‘In the air’ and below the horizon: migrant workers in UK construction and the practice-based nature of learning and communicating OHS

Local, tacit and normally unspoken OHS (occupational health and safety) knowledge and practices can too easily be excluded from or remain below the industry horizon of notice, meaning that they remain unaccounted for in formal OHS policy and practice. In this article we stress the need to more systematically and routinely tap into these otherwise ‘hidden’ communication channels, which are central to how everyday safe working practices are achieved. To demonstrate this approach this paper will draw on our ethnographic research with a gang of migrant curtain wall installers on a large office development project in the north of England. In doing so we reflect on the practice-based nature of learning and sharing OHS knowledge through examples of how workers’ own patterns of successful communication help avoid health and safety problems. These understandings, we argue, can be advanced as a basis for the development of improved OHS measures, and of organizational knowing and learning.

Developing teacher-researchers: a practice-based Masters of Education

Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing globalised, digital environment. In order to support contemporary teachers’ work, professional learning needs to be grounded in the contexts and identities of teachers, while engaging them in theoretical discourse. Such an approach challenges traditional approaches to the offering of a Masters in Education by distance learning. This presentation reports on a university-educational authority partnership designed to enable practising teachers to gain Masters qualifications through practice-based ethnographic data collection and research. The context of this partnership is a new professional learning program being offered by Deakin University, Australia and the Catholic Education Office Melbourne. Teachers plan and conduct projects in which they identify an issue to be addressed at their school; research the issue identified; develop and implement an intervention to address the issue; and report on the intervention. Teachers have the option of gaining credit towards a Masters of Education by submitting their work for formal assessment. The participants in this mixed methods study are teachers who are undertaking the post-graduate units embedded in a professional learning program. Teachers are invited to undertake anonymous online pre- and post- surveys with both qualitative and quantitative data collected. Data is also collected through teacher interviews and collection of classroom artefacts including planning documents and work samples. Initial findings illustrate that a practice-based approach to Masters studies engages teachers as creators rather than reproducers of knowledge. The use of a range of print and new digital media both within the design and operation of an online learning environment and pedagogies for effective adult professional learning enable flexible and creative pedagogical responses and knowledge creation by teachers.

Co-occurring addictive and psychiatric disorders. A practice-based handbook from a european perspective

This book provides a comprehensive, state of the art overview covering both the diagnosis and the treatment of dual disorders – joint psychiatric and substance use disorders – in a way that is highly relevant to clinical work and the organization of health care systems. It is designed to meet the real need for an European perspective on dual disorders, taking into account the realities of European treatment organization. All chapters have been written by European authors and, in addition to a comprehensive overview of the specific topics, highlight available European treatment programs, guidelines and European research. Dual disorders are increasingly encountered by health professionals working in mental health and addiction care, and they represent a formidable challenge for caregivers, care organizations, and society as a whole. During the past decade, various approaches and programs have been designed to challenge the traditional gap between addiction treatment and mental health care. The overwhelming majority of the programs, however, have emanated from the United States. Given the vast differences between the European and U.S. health contexts, it can be questioned whether these American oriented treatment programs can seamlessly be implemented in European countries. Therefore, Co-occuring Addictive and Psychiatric Disorders – A Practice-Based Handbook from a European Perspective represents a timely and much needed addition to literature on dual disorders.

Promoting physical activity to older adults : a preliminary evaluation of three general practice-based strategies

The aim of this study was to explore the feasibility of an exercise scientist (ES) working in general practice to promote physical activity (PA) to 55 to 70 year old adults. Participants were randomised into one of three groups: either brief verbal and written advice from a general practitioner (GP) (G1, N=9); or individualised counselling and follow-up telephone calls from an ES, either with (G3, N=8) or without a pedometer (G2, N=11). PA levels were assessed at week 1, after the 12-wk intervention and again at 24 weeks. After the 12-wk intervention, the average increase in PA was 116 (SD=237) min/wk; N=28, p < 0.001. Although there were no statistically significant between-group differences, the average increases in PA among G2 and G3 participants were 195 (SD=207) and 138 (SD=315) min/wk respectively, compared with no change (0.36, SD=157) in G1. After 24 weeks, average PA levels remained 56 (SD=129) min/wk higher than in week 1. The small numbers of participants in this feasibility study limit the power to detect significant differences between groups, but it would appear that individualised counselling and follow-up contact from an ES, with or without a pedometer, can result in substantial changes in PA levels. A larger study is now planned to confirm these findings.

Creative writing: A practice-based account of designing and facilitating life-writing workshops for a group With severe mental illness

This chapter is based on the experience and findings of a pilot project developed to investigate the feasibility of providing a writing workshop for people participating in psychosocial rehabilitation programmes provided by a non-government agency in Brisbane, Queensland, Australia. It was a qualitative study, making use of observational data, interviews with participants, and informal reports. We did not seek to test theoretical models concerning the link between creative writing and recovery through the pilot project, but rather to evaluate the immediate impact of a writing workshop conducted in the manner outlined in the preceding chapter by Philip Neilsen (chapter 7).

'One cut too many?' History and film: a practice-based case study

This article explores the different ways that film-makers and historians approach the narrating of the past. It draws upon a collaborative, practice-based case study of a feature film project, The enigma of Frank Ryan, in order to explore the role of the history film as a vehicle for extending historical understanding. In the dialogue between film-maker and historian, a range of issues regarding the import of the history film for the practice or 'poetics' of history is explored.