The Global Research Nurses’ network is pleased to announce the second competition for nurses working in clinical research …
THE WINNER WILL BE INVITED TO ATTEND THE ROYAL COLLEGE OF NURSING INTERNATIONAL NURSING RESEARCH CONFERENCE IN NOTTINGHAM, UK, 20th – 22nd APRIL 2015, ALL EXPENSES PAID.
SECOND PRIZE – ONE YEAR’S SUBSCRIPTION TO 2 ONLINE JOURNALS:
THE JOURNAL OF ADVANCED NURSING & THE JOURNAL OF CLINICAL NURSING
To enter, research nurses should write a 1,000-1,500 word article to discuss the role of the research nurse: “Using examples from research projects that you have worked on discuss what skills nurses contribute to a clinical research team.”
Full information and criteria, as well as information on how to upload your entry, can be found at https://globalresearchnurses.tghn.org/extra/competition-2015/
Entries must be received by 31st October 2014. Please share this opportunity widely!
Thanks and kind regards
Tamzin
Tamzin Furtado
Project Manager
The Global Health Network
HIFA profile (and source): Tamzin Furtado is Project Manager of Global Health Trials, UK. Professional interests: Global health, clinical trials. tamzin.furtado AT ndm.ox.ac.uk
Showing posts with label academia. Show all posts
Showing posts with label academia. Show all posts
Wednesday, 27 August 2014
Saturday, 19 July 2014
Sunday, 13 July 2014
H2CM workshop at Threshold Concepts Conference 11th July 2014 Durham
Prior to the workshop I did not know how many people would be interested. In the end I had four attendees. With the session located in a large dining hall I had to improvise. I explained the model on paper sat in the middle. The presentation worked on the laptop, with a little swapping of seats for vision. As always with Hodges' model (I believe) the questions and discussion that ensues is primary engagement and this can mitigate environmental limitations. This is also why I believe Hodges' model is applicable to the global community.
I had twenty 2-sided A4 templates to hand-out. The format was as follows:
Where did I slip up? In at least three ways: I did not have my own feedback form. This is frustrating as I've used these routinely in sessions delivered in residential and nursing homes. I did not complete all the slides. We ran for 85 minutes starting 5 minutes later than intended. On reflection I could have attended for the two days as there were, some really relevant presentations on the Thursday also. I'm really grateful to the people who took part in the workshop. Their work included computer science, law, migration and mathematics.
They suggested I identify existing threshold concepts from the health and social care literature and relate these to Hodges' model. Another suggestion pointed to a pre-populated conceptual space using Hodges' model that can act a guide. I've wondered about this before in terms of how to avoid the care reduced to a checklist critique. Although lists play an evidence-based role in assuring safety and situational awareness, the check box mentality is viewed as undermining nursing and high quality personalised care? There is definitely scope for a paper combining #h2cm and threshold concepts.
The TEL course at Lancaster is proving a challenge as anticipated, because I do not have first-hand access to learning management systems and the more formal educational context. I am working on this with an ongoing secondment application, but I never hold my breath. Doing the TEL course is (also) a test, it forces me to focus and produce small studies and very quickly too. I had wondered about using the workshop to this end, but in light of very helpful supervision and discussion with peers online I directed attention to a semi-structured questionnaire and the reflective content of LMSs used by local students.
Significantly, the four participants in Durham is more than needed for a 4000 word study, so the workshop is a great experience and further 'demonstrator'.
I am still reflecting on the workshop and will be in touch with several people as a result. I would also like to thank the organisers for my being able to contribute. The slides will also be posted online soon. I will add some notes to act as instructions.
In 2016 the conference will be in Nova Scotia, when available I will add the updated link in the sidebar.
I had twenty 2-sided A4 templates to hand-out. The format was as follows:
- What is Hodges’ model?
- A concept sorting exercise
- A case study exercise
- Some examples of links to threshold concepts
- Q & A - discussion
- Feedback
Where did I slip up? In at least three ways: I did not have my own feedback form. This is frustrating as I've used these routinely in sessions delivered in residential and nursing homes. I did not complete all the slides. We ran for 85 minutes starting 5 minutes later than intended. On reflection I could have attended for the two days as there were, some really relevant presentations on the Thursday also. I'm really grateful to the people who took part in the workshop. Their work included computer science, law, migration and mathematics.
 |
| Durham from TC2014 website |
The TEL course at Lancaster is proving a challenge as anticipated, because I do not have first-hand access to learning management systems and the more formal educational context. I am working on this with an ongoing secondment application, but I never hold my breath. Doing the TEL course is (also) a test, it forces me to focus and produce small studies and very quickly too. I had wondered about using the workshop to this end, but in light of very helpful supervision and discussion with peers online I directed attention to a semi-structured questionnaire and the reflective content of LMSs used by local students.
Significantly, the four participants in Durham is more than needed for a 4000 word study, so the workshop is a great experience and further 'demonstrator'.
I am still reflecting on the workshop and will be in touch with several people as a result. I would also like to thank the organisers for my being able to contribute. The slides will also be posted online soon. I will add some notes to act as instructions.
In 2016 the conference will be in Nova Scotia, when available I will add the updated link in the sidebar.
Saturday, 5 July 2014
Excuses found: "premature definition of variables"
Currently reading:
Ah, so this is what I've doing!
MURPHY E., DINGWALL R., GREATBATCH D., PARKER S., WATSON P. (1999). Qualitative research methods in health technology assessment: a review of the literature. Health Technology Assessment. 2(16), p.84.
http://www.journalslibrary.nihr.ac.uk/__data/assets/pdf_file/0008/64826/FullReport-hta2160.pdfMarshall (1985) presented the flexibility of qualitative research as one of its strengths. She argued that, in qualitative research, the researcher does not assume that (s)he knows, at the outset, the exact nature of the research question. Rather, qualitative research offers the opportunity of discovery. In fact, researchers vary considerably in the extent to which they formulate the precise nature of the research question in advance of the study. Most seek to avoid what Silverman (1993) referred to as “premature definition of variables”.
<>
Ah, so this is what I've doing!
Yes, but for how long with h2cm, with Drupal...?
1997... 2007... and counting... :-)
Monday, 9 June 2014
h2cm - Latest paper published in International Journal of Person Centered Medicine
The latest paper on Hodges' model is now published online:
Using a conceptual framework to explore the dimensions of recovery and their relationship to service user choice and self-determination
Abstract
The concept of recovery is widely applied within service delivery in the field of mental health. The dimensions of recovery were explored using a singular conceptual framework known as Hodges’ model, which is shown to be suited to this particular task. This arises from the model’s structure, in that it encompasses the individual-group and a care domain specific to the political aspects of both health and social care. The evidence was found by relating recovery to the model’s care domains, which is also relevant to the experience of mental health service users and developments over the past decade in mental health service provision. Particular attention is given to the ‘Recovery Star’. This can be used as a key-working and outcomes tool. The discussion is also placed in a context of the current socio-economic climate, notably the ‘politics of recovery’ at a time of austerity.
With thanks to the editors, referees and to Gerry Bennison and Dawn Talbot for assisting in the beginning of this paper including their directions on the Recovery STAR; and for very helpful advice on the final drafts provided by Dr. Andrew Shepherd, and Prof. George Kernohan.
Sunday, 27 April 2014
12th May Lancaster, Workshop: Patient knowledge and involvement in healthcare
An event I am looking forward to:
Royal Institute of Philosophy Workshop
Storey Institute, Lancaster
Monday 12th May
In recent years great efforts have been made to listen to “patient voices” in healthcare practice, research, and policy, but such initiatives have met with mixed success and many patients continue to feel that their view are overlooked (sometimes despite the best efforts of health care professionals). In this workshop we consider whether and why patient views matter. We ask what factors act to limit the possibilities for communication between patients and professionals, and consider how they might be overcome.
Free and open to all, but numbers are limited. To reserve a place please email
Rachel Cooper - on r.v.cooper AT lancaster.ac.uk
Royal Institute of Philosophy Workshop
Storey Institute, Lancaster
Monday 12th May
In recent years great efforts have been made to listen to “patient voices” in healthcare practice, research, and policy, but such initiatives have met with mixed success and many patients continue to feel that their view are overlooked (sometimes despite the best efforts of health care professionals). In this workshop we consider whether and why patient views matter. We ask what factors act to limit the possibilities for communication between patients and professionals, and consider how they might be overcome.
- 10-10.40 Chaos, conflict and cooperation. Havi Carel, Senior Lecturer in Philosophy, Bristol University
- 10.40-11.20 Silencing the sick. Ian J. Kidd, Addison Wheeler Fellow in Philosophy, Durham University
- 11.50-12.30 On trusting and being trusted. Garrath Williams, Senior Lecturer in Philosophy, Lancaster University
- 2-2.40 Patient advocacy challenged: The case of ME/CFS. Nancy Blake, Patient activist and PhD candidate, Lancaster University
- 2.40- 3.20 Medical paternalism and the right not to know. Emma Bullock, Postdoctoral Fellow “Concepts of Health”, King’s College London
- 3.50-4.30 Negotiating as individuals and groups. Rachel Cooper, Senior Lecturer in Philosophy, Lancaster University
Free and open to all, but numbers are limited. To reserve a place please email
Rachel Cooper - on r.v.cooper AT lancaster.ac.uk
Tuesday, 8 April 2014
From local field to global arena: the rough and tumble of conceptual sport
Jo hit the deck. it was a foul tackle, an apt description for a move that Jo did not see coming.
Talk about a change of perspective!! Sheesh! Was it bone crunching, did I hear something?
It could have been worse. At least the ground knows it’s March and not January.
There was no anticipation, no reflex adjustment, no ability to shift, just in time, no poetry in motion this time.
The coach and physio dashed on to the field. Jo looked up and said “OK, tell me straight, what’s the damage?”
Coach looked down. "Well you're talking that's a start." Assessing rapidly though and through gritted teeth he replied:
“It’s not looking good Jo.”
“Wha?
[Silence]
Oh come on tell me…”
“Well, kid it’s bad, yes, really bad.
Jo groaned, "Oh no, not that! What about the future!!"
OK, sorry about that and I do realise that a great many world class athletes are very well educated people.
The tendency of young and promising athletes to relinquish contact with their academic side and really be the best they can be - remains a challenge for some, but this post concerns academic detachment as in - educational institutions and students with the world.
Call it a paradox, a contradiction in this hyper-connected world, what with gap years, travel opportunities.... that there seem so many examples of a lack of awareness of the bigger picture that is the international stage. Not just in students, in education, but the wider citizenry.
Does this matter. Well it does, at least according to the 2012 Conference of The Association of International Education Administrators (AIEA) which included:
Academic detachment is not an option in the 21st Century
on the theme “Building a Secure World through International Education.”
The point I’d like to make is that Hodges’ model is fit to assist in some of the objectives that the AIEA outlines in this context:
Additional link:
http://www.ruthnestvold.com/tomjones.htm
Thanks Dad.
Talk about a change of perspective!! Sheesh! Was it bone crunching, did I hear something?
It could have been worse. At least the ground knows it’s March and not January.
There was no anticipation, no reflex adjustment, no ability to shift, just in time, no poetry in motion this time.
The coach and physio dashed on to the field. Jo looked up and said “OK, tell me straight, what’s the damage?”
Coach looked down. "Well you're talking that's a start." Assessing rapidly though and through gritted teeth he replied:
“It’s not looking good Jo.”
“Wha?
[Silence]
Oh come on tell me…”
“Well, kid it’s bad, yes, really bad.
You’ve got an academic detachment.”
Jo groaned, "Oh no, not that! What about the future!!"
<->
OK, sorry about that and I do realise that a great many world class athletes are very well educated people.
The tendency of young and promising athletes to relinquish contact with their academic side and really be the best they can be - remains a challenge for some, but this post concerns academic detachment as in - educational institutions and students with the world.
Call it a paradox, a contradiction in this hyper-connected world, what with gap years, travel opportunities.... that there seem so many examples of a lack of awareness of the bigger picture that is the international stage. Not just in students, in education, but the wider citizenry.
Does this matter. Well it does, at least according to the 2012 Conference of The Association of International Education Administrators (AIEA) which included:
Academic detachment is not an option in the 21st Century
on the theme “Building a Secure World through International Education.”
The point I’d like to make is that Hodges’ model is fit to assist in some of the objectives that the AIEA outlines in this context:
Keynote speaker Abiodan Williams, Senior Vice ‐ President of the US Institute for Peace, offered remarks at the opening plenary. Mr. Williams said that his own international education began with post ‐ secondary level study at the Lester B. Pearson College, United World College of the Pacific, in Victoria, BC. To develop graduates committed to peace and security, he urged educational institutions to teach:“Academic detachment from the world is not an option in the 21st Century,” he said. Globalization is here to stay, and international education is playing a key role in contributing positive answers to many of the challenges that it presents.
- Knowledge – including greater interdisciplinarity and learning about conflict prevention
- International outlook – to shape the attitudes and outlook of a new generation, encourage all students to spend at least six months studying abroad, learn at least one new language and take at least one course about another country
- Sensibility – alluding to Fielding’s definition of ‘good nature’, developing people of benevolent and amiable temper of mind, who sympathize with the problems of others and who enjoy the happiness of others
Many institutions are actively engaged in programs that further environmental and energy sustainability, broader access to health care and education, resolution of conflicts, pursuit of fundamental human rights, economic development, and greater cross‐cultural understanding around the world. Harnessing the collective effort, and lessons learned, from each of these individual initiatives is important in moving internationalization forward. [AIEA conference website]
With thanks to Katy Rosenbaum:
27 March 2014:
Good morning,
Thank you for your email. I will check with my colleagues to see if they have any suggestions for someone who might be able to provide more information on work within this theme, and if they have any insights on this, I will certainly forward these on to you.
In the meantime, all conference session materials that presenters made available to download are available at the link below. The zip files include multiple presentations and handouts; underneath are links to these materials hosted on other websites: http://www.aieaworld.org/2012-conference#Presentations
The article you referred to mentioned Abiodan Williams' keynote address, which is available here: http://www.aieaworld.org/assets/docs/Conference_Materials/2012/abiodunwilliamsspeech2012.pdf
Thank you for your interest; I hope this information is useful. If my colleagues have other suggestions, I will certainly pass them on.
Best,
Katy Rosenbaum
Program Associate - AIEA
Association of International Education Administrators
www.aieaworld.org
kathryn.rosenbaum AT duke.edu
Additional link:
http://www.ruthnestvold.com/tomjones.htm
Thanks Dad.
Monday, 17 March 2014
[ganm] International Journal of Africa Nursing Sciences - submit today to this exciting new journal!
Dear colleague,
The International Journal of Africa Nursing Sciences (IJANS) is a new, open access, international scientific journal published by Elsevier. The broad-based journal is founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of nursing and midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline.
The fully refereed journal will provide a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal calls for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa and technical reports, and short communications, all of which will meet the journal's high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa.
The journal will seek to publish the highest quality scholarly contributions reflecting the diversity of nursing. It is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal.
The IJANS is an open access journal and in 2014 there will be no publication charges for any author.
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/
The International Journal of Africa Nursing Sciences (IJANS) is a new, open access, international scientific journal published by Elsevier. The broad-based journal is founded on two key tenets, i.e. to publish the most exciting research with respect to the subjects of nursing and midwifery in Africa, and secondly, to advance the international understanding and development of nursing and midwifery in Africa, both as a profession and as an academic discipline.
The fully refereed journal will provide a forum for all aspects of nursing and midwifery sciences, especially new trends and advances. The journal calls for original research papers, systematic and scholarly review articles, and critical papers which will stimulate debate on research, policy, theory or philosophy of nursing as related to nursing and midwifery in Africa and technical reports, and short communications, all of which will meet the journal's high academic and ethical standards. Manuscripts of nursing practice, education, management, and research are encouraged. The journal values critical scholarly debate on issues that have strategic significance for educators, practitioners, leaders and policy-makers of nursing and midwifery in Africa.
The journal will seek to publish the highest quality scholarly contributions reflecting the diversity of nursing. It is also inviting international scholars who are engaged with nursing and midwifery in Africa to contribute to the journal.
The IJANS is an open access journal and in 2014 there will be no publication charges for any author.
The Editor, Dr Hester Klopper (CEO, FUNDISA and President, STTI), welcomes submissions at http://ees.elsevier.com/ijans/
With kind regards,
Tewodros Seyoum Nigussie
Lecturer, Msc in Clinical Midwifery
University of Gondar
Department of Midwifery
PO.Box 196
Email Address : tedysha AT gmail.com
University website @ Gondar: http://www.uog.edu.et/
Lecturer, Msc in Clinical Midwifery
University of Gondar
Department of Midwifery
PO.Box 196
Email Address : tedysha AT gmail.com
University website @ Gondar: http://www.uog.edu.et/
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/
Sunday, 16 March 2014
A *prospective* journal issue devoted to the "Health Career - Care Domains - Model"
Last month I was contacted regards the possibility of acting as associate editor for a journal issue devoted to Hodges' model, or a related theme.
At present with part-time studies having started in January and a residential week to following at the end of March I have rather got my hands full. I hope to post in the near future on how these studies are helping to shape my ideas.
One clear 'result' is the prompt to engage with residential and nursing homes in preparation for a 'small research study' I have to complete this northern Spring. I've two meetings organised thus far with home managers.
A journal issue is a great prospect however, a giant step in fact - for the conceptual framework and myself (I'd also contribute an editorial). Perhaps I could share this project with someone similarly minded regards the potential of Hodges' model in health and social care and without in education and informatics? It seems that this invitation will stand even if I can only pick it up in the future, end of 2015-2016...
In the sidebar, below the bibliography I've listed a publications to-do list that could be extended:
At present with part-time studies having started in January and a residential week to following at the end of March I have rather got my hands full. I hope to post in the near future on how these studies are helping to shape my ideas.
One clear 'result' is the prompt to engage with residential and nursing homes in preparation for a 'small research study' I have to complete this northern Spring. I've two meetings organised thus far with home managers.
A journal issue is a great prospect however, a giant step in fact - for the conceptual framework and myself (I'd also contribute an editorial). Perhaps I could share this project with someone similarly minded regards the potential of Hodges' model in health and social care and without in education and informatics? It seems that this invitation will stand even if I can only pick it up in the future, end of 2015-2016...
In the sidebar, below the bibliography I've listed a publications to-do list that could be extended:
- Hodges' model, structure, content and applications
- taking the 'career' out of Hodges' model and putting it back;
- curriculum development;
- reflective practice;
- case formulation;
- holistic care (and related perspectives, but in informatics, SOCIO-TECHNICAL);
- the theory - practice gap;
- threshold concepts;
- and conceptual spaces;
- integrated care;
- Nursing theory: future history - why they still matter;
- quality assurance and care values;
- multidisciplinary care and interprofessional education;
- diagrams that care;
- student contribution;
- patient, service user contribution;
- .... ?
Tuesday, 7 January 2014
ESRC PhD North West Doctoral Training Centre (NWDTC) CASE Studentships 2014: The spatial and social dynamics of public inclusion for people with dementia & Masters HI Sweden
The Faculty of Health and Medicine, Lancaster University offers an exciting opportunity for an ESRC funded +3 collaborative studentship for PhD research: The spatial and social dynamics of public inclusion for people with dementia
Suitably qualified candidates are invited to apply for this fully-funded three-year PhD CASE studentship which is a collaboration between the Centre for Ageing Research, at Lancaster University, and AgeUK Lancashire. The studentship covers full fees plus a Basic Maintenance Grant (£14,421 p.a.). The student will receive a small contribution for research costs.
The CASE studentship will draw on innovative participatory mixed methods to assess the impact of a range of dementia friendly community initiatives to explore how people with dementia experience social and spatial inclusion, across personal and public spaces. The research offers an opportunity to engage with important policy initiatives and how they impact upon people’s lives. The successful applicant will also benefit from the work placement opportunity within AgeUK Lancashire.
The studentship will be supervised by a team lead by Dr Katherine Froggatt and Professor Christine Milligan at Lancaster University and Mrs Diane Armstrong, Dementia Support Coordinator at AgeUK Lancashire.
Eligible candidates will be UK/EU honours graduate students with a good 2.1 from a recognised University, who show evidence of exceptional ability; they must have completed research methods training as part of an ESRC recognised Masters (or demonstrate research training to an equivalent standard) in a relevant health and social sciences discipline. Students who are currently undertaking a Masters degree (or equivalent) and are expecting to graduate during the 2013-14 academic session are also eligible to apply. Candidates should demonstrate a committed interest and experience in the field of dementia ageing research, preferably in community contexts.
Candidates must satisfy the ESRC's academic and residential eligibility requirements and be UK or EU citizens who have been resident in the UK for three years. Further information on eligibility can be downloaded from the ESRC web site:
http://www.esrc.ac.uk/esrccontent/postgradfunding/foindex.asp
For further information contact Dr Katherine Froggatt: k.froggatt AT lancaster.ac.uk
To apply please submit the following documents electronically, by 5.00pm Thursday February 13th 2014, to Dr Katherine Froggatt: k.froggatt AT lancaster.ac.uk with ‘ESRC CASE studentship’ in the subject line:
PLUS from LinkedIn
On 01/06/14 1:53 PM, Sabine Koch wrote:
--------------------
In case you know somebody interested in advanced studies in HI please forward this message.
Thanks,
Sabine
----------------------------------------------------------------------------------------
Interested in a two year Master Programme in health informatics at Karolinska Institutet/Stockholm University in Sweden?
Apply online latest January 15th at universityadmissions.se
https://www.universityadmissions.se/intl/search?period=HT_2014&publishers=ki&freeText=Joint+Master%27s+Programme+in+Health+Informatics&courseProgram=programs&level=advanced
Suitably qualified candidates are invited to apply for this fully-funded three-year PhD CASE studentship which is a collaboration between the Centre for Ageing Research, at Lancaster University, and AgeUK Lancashire. The studentship covers full fees plus a Basic Maintenance Grant (£14,421 p.a.). The student will receive a small contribution for research costs.
The CASE studentship will draw on innovative participatory mixed methods to assess the impact of a range of dementia friendly community initiatives to explore how people with dementia experience social and spatial inclusion, across personal and public spaces. The research offers an opportunity to engage with important policy initiatives and how they impact upon people’s lives. The successful applicant will also benefit from the work placement opportunity within AgeUK Lancashire.
The studentship will be supervised by a team lead by Dr Katherine Froggatt and Professor Christine Milligan at Lancaster University and Mrs Diane Armstrong, Dementia Support Coordinator at AgeUK Lancashire.
Eligible candidates will be UK/EU honours graduate students with a good 2.1 from a recognised University, who show evidence of exceptional ability; they must have completed research methods training as part of an ESRC recognised Masters (or demonstrate research training to an equivalent standard) in a relevant health and social sciences discipline. Students who are currently undertaking a Masters degree (or equivalent) and are expecting to graduate during the 2013-14 academic session are also eligible to apply. Candidates should demonstrate a committed interest and experience in the field of dementia ageing research, preferably in community contexts.
Candidates must satisfy the ESRC's academic and residential eligibility requirements and be UK or EU citizens who have been resident in the UK for three years. Further information on eligibility can be downloaded from the ESRC web site:
http://www.esrc.ac.uk/esrccontent/postgradfunding/foindex.asp
For further information contact Dr Katherine Froggatt: k.froggatt AT lancaster.ac.uk
To apply please submit the following documents electronically, by 5.00pm Thursday February 13th 2014, to Dr Katherine Froggatt: k.froggatt AT lancaster.ac.uk with ‘ESRC CASE studentship’ in the subject line:
- An up-to-date CV: including two named referees (one of whom should be your most recent academic tutor/supervisor); the applicant will be expected to have approached their referees to arrange for references (including anticipated grade if Masters is ongoing) in advance of shortlisting.
- A letter of application (not exceeding 2 pages) outlining your suitability for the CASE studentship and how you would anticipate approaching the research.
- A copy of your first degree and Master’s degree transcripts.
PLUS from LinkedIn
On 01/06/14 1:53 PM, Sabine Koch wrote:
--------------------
In case you know somebody interested in advanced studies in HI please forward this message.
Thanks,
Sabine
----------------------------------------------------------------------------------------
Interested in a two year Master Programme in health informatics at Karolinska Institutet/Stockholm University in Sweden?
Apply online latest January 15th at universityadmissions.se
https://www.universityadmissions.se/intl/search?period=HT_2014&publishers=ki&freeText=Joint+Master%27s+Programme+in+Health+Informatics&courseProgram=programs&level=advanced
Thursday, 2 January 2014
CfP Visual In-Sights Conference, Newcastle University, June 2014
To: EUROPEAN-SOCIOLOGIST AT JISCMAIL.AC.UK
Sent: Monday, 30 December 2013, 10:24
Subject: CfP Visual In-Sights Conference, Newcastle University, June 2014
Call for Papers/Proposals
Visual In-Sights: Theory, Method, Practice 26-27 June 2014
Newcastle University, Newcastle Upon Tyne, UK
Deadline for Abstracts/Proposals: 31 January 2014
Keynote Speakers:
Marcus Banks (Oxford University)
David Campbell (http://www.david-campbell.org/ )
Sirkka-Liisa Konttinen (Amber Collective)
Organised by the Visualities Research Group at Newcastle University, this interdisciplinary conference aims to bring together an international community of established and emerging scholars, creative practitioners, visual artists and arts-based, community project leaders who research, use and work with visual materials and visual methods. Contributions are invited that demonstrate the cutting edge in research and practice around the multiple spaces of the visual, and which explore the porous boundary between the theory, method and practice of the visual.
We seek academic papers and/or proposals for multi-media presentations, break-out sessions using arts/performance/installation, contemporaneous fieldwork exercises and workshops, and exhibitive displays. Contributions may speak, but are not limited, to the themes of:
by 31 January 2014.
Notifications of acceptance will be sent out on or before 28 February 2014.
Registration http://www.ncl.ac.uk/gps/research/groups/visualities/visual-insights/registration.htm will open on 31 March 2014. The conference fee is £80 (academics), £50 (artists), and £30 (students and unwaged)
For more information please visit:
http://www.ncl.ac.uk/visual-insights/
Enquiries: visual.insights AT ncl.ac.uk
Sent: Monday, 30 December 2013, 10:24
Subject: CfP Visual In-Sights Conference, Newcastle University, June 2014
Call for Papers/Proposals
Visual In-Sights: Theory, Method, Practice 26-27 June 2014
Newcastle University, Newcastle Upon Tyne, UK
Deadline for Abstracts/Proposals: 31 January 2014
Keynote Speakers:
Marcus Banks (Oxford University)
David Campbell (http://www.david-campbell.org/ )
Sirkka-Liisa Konttinen (Amber Collective)
Organised by the Visualities Research Group at Newcastle University, this interdisciplinary conference aims to bring together an international community of established and emerging scholars, creative practitioners, visual artists and arts-based, community project leaders who research, use and work with visual materials and visual methods. Contributions are invited that demonstrate the cutting edge in research and practice around the multiple spaces of the visual, and which explore the porous boundary between the theory, method and practice of the visual.
We seek academic papers and/or proposals for multi-media presentations, break-out sessions using arts/performance/installation, contemporaneous fieldwork exercises and workshops, and exhibitive displays. Contributions may speak, but are not limited, to the themes of:
- Art and Aesthetics
- Visual Cultures
- Visualities and Ethics
- Visual Communication and Visual Practice
by 31 January 2014.
Notifications of acceptance will be sent out on or before 28 February 2014.
Registration http://www.ncl.ac.uk/gps/research/groups/visualities/visual-insights/registration.htm will open on 31 March 2014. The conference fee is £80 (academics), £50 (artists), and £30 (students and unwaged)
For more information please visit:
http://www.ncl.ac.uk/visual-insights/
Enquiries: visual.insights AT ncl.ac.uk
Wednesday, 18 December 2013
Papers, *actual* post-grad studies and a visit to Brian Hodges
Early last month I posted about planned trips to Sheffield and Lancaster Universities.
On the 4th I visited Paula Procter at Sheffield Hallam University, spending two hours there. Paula and I have known each other through informatics conferences since the late 1980s or early 90s and the British Computer Society Nursing Specialist Group. (Sadly this group and its publications are not as active as they used to be.) I really appreciate Paula's time and her key conclusion that rather than thinking about Hodges' model I need to apply my knowledge and experience with the model and DO something with it. In doing something with the model in a certain community - most likely residential care and nursing homes - I would also have a potential community of users for the new website. This was quite something to hear as I'm at that stage of my career when, shall we say - other possibilities beckon.
In the afternoon I travelled the short distance to meet Brian Hodges at his home. It was great to meet with Brian again and his wife. It was a lovely sunny afternoon as per the welcome and some cake! We reflected on the respective changes over the past five years and current events. Hot-off-the-press of course was my sharing the discussion with Paula and the planned visit to Lancaster University.
We agreed to meet again and not leave it so long next time. Brian has a desire to write again and and a prospective topic in dependence - independence. I hope this is something Brian can do and forward a photo for the (still) promised site. Brian now has copies of the most recent papers and the latest draft on recovery in mental health and the model.
On the Wednesday, after work I drove to Lancaster to discuss their PhD E-Research and Technology Enhanced Learning (thesis and coursework) distance learning.
At the start of last week a reserve place - for January 2015 became an offer of a place next month.
So, as of next month I will make a start. There is a residential week to look forward to at the end of March. Three second hand books from the reading list are ordered. There is a recommended video link too that invites repeat viewing, Etienne Wenger on Communities of Practice:
http://www.239productions.co.uk/wenger/
- and in the Nursing Informatics book I'm reading for review, on page 189 box 11.1 is on the same topic and referenced source Wenger, E..
I predicted quite some time ago about the post count decreasing here ... now I have an excuse and I plan on this including Drupal.
On the 4th I visited Paula Procter at Sheffield Hallam University, spending two hours there. Paula and I have known each other through informatics conferences since the late 1980s or early 90s and the British Computer Society Nursing Specialist Group. (Sadly this group and its publications are not as active as they used to be.) I really appreciate Paula's time and her key conclusion that rather than thinking about Hodges' model I need to apply my knowledge and experience with the model and DO something with it. In doing something with the model in a certain community - most likely residential care and nursing homes - I would also have a potential community of users for the new website. This was quite something to hear as I'm at that stage of my career when, shall we say - other possibilities beckon.
In the afternoon I travelled the short distance to meet Brian Hodges at his home. It was great to meet with Brian again and his wife. It was a lovely sunny afternoon as per the welcome and some cake! We reflected on the respective changes over the past five years and current events. Hot-off-the-press of course was my sharing the discussion with Paula and the planned visit to Lancaster University.
We agreed to meet again and not leave it so long next time. Brian has a desire to write again and and a prospective topic in dependence - independence. I hope this is something Brian can do and forward a photo for the (still) promised site. Brian now has copies of the most recent papers and the latest draft on recovery in mental health and the model.
On the Wednesday, after work I drove to Lancaster to discuss their PhD E-Research and Technology Enhanced Learning (thesis and coursework) distance learning.
At the start of last week a reserve place - for January 2015 became an offer of a place next month.
So, as of next month I will make a start. There is a residential week to look forward to at the end of March. Three second hand books from the reading list are ordered. There is a recommended video link too that invites repeat viewing, Etienne Wenger on Communities of Practice:
http://www.239productions.co.uk/wenger/
- and in the Nursing Informatics book I'm reading for review, on page 189 box 11.1 is on the same topic and referenced source Wenger, E..
I predicted quite some time ago about the post count decreasing here ... now I have an excuse and I plan on this including Drupal.
Monday, 16 December 2013
Cognitive Informatics and other forms?
Over the past couple of months I've posted on topics that include an example of Hodges' model related to the post's particular theme. In McGonigle and Mastrian's Nursing Informatics and the Foundation of Knowledge, Second Edition (2012) on page 63 the editors cite Wang (2003):
I will leave it to you to consider the INTRA-INTERPERSONAL and SCIENCES domains, and not (just) how Wang's cognitive informatics 'fits' within Hodges' model, but what of the many other informatics fields. Here they seem like stepping stones, but taken together where do they lead to, from, ... about ...?
Wang, Y. (2003), Cognitive Informatics: A New Transdisciplinary Research Field, Brain and Mind: A Transdisciplinary Journal of Neuroscience and Neurophilosophy, Vol.4, No.2. pp.115-127.
Cognitive informatics attempts to solve problems in two connected areas in a bidirectional and multidisciplinary approach. In one direction, CI uses informatics and computing techniques to investigate cognitive science problems, such as memory, learning and reasoning; in the other direction, CI uses cognitive theories to investigate problems in informatics, computing and software engineering (p.120).
I will leave it to you to consider the INTRA-INTERPERSONAL and SCIENCES domains, and not (just) how Wang's cognitive informatics 'fits' within Hodges' model, but what of the many other informatics fields. Here they seem like stepping stones, but taken together where do they lead to, from, ... about ...?
Wang, Y. (2003), Cognitive Informatics: A New Transdisciplinary Research Field, Brain and Mind: A Transdisciplinary Journal of Neuroscience and Neurophilosophy, Vol.4, No.2. pp.115-127.
Wednesday, 4 December 2013
The EQUATOR Network: Support for “Declaration of transparency”
Following publication in the BMJ, in October 2013, of a proposed declaration of transparency a number of journals have now expressed their support for the transparency declaration and now ask lead authors to sign a declaration affirming that:
"this manuscript is an honest, accurate, and transparent account of the study being reported; that no important aspects of the study have been omitted; and that any discrepancies from the study as planned (and, if relevant, registered) have been explained".
The following journals have now expressed their support:
BMJ
BMJ Open
BJOG: An International Journal of Obstetrics and Gynaecology
Canadian Journal of Anesthesia
NIHR Journals Library
Reference: Altman DG, Moher D. Declaration of transparency for each research article. BMJ 2013;347:f4796 [free full text].
My source: equator network - newsletter December 2013
Sunday, 3 November 2013
Graduate Study in Philosophy/Ethics of Information at the University of Oxford
From: Luciano Floridi - lfloridi at gmail.com
Please circulate
If you are interested in pursuing interdisciplinary graduate study at the University of Oxford in philosophy and/or ethics of information in connection with digital technologies, the Oxford Internet Institute offers:
For an initial expression of interest, please send a short CV (max 1500 words) and a short outline of research interests or project (max 1500 words) to:
Mrs. Penny Driscoll, BA (Hons), MA
PA to Prof Luciano Floridi
Professor of Philosophy and Ethics of Information
Oxford Internet Institute, University of Oxford
1 St Giles, Oxford, OX1 3JS
penny.driscoll8 at gmail.com
Please circulate
If you are interested in pursuing interdisciplinary graduate study at the University of Oxford in philosophy and/or ethics of information in connection with digital technologies, the Oxford Internet Institute offers:
1. The eleven-month residential MSc in Social Science of the Internet.For more information, please check: http://www.oii.ox.ac.uk/graduatestudy/
Students from a wide variety of backgrounds can combine their interests in philosophical/ethical issues with Internet-related courses in law, policy and other social sciences.
2. This is for students wishing to undertake groundbreaking, detailed research.
Students are encouraged to ask original, concrete questions and to adopt incisive methodologies for exploring them, in order to help to shape the development of digital realities.
3. The Summer Doctoral Programme.
This provides top doctoral students from around the world with the opportunity to work for a few intensive weeks with leading figures in Internet/digital research.
For an initial expression of interest, please send a short CV (max 1500 words) and a short outline of research interests or project (max 1500 words) to:
Mrs. Penny Driscoll, BA (Hons), MA
PA to Prof Luciano Floridi
Professor of Philosophy and Ethics of Information
Oxford Internet Institute, University of Oxford
1 St Giles, Oxford, OX1 3JS
penny.driscoll8 at gmail.com
Tuesday, 29 October 2013
Student engagement survey UK pilot – Year 2: HEA
Forwarded from the HEA
The National Survey of Student Engagement (NSSE) was designed to measure students’ participation in activities and practices that are known to relate to improvements in learning. It asks about the amount and quality of effort that students invest in their studies, as well as the extent to which their courses and institutions are supportive and encouraging. It was developed and first used in North America in 2000, and has now been adapted and implemented in Australia, New Zealand, South Africa and Ireland.
In early 2013, nine UK institutions piloted a range of survey questions derived from NSSE. The questions were focused on four key areas:
- Critical thinking. Four questions asked students about the emphasis their coursework placed on a range of mental activities such as evaluating and applying information.
- Course challenge. Three questions focused on how their courses have encouraged them to work hard.
- Collaborative learning. Three questions asked students how often they had interacted with other students in a range of ways.
- Academic integration. Five questions explored students’ interaction with academic staff, participation in class and discussions with others outside class.
8500 students responded, and the report of the first year of the pilot will be published on 6 November 2013 and will be available at www.heacademy.ac.uk/surveys. The report contains analysis of the results, as well as findings from interviews with students about the questions used.
In order to allow more institutions to take part in this project, and to collect more data for research purposes, the project will run again in spring/summer 2014.
Participation in this project allows institutions to ask students about the extent to which they are investing effort in their studies, to identify areas where more encouragement and opportunities to engage may be required. Institutions will be able to benchmark their own results against the aggregate UK results, both at institutional and subject level, to better understand their students’ engagement.
For full information on the pilot and how to be involved, along with all related documentation please see our website at http://www.heacademy.ac.uk/resources/detail/engagement_survey/pilot_call_2014
Kind Regards
Celia
Dr Celia R Brigg
Academic Lead (Business Development)
celia.brigg at heacademy.ac.uk
The Higher Education Academy, Innovation Way, York Science Park, Heslington, York, YO10 5BR
www.heacademy.ac.uk – Twitter @HEAcademy
Tuesday, 15 October 2013
ERCIM News No. 95 Special theme: "Image Understanding"
ERCIM News No. 95 has just been published at
http://ercim-news.ercim.eu/en95
Special Theme: "Image Understanding"
Guest editors: Michal Haindl, Institute of Information Theory and Automation, Academy of Sciences of the Czech Republic, and Josef Kittler, University of Surrey, UK
http://ercim-news.ercim.eu/en95/special/
Keynote: "Image Understanding – An EU Perspective"
by Libor Král, Head of Unit A2 – Robotics in Directorate General Communication Networks, Content & Technology, European Commission
This issue for download
pdf: http://ercim-news.ercim.eu/images/stories/EN95/EN95-web.pdf
epub: http://ercim-news.ercim.eu/images/stories/EN95/EN95.epub
Next issue: No. 96, January 2014 - Special Theme: "Linked Open Data"
(see Call at http://ercim-news.ercim.eu/call)
Thank you for your interest in ERCIM News.
Feel free to forward this message to others who might be interested.
Best regards,
Peter Kunz
ERCIM News central editor
------------------------------------------------------------------------
ERCIM "Alain Bensoussan" Fellowship Programme
ERCIM offers fellowships for PhD holders from all over the world. The next round is open!
Next deadline 31 October 2013
http://fellowship.ercim.eu/
Wednesday, 25 September 2013
Surveys, Nursing Education, Drupal and Webform
Just before heading to Drupalcon Prague I learned of a new paper by Gill et al.:
Yesterday at Drupalcon there was a presentation on Webform:
I've mocked up a enquiry form using Webform, but this session pointed to how the module can be extended for polls and contact forms. Based on Gill et al. and the eDelphi technique they explain this could be a really powerful combination.
Gill, F.J., et al., Using a web-based survey tool to undertake a Delphi study: Application for nurse education research, Nurse Education Today (2013), http://dx.doi.org/10.1016/j.nedt.2013.02.016
Using a web-based survey tool to undertake a Delphi study: Application for nurse education research
Background: The Internet is increasingly being used as a data collection medium to access research participants. This paper reports on the experience and value of using web-survey software to conduct an eDelphi study to develop Australian critical care course graduate practice standards.The paper is interesting in combining surveys and an e-variant of the Delphi research method. Conclusions highlight the improved accessibility to experts and how ethics needs to keep pace with technical change and affordances.
Methods: The eDelphi technique used involved the iterative process of administering three rounds of surveys to a national expert panel. The survey was developed online using SurveyMonkey. Panel members responded to statements using one rating scale for round one and two scales for rounds two and three. Text boxes for panel comments were provided.
Collecting data and providing feedback: For each round, the SurveyMonkey's email tool was used to distribute an individualized email invitation containing the survey web link. The distribution of panel responses, individual responses and a summary of comments were emailed to panel members. Stacked bar charts representing the distribution of responses were generated using the SurveyMonkey software. Panel response rates remained greater than 85% over all rounds.
(in press)
Yesterday at Drupalcon there was a presentation on Webform:
Webform 4.0: Surveys in Drupal Improved
I've mocked up a enquiry form using Webform, but this session pointed to how the module can be extended for polls and contact forms. Based on Gill et al. and the eDelphi technique they explain this could be a really powerful combination.
Gill, F.J., et al., Using a web-based survey tool to undertake a Delphi study: Application for nurse education research, Nurse Education Today (2013), http://dx.doi.org/10.1016/j.nedt.2013.02.016
Tuesday, 17 September 2013
Study on attitudes to epistemic uncertainty in safety - Call for participants
From: Eugenio Alberdi, e.alberdi AT CSR.CITY.AC.UK
To: SOCIOTECH AT JISCMAIL.AC.UK
Sent: Tuesday, 17 September 2013, 19:57
Subject: Study on attitudes to epistemic uncertainty in safety - Call for participants
To: SOCIOTECH AT JISCMAIL.AC.UK
Sent: Tuesday, 17 September 2013, 19:57
Subject: Study on attitudes to epistemic uncertainty in safety - Call for participants
The Centre of Software Reliability and the Department of Psychology at City University London are running a study on reactions to epistemic uncertainty in decision problems about safety.
Perceived errors in such decisions are often debated hotly after the fact, but there is still a need to study how the input to the decision maker can help or hinder correct decisions.
If you are involved in any capacity with probabilistic reasoning about safety and risk, we would be grateful if you take the survey at:
This study arises from research project UnCoDe -
(UNcertainty and COnfidence in safety arguments: effect on expert DEcision makers):
(UNcertainty and COnfidence in safety arguments: effect on expert DEcision makers):
All participants will have the opportunity to read the final report from the study and the other project outputs.
Regards,
_eugenio
Dr. Eugenio Alberdi
Research Fellow, Centre for Software Reliability,
City University, London, Northampton Square, London EC1V 0HB
Email: e.alberdi AT city.ac.uk
Tel: +44 (0)20 7040 8424 Fax: +44 (0)20 7040 8585
Sunday, 8 September 2013
Research Design Service North West (RDS NW) September 2013 e-bulletin
A very useful resource:
Dear Colleague,
Please follow the link below to the September 2013 e-bulletin from the Research Design Service North West (RDS NW).
In this issue:
- is my study research?
- NIHR showcases the clinical research that could bring hope to the nation’s dementia sufferers
- funding opportunities
- events and training
- approaching funding deadlines.
We hope you find this helpful and as always welcome any feedback.
Thanks,
RDS NW
Research Design Service North West
Central Coordinating Office
Tel: +44 (0) 1524 593209
Source: Thanks to RDS NW and Paul Dolby
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