I didn't make it HOME to PLANETARY last evening. I hope it will be shown again.
HOME? |
Home?
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home? |
"I felt
capital Patient? | |
| Patient capital?
like
the
mad
man in the corner," |
capital Patient | |
Patient capital |
Whenever financial markets get hyperactive - the norm rather than exception over the past three decades - we hear calls for "patient capital" that can fund long-term investment in the productive capabilities that are essential for a prosperous economy. ...
The problem is not just "short-termism" but more fundamentally value extraction that far outstrips contributions to value creation, with financial interests, including top executives, reaping gains that should go to taxpayers and workers.
For the sake of stable and equitable growth, it is time that these real patient capitalists lose their political patience, and demand fundamental economic reform. p.24.
On leave this week and as per a previous post I attended the GRADE CERQual workshop last afternoon. It was a very helpful exercise, a presentation and some group work. ...
I've now 5000 exploratory words on Threshold Concepts with Hodges' model and bringing in prospective research methodologies. The final module of Part 1 beckons (reading, reading...) and this work will help and might be worthy of publication. I'm just adding some other points from the following sources:
Knight, S. (2015) Realising the benefits of reflective practice. Nursing Times; 111: 23/24, 17-19.
I can cite the above as reflection is never far away in theory, practice and students on placement. Is there is a role for Hodges' model? I believe there is and Collins et al further demonstrate the need as nurses evidence reflection on their professional reading for revalidation from April 2016. Collins writes (my emphasis):
Reflection should be undertaken using a recognised model as this adds structure and provides direction. The model used should be chosen by the individual and influenced by a number of factors such as ease of use, understanding and ease of flow when writing. Models without these elements will give the writer a negative experience of the reflection process (p.14).Collins, G. et al (2015) Using reflection on reading for revalidation. Nursing Times; 111: 23/24, 14-16.
A mixed methods way of thinking is an orientation toward social inquiry that actively invites us to participate in dialogue about multiple ways of seeing and hearing, multiple ways of making sense of the social world, and multiple standpoints on what is important and to be valued and cherished.
Clearly, such frameworks could assist with navigation in mixed methods studies consisting of concurrent or sequential investigations, facilitate integration of methods in at least one phase of the inquiry, and provide a map for combining the what with the why to gain a multidimensional understanding of causal mechanisms. Utilization of such frameworks could, then, fit snugly into Tashakkori and Creswell’s (2007) recent definition of mixed methods: “Research in which the investigator collects and analyses the data, integrates the findings, and draws inferences using both qualitative and quantitative approaches or methods in a single study or program of inquiry” (p. 4). (Evans et al. p.278)
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(to ensure, process, distribute, use, maintain, use, and preserve human service demands) = PURPOSE H U M | TECHNOLOGY ECOLOGY (as Nature) related activities* distribute 'hard systems' use PROCESS |
A N S Sociology 'soft systems' *behaviours | economy STANDARDS ensure (assure) |
"Culture, in the form of interaction between people, may in itself generate constraints on conceptual spaces. For example, Freyd (1983) puts forward the intriguing proposal that conceptual spaces may evolve as a representational form in a community just because people have to share knowledge (Freyd 1983, pp. 193–194):
There have been a number of different approaches towards analyzing the structures in semantic domains, but what these approaches have in common is the goal of discovering constraints on knowledge representation. I argue that the structures the different semantic analyses uncover may stem from shareability constraints on knowledge representation. [. . . ] So, if a set of terms can be shown to behave as if they are represented in a three-dimensional space, one inference that is often made is that there is both some psychological reality to the spatial reality (or some formally equivalent formulation) and some innate necessity to it. But it might be that the structural properties of the knowledge domain came about because such structural properties provide for the most efficient sharing of concepts. That is, we cannot be sure that the regularities tell us anything about how the brain can represent things, or even “prefer” to, if it didn’t have to share concepts with other brains.Here Freyd hints at an economic explanation of why we have conceptual spaces: they facilitate the sharing of knowledge." p.17.
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| Brian E. Hodges - c/o Brian's family. |
Born in Liverpool, NW England, UK.
Community Mental Health Nurse NHS, Part-time Lecturer,
Researcher Nursing & Technology Enhanced Learning
Registered Nurse - Mental Health & General
Community Psychiatric Nursing (Cert.) MMU
PG Cert. Ed.
BA(Joint Hons.) Computing and Philosophy - BIHE - Bolton
PG(Dip.) Collaboration on Psychosocial Education [COPE] Univ. Man.
MRES. e-Research and Technology Enhanced Learning, Lancaster Univ.
Live and work in NW England - seeking a global perspective.
The views expressed on W2tQ are entirely my own, unless stated otherwise.
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orcid.org/0000-0002-0192-8965
