Culture, technology and local networks: towards a sociology of ‘making’ in education

This article is about ‘making’ in education. Often associated with software programming (as in ‘digital making’), making can also involve creating or modifying physical technological artefacts. In this paper, making is examined as a phenomenon that occurs at the intersection of culture, the economy, technology and education. The focus is not on the effects on cognitive gains or motivations, but on locating making in a social, historical and economic context. Making is also described as a form of ‘material connotation’, where connotation refers to the process through which the technical structure of artefacts is altered by culture and society. In the second part of the paper, the theoretical discussion is complemented by a case study in which making is described as a networked phenomenon where technology companies, consultants, volunteers, schools, and students were all implicated in turning a nebulous set of practices and discourses into an educational reality

Patients négligés, effets imprévus : l&8217;expérience des cas suspects de maladie à virus Ebola

Introduction: In an epidemic context, the identification of suspected cases, among alert or contact cases, leads to caring for persons for whom only a minority will be confirmed cases, with a laboratory diagnosis positive for Ebola. How are suspected cases treated that are not subsequently confirmed and how do they feel about this experience? What are the medical or social consequences? Methods: A qualitative study was conducted in two countries with a high Ebola risk epidemic situation in 2015-2016 (Senegal, Cote d'lvoire). Based on interviews with suspected cases and caregivers, 12 referral itineraries were identified for 20 people. Results: Narratives are dominated by the perception of failures at several levels: insufficient means and service preparation; lack of care for patients' vital needs and lack of treatment for their diseases; lack of listening, explanation and consideration for their families patients' suffering from being isolated and facing violence; unexpected secondary social effects. These findings can be explained partly by caregivers' focus on Ebola diagnosis more than patients, fear of contagion, and by the insufficient preparation of isolation spaces at the time of the survey. Conclusion: The results show the possible pitfalls of surveillance systems which increase the number of persons identified as suspected cases, if care services are not sufficiently prepared. Recommendations based on these results should be considered particularly to define operational procedures and trainings for health professionals

Surveillance in the field : over-identification of Ebola suspect cases and its contributing factors in West African at-risk contexts

During an Ebola outbreak, the WHO recommends that health professionals consider people as suspect cases (SCs) when they show key signs such as the sudden onset of high fever or specific symptoms after having had contact with a suspect or confirmed Ebola case. SCs should then get care, be isolated and be reported to health authorities until the Ebola virus disease is confirmed through a lab test. This exploratory study aims to understand this identification process in the field based on a qualitative analysis of the diagnosis and therapeutic itineraries of 19 SCs in Cote d'Ivoire and Senegal (2014-2015). Results indicate that the main criteria for SC identification at the field level were fever (understood broadly) and provenance from a highly affected country (applied indiscriminately). WHO criteria were not followed in at least 9 of the 19 cases. Several medical, social and cultural factors favour over-identification of people as SCs, including relativism in defining 'high fever', placism, humanitarian or securitarian bias, issues in categorising SC's contact cases, and the context of fear. To avoid undue categorisation and its possible harmful social effects, the WHO definition should be implemented more carefully in various contexts and with greater consideration for ethical issues, while prioritising diagnosis strategies with higher specificity