Senior high students’ career plans for the future: outcomes of the comprehensive career needs survey in Southern Alberta, Canada

The Comprehensive Career Needs Survey was used to assess the career plans of senior high students in Southern Alberta, Canada. This article examines senior high student perceptions regarding (a) their future plans; (b) confidence in attaining their career goals, (c) importance of remaining in their community; and (d) where they anticipate working. The majority of respondents planned to combine full time education with part time work, were confident in achieving their career plans, and anticipated finding work in their country. Results indicate a need for programs addressing career decision making and combining education and work experience.     

Conveying a Stance of Religious Pluralism in Children’s Literature

Religious discrimination is a global concern, as social dissonance and devastating violence result from religious intolerance. In order to develop socially competent, global citizens and create a peaceful society, religious diversity must be explored in public school classrooms; yet it remains a controversial and seldom addressed topic. Children’s literature that conveys religious pluralism can help teachers start this crucial conversation. A content analysis of 14 religiously pluralistic texts was conducted to understand how children’s authors enact a pluralistic stance. Findings indicate that fiction authors employ five main archetypes to express messages of religious pluralism: the questioner, one truth believer, counterpoint character, atheist, and coach. Both fiction and nonfiction authors confront issues of religiously disguised violence, provide educational information about religious beliefs and practices, emphasize commonalities between religions, maintain an assertive and respectful voice when describing religious beliefs, and highlight the existence of multiple spiritual paths. Implications of these findings for classroom practice are discussed.     

Student satisfaction with R vs. Excel in Data Mining and Business Analytics: A Herzberg's motivation-hygiene theory perspective

Applying Herzberg's motivation-hygiene theory, we studied the determinants of student satisfaction in using R in a Decision Support Systems course that previously used Excel to teach Data Mining and Business Analytics (DMBA). The course is a degree requirement, and prior programming experience is not a prerequisite. We hypothesized that motivators for student satisfaction with R would include: (i) an intrinsic interest in DMBA, (ii) a perception that R is a better tool than Excel for DMBA, and (iii) a favorable view of R as a facilitator of career advancement. We postulated that the hygiene factor was the compulsory course requirement to learn R, a new and challenging language to students in this study. Data from 120 students, analyzed using Principal Component Analysis (PCA) and Generalized Additive Modeling (GAM), showed that motivators were positively related to satisfaction while hygiene factors were neutral. Students showed willingness to take on a harder challenge in exchange for intrinsic and future career benefits. The model can be useful in curriculum design or career advisement to increase student satisfaction in learning new software skills while meeting market demands.     

Cardiac Structure and Function in Weight Trainers,Runners, and Runner/Weight Trainers

Abstract

The purpose of this study was to describe and compare cardiac structure and function in adult male weight trainers, runners, and those who do both activities. Subjects had actively participated in the various training programs for the previous five years. Age ranged from 28.4 to 31.3 years in the three groups. Echocardiography was used to assess selected heart diameters, volumes, indices of contractility, and thicknesses, while VO₂ max and percent body fat were measured using standard methods. Heart structure and function were expressed in absolute terms and relative to total body weight. An alpha level of .05 was used in all comparisons. Results indicated the runners demonstrated significantly greater relative LVID_d, LVID_s, and LVPW than the weight trainers. The runner/weight trainers possessed significantly greater relative LVID_d, LVID_s, LVPW, IVS, and LVEDV than the weight trainers. No significant differences, absolute or relative, existed between the runner and runner/weight trainer groups in any of the myocardial structure and function variables. It was concluded that men who run or run and weight train have similar structural and functional characteristics of the heart and possess greater relative internal diameter and left ventricular wall thickness than men who only weight train.     

Concluding remarks

Instructional Science -     

Interleukin-6 and delayed onset muscle soreness do not vary during the menstrual cycle

The purpose of this study was to determine if a difference in interleukin-6 (IL-6) and delayed onset muscles soreness (DOMS) exists in two different phases of the menstrual cycle. Nine runners performed one 75-min high-intensity interval running session during the early follicular (EF) phase and once during the midluteal (ML) phase of the menstrual cycle. Estrogen and progesterone levels were significantly reduced in the EF phase when compared to the ML phase. IL-6 levels increased from pre- to postexercise in the EF and ML phases (p < .001). There was no relationship between the IL-6 level and DOMS. The results suggest that menstruating female runners need not vary training throughout the month to reduce DOMS.     

Tapping Into the Power of School Climate to Prevent Bullying: One Application of Schoolwide Positive Behavior Interventions and Supports

Preventing bullying requires a comprehensive approach that includes a focus on school climate. We review the climate features shown to reduce bullying, then illustrate how School-wide Positive Behavioral Interventions and Supports (SWPBIS) applies these principles in practice. SWPBIS, grounded in multiple theories—behaviorism, social learning theory, prevention science, and systems change—is designed to build a positive school climate by defining and consistently reinforcing positive behavioral norms. SWPBIS focuses on teaching and acknowledging positive behavior and addressing environmental conditions that exacerbate problem behavior. This positive approach changes behavior without the negative interactions associated with punitive discipline while establishing school climates that promote protective factors and mitigate risk factors. Schools implementing SWPBIS have reported less bullying and student victimization, fewer problem behaviors, and increased feelings of safety.