Playing the Recording Once or Twice: Effects on Listening Test Performances

Much debate surrounds the issue of whether allowing candidates to listen to recordings twice is more desirable in language tests than offering just one opportunity. Using regression models, this study investigates, analyses and interconnects both item difficulty and stimulus length in relation to the frequency of stimulus presentation and its effect on test results. The study involved 1,266 eighth-grade learners with perceived A2/B1 level in English as a first foreign language. The final discussion seeks to offer explanations for the results that clearly indicate the advantages of listening once; likewise, potential implications for listening tests and classroom practice are raised.     

EXCLUSION AND REINTEGRATION IN A SOCIAL DILEMMA

Using a social dilemma game, we study the cooperative behavior of individuals who reintegrate their group after being excluded by their peers. We manipulate the length of exclusion and whether this length is imposed exogenously or results from a vote. We show that people are willing to exclude the least cooperators and they punish more, and more severely, chronic defections. In return, a longer exclusion has a higher disciplining effect on cooperation after reintegration, but only when the length of exclusion is not chosen by group members. Its relative disciplining effect on cooperation after reintegration is smaller when the length of exclusion results from a vote. In this environment, a quicker reintegration also limits retaliation. The difference in the impact of long versus short exclusion on retaliation is larger when the length of exclusion is chosen by group members than when it is exogenous. Post-reintegration cooperation and forgiveness depend not only on the length of exclusion but also on the perceived intentions of others when they punish. (JEL C92, H41, D23)     

Theoretical Beacons: Maturana's Theory in Clinical Practice

This paper introduces several theoretical constructs drawn from the work of Humberto Maturana that can be applied to a diverse range of clinical contexts, including supervision. These constructs are: love as a fundamental need of human beings; pathways of explanation: (Objectivity), Objectivity; Emotioning; Structural Coupling; Plasticity; Domains of Operational Coherences. These constructs assist in choosing a point of entry for specific clinical situations and form a foundation on which one's preferred model of practice can be built.     

Beyond Individualised Approaches to Diabetes Type 2

Explanations for type 2 diabetes are broadened beyond the individual body and ‘bad lifestyles’ to include major institutions, the social and material contexts of food and eating, and employment. Precarious employment, a social determinant of health, encourages changes to food practices, lowers working conditions, worsens health, can bring poverty and increases shift work, a causal risk factor for diabetes. Scientists have played a part in revolutionising foods and technologies which minimise labour and movement. There are excess additives in processed food. Genetic explanations for the higher rates of diabetes in First Nations peoples give way to social explanations: colonial history, British/Euro‐American cuisine, food insecurity, trauma and social conditions resulting in chronic stress. Self‐management education takes a ‘nutritionist’ approach towards food and eating and tends to minimise the social context and skills of those with the condition particularly women workers in poorer social groups who have higher rates of diabetes (T2DM).