Aim: Food security is an important nutrition issue among vulnerable population groups such as the young and socioeconomically disadvantaged. The present study sought to identify and describe the prevalence, distribution and severity of food insecurity, and related behavioural adaptations, among a sample of Australian university students. Methods: A cross-sectional survey design involving a self-administered questionnaire consisting of 39 food security-related and 15 demographic questions administered among a sample of university students. Results: A sample of 399 students completed questionnaires representing a response rate of 71.5% of students invited to participate. Sample demography was representative of the total student population except for being overrepresented by full-time and international students. Food insecurity was evident in the student sample ranging from 12.7% to 46.5% (based on method of analysis). Student food insecurity was significantly associated with those renting, boarding or sharing accommodation, with low incomes or receiving government assistance. Coping strategies developed by students focused on income generation and austerity measures, included living with parents, working more than 10 hours per week outside of university and borrowing money and food. Students who reported food insecurity were more likely to rate their overall health status lower than those who were food secure. Conclusion: The present study suggests university students are at significant risk of food insecurity in part attributed to inadequate income support. Further research is required to assess the broader determinants of food insecurity and appropriate strategy responses, including social support policies, in this population group.

Student food insecurity: The skeleton in the university closet

Insufficient access to food is known to compromise tertiary studies. Students often belong to groups known to have poor food security such as those renting or relying on government payments. The present study administered a cross-sectional survey incorporating the USDA food security survey module (FSSM) to 810 students at a metropolitan university in Brisbane, Australia. One in four students indicated they were food insecure, this being double that previously reported for tertiary students and five times that previously reported for the general population. Factors associated with food insecurity included low income, reliance on government support and renting. Students from food insecure households were twice as likely to report only fair or poor general health and three times as likely to have deferred their studies due to financial difficulties. Further, at least 80 % of these students reported that their studies were compromised. Strategies to alleviate food insecurity among students could improve retention rates and educational outcomes.

Food insecurity : is it an issue among tertiary students

Food insecurity: is it an issue among tertiary students?

Don't spend, eat less, save more: Responses to the financial stress experienced by nursing students during unpaid clinical placements

In this paper, I discuss some research findings regarding the characteristics that democratic schools appear to have in common. These commonalities seem to have contributed to their status as being seen as reputable democratic schools. For the purposes of the reported study, schools that were diverse in their philosophical approaches to education and socio‐economic composition were selected as case‐study schools. A specific selection criterion was that these schools had a reputation for nurturing the critical capabilities of students with an explicit ‘citizenship framework’. Students were not seen as ‘objects to be acted upon’, but rather were trusted to be subjects of rights and responsibilities within the school community in some form or other. The research included analysis of interview, observation and document data. Three major corresponding features were identified: (a) the principals perceived their schools to be ‘out of the ordinary’, (b) all four case‐study sites had carefully developed school ru...

Effective learning of civic skills: democratic schools succeed in nurturing the critical capacities of students

This paper is about the issues relating to students' lived experiences and responses associated with poverty. The authors argue that poverty is a limited and limiting concept. Instead, they focus on developing an understanding of the nature of "needy" students' lived experiences, the impact of these on their well being and on success in several domains, and the strategies students may employ in coping with and overcoming need-related problems. This will be particularly useful for post-compulsory secondary students and those in further and higher education. The paper builds a theoretical analysis of stress and coping. It shows how a longitudinal study of the nature of needy students' problems and experiences, the responses that are employed in seeking to manage these problems, and the outcomes that result over time will yield important new understandings for students, schools, universities, and policy makers. The framework allows an analysis of the influence of "place" (rural, regional, or urban) to identify contextspecific differences in need, problems arising from need, coping strategies, and longer-term outcomes. (Contains 20 references.) (Author) Reproductions supplied by EDRS are the best that can be made from the original document.

/pdf/new-conceptions-of-student-neediness-and-directions-for-68i2efck3y.pdf

New Conceptions of Student Neediness and Directions for Better Responses.

Odds are we've all used (or tried!) quite a few tools to facilitate efficiency inside and outside of the classroom and empower students to learn more effectively, whether on campus or off. Some of those tools are perhaps homegrown and unique to one's own institution, but freely available educational technologies abound as well, some in the cloud, some for Macs and PCs, some open-source. And quite a few commercial tools offer free or discounted educational plans as well. In this BoF, we'll begin with a whirlwind tour of the tools we ourselves use, identifying the problems they solve and how well, then quickly open the floor to everyone to share their favorites as well. Along the way, we'll jot down every tool mentioned and share the results. With educational technology an evergreen landscape, this year's list will surely be different from last! Attendees should exit this session with a better understanding of the current landscape, familiarized with innovations they can bring back to their own classes (whether high school, undergraduate, or graduate), without reinventing wheels themselves.

Birds of a Feather Who'd Like to Share Software Together: Teaching Tools that Improve Efficiency and Outcomes

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New Conceptions of Student Neediness and Directions for Better Responses.

Birds of a Feather Who'd Like to Share Software Together: Teaching Tools that Improve Efficiency and Outcomes

Birds of a Feather Who'd Like to Share Software Together: Teaching Tools that Improve Efficiency and Outcomes