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In many tropical nations, coastal communities seek to manage their sea cucumber fisheries by establishing locally managed marine areas on their traditional fishing grounds. These managed areas can protect spawning stocks, however the extent to which they help to replenish nearby sea cucumber fisheries is debated, as nothing is known about the scales at which sea cucumber larvae disperse. In this study, we used genetic parentage analyses and statistical modelling to provide the first empirical measure of larval dispersal patterns for a sea cucumber species. We analysed tissue samples from 765 adult and 827 juvenile sandfish (Holothuria scabra) collected from five traditional fishing grounds of the Titan tribe, from Manus Province, Papua New Guinea. All adults were sampled from the Pere fishing grounds (the larval source area), with juveniles sampled from the Pere, Mbunai, Tawi, Timonai and Mbuke fishing grounds. Parentage analysis identified 15 juveniles that were the offspring of parents sampled from Pere fishing grounds, with six of these juveniles located in the same fishing grounds as their parents. The best-fit larval dispersal kernel predicted that the average H. scabra larvae travelled 15 km from its spawning location, with 50% of larvae settling within 6.7 km of their parents and 95% of larvae settling within 59 km of their parents. These results suggest that the Titan tribes' desire to protect their H. scabra spawning stocks by establishing a network of locally managed marine areas across 65 km of continuous coastline is a culturally appropriate strategy, which has merit from both an ecological and fisheries standpoint. [ABSTRACT FROM AUTHOR]

This investigation examined the relationship between teachers' beliefs and their preferences for classroom interventions for behaviours consistent with attention-deficit/hyperactivity disorder (ADHD). Teacher ratings of intervention acceptability, effectiveness, and rate of change were compared across United States and New Zealand samples. Beliefs examined were personal teaching efficacy, general teaching efficacy, and pupil control ideology (PCI). Samples were compared regarding their preferences for the daily report card, response cost technique, classroom lottery, and medication as classroom strategies for managing ADHD-related behavioural concerns. Data were analysed using general linear modelling techniques, and an interaction was demonstrated between ADHD intervention x PCI x nationality. Differences were observed for ADHD interventions across samples based upon pupil control orientations. Implications for educators and their classroom practices are discussed.

This investigation compared United States and New Zealand teachers' perceptions of classroom interventions for attention deficit hyperactivity disorder (ADHD). Participants read one of six vignettes describing a child with symptoms representative of ADHD. The number and type of symptoms were consistent across all vignettes. Next, teachers read a description of the daily report card, response cost technique, classroom lottery, and medication interventions and rated their acceptability using the Behavioral Intervention Rating Scale (BIRS; Elliott & Von Brock Treuting, 1991). Cross-cultural differences were observed for both behavioral and pharmacological interventions based upon teacher nationality. Teachers in the U.S. perceived both types of interventions as more acceptable, effective, and to have more timely effects than teachers in N.Z. An interaction was also demonstrated between student gender, nationality, and intervention preference. Implications of these results for school practice are discussed.

This study used a novel multidimensional locus of control instrument (I-SEE) to investigate the relationship between locus of control, motivation, and academic achievement in three different types of school. The strengths of the I-SEE are that it incorporates the construct of self-efficacy and that it is embedded in a model of personality and action based on field-theoretical conceptions. Further, it includes the role of the environment and personality in determining action. The results support a multidimensional conceptualisation of locus of control and the utility of the I-SEE. There were statistically significant differences between schools for motivation and achievement and also a mediating effect between locus of control and school type, suggesting that interactional models are required in investigations of motivation and achievement. Furthermore, moderate levels of locus of control and self-efficacy appear to be more adaptive than either extremely high or low levels.

For some children, school failure is attributed to a lack in motivation. This article reports a study of motivation from an ecological perspective, considering the individual in interaction with the meaningful environment. Unlike much of the motivational literature that measures motivation in terms of constructs that are assessed largely via self-report, the dependent variables used in this study were three measures of more immediate classroom behaviours: participation, self-reported engagement, and task completion. The results show that aspects of classroom climate are significantly related to all of these measures of motivation. Implications for practice are discussed.

A 6-year study examined the effects of mentoring on university entrance exam results for 62 New Zealand students. Although there was no measurable impact on test results, student and mentor surveys revealed other benefits: increased confidence, enhanced ability to study, and significant contact with influential adults. (Contains 37 references.) (SK)

Examined why New Zealand elementary students in composite versus single-grade classes showed slightly lower reading performance, comparing the range of students' reading abilities, the nature of teachers' groupings, and other aspects of instruction in pairs of composite and single-grade classes from nine schools. Composite classes did not appear to contribute to lower achievement, at least in reading. The nature and quality of instruction had the most influence. (SM)

Studied the construct validity of the dimensions of the Multidimensional-Multiattributional Causality Scale based on B. Wiener's attribution model (1979) in achievement and affiliation goal domains. Results for 172 New Zealand college students provide evidence that the measure is better used as a goal specific measure than a general measure. (SLD)

The Program on Noncollegiate Sponsored Instruction and the American Council on Education College Credit Recommendation Service are national methods of evaluating programs and granting credit for learning acquired through noncollegiate organizations. (SK)

This study examined the construct validity of the motivational component of the Motivated Strategies for Learning Questionnaire using both exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). 327 students enrolled in Bachelor of Education and Graduate Diploma Education courses at the University of Auckland participated in this study (278 women, 49 men). The results of the EFA did not generate support for either a six-factor or three-factor model. The CFA tested a six-factor correlated original model and a respecified model and found a good fit for the respecified model and a better fit of the original 31-item model in comparison with previous studies. In addition, alternative second-order and hierarchical models were tested, none of which showed better fit than the six-factor correlated models. The reasons for the lack of fit of the original model are discussed in light of nonnormality condition, specification error, and latent variables. Finally, possible explanations for the slight variation in patterns of subscale correlations are discussed.

Background: Dual defibrillation (DD) is a technique where two external defibrillators are applied with two different pad configurations and discharged to treat refractory ventricular fibrillation (RVF). Although commonly called dual sequential defibrillation (DSD), if the delivered electrical pulses overlap with no pulse interval, the shocks are actually dual simultaneous defibrillation (DSiD). Manual DD technique is not standardized and the effect that the method of activation has on the delivered pulse interval has never been studied. Objectives: This study measured the timing of four methods of DD and the resulting inter-shock intervals, frequency with which they were either DSiD or DSD, and frequency which the true DSDs delivered any previously reported optimum pulse interval. Methods: This was a single-blinded prospective evaluation of a convenience sample of volunteer physicians, nurses, and paramedics each performing DD in our simulation center on two types of defibrillators using four techniques: single operator-simultaneous with 2 hands (SOSI), two operators-simultaneous (TOSI), single operator-sequential with 1 hand (SOSE1), and single operator-sequential with 2 hands (SOSE2). Results: The four DD methods generated a variable set of pulse intervals depending on the technique and defibrillator employed. The pulse intervals ranged from 0 msec (i.e., overlapping waveforms or DSiD) to 1800 msec. Of all DD attempts, 85.9% met the definition of DSD, 14.1% were DSiD, and 49.4% delivered any one of the optimum pulse intervals previously described in the literature. SOSI and TOSI techniques resulted in DSD between 47.2 and 87.6% of the time, depending on the technique and defibrillator. Shocks delivered sequentially on purpose (SOSE2 and SOSE1) were always DSD but with widely variable pulse intervals. SOSI resulted in the shortest pulse intervals, SOSE1 resulted in the longest, and TOSI and SOSE2 were the least skewed. Conclusion: DD using the various methods currently employed produces a highly variable set of pulse intervals even within a single method. It is difficult to reach a conclusion about the efficacy of DD unless the delivered pulse interval is measured or the method of activation reproducibly produces a precise pulse interval. [ABSTRACT FROM AUTHOR]

Using a framework to review the research, this article evaluates the effectiveness of adjunct questions and objectives in a prose learning setting. The framework proved useful in identifying processes responsible for the effects of the two adjunct aids, in explaining unusual and/or discrepant results, and generating recommendations for future research. (Author/BS)

The effects of examples used with application adjunct questions on concept learning were evaluated. Results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions produced higher levels of performance on criterion than unmatched questions. (Author.LMO)

Pollution from land‐based run‐off threatens coastal ecosystems and the services they provide, detrimentally affecting the livelihoods of millions people on the world's coasts. Planning for linkages among terrestrial, freshwater and marine ecosystems can help managers mitigate the impacts of land‐use change on water quality and coastal ecosystem services.We examine the approaches used for land‐sea planning, with particular focus on the models currently used to estimate the impacts of land‐use change on water quality and fisheries. Our findings could also be applied to other ecosystem services. This Review encompasses modelling of: large scale drivers of land‐use change; local activities that cause such change; run‐off, dispersal and transformation of pollutants in the coastal ocean; ecological responses to pollutants; socio‐economic responses to ecological change; and finally, the design of a planning response.We find that there is a disconnect between the dynamical models that can be used to link land to sea processes and the simple tools that are typically used to inform planning. This disconnect may weaken the robustness of plans to manage dynamic processes. Land‐sea planning is highly interdisciplinary, making the development of effective plans a challenge for small teams of managers and decision makers.Synthesis and applications. We propose some guiding principles for where and how dynamic land‐sea connections can most effectively be built into planning tools. Tools that can capture pertinent processes are needed, but they must be simple enough to be implemented in regions with limited resources for collecting data, developing models and developing integrated land‐sea plans. We propose some guiding principles for where and how dynamic land‐sea connections can most effectively be built into planning tools. Tools that can capture pertinent processes are needed, but they must be simple enough to be implemented in regions with limited resources for collecting data, developing models and developing integrated land‐sea plans. [ABSTRACT FROM AUTHOR]