The relationship between education and food consumption in the 1995 Australian national nutrition survey

Objective: To assess the relationship between education and the intake of a variety of individual foods, as well as groups of foods, for Australian men and women in different age groups.

Design: Cross-sectional national survey of free-living men and women. Subjects: A sample of 2501 men and 2739 women aged 18 years and over who completed the National Nutrition Survey (NNS) 1995.

Methods: Information about the frequency of consumption of 88 food items was obtained using a food-frequency questionnaire in a nation-wide nutrition survey. Irregular and regular consumers of foods were identified according to whether they consumed individual foods less than or more than once per month. The relationship between single foods and an index of education (no post-school qualifications, vocational, university) was analysed via contingency table chi-square statistics for men and women. Food group variety scores were derived by assigning individual foods to conventional food group taxonomies, and then summing the dichotomised intake scores for individual foods within each food group. Two-way analyses of variance (education by age groups) were performed on food variety scores for men and women, separately.

Results: While university-educated men and women consumed many individual foods more regularly than less-educated people, they were less likely to be regular consumers of several meat products. The relationship between education and food consumption was less apparent when individual food scores were aggregated into food group scores. University-educated men and women exhibited higher scores on total food group variety than the other educational groups.

Conclusions: Higher education is associated with the regular consumption of a wider variety of foods. Aggregation of individual food consumption indices into food variety scores may mask the apparent effects of educational background on food consumption.

Community leaders' views of the purposes of science in the compulsory years of schooling

Accepting that scientific literacy is the primary purpose of science in the compulsory years of schooling leads to the question 'What does scientific literacy mean in a particular community?' This paper reports a study designed to provide some insight into that question. Data were gathered through interviews with a sample of community leaders, in the state of Victoria, Australia, about their views of the purposes of school science.

The data reveal that, although most of those interviewed had no formal post-school science education, their life experiences provided them with useful insights into the question raised. The wisdom of such people could make an important contribution during the initial stages of curriculum development in science.

As people successful in their own fields, the study participants were lifelong learners. Consequently, their responses suggest that a primary focus of school science must be to provide students with a framework that will enable them to continue learning beyond schooling. This is not just a matter of knowledge or skills, but of feeling comfortable with science.

The methods used provide a useful example of how views about education can be gathered from thoughtful, non-expert community members. In this instance, they allowed a reconceptualization of the purposes of school science. These community leaders argued for an education for 'science in life' rather than an education about science.

The static, dynamic and metadynamic recrystallisation of a medium carbon steel

Grain refinement during and after hot isothermal deformation of a medium carbon steel has been investigated. The average austenite grain size decreased with an increase in strain for the hot deformed and recrystallised material, with refinement extending beyond the strain for the peak stress. A window of strain that corresponds to transition from classical static to metadynamic recrystallisation was observed in respect to the recrystallised material. Within this post-dynamic transition window the strain at which strain independent softening occurs was different for different volume fractions of the recrystallised material. This led to a new terminology corresponding to initiation of strain independent softening. For the alloy of this study, strain independent softening for the start of post-deformation recrystallisation occurred near the strain to the peak stress. The strain corresponding to complete metadynamic recrystallisation, which was defined as when all levels of recrystallisation were strain independent, was much greater than the strain for the peak stress.

Fun or profit : primary students' perceptions of mathematics and science

As the number of students pursuing mathematics and science in higher education decline, it becomes imperative· that we look for the causes of the decline. As part of the Australian Improving Middle Years Mathematics and Science (IMYMS) project, students were asked to rate their perceptions of classroom practice in mathematics and science and their attitudes to these subjects. Results of this survey reveal little difference in perceptions of classroom practice, but significant differences in students' attitudes between mathematics and science. Differences were particularly evident for items relating to the usefulness of mathematics and science (mathematics was more useful) and enjoyment of the subjects (science is more fun). If teachers are aware of such perspectives, it may be possible to change students' attitudes.

Effective student engagement depends on students enjoying their studies in mathematics and science, being confident in their ability and recognising the relevance of these subjects to everyday life, now and in the future.
(Education Training Committee, 2006, p. xvii)

Science and technology are the widely acknowledged foundation of Australia's future development. Underpinning these are the key learning areas of mathematics and science. However, Australia is experiencing a decline in numbers of mathematics and science students in higher education. Moreover, studies over the last two decades have shown a general decline in Australian students' interest and enjoyment of science across the compulsory secondary school years, with a particularly sharp decline across the primary to secondary school transition (e.g. Adams, Doig, & Rosier 1991; Goodrum, Hackling, & Rennie, 200 I) and a decline in the numbers of students studying' advanced mathematical courses in upper secondary school (Thomas, 2000).

Improving teaching and learning in the middle years of schooling (Years 5 to 9) is receiving particular attention because of the coincidence of the disengagement of students with the significance of these years for the preparation of students for their future role in society. Thus the Improving Middle Years Mathematics and Science: The role of subject cultures in school and teacher change (IMYMS) project, which is the source of data for this paper, is investigating the role of mathematics and science' knowledge and subject cultures in mediating change processes in the middle years of schooling.

Mathematics and science are sometimes seen as "love-hate" subjects, rating highest for subjects disliked, but also rating relatively highly among preferred subjects (Hendley & Stables, 1996). Students, even primary aged students, can often shed light on what constitutes good practice (see, for example, 'van den Heuvel-Panhuizen, 2005). Students' attitudes towards mathematics and science and their perceptions of what they regard as positive aspects of classroom practice have been shown to decline from the primary years to junior secondary (Race, 2000). The decline in interest in science in the early years of secondary school is of particular concern, since it is in these years that attitudes to the pursuit of science subjects and careers are formed (Speering & Rennie, 1996). Students' negative attitude towards the relevance of science ,content for their lives was a strong theme in the report by Goodrum, Hackling, & Rennie (2001) on the status and quality of teaching and learning of science.

As part of the IMYMS project, the IMYMS Student Survey was administered to all students in 2004 and 2005. The survey included a 36 item section on students' perceptions of classroom practice and attitudes towards mathematics and science, and a 24 item section on students' learning preferences. Students completed separate, parallel surveys for mathematics and science.

This paper focuses on students' perceptions and attitudes. It explores the differences in 700 Year 5 and 6 students' perceptions of their learning environment and their attitudes to mathematics and science during 2005, the second (and final) year of schools , involvement in the IMYMS project.

Subcultural capital and the female 'underclass'? A feminist response to an underclass discourse

It is often argued that economically marginalized young women occupy a school and post-school underclass, and that this underclass has a particular culture associated with it. Such views provoke a profound ambivalence in many of those who work with such young people. On the one hand, they are anxious to acknowledge the culture of the communities to which marginalized young women belong. On the other hand, they wish to avoid the pernicious implications of underclass theories that suggest disadvantage is the result of the culture and values of marginalized social groupings. This paper offers an overview and feminist critique of the structuralist and cultural or behaviourist strands of underclass theory. It focuses particularly on the work of Charles Murray, a major proponent of the culturalist perspective and the representation of the single mother in this discourse. It then considers how a less punitive theorization of marginalized cultures might be achieved by drawing on and adapting concepts from Pierre Bourdieu's sociology. The paper reflects on how such ideas might serve as a way of exploring how gender impacts on the forms of cultural capital available to young women in difficult economic circumstances.

How schooling, and particular schools, make a difference: values, identities and futures in longitudinal study

Just over a decade ago the authors set out to select and follow a range of young people from the age of 12 and their end of primary or first days in secondary school, to the age of 18 when most of them had embarked on the first steps of the post-school lives. Students from four different types of schools were chosen: a Melbourne high school, a high school in a Victorian regional city, a large non-government school, and a secondary school that had once been a technical school. The students were interviewed twice a year about their views of self, of school, of the future. In this article the authors discuss two aspects of the study: what sense did they get of schools and their effects on the subjectivities being formed by young people today? And, what sense did the authors get of how gender is working in young lives now? The article outlines some of the findings in relation to these two issues.

The role of schools in the enhancement of social tolerance and cohesion: a case study research project in the Pacific region

It is generally assumed that education will be good for a country and its inhabitants. But if the educational experience does not support those aspects of a culture the inhabitants believe to be most important, it does not contribute to social cohesion. Societies adjusting to 'modern' forces, question the 'benefits' of education, when they have poorly-funded, centralised education systems, uneven access to schooling, and where student progress is determined by academic exams and post-school employment options are few. In such circumstances, citizens are uncertain how to use education to cohere their culture and society.

This World Bank funded consultancy project sought the views of citizens of the Solomon Islands and Vanuatu on the role of schools in maintaining culture and in promoting social tolerance and harmony. Researchers also developed an educational framework for promoting social cohesion and democratic participation in schools in the Pacific region.

This presentation will consider :

* The context of the study in the Pacific region
* Research and the World bank
* Issues associated with case study research
* Case study findings
* The educational framework developed.

'I get by with a little help from my friends' : adults with intellectual disability discuss loneliness

Background This study explored 'loneliness' as experienced by adults with intellectual disability, with 'intermittent' to 'limited' support needs.

Method A measure of loneliness was piloted, and qualitative techniques used to develop a greater understanding of the participants' experience.

Results The Loneliness Scale proved valid and reliable and the participants reported loneliness in ways comparable with the general population.

Conclusions The findings demonstrate the effectiveness of combining quantitative and qualitative techniques to enhance understanding of people's perspective when developing support systems to promote their quality of life. Based on participant perspectives, recommendations are made concerning the issues and types of support families and professionals could consider when seeking to assist people with intellectual disability address loneliness. Further investigation of the effects of differing educational and vocational opportunities on people's post-school social networks appears warranted.

Association between weight perception and psychological distress

Background: Obesity is a well-known cause of cardiovascular disease burden and premature death, but effects on depressive symptoms remain equivocal. Depressive symptoms may be more common among the obese individuals who perceive themselves as overweight, rather than those who perceive themselves as having an acceptable weight. Our aim was to determine whether weight status and weight perceptions are independently associated with psychological distress.

Methods: We conducted a cross-sectional study using data from the Australian National Health Survey 2004–2005 (N=17 253). All variables were collected by self-report. Adjusted multinomial logistic regression analysis was conducted to generate prevalence odds ratios with 95% confidence intervals (95% CI) for medium (Kessler Psychological Distress Scale (K10) scores of 20–29) and high (K10 scores of 30–50) psychological distress (compared with K10 scores of 10–19 as the reference) associated with weight status (standard body mass index (BMI) cutoffs for underweight, overweight and obesity vs normal weight), weight perception (perceived underweight and overweight vs acceptable weight) and weight misperception (incorrect with BMI vs correct with BMI) adjusting for numerous important covariates.

Results: Overweight and underweight perception increased the odds of medium (40 and 50%) and high (50 and 120%) psychological distress, whereas weight status and weight misperception were not associated with psychological distress in adjusted analysis. Gender, alcohol consumed per week and post-school education were not significant covariates (at P<0.10 level).

Conclusions: Overweight and underweight perception rather than weight status or weight misperception are significant risk factors associated with medium and high psychological distress prevalence and effects appear to be uniform for men and women. Well-designed prospective studies are still needed to determine whether weight perceptions cause psychological distress, and if so, whether symptoms are significantly reduced following effective intervention.

'no through road'? Disadvantage in rural education

Investigates educational disadvantage for students completing their secondary education in rural schools. For these students rural location has contributed reduced exposure to a broad range of literacy practices, and involvement in student cohorts with lower levels of socio-economic status, less extensive cultural knowledge and lower post-school aspirations.

Longitudinal levels and bouts of objectively measured sedentary time among young Australian children in the HAPPY study

To examine differences in sedentary time and bouts during and outside of childcare/school periods, and changes in sedentary time and bouts over 1-year among children who remained in childcare (childcare subsample) and among those who transitioned to school (school transition subsample).

Differential labour market impacts from disability onset

We estimate the causal labour market impacts of disability onset by gender, age and education levels up to 4 years after onset using longitudinal data from the Household Income and Labour Dynamics Australia survey and difference-in-difference propensity score matching techniques. We find lasting negative impacts on employment, especially full-time employment, which is due more to reduced movement into full-time employment than downshifting from full-time to part-time work following onset. Those without post-school education qualifications are particularly vulnerable to the impacts of onset and are more likely to be out of work and on income support than those with qualifications up to 4 years after onset, due in part because they have greater difficulty adjusting.

Currículo e arquitetura escolar: concepções de professoras e equipe gestora do Colégio Nossa Senhora das Neves-Natal-RN

The present study aims to investigate the conceptions of teachers and management team of the Colégio Nossa Senhora das Neves - Natal / RN about curriculum, school architecture and possible relationships established between these components. To develop the study, we rely on the theoretical contributions of Viñao Frago (2001), Escolano (2001); Benconstta (2005), among others, about the architecture school, and with regard to curriculum, ancoramo us in theoretical reflections Silva (2000, 2006, 2008). We assume that the school place is a social construct and as such, reflects the interests of certain groups, to organize, establish ways to condition their unctions and uses. In this space, people's lives is planned, both those who work there, as those who study there. Thus, the architecture school promotes, through representations, signs, symbols and shapes, certain charges that impact the ways of being and acting subjects by establishing appropriation and expropriation of rights and legitimate forms of inclusion and exclusion. Thus, it is an expression of power. A power that is expressed in the form of lead the way people should behave in a certain space. Clarity on these aspects of the architecture school is important, since in the same way that the opinion of several experts is important to discuss the adequacy of school architecture (environmentalists, architects, engineers, planners), the / the teacher / and the / as managers / must also meet the educational nature of the architecture school, so as to present its share of contribution in order to make the post-school conducive to learning multiple. From this perspective, we analyze the concepts of four teachers and eight individuals who are part of the management team of the CNSN, whose views were seized through participant observation, semi-structured interviews and documentary analysis. The construction of the data indicated levels of conceptual curriculum varied, ranging from those rooted in traditional theories of curriculum as those regarding the curriculum tied to discursive and contextual aspects. The conceptions of architecture school, predominantly focused on the aspects of the architecture school materials and most established subject, differently, relations between curriculum and school architecture

Entre o "Zaca” e o "Madre”: ofensas raciais, processos identitários e discursos de mestiçagem em duas escolas de Belém

Esta dissertação consiste em uma etnografia do cotidiano escolar, orientada conceitualmente a partir dos marcadores de diferenciação cor/raça, gênero e classe social. A motivação da pesquisa que iniciou a produção deste trabalho partiu da seguinte indagação: processos ofensivos verbais são processos identitários que se constroem a partir de referencias pedagógicos e de discursos docentes em cada escola? Com base em uma trajetória de pesquisa iniciada em 2006, realizada inicialmente na Escola Alexandre Zacharias de Assumpção e posteriormente estendida ao Colégio Madre Zarife Sales, no bairro do Guamá, periferia de Belém do Pará, tento discutir o alcance destas instituições no cotidiano educacional vivido fora delas por seus discentes, ao identificar práticas dinâmicas de viver os espaços urbanos da cidade a partir do ir e voltar da escola. As duas escolas são definidas como escolas de referência no bairro, pois simbolizam, para as clientelas de estudantes por elas atendidas, a possibilidade de sucesso profissional pós-escola entre muitas famílias no bairro. Por outro lado, tento mostrar as contradições internas nas duas escolas para sugerir a ocorrência de acessos diferenciados aos serviços educacionais e ao próprio capital cultural docente conforme o turno em que se estuda. Discuto destacadamente a ocorrência de trocas de ofensas verbais raciais e não-raciais entre os estudantes conforme os marcadores de diferenciação assinalados, para tentar responder a problematização da pesquisa. Depois tento identificar as várias modalidades simbólicas do discurso de mestiçagem como um discurso abrangente que é por mim concebido como a face inversa das ofensas verbais raciais e do não-reconhecimento do racismo nelas existentes pelo corpo institucional, isto é, por docentes, funcionários e gestores.

Desenvolvimento do sistema do capital e teorias de transição em Trotski e Mészáros

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)