Women’s experiences in learning to write fiction: Exploring gendered engagement in communities of practice

This paper examines how gender impacts upon the participation women fiction authors in different communities of practice. While some communities of practice may provide valuable supports, in other instances, women may be systemically marginalized. The development of social media is also creating new opportunities and challenges for participation in virtual communities of practice for women writers

Lifelong learning and Canadian writers: Fiction writing, citizenship, and learning around identity issues

This paper draws upon research from a Social Science and Humanities Research Council of Canada study that looks at lifelong learning, citizenship, and fiction writing, to explore how individuals might learn to become Canadian fiction writers. The paper considers how the identity of becoming a writer may be shaped by involvement in writing communities. It explores issues pertaining to identity as well as challenges and supports, with regards to becoming a Canadian writer. The paper concludes by considering how learning in connection to fiction writing may help adult educators to reflect upon issues of identity, diversity, and citizenship

Critical Literacies and Democratic Learning: Using Fiction Reading and Writing to Engage in Lifelong Learning Connected to Citizenship

Drawing upon research from a Social Science and Humanities Research Council (SSHRC) study looking at connections between lifelong learning, citizenship, and the craft of writing fiction, this paper explore the possibilities of fostering critical literacies and democratic learning opportunities. The paper explores the concept of critical literacies, discusses some of the insights provided by participants in the study with regards to how a critical approach to understanding fiction may foster democratic learning, and discusses strategies for fostering critical literacies amongst learners

Fiction writing and learning for critical citizenship: Exploring the potential of reading and writing fiction to foster democratic learning opportunities

Drawing upon the results of a Social Science and Humanities Research Council of Canada (SSHRC) funded research study, this paper examines connections between lifelong learning, citizenship and fiction writing. Using critical and feminist theoretical perspectives, the paper explores how fiction writing can provide opportunities for adult learning and can address concerns around diversity and inclusion when exploring issues around citizenship

Prevention and management of intra-operative pain during caesarean section under neuraxial anaesthesia: a technical and interpersonal approach

A woman who experiences pain during caesarean section under neuraxial anaesthesia is at risk of adverse psychological sequelae. Litigation arising from pain during caesarean section under neuraxial anaesthesia has replaced accidental awareness under general anaesthesia as the most common successful medicolegal claim against obstetric anaesthetists. Generic guidelines on caesarean section exist, but they do not provide specific recommendations for this area of anaesthetic practice. This guidance aims to offer pragmatic advice to support anaesthetists in caring for women during caesarean section. It emphasises the importance of non‐technical skills, offers advice on best practice and aims to encourage standardisation. The guidance results from a collaborative effort by anaesthetists, psychologists and patients and has been developed to support clinicians and promote standardisation of practice in this area

A survey of intelligence analysts’ strategies for solving analytic tasks

Analytic performance may be assessed by the nature of the process applied to intelligence tasks and analysts are expected to use a 'critical' or deliberative mindset. However, there is little research on how analysts do their work. We report the findings of a quantitative survey of 113 intelligence analysts who were asked to report how often they would apply strategies involving more or less critical thinking when performing representative tasks along the analytic workflow. Analysts reported using ‘deliberative’ strategies significantly more often than ‘intuitive’ ones when capturing customer requirements, processing data, and communicating conclusions. Years of experience working in the intelligence community, skill level, analytic thinking training, and time spent working collaboratively (opposed to individually) were largely unrelated to reported strategy use. We discuss the implications of these findings for both improving intelligence analysis and developing an evidence-based approach to policy and practice in this domain