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Past and future of townscape for a humane urbanism
Get PDFThe complexity of the term Townscape is linked to its authorship shared on the pages of the Architectural Review. The first article in the Townscape column was published in 1948 and was written by Gordon Cullen. In 1949 H. De C. Hastings wrote the editorial “Townscape” and thus officially opened one of the most critical campaigns promoted by the British magazine, which will continue for over twenty years thanks to various authors, and culminated in 1961, with the publishing of the book Townscape by Gordon Cullen.
A few years after the publication of Cullen's text, theTownscape agenda became the subject of intellectual battles between critics such as Colin Rowe and Peter Reyner Banham. Then, in the 1970s, the term began to be associated with new forms of historical revisionism until it became the theoretical justification of Poundbury and Nansledan’s schemes promoted by then Prince Charles.
Some recent studies analyse the origins and developments of the Townscape’s agenda (Mathew Aitchison, Clément Orillard). At the same time, no one has yet focused on the historical origins of the term or the future potential of this urban theory, which associates tradition with modernity and rurality with the city, focusing on the richness of the human scale and experience.
This research is based on a literature review of the term Townscape from the XIX century to the present.
By selecting the most relevant publications and comparing the different meanings, this paper aims to reconstruct an awaited framework of the term, its evolutions, nuances, and future potential. The final aim is to suggest Townscape as a fruitful term to theoretically frame the contemporary challenges of urban design, providing possibly innovative and critically sound strategies for addressing the lack of sense of belonging of our townscapes
The concise guide to pharmacology 2023/24: catalytic receptors
Get PDFThe Concise Guide to PHARMACOLOGY 2023/24 is the sixth in this series of biennial publications. The Concise Guide provides concise overviews, mostly in tabular format, of the key properties of approximately 1800 drug targets, and nearly 6000 interactions with about 3900 ligands. There is an emphasis on selective pharmacology (where available), plus links to the open access knowledgebase source of drug targets and their ligands (https://www.guidetopharmacology.org/), which provides more detailed views of target and ligand properties. Although the Concise Guide constitutes almost 500 pages, the material presented is substantially reduced compared to information and links presented on the website. It provides a permanent, citable, point‐in‐time record that will survive database updates. The full contents of this section can be found at http://onlinelibrary.wiley.com/doi/10.1111/bph.16180. Catalytic receptors are one of the six major pharmacological targets into which the Guide is divided, with the others being: G protein‐coupled receptors, ion channels, nuclear hormone receptors, enzymes and transporters. These are presented with nomenclature guidance and summary information on the best available pharmacological tools, alongside key references and suggestions for further reading. The landscape format of the Concise Guide is designed to facilitate comparison of related targets from material contemporary to mid‐2023, and supersedes data presented in the 2021/22, 2019/20, 2017/18, 2015/16 and 2013/14 Concise Guides and previous Guides to Receptors and Channels. It is produced in close conjunction with the Nomenclature and Standards Committee of the International Union of Basic and Clinical Pharmacology (NC‐IUPHAR), therefore, providing official IUPHAR classification and nomenclature for human drug targets, where appropriate
"I think if you cut me open, it runs through my veins": Trauma-informed practice provision and training in Suffolk
Get PDFTrauma is a pervasive and complex public health issue that has been exacerbated by societal polycrisis such as COVID-19, the cost of living crisis, and ongoing global conflicts. To date there has been no cross-sector systemic exploration of Trauma-informed Practice (TIP) provision in the UK, making the current research timely and crucial. The objectives of this project were to gauge the extent and quality of TIP training and provision across Suffolk and North East Essex (SNEE), to make recommendations for more consistent provision of TIP and training across the system in SNEE and beyond. A survey found that while over half of organisations were practicing TIP and had TIP training, that training was inconsistent and short. Interviews of professionals in education, healthcare, and voluntary and charitable organisations, followed by a reflexive thematic analysis found several themes relating to what good TIP is, barriers of systemic resource constraints and individuals, the facilitators for doing good TIP, and the needs of the system for doing good TIP. Recommendations included: 1. training to inspire passion for TIP in service providers and address misconceptions around TIP; 2. a focus shift onto flexible, person centred outcome measure; 3. an emphasis on early intervention and prevention across all public services; and 4. structured communities of practice around TIP
Critical data literacy in higher education: teaching and research for data ethics and justice
No full textNavigating the turbulent waters of data and algorithms, in order to participate in today's datafied society, requires a series of transversal skills. Educators, students and citizens need both technical abilities and a set of literacies, interwoven with a critical approach, to understand the socio-political and cultural mechanisms governing, shaping, and transforming our lives. Our chapter will reflect on the impact of datafication in society and address some questions about embracing the concept of ethics as a method for working with data towards addressing bias, ensuring that the demands of data justice are adopted in teaching and research. Our open and critical pedagogic approach calls for educators to explore data issues from a social justice perspective and through research-based learning activities. To exemplify our model, we showcase an academic development programme piloted in Uruguay which was part of a bigger research project, Understanding data: politics and praxis. As part of the project, we have developed a critical pedagogic approach to support academics in teaching critical data literacies. This approach bridges research and real-world problems, using open data as open educational resources (OER) to support learners and educators to co-create knowledge in an interdisciplinary manner through research-based learning activities. Our curriculum provides academics with a data ethics framework and solid theoretical background, alongside analytical tools, and activities to develop lifelong learning. This approach enables participants to understand and challenge datafication and support informed and transformative democratic practices and dialogue, empowering citizens to address social justice concerns
Looking after yourself as a social worker
No full textThe aims of this chapter are:
to examine how social workers can effectively look after their health and wellbeing, given the demands and challenges of practice;
to explore what stress and burnout are and the adverse impact they can have on us, our practice, and service users;
to highlight the importance of assertiveness in prioritising our own health and wellbeing and developing a work-life balance
Pedagogy-as-praxis: a sociocultural framework for researching pedagogy as performance and discourse
Get PDFThis article presents a sociocultural conceptual framework for researching pedagogy as the performance of teaching together with its attendant discourse. The framework, referred to as pedagogy-as-praxis, consists of two core elements that draw on, combine and adapt several different yet complimentary theoretical perspectives. First, Alexander’s action-based framework (the what) and components of Bernstein’s theory on educational transmission (the how) are combined to intricately and sensitively describe the performance of teaching. Second, by positioning the performance of teaching as the tool element within an adapted and extended activity system, the remaining activity theory elements – subject, object, rules, community and division of labour – are applied to understand the discourse that produces, structures and influences its modality (the why). Within the pedagogy-as-praxis framework, these theoretical perspectives enable an analysis of how socio-cultural-political factors shape and mediate educational practices. The article starts by considering the definition of pedagogy upon which the framework is based before considering the theoretical perspectives it is underpinned by. The framework and its constituting elements are then applied and demonstrated
Providing accessible healthcare for Autistic Women - blog post
No full textThis blog accompanies an article with the same title which I have written around ideas to enhance maternity care for autistic women. (Published in The Practising Midwife journal February 2023 issue).
Current narratives say autistic women felt isolated, neglected, stigmatised and judged when engaging in maternity care. They felt hospital environments were sensory overloading and caused barriers to accessing care.
With support from the Florence Nightingale Foundation, I created a series of support plans to enable care adjustment ideas to flow between women and midwives to lower barriers and change future narratives for autistic women
An exploration of values-based radiography from the perspective of the service user
Get PDFIntroduction
This article presents the patient outcomes of a CoRIPS funded study which investigated the values of patients in both a diagnostic and therapeutic setting. Little work has been conducted to ascertain patient values and these have previously been presumed.
Method
The study used focus groups, conducted by two experienced researchers, to allow participants the opportunity to discuss their values during imaging examinations and therapeutic treatments. The resultant discussions were audio recorded and transcribed before a thematic analysis was conducted. A sample of the data was reviewed by both researchers to demonstrate credibility and confirmability.
Results
The main themes identified were related to radiographer professional skills, communication and compassion. Both diagnostic and therapeutic participants shared values despite the difference in their examinations and treatments. They valued being seen as an individual and felt that radiographer communication contributed to this. Patients value being able to access information to help them prepare for their examination or treatment. During the examination they value the skills of the radiographer which they assumed. The patients also value the radiographer taking their time over the examination as they relate this the quality of the examination or treatment. After the imaging or treatment they valued being able to see their images and have their questions answered. Patient responses suggested that their values were not always met in practice.
Conclusion
The values of the patients were successfully explored using focus groups. Patient values relate to radiographer professional skills, communication and compassion. Patients do not always have their values met during their examinations and treatments. Radiographers in practice should be mindful that patients value being treated as individuals and be provided with information throughout their imaging and treatment. Recommendations for practice were identified