Personal, social and environmental correlates of resilience to physical inactivity among women from socio-economically disadvantaged backgrounds

While sex and socio-economic disparities in physical activity have been well documented, not all disadvantaged women are inactive. This study aimed to examine correlates of achieving recommended levels of physical activity among women of low socio-economic position. In 2005, a population-based sample of 291 women with low educational attainment provided survey data on leisure time physical activity (LTPA). Participants reported potential personal (enjoyment and self-efficacy; barriers; intentions; guilt and priorities; routines and scheduling; occupational physical activity; television viewing), social (support from family/friends; social participation; sport/recreation club membership; dog ownership) and environmental (aesthetics; safety; local access; footpaths; interesting walks; busy roads to cross; heavy traffic) correlates of physical activity. Nearly 40% of participants achieved recommended LTPA (150 min week–1). Multivariable analyses revealed that higher levels of self-efficacy for walking [prevalence ratio (PR) 2.05, 95% confidence interval (CI) 1.19–3.53], higher enjoyment of walking (PR 1.48, 95% CI 1.04–2.12), greater intentions to be active (PR 1.97, 95% CI 1.12–3.45) and having set routines for physical activity (PR 1.91, 95% CI 1.18–3.09) were significantly associated with achieving recommended LTPA. Personal factors were the characteristics most strongly associated with achieving recommended levels of LTPA among women from socio-economically disadvantaged backgrounds.

Distributed audio network for speech enhancement in challenging noise backgrounds

This paper presents a new approach to enhance speech based on a distributed microphone network. Each microphone is used to simultaneously classify the input into either one of the noise types or as speech. For enhancing the speech signal a modified spectral subtraction approach is used that utilise the sound information of the entire network to update the noise model even during speech. This improves the reduction of the ambient noise, especially for non-stationary noise types such as street or beach noise. Experiments demonstrate the effectiveness of the proposed system.

Adaptive speech enhancement with varying noise backgrounds

We present a new approach for speech enhancement in the presence of non-stationary and rapidly changing background noise. A distributed microphone system is used to capture the acoustic characteristics of the environment. The input of each microphone is then classified either as speech or one of the predetermined noise types. Further enhancement of speech in respective microphones is carried out using a modified spectral subtraction algorithm that incorporates multiple noise models to quickly adapt to rapid background noise changes. Tests on real world speech captured under diverse conditions demonstrate the effectiveness of this method.

Aspects of parenting and family functioning associated with obesity in adolescent refugees and migrants from African backgrounds living in Australia

Objective: To investigate the relationship between parenting style and family functioning, and BMI, among adolescent migrants and refugees from African countries.

Method: A total of 104 parents and their adolescent offspring completed questionnaires assessing the variables of interest, and anthropometric data were collected from them.

Results: Parents reported higher maternal involvement, lower levels of paternal involvement, higher levels of positive parenting, greater use of ‘other’ (non-corporal) discipline styles, greater satisfaction and better communication than did their offspring. Parents also reported greater family cohesion and flexibility than adolescents, and saw their families as more enmeshed and more rigid. Parenting style and family functioning were not strong predictors of BMI according to either report. For adolescents, inconsistent discipline and lack of parental supervision accounted for significant variance in BMI.

Conclusions: Inconsistent discipline and lack of parental supervision may be related to adolescent BMI. Further studies with larger samples are required to confirm these relationships with the view to informing obesity prevention programs for this target population.

Implications: Prevention or intervention programs aimed at reducing the prevalence of overweight and obesity need to consider parenting style in their design.

Influencing student retention and success : a qualitative assessment of library use by distance education students from low socio-economic backgrounds

Poster presentation

Embedded library services : beyond chance encounters for students from low SES backgrounds

This paper reports research that examined how the embedding of library services through the learning management system contributed to the experience of students from low socio-economic status (SES) backgrounds. To evaluate the embedded practice, the researchers used a mixed-method approach involving surveys with students and interviews with library and academic staff. Survey results showed gains in students' awareness of library resources and in their confidence and satisfaction using them. Staff participants reported benefits to students from the improved visibility of the library and involvement of students in conversations about information literacy. The teacher derived personal benefits in learning more about digital information resources while library staff benefitted from the research-driven nature of the practice which strengthened their collaborative partnership with academic staff. Based on the evaluation, an embedded approach has been adopted at the university in additional courses which have similar student profiles. The outcomes are relevant more widely in demonstrating both the potential benefits of embedded practice for supporting diverse student populations and how libraries can target their activities more effectively to national and university agendas for improving student outcomes.

Objectively assessed recess physical activity in girls and boys from high and low socioeconomic backgrounds

Background
The school environment influences children’s opportunities for physical activity participation. The aim of the present study was to assess objectively measured school recess physical activity in children from high and low socioeconomic backgrounds.

Methods
Four hundred and seven children (6–11 years old) from 4 primary schools located in high socioeconomic status (high-SES) and low socioeconomic status (low-SES) areas participated in the study. Children’s physical activity was measured using accelerometry during morning and afternoon recess during a 4-day school week. The percentage of time spent in light, moderate, vigorous, very high and in moderate- to very high-intensity physical activity were calculated using age-dependent cut-points. Sedentary time was defined as 100 counts per minute.

Results
Boys were significantly (p < 0.001) more active than girls. No difference in sedentary time between socioeconomic backgrounds was observed. The low-SES group spent significantly more time in light (p < 0.001) and very high (p < 0.05) intensity physical activity compared to the high-SES group. High-SES boys and girls spent significantly more time in moderate (p < 0.001 and p < 0.05, respectively) and vigorous (p < 0.001) physical activity than low-SES boys.

Conclusions
Differences were observed in recess physical activity levels according to socioeconomic background and sex. These results indicate that recess interventions should target children in low-SES schools.

Uni has a different language … to the real world: demystifying academic culture and discourse for students from low socioeconomic backgrounds

The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education.

Exploration of the Australian Early Development Index for children with language backgrounds other than English

The Australian Early Development Index (AEDI) is a teacher-administered measure that indicates if children are starting school with the developmental capacity to take advantage of the school learning environment. A key question that arises for schools, communities, and policy makers is how valid the AEDI is for children from a Language Background Other Than English (LBOTE). This study investigated how adequately the AEDI captures the cultural variety of different behaviours and different ways of learning. The study also examined the cultural inclusivity and relevance of the AEDI materials (e.g., teacher training guidelines; administration manual). Ten focus groups (n=84) and various community consultations were conducted with early childhood education and development professionals, representing key service providers, and school personnel. The findings from these studies led to the following recommendations: For LBOTE children, the AEDI should ideally be completed in collaboration, for example, between the child’s teacher and a multicultural consultant. The teacher guidelines for the AEDI need to be enhanced with respect to issues pertaining to LBOTE children, and the AEDI should include additional domains, such as cultural competence and home based/first language skills. Finally, teacher preparation and the AEDI administration guidelines need to clarify and emphasize the intent of the AEDI.