HIT: Health Information Technology? Wanna bet...?

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HIT on Vulnerable individuals Self-exclusion What do these words mean to you - 'Fixed' 'Odds' 'Betting' 'Terminals' ? 'Cognitive access' Children Gambling advertising in football	FIXED ODDS BETTING TERMINALS Stakes £50 or £30 or £20 or £2 £300 per minute Physical access HIT - the button yet again... "... not a single fixed odds betting terminal among the 35,000 or so in Britain which has ever had a losing week" Guardian
HIT on Relationships and Families Breakdown Loss of Social Capital: Crime Job-loss 'Civil Society' "A Government gets the  citizenry it legislates for"?	Department for Digital, Culture,  Media & Sport 12-Week Public consultation HIT to the gambling industry 60,000 jobs Staff training & awareness £1.8 billion market HIT on Tax £700 million Tracey Crouch MP Gambling Minister

Source: Various

Drawing a Care Map

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I contacted the Atlas of Caregiving and Rajiv Mehta replied:

We have found that the value to individuals has come not only from the final artifact (the diagram), but even more from the thinking that goes into its creation (if the person draws his own), and the conversations and reflections sparked by discussing the CareMap with others. This recent news article gives some insight into this: Caregivers Draw Support By Mapping Their Relationships. 

Of course, the point I’m making is true for any graph, diagram, etc.!

Also, your readers would likely appreciate a link to this page, which has more information on drawing a CareMap: 

https://atlasofcaregiving.com/drawing-using-caremap/

Rajiv Mehta
CEO, Atlas of Caregiving (www.atlasofcaregiving.com)
Board member, Family Caregiver Alliance (www.caregiver.org)
Co-organizer, Quantified Self (www.quantifiedself.com)

WHO - Who

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Who?
	WHO!

The Farthest - run

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In 1976 a lower sixth student new to the grammar school competes in the annual cross country. The previous victor had won every year. Listening to his friends, another win was a given. Not in 1976. The new student never won at Secondary School, but he was on the team. Out most dinner times, training from Ashton around Garswood. The day after, the  form teacher said something in the vein of  -"Oh there'll be  presentations!" The student listened and still listens. There never was a presentation, not a whisper; but the journey, the run - continues... and the student is grateful for that ...

JoCI's special issue: Michael Gurstein: a tribute

Dear CI-ers,

It's been truly inspiring to read all of your comments on the other threads on this listserv. Michael has left an amazing legacy, and in order to keep spreading his knowledge and memory, the Journal of Community Informatics (JoCI) is preparing a special issue in his honor: "Michael Gurstein: a tribute." We will be accepting a variety of different submissions. Please help us spread the CFP (attached and in the following) and please don't hesitate to ask us any questions.

Best,

Eduardo Villanueva-Mansilla, Editor-in-Chief. 

Susan O’Donnell, Brian Beaton, Shaun Pather, David Nemer, Associate Editors.

-----

Michael Gurstein: a tribute

Open call for an extraordinary issue honoring our friend, colleague, and founding editor

The global network of Community Informatics scholars and practitioners would like to celebrate the life and contributions of the founding Editor of this journal, Michael Gurstein, who left us on October 8, 2017. Michael led the Journal for almost 12 years, from idea to inception. As a consequence of his effort, the Journal has become a respected forum for exchanging ideas, experiences and knowledge around the theory and practice of Community Informatics globally.

When he left the Journal’s regular editorial management, Michael became Editor Emeritus and continued to take a strong interest in the sustainability of the Journal. The current editorial team strives to continue the work that Michael defined so eloquently in the past decade. JoCI remains committed to these defining principles, as a Journal that serves to advance both scholarship and practice for all those involved in the many aspects of Community Informatics. This includes, inter-alia, academics, practitioners, decision-makers, activists, at all levels of involvement, and from all over the world. The legacy of JoCI is also Michael’s legacy, and we are proud to be following in his steps.

To express our gratitude for this legacy and as a tribute to his work, the Journal is inviting three types of contributions for this special non-sequential issue:

• Short contributions: These should be approximately 300 words, of a personal nature, remembering Michael, sharing aspects of his life and / or the experience of working with him;
• Longer contributions: These should be approximately 1000 words, and comprise comments on his work. This may include any aspect of his writing on Community Informatics, communities, the Internet and social justice.
• Photographic contributions: These should be accompanied by a short text (max 200 words) and comprise of an album of selected photos featuring Michael and his life and work.

The extraordinary issue is primarily an opportunity to share and reflect on our friend, mentor and colleague. As such the editorial team will review the contributions with minimal assessment and no requirements of specific standards. If you wish to contribute a full-length article, which may also be construed as a tribute to Michael, please submit it to a regular issue to guarantee the normal academic or professional recognition deserved.

Submission process

Please submit your contribution to the Journal following the regular process but selecting “POV-Gurstein issue” as “section” of the Journal (POV = point of view). You must follow the regular submission process of the Journal to facilitate indexing and referencing. The submission may be in a simple format, with just title and author(s), an email address if so willing; and in doc, docx or odt format for text or jpg for photos or mp4 for video. The Journal will convert the written contributions into a PDF file and will publish as the submissions arrive and are approved by the editorial team.

We are planning for the initial publication to be available at the end of October 2017, and will continue accepting contributions at least till March 2018.

If you have any questions or comments, please write to evillan AT gmail.com.

Thanks for your interest in this publication, please share this call widely so that it will reach all Michael’s extensive network of colleagues. 

The Editorial Team, The Journal of Community Informatics

Eduardo Villanueva-Mansilla, Editor-in-Chief.

Susan O’Donnell, Brian Beaton, Shaun Pather, David Nemer, Associate Editors. 

David Nemer, PhD
Assistant Professor

School of Information Science

University of Kentucky

http://dnemer.com

Check out "Favela Digital: The other side of technology" - http://favela-digital.com

Paper: Wang and Nickerson (2017). A literature review on individual creativity support systems

Hodges' model can lay claim to being a creativity support system [CSS]. While I do not have evidence, the model presents a diversity of stimuli in its structure and the care - knowledge - domains. It follows then that from the outset it is a motivational primer on both affective and achievement counts. Immediately, there is the motivation provided by the blank space, viewed as one or four conceptual spaces to find an initial starting concept. Affective as users gravitate towards their chosen reflective and creative journey, and achievement priming as having a goal that is prompted by professional, interpersonal and educational goals. If there is a case of 'creativity block' then perhaps a group approach can be adopted? Hodges' model then becomes a collaborative creativity support system. With Hodges' model and no doubt the proposed CSSs the collaborative agents add their own affective and achievement priming, whether student-student; patient-student (supervised); or mentor-student.

With the important caveat that the studies identified do not include healthcare but many papers are general. The authors provoke many questions: "Creativity support systems, like other information systems, are most effective when they instantiate underlying theories..." (p.140). I have already posed this question - which is (as ever) compound. As per the review's general domain papers, is there an underlying theory for all of Hodges' model; or is there a need for a theory per care domain?

"The literature on individual creativity support systems has drawn from theories about design, human computer interaction, information systems, and creativity.. " (p.140). 

If 'design' can be complex, what of 'care design'? That is what we are about. This in turn impacts upon the other sources of theory above.

There is much to draw upon in Wang and Nickerson (2017) but finally on page 145:

"the authors did a survey to verify the notion that creative self-efficacy, individual knowledge and IT support affect individual creativity through mediating variables: individual absorptive capacity, exploration and exploitation." 

Creativity must contribute to literacy, Wang and Nickerson allude to a relationship, referring to self-efficacy above. This is what we are seeking in health literacy and self-care. An ability to explore and exploit available resources being a sign of autonomy and efficacy.

Table 3
A framework for designing individual creativity support systems.

Aspects	Components	Features to Support the Component
Motivation	Motivational priming	Affective priming Achievement priming
Creative Process	Process completeness Process control	Modules to support each step in a complete creative process Allowing iteration and selection of steps
Divergent thinking	Stimuli Long term memory Working memory Creativity techniques	Providing different levels of stimuli, Providing stimuli dynamically External long term memory, such as knowledge base and case library; Facilitating search Supporting association, Visualization, Random combination Facilitating the use of creativity techniques; Computational creativity techniques
Convergent thinking	Comprehension Decision	Labeling, classification, simulation Criteria based comparison, Decision support

Table 4
The steps in a complete creative process.

Process Stage	The Divergent Step	The Convergent Step
Problem finding	Formulating problem presentations in various ways	Selecting the best ways to present the problem
Information finding	Collecting potentially relevant information	Selecting the most relevant information
Idea finding	Generating many ideas	Selecting the best ideas
Solution finding	Improving the selected ideas	Selecting the improved ideas and integrating them into a solution

Reference:
Wang, K., & Nickerson, J. (2017). A literature review on individual creativity support systems. Computers In Human Behavior, 74, 139-151. (tables p.145).
http://dx.doi.org/10.1016/j.chb.2017.04.035

'Virtuous Practice in Nursing' Research Report c/o The Jubilee Centre

6Cs

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individual character                virtues and values philosophy         ethics        courage          commitment             [moral selection / recruitment criteria      caring         attitudes       compassion reflective practice-think, think, think? knowledge and skills subjective - 'soft'?	time, pressures, tasks, robotic competence vacuum]              theory -(ethical)- practice gap evidence-based care  objective - 'hard science'? e-learning platforms-things to read, read, read?
(professional) socialisation role modelling mentoring         practice patient's experience    communication public perception, media public involvement patient/person-centeredness	policy Professional bodies autonomy     whistleblowing      advocacy     career pathway, education and training, organisational culture, appraisal and development of staff management, business, finance*

See also 'Virtuous Medical Practice' plus others*

I-dentity: How the Individual-Group runs...

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questions of identity →
	← politics of identity

My source:
Grayling, A.C. (2009) Liberty In The Age Of Terror - A Defense Of Civil Liberties And Enlightenment Values. London: Bloomsbury. p.35.

"As a contribution to understanding why liberty matters, one has to understand why questions of identity, and the politics of identity, constitute a threat to liberty."

World Mental Health Day: Using Hodges' model to anticipate...

.... a Person's reaction to Respite Care

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cognitive problems - usual routine prior visits - positive experience personal space person-centred approach - listened to, acknowledged, afforded dignity and respect able to 'exercise' choice even if a struggle non-verbal communication mood, withdrawal, behaviour change facial appearance, voices (unconscious?) reminder of friend or foe from distant past? staff knowledge of person - likes / dislikes - favoured activities, distractions personal care preferences recognising distress, anxiety sleep pattern disturbance

ambiance - atmosphere safety noise, smell sense of constructive activities temperature impact of visual cues, case, travel bag, coat.. impact of infections ventilation, draughts variety of spaces, large, small, able to gravitate towards preferred places places to wander access to garden territory "That's my chair!" comfort, chair, bed, pillows... belongings, valuables (avoid)

assessment at client's own home personal-social history degree of dependency negotiating goodbyes, hellos personalities of care staff, other residents clash of personalities or developing attachments, other resident mistaken for spouse? life experience, forces, disinhibition at various levels, invading someone's personal space, taking their things, touching them, 'surprising' them to visit or not - friends other family? cost of care - time away from home?

contingency plans (contacts) if agitated, acutely distressed, aggression diversity - residents and staff mental capacity deprivation of liberty locked doors observation 24 hour checks - (expect the unexpected) staff uniform or non-uniform the political ambiance - homely, cold - impersonal, formal community nurse follow-up - alt assessment environment authoritarian - fixed routine 'house rules' cost of care - funding?

World Mental Health Day

Event: 'Critical Thinking and Health in Music Education' mapped to Hodges' model

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psycho-physical
health promotion
qualitative : quantitative
subjective : objective

psychology reflection - CRITICAL THINKING (training) psychological demands of training health and well-being impacts - stress, anxiety, depression... pressure on individual to change lifestyle neuromyths - beliefs individual attitude, health literacy through related knowledge and skills Socratic method individual courage assertiveness	music education literature evidence - research musical instruments physical human - player instrumental demands practice, environment health and well-being impacts - musculoskeletal, neurological, audiological... rigour in empirical investigations question formulation
culture - tradition (norms and myths) expectations of peers and seniors group discussion socialisation conservative - conformity history, social change 'cohort courage'	high standards professional attitudes empowerment, self-advocacy citizens - world view policy and management practices

socio-political

Please see the original post for the - context and event details 14 Nov 2017

The context of music education and specifically what sounds like the socio-politics of education reminds of the healthcare. That is the socialisation of healthcare professionals. I can see this as a former student nurse and today with student nurses and many workplace conversations with doctors. The experiences and attitudes towards junior doctors and the hours they work stand out. Not all of course, but many juniors found the most vociferous defenders of the status quo were the Senior Consultants. This could be summed up as: "It was good enough for us....!"

I picked up a euphonium at school. Yes, her name was Denise and she was in the school brass band. I quickly put the instrument down, preferring the fields and woods after school. The heart strings still resonate though a great many decades later. Discovering the guitar since and Raluca Matei and her colleagues planned event I can appreciate the word 'interface' in a new way. This is learning not just the music, but that special interface between the musical instrumental and the would-be player.

There is also a sense that Hodges' model is an instrument and interface ...?

'Critical Thinking and Health in Music Education' 14 Nov 2017 Manchester

Raluca Matei posted this item to the Mental Health in Higher Education hub. The resonances with the purposes of Hodges' model are clear to me. With Raluca's permission I will map the themes of this event to Hodges' model in a further post. There is no primary link for the event itself, please see the contact details below:

Dear All,

My name is Raluca and I am an AHRC-funded PhD student in psychology and health promotion among musicians, at the Royal Northern College of Music (RNCM), in Manchester. Together with Keith Phillips, a fellow PhD student in music psychology, we are organising ‘Critical thinking and health and music education’, a one-day event to be held at RNCM, on 14 November 2017, with funding from the North West Consortium Doctoral Training Partnership (NWCDTP).

OK…but why do that at all? 

• The physical and psychological demands of the training and practice that musicians must achieve to perform to a high standard on their instruments can produce deleterious effects on health and wellbeing, arising mostly from musculoskeletal, neurological and audiological causes. 
• Although there is a need for more rigour in the empirical investigation of potential interventions to address musicians’ health and wellbeing, British conservatoires remain guided more by tradition than the available evidence. Their websites still endorse practices that are either not supported by research (despite their popularity among musicians) or are so poorly defined that they can hardly be researched and investigated. This retrograde outlook encourages a rather conservative and conformist attitude that is prevalent among musicians. 
• An unfair emphasis on individuals to enact changes in lifestyle is continuously being pushed, while the larger cultural, social and environmental factors remain vastly unaltered and particularly resistant to change. 
• We argue that the above are at least partially due to the lack of critical thinking training and health education among music students and their teachers. Introducing such training might not only increase their health literacy (i.e. the achievement of health-related knowledge and relevant set of skills), but also empower them individually and as a group to question the status quo and assertively demand for changes to be made accordingly, to their own benefit, rather than submissively adapt to cultural norms informed by the mere passage of time and the burden of tradition. 
• Although such changes require considerable resources and never happen immediately, we argue that we need to start by asking questions. The literature suggests that critical thinking needs specific training and doesn’t necessarily happen by itself, especially given that one would need exceptional courage and to assume some risk to go against ingrained cultural norms. 
• Given that the role of higher education is not solely to prepare students for existing jobs but also to turn them into informed citizens, critical thinking can help them to shape the world and to embody the change they want to see. In addition, efforts focused on changing policy and management practices might be more effective, realistic and beneficial for a larger number of people than solely attempting to change individuals. 

And what are you aiming for? 

• To raise awareness of and debunk various myths that are being circulated in music education in relation to psychology and health
• To discuss about the importance of critical thinking in education and what the available literature tells us about effective interventions aimed at training it
• To discuss how we can, as researchers, bridge the gap between the evidence and the practical real world, as well as educational policies
• To discuss the findings of the first paper on neuromyths among music teachers and how these might inform future practice 
• To discuss potential ways in which the specific training of critical thinking could be incorporated into the pedagogical training of musicians
• To address the link between critical thinking and health promotion in music education 
• To discuss how the Socratic method might be used in training critical thinking 
• To brainstorm ideas on how critical thinking and psychology might be incorporated as part of musicians’ formal training – examples will be provided from the latest research in the field 

How would I benefit from this?

• Free access to an interdisciplinary, ground-breaking event on critical thinking in higher education

• The chance to be innovative within your own field and even initiate new professional pathways

• The opportunity to meet students, researchers and practitioners from your field of interest, as well as from related fields

• The opportunity to have your ideas discussed within an exploratory round table discussion, given that we will allow plenty of room for this!

Our speakers include:

• Prof. Reinhard Kopiez, Professor of Music Psychology, Hanover University of Music, Drama and Media
• Prof. Jane Ogden, Professor of Health Psychology, University of Surrey

The event will incorporate a considerable amount of group discussion, in an attempt to dive into a rather innovative field and hopefully reach some meaningful conclusions and suggest a few solutions. 

Our event is highly interdisciplinary, and it is open to postgraduate students, researchers and specialists in:

• Music (Performance and Education)
• Psychology
• Philosophy
• Education sciences and policy
• Medicine (with a focus on health education, health promotion and prevention, as well as public health)
• Science journalism/Science communication 

Although attendance is free, places are limited and registration will be based on a brief expression of interest. We ask potential participants to explain the nature of their research, interests and/or background, and detail why this event is relevant to them in writing to us by Sunday, 15 October 2017. 

Finally, we will keep the format and content flexible and depending on the background and interests of attendees, the conversations we will be having can follow various pathways. 

Raluca Matei – ... 

Keith Phillips – ... 

Please do email one of us for further details. Additionally, If you could please forward this to any relevant postgraduate students, researchers and/or specialists, I would be immensely grateful! 

With many thanks and kind wishes,

Raluca

Raluca Matei MSc, BMus, MBPsS

AHRC-funded PhD student in psychology and health promotion 

Royal Northern College of Music, 

Manchester

...

I am looking f/w to attending. PJ 

"Loving Vincent"

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My source: various...