The accurate measurements of natural and anthropogenic aerosol particulate matter (PM) is important in managing both environmental and health risks; however, limited monitoring in regional areas hinders accurate quantification. This article provides an overview of the ability of recently launched geostationary earth orbit (GEO) satellites, such as GOES-R (North America) and HIMAWARI (Asia and Oceania), to provide near real-time ground-level PM concentrations (GLCs). The review examines the literature relating to the spatial and temporal resolution required by air quality studies, the removal of cloud and surface effects, the aerosol inversion problem, and the computation of ground-level concentrations rather than columnar aerosol optical depth (AOD). Determining surface PM concentrations using remote sensing is complicated by differentiating intrinsic aerosol properties (size, shape, composition, and quantity) from extrinsic signal intensities, particularly as the number of unknown intrinsic parameters exceeds the number of known extrinsic measurements. The review confirms that development of GEO satellite products has led to improvements in the use of coupled products such as GEOS-CHEM, aerosol types have consolidated on model species rather than prior descriptive classifications, and forward radiative transfer models have led to a better understanding of predictive spectra interdependencies across different aerosol types, despite fewer wavelength bands. However, it is apparent that the aerosol inversion problem remains challenging because there are limited wavelength bands for characterising localised mineralogy. The review finds that the frequency of GEO satellite data exceeds the temporal resolution required for air quality studies, but the spatial resolution is too coarse for localised air quality studies. Continual monitoring necessitates using the less sensitive thermal infra-red bands, which also reduce surface absorption effects. However, given the challenges of the aerosol inversion problem and difficulties in converting columnar AOD to surface concentrations, the review identifies coupled GEO-neural networks as potentially the most viable option for improving quantification.
This paper considers the inclusion of mental health service users' experiences and perspectives in professional education classrooms. After brief introductions to the authors' backgrounds, the paper discusses professional expertise and knowledge and the accreditation of professional education courses. It then goes on to explore service users' understandings of mental and emotional distress and the development of Mad Studies which, at first sight, may appear incompatible with professional education courses. Discussion then turns to the development and trial of a living experience learning resource, which portrays the first author's knowledge and understanding of having voices. The paper concludes by arguing for the inclusion of Mad Studies knowledges in professional education classrooms. POINTS OF INTEREST 1. This paper is about including mental health service users' experiences and knowledges in professional education classrooms. 2. The paper discusses service users' own understandings of mental and emotional distress and the international development of Mad Studies-cooperative study of mental health service users' experiential knowledges. 3. It also describes how we produced a learning resource (video film) which portrays the first author's understanding of having or hearing voices. 4. The learning resource was used in research with seven first year social work students and we found that the students' understandings of mental illness changed after viewing the resource. 5. Mad Studies offers mental health service users hope and the possibility of change. It is important therefore that Mad Studies knowledges are included in professional education.
Concerns have been expressed regarding the efficacy of services for heterosexual men who use intimate partner violence. In addition, there has been limited research into the perspectives of these men regarding their use of services. The Australian study outlined in this article sought to examine the experiences of heterosexual men who use intimate partner violence (IPV) when they access domestic violence services. Collaborative inquiry was undertaken with men who were attending a residential domestic violence service to explore the research question; What does expertise look like in domestic violence services for men? When discussing expertise, twenty men identified four themes: lived experience and book knowledge, services and supports, professional helping skills and expertise, and non-professional helping and expertise. These collaborative researchers described expertise as a product of book knowledge and lived experience knowledge, indicating these knowledges could be located within the one person or shared between professionals and service attendees. The informants suggested cultural mentoring, peer support and co-production are important inclusions in men’s domestic violence services. They also highlighted positive peer affirmations as supporting their behaviour change and suggested sociological frameworks are central to successful interventions with men. Men who use IPV may have important insights about expertise in domestic violence services for men which can inform future practice.
There is growing international interest in service user involvement in social work education, but some service user groups are more likely to be included than others. This article explores the possibility of involving male service users who use intimate partner violence in Australian social work education. The article describes focus groups conducted separately with social work students and men who use intimate partner violence, which explored participants’ understandings of lived experience, service user involvement in social work education and the place of men who use intimate partner violence in the social work academy. The findings suggest it may be possible to involve previously excluded service user groups in social work education.
Scotland and Wales share the opportunities of devolved government as well as challenges such as urban deprivation and remote rural communities. Such commonalities make a comparison of their approaches to psychological therapies relevant. The Scottish and Welsh governments have both published guidance concerning improved access to psychological therapies and these reveal different approaches. The Scottish Government has provided clear and concrete guidance for services, retains a close overview of progress, and plans training from the centre. The Welsh Government has published guidance which is unspecific, has largely devolved responsibility for implementation to local health boards and has no central plan for training. Scottish guidance provides clear information about who can expect to receive specific evidence-based therapies, the number of sessions they can expect to receive, and crucially the level of training and competence required for therapists. Welsh guidance documents have not yet specified which patient groups can expect to access formal psychological therapies, which psychological therapies are considered to have a sound evidence base, the number of sessions patients can expect, or the level of training and competence required for practitioners. Welsh policy documents make no reference to competence frameworks for therapists.
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