Male access and success in higher education

The gendered landscape of higher education (hereafter HE) has changed significantly over the past two decades. As has long been the case, men are more likely to secure graduatelevel employment after their degree, although the advantage over women in this respect is now marginal. Men still form the majority of faculty and HE managers. Since the early 1990s, however, women are now more likely to start an undergraduate course than men, to successfully complete it and to achieve a ‘good degree’. Although the gender gap is less significant beyond undergraduate study, women are also more likely to undertake post-graduate courses. The speed and scale of the change in undergraduate participation patterns makes it a social phenomenon meriting further attention

Shared understandings of dementia? : An application of the Common Sense Self Regulation Model to a case study

Peer reviewedPostprin

Pediatric sleep difficulties after moderate–severe traumatic brain injury

The objective of this study is to systematically investigate sleep following moderate–severe pediatric traumatic brain injury (TBI). School-aged children with moderate–severe TBI identified via hospital records were invited to participate, along with a school-age sibling. Subjective reports and objective actigraphy correlates of sleep were recorded: Children's Sleep Habits Questionnaire (CSHQ), Sleep Self-Report questionnaire (SSR), and 5-night actigraphy. TBI participants (n = 15) and their siblings (n = 15) participated. Significantly more sleep problems were parent-reported (CSHQ: p = 0.003; d = 1.57), self-reported (SSR: p = 0.003; d = 1.40), and actigraph-recorded in the TBI group (sleep efficiency: p = 0.003; d = 1.23; sleep latency: p = 0.018; d = 0.94). There was no evidence of circadian rhythm disorders, and daytime napping was not prevalent. Moderate–severe pediatric TBI was associated with sleep inefficiency in the form of sleep onset and maintenance problems. This preliminary study indicates that clinicians should be aware of sleep difficulties following pediatric TBI, and their potential associations with cognitive and behavioral problems in a group already at educational and psychosocial risk

Results of the 1986 NASA/FAA/DFVLR main rotor test entry in the German-Dutch wind tunnel (DNW)

An acoustics test of a 40%-scale MBB BO-105 helicopter main rotor was conducted in the Deutsch-Niederlandischer Windkanal (DNW). The research, directed by NASA Langley Research Center, concentrated on the generation and radiation of broadband noise and impulsive blade-vortex interaction (BVI) noise over ranges of pertinent rotor operational envelopes. Both the broadband and BVI experimental phases are reviewed, along with highlights of major technical results. For the broadband portion, significant advancement is the demonstration of the accuracy of prediction methods being developed for broadband self noise, due to boundary layer turbulence. Another key result is the discovery of rotor blade-wake interaction (BWI) as an important contributor to mid frequency noise. Also the DNW data are used to determine for full scale helicopters the relative importance of the different discrete and broadband noise sources. For the BVI test portion, a comprehensive data base documents the BVI impulsive noise character and directionality as functions of rotor flight conditions. The directional mapping of BVI noise emitted from the advancing side as well as the retreating side of the rotor constitutes a major advancement in the understanding of this dominant discrete mechanism

The making of a journalist: the New Zealand way

This study is a first of its kind for New Zealand journalism education, following 20 students at two different schools throughout a year-long training programme. It used two methods to gain a deeper understanding: a discourse analysis of their news stories written at the beginning, in the middle and at the end of the year, and retrospective protocol analysis, to provide insight into their thinking processes, through their taped reflections. The research found that journalism education controlled by the New Zealand Journalists Training Organisation still resembles that of 20 years ago, despite increasing numbers of students learning journalism as part of degree programmes. Students are trained for the media industry through learning by doing. They receive basic instruction and then are expected to perfect their skills by practising their writing and to learn the conventions and routines of the media industry through socialisation and work experience. In the first half of the year, the students developed some skills in writing the traditional inverted-pyramid news stories. However, by the end of the year, their news writing showed technical signs of regression. Firstly, they were not writing in a succinct, clear fashion, emphasising news values. Secondly, they had been inadequately trained to write outside of the inverted-pyramid news story or to use popular “soft” lead sentences, so that their writing tended towards being promotional. Thirdly, journalism institutions strongly favour subediting by tutors and this detracted from the students gaining understanding of their own writing and being able to self-monitor and evaluate it. Lastly, they failed to show the critical thinking skills and independence necessary for a professional journalist so that they could research thoroughly, reflect deeply and write entertaining, informative and important news stories with flair. Their reflections confirmed these findings, suggesting some stress and disillusionment. The students could “declare” what they knew about writing a news story but could not put it into practice. They blamed their failure to write high quality news stories on the pressures of the course, the deadlines and high volumes of stories. The gaps in their journalism education were also revealed through what was not mentioned in their taped reflections: in particular, they failed to mention the importance of news values in making their stories more appealing. The major influence at first was the students’ tutors, followed by work experience and the “real world” of the media industry. The concentration on job skills and gaining a job coupled with a lack of knowledge and discussion provided the students with an incomplete understanding of the pressures of the media industry they were entering. The study recommends more debate about journalism education and more research, as well as a change away from “learning by doing” to a more critical, reflective approach

St. Paul, the teacher

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universityhttps://archive.org/details/stpaulteacher00tho

Supporting adolescents with attentional difficulties to develop their metacognition skills: an action research project

Metacognitive skills are important for effective learning, with literature suggesting these skills are particularly difficult to acquire for those with a diagnosis of ADHD. This action research project investigated how best to support adolescents with a diagnosis of ADHD to develop their metacognition, specifically around planning, monitoring, and evaluating. It sought to encourage them to self-reflect on independent work completed during English lessons in an intervention session with the researcher. There were four participants from Year 9 (age 13 to 14 years) at a secondary school in the West Midlands and they were in the same English class; three of them had a diagnosis of ADHD. Data was collected from recordings of the intervention sessions, the participants’ self-reflections, questionnaires, and a reflective journal. There were four cycles of action research. Template analysis was performed on this data which produced a thematic map representing the whole data and individual thematic maps for each participant. The main findings were that each participant had an individual profile of metacognitive strengths and needs which included their motivation for changing their behaviour and knowledge of metacognitive strategies. They required an individual approach to support, whether that be the explicit modelling of a strategy or requiring a prompt to use one. The consideration of group dynamics was an important factor for the intervention to work. This action research project offers further discussion of implications and challenges for working with adolescents who have a diagnosis of ADHD or similar needs