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Objective: To identify the prevalence of dietary supplement (DS) use, perceptions of DS efficacy, and lifestyle behaviors of DS users and non-users. Participants: Undergraduate students, student-athletes, and ROTC cadets at a Midwestern University between September 2014 and January 2015. Methods: A cross-sectional online survey was administered. Analysis included descriptive statistics, chi-square, and independent sample t-tests. Results: At least 50% of respondents from each group reported DS use. Users generally reported favorable perceptions of efficacy. Undergraduate student DS users reported more exercise and more healthful dietary habits compared to non-users; however, nearly 72% of undergraduates who reported tobacco use also reported DS use. Less significant differences were observed in the student-athlete and cadet samples. Conclusions: DS use is common on college campuses, and many DS users report favorable perceptions of efficacy. With the exception of tobacco use, collegiate DS users generally report lifestyles that are as healthy or healthier than non-users.

This study investigated the role of socially desirable responding (SDR) in responses to survey questions about financial behavior among college students. Data was collected via an online survey from 1,159 students enrolled at a Midwestern university. Participants reported on credit card and savings behaviors and attitudes by answering direct questions (about their own behaviors) and indirect questions (scenarios about a typical other). Differences between the direct and indirect responses were examined for a relationship with a measure of socially desirable responding (SDR). Findings showed greater differences between direct and indirect reports of saving and spending behaviors were significantly related to higher scores on the measure of socially desirable responding. The results indicate that the use of indirect questioning can highlight and may reduce biased responses in future measures of financial behavior.

"The Importance of Teaching: The Schools White Paper 2010," which grants schools increased autonomy in curriculum development and implementation, heralded a new era of curriculum reform in England. This article critically examines how this process took place in a Catholic secondary school that decided to use the RSA Opening Minds (OM) curriculum with its Year 7 students. The discussion will be shaped by a range of perspectives, including the RSA point of view, literature on cross-curricular learning and Catholic education, student responses to a post-transition questionnaire, and the experiences and perceptions of the school's OM coordinator. From this, the following aspects have been identified as warranting critical consideration and further investigation: adequate staffing and resourcing; staff expertise to ensure teaching competence across a wide range of subject areas; achieving a balance between creative approaches to learning that promote engagement and a focus on in-depth subject knowledge and academic achievement. Finally, we pose the question whether the implementation of the OM curriculum as practised in this particular school can assist students from disadvantaged backgrounds, who may have limited access to life-transforming educational experiences outside of school, to acquire cultural capital and "high status knowledge". (Contains 1 note.)