Peter Higgs - Boson and Field

"Higgs theorised that particles would acquire mass by interacting with a new type of field. That field had a very special excitation of its own, another particle called the Higgs boson. The Higgs field solved a huge question in theoretical particle physics, and the Higgs boson was a tantalising target that experimentalists could hunt for in order to tie theory to reality.

“If you remove everything from the vacuum, all matter or quantum fluctuations, all electromagnetic stuff, all gravity, you will be left with the Higgs field,” says Frank Close at the University of Oxford. “And we need that just like a goldfish needs water. It stabilises empty space.”

Working independently from Higgs, Belgian physicists Francois Englert and Robert Brout reached the same conclusion, also in 1964."

New Scientist

On BBC Radio 4 11th April 1500 UT, Frank Close extended the goldfish analogy: "as if some clever goldfish have proved that they are immersed in something because they have found a molecule of H₂O."

BBC Inside Science

The following is from a previous post:

UK Higher Education Research Excellence Framework - Disciplines

https://hodges-model.blogspot.com/2023/07/ref-uk-higher-ed-h2cm.html

INDIVIDUAL

|

     INTERPERSONAL    :     SCIENCES               

HUMANISTIC --------------------------------------  MECHANISTIC      

SOCIOLOGY  :   POLITICAL 

|

GROUP

Psychology, Psychiatry and Neuroscience Archaeology Theology and Religious Studies Philosophy [Mathematics & Logic] ^Communication  as Intra- Interpersonal (Skills) Neurodiversity hence an individual's sense-making

Clinical Medicine (Neuroscience) Public Health, Health Services and Primary Care Allied Health Professions, Dentistry, Nursing and Pharmacy Biological sciences  Agriculture, Food and Veterinary Sciences Earth Systems and Environmental Sciences Chemistry Physics Mathematical Sciences Computer Science and Informatics Engineering Architecture, Built Environment and Planning Geography and Environmental Studies Archaeology Area Studies Sport and Exercise Sciences,

Archaeology Social Work and Social Policy Sociology Anthropology and Development Studies area studies Education Modern Languages and Linguistics English Language and Literature History Classics Communication^, Cultural and Media Studies, Library and Information Management Art and Design: History, Practice and Theory Music, Drama, Dance, Performing Arts, Film and Screen Studies

Leisure and Tourism Archaeology Economics and Econometrics Business and Management Studies Law area studies Politics and International Studies

34 subject-based Units of Assessment (UOAs)

1st April 2030 From Person to Planet:

First Call for the First Transdisciplinary Health 

and Social Care Conference -

Everyone is Invited!

Open to all health and social care professions and disciplines:

https://en.wikipedia.org/wiki/List_of_healthcare_occupations

A celebration of the Hodges' field.😉

RIP Peter Higgs

Evidence-based care: The original Gordian Knot

or - Choose your audience carefully.

Within health and social care (and other - safety-critical - academic and professional fields) evidence-based care is pivotal as proof of safety, reproducibility, effectiveness, efficacy, professionalism, and benefits for the subjects of care and public. How best then to prove the scope, scale, relevance and safety of Hodges' model? How to demonstrate in theory and practice the utility and increasing relevance of Hodges' model? There are times I have to temper my belief, passion and enthusiasm for h2cm; am I too ardent, and at risk of coming across as preaching? There is a further tension. The one that is constant: language.

As a nurse, attention to language and terminology is vital to effective communication, establishing and sustaining rapport and empathy. This concern applies across situations, contexts and encounters; with patients, patient and carer (family), and colleagues. We are encouraged to avoid jargon, abbreviations  and technical terms. I use Hodges' model implicitly (aide-mémoire, assess, plan, evaluation, prioritise) and explicitly - sharing the model on some occasions but not all.

In the role of researcher / author, the audience, especially - editors, reviewers, and readers have expectations in how concepts, ideas, theories are expressed and explained. To a degree, the very title of a publication, preempts the language to follow. As I present, or write, sources must be declared and  referenced. Again, resort to jargon is discouraged. Clarity and brevity are strengths. And yet how likely is it that at least 1/3 reviewers will demand more technical rigour and explanation? If terms are used from other disciplines, the expectation follows that their cross-disciplinary application is explained and argued for, and meanings differentiated.

With potential theoretical underpinnings for Hodges' model to be found in Gärdenfors's Conceptual Spaces, and Meyer & Lands's Threshold Concepts and others (nursing and healthcare no-less); John D. Cook provides additional pause for thought - as I look even further afield:

"When I was in college, I sat in on a communication workshop for Latin American preachers. ...

Another lesson from that workshop, the one I want to focus on here, is that you don’t always need to convey how you arrived at an idea. Specifically, the leader of the workshop said that if you discover something interesting from reading the New Testament in Greek, you can usually present your point persuasively using the text in your audience’s language without appealing to Greek. This isn’t always possible—you may need to explore the meaning of a Greek word or two—but you can use Greek for your personal study without necessarily sharing it publicly. The point isn’t to hide anything, only to consider your audience. In a room full of Greek scholars, bring out the Greek.

This story came up in a recent conversation with Brent Yorgey about category theory. You might discover something via category theory but then share it without discussing category theory. If your audience is well velrsed in category theory, then go ahead and bring out your categories. But otherwise your audience might be bored or intimidated, as many people would be listening to an argument based on the finer points of Koine Greek grammar. ...

Some things may sound profound when expressed in esoteric language, such as category theory or Koine Greek, that don’t seem so profound in more down-to-earth language. Expressing yourself in a different language helps filter out pedantry from useful ideas. (On the other hand, some things that looked like pure pedantry have turned out to be very useful. Some hairs are worth splitting.) 

Sometimes you have to introduce a new terms because there isn’t a colloquial counterpart." ...

 Category theory and Koine Greek: John D. Cook. 

Category theory and Koine Greek: John D. Cook. 
https://www.johndcook.com/blog/2016/06/27/category-theory-and-homiletics/

See also: Applied category theory: John D. Cook

https://www.johndcook.com/blog/applied-category-theory/

Atlantic Fellows for Health Equity program for 2021

Registration open Oct 1

Dear All

We are pleased to announce that we are now accepting applications for the Atlantic Fellows for Health Equity program for 2021!  The aim of the fellowship is to develop leaders who understand the foundations of health inequity and have the knowledge, skills, and courage to build more equitable health systems and organizations.

Atlantic Fellows for Health Equity is a one year fellowship opportunity designed for early to mid-career leaders who are currently engaged in health sector work including, but not limited to, academia, government, healthcare delivery, the arts, equitable housing, business, research, and media. The program will select twenty fellows. Atlantic Fellows for Health Equity is one of seven global, interconnected Atlantic Fellows programs. While each of the seven Atlantic Fellows programs is distinct and grounded in its local context, they share a common purpose of advancing fairer, healthier, more inclusive societies.

The Atlantic Fellows for Health Equity program is designed to bring together the diverse industries, professions and leaders that influence health and well-being.  There are no specific educational requirements or ‘preferred’ professions - we are a community united by values.  The shared attributes and values of the Atlantic Fellows for Health Equity include solutions orientation, equity, inclusivity, courage, humility, diversity, and creativity.  If you share these values, we encourage you to apply!

More information about the program can also be found in the attached flyer and on our website, https://healthequity.atlanticfellows.org/.

Please feel free to contact us with any inquiries. 

Sincerely,
Seble

Seble L Frehywot MD, MHSA
Associate Professor of Global Health and Health Policy
Department of Global Health & Department of Health Policy & Management

Director of Global Health Equity On-Line Learning
Atlantic Philanthropy-Atlantic Fellows for Health Equity Program

Milken Institute School of Public Health
The George Washington University

950 New Hampshire Ave, NW
Washington, DC 20052

 My source: HIFA

Call for Papers - Dismantling Systemic Racism in Archives and Record-Keeping Practices, Archives and Records Special Issue

Archives and Records

Call for Papers
Dismantling Systemic Racism in Archives and Record-keeping Practices
Archives and Records Special Issue, 42:3 (November 2021)

Editors: Norma Gregory, Victoria Hoyle, Sarah-Joy Maddeaux

The social, economic and personal impacts of systemic racism are traumatic and profound.  The protests seen around the world in the wake of the murder of George Floyd in Minneapolis on 25 May 2020 reflect the deep and persistent effects of racial inequity in global society. They have again highlighted the roots of injustice in political, social and cultural systems of oppression, which activist movements like Black Lives Matter have sought to dismantle.

It has long been recognised that archives, archival institutions and record-keepers are implicated in how racism operates and reproduces in society.  Verne Harris and Michelle Caswell have described archives’ relation to dominant systems of power, whilst Jarrett Drake, Tonia Sutherland and Jamila Ghaddar have called for recognition of the inherently racist, oppressive and discriminatory nature of many archival institutions and record-keeping practices. In the UK, Black Archives and archivists of colour have persistently drawn attention to the ongoing impacts of racism and colonialism. A 2020 UK petition asking practitioners to commit to dismantling systemic racism received 1708 signatures on Change.org, articulating collective and individual responsibilities to effect change in the profession.

Nevertheless, discussions of systemic racism, white privilege, white supremacy, justice and equity continue to be controversial in the record-keeping field. Wide-ranging implications arise from questions such as:

• How have archives and archival institutions contributed to the systemic oppression of people of colour?
• How is archival theory and practice challenged by Black Lives Matter and other protest and justice movements?
• What role do record-keeping practitioners and educators play in perpetuating or dismantling systemic racism?
• What kinds of action and labour are required to dismantle systemic racism and to reconstruct an equitable and just archives and records field?
• To what extent do white privilege and white supremacy impact on archival spaces and understandings of what archives are and do?
• Are models and frameworks for reparation, restitution and justice transferable and valuable for archives?
• Are calls to ‘diversify the profession’ and ‘decolonise the archive’ sufficient impetus to change? How successful have such programmes been?
• What is the relationship between archival institutions and archival activism led by Black and Indigenous people, and people of colour?
• How is digital technology and social media impacting on documenting anti-racist action, protest and organisation? Is this documentation making its way into permanent archival collections available for public reference?
• How has television and radio programming (for example, BBC2 ‘The Unwanted: The Secret Windrush Files’ by David Olusoga) illuminated the nature, practice and concerns around the presentation (or inaccessibility/disposal) of colonial archive records?
• To what extent should legal or professional frameworks around record-keeping practice be reviewed?

This special issue of Archives and Records seeks to explore and respond to the challenge of racism and systemic oppression in record-keeping contexts. It aims to provide space to explore questions of race in discourse, practice and professional identity; at national, institutional, local and personal levels. It hopes to engender both reflection and action, and to amplify the voices and experiences of Black and Indigenous people and people of colour.  It will have a particular focus on the UK and Ireland, where discussions of racism in archives have thus far been limited, but invites international perspectives on Britain’s colonial legacy and on Anglophone ideas of archives and race.

The editors invite papers on any aspect of racism and anti-racism in the archive. Contributions might consider, but need not be confined to, the following themes:

• Histories of racism and anti-racism in record-keeping
• Decolonising the archive
• The intersection of critical race studies and archival theory
• Archival activism and community archives led by people of colour
• Collecting and curating protest and activist movements for racial justice
• Frameworks and models for dismantling systemic racism in the record-keeping field
• Reparation, restitution and transitional justice
• Intersections of race, gender, sexuality and class.

Expressions of interest should be made to victoria.hoyle AT york.ac.uk by 30 September 2020.

We particularly welcome submissions from people of colour, and those from marginalised communities.

Expressions of interest should be approximately 500-1000 words and contain a brief outline of the proposed article. The editors invite prospective authors to contact them to discuss their ideas informally before the deadline. The editors will also work with prospective authors who do not have experience of writing academic articles to prepare a paper for publication. We will contact all contributors to discuss their proposal by the end of October 2020.

The deadline for draft papers, for authors who would like editorial feedback prior to final submission, will be 28 February 2020. Completed papers will be due by 2 April 2021. All submissions will be double-blind peer reviewed prior to acceptance for publication, and both authors and reviewers will remain anonymous throughout the process.

We anticipate the special issue will be published in November 2021, in both online and print formats.

We are also looking for volunteers to review books or online resources on related topics. Please contact helen_kavanagh AT outlook.com, Deputy Reviews and Obituaries Editor, if you would like to contribute in this way.

--
Sarah-Joy Maddeaux

Co-Editor, Archives and Records

sjmaddeaux AT gmail.com

My source:
records-management-uk AT jiscmail.ac.uk

Mon, 27 Jul at 14:10

"Nurses' ability to reflect on their practice is vital to the profession" Is it?

I beg to differ with the title of this editorial, as I wonder how vital reflection really is; and not just to nursing, but to the profession. I wonder from the rather detached perspectives of:

• Wigan Pier - and the parochial view this engenders (#globalhealth - where on Earth do I think I am?);
• As a 'local' nurse practising in Bolton;
• As a mental health nurse practising in the community within the NHS
• As a champion of a pivotal* resource for reflection and critical thinking (where is everyone?);
• and several others ...

Nursing Management

Quinn notes how "Nursing continues to develop to meet the needs of the society in which it operates." Plus: "A core part of revalidation is the ability to reflect on, and learn from, our interactions with others." My reading of Kinchin (and others over the years) suggests that reflection needs to be more a practice and revalidation based. I understand this is not what Quinn is saying in this issue on "Reflection as part of revalidation". Reflection using Hodges' model can be preemptive and anticipatory. We need to get beyond introspection and the retrospective important as this is.

As to where people are, it seems they are elsewhere, maybe reflecting in the sciences domain seeking theories and evidence. Perhaps, current teaching and exposure to models and theories of nursing and healthcare has them reaching for 'pure' models of reflection - Boud, Gibbs et al. when necessary. As we talk about the legacy issue that is integrated care, in Hodges' model here is a tool - a 'freebie', a 'takeaway' yes an Ubercare, that can grow with students, newly qualified nurses and experienced staff as lifelong learners.

Now that is vital to me. When reflection is hard-wired**, a part of a practitioner's cognitive apparatus and their educational toolkit to share with the public explicitly or implicitly as the context and engagement demands.

*Pivotal? Yes, and of course in light of the above, I'd be pleased to explain and even argue the case. The irony here is the current (ongoing!) focus upon recruitment and retention. Hodges' model is 'just' a tool, I recognise this; but could the application of Hodges' model energise, inoculate and so prime students for their course of education and practice placements?

**soft-wired too - humanistic

Quinn, B. Nurses' ability to reflect on their practice is vital to the profession, Nursing Management, April 2019. 26:2, p.5.

Genomics 101 - in Hodges' model

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

Health Professional's Knowledge and Understanding (Specialised clinical workforce and more generic workforce)	Genomics 101
Public understanding of Science	Managers, Policy Makers, Commissioners ...

My source: RCN Congress 2019 exhibition.

Reflection on the Political (Domain) in Hodges' model

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group - population

Individual Person (Emotional Intelligence)	Process Planning Demand, Supply - Logistics Just-in Time Delivery "Shelf-Life" Use by Date? Best Before End?
Reputation Social Epidemiology Population Health Public Mental Health Public Health (Scope of 'Practice'? [See the domain to the right for guidance?]) Social Capital LIFE Social Life Social Care	Letter: Chief Medical Officer Prof Dame Sally Davies to Rt Hon Jacob Rees-Mogg MP

My source:

I have written to @Jacob_Rees_Mogg to express my sincere disappointment and show my support for doctors across the country, particularly @djnicholl.

Doctors are amongst the most trusted people in our country; it is worth listening to what they have to say with respect. pic.twitter.com/WPGLcWIgSz

— Prof Sally Davies (@CMO_England) September 5, 2019

Update:
https://twitter.com/BBCJayneMcC/status/1169727346481520641?s=20


Accessibility issue acknowledged.

The Adrian Piper Foundation Berlin Multi-Disciplinary Fellowship 2020 ...

individual - self

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group- population

"The APRA Foundation Berlin Multi- Disciplinary Fellowship has the purpose  of promoting research on the conception,  constitution and structure of the self,	surviving and flourishing  in a global environment; and
with the educational goals of (i) increasing knowledge and public awareness of individual and societal strategies for	(ii) discovering, identifying and promoting the cross-disciplinary and cross-cultural flexibility through which these strategies are expressed."

Text: http://www.adrianpiper.com/foundation/M-DFellowshipMission&Guidelines.shtml

http://www.adrianpiper.com/index.html

http://adrianpiper.com/foundation/M-DFellowshipMission&Guidelines.shtml#guidelines

Threshold Concepts Special Edition - Int. Journal of Practice-Based Learning in Health and Social Care

Dear Members

We thought you would want to know about the Threshold Concepts Special Edition Journal which has just been published in the International Journal of Practice-Based Learning in Health and Social Care.

 

The Journal is free-to-read. The articles explore:

• Ways in which threshold concepts can inform understanding about how students become practitioners in their chosen profession.
• Thresholds associated with practice placements and practice-based learning.
• Ways in which the threshold concepts framework may inform development of curricula in healthcare disciplines.

They are all available on http://e-learning.coventry.ac.uk/ojs/index.php/pblh/issue/view/31

 

Please share the link with anyone else who may be interested.

 

Best wishes

 

Hilary and Linda

                                 

 

Website:  www.plymouth.ac.uk/peninsula    We hold an Athena SWAN Silver award from the Equality Challenge Unit

My source:
Threshold Concepts in Health and Social Care special interest group

Student? Leaving school or college soon?

How will you apply yourself?

What about a career in which you can truly apply your skills, knowledge and self?

What about...

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

applied psychology	applied human biology
applied sociology (working with people)	applied politics

...applied nursing?

As you align your career with a patient's health career you can make a real difference.

There is a bonus too: you can also help transform nursing and other health disciplines to prevent the patient exercising their health career and were needed staying as well as they possibly can.

Yes, given the public (mental) health situation there's a lot of irony in that, but it is ironic in being of  extreme importance in the 21st Century as new entrants, like you, join higher education and the workforce to begin - exercise ;-) your career. Amid demographic change, increased use of technology, genetics, robotics and other challenges nursing must adapt, innovate, improve the quality of care and the public's safety. A career full of challenges - there must be some longevity in that too!

Health careers - nursing NHS

Hughes, E. (1958) Men and their work. New York: Free Press. (Hughes was used by Brian Hodges to define ‘health career’ the idea of life chances.)

The New Script of Nursing : El Nuevo Guión de Enfermería

Dear Colleagues and Members of the Global Alliance for Nursing & Midwifery (GANM),

All of us know that our profession is undergoing an extraordinary transformation and that nursing will never look the same. While we know this, there is a profound need to educate the general public about the broader scope of our work and expanding opportunities.

As the breadth and impact of our work increases, so does the need to recruit and retain nurses—crucial elements during a nursing shortage throughout the world. Together, we are writing the “new script of nursing,” and we have create​d a video that reveals the intensity and magnitude of our profession that is much more than what meets the eye – researcher, clinician, change agent, inventor.

We purposely did not brand this video as our own because the advancement of the profession and the healthcare needs of the patients we serve are more important than any of our individual or organizational needs. By not branding, the message will go farther and have greater impact.

I encourage you to use it as your own and help spread the word of the new script of nursing. Like many of you, we can’t support a national campaign, but together we can perhaps start the process of educating the public and moving nursing toward a realistic, contemporary image.

Share it on social media, send it to your colleagues to push out, and join us in saying “#WeGotThis.”

Patricia Davidson
Dean, Johns Hopkins School of Nursing

http://ganm.nursing.jhu.edu/the-new-script-of-nursing/ 

-------------------------------- 

Estimados/as Colegas y Miembros de la Alianza Global de Enfermería y Partería (GANM),

Todos nosotros sabemos que nuestra profesión está experimentando una transformación extraordinaria y que la profesión de enfermería nunca mas tendrá el mismo aspecto. Si bien sabemos esto, existe una profunda necesidad de educar al público sobre el amplio alcance de nuestro trabajo y oportunidades de expansión. 

A medida que la amplitud y el impacto de nuestros trabajo aumenta, también lo hace la necesidad de reclutar y retener enfermeros y enfermeras -- elementos cruciales durante una escasez de enfermeras/os en todo el mundo. Juntos, estamos escribiendo el "nuevo guión de la profesión de enfermería," y hemos creado un video que revela la intensidad y la magnitud de nuestra profesión que es mucho más de lo que parece a simple vista - investigador/a, clínico/a, agente de cambio, inventor/a.

Fue a propósito que no etiquetamos este vídeo como nuestra propia producción debido a que el avance de la profesión y las necesidades de salud de los pacientes que atendemos son más importantes que cualquiera de nuestras necesidades organizacionales o individuales. Al no etiquetar este video, el mensaje va a ir más lejos y tendrá un mayor impacto.

Los animo a usarlo como su propio mensaje para asi ayudar a difundir la palabra sobre el nuevo guión de la profesión de enfermería. Como muchos de ustedes, no podemos apoyar una campaña nacional o mundial pero juntos podemos quizás iniciar el proceso de educar al público y avanzar la imagen de enfermería hacia una mas realista y contemporánea. 

Compártanlo en las redes sociales, envíenlo a sus colegas, y se únanse a nosotros en decir "#WeGotThis."

Patricia Davidson
Decana, Escuela de Enfermería Johns Hopkins 

http://ganm.nursing.jhu.edu/the-new-script-of-nursing/

The GANM is part of the Johns Hopkins University School of Nursing PAHO/WHO Collaborating Center.

The thoughts, opinions and views that are posted on the GANM do not reflect those of either Johns Hopkins University or WHO.

Please visit the GANM webpage at: http://knowledge-gateway.org/ganm/

House of Care model

... the House of Care model - a coordinated, patient centred system, in which patients and carers work with healthcare staff, supported by organisations, to optimise their care. HSJ (2014)

individual
INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

group

Patients	Healthcare staff
Carers	Organisations

NHS England: House of care -
http://www.england.nhs.uk/house-of-care/

King's Fund: House of care -
http://www.kingsfund.org.uk/publications/delivering-better-services-people-long-term-conditions


My source: 
Trueland, J. (2014) How to tackle the workforce planning issue, Health Service Journal. 124, 6418: pp.16-21.