Academic literature on the topic 'Adult students Victoria'

BackgroundDependence increases the likelihood of adverse consequences of cannabis use, but its aetiology is poorly understood.AimsTo examine adolescent precursors of young-adult cannabis dependence.MethodPutative risk factors were measured in a representative sample (n=2032) of secondary students in the State of Victoria, Australia, six times between 1992 and 1995. Cannabis dependence was assessed in 1998, at age 20–21 years.ResultsOf 1601 young adults, 115 met criteria for cannabis dependence. Male gender (OR=2.6, P < 0.01), regular cannabis use (weekly: OR=4.9; daily: OR=4.6, P=0.02), persistent antisocial behaviour (linear effect P=0.03) and persistent cigarette smoking (linear effect P=0.02) independently predicted cannabis dependence. Neither smoking severity (P=0.83) nor persistent psychiatric morbidity (linear effect P=0.26) independently predicted dependence. Regular cannabis use increased risk only in the absence of persistent problematic alcohol use.ConclusionsWeekly cannabis use marks a threshold for increased risk of later dependence, with selection of cannabis in preference to alcohol possibly indicating an early addiction process.

Consumption of poor-quality diets was noted as prevalent in the Lake Victoria Region, Kenya. As a strategy to communicate desirable change and promote healthy eating in the region, a 30-member panel of policymakers and implementers developed and proposed 12 food-based dietary guidelines (FBDGs) in 2017-2018. The objective of this study was to assess barriers in adopting the proposed FBDGs amongst community members in the lowlands of Kisumu and Homa Bay counties. Qualitative, descriptive cross-sectional design was used to collect data from 72 focus-group discussions (FGD). The FGD was conducted among 216 school going children (10-13y), 216 high school students (15-18y), 207 adult males (26-74y) and 211 females (18-71y). The participants were asked to state whether the proposed FBDGs reflected their daily dietary practices? If the answer was no, the FGD participants were asked to elaborate on the perceived barriers. Each FGD consisted of 8-12 participants. The demographics of FGD participants were collected before the start of FGD sessions. All FGD proceedings were audio-recorded and transcribed verbatim. Demographic information of participants was analyzed and presented using descriptive statistics. The FGD responses were coded and analyzed based on the main code, the barriers. Barriers to healthy eating in the study area were mainly linked to low production of food, food unavailability and inaccessibility. Specific factors which contributed to the food insecurity situation included; dry and sunny weather, seasonality in food availability, limited resources to secure potential farmland with fences, gender influence on land use, high cost of food, lack of money to purchase food, low income, sale of farm produce with resultant inadequate quantities of food consumed and inappropriate meal composition. Food insecurity was a perceived barrier to healthy eating in the lowlands of the Lake Victoria region. This research suggests the need to address food systems and economic structures to improve food production, distribution, accessibility and consumption in the region. Coding was done with the aid of NVivo8 (QSR International Pty Ltd Version 8, 2008). This study was registered with the Kenyan National Commission for Science Technology and Innovation (NACOSTI/P/18/12634/22291). Key words: Healthy eating, Lake Victoria, barriers, food insecurity, food unavailability, food inaccessibility

The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.

Abstract Date Presented 03/31/2022 The purpose of the study was to develop and determine reliability and validity of the Sensory Health Awareness and Responsiveness Profile (SHARP), a tool measuring sensory health awareness and responsiveness in adults. Seventy-seven students ages 18 to 42 participated in the study. Content validity was confirmed by a panel of experts. Internal reliability was strong. Construct validity was determined by comparisons with measures of interoceptive awareness and wellness (Multidimensional Assessment of Interoceptive Awareness). Primary Author and Speaker: Victoria Schulze Additional Authors and Speakers: Katarina Soares, Gabrielle Cocca Contributing Authors: Catherine Cavaliere

Cognitive learning during the COVID-19 pandemic encountered many obstacles, but the use of various gadgets could be an effective solution in early childhood learning, especially to prepare them to enter the elementary school level. This study aims to describe the online cognitive learning process (OCL) in early childhood during the COVID-19 and new era of the pandemic through integrated technology and hybrid learning. This study uses a qualitative approach with a case study involving two ECE teachers and one principal. Data analysis using Miles and Huberman models. The findings of this study explain the importance of the teacher's role in OCL and its constraints, how parent-teacher collaboration is the key to successful cognitive improvement through online learning, and the implementation of OCL through effective learning to prevent learning loss. Further research in distance and hybrid learning, especially for early childhood, is expected to give birth to various new learning models and methods that are integrated with technology towards online teaching-learning when needed. Keywords: early childhood, cognitive online learning, integrated technology, hybrid learning References: Ansari, A., & Purtell, K. M. (2017). Activity settings in full-day kindergarten classrooms and children’s early learning. Early Childhood Research Quarterly, 38, 23–32. https://doi.org/10.1016/j.ecresq.2016.09.003 Bacher-Hicks, A., Goodman, J., & Mulhern, C. (2021). Inequality in household adaptation to schooling shocks: Covid-induced online learning engagement in real time. Journal of Public Economics, 193, 104345. https://doi.org/10.1016/j.jpubeco.2020.104345 Borup, J., Graham, C. R., West, R. E., Archambault, L., & Spring, K. J. (2020). Academic Communities of Engagement: An expansive lens for examining support structures in blended and online learning. Educational Technology Research and Development, 68(2), 807–832. https://doi.org/10.1007/s11423-020-09744-x Danovitch, J. H. (2019). Growing up with Google: How children’s understanding and use of internet‐based devices relates to cognitive development. Human Behavior and Emerging Technologies, 1(2), 81–90. https://doi.org/10.1002/hbe2.142 Davies, T. (2016). Mind change: How digital technologies are leaving their mark on our brains. New Media & Society, 18(9), 2139–2141. https://doi.org/10.1177/1461444816652614 Davis, A. N., Carlo, G., Gulseven, Z., Palermo, F., Lin, C.-H., Nagel, S. C., Vu, D. C., Vo, P. H., Ho, T. L., & McElroy, J. A. (2019). Exposure to environmental toxicants and young children’s cognitive and social development. Reviews on Environmental Health, 34(1), 35–56. https://doi.org/doi:10.1515/reveh-2018-0045 Dias, M. J. A., Almodóvar, M., Atiles, J. T., Vargas, A. C., & Zúñiga León, I. M. (2020). Rising to the Challenge: Innovative early childhood teachers adapt to the COVID-19 era. Childhood Education, 96(6), 38–45. https://doi.org/10.1080/00094056.2020.1846385 Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440 Engzell, P., Frey, A., & Verhagen, M. D. (2021). Learning loss due to school closures during the COVID-19 pandemic. Proceedings of the National Academy of Sciences, 118(17), e2022376118. https://doi.org/10.1073/pnas.2022376118 Ford, T. G., Kwon, K.-A., & Tsotsoros, J. D. (2021). Early childhood distance learning in the U.S. during the COVID pandemic: Challenges and opportunities. Children and Youth Services Review, 131, 106297. https://doi.org/10.1016/j.childyouth.2021.106297 Graham, C. R., Borup, J., Pulham, E., & Larsen, R. (2019). K–12 Blended Teaching Readiness: Model and Instrument Development. Journal of Research on Technology in Education, 51(3), 239–258. https://doi.org/10.1080/15391523.2019.1586601 Hassan, M. N., Abdullah, A. H., Ismail, N., Suhud, S. N. A., & Hamzah, M. H. (2018). Mathematics Curriculum Framework for Early Childhood Education Based on Science, Technology, Engineering and Mathematics (STEM). International Electronic Journal of Mathematics Education, 14(1). https://doi.org/10.12973/iejme/3960 Hrastinski, S., Cleveland-Innes, M., & Stenbom, S. (2018). Tutoring online tutors: Using digital badges to encourage the development of online tutoring skills: Tutoring online tutors. British Journal of Educational Technology, 49(1), 127–136. https://doi.org/10.1111/bjet.12525 Hu, X., Chiu, M. M., Leung, W. M. V., & Yelland, N. (2021). Technology integration for young children during COVID‐19: Towards future online teaching. British Journal of Educational Technology, 52(4), 1513–1537. https://doi.org/10.1111/bjet.13106 Hu, X., & Yelland, N. (2017). An investigation of preservice early childhood teachers’ adoption of ICT in a teaching practicum context in Hong Kong. Journal of Early Childhood Teacher Education, 38(3), 259–274. https://doi.org/10.1080/10901027.2017.1335664 Hu, X., & Yelland, N. (2019). Changing Learning Ecologies in Early Childhood Teacher Education: From Technology to stem Learning. Beijing International Review of Education, 1(2–3), 488–506. https://doi.org/10.1163/25902539-00102005 Huber, B., Tarasuik, J., Antoniou, M. N., Garrett, C., Bowe, S. J., & Kaufman, J. (2016). Young children’s transfer of learning from a touchscreen device. Computers in Human Behavior, 56, 56–64. https://doi.org/10.1016/j.chb.2015.11.010 Jong, M. S. Y. (2016). Teachers’ concerns about adopting constructivist online game-based learning in formal curriculum teaching: The VISOLE experience. British Journal of Educational Technology, 47(4), 601–617. https://doi.org/10.1111/bjet.12247 Joubert, I., & Harrison, G. D. (2021). Revisiting Piaget, his contribution to South African early childhood education. Early Child Development and Care, 191(7–8), 1002–1012. https://doi.org/10.1080/03004430.2021.1896499 Kesäläinen, J., Suhonen, E., Alijoki, A., & Sajaniemi, N. (2022). Children’s play behaviour, cognitive skills and vocabulary in integrated early childhood special education groups. International Journal of Inclusive Education, 26(3), 284–300. https://doi.org/10.1080/13603116.2019.1651410 Kim, J. (2020). Learning and Teaching Online During Covid-19: Experiences of Student Teachers in an Early Childhood Education Practicum. International Journal of Early Childhood, 52(2), 145–158. https://doi.org/10.1007/s13158-020-00272-6 Kuhfeld, M., Soland, J., Tarasawa, B., Johnson, A., Ruzek, E., & Liu, J. (2020). Projecting the Potential Impact of COVID-19 School Closures on Academic Achievement. Educational Researcher, 49(8), 549–565. https://doi.org/10.3102/0013189X20965918 Lau, E. Y. H., & Lee, K. (2020). Parents’ Views on Young Children’s Distance Learning and Screen Time During COVID-19 Class Suspensio. Early Education and Development, 19. https://doi.org/10.1080/10409289.2020.1843925 Lau, E. Y. H., & Ng, M. L. (2019). Are they ready for home-school partnership? Perspectives of kindergarten principals, teachers and parents. Children and Youth Services Review, 99, 10–17. https://doi.org/10.1016/j.childyouth.2019.01.019 Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (Third edition). SAGE Publications, Inc. Mirau, E. (2017). Online Learning for Early Childhood Education Students [University of Victoria]. https://dspace.library.uvic.ca//handle/1828/8513 Neumann, D., Peterson, E. R., Underwood, L., Morton, S. M. B., & Waldie, K. E. (2021). The development of cognitive functioning indices in early childhood. Cognitive Development, 60, 101098. https://doi.org/10.1016/j.cogdev.2021.101098 Orben, A., & Przybylski, A. K. (2019). The association between adolescent well-being and digital technology use. Nature Human Behaviour, 3(2), 173–182. https://doi.org/10.1038/s41562-018-0506-1 Peng, P., & Kievit, R. A. (2020). The Development of Academic Achievement and Cognitive Abilities: A Bidirectional Perspective. Child Development Perspectives, 14(1), 15–20. https://doi.org/10.1111/cdep.12352 Pérez-Pereira, M., Fernández, M. P., Gómez-Taibo, M. L., Martínez-López, Z., & Arce, C. (2020). A Follow-Up Study of Cognitive Development in Low Risk Preterm Children. International Journal of Environmental Research and Public Health, 17(7). https://doi.org/10.3390/ijerph17072380 Ranjitkar, S., Hysing, M., Kvestad, I., Shrestha, M., Ulak, M., Shilpakar, J. S., Sintakala, R., Chandyo, R. K., Shrestha, L., & Strand, T. A. (2019). Determinants of Cognitive Development in the Early Life of Children in Bhaktapur, Nepal. Frontiers in Psychology, 10. https://www.frontiersin.org/articles/10.3389/fpsyg.2019.02739 Reuben, A., Arseneault, L., Belsky, D. W., Caspi, A., Fisher, H. L., Houts, R. M., Moffitt, T. E., & Odgers, C. (2019). Residential neighborhood greenery and children’s cognitive development. Social Science & Medicine, 230, 271–279. https://doi.org/10.1016/j.socscimed.2019.04.029 Richardson, J. C., Maeda, Y., Lv, J., & Caskurlu, S. (2017). Social presence in relation to students’ satisfaction and learning in the online environment: A meta-analysis. Computers in Human Behavior, 71, 402–417. https://doi.org/10.1016/j.chb.2017.02.001 Saeed, M., Malik, R. N., & Kamal, A. (2020). Fluorosis and cognitive development among children (6–14 years of age) in the endemic areas of the world: A review and critical analysis. Environmental Science and Pollution Research, 27(3), 2566–2579. https://doi.org/10.1007/s11356-019-06938-6 Schoon, I., Nasim, B., & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal, 47(5), 1259–1280. https://doi.org/10.1002/berj.3724 Simon, L., Nusinovici, S., Flamant, C., Cariou, B., Rouger, V., Gascoin, G., Darmaun, D., Rozé, J.-C., & Hanf, M. (2017). Post-term growth and cognitive development at 5 years of age in preterm children: Evidence from a prospective population-based cohort. PLOS ONE, 12(3), e0174645. https://doi.org/10.1371/journal.pone.0174645 Singh, J., Steele, K., & Singh, L. (2021). Combining the Best of Online and Face-to-Face Learning: Hybrid and Blended Learning Approach for COVID-19, Post Vaccine, & Post-Pandemic World. Journal of Educational Technology Systems, 50(2), 140–171. https://doi.org/10.1177/00472395211047865 Szente, J. (2020). Live Virtual Sessions with Toddlers and Preschoolers Amid COVID-19: Implications for Early Childhood Teacher Education. Journal of Technology and Teacher Education, 28(2), 373–380. Taylor, M. E., & Boyer, W. (2020). Play-Based Learning: Evidence-Based Research to Improve Children’s Learning Experiences in the Kindergarten Classroom. Early Childhood Education Journal, 48(2), 127–133. https://doi.org/10.1007/s10643-019-00989-7 Thai, K. P., & Ponciano, L. (2016). Improving Outcomes for At-Risk Prekindergarten and Kindergarten Students with a Digital Learning Resource. 31. Trikoilis, D., & Papanastasiou, E. C. (2020). The Potential of Research for Professional Development in Isolated Settings During the Covid-19 Crisis and Beyond. Journal of Technology and Teacher Education, 28(2), 295–300. Troseth, G. L., & Strouse, G. A. (2017). Designing and using digital books for learning: The informative case of young children and video. International Journal of Child-Computer Interaction, 12, 3–7. https://doi.org/10.1016/j.ijcci.2016.12.002 Watanabe, N. (2019). Effective Simple Mathematics Play at Home in Early Childhood: Promoting both Non-cognitive and Cognitive Skills in Early Childhood. International Electronic Journal of Mathematics Education, 14(2). https://doi.org/10.29333/iejme/5739 Zauche, L. H., Thul, T. A., Mahoney, A. E. D., & Stapel-Wax, J. L. (2016). Influence of language nutrition on children’s language and cognitive development: An integrated review. Early Childhood Research Quarterly, 36, 318–333. https://doi.org/10.1016/j.ecresq.2016.01.015

In a multicultural and settler society such as Australia, perceptions of the cultures and identities of students in the adult EAL classroom may have a significant impact on their language learning experiences. This paper reports on a study investigating how teachers of adult English as an Additional Language (EAL) students in Victoria, Australia, understand their students’ cultural identities, how they speak about their students’ language learning and how they perceive the challenges and opportunities that their students face in the learning process. Recent literature highlights the complexity of culture and identity in the adult EAL classroom, and has identified normalisation of stereotyped characteristics of language learners. Semi-structured interviews with three experienced EAL teachers were conducted, and a phenomenological framework was applied for the qualitative data analysis. The themes that emerged suggest that the teachers had a limited and even superficial understanding of their students’ cultural identities. Cultural stereotyping was evident when describing their students’ language learning experiences, and also when describing the challenges and opportunities that students have in their learning. The implications of these for the students’ additional language development are discussed.

Mid-career men and women professionals describe their pervasive sense of ‘lateness’ retraining in law. Against industry patterns of lawyers wishing to leave the profession, these individuals had chosen to assert or reassert a desire to become lawyers partway through existing careers. What cultural narratives mediate the process of making this professional career shifts? In contrast to younger students, these ‘later’ career changers differed in career experiences and expected career trajectories. They all spoke about their personal sense of career lateness relative to time-flow norms, but only some reflected on the subsequent implications of their career shift. Interviewees worked in Victoria, Australia and in New Zealand. This article applies Bourdieu’s concept of hysteresis to career lateness along with other career transition concepts to explore career changers’ internal disquiet about their ‘off time’ career transitions. Perceptions of career lateness – hysteresis in Bourdieu’s terms – arise from changing fields, losing/re-positioning occupational capital or stretching between old and new habitus in their post-transition career as lawyers or work using their new law degrees.

This Practice Note describes and explores the experiences and lessons learned engaging students in two online graduate evaluation programs offered in Canadian universities: the University of Victoria Graduate Certificate and Diploma in Evaluation Program, offered since 2010; and, Carleton University Graduate Diploma in Public Policy and Program Evaluation (DPPPE), offered online since 2016. Both programs are delivered to maximize the geographic accessibility of graduate evaluation education within and outside of Canada. Each program uses different teaching and learning strategies but there are four lessons learned that are common to the two programs: set and meet (or exceed) clearly stated student expectations; set and then model a respectful and inclusive tone in online discussions; stretch online discussions by taking advantage of student expertise and experience; and use adult-oriented and rigorous teaching and learning methods that engage these mature learners.

Abstract Background teen Mental Health First Aid (tMHFA) is a universal mental health literacy, stigma reduction, help-seeking, and suicide prevention program designed for adolescents in Years 10–12 of secondary school (16–18 years). tMHFA is delivered by trained instructors, in a regular classroom setting, to increase the knowledge, attitudes and behaviours that adolescents’ require to better support peers with mental health problems or mental health crises. Methods To explore the efficacy of tMHFA, a cluster crossover randomised controlled trial was conducted with Year 10 students in four schools in Victoria, Australia, using physical first aid training as the control intervention. Of the 1942 eligible students, 1,624 completed baseline and 894 completed follow-up surveys. Online surveys, administered one week before training and again 12-months later, included vignettes depicting peers John (depression and suicide risk) and Jeanie (social anxiety/phobia), measures of mental health first aid (quality of first aid intentions, confidence, first aid behaviours provided, and first aid behaviours received), mental health literacy (beliefs about adult help, help-seeking intentions), and stigma (social distance, weak-not-sick, dangerous/unpredictable, and would not tell anyone). Results The primary outcome—quality of first aid intentions towards the John vignette—showed statistically significant group x time interactions, with tMHFA students reporting more helpful and less unhelpful first aid intentions, than PFA students did over time. Confidence in providing first aid also showed significant interactions. First aid behaviours—both those provided to a peer with a mental health problem and those received from a peer—showed null results. Ratings of both beliefs about adult help and help-seeking intentions were found to be significantly improved among tMHFA students at follow-up. A group x time interaction was found on one stigma scale (would not tell anyone). Conclusions This trial showed that, one year after training, tMHFA improves first aid intentions towards peers with depression and suicide risk, confidence in helping peers with mental health problems, willingness to tell someone and seek help from an adult or health professional if experiencing a mental health problem. Trial registration This research was registered with Australia New Zealand Clinical Trials Registry: ACTRN12614000061639.

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