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Since the introduction of the fibre optic distributed temperature system by York in 1986, the system has been successfully applied in a number of areas. The monitoring of hot‐spots in large power transformers and electricity cables to the analysis of the curing process in large concrete structures such as dams are some examples of where the technology is being used and is providing temperature data. Other more imaginative but nevertheless potentially feasible applications range from detecting black ice on roads to the monitoring of volcanic eruptions for the purpose of disaster prevention.
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in…
In this chapter, we present the Mobile Technology Capacity Building (MTCB) Framework, designed to enhance students’ appropriate use of personal mobile devices (PMDs) in workplace learning (WPL). WPL is a concept that denotes students’ learning that occurs in workplaces as part of their university curriculum. The workplace provides an environment for university students where learning and working and theory and practice are entwined. As such, WPL is an in-between or hybrid space where traditional roles, identities, and cultures are fluid and in transition. In the 21st century, where PMDs are more and more intricately interwoven into everyday personal, educational, and professional practices, learning with mobile technology offers new opportunities and possibilities to enhance WPL. The MTCB Framework for WPL focuses on cultivating agency and thoughtful consideration for practice contexts. Its development is underpinned by three sets of theoretical ideas: agentic learning, activity-centered learning design, and the entanglement of technology, learning, and work. Its design also draws on empirical data derived from surveys and interviews from 214 participants, including students, academics, and workplace educators that highlight the importance of considering workplace cultures. We conclude that the MTCB Framework addresses an urgent need for all stakeholders in WPL to build their capacity to use mobile technology effectively to contribute to enhancing WPL. Without a shared understanding of the role of mobile technology in WPL, it will remain difficult for students to make the most of the learning opportunities afforded by the use of PMDs in WPL.
Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining…
Despite the importance of increasing engagement and minimising attrition and drop‐out in parenting interventions, there is a paucity of empirical evidence examining factors related to engagement and participation. The range of factors examined in relation to engagement is generally limited in scope and variety, focusing on variables of convenience rather than utilising a theoretically‐driven approach.The aim of this article is to review the factors related to parental engagement with interventions and to describe strategies and implications for improving engagement with parenting interventions. Several policy and practice implications are identified: (1) Poor parental engagement may threaten or compromise the capacity of parenting programmes to deliver valued outcomes. Viable engagement strategies need to be a core part of prevention and early intervention parenting programmes; (2) Agencies delivering parenting services need a proactive engagement strategy, which includes strategies to prevent drop‐out, as well as strategies to actively respond to parental disengagement; (3) Research is needed to test the efficacy and robustness of different engagement enhancement strategies. Empirical tests are needed to test the effectiveness of different engagement strategies in order to ensure that the most efficient, cost‐effective and efficacious approach is used in order to engage parents. Investment of research effort to improve parental engagement is likely to have a high yield in terms of programme efficiency, utility and cost effectiveness. We conclude that research examining how to improve engagement and decrease non‐completion is needed to strengthen the population level value of parenting programmes as preventive interventions.
The authors use the debates instigated by Bernal's Black Athena to rethink the concepts of “race”, “culture” and “diversity” in organization and aim to examine their…
The authors use the debates instigated by Bernal's Black Athena to rethink the concepts of “race”, “culture” and “diversity” in organization and aim to examine their intersection with academic authority.
Drawing on the works of Derrida and Hegel, the authors question the pursuit of origins and illustrate its role in essentializing race, culture and diversity. The paper examines these through binaries including white/black, nature/culture, purity/diversity and diversity/university.
First, both the Black Athena debates and the organizational literature turn to origins to ground concepts of difference. This attests to the power of narratives of descent in defining current interests. Second, organization studies have relied on images of a clear past which had eliminated racialization and its implications. Whereas culture is considered progressive, as a user‐friendly term it has served as a “surrogate” or “homologue” for race. Diversity, in turn, has been deployed both to harbour and to control difference in organization.
The Black Athena debates alert people to the authority of scholars and practitioners in normalising identity categories in organization. They challenge people to develop theories and practices of organizational diversity that are open to ongoing difference rather than essence and origin.
Derrida's contribution has rarely been used in organizational history, particularly its implication with Hegel's legacy to the historical and cultural canon. The paper invites readers to rethink the notions of race, culture and diversity by examining their historical development and considering the history of their inclusion into the canons of management and organization. Historicising can unsettle entrenched assumptions, but the cautionary word is that it can also legitimate current practices by identifying their relevance since “the beginning”.
This study aims to explore the utility of collaborative knowledge sharing with stakeholders in developing and evaluating a training programme for health professionals to…
This study aims to explore the utility of collaborative knowledge sharing with stakeholders in developing and evaluating a training programme for health professionals to implement a social intervention in dementia research.
The programme consisted of two phases: 1) development phase guided by the Buckley and Caple’s training model and 2) evaluation phase drew on the Kirkpatrick’s evaluation model. Survey and interview data was collected from health professionals, people with dementia and their supporters who attended the training programme, delivered or participated in the intervention. Qualitative data was analysed using the framework analysis.
Seven health professionals participated in consultations in the development phase. In the evaluation phase, 20 intervention facilitators completed the post one-day training evaluations and three took part in the intervention interviews. Eight people with dementia and their supporters from the promoting independence in dementia feasibility study participated in focus groups interviews. The findings show that intervention facilitators were satisfied with the training programme. They learnt new knowledge and skills through an interactive learning environment and demonstrated competencies in motivating people with dementia to engage in the intervention. As a result, this training programme was feasible to train intervention facilitators.
The findings could be implemented in other research training contexts where those delivering research interventions have professional skills but do not have knowledge of the theories and protocols of a research intervention.
This study provided insights into the value of collaborative knowledge sharing between academic researchers and multiple non-academic stakeholders that generated knowledge and maximised power through building new capacities and alliances.
Purpose: The primary purpose of this study is to examine the association between Internet use, skills, and health-related Internet activities, on the one hand, and…
Purpose: The primary purpose of this study is to examine the association between Internet use, skills, and health-related Internet activities, on the one hand, and perceived health outcomes of health-related Internet use, use of healthcare services, and self-rated health (SRH), on the other hand, the latter conceptualized as gains constituting the “third digital divide.” Secondarily, we seek to examine whether the above associations are maintained after accounting for demographic characteristics.
Methodology: A nationally representative random-digital-dial (RDD) telephone household survey of Israeli adult population (aged 21 and older, N = 819). The survey measured different dimensions of Internet use – frequency, experience, Web 1.0 general consumption and health-related activities, Web 2.0 production activities (general and health-related), and content evaluation. Potential health benefits included perceived outcomes of Internet use for health purposes, use of healthcare services and SRH.
Findings: In a multiple hierarchical regression model, adjusting for demographic variables, Internet use was associated with increased use of healthcare services and better perceived outcomes of Internet use for health purposes, but not with SRH.
Research Implications and Limitations: Health-related Internet use is associated with a sense of empowerment and enhanced use of healthcare services, but – after accounting for background variables – is not associated with SRH. Limitations include self-reports and a cross-sectional design, the latter precluding inference on causality.
Practical Implications: Internet use, specifically Web 1.0 consumption activities, is associated with increased use of healthcare services and is positively associated with perceived health outcomes. No such relationships were found for Web 2.0 activities. Future technological developments in services should take the digital divide into account and design products that will benefit disadvantaged groups.
Originality/Value: While rigorously assessing various dimensions of Internet use, the study distinguishes between various benefits of Internet use in the health domain, clarifying which benefits are associated with Internet use for health purposes.
Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their…
Canadian postsecondary institutions are increasing their emphasis on internationalization, sending many students abroad and welcoming students from far and wide onto their campuses. Also, Canadian organizations and multinational corporations have an increasingly diverse workforce. These trends require postsecondary institutions to prepare students adequately for this global village of the 21st century. At the University of Victoria’s (UVic’s) Co-operative Education Program and Career Services, we have created a strategy to help develop global ready graduates using a framework derived from Earley and Ang’s work on cultural intelligence (Earley & Ang, 2003). Cultural intelligence (CQ) is defined as an individual’s capability to function and manage effectively in culturally diverse settings (Ang & Van Dyne, 2008). A recently completed research project to measure the development of cultural intelligence of students participating in the UVic’s CANEU-COOP program formed the impetus for developing this CQ strategy (McRae, Ramji, Lu, & Lesperance, 2016). The strategy involves a framework that includes curriculum for inbound international students, outbound work-integrated learning (WIL) students, and all students preparing to work in diverse workplaces. In addition to developing specific curricula for these audiences, the strategy includes tools to assess the intercultural competencies that students gain during their WIL experiences, as well as helping students use these competencies to transition to the 21st century global village. This strategy and the Intercultural Competency Development Curriculum (ICDC) are discussed in this chapter.
The recent publication of Cysticercosis—an Analysis and Follow‐up of 450 Cases, by Drs. Dixon and Lipscombe (M.R.C. Special Report, Series No. 299) which is believed to contain information relating to all human infestations with C. Cellulosœ in this country up to 1957, prompts one to look at another picture of cysticercosis, viz., C. bovis in cattle. Almost all the cases of human cysticercosis followed up in the report were among British service personnel who had served in India and other eastern sectors, but chiefly India. Since no British troops have served in this area for the past 13 years, human cysticercosis, always a rare disease, is becoming even rarer.
We understand that at the Annual Meeting of the Iron and Steel Institute it was decided to expel all the alien‐enemy members of that body. In commenting upon this action The Engineer observes that it is some time since the name of the German Emperor was removed from the list of honorary members of the Institution of Civil Engineers, but that up to the present time ordinary alien‐enemy members of this Institution have not been expelled. The same observation applies to the Institution of Mechanical Engineers.