Compliance with contact lens replacement in Canada and the United States

Purpose. To assess eye care practitioners (ECPs) recommendations for replacement frequency (RF) of silicone hydrogel (SH) and daily disposable (DD) lenses in Canada and the U.S. and to compare noncompliance (NC) with manufacturer recommended RF by the ECP and patient, and the reasons given for NC.

Methods. Invitations to participate were sent by e-mail to ECPs in Canada and the U.S. Twenty patient surveys were sent to 420 ECPs, and 2232 eligible surveys were received from 216 ECPs (26% Canada, 74% U.S.). Questions related to patient demographics, lens type, wearing patterns, ECP instructions for RF, and actual patient RF. ECPs provided lens information and their recommendation for RF after the surveys were completed and sealed in envelopes. Responses were anonymous.

Results. DD accounted for 18% (Canada) vs. 16% (U.S.) of wearers (p > 0.05); 35% (Canada) vs. 45% (U.S.) wore 2-week replacement SH (2WR; p = 0.011); and 47% (Canada) vs. 39% (U.S.) wore 1-month replacement SH (1MR) lenses (p = 0.025). Thirty-four percent (Canada) vs. 18% (U.S.) of ECPs recommended longer RFs than the manufacturer recommended RF for 2WR lens wearers (p < 0.001); 6% (Canada) vs. 4% (U.S.) for DD wearers; and 2% (Canada) vs. 1% (U.S.) for 1MR lens wearers. NC rates for actual RFs reported by patients were not different between countries (p > 0.05) and were lowest for DD (13% Canada, 12% U.S.), followed by 1MR (33% Canada, 28% U.S.). The highest NC rates were with 2WR (50% Canada, 52% U.S.). The most frequent reason for NC with 2WR and 1MR was “forgetting which day to replace lenses” (54% Canada, 53% U.S.) and in DD wearers “to save money” (56% Canada, 29% U.S., p < 0.001).

Conclusions. 1MR lenses are more frequently prescribed in Canada. ECPs in Canada were NC with 2WR lenses more frequently than U.S. ECPs, but patient NC rates were the same in both countries for all lens types. ECP and patient NC rates were highest for 2WR lens wearers.

The use of molecular phylogenetic and morphological tools to identify cryptic and paraphyletic species : examples from the diminutive long-fingered bats (Chiroptera : Miniopteridae : Miniopterus) on Madagascar

Based on nearly complete (1125 bp) cytochrome-b sequence data and morphological characters, two new endemic species of Miniopterus are described from Madagascar that were previously identified as M. manavi. Using phylogenetic analysis, the basal nodes of major lineages in the Malagasy members of this genus are weakly supported, while, in most cases, the branches leading to each of the clades are well resolved. Miniopterus mahafaliensis, new species, occurs in the southwestern semidesert areas and M. brachytragos, new species, has a broad distribution across the northern half of the island, ranging across several different biomes. Phylogenetic inference indicates that these two new taxa are not closely related to M. manavi sensu stricto, with average genetic distances of 9.2% and 5.7% from this taxon, respectively. On the basis of this and previous revisions, the former M. manavi complex is now recognized to represent at least five taxa, which do not form a monophyletic group with respect to one another, and represent extraordinary examples of convergent evolution. Miniopterus brachytragos is closely related to the recently named M. aelleni, while M. mahafaliensis is not closely associated with any of these species. Molecular phylogenetic analysis was imperative to resolve the species limits of these taxa and morphology then provided the means to corroborate the recovered clades. There are localities on the island, specifically limestone karstic zones, where four species of the former M. manavi sensu lato complex occur in strict sympatry. These species often use the same day-roost caves and have similar external and craniodental measurements. This raises intriguing questions as to how these animals divide their worlds with regard to dietary regimes and foraging strategies, as well as their speciation history.

Population genetic tools for pest management : a review

Population genetic tools have the potential to answer key questions in pest management including quantifying the number of genetically distinct populations represented in an invasion, the number of individuals present, whether populations are expanding or contracting, identifying the origin of invasive individuals, the number of separate introduction events that have occurred and in which order, and the rate that individuals are moving between populations. Genetic methods have only recently gained sufficient resolution to address these questions due to advances in laboratory techniques coupled with an increase in computational power. In combination, these methods may lead to a more comprehensive understanding of the dynamics of invasions. The expansion of the European starling (Sturnus vulgaris) into Western Australia is used as an applied example of how genetic methods can be integrated to provide vital information to improve pest-management strategies. Invasion events also may provide a unique opportunity to test some of these methodologies.

Patient and practitioner compliance with silicone hydrogel and daily disposable lens replacement in Canada

Purpose: To assess current recommendations by optometrists for replacement frequency (RF) of silicone hydrogels (SH) and daily disposable (DD) contact lenses in Canada, determine rates of non-compliance with recommendations by both the optometrist and patient, and investigate reasons for non-compliance.

Methods: Survey packages were sent to optometrists in Canada who had agreed to participate. Patients completed survey questions regarding demographics and contact lens wearing patterns, including recommended and actual contact lens RF. Optometrists were asked to provide lens information and their recommendation for RF. Fifty-eight optometrists returned 654 surveys, of which 578 were eligible for analysis.

Results: Seventy percent of patients were female with a median age of 32 years. Lens type distribution was 18% DD, 35% two-week SH, and 47% one-month SH. Six percent were worn for extended wear. Daily wear median wearing time was 12 hours/day, a median of five days/week for DD, seven days/week for SH (two-week and one-month). Optometrists’ recommendations were non-compliant with the manufacturers’ recommended RF for 6% of DD, 35% of two week, and 2% of one-month patients. Patients were non-compliant with recommendations from both the manufacturer and optometrist for 12% of DD, 43% of two-week, and 31% of one-month lens wearers. The most common reason for non-compliance was forgetting which day to replace lenses. Fifty-six percent thought a reminder system would help with compliance. A higher proportion of compliant patients followed the RF because of confidence in their optometrist.

Conclusions: Optometrists generally recommended RFs consistent with manufacturers’ recommendations for DD and one-month SH lenses but often recommended longer intervals for two-week SH lenses. Patients were most compliant when wearing DD lenses and least compliant when wearing two-week SH lenses. Communication between the patient and optometrists concerning the risks of non-compliance, or initiating a reminder system might improve compliance.

In what ways does policy on academic integrity, copyright and privacy need to respond in order to accommodate assessment with Web 2.0 tools?

Increasingly social web technologies, such as blogging and micro-blogging, audio and video podcasting, photo/video, social bookmarking, social networking, wiki writing or virtual worlds are being used as forms of authoring or content creation to support students’ learning in higher education. As Web 2.0 teaching practice is characterised by open access to information and collaborative networks there are both familiar and novel challenges for policy-makers in higher education institutions. The Government 2.0 Taskforce heralded legislative and practice changes necessary because of Web 2.0. We reflect on the qualitative feedback received from innovative higher education practitioners using Web 2.0 to assess student work. This indicates a need for information policy review to accommodate the cultural shift towards information exchange and communication across traditional institutional boundaries. Issues involved when implementing Web 2.0 assessments are identified to highlight requisite areas for policy improvement in higher education, in particular for academic integrity, copyright and privacy policies

Can eLearning provide tools for capacity-building to improve performance in the nonprofit sector?

Can E-learning 2.0 provide a platform for improving performance in nonprofit organizations? It is argued that Web 2.0 technologies provide the tools that today’s students rely on in the learning environment. As such they may be the means to attract and retain learners in training and education programs designed to improve performance. E-learning delivered through a blended learning model has proven to be effective in corporate training and higher education. Can the interactive, collaborative model offered in E-learning 2 prove to be as effective? This paper reviews the literature on blended learning and capacity-building as background for a discussion of the potential that e-learning models enhanced by web 2.0 technologies have for expanding access to education and training and facilitating implementation of skills and knowledge gained in the workplace. We suggest that increasing training opportunities for staff and making nonprofit management education more accessible through online programs is not enough to meet the challenge. What is needed at this point is practicable education and training delivered in today’s user’s environment, that is online and “on the go.”

Recruitment into diabetes prevention programs : what is the impact of errors in self-reported measures of obesity?

Background
Error in self-reported measures of obesity has been frequently described, but the effect of self-reported error on recruitment into diabetes prevention programs is not well established. The aim of this study was to examine the effect of using self-reported obesity data from the Finnish diabetes risk score (FINDRISC) on recruitment into the Greater Green Triangle Diabetes Prevention Project (GGT DPP).

Methods
The GGT DPP was a structured group-based lifestyle modification program delivered in primary health care settings in South-Eastern Australia. Between 2004–05, 850 FINDRISC forms were collected during recruitment for the GGT DPP. Eligible individuals, at moderate to high risk of developing diabetes, were invited to undertake baseline tests, including anthropometric measurements performed by specially trained nurses. In addition to errors in calculating total risk scores, accuracy of self-reported data (height, weight, waist circumference (WC) and Body Mass Index (BMI)) from FINDRISCs was compared with baseline data, with impact on participation eligibility presented.

Results
Overall, calculation errors impacted on eligibility in 18 cases (2.1%). Of n = 279 GGT DPP participants with measured data, errors (total score calculation, BMI or WC) in self-report were found in n = 90 (32.3%). These errors were equally likely to result in under- or over-reported risk. Under-reporting was more common in those reporting lower risk scores (Spearman-rho = −0.226, p-value < 0.001). However, underestimation resulted in only 6% of individuals at high risk of diabetes being incorrectly categorised as moderate or low risk of diabetes.

Conclusions
Overall FINDRISC was found to be an effective tool to screen and recruit participants at moderate to high risk of diabetes, accurately categorising levels of overweight and obesity using self-report data. The results could be generalisable to other diabetes prevention programs using screening tools which include self-reported levels of obesity.

Wikis as individual student learning tools : the limitations of technology

This paper presents research into the attitudes and behaviours of students using wikis for individual writing tasks. The wiki-based assignment differs from the use of wikis normally researched because it was an individual task, not involving collaborative writing. This activity provides an excellent opportunity to learn more about how wikis are actually used by students in higher education. The research finds there is no compelling evidence that the wiki on its own improves performance over and above the general aptitude of students. It also finds that students generally did not utilise the wikis for high-intensity editing and revision. However, students did report that the wiki was valuable as a way of aiding them to review and develop their ideas. We conclude that using wikis for individual writing tasks can, where appropriate active instructions are given to support development of cognitive abilities, lead to improved outcomes for students.

Are ICT/Web 2.0 tools influencing civic engagement in modern democracies? An exploratory analysis from India

Web 2.0 tools, while mobilising citizens to make informed choices, may also manipulated public opinion. This hypothesis forms the central theme of this research investigation through the historiography lens. Based on concurrent research from decade, the authors take a closer look at citizen-to-citizen engagement, so as to trace the role of web 2.0 tools, in perhaps manipulating public opinion or enabling democratic governance through reversal of some existing defects in the Indian context. Specifically, they raise these questions: Has ICT enabled civic engagement manipulated public opinion in this developing democracy? Has it succeeded in reversing apparent defects in the electoral system, which is regarded pivotal in democracies? Focusing on the elections, the authors present a synopsis of the use of web 2.0 tools which were seemingly efficiently and prolifically used during the elections albeit to reach out to the large population base in this country.

Bourdieu and educational research: thinking tools, relational thinking, beyond epistemological innocence

The main aim of this chapter is to provide an introduction to the theoretical work of Pierre Bourdieu, and to outline different ways in which Bourdieu’s work is influential and has been engaged with in education research and to suggest implicitly the usefulness of this work for educational researchers. In order to do this, we draw on a range of Bourdieu’s own writing published singly or with colleagues, emphasising in particular his engagements with education. Part of our treatment also deals with his wider writing that has subsequently been influential for education researchers, and in particular Bourdieu’s anthropological writing and account of practice (Bourdieu 1977, 1990), his approach to social class and cultural issues, his account of the judgement of taste and distinctions (Bourdieu, 1984), and his later politically focused writing (Bourdieu, 1989/1996, 2003, 2004c, 2005a).