on the death penalty in the form of letters sent to successive Home Secretaries concerning capital prisoners, which can be found in Home Office files held in the National Archives. The letters will not be regarded as representative of public opinion during the era, but as sources that make the relationship between contemporary views on the death penalty, wider cultures of punishment and the socio-economic context researchable. The article will outline the theoretical background on the cultural meanings of capital punishment and the plans to research this from letters concerning the execution or reprieve of capital prisoners in England and Wales.

Abstract
This paper focuses on inclusion in Physical Education. Internationally, for the past ten years inclusive education, and more specifically, inclusive Physical Education has become embedded within discourse and practice (Slee, 2006). Whilst inclusion generally is recognised as a ?good thing it is also acknowledged that Physical Education practitioners have found it more challenging to work towards inclusion in their practice (Stevenson, 2009). More broadly, within Physical Education a number of scholars have recently challenged us to think ahead and imagine the possibilities of Physical Education in the future (Kirk, 2009; Tinning 2010). Each of these Physical Education futures has different implications for the kinds of experiences our students may have in Physical Education (or indeed any adapted version of Physical Education). In this paper, we extend this future gazing and envision three versions of Physical Education futures that are told through the narratives of young disabled people. In particular, these narrative tates illuminate the (im)possibilities for inclusive Physical Education experiences. They shed light on the content of the curriculum, the nature of the pedagogy adapted and the material experiences of disabled students. In offering these narrative tales we conclude by considering how current conceptions of Physical Education will need to change for the possibilities of inclusive Physical Education to become a reality.

Abstract
The development of skillful movers is arguably one of the most important goals of physical education. Yet despite the fact that pedagogical research has emphasized the relationship between the degree of successful practice and student achievement in physical education (Lee & Poto, 1988; Siedentop, 1983; Silverman, 1985), there is little evidence to suggest that physical education has made strides in developing more successful or skilled performers (Siedentop, Doutis, Tsangaridou, Ward, & Rauschenbach, 1994). In fact, most of the earlier pedagogical research in physical education suggests that students receive insufficient subject matter engagement and experience little success (Metzler, 1989; Siedentop, 1991; Silverman, 1991; Siedentop, et al., 1994). In terms of skill acquisition, the provision of accurate feedback is one of the most critical roles of the physical educator (Chen, 2001). Research has shown that when provided with appropriate feedback, students are able to become more proficient (Stroot & Oslin, 1993). The quality of that feedback however, is dependent on the practitioners analytical and interpretive judgments of observed performance (Beveridge & Gangstead, 1983; Hoffman, 1977). Research has repeatedly shown, however, that both pre- and in-service physical education teachers lack competency in skill analysis (see Lounsbery & Coker, 2008 for a review). Students who become proficient in movement and sports are more likely to engage in lifelong physical activity. Therefore, it is incumbent upon the profession to produce more highly skilled movement analyzers who are competent in helping students progress to higher levels of skilled performance. This interactive program will contribute to the development of competency in observational skills, diagnosing errors and improving feedback proficiency among physical and dance educators using basic biomechanical and learning principles.

Abstract
Two new city museums are on the verge of opening in Antwerp, and migration will be a very important issue on display in both institutions, albeit with different approaches. In this contribution we want to reflect on The paper of migration and migrants in both museums: the Museum aan de Stroom (MAS, opening in May 2011) and the Red Star Line | People on the move (opening in spring 2012). The impact of migration on urban daily life in Antwerp, from the 16th century until today, will be a red tape in different stories which are presented on the MAS floors especially related to urban history, called Stad in de Wereld (City in the World), and the evolution of the port. One of the aims of MAS is to become a site of dialogue and reflection on the citys past and present, its cultural diversity, and globalisation. In other words, the MAS narrative will be open and create a way to co-production. Red Star Line | People on the move (RSLPOM) displays the story of the shipping company Red Star Line (1873- 1934) and its role in migration from Europe to North-America through the port of Antwerp. In the MAS exhibition the focus will lie on the journey itself, with Antwerp figuring as a place of transit. Further, we will present our strategy of including migrants in our work. As RSL-POM and the MAS are still works in progress, we also want to reflect on the issues which we expect to meet when we step outside our museums and start to interact with both urban policy and reality.

Abstract
In Australia, many find the transition from pre-service training to professional employment difficult with several factors contribute to this experience and including: ?reality shock, the demands of the professional teaching role, overwhelming workload, physical and professional isolation, conflict between expectations and reality and inadequate induction. While the high attrition rate of beginning teachers can be attributed to the ad hoc level of support during the induction period, concerns have also surrounded inadequacies in the quality of initial teacher preparation. With beginning teachers struggling to cope in the workforce and both teachers and government authorities calling for improvements in teacher education, tertiary providers are being pressured into the development of methods to enhance the learning and practical training of pre-service teachers. With few tutors available to support more practicum experiences for students, this paper reports on the feasibility of a student-led peer mentor program as a strategy for addressing these challenges within the physical education teacher education program at The University of Queensland. A focus of this study concerns the effectiveness of a peer mentor program as a means of extending the learning of both advanced and novice pre-service teachers. The study employed an action research methodology with qualitative data collected via reflections, interviews and verbal and written feedback from mentees. Data was analysed to identify key benefits and challenges for mentees, the mentor and the tutor. The findings from this study highlight many significant benefits and a number of challenges to peer mentoring. Work by Coburn and Hill (2000) on the role of non-system actors provides a useful framework for evaluating the outcomes of this study. The paper concludes with recommendations regarding the authentic and judicious integration of peer mentoring strategies into physical education teacher education programs.

Abstract
Place-based, experiential, and situated learning experiences are an important component of student teacher professional preparation. This is evident in the value given to school-based practicum teaching experiences.This paper presents an account of our experiences, as teacher educators, involved in teaching outdoor education to Bachelor of Education, Bachelor or Physical Education and Graduate Diploma in Teaching (Secondary) student teachers at the Faculty of Education, University of Auckland. It reports the results of our inquiry into our own rationale, methods, and perceived outcomes of placed-based learning during annual week long bush-based residential camps over a twenty year period. The aim of this paper is to show what we do in outdoor education teacher education and why we think it is important. We have used an ethnographic framework and narrative inquiry to examine the nature and purpose of our outdoor education teacher education work. Our research method involved photographic analysis of a selection of photographs of student teachers in our teacher education course work. We wrote about each photograph using observation of the picture itself, then introspection and recall. We responded to each photo from a personal and professional perspective by reflecting on our professional practice and examining the educative focus underpinning what the photo represented. In this paper a sequence of photos portray the experiential story showing evidence of our practice. Our photographic portrayal is a vivid visual depiction of learning experiences in situ. Our findings show how genuine learning occurs through incidental experiences in the outdoors that are both pre-programmed and/or arising from the situated experience.

Abstract
The major source of young childrens development is communication with the closest adults; however today parents rather often have difficulty dealing with their children, and feel qualms about accuracy of their own parent behavior. There are more and more requests for special classes for children of this age. In what way can we both meet such a need of a family and keep the unique relationships between a child and his social (immediate) environment which could provide the most optimal development of his psychological and personal traits? The answer is obvious ? it is essential that parents should become the main participants of such classes. Turning to their experience and creating specific situations for interaction of a parent and his child, on the one hand, we elaborate substantive aspects of their co-operation, on the other hand, we set criteria for parents understanding of their own line towards the child. In Vygotskys cultural-historical psychology, collaboration of an adult and a child is the key factor determining development of the childs consciousness. Having analysed works of such psychologists as Vygotsky L.S. (1984), Kravtsov G.G. (2006), Kravtsova E.E. (2005) we distinguished the characteristics of a parent, that will let an adult ?become the psychological centre of any situation? and provide development of consciousness (personality) of a child. We have distinguished 2 groups of characteristics as basic competences of a parent bringing up a young child: ?general psychological? ? attention to the childs state, understanding of his needs, ability to meet the needs properly and in good time, to control his physical and emotional states; sensitivity is essential, as well as thoughtfulness and understanding of the childs feelings towards various aspects of life and communication; ?complementary? characteristics that allow to interact with the child in accordance with his age and personality traits. These characteristics of communication and behavior of a parent, correlating with the ?hilds age, foster core changes in the childs personality at one or another stage of development. In the Russian tradition, Early childhood is the age that begins, after a child goes through the crisis of the 1st year of life, and finishes with the crisis at age 3. The central neoformation of early childhood (psychological feature that newly appears at a specific age and differentiates it from other stages) is speech. The most powerful means of speech development is communication with parents. Learning physical properties of objects and materials, learning their functions, perception development take place in course of the leading activity of early childhood ? object-centered activity. Knowing the profile of an adult ideal for a young child, we will be able to create conditions for emphasizing the behavior traits of parents communicating with their child, accordant to the leading development lines of the child. Preparing contents of the classes, we encourage development of the parents personality, creating specific communicative situations and co-operation of the parent with his child. During the classes, on a real time basis, parents acquire knowledge of their childs development. This will, first and foremost, let the parents see the psychological and personal traits of themselves, evolvement of which they can see in their kids. The parents reflecting on their own abilities is the main result of the developmental classes in the parent club.

Abstract
There is strong research support to suggest that while teacher education plays a role in the formation of teaching knowledge, it is the student teachers pre-existing beliefs and philosophical orientation that shape how they learn the information presented. However, assuming that biography follows a smooth, linear trajectory in which the professional learning of the individual is determined by external factors overlooks the active role individuals play in the emergent nature of their own subjectivity. Student teachers are not only shaped by their settings, they actively shape and adopt multiple subject positions within different settings. The aim of this paper is to consider how the principled positions of two student teachers in a physical education teacher education programme represent political subjectivities that connect with their developing teacher identity and mediate each students lived experience of learning to teach. Using memory-work methodology, the experiences of five student teachers enrolled in a four year PETE programme were generated and collectively analysed. Memory-work involves participants writing narratives about recalled experiences that are then analysed within the collective research group. The aim, through discussion and reflection, is to achieve an intersubjective understanding of the participants experiences as the basis for (re)interpreting the research material. The paper focuses on two participants in particular to show that an individuals personal politics is a reflexive part of their identity which mediates their subjectivity and experience of learning to teach. It appears that the principled position of each student acts as a significant factor that orients how they make sense of the situations in which they find themselves. This study suggests that a greater focus on principled positions and value orientations will enable a deeper understanding of the teacher education process.

Abstract
At present in Estonia much attention is paid to early childhood teachers as skilled professionals who guide and support childrens development and learning. An empirical investigation was aimed at studying teachers interpretation and reflection of their educational action. In the study a semi-structured interview was used and 22 Estonian teachers participated in the research. First the teachers understandings of the aims, principles and tasks of the teachers work are described. After that teachers views of curriculum and the teachers role in the application of the curriculum in the learning process and education of the preschool is analysed. It turned out that the teachers main values were originated from their home and family and some values have been added during their work (for example values connected to the change in the order of the society). In terms of the aims the interviewees emphasized the importance of childrens social development and interaction with both peers and adults. In pointing out the principles they spoke about the consideration of the childs individuality, ensuring the childs security and the teachers consistency in making their demands. The teachers role was seen as creating preconditions for children for holistic development, further learning and to do ones teachers work as well as possible. The finding demonstrated that the teachers are capable of being designers as well as evaluators of their professional development. Keywords: teacher, early childhood education, educational work, teachers role