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The Bergen–Yale Sexual Addiction Scale (BYSAS) : longitudinal measurement invariance across a two-year interval
Get PDFThe Bergen–Yale Sexual Addiction Scale (BYSAS; [1]) is arguably the most popular questionnaire at present for assessing sex addiction. Employing Confirmatory Factor Analysis (CFA) and treating item scores as ordered categorical, we applied Weighted Least Square Mean and Variance Adjusted Chi-Square (WLSMV) extraction to investigate the longitudinal measurement and structural invariance of ratings on the BYSAS among 276 adults (mean = 31.86 years; SD = 9.94 years; 71% male) over a two-year period, with ratings at three yearly intervals. Overall, there was support for configural invariance, full loading, full threshold, the full unique factor invariance; and all structural (latent variances and covariances) components. Additionally, there was no difference in latent mean scores across the three-time points. The psychometric and practical implications of the findings are discussed. © The Author(s) 2024
Preparing preservice teachers for the complexities of working with vulnerable and marginalised young mothers
No full textTaking into consideration the educational principles of equity, diversity and social justice, this chapter seeks to address the importance of preparing preservice teachers for complex work with vulnerable and marginalised young people, focusing on young mothers. Barriers to school completion and the varying contexts experienced by students requires preservice teachers (PSTs) and teacher educators to critically examine dominant and disempowering discourses that can construct students in particular ways. Through restorative justice principles that focus on relationship building and align with trauma informed practices, socially just and equitable learning environments create classrooms that are sensitive to the needs of all students, enhancing their wellbeing and learning experiences. With diverse student populations present in school contexts globally, it is essential that teacher education programs incorporate a range of pedagogical practices, analyse applicable case studies, and enact an ethics of care to deepen preservice teacher skills. Engagement in contextualised experiences in diverse secondary school settings with mentor teachers who are also skilled in trauma sensitive approaches will further enhance preservice teacher understandings. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Inclusion and Social Justice in Teacher Education
No full textThe scholarly chapters in this edited collection come from authors undertaking social justice research within the teacher education discipline. Authors examine, explore and critique those educational practices and structures that disadvantage minority groups. With a focus on social justice and inclusion, the book concentrates on themes of equity, diversity, learning spaces and effective learning for all, examining the implications for teacher education. An array of critical traditions and methodologies that interrogate educational issues from political, cultural, structural, and social perspectives are explored. This book provides insights on building the capacities of teacher education stakeholders in teaching and learning contexts to understand and respond with equity and justice. Teacher educators, preservice teachers, practicing teachers, and other education stakeholders may find this book to be an excellent resource for developing a critical lens relating to social justice and inclusion in education. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Ecophysiological responses of native and introduced coastal tree species parasitized by Cassytha filiformis in Brunei
Get PDFHemiparasitic Cassytha filiformis commonly infects native host (Dillenia suffruticosa and Melastoma malabathricum) and introduced host (Acacia auriculiformis and Acacia mangium) species in threatened heath forests in Brunei. This study aims to investigate the impact of parasitism on the ecophysiology of these host species. This study addresses the research gap in understanding the ecophysiology of C. filiformis–host associations, particularly when native and introduced hosts were infected. We generated CO2 and light response curves to examine the effects of increasing CO2 and light levels of infected and uninfected hosts and examined gaseous exchange, mineral nutrients, and secondary bioactive compounds of host–parasite associations. Infected hosts were negatively impacted by C. filiformis as exhibited in the CO2 and light response curves, with C. filiformis–native host association performing better than introduced species. There were no significant differences in photosynthetic parameters between infected and uninfected hosts, except in D. suffruticosa. Certain nutrient contents showed significant differences, but total N, Ca, and K in uninfected hosts were similar to infected hosts. Total phenols and tannins were significantly higher in introduced hosts than native hosts. Our findings asserted that this hemiparasitic vine relies on both its photosynthetic efficiency and nutrient acquisition from its hosts. The parasitism did not significantly hinder the ecophysiological performance of infected hosts, suggesting a plausible co-existence between the hosts and C. filiformis. This study provides essential ecophysiological information for future research on how C. filiformis can establish itself without negatively impacting the co-habitating native hosts. © 2024 The Author(s). Plant-Environment Interactions published by New Phytologist Foundation and John Wiley & Sons Ltd
Network analyses of the domains and items of personality inventory for the diagnostic and statistical manual of mental disorders, fifth edition–brief form (PID-5-BF)
No full textThe study used network analysis to examine the properties of the five domains (negative affect, detachment, antagonism, disinhibition, and psychoticism) and the 25 items in the Personality Inventory for Diagnostic and Statistical Manual of Mental Disorders, fifth edition, Brief Form (PID-5-BF). Adults (N = 502) from the general Australian community completed the PID-5-BF. Network analysis involving the five domains (including age and gender as covariates) indicated that negative affectivity was the most central domain, followed by psychoticism. For the edges, the effect sizes were moderate for negative affectivity with detachment and psychoticism, and disinhibition with psychoticism. The network analysis that involved the 25 PID-5-BF items indicated that the most central items were “irresponsible” (in the disinhibition domain), followed in sequence by “worry” and “emotional easily” (both in the negative affectivity domain). Within the different domains, the most central items for negative affectivity, detachment, antagonism, disinhibition, and psychoticism domains were “worry,” “not close to people,” “take advantage of others,” “irresponsible,” and “things unreal/more real,” respectively. There were more significant within-domain and less significant crossdomain associations for negative affectivity, disinhibition, and psychoticism. Overall, our study has revealed possible trait-to-trait and behavior-to-behavior relationships that could underlie the interaction of the behaviors and traits associated generally with personality disorders, and the specific traits and behaviors that are most influential in triggering and activating personality disorders. Most critically, our findings indicated that individuals with more serious problems related to being irresponsible, worry and getting upset easily are more likely to demonstrate or to be at risk for severe personality psychopathology and personality disorders. © 2024 Canadian Psychological Associatio
Remote learning and teaching : critical perspectives of equity, diversity, and inclusion in teacher education in Australia, New Zealand, Sri Lanka, and India
No full textThis chapter identifies opportunities and challenges faced by teacher educators and preservice teachers (PSTs) regarding remote learning and teaching, comparing two developed countries, Australia and New Zealand and two developing countries, Sri Lanka and India. In particular, the chapter explores Initial Teacher Education during the COVID-19 pandemic and the shift to remote teaching. Prior to the pandemic, in the experience of the authors, the pedagogy predominantly used by educators to teach PSTs across the globe was blended learning: teaching face to face on campus and online educational materials with opportunities for interaction online. Due to the COVID-19 lockdown and subsequent university closures, the need for adapting and implementing a virtual learning platform had emerged and has continued to facilitate academic affairs without interruptions. An investigation of critical perspectives and issues that have risen in equity, diversity, and inclusion amongst PST educators in Australia, New Zealand, Sri Lanka, and India, is undertaken via a literature review. In particular, the diverse issues that are unique in remote learning and teaching in the developed and developing nations educational settings are identified. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Predictive modelling of slope reliability for a Victorian open pit mine using numerical and artificial intelligence techniques
No full textIn mining operations, ensuring the stability of slopes is paramount for safety and operational efficiency. This study focuses on predicting slope reliability in open pit mines, utilising a combination of numerical modelling techniques and artificial intelligence (AI). The case study centres on a lignite mine in the Latrobe Valley, Victoria, incorporating key geotechnical parameters such as overburden thickness, lignite strength properties, and slope angle to develop predictive models. Using approximately 30 datasets, both linear and non-linear AI models were developed to generate predictive equations for slope reliability. The linear model achieved a coefficient of determination (R2) of 0.832 for the training dataset and 0.762 for the test dataset, while the non-linear model demonstrated even higher precision with R2 values of 0.963 and 0.929, respectively. This study underscores the critical influence of slope angle and cohesion on slope reliability, offering valuable insights for the management of open pit mining operations. By refining predictive modelling techniques, this research contributes to enhanced safety protocols and operational effectiveness in the mining industry. © 2024 Australian Centre for Geomechanics, Perth
The role of adult perceptions when interpreting and facilitating play-based learning for children with impairments
No full textThe importance of play for children and their development is well documented. There is a growing global context that explores the importance of play in the primary school context. However, research on play-based learning for children with impairments is scant, with existing literature tending to examine the efficacy of their individual play or of play interventions. This chapter explores adult perceptions of play drawing on research conducted with children and adults on play-based learning. The chapter raises issues that have important implications for teachers and early childhood and elementary schools about valuing play and the agentic nature of children’s play. Adult responses were analysed to understand how play is described and their perceptions of children’s experiences engaging in play. Five common themes found play: is organic, brings joy to children is an interaction, exploration and supports choice. These themes resonate with the socio-cultural definitions of play. Identifying intentionality in play provides opportunities to recognise child-agency in play. Recommendations note actions and responses are influenced by knowledge and beliefs, with implications for teacher education to develop skills to recognise agency and self-determination in play, and facilitate opportunities to build these, and play, skills. © The Editor(s) (if applicable) and The Author(s), under exclusive license to Springer Nature Switzerland AG 2024
Underground mine stope stability evaluation using Mathew’s Graphic Method and Finite Element Method
No full textStope stability is a crucial problem for both mining efficiency and safety in underground open stope mining. This study evaluates the stability of five stopes in an underground gold mine in Australia using both the empirical Mathew’s graphic method and the three-dimensional (3D) Finite Element Method (FEM). It is found that the Mathew’s graphic method indicates that one stope's crown is in a potentially unstable zone, while other surfaces are deemed potentially stable. It also reveals that crowns are generally more prone to instability compared to footwalls, hanging walls, and end walls. Conversely, the 3D FEM analysis suggests that all stopes are stable without any yield elements. Overall, the results of 3D FEM analysis agree well with the Mathew’s graphic method. Furthermore, the comparative study using empirical and numerical methods offers a more comprehensive understanding of stope stability in underground mining, highlighting the importance of using multiple approaches to enhance the reliable assessments. This integrated analysis can strengthen robust stope design and evaluation in underground open stope mining