ADHD Coaching With College Students: Exploring the Processes Involved in Motivation and Goal Completion

College students with attention-deficit/hyperactivity disorder (ADHD) often experience increased academic difficulties, which can negatively impact graduation rates, employment, self-esteem, and mental health. ADHD coaching assists students with ADHD to reduce such difficulties. The present study evaluated the processes involved in ADHD coaching by examining undergraduate and graduate level students (n = 23) who attended individualized ADHD coaching sessions for 8 weeks. Specifically, the study examined the types of goals established, the use of weekly objectives (tasks to be completed), barriers to task completion, the use of incentives and consequences to increase motivation, and the role of task enjoyment and therapeutic benefit on task completion. The most common goals involved time management and academic performance. Results showed a significant effect for use of incentives/consequences on weekly task completion. Therapist-coach ratings were predictive of task completion, while client ratings were not. The primary barriers to task completion were lack of motivation and poor time management.     

End of an era: the collapse of the ‘buffer’ approach to the governance of Australian tertiary education

For almost thirty years Australian tertiary education was administered by independent statutory commissions of one sort or another. They were based on the buffer principle of having an intermediate organisation between governments and institutions; a format that owed its origins to the British UGC model. The most recent of the commissions - the Commonwealth Tertiary Education Commission (CTEC) - was established in 1977 and made responsible for all sectors of post-secondary education. For the first eight years or so of its existence CTEC functioned as a relatively self-contained entity in the commonwealth bureaucratic arena and enjoyed a very high degree of authority over the development of the nation's colleges and universities. It earned an impressive reputation for stability, coherence and high standards in policy-making. During the mid-1980s, however, policies introduced by the newly elected Hawke Labor government to counter a rapidly deteriorating economic climate had a significant impact on tertiary education as a whole and on CTEC in particular. Under Labor, tertiary education came to be viewed as a vital infrastructure resource for industrial development. Federal government departments, which had previously taken little interest in tertiary education, became actively involved in the affairs of universities and colleges. This involvement eventually undermined the viability of CTEC's role. First, a variety of demands were imposed upon the Commission which it found impossible to meet. As a consequence it was depicted as unresponsive and incompetent. Second, a number of agencies developed new policy initiatives in the tertiary education sphere over which CTEC had no control. The outcome was a fragmented and confused policy environment. Third, initiatives introduced by departments provided fresh sources of external funds for institutions. The sudden availability of this finance created divisions within the tertiary education community which seriously compro-mised the Commission's planning procedures. By mid-1987 the combined influence of these developments had substantially attenuated CTEC's effectiveness as a policy-making body. At the end of 1987, as part of a wide-ranging series of reforms, the government decided to disband the Commission and transfer most of its functions to a newly created super department. The presiding minister now possesses direct control over the activities of universities and colleges. This situation amounts to a significant change in the style of policy formulation and implementation in Australian tertiary education.     

THE STEALTH GERONTOLOGYTM PROGRAM: TRAINING TEACHERS TO INFUSE AGING AND AGE-RELATED CONTENT INTO PUBLIC SCHOOL CLASSROOMS

Preparing youngsters for an aging society requires teachers who keep pace with health science research. The Stealth Gerontology^TM program educates teachers regarding aging-related issues. The design and assessment of the program are reported in this paper. Teachers attended sessions including direct instruction and hands-on participation (e.g., laboratories). Sound educational methods were modeled through interactions with university researchers and lessons from the Positively Aging^® curriculum, while highlighting aging topics matched to educational standards. Participants showed significant improvement (p ≤ 0.05) in eight of nine topics in multiple-choice pre- and posttests. Evaluations indicate a high degree of success.     

投资于未来：2009年自动化市场

为了在不明朗的经济形势下奋勇前进，许多产业推手都在增加员工、扩大发展 在整体经济呈现出巨大挑战的年代，图书馆将继续投资于自动化，尤其注重改善他们提供给最终用户的服务项目和服务模式。如何访问电子信息仍然占主导地位。针对图书馆自动化新方式的预期需要，许多公司投资于扩大其发展能力。     

The Impact of Research Training and Research Codes of Practice on Submission of Doctoral Degrees: An Exploratory Cohort Study

The paper examines the impact of the transformations in doctoral education in the arts, humanities and social sciences in the United Kingdom over the past decade. It focuses on the introduction of formal research training and codes of research practice and in the first longitudinal candidate cohort study examines their impact on doctoral outcomes, especially Ph.D. submission rates. Results from this quantitative study show that engagement with research training, completion of a project outline and plan and appointment of a supervisory team were statistically positively associated with submission of the thesis within four years. It is concluded that the professionalisation of doctoral education by research training and codes of research practice has had a positive impact on doctoral educational outcomes.