Seeking balance between the past and the present: Vietnamese refugee parenting practices and adolescent well-being

This qualitative study examines the resources that Vietnamese refugee parents use in raising their adolescent youth in exile and how they, and their adolescents, regard their experiences of different parenting styles. The study is based on 55 semi-structured interviews and several focus groups performed with a small sample of Vietnamese refugee parents and their adolescent children. Three main themes from the interviews were identified: the role of the extended family and siblings in bringing up children; language acquisition and cultural continuity and, finally, religion and social support. Our findings suggest extended kin are involved in the raising of adolescent children, providing additional family ties and support. Parents regarded Vietnamese language acquisition by their youth as facilitating both communication with extended kin and cultural transmission. Several parents stressed the importance of religious community to socialising and creating a sense of belonging for their youth. Vietnamese refugee parents seek a balance between Vietnamese values and their close extended family social networks, and the opportunities in Norway to develop autonomy in pursuit of educational and economic goals. Together these parenting practices constituted a mobilization of resources in support of their youth. These findings may have important implications for future research on resiliency and the role of these strategies as protective factors mediating mental health outcomes. They may also have implications for treatment, in terms of the types of resources treatment can access and for prevention strategies that maximize key cultural resources for Vietnamese refugee youth.     

Parental satisfaction with programmes provided for children with learning difficulties in Oman

This study aimed to explore parental satisfaction with programmes provided for children with learning difficulties (LD) in Oman. A sample was collected from 299 parents who filled out an electronic self-reporting questionnaire during the second semester of 2021. The researchers designed a 19-item questionnaire that was distributed over two domains: 14 items on parent satisfaction and five items on parent co-operation. The results revealed that parents' overall satisfaction with the effectiveness of the LD programmes in which their children were enrolled was high. The results also indicated statistically significant differences among the mean scores on parents' satisfaction over the age variable groups, in favor of the younger group, followed by the middle group, and lastly the older group. There were also statistically significant differences among the mean scores on parents' satisfaction according to the province locations, in favor of the capital city of Oman, Muscat, and its peripheral provinces, followed by the western provinces, and lastly, the eastern provinces. The study recommends conducting similar studies to investigate the satisfaction of school principals, specialists, teachers and children with LD to determine the effectiveness of Oman's LD programmes.     

Mining of Egyptian missions data for shaping new paradigms

This paper reviews data mining applications of students’ databases in educational institutions. Data mining techniques that predict and improve students’ retention rates and success is presented. Moreover, the Missions Administration at the Ministry of Higher Education in Egypt and previous analysis done on the missions databases is described. The focus of the paper is to examine how data mining can help in classifying the delayed and succeeded missioners to support the implementation of a missioners model. An investigation of how data mining can help in best or worse destinations for missioners is implemented using the Cross Industry Standard Process for Data Mining (CRISP-DM). The paper further describes the methodology used for analyzing the database for the ministry of higher education in Egypt. The process starts by extracting a subset of data including the missioners and the mission’s data, countries, specialties, departure and arrival dates and finally the extension requests from the missioners. These data were extracted into a data warehouse for the analysis purpose. The used model discovered the best and the worst countries for student mission. A detailed analysis discovered the best and the worst specialties in the previously discovered countries. Moreover, the analysis revealed the effect of the marital status on the mission of students in foreign countries. A visual display using a chart was used to express the information to business users. This model may help in supporting decision making regarding the reallocation of Egypt students to other countries.     

What Motivates Librarians to Share Knowledge?

ABSTRACT

This study investigated the effects of social and individual factors of strength of ties, perceived benefits, extrinsic rewards, recognition, reciprocity, and perceived cost on sharability. A survey was sent to 170 librarians at special, public, and academic libraries across Kuwait; 139 responses were received for a response rate of 80%. It was found that the strength of ties and perceived benefits had a positive effect and perceived costs had a negative effect on sharability. The findings can help libraries identify the opportunities and barriers to motivate librarians to share their knowledge. This study is a useful contribution to knowledge management literature, especially concerning the library context.     

Book reviews

What are the possibilities and/or limitations for becoming subjects differenciated from previous categorizations, such as “troublemaker”, to which certain students are subjected? This is the question analyzed in this paper, based on observations of, and narratives and perspectives of, two 15-year-old ethnic minority boys at a school in Denmark. Drawing on the work of Deleuze and Guattari and their concepts of “smooth” and “striated” spaces, I explore spaces where energies are mobilized through ongoing generated and created relations, and how spaces where this does not seem possible, tend to trap and thereby limit the person being categorized. Through the analyses, I will show how repetitive, limiting categorizations in and over time tend to “stick” to the boys being categorized, and how the sticky categorizations obstruct their future possibilities for change and viable lives within the school.     

Categorizing and assessing multi-campus universities in contemporary higher education

Multi-campus universities are not a new phenomenon per se, but they have become an increasing feature of contemporary higher education systems all over the world. In the case of Northern Europe, multi-campus universities are the consequence of contraction patterns resulting from overcapacity, fragmentation and rising competition. This paper has two main objectives. First, to take stock of the existing scientific literature on multi-campus universities and, on that basis, develop a novel conceptual framework for categorizing such systems, with focus on the level of autonomy and profile enjoyed by the individual campuses composing a given system or university. Second, we provide new empirical insights as a way of testing and contextualizing our conceptual model, by drawing upon a case university located in the Nordic countries.     

Students’ perceptions of assessment: a comparative analysis between Portugal and Sweden

This paper aims at investigating students’ perceptions about assessment, especially the ways in which it is put into practice. Data were collected through questionnaires in different programmes in Portugal and Sweden. In total, 173 students from Portugal and 72 from Sweden participated in the study. Findings showed that students had similar ideas about assessment, such as verification of knowledge and learning, tests and grades. Their experiences of assessment methods used varied in the two countries, which can partly be explained by differences in national education systems. A learner-oriented perspective is prominent in the use of assessment methods, but at the same time student influence on assessment is perceived as low in both countries. Implications of the findings are analysed, namely issues regarding a learner-oriented perspective and the effectiveness, influence, trust, times and methods of assessment.     

Isolated Obesity Is Not Enough to Impair Cardiac Autonomic Modulation in Metabolically Healthy Men

Purpose: To evaluate whether excess body mass influences the heart rate variability (HRV) indexes at rest, and to correlate adiposity indicators and the aerobic fitness with cardiac autonomic variables in metabolically healthy young adults. Method: In all, 41 untrained males (M_age = 21.80, SD = 2.14 years), 14 normal weight (M_BMI = 22.28, SD = 1.86 kg?m^?2), 11 overweight (M_BMI = 26.95, SD = 1.43 kg?m^?2), and 16 obese (M_BMI = 33.58, SD = 3.06 kg?m^?2) metabolically healthy (normal values of blood pressure, fasting blood glucose, triglycerides, and total cholesterol), underwent evaluations of the HRV at rest and of the peak oxygen consumption (VO₂ peak) during maximal exercise on a cycle ergometer. Results: Blood pressure, heart rate, HRV indexes, casual blood glucose, oxidative stress, and antioxidant activity did not differ among the groups. The VO₂ peak (mL?kg^?1?min^?1) was lower in the obese group compared with the normal weight and overweight groups. The body mass (r = ?.40 to ?.45) and abdominal circumference (r = ?.39 to ?.52) were slightly to moderately correlated with SD1, SD2, RMSSD, SDNN, pNN50, LF, and HF indexes and total power. The VO₂ peak (mL?kg^?1?min^?1) was slightly to moderately correlated (r = .48 to .51) with SD2, SDNN, and LF indexes in the individuals with excess body mass. Conclusion: Cardiac autonomic modulation at rest was preserved in metabolically healthy obese young men. However, the indicators of adiposity, as well as the aerobic fitness were correlated with cardiac autonomic modulation in the individuals with excess body mass.     

Book and Material Reviews

The time has come for us to shift the dominant paradigm for schoolbased consultation from a behavioral to an ecobehavioral perspective. Although a thorough examination of this issue is precluded by the space limitations of this article, there is sufficient room to initiate the discussion and suggest that we begin a process of transition by adopting this new mind-set to describe and guide our consultation behaviors. Rather than precipitating a radical break with current practice, an ecobehavioral world view should help direct us toward evolutionary changes that move the field forward without having to sacrifice the wisdom gleaned thus far from our collective past.