Academic, social and economic experiences of first-year students: Case study

The main precept of the current study was to explore first-year students’ academic, social and economic experiences at a University of Technology (pseudonym: University of Hard Knocks (UHK)). In response to the research questions, the study sought to interrogate the challenges faced by students by finding out whether they would choose the university again given a second chance, and if not why not. It also sought to establish how students would like the institution to improve in order to enhance first-year students’ experiences (FYSE). The approach applied was both quantitative and qualitative to allow students to reveal their experiences of the university, while simultaneously expressing such perceptions in descriptive format (for the quantitative part). Guided by Tinto’s (2013) student departure theory, data were collected using semi-structured questionnaires distributed and sent through invites to all 16 000 first (1st) year students – which served as the population. However, rested upon the research questions for the current study and given that the instrument used was semi-structured, data was received from participants totally 4020 for the quantitative aspect (mainly descriptive). Of this sample (4020), and for the purpose of the current research questions, forty (40) participants were further selected randomly, to evaluate their responses as directed and coordinated by the current research objectives. The results revealed that to ensure appropriate economic and social integration, efforts should be made to automate and secure university processes and, most importantly, provide accredited/licensed accommodation. To achieve effective academic integration systems, learning space and the lack of transparency in accommodation allocations should be addressed. It is therefore recommended that UHK considers economic, social and academic integration processes and procedures to improve the campus experience. &nbsp

Association of child maltreatment with South African adults’ wages:Evidence from the Cape area panel study

Child maltreatment is a prevalent public health problem in both developed and developing countries. While many studies have investigated the relationship between violence against children and health of the victims, little is known about the long term economic consequences of child maltreatment, especially in developing countries. Using data from the Cape Area Panel Study, this paper applies Heckman selection models to investigate the relationship between childhood maltreatment and young adults’ wages in South Africa. The results show that, on average, any experience of physical or emotional abuse during childhood is associated with a later 12% loss of young adults’ wages. In addition, the correlation between physical abuse and economic consequence (14%) is more significant than the relationship between emotional abuse and wages (8%) of young adults; and the higher the frequency of maltreatment, the greater the associations with wages. With respect to gender differences, wage loss due to the experience of childhood maltreatment is larger for females than males. Specifically, males’ wages are more sensitive to childhood emotional abuse, while females’ wages are more likely to be affected by childhood physical abuse. These results emphasize the importance of prioritizing investments in prevention and intervention programs to reduce the prevalence of child maltreatment and to help victims better overcome the long-term negative effect

‘Now you call us colleagues’: A reflection on the PPER students’ experience of becoming researchers 2007 and 2009

Students within academic research projects usually assume a role of supporting the academics/scholars who are undertaking those research projects. The students’ identity in this case is regarded as research assistants, with minimal valued input to the project itself. With time, however, this identity may change based on the roles and relationships between students and the academics in the projects. Drawing on our experiences as students embarking on their postgraduate studies within such a project, this article reflects on the shift in the relationships between us and the supervisors, who are the academics undertaking a Project on Postgraduate Education Research (PPER). It narrates the changing dynamics of our identities within this project from being called ‘students’ to ‘colleagues’ as we participate in the project. Two theories frame this article. First is Sambrook, Stewart and Roberts’s (2008) typology of supervisory relationships which is described as distanced professional/academic; familiar professional/academic; and familiar social/academic. Second, we use Michaelsen’s (2004) team-based learning to understand the collaborative learning within research projects

‘Now you call us colleagues’: A reflection on the PPER students’ experience of becoming researchers 2007 and 2009

Students within academic research projects usually assume a role of supporting the academics/scholars who are undertaking those research projects. The students’ identity in this case is regarded as research assistants, with minimal valued input to the project itself. With time, however, this identity may change based on the roles and relationships between students and the academics in the projects. Drawing on our experiences as students embarking on their postgraduate studies within such a project, this article reflects on the shift in the relationships between us and the supervisors, who are the academics undertaking a Project on Postgraduate Education Research (PPER). It narrates the changing dynamics of our identities within this project from being called ‘students’ to ‘colleagues’ as we participate in the project. Two theories frame this article. First is Sambrook, Stewart and Roberts’s (2008) typology of supervisory relationships which is described as distanced professional/academic; familiar professional/academic; and familiar social/academic. Second, we use Michaelsen’s (2004) team-based learning to understand the collaborative learning within research projects

Robustness against serum neutralization of a poliovirus type 1 from a lethal epidemic of poliomyelitis in the Republic of Congo in 2010

In 2010, a large outbreak of poliomyelitis with unusual 47% lethality occurred in Pointe Noire, Republic of Congo. Vaccine-mediated immunity against the outbreak virus was never investigated. A wild poliovirus 1 (WPV1) isolated from a fatal case (termed PV1-RC2010) showed a previously unknown combination of amino acid exchanges in critical antigenic site 2 (AgS2, VP1 capsid protein positions (221)SAAL ->(221)PADL). These exchanges were also detected in an additional 11 WPV1 strains from fatal cases. PV1-RC2010 escaped neutralization by three different mAbs relevant for AgS2. Virus neutralization was tested in sera from fatal cases, who died before supplementary immunization (n = 24), Gabonese recipients of recent oral polio vaccination (n = 12), routinely vaccinated German medical students (n = 34), and German outpatients tested for anti-poliovirus immunity (n = 17) on Vero, human rhabdomyosarcoma, and human epidermoid carcinoma 2 cells. Fatal poliomyelitis cases gave laboratory evidence of previous trivalent vaccination. Neutralizing antibody titers against PV1-RC2010 were significantly lower than those against the vaccine strain Sabin-1, two genetically distinct WPV1s isolated in 1965 and 2010 and two genetically distinct vaccine-derived PV strains. Of German vaccinees tested according to World Health Organization protocols, 15-29% were unprotected according to their neutralization titers (<1: 8 serum dilution), even though all were protected against Sabin-1. Phylogenetic analysis of the WPV1 outbreak strains suggested a recent introduction of virus progenitors from Asia with formation of separate Angolan and Congolese lineages. Only the latter carried both critical AgS2 mutations. Antigenetically variant PVs may become relevant during the final phase of poliomyelitis eradication in populations with predominantly vaccine-derived immunity. Sustained vaccination coverage and clinical and environmental surveillance will be necessary