Kantian Justice: A Desert-sensitive Responsibility-enhancing Theory

On Nov 3rd & 4th last year, I was able to attend a launch event in Liverpool, UK - which I intended to post:

KantianDESERT* is designed to formulate a new model of distributive justice in response to growing economic disparities globally, by offering a distinctive position within dominant egalitarianisms in current political theory/philosophy. Through several original contributions, the project builds an innovative case for a theory sensitive to individual just deserts.

This 5-year, €2 million Advanced Research Project, selected by the European Research Council and funded by the UK Research and Innovation, is led by Professor Sorin Baiasu (Liverpool). With this conference, the project will be officially launched.

The launch has been followed  by a reading group working through (now chapter 4) of Shelly Kagan's -

The Geometry of Desert

Chapter 3 on Desert Graphs - seemed somehow familar, at least in the structures first presented:

Abstract

This chapter is concerned with desert graphs, which help clarify and demonstrate the complexity of the topic of desert. The first section includes graphs that explain the fault forfeits first view and its two extensions. It then studies varying slopes, graphs that depict the desert line of two different individuals, and rotation. The next section discusses the concept of peak, which represents the exact level of suffering or happiness a person actually deserves. It also includes a comparison of the eastern and western slopes of one and two individuals, as well as a section on the Sym Mountain. This chapter also introduces the mountain as the characteristic shape of an individual desert line.

Kagan, Shelly, The Geometry of Desert (New York, 2012; online edn, Oxford Academic, 24 Jan. 2013), https://doi.org/10.1093/acprof:oso/9780199895595.001.0001, accessed 16 Mar. 2026. 

The main launch programme is copied below for reference:

Day 1

9.00-9.15: Coffee/tea. Welcome addresses from Professor Peter Buse (Liverpool, Dean of the School of the Arts) and Professor Michael Hauskeller (Liverpool, Head of the Philosophy Department)

9:15-10:15 Introduction; about the project. Sorin Baiasu (Liverpool): Kantian Justice: A Desert-sensitive Responsibility-enhancing Theory; Tom Bunyard (Liverpool): 'Is Desert a Viable Concept?'; Tom Whyman (Liverpool): 'Food Justice and Desert'

10.20-11.20: Sebastian Orlander (Independent): ‘Kant, Freedom, Desert and Practical Faith’
...
11.30-12.30: Tommaso Mauri (Perugia): ‘Desert and Inequality in Kant: A Theologico-Political Approach’
...
1.15-2.15: Elisabeth Widmer (LSE): ‘What’s the point of Kantian Inequality?’
2.20-3.20: Huub Brouwer (Tillburg): ‘Defending Asymmetries of Desert’
...
3.30-4.30: Tom Mulligan (Georgetown): ‘Who deserves what AI produces?

4.35-5.20: Roundtable

7.00: conference dinner ...

Day 2

9:30-9.45: Welcome; coffee

9.45-10.45: Seniye Tilev (Kadir Has University): ‘Kant on Well-Being and Virtue: A Framework for Desert Without Consequentialism’

10.50-11.50: Krishna Pathak (Delhi): ‘Institutional Desert, Injustice, and Adaptive Preference for Suicide: A Kantian Perspective’
...
12:10-1.10: Jochen Bojanowski (Illionois): ‘Luck Egalitarianism and the Limits of Desert’
...
2.10-3.10: Gabriel Maruchi (Campinas): ‘Denotational Revisionism Cannot Escape Basic Desert’

3.15-4.15: Marius Baumann (LMU): ‘Desert, Responsibility and Skepticism’
..
4.30-5.15: Roundtable & close

Commentators: Tom Whyman (Liverpool), Sorin Baiasu (Liverpool), Bertjan Wolthuis (VU Amsterdam), Christian Españo (University of the Philippines Diliman), Sung-Yeop Jo (LMU), Tom Bunyard (Liverpool), Robin Eliath Joy (Calicut), Beşir Özgür Nayır (Boğaziçi).

https://www.liverpool.ac.uk/philosophy/research/research-projects/kantian-justice/

My source: *Philos-L https://www.liverpool.ac.uk/philosophy/philos-l/ 

Webinar - Supporting Carers wellbeing

We have a further update on our project Informal Carers Well-Being Enhanced (ICWE) – Improve the conditions of ICs in their role as caretakers (icwe-project.eu) 

Join us on 27th November at 12.30 UK for a focused half hour when we will to a quick deep dive into some key tools to enable self care for carers REGISTER HERE

 Best Wishes 

c/o CEmPaC

My Moon Mission? "The Stack"

individual

|

INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

|

group

I choose  ... [still] to try . 4.6 . . . 8.7.5 and c o u n t i n g . WAMP Windows Apache MySQL PHP Command Line Interface [VirtualBox, Vagrant ...] PHPMyAdmin  JQuery git HTML5 CSS Drupal APIs Themes & Modules*^ Create Custom T&Ms #? . to journey ... to explore ... to learn ...	Saturn V Reference Dimensions: http://heroicrelics.org
The Drupal slogan is: "Come for the software, stay for the community."	The Stack

*What are the requirements of your project?
^What themes and modules are available 'out of the box'?

^#If the themes and modules you require are not available you can create your own.

The idea of using Drupal (or other CMS) is to use the software to do the 'heavy lifting'.


Image source:
http://heroicrelics.org/info/saturn-v/saturn-v-general.html

Developing a Palliative Care Model for People with Dementia in the Community c/o @PallC4Dementia

Challenge

People are living longer, which means that more of us will get age-related illnesses such as dementia. Dementia is caused by different diseases of the brain. These diseases affect the parts of the brain which are normally used for learning, memory and language. Although Dementia usually affects people as they get older, it’s not a normal part of ageing. Many people don’t realise that Dementia is a terminal illness. People may die from dementia, not just die with dementia. Palliative Care aims to improve the quality of life of people and their families who are facing an incurable, life-limiting illness, such as dementia. Palliative care involves actively looking for symptoms of any kind- physical, social, spiritual, or psychological - and providing excellent care to lessen these symptoms. People with dementia need palliative care just as much as people with cancer, but they often don’t get it.

Research Project (currently ongoing)

This project aims to improve the palliative care of people with dementia, and their families, by developing a “model”. This model aims to support people with dementia to live well at home in the community for as long as possible. The model will map out what services, assessments and treatments the person might need and where, so the health system can better organise their care. To develop a model that will work in Ireland, we must first learn what is already known about “good” palliative care for people with dementia. This mixed methods study will be carried out in several phases:

• We will conduct a review of the literature, to find all available research in this area. This will allow us to see what existing models and services are supported by research evidence.
• We will conduct a survey of healthcare workers and researchers to ask them two things. Firstly, what do they think an ideal model of dementia palliative care would look like? And secondly, what existing services providing dementia palliative care are there?

...

• ... Please visit the project's website for full details....

Phase 1: The research team designed a survey to i) identify existing models for dementia palliative care in Ireland and the UK, and ii) to identify key components of effective models. The survey is currently live on this website. The research team has also developed a protocol for a scoping review to guide their search of the literature for relevant research. The protocol is registered with PROSPERO ID: CRD42018091158, and the search is currently underway.

...

Follow us on Twitter

@PallC4Dementia | #PallCare4Dementia

For further information contact

Email: s.fox AT ucc.ie
Email: info AT aiihpc.org 

• ... Please visit the project's website for full details....

Would you like to help design a new risk assessment tool?

On Tuesday, 19 June 2018, 19:06:42 GMT+1, Charlotte Christiane Hammer, UK wrote:

We are looking for experts in the fields of health protection and humanitarian aid who are interested in helping us with the content validation for a new risk assessment tool for communicable diseases in humanitarian emergencies. The validation will be in the form of a short interview (between 20 and 35 minutes) via Skype during which you will have the opportunity to examine the tool and comment on it. If you are interested or know anyone who might be interested, please send us an email and we will give you further details regarding the project and the consent procedure. Your help is greatly appreciated. Please also forward this email to any colleagues who might be interested.

Kind regards,

Charlotte Hammer

Charlotte Christiane Hammer, MA, MPH

PhD Candidate

Health Protection Research Unit in Emergency Preparedness and Response

University of East Anglia
c.hammer AT uea.ac.uk

Related post - Dec 2017  
My source:

HIFA: Healthcare Information For All: www.hifa.org

HIFA Voices database: www.hifavoices.org

New Media Consortium Horizon Report & Reflection in a Time of Connectivism (c/o Khan & Ally, 2015, Chaps 3, 4 and 21)

My reading of Khan and Ally's International Handbook of E-Learning could amount to a review by a thousand snippets at this rate.

As other priorities also demand attention I'm still on Volume 1 and avidly looking f/w to the 2nd with thanks to the publisher. I've references for my latest study to contribute to other reading. What is interesting is contrasting the place of reflection in nursing, nurse education, education generally and technology enhanced learning. Reflection and reflective practice is a personal activity that is also extensible, something that can and must educationally be shared with others. If there are already challenges in proving the value of Hodges' model within nursing (and global health!) there are other pressures from within education and technology enhanced learning specifically. As João Mattar notes:

Although Hirumi (2011) argues that his grounded approach neither subscribes to, nor advocates any particular epistemology, his decision of distinguishing internal interactions from all others as one of the three fundamental levels within his framework seems indeed to privilege a specific type of learning in an era where connectivism claims that learning should no longer be considered an internal and individualistic activity (Siemens, 2004; Anderson & Dron, 2010,2012). (p.301)

There are lessons in all these chapters for me. Pencilled observations and things to pospost (new word?) are scrawled throughout the 320 pages so far and here are a few more:

The NMC Horizon Report 2015 Higher Education Edition is a collaborative effort between the NMC and the EDUCAUSE Learning Initiative (ELI). This 12th edition describes annual findings from the NMC Horizon Project, an ongoing research project designed to identify and describe emerging technologies likely to have an impact on learning, teaching, and creative inquiry in education. ...

In chapter 4 Stephen Downes writes:

My own theory of education is minimal (so minimal it hardly qualifies as a theory, and is almost certainly not my own): "to teach is to model and to demonstrate; to learn is to practice and reflect." Thus, minimally, we need an environment that supports all four of these on a massive scale. In practice, what this means is a system designed so that bottlenecks are not created in any of the four attributes: modeling, demonstration, practice, and reflection. p.66.

More to follow, read and write!

Mattar, J. (2015) Designing and Evaluating E-learning Interactions, Chap. 21 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.295-307.

Corbeil, J.R. & Corbeil, M.E. (2015) E-Learning: Past Present and Future, Chap. 3 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp.51-64. (see p.59-).

Downes, S. (2015) The Quality of Massive Open Online Courses, Chap. 4 In Badrul H. Khan, Mohamed Ally (Eds) International Handbook of E-Learning. Volume 1, Oxford: Routledge. pp. 65-77.

Reflexive strategy realised in policy: from hokey cokey to hocus pocus

Strategy is usually about the longer term, as such it needs to be reviewed, but it is hardly a matter of reflex. Crisis management within a strategy should be an operational contingency, the implementation of contingency plans.

As posted several years ago, I've been fascinated by the need for vulnerable people to 'beware of reflex moves'. The example I have comes across repeatedly is due to the people community mental health services encounter. Older adults who are newly bereaved (and suddenly become vulnerable) and for whom it is (also) suddenly judged by well-meaning family members that they should move their home to be nearer the family. This decision is often made quickly, when the grieving if it is ongoing, has only just started and decision-making is impaired to say the least.

It is a bit of stretch, but we can relate this to health, social care and policy. Let's see ...

As an evidence-based activity health care is far removed from "hokey cokey". To be precise its Levenshtein distance (or edit distance) is 8 :-)

Unfortunately, a recent HSJ/Serco Commission on Hospital Care for Frail Older People concluded that health and social care integrated care is a "myth" in terms of being the "silver bullet" for the NHS's financial difficulties (Barnes, 2014).

I'd been wondering about the problems that have been solved and those still ongoing since I began my nursing career in the late 70s. You could call the latter personal legacy career issues. The commission's report describes the current flagship project the better care fund, as having been planned in a "hokey cokey" fashion.

Of course, integration is as many-splendored in its transformational promise, as it is many tentacled in its complexity. What is being integrated? To what extent does this include disciplines, finances (budgets), philosophy, location, record systems, management, policy, accounting, reporting and accountability ...? How do we measure and recognise success?

On a positive side the Levenshtein distance for "hocus pocus" from "health care" is 10, so that maybe reassuring?

The worry is that there is form elsewhere, also highlighted in HSJ (Illman, 2014).

The 3 Million Lives telehealth programme has been scrapped. If it is a measure at the time of this post, the last tweet was 18 March 2013.

Given the major upheaval that the NHS has been through this is hardly the ideal environment for policy making that must engage staff and the public.

Engagement - crucial!

Barnes, S. (2014) Landmark report criticises integration policy. Health Service Journal, 21 November, 124: 6424; pp. 4-5.
Illman, J. (2014) NHS England outlines telehealth successor, Health Service Journal, 26 September, 124: 6416; p.13.

Sohei Nishino - Dioramas: Tokyo, Kyoto, Osaka, Hiroshima, Shanghai, London ... Jerusalem

individual
INTERPERSONAL : SCIENCES

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

SOCIOLOGY : POLITICAL

group

Jerusalem © Sohei Nishino
Jerusalem 2012-13 Nishino's maps aren't supposed to be geographically accurate. "It is simply the town seen through the eyes of a single individual," he says, "a trace of the way I walked through it." He uses a film camera and develops the images himself before painstakingly cutting and assembling them into a collage. The Sunday Times, Magazine, p.50-51. 19 October 2014.	[politics of (some) places] pj

Michael Hoppen Gallery (30 October - January 7):
http://www.michaelhoppengallery.com/

My source: Scenes from the cutting room floor, 19 October 2014, Spectrum, The Sunday Times, 49-52.
Image - Jerusalem, source:
http://www.michaelhoppengallery.com/artist,show,3,161,485,2753,0,0,0,0,michael_hoppen_contemporary.htmlJerusalem

Box (-es) [ 1 ] [ 0 ] [ 1 ] [ 0 ]

Budgeting for Public Involvement in Research

Dear Colleagues,

INVOLVE and the Mental Health Research Network teamed up to produce a new resource to help with budgeting for the costs of public involvement in research. It can be used for everything from putting together an involvement budget for an entire study to working out how much it will cost to run a one-off consultation event.

The first part of the resource is a guide which:

• provides practical advice on what costs are associated with involvement in research
• includes a step-by-step process for identifying the associated costs and planning the budget
• presents examples of research projects with well-developed budgets for involvement work
• contains tips, links to useful websites, and references.

The second part of the resource is an online ‘involvement cost calculator' to work out the costs for your research study.

Please forward this information to your colleagues and networks.

If you have any questions or queries about Budgeting for involvement please contact:

Thomas Kabir
MHRN Service Users in Research Coordinator ...
To find out about INVOLVE visit www.invo.org.uk

...

My source: Laura Gardner: Research Design Service North West’s e-mail list.

H2CM new website - A short-form project brief

In Dani Nordin’s Drupal for Designers, chapter 4 is includes a short-form project brief.

As I pack for Prague and another Drupalcon (my 6th!) and with PHPNW conference fast approaching it's time I re-visited my project brief:

1 Identify the Project Goals

According to Nordin a good list of project goals should be no more than about three bullet points.

1. To provide a new archive for Brian Hodges’ lecture notes and make these accessible and multilingual
2. To share / signpost papers to date and invite others to collaborate and share work
3. To highlight why Hodges’ model matters

Then Dani moved to personas and here I'll extend the above goals.

2 Identify the Audience

I am looking for student nurses, that is under graduates and post grad, indeed life-long learners within the field of health and social care. In seeking students the natural progression of this is to connect if possible with lecturers and faculty. Nordin lists several ways to characterise the personas through common aspects:

• Who they are
• What will win them
• What I need them to know
• Content focus

So immediately I can broadly identify and develop two personas:

Learners

Who they are: Student nurses, social work students including medicine and other health and social care disciplines. They will be seeking evidence in theory and practice, with sources and resources to apply to assigned work. They will also be open to ideas and techniques that can help them to structure and recall their learning.
What will win them: Make it easy for them to see what is offered, find what they seek, Brian Hodges' lecture notes, provide feedback on learning if students are willing to register and invest their time. Provide a responsive contact form to answer questions promptly. Link the content to evidence if, or as soon as possible. Make content relevant by allowing users to contribute to website's development and direction.
What I need them to know: I want to convey to them an understanding of Hodges’ model its purposes, structure, content and how the model might be applied in theory and practice.
Content focus: Lecture notes text and video; Quiz; Test; Certificate; h2cm grid; Case study template; Presentations; FAQ; Registration; Contact form; Polls; Bibliography; Biographies; Timeline; Photos.

Lecturers

Who are they: Health and social care related faculty, teaching on nursing, social work, learning disability and other programmes. A diverse range of subjects and disciplines could be included from mental health, acute care, community and across the life course.
What will win them: Illustrate the ways h2cm can facilitate learning the aspects of (for example) nursing, not only reinforcing the key concepts of nursing (care) but why they care.
What I need them to know: Understanding how h2cm fits within their respective curriculum. Gaining awareness of how can the model can potentially stimulate and challenge their students and complement assignments. Why Hodges' model is relevant at this particular time.
Content focus: Brian Hodges' lecture notes; Outstanding questions; Research directions; Blog; Contact form; Registration; h2cm examples.

On the old website I possibly over-egged the pudding in terms of 'audiences'. There is an introductory page for -

• students and lecturer; 
• patients and carers;
• the public (citizens);
• and managers with policy makers.

Nordin has a persona for The Sharer. There are people for whom this is their forte. Here though I would try to include sharing tools that might be utilised by specific audiences. So for lecturers ways sharing might be Academia.edu, ResearchGate and LinkedIn. Likewise there are student (social media oriented) communities.The content of the old was fixed - by me. This needs to change, so polls and discussion may help define what the students / lecturers would like to see, hear ...

3 Focus on Information Architecture and Content Strategy

Nordin is describing a website re-design and so am I with some simplifications. Taking step 3 literally and from reading having an information architecture is very important to me. Its importance is not just in earning a scout badge, but it may need to vary slightly across the site. Nordin's step three seems to emphasize content. I'm wondering about headings, subtitles and other structural and aesthetic points. How might these work and hopefully cohere across the archive and rest of the site? It is also the case of separating (in my head) information architecture and styling.

As to content strategy I've played and doodled with this on several occasions. There's even an A, B, C, ... about it if you check above.

4 Identify New Features or Technologies You Want to Include

Responsive design is as Nordin also indicates a must have for me. In successive Drupalcon keynotes Dries Buytaert has stressed the rise of mobile devices. It would be a major gain to have the archive readable by mobile and tablet users.

Thus far I've not made full use of video, Skype and even audio for delivering content. At Drupalcon Prague there's a session media management and the Scald module. I'm hardly a radio or TV station but as people say DO consider those things that you are not skilled at, or naturally drawn to. Slides and presentations both existing and contributions (or links) would also be a key content feature.

If a community can emerge this might also be that as Nordin suggests users can share internally within the site using (unconsciously) specific structures within Drupal. The latest means of classifying and searching a site will also be essential. Seeking to share h2cm with the world I've scheduled some sessions on leveraging the multilingual capabilities of Drupal 8.

Accessibility is another essential feature.

5 Upgrade, or Start from Scratch

This, thankfully, is not an upgrade. To the list in #4 I could have added database - a dynamic website because this is the primary need, the enabler. With that though comes complexity and responsibility. Website management then demands data be protected, secure, backed up, and this involves migration and upgrades. So, starting from scratch - yes, but with an eye to upgrading.

The NW Drupal meetings in Manchester and Drupalcon Prague program bring the news of the many new tools and changes in Drupal 8:

• Views in core;
• New configurable fields e.g. entity reference, date, e-mail and others;
• Multilingual changes;
• Blocks & Layouts;
• Responsive images and breakpoints.
  
  From Drupalcon Prague "Drupal 8 for Site Builders" session

In addition there is Symfony, the loss of some hooks, Twig a templating engine.

6 Figure Out Theming and CSS Issues

If .Net and Web Designer magazines inform us of two things it's the pace of change in tools and the range of tools. It's helpful then when those choices are reduced. This may be the case with CSS within Drupal and adopting a grid system, a point made by Todd Nienkerk (p.79).

There are some excellent themes and sub-themes within Drupal 7. Drupal 8 extends this potential. I posted previously about Omega.

To conclude:
I think there is an interesting project here, but thinking alone isn't going to get this done!

PJ's project [iii]: Hodges' model An aide mémoire, or candidate Gärdenforsian conceptual space?

If you have a 'project' then chances are at some point you're going to commit it to paper as a text or Gantt chart...

Last November I posted an outline and some reflections about a project that I suppose has been a career in the making. This blog is part of the 'output': a channel that is open.

I am writing this in Lund, Sweden. The people, weather, the lilac and other scents on the breeze are a real joy. I'm here to attend the Conceptual Spaces at Work conference which starts tomorrow.

Part of the rationale for attending is to see if I've found a tree worthy of stressing my vocal cords over. If you compare the copy below with November then some changes should be apparent. For example, I wasn't aware of CSML back then. This conference is not so much about trying to fill in gaps, but finding them. Here is the latest listing:

Abstract
    Preface
    Introduction
    1.1 Health and Social Care
    1.2 Recurring Issues in Health and Social Care
    2 Education
     Introduction
    2.1 Education in the 21st Century
    2.2 Recurring Issues in Education
    3 Nursing, Nursing Theory and Hodges' model
    Introduction
    3.1 Sciences, Medicine and Nursing Disciplines
    3.2 Scope of Nursing Practice
    3.3 The case for models of care: Simplification, speech, writing
    3.4 Nursing Process
    3.5 Data Initialisation In Nursing
    3.6 Nursing Theory : All In The Mind?
    3.7 Hodges' Health Career - Care Domains - Model
    3.8 Problems With Models - Critique
    3.9 Problems with Hodges' health career – care domains – model
    4 Information
    Introduction
    4.1 Information, energy, records
    4.2 Clinical Classification and Coding
    5 Cognitive Science, Learning and Literacy, Computation
    Introduction
    5.1 Cognitive and Learning styles
    5.2 Models, Contexts, Situations, the Project and (Darwinian) Justification
    5.3 Forms of Literacy, Requirements and Socio-Technical Perspectives
    5.4 Computation and Computer Graphics
    5.5 Visual Software
    5.6 Software Development, data, models, applications
    5.7 Data Abstraction and Databases
    5.8 Object Oriented Programming
    5.9 Coding and Classification, Ontologies, RDF, Semantic Web
    6 Gardenfors' Conceptual Spaces
    Introduction
    6.1 Representation, Explanation and Construction
    6.2 Background on key research methods
    6.3 Gärdenfors conceptual spaces - selected definitions
    7 Hodges' model as a Conceptual Space
    Introduction
    7.1 Indicative Literature Review
    7.2 H2CM, Data, Data, Data, (Data!) and research methods
    7.3 Hodges’ model as a Conceptual Space
    7.4 Quality dimensions – discrete vs continuous and confluent
    8 Sandbox: Drupal, Ruby, CSML and SVG
    Introduction
    8.1 Scalable Vector Graphics (SVG): Web Graphics
    8.2 Conceptual Space Markup Language (CSML)
    8.3 Drupal: Open source content management system
    8.4 Ruby
    8.5 Domains and Domain Specific Languages
    9 Closing Discussion: Values
    Introduction
    Figures
    Tables
    Acknowledgements

I would love to attend SVG Open - The Graphical Web in September, but I have to cut the cloth as a dad, boyfriend, and full-time nurse... This year, ten days unpaid leave will help me pursue this work. It's not that I can necessarily afford to sacrifice salary like this, but at present it suits the NHS and me.

As to the text there will be lots more changes to follow no doubt. Chapter 4 has latent emergent properties - I hope. One struggle is 'chapters' 1 & 2, which provide a background to healthcare and education; and the closing discussion. In C1 for example, the issues include person-centered care, multidisciplinary care, records, information. ... In a way they are also themes, it's finding the right descriptor. Actually, as I write perhaps this issues-themes thing is related to there being issues that are problems that have a solution if only we can find it?

It's a big ask, but C8 and reference to the sandbox says it all. Whether it is a case of issues, themes, or problems in nursing, health and social care it is values that count. I'm hoping there's a circle there that can be closed. Then the project really becomes a baton: and I can help pass it on ...

More to follow over the next few days.

Many thanks also to Rikard for the welcome at Hobykrok B&B and the loan of a power adapter!

Health & Social Care - Safe Record Keeping Project

Dear Member

BCS, The Chartered Institute for IT and the Department of Health Informatics Directorate (DHID) have launched a project to develop clear and easy to follow guidance for patients and the public on the subject of health and social care records.

The project will provide patients with advice on how to look after the health and social care records and other sensitive personal data that they are creating or health and social care providers are sharing with them. BCS is inviting individuals or organisations to tender for the contract to carry out this work.

Further information about the tender process can be found at: ...

Please do not hesitate to contact me if you require any further information.

Regards,

Dr Wai Keong Wong
Project Coordinator
BCS and DH project for safe patient record
w.wong AT bcs.org

My source: BCS, Dr Wai Keong Wong with thanks.

PJ's project [ii]: Hodges' model An aide mémoire, or candidate Gärdenforsian conceptual space? Or would you like a mint?

This 'project' has in reality been ongoing through some thirty years. Although Hodges' model is by its very nature - broad and generic - I'm sure there is a specific research question here. For me this question combines nursing (theory and practice), informatics, health and public engagement. One possible question that h2cm provokes concerns whether the model can be considered a conceptual space?

Over a couple of years I've been adding to some notes which for want of another I've framed under the question above. These notes inevitably languish for a while given a full-time nursing job (plus learning Drupal, this blog, doing posters ...). Picking the text up recently though the intro material seems to have fallen into place. An introduction should cover the recurring issues, challenges - opportunities found in nursing. Although I have the secateurs in hand and the spring is warm, Hodges' model requires that education and cognitive science are also be considered in this way. Anyway, here is the current working outline:

Hodges' model: A mere aide mémoire, or candidate Gärdenforsian conceptual space?

Abstract

Part 1: Introducing Health & Social Care, Education, Hodges' model

1 Introduction
 1.1 Health and Social Care
 1.2 Recurring Issues in Health and Social Care

2 Education
 2.0 Introduction
 2.1 Education in the 21st Century
 2.2 Issues arising in Education

3 Health Care and Nursing Theory and Hodges' model
 3.0 Introduction
 3.1 Models of Nursing (Care)
  Definitions
 3.2 Hodges' Health Career - Care Domains - Model
 3.3 Information, energy?, records

Part 2: Cognitive Science & Conceptual Spaces

4 Cognitive Science and Computing
 4.0 Introduction
 4.1 Models, contexts, situations, the Project and (Darwinian) Justification
 4.2 Forms of Literacy, Requirements and Socio-Technical Perspectives
 4.3 Computation and Computer Graphics

5 Gardenfors' Conceptual Spaces

 5.0 Introduction

Drawing upon the cognitive science and computing literature the objectives of Gärdenfors’ Conceptual Spaces are made clear from the outset:

‘… is to show that a conceptual mode based on geometrical and topological representations deserves at least as much attention in cognitive science as the symbolic and associationistic approaches’ . p.2.

To what extent is h2cm a geometrical and topological representation? It appears on a simplistic level to qualify as a complex plane (Derbyshire, 2008). In this case, however, the closest we get to imaginary numbers in the negative sense are the null hypotheses of clinical research and reasoning amid uncertainty (REF). Gärdenfors continues:

‘This is a book about the geometry of thought. A theory of conceptual spaces will be developed as a particular framework for representing information on the conceptual level.’ p.2.

Hodges' model provides a framework, but as already noted it is not as yet theory based. It is based on practice, with appeals to experience and the knowledge and skills deployed in the health and social care sector. Could the h2cm framework work with Gärdenfors theory of conceptual spaces and his resulting framework for representing information? When Gärdenfors refers to his book being about the geometry of thought, here I would ask: What have nursing theorists sought? In addition to the stated motivations, surely a geometry of nursing thought? Nursing theorists seek rules and laws for a 'geometry' of care. A geometry of care is no less idealised, no less Platonic in form ultimately reflecting the values of the profession. A geometry of care would clearly be an achievement of harmony in the midst of discord and suffering. Additionally as the nursing discipline appears to some to be compromised in respect of practice, training, attitudes and professionalism.

 5.1 Representation, Explanation and Construction
 5.2 Background on key research methods
 5.3 Gärdenfors conceptual spaces - selected definitions
 5.4 Purposes, Holistic Bandwidth, Safety, Benefits and the Socio-Technical (repetition, move?)

Part 3:

6 Nursing, Care Theory and Care Domains
 6.0 Introduction
 6.1 Indicative literature review
 6.2 H2CM, Research methods and Data, Data, Data, (Data!)

Conceptual Spaces: Process, Practice and Domains - Hodges’ model

Part 4:

Coding and Classification, Ontologies, RDF, Semantic Web
Icons, glyphs, blobs
Patterns, wholes and parts
Users, Purposes and Scope of Application
Drupal and Ruby
Domains and Domain Specific Languages
Closing Discussion

(Back to this post:)
Don't ask why I am doing this. Chaos does reign here - 'Indicative literature review' in the midst...! In my defence these are notes, what's the question? Bits of the text move about, some disappears. Part 4 could become two, or three new parts, but no more than that! To what extent is there a case for M.I.N.T. a Modern Information-oriented Nursing Theory?*

Can you get there from a conceptual framework? When you get on the "conceptual framework" bus, can we simply change the destination to "conceptual space"? Has the academic bus already been and gone, or it drove right past: "Not in Service". Is this too big an ask of a bus? You need a ship to cross an ocean - even one that is illusory.

One thing I am sure of is that the model - #h2cm, this blog #W2tQ, my picking out Drupal, Ruby and the potential of visualization in the social sciences must come together in some way. One can inform the other. There is something really worth doing here. If in the end I don't get to do it well maybe others can finish the piece (the ambiguity here is intentional). Where's that illusory ship....

* M.I.N.T. sounds better than F.I.H.T. - you know cool and refreshing; but I do prefer and we really do need a Future & Information-oriented Health Theory?

Derbyshire, J. (2008). Unknown Quantity, Atlantic Books. p.12.

Gärdenfors, P. (2000). Conceptual Spaces, Cambridge.

PJ's project [i]: Hodges' model An aide mémoire, or candidate Gärdenforsian conceptual space?

I'll expand on this over the coming months ... first something a bit off the wall...

Now and again I revisit what started as my 'notes' on conceptual spaces. This could be an embarrassing case of mistaken identity (and an embarrassing series of blog post!).

As with everything what is the cost? Well in words .....

1,300    2,400          5,567                        10,534                                   20,340 ...

I add text. I subtract.

Possibilities are appended. Relevance is questioned.

Where IS the panoptic eye?

Where to find the supervision that can ground me?

(Their flies the constant: Astronautic dreams; Young, Cernan, Aldrin, Armstrong, Yuri, Tereshkova and you too Albert II)

Structure emerges.
Potential strategies form to combine interests and efforts.

bifurcates
suddenly

Te                  the                    xt 

So how is the nursing stack?

Funding?
Interdisciplinary?
Multidisciplinary?
Quality of Care?
Dignity & Respect?
Confidence in Care?
Qualified?
Skills mix?
Self-care?
Values?

1st in : last out - OR....?

How to shuffle the decks that are nursing, informatics, cognitive science, and education?

Some text (thoughts) fails to mature -
beyond redundancy -
IT withers.

References are found. Some are metallic - key - sources. Some are virtual.

Some pass un-realised.  Present but lazy, not furthering the case.

Some are never recovered:............................

...............................:from paper scraps; from grey matter.

LOdpST

(Limited Orientation [don't panic] Should b Temporary)

Recovery. Who can recover from: LIFE? No choice in that. But do exercise. Travel past : now :  future : now : past ... forth and back ...

Toys R Us

Yo-YoUR memories are U

For a long time it collected virtual dust. Encoded on the hard disc long since last accessed. A Frozen amalgam of bits. But then, a return -

Re-Entry

 The aRc of relief- fresh eyes, fresh thought, further insights ....

The overall structure changes. For a long time this project was h2cm, then additional thoughts a website, a blog, several papers with this - yet another. A possible submission, journal - conference?

Then a text; a project; a song*; possibly a thesis?  (* Only joking)

How many texts start this way?
How many are still born?
No cry, no joy, less holistic care.

I do believe h2cm is an example of a conceptual space.

It could be that there is ONE ' ' or several [Is it lexical, discursive, cognitive, enacted, ....?]

Where are the edges of h2cm?

The h+listic space

IMAGINE

That space is idealised across ALL nursing theories. ButT (my head hurts) what sort of space is it? Shuffle the cards again, take one, memorize it.... Have we landed yet? Am I moving, or is that you?

Where is that space in practice now - and where is it post-midnight?

It is there in all care theories, they all count towards local - global health. Rejoice in eclectic care realms; in pre-post training and lifelong learning.

Roots or tendrils: it's all growth.

Promise.

Sustainable

In books, on lecturer's lips, values carried forward in student's thoughts and deeds.

Google launches online personal health records project

Here is an item from Computer World by Heather Havenstein:

Google launches online personal health records project

Pilot to test exchange of patient data between its health offering and the Cleveland Clinic ....

My source: Records Management List.

free reading copy new book: "What is Community Informatics? (and Why Does It Matter)"

I have long been interested in the theory that underpins informatics, especially the overlap between the different informatics schools. Here are details of a new publication that debates the status and role of community informatics.
===
FYI

Allow me to bring to the attention of list members the recent publication of the book:

"What is Community Informatics? (and Why Does It Matter)",

by Prof. Michael Gurstein and published by Polimetrica.

Thanks to author and publisher, the book has been licensed through the terms of an Attribution-NonCommercial Creative Commons license that allows the reader to freely distribute the work for non-commercial purposes.

You can download a copy of the book.
(Link text updated PJ)

If you want to support this experimental project that aims to promote a free and open access to scientific knowledge, please buy a printed copy of the book.

Many thanks!

All the best,
Viviana Sica

Eng. Viviana Sica
Editorial Office (Head)
Polimetrica Publisher
Corso Milano 26
20052 Monza Mi Italy