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2 results

  • Chapter 6 - Cognitive Techniques to Overcome Barriers to Learning

  • Amanda T. Abbott-Jones
  • Book:
    Dyslexia in Higher Education
    Published online:
    21 October 2021
    Print publication:
    04 November 2021, pp 195-231

  • Summary

    This chapter provides space for students with dyslexia to talk about the innovative methods that they employ for the purposes of cognitively coping with academic learning tasks. As such, the chapter offers an array of cognitive coping strategies that students say they are applying to deal with negative emotion derived from cognitive difficulties, such as time constraints, retention and retrieval difficulties, and processing difficulties. The range of study tasks required by all university courses, such as reading, remembering reading, spelling, taking exams, producing written work and writing essays, giving presentations, using organization skills, meeting deadlines, taking notes in lectures, and contributing to seminar discussions, is presented, and student articulations in relation to cognitive techniques that they apply to overcome barriers with the tasks are provided. The chapter makes it clear that dyslexic learners at university level have progressed to this stage of education due to their resourcefulness and knowledge of types of learning strategies suitable for their own individual learning styles. The learning strategies to tackle each academic task are presented under six key themes: unique cognitive learning strategies; use of specialist technology; multisensory ways of learning; practical things; alleviating scotopic sensitivity; and use of favourite materials.

  • Social determinants of household food expenditure in Australia: the role of education, income, geography and time

  • Danielle Venn, Jane Dixon, Cathy Banwell, Lyndall Strazdins
  • Journal:
    Public Health Nutrition / Volume 21 / Issue 5 / April 2018
    Published online by Cambridge University Press:
    18 December 2017, pp. 902-911
    • Article
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  • Objective

    To examine socio-economic status (SES) and time-related factors associated with less healthy food purchases in Australia.

    Design

    Data were from the 2009/10 Household Expenditure Survey (HES) conducted by the Australian Bureau of Statistics. Regression analysis was used to examine the associations between the proportion of the household food budget spent on various food types (processed and unprocessed foods, foods purchased from takeaways and restaurants) and SES and time constraint variables.

    Setting

    Australia, 2009–2010.

    Subjects

    Nationally representative sample of Australian households.

    Results

    Household income seems to be the most important correlate with food expenditure patterns once other SES indicators are controlled for. Time constraints appear to explain some, but not all, of the adjusted SES gradients in food expenditure. Comparing home food consumption categories (processed and unprocessed foods) with foods purchased away from home (takeaway and restaurant foods) shows that wealthier, more highly educated and least disadvantaged households spend relatively less of their total food budget on processed and unprocessed foods prepared at home and more on foods purchased away from home at restaurants.

    Conclusions

    Simple SES gradients in dietary behaviour are influenced by correlations between different SES indicators and between SES and time constraints. Examining these factors separately obscures some of the possible causal effects of disadvantage on healthy eating. When formulating policy responses to unhealthy diets, policy makers should consider alternative sources of disadvantage, including time pressure.