17 research outputs found
The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
Get PDFThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
The Interrelations of ICT and Professional Identity:Studying Group Formations in the Context of Higher Education
No full textThe currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on- going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature.The currents of post-modernist thought during the late 20th century spurred an interest in identity as an object of scholarly exploration, as the massive social changes in this period revealed the instable nature of identity. Thus, the study of professional identity has been a recurrent theme in educational science through the last couple of decades, exploring the characteristics and development of professional identity. Simultaneously, the technological development in society has massively affected how we live and our work practices, increasing the intensity of Information and Communication Technology adoption and application of professionals. Educational practices of higher education are equally affected. New educational programmes emerge and course titles, pedagogies, and curricula are adapted to reflect technological changes. Thus, ICT has become a significant aspect of the content and practices of professions and disciplines, and consequently higher education. There is a lack of knowledge with regards to how professional identity are affected by developments and adoption of ICTs in society in general and higher education specifically. The author of this paper suggest Actor-Network Theory as an approach in understanding how Information and Communication Technologies contribute to the characteristics of professional identity in higher education. In the study of how actors are given an identity, the nature of groups is perceived as an on-going process made up of ties. Based on this approach, the study of professional identity must focus on the tracing of associations between heterogeneous actors and their practices. The nature or identity of the group is described through the mapping of spokespersons, anti-groups, boundaries and the inclusion of other professionals such as social scientists and statistics. When studying professional identity in the context of higher education, actors include but is not limited to students, educators, graduates, experienced professionals, but equally tools (including ICTs), curricula, professional legislation and employment statistics. The number or nature of the actors included in the mapping of ties cannot be defined from the outset. The approach will allow the voices of the actors to be heard in characterizing the social context of professional identity, revealing a multitude of perspectives. The author suggests future studies that will engage in higher education practices empirically, developing the theoretical contribution and thus elaborating our understanding of the interrelations of ICT and professional identity as well as serving as a contribution to the body of ANT literature
Inpatient Volume and Quality of Mental Health Care Among Patients With Unipolar Depression
Get PDFOBJECTIVE: The relationship between inpatient volume and the quality of mental health care remains unclear. This study examined the association between inpatient volume in psychiatric hospital wards and quality of mental health care among patients with depression admitted to wards in Denmark.METHODS: In a nationwide, population-based cohort study, 17,971 patients (N=21,120 admissions) admitted to psychiatric hospital wards between 2011 and 2016 were identified from the Danish Depression Database. Inpatient volume was categorized into quartiles according to the individual ward's average caseload volume per year during the study period: low volume (quartile 1, <102 inpatients per year), medium volume (quartile 2, 102-172 inpatients per year), high volume (quartile 3, 173-227 inpatients per year) and very high volume (quartile 4, >227 inpatients per year). Quality of mental health care was assessed by receipt of process performance measures reflecting national clinical guidelines for care of depression.RESULTS: Compared with patients admitted to low-volume psychiatric hospital wards, patients admitted to very-high-volume wards were more likely to receive a high overall quality of mental health care (≥80% of the recommended process performance measures) (adjusted relative risk [ARR]=1.78, 95% confidence interval [CI]=1.02-3.09) as well as individual processes of care, including a somatic examination (ARR=1.35, CI=1.03-1.78).CONCLUSIONS: Admission to very-high-volume psychiatric hospital wards was associated with a greater chance of receiving guideline-recommended process performance measures for care of depression.</p
Gender- and age-related differences in the quality of mental health care among inpatients with unipolar depression:a nationwide study
No full textObjective: The relationship between gender, age and the quality of mental health care among inpatients with depression is unclear. This study examined gender- and age-related differences in the quality of care as reflected by the fulfilment of process performance measures of care among inpatients with unipolar depression in Denmark.Methods: In a nationwide cohort study, 16,858 patients admitted to psychiatric hospital wards for depression between 2011 and 2016 were identified from the Danish Depression Database. Patients were divided according to age (18-39, 40-65, 66-79 and ≥80 years) and stratified by gender. Quality of care was defined as having fulfilled process performance measures of care, reflecting national clinical guideline recommendations. High overall quality of care was defined as having received ≥80% of the processes. The associations were assessed using binomial regressions.Results: With men in the age group 18-39 years serving as the reference, men and women in the age category ≥80 years were more likely to receive higher quality of care with an adjusted relative risk (aRR) of 1.43 [95% confidence interval (CI) = 0.98; 2.10] and 1.30 (95% CI = 0.90; 1.90), respectively. Likewise, for men and women aged 66-79 years, the aRRs as 1.34 (95% CI = 1.07; 1.67) and 1.47 (95% CI = 1.14; 1.90). For men and women aged 40-65, the aRRs was 1.15 (95% CI = 1.00; 1.33) and 1.07 (95% CI = 0.93; 1.24), respectively.Conclusion: Older patients received higher quality of inpatient care for depression, as reflected by a higher proportion of fulfilled guideline supported process measures. In contrast, we found no gender-related differences.</p
Misuse of multinomial logistic regression in Stroke related health research: A systematic review of methodology
Get PDFMultinomial logistic regression (MLR) is often used to model the association between a nominal outcome variable and one or more covariates. The results of MLR are interpreted as relative risk ratios (RRR) and warrant a more coherent interpretation than ordinary logistic regression. Some authors compare the results of MLR to ordinal logistic regression (OLR), irrespective of the fact that these estimate different quantities. We aim to investigate the time trends in the use and misuse of MLR in studies including stroke patients, specifically the extent to which (1) the results are denoted as anything other than RRR, (2) comparisons are made of results with results of OLR and (3) results have been interpreted coherently. Secondarily, we examine the use of model validation techniques in studies with predictive aims. We searched EMBASE and PubMed for articles using MLR on populations of stroke patients. Identified studies were screened, and information pertaining to our aims was extracted. A total of 285 articles were identified through a systematic literature search, and 68 of these were included in the review. Of these, 60 articles (88%) did not denote exponentiated coefficients of MLR as relative risk ratios but rather some other measure. Additionally, 63 articles (93%) interpreted the results of MLR in a non-coherent manner. Two articles attempted to compare MLR results with those of OLR. Nine studies attempted to use MLR for predictive means, and three used relevant validation techniques. From these findings, it is clear that the interpretation of MLR is often suboptimal.</p
Ongoing: On grief’s open-ended rehearsal
No full textPeter Goldie’s account of grief as a narrative process that unfolds over time allow us to address the structure of self-understanding in the experience of loss. Taking up the Goldie’s idea that narrativity plays a crucial role in grief, I will argue that the experience of desynchronization and an altered relation to language disrupt even of our ability to compose narratives and to think narratively. Further, I will argue that Goldie’s account of grief as a narratively structured process focus on the process having come to an end. By contrast, I will propose the idea that grief can be understood as an open-ended rehearsal of our capacity to be alone in the company of an absent other. This makes grief a relational activity that differs from composing narratives about one’s past and about one’s process of grieving. Thus, grief is not primarily a process of recollecting our past narratively; rather, it can be seen as a dedicational activity which involves a future-oriented and open-ended rehearsal of relatedness despite irrevocable absence.© The Author(s) 201
On the role of habit for self-understanding
No full textAn action is typically carried out over time, unified by an intention that is known to the agent under some description. In some of our habitual doings, however, we are often not aware of what or why we do as we do. Not knowing this, we must ask what kind of agency is at stake in these habitual doings, if any. This paper aims to show how habitual doings can still be considered actions of a subject even while they involve a sense of involuntariness and there is a temporal displacement in the self-understanding they afford. It turns out that in some forms of habitual agency, we do not have the relevant intentional description at hand when we are engaged in the process of doing what we so typically do; on the contrary, such a description can only be appropriated with effort and subsequent to the time of the action. I will focus on two approaches to habits, broadly construed; a phenomenological and an action theoretic one, and I will suggest that both approaches focus too narrowly on a synchronic relation between habitual action and self-understanding. I will suggest that we need a diachronic account of the potential for self-understanding required for agency that allows us to explain the experience of diminished control and alienation involved in certain of our habitual actions. The suggested perspective enables us to explain how some habits can be experienced as both momentarily involuntary and unconscious while at the same time they play a significant role for self-understanding.© The Author(s) 201
Admission to high-volume psychiatric hospitals is associated with higher all-cause mortality
No full textGlobal consortium for the classification of fungi and fungus-like taxa
No full textThe Global Consortium for the Classification of Fungi and fungus-like taxa is an international initiative of more than 550 mycologists to develop an electronic structure for the classification of these organisms. The members of the Consortium originate from 55 countries/regions worldwide, from a wide range of disciplines, and include senior, mid-career and early-career mycologists and plant pathologists. The Consortium will publish a biannual update of the Outline of Fungi and fungus-like taxa, to act as an international scheme for other scientists. Notes on all newly published taxa at or above the level of species will be prepared and published online on the Outline of Fungi website (https://www.outlineoffungi.org/), and these will be finally published in the biannual edition of the Outline of Fungi and fungus-like taxa. Comments on recent important taxonomic opinions on controversial topics will be included in the biannual outline. For example, 'to promote a more stable taxonomy in Fusarium given the divergences over its generic delimitation', or 'are there too many genera in the Boletales?' and even more importantly, 'what should be done with the tremendously diverse 'dark fungal taxa?' There are undeniable differences in mycologists' perceptions and opinions regarding species classification as well as the establishment of new species. Given the pluralistic nature of fungal taxonomy and its implications for species concepts and the nature of species, this consortium aims to provide a platform to better refine and stabilise fungal classification, taking into consideration views from different parties. In the future, a confidential voting system will be set up to gauge the opinions of all mycologists in the Consortium on important topics. The results of such surveys will be presented to the International Commission on the Taxonomy of Fungi (ICTF) and the Nomenclature Committee for Fungi (NCF) with opinions and percentages of votes for and against. Criticisms based on scientific evidence with regards to nomenclature, classifications, and taxonomic concepts will be welcomed, and any recommendations on specific taxonomic issues will also be encouraged; however, we will encourage professionally and ethically responsible criticisms of others' work. This biannual ongoing project will provide an outlet for advances in various topics of fungal classification, nomenclature, and taxonomic concepts and lead to a community-agreed classification scheme for the fungi and fungus-like taxa. Interested parties should contact the lead author if they would like to be involved in future outlines.For complete list of authors see http://dx.doi.org/10.5943/mycosphere/14/1/23</p
