Hodges' Model: Welcome to the QUAD: August 2016

- learn about the conceptual framework Hodges' model. A tool that can help integrate HEALTH and SOCIAL CARE, INFORMATICS and EDUCATION. The model is situated, facilitates person-centredness, integrated - holistic care and reflective practice. A new site using Drupal is an ongoing aim - the creation of a reflective workbench. Email: h2cmng @ yahoo.co.uk Welcome

Wednesday, August 31, 2016

c/o Mauri Kaipainen - Conceptual Spaces @ Work 2016 over

Dear CS @W 2016 contributor or participant,

This message was sent to all who registered to the conference.

The second conference on Conceptual Spaces @ Work took place at Södertörn University, Stockholm on Aug 25-27, preceded by the co-located CS360 workshop on the 24th. The international event with physically present or virtual participants from all over Europe, Australia and the US was a great intellectual success. A number of applications and theoretical developments of the theory of conceptual spaces was presented, followed by lively and multi-faceted discussions that will no doubt cross-fertilise further intellectual offsprings. It is beyond the reasonable to exhaust the entire repertoire presented, several talks discussed various forms of reasoning in terms of CS. A few related CS to theory and history of science. Some other took even up fundamental epistemological questions of the paradigm.

In the panel discussion, a number of potential ways were identified in which CS might contribute to - if not solving - perhaps easing current hard problems of the world that often boil down to different or incommensurable conceptual spaces. The practical topic of the organization of the CS community was also discussed. Strong support was given to the idea of the community evolving as a self-organising network instead of being forced into some strict format. Regarding the organisation of the next CS @W conference, the two Antonios Chella and Lieto promised to look into the possibilities to organise it in Italy, the timing of course remaining open at this moment.

All video recordings are available at https://sh-medieteknik.solidtango.com/categories/cs-w-2016 .

The most natural communication channel in the present may be the CS360 network driven by Frank Zenker. If you wish to be on the mailing list, please register at https://conceptualspaces360.wordpress.com/newslist/ .

I will soon return to the presenters about the planned anthology, consisting mainly of elaborated talks of the conference. The deadline for the articles is April 30 2017.

Warmest thanks to all who participated or contributed to the conference!

Best regards,

Mauri Kaipainen
PhD, professor, Media Technology
Skype: mkaipain
MeetMe: http://www.doodle.com/mkaipain
Södertörn University
School of Natural Sciences, Technology and Environmental Studies
Alfred Nobels allé 7
S-141 89 Huddinge

Sunday, August 28, 2016

Community & Future: 2nd Workshop Conceptual Spaces at Work

There is a blog for the Conceptual Spaces community:

This includes an introduction describing synergies, videocasts when available, upcoming events, a bibliography, background to CS and links to sources. You can also subscribe to a mail list.

Yesterday, the close included the almost obligatory reflection on the future.

There are tentative plans for related meetings (Paris, Berlin, Palermo) and while 4 years is a long time, I can see what is meant by giving time for people to develop work. That point is not lost on me.

 What also stands out is the theoretical emphasis to date within CS, so there is a need to open the work to a wider audience and practical applications.

In the media there's a lot about 'public interest technology' and 'public interest law'. For example, as well as commercial enterprises, Drupal is playing a key part in leveraging the public interest through its work with not-for-profit organisations.

There is an ongoing call for papers for the next 8 months, obviously for the speakers and for those attending. Do contact people through the email leads at CS360 if interested.

CS is one possible tool I might use at some point, perhaps it also has relevance for you?

For me, presently it's departure gate F62!

Saturday, August 27, 2016

2nd Workshop Conceptual Spaces at Work - videos

I seem to be late with this post, two of three days of the conference are already done.

It seems like yesterday I was in Lund trying to find Hobykrok B&B. In the distance cranes were building what I was told was to be a scientific facility - an atom smasher of some sort. That was 2012: now the Max IV [ well it had to be ;-) ] Laboratory (a synchroton) is complete.

You can catch up on video presentations since Thursday at:


Sessions on this the final day will also be streamed live.

Sunday, August 21, 2016

Self: Inside and Outside the Boxes c/o Tate Liverpool Maria Lassnig

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Let there be no - 'Invisible Rooms' - in the Art and Science of Care

Visited Tate Liverpool, 1000-1230 today.

Friday, August 19, 2016

Human Capital & backseat passengers

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"The average employed person
had a "human capital stock"
of £471,000 at the
end of last year..."

The average wealth per
rose by
£87,000 to £135,000."

Picture taken August 17, 2016. REUTERS/Mahmoud Rslan

"The value of the UK's
 human capital increased
by £890 billion
to £19.2 trillion
 last year."

Knock! Knock!
... ... ... ...
Knock!! Knock!!
... ... ... ...
What do you want!

"Oh... hello. Is this the domain for justice?

"NO, you won't find justice here"

Office for National Statistics: Human capital estimates Articles

Knowles, T. (2016). Get ready to push the boat out - you're worth £135,000. The Times, 19 August, p.33.

Photograph source:  The Peninsula Qatar
Five-year-old Omran Daqneesh, with bloodied face, sits with his sister inside an ambulance after they were rescued following an airstrike in the rebel-held al-Qaterji neighbourhood of Aleppo, Syria August 17, 2016. Picture taken August 17, 2016. REUTERS/Mahmoud Rslan

Wednesday, August 17, 2016

Fink's Taxonomy: Significant learning

By L. Dee Fink, University of Oklahoma


Learning goals: Significant learning

For half a century, teachers at all levels of instruction have used Bloom’s taxonomy to generate learning goals beyond “understand and remember” kinds of learning.

This taxonomy has been extremely helpful, but it does not encompass all the kinds of learning that society and educators today believe is important. So I propose a new taxonomy, one that identifies six different ways in which learning can be significant for students:

  1. Foundational Knowledge: students should understand and remember the basic content of the course (e.g., terms, concepts, principles). 
  2. Application: students should use the content and engage in effective and appropriate kinds of thinking. 
  3. Integration: students should integrate different disciplines, major ideas, and realms of life. 
  4. Human Dimension: students should identify the personal and social implications of this knowledge. 
  5. Caring: students should develop new feelings, interests, and values in relation to the subject. 
  6. Learning How to Learn: students should keep on learning about the subject after the course is over.


Fink's taxonomy will be very useful to help frame my studies and create an online platform for Hodges' model.

    Tuesday, August 16, 2016

    "Making legal advice a clinical department" Dept of Clinical Law

    humanistic -------------------------------------------  mechanistic

    Definitions: Child in England and Wales
    < 18 years of age

    "Changing views in society have pushed...

    "Making legal advice a clinical department

    'child' : 'adult'
    mental capacity, deprivation of liberty,
    candidness and forethought,
    end of life decisions,
    treating physical illness in the mental ill,
    consent, confidentiality and treatment refusals (p.20)

    ... legal considerations of patient rights to 
    the front of clinician's agendas"

    Wheeler, R., & Marsh, M. (2016). Making legal advice a clinical department. Health Service Journal, April 13, 126: 6482, 20-21.

    Monday, August 15, 2016

    Paper: Using Typography to Expand the Design Space of Data Visualization

    New Issue of She Ji.
    The Journal of Design, Economics, and Innovation

    Using Typography to Expand the Design Space of Data Visualization


    she ji
    This article is a systematic exploration and expansion of the data visualization design space focusing on the role of text. A critical analysis of text usage in data visualizations reveals gaps in existing frameworks and practice. A cross-disciplinary review including the fields of typography, cartography, and coding interfaces yields various typographic techniques to encode data into text, and provides scope for an expanded design space. Mapping new attributes back to well understood principles frames the expanded design space and suggests potential areas of application. From ongoing research created with our framework, we show the design, implementation, and evaluation of six new visualization techniques. Finally, a broad evaluation of a number of visualizations, including critiques from several disciplinary experts, reveals opportunities as well as areas of concern, and points towards additional research with our framework.

    Sunday, August 14, 2016

    Book: Paradise Lodge

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    Fiction - Non-Fiction?



    Paradise Lodge, Nina Stibbe



    My source: FT Weekend

    Book cover:

    Friday, August 12, 2016

    Dynamism - Stasis : Demand - Supply :Bed-blocking

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    Gibbons, K. (2016). NHS crisis deepens as bed blocking costs £6bn. The Times, August 12, p.1.

    Image source:
    Hospital Bed By Wojciech Zasina, PL, Noun Project

    Sunday, August 07, 2016

    Future of Mental Health Nurse Training - Generic Course

    It is an old debate: the generalist versus specialist. In nursing it's the divide in the tree of knowledge that gives us the branches of adult - general  and mental health nursing. Never unique this physical-mental, mind-body divide is repeated. A fractal feature of being human.

    Without checking these two camps have been mentioned on W2tQ previously. Ever defensive I have probably been responding to the critique so readily aimed at Hodges' model:

    Well, it is plain to see and read from the model that it is reinforcing the Cartesian division. The model is putting the patient in a box, not only that but using the medical model's reductionist practice by having four boxes. The model acts as an elaborated checklist.

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    On the 15th I am 39. Yes, I wish I was. On the 15th it is 39 years since I started as a Nursing Assistant at Winwick Hospital, Warrington, UK. The change in mental health since then has been phenomenal. Winwick is gone as the local, or one of several regional asylums.

    There is a proposal for students to specialise in the last year of training, to ensure there is an adequate grounding in physical care. The concern is that mental health skills will be diluted. There is some progress to be gained, ironically, in that suddenly the training will mirror what is experienced by the public and mental health services in terms of parity and spending.



    If we want to demonstrate nursing as a science and art let's mix the blue and green:


    SOCIOLOGY domain

    POLITICAL domain

    Voila! 50% of the work of the model is done. You wanted integrated care; you got integrated care: everything is all 70s Hunky Dory.

    Of course, it is never that simple.

    I've picked this issue up after it featured in Nursing Times (Stephenson, 2016) last month. Among the points raised:

    • Mental health risks being sidelined. 
    • Dilution of the mental health specialty could have a "devastating" impact.
    • Some mental health courses have already be revised to incorporate more generic content. This can leave students with the "the worst of both worlds". There is a risk of a bias to adult nursing. 
    • Recruitment and differences in the appeal of courses is also noted, mental health candidates may already have related qualifications and more life experience.
    • There is a need for a responsive and flexible workforce who can work pretty much anywhere (pp.2-3).

    It seems as if there is climate for merger and acquisitions activity. In truth it has been there for a long time.

    Mental health has changed. From my limited perspective I have not needed a work-issued briefcase for a decade. There was one case for us to use as needed. This one facet of a service-defined stepped care model that reflects change. From institution issue 3-piece suit plus white coats to smart-casual on the community. It is several years since I last needed to give an i.m. injection. I do feel I could tomorrow if needed, but if it is Risperidone - Consta I would once again need to read about the client and digest the info leaflet before doing the visit. Questions about competence are the constant. Believe me I'm not wishing for a return for the old-days: I remember it very well.

    As a sign-off mentor there has been a panic to find a student the necessary experience. Now it seems there is less urgency in this respect. This is a positive sign in terms of mental health nursing and social change and yet a loss of a clinical skill being learned and exercised.

    The emphasis over the past 1-2 decades is on nursing assessment. The nurse as therapist in the formal - psychological sense is no longer emphasised. A further diminution of mental health nursing. This may be a bias on my part, as a new community psychiatric nurse in the 1980s.

    Where I mention merger and acquisitions above, what of interest rates? What difference will the loss of the student bursary make? Workforce planners may benefit from more certainty and an increase in numbers, but what of the quality of the future workforce? This is a crucial factor in retention. I came to mental health nursing first then did two years for the SRN - RGN. Currently, some courses are structured such that in the first 6 months the student is already committed to the pathway. Change is not possible even if desired.

    At the very least this suggests the need for a four year course?

    The locus of my nursing career has been the community and begs the question: Is the project complete? The media and countless promises on mental health funding (ongoing) show that this is far from the case. Where would this place children's mental health, women's services and forensic? Has the reduction in beds been compensated for by community resources?

    But ALL the above misses another agenda; one that is now: 21st century nursing; (this is also represented in the third rendering of Hodges' model above).

    Policy makers must address the social and political foundations upon which all nurses, social workers and allied health professions (theorize and) practice.

    Where is the workforce that will help the public to self-care? Where is the focus on prevention? How are those 'troubled families' doing?

    There is a prospective dividend to follow from big-data, that can extend this debate to the real questions of - society, policy, and life-styles - and provide evidence for real change. Finally:

    Where is the generic conceptual framework to help integrate physical - general nursing and mental health?

    Stephenson, J. (2016). Rift over move to 'generic' courses. Nursing Times, 20.07.16. 112:29, 2-3.

    Saturday, August 06, 2016