Interaction between prey and mutually interfering predator in prey reserve habitat: Pattern formation and the Turing–Hopf bifurcation

In this paper, we propose a diffusive prey-predator system with mutually interfering predator (Crowley–Martin functional response) and prey reserve. In particular, we develop and analyze both spatially homogeneous model based on ordinary differential equations and reaction-diffusion model. We mainly investigate the global existence and boundedness of positive solution, stability properties of homogeneous steady state, non-existence of non-constant positive steady state, conditions for Turing instability and Hopf bifurcation of the diffusive system analytically. Conventional stability properties of the non-spatial counterpart of the system are also studied. The analysis ensures that the prey reserve leaves stabilizing effect on the stability of temporal system. The prey reserve and diffusive parameters leave parallel impact on the stability of the spatio-temporal system. Furthermore, we illustrate the spatial patterns via numerical simulations, which show that the model dynamics exhibits diffusion controlled pattern formation by different interesting patterns.     

Effects of honours programme participation in higher education: a propensity score matching approach

Honours programmes have become part of higher education systems around the globe, and an increasing number of students are enrolled in such programmes. So far, effects of these programmes are largely under-researched. Two gaps in previous research on the effects of such programmes were addressed: (1) most studies lack a comparable control group of students not enrolled in honours programmes and (2) few studies have longitudinally investigated effects of honours programmes on student characteristics other than academic achievement. By using propensity score matching, the current study investigated the effects of Dutch honours programmes on students’ ability, motivation, creativity and academic achievement. Students’ self-perceived ability, perseverance, mastery orientation, performance orientation, intellectual curiosity and self-efficacy, as well as students’ gender and study grades were used to match undergraduate honours students to non-honours students (N?=?94). Results showed no overall differences in ability, motivation and creativity halfway into the honours programme, although honours students seemed to slightly increase in intellectual curiosity, while non-honours students tended to decrease in mastery orientation. Outcomes of the study give rise to considerations about the role of honours programmes in curricula.     

Developmental Outcomes for Children at High Risk of Dyslexia and Children With Developmental Language Disorder

We followed children at family risk of dyslexia and children with preschool language difficulties from age 3½, comparing them with controls (N = 234). At age 8, children were classified as having dyslexia or Developmental Language Disorder (DLD) and compared at earlier time points with controls. Children with dyslexia have specific difficulties with phonology and emergent reading skills in the preschool period, whereas children with DLD, with or without dyslexia, show a wider range of impairments including significant problems with executive and motor tasks. For children with both dyslexia and DLD, difficulties with phonology are generally more severe than those observed in children with dyslexia or DLD alone. Findings confirm that poor phonology is the major cognitive risk factor for dyslexia.     

Choosing a University: Important Attributes Used by Access Students in South Africa

Universities in South Africa are operating in an increasingly competitive environment with each institution aiming to attract the best students and meet their enrolment targets. The Department of Education’s (DoE’s) strategy to address the inadequacies of the past and the shortage of skills in maths and science in South Africa has also affected how universities operate. In responding to the DoE’s strategy to address past inadequacies many universities offer access programmes to students from previously disadvantaged schools. This paper highlights the factors or attributes that are important, specifically to access students, in their selection of which university to attend for their tertiary studies and makes recommendations in terms of a marketing strategy for universities targeting this group whose background and needs are different to students who come from more advantaged schools. Marketing implications for access programmes are provided.     

促进出口与经济发展——以韩国为例

分析了韩国促进出口措施的贡献和存在的问题,阐述了韩国从过去注重直接出口补贴向现在的间接出口激励措施转变,促进经济发展的经验。     

Playing Slavery in First Grade: When “Developmental Appropriateness” Goes Awry in the Progressive Classroom

This article unfurls in the aftermath of an event where three first grade children at a reputable progressive elementary school were found playing slavery during school recess. As word caught on, parents ignited into a frenzy: some railed against the teacher, others demanded an answer, while still others believed this was precisely the meaning of progressive schooling. In swift response, school administrators sent a conciliatory email apologizing for their misjudgment. Slavery, they declared, was too difficult a topic and developmentally inappropriate for such a young age. Guided by critical childhood studies and concepts of difficult knowledge, this reflective article explores how adults drew from developmental frameworks and used children as proxies to protect themselves from the complicated conversation of race and slavery. It unpacks this event through three entry points: encountering difficult knowledge in primary school; the moralization of child development; and the ongoing work inherent to social justice-oriented schooling. It is hoped that readers can take this example into their own teacher education programs and school faculty meetings to query how adults can open up spaces for critical encounters rather than launch accusations when faced with the emotional charge of oppressive histories.     

Student Engagement at Two-Year Institutions: Age and Generational Status Differences

This study examined the relationship between participation and location of dual-credit enrollment and the educational aspirations of high school students. A total of 304 students from 5 rural Kansas high schools were surveyed. The return rate was 80.9%. Results indicated that participation in dual-credit programs had a positive and significant relationship with educational aspirations. Other independent variables that demonstrated strong predictive importance for educational aspirations were parents’ educational levels and grades. The findings further indicated that concurrent enrollment location was a significant predictor of educational aspirations.     

MAKING STUDENT RETENTION AN INSTITUTIONAL PRIORITY

A study was conducted to determine the reasons behind the unusually high rate of student attrition at Mountain Empire Community College. The results, which suggested that work and family conflicts were the primary contributors to attrition, led to the formation of a task force that was charged with the development of a comprehensive student retention plan. A college‐wide retreat involving all faculty, staff, and administrators was conducted to inform all constituents about the college's retention effort and to involve the entire college community in working together to understand how to implement effective retention strategies. Finally, a standing retention committee was formed at the college to oversee implementation of the retention plan, a plan which is research‐based and reflective of the long‐term commitment the institution has made to the improvement of the student persistence rate.