This chapter reports on the findings of a research project aimed at investigating the actual thermal environment of the housing of older occupants (aged 65 or over) in South Australia. The study documented their thermal preferences and behaviours during hot and cold weather and relationships to their well-being and health. Information was collected in three phases, a telephone survey, focus group discussions and detailed house environmental monitoring that employed an innovative data acquisition system to measure indoor conditions and record occupant perceptions and behaviours. The research covered three climate zones and extended over a nine-month period. The detailed monitoring involved a total of 71 participants in 57 houses. More than 10,000 comfort/well-being questionnaire responses were collected with more than 1,000,000 records of indoor environmental conditions. Analysis of the data shows the relationships between thermal sensation and self-reported well-being/health and the various adaptive strategies the occupants employ to maintain their preferred conditions. Findings from the research were used to develop targeted recommendations and design guidelines intended for older people with specific thermal comfort requirements and more broadly advice for architects, building designers and policymakers. Original publication at: Routledge Handbook of Resilient Thermal Comfort Chapter 7: https://doi.org/10.4324/9781003244929-10
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Students’ health profession education includes learning at the workplace through placements. For students, participating in daily work activities in interaction with supervisors, co-workers and peers is a valuable practice to learn the expertise that is needed to become a health care professional. To contribute to the understanding of HPE-students’ workplace learning, the focus of this study is to identify affordances and characterise student’s participation during placements. We applied a research design based on observations. Three student-physiotherapists and four student-nurses were shadowed during two of their placement days. A categorisation of affordances is provided, in terms of students’ participation in activities, direct interactions and indirect interactions. Students’ daily participation in placements is discussed through unique combinations and sequences of the identified affordances reflecting changing patterns over time, and differences in the degree of presence or absence of supervisors, co-workers and peers.
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