Max Smith

Teacher stress: Examining a model based on context, workload, and satisfaction

Abstract Perceived levels of work-related stress, workload, and job satisfaction were measured for 204 secondary teachers in the Hunter Region of New South Wales, Australia, using self-report questionnaires. A causal model was developed hypothesizing relationships between teacher characteristics; aspects of the teaching context; perceived workload; satisfaction with teaching; and four aspects of teacher stress: stress from staff tensions and conflict, time pressure, students and classroom conditions, and lack of rewards and recognition. Teaching context, workload, and satisfaction were found to affect stress directly. The importance of workload and job satisfaction was demonstrated by indirect effects between teaching context and stress outcomes.

Human Coronavirus 229E: Receptor Binding Domain and Neutralization by Soluble Receptor at 37°C

ABSTRACT Truncated human coronavirus HCoV-229E spike glycoproteins containing amino acids 407 to 547 bound to purified, soluble virus receptor, human aminopeptidase N (hAPN). Soluble hAPN neutralized the infectivity of HCoV-229E virions at 37°C, but not 4°C. Binding of hAPN may therefore trigger conformational changes in the viral spike protein at 37°C that facilitate virus entry.

Aromatic Amino Acids in the Juxtamembrane Domain of Severe Acute Respiratory Syndrome Coronavirus Spike Glycoprotein Are Important for Receptor-Dependent Virus Entry and Cell-Cell Fusion

ABSTRACT The severe acute respiratory syndrome coronavirus (SARS-CoV) spike glycoprotein (S) is a class I viral fusion protein that binds to its receptor glycoprotein, human angiotensin converting enzyme 2 (hACE2), and mediates virus entry and cell-cell fusion. The juxtamembrane domain (JMD) of S is an aromatic amino acid-rich region proximal to the transmembrane domain that is highly conserved in all coronaviruses. Alanine substitutions for one or two of the six aromatic residues in the JMD did not alter the surface expression of the SARS-CoV S proteins with a deletion of the C-terminal 19 amino acids (S Δ19) or reduce binding to soluble human ACE2 (hACE2). However, hACE2-dependent entry of trypsin-treated retrovirus pseudotyped viruses expressing JMD mutant S Δ19 proteins was greatly reduced. Single alanine substitutions for aromatic residues reduced entry to 10 to 60% of the wild-type level. The greatest reduction was caused by residues nearest the transmembrane domain. Four double alanine substitutions reduced entry to 5 to 10% of the wild-type level. Rapid hACE2-dependent S-mediated cell-cell fusion was reduced to 60 to 70% of the wild-type level for all single alanine substitutions and the Y1188A/Y1191A protein. S Δ19 proteins with other double alanine substitutions reduced cell-cell fusion further, from 40% to less than 20% of wild-type levels. The aromatic amino acids in the JMD of the SARS-CoV S glycoprotein play critical roles in receptor-dependent virus-cell and cell-cell fusion. Because the JMD is so highly conserved in all coronavirus S proteins, it is a potential target for development of drugs that may inhibit virus entry and/or cell-cell fusion mediated by S proteins of all coronaviruses.

Unpacking the Career Aspirations of Australian School Students: Towards an Evidence Base for University Equity Initiatives in Schools.

ABSTRACT Demand for higher education in Australia has doubled since 1989, increasing the number of students from diverse social, economic and academic backgrounds. Equity targets have seen a proliferation of programs and interventions aimed at encouraging school students, particularly those from low socio-economic status backgrounds, to participate in higher education. However, little is known about the specific occupational interests of school students upon which targeted strategies might effectively be designed and implemented. This paper examines school students’ aspirations for specific careers that require a university education, in relation to student background and school-related variables. The analysis draws from a study of 6492 students from Years 3 to 12 in 64 New South Wales public schools. We found a complex array of factors relating to interest in different careers. Year level at school, gender and prior achievement were stronger predictors across many careers than factors such as SES, Indigenous status and school location. We argue that rather than taking a one-size-fits-all approach to encouraging participation in higher education, outreach activities should be targeted to take account of student diversity and inequalities that foster differing aspirations.

Supporting innovation in teaching: what are the key contextual factors?

New curriculum frameworks commonly refer to new technologies and 21st century learning, requiring teachers to change their practices. This paper investigates the school and teacher level factors that are most strongly related to innovative teacher practices (ITPs). A sample of Australian secondary teachers (n = 683) completed online surveys about current practices and beliefs. The teacher responses enabled the calculation of an ITP index for each teacher which was used as the response variable in a multilevel regression with various explanatory variables: at the teacher level, characteristics (e.g., age, gender) and experiences (e.g., amount of professional development), at the school level, size, region, and other characteristics developed from school leader responses. Several factors were found to be related to ITP including teacher age, the frequency of use of extended learning activities and teacher collaboration. These findings have the potential to inform school leaders about how best to foster teacher change and innovation.

Australian School Student Aspirations for Military Careers: Traditional Perceptions in Shifting Contexts

Modern military organizations are making a concerted effort to recruit a more diverse range of people, with the role of women in the military at the forefront of debate. In Australia, in response to the changing role of the military and with the aim of positioning the military as an “employer of choice” for women, females are targeted as early as high school. Using data from a study of 6,492 Australian school students in Years 3–12, we examine student aspirations for military careers. Student aspirations were influenced by traditional perceptions of the military as a primarily masculine enterprise. Key reasons for student interest included dominant notions of masculinity, familial military experience, career options, and enlistment benefits. We argue that current views of the military among school children signal the need to shift such perceptions to appeal to a wider range of people and attract a more diverse workforce.