Student engagement in educational activities is essential for achieving desired learning outcomes. Despite this, little is known about the engagement patterns of nursing students from diverse or disadvantaged backgrounds. A mixed method study was conducted to explore engagement patterns within and outside the classroom but not during clinical placements. Students were asked what engagement means to them and what influences their engagement. Students were also asked how many hours they engaged in each of their undergraduate subjects and the reasons for this. The study was conducted at an Australian education provider. All students (n = 240) enrolled in the Bachelor of Nursing course were invited to participate. Lecture attendance was high at the start of the semester, fluctuated weekly and declined as the semester progressed. Students averaged between 3.5 and 4.4 hours of engagement per subject per week. They defined engagement as actually coming to class and a commitment to learning. Students were engaged by new, interesting content and disengaged by repetitive or complex content and poor tutoring. Most students want to engage but are distracted by intrinsic and extrinsic factors. Research should explore how to best assess students without the concurrent academic workload interfering with their studies.

The purpose of the study was to examine teachers’ intrinsic and extrinsic motivation in leadership for learning (LfL) in Aboabo Educational Circuit (AEC) in the Ashanti Region of Ghana. The study employed an explanatory correlational quantitative research approach. The population of the study consisted of ten (10) headmasters and forty-two (42) teachers in public Junior High Schools (JHS) of Aboabo Educational Circuit. Convenience, purposive and quota sampling techniques were used to select schools, headteachers and teachers for the study. The main instrument used for data collection was questionnaire. Spearman’s rank order correlation was used to analyse research hypotheses 1 and 2; Wilcoxon test was also used to analyse research hypothesis 3. The study revealed that intrinsic teachers’ motivation is negatively related to Leadership for Learning within the AEC. The study also indicated that extrinsic teachers’ motivation has an insignificant positive association with Leadership for Learning within the AEC. The study also concluded that there is a significant difference between Intrinsic Teacher Motivation (ITM) and Extrinsic Teacher Motivation (ETM) in AEC. Therefore, ITM and ETM plays minimal or no role within AEC. It is recommended that the officers within AEC must not focus only on high pupils’ academic achievement at the detriment of taking appropriate steps to make classroom teaching interesting and attractive. It is also recommended that School Management Committees within AEC must in their small way do their best to boost the extrinsic motivation of teachers within the circuit.

Resistance exercise is the performance of physical exercises designed to improve strength, muscular, endurance, hypertrophy, and neuromuscular efficiency with the use of weights (Braith & Stewart, 2006)[1]. Resistance exercise has long been utilized for its beneficial health qualities and propensity to elicit certain desired physiological changes (Fry, 2004)[2]. There has been a recent, and significant, increase in resistance exercise activity in American adults (NCHS, 2018)[3] attributable to factors such as autonomous compulsion and self fulfilment to extrinsic factors like health and physical appearance (Fisher et al., 2017; Heinrich et al., 2014; Ingledew & Markland, 2008)[4,5,6]. As such, there is an ever-increasing need for educational material regarding resistance exercise, its benefits, purpose, and manner in which it should be conducted. Purpose- to (a) provide resistance exercise-based educational material regarding the background and rationale behind resistance training; (b) to provide a specific resistance-based exercise program to elicit strength gain; (c) to provide individuals with the knowledge to safely and effectively engage in said program; and (d) to provide the participant with expected physiological adaptations to completing the program. Methods- Two 6-week, 5-day per week resistance exercise programs – with a brief nutritional guide accompaniment – are outlined for a hypothetical participant, age 25-40, of moderate experience with fitness training, and with the goal of strength gain and moderate fat loss as a secondary goal. Results- Anticipated benefits of the program include: increased maximal strength caused by training above 85% 1RM for 2-6 sets of 1-6 reps; increased synergistic muscle groups strength which will contribute to improved prime mover strength; hypertrophy of skeletal muscles throughout the body, induced by lifts of 67-85% 1 rep max (RM) for 3-6 sets of 6-12 reps and increased resting energy expenditure (basal metabolic rate) accompanied by improved body composition. Conclusion- Continued progression though this protocol with modifications to resistance include potential improved running speed, explosive power potential, and other anaerobic sport performance factors, as well as enhanced neuromuscular efficiency associated with increased prime mover force production capabilities.