- 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

Tuesday, December 31, 2019

Happy New Year: Nostradamus c/o Al Stewart

"A Man for All Seasons" ...
"A Woman ... and other gender identities ..."
"A Child ..."
"A model ..."

"A model for Past, Present, Future"

A series of Frames - Janus-like view:

Pre-morbid, Diagnosis, Prognosis ...

Clinical and Case -
Assessment
Planning
Formulation
Evaluation
Engagement

individual
|
INTERPERSONAL : SCIENCES
humanistic ----------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group - population













Nostradamus - Al Stewart
From the Album: Past, Present, Future

Eco-Visionaries: Confronting a planet in a state of emergency c/o Royal Academy

Discover how architects, artists and designers are responding today to some of the most urgent ecological issues of our times.

"From climate change to species extinction and resource depletion, the damaging effects of modern life are more tangible than ever. Eco-Visionaries examines humankind’s impact on the planet and presents innovative approaches that reframe our relationship with nature. Through film, installation, architectural models and photography, the works in this exhibition interrogate how architecture, art and design are reacting to a rapidly changing world, beyond mainstream notions of sustainability.

In the 1950s, scientists started raising serious concerns about the damaging effects of modern life on the environment. Since then, architects, designers and artists have joined the urgent effort to draw attention to the planet’s fragile and endangered ecosystem."

Royal Academy - source and continued ...

Planning to visit the exhibition and related event in February.


Previously posted:
Thursday, October 15, 2009

Blog Action Day: Imagine a generation taking nothing for granted from the start

Monday, December 30, 2019

Beautiful thought & Houses - Ruskin

individual
|
INTERPERSONAL : SCIENCES
humanistic ----------------------------------------------- mechanistic
SOCIOLOGY : POLITICAL
|
group - population


"There are two ways of getting it, if you do want it. The first is wholly in your own power; to make yourselves nests of pleasant thoughts. Those are nests on the sea indeed, but safe beyond all others; only they need much art in the building. None of us yet know, for none of us have yet been taught, what fairy palaces we may build of beautiful thought – proof against all adversity. Bright fancies, satisfied memories, noble histories, faithful sayings, treasure-houses of precious and restful thoughts, which care cannot disturb, nor pain make gloomy, nor poverty take away from us – houses,- built without hands, for our souls to live in" - Ruskin.










THE WORKS OF JOHN RUSKIN, 
HONORARY STUDENT OF CHRISTCHURCH, OXFORD. 
VOLUME IV. 
THE EAGLES NEST. IX. — THE STORY OF THE HALCYON. I99.
LONDON : PRINTED FOR THE AUTHOR BY SMITH, ELDER & CO., 15, WATERLOO PLACE; 
AND SOLD BY MR. G. ALLEN, HEATHFIELD COTTAGE, KESTON, KENT. 
1872.

My source:
The Ruskin Library, Lancaster University.

Sunday, December 29, 2019

What's in a Name?

  Or, The First Rule of First Aid* ... #SafeStaffing

Health care is often described as complex ...

there are tools to help simplify, conjoin 

and help care navigation and learning ...













Despite this and even if people are listening

politics, politicians and policy makers seem determined to turn health care into a maze ...


INDIVIDUAL
|
INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP

*Protect
yourself
first.


"WAITING ROOM"

"WAIT HERE"





RCN Safe Staffing Campaign

patient safety learning hub

'Named Nurse' 25 years ago.
Mitchell G, Strain J. The role of the named nurse in long-term settings. Nurs Older People. 2015 Apr;27(3):26-9. doi: 10.7748/nop.27.3.26.e679. Review. PubMed PMID: 25809049.

My source (and image):
https://twitter.com/helenh49/status/1210956380636663813

Saturday, December 28, 2019

C40: A City as an Individual..?

'2020' vision for leadership ...


INDIVIDUAL
|
INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
 GROUP 
mental wellbeing
belonging 
identity (sense of self)
contentedness
City
Geography      Statistics
Weather    Climate
Population     Epidemiology
  Energy          Roads       Water
Infrastructure  Transport      Rail
 Technology  Waste Management  Air
  Greening         Food    Evidence

community
neighbourhoods
Quality of Life 
social values, cohesion, inclusion
leisure, social spaces

C40
surveillance?, security, ethics, values
policy, disaster planning (pop. shifts ongoing and to follow), health & social care services, housing, welfare provision, employment, transparency, governance, taxation...


See also (posted in October):

ERCIM News No. 119 Special theme "Smart Things Everywhere"

- which includes:

https://ercim-news.ercim.eu/en119/special/smart-municipality

Friday, December 27, 2019

The gravitas of Groups - and inertia

INDIVIDUAL
|
INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
 GROUP 
talk green
walk the talk


'X'
marks the spot
the impact of inertia elsewhere


Group of Twenty

Group of Eight
Group of Seven



the G20 and other G's
despite their nomenclature
do they recognise the gravity of the situation?

the road is long
time is short
life is the essence
and the 'road' part of the problem ...


On Wikipedia:
Group of Seven
Group of Eight
Group of Twenty


Thursday, December 26, 2019

Self to Other: Forms of 'imagination'

Book: "The Sociological Imagination"


INDIVIDUAL
|
INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP

Self
Person
Biography
imagination and creativity
individual values

Sociologist C. Wright Mills, who created the concept and wrote the definitive book about it, defined the sociological imagination as “the vivid awareness of the relationship
 between [individual] experience ...

'Thought experiment'

...and the wider society." (Crossman, 2019).

Charles Wright Mills (1916-1962)
The Sociological Imagination, 1959
Political 
imagination ACTION!

growth
climate change
universal health care
antibiotic resistance
pollution
corruption
fake news


My source:
Dillow, C. (2019) The demise of growth stocks, Investors Chronicle, 13-19 December, 210:2680, pp.16-17.

Additional links:

C.Wright Mills: On Intellectual Craftsmanship
https://brettworks.com/2010/11/04/c-wright-mills-on-intellectual-craftsmanship/

Crossman, Ashley. "Definition of the Sociological Imagination and Overview of the Book." ThoughtCo, Oct. 25, 2019, thoughtco.com/sociological-imagination-3026756

Wednesday, December 25, 2019

Otobong Nkanga: From Where I Stand - c/o Tate St Ives


"From where you stand, what is your own position?
How do you look at something?
What is the story that comes out of what you've seen?"
Otobong Nkanga.

INDIVIDUAL
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INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP




Otobong Nkanga, Infinite Yield, 2015.
Tapestry; 133 2/5 × 68 9/10 in. (288 × 175 cm); 

© Museum of Modern Art, Antwerp.




I've a post still to follow from my trip to Dundee in the summer which included the V&A. On my four day visit last month to Cornwall I visited St Ives and the Tate. I really enjoyed this exhibition with its ecological, colonialism, consumerism, topological and science references. The exhibition ends on 5 January but there's another post for the new year.

Image source.

Merry Christmas to All: Peace.

Monday, December 23, 2019

Book: "Economists"

INDIVIDUAL
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INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP



My source:
Tim Harford, The changing face of economics, FT Magazine, 21/22 December 2019, pp. 26-33.

Sunday, December 22, 2019

Book: "Good Economics for Hard Times"

INDIVIDUAL
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INTER-PERSONAL : SCIENCES
HUMANISTIC -------------------------------------------------- MECHANISTIC
SOCIOLOGY : POLITICAL
|
GROUP


Hodges' model provides interdisciplinary and even transdisciplinary bridges across often disparate fields of knowledge and specialties (epistemologies). In this instance consider SOCIO-economics, the consumerism of supply and demand. The influence of this in the economics of health care and the environment. The impact of relentless growth when values are knotted with value and commodified.

Even the book's cover points to the preoccupation of economics with mechanics (process!?). The view of economies as machines, which this book and the work of the authors and others now seeks to challenge and change.


Abhijit V. Banerjee, Esther Duflo (2019) Good Economics for Hard Times, Better Answers to Our Biggest Problems, Allen Lane, ISBN: 9780241306895

My source:
Ed Conway. Fighting the fake news with hard evidence, The Times, Saturday Review. December 14, 2019, p.16.

Saturday, December 21, 2019

Review: iv Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

It seems there is no escape from 'learning styles'. Just when you thought they are dated and defunct like a Whac-A-Mole up they pop.

Here on serialists and holist - 'big picture' learners (p.37). Kinchin writes:

"Like the deep-surface binary, the holist-serialist dichotomy covers a diversity of perspectives, details of which can be analysed using concept mapping. Concept maps provide an indicator of a student's learning approach for a given context. Raynor and Riding (1997:21) have speculated that:

"The idea that 'style awareness' may help reach reach the 'hard to reach', and perhaps contribute to reducing failure generally by enhancing the learning process, is an elusive but tantalising prospect which clearly merits further attention.' (p.37)
Kinchin cites research on the influence of existing knowledge on learning. How students may simultaneously hold misconceptions and more acceptable (professional) conceptions. Perhaps a way to resolve the learning styles 'debate' is to have tools that can potentially cater for all learning styles? The chapter heading 'Patterns of Learning' points to other requirements, especially in respect of personal learning journeys. As Kinchin discusses conceptual ecologies. This is a very appropriate description for what Hodges' model provides (p.38); and a gestalt (p.43). The domains encourage 'travel' and exploration, as the student formulates a "cycle of concepts" (within one, or around several domains) a means to help integrate a context or situation. The domains of Hodges' model act as placeholders for several concepts simultaneously, whether contentious or not (p.38) or as a source of  'troublesome knowledge'." (p.37).

I've been drawn to Dewey and pragmatism in educational thought, given the accent on a natural and active approach to learning. Chapter 4 moves to Presenting the Curriculum (subtitle: hiding the discipline from view). This surely speaks to the interdisciplinary, interprofessional nature of education in the 21st Century and even the increasing instances(?) when transdisciplinary approaches are needed? Hodges' model predates Project 2000 and the shift of UK nurse education to degree pathways. Mid 1980s the model was created to facilitate curriculum design and Kinchin sees concept maps as evidencing curriculum design and a means to communicate design, communication and implementation.

Four reasons for use of concept maps in relation to curriculum design - summarised here:

1. Concepts maps support 'big picture thinking'. ...
2. Concept maps are embedded in contructivist learning theory ...
3. Concept maps support collaborative planning ...
4. Concept maps reduce the 'cognitive load' placed on teachers* ... (p.54).

I like to the emphasis in this book on structure. The concept maps - learning patterns and curricula, knowledge and very well referenced. 'Cumulative learning' could refer to cramming, committing facts to memory for regurgitation, but it doesn't. It is about student's "understandings integrate and subsume with previous knowledge, or 'segmented learning' where new ideas or skills are accumulated alongside rather than build on past knowledge." (p.55).

Not quite the center of the book, but page 56 introduces a key concept (in Chapter 7) in semantic gravity.

*This came up a lot generally - students too - within educational technology in MRES studies at University of Lancaster.

to be continued...

Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
DOI: 10.1080/13562517.2013.827648

Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.


See also:

Intro post

Review One

Two

Three

Five

Six

Thanks to Brill for my review copy.

Friday, December 20, 2019

CfA | Dis/entangling living bodies and medical technologies in the post-genomic era | VIII Conf. STS Italia | 18 -20 June 2020, Trieste

Dear colleagues,

We are pleased to invite you to submit abstract proposals to our panel:

"Dis/entangling living bodies and medical technologies in the post-genomic era: Health and wellbeing at the nexus between vulnerabilities, responsibility and solidarity"

(TRACK 2) at the 8th STS Italia Conference “Dis/Entangling Technoscience: Vulnerability, Responsibility and Justice”, University of Trieste, Italy, 18-20 June 2020.

Follow this link: https://www.stsitaliaconf2020.com/call-for-abstracts and submit a title, and a short abstract of less than 300 words by February 9th.

If you have any questions please email myself at:
stefano.crabu AT polimi.it
Best wishes,

Stefano Crabu and Federico Neresini
----
Track: Dis/entangling living bodies and medical technologies in the post-genomic era: Health and wellbeing at the nexus between vulnerabilities,responsibility and solidarity

Convenors: Stefano Crabu (Politecnico di Milano) & Federico Neresini (University of Padova)

Description of the track:

Post-genomic sciences and related technologies of life are considered the cornerstone of contemporary biomedicine: precision medicine, clinical genomics, gene-targeted therapies, direct-to-consumer genetic tests are some of the most relevant developments that are reconfiguring medical practices, and the relations between patients and medical practitioners, as well as the alignment between the normal and the pathological. Hence, even if it has yet to realize its radical potential, post-genomic based medicine is often celebrated by practitioners and policymakers as an instance for new disruptive paradigm for healthcare, being based on “promissory virtues” such individualized diagnosis, more effective personalized prevention and risk prediction, as well as patient empowerment. Alternatively, these developments are dismissed as an outcome of a medical reductionism in which living bodies, health and wellbeing are increasingly understood in molecular terms, as an objective to accomplish via technical means. Thus, post-genomic era is considered as the climax of the injection of neoliberal architecture to health care. The aim of this track is to integrate science and technology studies (STS), philosophy of science, policy studies, and more in general interdisciplinary studies of health and biomedicine with the aim to challenge these polarized and dichotomous views, by exploring both emerging forms of inequalities, vulnerabilities and novel process of citizens, and patients empowerment within post-genomic landscapes.

We therefore encourage social scientists, STS scholars and biomedical researchers to submit theoretically, empirically, and/or methodologically oriented papers that aim at exploring:

  • Vulnerabilities and solidarity: In which ways relevant actors and stakeholders engaged in the field of post-genomics medicine should be actively empowered, thus to prevent and reduce possible discriminations in access to healthcare? Here we invite contributions aimed at exploring issues of privacy, discrimination, and concerns about the potential of post-genomics medicine to exacerbate disparities in healthcare;
  • Socio-technical practices of genomics-based technologies: In which ways relations and communication between patients, citizens, and health professionals do change with the introduction of post-genomics innovations? Here we solicit contributions on how diverse groups of patients and citizens integrate post-genomics innovations and new computable health information and biodata into their daily lives and practices. A further question is whether bottom-up citizen’s practices (such as the online-based genetic testing service, or data cooperatives) create tensions, conflicts, or new form of compliance with the practices of healthcare professionals;
  • Responsible Innovation in post-genomic era: Here we invite contributions oriented to study how different forms of co-creation and engagement (also from below) of citizens, patients and concerned groups of people can contribute to responsible innovation in post-genomic era. In particular, we welcome investigations on the roles patients associations, fab lab, living lab, makerspace, and other collectives can take in post-genomics innovation processes and knowledge production, as well as the needs, opportunities and effects of citizen involvement in post-genomics sciences.
    -- 
    Stefano Crabu, Ph.D.
    
    Assistant Professor in Sociology (Politecnico di Milano | Dep. of Design)
    
    Via Durando, 38A - 20158 Milano
    Ph. +39 02 2399 7244 | Mob. +39 340 6159556
    M@il: stefano.crabu@polimi.it
    www.meta.polimi.it
    
    --
    Research Fellow at PaSTIS
    Padova Science, Technology & Innovation Studies (University of Padova)
    http://www.pastis-research.eu/

    Thursday, December 19, 2019

    Nursing Now: Triple Impact Report

    "The International Council of Nurses (ICN) is a federation of more than 130 national nurses’ associations representing the millions of nurses worldwide. Operated by nurses and leading nursing internationally, ICN works to ensure quality care for all and sound health policies globally.

    Nursing Now is a three-year global campaign run in collaboration with the International Council of Nurses and the World Health Organization. It is based on the findings of the Triple Impact report, which concluded that as well as improving health globally, empowering nurses would contribute to improved gender equality – as the vast majority of nurses are still women – and build stronger economies.

    The World Health Assembly is the decision-making body of the World Health Organization, which determines its policies, appoints its Director General and approves and oversees its budget."
    https://www.icn.ch/news/international-council-nurses-and-nursing-now-welcome-2020-international-year-nurse-and-midwife

    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP

    Empowering nurses 
    as individual (and collective) 
    practitioners will ...

    ... improve Health Globally ...

    ... improve gender equality
     

    ... and build stronger economies.

    WHO Health for All Film Festival 2020

    Dear All,

    The World Health Organization is launching its first ever film festival on 16, 21 and 22 May 2020. The WHO Health for All Film Festival invites independent film-makers, production companies, NGOs, communities, students, and film schools from around the world to submit their original short films on health. The submissions can be on any health issue and/or social and environmental determinants of health for the first two categories (non-fiction and animation). The third category focuses on nurses or midwives to pay tribute to the International Year of the Nurse and Midwife in 2020. Only films completed between 1 January 2017 and 30 January 2020 are eligible for the festival. Closing date for entries is 30 January 2020.

    Many thanks to spread the word with the following online multilingual tools, the webpages contain the application rules and access to submission tool:

    Youtube link to embed everywhere!



    More linguistic versions of this trailer to come in our Youtube channel.

    Multilingual webpages:


    I share with you, as well this media advisor note to all journalists

    Dear Journalists,

    The World Health Organization is launching its first ever film festival on 16, 21 and 22 May 2020. The WHO Health for All Film Festival invites independent film-makers, production companies, NGOs, communities, students, and film schools from around the world to submit their original short films on health. The Film Festival aims to recruit a new generation of film and video innovators to champion and promote global health issues. Films are a powerful way to raise awareness, improve understanding and encourage action.

    The submissions can be on any health issue and/or social and environmental determinants of health for the first two categories (non-fiction and animation). The third category focuses on nurses or midwives to pay tribute to the International Year of the Nurse and Midwife in 2020. Only films completed between 1 January 2017 and 30 January 2020 are eligible for the festival. Closing date for entries is 30 January 2020.


    Access the application tool

    Contacts:
    REBOUX, Gilles - rebouxg AT who.int
    GUERRA, Jaimie Marie - guerraja AT who.int

    All my best regards.

    Isabelle Wachsmuth
    Universal Health Coverage and Health Systems
    World Health Organization
    Geneva, Switzerland
    Office: +41 (0)22 791 3175

    Tuesday, December 17, 2019

    Fortress of the Mind :: Fortress of Slavery

    From 16 May – 5 July 2020
     Gallery 1957 
    Accra, Ghana 
    will present

    The Past is Never Dead”

     a solo exhibition by Langlands & Bell that explore 
    the architecture of the ‘Slave Forts’ built on the coast 
    of Ghana by European slave traders following the construction
    of Elmina Castle by the Portuguese in 1482.
    Langlands are working with local artisans to produce
     many of the art works for the exhibition.


    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP


    My source:
    Christopher Turner (in Accra), 'The dungeons are decorated with wreaths left by slaves' descendants', Letters. Apollo, November 2019. Vol CXC No. 680. pp.33-34.

    Monday, December 16, 2019

    Review: iii Kinchin's Visualising Powerful Knowledge to Develop the Expert Student


    Also aimed at general as well as readers in education, this is an accessible read. The book's compact size, eight chapters across 134 pages invites completion even though I took quite a few weeks.

    Book reviews here are a bit 'unconventional' with the two axes I have to grind [ ;-) ]. Returning to chapter 2 momentarily and map topography. Kinchin explains how concept maps of various types can be better understood and evaluated - a process of 'topological normalisation' (p.27). On W2tQ I may sound like 'I have it in' for process and processes. I do, in the importance they seem to assume within project management. I do 'get this'. A focus on processes is inevitable and readily appreciated in Hodges' model.

    No process then ... no time, sequences, events, change, movement, spatial references and so on ... Kinchin's inclusion of  'topological normalisation' is very constructive (imho) as it indicates a method (as with measuring concept maps) and suggests something beyond an algorithmic approach.

    The phrase (inevitably?) reminded me of database normalization:

    ".. the process of structuring a relational database."
    https://en.wikipedia.org/wiki/Database_normalization

    So, topological normalisation and associated structures provides the icing.

    Little wonder then that next up in chapter Kinchin's Table 1 lists the characteristics of

    'Deep Learning' and 'Shallow Learning'

    So cake and icing clearly.

    On deep learning the first item is ''Linking new information with prior knowledge'. This is central in Hodges' model and the reflection (individual or group) and critical thinking that the model can help generate. With all the claims for VR AR, this (reflection / reflective practice facilitated by Hodges' model) is conceptually immersive (and a definition of learning?).

    From this, another item is realised. As learners engage with content; find, 'own' and sustain their enthusiasm for their learning, understanding and the subjects and parts of the curriculum they find themselves learning within. The sum total is: structured networks of knowledge (p.36).

    This gets even better with the subheading: 'Oppositional Binaries'.

    Hodges' model provides two binaries - but (apologies - another time!) let's get back to the book.

    While 'Deep learning' has its advocates, Kinchin quotes Tormey (2014:4) who warns:

    'a framework that is simple enough to be a powerful metaphor may be too simple to adequately account for learning in different contexts' and that its blind acceptance by new entrants to the profession has 'imposed blinkers that make alternative conceptualisations invisible'.
    Finding further evidence to support Hodges' model within this debate is invaluable.

    to be continued...

    Roland Tormey (2014) The centre cannot hold: untangling two different trajectories of the ‘approaches to learning’ framework, Teaching in Higher Education, 19:1, 1-12.
    DOI: 10.1080/13562517.2013.827648

    Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

    Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.


    See also:

    Intro post

    Review One

    Two

    Four

    Five

    Six

    Thanks to Brill for my review copy.

    Sunday, December 15, 2019

    Take just one care (knowledge) domain ...

    ... and reflect upon the holistic bandwidth of Hodges' model.


    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP




    "Maths is often described as the language in which the laws of nature are written. Most physicists can get by in this language, but it’s still a foreign tongue and important distinctions are sometimes lost in translation. Maths and theoretical physics remain distinct disciplines, with largely different methods and priorities, and — with some exceptions — pursued by separate communities."









    My source:

    Nature | Editorial, All shook up over topology. Physicists and mathematicians have bonded over their shared explorations of bizarre states of matter.  19 July 2017. Nature 547, 257–258 () doi:10.1038/547257b
    https://www.nature.com/news/all-shook-up-over-topology-1.22322

    Plus - updated:



    Saturday, December 14, 2019

    Data matters in Malaria prevention

    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP
    "The number of cases reported
    for 2000 has gone up in every
     single World Malaria Report."

    Prof. Nicholas White,
    University of Oxford

    Infections 2000 286m
    Infections 2018 228m
     
    "It is impossible to interpret
    trends when the methodology
     and systems change." p.4.

    Prof. Richard Price,
    Menzies School of Health Research,
    Australia

    Burden of malaria on health and [socio-] economic development.

    Social Determinants of Health

    Sustainable Development Goals

    Social Capital

    Universal Health Coverage

    Health Services




    World Malaria Report - WHO



    My source:
    Jack, A. Doubts cast on data showing progress of malaria prevention, FT Weekend, 7-8 December 2019, p.4.
    https://www.ft.com/content/24bc2ce6-1772-11ea-9ee4-11f260415385


    [If climate change can affect the transmission of vectors and vectorial capacity, it is essential that due diligence and governance is also applied to prevent 'data creep - contagion'. The challenges in data gathering, statistic analysis are complex enough in theory, practice, policy and management. pj]

    Friday, December 13, 2019

    Eco-Visionaries: Royal Academy of Arts

    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP

    Confronting a planet in a state of emergency


    Eco-Visionaries



    Eco-Visionaries



    Confronting a planet in a state of emergency



    My source:
    Royal Academy of Arts  Email - Call for Papers
    Symposium in February, abstract not accepted but plan to attend.

    Thursday, December 12, 2019

    Time to Define: Person-Centred Care...

    In a global, planetary context self-care also takes on new meanings and urgency:

    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP - POPULATION

    ::

    |
    ANXIETY : TIME
    LOVE - CARING --------------------------------- biospherics
    responsibility ------------------------------ evidence
    CONSUMERS : POLICY VACUUM
    |
    Global Consciousness
    Gaia's Friends*

    personal
    growth

    self-motivation, anger, sense of betrayal,
    trust in political motivation


    PLANETARY
    HEALTH
    cloud air water soil land glacier
    weather: temperatures, rains, winds, sea level ...
    Communities
    Societies
    People's

    Bound to 'consume':
    but a collective 
    aspiration to be 
    more than:
    CONSUMERS

    economic growth ... ?





    *Gaia does not have 'friends' of course.
    Get this wrong - 'We' are gone.

    Wednesday, December 11, 2019

    Poverty on Election Eve: Gross Neglect

    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP

    POVERTY
    in
    THOUGHT

    Social care
    (Displaced demand)
    'here'
    Social Care
    (Supply deficit)
    'here'

    POVERTY
    in
    POLICY 
    &
    LEADERSHIP

    12.12.2019 International Universal Health Coverage Day

    https://universalhealthcoverageday.org/

    Every person—no matter who they are or where they live—should be able to get the quality health services they need without facing financial hardship. Three months after the historic UN High-Level Meeting on Universal Health Coverage, join us on 12 December to tell leaders to Keep the Promise of health for all.

    Ask your government leaders to Keep the Promise by sending a tweet or an advocacy letter A toolkit is available here. 

    • Primary Hashtags: #HealthForAll #UHCDay
    • Secondary Hashtag: #KeepThePromise
    • Handles: @UN @UHC2030 @CSOs4UHC @WHO @UHC_Day

    To learn about specific Regional Initiatives check out the Pan American Health Organization's (PAHO/WHO) website


    My source:

    Tuesday, December 10, 2019

    Global Health Literacy Summit 2020

    SAVE THE DATE: 26 - 28 October 2020

    Where: Kaohsiung Taiwan
    Why: To unite people all over the world, foster knowledge exchange, and promote action to advance health literacy
    How:  IHLA Interest Group call for abstracts open now.  General call for abstracts opens soon.

    Dear HIFA,

    The International Health Literacy Association (IHLA) is a non-profit, member-based organization dedicated to the professional development of its members and the continued growth and development of the health literacy field. IHLA was formed in 2016, incorporated in 2017, launched a website and published its first member newsletter in 2018. IHLA now has more than 1,000 members in 80+ countries. Membership is FREE!

    To become a member go to http://www.i-hla.org

    In spring 2019, the IHLA Executive Board issued a call for proposals to co-host the first
     IHLA Global Health Literacy Summit 2020

    After a careful review of five EXCELLENT proposals, E-DA Healthcare Group, I-Shou University in Kaohsiung Taiwan earned the honor to host the meeting. In 10 months, IHLA members from around the world will meet in person, share their work, and learn from others locally and globally.

    An immediate way to tailor the association to meet your needs is to join an IHLA Interest Group. Interest groups are run by and for members; they emerge and dissolve as health literacy topics and pursuits become relevant. In this way, IHLA Interest Groups keep the organization enduring and relevant. Interest groups (as described in IHLA's Constitution and Bylaw) have programming rights at the Global Health Literacy Summit and play a vital role in shaping the organization at large.

    Here are the next steps for IHLA Interest Groups and the Global Health Literacy Summit 2020.
    • Encourage Interest Group members to plan and submit research, practice, policy-oriented panels or workshop proposals for the 2020 Global Health Literacy Summit
    • Interest Group Chairs and Co-chairs create a peer review process/subcommittee to screen proposals
    • Interest Groups select proposals to forward to the Global Health Literacy Summit 2020 Program Committee by February 27, 2020
    • Starting in March, the Summit Program Committee conducts a peer review process and either accepts proposals as submitted, or suggests changes
    • The IHLA Program Committee has an open call for other proposals, which may lead to an opportunity to supplement interest group sessions - if needed.
    For more information, please view this video:  https://youtu.be/RLKlkGPdhHo
    Or contact Interest Group Chairs directly via email:  See list of Interest Groups, Chairs/Co-chairs, and email addresses<http://www.i-hla.org/about/interest-groups/>.

    Also, please see below the Global Health Literacy Summit 2020 Principles of Participation, which apply to all IHLA Interest Groups and Members.
    1. Interest group proposals must be peer reviewed by a subcommittee of 2-4 interest group members appointed by interest group chairs.
    2. All interest group members should have an opportunity to be considered as a reviewer.
    3. Reviewer names must be disclosed to interest group members.
    4. Presenters in selected sessions must commit to attend the IHLA Global Health Literacy Summit 2020 prior to submission to the Summit Program Committee.
    5. Each interest group is encouraged to use a template developed by the IHLA Summit Program Committee to review submission abstracts.
    6. It is unethical to charge or receive money as well as in-kind contributions for abstract submissions and peer review.
    7. It is unethical to lobby or influence the members of peer review subcommittees regarding the status of any abstract submission.
    8. Research submissions must be original research. In addition, accepted submissions will be retracted if found to be plagiarized.
    9. Discrimination is prohibited based on national origin, religion, ethnicity, gender, or any other socio-demographic variable.
    10. Interest group sessions are open to all attendees.  As such, interest group sessions should be as welcoming as possible to all IHLA Global Health Literacy Summit 2020 attendees.
    Sincerely,

    Teresa Wagner  Teresa.wagner AT unthc.edu
    Rob Logan  logrob AT gmail.com
    Sabrina Kurtz-Rossi  sabrina.kurtz_rossi AT tufts.edu

    Monday, December 09, 2019

    #FreePeriods - Period Poverty (Schools opt-in January 2020)


    INDIVIDUAL
    |
    INTER-PERSONAL : SCIENCES
    HUMANISTIC -------------------------------------------------- MECHANISTIC
    SOCIOLOGY : POLITICAL
    |
    GROUP

    understanding
    awareness
    access

    PERIOD

    The RED box project

    Schools - must opt-in


    POVERTY

    government funding



    BBC Radio 4: 5 December 2019 [ from 20 mins...]
    "After a long campaign from #FreePeriods, the Government agreed to fund a scheme to ensure all primary and secondary schools and colleges provided free period products to menstruating pupils. This was meant to start rolling out in September 2019 but has now been pushed back to January 2020. It is an opt-in scheme and so schools and colleges must sign up to receive free sanitary products. Gemma Abbott is a campaigner for FreePeriods and volunteer from the charity The Red Box Project, and Nadia Collier is a family support worker at a primary school in London, who has first-hand experience of how important these free period products can be."

    Updated - Additional resource c/o RCN publications:

    Promoting Menstrual Wellbeing

    Publication Code : 007 856
    "Menstruation is both a physiological and psychological milestone in a woman’s life. This publication has been developed to help nurses break down the stigma that can be associated with what is a completely natural process. It is important to use appropriate and flexible communication methods to ensure information on the menstrual cycle is delivered in an accessible format for women. This publication has a supporting promotional flyer (007 857) and both resources are supported by Hologic’s Wear White Again campaign."

    Sunday, December 08, 2019

    Review: ii Kinchin's Visualising Powerful Knowledge to Develop the Expert Student

    Kinchin makes the point early on that if teaching relies on a linear, rote approach then the talked of experiential learning from life experience and the student's developing knowledge structures are rendered irrelevant (p.16 and figure 5).

    Hodges' model is a metacognitive tool so any future research could call upon constructivist methodology. Kinchin describes Novak's (1993) summary of constructivist epistemology as "the belief that from birth to senescence or death, individuals continually construct and reconstruct the meaning of events and objects they observe." (p.16). There are three key assertions behind this:

    1. human beings are meaning-makers;
    2. the goal of education is the construction of shared meanings;
    3. and shared meanings may be facilitated by the active intervention of well-prepared teachers.
    It is easy to see how this sequence can contribute to active teaching and learning. This resonates with Hodges' model too (inevitably - yes really!). In the model's title:

    Hodges' Health Career - Care Domains - Model

    The 'health career' is not career, as in jobs and work. 'Health career' is drawn from the idea of  'life chances'. In combination or isolation the knowledge (care) domains of Hodges' model can capture the potential range of concepts, events and objects that might be encountered by a student - lifelong learner. Hodges' model can even preempt birth if needed, incorporating epigenetic factors, the stress and trauma associated and experienced with conflict, forced migration of mother's to-be; ethical, spiritual and religious matters also.

    The student's network of concepts, for example, on a first clinical placement may be rudimentary, but informed by experience in the family of a particular illness perhaps. The concepts they grasp-for initially may be rather broad, lay-terms but this is were the well-prepared teachers and mentors come into play. Kinchin refers to epistemological resonance between the curriculum and the concept mapping tool.

    Can Hodges' model really facilitate both? That would be quite an educational coup surely?

    A definition of  'concept' by Novak and Carnas (2007) is one to reference (pp.16-17). The definition is sufficiently broad so as to apply to all disciplines and subject areas.

    In constructing concept maps Kinchin begins with a proto-map. These are produced through brainstorming to create what colleagues refer to as 'a parking lot of concepts'. From these concepts the most important concept is identified which leads to a focus question and root concept. This frames the resulting concept map. This reminds me of Tony Buzan's approach. There are marked differences and there may be merit in further future reflection (study) as Kinchin also suggests through the steps described.

    Chains of prepositions are also formulated with the links between concepts following depending on the context. For example, STUDENTS--;LECTURES could be linked meaning Students should attend Lectures. The meaning could be that Students are bored in Lectures (p.18). The examples of concept maps are clear, readily followed and relevant for all students, biology and nursing students especially. The importance of constructing the links between concepts is stressed: the need for the links to help the map move from the descriptive to the explanatory. Chapter 2 is devoted to applying concept mapping. In the past I recall researchers in cognitive linguistics, nlp - natural language processing, expert systems, neural networks and artificial intelligence research being described as either 'hard' or 'fuzzy'.

    Sources are provided for the dynamic relationships "as those which establish implication, functional interdependence and covariation among the concepts" (p.19). In concept maps these imply "movement, action and change".  The explanation of constructing maps and links hints at the amount of mentalising involved. I will return to this mentalising in a future (standalone) post. Kinchin's glue is referenced through Miller and Canas (2008) who differentiate between static, non-causative dynamic and causative dynamic relationships with helpful examples (p.20). I suspect that as a process this is achieved in parallel. In developing the concept maps Kinchin points out how initially the process involves something akin to brainstorming (p.22). I realise in reading this that as presented here on #W2tQ I have sold Hodges' model short, as the links between concepts are missing.

    I like the formality that is not just implied but is explicit in terms of having metrics for assessment purposes, to measure the quality of concepts maps. The closing section of chapter 2 (p.26) explains and illustrates map topography. The feature of dynamism in a concept map becomes a property that can be measured. How is the quality of a concept map determined? What constitutes a good concept map, in contrast to poor? Chapter 2 points to the prospect of something tangible as Kinchin (2014) has sought to address weaknesses in the literature (pp.30-31). This is very good. Good because these questions are applicable to Hodges' model also.

    to be continued...

    Novak, J.D. and Symington, D.J. (1982) Concept mapping for curriculum development. Victoria Institute for Educational Research Bulletin, 48: 3–11.

    Kinchin, I., (2016) Visualising powerful knowledge to develop the expert student. Rotterdam: Sense Publishers.

    See also:

    Intro post

    Review One

    Three

    Four

    Five

    Six

    Thanks to Brill for my review copy.

    Friday, December 06, 2019

    TC2020: 8th Biennial Threshold Concepts Conference 2020

     
    Bentham House, University College London
     
    London, UK, July 8-10, 2020
     
     
    After almost two decades of research on threshold concepts that stemmed from Meyer and Land’s seminal publication in 2003 it is time to reflect and take stock. As an idea it has generated significant interest and has become a world-wide phenomenon that has captured the interest of researchers and practitioners across the globe.

    The promise it offers as a lens to consider curriculum design, approaches  to pedagogy and a way of reimagining learners has already had significant impact  as the Flanagan website attests… But its full potential remains as yet unrealised. Is it time for an honest appraisal of where we are and where we want to go? If we want to continue to develop the ideas then we need to ask ourselves some potentially troublesome questions:
    • Has threshold concepts become synonymous with learner difficulty?
    • Have we become entrenched in a slavish adoption of the framework? Or do we apply the framework too loosely?
    • How do we avoid thresholds becoming seen as a panacea that can explain all learner difficulty?
    In considering these and other questions the conference offers an opportunity to reflect on the achievements thus far and encourages us to consider where we think work in the area needs to go next. There will never be a single solution to support all learners master the same threshold but an awareness of threshold concepts and their associated complexities allows us to become more informed practitioners.

    Conference Sub-themes

    • Disciplinary retrospectives: transforming the disciplines;
    • Practice based thresholds: embedding thresholds within professional practices;
    • Liminality: knock knock knocking on transformation’s door;
    • Thresholds and curriculum design: new horizons;
    • Troublesome not tricky: not all that challenges is a threshold;
    • Avoiding swampy ground: acknowledging the pitfalls and planning for the future.

    Submission Guidelines

    We are inviting the following submissions:
    • Full paper: 20 minutes presentation, 10 minutes Q&A (max 300 word submission);
    • Lightning Talk: 5 minutes presentation, grouped questions (max 150 word submission);
    • Roundtable: 1 or 2 to lead a discussion, perhaps outlining a planned project or exploring an interdisciplinary collaboration (max 300 word submission).
    The deadline for submissions is 6pm GMT 16 December (was originally end of Friday 6th December) 2019.

    Conference sub-themes

    • Disciplinary retrospectives: transforming the disciplines;
    • Practice based thresholds: embedding thresholds within professional practices;
    • Liminality: knock knock knocking on transformation’s door;
    • Thresholds and curriculum design: new horizons;
    • Troublesome not tricky: not all that challenges is a threshold;
    • Avoiding swampy ground: acknowledging the pitfalls and planning for the future.

    Organising Committee

    • Jason Davies (UCL)
    • Julie Rattray (Durham)
    • Anne Tierney (Heriot-Watt)
    • Susannah McGowan (Georgetown, USA)
    • Abel Nyamapfene (UCL)
    • Elia Gironacci (Warwick)
     
    See also: