The effects of viewpoint on the virtual space of pictures

Pictorial displays whose primary purpose is to convey accurate information about the 3-D spatial layout of an environment are discussed. How and how well, pictures can convey such information is discussed. It is suggested that picture perception is not best approached as a unitary, indivisible process. Rather, it is a complex process depending on multiple, partially redundant, interacting sources of visual information for both the real surface of the picture and the virtual space beyond. Each picture must be assessed for the particular information that it makes available. This will determine how accurately the virtual space represented by the picture is seen, as well as how it is distorted when seen from the wrong viewpoint

Educational Psychologists as Scientist Practitioners: A Critical Synthesis of Existing Professional Frameworks by a Consciously Incompetent Trainee

Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended. Several professional frameworks have been developed that provide mechanisms to support the application of psychology to problem-solving; thus facilitating the role of educational psychologists as scientist–practitioners. Furthermore, existing frameworks do not have to be viewed in isolation and can be integrated to demonstrate effective and defensible professional standards (Kelly & Marks Woolfson, 2017). This paper is a reflection on practice written by a third-year trainee from Manchester University. It aims to critique five existing frameworks, through casework analysis, and critically synthesise findings to produce a personalised framework based on “what works”. A theoretical model, “The Model of Dynamic Epistemology” (MODE) and a framework to support the application of MODE has been suggested. The paper concludes that an effective professional framework must emphasise positive relationships and shared understanding while maintaining scientific rigour. Finally, limitations have been outlined and future action research into the effect of MODE recommended

Educational Psychology and the Dissemination of Evidence to Professional Practice

The purpose of this reflective practice paper is twofold: firstly, to review the concepts of evidence-based practice (EBP) and practice-based evidence (PBE) within the discipline of educational psychology and, secondly, to consider how research evidence can be effectively disseminated to inform educational psychologists’ (EPs’) professional practice. The unique contribution that EPs can make to the evidence base is described before exploring the extent to which EPs’ general practice is based on the best available scientific evidence. Finally, a dissemination plan is outlined that includes a discussion regarding the critical role of Implementation Science (Blase et al., 2012). The paper concludes that, although sparse, the existing literature suggests EPs are not basing their practice on well-evidenced techniques. Also, effective dissemination must include Implementation Science if sustainable changes are to be made at an organisational level

Hydrogen reliquefiers for lunar storage systems

Reliquifier application to eliminate propellant boil off losses in space and lunar storage system

Poor Uncle Tom

https://digitalcommons.library.umaine.edu/mmb-vp/2393/thumbnail.jp

Hegelian Spirits in Sellarsian Bottles

Though Wilfrid Sellars portrayed himself as a latter-day Kantian, I argue here that he was at least as much a Hegelian. Several themes Sellars shares with Hegel are investigated: the sociality and normativity of the intentional, categorial change, the rejection of the given, and especially their denial of an unknowable thing-in-itself. They are also united by an emphasis on the unity of things—the belief that things do ‘‘hang together.’’ Hegel’s unity is idealist; Sellars’ is physicalist; the differences are substantial, but so are the resonances

Family-inclusive practice in a psychiatric intensive care unit

Aims and Method: The National Institute for Health and Care Excellence recommends involving the families of patients admitted to psychiatric hospital care, without specific guidance on how to do it. To improve family involvement in a National Health Service psychiatric intensive care unit, a relatives’ and carers’ clinic was set up. Fifty family members attended and completed questionnaires. Nine went on to take part in interviews, the results of which were analysed using thematic analysis. Results: Families felt more informed and found the increased access to information useful. They felt that the process showed respect for them and their family member, and that their contribution was valued. Running throughout the interviews was the contrast with previous experiences; families reported feeling heard and understood and attributed this in part to timing and environment. Clinical implications: The clinic was viewed positively by families and met the trust’s commitment to including carers, as well as national guidance which suggests it should be part of routine practice