British Parliamentary Debate and the Twenty-First-Century Student

British Parliamentary Debate (BP) has grown in popularity in recent years and may be an appropriate debate for contemporary college students or Millennials. We argue that BP debate offers Millennials two distinct advantages: (a) BP is an accessible format, amenable to the demands of busy students; and (b) BP confers global argumentation skills required to be competitive in a globalized society.     

Extending the Television Brand: An Examination of Why Consumers Use Broadcast Network Web Sites

Framed by the technology acceptance and customer-based brand equity (CBBE) models, this study investigated how audiences intend to use broadcast television network Web sites. Drawing upon the results of a survey (N = 178), this research found that perceived ease of use and perceived enjoyment significantly influence intent to use broadcast Web sites. Findings also reveal that CBBE plays a significant role as a mediator between motivations and behavioral intention to use broadcast networks' Web sites. It is concluded that as the medium of television evolves, networks' Web sites should be conduits for sustained brand allegiance and broadcasters should make more strategic use of their Web sites.     

Glycated nail proteins as a new biomarker in management of the South Kivu Congolese diabetics

Introduction

Diagnosis and monitoring of diabetes mellitus in sub-Saharan Africa, based on blood analyses, are hampered by infrastructural and cultural reasons. The first aim of this study was to evaluate the diagnostic accuracy of glycated nail proteins for diabetes mellitus. The second aim was to compare the course of short- and long-term glycemic biomarkers after 6 months of antidiabetic treatment. These objectives should support our hypothesis that glycated nail proteins could be used as an alternative glycemic biomarker.

Materials and methods

This case-control study consisted of 163 black diabetics and 67 non-diabetics of the South Kivu (Democratic Republic of Congo). Diagnostic accuracy of glycated nail proteins was evaluated using ROC curve analysis. At the start of the study, glycated nail protein concentrations were compared between diabetics and non-diabetics, using a nitro blue tetrazolium (NBT) colorimetric method. In a subgroup of 30 diabetics, concentrations of glycated nail proteins, fasting glucose (Accu-Chek® Aviva), serum fructosamine (NBT) and HbA1c (DCA-2000+®) were measured at start and after 6 months.

Results

ROC analysis yielded an AUC of 0.71 (95% confidence interval (CI): 0.65-0.76) and a cut-off point of 3.83 μmol/g nail. Concentration of glycated nail proteins was significantly higher (P < 0.001) in diabetics in comparison with non-diabetics. After 6 months of antidiabetic treatment, a significant drop in the fasting glucose concentration (P = 0.017) and concentration of glycated nail proteins (P = 0.008) was observed in contrast to serum fructosamine and HbA1c.

Conclusions

Measurement of glycated nail proteins could be used to diagnose and monitor diabetes mellitus in sub-Saharan Africa.Key words: fasting glucose concentration, fructosamine, hemoglobin A1c protein, nails, sub-Saharan Africa, diabetes mellitus     

The role of achievement,gender, SES,location and policy in explaining the Indigenous gap in high-school completion

Internationally, there is a gap in high-school completion rates for Indigenous and non-Indigenous students. In Australia, gap estimates are commonly based on lag indicators, precluding examination of underlying mechanisms. Using two longitudinal representative samples of Australian youth, we explored differences in high-school completion between Australian Indigenous and non-Indigenous rates, and whether the gap varies for students of similar academic ability. Using an intersectional approach, we show the Indigenous gap is significant, is mostly a function of differences in academic achievement, but varies by socioeconomic status (SES) and location. Specifically, high SES and living in urban settings are protective factors for non-Indigenous students, but not for Indigenous students. Conversely, rural and poor non-Indigenous students appeared to have dropout rates as large or even larger than similarly poor and rural Indigenous youth. Overall, the results suggest the need for a more nuanced perspective on ‘Indigenous gaps’ in educational attainment.     

Phenomenological understanding of Black counselor education students at Predominately White Institutions,Historically Black Colleges and Universities,and Hispanic Serving Institutions

The experiences of Black counseling students at Predominantly White Institutions are well documented. Using a transcendental phenomenological environmental research design, we explored how 12 Black counselor education graduates experienced their respective institutions across three types of academic institutions—Predominantly White Institutions, Historically Black Colleges and Universities, and Hispanic Serving Institutions. Three salient themes emerged—(1) exposure, (2) real-life exposure, and (3) cultural oasis. The researchers also discussed implications for counselor education programs and future research.     

The Role of Student Characteristics in Predicting Retention in Online Courses

Given the continued issue of student retention for online classes, past research has suggested several “retention strategies” focused on engaging students as a way to reduce their withdrawal rate from these classes. However, a recent study testing the effects of these strategies on retention in online undergraduate business courses (Leeds et al., Int J Manage Educ 7(1/2), 2013) did not show empirical support for the effectiveness of such strategies. Taking an alternative approach that focuses on individual characteristics of students, this study takes a broader view and examines previous research literature on traditional face-to-face classes to determine how individual characteristics of students may be associated with the likelihood of withdrawal from online classes. Using a sample of undergraduate students (n = 2,314) from a large state university, results from this study identified prior performance in college classes (cumulative GPA) and class standing (senior vs. non-senior) as significant student characteristics related to student retention in online classes for all students. Other factors significantly related to retention rates for students with certain characteristics or within certain majors include previous withdrawal from online courses, gender, and receipt of academic loans.     

Upper secondary and vocational level teachers at social software

This study focuses on upper secondary and vocational level teachers as users of social software i.e. what software they use during their leisure and work and for what purposes they use software in teaching. The study is theorised within a technological pedagogical content knowledge framework, the emphasis is especially on technological knowledge and technological pedagogical knowledge. Four hundred thirty seven teachers were surveyed using an online questionnaire with Likert scaled statements and open-ended questions. Results suggest that the number of different types of social software actively used for teaching is small and that the potential of social software as a tool for supporting collaborative learning has not yet been realised. Discussion of the results is framed in the context of teachers’ developing technological pedagogical content knowledge.     

Things Fall Apart and Come Together: Using the Visual for Reflection in Alternative Teacher Education Programmes

In this article, we focus on the use of the visual for reflection in ‘alternative’ pre‐service teacher education and, in particular, we address the question: How and what can we learn about teacher education using the visual? By way of illustration, we focus on the use of pre‐service teachers’ photographs in a public exhibition, participatory video documentary production and pre‐service teachers’ use of photographs in their professional teaching portfolios. The article draws from research done in relation to three alternative pre‐service teacher education projects based at McGill University in Canada and the University of KwaZulu‐Natal in South Africa.