Multitasking,but for what benefit? The dilemma facing Nigerian university students regarding part-time working

Students working part-time while studying for a full-time university degree are commonplace in many Western countries. This paper, however, examines the historically uncommon part-time working activities and career aspirations among Nigerian university students. In particular, how working is perceived to contribute to developing employability skills, and whether it is influenced by their self-efficacy. Survey data from 324 questionnaires were collected from a federal university, although the data analysis used a mixed method. The findings indicate that despite low levels of part-time working generally among students, older, more experienced, higher level and female students place a premium on the skills that part-time work can develop. Moreover, self-efficacy and being female is a significant predictor in understanding part-time work and career aspirations. This study offers originality by focusing on students’ part-time work, the value working provides and its link with career aspirations, within a relatively unexplored context of Nigeria.     

Crazy Children, Fantastical Theories, and the Many Uses of Metaphysics

Woolley rightly challenges the incredible idea, held by some adults, that it is children who are peculiarly "fantastical" in their thinking. However, Woolley expresses little appreciation for "fantastical thinking" as it underlies the capacity for both grand delusions and amazing insights. In reducing "fantastical thinking" to conceptual error, she overlooks the mythical underpinning of her own theorizing and neglects the many constructive roles of "fantastical thinking" in development.     

Executive functions in elementary school children with and without problems in written expression

This study examined the executive functioning of 55 elementary school children with and without problems in written expression. Two groups reflecting children with and without significant writing problems were defined by an average primary trait rating across two separate narratives. The groups did not differ in terms of chronological age, ethnicity, gender, socioeconomic status, special education status, or presence of attention problems or receptive vocabulary capabilities; however, they did differ in reading decoding ability, and this variable was controlled for in all analyses. Dependent measures included tasks tapping an array of executive functions grouped conceptually in accordance with a model of executive functioning reflecting the following domains: initiate, sustain, set shifting, and inhibition/stopping. Analysis of covariance (ANCOVA) procedures revealed statistically significant group differences on the initiation and set shift domains, with the sustaining domain approaching significance. Children with writing problems performed more poorly in each of these domains, although the effect sizes were small. A multiple regression that employed these four factors and the reading decoding variable to predict the primary trait score from the written narratives revealed a statistically significant regression function; however, reading decoding contributed most of the unique variance to the writing outcome. These findings point out the importance of executive functions in the written language process for elementary school students, but highlight the need to examine other variables when studying elementary school-age children with written expression problems.     

The mystery of student selection: are there any selection criteria?

First‐year students are still failing at an alarming rate. This is an international issue that universities face and there is currently no clear indication of the cause of the problem as universities move from being elite to providing mass education. This article examines the possible correlation between students’ high school performance and first‐year performance. The focus is primarily on the students’ performance in mathematics and English. National Senior Certificate results as well as academic and mathematics competency results are used to determine any correlations and therefore any predictors. The research is done to determine whether these results are a true reflection of a student’s performance and can be used as selection criteria. The results were disappointing since no correlation was found between students’ high school performance and first‐year performance. There is an indication, however, that the competency results might be an indicator. The results imply that more research is needed and that the current selection criteria are either not valid or need to be adjusted.     

Does it matter who your schoolmates are? An investigation of the association between school composition,school processes and mathematics achievement in the early years of primary education

Although many studies have focused on the importance of school composition for student achievement, there is still no consensus on whether school composition matters to student achievement, and, if so, why. Therefore, the present study investigates the association between school composition and mathematics achievement at the end of second grade in Flanders. International research points to the initial ability level, SES, ethnicity and sex composition of the school as potential variables in explaining differences in student achievement. Moreover, some researchers suggest that schools ‘react’ to their student body and for that reason we investigated the possible association between school composition and school processes. Data from the SiBO Project have been analyzed using multilevel regression and multilevel mediation analysis. The results showed no direct school composition effects with respect to prior achievement, SES, ethnicity and sex on math achievement. We found two small differential effects, indicating that mean school prior achievement seems to positively affect initially high achievers, and the proportion of minority students in school seems to negatively affect students speaking a non‐European language except for Turkish, Arabic or Berber at home. Furthermore, two small indirect effects were found which suggest that schools with a high mean prior achievement or a high mean SES keep in regular contact with their students' parents and this, in turn, appears to enhance students' math achievement. Overall, our results seem to indicate that school composition in the early years of primary education hardly matters.     

Broadcasting and Telecommunications

G.W.A. Dummer's Electronic Inventions: 1745-1976 (Oxford, England: Pergamon Press, 1976—£5.50 or $10.00)

Carl Dreher's Sarnoff: An American Success (New York: Quadrangle/ New York Times Book Co., 1977—$12.50)

George W. Bartlett, ed. NAB Engineering Handbook (Washington: National Association of Broadcasters, 1975—$45.00; $30.00 to NAB and BEA members)

Richard Veith's Talk-Back TV: Two-Way Cable Television (Blue Ridge Summit. Pa.: TAB Books, 1976—$9.95/5.95)

Dan Rather with Mickey Herskowitz' The Camera Never Blinks: Adventures of a TV Journalist (New York: Morros, 1977—$10.00)

F. Gifford's Tape: A Radio News Handbook (New York: Hastings House, 1977—$12.95/6.95)

F. Earle Barcus' Children's Television: An Analysis of Programming and Advertising (New York: Praeger Special Studies, 1977—price not given, but likely around $18.00)

Douglas Davis and Allison Simmons' The New Television: A Public/Private Art (Cambridge, Mass.: MIT Press, 1977—$14.95)

The Videophile's Newsletter (Jim Lowe, 2014 South Magnolia Drive, Tallahassee, Fla. 32301—$7.50 for five issues)

Separations Procedures in the Telephone Industry: The Historical Origins of a Public Policy, by James W. Sichter (January 1977, Publication P-77-2, 146 pp. $23.40, paper)

The Communications Act Policy Toward Competition: The Sound of One Hand Clapping by Hamilton Loeb (March 1977, Working Paper W-77-1, 68 pp., $ 10.90)

Broadcasting: The Next Ten Years (New York: National Broadcasting Co., Department of Corporate Planning, 1977—apparently free on request, paper)

NFLCP Newsletter (P.O. Box 119, Cambridge, Mass. 02142—$7.50 annually, bimonthly; $15.00 to organizations)

Gary Gerani and Paul H. Schulman's Fantastic Television (New York: Harmony Books/Crown Publishers, 1977—$12.95/5.95)     

Commonwealth Media

Television, Censorship and the Law, by Colin R. Munro (208 pp.---$22.00)

Characteristics of Local Media Audiences, by Ray Brown (130 pp.---$23.00)

Newspapers as Organizations, by Lars Engwall (288 pp.---$29.0O)

Broadcasting and Youth (London: Calouste Gulbenian Foundation, 98 Portland Place, London W1N 4ET, 1979---£1.70 or about $4.00, paper)

Carl Gardner, ed. Media, Politics & Culture: A Socialist View (London: Macmillan/Atlantic Highlands, N.J.: Humanties Press, 1979---$21.50/9.75)

Asa Briggs, Governing the BBC (London: British Broadcasting Corporation, 1979---£10.00 or about $22.00)

Graham Cleverley's The Kettering Standoff: A Study of a Strike (Southhamption: Aeropagus, 1978---price not given, but available in hardback and paper)

Paul Hoch's The Newspaper Game: The Political Sociology of the Press (London and New York: Marian Boyars Ltd., 1974, released US in 1979---$10.00)

Canadian Radio-television and Telecommunications Commission (CRTC Information Services, Ottawa, Ontario K1A ON2, Canada---available free on request, paper)

Australia: Henry Mayer tells us of nine recent publications on page     

Use and perceptions of information among family physicians: sources considered accessible,relevant, and reliable

Objectives:

The research determined (1) the information sources that family physicians (FPs) most commonly use to update their general medical knowledge and to make specific clinical decisions, and (2) the information sources FPs found to be most physically accessible, intellectually accessible (easy to understand), reliable (trustworthy), and relevant to their needs.

Methods:

A cross-sectional postal survey of 792 FPs and locum tenens, in full-time or part-time medical practice, currently practicing or on leave of absence in the Canadian province of Saskatchewan was conducted during the period of January to April 2008.

Results:

Of 666 eligible physicians, 331 completed and returned surveys, resulting in a response rate of 49.7% (331/666). Medical textbooks and colleagues in the main patient care setting were the top 2 sources for the purpose of making specific clinical decisions. Medical textbooks were most frequently considered by FPs to be reliable (trustworthy), and colleagues in the main patient care setting were most physically accessible (easy to access).

Conclusions:

When making specific clinical decisions, FPs were most likely to use information from sources that they considered to be reliable and generally physically accessible, suggesting that FPs can best be supported by facilitating easy and convenient access to high-quality information.

Highlights

• Medical textbooks were the most popular information source for family physicians'' (FPs'') clinical decision-making purposes, and medical journals were the most popular information source for the purpose of updating FPs'' general medical knowledge.
• FPs considered medical textbooks to be the most reliable (trustworthy) source, colleagues the most physically accessible, and continuing medical education the most relevant and intellectually accessible.
• The lowest ranked information sources across all four attributes were personal digital assistants, mental health professionals, pharmaceutical sales representatives, and other decision aids.

Implications

• The most popular information sources for clinical decision-making purposes among FPs were sources characterized as reliable and generally physically accessible.
• This study suggests the need for further research into interventions that target information access barriers in FPs'' practice settings and the promotion of reliable evidence for FPs'' clinical decision-making purposes.