Academic skills and beyond : a resource based approach to support student success in higher education

An increasingly diverse range of students are entering higher education, bringing with them a vast range of experiences, skills and pre-existing knowledge. However, approaches to increasing student participation (and therefore success) to date have focused on strategies aimed at supporting non-traditional students to “fit in”, rather than changing existing structures to accommodate their needs. This paper will outline a resource-based approach to student success, which capitalises on the resources and capacities existing within the student, within their performance of the student role and within the environment that surrounds their learning.
This paper will report on a study and propose a resource based approach to student success. Three main sites or domains are identified as a focus of this approach – intrapersonal resources, skills resources and environmental resources. These domains interact with each other to support student success, and three potential methods for implementing a resource based approach are highlighted in the spaces where they intersect. Pedagogical design, mapping and matching, and learning support all have a role in enabling both students and universities to make the most of their existing resources and develop new ones.

Education and training deficits in industrial clusters : empirical evidence that managers can use to rectify the skills gap in Auckland precinct

Tertiary institutions should seek continuous feedback from industries to keep track of the needs of businesses to provide education and training. In designing programmes and upgrading curricula, there are important factors to bear in mind so that programmes "cater" for all levels of learners. The Auckland City Council financed this study, focussing on Auckland's Rosebank Business Precinct (ARBP). Surrounding communities, particularly Maori, Pacific peoples and recent migrants, experience disparities in employment. The target population were 500+ businesses operating on Rosebank Road. A total of 529 businesses were identified. Interviews with 102 companies with a 36-question questionnaire were conducted. Areas were identified and covered in this paper in the ARBP for developing programmes and curricula for tertiary institutions to provide employable students with the right knowledge, skills and attributes to grow and manage existing ventures. In the analysis we point out what education or training is necessary for ARBP to provide greater efficiencies and improvement in profit levels. Recommendations and conclusions are provided.

The Role of TAFE as an Equity Pathway to Social Inclusion, Employment, and to University : a submission from The Deakin University Social Work/Gordon TAFE Community Services Work, Geelong Based Project Team

Executive Summary

The Deakin University Social Work/Gordon TAFE Community Services Work Geelong Based Project Team (the Project Team) was assisted by Higher Education Partnership and Participation funding made available through Deakin University Participation and Partnerships Program (DUPPP) to carry out research and project work in 2012/13.

In the following submission to the House of Representatives Inquiry into the role of Technical and Further Education (TAFE) system and its operation, this Project Team seeks to establish a case for:

1. Funding to enable TAFE to continue as:

a) an equity pathway to social inclusion, employment, and to university, particularly in regional areas.
b) an integral complement to the University education sector to deliver on the ambitious objectives of the Federal Government’s widening participation agenda, as a mechanism to deliver the skills, knowledge and workforce needed now, and in the future, in the Australian economy.
2. Increased resources for separate and joint sector development
a) Publicly funded TAFEs need funding to be restored and increased to enable them to maintain the high quality education they provide and to maintain their successful work in supporting communities, regions and disadvantaged individuals to gain skills, training and employment.
b) Universities need increased funding to increase staffing levels and therefore free up teaching staff to spend the necessary time to develop relationships with and provide support to students. This is important for the achieving the goals of the widening participation agenda of increasing access without increasing attrition at the same time.
c) TAFEs and Universities need funding to do the work required to further develop and formalise diploma-degree pathways so that disadvantaged individuals can exit into employment at the diploma level or be supported in an efficient and seamless way to undertake further study.
3. Active use of localised and nuanced partnership approaches by education institutions. This includes:
• Cross teaching by TAFEs and Universities in courses that can be articulated, such as professional practice diplomas and degrees
• Programs negotiated and designed according to the needs of students in each location. TAFEs and Universities need resources in order to do this work
• Focus on regional centres where there is a particular opportunity for government to make an impact on TAFE pathways to employment and/or further education
• Workforce development in regional areas due to new industries is a particular area of need
4. Recognise and capitalise on the complementary and symbiotic nature of each sector’s skills, strengths and capacities.
The submission responds to the second, third and fifth points of the Terms of Reference of the Inquiry and is based on the research work carried out by the Project Team in 2012/13.

We provide evidence of Gordon TAFE in Geelong working as an equity mechanism in the particular case of the welfare/ community services diploma to social work degree pathway. The project team considers that there is a strong case for additional resourcing of TAFE to enable it to continue what it does well. TAFE is the key training and education sectorthe ‘education and social hub’that can successfully attract, retain, and graduate people who may not otherwise access education due to one or more combinations of:

1. having a low SES current or past background;
2. living in regional areas;
3. receiving interrupted primary and secondary education;
4. having disabilities;
5. being sole parents;
6. being from refugee backgrounds;
7. having English as an additional language/culture;
8. retrenchment from employment in dying industries;
9. short, medium and long term unemployment;
10. past and/or current caring roles;
11. marriage/relationship breakdowns;
12. domestic violence;
13. gender, class, age, race/ethnicity and dis/ability discriminations; and
14. socialised expectations and fears.

The recommendations in this submission are based on research findings about important similarities and differences between Gordon TAFE welfare and Deakin University social work students in Geelong, and their respective institutional organisations and contexts. The two institutions employ a repertoire of diverse administrative, teaching, learning and support approaches to meet different mission goals, requirements and needs.

Arts education partnerships in Australia: spaces and places for teaching and learning

The arts over the centuries have continued to pervade, direct and define our societies. In Australia, they are seen as an important and influential mechanism of pedagogies. In arts education students explore and express their identity and build understanding of their worlds through learning by doing and social interaction. This long-established position is endorsed by contemporary arts education pedagogies that encourage students to look, listen, learn, think, and work as artists in new places and spaces. The forthcoming Australian Curriculum: The Arts (dance, drama, media arts, music, and visual arts) will require consideration of the students’ own cultures and the cultures of their communities, region, and the wider world. Interaction between the students and the wider arts community are central to this approach. Using narrative inquiry, reflective practice, and document analysis as our methodologies, we describe ways of seeing, knowing, and learning between artists, students, schools, education authorities, and universities in the Australian state of Victoria. The authors contend that collaborative partnerships take many forms and provide opportunities for exploration of pedagogies that foster strong relationships between arts education and the arts industry.

Food hygiene knowledge in adolescents and young adults

Purpose – The purpose of this paper is to utilise the comprehensive Food Safety Knowledge Instrument to compare food hygiene knowledge across a population of high school and university students in Australia and the UK. Design/methodology/approach – In total, 475 students from secondary schools and universities in Australia and the UK took part in a survey, which included a Food Safety Knowledge Instrument and demographic items. Findings – Food safety knowledge was generally very low. High school students had a mean score of only 38 per cent, while university students just reached a “pass” with a mean of 54 per cent. Demographics accounted for 41 per cent of variance in food knowledge scores. Female gender, being at university rather than high school, and living out of home rather than with parents were associated with greater food knowledge. Residing in Australia rather than the UK and being older were also associated with greater knowledge; however, these findings were subsumed by education group. Socio-economic status was not a significant predictor of food knowledge. Practical implications – Identifying demographic and cultural differences in food knowledge can help to identify at-risk populations to better target in theory and knowledge-based interventions. Originality/value – This study is the first to apply the knowledge instrument in an Australian population. Understanding the baseline knowledge in this population is an important first step at developing effective interventions for food safety.

Disrupting the encoding of misinformation delivered in closed specific and open presumptive questions

To determine whether the encoding of misleading information presented in two different types of leading questions (closed specific and open presumptive questions) could be disrupted, participants took part in a misinformation experiment. They viewed an event before answering questions that had a closed specific structure (e.g. “Did the robber have a shotgun that had a black barrel and a brown stock?”) or an open presumptive structure (e.g. “Tell me about the shotgun”). Half the questions contained misleading information and half did not. For some of the questions, participants completed a concurrent distractor task. Finally, they completed a recognition memory test about the original event. Results showed that the concurrent distractor task during the interview reduced the size of the misinformation effect for the closed specific questions, but had no impact on the misinformation effect for the open presumptive questions. The results suggest that open presumptive questions encourage participants to encode and process the misleading information more deeply than the closed specific questions. The misinformation effect was more difficult to disrupt with a concurrent task during the encoding of the misleading information for open presumptive questions than for closed specific questions. The implications for interviewing are discussed.

A monetary mechanism for sharing capital: Diamond and Dybvig meet Kiyotaki and Wright

Historically, payment systems and capital intermediation interact. Friedman (1959), and many observers of bank instabilities, have ad- vocated separating depositary from credit institutions. His proposal meets today an ever-increasing provision of inside money, and a short- age of monetary models of bank intermediation. In this paper, we eval- uate the proposal from a new angle, with a model in which isolating a safe payments system from commercial intermediation undermines information complementarities in banking activities. Some features of the environment resemble the models in Diamond and Dybvig (1983), and Kiyotaki and Wright (1989).

"Nois por nois": movimentos sociais de comunicação em São Paulo

Essa dissertação busca analisar os movimentos sociais que atuam no campo da comunicação na cidade de São Paulo, especialmente aqueles grupos, organizações e coletivos que atuam diretamente na produção de conteúdos de comunicação. Os grupos aqui estudados são compostos predominantemente por jovens, moradores das periferias da cidade de São Paulo, cujo objetivo é se engajar em disputas simbólicas por meio de uma produção jornalística alternativa na construção do imaginário coletivo. São grupos que fazem um contraponto à mídia hegemônica a partir da construção de narrativas alternativas e contra-hegemonicas, historicamente invisibilizadas pelos veículos de comunicação tradicionais, e representam projetos que lutam por mudanças radicais na sociedade e pela emancipação e protagonismo das jovens e dos jovens moradores de periferia, das negras e dos negros, e das classes subalternas cujas vozes são silenciadas

Spermathecae of the mangrove crab Ucides cordatus: a histological and histochemical view

Ucides cordatus is the most commercially, important mangrove crab in Brazil. In spite of its economic importance, there are few studies of its reproduction, in particular the female reproductive system. The present study describes the histology and histochemistry of the spermathecae of U. cordatus. Adult females were can lit monthly from July 2004 through June 2005, at Iguape, State of São Paulo. The crabs were anaesthetized, and their spermathecae removed and fixed in Davidson's fluid, following the histological routine for paraffin. The slides were stained with HE, xylidine Ponceau, PAS, alcian blue (pH 1.0 and 2.5), Sudan black B and picrosirius-haematoxylin. Histologically, the spermathecae possesses a capsule of conjunctive tissue, rich in collalgen fibres, which surrounds the secretory columnar epithelium. In the lumen, individual sperm packets are not observed; the spermatophores are intermixed with the seminal fluid and secretions of the spermathecae itself. A large proportion of the free spermatozoids and spermatophores are arranged in homogeneous masses in the proximal part of the spermathecae. The secretion produced by the columnar epithelium appears to promote the movement of the gametes to the fertilization chamber, in a ventral position, allowing fertilization of the oocytes. Histochemically, the secretion produced by the columnar epithelium was strongly positive for neutral polysaccharides, positive for acid polysaccharides, and weakly positive for proteins and lipids. Tills secretion forms a glycoprotein matrix which is associated with maintenance of the spermatophores, which can remain stored for long periods.

Ultramorphology and histochemistry of fat body cells from last Instar larval of the Pachycondyla (=Neoponera) villosa (Fabricius) (Formicidae: Ponerinae)

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Performance of four tomato cultivars, with and without ground cover

The aim of the study was to evaluate the production of four tomato cultivars of determinate growth, in the field, with and without ground cover. The cultivars examined were: 'AP-533', 'AP-529', 'Hypeel 5131 and 'PS-41816', which were cultivated with a spacing of 1 m between rows and 0.4 m between plants. The experimental design utilized was that of subdivided parcels, where parcels were provided with and without a ground cover of black polyethylene, and subparcels consisted of the cultivars; eight repetitions were used. The eight central plants in the parcel were evaluated according to the following characteristics: fresh weight of fruit per plant and number of fruit per plant, separated by size. For the classification of fruit, the same plants were divided into classes based on the diameter of the fruit. The diameter size was as follows: class 1, 3 cm; class II, 4 cm; class III, 4.5 cm; and class IV, 5.5 cm. The results showed that there were no significant differences in production among the cultivars studied. Cultivars 'AP-533' and 'Hypeel 513' demonstrated greater production per plant, when ground cover was used, yielding 1474 and 1404 g/plant, respectively. When black polyethylene ground cover was not used, these cultivars produced 1258 and 1271 g of fruit per plant, respectively. The cultivars 'AP-529' and 'PS41818' showed a greater yield of fruit when cultivated without ground cover, with 1548 and 1663 g/plant, respectively. The cultivar 'Hypeel 513' had the highest percentage of fruit with the largest dimensions. An interaction was appeared between 'AP-529' and ground cover, where the production of this cultivar was lower with black polyethylene ground cover compared to bare ground. It is concluded that there are no significant differences in the cultivation of the tomato hybrids 'AP-533', 'Hypeel 513' and 'PS-41816' with and without ground cover, but that the cultivar 'AP-529' should be planted preferentially in soil without black polyethylene cover.

Soil Solution as Affected by Plant Residues and Nitrogen Rates

Cation mobility in acidic soils with low organic-matter contents depends not only on sorption intensity but also on the solubility of the species present in soil solution. In general, the following leaching gradient is observed: potassium (K+) magnesium (Mg2+) calcium (Ca2+) aluminum (Al3+). To minimize nutrient losses and ameliorate the subsoil, soil solution must be changed, favoring higher mobility of M2+ (metal ions) forms. This would be theoretically possible if plant residues were kept on the soil surface. An experiment was conducted in pots containing a Distroferric Red Latosol, with soil solution extractors installed at two depths. Pearl millet, black oat, and oilseed radish residues were laid on the soil surface, and nitrogen (as ammonium nitrate) was applied at rates ranging from 0 to 150mgkg-1. Corn was grown for 52 days. Except for K+ and ammonium (NH4 +), nitrogen rates and plant residues had little effect upon the concentrations and forms of the elements in the soil solution. Presence of cover crop residues on soil surface decreased the effect of nitrogen fertilizer on Ca leaching. More than 90% of the Ca2+, Mg2+, and K+ were found as free ions. The Al3+ was almost totally complexed as Al(OH3)0. Nitrogen application increased the concentrations of almost all the ions in soil solution, including Al3+, although there was no modification in the leaching gradient.

Exchangeable basic cations and nitrogen distribution in soil as affected by crop residues and nitrogen

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

HOW FAR do WE GET USING MACHINE LEARNING BLACK-BOXES?

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Cotton development and yield according to nitrogen application and cover crops

Nitrogen application on the cover and the maintenance of straw, conducted by direct seeding, should meet the needs of agriculture and promote soil conservation. This study evaluates the effect of pre-sowing nitrogen application in cotton crops and cover crops by direct seeding, on the development and yield of cotton. It was conducted in the municipality of Selviria-MS during the agricultural years 2005/06, 2006/07 and 2007/08. The experimental design used was a randomized block design consisting of three cover crops (forage turnip, black oat and white oat) and four nitrogen doses (0, 30, 60 and 90 kg of N ha(-1)) in pre-sowing of cotton. In April 2006, April 2007 and April 2008, the assessments of plant development and also harvesting of the experimental plots of cotton cultivars were conducted. The results showed that after planting the cover crops, the yield and development and the heights of cotton plants increased with the use of pre-sowing N of 90 kg ha(-1), also showing that the forage turnip is a coverage plant that provides increased cotton.