Explaining binge drinking among adolescent males using the Theory of Planned Behaviour

Binge drinking among adolescents in Northern Ireland is prevalent and has detrimental eff ects on public health. Health education interventions, based on valid explanatory models of health behaviour, are required to reduce binge drinking behaviour among adolescents. " is paper examines the utility of the " eory of Planned Behaviour in explaining binge drinking behaviour among adolescent males. Using questionnaire responses from 94 adolescent boys attending secondary schools in the Belfast area, logistic regression modelling suggested that the " eory of Planned Behaviour explained 36% of the variance in self-reported binge drinking behaviour. Attitudes towards binge drinking were the strongest predictor of binge drinking behaviour. Tackling attitudes about binge drinking is a challenge to be considered when designing interventions to reduce binge drinking among this population

Using the interact system model to analyze computer mediated communication during a small group problem-solving task

The Interact System Model (ISM) developed by Fisher and Hawes (1971) for the analysis of face-to-face communication during small-group problem solving activities was used to study online communication. This tool proved to be of value in the analysis, but the conversation patterns reported by Fisher (1980) did not fully appear in the online environment. Participants displayed a habit of "being too polite" and not fully voicing their disagreements with ideas posed by others. Thus progress towards task completion was slow and incomplete.

Math-Towers: Online Interactive Collaborative Mathematics Explorations & Problem-Solving for Students Ages 11 to 15 years (Grades 6 to 10)

Math-Towers (www.math-towers.ca) is an online resource for students in grades 6 to 10 that supports collaborative problem-solving and investigations. This paper presents the philosophical position motivating the development of Math-Towers and describes how the site presents and motivates the mathematical challenges and supports participants' exploration and collaboration.