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Does increasing community and liquor licensees' awareness, police activity, and feedback reduce alcohol-related violent crime? a benefit-cost analysis
No full textApproximately half of all alcohol-related crime is violent crime associated with heavy episodic drinking. Multi-component interventions are highly acceptable to communities and may be effective in reducing alcohol-related crime generally, but their impact on alcohol-related violent crime has not been examined. This study evaluated the impact and benefit-cost of a multi-component intervention (increasing community and liquor licensees' awareness, police activity, and feedback) on crimes typically associated with alcohol-related violence. The intervention was tailored to weekends identified as historically problematic in 10 experimental communities in NSW, Australia, relative to 10 control ones. There was no effect on alcohol-related assaults and a small, but statistically significant and cost-beneficial, effect on alcohol-related sexual assaults: a 64% reduction in in the experimental relative to control communities, equivalent to five fewer alcohol-related sexual assaults, with a net social benefit estimated as AUD$3,938,218. The positive benefit-cost ratio was primarily a function of the value that communities placed on reducing alcohol-related harm: the intervention would need to be more than twice as effective for its economic benefits to be comparable to its costs. It is most likely that greater reductions in crimes associated with alcohol-related violence would be achieved by a combination of complementary legislative and community-based interventions
Capacity of pitting corroded pipes under hydrogen assisted cracking
No full textSteel pipes used in the oil and gas industry when subject to corrosion pitting may fail as a result of internal pressure and metal cracking influenced by hydrogen embrittlement. The progressive shape of the crack, including at the instant of failure, is predicted under increasing internal pressure. It is proposed that when hydrogen-assisted cracking (HAC) is involved the shape of the crack front may be estimated from a parallel numerical analyses in the absence of HAC. The theory for this is outlined and an example given
The psychometric properties of cognitive confidence: structure across cultures in working adult samples
No full textConfidence reflects a belief or faith in oneself, and is measured by embedding ratings within ability tests. The research declaring cross-cultural invariance has examined Confidence using exploratory factor analysis. This is limited to exploring the overall structure or configural invariance, of Confidence. The aim of this study was to examine the measurement invariance of Confidence across two cultural samples, using multi-group confirmatory factor analysis (MGCFA) to extend our knowledge of its structure to metric (item loadings) and scalar (item intercept) properties. In contrast to previous research on school-age children, participants were 1522 adults from Australia (N=833) and Thailand (N=689) who completed the ebilities MAS-2 cognitive ability tests online. Separate confirmatory factor analyses in the cultural samples indicated an acceptable fit of a model with one latent factor representing Confidence. Results of MGCFA supported the configural, metric, and scalar invariance of Confidence across cultures. Evidence for the invariance of a one-factor structure was found across the two national samples. Implications and future research directions in the domain of selection and assessment are discussed
An order driven bias in mismatch negativity amplitude data revealed through the multi-timescale sequence
No full textThe auditory system is capable of extrapolating repetitious patterns from the acoustic environment to form prediction models, which specify the most likely characteristics of subsequent sounds. When an encountered sound deviates from expectation, an auditory evoked potential (the mismatch negativity, or MMN) is elicited. Building on the studies of Todd et al.,(2011; 2013), this thesis employed the multi-timescale sequence to reveal a bias that distorts the impact of local sound statistics on MMN amplitude. By presenting alternating patterns of sound where a high probability repetition is interrupted by a rare physical deviant either rapidly (every 0.8 minutes) or slowly (every 2.4 minutes), MMN amplitude was shown to be modulated by more than the size of the deviation and confidence or stability in the model. This thesis through a series of studies shows instead that MMN amplitude is modulated by a strong first-impression bias that outweighs transition statistics, as a larger MMN is evident to sounds first encountered as a deviant in the slow compared to rapidly changing sequences, but no difference is evident for the sound first encountered as a standard. The thesis explored this bias over two parts, Part 1 explores stimulus salience (defined by experimentally-equated behavioural salience and natural salience) and Part 2 explored the mechanisms by which the bias manifests. Part 1 is comprised of two studies. Study 1 presented two short/long tones at equal probability within a go-stimulus detection task prior to the multi-timescale sequence. Participants were divided into groups and instructed to respond to the shorter tone with a button push or the longer tone with a button push. The MMN results within the multi-timescale sequence showed the bias was initially abolished but eventually developed for the go-stimulus assigned. This demonstrates the long-term impact of prior learning on deviance detection, and that even when prior importance/equivalence is learned, the bias ultimately returns. Study 2 presented participants with two phonemic /a/ and /i/ sounds within the multi-timescale sequence. The results indicated that the first-impression responsiveness bias reflected in MMN amplitude to pure tones was replicated in phonemic sound presentations. Taken together, the results of Part 1 suggest that a sounds exposure, order or role (at first-impression) biases future responsiveness, outweighing local sound statistics and modulating MMN amplitude well beyond the limits of sensory memory. Part 2 is comprised of three chapters and explored the mechanisms of the bias and how it relates to second-order learning. Study 3 explored how MMN amplitude changes as a function of role stability within sequences of the multi-timescale structure by re-analysing the data of Todd et al., (2013). Comparison between MMN amplitude size at transition points in the sequence (first-half; immediately after change in role) versus later in a block (second-half; when roles are established) revealed a processing bias at transition points only, with this difference dissipating over the course of the entire block (no interaction or effect in second-half data). Further, the results indicated that the difference in tone processing is reactivated each time a new block starts. The results expose a bias consistent with high confidence in predictions when subsequent sequence blocks match initial statistics but low confidence for blocks containing those contrary to that first encountered. Study 4 and Study 5 showed similar first-half data trends in re-analyses of Study 1 and Study 2 respectively. Subsequently, Study 6 and Study 7 was designed to test if a processing bias could be attributed to assumptions about the tone roles (predictable versus unpredictable) in the first encountered context, weighted by the stability of that context. Study 6 showed that this bias is initially prevented if there is no 1:1 mapping between sound attributes and roles, but it returns once the auditory system determines which properties provide the highest predictive value. Study 7 showed that confidence in this bias drops if assumptions about the temporal stability of the pattern are violated. Both Study 6 and Study 7 provide evidence that the auditory system extrapolates patterns on multiple timescales to adjust response to prediction-errors, but profoundly distorts transition-statistics due to assumptions formed on the basis of first-impressions
Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through Quality Teaching Rounds
No full textThe potential of rounds for impacting on teacher development is significant. However, rounds are conceptualised in multiple ways and there is little evidence of how they work, particularly for beginning teachers. This article examines how our approach, "Quality Teaching Rounds", shapes the transition from preservice to inservice teaching. We analyse the discursive, subjectification, and lived effects of this form of rounds, drawing on interviews with 39 teachers in studies conducted between 2009 and 2014. Our analysis shows positive effects for these beginning teachers, including greater confidence, stronger professional relationships, and a clearer vision of their goals. We argue that the pedagogical framework and specific processes of our approach are critical to ensuring its positive effects and potentially interrupting attrition
Exploring students' experiences of English medium instruction in Vietnamese universities
No full textEnglish medium instruction (EMI) has gathered momentum in higher education in non-dominant English speaking countries in Asia and Europe. Proponents of EMI argue that it produces graduates who are proficient not only in a discipline area but also in English. To date, little is known about how EMI has been adopted in Vietnamese universities. What are the perceptions of Vietnamese students enrolled in EMI programs and the lecturers who teach them? What do they see as the strengths of EMI? What do they see as its weaknesses?
This study investigates the experiences reported by students enrolled in EMI courses and programs in Business and Management studies at the university level in Vietnam. The study used a mixed method approach to data collection, consisting of a quantitative survey to 1,415 students, on-site focus group interviews with nine groups of students, and in-depth interviews with 22 lecturers involved in EMI courses and programs at two public universities and two private universities in Vietnam. The analysis of the data showed that both students and lecturers held positive attitudes towards EMI. Students and lecturers thought that an EMI program of study would result in desirable and well-paying jobs for graduates. Differences in reported experiences emerged between students at the two public universities and students at the two private universities. The public universities attracted students who did well in high school subjects (including English) and in university admission tests. They generally had more resources for running high quality EMI programs, including lecturing staff with high levels of English proficiency. The private universities attracted students who did less well in high school subjects (including English) and in university admission tests. They generally had fewer resources to run their EMI programs. Students who reported that they struggled in EMI courses and programs indicated that their English was not sufficient to understand in lectures, to read in English, and to write in English. In addition to these language problems, students reported that they lacked the academic skills to complete the assessment tasks in EMI courses. However, for most of these students, their confidence did rise as they progressed through their programs. Some lecturers reported difficulties in conducting EMI classes. They lacked confidence in their oral English skills, they lacked the pedagogical skills appropriate for EMI teaching, they had limited experience teaching at the university level, and they lacked the resources to improve their EMI delivery.
For some students and lecturers in the current study, the reality of EMI programs in universities in Vietnam fell short of their expectations. The current study provides a set of recommendations (for students, lecturing staff, and university administrators) whose implementation should improve the experience of students and lecturers in EMI programs in universities in Vietnam. The current study offers a large and robust set of data about the experiences of students and lecturers in EMI programs in public and private universities in Vietnam. The study should be of use to policy makers and practitioners who are planning expansion of EMI programs in Vietnam
High prevalence, presistent hazardous drinking in New Zealand tertiary students
No full textAim: to determine the prevalence of hazardous drinking and alcohol related negative consequences in New Zealand tertiary students, and to identify predictors of hazardous drinking across a six month period. Method: 1,480 tertiary students living in halls of residence were surveyed at the start of the academic year, and a sub-sample
of 967 students were followed up six months later. Questionnaire items included quantity and frequency of drinking, alcohol-related problems, use of other substances, and the Alcohol Use Disorders Identification Test (AUDIT). Drinking at follow-up was modelled using demographic characteristics, mental well-being, other substance use, alcohol-related problems, and hall drinking norms, measured at baseline. Results: Among drinkers, mean weekly consumption was 243g (SD=241g) and 135g (SD=157g) of ethanol for males and females respectively. The majority of male (60.0%) and female (58.2%) drinkers typically consumed more than national safe drinking guidelines. Mean AUDIT scores were 10.9 (SD=7.6) for males and 7.6 (SD=5.9) for females. After controlling for AUDIT scores at baseline, increased
AUDIT scores at follow-were higher with lower age, Maori ethnicity, smoking, cannabis use, high levels of alcohol related negative consequences, and higher levels of drinking in the student’s hall of residence. Conclusions: Hazardous drinking is widespread and persistent among students living in the halls of residence. There is a
need for university alcohol policies and intervention approaches among New Zealand tertiary students
A pragmatic approach to social development: Part 2
No full textThis is the second part of a two-part article which documents the conclusions of a group of experienced social work practitioners regarding the theory of social development and its applicability to social work practice in South Africa. Part I (published in Social Work/Maatskaplike Werk 33(3):210-222) examined the theoretical underpinnings of social development which was advanced as primarily a normative macro policy perspective within which to situate a changed focus for social work practice. It was argued that social development did not present anything radically new to social workers and could even be described as the ecosystems perspective in a new guise and that, like the ecosystems perspective, social development attempted too much. Part 2 examines the relevance of social development theory to social work practice in South Africa across a wide variety of contexts. A pragmatic approach is taken wherein it is argued that the changed focus necessitates a wider use of interventive strategies other than individual and family casework. Of equal importance are the strategies of social policy analysis and development, participatory and action research, rural and multisectoral work, and community development. Social work in South Africa is undergoing a major paradigm shift. This is a process that involves a critical examination of current social work roles, programmes, services and policies. There is increased interest in a developmental paradigm for social welfare. Several writers in social work have called for the transformation and radicalisation of social work roles in response to the socioeconomic conditions that prevail in South Africa (Ntebe 1994; Phiyega 1993). The Reconstruction and Development Programme (ANC 1994) provides a policy framework for developmental social welfare. The development of the White Paper for Social Welfare (1996) marked the acceptance of the developmental approach to social welfare. It brought about an understanding of a vision of a comprehensive, integrative, equitable, multidisciplinary and developmental approach. It set a policy framework that needs to be integrated into various social work practice settings. As Lombard (1996) stated, what is lacking now is knowledge as to 'how' to implement the policy. This paper examines the relevance of social development to social work practice across a wide variety of contexts in South Africa and shows that social workers already have the know-how for its implementation. Social development roles and strategies are not unfamiliar to social workers. All that is required is a change in focus
Feasibility and preliminary efficacy of the MADE4Life program: a pilot randomized controlled trial
No full textBackground: The aim was to assess the feasibility and preliminary efficacy of a community-based physical activity (PA) intervention targeting mothers and daughters. Methods: A randomized controlled trial of 48 primary school-aged girls and their 40 mothers were randomized to (i) Mothers And Daughters Exercising for Life (MADE4Life) (n = 21 mothers, n = 25 daughters) or (ii) wait-list control (n = 19 mothers, n = 23 daughters). The 8-week program involved 8 sessions; 25-minute separate mothers and daughters education sessions and 60-minutes PA together. Assessments were at baseline, postintervention and 3-month postintervention. Primary outcome measure was daughters' moderate-to- vigorous physical activity (MVPA) (accelerometer). Secondary outcomes included accelerometer-assessed light/moderate/vigorous PA, BMI, waist circumference, body composition, blood pressure, resting heart rate, sedentary behaviors and mothers' self-reported PA, parenting measures, and cognitions. Intention-to-treat analysis used linear mixed models. Results: Recruitment and retention goals were exceeded. Attendance rates, program acceptability and satisfaction were high. There was no significant group-by-time effect for daughters' %MVPA (-0.08; 95%CI -1.49, 1.33, d = -0.03) or other secondary outcomes for girls (postintervention range d = 0.01 to -0.46). Significant intervention effects were found for mothers' %VPA (P = .04, d = 0.25) and role modeling (P = .02, d = 0.66). Conclusion: MADE4Life was both feasible and acceptable. Although very small effect sizes were found for the daughters, significant changes were seen for mothers (d = 0.25 to 0.66). Future fully powered trials targeting PA in mothers and daughters is warranted
Protocols for obtaining zygotic and somatic embryos for studying the regulation of early embryo development in the model legume Medicago truncatula
No full textEarly embryogenesis starting from a single cell zygote goes through rapid cell division and morphogenesis, and is morphologically characterized by pre-globular, globular, heart, torpedo and cotyledon stages. This progressive development is under the tight regulation of a complex molecular network. Harvesting sufficient early embryos at a similar stage of development is essential for investigating the cellular and molecular regulation of early embryogenesis. This is not straightforward since early embryogenesis undergoes rapid morphogenesis in a short while e.g. 8 days for Medicago truncatula to reach the early cotyledon stage. Here, we address the issue by two approaches. The first one establishes a linkage between embryo development and pod morphology in helping indicate the stage of the zygotic embryo. This is particularly based on the number of pod spirals and development of the spines. An alternative way to complement the in vivo studies is via culturing leaf explants to produce somatic embryos. The medium includes an unusual hormone combination - an auxin (1-naphthaleneacetic acid), a cytokinin (6- benzylaminopurine), abscisic acid and gibberellic acid. The different stages can be discerned growing out of the callus without dissection