Situated Practices Research Articles

Anesthesia practice in collective emergency situations: Example of Togo army peacekeeping hospital

Objective: To report on anesthesia activities at the Togo Armed Forces Hospital deployed to Kidal in northern Mali as part of the Minusma. Patients and methods: This is a retrospective descriptive study carried out from 1er March 2015 to 29 February 2020. Results: One hundred and six (106) patients were treated under anaesthesia, i.e. an average of 21.2 per year. The mean age was 28.9 years, with extremes of 4 and 57 years. The patients were predominantly male, with a sex ratio of 25.5. Military personnel accounted for 74% of patients. Traumatic emergencies were the most frequent (56.4%), including 42.3% war injuries. Trauma and visceral surgeries were the most common at 48.1% and 47.2%. 66.1% of patients were classified as ASA1u. General anesthesia with orotracheal intubation (GA + OTI) was used in 56.6%. Ketamine (68.4%) and Propofol (31.6%) were most commonly used. Rocuronium was used in 88.3% of cases, and Fentanyl was the only morphine used. All patients received minimal monitoring of blood pressure, pulse, electrocardiogram, oxygen saturation and capnogram. Twenty (20) % of patients received a transfusion of packed red blood cells; only one patient received a transfusion of lyophilized plasma. Tranexamic acid was used in 9.4% of patients. Multimodal analgesia was provided with Paracetamol, Nefopam, Ketoprofen and Morphine. Forty-two patients were evacuated after stabilization, 59.5% to level 3 (Dakar) and 40.5% to level 2+ (Bamako). Intraoperative complications were dominated by arterial hypotension (35.2%) and shivering (19.6%). We recorded 0.6% intraoperative deaths. Conclusion: The organization of anesthesia care remains a major challenge in areas with limited medical resources and in conflict zones. It is possible thanks to improved medical equipment and ongoing simulation of medical and paramedical staff in emergency and disaster medicine.

Exploring family-school partnership during emergency remote teaching in the first wave of the COVID-19 pandemic – parents’ perspective. A case study from a Polish elementary school

The study aimed to explore parents' experiences of engaging with their children's remote education during the first wave of the COVID-19 pandemic, focusing on the issues of the family-school partnership. The question posed here asks how the family-school relationship was negotiated as well as the role of parents and the role of schools. This line of inquiry is unexplored but vital to understand better the tacit underpinnings of remote education practices and the unobvious potential of parents in the schools in times of crisis. Understanding these relationships provides insights into the processes that occur when schools hastily change their way of teaching while impacting the family environment. This participatory, qualitative case study used data from open-ended questions in an electronic survey, with responses from 104 parents affiliated with a public elementary school in a metropolitan area. In addition, data from the school's electronic registry were included. The qualitative analyses applied constructivist grounded theory strategies. During qualitative analyses of parental narratives, categories were identified that described parents' actions as negotiations conducted with the school. These negotiations pertained to the definition of the situation (characterizing the practices implemented by the school), the comprehension of teaching, including remote teaching, the level and nature of the parents’ involvement in pandemic education, and the extent of their (desired) influence on the shape of implemented solutions. The research uncovered the taken-for-granted vision of the school under the study as an expert entity capable and entitled to independently address even extraordinary challenges without consulting the stakeholders themselves. This vision was challenged by parents. Their initiation of negotiations was considered a manifestation of empowerment and emancipation. Further research on empowering practices of parents as partners, especially concerning changes in educational practices in extraordinary situations.

Experimental program for the formation of transversal competencies of future teachers in the educational environment of the Pedagogical University

The article reveals the theoretical aspect of the problem of the formation of transversal competencies of future teachers. The material contains a presentation of a pilot program for the formation of transversal competencies of future teachers. The purpose of the study was to highlight the category of "transversal competencies" and develop a plan for a pilot (experimental) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. The study was performed using the following methods: synthesis of information contained in the scientific literature; systematization of the author’s positions of scientists who studied the category of "transversal competencies"; represent the plan of the experimental (pilot) program for the formation of transversal competencies of future teachers in the educational environment of the pedagogical university. Analysis of scientific sources allowed to fix that transversal competencies are characterized by the following features: integral interdisciplinary and territorial transferability; be able to form both in a professional and in a personal environment; dependence on social and interpersonal relations; cross-culturality and cross-functionality in the study; the possibility of development in mixed learning; active communication and interactive character; significance for the production of the "Life-long learning" system. The content of the category "transversal competencies" (for Kopus, Babiy) as a system complex of instrumental (practical-realizable), interpersonal (individually generated) and system (integral) competencies that implement the parameter of transfer (transfer) of the system of acquired knowledge, skills and skills of the individual into the plane of solving professional and pedagogical tasks and situations of educational practice on the basis of introduction of individual metacognitive and professional potential of the person.

Interactive virtual reality training to improve socio-emotional functioning in adolescents with developmental language disorders: A feasibility study.

Methods to effectively improve socio-emotional functioning by adolescents with developmental language disorders (DLD) are scarce. Current methods to improve socio-emotional functioning in adolescents with other neurobiological disorders seem less suitable, as these methods are highly language based. This study therefore examined the feasibility of the virtual reality (VR) training for socio-emotional skills: 'InterAction'. The aims of the present study were to (1) examine whether interactive VR is a feasible training method for adolescents with DLD; (2) investigate adolescents' appreciation of the VR training; (3) examine whether the virtual reality training facilitates the participants' sense of presence during social practice situations in an interactive digital world; and (4) explore whether adolescents socio-emotional skills improved during the six-session training. A sample of nine adolescents (13-16years) with DLD reported on their presence in VR contexts and their appreciation toward the VR training. They also completed weekly self-reports on their socio-emotional functioning. Results indicated that 'InterAction' was a feasible method to practice socio-emotional functioning with adolescents with DLD. Adolescents highly appreciated the VR training. In addition, adolescents rated the sense of presence as high in the VR training. The individual trajectories showed that improvements in the trained skills varied both between and within participants. The results were also not uniform between the specific skills trained. The findings suggest that interactive virtual reality training may be a promising tool for improving socio-emotional functioning in adolescents with DLD. Future studies should examine the positive indications of this study in a larger sample.

INCORPORATING MULTILITERACY PEDAGOGY ELEMENTS INTO EFL SPEAKING CLASS THROUGH DIGITAL STORYTELLING

In a globalised world where cross-cultural communication is becoming increasingly
 important, the ability to communicate effectively in various contexts through spoken
 language is crucial. Multiliteracy enables individuals to communicate effectively and
 confidently in a variety of contexts, both within their own culture and across cultures.
 Digital storytelling utilises diverse modes of communication, promotes creativity and
 global communication, and integrates technology in the learning process, making it a
 valuable tool for multiliteracy pedagogy. Thus, the study aims to show how multiliteracy
 pedagogy elements are incorporated into English as a Foreign Language speaking class
 through digital storytelling. This is a pilot study in which thematic analysis is used to find
 the themes within four knowledge processes of multiliteracy pedagogy in digital
 storytelling activity. The findings show that through experience, the students can practise
 speaking in an authentic context, develop their language skills through conceptualising
 and analysing their stories, and receive feedback from peers and teachers. Therefore,
 digital storytelling achieves the purpose of representing all four elements of multiliteracy
 pedagogy, namely, situated practice, overt instruction, critical framing, and transformed
 practice which facilitate the growth of speaking proficiency.

Weaknesses in Emergency Remote Teaching in Higher Education Within the Context of the ODL Learning Component in Turkey

In critical situations caused by crises such as a pandemic, emergency remote teaching (ERT) practices might not be effective because they depend mostly on on-the-spot decision-making. On the other hand, open and distance learning (ODL) has its own dynamics and is a well-planned system. In order to put quality ODL plans into practice in crisis situations, contingency plans, created before any crises, are required. Past crises ought to be examined in order to cope with future crises effectively. This study aims to identify weaknesses in ERT practices in higher education within the context of the learning component of ODL system by focusing on COVID-19 and using it as an example of a past crisis. Exploratory case study was the method used. The study group consisted of 14 faculty and 14 learners from 14 higher education institutions. Qualitative data were collected via semi-structured interviews and documents. The data were analyzed using descriptive and content analysis. Research findings revealed that ERT has many weaknesses in several themes within the context of the learning component of the ODL system; these include teaching method, course structuring, and e-learning materials, among others. In light of the findings, it can be concluded that many factors influence challenges in ERT. Accordingly, to be able to move from ERT to ODL in the next crisis, these weaknesses need to transform into solutions in advance.

Situating the (Un)Common Landscapes of Shared Futures: Developing Speculation as a Co-Design Framework of Cognitive Apprenticeship to Empower Diverse Stakeholders and Contest Bias

This article discusses the development of a framework within five primary cases that explore collaborations with local municipalities, corporations, organizations, various stakeholders, and educational institutions. It reviews the progression of speculation, from a pragmatic response to immediate educational demands modeling critical and experimental approaches from professional practice, toward an approach to cognitive apprenticeship (CA) (Collins et al., 1987), foregrounding digital and material discourse as a post-disciplinary externalization of cognition within situated practice (Brown et al., 1989). Speculation is developed as an operative tool or a structured operation within the design process, linking critical research components to material realities and potential futures. This approach reflects a decentralization or distribution of developmental influence and responsibility from a relatively isolated or compartmentalized linear system with strong biases toward internal, centralized knowledge to a network directly engaged with research perspectives, sociotechnical systems, situated knowledges, and practices in everyday life. Through CA techniques, including distributed scaffolding (Puntambekar, 1997), and activity sequencing (Tharp, 1993; Dennen, 2000), an iterative approach to ethnomethodological variation influenced foundational metacognitive development exemplified by higher-level progression of learning trajectories in the case studies, both inside and outside of ‘the school,’ addressing broad variation in participant competencies and substantial participant groups (up to 460). We argue that at the core of this utility is the flexibility to embrace complexity and address ongoing change while still situating foundational themes and competencies (including critical approaches to knowledge sources, participatory processes, and projected futures) as necessary components in a logical, ethical, understandable, and exploratory framework.

The personality of the offender

The personality of the criminal is a complex criminological concept, studied by several sciences, which includes the psycho-social notion and the legal-criminal notion of the criminal. This being an essential starting point for the investigation of the case as a result of the commission of an illegal act, because without personality - there is no crime. In both local and foreign criminological literature, the opinions and definitions of the personality of the criminal are very different. Each author has his own vision with reference to the conceptual definition of the personality of the criminal, some generalize it in a definition, others exemplify it in various casuistic situations of judicial practice and define it through a complex notion. Thus, in this research we aim to carry out a detailed analysis of the general notion of the personality of the criminal, liable to commit illegal acts.

Safety, Metabolic and Psychological Outcomes of Medtronic MiniMed 780G™ in Children, Adolescents and Young Adults: A Systematic Review.

The MiniMed™ 780G is a second-generation automated insulin delivery system that implements a modified proportional-integral-derivative algorithm with some features of an MD-Logic artificial pancreas algorithm. The system may deliver automatic correction boluses up to every 5min, and it allows the user to choose between three glucose target setpoints (100, 110 and 120mg/dL). We aimed to review the current evidence on this device in children, adolescents, and young adults living with type 1 diabetes. We screened 783 papers, but only 31 manuscripts were included in this review. Data on metabolic outcomes show that this system is safe as regards severe hypoglycaemia and diabetic ketoacidosis. The glycated haemoglobin may drop to levels about 7%, with CGM reports showing a time in range of 75-80%. The time above range and the time below range are within the recommended target in most of the subjects. Few studies evaluated the psychological outcomes. This system seems to be more effective than the first-generation automated insulin delivery systems. The MiniMed™ 780G has been associated with an improvement in sleep quality in subjects living with diabetes and their caregivers, along with an improvement in treatment satisfaction. Psychological distress is as reduced as the glucose control is improved. We also discuss some case reports describing particular situations in clinical practice. Finally, we think that data show that this system is a further step towards the improvement of the treatment of diabetes as concerns both metabolic and psychological outcomes.

Applied improvisation and transdisciplinary simulation: a necessity for any health curriculum?

From practising a procedure, such as a lumbar puncture, to explaining the aim and method and listening to concerns, the practice of health professionals requires a range of skills, often classified into technical and non-technical skills. Just as gestures and procedures can be taught, so can empathy and communication skills. This article introduces an innovative approach that unites both necessary types of skills. The specific framework of improvisational theatre ("improv") has widespread application, including the training of health professionals (health training improv). By sharing close contexts and skills, health training improv provides a valuable, safe, and effective learning environment that allows practitioners to practice exercises and situations that align with particular objectives. We created a transdisciplinary team to develop a programme of Health Professional Training Improv (HPTI), bringing together the fields of health, psychology, simulation, and arts. Since 2019, various health student groups (nurses, midwives, medical doctors, and speech therapists) have participated in a 16-h applied improv training workshop under the supervision of a professional improv facilitator. Additionally, drama students completed applied improv for health courses, which trained them to act as simulated patients, with a view to the implementation of transdisciplinary improv simulation sessions at SimUSanté (a multidisciplinary health simulation facility located in France). Students' feedback emphasized their interest in HPTI, the realism of the simulation sessions, and the skills they felt had improved. This feedback needs to be supplemented with quantitative data from standardised assessments. The development of this rich pedagogical and research framework, based on a transdisciplinary approach, has brought different fields together to prepare students for real patient encounters. It is essential to continue this training and conduct research to evaluate the curricula developed.

Engaging “unusual suspects” in climate action: cultural affordances for diverse competences and improvised identities

The demonstrated urgency of the climate crisis would require mobilization by a larger and more diverse set of participants than those usually recognized as environmental activists. Hence this article asks: (1) What conditions enable unlikely participants (such as men working in manual occupations) to engage in and identify with a climate movement? And (2) what is it about the relationship between participants’ biographies, the practices of the climate movement and the interaction between them that allows – or affords – such identification to occur? I draw on an approach to identity formation as situated practice, i.e., as occurring in situations where social relations are enacted while drawing on the individual experience and shared understandings that participants bring to the situation. Based on fieldwork in Finnish municipalities that have committed to climate neutrality, I find that the conditions for engagement depend on socio-cultural affordances for engaging in climate action, which (1) accept and welcome participants’ life histories and lifestyles (2) build on and respect participants’ competences and multiple forms of expertise, (3) engage participants in practices that are familiar enough not to produce anxiety but stimulating enough to be fun, and (4) produce small but visible achievements that are acknowledged as such by both participants and onlookers. The current study contributes to previous research arguing for a more populist approach to climate policy by emphasizing existing competences and embodied practices as an avenue for engagement in climate action.

The importance of social and environmental responsibility in corporate environments: use of electric energy

Socio-environmental responsibility happens in the face of a commitment where companies discuss, agree and become responsible for adopting marketing postures based on ethics and righteousness. These become responsible, taking into account the social and environmental impacts that their decisions result in and the changes that this brings to the environment in which they are in. The purpose of this article is to expose a study on socio-environmental responsibility, presenting a business case as a supporting element. As a methodology, (mainly) exploratory, bibliographical, documentary and field research were adopted, as well as, for the real knowledge of a situation, a case study was used. As a result, we intended to understand the problem faced by a company in order to achieve some improvements with greater assertiveness, that is, to experience correct management situations in practice. This study showed that the search for possible improvements implies understanding both the cultural and structural elements (how the company and the people who make it up really work) and that conscious energy consumption is extremely important for a company considers itself sustainable and responsible.

Optimal Green Technology Choice for Firms under an Emission Trading Scheme: End-of-Pipe vs. Cleaner Production

Green technology innovation helps to improve both economic and environmental performance simultaneously. How to invest in green technology innovation under emission trading policy is a current issue worthy of attention. However, existing research has not delved into the choices of different green technology innovation models, namely cleaner production technology and end-of-pipe technology, available to firms and governments under the joint implementation of other policies. Thus, this paper studies the optimal model of green technology innovation under emission trading policy and emission tax policy by constructing a two-stage game model suitable for complex decision analysis. The results show that regardless of the value of emission trading price, the optimal green technology innovation choice of the firms is cleaner production technology. Furthermore, the results show that neither conflict nor consistency always exists between governments’ and firms’ choices. When the emission trading price is high, the choice of governments and firms is in conflict; when the emission trading price is low, the choice of the two is consistent, both prefer cleaner production. This study not only enriches the existing research in theory but also provides support for governments to guide the choice of firms and achieve a win–win situation in practice.

Bedside Politics and Precarious Care: New Directions of Inquiry in Critical Nursing Studies.

Health care systems are facing soaring workforce shortages, challenging their ability to secure timely access to good-quality care. In this context, nurses make difficult decisions about which patients to deliver care to, transfer to other providers, or strategically ignore. Yet, we still know little about how nurses engage in situated practices of bedside rationing. Building on the work of Giorgio Agamben and Judith Butler, we have developed a research agenda that homes in on a politics of bedside rationing. We argue that this agenda is essential to better understand the implications of scarcity for nursing and to explore new ways to cope with challenges faced.

Potential impact of high-density lipoprotein cholesterol in the postoperative outcomes of chronic subdural hematoma patients: multi-institutional study in Korea

BackgroundChronic subdural hematoma (CSDH) is a common clinical situation in neurosurgical practice, but the optimal treatment option is controversial. This study aimed to evaluate the effect of cholesterol-lowering medications on and how they affected the prognoses of CSDH patients.MethodsIn this multi-institutional observational study performed in Korea, data from recently treated CSDH patients were gathered from 5 hospitals. A total of 462 patients were collected from March 2010 to June 2021. Patient clinical characteristics, history of underlying diseases and their treatments, radiologic features, and surgical outcomes were analyzed.ResultsSeventy-five patients experienced recurrences, and 62 had reoperations after the initial burr hole surgery. Among these, 15 patients with recurrences and 12 with reoperations were taking cholesterol-lowering medications. However, the use of medications did not significantly affect recurrence or reoperation rates (P = 0.350, P = 0.336, respectively). When analyzed by type of medication, no clinically relevant differences in total cholesterol (TC), triglyceride (TG), or low-density lipoprotein cholesterol (LDL-C) levels were identified. The combination of a statin drug and ezetimibe significantly elevated high-density lipoprotein cholesterol (HDL-C) levels (P = 0.004). TC, LDL-C, and TG levels did not significantly affect patient prognoses. However, HDL-C levels and recurrence (odds ratio (OR) = 0.96; 95% confidence interval (CI): 0.94–0.99; p = 0.010) were negatively correlated. An HDL-C level of 42.50 mg/dL was identified as the threshold for recurrence and reoperation.ConclusionsIn this study, using cholesterol-lowering medications did not significantly impact the prognosis of patients who underwent surgical management for a chronic subdural hematoma. However, the findings showed that the higher the HDL-C level, the lower the probability of recurrence and reoperation.

Student learning performance prediction based on online behavior: an empirical study during the COVID-19 pandemic

In the context of the COVID-19 global pandemic, highly intense and frequent online teaching has leapt to be one of the dominant learning patterns and become an ordinary situation in university teaching practices. In recent years, progress in feature engineering and machine learning has made it possible for more effective educational data mining, which in turn has enhanced the performance of intelligent learning models. However, the potential impact of increasing and varying features on online instruction in this new situation makes it unclear whether the existing related findings and results are practical for teachers. In this article, we use various state-of-the-art machine learning techniques to predict students’ performance. Based on the validation of the rationality of the built models, the importance of features under different feature selection techniques are calculated separately for the datasets of two groups and compared with the features before and at the beginning of the pandemic. The results show that in the current new state of highly intense online learning, without considering student information such as demographic information, campus attributes (administrative class and teaching class) and learning behavior (completion of online learning tasks and stage tests) these dynamic features are more likely to discriminate students’ academic performances, which deserves more attention than demographics for teachers in the guidance of students’ learning. In addition, it is suggested that further improvements and refinements should be made to the existing features, such as classifying features more precisely and expanding in these feature categories, and taking into account the statistics about students’ in-class performances as well as their subjective understanding of what they have learned. Our findings are in line with the new situation under the pandemic and provide more implications to teachers’ teaching guidance.

Supervisory feedback and doctoral students’ academic literacy development: the case of writing for publication

ABSTRACT This study examines how supervisory feedback facilitates doctoral students’ academic literacy development in their situated practice of writing for publication (WFP). Multiple-sourced data collected from one supervisor and his four doctoral students were analyzed, including drafts with written comments added, feedback dialogues around text development through instant messaging, and student interviews. Findings show that supervisory feedback unpacks the hidden knowledge about WFP and contributes to students’ academic literacy development in three ways, namely, familiarizing them with the conventions of the academic genre, inducting them to the social relations embedded in scholarly communication, and encouraging them to make and claim original contributions. Overall, the supervisory feedback characterized by dialogic interactions creates a productive site for students to internalize the tacit and discipline-specific knowledge in the social practice of WFP and develop as reflexive and independent scholarly writers. The findings have implications for academic writing pedagogy and feedback giving at doctoral level.

Food hospitality and the negotiation of subjectivities through meals in the context of migration: case studies from Belgium

ABSTRACT This article focuses on the ways in which food enables undocumented migrants to find a place in the context of forced displacement, transit mobility and unstable settlement. The analysis is based on qualitative data collected within the framework of two research projects studying different forms of mobilization involving undocumented migrants in Belgium. In both fieldworks, hospitality dynamics were observed to develop through food. In one case, undocumented migrants hosted by Belgian citizens cooked meals to thank them for their hospitality as well as to eat something they like and to regain some power of action in their everyday life. In the other case, a group of undocumented migrant women living in a collective housing prepared “African food” for Belgian people to create spaces of intercultural encounter, to sensitize to the cause of undocumented people and to gain some money. Relying on the literature on food and hospitality crossed with migration (and gender) issues, and focusing on the relationship between hosts and guests, we aim at highlighting how migrants’ subjectivities and agency are negotiated through food practices in different hospitality situations involving undocumented migrants and local people.

Coaching practice as discovering performance: the wild contingencies of coaching

ABSTRACT While an enduring concern within coaching research has been to duly appreciate the importance of context, the tendency has been to treat context merely as a resource for analysis, rather than as irredeemably tied to situated practices of members. It is from this latter ethnomethodological position this study respecifies discovery work in coaching as an ordinary organisational achievement of coaches. To detail the artful practices of coaches’ discovery work, the study draws upon a corpus of approximately 20-hours of audio-visual recordings of football training sessions and match-day footage, combined with first-person embodied accounts of coaching. The examples comprise creating joint attention, accelerations of established problems, improving discovery, and silence in discovery. In this sense, rather than treat coaching as an imposed system, discovery work remains an ordinarily structured yet locally emergent and on-going procedure that coaches use to collaboratively establish a shared perception of the athletes’ performance and development.

Workplace-based learning about health promotion in individual patient care: a scoping review

ObjectiveTo outline current knowledge regarding workplace-based learning about health promotion in individual patient care.DesignScoping review.Data sourcesPubMed, ERIC, CINAHL and Web of Science from January 2000 to August 2023.Eligibility criteriaWe included...