Similar, Yet Different: The Conscription Issue in Australia and New Zealand, 1916–17

Australia and New Zealand came to World War One with similar political trajectories, and their experience and memory of the war had much in common. However, on the key issue of conscription for overseas military service, they diverged. This article considers possible explanations for this difference. As others have noted, whereas New Zealand Prime Minister William Massey could be confident of a parliamentary majority, the early political power of the labour movement in Australia forced his Australian counterpart, W. M. Hughes, to take conscription to a popular vote—a forum in which the performance of politics and dissent took an unpredictable form. Beyond this, Hughes’s chances of gaining consent for conscription were compromised by the timing of the conscription campaigns in Australia—some critical months later than in New Zealand—his personal political style and his failure to craft a scheme of conscription that could secure the majority consent that the more adroit Massey achieved in New Zealand

The Thai-Burma Railway: asymmetrical and transitional memories

The Pacific War is an umbrella term that refers collectively to a disparate set of wars, however, this book presents a strong case for considering this assemblage of conflicts as a collective, singular war

Получение модифицированных нефтеполимерных смол и применение их в составе водомасляных эмульсий

Использование нефтеполимерных смол в качестве стабилизаторов в водомасляных эмульсиях.Use of polimeric petroleum resins as stabilizers in water-in-oil emulsions

What factors promote student resilience on a level 1 distance learning module?

Resilience is understood to be the ability to adapt positively in the face of adversity. In relation to new students on a distance learning module, this can mean how they adapt and make sense of the demands of their chosen study to enable them to persist in their studies. This article reports a small-scale study involving semistructured telephone interviews with students on a level 1 distance learning module at the UK Open University. Students identified the challenges they experienced such as carving out time to study alongside other commitments, as well as developing their academic writing. Students also identified factors that enabled them to adapt to these challenges and be successful in continuing to study. Students rated highly the support they received from tutors in the form of tailored, detailed feedback on their assignments. Other factors that enabled students to persist in their studies were time management, self-belief and motivation

The Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia : design, results and future prospects

The impact of many unfavorable childhood traits or diseases, such as low birth weight and mental disorders, is not limited to childhood and adolescence, as they are also associated with poor outcomes in adulthood, such as cardiovascular disease. Insight into the genetic etiology of childhood and adolescent traits and disorders may therefore provide new perspectives, not only on how to improve wellbeing during childhood, but also how to prevent later adverse outcomes. To achieve the sample sizes required for genetic research, the Early Growth Genetics (EGG) and EArly Genetics and Lifecourse Epidemiology (EAGLE) consortia were established. The majority of the participating cohorts are longitudinal population-based samples, but other cohorts with data on early childhood phenotypes are also involved. Cohorts often have a broad focus and collect(ed) data on various somatic and psychiatric traits as well as environmental factors. Genetic variants have been successfully identified for multiple traits, for example, birth weight, atopic dermatitis, childhood BMI, allergic sensitization, and pubertal growth. Furthermore, the results have shown that genetic factors also partly underlie the association with adult traits. As sample sizes are still increasing, it is expected that future analyses will identify additional variants. This, in combination with the development of innovative statistical methods, will provide detailed insight on the mechanisms underlying the transition from childhood to adult disorders. Both consortia welcome new collaborations. Policies and contact details are available from the corresponding authors of this manuscript and/or the consortium websites.Peer reviewe

Success of distance learning graduates and the role of intrinsic motivation

This study explored the perceptions of 51 graduates of a distance learning health and social care programme, identifying what factors contributed to students continuing for the duration of their distance learning studies and completing their degree. An appreciative inquiry approach was used to identify the positive aspects of the students’ experience. Support from family, tutors and employers as well as flexibility of studying at the Open University UK, enabled graduates to continue their studies. A key aspect of the graduates’ success was the supportive feedback received from tutors, which they reported enabled them to build their knowledge, skills and confidence as they progressed to completion of their degree. Flexibility came in different forms, from being able to access their learning materials at any time around their busy lives, to tutors being very responsive to students’ needs. The findings are discussed in relation to the students’ development of competence and autonomy, factors that contribute to strengthen students’ intrinsic motivation