This paper elaborates on a number of key criticisms of Mezirow's transformative learning theory as well as providing arguments that validate it. Our paper exemplifies how Mezirow's theory can help adult educators and prospective school teachers understand that social structures and belief systems can influence student learning, that learners make meaning of their experiences in various ways which influence the sort of value systems they develop and that disorienting dilemmas often challenge the validity of one's values and the assumptions that underpin them. It exemplifies how Mezirow's theory can be put into practice in Adult and Higher Education via three case studies undertaken by the authors in different places, at different times and with different sets of learners. These include mature aged women returning to study, PhDs at a Swedish Engineering University, and domestic and international students studying at an Australian regional university. The case studies make use of a values survey, interviews and subsequent focus groups. Data from the survey and interviews are analysed and used to argue that transformative learning (Mezirow, 1991) can be practiced, to good effect, in university staff development

/pdf/putting-transformative-learning-theory-into-practice-4iv9zkdmzz.pdf

Putting Transformative Learning Theory into Practice.

Effects of maternal glucose infusion on fetal acid-base status in human pregnancy

The recent student unrest in South African public higher education institutions highlighted the call for the decolonisation of education across post-colonial countries. This research explored the construct of the “decolonisation of education” through the lens of students of different nationalities across Africa, their perspectives on approaches to the actualisation of a decolonised curriculum, and the applicability of technology in education. Qualitative research methods and the Transformative Learning Theory were employed. Findings show that decolonising education for students means addressing past injustices and marginalisation by valuing and leveraging indigenous languages and culture, while incorporating relevant and cost-effective technology. The authors recommend that decolonisation ought to involve glocal initiatives from the perspectives of young people, where education is foregrounded in indigenous knowledge and integrated international worldviews. Keywords: culture; decolonising education; discourse; glocal; indigenous knowledge; language; technology; transformative learning theory

/pdf/decolonising-higher-education-in-africa-arriving-at-a-glocal-45jvzoflt2.pdf

Decolonising higher education in Africa : arriving at a glocal solution

Thirty mothers undergoing elective Caesarean section received thiopentone 3.5 mg kg−1 and 30 received etomidate 0.3 mg kg−1 for induction of anaesthesia. Subsequent management of anaesthesia was identical in both groups. Maternal to fetal base excess differences and the degree of biochemical correlation between mother and infant were more favourable following etomidate than following thiopentone. The clinical status of the newborn was considered superior with etomidate.

Etomidate for induction of anaesthesia at caesarean section: comparison with thiopentone

Background
Caesarean section involves making an incision in the woman's abdomen and cutting through the uterine muscle. The baby is then delivered through that incision. Difficult caesarean birth may result in injury for the infant or complications for the mother. Methods to assist with delivery include vacuum or forceps extraction or manual delivery utilising fundal pressure. Medication that relaxes the uterus (tocolytic medication) may facilitate the birth of the baby at caesarean section. Delivery of the impacted head after prolonged obstructed labour can be associated with significant maternal and neonatal complication; to facilitate delivery of the head the surgeon may utilise either reverse breech extraction or head pushing.

Objectives
To compare the use of tocolysis (routine or selective use) with no use of tocolysis or placebo and to compare different extraction methods at the time of caesarean section for outcomes of infant birth trauma, maternal complications (particularly postpartum haemorrhage requiring blood transfusion), and long-term measures of infant and childhood morbidity.

Search methods
We searched the Cochrane Pregnancy and Childbirth Group's Trials Register (30 September 2015) and reference lists of retrieved studies.

Selection criteria
All published, unpublished, and ongoing randomised controlled trials comparing the use of tocolytic agents (routine or selective) at caesarean section versus no use of tocolytic or placebo at caesarean section to facilitate the birth of the baby. Use of instrument versus manual delivery to facilitate birth of the baby. Reverse breech extraction versus head pushing to facilitate delivery of the deeply impacted fetal head.

Data collection and analysis
Two review authors independently assessed trials for inclusion and risk of bias, extracted data and checked them for accuracy.

Main results
Seven randomised controlled trials, involving 582 women undergoing caesarean section were included in this review. The risk of bias of included trials was variable, with some trials not adequately describing allocation or randomisation.

Three comparisons were included.

1. Tocolysis versus no tocolysis

A single randomised trial involving 97 women was identified and included in the review. Birth trauma was not reported. There were no cases of any maternal side-effect reported in either the nitroglycerin or the placebo group. No other maternal and infant health outcomes were reported.

2. Reverse breech extraction versus head push for the deeply impacted head at full dilation at caesarean section

Four randomised trials involving 357 women were identified and included in the review. The primary outcome of birth trauma was reported by three trials and there was no difference between reverse breech extraction and head push for this rare outcome (three studies, 239 women, risk ratio (RR) 1.55, 95% confidence interval (CI) 0.42 to 5.73). Secondary outcomes including endometritis rate (three studies, 285 women, average RR 0.52, 95% CI 0.26 to 1.05, Tau I² = 0.22, I² = 56%), extension of uterine incision (four studies, 357 women, average RR 0.23, 95% CI 0.13 to 0.40), mean blood loss (three studies, 298 women, mean difference (MD) -294.92, 95% CI -493.25 to -96.59; I² = 98%) and neonatal intensive care unit (NICU)/special care nursery (SCN) admission (two studies, 226 babies, average RR 0.53, 95% CI 0.23 to 1.22, Tau I² = 0.27, I² = 74%) were decreased with reverse breech extraction. No differences were observed between groups for many of the other secondary outcomes reported (blood loss > 500 mL; blood transfusion; wound infection; mean hospital stay; average Apgar score).

There was significant heterogeneity between the trials for the outcomes mean blood loss, operative time and mean hospital stay, making comparison difficult. However the operation duration was significantly shorter for reverse breech extraction, which may correspond with ease of delivery and therefore, the amount of tissue trauma and therefore, significantly less blood loss. Given the heterogeneity, we cannot define the amount of difference in blood loss, operative time or hospital stay however.

3. Instrument (vacuum or forceps) versus manual extraction at elective caesarean section

Two randomised trials involving 128 women were identified and included in the review. Only one trial reported maternal and infant health outcomes as prespecified in this review. This trial reported birth trauma as an outcome but there were no instances of birth trauma in either comparison group. There were no differences found in mean fall in haemoglobin (Hb) between groups (one study, 44 women, MD 0.03, 95% CI -0.53 to 0.59), or in uterine incision extension (one study, 44 women, RR 0.70, 95% CI 0.13 to 3.73).

Authors' conclusions
There is currently insufficient information available from randomised trials to support or refute the routine or selective use of tocolytic agents or instrument to facilitate infant birth at the time of difficult caesarean section. There is limited evidence that reverse breech extraction may improve maternal and fetal outcomes, though there was no difference in primary outcome of infant birth trauma. Further randomised controlled trials are needed to answer these questions.

Techniques for assisting difficult delivery at caesarean section.

This study explores the impact of a government-funded program which sought to retrain in-service teachers in regional Queensland as Indonesian language teachers through an Australian university-led...

Intercultural Language Learning: The Indonesian for Teachers Initiative (InTI) Experience.

ELT practice in Australia across three sectors: state education, migrant education and ELICOS

In 2014, Communication and Thought (COR109) became the first mandatory course for all students in first semester of study at the University of the Sunshine Coast (USC). This paper builds on the ‘Rise of a MOCC: Massive On-Campus Course’ paper presented at the 2014 TEM conference, and reflects upon the lessons learned from design and logistical challenges on one of Australia’s largest university courses. Firstly, this paper discusses the strengths and weaknesses of specific assessment items: how they evolved through feedback from students and staff, and how they were developed to scaffold for academic success, to be relevant to every discipline and to promote graduate attributes. Secondly, statistical data on student attainment and attendance is provided, alongside student feedback related to identified strengths and weaknesses of COR109 content and delivery. This analysis includes a discussion on a high Fail Absent (FA) rate and provides examples of how attendance impacted final grade attainment.

Managing a MOCC: Key Considerations for a Successful Massive On-Campus Course

Communication and Thought (COR109) is the first mandatory course at the University of the Sunshine Coast (USC). It experienced significant logistical challenges in the design of relevant, whole-of-institution content, the management of 60 teaching staff and faculty support, and the allocation of adequate space for both lectures and tutorials for the students. This paper discusses the challenges and solutions of COR109 in its inaugural semester. It discusses transition pedagogy, overviews the scale of COR109, and explains the management and communication structure of a massive on-campus course. As this is one of the first courses offered in an Australian university that is compulsory for all commencing students, the experience acquired may be useful for other institutions considering similar approaches. Key considerations for success include proper planning, creative logistics, pedagogically sound solutions and curriculum-integrated support for both students and staff.; ;

Rise of Massive On-Campus Course (MOCC)

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