Engagement and retention of participants in a physical activity website

Background. Websites have the potential to deliver enhanced versions of targeted and tailored physical activity programs to large numbers of participants. We describe participant engagement and retention with a stage-based physical activity website in a workplace setting. Methods. We analyzed data from participants in the website condition of a randomized trial designed to test the efficacy of a print- vs. website-delivered intervention. They received four stage-targeted e-mails over 8 weeks, with hyperlinks to the website. Both objective and self-reported website use data were collected and analyzed. Results. Overall, 327 were randomized to the website condition and 250 (76%) completed the follow-up survey. Forty-six percent (n = 152) visited the website over the trial period. A total of 4,114 hits to the website were recorded. Participants who entered the site spent on average 9 min per visit and viewed 18 pages. Website use declined over time; 77% of all visits followed the first e-mail. Conclusions. Limited website engagement, despite the perceived usefulness of the materials, demonstrates possible constraints on the use of e-mails and websites in delivering health behavior change programs. In the often-cluttered information environment of workplaces, issues of engagement and retention in website-delivered programs require attention. (C) 2004 The Institute For Cancer Prevention and Elsevier Inc. All rights reserved.

Rules of engagement: Cross-cultural glances in critical writing on recent French and Australian 'youth' films

This Article does not have an abstract.

Towards an ethics of engagement in education in global times

Starting from the observation that patterns of educational inequality are widely known but largely invisible in public debates on education, this article argues for the importance of an ethics of education which challenges simple acceptance of 'things as they are'. It suggests possibilities for working with discourses of ethics, rights and citizenship in contingent and strategic ways, and argues for the importance of engaging ethically across difference in current global times. It proposes three interrelated dimensions for an ethics of engagement in education: an ethics of commitment to intellectual rigour; an ethics of civility; and an inter-human ethics of care.

Public opinion of a proposed wind farm situated close to a populated area in New Zealand: Results from a cross-sectional study

In accordance with New Zealand’s Resource Management Act 1991, in 2003, electricity generating company Genesis Energy made public its intention to apply for consent to build the Awhitu wind farm. Several community groups claiming to represent the majority opposed this application and in September 2004 consent was declined. The aim was to investigate the attitudes of local community members to the proposed wind farm. A survey was mailed to 500 Franklin residents, systematically selected from the local 2004/2005 telephone directory. Forty questionnaires were returned undelivered. Of the remaining 460, completed questionnaires were returned from 46% (211). Most, 70% (145), residents supported a wind farm being built in their area, with 17% (35) neutral, and only 13% (28) against the farm. There was no statistical difference in respondents’ attitudes between sex, age, or residential proximity to the farm. Respondents listed renewable resource (83%), suitability (78%), and environmental friendliness (76%) as main advantages. Visual unsightliness (24%) and noise pollution (21%) were listed as main perceived disadvantages. Contrary to the assertions of several lobby groups, the majority of local residents support the construction of the Awhitu wind farm. Scientifically robust methods are essential to measure appropriately community attitudes, particularly on contentious issues.

'Please Mr Hay, what are my poss(abilities)?': Legitimation of ability through physical education practices

This paper provides two vignettes that draw on data from projects that interrogate how a student can be positioned by practices within physical education (PE) and directed by the PE teacher in relation to their valued or legitimated ability. Through the use of Pierre Bourdieu's conceptual tools of field, habitus and capital we investigate the complex legitimation processes that shape student poss(abilities) and that are situated in the space of the PE class. The first vignette is from the perspective of a student and draws on data from interviews, a journal, questionnaires and photos of her PE experiences in upper primary and lower secondary school. The second vignette focuses on teacher practices and his constitution of the field of a PE class highlighting the significance of teacher perspectives of 'ability' in informing assessment in senior secondary PE. Using these examples we discuss the symbolic violence that works against each student by positioning them as 'less able' or 'unable' despite their participation in a learning context. We argue that by not attending to the possible abilities of students that could have been recognized, developed and legitimated, and through the misuse of capital assignment by teachers, PE may well be counterproductive to students' ongoing engagement with the subject area and the espoused potential upon which such a subject area justifies itself.

Equity, diversity and student engagement in a law school - A case study approach

The key aspects and features of the case study undertaken Griffith Law School to review assessment policies and practices to ensure that they were taking into account difficulties experienced by students from equity target groups are discussed. Some of the outcomes of the case study and benefits are highlighted.