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Mental health (MH) and caring can be demanding for those directly and indirectly impacted. An under-researched area is that of professionals’ personal experiences of caring for a loved one with MH difficulties. This study aims to provide an in-depth exploration of psychologists’ experiences of caring and its impact on clinical practice.

A total of 11 psychologists with experiences of caring for a loved one with a diagnosed MH condition and/or MH distress participated in semi-structured interviews focused on caring experiences and its impact. Transcripts were analysed using thematic analysis.

Themes identified were as follows: personal and professional roles; the emergence of a carer identity; carer stress and strain; impact on professional practice; and dual positioning.

This study highlighted the knowledge and value of listening to professionals with lived experiences. Their ability to understand stigmatisation through personal caring experiences may facilitate the mitigation of this for vulnerable people attending clinical services.

The purpose of this paper is to provide an overview of the development of an institution wide approach to learning analytics at the University of Wollongong (UOW) and the inclusion of library data drawn from the Library Cube.

The Student Support and Education Analytics team at UOW is tasked with creating policy, frameworks and infrastructure for the systematic capture, mapping and analysis of data from the across the university. The initial data set includes: log file data from Moodle sites, Library Cube, student administration data, tutorials and student support service usage data. Using the learning analytics data warehouse UOW is developing new models for analysis and visualisation with a focus on the provision of near real-time data to academic staff and students to optimise learning opportunities.

The distinct advantage of the learning analytics model is that the selected data sets are updated weekly, enabling near real-time monitoring and intervention where required. Inclusion of library data with the other often disparate data sets from across the university has enabled development of a comprehensive platform for learning analytics. Future work will include the development of predictive models using the rapidly growing learning analytics data warehouse.

Data warehousing infrastructure, the systematic capture and exporting of relevant library data sets are requisite for the consideration of library data in learning analytics.

What was not anticipated five years ago when the Value Cube was first realised, was the development of learning analytic services at UOW. The Cube afforded University of Wollongong Library considerable advantage: the framework for data harvesting and analysis was established, ready for inclusion within learning analytics data sets and subsequent reporting to faculty.

This paper examines how mathematics teacher educators (MTEs) learn to enact equitable mathematics instruction using technology through lesson study (LS).

A LS team with three MTEs conducted three iterations of LS on teaching the Pythagorean Theorem in an in-person, technology-mediated environment. Many forms of data were collected: Desmos activities, videos of research lessons (RLs), videos of MTE RL debriefings, artifacts of student learning in the Desmos Dashboard, and MTEs' written self-reflection. The authors investigate the teacher educators' learning through LS by analyzing the MTE debriefings of the RLs using Bannister’s (2015) framework for teacher learning in communities of practice.

The MTEs learned to enact equitable mathematics instruction using technology through addressing emerging issues related to intellectual authority and use of student thinking. Throughout the LS, the MTEs sought ways of promoting students' mathematical authority and using student thinking through features of the Desmos platform.

This study focuses on MTEs' learning without examining participating preservice teachers' learning. It demonstrates the benefits of LS for MTEs' professional learning.

This study showcases how a research-based Desmos activity is used and refined to promote MTE learning how to implement equitable mathematics instruction.

The study contributes to better understanding of how LS could be used to develop MTEs' professional learning. Moreover, the dual process of participation and reification was concretized through diagnostic and prognostic frames in the LS context, which enriches the concept of community of practice.

This research distinguishes between abstract brand concepts built through the development of diverse product portfolios (i.e. portfolio abstractness) and those built through establishing human-like images (i.e. image abstractness), and investigates the joint effect of the two types of brand abstractness on building brand equity.

The three studies presented use experimental design with participants in a laboratory setting and members of an online participant panel.

Three studies demonstrate that while building abstractness by expanding a brand’s product portfolio can generate favorable brand evaluations, this positive effect is marginal compared to when the brand is imbued with human-like characteristics. Furthermore, the favorable effects on brand equity because of abstractness associated with a human-like brand image are evident in protection from brand dilution in the face of negative publicity.

The findings suggest that a consideration of different forms of abstractness is key to unlocking the complexities of understanding customer-based brand equity.

This research shows that although building abstractness through a diversified product portfolio or a symbolic, human-like brand image can favorably impact customer-based brand equity (i.e. attitudes and responses to negative publicity), the former strategy has a marginal effect compared to the latter.

This is the first research to conceptualize brand abstractness as stemming from broad portfolios or from human-like brand images. Additionally, it provides a holistic understanding of how these two forms of abstractness jointly influence brand evaluations and responses to negative publicity.

May 16, 1973 Industrial Relations — Unfair dismissal — Strike — Employees on strike — Subsequent dismissals on same day as ending of strike — Whether employees taking part in strike on “date” of dismissal — Meaning of “date” — Industrial Relations Act, 1971(c.72),s.26.

The purpose of this paper is to report on video making in two different contexts within the Community Arts Zone research project, an international research project concerned with the connections between arts, literacy and the community.

At one project site, researchers and parents from the community filmed their children making dens with an artist. At another site, a professional film crew filmed young people engaged in arts practice in school settings.

In both cases, researchers, artists and community participants collaborated to do research and make video. This paper discusses the ways that this work was differently positioned at the two sites. These different positionings had implications for the meaning ascribed to video making from the point of view of the participants, researchers and artists involved.

By drawing on perspectives of researchers and artists, the paper explores implications for video making processes within ethnographic research. These include a need for awareness of the diversity and fragmentation of the fields of both visual research and visual arts practice. In addition, the relationship between research and the visual is unfolding in a context in which the digital is increasingly ubiquitous in everyday life. Therefore the authors argue for the need for researchers and artists to explore their epistemological assumptions with regards to video and film, and to consider the role of the digital in the lives of their participants. The coming together of these positions and experiences is what constructs the meaning of the digital and visual in the field.

This paper aims to present a thematic analysis of student nurses’ experiences of an innovative collaboration between a mental health Recovery College and a nursing faculty, where Recovery College trainers’ expertise in co-production and peer facilitation were foregrounded. The aim of this study is to understand how nursing students experienced being peer facilitators of well-being workshops for fellow students following training with Recovery College trainers.

Thematic analysis of qualitative data from eight semi-structured interviews and a focus group with 15 participants.

The overarching theme that emerged was “The process of being a student Peer Facilitator”. Six themes emerged from the data: “What we brought”; “Conceptualisation”; “Adaptation”; “we’re giving them the tools”; “What we gained”; and “Development”.

Mental health nurse educators could forge collaborative relationships with Recovery College colleagues with a broader remit than service users’ “lived experience” of mental distress. Student nurses should be given opportunities to be peer facilitators and draw on their lived experience as student nurses as means of addressing their and their peers’ mental health.

Original findings were that the student experience of being a peer facilitator was different to their other experiences in education and clinical practice. They drew on their lived experience throughout and found that they learned skills to address their well-being through supporting other students to improve theirs.

Purpose: This study seeks to determine the marketplace practices in which consumers engage with regard to masculine and feminine codes employed in product design. Since extant consumer research argues that consumers prefer marketing stimuli that match their sex or gender identity, this study also asks how consumers’ practices inform this understanding of the possession-self link.

Design/methodology/approach: This study used semi-structured interviews with an auto-driving component to answer the research questions. Data from 20 interviews were analyzed using feminist critical discourse analysis and a poststructuralist feminist-informed theoretical framework.

Findings: Four consumer practices identified in the data show that interpretations and evaluations of product gender are sometimes, but not always, a reflection of the gendered self.

Research limitations/implications: This research shares a snapshot of a cohort of individuals that interact with the marketplace, but there are some perspectives missing. Future research must engage with individuals from different socioeconomic backgrounds, as well as non-binary or gender nonconforming individuals, in order to enhance or even challenge these findings.

Practical implications (if applicable): Evidence from the marketplace demonstrates intense criticism of products that have been coded as masculine or feminine based on gender stereotypes or men and women’s perceived aesthetic tastes. Marketers are encouraged to use gender codes to differentiate products catered to men and women based on their ergonomic or biological needs.

Originality/value: This study complicates theory on the possession-self link to show cases in which that link is broken. Engaging critically with the topic of product gender from a poststructuralist feminist perspective also illustrates how marketing practices may help or harm consumers.