'Moving On' and Transitional Bridges : Studies on migration, violence and wellbeing in encounters with Somali-born women and the maternity health care in Sweden

During the latest decade Somali-born women with experiences of long-lasting war followed by migration have increasingly encountered Swedish maternity care, where antenatal care midwives are assigned to ask questions about exposure to violence. The overall aim in this thesis was to gain deeper understanding of Somali-born women’s wellbeing and needs during the parallel transitions of migration to Sweden and childbearing, focusing on maternity healthcare encounters and violence. Data were obtained from medical records (paper I), qualitative interviews with Somali-born women (II, III) and Swedish antenatal care midwives (IV). Descriptive statistics and thematic analysis were used. Compared to pregnancies of Swedish-born women, Somali-born women’s pregnancies demonstrated later booking and less visits to antenatal care, more maternal morbidity but less psychiatric treatment, less medical pain relief during delivery and more emergency caesarean sections and small-for-gestational-age infants (I). Political violence with broken societal structures before migration contributed to up-rootedness, limited healthcare and absent state-based support to women subjected to violence, which reinforced reliance on social networks, own endurance and faith in Somalia (II). After migration, sources of wellbeing were a pragmatic “moving-on” approach including faith and motherhood, combined with social coherence. Lawful rights for women were appreciated but could concurrently risk creating power tensions in partner relationships. Generally, the Somali-born women associated the midwife more with providing medical care than with overall wellbeing or concerns about violence, but new societal resources were parallel incorporated with known resources (III). Midwives strived for woman-centered approaches beyond ethnicity and culture in care encounters, with language, social gaps and divergent views on violence as potential barriers in violence inquiry. Somali-born women’s strength and contentment were highlighted, and ongoing violence seldom encountered according to the midwives experiences (IV). Pragmatism including “moving on” combined with support from family and social networks, indicate capability to cope with violence and migration-related stress. However, this must be balanced against potential unspoken needs at individual level in care encounters.With trustful relationships, optimized interaction and networking with local Somali communities and across professions, the antenatal midwife can have a “bridging-function” in balancing between dual societies and contribute to healthy transitions in the new society.

Synthesis, polymerization and wool coating studies of 3-iso-butylpyrrole and 3-iso-pentylpyrrole

In a four-step method starting from pyrrole, the synthesis of 3-iso-butylpyrrole and 3-iso-pentylpyrrole, was achieved in 45 and 44% yields, respectively. Polymerization studies of these branched alkyl pyrroles are described and the results compared with those obtained for the unbranched structural isomers n-butyl and n-pentylpyrrole. A series of conductive textiles were produced by the chemical polymerization of the iso-alkylpyrroles using both solution and vapour polymerization techniques. Fabrics coated with poly-iso-alkylpyrrole formed using the solution polymerization method had a lower surface resistance than those formed using the vapour polymerization method. These conductivity results were in direct contrast to those previously obtained for 3-n-alkylpyrroles on fabrics. A remarkable crystal-like growth on the surface of the textile fabric was observed when solution polymerization of 3-iso-pentylpyrrole was employed—reinforcing the notion that subtle changes in monomer structure can drastically affect bulk polymer properties.

Playing a critical role: experiential learning resources and analytical media studies in higher education

This article compares two Information and Communication Technologies (ICTs) used in the Faculty of Arts, Deakin University Australia, and investigates the relationships between technology, pedagogy and key issues in the teaching and practice of public relations, in a media studies context. The online role-play ‘Save Wallaby Forest’ and the e-simulation ‘PRessure Point! Getting Framed (GF), in their different ways, afford learning  environments with capabilities that present public relations and media students with opportunities to discover a critical consciousness, break out of naturalised world-views, and explore alternative approaches to organisational communication. Furthermore, they present students with complex ethical issues to investigate based around the idea that media industries are powerful discursive producers and reproducers of social norms, values and beliefs which in turn shape notions of identity and influence the formation of public opinion in society (Fairclough 1999; Habermas 1995). This article explores the intersections and differences between these distinct ICTs in their relationships to a constructivist learning approach and ethical questions about how public relations both produces and reproduces world views through practice. This interacting nexus – between technology, pedagogy and theme – is significant because “what happens in the learning process” relates to the learning outcome and therefore has the potential to develop holistic reflexivity in studies of public relations (Laurillard 2003, p.42).

Community, gender and violence: Subaltern studies XI / P Chatterjee & P Jeganathan

Spectroscopic and model compound studies relevant to wool processing

Describes the development of a cell to hold loose wool fibre, fabric and yarn samples for the collection of Fourier Transform Raman spectra. Then follows a detailed study of reactions of Lanasol (Ciba) dyes with wool, the dyes forming covalent bonds with various amino acids in the fibres.

Parallel TAFE and higher education studies in construction management : from collaboration to dual qualifications.

Collaboration between TAFE (vocational colleges) and universities in Australia in construction management has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Articulation pathways have traditionally been viewed as the poor relation of university entry. In 2005, the first pilot project in dual sector construction education was conducted at RMIT University in Melbourne. Higher education students completed electives in practical units within the TAFE sector. Due to the overwhelming success of the project, practical electives were firmly embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009 which has seen construction management students graduate with a dual qualification – both a TAFE qualification and a Higher Education degree. The case studies of this final phase reveal that students and industry want the benefits of a practical qualification. The data raises critical questions about education pathways and suggests long-term implications for construction and dual sector education in Australia.

Combining vocational and higher education studies to provide dual parallel qualifications – an Australian case study

Developing academic relationships between vocational colleges and universities in Australia has been problematic, with exchanges between the two sectors limited to linear articulation and prescribed credit transfer. Whilst some very good examples of collaboration exist, the two sectors generally operate independently of each other. The isolation of the sectors has meant frustration for students and employers who want a flexible, collaborative model to meet changing industry needs. This paper reports upon a pilot project in construction management at a Melbourne university that attempted to address these needs. It demonstrates how over a five year period, HE students completed electives in practical units within the VET sector. The overwhelming success of the project meant that practical electives were embedded in the construction management programme in 2007 and this paper reports on the third, final phase of the project in 2009/10 which saw construction management students graduate with a dual qualification – both a vocational qualification and a university degree. Interviews conducted in this final phase reveal that students and industry want the benefits of a practical and theoretical qualification. The paper raises critical questions about educational pathways and suggests long-term implications for construction and tertiary education in Australia and internationally.

An inclusion complex of β-Cyclodextrin-L-Phenylalanine : 1H NMR and molecular docking studies

An inclusion host-guest complex between β-cyclodextrin (β-CD) and L-phenylalanine (LPhe) was investigated using ¹H nuclear magnetic resonance spectroscopy and molecular docking techniques. ¹H chemical shift changes of β-CD were used to calculate the stability constant (K_stb) of the complex. On the basis of the Hildebrand-Benesi method, the K_stb of the 1:1 complex in D₂O solution at 300 K, pD 7.6 was of 25.5 M^-1, implying a fast intermolecular exchange rate process. Interestingly, docking simulation indicates the toroidal space can be occupied by L-Phe with two favorable arrangements. For the predicted model with the higher probability score, the L-Phe aromatic ring is facing to the secondary hydroxyl groups of β-CD. Results from NMR and docking simulation are in good agreement with the x-ray structures of β-CD/L-phenylalanine derivatives.

The antimicrobial efficacy of elaeis guineensis : characterization, in Vitro and in Vivo studies

The urgent need to treat multi-drug resistant pathogenic microorganisms in chronically infected patients has given rise to the development of new antimicrobials from natural resources. We have tested Elaeis guineensis Jacq (Arecaceae) methanol extract against a variety of bacterial, fungal and yeast strains associated with infections. Our studies have demonstrated that E. guineensis exhibits excellent antimicrobial activity in vitro and in vivo against the bacterial and fungal strains tested. A marked inhibitory effect of the E. guineensis extracts was observed against C. albicans whereby E. guineensis extract at =, 1, or 2 times the MIC significantly inhibited C. albicans growth with a noticeable drop in optical density (OD) of the bacterial culture. This finding confirmed the anticandidal activity of the extract on C. albicans. Imaging using scanning (SEM) and transmission (TEM) electron microscopy was done to determine the major alterations in the microstructure of the extract-treated C. albicans. The main abnormalities noted via SEM and TEM studies were the alteration in morphology of the yeast cells. In vivo antimicrobial activity was studied in mice that had been inoculated with C. albicans and exhibited good anticandidal activity. The authors conclude that the extract may be used as a candidate for the development of anticandidal agent.

Effective integration of teaching and research in a first year food and nutrition course

Previous research has indicated that undergraduate student learning can be enhanced through active involvement in research. Furthermore, creating an academic environment where teaching and research are intimately linked can facilitate the induction of students into a community of learners where new knowledge is created, explored and critiqued. Scaffolding and supporting student learning via engagement in authentic research experiences can work to ensure graduating students have the capacity to generate and investigate important questions that contributes to the development of new knowledge. This paper presents a case study that outlines curriculum design and pedagogical strategies aimed at integrating teaching and research within the first year of an undergraduate course. First year Food and Nutrition students were asked to partake in a research project where they were asked to complete a series of diet and food related questionnaires, analyse, interpret and critique the resulting data. Students were supported through this learning activity via small group tutorial support and question and answer sessions within the learning management system. Anonymous evaluation of the teaching and learning experience was conducted at the end of the teaching period and the results indicate that the students welcomed the opportunity to engage in an authentic, research based learning activity. Students’ found the assessment tasks were clearly explained to them (88% agreeing), and felt well supported in approaching this research based assessment task. Furthermore, the qualitative comments indicated that the students’ found the learning environment to be meaningful and relevant. This case study indicates that it is possible to effectively incorporate authentic research experiences within the curriculum of a first year course. The experiential, inquiry based learning approach used supported the students’ participation in a systematic, rigorous data collection process required in a structured research environment and blended these requirements with authentic learning of discipline specific skills and knowledge.