The Development of Self‐Determination and Implications for Educational Interventions with Students with Disabilities

Self‐determination is, increasingly, recognised as an important educational outcome if students with disabilities are to succeed both in and out of school. This article presents a definitional framework of self‐determination, describes the development of this outcome, and discusses the implications of this research for educators.     

Enhancing fitness training adherence of elite netball players: An evaluation of Maddux's revised Theory of Planned Behaviour

An intervention based on the predictions of Maddux's revised Theory of Planned Behaviour was designed to improve fitness training adherence of a group of elite netball players. The intervention consisted of a persuasive communication and time management workshop, which targeted the social cognitive constructs of the theory. We adopted a multiple baseline across-individuals design over 14 weeks with 17 elite netball players. Baseline training adherence data were collected over the first 7 weeks. The targeted social cognitive constructs were assessed at baseline, post-intervention and follow-up. Large effect sizes for changes in training adherence from baseline to post-intervention were noted for 13 players (76%). Post-intervention analysis revealed significant changes in two of the targeted variables, perceived vulnerability and attitude towards current behaviour, suggesting that the intervention was associated with cognitive changes. Data from an intervention check provided additional evidence to support the efficacy of the intervention. A follow-up assessment over an additional 7 weeks showed that players' training frequency remained improved. The results support the view that the revised Theory of Planned Behaviour can help inform interventions that enhance the training adherence of elite netball players.     

Conflict between work and family among New Zealand teachers with dependent children

Changes in family and employment patterns have lead to an increasing need for families to balance work and family roles. Little research has examined work and family conflict among teachers. In the present study, 69 New Zealand teachers completed a survey examining occupational-related demands, family-related demands, work and family conflict, and perceptions of parenting programmes. Occupational task overload, their children's behaviour problems, hours of employment, and work experience increased conflict between work and family. A programme addressing inter-role conflict and managing children's misbehaviour would be of benefit to teachers. Teachers believed organisations should play a role in delivering such programmes.     

European News-Agency Beginnings: The Role of S. Engländer

There is little archival evidence about the beginnings of what might be termed the leading nineteenth-century European news agencies—Havas in Paris, Reuter in various European news-centres and then London, and Wolff in Berlin; the concept of the news agency, by contrast, has been dated to late sixteenth-century Italy. Why was it that in some two decades between 1832 and 1851, what would become leading news agencies set up shop? How was it that, within a half-century, an organisation of European-based news agencies, joined by the US AP in 1875, was held to channel much of the flow of international news?     

Occupational Outcomes for Bachelor of Science Graduates in Australia and Implications for Undergraduate Science Curricula

Recent national reports have highlighted the contribution that the sciences make to the Australian economy. Many developed economies report perceived shortages of STEM qualified workers, and at the same time, many science graduates have difficulty in finding work, especially work in their discipline. Rational education design dictates that science curricula at all levels should be based on a realistic representation of the actual practice of science graduates. So where do Australian science graduates go postgraduation? Using the Australian national census data set, we present a focussed investigation into the occupational status of Australian science bachelor graduates, how this status varies with graduate age and gender, how this status varies between science degree specialisms and how this status compares to a range of other disciplines. We consider the implications of these findings for undergraduate science degree curriculum design. We find that Australian science bachelor graduates work in a wide range of occupations, and even immediately postgraduation, only a minority of science bachelor graduates are working in traditional science occupations. Occupational outcomes vary significantly between science degree specialisms. For a contemporary undergraduate science curriculum to reflect the occupational outcomes of science bachelor graduates, there is a balance required to ensure adequate technical preparation for those students who pursue a career in their discipline as science professionals and to also address the broader knowledge, skills and attitudes that will equip the majority of graduates from Australian science programs for successful employment, further education and active participation in their communities, using their science knowledge.     

Birth order and parental and sibling involvement in sex education. A nationally-representative analysis

This analysis set out to identify associations between birth order and sexual health outcomes, focusing on family involvement in sex education and early sexual experiences. The third National Survey of Sexual Attitudes and Lifestyles is a stratified probability sample survey of 15 162 men and women aged 16–74 in Britain. Logistic regression was conducted to identify odds ratios for the association between birth order and sexual health outcomes. Multiple logistic regression was performed adjusting for socio-demographic factors and sibling number. Middle-born and last-born men had lower odds of reporting ease talking to parents about sex around age 14 and learning about sex from their mothers. Last-born women had lower odds of reporting a parental main source of sex education or having learned about sex from their mother. Findings represent an exploratory analysis in an under-researched area, and provide the basis for further research on the association between birth order and parental involvement in sex education, as well as the role and impact of sex education provided by older siblings.     

哲学诠释学的实用性

对哲学无用的指控可以追溯到西方哲学的源头,然而哲学有着其自身的实用性。伽达默尔哲学诠释学的实用性主要体现在:可以为人文科学辩护;导致了宽容;批评了科学方法并指出其局限性;对技术的有限性进行批判;探讨了对话的前提和本质。