Mapping the typology of transition systems in a liberal market economy: the case of Canada

This research explores links between tertiary education institutions and between tertiary education and the labour market as determinants of provincial and national transition patterns in Canada. The study consists of a provincial analysis that maps the typology of transition systems across Canada’s devolved federated tertiary education structure. The results show that, nationally: the links between education and work are relatively loose aside from regulated occupations; there is an emphasis on general education; and qualifications are used as a screen for entry to the labour market. However, while Canada can be broadly understood as a liberal market economy, there is provincial diversity within the nation; and there are varying logics for the development of skill, deployment of labour, and relations between institutions. The institutional and policy frameworks, structure of jobs, and formation of skill in Canada’s largest provinces of British Columbia, Alberta, Ontario and Quebec reveal diverse characteristics of transition systems. However, despite internal differentiation in the value of vocational education, variations at the provincial level have not been enough to shift the federal pattern as a whole. Instead, in Canada vocational education is generally stigmatised and viewed as signalling low ability and motivation.     

The Future of the Academy: Who’s Looking for Whom?

Individuals seeking academic employment opportunities often do so by exploring hiring announcements that are advertised online through Academy of Criminal Justice Sciences, American Society of Criminology, and The Chronicle of Higher Education. Because limited educational resources and budget constraints can impact hiring decisions that are made at institutions of higher learning over time, it is important for candidates to consider exactly what employers are looking for in prospective professionals and to see how they measure up to the demands brought on by academic job searches. Using quantitative content analyses of recent job postings on popular academic job search websites, this study explores recent trends in the hiring of criminology and criminal justice professionals, paying particular attention to exactly which positions are being sought after by colleges and universities and how the presence of online technology has changed hiring trends within our field.     

‘We can't make him fit into the system’: parental reflections on the reasons why home education is the only option for their child who has special educational needs

This small-scale study investigates the perspectives of parents whose children have special educational needs/disabilities and who have elected to withdraw their children from the state-maintained education system in England and educate them at home. The study draws on data gathered from seven parents and their perspectives of home education following a government-commissioned review of home education in 2009, subsequently known as the ‘Badman Report’. The former New Labour government commissioned this review to assess the merits of the system of supporting and monitoring home education in England. Findings identified a number of issues, including the lack of understanding by staff within school settings around the issues of special needs and particularly in the area of autistic spectrum disorders, the failure to engage in partnership with parents and the impact that the school environment had upon the children.     

Maintenance of observing responses with the less highly valued stimulus in pigeons

Previous research has shown that the more valued stimulus will maintain observing responses but the less valued stimulus will not. In the first part of this experiment, it was shown that the removal of the stimulus associated with the fixed-ratio component of a multiple schedule (mult FI 2 min, FR 35) abolished observing responses. In the next part, the ratio stimulus was phased out by making it available during some ratios but not during others. Observing responses were maintained following the phasing procedure even when all ratio stimuli were unavailable. In the third part, all stimuli, both ratio and interval, were unavailable. Observing responses declined under this condition and increased again when the stimulus associated with the interval was again made available. It is hypothesized that observing responses will be maintained as long as they permit the maintenance of a discrimination.     

Dyslexia assessment in Arabic

Despite advancements in empirical studies of developmental dyslexia, progress on methods of dyslexia assessment have been hampered by ongoing debate concerning diverse issues such as the role and validity of IQ in the assessment process, labelling and definitions ( Miles, 1994 ; Stanovich, 1991, 1992 ). With the emergence of cross-linguistic studies of dyslexia came the realisation that the manifestation of dyslexia is different in different languages ( Goulandris, 2003 ; Smythe, Everatt & Salter, 2004 ). It follows that the assessment of dyslexia should consider specific linguistic features of the language spoken by the individual to be assessed. This paper argues for the need of culture-fair assessment and calls for considerations to be given when assessing monolingual Arabic-speaking individuals with dyslexia which would take into account the specific linguistic feature of the Arabic language.     

Analysis of swimming performance: perceptions and practices of US-based swimming coaches

In elite swimming, a broad range of methods are used to assess performance, inform coaching practices and monitor athletic progression. The aim of this paper was to examine the performance analysis practices of swimming coaches and to explore the reasons behind the decisions that coaches take when analysing performance. Survey data were analysed from 298 Level 3 competitive swimming coaches (245 male, 53 female) based in the United States. Results were compiled to provide a generalised picture of practices and perceptions and to examine key emerging themes. It was found that a disparity exists between the importance swim coaches place on biomechanical analysis of swimming performance and the types of analyses that are actually conducted. Video-based methods are most frequently employed, with over 70% of coaches using these methods at least monthly, with analyses being mainly qualitative in nature rather than quantitative. Barriers to the more widespread use of quantitative biomechanical analysis in elite swimming environments were explored. Constraints include time, cost and availability of resources, but other factors such as sources of information on swimming performance and analysis and control over service provision are also discussed, with particular emphasis on video-based methods and emerging sensor-based technologies.     

24 h Accelerometry: impact of sleep-screening methods on estimates of sedentary behaviour and physical activity while awake

Although accelerometers can assess sleep and activity over 24 h, sleep data must be removed before physical activity and sedentary time can be examined appropriately. We compared the effect of 6 different sleep-scoring rules on physical activity and sedentary time. Activity and sleep were obtained by accelerometry (ActiGraph GT3X) over 7 days in 291 children (51.3% overweight or obese) aged 4–8.9 years. Three methods removed sleep using individualised time filters and two methods applied standard time filters to remove sleep each day (9 pm–6 am, 12 am–6 am). The final method did not remove sleep but simply defined non-wear as at least 60 min of consecutive zeros over the 24-h period. Different methods of removing sleep from 24-h data markedly affect estimates of sedentary time, yielding values ranging from 556 to 1145 min/day. Estimates of non-wear time (33–193 min), wear time (736–1337 min) and counts per minute (384–658) also showed considerable variation. By contrast, estimates of moderate-to-vigorous activity (MVPA) were similar, varying by less than 1 min/day. Different scoring methods to remove sleep from 24-h accelerometry data do not affect measures of MVPA, whereas estimates of counts per minute and sedentary time depend considerably on which technique is used.     

Linguistic experience and phonemic perception in infancy: a crosslinguistic study.

English- and Spanish-learning infants were tested for perception of 2 synthetic speech contrasts differing in voice onset time. The 2 pairs were chosen so that they were native to either Spanish or English. Using the Visually Reinforced Infant Speech Discrimination (VRISD) paradigm, 6--8-month-old infants were taught to respond to a change in auditory stimuli with a headturn. Correct headturns were reinforced by the activation of a lighted animated toy. While Spanish-learning infants provided evidence of discriminating both English and Spanish contrasts, English-learning infants only provided evidence of discriminating their native contrast. The results are discussed in terms of the role of linguistic experience in the development of speech perception skills in infancy.     

Improved medical student perception of ultrasound using a paired anatomy teaching assistant and clinician teaching model

This study describes a new teaching model for ultrasound (US) training, and evaluates its effect on medical student attitudes toward US. First year medical students participated in hands‐on US during human gross anatomy (2014 N = 183; 2015 N = 182). The sessions were facilitated by clinicians alone in 2014, and by anatomy teaching assistant (TA)‐clinician pairs in 2015. Both cohorts completed course evaluations which included five US‐related items on a four‐point scale; cohort responses were compared using Mann‐Whitney U tests with significance threshold set at 0.05. The 2015 survey also evaluated the TAs (three items, five‐point scale). With the adoption of the TA‐clinician teaching model, student ratings increased significantly for four out of five US‐items: “US advanced my ability to learn anatomy” increased from 2.91 ± 0.77 to 3.35 ± 0.68 (P < 0.0001), “Incorporating US increased my interest in anatomy” from 3.05 ± 0.84 to 3.50 ± 0.71 (P < 0.0001), “US is relevant to my current educational needs” from 3.36 ± 0.63 to 3.54 ± 0.53 (P = 0.015), and “US training should start in Phase I” from 3.36 ± 0.71 to 3.56 ± 0.59 (P = 0.010). Moreover, more than 84% of students reported that TAs enhanced their understanding of anatomy (mean 4.18 ± 0.86), were a valuable part of US training (mean 4.23 ± 0.89), and deemed the TAs proficient in US (mean 4.24 ± 0.86). By using an anatomy TA‐clinician teaching team, this study demonstrated significant improvements in student perceptions of the impact of US on anatomy education and the relevancy of US training to the early stages of medical education. Anat Sci Educ 11: 175–184. © 2017 American Association of Anatomists.