If telecare is the answer, what was the question? Storyline, tensions and the unintended consequences of technology-supported care

This document is the Accepted Manuscript version. The final, definitive version of this paper has been published in Critical Social Policy, March 2018, published by SAGE Publishing. Content in the UH Research Archive is made available for personal research, educational, and non-commercial purposes only. Unless otherwise stated, all content is protected by copyright, and in the absence of an open license, permissions for further re-use should be sought from the publisher, the author, or other copyright holder.Telecare—services employing technology to monitor people’s movement, medication and home environment at a distance—has emerged as a key component of global social care and health policies. The relationship between policies about telecare and the experiences and aspirations of service users has been under-interrogated. This paper draws on findings from an organisational case study involving people living with complex conditions using various telecare devices and employs Hajer’s (1995) concept of argumentative discourse analysis to identify two key storylines arguing that telecare improves people’s quality of life and promotes independence. While these storylines point to seemingly logical and incontestable objectives, uncritical policy and practice fails to recognise and prioritise the aspirations of service users, leading to unintended consequences that can deepen people’s isolation and minimise organisational benefits.Peer reviewedFinal Accepted Versio

Apartheid subjects and post-colonialism: native administrators in Port Elizabeth, 1945-1970

Paper presented at the Wits History Workshop: Democracy, Popular Precedents, Practice and Culture, 13-15 July, 199

Long-term Recovery from Acute Cold Shock in Caenorhabditis Elegans

Background Animals are exposed to a wide range of environmental stresses that can cause potentially fatal cellular damage. The ability to survive the period of stress as well as to repair any damage incurred is essential for fitness. Exposure to 2 °C for 24 h or longer is rapidly fatal to the nematode Caenorhabditis elegans, but the process of recovery from a shorter, initially non-lethal, cold shock is poorly understood. Results We report that cold shock of less than 12-hour duration does not initially kill C. elegans, but these worms experience a progression of devastating phenotypes over the next 96 h that correlate with their eventual fate: successful recovery from the cold shock and survival, or failure to recover and death. Cold-shocked worms experience a marked loss of pigmentation, decrease in the size of their intestine and gonads, and disruption to the vulva. Those worms who will successfully recover from the cold shock regain their pigmentation and much of the integrity of their intestine and gonads. Those who will die do so with a distinct phenotype from worms dying during or immediately following cold shock, suggesting independent mechanisms. Worms lacking the G-protein coupled receptor FSHR-1 are resistant to acute death from longer cold shocks, and are more successful in their recovery from shorter sub-lethal cold shocks. Conclusions We have defined two distinct phases of death associated with cold shock and described a progression of phenotypes that accompanies the course of recovery from that cold shock. The G-protein coupled receptor FSHR-1 antagonizes these novel processes of damage and recovery

2003-2004 Fall Training Evaluation For Graduate Assistants

The Literacy/Reading program for Graduate Assistants teaching developmental reading students at a large, state university currently provides one week of teacher training prior to the beginning of the Fall Semester. The small group of graduate assistants in this program (including the program coordinator) are primary instructors and teach one or two sections of developmental reading, test taking, time management, and learning strategies. The main purpose for evaluating the training program was to determine the effectiveness of the training. Data was collected through a Likert survey, which included some qualitative questions, and person-to-person interviews. The results of the Likert survey are that the high quality of the training sessions, the presenters, and the strategies that were presented helped graduate assistants to better do their jobs. The results of the qualitative questions and person-to-person interviews also conclude that the fall training was very helpful and should definitely be continued. However, the results of the qualitative portion of the study also yielded additional, unexpected insights into the perceptions of graduate assistants who feel they are marginalized graduate students, teaching marginalized college courses (Reading and Study Strategies), and serving a marginalized population of students—developmental university students