Food insecurity: is it an issue among tertiary students?

Insufficient access to food is known to compromise tertiary studies. Students often belong to groups known to have poor food security such as those renting or relying on government payments. The present study administered a cross-sectional survey incorporating the USDA food security survey module (FSSM) to 810 students at a metropolitan university in Brisbane, Australia. One in four students indicated they were food insecure, this being double that previously reported for tertiary students and five times that previously reported for the general population. Factors associated with food insecurity included low income, reliance on government support and renting. Students from food insecure households were twice as likely to report only fair or poor general health and three times as likely to have deferred their studies due to financial difficulties. Further, at least 80 % of these students reported that their studies were compromised. Strategies to alleviate food insecurity among students could improve retention rates and educational outcomes.     

Listening: An empirical comparison of discussion length and level of incentive

This study was designed to compare strategies used to improve listening skills in business communication settings. It analyzed the effect of discussion length and incentive level on the ability of subjects to listen to and identify main points in twenty‐two short dialogues. The results suggest that both discussion length and incentive level have an effect on listening ability.     

Performance tolerance and boat set‐up in elite sprint Kayaking

The aim of this study was to examine the inter‐relationship between athlete morphology, equipment set‐up and performance in elite sprint kayaking. Correlations applied to data from the 2000 Olympics were used to select the most important links between morphology and boat set‐up — paddle grip width and foot‐bar distance. Associations between body size and the above selected equipment set‐ups were calculated using a Pearson correlation matrix, to facilitate the logical selection of independent variables as input for regression analyses. Significant (p < 0.01) regression equations were developed for the prediction of foot‐bar distance (r² = 0.589: standard error of estimate (SEE) = 4.48) and paddle grip width (r² = 0.541: SEE = 3.08). Three national‐standard sprint kayakers used their preferred set‐up together with modifications of their predicted set‐up, derived from Olympic data, to test performance tolerance in sprint kayaking. Mean coefficients of multiple determination over three trials for the three paddlers of 0.91, 0.91 and 0.92 for left paddle force, right paddle force, and paddle angle at water entry, respectively, were recorded when using their preferred set‐up. These data showed that the paddlers produce consistent patterns of motion. The intervention of altering the boat set‐up resulted in varying changes to boat speed. The mean preferred speed for the three paddlers of 4.47 m/s was reduced by 0.07 and 0.10 m/s when the above boat set‐up was modified to a predicted and ‘predicted plus one standard deviation’ respectively. These changes in boat speed were the result of alterations in the mechanics of paddling technique.     

Three models,one goal: Assessing financial vulnerability in New Zealand amateur sports clubs

Financial vulnerability is a critical issue for nonprofit sports clubs due to clubs’ increasing costs and impediments to generating sufficient income. The first objective of this study is to derive a conceptual understanding of financial vulnerability for sports clubs by assessing three financial vulnerability models, two of which have previously been applied in the nonprofit sector generally. Two models are based on revenue patterns and expenditure, and the third is based on movements in Net Assets over four years. A second objective is to identify determinants of financial vulnerability within amateur sports clubs, focusing specifically on golf and football.The data to test these models were derived from the financial reports of 227 amateur sports clubs in New Zealand (98 football and 129 golf clubs). Each of the three models results in different predictive variables and has different explanatory strengths. For example, football clubs that were financially vulnerable under Model 1: Program Expenditure had declining revenues from members and trading, as well as high administration costs. Conversely, declining reserves are predictive in financially vulnerable golf clubs using Model 2: Net Assets. Model 3: Net Earnings was generalizable to both football and golf clubs. The explanatory variables were different between these sports, due to their different asset base and propensity to employ paid staff. The common variables those with oversight responsibilities should monitor against financial vulnerability are: an undue reliance on external, rather than member-based revenue, increasing debt, and excessive expenditure. Further research could extend this model to other sports and other jurisdictions.     

A critical review of education support practices in Spain

ABSTRACT

The objective of this study is to analyse different models of educational support that are used in schools with public funding from the perspective of support teachers, counsellors and members of management teams. Participants were 79 professionals from the three areas mentioned above. The methodological approach was a phenomenological qualitative one using focus groups and subsequent qualitative analysis of the data. The systems of categories and subcategories underwent a progressive process of triangulation. The results show that professionals identify support practices that can be divided into two differentiated models: a traditional model linked to a medical perspective of providing personal support to the most vulnerable students and a support model consistent with inclusive education. There are also discrepancies among professionals, especially about the need for support to be provided within the reference classroom. The discussion focuses on identifying essential aspects, to more effectively support students and teachers in an ordinary school context. In addition, professionals question the regulations for their disconnection from the reality they experience in schools. All this requires a rethinking of the functions of support teachers supported by careful initial and ongoing training.     

Marine Aerosol Weathering of Mediterranean Calcarenite Stone: Durability of Ethyl Silicate,Nano Ca(OH)2, Nano SiO2, and Nanostructured Consolidating Products

ABSTRACT

Calcarenite stone samples from a historic building (Bizerte, Tunisia) were collected and treated under different environmental conditions with several consolidating products: alkoxysilane (ethyl silicate), a surfactant-templated novel sol–gel, Ca(OH)₂, and SiO₂ nanoparticles. These were subjected to marine aerosol accelerated aging cycles and studied by several non-destructive tests and techniques to assess the stability of the products. Results show that weathering caused by salt crystallization is not inhibited but it is slowed down due to the enhancement of superficial mechanical properties (surface cohesion and micro-hardness) achieved after one month of treatments application. A high or low relative humidity of the consolidation environment significantly affects the final mechanical and aesthetical physical properties and therefore conditions the durability of the treated substrates, even producing higher damage than observed in the blank specimens, depending on the product.     

Incremental beliefs of ability,achievement emotions and learning of Singapore students

This study investigated the relationships of students’ incremental beliefs of math ability to their achievement emotions, classroom engagement and math achievement. A sample of 273 secondary students in Singapore were administered measures of incremental beliefs of math ability, math enjoyment, pride, boredom and anxiety, as well as math classroom attention and disruption. In addition, students’ end-of-year math achievement scores were collected from school records. The hypothesised mediation model was supported in structural equation modelling analysis. Incremental beliefs of math ability were associated positively with math enjoyment and pride, and negatively with math boredom and anxiety. Achievement emotions fully mediated the relationships of incremental beliefs of math ability to classroom engagement and math achievement. Incremental beliefs of math ability were associated positively with classroom attention through math enjoyment and pride, negatively with classroom disruption through math anxiety and positively with math achievement through the two outcome-related emotions, math pride and anxiety. The findings and implications are discussed in the academic context of Singapore.     

The relationship between civic attitudes and voting intention: an analysis of vocational upper secondary schools in England and Singapore

From 2009 to 2011, a team from the Centre for Learning and Life Chances in Knowledge Economies and Societies carried out a mixed-methods study of young people in England and Singapore. With regard to civic attitudes, the study showed that there was a greater sense of political self-efficacy and collective (school) efficacy in Singapore than in England. In addition, the group in Singapore scored higher on future voting relative to the group in England. Further, while both political self-efficacy and collective (school) efficacy were correlated with future voting in England, only the latter was correlated in the case of Singapore. For some, the results may seem counter-intuitive. The article reflects on these results, particularly those relating to democratic outcomes.     

Imagining a profession: a beginning teacher's story of isolation

Policy documents informing the profession of teaching in Australia and elsewhere explicitly recommend nurturing those new to the profession working collaboratively with colleagues. Key to the development and growth of beginning teachers is the informal exchange of ideas and knowledge between colleagues – essentially through the functioning of a community of practice. In practice there are beginning teachers who do not experience productive professional collaborations. In this article we use positioning theory and discourse analysis as a methodological “hearing aid” to listen to the story of a beginning teacher, a global English speaker, as she tells of her personal experiences of being excluded by her colleagues as she begins teaching at her first school. Speakers of global English are defined, for this research, as those for whom English is not their first language but may be one of many spoken languages. This story reflects similar accounts gathered during a larger research study conducted by the authors that focused on the early career experiences of global English speaking teachers. We conclude with suggestions for ways forward through awareness and practical reforms.