Cash cows,backdoor migrants,or activist citizens? International students,citizenship, and rights in Australia

Since the late 1990s, the intersection of education and migration policies in Australia has shifted international students from transient consumers to potential citizens. This article analyses responses to the ‘problem’ of international students as consumers, workers, and migrants, particularly the conceptualization of their rights and protections, and the ways students have been positioned as both passive subjects and activist citizens. The article provides a theoretical review of academic, government, community, and media responses to international students in general and the consequences of the education-migration nexus in particular. It argues that discourses of human rights and consumer rights have become increasingly interconnected in these debates. This analysis adds to the emerging literature on changing conceptions of rights and citizenship in neoliberal contexts, and also illuminates the social and political consequences of the education-migration nexus in Australia. This will have resonance for countries who have implemented a raft of similar policies.     

A Comprehensive Survey of Current and Former College Students with Autism Spectrum Disorders

Background: There is a paucity of research concerning individuals with autism spectrum disorders (ASD) pursuing higher education.Method: This study sought to augment this gap in the literature by surveying individuals with ASD who are currently college students or who have previously attended college.Results: Thirty-five individuals completed an online survey. These individuals reported receiving extensive academic supports that enabled their academic success. Their reported difficulties in the social and emotional domains received less support. In addition, not all areas of campus life were supportive, as study abroad and career service offices were reported to not understand individuals with ASD.Conclusions: Overall, the results of this survey indicate the importance of self-advocacy and the need for institutions of higher education to provide comprehensive supports for individuals with ASD in the academic, social, and emotional domains in order to effectively integrate this group into the campus environment.     

Association Between Moringness‐Eveningness Preference and Mental/Physical Premenstrual Symptoms in Japanese Females 12 to 31 Years of Age

This study investigates the relationship between circadian typology, i.e., morningness‐eveningness (M‐E) preference, and the occurrence and severity of premenstrual mental and physical symptoms among 154 young Japanese female university students (range, 18 to 31 yrs; mean±S.D., 20.69±3.69 yrs) and 417 junior high school students (range, 12 to 15 yrs; mean±S.D., 14.29±0.67 yrs) living in an urban or suburban area of Kochi prefecture. Female university students experienced melancholy mood more frequently than did males, and the female university students who frequently became melancholy were more evening‐typed than those who did not experience melancholy. Female university students who experienced frequent fluctuations in mood and/or menstrual pain were more evening‐typed than those who were not so affected. M‐E preference of junior high school students was not correlated with stability of mood or frequency of menstrual pain. In urban areas, however junior high school students who had very stable menstrual cycles were significantly more morning‐typed than those whose menstrual cycles were not stable. In suburban areas, the bedtimes of female junior high students who had stable menstrual cycles were significantly earlier than those whose menstrual cycle duration was not stable. A physiological relationship between the circadian system, M‐E, and attributes of the menstrual cycle seems to be present in adolescent female Japanese junior high school students.     

Interrelationships between distinct circadian manifestations of possible bruxism,perceived stress,chronotype and social jetlag in a population of undergraduate students

ABSTRACT

This study investigates the recently hypothesized association between distinct circadian manifestations of possible bruxism in subjects with different chronotype profiles, social jetlag and levels of perceived stress. A cross-sectional study was performed by surveying dental students’ of Lithuanian University of Health Sciences. A survey instrument was designed and pilot tested for reliability and validity prior to full-scale administration. The instrument consisted of four sections: socio-demographic questions, bruxism-related items, the Perceived Stress Scale and the Munich ChronoType Questionnaire. The study included 228 students (82.5% females; mean age 22.67 ± 2.27). Awake grinding was significantly associated with later chronotype values (p = 0,039). Despite the lack of significance, binary regression models demonstrated that students with later chronotypes report higher rates of possible bruxism, especially as far as awake grinding (p = .170; OR = 1.89) and sleep grinding (p = .140; OR = 1.60) are concerned. There were no significant associations between perceived stress, social jetlag and bruxism. The scores of perceived stress did not correlate with chronotype values, although a high positive correlation was found between chronotype and social jetlag (r = 0.516, p = .000). It can be concluded that later chronotypes increase the odds for self-reported bruxism, and are significantly associated with higher rates of awake grinding and social jetlag. No interrelationships were found between perceived stress, possible bruxism and social jetlag.     

La salud de las personas mayores en España durante la crisis económica

Introduction

Numerous studies have shown that economic crises are linked to a worsening of health conditions of the population. During the current economic crisis in Spain, there have been significant cuts in social and health services and a general worsening of the emotional well-being of the population. All these changes could have an impact on the health of the population, especially in the most vulnerable groups like older people.

对重症医学科进修生的临床教学体会

重症医学在我国发展较为滞后,多数重症医学科医生来自于其他专业,缺乏重症医学专业知识及临床实践经验。建立完善、科学、有效的重症医学科进修生管理和培养模式对于进一步提高危重症救治专业人才的水平至关重要。我科室通过总结多年的进修生教学经验,以"病例分析学习(case based learning,CBL)+多学科协作(multiple department team,MDT)"教学模式为主导,以病例幻灯竞赛为契机激发进修医生学习的主观能动性;以专业英语为特色;重视临床科研教学;制定规范化培训制度,实行导师负责制,开展定期考核。显著提高了重症医学科进修生的医疗及科研水平。     

The Power of Contexts: Teaching and Learning in Recently Desegregated Schools

The following critical ethnography interrogates what it means for urban students to learn in multicultural ways, given the oppressive historical and present contexts of their newly desegregated urban district. By retelling events that occurred in the district and the classroom, I present a picture of urban students who are willing to learn and engage in classroom activities when the activities do not threaten their emotional safety. Although their actions are understandable, the students' conscious decisions to disengage from school stifles learning opportunities that would allow them to empathize and connect with other students as a move toward individual and group empowerment. Using critical race theory, I problematize the possibilities for successful multicultural classrooms in urban districts with complex legacies of injustice and racial hostility.     

Teaching Evolution Concepts to Early Elementary School Students

State and national standards call for teaching evolution concepts as early as kindergarten, which provides motivation to continue developing science instruction and curriculum for young learners. The importance of addressing students’ folk theories regarding science justifies teaching evolution early in K-12 education. In this project, we developed, implemented, and researched standards-based lessons to teach elements of evolution (speciation and adaption) to kindergarteners and second graders. Our lessons attended to the students’ prior knowledge, and utilized inquiry and modeling to teach and assess their ability to recognize patterns of similarity and differences among organisms. Using their products and comments as evidence, it was apparent the students were able to communicate recognition of patterns and effectively apply their knowledge in near transfer activities, indicating they achieved our learning objectives. This provides support for teaching evolution concepts in the early grades and evidence of the ability for young children to effectively engage in supported inquiry and modeling for learning science.     

A Genetic Crossword

Simple models clarify lung and thorax structure and function for 14-19-year-olds