title: Meta-analysis comparing the efficacy of ACT and CBT for academic procrastination

authors: Carter, Adrian

subjects: behaviour

abstract: The efficacy of acceptance and commitment therapy (ACT) and cognitive behavioural therapy (CBT) was meta-analytically examined to identify if they are effective interventions for reducing the academic procrastination of students. A comparison of the efficacies of ACT and CBT as the more effective treatment in reducing academic procrastination in students at post-treatment and follow-up was also assessed. I conducted a meta-analysis of nine randomised-control trials. A large overall pooled effect size of g = -1.96, 95% CI [-4.48, 0.57] was found in favour of ACT and CBT treatment interventions compared to control in reducing academic procrastination. CBT was more effective at reducing academic procrastination post-treatment with a moderate effect size, g = -0.69, 95% CI [-1.14, 0.24] compared to ACT, with a small effect size, g = -0.33, 95% CI [-1.38, 0.72]. This is one of the first meta-analyses to directly compare ACT and CBT interventions in relation to the academic procrastination of students. Limitations and future recommendations are discussed.

text: Meta-analysis comparing the efficacy of ACT and CBT for academic procrastination The efficacy of acceptance and commitment therapy (ACT) and cognitive behavioural therapy (CBT) was meta-analytically examined to identify if they are effective interventions for reducing the academic procrastination of students. A comparison of the efficacies of ACT and CBT as the more effective treatment in reducing academic procrastination in students at post-treatment and follow-up was also assessed. I conducted a meta-analysis of nine randomised-control trials. A large overall pooled effect size of g = -1.96, 95% CI [-4.48, 0.57] was found in favour of ACT and CBT treatment interventions compared to control in reducing academic procrastination. CBT was more effective at reducing academic procrastination post-treatment with a moderate effect size, g = -0.69, 95% CI [-1.14, 0.24] compared to ACT, with a small effect size, g = -0.33, 95% CI [-1.38, 0.72]. This is one of the first meta-analyses to directly compare ACT and CBT interventions in relation to the academic procrastination of students. Limitations and future recommendations are discussed.

year: 2023

title: Topical gradients in plant ecology

authors: Laughlin, Daniel C.

subjects: Community ecology

abstract: Plant ecology spans multiple levels of biological organization and spatio-temporal scales, and over four dozen plant ecology textbooks have been published since Warming's (1895) 'Oecology of Plants.' With increasing emphasis on specialization, students and teachers can feel paralyzed by the vast literature, and as such may lack an adequate appreciation of the history of the field. The objective of this study was to derive a comprehensive set of topics that are covered in plant ecology textbooks, and to ask (1) what are the most important topical gradients among textbooks, and (2) has the emphasis of topics changed over time? The NMS ordination determined that the first gradient represented a clear contrast in emphasis on physiological ecology versus community ecology. The second gradient represented a contrast in emphasis on abiotic environmental factors versus biotic factors. Negative interactions, growth, demography, gas exchange, mineral nutrition, stress, diversity, disturbance, herbivory, paleoecology, ecosystem ecology, pollution, and global change have increased in emphasis over time. The increasing reliance on data and the number of authors per textbook illustrates how the discipline has matured into a rigorous quantitative science that requires a diversity of specializations. These results can be used to inform the development of curricula within a single course or across several years of study, and to assist the development of new and revised textbooks. Plant ecologists need to be familiar with this core set of topics in addition to becoming an expert in a few of them.

text: Topical gradients in plant ecology Plant ecology spans multiple levels of biological organization and spatio-temporal scales, and over four dozen plant ecology textbooks have been published since Warming's (1895) 'Oecology of Plants.' With increasing emphasis on specialization, students and teachers can feel paralyzed by the vast literature, and as such may lack an adequate appreciation of the history of the field. The objective of this study was to derive a comprehensive set of topics that are covered in plant ecology textbooks, and to ask (1) what are the most important topical gradients among textbooks, and (2) has the emphasis of topics changed over time? The NMS ordination determined that the first gradient represented a clear contrast in emphasis on physiological ecology versus community ecology. The second gradient represented a contrast in emphasis on abiotic environmental factors versus biotic factors. Negative interactions, growth, demography, gas exchange, mineral nutrition, stress, diversity, disturbance, herbivory, paleoecology, ecosystem ecology, pollution, and global change have increased in emphasis over time. The increasing reliance on data and the number of authors per textbook illustrates how the discipline has matured into a rigorous quantitative science that requires a diversity of specializations. These results can be used to inform the development of curricula within a single course or across several years of study, and to assist the development of new and revised textbooks. Plant ecologists need to be familiar with this core set of topics in addition to becoming an expert in a few of them.

year: 2012

title: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems

authors: Harmsworth, Garth

subjects: Development studies

abstract: The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

text: Maori sustainable development in the 21st Century: The importance of Maori values, strategic planning and information systems The term ‘sustainable development’ has been widely used since the latter part of the 20th century. The concept implies economic and social development, economic growth, and environmental responsibility in order to sustain improved standards of living based on economic growth, to achieve some form of social equity, and to manage the environment in a sustainable way. Sustainable development should generally be at a rate that allows future generations to meet their needs without causing degradation of the natural environment, and should avoid economic or social decay. The concept has been debated and criticised by many as being ambiguous, untenable, and difficult to achieve, and frequently labelled part of global capitalism. But the concept provides a challenge to all of us, on how to balance economic, social, and cultural goals, while at the same time safeguarding and responsibly managing the environment for future generations. Attempts by indigenous peoples internationally to achieve sustainable development have been based on holistic approaches and frameworks that seek to balance economic, social, cultural and environmental objectives, and these provide effective models for viable sustainable development approaches. Māori Sustainable Development in Aotearoa-New Zealand is a term often used to describe a pathway to Māori autonomy, self-determination, the building of human and social capacity, as part of a strategic direction to capitalise on opportunities in the 21st century. This paper outlines research undertaken between 1998 and 2002 and funded by the Foundation for Research, Science, and Technology (FRST) in the programme “Māori Sustainable Development in Te Puku o Te Ika”, contract UOWX0005, simply referred to as the MSD programme. It focuses on the importance of determining Māori values, a vision, strategic planning and development of information systems as a holistic framework and process method to achieve Māori sustainable development.

year: 2002