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The Maker Movement is a community of hobbyists, tinkerers, engineers, hackers, and artists who creatively design and build projects for both playful and useful ends. There is growing interest among educators in bringing making into K-12 education to enhance opportunities to engage in the practices of engineering, specifically, and STEM more broadly. This article describes three elements of the Maker Movement, and associated research needs, necessary to understand its promise for education: 1) digital tools, including rapid prototyping tools and low-cost microcontroller platforms, that characterize many making projects; 2) community infrastructure, including online resources and in-person spaces and events; and 3) the maker mindset, aesthetic principles, and habits of mind that are commonplace within the community. It further outlines how the practices of making align with research on beneficial learning environments.

We report the nationwide experience with solid organ transplant (SOT) and hematopoietic stem cell transplant (HSCT) recipients diagnosed with coronavirus disease 2019 (COVID-19) in Spain until 13 July 2020. We compiled information for 778 (423 kidney, 113 HSCT, 110 liver, 69 heart, 54 lung, 8 pancreas, 1 multivisceral) recipients. Median age at diagnosis was 61 years (interquartile range [IQR]: 52-70), and 66% were male. The incidence of COVID-19 in SOT recipients was two-fold higher compared to the Spanish general population. The median interval from transplantation was 59 months (IQR: 18-131). Infection was hospital-acquired in 13% of cases. No donor-derived COVID-19 was suspected. Most patients (89%) were admitted to the hospital. Therapies included hydroxychloroquine (84%), azithromycin (53%), protease inhibitors (37%), and interferon-beta (5%), whereas immunomodulation was based on corticosteroids (41%) and tocilizumab (21%). Adjustment of immunosuppression was performed in 85% of patients. At the time of analysis, complete follow-up was available from 652 patients. Acute respiratory distress syndrome occurred in 35% of patients. Ultimately, 174 (27%) patients died. In univariate analysis, risk factors for death were lung transplantation (odds ratio [OR]: 2.5; 95% CI: 1.4-4.6), age >60 years (OR: 3.7; 95% CI: 2.5-5.5), and hospital-acquired COVID-19 (OR: 3.0; 95% CI: 1.9-4.9).

Background: Whole brain radiotherapy (WBRT) is a common treatment option for brain metastases secondary to non-small cell lung cancer (NSCLC). Data from the QUARTZ trial suggest that WBRT can be omitted in selected patients and treated with optimal supportive care alone. Nevertheless, WBRT is still widely used to treat brain metastases secondary to NSCLC. We analysed decision criteria influencing the selection for WBRT among European radiation oncology experts. Methods: Twenty-two European radiation oncology experts in lung cancer as selected by the European Society for Therapeutic Radiation Oncology (ESTRO) for previous projects and by the Advisory Committee on Radiation Oncology Practice (ACROP) for lung cancer were asked to describe their strategies in the management of brain metastases of NSCLC. Treatment strategies were subsequently converted into decision trees and analysed for agreement and discrepancies. Results: Eight decision criteria (suitability for SRS, performance status, symptoms, eligibility for targeted therapy, extra-cranial tumour control, age, prognostic scores and "Zugzwang" (the compulsion to treat)) were identified. WBRT was recommended by a majority of the European experts for symptomatic patients not suitable for radiosurgery or fractionated stereotactic radiotherapy. There was also a tendency to use WBRT in the ALK/EGFR/ROS1 negative NSCLC setting. Conclusion: Despite the results of the QUARTZ trial WBRT is still widely used among European radiation oncology experts. Keywords: Decision tree; Decision-making; NSCLC; QUARTZ; WBRT.

Building and programming tiny battery-free energy harvesting embedded computer systems is hard for the average maker because of the lack of tools, hard to comprehend programming models, and frequent power failures. With the high ecologic cost of equipping the next trillion embedded devices with batteries, it is critical to equip the makers, hobbyists, and novice embedded systems programmers with easy-to-use tools supporting battery-free energy harvesting application development. This way, makers can create untethered embedded systems that are not plugged into the wall, the desktop, or even a battery, providing numerous new applications and allowing for a more sustainable vision of ubiquitous computing. In this paper, we present BFree, a system that makes it possible for makers, hobbyists, and novice embedded programmers to develop battery-free applications using Python programming language and widely available hobbyist maker platforms. BFree provides energy harvesting hardware and a power failure resilient version of Python, with durable libraries that enable common coding practice and off the shelf sensors. We develop demonstration applications, benchmark BFree against battery-powered approaches, and evaluate our system in a user study. This work enables makers to engage with a future of ubiquitous computing that is useful, long-term, and environmentally responsible.

Copyright © 2022 The Author(s). Enhancing creativity has become of vital importance in today’s modern world as creativity plays an essential role in solving complex individual, business and social issues. This paper, therefore, considers how to develop a novel and inclusive means of fostering creative citizens in a bottom-up manner, especially in China, through co-design and public makerspaces. The paper discusses the notion of creativity and its relations with co-design and makerspace, critical requirements of co-design and makerspace design, and cultural differences in co-design. A literature review and a series of co-design workshops with Chinese and non-Chinese participants were applied. The research revealed that making activities should be more ‘visible’ and ‘inclusive’ to engage more and better with both makers and non-makers. This study also identified some differences between Chinese and non-Chinese groups in terms of space management and co-design approaches. The key findings would greatly value developing user-oriented makerspaces for creativity enhancement in China. Arts and Humanities Research Council (AHRC) and Newton Fund (AH/ S003444/1).

What we design and how it is made are intimately connected. The need to make modular components is a consequence of construction methodology and disposition in production and manufacturing. With the prevalence of digital modelling, designers and architects use modularity not only as design strategy but also to explore new aesthetics. This article examines design and architectural projects that prioritise geometrical and dimensional constraints at different scales, to highlight modular systems as essential areas of research. Here, Material Architecture Lab put together a series of speculative designs that investigate modular components and spatial configurations to accompany the written component. This article scans through a selection of discourses around modularity in architecture to contextualise, question and challenge the innovative potential of modular systems. By engaging with modular design of various types and materials, our aim is to articulate the value attached to a bottom-up design research, from digital modelling to fabrication processes.

The article discusses design thinking as a process and mindset for collaboratively finding solutions for wicked problems in a variety of educational settings. Through a systematic literature review the article organizes case studies, reports, theoretical reflections, and other scholarly work to enhance our understanding of the purposes, contexts, benefits, limitations, affordances, constraints, effects and outcomes of design thinking in education. Specifically, the review pursues four questions: (1) What are the characteristics of design thinking that make it particularly fruitful for education? (2) How is design thinking applied in different educational settings? (3) What tools, techniques and methods are characteristic for design thinking? (4) What are the limitations or negative effects of design thinking? The goal of the article is to describe the current knowledge base to gain an improved understanding of the role of design thinking in education, to enhance research communication and discussion of best practice approaches and to chart immediate avenues for research and practice.

With the Maker movement increasingly adopted across K‐12 schools and non-formal makerspaces, students are being given more opportunities to engage in Making activities using tools such as robots, electronics, arts, and crafts. Making activities are thought to help students develop twenty-first-century skills, especially communication and collaboration, creative thinking and problem solving, all of which come under the umbrella of learning and innovation (L&I) skills. The overall research question driving the study is: how do students develop L&I skills in Making contexts? To understand how students develop these skills we need frameworks and coding schemes which can help with skills’ identification and analysis. Finding such analytical tools with applicability in Making contexts has proven challenging. In Phase A, the present study proposes an analytical framework and coding scheme—the L&I skills in Making analytical framework and coding scheme—for the identification and analysis of L&I skills in Making contexts, informed by existing twenty-first-century skills frameworks as well as data from an empirical investigation with young learners. In Phase B, the applicability of the coding scheme is checked with a portion of the empirical data while evidence is presented for the identification and analysis of L&I skills in dialogic interactions during the Making activities. The study extends previous findings supporting that Making activities might be able to support students in developing twenty-first-century skills, but most importantly, has a unique contribution to the literature supporting researchers who are looking for an analytical framework and coding scheme to identify and analyse students’ L&I skills in Making contexts.

The popular discourse on making and makerspaces is laden with optimistic narratives suggesting that makerspaces act as key institutions that support more inclusive and sustainable forms of local economic development. Despite their popularity, we know little about how makerspaces actually support entrepreneurship and innovation and even less about how they advance the goals of environmental sustainability and social inclusion, particularly in the Canadian context. In an effort to redress these gaps, this paper uses a unique database of makerspaces, complemented with findings from in-depth case studies, to examine the practices of makerspaces in southern Ontario (Canada). Our study finds that while makerspaces offer access to technologies and basic skills training, we find limited evidence that makerspaces generate the promised economic or social outcomes so often attributed to them. Moreover, we find very limited evidence that makerspaces actively seek to be socially inclusive in their membership and programming or encourage environmentally sustainable practices. In other words, the potential of makerspaces, in their current form, to contribute to more inclusive and sustainable forms of local economic and community development is not yet fully realized.

There is a lack of safety culture in digital fabrication context which can create hazards to humans, machines, and environment. We outline a research roadmap and call for action for assessing and building safety culture and safety consciousness in the digital fabrication context based on our experiences in studying this topic from practical and theoretical perspectives. Our approach for both mapping the status of safety in digital fabrication practice, as well as advocating the safety consciousness within digital fabrication scene consists of three methods, which provide insights from qualitative, quantitative, and design science perspectives. We believe that the three research methods described provide a holistic understanding on the status of, discourses about, and methods for implementing safety in Fab Labs and other makerspaces worldwide. This understanding will further help in building theories, methods, concepts, and processes for studying and shaping safety culture.

Background Breast cancer is the second most common cancer among Australian women. In 2019, an estimated 19,000 women in Australia were diagnosed with breast cancer, with around 3,058 women dying from the disease in the same year. Although many qualitative studies published in Australia exist which examine breast cancer from various perspectives, only limited literature is available which addresses Australian women's lived experience of breast cancer from diagnosis, treatment and beyond. Method Meta-synthesis of qualitative studies. Participants who took part in either semi-structured interviews or surveys with open-ended questions were included. A thematic synthesis analysis approach was used. Results Five themes and 13 sub themes emerged from the data analysis which illustrated the lived experience of Australian women diagnosed with breast cancer. Emotional burden and women's response towards their breast cancer diagnosis were key themes. Experience of decision- making , social distress, symptoms beyond changes in their body, fertility considerations and their role as mothers were some of the challenges during their treatment. Women coped and adjusted with these challenges through the support of their family, and healthcare providers. Women developed greater empowerment by making their life choices after treatment. Life choices such as getting into a new relationship was challenging for single women. Conclusion Although most women were emotionally supported following their diagnosis, there are still areas where women could be better supported such as when having to break the news of their breast cancer diagnosis to their children, provision of ongoing emotional support for caregivers of women with breast cancer, providing constant emotional and informational support at the point of diagnosis and during their treatment, tailoring treatments according to different stages of pregnancy, and discussion of fertility treatments in timely manner by healthcare professionals.

Building on grit and growth mindset literature, the “maker mindset” celebrates persistence through failure as key to inspiring creativity in making education. Yet, moving beyond examinations of individual persistence and assumptions that all people have the same wealth of resources to persevere, when is it worthwhile to work through challenging projects? What supports are necessary for youth to feel safe working through challenges in science, technology, engineering, math, and computing (STEM+C) activities? Using sociocultural theory as a lens, this ethnographic study analyzed observation field notes, videos, photos, student work, and interviews from an after-school making program for high school girls during the 2014-15 school year. Through a comparison of 2 groups—one that persisted through challenging moments and one that did not—this paper reveals the centrality of playfulness, teamwork, and ownership of projects in order to persist through challenges that arise in inquiry-based projects.

The limited application of science to environmental management has been termed the "science-management knowledge gap." This gap is widely assumed to be a consequence of inefficient knowledge transfer from science to application. However, this metaphor misrepresents knowledge as a "thing" that can be readily exchanged in complex systems, rather than a "process of relating" that involves negotiation and dialogue among stakeholders. We advocate for development of a more explicit alternative model of knowledge creation founded on Nonaka's Theory of Organizational Knowledge Creation, which emphasizes how knowledge is converted into more usable forms through socialization, externalization, combination, and internalization within "learning spaces." Effective learning spaces require sufficient trust to enable open, honest, and receptive interactions among stakeholders. We advocate that greater emphasis on knowledge conversions within effectively designed learning spaces will accelerate development of actionable knowledge beyond that of existing models. Virginia Tech Open Access Subvention Fund; Virginia Agricultural Experiment Station; USDA National Institute of Food and Agriculture McIntire Stennis project [1009027]; National Climate Adaptation Science Center (N CASC) from the United States Geological Survey (USGS) [G16AC00265] The authors acknowledge reviewer contributions that improved the manuscript. Open access publication was made possible by the Virginia Tech Open Access Subvention Fund. Marc Stern's work on this paper was supported in part by the Virginia Agricultural Experiment Station and the USDA National Institute of Food and Agriculture McIntire Stennis project 1009027. Alison Meadow's work on this paper was supported by the National Climate Adaptation Science Center (N CASC) through Cooperative Agreement G16AC00265 from the United States Geological Survey (USGS). Its contents are solely the responsibility of the authors and do not necessarily represent the views of the N CASC, the USGS, or any other funding institution.

International audience; Disability professionals could use digital fabrication tools to provide customised assistive technologies or accessible media beneficial to the education of Blind or visually impaired youth. However, there is little documentation of long-term practices with these tools by professionals in this field, limiting our ability to support their work. We report on such practices in a French organisation, providing disability educational services and using digital fabrication since 2013, for six years. We trace how professionals defined how digital fabrication could and should be used through a range of projects, based on pedagogical uses and the constraints in creation, production and maintenance. We outline new research perspectives going beyond 3D printers and its promises of automation to embrace hybrid approaches currently supported by laser cutters, the learning and documentation process, and the production of accessible tactile media at a regional or national scale.

Computer education was an integral part of curriculum development and a priority of the OECD’s policy agenda at the turn of the 1970s. Based on an analysis of archival documents, programme overviews and publications, this article describes how the introduction of computers in the classroom was advocated by the OECD and, more specifically, how this fostered the creation of an arena for the production of knowledge. The article sheds light on the OECD as an arena for the pooling and channelling of ideas relating to the uses of school computers. It, therefore, not only fills a gap in the history of educational technology, but also demonstrates how knowledge was catalysed and disseminated by this international governmental organisation. Furthermore, the study analyses an attempt to intervene in national policy-making that was withdrawn before it was implemented.

The COVID-19 pandemic is challenging for Fab Labs and makerspaces where the use of digital fabrication machines and working with physical materials in collaboration with others are at the heart of the activities. We have been actively promoting children’s technology education both by training local teachers and by working with children themselves. The restrictions have resulted in limiting the number of participants or moving to online working, or even closing the workspaces and cancelling the events. To continue our work, we needed to explore new solutions for the situation. We have provided online training for teachers, experimented with working in family groups and fully online, while access to the digital fabrication machines and children’s engagement in online activities were the largest challenges we encountered. We report in this paper our experiences with different solutions as well as challenges we have faced, both as regards technology education of children and collecting research data related to that.

Previous literature highlights the importance of teaching children design and Making skills. However, there are fundamental differences in projects engaging children in design and Making, concerning the objects and motives of design. They vary depending on whether one emphasizes participatory design, user centered design, Making philosophy or entrepreneurship education, among others. In the first two, the emphasis is on the appreciation and engagement with the user, who is seen as separable from the designer. The third one often starts with solving one’s own problems while the fourth one prioritizes the customer. In this paper, we analyze the existing literature and three of our own design and Making projects with children. We reveal diversity in the projects reported in the literature and challenges among children in our projects in understanding the design goals and practices, particularly relating to designing for oneself versus designing for others. We propose a categorization for mapping and managing this diversity.

Objective Although patient decision aids (PtDAs) have been shown to improve shared decision-making, integration into clinical care pathways remains limited. This study investigated, among other outcomes, the uptake of the PtDA by professionals and the uptake as perceived by patients.Methods We performed a process evaluation among four breast cancer care teams that had been exposed to a multifaceted implementation strategy. Data were gathered by auditing patient files using a standardised data extraction sheet and conducting telephone interviews with patients using a structured interview guide. We analysed the data by using descriptive statistics.Results We found that the implementation strategies, including advice on how and when to present the PtDA to the patient, were followed for 14% of the included patients (N = 84); 92% of the patients reported to have received a login code for the web-based PtDA, while 67% logged in and used the PtDA at home. An important factor influencing the use was the clinician promoting it when delivering the PtDA (OR 9.95 95% CI 3.03-37.72).Discussion The implementation strategies were followed in 14% of the patients, and a high delivery of the PtDA was achieved. Redesigning the care pathway and providing personal instruction on using PtDAs seem crucial.

WHAT IS KNOWN ON THE SUBJECT?: Shared decision-making is a concept originating in the medical field, and it is ideally based on a trustful relationship between the patient and the health professionals involved. Shared decision-making shows potential to strengthen patient autonomy and encourages patients to become involved in decisions regarding their treatment. WHAT DOES THE PAPER ADD TO EXISTING KNOWLEDGE?: A universal concept and understanding of shared decision-making with relevance specifically to psychiatric clinical practice could not be identified in the analysed literature. Shared decision-making refers to a process, and how and whether the patient wishes to participate in the decision-making process should be clarified from the very beginning. On the basis of this synthesizing review, a process model for psychiatric practice was specified and illustrated to help lead health professionals, patients and other supporters through the decision-making process. WHAT ARE THE IMPLICATIONS FOR PRACTICE?: The process of shared decision-making should be made visible to all persons involved, and it should be stated at the beginning that a decision must be made. Decisions regarding treatment are usually not limited to a single consultation. A collaborative approach including multiple health professionals and other supporters, such as peer workers and family members, is required. Psychiatric nurses could support patients during the process of decision-making and provide additional information, if requested. Abstract INTRODUCTION: Patient involvement in decisions regarding treatment has increasingly been supported in health care, and therefore, shared decision-making (SDM), as an informative and participative approach, is promoted in the scientific literature. Aim To review the current state of research regarding the conceptual understanding and implementation of SDM in psychiatric clinical practice. Method An integrative review that included empirical, theoretical and conceptual research published between 1997 and 2019 was conducted. For this, five health-related databases were searched. Results Fourteen articles were included in the synthesis. No universal conceptual understanding of SDM regarding psychiatric care could be identified, although several articles highlighted the link with other concepts, such as autonomy and patient-centeredness. Furthermore, four additional key themes with relevance for the successful implementation of SDM in clinical practice were determined. Discussion SDM refers to a process and is usually not limited to a single consultation. SDM shows the potential to enhance patient-centred and recovery-oriented care. A collaborative approach including multiple health professionals, peer workers and family members is required. Implications for practice The process of SDM should be made visible for all parties involved. Nurses in particular could play a key role by collecting information regarding patient's preferences and by providing support.

Making provides a beneficial learning environment that requires skills and knowledge from the areas of science, technology, engineering, and mathematics to design and construct a product or an artefact. In this paper the maker approach reflects on the pedagogical potential of learning through the design and deployment of an automated system that monitors and records environmental parameters in lakes and rivers. IoT technologies are used to connect schools with natural ecosystems, providing the opportunity to students to be actively involved in designing and developing technology artefacts to experiment with, and further, in the formulation of research questions, and in the processing and interpretation of research results and measurements. The study contributes to the research literature on bridging the gap between the school and out-of-school science.

This work analyses the statistical relationship between family firms and risk-taking. It seeks to contribute to the growing literature on family firms by reviewing the literature on the characteristics that distinguish them from non-family firms, aiming to innovate by approaching a less-used construct for this type of firm: risk-taking. The literature on both constructs is reviewed, using theoretical and empirical works to develop the following research hypothesis: tfamily firms are more averse to risk-taking than non-family firms. This hypothesis is tested empirically using econometrics procedures in a sample with 1188 observations from publicly traded companies listed on B3. The results indicate that the presence of family firms negatively affect risk-taking. Thus, it can be concluded that family firms seem to be less prone to risk-taking than non-family firms. RESUMO O presente trabalho aborda a relação estatística entre firmas familiares e tomada de risco. Procura-se contribuir para a crescente literatura em firmas familiares ao realizar uma revisão da literatura das características que as distinguem de firmas não familiares, buscando inovar ao pesquisar um construto pouco trabalhado com esse tipo de firma: a tomada de risco. Revisa-se a literatura sobre ambos os construtos, utilizando pressuposto teórico e trabalhos empíricos para formular-se a seguinte hipótese de pesquisa: firmas familiares são mais avessas à tomada de riscos do que firmas não familiares. Essa hipótese é testada empiricamente através de procedimentos econométricos em uma amostra de 1188 observações de companhias de capital aberto listadas na B3. Os resultados indicam um efeito negativo da presença familiar na tomada de risco das firmas. Conclui-se que os resultados corroboram a hipótese de que firmas familiares seriam mais avessas à tomada de riscos que firmas não familiares.

Supporting children's learning and competence in technology design is a way to empower them. This means enabling them to continue designing in the future, independently. In this paper, a series of workshops is presented, structured around a board game, which aims to support children in becoming competent enough so as to design on their own.

Recent research advocates the role of protagonist for children in design: children should participate across different design stages, from ideation to programming, so that they learn through it. However it is not straightforward how to organise a design workshop with children across different design stages, above all in a short time span. This paper tackles such issue. It presents a workshop with children ideating, programming and prototyping smart objects, structured around a card-based board game, and in the time-span of two days. Results are contextual but support that children’s engagement across design stages can be fostered by the game-based structure.

We articulate in this paper what participation at its best entails in the context of digital technology design with children, forming a theoretical framework for genuine participation of children in digital technology design and making. We integrate in the framework a set of conditions for the meaningful and effective participation of children and the nexus analytic concepts of historical body, interaction order and discourses in place, and complement that with the lenses of empowerment, values and value. In addition to these theoretical lenses, we rely on the insights gained during our empirical work with children for more than a decade. We contribute to research on Child Computer Interaction (CCI) by explaining what ‘participation at its best’ entails in practice and how it can be studied in research. Thus, CCI researchers and practitioners advocating participation, empowerment and inclusion of children can benefit from this framework when planning, analysing and evaluating their projects with children.

Many owners of companion animals with cancer are overwhelmed by having to choose the "right course of action." With the aim of reducing the burden on owners who are forced to act as surrogates for their animals, this work discusses principles that apply to ethical treatment decision-making for animal patients with cancer. Four principles frequently used for ethical decision-making in human medicine will be considered for their potential applicability in veterinary medicine. As a result of these considerations, preliminary guidelines are presented, along which a decision-making discussion can be held. The deliberate integration of the non-maleficence and beneficence principles into the purely empirical facts of what is medically possible helps to maintain a moral perspective in specialized veterinary medicine. At the same time, such guidelines may contribute to individual decision-making in a way that animal patients neither have to endure unnecessarily severe side effects, nor that they are euthanized prematurely.

How can we treat technological matter as yet another material from which our notions of possible future instruments can be constructed, intrinsically intertwined with, and informed by a practice of performance? We strive to develop musical-performance instruments not only by creating technology, but also in developing them as aesthetic and cultural objects. A musical instrument is not an interface and should not be designed as such; instead, new instruments are the source of new in new music. Like any traditional instrument, a new instrument's potential for producing quality musical sound can only be revealed when it is played. We present an instrument-design process conducted by a visionary and an agenda-setting musician. The resulting objects are experimental prototypes of technological matter, which allow analysis and meaning to be specified through physical and tactile interaction with the objects themselves. As the instruments evolve through various stages, their capability is continually enhanced, making them all the more desirable for musicians to play. QC 20170913

Learning about circuitry by connecting a battery, light bulb, and wires is a common activity in many science classrooms. In this paper, we expand students’ learning about circuitry with electronic textiles, which use conductive thread instead of wires and sewable LEDs instead of lightbulbs, by integrating programming sensor inputs and light outputs and examining how the two domains interact. We implemented an electronic textiles unit with 23 high school students ages 16–17 years who learned how to craft and code circuits with the LilyPad Arduino, an electronic textile construction kit. Our analyses not only confirm significant increases in students’ understanding of functional circuits but also showcase students’ ability in designing and remixing program code for controlling circuits. In our discussion, we address opportunities and challenges of introducing codeable circuit design for integrating maker activities that include engineering and computing into classrooms.

FabLearn has primarily been concerned with studies of digital fabrication technologies in education, however, we witness an increased interest in integrating other related topics such as computational thinking, digital design and empowerment as an integrated whole. In this paper, we present a five years design research program for digital fabrication, computational thinking and design, to highlight why the FabLearn community should embrace this wider agenda to accomplish its ultimate goal to encourage a new generation to critically and constructively engage in the design of digital technology. The contribution of this paper is a number of open questions and considerations regarding the scope of European FabLearn research that we hope the community will consider and that might give rise to further discussions. FabLearn has primarily been concerned with studies of digital fabrication technologies in education, however, we witness an increased interest in integrating other related topics such as computational thinking, digital design and empowerment as an integrated whole. In this paper, we present a five years design research program for digital fabrication, computational thinking and design, to highlight why the FabLearn community should embrace this wider agenda to accomplish its ultimate goal to encourage a new generation to critically and constructively engage in the design of digital technology. The contribution of this paper is a number of open questions and considerations regarding the scope of European FabLearn research that we hope the community will consider and that might give rise to further discussions.

Squeeze interaction, defined as squeezing a soft object that affects computed feedback, is a promising interaction technique due to its expressive character. Skweezee for Processing is a Processing library that allows makers to im- plement squeeze interactions in a lightweight manner. The library offers a set of features based on data extraction al- gorithms and aims to preserve the dynamics of squeezes in the mapping from user action to system output. Distribut- ing Skweezee for Processing as an open source library, we invite the community to further investigate the potential of squeeze interactions and to contribute to the extension and improvement of the library. We emphasize the potential for rich squeeze interaction by demonstrating a game that implements squeeze interaction as core mechanic. Addi- tionally, we demonstrate the ease of implementing squeeze interactions in a variety of settings using the Skweezee for Processing library. ISBN 978-1450370684 (Paperback) ispartof: pages:375-381 ispartof: TEI '19: Proceedings of the 13th International Conference on Tangible, Embedded, and Embodied Interaction pages:375-381 ispartof: TEI '19: 13th International Conference on Tangible, Embedded, and Embodied Interaction location:Tempe, AZ, USA date:17 Mar - 20 Mar 2019 status: Published online

Bu çalışmanın ana amacı, iki ana iş kaynağı olan çalışanların karar alma süreçlerine katılma imkanı ile örgütsel adaletin, işe adanmışlık değişkenine olan katkısını araştırmaktır. Çalışma başlangıcında öngörülen, hem çalışanların karar alma süreçlerine katılma imkanının hem de örgütsel adalet algısının çalışanların işe adanmışlık seviyelerine pozitif olarak katkıda bulunacağıdır.Buna ek olarak, örgütsel adaletin, çalışanların karar alma süreçlerine katılımının işe adanmışlıklarına olan katkısındaki aracı değişken olarak rolü de test edilmiştir. Örgütsel adalet, daha önceki çalışmalarda, çalışanların karar alma süreçlerine katılımının sonucu olan, iş tatmini veya örgütsel bağlılık gibi bazı kişisel ve örgütsel sonuçlara olan etkisinin incelenmesinde aracı değişken olarak kullanılmıştır, ancak çalışanların karar alma süreçlerine katılımlarının onların işe adanmışlık seviyelerine katkısı üzerindeki aracı değişken rolü, daha önce incelenmemiştir. Bu durum da bu çalışmaya özgünlük sağlamaktadır. Bunların dışında; yaş, cinsiyet, medeni hal, eğitim seviyesi, iş deneyimi, özel sektör tecrübesi ve iş yerindeki görev gibi çeşitli demografik değişkenlerin çalışmada kullanılan ana değişkenlerde yaratacağı olası farklılıklar da bu çalışmada incelenmiştir.Çalışmada kullanılan örneklem, Istanbuldaki bir ilçe belediyesinde, çeşitli hiyerarşik seviyelerde çalışmakta olan 327 çalışandan oluşturulmuştur. Çalışmada kullanılan veriler, her biri daha önce yapılmış birçok çalışmada güvenilirlikleri onaylanmış anketler yardımı ile toplanmıştır. Tüm istatistiksel analizler SPSS programı yardımı ile yapılmıştır.Analiz sonuçlarına göre, tahmin edildiği üzere, hem çalışanların karar alma süreçlerine katılımı hem de onların örgütsel adalet algısı, çalışanların işe adanmışlıkları üzerinde anlamlı ve pozitif katkı sunmuştur. Ayrıca yine sonuçlar bize, örgütsel adalet algısının, çalışanların karar alma süreçlerine katılımının işe adanmışlıklarına olan etkisi üzerinde anlamlı bir aracı değişken rolü üstlendiğini göstermiştir. Tüm bu ana bulguların yanında, demografik değişkenler ile ilgili yapılan analizlerde; evli, yaşı daha fazla ve iş deneyimi daha fazla olan katılımcılarda işe adanmışlık seviyesinin, bunun yanında daha önce özel sektör tecrübesi bulunan katılımcılarda ise karar alma süreçlerine katılma algısının daha yüksek olduğu tespit edilmiştir.--------------------The main purpose of the study was to explore the contribution of two important job resource; employee participation in decision making and organizational justice on work engagement. It is predicted that both independent variables will positively contribute to the concept of work engagement. Additionally, the mediation role of organizational justice on the contribution of employee participation in decision making on work engagement was also tested. Organizational justice had been used as a mediator on examining some organizational and individual consequences of employee participation in decision making like organizational commitment or job satisfaction, but it’s mediating role on the contribution on work engagement was not tested before, so it provided originality for the research. Some extra analyses on demographic variables such as age, gender, marital status, education, tenure, private sector experience and hierarchical positions were also implemented to understand the possible differences of the research variables among these demographic characteristics.The sample of the study was composed of 327 employees that work at different hierarchical levels in a local municipality in Istanbul. The data was collected through the questionnaires that have been proved as highly reliable in several studies. The statistical analyses were executed via the Statistical Package for Social Sciences (SPSS) Program.The results showed that both employee participation in decision making and organizational justice significantly and positively contribute to work engagement. Also, the mediator role of organizational justice on the relationship of employee participation in decision making and work engagement was significantly determined due to the results of the study. The demographic analyses showed that married, older and more experiences participants scored significantly more work engagement, whereas, the participants that have private sector experience before score more participation in decision making than the others.

In making online hotel booking decisions, people use consumer ratings as a cue to evaluate previous customers' experiences with the promoted hotel. Currently, hotels' sustainability efforts are an important additional criterion that factors into customers' booking behavior. However, the effectiveness of certifying such efforts with sustainability labels is questionable. An experiment was conducted with 684 participants to examine the effectiveness of two different certification systems beyond the persuasive power of customer ratings. To analyze these effects, a 3 (customer rating: poor vs. mediocre vs. good) × 3 (sustainability level: one vs. two vs. three) × 2 (certification system: label vs. rating pictogram) mixed design was used. The results showed that consumers must be able to understand the informational cues that indicate the level of sustainability if they are to use this information in addition to the valence of the overall customer rating as a decision-making criterion.

Digital systems pervade classic STS sites of interest, from connecting laboratories to mediating lay-expert divides. But STS has so far been reticent to build the theoretical and analytical perspectives necessary for embracing digital systems as an important element of contemporary fieldwork, research, and practice. This paper charts a course for bringing STS concepts to bear on digital systems and vice versa, bringing our lingering concern with questions from the sociology of knowledge to bear on digitally-enacted and mediated scientific and technical practices. It shows how we can eschew the language of technological determinism inherent to discussion about digital systems outside of STS, asking instead questions germane to STS theory and practice such as the configuration of such systems to include and exclude, the epistemic entanglements of using digital tools in research practice, and the potential to build new systems that suggest alternative arrangements.

The maker movement advocates hands-on making with emerging technologies because of its value for promoting innovative and personally meaningful transdisciplinary learning. Educational research has focused on settings that primarily serve youth from dominant groups, yet we know surprisingly little about making among minoritized youth and the kinds of resources that support their making. This study sought to better understand the extent to which maker practices are present in the lives of minoritized youth and the network of resources that support their engagement. In this study, we analyzed survey responses of 52 youth from an urban, under-resourced community in Chicago and conducted an inductive thematic analysis of 20 interviews through a model of connected learning. Findings showed these youth participated in a diverse range of interest-driven, low-tech maker activities in their own homes more often than in school, after school programs, or through online resources and communities (i.e., YouTube, Internet, social media). Many youths displayed different levels of participation with intergenerational support, as parents and extended family members supported youth in their hands-on making. This work opens up pathways for fostering connected learning opportunities within minoritized communities by building on existing learning experiences within home settings and supportive relationships.

Hackathons have become a popular tool for bringing people together to imagine new possibilities for technology. Despite originating in technology communities, hackathons have now been widely adopted by a broad range of organisations. This mainstreaming of hackathons means they encompass a very different range of attendees and activities than they once did, to the extent that some events billed as hackathons may involve no coding at all. Given this shift away from production of code, they might instead be seen as an increasingly popular participatory design activity, from which designers and researchers in HCI can learn. Through fieldwork at six hackathons that targeted non-technical communities, we identify the types of activities and contributions that emerge through these events and the barriers and tensions that might exist. In doing so, we contribute a greater understanding of hackathons as a growing phenomenon and as a potential tool for participatory research. Publisher PDF

Background:Decision making is an important part of managing one's life with dementia. Shared decision making is the preferred way of involving people in decisions. Our study aimed to describe the challenges of shared decision making in dementia care networks.Methods:A multi-perspective qualitative study using face-to-face interviews with 113 respondents in 23 care networks in the Netherlands consisting of 23 people with dementia, 44 of their informal caregivers, and 46 of their professional caregivers. The interview guide addressed the decision topics, who were involved in the decision making and their contributions to the decision making. We used content analysis to delineate categories and themes.Results:The themes and categories that emerged are: (1) adapting to a situation of diminishing independence, which includes the continuous changes in the care network, resulting in shifting decision-making roles and the need for anticipating future decisions; and (2) tensions in network interactions which result from different perspectives and interests and which require reaching agreement about what constitutes a problem by exchanging information in the care network.Conclusion:The challenges in dementia care networks relate to all dimensions of social health. They have implications for a model of shared decision making in dementia care networks. Such a model requires flexibility regarding changing capabilities to preserve the autonomy of the person with dementia. It needs working towards a shared view about what constitutes a problem in the situation. It asks for professionals to advocate for the involvement of people with dementia by helping them participate in ways that strengthen their remaining capacities.

Making is a generative and creative process that can be engaging and empowering. Craft groups and making communities have grown in popularity for the ageing population, both to pursue traditional making activities like knitting as well as to explore making through emerging interactive technologies. However, there is yet to be an overview of how older people engage in making. This paper seeks to map the landscape of making for older adults, in order to understand the characteristics and benefits of making for this demographic. We explore the literature on making and then use the lens of "positive ageing" to examine the benefits and challenges of making for health, security and participation of older people. We conclude by discussing opportunities for design and highlight avenues for future HCI research into supporting making for older adults.

Recent HCI research has highlighted the potential afforded by maker technologies for supporting new forms of DIY Assistive Technology (DIY-AT) for people with disabilities. Furthermore, the popular discourse surrounding both the maker movement and disability is one of democratisation and empowerment. Despite this, critics argue that maker movement membership lacks diversity and that within DIY-AT, it is seldom the people with disabilities who are creating such designs. We conducted a qualitative study that explored how people with disabilities experience the empowering potential of making. We analysed online videos by makers with disabilities and conducted fieldwork at two makerspaces. These informed the design of DIY-Abilities, a series of workshops for people with disabilities in which participants could learn different maker technologies and complete their own maker project. Through analysis of participants’ narratives we contribute a new perspective on the specific social and material capacities of accessible maker initiatives.

Gustavo Saposnik,1–3 Jorge Maurino,4 Angel P Sempere,5 Christian C Ruff,2 Philippe N Tobler2 1Division of Neurology, Department of Medicine, St Michael’s Hospital, University of Toronto, Toronto, ON, Canada; 2Laboratory for Social and Neural Systems Research, Department of Economics, University of Zurich, Zurich, Switzerland; 3Li Ka Shing Knowledge Institute, St Michael’s Hospital, University of Toronto, Toronto, ON, Canada; 4Neuroscience Area, Medical Department, Roche Farma, Madrid, 5Department of Neurology, Hospital General Universitario de Alicante, Alicante, Spain Purpose: Herding is a phenomenon by which individuals follow the behavior of others rather than deciding independently on the basis of their own private information. A herding-like phenomenon can occur in multiple sclerosis (MS) when a neurologist follows a therapeutic recommendation by a colleague even though it is not supported by best practice clinical guidelines. Limited information is currently available on the role of herding in medical care. The objective of this study was to determine the prevalence (and its associated factors) of herding in the management of MS.Methods: We conducted a study among neurologists with expertise in MS care throughout Spain. Participants answered questions regarding the management of 20 case scenarios commonly encountered in clinical practice and completed 3 surveys and 4 experimental paradigms based on behavioral economics. The herding experiment consisted of a case scenario of a 40-year-old woman who has been stable for 3years on subcutaneous interferon and developed a self-limited neurological event. There were no new magnetic resonance imaging (MRI) lesions. Her neurological examination and disability scores were unchanged. She was advised by an MS neurologist to switch from interferon to fingolimod against best practice guidelines. Multivariable logistic regression analysis was conducted to evaluate factors associated with herding.Results: Out of 161 neurologists who were invited to participate, 96 completed the study (response rate: 60%). Herding was present in 75 (78.1%), having a similar prevalence in MS experts and general neurologists (68.8% vs 82.8%; P=0.12). In multivariate analyses, the number of MS patients seen per week was positively associated with herding (odds ratio [OR] 1.08, 95% CI 1.01–1.14). Conversely, physician’s age, gender, years of practice, setting of practice, or risk preferences were not associated with herding.Conclusion: Herding was a common phenomenon affecting nearly 8 out of 10 neurologists caring for MS patients. Herding may affect medical decisions and lead to poorer outcomes in the management of MS. Keywords: multiple sclerosis, herding, disease-modifying therapy, neuroeconomics, decision-making, risk aversion

PURPOSE: The purpose of the study was to explore relatives' descriptions and experiences of continuous sedation in end-of-life care for cancer patients and to identify and explain differences between respondents from the Netherlands, Belgium, and the UK. METHODS: In-depth interviews were held between January 2011 and May 2012 with 38 relatives of 32 cancer patients who received continuous sedation until death in hospitals, the community, and hospices/palliative care units. RESULTS: Relatives' descriptions of the practice referred to the outcome, to practical aspects, and to the goals of sedation. While most relatives believed sedation had contributed to a 'good death' for the patient, yet many expressed concerns. These related to anxieties about the patient's wellbeing, their own wellbeing, and questions about whether continuous sedation had shortened the patient's life (mostly UK), or whether an alternative approach would have been better. Such concerns seemed to have been prompted by relatives witnessing unexpected events such as the patient coming to awareness during sedation. In the Netherlands and in Belgium, several relatives reported that the start of the sedation allowed for a planned moment of 'saying goodbye'. In contrast, UK relatives discerned neither an explicit point at which sedation was started nor a specific moment of farewell. CONCLUSIONS: Relatives believed that sedation contributed to the patient having a good death. Nevertheless, they also expressed concerns that may have been provoked by unexpected events for which they were unprepared. There seems to exist differences in the process of saying goodbye between the NL/BE and the UK.

This article investigates the benefit of participation in policymaking. Based on data from interviews with various interest groups, private organisations, and representatives of regions that had been involved in recent policymaking processes in Switzerland, this study analyses the relationship between participation and satisfaction with the policy outcome. The study looks at two different aspects of outcome satisfaction: perceived consensus of a decision and preference attainment. The results show that the level of participation is related to both aspects of outcome satisfaction but that the strength of association is dependent on the type of interest group and the level of conflict among the groups participating in the decision-making process.

Objectives: Limited information is available on physician-related factors influencing therapeutic inertia (TI) in multiple sclerosis (MS). Our aim was to evaluate whether physicians' risk preferences are associated with TI in MS care, by applying concepts from behavioral economics. Design: In this cross-sectional study, participants answered questions regarding the management of 20 MS case scenarios, completed 3 surveys, and 4 experimental paradigms based on behavioral economics. Surveys and experiments included standardized measures of aversion ambiguity in financial and health domains, physicians' reactions to uncertainty in patient care, and questions related to risk preferences in different domains. The primary outcome was TI when physicians faced a need for escalating therapy based on clinical (new relapse) and magnetic resonance imaging activity while patients were on a disease-modifying agent. Results: Of 161 neurologists who were invited to participate in the project, 136 cooperated with the study (cooperation rate 84.5%) and 96 completed the survey (response rate: 60%). TI was present in 68.8% of participants. Similar results were observed for definitions of TI based on modified Rio or clinical progression. Aversion to ambiguity was associated with higher prevalence of TI (86.4% with high aversion to ambiguity vs. 63.5% with lower or no aversion to ambiguity; p = 0.042). In multivariate analyses, high aversion to ambiguity was the strongest predictor of TI (OR 7.39; 95% CI 1.40-38.9), followed by low tolerance to uncertainty (OR 3.47; 95% CI 1.18-10.2). Conclusion: TI is a common phenomenon affecting nearly 7 out of 10 physicians caring for MS patients. Higher prevalence of TI was associated with physician's strong aversion to ambiguity and low tolerance of uncertainty.

This article is based on a study of novice designers’ knowledge of materials in a challenging collaborative assignment. We approached material knowledge from two complementary viewpoints: the dimensions of knowledge shared during designing, and how student teams built new knowledge during making. We found that both modalities studied—namely, words and gestures—contributed to advancement in designing. The modalities became specialised: While words served mainly to identify materials and to describe visual qualities, gestures conveyed information about size, shape, location and dynamic dimensions, such as movement and change over time, as well as signature qualities based on embodied experience. During making, ambitious teams took material decisions and the challenge of authenticity seriously, but the tight timeframe and budget compelled them to favour pragmatic choices.

This SIG will provide child-computer interaction researchers and practitioners an opportunity to discuss four topics that represent new challenges and opportunities for the community. The four areas are: interactive technologies for children under the age of five, technology for inclusion, privacy and information security in the age of the quantified self, and the maker movement.