The delivery of a telephone coaching programme to people with type 2 diabetes by practice nurses in Victoria, Australia : a qualitative evaluation

Aim.  To evaluate telephone coaching undertaken by practice nurses in a randomised controlled trial of self-management support for people with type 2 diabetes.

Background.  Qualitative evaluation of the processes that take place in randomised controlled trials has the advantage of providing information on those variables that contribute to the success or failure of the randomised controlled trial. This additional information can be used to improve or modify chronic disease management programme designs.

Methods.  Grounded theory was used to analyse transcriptions of telephone coaching sessions between practice nurses and patient participants in the randomised controlled trial.

Findings.   Analysis of transcriptions found that patient participants had complex multiple medical conditions to manage, as well as maintaining their daily lives. Two approaches to working with this complexity by practice nurses emerged. We characterised one as ‘treat to target’ and the other as ‘personalised care’. While each approach shapes identities available to patients within the relationship with the practice nurse, the impact or effectiveness of these approaches on outcomes has yet to be reported.

Conclusions.  Telephone coaching takes place in complex social contexts as well as complex medical conditions. People with type 2 diabetes must manage their diabetes care and their care of other conditions within their social contexts. This means a constant negotiation of priorities.

Relevance to clinical practice.  Awareness of how health professional support for patients’ self-management becomes a relationship and element of the negotiated identity of patients is important in adapting clinical guideline-based protocols to achieving targets in the management of chronic illness.

Festivals as a tool to integrate cultural identities in the city of Belfast

During the past few decades Belfast has witnessed a growing interest in festivals celebrating local cultural and historical traditions. In order to understand the context of festival development in Belfast an understanding of the city's history is essential. Belfast has around half a million inhabitants of two ethnic backgrounds, Irish nationalist (predominately Catholic) and British Unionist (predominately Protestant) (Russell 2005). Ethnicity in Northern Ireland mainly refers to the Catholic and Protestant populations. The people of Northern Ireland are predominantly white, with only o.8s per cent of them having non-Irish backgrounds. This percentage increases slightly to 1.3 per cent in Belfast, with 29 per cent of these being of Chinese origins.

Linking identities and viewpoints in home movies based on robust feature matching

The identification of useful structures in home video is difficult because this class of video is distinguished from other video sources by its unrestricted, non edited content and the absence of regulated storyline. In addition, home videos contain a lot of motion and erratic camera movements, with shots of the same character being captured from various angles and viewpoints. In this paper, we present a solution to the challenging problem of clustering shots and faces in home videos, based on the use of SIFT features. SIFT features have been known to be robust for object recognition; however, in dealing with the complexities of home video setting, the matching process needs to be augmented and adapted. This paper describes various techniques that can improve the number of matches returned as well as the correctness of matches. For example, existing methods for verification of matches are inadequate for cases when a small number of matches are returned, a common situation in home videos. We address this by constructing a robust classifier that works on matching sets instead of individual matches, allowing the exploitation of the geometric constraints between matches. Finally, we propose techniques for robustly extracting target clusters from individual feature matches.

The awkwardness of Australian engagement with Asia : the dilemmas of Australian idea of regionalism

Australia has experienced difficulties engaging with Asia-Pacific regional integration. Despite Australian attempts to punch above its weight in regional forums and to be a regional leader, it is still not regarded as a full member or as quite fitting into the region. It is an ‘awkward partner’ in the Asian context, and has experienced the ‘liminality’ of being neither here nor there. The former Rudd government’s proposal for an ‘Asia Pacific Community’ (APC) by the year 2020 was a substantive initiative in Australia’s ongoing engagement with Asia. It has, however, attracted a high level of criticism both at home and abroad. The main critical analysis of the proposal has focused on institutional building or architecture, or its relationship with existing regional institutions, but overlooks a host of often fraught questions about culture,
norms, identities, and international power relations. The APC concept needs to be scrutinized in terms of these questions with a critical eye. This paper examines the cultural, cognitive, and normative dimensions of Rudd’s proposal. It analyses four dilemmas or awkward problems that the APC faces.

Teaching out-of-field : factors shaping identities of secondary science and mathematics

It is widely recognised that many teachers work 'out of field', taking subjects outside their specialities. Studies undertaken by the author and by other researchers shed light on how teachers themselves experience and understand out-of-field teaching. The article discusses the issue in relation to junior secondary science and mathematics. Evidence is drawn from the 2009 Teacher Identity In and Across Subjects (TIIAS) study. The article also includes a table summarising the findings of eight major research reports relevant to this issue. The author draws a range of conclusions. Teachers' experience and understanding of out-of-field teaching is determined not only by their subject content knowledge and their pedagogical content knowledge, but also by their context and by the personal resources available to them. Rural teachers often accept the need to teach across a number of subject areas, as part of their professional identity, despite the fact that they often lack easy access to subject specialists. Teachers tend to be more positive about out-of-field teaching when they themselves have had input into which subjects they will teach, and when they have an interest in or informal knowledge of the subject area. Teachers' interest in professional development to support their out-of-field teaching is influenced by whether they see themselves as simply filling in for someone, making the most of an opportunity, or pursuing an interest. Professional learning should ideally be initiated by or negotiated with the teachers, and should be provided at the point of need. School leaderships should maximise teachers' input into subject allocation and provision of professional learning opportunities. Teacher education courses need to prepare pre-service teachers to cope with out-of-field teaching.

Ecosystem restoration with teeth : what role for predators?

Recent advances highlight the potential for predators to restore ecosystems and confer resilience against globally threatening processes, including climate change and biological invasions. However, releasing the ecological benefits of predators entails significant challenges. Here, we discuss the economic, environmental and social considerations affecting predator-driven ecological restoration programmes, and suggest approaches for reducing the undesirable impacts of predators. Because the roles of predators are context dependent, we argue for increased emphasis on predator functionality in ecosystems and less on the identities and origins of species and genotypes. We emphasise that insufficient attention is currently given to the importance of variation in the social structures and behaviours of predators in influencing the dynamics of trophic interactions. Lastly, we outline experiments specifically designed to clarify the ecological roles of predators and their potential utility in ecosystem restoration.

Hybrid identities in a globalised world

Sociology is interested in how identities are constructed and maintained, especially how gender, race, ethnicity and class impacts on self-identity and on our life chances. Who we are, how we perceive ourselves and how others perceive us has increasingly led many social scientists to describe contemporary identities as hybrid. This might be defined at one level as the intermingling or mixture of people from different cultural backgrounds. Sociologists and other social theorists have argued over the last twenty years that individuals have multiple identities that cut across many group allegiances. Nevertheless, there are problems with the use of the term hybrid. For some, hybrid suggests some kind of ‘new cultural melting pot, in which crucial cultural differences are effaced and power relations obscured’ (Hynes 2000). For others it implies that something pure or authentic and of traditional value has been lost. These debates do not hide the fact that racial and cultural hybrid identities have been fuelled by globalizing and transnational processes.

My place: exploring children's place-related identities through reading and writing

This paper considers how children perceive and represent their placed-related identities through reading and writing. It reports on the findings of an 18-month interdisciplinary project, based at Cambridge University Faculty of Education, which aimed to consider children’s place-related identities through their engage- ment with, and creation of, texts. This paper will discuss the project, its interdisciplinary theoretical framework, and the empirical research we conducted with two classes in primary schools in Eastern England. A key text used in our research was My Place by Nadia Wheatley and Donna Rawlins. Drawing on our interdisciplinary theoretical framework, particularly Doreen Massey’s notion of place as a bundle of trajectories, and Louise Rosenblatt’s notion of the transaction between the reader and the text, this paper will examine pages from My Place, children talking about how this text connects with them, children talking about their sense of place, and maps and writing the children produced based on their place.

Observer-based controller design of time-delay systems with an interval time-varying delay

This paper considers the problem of designing an observer-based output feedback controller to exponentially stabilize a class of linear systems with an interval time-varying delay in the state vector. The delay is assumed to vary within an interval with known lower and upper bounds. The time-varying delay is not required to be differentiable, nor should its lower bound be zero. By constructing a set of Lyapunov–Krasovskii functionals and utilizing the Newton–Leibniz formula, a delay-dependent stabilizability condition which is expressed in terms of Linear Matrix Inequalities (LMIs) is derived to ensure the closed-loop system is exponentially stable with a prescribed α-convergence rate. The design of an observerbased output feedback controller can be carried out in a systematic and computationally efficient manner via the use of an LMI-based algorithm. A numerical example is given to illustrate the design procedure.

'You're no-one if you're not a netball girl' : rural and regional living adolescent girls' negotiation of physically active identities

Despite the widely articulated health implications of physical inactivity, declines in youth participation levels, particularly for adolescent girls, have fuelled social and moral panics about the importance of regular physical activity. Recent attempts to explain these participation trends have focused on the institutional and cultural discourses that are drawn on to construct particular identities and social practices connected with sport, physical education and leisure interests. In this paper we report on the findings of data collected through interview and focus group sessions with 138 females ranging from 14 to 16 years of age across six rural and regional communities in the state of Victoria, Australia. Adopting a feminist poststructuralist methodology and drawing on the work of Foucault, we explore the impact that dominant discourse-power relations operating in the context of rural and regional sport and physical education can have in the negotiation of physically active identities for adolescent girls.

Is it myth or dilemma to construct and negotiate identities in an increasingly changing and diverse global context?

Identity is complex and it is difficult to come to terms with one’s identity when challenged by cross-cultural and migration transitions and the pressures of globalisation. From such perspectives, I define the terms ‘identity’, and ‘representation’ and how I situate the ‘self’ within such transitions and experiences. Discourses from cultural theorists such as: Zygmunt Bauman, Edward Said, Stuart Hall, Homi Bhabha, Arjun Appadurai and Edward Soja frame notions that support my arguments. My narratives and artworks make reference to my historical legacies, cultural and Diasporic inheritances, sense of belonging from home country and migration transitions. This journey underscores subjectivities in constructing my identities. I describe my own experiences and process of migration transitions to happen within a ‘liminal space,’ as I negotiate and adapt to new social and cultural structures. Through my discussion, I describe how it becomes important to “know who you are” and how to define new ‘spaces’ and parameters of identification and representation. The shifts in ‘spaces’, places’ and new social interaction, I argue indicates hybridity and ambivalences in situating the ‘self’. My arguments extend to reflect on how identity matters, and why it is significant to make it seem present and less as ‘dilemma’ or ‘myth’ in an increasingly diverse, changing and challenging global context.

Observer-based control for time-varying delay neural networks with nonlinear observation

This paper studies the problem of designing observer-based controllers for a class of delayed neural networks with nonlinear observation. The system under consideration is subject to nonlinear observation and an interval time-varying delay. The nonlinear observation output is any nonlinear Lipschitzian function and the time-varying delay is not required to be differentiable nor its lower bound be zero. By constructing a set of appropriate Lyapunov-Krasovskii functionals and utilizing the Newton-Leibniz formula, some delay-dependent stabilizability conditions which are expressed in terms of Linear Matrix Inequalities (LMIs) are derived. The derived conditions allow simultaneous computation of two bounds that characterize the exponential stability rate of the closed-loop system. The unknown observer gain and the state feedback observer-based controller are directly obtained upon the feasibility of the derived LMIs stabilizability conditions. A simulation example is presented to verify the effectiveness of the proposed result.

Monsters: monstrous identities in young adult romance

Monstrous identities in fantasy for young adults often function as metaphors for cultural tensions about romantic and sexual relations between young people, and about how the young interact with the generation that precedes them. This essay considers four monster figures prevalent in Young Adult (YA) fantasy: the vampire, the werewolf, the monstrous mother, and the monstrous father and analyses their manifestation in YA romances by Robin McKinley, Stephenie Meyer, L. K. Smith and Maggie Stiefvater. It considers what these representations tell us about cultural anxieties over the sexuality of young women, and how they are positioned as reading subjects.

Automatic cast listing in feature-length films with Anisotropic Manifold Space

Our goal is to automatically determine the cast of a feature-length film. This is challenging because the cast size is not known, with appearance changes of faces caused by extrinsic imaging factors (illumination, pose, expression) often greater than due to differing identities. The main contribution of this paper is an algorithm for clustering over face appearance manifolds. Specifically: (i) we develop a novel algorithm for exploiting coherence of dissimilarities between manifolds, (ii) we show how to estimate the optimal dataset-specific discriminant manifold starting from a generic one, and (iii) we describe a fully automatic, practical system based on the proposed algorithm. The performance of the system is evaluated on well-known featurelength films and situation comedies on which it is shown to produce good results.

Bend me, shape me, anyway you want me: constructing teacher identities across different learning paradigms

This article discusses one key finding from a qualitative study that investigated the experiences of overseas-born, ethnic minority early childhood pre-service teachers in New Zealand. Data were collected through interviews with recently graduated Bachelor of Teaching (Early Childhood Education) teachers and early childhood lecturers. Until they were supported to incorporate their cultural knowledges into their new learning, most graduate participants found there was little to which they could relate in the pedagogies and content of their teacher education courses. This article makes recommendations for the planning, preparation and delivery of early childhood teacher education.