[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 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/

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/

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Modeling Outside the Box (MOTB) Workshop

(co-located with MODELS'13 in Miami, Florida, USA, September 30, 2013)

http://cserg0.site.uottawa.ca/modelingoutsidethebox2013

WHAT IS IT?
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Through a series of creativity, lateral thinking, and brainstorming activities, the Modeling Outside the Box (MOTB) workshop will ask participants to think outside the box and imagine different, radical, innovative forms of model-driven engineering (MDE). Participants will be asked to leave behind all their preconceived notions of MDE and to approach the issue of MDE from a different angle. This will be a highly interactive workshop in which facilitators will use tried-and-tested methods for fostering creativity to generate fresh new ideas for MDE. The aim is to avoid the blinkered thinking and tunnel vision that is a natural consequence of any mature discipline. The outcomes will be new connections between people and, hopefully, new ideas that may lead to future research collaborations.

SOUNDS FUN. BUT IS IT FOR ME?
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We are looking for people who are willing to step outside their particular areas of expertise or interest and join with other positive-thinking individuals to imagine alternative futures for MDE. If you have been frustrated with the current state of MDE practice and want to change, then we want you!

SOUNDS LIKE ME. WHERE DO I SIGN UP?
-----------------------------------
We are asking all potential participants to fill in a short 2 page application form
  http://cserg0.site.uottawa.ca/motb13/MOTB13application.doc
and submit it in pdf format via EasyChair
https://www.easychair.org/conferences/?conf=motb2013.
The application form is just meant to ensure a diverse mix of people with a range of experiences are represented as creativity works best when there is diversity. In particular, we are aiming for a mix of senior people and junior people, including students. We encourage both academics and practitioners to join us. We will try our best to accept all applications.

SOUNDS INTERESTING. BUT WILL IT REALLY CHANGE ANYTHING?
-------------------------------------------------------
We cannot promise that the world will change if you come to this workshop.
We can promise that you will meet like-minded individuals, that you will get a chance to have proper conversations with them rather than just listening to presentations, and that your way of thinking will be challenged.

WHO IS BEHIND THIS?
-------------------
Your friendly organizers are Jon Whittle, Nelly Bencomo, and Gunter Mussbacher.
Feel free to contact them at modelingoutsidethebox2013-info@site.uottawa.ca
if you have any questions or just want more information.

PUBLICATION AND COMMITMENT
--------------------------
There will be no presentations or papers in workshop proceedings.
Furthermore, while MODELS’13 allows participants to move between workshops, this is not conducive to creative thinking. We therefore ask applicants to commit to spending the whole day with MOTB.

IMPORTANT DATES
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Deadline for Application: Sunday, August 4, 2013, 23:59:59, Pago Pago, American Samoa time
Notification Sent to Participants: Monday, August 12, 2013
Workshop: Monday, September 30, 2013


I realise this is not models of nursing, and it is a workshop with a specific focus - MDE - it is also rather short notice. The appeal for me is the aims of the workshops and how it encourages a socio-technical approach. I'm sure that h2cm could inform proceedings. Thinking outside the box means you first must identify them.

Inaugural issue open-access journal: Global Health - Science and Practice

Dear HIFA members,

The inaugural issue of the open-access journal Global Health: Science and Practice, is now available here:
http://www.ghspjournal.org/content/current

Below are extracts from the editorials:

'USAID and the Schools of Public Health at JHU and GWU welcome you to the inaugural issue of GHSP­an open-access, peer-reviewed journal for the global health community, particularly program implementers, to contribute to and benefit from a dialogue based on science and practical programmatic experience...'
'We foresee that public health practitioners, university colleagues, donors, and other development partners will be able to contribute to and benefit from a dialogue based on science and experience of what works for field programs.... GHSP will take a multidisciplinary approach to the science and practice of global health... We look forward to your engagement and feedback.'

Ariel Pablos-Méndez, Michael Klag, Lynn Goldman
Glob Health Sci Pract 2013;1(1):1-2
http://dx.doi.org/10.9745/GHSP-D-13-00012

'Formal research definitely helps. But it is not enough. We also need programmatic know-how, including experience-based knowledge and 'lessons learned.'.

James D Shelton, Ronald J Waldman
Glob Health Sci Pract 2013;1(1):3-4
http://dx.doi.org/10.9745/GHSP-D-13-00001

Best wishes,
Neil

My source: HIFA2015

Journal of Learning Analytics - inaugural issue

ISSN 1929-7750 (online)
Homepage: http://epress.lib.uts.edu.au/journals/index.php/JLA
Twitter:  http://twitter.com/jla_editorial
Contact:  jla.editorial at gmail.com

Submission deadline (inaugural issue): April 30, 2013

Overview
Journal of Learning Analytics is a peer-reviewed, open-access journal, disseminating the highest quality research in the field. The journal is the official publication of the Society for Learning Analytics Research (SoLAR). With an international Editorial Board comprising leading scholars, it is the first journal dedicated to research into the challenges of collecting, analysing and reporting data with the specific intent to improve learning and teaching practice. “Learning” is broadly defined across a range of contexts, including informal learning on the internet, formal academic study in institutions (primary/secondary/tertiary), and workplace learning.

The journal seeks to connect researchers and developers with practitioners, creating and disseminating new tools and techniques, studying transformations, and providing ongoing evaluation and critique of the conceptual, technical, and practical outcomes. The interdisciplinary focus of the journal recognizes that computational, pedagogical, institutional, policy and social domains must be brought into dialogue with each other to ensure that interventions and organizational systems serve the needs of all stakeholders. The journal seeks to bring into dialogue the intersection of the fields of Education, Computation and Sensemaking.
Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area. The journal also welcomes practice-focused papers that detail Learning Analytics applications in real-world settings, provided that they offer innovative insights for advancing the field (see the About section).

Focus and Scope
The following topics are indicative of the journal’s scope:

Education
- Connections between learning analytics and the learning sciences
- Personalization and adaptation in the learning process
- Educational research methods
- Learner modeling
- The study of emotion, flow, and affective data

Computation
- Social network analysis
- Web science, the Semantic Web, and linked data
- Data mining and machine learning techniques
- Natural language processing and text mining
- Recommendation engines

Sensemaking
- Visualization and user experience
- Data and multimedia literacy
- Decision-support
- Organizational dynamics
- Ethical issues

Research Papers
Journal of Learning Analytics welcomes papers that either describe original research or offer a review of the state of the art in a particular area of learning analytics. No submission, or substantially overlapping submission, be published or be under review elsewhere.  Submissions that extend previously published conference papers are welcome provided that the journal submission has sufficiently been extended (at least 25-30% of new contribution).

The Reflective Practitioner Section
This section of the Journal of Learning Analytics is peer-reviewed and  covers the application of learning analytics across a diversity of contexts. This section spotlights trends and practices; provides new insights and ideas; and analyzes the implications of learning analytics. This section is not intended as an avenue for publication of research articles.

Editors
- Shane Dawson, University of South Australia, Australia
- Dragan Gasevic, Athabasca University, Canada
- Phillip Long, University of Queensland, Australia

Editor of the Reflective Practitioner Section
- John Campbell, West Virginia University, USA