Breastfeeding practices in women with type 1 diabetes: A discussion of the psychosocial factors and policies in Sweden and Australia.

Women with type 1 diabetes (T1DM) face many challenges during their pregnancy, birth and in the postnatal period, including breastfeeding initiation and continuation while maintaining stable glycaemic control. In both Sweden and Australia the rates of breastfeeding initiation are high. However, overall there is limited information about the breastfeeding practices of women with T1DM and the factors affecting them. Similarities in demographics, birth rates and health systems create bases for discussion.

Organisational learning as an emerging process: the generative role of digital tools in informal learning practices

 Increasing attention is paid to organisational learning, with the success of contemporary organisations strongly contingent on their ability to learn and grow. Importantly, informal learning is argued to be even more significant than formal learning initiatives. Given the widespread use of digital technologies in the workplace, what requires further attention is how digital technologies (eg, massive open online courses—MOOC) enable informal learning processes. Drawing from Complex Adaptive Systems (CAS) theory, in this paper we advance a conceptual model for examining this important topic. The two dimensional matrix and the micro-level description of informal learning activities presented provide a framework for both further research on technology-mediated practices for informal learning, as well as the design of formative contexts for learning to occur.

Informal settlements and placemaking : The case of Caracoli barrio in Bogotá

Placemaking in the developed world can be understood as a concept where through a social and political process, value and meaning in a particular setting is created. This focus of placemaking revolves around a setting in the urban environment, its role as a unique setting and, importantly, the people that make up this place: all of which is focused on a highly structured and formal participatory planning process.The role of placemaking in Latin America’s informal settlements, however, is largelyuntested. With more than 75% of Latin America’s population living in cities since 2001and over 30% (128 million people) of the urban population estimated to reside in what the United Nations define as slums; these informal settlements can offer alternative ways of thinking about urban space and the transformation of spaces people live in. In essence, informal settlements are, to a large extent, what people make of them through their own initiative and imagination. What they achieve is remarkable considering their limited resources and sometimes nonexistent participation in formal planning.Through empirical data collected in 2013 and 2014, this paper discusses how in theabsence of a formal participatory planning process (as the west or developed worldmay perceive it) and lack of resources the barrio of Caracoli, in Bogotá has been ableto create value and meaning in their place. This has been possible, despite social and economic difficulties –which are not to be forgotten-, through inventiveness and the richness of community members’ lives. In this sense, it can be argued that informal settlements can offer a different path to understanding the concept of placemaking currently dominating the developed world.

Learning from others at work: communities of practice and informal learning

This paper addresses the question of who is involved in learning in workplaces and the ways in which members of workgroups learn as part of their normal work. It draws on qualitative data from a study of multiple worksites with differentiated work within a large organisation. It examines the value of the notion of communities of practice in conceptualising such workplace learning and suggests that other forms of conceptualisation are also needed.

Assessing participation in discussion: an exploration of the issues

With the recognition in recent years amongst many university teachers that the ability to communicate in group situations is an important skill required by graduates, there has been increasing interest and use of the assessment of student participation in class discussion. Despite the increase in its use there has been very little study of this mode of assessment. There has, however, been much discussion in many departments on the value of its use and, in particular, concern expressed as to the problems of subjectivity and reliability and its adverse effect on class discussion. This paper explores some of the issues involved in assessing students' participation in class discussion, the reasons for its use, its limitations and ways it can be used more effectively.

Working with technology/making technology work: a round table discussion

What follows is an edited transcript of a conversation that took place on the topic of performance and technology at the Mechanics Institute, Brunswick, on Saturday 3 November 2013. The participants - Suzanne Kersten, David Pledger, Julian Rickert, Tamara Saulwick and Hellen Sky - are all practising artists who have engaged with various forms of everyday and extra-daily technologies in their creative work. Gorkem Acaroglu and Glenn D'Cruz facilitated and moderated the discussion.

A critical ethnography of communication processes involving the management of oral chemotherapeutic agents by patients with a primary diagnosis of colorectal cancer: study protocol.

AIM: To describe the protocol used to examine the processes of communication between health professionals, patients and informal carers during the management of oral chemotherapeutic medicines to identify factors that promote or inhibit medicine concordance. BACKGROUND: Ideally communication practices about oral medicines should incorporate shared decision-making, two-way dialogue and an equality of role between practitioner and patient. While there is evidence that healthcare professionals are adopting these concordant elements in general practice there are still some patients who have a passive role during consultations. Considering oral chemotherapeutic medications, there is a paucity of research about communication practices which is surprising given the high risk of toxicity associated with chemotherapy. DESIGN: A critical ethnographic design will be used, incorporating non-participant observations, individual semi-structured and focus-group interviews as several collecting methods. METHODS: Observations will be carried out on the interactions between healthcare professionals (physicians, nurses and pharmacists) and patients in the outpatient departments where prescriptions are explained and supplied and on follow-up consultations where treatment regimens are monitored. Interviews will be conducted with patients and their informal carers. Focus-groups will be carried out with healthcare professionals at the conclusion of the study. These several will be analysed using thematic analysis. This research is funded by the Department for Employment and Learning in Northern Ireland (Awarded February 2012). DISCUSSION: Dissemination of these findings will contribute to the understanding of issues involved when communicating with people about oral chemotherapy. It is anticipated that findings will inform education, practice and policy.

Supporting informal caregivers of people with advanced cancer: a literature review

Informal carers are people who provide care without a specific professional role. They provide diverse caregiving supports including disease-related problems, side effects of treatment and psychosocial impacts. This paper reports on a comprehensive review of caregiving literature, focusing specifically on cancer caregivers. The paper presents five observations drawn from the literature in order to make recommendations about how caregivers of people with advanced cancer can best be supported. The observations are: 1) caregivers are a heterogeneous group; 2) they have unique needs that differ to the patient; 3) their role includes more than attending to physical caregiving tasks; 4) they may feel unable to take a break from the role and 5) they need their own support which may be beneficial to their capacity to continue in the caregiving role. Recommendations for how health professionals can assist in supporting caregivers in their role are discussed.

Summer is a good time for informal education

Students look forward to summer because usually it means a break from formal and non-formal education. Formal education refers to education in formal educational institutions, such as pre-schools, primary, secondary and tertiary educational institutions and other registered training organisations. Non-formal education refers to organised educational activity outside the established formal system, that is intended to deliver a defined set of learning objectives to an identifiable group of learners (Chemistry in Australia, October 2014, page 33). Informal education refers to all learning outside the formal non-formal educational system; informal education is often associated with life-long learning as it can include reading non-fiction books and scholarly articles, viewing documentaries and other informal professional development. Informal education can also include travel to other countries and climates. Social constructivist theory maintains that learning occurs in social settings; conversely, most learners are limited by their cultural experiences. For example, Australian students have little first-hand experience of sublimation, but this is commonly observed in very cold climates when frost, ice or snow apparently “disappears” as it sublimes to water vapour, without passing through the liquid state. A favourite summertime activity is to go to the movies, especially in air-conditioned cinemas on a hot day or night. Watching movies are a form of virtual travel, and many educators make use of movies to illustrate chemistry concepts. Some movie producers want a sense of authenticity and work hard to get the details right, even though those details might be incidental to the main plot. For example, in Centurion, Roman soldiers fail in their rescue attempt, and are taunted by the Picts for stupidity -- they would have succeeded if they had only realised that metal become brittle in the cold. Another favourite example comes from The Lord of the Rings: The Two Towers, when Bilbo, Samwise and Gollum are crossing the Dead Marshes and see lights that appear to float over the Marshes. These wills-o-the-wisp have been known for centuries, and was the subject of a debate between George Washington and his officers. Washington and Thomas Paine, “the Father of the American Revolution”, believed that the lights were due to a flammable gas released from the marsh, while Washington’s officers believed that the lights were due to a flammable liquid on the surface of the marsh. On Guy Fawkes Night, 5 November, 1783, the Washington-Paine experiment showed that when mud at the bottom of a river was disturbed, bubbles of flammable gas rose to the surface of the water. (Unknown to Washington and Paine, Alessandro Volta had performed a similar experiment in 1776.) A problem with informal education is that it is often unguided. Students may find it difficult to discern the difference between scientific reality and an artistic distortion of reality in novels and movies. Educators have an important role here. If we only teach facts and concepts, learners will be dependent on a teacher. If however, we foster students’ curiosity and ability to exercise judgement, they will be able to learn for themselves, not just during the summer, but also in every season of every year.