Duplicating road patterns in South African informal settlements using procedural techniques

The formation of informal settlements in and around urban complexes has largely been ignored in the context of procedural city modeling. However, many cities in South Africa and globally can attest to the presence of such settlements. This paper analyses the phenomenon of informal settlements from a procedural modeling perspective. Aerial photography from two South African urban complexes, namely Johannesburg and Cape Town is used as a basis for the extraction of various features that distinguish different types of settlements. In particular, the road patterns which have formed within such settlements are analysed, and various procedural techniques proposed (including Voronoi diagrams, subdivision and L-systems) to replicate the identified features. A qualitative assessment of the procedural techniques is provided, and the most suitable combination of techniques identified for unstructured and structured settlements. In particular it is found that a combination of Voronoi diagrams and subdivision provides the closest match to unstructured informal settlements. A combination of L-systems, Voronoi diagrams and subdivision is found to produce the closest pattern to a structured informal settlement.

The role of informal caregivers during cancer patients’ recovery from chemotherapy

Aims:  (i) To investigate the availability, perceived importance and roles of informal caregivers in the recovery of patients treated at day oncology centres and (ii) identify differences between patients with and without informal caregivers in the extent to which they experienced symptoms, and the level of bother symptoms caused.

Method:  Patients from three Australian hospitals (n = 122) were recruited during cycles 1 or 2 of adjuvant chemotherapy. Participants completed a modified version of the Rotterdam Symptom Checklist (RSCL) each day for 5 days after chemotherapy. A telephone interview conducted 10 days post-treatment explored the availability, importance and roles of caregivers. During the interview, participants also completed the modified RSCL in which they were asked about the extent to which they experienced, and were bothered by, each symptom over the prior 5 days combined.

Results:  Overall, 71% of participants had an informal caregiver in the 5 days postchemotherapy, commonly a partner. More women (71%) than men (48%) had a caregiver (p < 0.05). Caregivers were perceived to be highly important; they were more important for women than men (U = 213.50, p < 0.01). The most common assistance caregivers provided was meal preparation and emotional support and companionship. On days 6–10 postchemotherapy, the extent to which overall physical symptoms were experienced was higher for patients with a caregiver than without (U = 987.50, p < 0.05); similarly their symptoms caused more bother (U = 966.00, p < 0.01).

Conclusions:  These findings highlighted the importance of informal caregivers to patients postchemotherapy. It is imperative that patients are informed of the importance of this support so a caregiver can be arranged, if possible. Understanding the needs of patients following chemotherapy would enable health professionals to advise patients, with or without caregivers, how to best prepare for and manage their recovery at home.

Effects of informal institutions on the performance of microenterprises in the Phillipines : the mediating role of entrepreneurial orientation

The study investigates the effects of informal institutions and entrepreneurial orientation on the performance of microenterprises at the subnational level within a developing country context. Using structural equation modeling based on a large-scale survey of 735 microenterprises in the Philippines, it is found that informal institutional factors and entrepreneurial orientation are associated with firm performance. However, further analysis reveals a strong mediating role of entrepreneurial orientation on the informal institutions-firm performance relationships. This finding is novel and adds to our understanding of the mechanism through which informal institutions affect firm performance, particularly for microenterprises in developing countries.

Learning in social action : the informal and social learning dimensions of circumstantial and lifelong activists

This paper explores the informal and social learning dimensions of activists as they learn skills and knowledge through participating in social action. In doing this I draw on Lave and Wenger's epistemology of situated learning and Bourdieu's theory of "habitus". I argue activists learn an array of community development skills in the social environment of activism. I claim activists' learning is cognitive, embodied and situated in practice. This paper is based on empirical research in Australia, where in-depth interviews were conducted with activists to uncover their important pedagogy. It explores the learning dimensions of two groups of activists. "Lifelong activists" who have generally been involved in student politics and have participated in activism over many years, and "circumstantial activists" who become involved in protest due to a series of life circumstances. This paper claims that while both groups' learning is social and informal, lifelong activists tend to develop their skills incrementally by being involved in the fertile site of student politics. On the other hand, circumstantial activists, not having had the benefit of early immersion in a community of practice, are rapid learners. They are frequently taken out of their comfort zone as activists and need to acquire new knowledge and skills urgently in order to practise effectively. Some circumstantial activists remain on the periphery of activism and never fully immerse themselves in the practices of activism. I argue there is much to be gained from understanding learning in social action, an epistemology of adult learning which deserves greater prominence in current adult education discourse.

Bridging formal and informal learning : a mobile learning attitude scale for higher education

Problem Statement: Over the past decade there has been an increasing global demand towards the integration of mobile technologies for teaching and learning. There has emerged a need for a survey instrument that can form a solid foundation for objective judgment of leaner perspectives as they begin using mobile applications for learning. The Mobile Learning Scale, a seven-item, Likert-type survey instrument, was developed by the authors in response to this need. Items were drawn from the key points developed for a 2011 paper by the authors on mobile learning prospects for informal learning in higher education [13], with many of these points initially developed during group discussions at the 2011 International Summit on ICT in Education hosted at UNESCO Headquarters, Paris, France. Approach: In order to access the performance of the instrument, data were gathered from 81 undergraduate and graduate university students during August and September of 2011. Follow-up data were also gathered from 19 undergraduates in February, 2012. Results: Initial indications are the instrument has good reliability (Alpha = .80 - .85) as well as acceptable content, construct, and criterion-related validity when used with its intended audience. Conclusions/Recommendations: The authors conclude that the Mobile Learning Scale v1.0 performs well as a unidimensional scale that is capable of assessing pre-post gains resulting from a mobile learning intervention within a university course. The authors propose that this new instrument should be useful for helping guide educators in the process of meaningful integration of Mobile Applications (Apps) into teaching and learning, inside and outside the classroom.

Queer breeding: historicising popular culture, homosexuality and informal sex education

Through an analysis of gay protest music (1975) and an educational kit for students (1978), both sponsored by the Campaign for Homosexual Equality in the UK, this paper brings into focus a history of gay rights activists' efforts to marshal popular culture in the development of informal sex education for young people in the second half of the 1970s. Through a reparative critique of prevailing therapeutic research methodologies, and through a theoretical deployment of notions of methodological reconciliation and queer breeding, it makes the case for the importance of historical methods in contemporary sex education research.

Blending student technology experiences in formal and informal learning

In this article, we discuss the importance of recognizing students' technology-enhanced informal learning experiences and develop pedagogies to connect students' formal and informal learning experiences, in order to meet the demands of the knowledge society. The Mobile-Blended Collaborative Learning model is proposed as a framework to bridge the gap between formal and informal learning and blend them together to form a portable, flexible, collaborative and creative learning environment. Using this model, three categories of mobile application tools, namely tools for collaboration, tools for coordination and tools for communication, have been identified as pertinent in blending formal and informal learning, and they can be connected seamlessly to provide an effective learning mechanism to support the learning process.