Field geographies

Philosophy section,A decade of innovative Geography (Article 689).Epistemological discourses such as those that have emerged from women’s studies (particularly feminism) and development studies have, however, shown geographers that there is a need to challenge the power assumptions embedded in the whole process of research, including methodological choices that can include or exclude. By tracing these discourses and using examples from these two disciplines, this article demonstrates how contemporary geography has taken on board some of the new methodological approaches that have thus transpired. In turn, this has enriched geographical enquiry, which is now, much as the subject itself, seen as a social construct requiring critical reflection and challenge

Social capital and health: the problematic roles of social networks and social surveys

Social capital, social networks, social support and health have all been linked, both theoretically and empirically. However, the relationships between them are far from clear. Surveys of social capital and health often use measures of social networks and social support in order to measure social capital, and this is problematic for two reasons. First, theoretical assumptions about social networks and social support being part of social capital are contestable. Second, the measures used inadequately reflect the complexity and ambivalence of social relationships, often assuming that all social ties and contacts are of similarly value, are mutually reinforcing, and, in some studies, are based on neighbourhoods. All these assumptions should be questioned. Progress in our understanding requires more qualitative research and improved choice of indicators in surveys; social network analysis may be a useful source of methodological and empirical insight

Connecting ICTs to development: The IDRC experience

Book ReviewAlthough the editors speciªcally deny that this book is a historical account, it only narrowly escapes that label. The book does attempt to consolidate some 15 years of International Development Research Centre (IDRC)–sponsored action research on ICT intervention projects undertaken in three main global regions, Latin America and the Caribbean, Africa and Asia. This “Herculean” (the editors’ words) effort does give the book the semblance of an epic, engrossing, all-encompassing exposition of the key concerns, actors, and events relevant to the IDRC’s ICT4D community. The book reports on the work of an IDRC-created thematic grouping identified as “Information and Communications Technologies for Development” (ICT4D), an acronym which has since gained widespread appeal in the academic research community (Heeks, 2006)

Ectopic pregnancy – the midwife’s role in the community

Ectopic pregnancy (EP) is estimated to occur in one out of 80 women.1 Midwives and nurses are often the first port of call for a woman and therefore the importance of understanding the signs of symptoms of EP to ensure prompt referral and accurate advice is essential.2,3 This article will discuss signs and symptoms and discuss best practice guidance (CG154) from the National Institute for Clinical Excellence (NICE).4Peer reviewe

What influences student participation in asynchronous online discussions

Asynchronous online discussions are widely used in online and blended learning courses. Participation by adult learners can be encouraged by the contributions of teachers, and when online groups are given well-structured tasks that are assessed. The introduction of such discussions to a pre-existing short course in mentorship for qualified health care professionals offered an opportunity to compare participation by different groups studying concurrently. This was done by counting numbers of student contributions to twenty-four different online groups, regardless of length or content. This showed that the contribution of teachers was not an important factor in influencing student participation, though individual students who contributed prolifically tended to encourage their fellow group members to contribute more. These results may not be generalizable: the course was short, the discussions focused on a well-structured and assessed task, and the learners were mature