International students in Australia: read ten thousand volumes of books and walk ten thousand miles

A number of international students, predominately from Asian countries, are present in universities in the UK, United States, and Australia. There is little research exploring their experiences as they negotiate the disciplinary requirements of their courses. This paper investigates students' agency as they write their first assignment for their Master's of Teaching English to Speakers of Other Languages course and the academics who teach them. Talk around texts and the positioning theory are used to analyse the data. It is argued that the students demonstrate strategic agency, which allows them to better understand the academic requirements of their disciplines. The analysis reveals the complexities involved in international students' adaptation to disciplinary discourse and the implications for teaching and learning in higher education.

Data Integration Protocol In Ten-steps (DIPIT) : a new standard for medical researchers

The exponential increase in data, computing power and the availability of readily accessible analytical software has allowed organisations around the world to leverage the benefits of integrating multiple heterogeneous data files for enterprise-level planning and decision making. Benefits from effective data integration to the health and medical research community include more trustworthy research, higher service quality, improved personnel efficiency, reduction of redundant tasks, facilitation of auditing and more timely, relevant and specific information. The costs of poor quality processes elevate the risk of erroneous outcomes, an erosion of confidence in the data and the organisations using these data. To date there are no documented set of standards for best practice integration of heterogeneous data files for research purposes. Therefore, the aim of this paper is to describe a set of clear protocol for data file integration (Data Integration Protocol In Ten-steps; DIPIT) translational to any field of research.

Sociocultural influences on strategies to lose weight, gain weight, and increase muscles among ten cultural groups

This study determined how sociocultural messages to change one's body are perceived by adolescents from different cultural groups. In total, 4904 adolescents, including Australian, Chilean, Chinese, Indo-Fijian, Indigenous Fijian, Greek, Malaysian, Chinese Malaysian, Tongans in New Zealand, and Tongans in Tonga, were surveyed about messages from family, peers, and the media to lose weight, gain weight, and increase muscles. Groups were best differentiated by family pressure to gain weight. Girls were more likely to receive the messages from multiple sociocultural sources whereas boys were more likely to receive the messages from the family. Some participants in a cultural group indicated higher, and others lower, levels of these sociocultural messages. These findings highlight the differences in sociocultural messages across cultural groups, but also that adolescents receive contrasting messages within a cultural group. These results demonstrate the difficulty in representing a particular message as being characteristic of each cultural group.

Ten minutes of dynamic stretching is sufficient to potentiate vertical jump performance characteristics

The current literature recommends dynamic rather than static stretching for the athletic warm-up. Dynamic stretching and various conditioning stimuli are used to induce potentiation in subsequent athletic performance. However, it is unknown as to which type of activity in conjunction with dynamic stretching within a warm-up provides the optimal potentiation of vertical jump performance. It was the objective of the study to examine the possible potentiating effect of various types of conditioning stimuli with dynamic stretching. Twenty athletes participated in 6 protocols. All the experimental protocols included 10 minutes of dynamic stretching. After the dynamic stretching, the subjects performed a (a) concentric (DS/CON): 3 sets of 3 repetition maximum deadlift exercise; (b) isometric (DS/ISOM): 3 sets of 3-second maximum voluntary contraction back squats; (c) plyometric (DS/PLYO): 3 sets of 3 tuck jumps; (d) eccentric (DS/ECC): 3 modified drop jumps; (e) dynamic stretching only (DS), and (f) control protocol (CON). Before the intervention and at recovery periods of 15 seconds, 4, 8, 12, 16, and 20 minutes, the participants performed 1-2 maximal countermovement jumps. The DS and DS/CON protocols generally had a 95-99% likelihood of exceeding the smallest worthwhile change for vertical jump height, peak power, velocity and force. However, the addition of the deadlift to the DS did not augment the potentiating effect. Time-to-peak potentiation was variable between individuals but was most consistent between 3 and 5 minutes. Thus, the volume and the intensity associated with 10 minutes of dynamic stretching were sufficient to provide the potentiation of vertical jump characteristics. Additional conditioning activities may promote fatigue processes, which do not permit further potentiation.