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University Study (university + study)

Distribution by Scientific Domains

Education	50%

Selected Abstracts

Early weaning and alcohol disorders in offspring: biological effect, mediating factors or residual confounding?

ADDICTION, Issue 8 2009
Rosa Alati
ABSTRACT Aims This study explores associations between early weaning and alcohol use disorders in youth and mechanisms by which these associations may operate. Design We used data from the Mater University Study of Pregnancy and its outcomes, an Australian birth cohort study based in Brisbane. Setting and participants: This study is based on a subsample of 2370 participants for whom complete data were available at age 21 years. Length and method of breastfeeding were assessed at 6 months. Measurements Alcohol use disorders were assessed at age 21 using the life-time version of the Composite International Diagnostic Interview,computerized version (CIDI-Auto). We adjusted for maternal age, marital status, education, alcohol, tobacco use, anxiety, depression and maternal attitudes towards the baby. Attention Deficit and Hyperactivity Disorders (ADHD) and Intellect Quotient (IQ) were measured with the Child Behaviour Checklist (5 years) and the Ravens SM (14 years), respectively. Findings Those who had been weaned within 2 weeks of being born and breastfed at regular intervals were at increased risk of meeting criteria for alcohol use disorders at age 21 [odds ratio (OR) 1.71, 95% confidence interval (CI):1.07, 2.72]. Conclusion This study confirms a small but robust association between early weaning and increased risk of alcohol use disorders. [source]

Examining the Impact of Opportunity Bursaries on the Financial Circumstances and Attitudes of Undergraduate Students in England

HIGHER EDUCATION QUARTERLY, Issue 2 2009
Anne West
Notwithstanding the expansion of higher education across the OECD, there continues to be concern about the levels of participation amongst those from disadvantaged backgrounds. In response to this, a new form of financial support for students from low-income families, the ,opportunity bursary', was introduced for a limited period in England from 2001/02. Surveys of two cohorts of opportunity-bursary applicants were carried out and these suggested possible psychological, behavioural and economic impacts. Fewer opportunity-bursary recipients than non-recipients reported that part-time work had interfered with their studies and more reported that the bursary had made them less worried about meeting the costs of going to university. There was some evidence that the scheme led to increased retention in the first year of university study; it also appeared to lead to lower levels of debt, in particular bank overdrafts or credit card debt. [source]

Charting pathways into the field of educational development

NEW DIRECTIONS FOR TEACHING & LEARNING, Issue 122 2010
Jeanette McDonald
The pathways of eighteen educational developers are mapped based on a Canadian university study. [source]

Linguistic Capital and Academic Achievement of Canadian- and Foreign-Born University Students

CANADIAN REVIEW OF SOCIOLOGY/REVUE CANADIENNE DE SOCIOLOGIE, Issue 2 2008
J. PAUL GRAYSON
Au Canada, plusieurs universités prennent des mesures pour recruter des immigrants ou leurs enfants et satisfaire leurs besoins,et parmi eux plusieurs ont l'anglais comme langue seconde. Il n'y a pas de recherches au Canada qui comparent la progression potentielle du capital linguistique des étudiants ayant l'anglais comme langue seconde et celui des autres étudiants au fil de leur parcours universitaire, avec les relations entre les progressions du capital linguistique et de l'acquisition des connaissances. L'auteur montre dans cette étude que, contrairement aux étudiants canadiens et ceux nés à l'étranger pour lesquels l'anglais est la première langue, le capital linguistique des étudiants nés à l'étranger dont l'anglais est une langue seconde s'accroît au cours des quatre années d'études universitaires. Cependant, cette augmentation du capital linguistique ne correspond pas à une augmentation de l'acquisition des connaissances. In Canada, many universities are taking steps to recruit and meet the needs of immigrants and/or their sons and daughters, many of whom have English as a second language (ESL). There is, however, no research in Canada comparing potential increases in the linguistic capital of ESL and other students over the course of their university careers and the connection between increases in linguistic capital and academic achievement. In this study, it is shown that in contrast to Canadian- and foreign-born students for whom English is a first language, and Canadian-born ESL students, the linguistic capital of foreign-born ESL students increases over 4 years of university study; however, this increase in linguistic capital is not paralleled by an increase in academic achievement. [source]